Jane L. Swanson’s research while affiliated with Southern Illinois University Carbondale and other places

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Publications (34)


Stability of vocational interests over 4-Year, 8-Year, and 12-Year intervals
  • Article

October 1988

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23 Reads

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67 Citations

Journal of Vocational Behavior

Jane L Swanson

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Jo-Ida C Hansen

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.


A clarification of Holland's construct of differentiation: The importance of score elevation

April 1986

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436 Reads

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31 Citations

Journal of Vocational Behavior

In J. L. Holland's (1985, Making Vocational Choices (2nd ed.), Englewood Cliffs, NJ: Prentice-Hall) theory of vocational choice, the construct of differentiation refers to the degree to which an individual's interests are clearly defined and is operationalized in the present study as the numerical difference between an individual's highest and lowest scores on the General Occupational Theme scales (GOT) of the Strong-Campbell Interest Inventory (SCII) (D. P. Campbell and J. C. Hansen, Manual for SVIB-SCII (3rd ed.), Palo Alto, CA: Stanford Univ. Press). Techniques for measuring differentiation do not account for the elevation of an interest profile; thus, subjects with strong interests (all high scores) are treated as equivalent to subjects with weak interests (all low scores). The present study examined the custom of treating all undifferentiated subjects as if they were equal, by dividing subjects into High-Score Undifferentiated (HSU) and Low-Score Undifferentiated (LSU) groups, based on the elevation of the highest GOT score. Compared to the LSU subjects, HSU subjects (a) were more likely to have SCII profiles which were internally consistent, (b) had a higher mean cumulative grade point average, (c) had a higher mean Academic Comfort score, and (d) were more likely to persist in college. These results suggest that accounting for score elevation does reveal differences between HSU and LSU subjects and that future studies should not treat undifferentiated subjects as a homogeneous group.


The relationship of the construct of academic comfort to educational level, performance, aspirations, and prediction of college major choices

February 1985

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13 Reads

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17 Citations

Journal of Vocational Behavior

The Academic Comfort (AC) Scale of the Strong-Campbell Interest Inventory (SCII) underwent its second name change within 16 years on the latest revision of the SCII (D. P. Campbell & J. C. Hansen, 1981, Manual for the SVIB-SCII (3rd ed.), Palo Alto, CA: Stanford Univ. Press). The purposes of this study were (a) to further define the construct of “academic comfort” by investigating criteria associated with the scale throughout its development and (b) to investigate Academic Comfort as a moderator variable of predictive validity of the SCII. Data were obtained from two sources: the occupational criterion samples from the 1981 revision of the SCII, and a longitudinal study of liberal arts students. Results indicated that the AC scale is moderately correlated with grade point average and strongly related to attained educational level; that AC scores are positively related to educational goals and graduate school plans; and that the SCII is substantially more predictive of college majors for those students with high AC scores than it is for those students with low AC scores.


Stability of interests and the predictive and concurrent validity of the 1981 Strong-Campbell Interest Inventory for college majors
  • Article
  • Publisher preview available

April 1983

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79 Reads

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51 Citations

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)

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Citations (30)


... He provided a three stage model or a three part framework for choosing a vocation wisely. It has been argued in some articles related to Parsons' contribution to the field of guidance that his framework and ideas could be applied even in the modern day counselling set up (Watts, 1994;McDaniels, 1994;Zytowski & Swanson, 1994;Taylor 1994& O'Brien, 2001. McDaniels (1994) and Taylor (1994) counsellors. ...

Reference:

Personality Traits, Vocational Interests and Career Maturity: A Correlational Study
Parsons' Contribution to Career Assessment
  • Citing Article
  • March 1994

Journal of Career Development

... Theorien zur Personen-Umwelt-Passung haben ihren Ursprung in der Arbeitspsychologie und basieren auf der Annahme, dass leistungsstarkes und zufriedenstellendes Arbeiten auf einer hohen Kongruenz zwischen individuellen Merkmalen und solchen der Arbeitsumgebung beruht (z. B. Swanson & Fouad, 1999). Übertragen auf den Bildungskontext wird entsprechend angenommen, dass eine gute Übereinstimmung individueller Bedürfnisse und Möglichkeiten mit den Anforderungen der Lernumgebung die akademische Leistung und das Wohlbefinden der Lernenden fördert. ...

Applying Theories of Person-Environment Fit to the Transition From School to Work
  • Citing Article
  • June 1999

The Career Development Quarterly

... L'ACQUISIZIONE DI SKILLS EDUCATIVE 207 Le skills possono essere definite come l'insieme di procedure e processi cognitivi che rendono possibile la capacità di eseguire bene le funzioni e le mansioni connesse con una professione. Si tratta di processi che devono essere appresi nel tempo e che consentono di trasferire efficacemente nel lavoro le conoscenze acquisite dai percorsi formativi (Swanson, 1995;Swanson, Parcover, 1998). Il tutor si occupa della formazione, della realizzazione e della crescita dell'altro, opera con una postura educativa e dirige, al tempo stesso, l'attenzione a sé 208 . ...

Annual Review: Practice and Research in Career Counseling and Development—1997
  • Citing Article
  • December 1998

The Career Development Quarterly

... In one study of career assessment practices, the SII was cited as the most frequently used interest measure by the sample of more than 600 counseling psychologists (Watkins, Campbell, & Nieberding, 1994). Furthermore, this measure has been utilized in numerous case studies of vocational behavior (e.g., Prince, 1998;Savickas, 1998;Swanson, 1992). ...

Generating Hypotheses From Rachel's Strong Profile
  • Citing Article
  • September 1992

The Career Development Quarterly

... Helms (2005Helms ( , 2007 argues that reliability of the RIAS-B is influenced by the fact that the scales are multidimensional (i.e., they measure emotions, cognitions, and behaviors), and psychological processes such as social desirability may negatively influence reliability. Other scholars conclude that, in the case of Encounter, a status characterized by active identity confusion, relatively low reliability may reflect the complexities around the transitional phase this status captures (Boatswain & Lalonde, 2000;Ponterotto & Wise, 1987;Robinson, 2000;Yanico et al., 1994). ...

A Psychometric Investigation of the Black Racial Identity Attitude Scale-Form B
  • Citing Article
  • April 1994

Journal of Vocational Behavior

... The relation between gender and vocational interests has been discussed extensively in the literature [5,12,20,25,27,[34][35][36]41]. Similarly to Lippa's work, some studies connected this with a broader idea of the connection between gender and personality traits [18,21,45]. ...

Gender Differences in the Structure of Interests
  • Citing Article
  • April 1993

Journal of Vocational Behavior

... 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. ...

Stability of vocational interests over 4-Year, 8-Year, and 12-Year intervals
  • Citing Article
  • October 1988

Journal of Vocational Behavior

... Where such a negative mental state can be traced to one's job or career, he/she is said to be suffering from career depression. While some authors have suggested that there exists an inextricable link between career problems and mental health concerns (Betz & Corning, 1993;Swanson, 2002), research on career depression remains relatively scarce. This may perhaps be attributed to its covert nature and the reluctance on the part of affected individuals to acknowledge their condition. ...

Understanding the Complexity of Clients' Lives: Infusing a Truly Integrative Career-Personal Perspective into Graduate Training
  • Citing Article
  • November 2002

The Counseling Psychologist

... The Holland's vocational personality represents a construct of interest in research on couple compatibility because it fits into a large conception of personality based on six enduring dispositions (i.e., Realistic, Investigative, Artistic, Social, Enterprising, and Conventional) with respect to interests, competencies, personality traits, and values (Holland, 1997;Laudeman & Griffeth, 1978;Mount et al., 2005;Swanson, 1993). As similarities on backgrounds, values, and interests in romantic partners are likely to promote mutual reinforcement through conversations and activities, and to foster greater agreement in decisions (Jacobson & Christenson, 1996), the Holland's theory may be useful in explaining compatibility between romantic partners. ...

Integrated Assessment of Vocational Interests and Self-Rated Skills and Abilities
  • Citing Article
  • January 1993

Journal of Career Assessment