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ERIC Number: ED414294
Record Type: RIE
Publication Date: 1997-Jan
Pages: 10
Abstractor: N/A
Improving Career Exploration Using Psychometric Technology.
Wegner, Kenneth W.
In most interest inventories, a single stimulus item is presented and the respondent indicates a preference in terms of degree of like, dislike, or indifference. This approach provides normative scales with scores that may be compared with various group distributions. The forced choice of options adds to the score on the scale for option selected and lowers the possible score for the option not selected. The purpose of this study was to construct a career exploration inventory using forced choice items and to determine if the consistency and concurrent validity of scale scores could be enhanced. The Career Type Inventory (CTI) was constructed with an occupations list, a list of environmental activities associated with the occupations, and a list of learning activities associated with entering the occupations listed. The instrument was administered to 142 male and 208 female 10th graders. Results were compared to data from the Self-Directed Search (SDS) (J. Holland, 1994). Chi square analysis indicated that all distributions were significantly different from each other except for combined aspirations versus combined CTI scores. The combined CTI score distribution was also not significantly different from the expected population distribution. There were congruency mean differences between the CTI and SDS samples, so that it was difficult to compare them directly. The fact that male and combined CTI means were higher than their respective SDS means suggests that the psychometric structure of the CTI may have contributed to a closer relationship between scale scores and aspirations. One cannot tell if one inventory is superior to the other unless both are administered to the same representative group. (Contains four tables and six references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A