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Instrumental Behaviors Following Test Administration and Interpretation: Exploration Validity of the Strong Interest Inventory. Presented by: Ana Arias Alheli Miranda Julia Baird Lily Soltero. Previous research. Purpose . Participants .

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Instrumental Behaviors Following Test Administration and Interpretation: Exploration Validity of the Strong Interest Inventory

Presented by:

Ana Arias Alheli Miranda

Julia Baird Lily Soltero


Previous research
Previous research Interpretation: Exploration Validity of the Strong Interest Inventory


Purpose
Purpose Interpretation: Exploration Validity of the Strong Interest Inventory


Participants
Participants Interpretation: Exploration Validity of the Strong Interest Inventory

  • Introductory Psychology students which were awarded extra credit points

  • Initially, there were 157 students (women= 94, men= 63)

  • One year later when the participants were contacted to follow-up there were 94 students (women= 53, men= 41)


Participants cont d
Participants cont’d Interpretation: Exploration Validity of the Strong Interest Inventory

  • To determine if the students who were contacted were similar to those who could not be contacted, the demographic characteristics were compared.

  • Findings: class distribution and GPA very similar

  • In response to “the importance of having a definite career plan at this time”- both groups responded that it was somewhat or very important ( 68.5% follow-up participants and 64.1% for non-participants )


Final experimental and contrast samples

SII Experimental Group Interpretation: Exploration Validity of the Strong Interest Inventory

45.7% finding interesting careers

26.2% financial considerations

18.2% self discovery

Contrast Group

42.2% finding interesting careers

19.7% financial considerations

25.2% self discovery

*no statistical differences

Final Experimental and Contrast Samples


Data collection

Phase 1, SII was administered and 2 weeks later interpreted Interpretation: Exploration Validity of the Strong Interest Inventory

Phase 2, one year later participants were surveyed by telephone to collect criterion data

Data Collection


Self reported career exploration behaviors
Self-Reported Career Exploration Behaviors Interpretation: Exploration Validity of the Strong Interest Inventory

  • 14 yes-no items were constructed concerning academic and non-academic career exploration behaviors

  • 7 items concerning campus career exploration services (use of the Career Development Center)

  • 7 items concerning career exploration that may occur on or of campus (informal conversation with friends about careers)


Five factors measured
Five Factors Measured Interpretation: Exploration Validity of the Strong Interest Inventory

  • Discussion/ Reading

  • Experiential Information Seeking

  • Career Counselling

  • Vocational Testing

  • Individual Information Seeking


Results
Results Interpretation: Exploration Validity of the Strong Interest Inventory

  • Experimental group engaged in more instrumental information seeking behaviors

  • Students pattern of activities suggest that the Strong Interest Inventory had an impact on career exploration behaviors


Critical review
Critical Review Interpretation: Exploration Validity of the Strong Interest Inventory

Points of Interest

  • SII group followed up after one year

  • No gender differences in exploratory validity

  • Differences between SII experimental group and control group in career exploration preferences

  • A yes/no response technique was used in participating in instrumental behaviors


Critical review cont d
Critical Review cont’d Interpretation: Exploration Validity of the Strong Interest Inventory

Areas of Disagreement

  • Oliver and Spokane (1983) argue that classroom group intervention seem to be more beneficial than individual strategies

  • Author focuses on SII and tests leading students to seek further career exploration/ should focus more on results of tests


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