The Interpretation Efficacy of Interest Inventory Profile Scores

Article excerpt

Abstract

This study is aimed at finding which factors constitute the interpretation skills of interest inventory profile scores and what kind of relationship these factors exhibit with the constructs of measuring counseling skills. Also, the intention is to analyze whether the scores change depending on various independent variables. Two studies have been conducted in relation to these aims. The sample of the study was guidance teachers (n = 892) in the first study; whereas, the undergraduate counseling and guidance (PCG) students (n = 245) have participated in the second study. The findings reveal that profile interpretation skills have a two-component structure, and the twofactors model - instead of one factor model - reflects a better fit of the database for the sampling of guidance and counseling department graduates. These two measures point out significant relationships with the measures about the school counseling skills. Also, they indicate significant differences according to the professional experience, the departments from which the participants graduate, and the class levels. In the discussion part, it was considered that another dimension -entitled as matching and interpretation-could be taken into account and some suggestions have been given.

Key Words

Profile Interpretation, Career Counseling Process, Scale Development.

Holland, Magoon, and Spokane (1981) mention that among the vocational help services, the administration and interpretation of interest inventories are the most popular interventions. However, till now, the process of interpreting the profiles of interest inventories has not been focused (See Herr, Cramer and Niles, 2004; Reardon and Lenz, 1999; Tinsley and Chu, 1999; Zytowski, 1999). Some studies have been conducted in line with this issue (See Brown and Ryan Krane, 2000; Brown, Ryan Krane, Brecheisen, Castelino, Budisin, Miller and Edens, 2003; Hanson, Claiborn and Kerr, 1997; Randahl, Hansen and Haverkamp, 1993; Kuzgun, 2003; Reed, Patton and Gold, 1993; Whiston, Lindeman, Rhardja and Reed, .2005; Whiston, Sexton and Lasoff, 1998). In addition, the related literature reports the assessments of some experts regarding the interpretation of interest inventories profiles (See Boggs, 1998; Prince, 1998; Rayman, 1998; Spokane, 1998; Zytowski, 1998, 1999).

This research is aimed at developing an interpretation efficacy scale for counselors of interest inventories. Both Bandura's point of view in terms of the measurement of self-efficacy expectations (1997) and the Skill List (Özyürek, 1997) have been used in order to determine the items in the scale that the counselors need in this process. Much attention has been given to the effectiveness of using the determined items in small group guidance (3-4 students) by guidance teachers and to the assurance that they were not too easy and that they were well expressed.

Study 1

Method

Sample

The sample of this study consists of 892 guidance teachers. The title of "guidance teacher" is used instead of "school counselor" because the graduates of other departments who have not been trained in counseling can also be appointed for the counseling position in Turkey. The subjects of this study have worked in seven geographical regions of Turkey in 2002. They represent 15 % of the population. On the other hand, 70 % of these guidance teachers are the graduates of Guidance and Counseling Departments. The other groups of guidance teachers in the study are graduates of the psychology (16.6 %), curriculum development (5 %) and other departments (7.8 %) (Table-1). Counseling education is given at undergraduate level in Turkey, and most of graduates from these departments are appointed as guidance teachers.

Instruments

In addition to a personal background questionnaire, the Profile Scores Interpretation Efficacy Scale and the School Counselor Self-Efficacy Scale SC-SES (Yiyit, 2001) have been administered in the present study. …