Strong campbell interest inventory test

Strong Interest Inventory Literature Review

Only professional quality work wanted! Must have access to scholarly resources. Must be an APA format. No grammatical errors or you will receive a bad review! Please be on time. Contact me if you need examples.

PSY 550: Final Project Guidelines and Grading Guide

Overview

The final project for this course is the creation of an evaluative, comprehensive literature review. You will select a psychological measure or test. Ideally, the test should be one you see yourself using in the field of Industrial Organizational Psychology, that has been used to assess a diagnosis of interest, or that has been used in a population on which you plan to focus. You will evaluate the test using research in peer-reviewed psychology journals to substantiate claims about its validity, reliability, applications, and implications.

-must have 8 references from a scholarly article

Measurement: The Strong Interest Inventory

Prompt

Your literature review should answer the following prompt: What is the overall appropriateness and practical value of your selected psychological assessment measure?

Specifically, the following critical elements must be addressed (Must answer these questions):

I. Background of the test

a. What is the purpose of the test?

b. What type of test is it? What type of information does it yield?

c. How is it administered and scored? Who publishes the results?

d. For whom is this test intended? Who else has utilized this test?

II. Assessment of the test

a. To what extent does the test employ appropriate psychometric principles?

b. To what extent has the reliability and validity of the test been demonstrated for varying populations?

c. What are the cut scores for “normal” versus “at-risk” and/or “clinically significant”? Is the method for interpreting andcommunicating the results (e.g., scaled scores, percentile ranks, z-scores, t-scores) appropriate?

d. Are there any specific cultural concerns that should be attended to? To what extent do cultural and environmental factors for minorities or special populations impact the effectiveness of the measure?e. To what extent are there ethical issues related to the use, administration, and interpretation of this measure?

III. Practical applications of the test

a. Under what circumstances would you give this test? Provide example scenarios in which the test would be helpful to another mental

health professional, parent, teacher, student, individual, court, business, or other profession?

b. For what purposes and with what clients would you not consider it useful? What are the limitations of this test?

c. What issues must you attend to carefully in order to present the test results accurately (e.g., not over- or under-interpret their

significance) and ethically?

d. What strategies would you use to help you or your client make decisions resulting from an assessment (e.g., pairing results with

other kinds of information)?

Annotated Bibliography

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.

The Influence of Career Indecision on the Strong Interest Inventory and the Self-Directed Search: A Pilot Study.

Within the past few decades in the field of vocational development there has been significant interest in career indecision although the measurement to assess career indecision has been given little attention. This scholarly article explores the career indecision component of the popular Strong Interest Inventory. According to the research persons who experience dissatisfaction have difficulty understanding for certain their own area(s) of interest due to experiencing dissatisfaction in multiple areas. Those experiencing career indecision/dissatisfaction will tend to reflect flat profiles using the measurement. Although a great tool more objective measures of career indecision/dissatisfaction should be determined as indicators of career indecision. This article is related to Review of Strong Interest Inventory because it goes in depth on one of the components briefly mentioned in the article.

Abstract from the author:

A pilot study was conducted with 48 adults to determine if career indecision/dissatisfaction as indicated by flat Strong Interest Inventory (SII) (L. Harmon, J. Hansen, F. Borgen, and A. Hammer, 1994) profiles corresponded with flat profiles on the Self-Directed Search (SDS) and to determine if indecision affected scores on SII Personal Style scales and on achievement. There was significant agreement between flat and elevated profiles on the SII and on the SDS. Multiple regression analysis found that several of the SI General Occupational Theme scales predicted scores on the SII Personal Style scales. There were, however, no meaningful differences in Personal Style mean scores between people experiencing career indecision/dissatisfaction represented by flat and elevated profiles on the SII, nor were there meaningful differences on Wide Range Achievement Test-3 (G. Wilkinson, 1993) scale means. Spelling achievement was related to Learning Environment on the SII Personal Style Scale. Future directions for study are provided. Contains 10 references. (Author/SLD)

Watkins Jr., C. E. (1990). Further Reflections About the Strong Vocational Interest Blank, Form M and the Strong Interest Inventory. Journal Of Personality Assessment, 55(3/4), 818-819.

Further Reflections About the Strong Vocational Interest Blank, Form M and the Strong Interest Inventory

The scholarly article discusses C. Edwards Watkins review of McArthur’s discussion of the superiorities of the Strong Vocational Interest Blank, Form M in comparison to the Interest Inventory. The arguments he presents relates to the standard against which all other vocational inventories and assessment methods. SII is taught in more graduate-level assessment and with greater frequency than McArthur’s preferred method. Although valid points are mentioned Watkins argues for the superiority of the measure.

Abstract from author:

Comments on an article that discussed the superiorities of the Strong Vocational Interest Blank, Form M (SVIB), over the currently available Strong Interest Inventory (SII). Preeminent position of SII; Standard against which all other vocational inventories and assessment methods are compared.

Tomlinson, S. M., & Evans-Hughes, G. (1991). Gender, Ethnicity, and College Students' Responses to the Strong-Campbell Interest Inventory. Journal Of Counseling & Development, 70(1), 151-155.

Gender, Ethnicity, and College Students' Responses to the Strong-Campbell Interest Inventory

Men and women typically respond differently to career interest survey due to how they are socialized. This difference is also seen in different races and ethnicities. The authors used the SCII to explore occupational stereotyping in college students. This scholarly article indicates that prior to the current research the Strong-Campbell Interest Inventory was not used heavily in colleges although popular elsewhere. The authors found that in college students there was a decline in occupational stereotyping. Unlike previous finding in college students there was no significant difference in gender or ethnicity. This article is relevant to the proposed research because it offers insight about different cohorts.

Abstract from author:

In this study we investigated the career interest patterns of White American, African American, and Hispanic students attending a summer orientation program at a predominantly White university. A total of 77 students completed the Strong-Campbell Interest Inventory (SCII). Responses were analyzed by gender and ethnicity. The results indicated a gender effect for the Realistic theme. There were no ethnic differences in responses; there was, however, an interaction effect for gender and ethnicity on the Artistic theme and on the two special scales of the SCII: Academic Comfort (AC) and Introversion-Extroversion (I-E). Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]