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A theory of vocational choice was examined by testing some of its general hypotheses in a longitudinal study. Changes in major field plans for a one‐year period (high school senior year to end of freshman year in college) were studied by assessing a sample of National Merit Finalists (332 boys and 181 girls) in high school with interest, personality, originality, self‐ratings, achievement, and aptitude measures. Students were reassessed in college and pre‐and post‐college freshman year plans were compared. Remaining in a given field appears to be associated with having personal attributes commonly associated with the typical student while leaving a field is related to dissimilarity between a student's attributes and those of the typical student.
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Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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