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Psychology Testing > Chapter 6: Attitudes, Values, and Interests > Flashcards

Chapter 6: Attitudes, Values, and Interests Flashcards

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1
Q

Define attitudes

A

Attitudes will reveal behavior”
“Attitude may be said to connote response consistency with regard to certain categories of stimuli” (Anastasi & Urbina, 1997, p. 405)
May be thought of as separate from opinion

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2
Q

Classic Tripartite Model

A
  • Emotion component (how strongly one feels)
  • Behavior component
  • Cognitive component (thinking)
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3
Q

Domino and Domino (2006) list precautions

A
  1. Attitudes are inferred from a person’s words and actions; thus, they are not measured directly.
  2. Attitudes are complex; feelings, beliefs, and behaviors do not always match.
  3. Attitudes may not necessarily be stable, and so the establishment of reliability, especially when viewed as consistency over time, can be problematic.
  4. Often we study attitudes without necessarily having uniform agreement as to their nature.
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4
Q

Ways to study attitudes

A
  • Ask directly
  • Observe directly
  • Assess directly
  • Sociometric procedures
  • Records
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5
Q

Rating scale advantages

A
  • Administered to large groups at once
  • Anonymity
  • Own pace
  • Uniformity of procedure
  • Greater flexibility
  • Easy to analyze
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6
Q

Equal Appearing Intervals (Thurstone Method)

A

Process:
1. Select target
2. Generate pool of items
3. Experts sort items
4. Calculate median or mean value of item
5. Calculate variability (IQR)
6. Retain items
7. Administer items

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7
Q

Summated Ratings (Likert Method)

A

Process:
1. Select target
2. Generate pool of items
3. Items administered to sample
4. Total score for each subject calculated
5. Internal consistency calculated for items
6. Retain items
7. Administer items

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8
Q

Bogardus Method

A

– measure responses on a continuum of social distance

  1. I would be willing to accept (group member) as a close relative by marriage
  2. I would be willing to accept (group member) as a close personal friend
  3. I would be willing to accept (group member) as a neighbor living on the same street
  4. I would be willing to accept (group member) as a coworker in the same office
  5. I would be willing to accept (group member) as a citizen in this country
  6. I would be willing to accept (group member) as a visitor in this country
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9
Q

Guttman Scaling

A

Determine whether a set of statements is unidimensional
Statements are ordered along a continuum of intensity or difficulty of acceptance
If a person agrees to a certain statement, then they will agree to a milder statement
If we know the most extreme statement an individual will accept, we should understand how they will respond to the other items

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10
Q

Semantic Differential (SemD)

A

Two levels of meaning to words
* Denotative – dictionary meanings
* Connotative – personal meaning

Develop a series of bipolar adjectives
Respondents rate a concept using a scale (e.g., 5-point, 7-point)
Half the items should be reverse scored
Process:
1. Choose the concept(s)
2. Select the adjectives

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11
Q

Checklists

A
  • Respondents may be careless in responding
  • Doesn’t allow for degree of preference
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12
Q

The C Scale

A

Liberalism - Conservatism

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13
Q

Self-anchoring scales

A

Ask the respondents to describe their top and bottom anchoring points

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14
Q

What are vocational interests?

A

A person’s preferences for behaviors, situations, contexts in which activities occur, and/or the outcomes associated with the preferred activities

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15
Q

What do interest test not reflect?

A

a pesons abilities

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16
Q

What do interest tests not predict?

A

do NOT predict success

does predict satisfaction

17
Q

Measures of Interest: The RIASEC Model

A

An individual’s interests may be sufficiently solidified by age 15 that they can be useful in
career planning.
RIASEC model has been the consensus model of vocational interests for many decades.
Nobody finds everything equally interesting.
Although diverse specific interests cluster in predictable patterns

18
Q

What is an interest measure?

A

An instrument designed to evaluate test-takers’ likes, dislikes, leisure activities, curiosities, and involvements in various pursuits for comparison with groups of various occupations and professions.

19
Q

Explain Holland’s RIASEC theory in terms of R

A

Realistic

  • “Do-ers”
  • People who have athletic or mechanical abilities, prefer to work with objects, machines, tools, etc. and prefer to be outdoors
  • Example jobs:
    Mechanics
    Carpenters
    Electricians
20
Q

Explain Holland’s RIASEC theory in terms of I

A

Investigative

  • “Thinkers”
  • People who like to observe,
    investigate, evaluate and solve
    problems
  • Example jobs:
    Physicians
    Computer programmers
    Psychologists
    Professors
21
Q

Explain Holland’s RIASEC theory in terms of A

A

Artistic

  • “Creators”
  • People who have artistic, innovating
    or intuitional abilities. Like to work in
    unstructured settings using
    imagination and creativity.
  • Example jobs:
    Journalists
    Dancers
    Attorneys
22
Q

Explain Holland’s RIASEC theory in terms of S

A

Social

  • “Helpers”
  • People who like to work with people to
    enlighten, help, train, or cure them.
    Skilled with words.
  • Example jobs:
    Counselors
    Social workers
    Nurses
23
Q

Explain Holland’s RIASEC theory in terms of E

A

Enterprising

  • “Persuaders”
  • People who like to work with people
    influencing, persuading, performing,
    leading, or managing
  • Example Jobs:
    Politicians
    Travel Agents
    Stockbrokers
24
Q

Explain Holland’s RIASEC theory in terms of C

A

Conventional

  • “Organizers”
  • People who like to work with data,
    have clerical or numerical ability,
    carry out tasks in detail or follow-
    through on others’ instructions
  • Example Jobs:
    Accountants
    Computer operators
    Insurance Adjusters
25
Q

Relationships between the Big Five and the Holland themes

A

Enterprising correlates with Neuroticism and Conscientious
Social correlates with Openness
Conventional correlates with concsientiousness

26
Q

Holland Self-Direct Search (SDS)

A
  • Holland developed his own interest inventory
  • Notice the six themes are arranged in a very unique
    manner on the hexagon…
    Adjacent themes are similar
    Opposite themes are dissimilar
  • Also important to note, the SDS is…
    Self-administered
    Self-scored
    Self-interpreted
27
Q

Holland Code

A
  • Results of the SDS assign test takers a three-
    character code
    Example: RES
  • Which means…most resemble a Realistic type, less
    Enterprising, and even less Social
  • Those types not included in a person’s code at all
    mean that person resembles these types least of all
  • It sounds as if the O*NET inventory may use this idea
    in determining some of its information.
28
Q

Four popular interest tests

A
  • Strong Interest Inventory (SII)
  • Kuder Scales
  • Career Assessment Inventory (CAI)
  • Jackson Vocational Interest Survey (JVIS)
29
Q

Strong Interest Inventory (SII)

A
  • Edward Strong – 1928 – one of the oldest psychological tests still in use today!
    Trying to place military people in suitable jobs during WWI
    Asked individuals seeking employment what they liked/disliked about:
  • Various occupations
  • Areas of study
  • Personality types
  • Leisure activities
30
Q

SII Development & Construction

A
  • Various forms of the test, including women-only forms, and a number of revisions, before the final version in 1994
    Assisted and taken over by David Campbell
  • Strong’s methodology:
    Compare the interests of a specific occupational group with those of a general, nonspecific reference group to
    determine what is unique to the occupational group
31
Q

SII: Gender Bias

A
  • Prior to 1970’s – men and women employed in same job, but differed in interests
  • “Separate but equal”, but the inventories were rarely equal
  • More occupational groups on the male form
  • Still faced with issue today
  • Solutions
    Separate norm groups for each occupation by gender
    Provide both male and female statistics separately on scales
32
Q

Kuder Scales

A
  • KOIS = older scale (Kuder Occupational Interest
    Survey)
  • Now, career planning systems
  • Focus today: Kuder Career Planning System
33
Q

Kuder Career Planning System

A

Helps with exploring career interests, exploring occupations, and job titles
Used the average responses of each criterion group to select items or the survey (clustering of related items).
Wanted to find those items endorsed by a criterion group

34
Q

Kuder Inventories

A

Believed the best way to assess interests was by using a forced-choice, ipsative item format.
For example,
 180 activities
 “triads”

35
Q

Career Assessment Inventory (CAI)

A
  • 6th grade reading level
  • Holland’s theoretical base (RIASEC)
  • Original purpose = people considering careers not requiring college degree (which was SII’s focus)
  • Provides assessment of 111 specific careers
  • Takes about 40 minutes to complete
  • 370 items
  • 5-point scale
36
Q

Career Assessment Inventory (CAI) 3 main scales

A

General Occupational Theme (GOT) Scales
Basic Interest Scales (BIS)
Occupational Scales (OS)

37
Q

Career Assessment Inventory (CAI) purposes

A

Indicate general interests in terms of RIASEC
Indicate areas of specific interest
Similar to SII, indicates occupations to consider

  • Useful for those considering
    occupations NOT requiring a four-
    year college degree
  • Typically used in educational planning
    at:
    Junior-college
    Vocational-technical schools
    High schools
38
Q

Jackson Vocational Interest Survey (JVIS)

A
  • Matches people to academic or career fields based on interests
  • A main purpose – equal measurement of men & women
  • Used a rational approach to item development (based on theory)
  • Different from the other inventories which used a empirical approach

Psychology Testing (12 decks)

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