The Development and Validation of an Interest and Skill Inventory on Educational Choices (ISEC)
Abstract
Abstract. This study aimed at developing and validating a new instrument to facilitate late adolescents and young adults to choose a higher education major. For the main study, the sample consisted of 6,215 late adolescents and young adults (Mage = 19.50, SD = 1.89, 42.3% female). After rational scale construction based on the RIASEC model of Holland (1997), several statistical analyses were conducted. In four studies, structural validity, internal consistency, and construct validity were examined. Our analyses showed that adequate structural validity, internal consistency, and construct validity were established. A 7-factor structure was found, in which the investigative domain split into two subscales. The overall results suggested that the new instrument is reliable and valid as an orientation instrument in applied settings in secondary and higher education.
References
. (1995). UNIACT technical manual. Iowa City, IA: Author.
. (2009). Interest Inventory technical manual. Iowa City, IA: Author.
(2008). Development and initial validation of brief public domain RIASEC marker scales. Journal of Vocational Behavior, 73, 287–299.
(1994). An evaluation of interest congruence indices: Distribution characteristics and measurement properties. Journal of Vocational Behavior, 45, 310–327.
(2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464–504.
(2007). Loopbaan Inzicht Vragenlijst. Handleiding
[Career Insight Questionnaire. Manual] . Amsterdam, The Netherlands: Harcourt Assessment.(2004, July). Revised Strong Interest Inventory assessment: Content, reliability and validity. Poster presented at the Annual Convention of the American Psychological Association, Honolulu, HI.
(1983).
Expectancies, values and academic behaviors . In J. T. SpenceEd., Achievement and achievement motives: Psychological and sociological approaches (pp. 75–146). San Francisco, CA: Freeman.(2002). The structure of vocational interests in Iceland: Examining Holland’s and Gati’s RIASEC models. European Journal of Psychological Assessment, 18, 85–95.
(2016). The spherical model of vocational interests in Germany. Journal of Career Assessment, 24, 701–717.
(2017). Exploring vocational and academic fields of study: Development and validation of the Flemish SIMON Interest Inventory (SIMON-I). International Journal for Educational and Vocational Guidance, 17, 233–262.
(2018). Autonomy supportive contexts, autonomous motivation and self-efficacy predict academic adjustment of first-year university students. Frontiers in Education, 3, 95.
(2010). CircE: An R implementation of Browne’s circular stochastic process model. Behavior Research Methods, 42, 55–73.
(1954).
A new approach to factor analysis: The radex . In P. F. LazarsfeldEd., Mathematical thinking in the social sciences (pp. 258–348). Glencoe, IL: Free Press.(1991). Cultures and organizations: Software of the mind. New York, NY: McGraw-Hill.
(1973). Making vocational choices: A theory of careers. Englewood Cliffs, NJ: Prentice-Hall.
(1985). Making vocational choices: A theory of vocational personalities and work environments (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
(1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
(1997). The self-directed search technical manual. Odessa, FL: Psychological Assessment Resources.
(2013). Self-directed search (SDS) professional manual (5th ed.). Lutz, FL: PAR.
(2018). RIASEC literature from 1953–2016: Bibliographic references to Holland’s theory, research, and applications (No. 58). Tallahassee, FL: Center for the Study of Technology in Counseling and Career Development. Retrieved from https://www.career.fsu.edu/sites/g/files/upcbnu746/files/TR-%2058.pdf
(2000). The handbook of psychological testing (2nd ed.). London, UK: Routledge.
(2002). Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12, 383–409.
(2003). Breach and fulfillment of the psychological contract: A comparison of traditional and expanded views. Personnel Psychology, 56, 895–934.
(1999). Development of the O*NET interest profiler. Raleigh, NC: National Center for O*NET Development.
(2005). The stability of vocational interests from early adolescence to middle adulthood: A quantitative review of longitudinal studies. Psychological Bulletin, 131, 713–737.
(2010). The structure of vocational interests in Germany: Different methodologies, different conclusions. Journal of Vocational Behavior, 76, 153–169.
(2012). Vocational interests and performance: A quantitative summary of over 60 years of research. Perspectives on Psychological Science, 7, 384–403.
(1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199.
(2008). Hollands Zelfonderzoek voor beroeps- en loopbaankeuzes. Amsterdam, UK: Hogrefe Uitgevers.
(2013). Drop-out and completion in higher education in Europe among students from under-represented groups (Independent report authored for the European Commission). Retrieved from http://nesetweb.eu/wp-content/uploads/2015/09/2013-Dropout-and-Completion-in-Higher-Education-in-Europe-among-students-from-under-represented-groups.pdf
(2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46, 168–184.
(2010). O*NET interest profiler short form psychometric characteristics: Summary. Raleigh, NC: National Center for O*NET Development.
(1993). Prediger’s dimensional representation of Holland’s RIASEC circumplex. Journal of Applied Psychology, 78, 875–890.
(1996). Cross-cultural structural equivalence of RIASEC models and measures. Journal of Counseling Psychology, 43, 310–329.
(2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon.
(2002). Personal globe inventory: Measurement of the spherical model of interests and competence beliefs. Journal of Vocational Behavior, 60, 113–172.
(2010). Development of an abbreviated Personal Globe Inventory using item response theory: The PGI-short. Journal of Vocational Behavior, 76, 1–15.
(2006). The interest-major congruence and college success relation: A longitudinal study. Journal of Vocational Behavior, 69, 64–89.
(2011). Why students withdraw or continue their educational careers: A closer look at differences in study approaches and personal reasons. Journal of Vocational Education & Training, 63, 217–233.
(2012). A checklist for testing measurement invariance. European Journal of Developmental Psychology, 9, 486–492.
(2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16, 1–12.
(1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265–310.
(2014). Vocations as a source of identity: Reciprocal relations between Big Five personality traits and RIASEC characteristics over 15 years. Journal of Applied Psychology, 99, 262–281.
(2015). A closer look at the psychological diversity within Holland interest types: Construct validation of the Career Insight Questionnaire. Consulting Psychology Journal: Practice and Research, 67, 234–257.
(1976). Effects of the self-directed search on high school students. Journal of Counseling Psychology, 23, 353–359.
