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A comparison between different ways to assess demands-abilities fit in higher education: Empirical results and recommendations for research practice
[journal article]
Abstract Researchers studying person-environment fit can choose between various measurement approaches. Even though these measures are distinctly different, they often get used interchangeably, which makes interpreting the results of person-environment fit studies difficult. In the present article, we contra... view more
Researchers studying person-environment fit can choose between various measurement approaches. Even though these measures are distinctly different, they often get used interchangeably, which makes interpreting the results of person-environment fit studies difficult. In the present article, we contrast the most commonly used measurement approaches for person-environment fit in higher education and compare them in terms of explained variance. We obtained data on the fit as well as subjective and objective study-related outcomes of N = 595 university students. We analyzed the fit between the demands of the study program and the abilities of the student, using the algebraic, squared and absolute difference score, response surface analysis (RSA), and direct fit as measurement approaches. Our results indicate that RSA explains the most variance for objective outcomes, and that direct fit explains the most variance for subjective outcomes. We hope that this contribution will help researchers distinguish the different measurement approaches of demands-abilities fit (and ultimately person-environment fit) and use them accordingly.... view less
Keywords
measurement; studies (academic); study requirements; scholastic aptitude; satisfaction; academic success
Classification
Applied Psychology
Free Keywords
person-environment fit theory; demands-abilities fit; measurement approaches; response surface analysis; difference score; study success; grades; study satisfaction
Document language
English
Publication Year
2022
Journal
Frontiers in Psychology, 13 (2022)
ISSN
1664-1078
Status
Published Version; peer reviewed
Licence
Creative Commons - Attribution 4.0
FundingThe publication was supported by the Leibniz Association's Open Access Publishing Fund for articles in open access journals.