Journal of Vocational Behavior 34, 318-334 (1989) Cognitive Determinants of Interests: An Extension of a Theoretical Model and Initial Empirical Examinations AZY BARAK, IRIS LIBROWSKY, AND SHOSHANA SHILOH Tel Aviv University This article elaborates on a previous theoretical model concerning the devel- opment and maintenance of interests. According to the current view, individuals- through the operation of various cognitive mechanismsstructure two cognitive processes: self-schemata and performance-related future time orientation cognitions. These two cognitive processes consequently and consistently produce three distinct and measurable cognitive determinants-perceived abilities, expected success, and anticipated satisfaction-which themselves sequentially create subjective affects and motivations defined as interests. Two studies were conducted to test some initial hypotheses derived from this model. In an interpersonal design study, the cognitive determinants highly correlated with interests, and all three significantly contributed for a multiple prediction of interests. In an intrapersonal design study, interests were highly correlated with perceived abilities, which were themselves highly related to internal and stable causal attributions. The implications of the model for career development and choice-related issues are discussed. o 1989 Academic Press, Inc. In 1970, Osipow was among the first psychologists to underline the important role of cognitive variables in vocational behavior and to call for studying cognitive aspects in career development. The research on cognitive factors in vocational psychology has flourished, parallel to the development of the domain of cognitive psychology, but must be further investigated (Mitchell & Krumboltz, 1984; Osipow, 1983). Several attempts have been made at conceptualizing a cognitively oriented theory of career development, such as Krumboltz’s (1979) social learning approach, Mark- ham’s (1983) cognitively influenced vocational development and choice model, or Knefelkamp and Splitza’s (1976) cognitive model of college students’ career development. In line with these developments, a cognitive model concerning the nature of vocational interests was proposed by Barak (1981). This model analyzed the concept of interest as a psychological construct, and reviewed, categorized, drew inferences, and proposed specific postulates concerning Correspondence concerning this article and reprint requests should be addressed to Azy Barak, Department of Psychology, Tel Aviv University, Tel Aviv 69978, Israel. 318 OOOl-8791/89 $3.00 Copyright 0 1989 by Academic Press, Inc. All rights of reproduction in any form reserved.