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Stability of vocational interests over 4-Year, 8-Year, and 12-Year intervals
Abstract
The present study investigated long-term stability of vocational interests in a sample of 409 subjects tested with the Strong-Campbell Interest Inventory (SCII; Hansen & Campbell, 1985) as college freshmen in 1974 and retested 12 years later in 1986. In addition, 204 of the subjects also were tested 4 years after their freshman year. Interest stability was determined by computing a Pearson product-moment correlation coefficient, for each subject, between her or his test and retest SCII profiles. Results indicated that (a) there was a remarkable degree of interest stability over all three time intervals; (b) individual differences in stability also were apparent over the three intervals; (c) the stability coefficients were significantly related to self-ratings of stability, and were significantly higher than correlations based on randomly matched profiles; and (d) five methods of operationally defining stability produced somewhat different results in terms of characteristics of the coefficient distributions; however, the different methods resulted in similar rank-orderings of individuals.
... Further, the authors concluded the trajectory of vocational stability peaked between the ages of 18 and 22, with a slight decrease to plateau in stability thereafter through age 40 (Low, Yoon, Roberts, & Rounds, 2005). Swanson and Hansen (1988), using the Strong-Campbell Interest Inventory (SSI; Campbell, 1971) over a 12-year period, found general occupational themes (GOT) and basic interest scales (BIS) to remain stable over time for both men and women. These findings are consistent with other studies reporting test-retest findings of vocational interest inventories based on Holland's model, ranging from 3-month to 5-year follow-up time frames assessed in the general population (Harmon, Hansen, Borgen, & Hammer, 1994;Zarrella & Schuerger, 1990). ...
... The stability coefficients also appear to be lower than those reported in the literature, which is a further indicator of interest change. Specifically, the mean GOT stability coefficient within our study across all ages was 0.61, inconsistent with previously reported 12-year stability coefficients from both a male (0.72) and a female (0.71) sample and falling at the lower, or less stable, end of the stability-coefficient range provided in other shorter duration studies (0.56 -0.94; Swanson & Hansen, 1988;Harmon et al., 1994;Zarrella & Schuerger, 1990). Although differences in the methods for data analysis between this study and a study previously conducted by Rohe and Krause (1998) limit direct comparisons, it is clear that the amount of interest change is much more than would be expected based on that study. ...
... The vast majority of stability coefficients for the GOT and BIS within this age cohort in our study was lower than those reported in prior studies applying similar time periods between follow-ups (0.56 -0.82), as well as studies reporting stability over time, ranging from 12 to 30 years (0.52-0.72; Harmon et al., 1994;Zarrella & Schuerger, 1990;Swanson & Hansen, 1988). Furthermore, antic- This document is copyrighted by the American Psychological Association or one of its allied publishers. ...
Objective:
We sought to identify the stability of vocational interests among persons with spinal cord injury (SCI) first assessed during inpatient rehabilitation.
Design:
Initial assessments were completed during inpatient rehabilitation an average of 50 days after SCI onset (n = 521). Follow-up measures, collected by mail, were obtained an average of 16.6 months postinjury (n = 190) and 29.1 months postinjury (n = 296). Participants (n = 135) completed all 3 assessments. Participants completed the 1994 Strong Interest Inventory (Campbell, 1971; Harmon, Hansen, Borgen, & Hammer, 1994), Form T317, a 317-item measure of vocational interests.
Results:
Comparison of scale means across 3 times of measurement indicated significant changes in 2 of 6 general occupational themes (GOT), 8 basic interest scales (BIS), and 2 special scales (leadership style, risk taking/adventure). With 1 exception, a linear trend indicating an increase in reported interests accounted for observed relationships. An age by time interaction occurred with 1 GOT and 3 BIS. The average stability coefficient was 0.61 for the GOT, 0.59 for the BIS, and 0.70 for the special scales. The average coefficients were somewhat lower for the oldest participants.
Conclusion:
Interests do not appear to be static when first measured during inpatient rehabilitation after SCI. Rather, they evolve with average increases on select themes more compatible with the limitations of SCI. Stability coefficients suggest that interests are likely to change more than indicated in earlier studies.
... This last example illustrates the importance of a third key feature why vocational interest is so important towards higher education study orientation. Vocational interests are regarded as stable constructs (Low, Yoon, Roberts, & Rounds, 2005;Swanson & Hansen, 1988). ...
... As a consequence, the ideal length of such a custom made advice set also remained unknown. This crux in educational literature is quite surprising as we have argued that vocational interest and PE fit are of capital importance towards higher education study orientation through the features of prediction, contextualization, stability and motivation (Lent et al., 1994;Low et al., 2005;Nauta, 2010;Rounds, 1995;Rounds & Su, 2014;Swanson & Hansen, 1988;Su et al. 2009;Whitney, 1969). In order to translate PE fit into study advice, the present study proposes the EASE (Empirical Advise Set Engine) methodology. ...
Each student faces the challenge of choosing a study program that matches his or her vocational interest. A good person-environment fit (PE fit) between student and study program influences study success and persistence, prerequisites to obtaining the desired degree. But which criterion should be used when presenting advice sets of study options to orient students toward study programs that match their vocational interests? And how long should such a list of study options be? Moving beyond existing, non-evidence-based approaches, present study sets out to develop an empirical advice set engine (EASE) to optimize the process of matching future students to fitting study options. Compared to existing, non-evidence-based alternatives, EASE shows a better balance between the number and PE fit of the options presented. EASE may be a promising way to rethink how student PE fit information can be used in student orientation and higher education research.
... Literature also reports that vocational interests are stable constructs [13]. This opens up research possibilities towards prospective studies. ...
... Vocational interest refers to the liking or disliking of certain activities or environments, represented by a number of base dimensions and characterized by the properties of prediction, contextualization, stability and motivation [7,15,8,3,4,11,5,13,6]. Literature has shown that individual person-environment fit (PE fit) between students and study programs influences higher education study results [21,1,24,22,26,23,9,25]. ...
The extent to which a good person-environment (PE) interest fit between student and study program leads to better study results in higher education is an ongoing debate wherein the role of the study program environment has remained inadequately studied. Unanswered questions include: how diverse study programs are in the interests of their student populations, and how this program interest diversity influences study results, in comparison to individual PE fit? The present study addressed these questions in students (N = 4,635) enrolled in open-access university education. In such an open access system, students are allowed to make study choices without prior limitations based on previous achievement or high stakes testing. Starting from the homogeneity assumption applied to this open access setting, we propose several hypotheses regarding program interest diversity, motivation, student-program interest fit, and study results. Furthermore, we applied a method of measuring interest diversity based on an existing measure of correlational person-environment fit. Results indicated that interest diversity in an open access study environment was low across study programs. Results also showed the variance present in program interest diversity was linked to autonomous and controlled motivation in the programs’ student populations. Finally, program interest diversity better explained study results than individual student fit with their program of choice. Indeed, program interest diversity explained up to 44% of the variance in the average program’s study results while individual student-program fit hardly predicted study success at all. Educational policy makers should therefore be aware of the importance of both interest fit and interest diversity during the process of study orientation.
... A second goal of the current study was to examine the intraindividual stability of SDS profiles as a result of increasing the number of responses to five. Despite this high level of stability for interests at the population level, examination of individuals' stability of interests over time suggests wide variation in the stability of one's results (Lubinski, Benbow, & Ryan, 1995;Rottinghaus, Coon, Gaffey, & Zytowski, 2007;Swanson & Hansen, 1988) with test-retest correlations ranging from the low À.20s to high .90s across individuals. ...
... Although only a handful of studies have examined profile consistency of scores at the intraindividual level, our results are consistent with prior findings in that the range of these correlations highlight that many individuals' scores are highly consistent over time, while others may be less consistent (Rottinghaus et al., 2007;Swanson & Hansen, 1988). For our study, given that both versions were administered in succession, interpretation of these profile correlations suggests that having some additional response options may slightly alter some individuals' profiles as perfect agreement (e.g., r ¼ 1) was not found for every participant. ...
Many of the Holland-based interest assessments differ in the number of answer options they present to clients, with some providing clients more sensitivity with which they can indicate their level of interest. Following anecdotal client comments, a study was developed to determine whether significant changes in inventory results occurred based on the number of answer options presented, while test items remain consistent. Two versions of the Self-Directed Search (SDS)–Fifth Edition were presented to 553 participants across two subsamples (312 Mechanical Turk and 241 college students). The published version of the SDS that presents clients with two response options was used as well as an altered version presenting clients with five-answer options. The internal consistency and profile stability across versions were explored. Statistically significant differences in internal consistency were found. Moderate-to-high profile stability for individuals and across test versions was detected. Implications for future research and practice are discussed.
... Vocational interest measures can be utilized in a wide variety of settings and with diverse populations, ranging from adolescent students thinking of possible career paths to older adults contemplating a change in occupation. In general, vocational interests have been found to be fairly stable over adulthood (Conley, 1984;Hansen & Stocco, 1980;Hansen & Swanson, 1983;Ho et al., 2018;Strong, 1951;Su, Rounds, & Armstrong, 2009;Swanson & Hansen, 1988), suggesting stability within individuals. Signi cant correlations found between vocational interests with age may re ect generational di erences in career interests and can be found when the sample's age range is large. ...
The literature on individual differences constitutes a key area of research in organizational sciences, such as organizational psychology, organizational behavior, and behavioral strategy. In line with this, there is a vast and further growing body of knowledge within this literature. This volume aims to provide an accessible overview of the academic research that characterizes this area. Specifically, through 26 chapters written by 57 established academics, this volume explores key research streams, ranging from psychological to biological/physiological characteristics, and assesses the impact of individual differences in an era of technological and social disruption. In doing so, it assists academics and practitioners in understanding and utilizing individual differences to enhance organizational outcomes.
... One-, two-, and three-letter Holland codes are often the method of choice for capturing individuals' vocational interests in vocational counseling (Holland, 1987). Earlier studies have established the stability of this profiling system in adult samples over 12-year temporal gaps (Swanson & Hansen, 1988), with median intraindividual test-retest correlations for male = .60 and female = .58 ...
A sample of 162 intellectually gifted adolescents (top 1%) were administered the Strong–Campbell Interest Inventory at age 13. Fifteen years later, they were administered the Strong again. This study evaluated the intra- and interindividual temporal stability of the 6 RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, Conventional) themes and the Strong’s 23 Basic Interest Scales. Over the 15-year test–retest interval, RIASEC’s median interindividual correlation for the 6 themes was .46; the median of all 162 intraindividual correlations was .57. Configural analyses of the most dominant theme at age 13 revealed that this theme was significantly more likely than chance to be either dominant or adjacent to the dominant theme at age 28—following RIASEC’s hexagonal structure. For intellectually gifted individuals, it appears to be possible to forecast salient features of their adult RIASEC profile by assessing their vocational interests during early adolescence, but some RIASEC themes seem more stable than others.
... According to Kaen and Hachey (1983), Hartman (1984) and Swanson and Hansen (1988), they studied the relationship between onshore and offshore market. They found that Domestic interest rates to guide the offshore interest rates in the United States, put forward the "domestic priority", refers to the domestic market relatively more enjoy the local information advantage, the direction of the information transfer from domestic to overseas market. ...
On August 11, 2015, the People's Bank of China (PBOC) decided to start the reform of the RMB central parity mechanism. To reinforced the decisive role of the market in the RMB exchange rate formation mechanism, and also enhanced the marketization and benchmark. Meanwhile, after the announcement of the exchange rate reform, both the offshore and onshore RMB markets experienced sharp fluctuations, and it obviously impact the macroeconomic and capital market. This paper is based on the "information flow" point of view, Researcher used Granger Causality Test, The VAR Model and Impulses Response Function to test the relationship between Chinese Yuan (CNY) marketing rate and Chinese Hong Kong (CNH) marketing rate. Result improved that CNH caused CNY, also had a positive influence on CNY. Furthermore, the offshore market was more important than onshore market. Researcher also explained that The Pricing Right of RMB transfer to offshore market from onshore market.
... to .79 and 2-year profile stabilities ranging from r = .70 to .76 for ages 16 to 18. Hansen and Swanson (1988) reported profile stabilities ranging from r = .64 to r = .84 ...
Vocational interests shape major life decisions and predict major life outcomes. Therefore, it is important to understand how vocational interests develop in young adulthood, a time when young people begin to make their own life decisions. In the present study, we investigated stability and change in vocational interests across a time span of 10 years, including the transition from high school to postsecondary education and the transition into the labor market. Using a large data set comprised of 3,023 German young adults, we provide descriptive information about the longitudinal development of vocational interests across 6 equally spaced time points. We investigated 5 different indicators of stability and change: rank-order stabilities, mean-level changes, changes in variance, profile stabilities, and profile differentiation, as well as gender differences in these indicators. We found high stabilities for the interest scales and interest profiles that increased even more across the period of 10 years. Substantial changes in mean levels occurred primarily in the context of the transition from high school to university, to vocational training, or into the labor market. As expected, there were gender differences in the mean levels, but the developmental patterns in the trajectories of vocational interests were very similar for men and women. Overall, our findings indicate that longitudinal studies with multiple time points are needed to extend knowledge about interest development. In addition, our findings demonstrate that considering normative social transitions may be key to better understanding longitudinal interest development. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
... Two additional studies investigated the stability of vocational interests over several years. A study by Swanson and Hansen (1988) found a "remarkable degree of interest stability" (p. 199) across 4-, 8-, and 12-year intervals after the freshman year in college, in terms of both withinperson and rank-order stability. ...
This article for the 50th anniversary issue of the Journal of Vocational Behavior theoretically integrates, reviews, and critically discusses research that investigates vocational behavior and development based on life stage, lifespan, and life course perspectives. First, we describe key tenets of these perspectives and associated theories of vocational behavior and development. Second, we present a theoretical framework that integrates the lifespan and life course perspectives by addressing (a) relationships between age and important work and career outcomes (i.e., career decisions and success, job search and turnover, work motivation and behavior, attitudes, occupational health and well-being), (b) age-related person and contextual mechanisms of these relationships, and (c) interactive effects of age with person characteristics, contextual characteristics, and/or work and career outcomes. Third, based on the theoretical framework, we summarize cumulative empirical evidence for these age-related associations and effects for the various work and career outcomes. Moreover, we review conceptual and empirical articles on aging, life stage, lifespan, and life course development published in the Journal of Vocational Behavior over the past 50 years. Finally, we conclude with a discussion of theoretical implications and directions for future research that adopts an integrated lifespan and life course perspective on vocational behavior and development.
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... Toutes sont basées sur la méthodologie test-retest et l'intervalle entre les deux tests peut varier de deux semaines (Ihle-Helledy, Zytowski et Fouad, 2004 ;Johansson et Campbell, 1971 ;Primé & Tracey, 2010) à plusieurs décennies (Campbell, Borgen, Eastes, Johansson et Peterson, 1968 ;Rottinghaus, Coon, Gaffey et Zytowski, 2007 ;Vinitsky, 1973). Certaines études longitudinales ont inclus trois occasions ou plus (Darcy et Tracey, 2007 ;Helwig, 2003 ;Swanson et Hansen, 1988 ;Tracey et Robbins, 2005a ;Tracey, Robbins et Hofsess, 2005b). 5 La stabilité structurelle fait référence à l'invariance de la relation entre les items et les échelles et entre les scores aux échelles RIASEC. ...
... Although conceptually an opportunity for change, psychological characteristics, such as vocational interests, are often more appropriate for guiding interventions to produce the best fit between the individual and the occupation. This may be particularly true of vocational interests and personality, which are known to be stable over time (Swanson & Hansen, 1988). ...
... Past studies of vocational interests have focused predominantly on differential change, also called rank-order or test-retest stability, to assess the consistency of individuals' interest scores relative to a group. Evidence from longitudinal studies suggests that interests reach a peak stability of about r = 0.64 around emerging adulthood (age 18-22), and then plateau to remain highly stable throughout middle adulthood (Low et al., 2005;Swanson & Hansen, 1988). Though many studies of the rankorder stability of vocational interests extend into adulthood, they commonly begin in adolescence and have only one assessment in adulthood. ...
Vocational interests demonstrate high rank-order stability during childhood and adolescence. However, few studies have investigated the development of vocational interests into adulthood. The present study examined rank-order and profile stability, mean-level and correlated change, and individual differences in change in RIASEC scores across 20 years of adulthood. In addition, life events were examined as moderators of change. Rank-order stability was strong across vocational interest dimensions. Mean-level changes also occurred, with increases in Realistic interests and decreases in Investigative interests for men, increases in Enterprising interests for women, and decreases in Artistic interests for men and women. Individual differences in change indicated that not everyone changed in the same manner, with occupational experiences, such as job loss, related to greater change.
... One basic assumption of Holland's model is to regard interests as expression of personality, in other words, as a dispositional trait. Even though most studies found evidence for a high stability of vocational interests up to late adolescence (for an overview, see Tracey & Sodano, 2008), there is also evidence for substantial changes over time (Low & Rounds, 2007; Swanson, 1999; Swanson & Hanson, 1988). Referring to more dynamic approaches of interest and personality development , researchers have found that interests affected vocational goals and vice versa: Vocational goals and work experiences can also result in changes of vocational interests (Hirschi, 2010a; Roberts, Caspi, & Moffitt, 2003). ...
The article analyzes vocational interests and requirements of beginner (N = 149), advanced (N = 45), and professional (N = 72) teachers in math/science and arts/language. Referring to Hollands' (1997) model, we calculated teachers' person-job fit by two different congruence indices representing participants' fit to university teacher training and their fit to teacher profession. The results show differences in vocational interests, person-job fit, and profile differentiation as a function of teaching domain (math/science, arts/language) and teaching expertise (novice, professional teachers). Especially arts/language teachers, as well as, expert groups show high fit to teaching as a primarily social environment.
... The duration between Time 1 and Time 2 assessments affects measures of the stability of interests: The longer the interval between the first and second measurements, the less stable the interest. Similar evidence from a wide range of research (e.g., Campbell & Holland, 1972;Lubinski, Benbow, & Ryan, 1995;Pendergrass, Hansen, Neuman, & Nutter, 2003;Swanson & Hansen, 1988) has led to the acceptance that "by age 20 interests are stable even over periods of 5 to 10 years, and by age 25 interests are very stable" (Hansen, 2005, p. 285). Low, Yoon, Roberts, and Rounds (2005) extended these findings in a meta-analytic review of 66 longitudinal studies of vocational interests from early adolescence (age 12) to middle adulthood (age 40). ...
Career assessment is today characterized by a wide range of paradigmatic positions. At one end of the continuum is the trait‐factor position that relies on formal, psychometric assessment. At the other end are approaches that are qualitative. Also, what is to be assessed remains a matter of controversy. This chapter begins by underlining the importance of using a theoretical framework that unifies the self-understanding and the world-of-work elements in the practice of career counseling. Two constructs central to career assessment, namely, vocational interests and aptitudes, are examined. Existing definitions of these constructs and the prevailing debates about the merits of interest-based versus aptitude-based career guidance are discussed. The Jiva Approach to Guidance and Counseling, a method developed for the Indian context, is presented as a case study to illustrate a methodologically integrated approach to career assessment. Two Indian studies are presented, the first of which examines the relative stability of interests and aptitudes. Interests over a 2-year time span were found to be less stable than aptitudes for the adolescents in this sample. It was also found that a blend of interest and aptitude information emerges as the most stable. This data is used to introduce the notion of potential as a blend of interests and aptitudes. It is argued that an approach to assessment and counseling must lay an equal emphasis on vocational interests and aptitudes. Responding to the apparent dichotomy in the literature with regard to methods of assessment, the second study describes an assessment technique that integrates qualitative and quantitative approaches and examines the effectiveness of such an approach for career guidance and counseling. Questions are raised about the prevailing views about the stability of interests in the light of data emerging from the Indian context which indicate that interests could remain unstable and changeable for much longer periods in the individual’s development than indicated in the Western literature. Two possible reasons for this departure are discussed. The first is the involvement of sociocultural factors such as collectivist social organization. The point is made that in collectivist contexts, the expression of interests may reflect the expectations of the collective and hence may not be related “purely” to the individual’s orientations. The climate of economic change of the last two decades that has led to an unprecedented increase in occupational opportunities in emerging economies is presented as the second possible reason. Workers in these economies rush to benefit from these opportunities, placing a “good job” at the center of their decisions rather than personal interests and personal satisfaction. The possibility that interests change when economic and financial prosperity allow greater freedom for self-expression is discussed. The chapter is concluded by presenting the nature of social organization and the impact of socioeconomic change on employment as a matrix within which to understand and interpret vocational interests and aptitudes.
... Drittens sind häufige Berufsfeldwechsel im obigen Sinne aus Sicht der psychologischen Passungstheorien, speziell derjenigen von Holland (1997), weder unbegrenzt möglich noch in jedem Fall erstrebenswert. Es wird angenommen, dass der berufliche Persönlichkeitstypus relativ stabil 99 Titel des Buches von Bühler (2005) ist, was Studien auch belegen (Douglas Low et al., 2005;Swanson, 1999;Swanson & Hansen, 1988 "Positiv ausgedrückt verweist diese Tatsache auf die Freiheitsgrade der menschlichen Existenz und betont die Entwicklungs-und Selbstgestaltungsmöglichkeiten, die sich im Rahmen nomothetischer Modelle wie den hier analysierten nie vollständig werden abbilden lassen" (U. Grob, 2009). ...
According to Holland’s (1997) theory of vocational choices, congruence between personality and occupational environment makes possible optimal development of a person’s abilities and will result in fairly long-term satisfaction, motivation, and stable career path. Persons with a more advanced identity development – that is, people who are more aware of their interests and skills – are in addition better able to make more congruent career choices. This study tested these theses, following Marcia’s (1993) ego identity status model.
The study data was from the longitudinal study, “Pathways from Late Childhood to Adulthood (LifE),” which provides data on the life courses of 1,527 persons from the age of 12 to 35.
The study found that the pace of identity development depended upon duration of schooling: Persons who were in school for more years showed a less advanced occupational identity development. Also when controlling for this school system effect, identity development in adolescence predicted the continuity (discontinuity) of career course: Identity diffusion led to more career changes; identity foreclosure led to more constancy.
In general, from the point of view of similarity among occupations, careers are characterized by marked continuity. After 20 years, 75% of the participants were still working in the same or only slightly different fields of work. If changes in the occupational field were made, they more frequently reflected status-related career than any subject-matter reorientation in the narrower sense.
No associations could be demonstrated between the interplay of identity development and career choice and indicators of occupational success such as satisfaction or motivation. Apparently there are many routes to desired vocational situations.
... Qualitative (Campbell, 1971;Strong, 1955;Swanson, 1999) ;Swanson & Hansen, 1988) and in the relative placement of individuals within a group (rank-order corre lations ;Strong, 1951). In a meta-analytic review of 66 longitudinal studies, Low et al. (in press) estimated the stability of interests at different life stages. ...
The present chapter begins by reviewing HolIand's theoretical formulations. We proceed to a discussion of interest development, focusing in particular on person-environment transactions that promote continuity and change of interests across the life course. This is folIowed by an examination of the boundaries of Holland's theory focusing on the crosscultural generalizability of Holland's model and its limitations in describing the world of work. We then move to evaluate Holland's claim that interest inventories are in effect personality inventories and propose that interests and personality traits can be understood through their different motivational roles in human behavior. Finally, the chapter concludes with a discussion of the contribution interests make to school, work, retirement, leisure, and well-being.
... Zu prüfen wäre also, inwiefern sich Interessenprofile im Verlauf der Ausbildung beispielsweise durch die intensive Auseinandersetzung mit bestimmten Tätigkeitsbereichen oder durch prägnante Ereignisse wie Berufspraktika o. ä. verändern können (vgl. hierzu auch Swanson & Hansen, 1988). Prinzipiell bleibt zu klären, welche Populationen (Studierende vs. Personen im Beruf) zur Bestimmung welcher Art von psychosozialen Umweltprofilen (für Universität vs. Beruf) herangezogen werden sollten. ...
Auf der Grundlage von Dozenten- (N = 41) und Studierendenbefragungen (N = 500) in unterschiedlichen Fachrichtungen der Lehramtsausbildung (Natur-/Geistes-/Sprach-/Sportwissenschaft) zielt das vorliegende Forschungsvorhaben (1) auf die Bildung psychosozialer und anforderungsbasierter Umweltprofile für das Lehramtsstudium und (2) auf die Validierung der in der Literatur diskutierten Berechnungsverfahren zur Interessenkongruenz. Untersucht werden die Zusammenhänge der unterschiedlich gebildeten Kongruenzmaße mit verschiedenen Merkmalen einer erfolgreichen Studienwahl (Zufriedenheit, Leistung, intrinsische Berufswahlmotivation, Umgang mit Belastungen). Die Ergebnisse zeigen deutliche Unterschiede in den Lehramtsprofilen je nach Fachrichtung und Bestimmungsmethodik (psychosozial vs. anforderungsbasiert) und sprechen eindeutig für die Validität eines dimensionsanalytischen im Gegensatz zu einem klassisch typologischen Kongruenzberechnungsverfahrens.
... Based on a review of these studies Swanson (1999) came to five conclusions: (1) interests were remarkably stable over long time intervals (p.138); (2) some individuals' interests changed substantially over time, with stability coefficients being zero or negative; (3) degree of stability may be related to a number of factors including age, societal support, difficulty in career decision making, and personality; (4) previous research attempts to predict stability have not yet been particularly successful, although Swanson identifies several previous attempts by researchers to distinguish between the stable and unstable in terms of interests and ;(5) there are few documented age-related changes in interests. Swanson and Hansen (1988) used a longitudinal design to determine the stability of interests over four, eight and twelve -year intervals. ...
... Longitudinal research on interest development implies that interests are minimally influenced by the aging process, with numerous studies showing that interests are relatively stable across the life span for individuals given data on the relative stability (test-retest) and profile stability of interests (Hansen, 1984;Low, Yoon, Roberts, & Rounds, 2005;Swanson, 1999;Tracey & Sodano, 2008). Although studies suggest that interests may fluctuate throughout adolescence, by young adulthood, typically during the college years, interests begin to become more stable, maintaining stability over long periods of time (Hansen, 1984;Low et al., 2005;Swanson, 1999;Swanson & Hansen, 1988). In Low et al.'s (2005) meta-analysis of longitudinal studies on interest rank-order stability, they found that whereas interests were less stable during adolescence, by early adulthood (18 -21 years of age) interest stability began to plateau. ...
Empirical evidence supports that aging is related to differences in work attitudes and motivation (Inceoglu, Segers, & Bartram, 2012; Kooij, de Lange, Jansen, Kanfer, & Kikkers, 2011; Ng & Feldman, 2008, 2010), but little research has explored the relations between age and vocational interests. Furthermore, recent studies of age and work attitudes suggest that generational experiences (i.e., birth year) may account for age differences in the workplace (Inceoglu et al., 2012; Ng & Feldman, 2008, 2010), which in turn suggests that researchers need to incorporate both age and birth cohort effects in their designs. Thus, this study was designed to explore the relations of age at the time of testing and birth year to vocational interests using a sample of adults (N = 1,792) collected over a period of 3 decades. As expected, age was not a significant predictor of most interests, but birth year also was not found to predict most interests, with the significant prediction of Realistic interests by both age and birth year being the exception. Gender, however, significantly predicted most areas of interests. Neither age nor gender moderated any relationships between birth year and interests. Results suggest that birth year and age were minimally related to interests as all effect sizes were small. Discussion of the results illustrates the need for further research on this issue and also offers considerations for attracting and retaining different generations of workers in light of the findings. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
... Qualitative (Campbell, 1971;Strong, 1955;Swanson, 1999) ;Swanson & Hansen, 1988) and in the relative placement of individuals within a group (rank-order corre lations ;Strong, 1951). In a meta-analytic review of 66 longitudinal studies, Low et al. (in press) estimated the stability of interests at different life stages. ...
... There is also some evidence that career aspirations are relatively stable and develop according to clear trajectories, shaped by the experiences of young people in a range of contexts (Swanson & Hansen, 1988;Jacobs et al., 1991). In this article we use longitudinal data gathered from young people between the ages of 13 and 16 to examine the relative stability of occupational aspirations and expectations and to assess the strength of a number of salient factors which have been associated with their development. ...
The ‘framing’ of occupational aspirations and expectations are examined through a longitudinal study of 13‐ to 16‐year‐olds. The relative impact of gender, social class and area on the development of occupational aspirations and expectations is assessed, together with an examination of levels of stability between the ages of 13 and 16. While males and females tend to aspire to very gender‐specific occupations, ideas about the suitability of occupations are formed at a relatively early age and overall levels of change are quite small. Bivariate analysis highlights the impact of gender, area, social class and academic attainment on occupational aspirations. Multiple regression is used to assess the relative impact of factors associated with variation in status levels of occupational aspirations: after controlling for expected academic attainments, other factors were found not to have a significant impact on occupational aspirations. These findings suggest that the impact of area and social class operate via depressed academic attainments and that efforts to broaden the occupational horizons of young people need to begin prior to entry into the secondary school.
... In addition, however, our study assumes that interests, expressed as activity preferences, are a central element in the vocational identities of adolescents. This conclusion agrees with early developmental theo ries of careers (Ginzberg, Ginsburg, Axelrad, & Herma, 1951;Su per, 1957), which describe early adolescence as the "interest stage" of career development, as well as with the remarkable stability of vocational interests in adolescence observed in longitudinal stud ies (Lubinsky, Benbow, & Ryan, 1995;Swanson & Hansen, 1988). Our data suggest that this interest stage should be extended to include middle and possibly late adolescence. ...
Elements of an expanded construct of adolescent vocational identity were examined in terms of their interrelationships with each other, as well as relationships with preferences among leisure, school, and work activities, engagement in those activities, and identity status. Investigating a sample of 660 7th through 12th graders, we found that vocational interests, occupational self-efficacy, and occupational prestige were closely associated with each other, with school and leisure interests, and with actual engagement in corresponding (exploratory) activities. We also found that adolescents did not draw significant distinctions between leisure, school, and work activities. The role of school and vocational exploration in adolescents' self-chosen vocational identity is discussed.
The incongruity between academic programmes pursued and the career path among graduates in recent times suggests that career path does not always lead to programme choice and vice versa. Different occupations/professions not directly found in the area of academic programmes pursued could appeal to graduates. This study sought to examine how the various occupations/professions in Ghana appeal to university graduates. This study modelled university students’ preferences and interconnectedness among various careers/occupations in Ghana. The descriptive survey design was used. The census technique was used to capture all 144 final-year university students pursuing a BED accounting programme with a university in Ghana. Data were collected using an adapted Occupational Inventory Profile ((OIP) and data were analysed with the Partial Least Square Structural Equation Model (PLS-SEM). The study found that technological activities, mathematical computation activities, managerial-clerical activities, scientific research activities, persuasive-enterprising activities, and fine art activities significantly predicted mechanical-technological occupation, mathematical computation occupation, managerial-clerical occupation, science research occupation, persuasive-enterprising occupation, and fine art occupation. Additionally, there was also strong interconnectedness between the six various occupations among BED Accounting students in Ghana. Though the career path of BED accounting students does not generally agree with the realistic and artistic personality type, the study found that these students have a significant interest in activities and occupations in line with these personality types. This suggests that the personality of university students studied had an interest in several occupations not trained for, suggesting that they had a combination of personality types in varying degrees for the various occupations studied. Therefore, it was recommended that teaching pedagogies should vary and the government should create more employment opportunities to better prepare graduates to pursue careers outside what they were trained for. Graduates should also be equipped with skills and resources to be able to create their own jobs in their areas of interest outside or along their professional training. The theoretical and other practical implications of the findings of the study have also been adduced.
De overgang naar hoger onderwijs is een beproeving voor elke Vlaamse student. Inderdaad, omdat Vlaanderen een open toegang heeft tot hoger onderwijs, kan elke student met een diploma secundair onderwijs aan bijna elke opleiding beginnen. Om het vooropgestelde diploma te halen van de gekozen opleiding, dient een student twee taken tot een goed einde te brengen. De student dient een haalbare studiekeuze te maken. En de student dient te slagen in examens om op schema te blijven om het begeerde diploma te halen. Deze taken zijn niet zo eenvoudig als ze lijken. De data in deze dissertatie geven aan dat slechts 36% van de eerstejaarsstudenten erin slaagt om alle opleidingsonderdelen tot een goed einde te brengen om zo op schema te blijven om tijdig het beoogde diploma te behalen. Om dit onrustwekkende cijfer te verbeteren heeft de Universiteit Gent het SIMON-project (Study Skills and Interest MONitor) gestart. SIMON is erop gericht om studenten die dreigen te falen te (her)oriënteren naar een meer haalbaar studieprogramma vooraleer ze hun examens effectief falen, met verlies van tijd en middelen tot gevolg. In deze dissertatie worden de PAKSOC (praktisch, analytisch, kunstzinnig, sociaal, ondernemend en conventioneel) studie interesses van een student gebruikt om de impact van het SIMON project te vergroten door in de literatuur een aantal openstaande vragen te onderzoeken omtrent studiekeuze en studiesucces. Om dit te bewerkstelligen heb ik in deze dissertatie de uitvoering en resultaten besproken van vier empirische studies. Zo heb ik onder meer gevonden dat de fit tussen de interesses van een student en een set van studieprogramma’s kan worden benaderd via een uniforme distributie. Deze distributie kan dan worden gebruikt als de basis voor een Empirische Advies Set Engine, of ook wel EASE. EASE verstrekt gepersonaliseerde studieoriëntatie voor elke student, gebaseerd op een objectief criterium dat toelaat de lengte en de fit van de set met voorgestelde programma’s te balanceren. Deze balans is superieur aan deze die wordt gegenereerd door meer klassieke indices van interessefit, die trouwens ook worden gebruikt in SIMON. Dergelijke studieoriëntatie kan van cruciaal belang zijn in bepaalde gespecialiseerde gebieden. Als dusdanig heb ik ook onderzocht hoe de interessefit van studenten en studieprogramma’s kan bijdragen tot een economisch belangrijke STEM (wetenschap, technologie, ingenieur en wiskunde) studiekeuze. De resultaten hiervan laten duidelijk zien dat vrouwelijke studenten een betere interessefit hadden met hun gekozen (STEM en niet-STEM) programma in vergelijk met mannelijke studenten. Vrouwelijke STEM - studenten hadden ook een betere interessefit met het STEM veld in vergelijking met hun mannelijke collega’s. STEM studiekeuze en de genderkloof (mannelijke meerderheid) in het STEM veld werden verklaard door een model dat alle PAKSOC dimensies bevatte, naast wekelijkse uren wiskunde in het secundair onderwijs, en de fit met het STEM veld. Een mannelijke STEM keuze was meer gerelateerd aan uren wiskunde in het secundair, terwijl een vrouwelijke STEM keuze meer gerelateerd was aan de fit met het STEM veld. Naast studiekeuze behandelt de huidige dissertatie ook studiesucces. Omtrent dit studiesucces, heb ik ook een verandering voorgesteld in methodologie. Als dusdanig spitst de huidige dissertatie zich toe op identificeren van studenten die dreigen te falen in hun gekozen studieprogramma. Hiertoe heb ik mij vooral gericht op het voorspellen van resultaten van individuele studenten, en niet op het verklaren van populatievarantie in studiesucces, zoals het meestal gebeurt in de literatuur. Deze methodologie valideert ook een set (niet-) cognitieve predictoren voor identificatie van falende studenten. Wat betreft deze identificatie, heb ik ook de mogelijkheid onderzocht om minder strenge vals-positieve (succesvolle studenten die worden geïdentificeerd als falend) ratio’s te gebruiken. Specifiek voor studie-interesses heb ik een aanwezigheidsgraad gevonden van 24% in de identificatiemodellen. Dit betekent dat studie interesses voorkwamen in 24% van de (programma-) specifieke modellen om studiesucces te voorspellen. Dit was de derde meest impactvolle predictor, na studieantecedenten en cognitief vermogen. De relatie tussen studie-interesses en studiesucces wordt ook beïnvloed door de omgeving. Resultaten laten zien dat programma’s een lage diversiteit hebben in de studie interesses van studenten die het programma hebben gekozen. Populaties met een hogere diversiteit werden trouwens gelinkt aan hogere gemiddelde gecontroleerde motivatie en lagere gemiddelde autonome motivatie. In het algemeen was een hogere diversiteit over programma’s ook gelinkt aan betere gemiddelde studieresultaten. Bij een aantal programma’s met een zeer specifiek interessepatroon (hoge sociale dimensie, lage praktische dimensie) observeerde ik echter het omgekeerde effect. Ik vond ook dat de interessediversiteit in programma’s een sterkere invloed had op studiesucces dan individuele interessefit. Om te besluiten, stel ik dat in deze dissertatie, de empirische resultaten en de specifieke operationalisatie van de PAKSOC dimensies en interessefit een uniek perspectief (open toegang) bieden op studie-interesses en hun effect op studiekeuze en studiesucces. Oriëntatie naar een interessante studiekeuze wordt gebaseerd op een objectief criterium: hoe goed moet de fit zijn tussen de interesses van een student en het profiel van een programma? Oriëntatie naar haalbare studiekeuzes wordt gebaseerd op het identificeren van falende studenten door het voorspellen van studiesucces, terwijl er nog altijd wordt rekening gehouden met de specifieke set up van het onderwijssysteem met open toegang. Deze dissertatie stelt studieadviseurs ook in staat deze bevindingen onmiddellijk in de praktijk te brengen.
The concept of interest is analyzed from the aspect of its change potential and development potential. The paper consists of three parts, which sum up the previous research and theoretical studies concerning stability of interests (in the first part) and the change of interests (in the second part). In the third part, the author presents the most known developmental models of interests, which try to organize the changes of interests into particular developmental phases or interests levels and provide the suggestions how to facilitate these changes. In the conclusion, the author tries to answer the question if the interests are the stable characteristics of a person or the change and development of interests are rather typical.
To further our understanding of the role interests play in the development of adult intellect, this study examines the relationship between intraindividual differences in interest and knowledge profiles. On the basis of a sample of 330,154 individuals, results show a moderate, positive average intraindividual correlation between interest and knowledge that increases as individuals age and is stronger for men than for women. Consistent with recent theories regarding the development of adult intelligence, expertise, and talent, these results demonstrate that noncognitive intraindividual differences can add to one's understanding of the acquisition of knowledge and skills. The current findings regarding the intraindividual convergence of interests and knowledge substantiate K. Murphy's (1998) call for renewed research on interests and point to the usefulness of an intraindividual perspective in applied psychology.
This chapter focuses on knowledge management processes involved in the dissemination of organizational competence. It offsets rationalistic economic models that implicitly assume that people actively direct their attention to those who are supposed to 'know more'; immediately understand (that is, interpret correctly) what an expert is saying; assimilate objectively better knowledge without losing any of its content, either quantitatively or qualitatively; diffuse this knowledge to colleagues in a similar manner and for the benefit of the firm. Such simplistic models contradict many findings of cognitive psychology and sociology and overlook ways in which a social context often hampers processes of knowledge dissemination. Empirical studies substantiate that people often shift between states of 'knowing more than they can say', 'saying more than they know', and 'hearing things different from what is said'. To manage such practical problems, some managers are devising new strategies to improve the efficiency of competence dissemination processes. These include socialization and education, compensation and documentation, toleration and motivation, communication and rotation, communication and reflection, correction and selection, and socialization and standardization.
Among 252 undergraduate students, interest consistency and score elevation were weakly predicted by Career Development Inventory (CDI; Super, Thompson, Llndeman, Jordaan, & Myers, 1981) scores; differentiation was not predicted by any of the CDI scales.
An extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's (1997) and René Dawis and Loyd Lofquist's (1984; Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett (1994) social cognitive career theory; the social learning theory of John Krumboltz (1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's (1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes.
Intellectual styles are individuals' preferred ways of using the abilities that they possess. The extent to which one can change his or her intellectual style is a question of interest to both researchers and the general public. This book presents the first comprehensive and systematic review of existing research on the malleability of intellectual styles. By critically analyzing research findings derived from both cross-sectional and longitudinal investigations performed over the past seven decades, Li-fang Zhang demonstrates that intellectual styles can be modified through both socialization and purposeful training. Professor Zhang elucidates the heuristic value of these findings for the development of adaptive intellectual styles in both academic and nonacademic settings. She proposes further avenues of research that might advance scholarly understanding of the nature of and the potential for modifying intellectual styles.
The purpose of this longitudinal study was to determine whether the degree of science interests and educational aspirations in students' first year of university would significantly differentiate those students who graduated with a science major from those students who did not graduate with a science major. Moreover, the authors expected that educational aspirations would moderate the relation between science interests and graduating with/without a science major. First-year college students in introductory science courses were surveyed in their first semester and then again upon graduation. These 166 students' science interests and educational aspirations were assessed at Time 1; their educational major was assessed upon graduation. The findings supported both hypotheses. Science interests and educational aspirations significantly differentiated whether or not students graduated with science majors. Moreover, the interaction of science interests and educational aspirations also significantly differentiated whether or not students graduated with a science major. In short, students who graduated with science majors, compared to their counterparts who graduated with nonscience majors, had significantly higher interests only when they also had higher educational aspirations.
Relationships between Academic Comfort and General Occupational Themes of the 1985 Strong Campbell Interest Inventory were investigated for 1364 high school adolescents. Significant relationships between Academic Comfort and grade, sex, socioeconomic status, and career motivation were found. Academic Comfort scores of adolescents increased with higher grades and girls had higher Academic Comfort scores than the boys at all grades. The results support Holland's theory of career development during the high school years in that certain career interests during this period of development are related to Academic Comfort.
Interest development is not an easily studied process. There are at least 4 methods for examining the process of stability and change over time: relative stability, absolute stability, profile stability, and structural stability. A program of research that focuses on examining these 4 types of stability is summarized relative to the issues pertinent to the development of vocational interests in children and adolescents.
This review of the 1988 literature on career development and counseling addresses career development theories and their application, career intervention, career exploration motives and constraints, and problems in career decision making. Emphasis was given to conceptual contributions that offered new perspectives on career choice and development, research reports that stated specific implications for practice, and articles that described counseling methods or other career services. 1989 National Career Development Association
The present study investigated new approaches for assessing Holland's congruence hypothesis by (a) developing and applying four sets of decision rules for assigning Holland codes of varying lengths for purposes of computing Eggerth and Andrew's modified C index; (b) testing the modified C index computed using these four approaches against Brown and Gore's C index; and (c) comparing the validity of SII, O*NET, and DHOC taxonomies for assigning Holland codes to work environments. Results obtained from an archived sample of 239 employed young adults suggested that the modified C index performed as well as, but not better than, the standard C index. The SII was associated with larger mean congruence scores and stronger congruence-satisfaction relations than was the O*NET, which in turn was associated with larger mean congruence scores and stronger congruence-satisfaction relations than was the DHOC. Implications for research and practice related to Holland-type congruence are discussed.
Tracey and Rounds (this issue) have used sequential scale construction and sophisticated statistical packages to validate and extend earlier research on the structure of interests and on the impact of prestige on vocational interests. Their results, while intriguing from a scientific and theoretical perspective, probably are too complex to be implemented in career counseling sessions with clients who are engaged in making career decisions.
This study aimed at estimating the correlation between true scores (true consistency) of vocational interest over a short time span in a sample of 1089 adults. Participants were administered 54 items assessing vocational, family, and leisure interests twice over a 1-month period. Responses were analyzed with a multitrait (MT) model, which supposes no temporal change, and a latent change (LC) model with temporally stable method effects. The LC model fitted the data well in 75% of cases whereas the MT never held. Error measurement is not sufficient in explaining the imperfect test–retest manifest correlations. True consistency estimates were very high with an average of .87, suggesting that although true temporal change occurs even within short periods its magnitude is rather limited.
This study reports a 30-year follow-up of 107 former high school juniors and seniors from a rural Midwestern community who completed the Kuder Occupational Interest Survey (KOIS) in 1975 and 2005.Absolute, intra-individual, and test-retest stability of interests, and predictive validity of occupations were examined. Results showed minor absolute (mean) changes, moderate intra-individual stability (Spearman rho = .54), and scale test-retest correlations ranging from .10 to .76. This study corroborates earlier stability studies and extends our understanding of why some individuals show unstable interest patterns. Several Time 1 KOIS interest scores correlated with intra-individual stability itself. Comparisons between 1975 KOIS scores and 2005 occupation using the Brown-Gore C-index demonstrated predictive validity by yielding fit indices for women and men exceeding the theoretical mean. Findings inform our understanding of midlife career development and have implications for career counseling practice.
Structured personality tests often use person reliability indices to detect inconsistent respondents. Despite its face validity, considerable debate exists on whether person reliability is a meaningful construct. Two independent studies demonstrated that person reliability measures which had adequate ranges converged and were uncontaminated by social desirability or verbal ability. Within session indices were able to predict both across session person reliability and profile validity, supporting test users' convictions that individuals who respond inconsistently are likely to present invalid profiles. Further research should focus on explicit delineation of the person reliability domain.
Research investigating Holland’s congruence hypothesis (e.g., that the degree of fit between persons and work environments predicts outcomes such as job satisfaction) has revealed a mixture of significant and nonsignificant results. The current study tested the possibility that congruence-job satisfaction relations are moderated by work centrality variables (job involvement, career salience, and intrinsic motivation) and psychological participation in one’s work environment. Using a sample of 352 young adults employed in diverse occupations, significant moderating effects indicated that congruence-satisfaction relations were stronger at low levels of job involvement, intrinsic motivation, and psychological participation than at high levels. Contrary to what often is assumed, results suggest counselors may consider placing more emphasis on interest congruence for clients who report relatively little investment in their jobs.
This study examined the validity and reliability of the Navy vocational interest inventory, Jobs Opportunities in the Navy (JOIN). A positive relationship between interest and satisfaction was hypothesized. The reliability of JOIN was examined as a whole, and further compared among gender and racial subgroups to ensure that the outcomes of JOIN were free from differential reliability among the subgroups. Data from a usability survey were analyzed to examine face validity of the instrument. Results showed that JOIN was positively correlated with training satisfaction. Furthermore, the instrument produced highly reliable results as a whole and among subgroups. Lastly, statistical analyses suggested that JOIN was face valid and held the attention of participants well. Future data collection and analyses were recommended to further support the outcomes of this study.
Reports a qualitative study of the incidence of Holland codes in three generations of one family over a 10-year time span. Results show that the stability of codes was high whether or not the codes were consistent. Compatibility indexes between family members and significant others were wide ranging. (RJM)
Presents fourteenth annual review of professional literature on vocational behavior. Looks at several substantive areas of research: vocational choice, career development, decision making, interventions on career development and productivity, job search, industrial/organizational measurement issues, personnel issues, adjustment and development in organizations, stress and coping, relationship between work and other life domains, leadership and managerial behavior, and workplace justice. (NB)
The author examined the incidence and stability of Holland types in a longitudinal study of a sample of students. Of the 208 students who began the study, 65 provided occupational aspirations at all 6 interview points. Social, Investigative, and Enterprising were the top Holland codes in 2nd and 12th grades. Eighteen percent of the students had the same primary code 5 or 6 times during the time span. More than 60% of the sample had at least 1 set of opposite Holland types over the 6 measurement times.
Reviews the history of Frederic Kuder's work in interest measurement and the development of two of his interest inventories currently in use--the Kuder General Interest Survey and the Kuder Occupational Interest Survey. Discusses features of inventories' most recent editions, emphasizing those that distinguish them from other popular interest measures. Briefly describes third-generation Kuder inventory. (Author/NB)
116 of the 162 Occupational scales of the 1981 revision of the Strong-Campbell Interest Inventory (SCII) were constructed with new criterion samples. This study (a) assessed the concurrent and predictive validity of the revised SCII and explored its usefulness for predicting college majors (Exp I) and (b) examined the differential effect of stable and unstable interests during college on the validity of the SCII (Exp II). Data were analyzed for 354 females and 261 males who completed the SCII as college freshmen; 81% were still enrolled in school at the time of this study. Results indicate that the revised SCII can be used to predict college majors, having concurrent and predictive validity comparable to previous forms of the SCII. It was slightly more predictive for females than for males. Findings also show that the majority of Ss had stable interests during their college careers. The revised SCII was significantly more predictive of college majors for Ss who were satisfied with their majors or who had stable interests than it was for those who were dissatisfied or had unstable interests. (14 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Based on a longitudinal study of children's interests, this report is concerned with the measured personality characteristics of Ss classified as "changers" and "nonchangers" and the comparison of these groups. Sex differences were also determined. "The inference is that changers are not necessarily unstable as the continued use of the terms 'stability' and 'instability'… often suggest S." From Psyc Abstracts 36:01:3FF70D. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research is being conducted under other auspices relative to aptitudes and abilities which indicate what a person is capable of doing. This project was conceived primarily from a guidance, not a selection, point of view. The Career Guidance Section of the Surgeon General's Office is continuously seeking better ways to carry out its functions. It was recognized that any improved methods developed for guiding Army Medical Corps officers into specialty training would be equally useful to young civilian doctors planning their professional careers. A guidance point of view implies an orientation in terms of the decisions to be made by a young man who is interested in medicine. Specialization generally requires three years of residency training and study preparatory to passing an examination. It also requires the diplomate to restrict his activities to his own field. The four specialty scales for internist, surgeon, pathologist, and psychiatrist measure the extent to which the physician has the interests of men in each of these specialties as distinct from the interests of physicians in general. It appears that the general relationships between the interests of physicians and other occupational groups as established by the original scale are maintained to a large extent by the revised scale. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study compared the interests of 103 bankers, studied in 1934, with those of the 103 bankers who, in 1964, held the identical jobs in the identical banks. Each banker was paired with his counterpart. The results show a substantial consistency in measured interests between the 2 groups. Data are also presented for a test-retest group (N = 48) tested 1st at age 38 and again at age 68. Striking consistency in interests was noted here also. (PsycINFO Database Record (c) 2006 APA, all rights reserved).
Three research methods were used to determine the stability of interests of two groups with whom the Strong-Campbell Interest Inventory (SCII) frequently is used—adolescents and young adults. Each student had taken the SCII as a freshman in high school or college and again approximately three years later. Method 1 studied test/retest correlations for each scale of the SCII; Method 2 examined significant differences between test and retest mean scores; and Method 3 looked at profile similarity of individuals between Time 1 and Time 2. Test/retest correlations of Method 1 were slightly lower than those reported elsewhere for adult samples, but were similar to those reported for other samples of college-age students.
Stability of the measured interests of the two samples also was indicated by data from Methods 2 and 3. Of the scale scores, 70% did not change significantly between Time 1 and Time 2 testing, and 50% of the adolescent sample and 74% of the young adult sample had profiles that correlated at least.72 with second profiles during their senior years.
"A sample of 181 males who had completed Strong's Vocational Interest Blank as high school seniors were retested two years later as college students. Using Kendall's coefficient of concordance, W, as a measure of… relationship . . coefficients were computed for each of the 181 pairs of profiles. When those individuals with high (N=60), average (N=61), and low (N=60) W values were compared with respect to Interest Maturity score on the first test, they were found to be homogeneous. Thus, the results… do not support the assumption of a positive relationship between interest stability and Interest Maturity score." (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study is based on the Vocational Interest Blanks of 306 Stanford freshmen of 1930, many of whom also filled out the blank in 1931, 1939, and 1949. It was found that the reliability of the engineer interest scale is .936. Permanency of scores is .91 for one year, .77 for nine years, and .76 for nineteen years. As engineer interest scores increase from 0 to 68, students choose occupations while in college and enter occupations 19 years later more and more closely related to engineering. The data are presented in 10 tables. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Several groups of students were tested on the Vocational Interest Blank at Stanford, as long ago as 1927. Since then the same persons have been re-tested several times and the two sets of scores for each individual correlated after each re-test. The median correlation between two sets of data on 228 individuals tested over an interval of 22 years was .75. Medians on other groups tested over intervals from one to nineteen years ranged from .67 to .88. The factors of age and time interval appear to be of equal importance in determining the correlations. The correlation between permanence and age with time interval partialed out was .818 between permanence and time interval with age partialed out was .812. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
"When the interests of college seniors are expressed in terms of their approximation to the interests of adult men in various occupations it appears that the rank order of such interests will correlate .84 with the rank order of their interests five years later. At the same time, the scores obtained at twenty-seven years of age will average .25 of a rating higher than at twenty-two years of age. This change is due largely if not entirely to the fact that interests change with age and consequently the interests of twenty-seven-year-old men will approximate more closely the interests of forty-year-old men than will the interests of twenty-two-year-old men. Aside from this effect of increasing maturity, there is remarkable permanence of interests with the age range of twenty-two to twenty-seven years of age whether measured in terms of rank order or in terms of actual size of score. Moreover, increasing maturity has actually a small effect, for eighty-five per cent of all ratings will agree within one rating of each other on both occasions." (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Counselors and those responsible for the construction and maintenance of vocational interest inventories need to be aware of change in interest patterns over time within occupational groups. That issue is explored here for the SVIB by asking three questions: first, do the SVIB scales developed in the 1930's hold up in cross-validations today? Answer: yes, they appear to. Second, when various SVIB scales have been revised, have the revised scales differed drastically from the originals? Answer: not much; in a few instances, there has been no change whatsoever. Third, do the people who today hold exactly the same jobs as those held by Strong's criterion groups of the 1930's have the same interest patterns as the original group? Answer: yes, at least in one occupation, i.e., bankers. Further speculation suggests that men with similar interest patterns have sifted into similar occupations throughout recorded history.
Thesis (Ph. D.)--University of Minnesota, 1968. Includes bibliographical references (leaves 121-122). Microfilm. Ann Arbor, Mich. : University Microfilms, 1969. 1 microfilm reel : ill. ; 35 mm.
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