Strong Interest Inventory

Strong Interest Inventory

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  Strong Interest Inventory Assessment UYANGA BAYANDALAI CEEP665 SPRING 2016
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  Strong interest inventoryassessment  Strong interest inventory is most widely used measures of vocational interests in U.S.  a 291-item interest inventory designed for uses by high school and college students and adults.  In addition to the basic Strong Profile, five other report formats are available.  These reports for high school and college students incorporate age-appropriate exploration activities as well as internship and job information related to interest results.  It was developed by E. K. Strong in 1928.  It has been used for nearly 80 years.  Many revisions along the way to fit with the world of works.  Several revisions were made to the 2004 Strong. Of the original 317 items, 193 were retained and 98 new or adapted items were added for a total of 291 items. The previous "Like-Indifferent-Dislike" response option was expanded to five options including "Strongly Like" and "Strongly Dislike."
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  Strong interest inventoryassessment  6 General Occupational Themes: It was broadened in the latest revision due to fast growing changes of world of works. For example, the conventional theme expanded to include professions with computer programming etc.,  Realistic,  Investigative,  Artistic,  Social,  Enterprising,  Conventional;
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  Strong interest inventoryassessment  30 Basic Interest Scales:  Realistic (Mechanics & Construction, Computer Hardware & Electronics, Military, Protective Services, Nature & Agriculture, Athletics),  Investigative (Science, Research, Medical Science, Mathematics), Artistic (Visual Arts & Design, Performing Arts, Writing & Mass Communication, Culinary Arts),  Social (Counseling & Helping, Teaching & Education, Human Resources & Training, Social Sciences, Religion & Spirituality, Healthcare Services),  Enterprising (Marketing & Advertising, Sales, Entrepreneurship, Politics & Public Speaking, Law),  Conventional (Office Management, Taxes & Accounting, Programming & Information Systems, Finance & Investing);
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  Strong interest inventoryassessment  244 Occupational Scales.  Personal Style Scales.  Work Style,  Learning Environment,  Leadership Style,  Risk Taking,  Team Orientation.
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  Normative Sample  The2004 sample consists of 1,125 women and 1,125 men and represents a total of 373 occupations.  The female sample had the following racial/ethnic composition: 68.3% Caucasian, 10.3% African American, 6.4% Multiethnic, 6.2% Latina/Hispanic, 4.3% Asian American or Asian, and 3% Other (broken down further in the manual).  For men, the composition was: 76.2% Caucasian, 6.5% Multiethnic, 4.4% African American, 3.8% Latino/Hispanic, 2.4% Indian, 2.2% Asian American or Asian, and 2.3% Other (again, broken down in the manual).  The average sample member age was 35.46; average time employed in current occupation was 4.63 years.
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  Normative Sample  Additionalvolunteers were solicited to form new OSs for the 2004 Strong.  The women in these new occupational samples had the following racial/ethnic composition: 81.5% Caucasian, 6.1% Multiethnic, 3.1% African American, 1.7% Asian American or Asian, 1.1% Latina/Hispanic, and 1.4% Other.  For men, the composition was: 76.4% Caucasian, 4.9% Multiethnic, 2.3% African American, 2.3% Asian American or Asian, 1.8% Latino/Hispanic, 1.6% Indian, and .9% Other.  Average age for the occupational samples was 43.21.  There were fewer members of racial and ethnic groups in these occupational samples than in the GRS.  Occupational sample members tended to be employed longer in their current position, more satisfied with their work, and more highly educated than GRS members.
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  Reliability  The alphacoefficients for the GOTs were in the range of .90-.95.  Short-interval (2-7 months) test-retest reliability coefficients were .84-.89 with a median of .86.  The median long-interval (8-23-month) test-retest reliability for the GOTs was .84.  Alpha coefficients for the BISs were in the range of .80-.92 with a median of .87.  Short-interval test-retest coefficients were between .77-.93 with a median of .85-.86.  long-interval test-retest coefficients ranged from .74-.90 with a median of .83-.84.  Alpha coefficients for the OSs were not reported. The OS test-retest reliability coefficients were in the range of .71-.93 with a median of .86.  For the PSSs, alpha coefficients were in the range of .82-.87.  Short-interval test-retest reliability coefficients were between .77-.90 with a median of .89;  long-interval test-retest reliability coefficients were .70-.91 with a median of .86.
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  Validity  There aretwo forms of convergent and discriminant validity evidence for the GOTs.  First, GOTs were correlated with OSs for women and men in the GRS. Predictable patterns were apparent. For example, the female and male Engineering Technician OSs had the highest correlations with Realistic GOT; female and male Buyer OSs had their lowest correlations with Realistic GOT. A similar pattern of results was attained for the other five GOTs.  Second, a sample of 879 college students completed the 2004 Strong; they were categorized as belonging to one of 75 college majors. Average GOT scale scores were calculated for each of these 75 major groups; rank-ordered means of these college major groups were arrayed within each of the six GOT areas. Results again corresponded highly with expectations. For example, female Literature majors had the highest Artistic GOT scores.
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  Validity  The samemethods were used to document the concurrent validity of the 30 BISs.  Concurrent validity is also reflected in the correlations of the OSs within their respective GOTs. For women, the OS correlations within themes were in the range of .39-.57 with a median of .41; for men the range was .27-.58 with a median of .52. These OS correlations within theme follow the predicted pattern. The manual includes a detailed discussion of six predictive validity studies using previous versions of the OSs. There is a moderate-to-excellent correspondence between OSs and subsequent occupational selections. Overall, this evidence constitutes strong support for the validity of the OSs.  The validity of the PSSs was addressed by examining correlations with the GOTs and BISs.
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  Sample