Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-27-1971

Abstract

The purpose of the study was to investigate questions which were generated within three basic areas of Holland's theory of vocational psychology with respect to a sample of technical-vocational students. The three phases of the study were related to occupational classification, personality consistency, and personality patterns as they relate to technical-vocational training success. A sample of 393 students majoring in eleven different technical and vocational fields were administered the Vocational Preference Inventory (VPI). All students in the sample were enrolled in, and had completed a substantial portion of their training in technical, vocational, and beauty schools in Albuquerque, New Mexico. The VPI assessment provided a major interest classification for each student as well as a profile for each of the six personality types measured by the VPI--Realistic, Intellectual, Social, Conventional, Enterprising, and Artistic. Grade point average from student records served as the index for academic success. One area of investigation involved testing classification efficiency for the selected sample of students. Profiles for the six types were determined. Multiple discriminant analysis and analysis of variance techniques were utilized to test for relative discriminating efficiency of the six VPI scales for the technical-vocational sample of students. Further, a comparison of the profiles with classifications from an earlier study which utilized divergent data sources and assessment instruments was made. Secondly, correlational techniques were used to investigate the concept of personality consistency for the technical-vocational sample. Intercorrelation coefficients between each pair of the six scales were examined in order to compare consistent personality types with inconsistent categories. Finally, relationships between the interest patterns defined in terms of consistency, homogeneity, and congruency and academic achievement were investigated employing point biserial correlations, product moment correlation, and analysis of variance statistical techniques. Findings indicated that the student responses to the various scales on the VPI were relatively effective for discriminating between technical and vocational training major areas. The classification discrimination for the female groups was less adequate then for the male groups. The classification according to the six types were in general agreement with theoretical assumptions for the male groups, but not for the female groups. Holland's conception of consistent and inconsistent personality patterns were supported by the results of the study with one exception. The Realistic-Enterprising scales appeared to represent a consistent pattern which contradicts the theoretical hypothesis. On the other hand, no evidence was found to support the hypothesis that congruent, consistent, and homogeneous personality patterns are more closely related to high academic achievement than the noncongruent, inconsistent, and heterogeneous patterns.

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

James Clark Moore

Second Committee Member

Richard M. Gorman

Third Committee Member

Mary Bierman Harris

Fourth Committee Member

Albert William Vogel

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