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1 The development and Validation of the short form of Strong Interest Inventory in Iranian (Isfahan) guidance/high school students Sadeghi 27, H. Abedi 28, M. Baghban 29, I. Fatehizade 30,M. Abstract The purpose of this research was development, preparing Short-Form for Strong Interest Inventory (SII-SF) and determines validity and reliability for it in Isfahan students (9&10 grads). The statistical population of this research includes Isfahan students that were in grad 9 and 10. From this population, 1000 persons were selected with stratified random sample method. In this research, the Self Direct Research, Compel Interest Skills Inventory and Strong Interest Inventory were used for collecting data. Reliability of the SII-SF was determined by chronbach,s Alpha and test retest method. The internal reliability coefficient with chronbach,s Alpha method ranged from.50 to.81 general occupational themes, from.39 to.96 for the basic interest scales, and from.31 to.82 for the individual style scales. Construct validity of the SII-SF was determined by three ways. First, calculate relationship between the general occupational themes SII-SF, Campbell Interest and Skills Inventory Scales and SII. The general occupational theme in SII-SF was nificantly correlated with interest in Campbell Interest and Skills Inventory (correlation ranged from.49 to.75) and nificantly correlated with general occupational theme in SII (correlation ranged from.55 to.95). Second, relationship between the basic interest scale SII-SF and Campbell Interest and Skills Inventory Scales. The result showed the basic interest scale SII-SF was nificantly correlated with basic interest scale in CISI. And third, relationship between the individual style scale in SII-SF and individual style scale CISI. The result showed the individual style scale in SII-SF was nificantly correlated with individual style scale CISI. Finally taken together, these finding provide support for the reliability and validity of the SII-SF when used with students in grade 8&9. The 90-item SII-SF appears to be a promising version of the SII for students in grade 8&9. It can greatly help to provide early career guidance in order to help students clarify their self-concepts. Keywords: Reliability, Validity, SII-SF, students, Interest, standardized Introduction Almost everyone in the modern world reach a point where they have to choose a job. This may be a simple decision for some people but a tough one for others. Based on the theories of career counseling, the sooner people enter the process of self-awareness, self-revelation and career planning, the less they will have difficulty with career choice. Savickas (2005) asserts that the individual's concerns about their future career are the primary dimension of career adaptability, which raises awareness toward responsibilities, career development and facilitatesprospective educational-occupational transitions. He contends that career curiosity relates to the individual's obsession with self-awareness and the requirements of occupational world, values and interests (Lent & Brown, 2005). Super (1980) contends that the career maturity depends on the accomplishment of responsibilities at every career period during which the identification of talents, abilities, values, 1 - M.A. Career counseling 2- Associate professor, university of Isfahan 2- Associate professor, university of Isfahan 2- Associate professor, university of Isfahan COPY RIGHT 2012 Institute of Interdisciplinary Business Research 926

2 personality traits and interests are emphasized. According to the trait-factor theory, choosing a successful career depends on the correspondence between the individual and environment. Gatfredson (2005, as cited in Lent & Brown, 2005) contends that the fourth stage of restriction occurs at the age14 based on the individual's self-concept by which he refers to the Holland's hexagonal model. Occupational psychologists have long been employing various instruments to exactly measure individuals' characteristics. Assessing individuals' interests is one of issues that hasappealed to theorists and researchers (e. g. Holland, 1997; Strong, 1927; Tracy, 2002 as cited in Tracy, 2002). Career interests are one of the most unswerving and strongest type of individual differences andthe most common means of individuals' adaptation to environment (Hogan, 1996 as cited in Tracy, 2002). Research has shown that interests nificantly affect the selection of a field of study in schools as well as in career choices. Consequently, lack of enough interest may lead to occupational instability and uncertainty (Barak, 1981). Strong (1948) defines interest as internal derives towards the existence and/or the movement of an object in which there involves four characteristics, namely, attention, emotion, interest and activity (Lent & Brown, 2005). Barak (1981) contends that it is more important to appeal to interests than to personality and competence. Strong (1943) asserts that when people have enough interest and competence to do things, they will perform successfully. However, when they are competent but uninterested, they may not perform appropriately. The combination of these two variables, i. e. interest and competence, predicts their occupational success. According to Lent and Brown (1994), occupational interest refers to the patterns of likes, dislikes and indifference towards different jobs and professional activities (Lent & Brown, 2005). The history of interest's survey corresponds to the history of career counseling. In 1908, Parsons, the father of career counseling, established the Job Circle in Boston. He argued that in order for people to choose a job, they need to have an accurate understanding of their aptitudes, abilities, ambitions, resources and limitations. Although, Parsons has emphasized a wide range of source characteristics, it has typically been the domain of interests that has attracted career counselors most (Brown &Browks, 1991 as cited in Haghshenas et al, 2010). Career counselors use different instruments to assess career interests, including Holland's hexagonal model (1997), Tracy's spherical model (1996) and Strong-Campbell interest inventory (Tracy & Rounds, 1996). Strong interest inventory has been revised several times, the last of which was in The revised scale consists of 291 items. It differs from the 1994 version in that basic interest scales ( BISs) have been increased from 25 scales to 30 scales and group orientation scales have been differed over personality style scales ( PSSs), (Strong et al, 2004 as cited in Cotter &Fouad, 2010). HaghShenas (2004) translated the latest revision of the inventory into Persian and examined its validity and reliability. Subsequently, the standard normal table was developed for student population in Isfahan city. The standardized inventory consists of 290 items which are categorized into 6 subsets. The subsets include: jobs (107 items), subject fields (46 items), activities (80 items), recreational activities (28 items), individuals (16 items) and your characteristics (9 items). The length of time required to complete the inventory was the major challenge to administering Strong survey in clinical and career counseling so that students were reluctant to complete it. Tracy (2010) contends that students' fatigue during the completion of the scale increases the COPY RIGHT 2012 Institute of Interdisciplinary Business Research 927

3 probability of reckless performance and the faulty demonstration of a depressed profile, which may affect the reliability of the scale. Consequently, it may be necessary to administer the inventory again. If the inventory is administered to a large sample (e. g. a school), it will need long time to be completed by the participants and interpreted by the researchers. Besides, the scale has been standardized for senior high school students; however, the inventory items may be vague and difficult to understand by junior high school students. In this regard, mandates the administration of interest survey to junior high school students in order to raise the students' self-awareness and direct their selection of a field of study in the first year of senior high school, it seems necessary to develop a short version of this inventory which needs less time to answer and which is intelligible and simple. Therefore,, the aim of present study was development and examine the validity and reliability of the short version of Strong interest inventory (in Isfahan) for junior high school third-graders and senior high school first-graders. Method SPSS 16 was used to do statistical analysis. Descriptive statistics including mean and standard deviation as well as inferential statistics including factor analysis and correlation were used to analyze the data. The population of the study consisted of all junior high school third-graders and senior high school firstgraders in Isfahan city in the educational year From this population, a sample of 1000 male and female students was selected in four stages for the purposes of developing a short version of the inventory. The first phase was implemented in three steps: 1a students were selected to respond to the Strong interest inventory to prepare SII SH, Preliminary short form was prepare by eliminating questions with low internal validity (validity of each question or questions was calculated by item total correlation). Item with correlated of less than 0.3, 0.4 and 0.5 were excluded. Two issues have been considered for removal the question: First, Questions with high prestige and low prestige is measure in the questionnaire Second, the questions were Obscure to students, were determined, this questions in the statistical analysis showed poor correlation with the total score Questions such as the brokerage business and the destruction of the animals were removed. 1b- According to the literature: Strong vocational interest inventory standardized for high school students (8th grade education to high) and One goal of preparing a SII-SH is used for course guidance and their literature should be easier to use in this period For this purpose introduction and description of each section was rewritten to simplify languages, also job sector questions was associated with a simple explanation for a better understanding of the subjects.1c- In this step with a general review of all of the Questions we tried to the basic interest scale have a few questions in the questionnaire. 2 and 3- examining its reliability, validity 4-compiling the standard table. Accordingly, 300 participants were selected for developing the first draft of the short version of the inventory in the first stage; 200 participants were selected for examining the validity and reliability of the short version in the second stage (100 participants for comparing the internal consistency of the short version with Strong long version inventory, and 100 participants for comparing the short version with Campbell interest and skill survey); 100 participants were selected for examining the reliability of the short version in the third stage (50 participants in a test-retest method and 50 participants in Cronbach alpha formula); and ultimately 400 participants were selected to compile the standard table in the fourth stage. Instruments: Strong interest inventory (Donnay et al, 2005) The scale consists of 290 items which is categorized into 6 subsets. The participants are to rate their interest on a scale ranging from "strongly interested", "interested", "indifferent", "disinterested", to "strongly disinterested". Donnay et al (2005, as cited in HaghShenas, 2006) reported that the reliability of general occupational themes was between to using Cronbach alpha formula, and between to using test-retest method with two to seven COPY RIGHT 2012 Institute of Interdisciplinary Business Research 928

4 weeks interval. The correlation between general occupational themes and Holland interest inventory scores was reported to be between and Also, the reliability of basic interest scales was shown to be between and using test-retest method, and between and using Cronbach alpha formula. The reliability of personal style scales was reported to be between and using testretest method with two to seven weeks interval, and between to using Cronbach alpha formula. Concurrent validity of the inventory has been examined via finding its correlation with Myers-Briggs test. The results showed that there was relationship between realismwith work style and leadership. There was also correlation between artistic interests and education environments. HaghShenas (2006) conducted a study to examine the reliability and validity of Strong scales in Iran. The reliability of general occupational themes was reported to be between and using test-retest method with two weeks interval, and between and using Cronbach alpha formula. The validity of general occupational themes was examined via comparing the correlation between long version scales and short version scales, which yielded validity coefficients between0. 74 and With regard to the obtained values, the reliability and validity of Strong scales are confirmed. Campbell interest and skill survey (Campbell et al, 1992) This questionnaire consists of 320 items in which 200 items address interests and 120 items examine skills. Therefore, the profile of this scale includes two types of scores (interest scores and skills scores). Developed by Campbell et al (1992), the questionnaire consists of 7orientation scales, 29 basic interest scales and 58 occupational scales. The reliability of the questionnaire was estimated to be between and using internal consistency method, and between and using test-retest method. The validity of interest scales was calculated to be between and Kazemi (2010) standardized the questionnaire in Iran and examined its reliability and validity. He reported the validity of the questionnaire to be between and 0. 61, and the reliability of which to be between and using test-retest method, and between and using internal consistency method. Results The reliability of the short version scales was estimated using both internal consistency (Alpha formula) and test-retest method with two weeks interval. In order to estimate the reliability using internal consistency, the inventory was administered to 50 participants. As shown in Table 1, the reliability coefficient of general occupational themes ranges from to 0. 91; the reliability of basic interest scales ranges from to ; and and using test-retest method. The reliability of basic interest scales was estimated to be between to using test-retest method. The reliability of personal style scales ranged from to using alpha coefficient, and ranged from to using test-retest method. Overall, the results showed that general themes have high reliability coefficients while basic interest scales and personal style scales have moderate to high reliability. COPY RIGHT 2012 Institute of Interdisciplinary Business Research 929

5 Table 1. General themes (internal consistency and alpha coefficient)and test-retest reliability Reliability BISs test-retest co Alpha co realistic Investigative Artistic social Enterprise Conventional Table 2. The reliability of basic interest scales using alpha formula and test-retest method General themes basic interest scales test-retest co Alpha co Mechanical Structural Service realistic Athlete Militarism Nature and agriculture Information Systems and Planning Sciences Investigative Research Medical / Mathematics Visual arts Artistic Performing arts Writing Cooking Health Social Social Sciences Counseling and helpers Education Business Sale Enterprise Management Policy Law Office of Administration Conventional Accounting Information systems and programming Financial According to Table 2, two components of basic interest scales, namely, investigative and enterprising, have the highest reliability coefficients of internal consistency. In the investigative domain, mathematical scale has the highest coefficient (α=0. 967) and research scale has the lowest reliability coefficient (α=0. 670). In the enterprising domain, law interest has the highest reliability coefficient (α=0. 806) and marketing has the lowest coefficient. Social interest has the lowest internal consistency coefficient (alpha). In this domain, counseling & helping has the COPY RIGHT 2012 Institute of Interdisciplinary Business Research 930

6 highest reliability coefficient (α=0. 691) while social sciences interest has the lowest reliability coefficient (α=0. 391) which is also the lowest coefficient among all other interests. The highest test-retest reliability index refers to programming & information systems (r=0. 933) and the lowest reliability index refers to finance & investing within the domain of conventional interest. Table 3. The reliability of personal style scales alpha Test-retest PSs Work style Learning environment Leadership style Group orientation Risk taking According to table 3, personal style scale has the highest internal consistency coefficient (α=0. 829) and risk taking scale has the lowest reliability coefficient (α=0. 317). The highest test-retest reliability index refers to leadership style scale (r=0. 853) and the lowest index refers to group orientation scale (r=0. 376). Validity: Three methods were used to examine the validity of the short version of Strong-Isfahan interest inventory. In this regard, the internal consistency of general themes, basic interest scales and personal style scales of the short version of Strong-Isfahan interest inventory were compared with two external criteria including Campbell interest and skill inventory and Strong interest inventory. Table 4. Comparison of general themes in the short version of Strong-Isfahan questionnaire and basic interests in Campbell interest and skill inventory conventional Enterprise social CISS Artistic Investigative realistic SII-SH Pearson cur realistic Pearson cur Investigati ve Pearson cur Artistic Pearson cur social Pearson cur Enterprise Pearson cur conventio nal As shown in Table 4, there is correlation between general themes of the short version of Strong inventory and the interests of Campbell interest and skill inventory. The general theme of realism has the highest correlation (r=0. 759) and conventional scale has the lowest correlation (r=0. 492). COPY RIGHT 2012 Institute of Interdisciplinary Business Research 931

7 Table 5. Internal consistency between general themes of Strong interest inventory and the short version of Strong-Isfahan interest inventory convention GOT SII Enterprise social Artistic Investigative realistic al GOT SII - SH Pearson cur realistic Pearson cur Investigative Pearson cur Artistic Pearson cur social Pearson cur Enterprise Pearson cur conventional N=50 As shown in Table 5, there is correlation between all general themes of Strong interest inventory and the short version of Strong-Isfahan interest inventory. Accordingly, artistic interests have the highest correlation (r=0. 951) and realistic scale has the lowest correlation (0. 556). Overall, based on this validity criterion, the validity of Strong general themes is confirmed. Discussion and conclusion The aim of present study was developing and examining the reliability and validity of the short version of Strong interest inventory in junior high school third-graders and senior high school first-graders in Isfahan city. This may be a large step in raising students' self-awareness and educational guidance because while Strong interest inventory has been used in many countries, no short version has been developed yet. This is the first study that aims to fulfill this objective. The population of the study consisted of all junior high school third-graders and senior high school first-graders in Isfahan city in the educational year From this population, a sample of 1000 male and female students was selected in four stages for the purposes of developing a short version of the inventory. For this purpose 300 students were selected to respond to the Strong interest inventory to prepare SII SH, Preliminary short form was prepare by eliminating questions with low internal validity ( validity of each question or questions was calculated with the total score). validity of less than 0.3, 0.4 and 0.5 were excluded. Two issues have been considered for removal the question: First, Questions with high prestige and low prestige is measure in the questionnaire. Second, the questions were obscure to students, were determined, this questions in the statistical analysis showed poor correlation with the total score questions such as the brokerage business and the destruction of the animals were removed. B, According to the literature: Strong vocational interest inventory standardized for high school students (8th grade education to high) and One goal of preparing SII-SH is used for course guidance and their literature should be easier to use in this period. For this purpose introduction and description of each section was rewritten to simplify languages, also job sector questions was associated with a simple explanation for a better understanding of the subjects. C, In this step with a general review of all of the Questions we tried to the basic interest scale have a few questions in the questionnaire.the reliability of scales was examined using both internal consistency (alpha formula) and test-retest method with two weeks interval. The reliability index of general themes was between and using internal consistency method, and between and using test-retest method. The reliability index of basic interest scales was COPY RIGHT 2012 Institute of Interdisciplinary Business Research 932

8 between and using internal consistency method, and between and using test-retest method. The reliability index of personal style scales was and using internal consistency method, and between and using test-retest method. On the whole, the results showed that general themes have high reliability coefficients while basic interest scales and personal style scales have moderate to high reliability indices. HaghShenas (2006) examined the reliability of Strong scales using both internal consistency and test-retest method. Accordingly, the reliability coefficient of general themes was between and using internal consistency method, and between and using test-retest method. The reliability coefficient of basic interest scales was between and using internal consistency method, and between and using test-retest method. The reliability coefficient of personal style scales was between and using internal consistency method, and between and using test-retest method. Therefore, general themes and personal style scales have high reliability indices while basic interest scales have moderate to high reliability coefficients. In Doonay and colleagues' study (2005), the reliability of general themes was between and using internal consistency method, and between and using test-retest method; the reliability of basic interest scales was between and using internal consistency method, and between and using test-retest method; the reliability of personal style scales was between and using internal consistency method, and between and using test-retest method. A comparison of the reliability indices in the present study with the two above-mentioned studies shows that the reliability coefficient of general themes in the present study corresponds to that of HaghShenas and colleagues (2006). The reliability coefficients of general themes in the present study were similarto those in Doonay and colleagues' study (2005); however, the present reliability indices of basic interest scales and personal style scales were lower than those in Doonay and colleagues' study. The validity of the general themes of the short version of Strong interest inventory was examined by both finding the correlation between the general themes of the short version of Strong-Isfahan interest inventory and the scales of Campbell interest and skill survey as well as Strong interest inventory. Accordingly, the correlation coefficient ranged from to There was the highest correlation between artistic scale in the short version of Strong-Isfahan inventory and artistic interest in Campbell interest and skill survey (r=0. 75). There was the lowest correlation between conventional scale in Strong interest inventory and conventional interest in Campbell interest and skill survey (r=0. 43). All respective interests were highly correlated at 1% level of nificance. Table 5 illustrates the correlation coefficients between the general themes of the short version of Strong-Isfahan interest inventory and the scales of Strong interest inventory. The obtained correlation varies from 55% in realistic interest to 95% in artistic interest. High correlation coefficients were also found between other interests. HaghShenas (2006) reported the correlation between general themes in Strong interest inventory and in educational-occupational interest survey to range from 43% and 66%. There was the highest correlation between artistic interest in the short version of educational-occupational interest survey and artistic scale in Strong interest inventory (r=0. 66). There was the lowest correlation coefficient between realistic scale in the short version of educational-occupational interest survey and realistic interest in Strong interest inventory (r=0. 43) (P 0. 01). Hanson and Campbell (Doonay, 2005 as cited in HaghShenas, 2006) reported the mean correlation coefficient between the general themes of Strong interest inventoryand the general COPY RIGHT 2012 Institute of Interdisciplinary Business Research 933

9 scales of Holland occupational interest survey to be Doonay et al (2005) reported that the correlation coefficient between the general themes of Strong interest inventory and the scales of Holland occupational interest was between and With regard to comparisons between the general scales of the short version of Strong-Isfahan interest inventory and Strong interest inventory as well as the comparison between Campbell interest and skill survey and HaghShenas (2006) and Hanson and Campbell (as cited in Doonay, 2005) studies, it can be claimed that the present study has yielded high and very high reliability indices. COPY RIGHT 2012 Institute of Interdisciplinary Business Research 934

10 References Akbarzadeh, M., & Abedi, M. (2009). Standardizing and examining the reliability and validity of interests in personal spherical jobs in Isfahan university students. Unpublished MA thesis, Faculty of psychology and educational sciences, Isfahan university, Iran. Barak, A. (1981). Vocational interest: A cognitive view. Journal of vocationalbehavior, 19, Cotter, E. W., & Fouad, N. A. (2010). The Relationship between Subjective Well-Being and Vocational Personality Type. Journal of Career Assessment. 19 (1) Donnay, D. A., Thompson, R. C., Morris, M. L., & Schaubhut, N. A. (2005). Manual for strong interest inventory. Palo Alto, CA: Counseling Psychology Press. Fouad, A. M., & Mohler, J. C. (2004). Cultural Validity of Holland Theory and the Strong Interest Inventory for Five Racial Ethnic Groups. Journal of career assessment, 12, 423. HaghShenas, L. (2006). Adaptation, standardization and examination of reliability and validity of Strong interest scales in high school students in Isfahan. Unpublished MA thesis, Faculty of psychology and educational sciences, Isfahan university, Iran. HaghShenas, L., Abedi, M., & Baghban, I. (2010). A rating and interpretation guide for Strong interest inventory. Isfahan: Neveshteh. Holland, J. (1997). Making Vocational Choice. The theory of Vocational Personality and Work Environment (3 RD -ED). Odessa: psychological assessment resource. Lent, R. W., Brown, S. D., & Hackett, G. (2005). Social cognitive career theory. Ind. Brown (Ed. ). Career choice and development (4 th Ed. PP ). Sanfroncisco:jossy-Bass. Savikas, M. L. (1999). The Psychology of interests. In M. L. Savikas& A. R. Spokane (Eds. ). Vocational interests (PP ). Palo Alto, CA: Davies- Black. ShafiAbadi, A. (2002). Career counseling and career choice theories. Tehran: Rosh Publications. COPY RIGHT 2012 Institute of Interdisciplinary Business Research 935

11 Super, D. E. (1980). A life Spine, Life Space, Approach to Career Development. Journal of vocational behavior. 16, Tracy, T. J. G., & Rounds, T. (1996). An Examination of the structure of Roe's Eight interest fields. Journal of Vocational Behavior, 44, Tracy, T. J. G. (2002). Personal Globe Inventory: Measurement of the spherical model of interest and competence beliefs (Monograph). Journal of vocational behavior, 60, Tracy, T. J. G. (2010). Development of An Abbreviated Personal Globe Inventory using item response theory: the PGI short form. Journal of vocational behavior Zunker, V. (2006). Career counseling: a holistic approach. Yousefi and Abedi (Trans.). (2009). Isfahan: JahadDaneshgahi. COPY RIGHT 2012 Institute of Interdisciplinary Business Research 936