Howard E. A. Tinsley’s research while affiliated with University of Florida and other places

Introduces this volume on multivariate statistical and mathematical modeling procedures and covers five topics in roughly the order users encounter them in a data analysis process. This general overview sets the stage for the authors' more detailed treatments of these issues as they relate to their particular technique. A discussion of aspects of the critical but often overlooked process of preparing your data for analysis is followed by some preliminary steps you should take to begin the interpretation of your data prior to starting your formal statistical analysis. Next we discuss some of the factors to consider in selecting the best statistical technique to accomplish your research objective; each author provides a more detailed discussion of the uses and limitations of their technique. In selecting a statistical technique it is essential that users take into account any properties of the data that may limit the applicability of the alternative statistical procedures. We conclude with a discussion of critical issues to consider in interpreting the results of your statistical analyses. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

In this comment the author reviews briefly the evidence documenting the failure of Holland’s (1997) hexagonal congruence model to predict meaningful vocational outcomes, considers the excuses generally offered for the failure of Holland’s system, and comments briefly on Eggerth and Andrew’s (2006 [this issue]) proposed modification of the C index. The author concludes by proposing a redirection of the research agenda of vocational psychology to advance vocational psychology theory, research, and interventions.

The authors investigated the reactions of 50 career undecided women to a structured career intervention that identified barriers to career decision making, led participants through a systematic consideration of their vocational interests, and helped them formulate provisional college major and occupational choices. At follow up (3 weeks after the intervention), women whose primary focus was on inner experiencing and ideas (i.e., introversion) and those who used a rational decision-making style reported greater benefits from the intervention than women who (a) emphasized flexibility and spontaneity in dealing with the outerworld (i.e., perceiving), (b) used a dependent or intuitive decision-making style, or (c) who used an external information processing style.

Structured interviews were conducted with African-American, Hispanic-American, Asian-American and Caucasian-American park users (N = 463) during one of their visits to a large urban park. The participants varied from 55 to 93 years of age. Most (77%) of the interviews were conducted by interviewers of the same ethnicity as the interviewee, and interviews were conducted in Spanish or Chinese when that was the preferred language of the interviewee. A stratified quota sampling plan was established to ensure that interviews were conducted in all areas of the park, at all times of the day and on both weekdays and weekends. Preliminary analyses indicated that neither gender nor age differences accounted for a meaningful percent of the variance in the dependent variables. Consequently, chi-square analyses and analyses of variance were performed with ethnicity as the independent variable. Significant differences were found among the ethnic groups in their use of park facilities, the social milieu within which they visit the park, and their ratings of the psychosocial benefits of park use.

I identify strengths and weaknesses of vocational psychology and opportunities confronting vocational psychology. Strengths of vocational psychology include its rich diversity of theoretical models and the energetic tradition of empirical investigation. Troublesome weaknesses include the tendency of some to adopt a dabbler, pundit, or booster approach to the issues confronting vocational psychology and the marginalization of vocational psychology in its intellectual home. Technological advances that will occur within the next 3 decades present the field with tremendous opportunities and significant challenges.

This article highlights unfolding technological and scientific developments that will transform career assessment in the next 30 years and considers the part that vocational psychologists will play in shaping the future of career assessment.

In this article I note areas of agreement with Dawis (2000); Gati (2000); Hesketh (2000); Prediger (2000); Rounds, McKenna, Hubert, and Day (2000); and Tracey, Darcy, and Kovalski (2000); reply to points with which I disagree; and suggest priorities for future research.

The idea that person–environment (P–E) fit is an important moderator of outcomes is a central theoretical construct and the subject of empirical scrutiny in vocational, counseling, educational, social, industrial/organizational, and management psychology. For the most part the research reveals that the P–E fit model is valid. Indeed, the research evidence may understate the efficacy of P–E fit models because of sampling inadequacies, the use of fit indices to evaluate the models, and the lack of commensurate measurement, but these design flaws are offset to some extent by the confirmatory bias that has characterized P–E fit research. The literature also demonstrates that hexagonal congruence is not related to satisfaction or other important vocational outcomes and that Holland's (1997) circumplex hypothesis lacks validity. The lack of support for Holland's theory is not due to design flaws involving the sample size, the validity of the instruments used in the research, nor the validity of the fit indices used, but the lack of commensurate measurement in research investigating Holland's theory may be a contributing factor. The needs for further conceptual development, research using longitudinal designs, and the use of conceptually sound approaches to data analysis are discussed.