Abstract: Objective: This study examined the preliminary psychometric quality and construct validity of the meinBeruf.ch assessment system and evaluated gender-related fairness at the level of input variables and algorithmic recommendations. Methods: The sample comprised 914 users of the meinBeruf.ch platform. Participants completed standardized personality (BFI-2), interest (RIASEC), cognitive (HMT), and domain-specific skill measures, followed by algorithmic career recommendations. Reliability and construct validity were assessed using internal consistency coefficients and correlations between psychological scales and industry-fit scores. Gender fairness was examined by testing whether self-reported gender added incremental predictive value beyond psychological profiles, and by reporting supplementary input-variable analyses of gender differences, DIF, measurement invariance, and a technical counterfactual audit of the ranking layer. Results: The psychological scales demonstrated adequate to high internal consistencies, and correlations with algorithmic recommendations showed theoretically consistent patterns. Adding gender to random-forest prediction models changed predictive accuracy only minimally (M |ΔR2| = .011), indicating that gender provided little systematic predictive value beyond the psychological profile. Supplementary analyses documented expected gender differences in some input variables and no counterfactual rank changes when only the gender label was varied. Limitations: The study used a self-selected online sample, relied primarily on cross-sectional platform data, and lacked long-term criterion outcomes such as later career choice, satisfaction, or persistence. Conclusion: The meinBeruf.ch assessment system provides preliminary evidence for psychometric quality and construct validity. The algorithmic ranking layer behaved technically gender-fair, while gender-related differences in personality, interests, and self-estimated skills remain important for interpretation and future research, especially in STEM-related vocational guidance.

This study addresses the underrepresentation of women and the so-far neglected process perspective in empirical entrepreneurial research. It aims to identify the personality traits that differentiate successful female entrepreneurs from their less successful peers and to determine which traits are crucial for pre-launch, launch, and post-launch success. Independent t-tests on 305 female entrepreneurs (and 476 male entrepreneurs) from the DACH region highlight the role of self-efficacy, proactivity, locus of control, and need for achievement for female entrepreneurs. Multiple regression analyses further reveal the importance of self-efficacy for every phase of women’s entrepreneurial journey. While the need for autonomy was critical during pre-launch and launch, locus of control significantly predicted female entrepreneurial success in the pre-launch and post-launch phases. Contrary to previous research, risk-taking was not a crucial trait for female entrepreneurs when compared to their male counterparts, while both showed similar levels of need for autonomy, proactivity, need for achievement, perseverance, self-control, and locus of control. The study offers valuable insights into successful entrepreneurship and highlights the need for female- and phase-specific support programs to enhance self-efficacy among female entrepreneurs.

In this contribution, we psychometrically evaluated Explorix, an adaptation of John Holland's Self-Directed Search (SDS) for German-speaking countries, in a series of analyses. The basis is a data set of N = 40,053 persons (56% female). Based on item and scale analyses, we applied a multitrait-multimethod (MTMM) analysis, a confirmatory factor analysis, and additional methods for testing the underlying structural hypothesis. The item and scale quality meet or exceed the requirements for the quality of psychometric procedures considerably. The MTMM analysis and the factor analyses also support the convergent and divergent validity of the various test sections. Explorix shows weaknesses regarding the underlying structural hypothesis and in consideration of new occupational and interest fields.

Zusammenfassung. Das Instrument Explorix, eine Adaptation des Testverfahrens Self-Directed Search (SDS) von John Holland für den deutschsprachigen Raum, wird in einer Serie von Analysen psychometrisch evaluiert. Grundlage ist ein Datensatz mit N = 40 053 (56 % weiblich) Personen. Aufbauend auf Item- und Skalenanalysen werden eine Multitrait-Multimethod-Analyse, konfirmatorische Faktorenanalysen sowie weitere Methoden zur Prüfung der zugrundeliegenden Strukturhypothese angewendet. Die Item- und Skalenqualität erfüllt oder übertrifft in weiten Teilen die Anforderungen an die Qualität psychometrischer Verfahren. Die MTMM-Analyse und auch die Faktorenanalysen untermauern überdies die konvergente und divergente Validität der verschiedenen Testabschnitte. Schwächen zeigt Explorix im Hinblick auf die zugrundeliegende Strukturhypothese sowie in der Berücksichtigung neuer Berufs- und Interessenfelder.

An increasing number of start-up incubators offer programmes designed specifically for refugees. They provide entrepreneurship training and access to a closely-knit community for start-up development. Beyond that, they also support refugees in overcoming typical challenges, including a lack of language skills and required qualifications, an uncertain residence status, discrimination and psychological distress on various levels. While these incubators have already contributed to refugees’ social and economic integration, the number of successful participants is still relatively low. The question remains about what can be done to multiply the potential so that more significant numbers of refugees can benefit. To support incubators in achieving more significant numbers, this work presents a framework of methods and tools based on health and organisational psychology literature. More specifically, this work focuses on methods and tools to be applied during two critical phases of the incubation cycle, namely the selection process and the actual programme. First, suitable candidates may be overlooked and/or less suitable candidates admit-ted during selection. This work proposes approaches to improve the accuracy of assessment methods so that more significant numbers of candidates with good chances of success are admit-ted. In addition, these methods can help identify those candidates who may appear unsuitable at first sight but could likely get ready with a preparatory course before joining the programme. Second, participants may have difficulty keeping up during the programme for various reasons (often related to the mentioned challenges) and therefore drop out early. This work proposes science-based approaches which help to adapt and improve existing programme elements and/or implement new elements to increase the chances of successful programme completion. Overall, this work seeks to contribute to the academic discussion on innovative approaches to upscale the work of incubators for refugees. Further research will involve co-developing practical approaches with incubators for refugees, cooperating on the implementation, and measuring impact. The goal of providing incubators with relevant practical insights is to deploy more significant numbers of refugees as entrepreneurs and contribute to broader social and economic impact.

Abstract. Curiosity is a basic driver for learning and development. It has been conceptualized as a desire for new information and knowledge that motivates people to explore their physical and social environment. This raises the question of whether curiosity facilitates the acquisition of knowledge. The present study ( N = 100) assessed epistemic curiosity and general knowledge as well as fluid intelligence (i.e., reasoning ability, processing speed, memory) in a student sample. The results indicate that epistemic curiosity is moderately related to knowledge ( r = .24) and reasoning ability ( r = .30). None of the fluid intelligence measures did moderate the relationship between curiosity and knowledge (interaction terms β < |.08|). Rather, reasoning ability mediated the relationship between epistemic curiosity and general knowledge (indirect effect: β = .10, p < .05). The findings suggest that epistemic curiosity facilitates the acquisition of knowledge by promoting reasoning. One might speculate that epistemically curious individuals enrich their environment, which in turn enhances their cognitive ability.

Curiosity is a basic driver for learning and development. It has been conceptualized as a desire for new information and knowledge that motivates people to explore their physical and social environment. This raises the question of whether curiosity facilitates the acquisition of knowledge. The present study (N = 100) assessed epistemic curiosity and general knowledge as well as fluid intelligence (i.e., reasoning ability, processing speed, memory) in a student sample. The results indicate that epistemic curiosity is moderately related to knowledge (r = .24) and reasoning ability (r = .30). None of the fluid intelligence measures did moderate the relationship between curiosity and knowledge (interaction terms beta < |.08|). Rather, reasoning ability mediated the relationship between epistemic curiosity and general knowledge (indirect effect: beta = .10, p < .05). The findings suggest that epistemic curiosity facilitates the acquisition of knowledge by promoting reasoning. One might speculate that epistemically curious individuals enrich their environment, which in turn enhances their cognitive ability.

Zusammenfassung. Diese Studie ist Teil einer seit 1985 etwa alle 10 Jahre durchgeführten Trendstudie zur Nutzung und Bewertung von Personalauswahlverfahren in Deutschland. Im Zuge der aktuellen Studie wurden 140 Unternehmen zur Nutzungshäufigkeit und zur Einschätzung der Validität, Praktikabilität und Akzeptanz befragt. Die Ergebnisse zeigen, dass vermehrt online-basierte Personalauswahlverfahren genutzt werden. Zudem setzt sich der Trend zur Nutzung strukturierter und valider Personalauswahlverfahren fort. Die Nutzungswahrscheinlichkeit eines Verfahrens kovariiert am stärksten mit der eingeschätzten Validität, gefolgt von Praktikabilitätsbeurteilungen der Anwendenden und deren Einschätzung hinsichtlich der Akzeptanz seitens der Bewerbenden. Ein Vergleich mit einschlägigen Metaanalysen verdeutlicht, dass Unternehmen Leistungstests bezüglich ihrer Validität weiter unter- und Assessment Center überschätzen. Die Validität der anderen untersuchten Personalauswahlverfahren wird hingegen, ebenso wie die Akzeptanz, korrekt eingeschätzt.

This study was part of a trend study on the use and assessment of personnel selection procedures in Germany, which has been carried out roughly every 10 years since 1985. One hundred and forty companies were quantitatively surveyed on the use of these instruments and on the influence of validity, practicality, and applicant acceptance on the probability of their use. The results revealed an increased use of online-based recruitment instruments and an ongoing trend towards the use of structured and valid recruitment instruments. The probability of use of a procedure was most strongly correlated with the estimated validity, followed by user's assessments of practicality, and their assessment of the levels of acceptance by applicants. A comparison with relevant meta-analyses showed that companies still underestimate the validity of performance tests and overestimate the validity of assessment centers, but that they largely correctly assess the validity of other personnel selection procedures and applicant's acceptance of selection procedures.

This study examines the age and gender specific development of vocational interest across a three-year span with a sample of 541 students. At time of the first measurement, students were in fourth to sixth grade (mean age = 10.8 years; SD = 1.00) and 48.8% were girls. Results from the multilevel growth curve models showed that Realistic, Investigative, Artistic, and Social interests declined over time, while Enterprising and Conventional interests remained stable. Thus, our findings suggest that the disruption hypothesis, which assumes that the fundamental biological, psychological and social changes in the transition from childhood to adolescence are associated with a temporary decline in certain personally traits, can be extended to vocational interests. Although our analyses revealed gender differences on initial status for all RIASEC scales, there was no significant evidence for gender differences in interest development over time. Gender based differences in children were found to be smaller than those found in adolescents and adults. Contrary to our expectations, girls reported higher Investigative interests than boys. Analyses of profile elevation and differentiation revealed a decline of profile elevation but no concurrent increase in profile differentiation.

Openness to experience has often been linked to academic achievement because it subsumes traits such as curiosity, open-mindedness, thoughtfulness, and intellectuality. However, recent meta-analyses have reported rather small true correlation estimates. In this article, we first provide a comprehensive rationale for a relationship between openness and academic performance with a distinct focus on specific components of openness (i.e., facets and aspects). We then extend prior research by presenting our own meta-analysis (k = 28, N = 5,861) on the relationship between 6 openness facets and postsecondary academic performance. Furthermore, we report results from meta-analytic structural equation modeling (k = 19, N = 3,627) that describe the effects of 2 openness aspects, which form an intermediate construct-level between dimension and facets, on academic achievement. Finally, we investigate 2 possible moderators in a dimension-level meta-analysis (k = 149, N = 50,449). Overall, our findings suggest that (a) only 2 openness facets are positive predictors of academic performance, (b) the 2 openness aspects have contrary effects on academic achievement, and (c) the correlation between openness and academic performance is moderated by openness scales and academic majors. We conclude that the true potential of openness for predicting academic performance is concealed within the heterogeneity of the construct and discuss according perspectives for future research.

This study explores how reasoning facets relate to tests of scholastic aptitude and to academic performance. Intelligence test scores and academic aptitude test scores from freshman students in science (n = 284) and economics (n = 359) as well as subsequent grades from their first year in college were used to analyze structural equation models. The direct influence of reasoning facets on academic performance is fully mediated by academic aptitude test scores. Numeric abilities dominate the aptitude tests' predictive power. Verbal reasoning explains a significant amount of aptitude test score variance in science but not in economics. The mediation analysis suggests that verbal, numeric, and figural reasoning are covered sufficiently by the aptitude tests.

This article describes the psychometric properties of the Italian adaptation of the Analyse des Schlussfolgernden und Kreativen Denkens (ASK; Test of Inferential and Creative Thinking) for measuring inferential and creative thinking. The study aimed to (a) supply evidence for the factorial structure of the instrument, (b) describe its reliability in terms of internal consistency, and (c) explore its convergent and discriminant validity. The examinees were 284 high school students and adult graduates. Both exploratory and confirmatory factor analyses were used to examine the dimensional structure. The 2-factor model provided an acceptable fit for the empirical data. As expected, stronger correlations were found among the subscales within the same construct domains compared to correlations among the subscales from the different construct domains. The psychometric qualities of the ASK appeared fairly good, thereby suggesting that it might be helpful in several application fields, including academic and professional guidance, human resource selections, and job placement.