Newly revised strong interest inventory

Leierer, S. J., Blackwell, T. L., Strohmer, D. C., Thompson, R. C., & Donnay, D. C. (2008). The Newly Revised Strong Interest Inventory: A Profile Interpretation for Rehabilitation Counselors. Rehabilitation Counseling Bulletin, 51(2), 76-84

The Newly Revised Strong Interest Inventory: A Profile Interpretation for Rehabilitation Counselors

This peer reviewed scholarly journal article seeks to examine the interest patterns that are predictive of success and satisfaction as a rehabilitation counselor using the Strong Interests Inventory. The strength of the SII lies in the variety of which is useful in counseling and provide information that is usually not found with other interest inventories. Interpreting the SII profile begins by looking at the individual's GOT scores. The data and ideas from this interpretation can be used to improve the selection and recruitment of rehabilitation counselors. These findings can help career counselors predict which students and workers will be interested in a particular field.

Abstract from the author:

Using aggregate scores from 281 female and 133 male rehabilitation counselors, the researchers developed prototypical "Strong Interest Inventory" (SII) profiles. They used these profiles to explore the interests, preferences, and professional identity of rehabilitation counselors. Using the General Occupational Themes (GOTs), Basic Interest Scales (BISs), Occupational Scales (OSs), and Personal Style Scales (PSSs), which make up the newly revised SII, the authors obtained empirically defined prototypical profiles for female and male rehabilitation counselors. The Social-Artistic Holland-code dyad was a reoccurring theme across the each profile. Although there are differences in each of the SII scales across genders, the authors found congruence not only within the scales of a particular gender but also across genders. Consistencies and inconsistencies among the GOTs, BISs, OSs, and PSSs are discussed. Implications for counselor recruitment and practice are also discussed.

Day, M. A., & Luzzo, D. A. (1997). Effects of Strong Interest Inventory Feedback on Career Beliefs.

Effects of Strong Interest Inventory Feedback on Career Beliefs

This scholarly article explored the most frequently used career interest inventory SSI. The purpose of the investigation was to evaluate the effects of SII completion and participation an feedback and interpretation on the social cognitive career beliefs of first-year college students. Application of self-efficacy theory to the career decision- tasks and behaviors, whereas high levels of CDMSE lead to increased participation in career decision-making activities. The use of a group interpretation strategy that incorporated sources of performance accomplishments and verbal persuasion as means of providing SI feedback increased participants' CDMSE.

Abstract from the author:

A study evaluated the effects of Strong Interest Inventory (SII) completion and participation in a theoretically based model of SII feedback/interpretation on the social cognitive career beliefs of 99 first-year students at a southwestern university. The Career Decision-Making Self-Efficacy Scale--Short Form (CDMSES-SF) measured each participant's degree of belief that he or she can successfully complete tasks necessary for making effective career decisions. Career beliefs of participants were measured by the Career Beliefs Inventory. Participants completed both instruments and were randomly assigned to either the SII feedback condition, control, or SII completion-only group. Students who completed the SII and participated in the feedback session were more likely to believe that they are personally responsible for career decision making than were students who completed the SII without feedback. Students who completed the SII with or without feedback were more likely to believe that career success and satisfaction were the result of hard work and effort than were the control group. There were no significant differences in a sense of control over career decision making among the three groups. (Appendixes include 37 references and 2 tables.) (YLB)

Lindley, L. D., & Borgen, F. H. (1997). Validity of the Strong Interest Inventory: Gender and Personal Styles.

Validity of the Strong Interest Inventory: Gender and Personal Styles.

The scholarly article evaluated the validity of the four Personal Style Scales separately for men and women, using the Adjective Check List. Examining the validity of the Personal Style Scales separately by gender offered insight into the differences and similarities regarding the manner in which men and women interpret these items. It is interpreted that men and women who score similarly on a particular Personal Style Scale poses different personality characteristics in some domains like extroverted. The implications of this study suggests hat men and women may view certain broad styles of living in slightly different ways, giving them different meaning and connotation in relation to the way they think of themselves as individual

Abstract from the author:

The gender validity of the Strong Interest Inventory's Personal Style Scales (Work Style, Learning Environment, Leadership Style, and Risk Taking/Adventure) was examined through a study of 458 female and 282 male college students at Iowa State University. The students completed the Personal Style Scales and the Adjective Check List (ACL), which is a standardized 300-adjective list used for research and personality assessment purposes. The adjectives of the ACL were used as criterion variables to validate each of the Personal Style Scales. The students' responses were subjected to correlational and regression analyses. Significant gender differences were discovered on the mean scores on three scales: Work Style, Leadership Style, and Risk Taking/Adventure. Gender differences in frequency of selection of many of the adjectives on the ACL were also discovered. In general, women endorsed more adjectives than men did. Many adjectives proved substantially correlated in the same direction for both genders with a given Personal Style Scale, thus indicating similar relationships for both genders. The study also revealed adjectives for each of the four scales that were strong predictors for one gender and not the other, as well as adjectives that exhibited opposite relationships for males and females. (MN)

Case, J. C., & Blackwell, T. L. (2008). Review of Strong Interest Inventory®, Revised Edition. Rehabilitation Counseling Bulletin, 51(2), 122-126. doi:10.1177/0034355207311350

Review of Strong Interest Inventory®, Revised Edition

The scholarly article explores revision made to the Strong Interest Inventory as a B- Level instrument designed to aid in decision making, structure the career assessment and counseling process, stimulate client self-exploration, assist in personnel hiring and staffing decisions, and explains reasons for job dissatisfaction. The goals for the revision were to innovate, maintain quality, and bring the assessment up to date while streamlining the interpretive process, and encourage learning. This measure is distinguished within its field as a standard of excellence because of its psychometrics characteristics and quality of features. This information relates to my assignment because it offers relevant insight on current psychometrics used to assess career interests.

Abstract from the author

Reviews the Strong Interest Inventory®, Revised Edition (Strong) by E. K. Strong, Jr., D. A. C. Donnay, M. L. Morris, N. A. Schaubhut, & R. C. Thompson, which has become a well-established instrument for measuring a person's career interests. The newly revised Strong contains 291 items that measure an individual's interests in six areas: Occupations (107 items), Subject Areas (46 items), Activities (85 items), Leisure Activities (28 items), People (16 items), and Your Characteristics (9 items). The first 282 items are answered by strongly like, like, indifferent, dislike, or strongly dislike. The remaining 9 items in the Your Characteristics section are answered as strongly like me, like me, don't know, unlike me, or strongly unlike me. The Strong is designed for use with high school students, college students, and adults and typically requires between 30 and 45 minutes to complete. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Rowell, R. K. (1999). The Influence of Career Indecision on the Strong Interest Inventory and the Self-Directed Search: A Pilot Study.