Establishing a worker identity is among the most central aspects of the transition from adolescence to adulthood. Despite its importance, few measures with acceptable psychometric and conceptual characteristics exist to assess vocational identity statuses. This study reports the development and evaluation of the Vocational Identity Status Assessment (VISA), which is derived from established conceptual models and includes career exploration, commitment, and reconsideration dimensions. Results show that the VISA exhibited metric invariance across a high school and university sample. Cluster analyses demonstrated that the VISA consistently resolved six identity statuses across the two samples, supporting the previously established achieved, moratorium, foreclosed, and diffused statuses along with two additional statuses termed searching moratorium and undifferentiated. The identity statuses predicted differences in participants’ work valences and well‐being with the achieved and diffused statuses respectively exhibiting the most and least favorable characteristics. Implications, limitations, and suggestions for future research based upon these findings are offered.
Self-report survey-based data collection is increasingly carried out using the Internet, as opposed to the traditional paper-and-pencil method. However, previous research on the equivalence of these methods has yielded inconsistent findings. This may be due to methodological and statistical issues present in much of the literature, such as nonequivalent samples in different conditions due to recruitment, participant self-selection to conditions, and data collection procedures, as well as incomplete or inappropriate statistical procedures for examining equivalence. We conducted 2 studies examining the equivalence of paper-and-pencil and Internet data collection that accounted for these issues. In both studies, we used measures of personality, social desirability, and computer self-efficacy, and, in Study 2, we used personal growth initiative to assess quantitative equivalence (i.e., mean equivalence), qualitative equivalence (i.e., internal consistency and intercorrelations), and auxiliary equivalence (i.e., response rates, missing data, completion time, and comfort completing questionnaires using paper-and-pencil and the Internet). Study 1 investigated the effects of completing surveys via paper-and-pencil or the Internet in both traditional (i.e., lab) and natural (i.e., take-home) settings. Results indicated equivalence across conditions, except for auxiliary equivalence aspects of missing data and completion time. Study 2 examined mailed paper-and-pencil and Internet surveys without contact between experimenter and participants. Results indicated equivalence between conditions, except for auxiliary equivalence aspects of response rate for providing an address and completion time. Overall, the findings show that paper-and-pencil and Internet data collection methods are generally equivalent, particularly for quantitative and qualitative equivalence, with nonequivalence only for some aspects of auxiliary equivalence.
Focusing on a set of 3 multidimensional measures of conceptually related but different aspects of masculinity, we use factor analytic techniques to address 2 issues: (a) whether psychological constructs that are theoretically distinct but require fairly subtle discriminations by survey respondents can be accurately captured by self-report measures, and (b) how to better understand sources of variance in subscale and total scores developed from such measures. The specific measures investigated were the: (a) Male Role Norms Inventory-Short Form (MRNI-SF); (b) Conformity to Masculine Norms Inventory-46 (CMNI-46); and (c) Gender Role Conflict Scale-Short Form (GRCS-SF). Data (N = 444) were from community-dwelling and college men who responded to an online survey. EFA results demonstrated the discriminant validity of the 20 subscales comprising the 3 instruments, thus indicating that relatively subtle distinctions between norms, conformity, and conflict can be captured with self-report measures. CFA was used to compare 2 different methods of modeling a broad/general factor for each of the 3 instruments. For the CMNI-46 and MRNI-SF, a bifactor model fit the data significantly better than did a hierarchical factor model. In contrast, the hierarchical model fit better for the GRCS-SF. The discussion addresses implications of these specific findings for use of the measures in research studies, as well as broader implications for measurement development and assessment in other research domains of counseling psychology which also rely on multidimensional self-report instruments.
Personal growth initiative refers to the conscious pursuit of individual growth across multiple life domains. The construct was recently reconceptualized as a multidimensional trait and has attracted attention from researchers outside the United States. The present study sought to extend this literature by examining personal growth initiative in relation to international student adjustment and as a possible buffer of acculturative stress. We collected data from 386 international students studying in the United States. Confirmatory factor analyses (CFA) indicated adequate fit for the four-factor model, yielding similar results to studies involving primarily European American college students. Regression analyses indicated that the Planfulness dimension of personal growth initiative accounted for significant variance in adjustment, even with relevant demographic and cultural factors included. In addition, we found indications of a moderation effect, whereby higher levels of the Using Resources dimension of personal growth initiative seemed to buffer the effect of acculturative stress on adjustment.
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