Factor Structure of the Vocational Identity Status Assessment (VISA) in University, Liberal Arts, and Community College Students

Abstract

The Vocational Identity Status Assessment (VISA) measures vocational identity development in adolescents and emerging adults. Although the initial six-factor structure has been confirmed, there have not yet been studies assessing other plausible factor structures. Additionally, the VISA has not previously been examined in some major types of institutions of higher education in the United States. The current study assessed five potential factor structures for the VISA in three college student samples: 857 from a large public university, 196 from a small, private, minority-majority liberal arts college, and 320 from a community college. The six-factor structure was the best-fitting model of the ones examined and showed evidence of multigroup invariance up to the strict level. There were notable latent mean differences across samples, as well as frequency differences for vocational identity statuses. These findings have implications for the appropriate modeling of the VISA and its use within diverse college student samples.

[Retracted] Innovation of French Interpretation Teaching Mode in the New Liberal Arts Environment

“…In formula (10), the prior information is given in the form of a probability distribution of p(A i ), i � 1, 2, 3, 􏼈 . .…”

“…Daughtry redefined the new liberal arts teaching concept, analyzed the problems existing in teaching practice, and proposed effective solutions [ 9 ]. Weigold et al analyzed the development of private colleges in the context of the new liberal arts and proposed that private colleges should highlight the advantages of professional characteristics and build a professional liberal arts teaching team [ 10 ]. Park studied the training system of tourism management talents in combination with the core significance of the new liberal arts and proposed that the training system of tourism management talents should conform to the general trend of new technology revolution and industrial transformation and should integrate innovative elements in practical teaching [ 11 ].…”

Vocational Identity Status in Chinese Emerging Adults with and without Hearing Impairment: Latent Profiles and Relationships with Self-Esteem and Subjective Well-Being

“…It is widely accepted that vocational identity refers to “the possession of a clear and stable picture of one’s goals, interests, and talents” (p. 1911) [ 9 ]. Researchers have found that individuals typically do not achieve a stable vocational identity status—the most challenging identity formation aspect for and the most critical task of emerging adults in industrialised and post-industrialised societies—during adolescence; college students, who are in emerging adulthood, continue to explore before they enter the career market [ 10 ]. Career development in adolescents and young adults with hearing impairment is under constant scrutiny.…”

“…Therefore, Porfeli and colleagues [ 2 ] developed the multi-dimensional Vocational Identity Status Assessment (VISA hereafter). The VISA has been validated among student samples from various countries, including the US [ 10 , 26 ], Italy [ 14 , 31 ], France [ 4 ], Korea [ 15 ], and China [ 18 , 30 ]. VISA’s measurement invariance has been proved across samples from different higher education settings, including universities, liberal arts colleges, and community colleges [ 10 ]; however, its applicability among students with disabilities has not been tested.…”

“…Studies using VISA identified six vocational identity statuses—achievement, moratorium, foreclosure, searching moratorium, diffusion, and undifferentiation—among US high school and university students [ 10 , 26 ] and Korean university students [ 15 ]. European studies confirmed three statuses—searching moratorium, moratorium, and foreclosure—among adolescents and young adults, but yielded discrepant results regarding the classifications of achievement, undifferentiated, and diffusion [ 4 , 14 , 32 ].…”