ABSTRACT

HARMONY OF SELF-CONCEPT AS A FACTOR INFLUENCING
THE VOCATIONAL DEVELOPMENT OF UPPER-CLASS
AND GRADUATE MALE COLLEGE STUDENTS

BY

Richard A. Morril

Implicitly, vocational counseling has Operated on
the assumption that choice of a vocation is a cognitive
function utilizing, both cognitive and affective data about'
one's self and the environment. These cognitive processes
are used most efficiently when all parts of the person are
functioning with a minimum degree of conflict with each
other. It has thus been rather widely accepted that per-
sons enduring intense periods of internal conflict are
unable to make realistic vocational choices. From the
position of a self-theorist, a major factor influencing
vocational development is the degree of harmony of an
individual's self-concept--his internal consistency of his
self evaluation. Super (1963) suggested that harmony of
self-concept is considered to be related to adjustment, to
lack of conflict, and to personality integration. It may,

therefore, also be related to ability to formulate a

Richard A. Morril

vocational choice, that is, to see oneself in an occu-
pational role.

The present study was designed to investigate the
possible relationship between the degree of harmony of
self-concept and vocational interest maturity. The study
attempted to demonstrate that the variable of harmony of
self-concept affects intensity of vocational interests,
diversity of vocational interests, and realism of vocational
interests, as reflected in psychometric data.

The purpose of this study was threefold. It first
sought to determine whether there was a relationship between
the degree of consistency of self-concept for a group of
male college students and their level of vocational interest
maturity. Secondly, it sought to determine whether there was
a relationship between the degree of ego integration for a
group of male college students and their level of vocational
interest maturity. Thirdly, it sought to detect differences
in the degree of harmony of self-concept and vocational
interest maturity between three groups of males with vary-
ing degrees of commitment to a vocational choice.

Participants who volunteered for the study were
sixty-nine male juniors, seniors, and doctoral level gradu-
ate students at Michigan State University. Twenty were
juniors or seniors who came to the M.S.U. Counseling
Center requesting vocational counseling and stating that
they were having difficulty making a vocational choice.

Twenty-seven were juniors or seniors enrolled in

 

In

,4

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Richard A. Morril

upper-division majors in the university and, at the time
the study was conducted, indicated no dissatisfaction with
their choice of major. Twenty-two were third and fourth
year doctoral level graduate students.

Subjects completed the Strong Vocational Interest
Blank, the Tennessee Self Concept Scale, and the Edwards
Personal Preference Scale. The Strong profiles were pat-
tern analyzed according to the objective method outlined
by Stephenson (1961). The intensity of interests were
determined on the basis of the distribution of primary,
secondary, and reject patterns. The DIV scale on the
Strong was used to assess diversity of vocational interests.
A measure of realism was derived as a discrepancy score be—
tween the Occupational Level (OL) scale and the Academic
Achievement (AA) scale on the Strong. A measure of ego
integration was derived from the Trehub (1959) method of
scoring of the Edwards. Finally, three scales on the
Tennessee were independently used to measure consistency
of self-concept.

Super's theory of vocational development served as
the basis for the generation of the following twelve
hypotheses.

l. The degree of consistency of self-concept for
male college students is related to the in-
tensity of their vocational interests.

2. The degree of consistency of self-concept for

male college students is related to the
diversity of their vocational interests.

Richard A. Morril

3. The degree of consistency of self-concept for
male college students is related to the degree
of realism of their vocational interests.

4. Differences exist in the degree of consistency
of self-concept among three groups of males
with varying degrees of commitment to a vo-
cational choice.

5. The degree of consistency of self-concept for
male college students is related to their de-
gree of ego integration.

6. The degree of ego integration for male college
students is related to the intensity of their
vocational interests.

7. The degree of ego integration for male college
students is related to the diversity of their
vocational interests.

8. The degree of ego integration for male college
students is related to the realism of their
vocational interests.

9. Differences exist in the degree of ego inte-
gration among three groups of males with
varying degrees of commitment to a vocational
choice.

10. Differences exist in the diversity of vocational
interests among three groups of males with
varying degrees of commitment to a vocational
choice.

11. Differences exist in the realism of vocational
interests among three groups of males with
varying degrees of commitment to a vocational
choice.

12. Differences exist in the intensity of vocational
interests among three groups of males with
varying degrees of commitment to a vocational
choice.

The null form of hypotheses one through three and
five through eight were tested by Pearson Product-Moment

correlations, while the null form of hypotheses four, nine,

te

VE

Richard A. Morril

ten, eleven, and twelve were tested with the analysis of
variance statistic.

The findings of this study indicated that an in-
crease in the degree of ego integration accompanies an
increase in diversity of vocational interests. There was
also a positive, statistically significant, relationship
between one of the measures of consistency of self-concept
on the Tennessee and diversity of vocational interests.

Significant differences among the three groups
were found on diversity of vocational interests (combined
junior/senior groups were found to be more diverse than
the doctoral students), degree of ego integration (combined
junior/senior groups were found to be less integrated than
the doctoral student group), and consistency of self-
concept as measured by the Tennessee V score (combined
junior/senior groups were found to be less consistent than

the doctoral students).

References

 

Stephenson, R. A. A New Pattern Analysis Technique for
the SVIB, Journal of Counseling Psychology, 1961,
g, 109-134.

Super, Donald E. Career Development: Self-concept Theory,
' New York: College Entrance Examination Board,
1963, p. 30.

Trehub, A. Ego Disjunction and Psychopathology: Journal
of Abnormal and Social Psychology, 1959, §§, I9 -
194.

HARMONY OF SELF-CONCEPT AS A FACTOR INFLUENCING
THE VOCATIONAL DEVELOPMENT OF UPPER-CLASS

AND GRADUATE MALE COLLEGE STUDENTS

BY

Richard A. Morril

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
Department of Counseling and Educational Psychology

1970

For my wife, Marianne

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ACKNOWLEDGMENTS

Five years ago a rather scared and anxious recent
graduate of the University of Massachusetts left familiar
surroundings and relationships to come to Michigan State
University for graduate study. He arrived on campus know-
ing no one and knowing very little about the program into
which he had been accepted.

This writer leaves M.S.U. having grown as a person
and as a professional. Outward symbols of this change and
growth are a Masters and Doctoral degree. These degrees
represent the completion of course requirements, exami-
nations, and theses. They do not, however, accurately
convey the richness of my experience here. For this reason
it seems appropriate to mention some of the people who have
made my years here so meaningful. To these people I would
like to offer my sincere thanks and appreciation-~knowing
You has made the difference.

To the M.S.U. Counseling Center staff, for pro-

viding the dynamic base for my training as a

psychologist and growth as a person.

To my fellow Interns, for sharing the joy and the
pain of growth.

To Bill Kell, for helping me to experience impact,
and change.

iii

To Maryellen McSweeney, for being a master teacher,
and for helping me to come to appreciate and some-
what understand quantitative method.

To Sam Plyler, for his support and encouragement
early in my program, when I was questioning.

To Cecil Williams, for being an excellent teacher
and advisor, and now more importantly, a deeply
cared for associate and friend.

To Sue Jennings, for making supervision the rich
and meaningful experience that it has been, by
being willing to share her creativity and to trust
mine.

To Richard Does, for being willing to share the
intensity of himself with someone struggling to
find his own intensity and depth, and for his
anger that penetrated to the core of the problem.

To the late Buford Stefflre, for having given a
great deal in the short time I was able to know
him.

Finally, to my clients, for giving as much as they
were given.

iv

Ck

TABLE OF CONTENTS

Chapter Page

I. NATURE OF THE PROBLEM . . . . . . . . 1

Statement of Purpose. . . . . . . . 4
Theory . . . . . . . . . . . . 4
Research Hypotheses . . . . . . . . 8
Definition of Terms . . . . . . . . 10
Limitations of the Study . . . . . . 13
Organization of the Study . . . . . . 14
II. REVIEW OF RELATED LITERATURE. . . . . . 15
The Self-Concept in Vocational Develop-
ment: A Brief Historical Overview . . . l6
Self-Concept Implementation Through
Vocational Choice. . . . . . . . . l8
Ego Functioning as Related to Vocational
Development. . . . . . . . . . . 27
Summary . . . . . . . . . . . . 32
III. METHODOLOGY AND ANALYSIS . . . . . . . 35
Sample . . . . . . . . . . . . 35
Procedures . . . . . . . . . . . 36
Instruments. . . . . . . . . 38

Statistical Hypotheses, Preparation of the

Data, Analysis Procedures . . . . . . 52
Preparation of the Data. . . . . . . 6l
AnalYSis. O O O O O O O O O O O 63
Summary . . . . . . . . . . . . 63
IV. RESULTS. 0 o o o o o o o o o o o 64
Tests of Hypotheses . . . . . . . . 64
Summary . . . . . . . . . . . . 83

Chapter

V. S7
1:!

 

 

REFERENCE
APPENDICE
Appendix

A- Le
i:

B. T)

Chapter Page

V. SUMMARY, CONCLUSIONS, LIMITATIONS AND

IMPLICATIONS FOR FUTURE RESEARCH . . . . 85
Conclusions . . . . . . . . . . 88
Limitations . . . . . . . . . . 92
Implications for Future Research . . . 93

REFERENCES. I O O O O O O O O O O O O 95
APPENDICES
Appendix
A. Letter Requesting Participation of Counsel-
ing Subjects for the Study . . . . . . 100
B. Tables 13 to 15. . . . . . . . . . lOl

vi

Tab

‘5

lo.

Table

l.

10.

LIST OF TABLES

Correlations Among the TSC Scores, the Ego
Integration Scores, and the SVIB Scores .

Test of Hypothesis 10: Analysis of Variance
for Differences Among Groups on the TSC V
score I O O O O O O O O O O 0

Significant Scheffe Post Hoc Comparisons for
Hypothesis 10: Differences Among Groups
on Total V Score on TSC . . . . . .

Group Means on Experimental Variables. . .

Test of Hypothesis 11: Analysis of Variance
for Differences Among Groups on the TSC D
score 0 O O O O O I O O O I I

Test of Hypothesis 12: Analysis of Variance
for Differences Among Groups on the TSC C
score 0 O C O I I O O O O O 0

Test of Hypothesis 19: Analysis of Variance
for Differences Among Groups on the Ego
Integration Score . . . . . . . .

Significant Scheffe Post Hoc Comparisons for
Hypothesis l9: Differences Among Groups
on Ego Integration Scores. . . . . .

Test of Hypothesis 20: Analysis of Variance
for Differences Among Groups on Intensity
of Vocational Interests . . . . . .

Test of Hypothesis 21: Analysis of Variance

for Differences Among Groups on Diversity
of Vocational Interests . . . . . .

vii

Page

64

7O

70

72

73

74

78

78

80

81

 

ll

12

13

15

Table

11.

12.

13.

14.

15.

Significant Scheffe Post Hoc Comparisons for
Hypothesis 21: Differences Among Groups

on Diversity Scores . . . . . .

Test of Hypothesis 22: Analysis of Variance
for Differences Among Groups on Realism

of Vocational Interests. . . . .

Total V, Total D, and Total C Scores on the
Tennessee Self Concept Scale for Sixty-

Nine Subjects . . . . . . . .

Ego Integration Scores for Sixty-Nine
Subjects. . . . . . . . . .

Number of Primary, Secondary, Reject, and

Unclassified Patterns, DIV Scores, and
OL-AA Scores for Sixty—Nine Subjects

viii

Page

81

83

101

102

103

 

V:

r,

CHAPTER I

NATURE OF THE PROBLEM

Implicitly, vocational counseling has operated on
the assumption that choice of vocation is a cognitive
function utilizing both cognitive and affective data about
one's self and the environment. These cognitive processes
are used most efficiently when all parts of the person are
functioning with a minimum degree of conflict with each
other. It has thus been rather widely accepted that per-
sons enduring intense periods of internal conflict are
unable to make realistic vocational choices. The early
literature of vocational counseling clearly separated
vocational counseling from personal counseling, believing
at that time that there was little if any overlap between
the two. Frequently, once a person had been "cured" of
his poor adjustment to internal "conflict," he was re-
ferred to a vocational counselor for the next step in his
grOWth--vocationa1 choice.

Counseling psychology has progressed from that
dickkotomous position but has maintained the assumption that
the better adjusted (that is, less conflict) the individual,

the most likely he is to make a realistic and mature choice

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of career. This belief has never been challenged very
realistically. Recently, however, some advances in
vocational theory and measurement have provided the avenues
for such an investigation.

From the position of a self-theorist the propo-
sition stated above could be that a major factor influenc-
ing vocational development is the degree of harmony of his
self-concept--his internal consistency of self-evaluation.

Harmony of self-concept, defined as the degree to
which an individual has a congruent or internally con-

sistent evaluation of himself, may be a factor influencing

vocational development.

Super (1963) suggested that harmony of self-concept
is considered to be related to adjustment, to lack of con-
flict, and to personality integration. It may, therefore,
also be related to ability to formulate a vocational
choice, that is, to see oneself in an occupational role.

The choice of an occupation requires an individual
to state rather explicitly his concept of himself. At some
POint in time he must say, "I am this or that kind of per-
son." Throughout his life the individual plays a variety
0f roles which provide him with an opportunity to discover
who he is and what he wants to be. In play and work
aCtivities he tests his abilities and evaluates them
agaiJlst his accomplishments and the reactions of others.

He finds that he does some things well and gains a sense of

satisfaction from them (Crites, 1959):

 

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Super (1951) stated that those successes tend to
develop in the individual a series of little specific pic-
tures of the self, which, eventually, add up to a larger
picture of the self. As the individual matures he attempts
to integrate the various pictures he has of himself into a
consistent self-concept. One of the most meaningful ways
for an individual to preserve and enhance his image of
himself is through his occupational activities. He attempts
to select an occupation which will be compatible with his
self-concept and which will allow him to make it a reality
by permitting him to play the role he wants to play. In
light of the foregoing discussion, it would seem logical
that translating an internally consistent and harmonious
system of self-concepts into an occupational preference
would be easier than finding an appropriate role for a
conflicted self-concept system. Implementing a harmonious
self-concept system in the occupational world should be
easier than implementing unintegrated ideas of the self.

The present study was designed to investigate the
Possible relationship between the degree of harmony of
self-concept and vocational interest maturity. More
Specifically, the study attempted to demonstrate empiri-
call); that the variable of harmony of self-concept affects
inteIlsity of vocational interests, diversity of vocational
interests, and realism of vocational interests, as re-

fle(filed in psychometric data.

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Statement of Purpose
The purpose of this study is threefold. It first
seeks to determine whether there is a relationship between
the degree of consistency of self-concept for a group of
male college students and their level of vocational interest
maturity. Secondly, it seeks to determine whether there is
a relationship between the degree of ego integration for a

group of male college students and their level of vocational

interest maturity. Thirdly, it seeks to detect differences

in the degree of harmony of self-concept and vocational
interest maturity between three groups of males with vary-

ing degrees of commitment to a vocational choice.

Theory

Donald E. Super has been the major advocate of the
position that self-concept formation and implementation are
important factors influencing vocational development.
There are two major influences apparent in Super's theory
(Osipow, 1968). The first influence, self-concept theory,
suggests that behavior is a reflection of an individual's
attempt to implement his self-descriptive and self-
eValuative thought. Along the same line of thinking,
but With particular reference to vocations, Bordin (1943)
Proposed that responses to vocational interest inven-
tories represent an individual's projection of his self-
c“meept in terms of stereotypes he holds about occu-

Pations. An individual selects or rejects an occupation

 

 

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because of his belief that the field is or is not con-
sistent with his view of himself.

Charlotte Buehler's (1933) writings in develop-
mental psychology constitute the second major influence on
Super's work. She wrote that life can be viewed as con-
sisting of distinct stages, each stage requiring mastery
of different life tasks. Super's conception of career
development is based on the framework of these life stages
based upon the assumption that vocational tasks reflect
larger life tasks.

In his career pattern concept, Super suggested that
the life cycle imposes different vocational tasks on
people at various times of their lives. To fully under-
stand an individual's vocational life the entire cycle
must be observed. Super (1953) generated the following
ten propositions which should underlie a vocational develop-
ment theory.

1. People differ in their abilities, interests, and
personalities.

2. They are qualified, by virtue of these charac-
teristics, each for a number of occupations.

3. Each of these occupations requires a characteristic
pattern of abilities, interests, and personality
traits, with tolerances wide enough, however, to
allow both some variety of occupations for each
individual and some variety of individuals in each
occupation.

4. Vocational preferences and competencies, the situ-
ations in which people live and work, and hence
their self-concepts, change with time and experi-
ence (although self-concepts are generally fairly
stable from late adolescence until late maturity),
making choice and adjustment a continuous process.

5. This process may be summed up in a series of life
stages characterized as those of growth, explor-
ation, establishment, maintenance, and decline, and

these stages may in turn be subdivided into (a)
the fantasy, tentative, and realistic phases of
the exploratory stage, and the (b) the trial and
stable phases of the establishment stage.

6. The nature of the career pattern (that is, the
occupational level attained and the sequence,
frequency, and duration of trial and stable jobs)
is determined by the individual's parental socio-
economic level, mental ability, and personality
characteristics, and by the opportunities to which
he is exposed.

7. Development through life stages can be guided,
partly by facilitating the process of maturation
of abilities and interests, and partly by aiding
in reality testing and in the development of the
self-concept.

8. The process of vocational development is essen-
tially that of developing and implementing a self-
concept: it is a compromise process in which the
self-concept is a product of the interaction of
inherited aptitudes, neural and endocrine makeup,
opportunity to play various roles, and evaluations
of the extent to which the results of role playing
meet with the approval of superiors and fellows.

9. The process of compromise between individual and
social factors, between self-concept and reality,
is one of role playing, whether the role is played
in fantasy, in the counseling interview, or in
real life activities such as school classes, clubs,
part-time work, and entry jobs.

10. Work satisfactions and life satisfactions depend
upon the extent to which the individual finds
adequate outlets for his abilities, interests,
personality traits, and values; they depend upon
his establishment in a type of work, a role which
his growth and exploratory experiences have led him
to consider congenial and appropriate.

In a later revision of his theory, Super (1963)
added that self-concept formation requires a person to
recognize himself as a distinctive individual, yet at the
Same time to be aware of the similarities between himself
and others. The self-concept of a well integrated indi-
vidual is continually developing, shifting somewhat through
life as experiences indicate that changes are necessary to

reflect reality. Presumably, the vocational part of

an .
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natL

self-concept develops in a similar way. As an individual
matures, he tests himself in many ways, most of which have
implications for educational and vocational decisions.

In a further extension of his theory, Super
elaborated on the concept of vocational maturity. Vocational
maturity allows an observer to assess the rate and level of
an individual's career development. Vocationally mature
behavior is dependent upon successfully dealing with the
tasks involved with each life stage. In view of the fluid
nature of vocational maturity, Super defined the concept,
"normality," in terms of the congruence between an indi-
vidual's vocational behavior and the expected vocational
behavior at that age. The closer the two correspond, the
greater the individual's vocational maturity.

The major theoretical basis for the present study
grew out of Donald E. Super's theory of vocational develop-
ment. Specifically, the idea for this study was generated
from Super's thesis that the degree of harmony of self-
concept is a factor relating to vocational interest
maturity. It is reasoned that a male's degree of harmony
in his self-concept will reflect itself in the intensity,
diversity, and realism of his vocational interests as
measured on structured interest inventories such as the
strong Vocational Interest Blank (SVIB).

Males whose self-concepts are highly harmonious

Should have more intense vocational interests than males

who:
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whose self-concepts are less highly harmonious. Males
whose self-concepts are highly harmonious should also have
more diverse vocational interests than males whose self-
concepts are less highly harmonious. Males whose self-
concepts are highly harmonious should, in addition, be
more realistic in their vocational expectations than males
whose self-concepts are less highly harmonious. Finally,
it could be expected that three groups of males with vary-
ing commitments to a vocational choice will show differ-
ences in self-concept harmony and vocational interest
maturity. Males admitting to having vocational development
problems could be expected to have less harmonious self-
concepts and less mature vocational interests than either
males having made a tentative vocational choice, or males

having made a deep commitment to a vocational area.

Research Hypotheses
The foregoing discussion of vocational self-concept
theory and vocational development served as the basis for
the research hypotheses that were developed and tested in
this study.

The twelve hypotheses were:

1. The degree of consistency of self-concept for
male college students is related to the inten-
sity of their vocational interests.

2. The degree of consistency of self-concept for

male college students is related to the
diversity of their vocational interests.

10.

11.

12.

The degree of consistency of self-concept for
male college students is related to the degree
of realism of their vocational interests.

Differences exist in the degree of consistency
of self-concept among three groups of males
with varying degrees of commitment to a
vocational choice.

The degree of consistency of self-concept for
male college students is related to their
degree of ego integration.

The degree of ego integration for male college
students is related to the intensity of their
vocational interests.

The degree of ego integration for male college
students is related to the diversity of their
vocational interests.

The degree of ego integration for male college
students is related to the realism of their
vocational interests.

Differences exist in the degree of ego inte-
gration among three groups of males with vary-
ing degrees of commitment to a vocational
choice.

Differences exist in the diversity of vocational
interests among three groups of males with vary-

ing degrees of commitment to a vocational
choice.

Differences exist in the intensity of vocational
interests among three groups of males with vary-

ing degrees of commitment to a vocational
choice.

Differences exist in the realism of vocational
interests among three groups of males with
varying degrees of commitment to a vocational
choice.

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10

Definition of Terms
The following section contains the operational
definition of the terms used in the present investigation.

Self-concept is defined as an individual's evalu-

 

ation of himself.

Harmony of self-concept, refers to: (l) a measure
of the degree of consistency of self-concept for a subject,
and (2) a measure of the degree of ego integration for a
subject.

Consistency of self-concept is the degree to which
an individual has an internally consistent evaluation of
himself. In the present study this concept was measured
by the Total C, Total D, and Total V scale scores of the

Tennessee Self Concept Scale (TSC).

 

Ego integration is the degree to which an indi-

 

vidual has been able to balance his psychological needs

so that there are a minimum of psychological needs with
mutually incompatible objectives and high levels of joint
strength. Measurement of this concept was accomplished by
the Trehub method of scoring of the Edwards Personal
Bgeference Schedule (EPPS).

The concept of Vocational interests of an indi-

 

vidual refers to the constellation of scores obtained by
hJ'Jmonthe empirically defined and objectively scored

occupational scales of the SVIB.

11

Intensity of Interest connotes the extent to which

 

a subject's scale scores on the SVIB profile sheet deviate
from the "men in general" zones on these same scales. In-
tensity of interest is inferred from the relative number of
objectively defined primary, secondary, and reject patterns
according to Stephenson's (1961) method of pattern analysis
resulting from these deviations. Thus subjects with a
greater number of such patterns are said to have more in-
tense interests than those subjects with fewer patterns.

No attempt has been made to give differential
weights to the various types of patterns. Tyler (1955)
has warned that scale scores indicate the direction of
interests but not the degree of interest. Thus primary,
secondary, and reject patterns were all weighted equally
in measuring intensity of interests.

Unclassified Pattern of Interest refers to any one
of the eleven occupational groupings on the SVIB profile
sheet of a subject which was not analyzed as a primary,
secondary, or reject pattern according to Stephenson's
(1961) technique of objective pattern analysis.

Diversity of Interests refers to the scale of

 

the SVIB measuring "breadth of interests." The scale has
been normed by setting the average score of a group of
adults to 50, hence high scores of 58 or above indicate
a broader than average range of interests.

Realism is defined in the relative sense that

those subjects with a smaller difference score between the

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12

Occupational Level (OL) scale and the Academic Achievement
(AA) scale, on the SVIB profile will be assumed to have a

larger component of realism in their occupational interests
than subjects with a larger difference score between OL and

AA.

Vocationally Undecided is the term used to classify
male subjects in the study, juniors and seniors, who came
to the Counseling Center seeking vocational testing and

counseling.

Vocationally Decided: Tentative is the classifi-
cation employed for male subjects also juniors and seniors,
who were enrolled in upper-division academic majors within
the university and did not indicate any special need for

vocational testing and counseling.

Vocationallnyecided: Established refers to the
group of male subjects in the study, who were third and

fourth year doctoral level graduate students.

Vocational Maturity refers to intensity of
‘Iocational interests (as measured by the Stephenson
(ibjective pattern analysis of the SVIB occupational
scales), diversity of vocational interests (as measured
buy the DIV scale of the SVIB), and realism of vocational
iJIterests (as measured by the discrepancy score between

tale CL and AA scales of the SVIB).

aca

of

all

COL;

Est.

13

Commitment refers to the differing levels of

 

academic achievement and commitment to a vocational choice
of the three groups of male subjects: Group 1 = Vocation-
ally Undecided (junior/senior counseling sample), Group 2
= Vocationally Decided: Tentative (junior-senior non-
counseling sample), Group 3 = Vocationally Decided:

Established (doctoral non-counseling sample).

Limitations of the Study

 

Since this study dealt with only the relationship
between variables as they existed at a single point in
time, no cause and effect relationship can be infered.
This study dealt with a single psychological variable

(harmony of self-concept) which has been judged a priori

 

to have a possible relationship to vocational development
and maturity. The choice of this single variable is in
no way intending to suggest that it is either the only
determinant or even necessarily the prime determinant of
vocational maturity.

This study is limited by its sample. The partici-
pants are all male university students. No information was
available on females or non-university males. No generali-
zation can be made concerning the population at large

based on the sample in this investigation.

14

Organization of the Study

The following chapter will include a review of the
literature related to this study. Chapter III will contain
a restatement of the hypotheses in testable form, a de-
scription of the sample, and a report of the methodology
employed. The results will be presented in Chapter IV.
Chapter V will contain a summary of the study, a discussion
of the results, conclusions, and implications for further

research.

CHAPTER II

REVIEW OF RELATED LITERATURE

As was stated in Chapter I, this investigation was
designed to study the relationship between the degree of
harmony of self-concept and vocational interest maturity.
This chapter is divided into three main sections. The
first section, a brief historical overview of the self-
concept in vocational development, is presented as back-
ground of the development of research that bridged the gap
between personality theory and vocational psychology. The
next section, the findings of research studies on the re-
lationship between self-concept and vocational development,
is presented as a review of previous investigations of
self-concept implementation through vocational choice.

{The third and final section reviews studies concerning the
Irelationship between ego functioning and vocational
(development. The purpose of this final section is to
Igresent evidence for the influence of ego functioning on

‘wocational development and its relationship to the self-

concept.

15

16

The Self-Concept in Vocational Development:
A Brief Historical Overview

 

Super has stated that first references to self-
concept and vocational development appeared in the writings
of Carter (1940). These formulations were imprecise and
derived from his research into the interests of adolescents.
Shortly after Carter's seminal writing, Bordin, who had
worked extensively with structured interest inventories
began considering vocational interests as reflections of
the self-concept and of occupational stereotypes. Inde-
pendently, a general interest in self-theory had been re-
vived around Lecky's Self-Consistency teachings and A11-
port's interest in Ego psychology.

Beginning in 1951 the conceptualization of occu-
pational choice as the process of implementing the self-
concept began to bridge the gap between personality theory
and vocational psychology. In that year Super (1951)
wrote a paper linking self-concept to vocational develop-
ment theory. Leona Tyler (1951) published a paper on the
relationships of aptitudes and interests in young children
in which she made use of self-concept theory to explain
her findings. In a follow-up study Tyler (1955) followed
the same children as they grew older, building her theory
of vocational development around the concept of identity.
Super (1953) identified self-concept development and
vocational self-actualization as essential to a theory of

Vocational development. Torrance (1954) described the use

17

of self-concept data in the educational counseling of
college students. Tyler and Tiedeman summarized their
thinking on self-concept and identity development in work-
ing papers drawn on by the scientific Careers Project
(Super and Bachrach, 1957), and use was made of the self-

concept as the organizing element in The Psychology of

 

Careers (Super, 1957).

Anne Roe (1956) also dealt with the importance of
the self-concept for occupational choice. In discussing
a theoretical society in terms of Utopia she stated that
in this imaginary, ideal, society, before an individual
would make a vocational choice, he would know himself, and
that the process of growing up would include, a full,
conscious awareness of the self. He would develop a self-
concept in accord with reality and this self-concept would
be both known and acceptable to him.

Ginzberg, in his early work, alluded to the im-
portance of a clear self-concept for making a vocational
choice (Ginzberg, 1951). He saw the adolescent as being
tempted to consider his choice tentative for a longer time
than is justified in terms of his opportunity for training.
The adolescent feels that he does not know enough about
himself or about the world, or about the role that he
would like to play in the future, to make a definitive
commitment. The period of indecision could only come to
an end, Ginzberg felt, when the individual reaches the

conclusion that he finally has a clear insight into himself.

18

From the vague connections made by Carter have
come the sophisticated and complex work of Super. The
relationship between self-concept and vocational develop-
ment is now clearly established (Super, 1953; Brophy,

1959; Stewart, 1959; White, 1959; O'Hara and Tiedeman,
1959; Tageson, 1960; Englander, 1960; Norrell and Grater,
1960). Now the task is to differentiate aspects of the
self-concept and various aspects of vocational development.
Self-Concept Implementation Through
Vocational Choice

The central hypothesis for this study grew from
that part of Super's theory of vocational development that
deals with self-concept implementation through a vocational
choice. It is relevant, therefore, to review a number of
studies that have been conducted inquiring into the re-
lationship between self-concept and career choice.

Norrell and Grater (1960) tested the hypothesis
that subjects who can accurately predict their interests,
defined in terms of SVIB scores, are more aware of them-
selves, awareness of self defined in terms of scores on
selected scales of the Edwards Personal Preference Sche-
dule (EPPS). Those S's who were able to predict accur-
ately one-half or more of their interests on the SVIB were
(assigned to a "high awareness of self" group. Twelve of
‘the EPPS scales were judged to possess relevance to self-
awareness. These needs were: achievement, autonomy,

Eiffiliation, intraception, dominance, nurturance, change,

19

and heterosexuality. For low self-awareness the needs
identified were deference, order, succorance, and abase-
ment. Subjects in the high awareness group were expected
to score higher in the appropriate EPPS categories than
8'5 in the low self-awareness group. The results were all
in the expected direction, but only two needs, order and
succorance, were significant beyond the 0.05 level of
confidence. Brown and Pool (1966) replicated the Norrell
and Grater study. They again found the only two scales
that remained significantly related to self-awareness were
order and succorance.

Englander (1960, 1961) had female majors in ele-
mentary education, another area of education, and another
field complete Q-sorts of (1) items about "self, and (2)
statements about elementary teachers. He found that the
elementary majors had the greatest degree of congruency
between the sorts and concluded that individuals select
or reject teaching in accordance with their respective
perception of it as being compatible or incompatible with
the self-concept.

Using a somewhat different approach, Morrison
(1962) obtained corroborative results. He administered
‘Q-sort tasks to forty-four second semester nursing stu-
Cients and forty-three sixth quarter education students,
i111 females. The nursing students were to sort on their
Self-concept, their concept of a nurse, and their concept

<Df a teacher. Similar procedures were followed for the

SdII

HUI

per

The

the

20

sample of education students. Morrison predicted that
nursing students would be more likely to report self-
perceptions similar to those of nurses than teachers,
while education students would be likely to report self-
perceptions more similar to those of teachers than nurses.
The results supported the predictions.

Stephenson (1961) suggested that persistence in
the pursuit of an occupational goal despite obstacles pro-
vides a good index of crystallization of the vocational
self-concept. He reasoned that the student who persists
in seeking a medical or medically related education after
failure to enter medical school must have had a crystal-
lized self-concept when he first applied; the student who
changes objectives may or may not have had a truly
crystallized vocational self-concept. Of 368 Minnesota
pre-medical students who completed applications for medi-
cal school but were not admitted, 343 responded to a
questionnaire concerning their status four to eight years
later. Of these, 30 per cent were in medical occupations
despite their first failure to gain entry, 32 per cent
were in medically related occupations, and 38 per cent
were in nonmedical occupations. The total group of pre-
Inedical students numbered 783, of whom 402 were admitted
<on first application. Thus, 66 per cent of the total
Siroup eventually entered medical school or medically
Irelated occupations. Stephenson concluded that the

‘Vocational self-concept of the student who attempts to

enter
prior
The s«
vocat;
crysta

had 5:

humbe:
cally
Colleg
merely

misdi:

21

enter the field of medicine has typically crystallized
prior to making application for admission to medical school.
The self-concept has, apparently, been translated into
vocational terms, and the translation has been firmed, or
crystallized, in the subject's own thinking before he has
had significant experience in the field of work.

One should, however, keep in mind that a large
number of rejected medical school applicants entered medi-
cally related fields by virtue of the relevance of their
college training to the new field. They could have been
merely trying to salvage as much as possible out of a
misdirected education.

Kibrick and Tiedeman (1961) investigated the role
of self-concept in the selection of nursing careers by
means of comparing the images of nursing held by nursing
supervisors and student nurses. They predicted that per-
sistence in nurses' training is a function of the agreement
between supervisor and trainee with respect to the image of
nursing. Five hundred thirty-eight nursing students from
seven different schools plus three or four supervising
nurses from each of the schools were used as subjects.

They were administered a questionnaire concerning the in-
formation they had about the nursing program, the activi-
ties of the student nurse, the personality characteristics
of the ideal nurse, their own personality characteristics,
and the rights and obligations of nurses with respect to

superiors, peers, and patients. The results indicated a

tenuc
super
Kibri
ing t
elect
relatn

for a;

betwee
Vocatj
self-5
sterec
intere
survey
to 135

pation

22

tenuous relationship between the congruence of student and
supervisor images of nursing and persistence in training.
Kibrick and Tiedeman concluded that self-concept and learn-
ing through role playing may still determine the goal
elected when choice is necessary. Probably reducing the
relationship found in the study is the absence of controls
for ability for nursing training.

Blocher and Schutz (1961) studying the relationship
between self-description and occupational stereotype and
vocational preference, predicted that a person's vocational
self-description and ideal self-concept are similar to his
stereotype of a member of an occupation in which he is
interested. They administered a descriptive check list
surveying self, ideal self, and occupational stereotypes
to 135 twelfth grade boys. The boys also rated 45 occu-
pations represented on the SVIB in order of interest to
them. Blocher and Schutz's findings were that the result-
ing self, ideal self, and vocational self-concepts were
similar, as had been predicted.

Warren (1961) used a personality inventory to
measure the self-concept. He also used a measure of the
expected occupational role, that is, of the occupational
role concept, consisting of ratings of the sources of job
satisfaction expected in the preferred occupation. Typical
combinations of personality traits and expected job satis-
factions were also used as a measure of self-concept role

concept agreement, while atypical combinations of traits

23

and values were treated as discrepancies between self and
occupational role requirements. It was hypothesized that
this self-role discrepancy measure would predict change of
college major. The subjects were 525 high scoring National
Merit Scholarship competitors tested in high school and
followed up through the sophomore year of college. When
the criterion defined change of major as a minor change or
as one change, the discrepant group was found not to have
changed significantly more often than the compatible group;
but when the criterion measure was made more sensitive at
the upper end, and change was defined as a single major
change or double major change, the expected differences
were found. The use of National Merit Scholars as subjects
for this study makes inferences to more typical college
students more difficult to draw and makes inferences to
noncollege populations almost impossible.

Nurses working in a New York hospital were asked
by Brophy (1959) to complete an adjective checklist to
describe themselves, their ideal selves, and the kind of
person their jobs required them to be. They also filled
out a job satisfaction questionnaire. Brophy's hypothesis
was that similarity of the self-concept to the perceived
occupational role requirements (occupational concept) is
correlated with job satisfaction. The hypothesis was

sustained.

n}

:J
"'<.‘
F4

24

Tageson (1960) used Q-sorts to obtain descriptions
of the self, the ideal self, the ideal seminarian, and the
average seminarian from 120 seminary students, together
with faculty and peer ratings of realism in the vocational
choice of each seminarian. Compatibility of individual
student and faculty concepts of the ideal member of the
occupation was one predictor. The correlation between
this predictor and the criterion variable was .27 when
the criterion was faculty rating of vocational realism,
statistically significant at the .01 level; but there was
no relationship when the criterion was peer ratings of
realism or when the predictor was compatibility of self
concept and faculty concept of the average seminarian.

James (1965), using cross-sectional data, concluded
from his positive findings that (1) each time an individual
thinks of himself as a member of his chosen profession,
any incongruity he perceives between his self-expectations
and his concept of persons in his chosen occupation will
create pressure for attitudes toward both to change until
congruity between them is attained; and (2) the more fre-
quently these changes toward congruity occur, the more
likely it will be that the changed attitudes will become
Permanent.

Anderson and Olsen (1965) predicted a positive
IGlationship between the degree of congruence of self and

ideal self-concepts and the ability to make realistic

choi
on f
high
Fla:
the

two-

PCsi

25

choices of occupational goals. They collected information
on first and second occupational choices from ninety-six
high school seniors--men and women. In addition, the
Flanagan Aptitude Classification Test (FACT) relative to
the realism of the choice in terms of four-year versus
two-year college plans was administered. A Q-sort between
congruence of self and ideal self-concept in terms of both
positive and negative items was performed. Student choices,
then, were classified as to their adequacy in terms of the
probability of the student's completion of the academic
training necessary for his prefered field, two-year or
four-year college program. Anderson and Olsen predicted
that students whose self and ideal self-concepts were
similar would make choices more in line with their poten-
tial training than would students whose self and ideal
self-concepts were divergent. The results failed to sup-
port such a prediction. However, these negative results
might be questioned with regard to the use of the FACT.
The validity of this instrument, for the occupational
scales, is seriously questioned (Cronbach, 1960).
Oppenheimer (1966) studied the hypothesis that a
positive relationship exists between an occupational
preference hierarchy based on predictions made from the
degree of agreement between self and occupational concepts
and the occupational preference hierarchy directly expressed

by a subject. He required his subjects, eighty-one male

26

liberal arts students below the senior year, to rank
seventy occupations in order of their preference for them.
A modified Repertory Test was administered to permit the
subjects to use their own personal constructs to express
their self and occupational ratings. By comparing the
occupational rankings with the responses to the Repertory
Test, Oppenheimer found support for his prediction that the
occupational preferences expressed by people are consistent
with their self-concepts.

Korman (1966) tested the general hypothesis that
the relationship between the self-concept and choice holds
for subjects with high self-esteem but not for those with
low self-esteem. His results supported this expectation,
and he concluded that they provide negative evidence for
a simple match,self to occupational stereotype process in
vocational choice. It should be noted, however, that he
used t tests rather than analysis of variance for his
group comparisons, and consequently he did not properly
test for the interaction he hypothesized between self-
esteem and the implementation of self in choice. In other
words, it is possible that he obtained more significant
differences between groups than he would have in the
appropriate factorial design.

Finally, there is some confirmatory evidence that
there is a relationship between self and vocational con-
cepts after occupational entry. Schuh (1966) found that

"myself" and "my job” concepts were correlated on the

Sena
has!

grox

abox
subj
star
Supe
voca
bets
rela

and

27

Semantic Differential on two dimensions, evaluative and
hastiness, but not on a third,aggressiveness, for two
groups of college seniors followed up on the job.

In summary, the evidence from the studies cited
above, although based upon widely divergent samples as
subjects and employing a variety of standardized and non-
standardized measuring instruments, generally supports
Super's formulation that self-concept is related to
vocational choice. In addition, it appears that agreement
between the self-concept and one's occupational concept is
related to occupational preferences and to both internal
and external criteria of success and satisfaction. Thus,
the present review supports the formulation of hypotheses
designed to investigate the specific parts of the self-
concept and their relationship to measured occupational
preferences.

Ego Functioning as Related to
Vocational Development

Although Super soundly criticized Ginzberg because
of his failure to use existing data relevant to vocational
choice, Super by his own admission, was influenced in his
early writings by Ginzberg (Super, 1951). Since the
present study seeks, in part, to relate ego functioning
to interest maturity, it seems appropriate to review a

few ego process studies.

car
siz
rea
gre
rem:
fum
voca
real
func
are
Pref

revs

28

Small (1953) proposed that certain aspects of
career decisions are based on ego functioning. He hypothe—
sized that a healthy ego, since it is in close contact with
reality, will be able to delay gratification to a much
greater degree than a weak ego, which is more distantly
removed from reality. Since adjustment is partially a
function of ego strength, and according to his reasoning,
vocational choice is partly a function of ego strength,
reality factors in vocational choice are related to ego
functioning. Thus, he predicted that adolescent males who
are well adjusted will express realistic first occupational
preferences and unrealistic second preferences, while the
reverse should hold true for poorly adjusted boys.

To test this prediction, he studied the job prefer-
ences and reasons for their selection of fifty pairs of
fifteen- to nineteen-year-old boys, matched on all signifi-
cant background features except adjustment. The results
supported the hypothesis; the choices of the better ad-
justed boys reflected participation in their environment,
while the choices of the maladjusted boys reflected de-
tachment from their environments, a tendency to act out
their impulses, and to have feelings of self-depreciation.
These findings led Small to conclude that vocational
counseling is most effective with people who have strong
egos because they are reality oriented and that those with
‘weak egos need psychotherapy before they can profit from

vocational counseling or make realistic vocational plans.

ha
una
ret

Cd!

ace

go .
pat.

1n i

acc<
ore.-
the

WEIE

29

Small concluded that vocationally undecided people are
unable to commit themselves vocationally because they have
retentive fantasies and do not care to give up any of their
career alternatives.

Segal (1961) used projective techniques to study
accountants and creative writers, showing how individuals
go about accomplishing the task of establishing an occu-
pational goal which allows for the satisfaction of needs
in a socially acceptable way.

His subjects were fifteen advanced undergraduate
accounting students and fifteen advanced and successful
creative writing students. Care was taken not to confound
the two groups by assuring that SVIB scores for accountants
were not high on literary and similarly, that for the crea-
tive writers the accounting scores of the SVIB were not
high. Furthermore, the general background of each group
of subjects was similar. That is, their ages, intellectual
levels, and so on, were similar. They were administered
the Rorschach Inkblot Test and the Bender-Gestalt and were
required to write a one-page vocational autobiography.

First, Segal predicted that the general level of
adjustment of the two groups would not be different, and
the results bore him out. No differences in general ad-
justment were found. Segal predicted that the accountants
would accept social norms to a greater degree than the
writers and also that the accountants would attempt to

control their emotions more than the writers. On the

30

other hand, the writers would be more sensitive to emo-
tional situations than the accountants. The results con-
cerning these predictions were mixed. Some of the
Rorschach responses that should have differentiated the

two groups did not. The Rorschach indicated that the
accountants are more emotionally controlled than the writers
and the writers more sensitive than the accountants, but the
Bender-Gestalt did not support that expectation.

Additional significant results indicated that the
writers were more hostile than the accountants and handled
emotional and ambiguous situations more adequately than
the accountants. Also, there was some evidence for the
hypothesis that accountants have a rigid, fearful identifi-
cation.

Segal concluded that establishing an occupational
goal does allow an individual to satisfy his needs in a
socially acceptable way.

Several criticisms can be made of the Segal study
(Osipow, 1968, p. 104). Using the Rorschach to validate
hypotheses about personality develOpment is questionable
with respect to the reliability and validity of the instru-
ment in such research as well as with regard to the patho-
logical basis of the Rorschach as opposed to the rela-
tively normal process of choosing a vocation. Using
students for the sample was undoubtedly convenient, but

being a student is a career in itself in some respects,

31

and the strength of the results probably would have been
increased had practicing accountants and writers been used
as a sample.

Finally, Crites (1960) was concerned with the
correlation between ego strength and occupational interest
level and between ego strength and the degree to which
interests are patterned. Crites assumed that a strong ego
would result in a clearer pattern of vocational interests
at a more professional level than would a weak ego. He
also predicted that older students, having a stronger ego
as a function of more advanced age, would have clearer
interest patterns. Using the SVIB Occupational Level scale
and the number of A and B+ scores on the SVIB as measures
of level and patterning and the ES scale of the MMPI
(Barron, 1953) as an ego strength measure, Crites tested
his hypotheses on a sample of 100 male college students
who had come to a college counseling center for educational-
vocational counseling.

The results failed to support the hypothesis that
higher occupational levels are related to strong egos,
but the data did support the second hypothesis, that
interest patterning is related to ego strength in older
students but not in younger ones.

Crites made several suggestions for counseling
students with unpatterned interests. He proposed that

educational-vocational counseling for such students be

32

preceded by personal counseling which has as its goal the
development of a more adequately functioning ego, thus
confirming the suggestions made by Small nearly a decade

earlier.

Summary

From the foregoing review of the literature the
present investigation was designed to focus attention upon
questions raised by previous investigations but not studied
systematically.

The first section of the review was intended to
present evidence of Super's attempt to build his theory
upon the groundwork laid by previous efforts. The early
works of Carter (1940), Bordin (1943), Lecky (1945), and
Allport (1943) were shown to be influential in the con-
ceptualization of the influence of the self-concept in
vocational development. It was concluded that Super's
formulation would potentially provide the theoretical
framework for the present study. The second section of
the review was intended to present evidence for support of
the idea that occupational choice represents the imple-
mentation of the self-concept. The Norrell and Grater
(1961), Englander (1960, 1961), Morrison (1962), Stephen-
son (1961), Kibrick and Tiedeman (1961), Blocher and
Schutz (1961), Warren (1961), Brophy (1959), Tageson
(1960), James (1965), Oppenheimer (1966), Korman (1966),

and Schutz (1966) studies generally all indicated that

33

self-concept is related to vocational choice although

not all studies defined those two concepts in the same
way operationally. The third section of this chapter was
intended to present evidence for the influence of ego
functioning on vocational development and its relation-
ship to the self-concept. The Segal (1961), Small (1951),
and Crites (1960) studies were presented for the purpose
of demonstrating the importance of ego functioning on
vocational development.

This study is based on Super's hypothesis that the
choice of an occupation is a way of implementing a self-
concept. Whereas the previous studies have been con-
cerned with self-concept as a global entity, the present
study focused on one dimension of self-concept--harmony,
or the degree to which a person has an internally con-
sistent evaluation of himself. In addition, the present
study attempted to relate ego functioning to self-concept
and, in turn, to vocational preferences. Just as degree
of consistency of self-concept was related to vocational
maturity, this study also attempted to relate ego inte-
gration, or consistency of psychological needs, to vo-
cational maturity. The basis for this formulation was
generated from that part of Super's self-concept theory
that suggests work satisfactions depend on the extent to
which the individual finds adequate outlets for his per-
sonality traits, psychological needs being one such per-

sonality trait.

theOJ
self-
chapl

the l

34

The foregoing chapter has presented research and
theory considered to be relevant to an investigation of
self-concept and vocational development. In the next
chapter the methodology and analysis to be used in testing

the hypotheses of the present study will be presented.

the

pro

CHAPTER III

METHODOLOGY AND ANALYSIS

The sections to follow include a description of
the subjects used in the study, an explanation of the
procedures used in gathering the data, information about
the instruments chosen for testing the hypotheses, a list
of the hypotheses cast into statistically testable form,

a description of the preparation of the data for analysis,

and a summary of the analysis procedures.

Sample

Sixty-nine male students at Michigan State Uni-
versity served as subjects for the study. All volunteered
to participate in the research. Twenty were vocationally
undecided juniors or seniors who came to the Michigan State
University (M.S.U.) Counseling Center during the fall and
winter terms of the 1969-1970 academic year requesting
vocational testing and counseling. Twenty-seven were
vocationally decided juniors or seniors, enrolled in
upper-division majors at Michigan State University, who
at the time of testing indicated no dissatisfaction with

their choice. They volunteered, through their residence

35

Uni
wen

18W

stud
the

SO a
whicj

gr d1

36

hall floor advisor, to participate in a Michigan State
University Counseling Center research project. Twenty-two
were vocationally decided third and four year doctoral
level graduate students, who at the time of testing also
indicated no dissatisfaction with their choice. They
volunteered to participate in a Counseling Center researc-
project through the following three sources: (1) the head
advisor of a graduate student residence hall, (2) the
student affairs office of an academic department, and (3)
the training program in Clinical and Counseling Psychology.
No attempt was made to control for the academic majors in
which the subjects were enrolled at either the under-

graduate or graduate level.

Procedures

 

Each subject in the junior/senior undecided group
was asked during his initial interview by the screening
counselor if he would be willing to participate in the
study.1 Each subject was informed that participation in
the study would require approximately two hours of testing.
When a subject volunteered for the study, he was assigned,

by the screening counselor, a battery of three tests. The

 

1Screening interview is a term used synonomously
with initial interview at the M.S.U. Counseling Center.
Screening Counselor is a term used to refer to the
counselor who conducts the initial or screening inter-
view. A standardized form letter presented by the screen-
ing counselor on behalf of the researchers, to the subjects
during the initial interview and requesting their partici-
pation in the study is contained in Appendix A.

 

 

th

Pe

vo<
ext
wee
wee
dec
in

col

Who

37

three tests (Strong Vocational Interest Blank, Edwards
Personal Preference Schedule, and Tennessee Self Concept
Scale) were routinely administered by the testing section
of the Counseling Center. All subjects in this group com-
pleted their testing before being seen for educational-
vocational counseling. The data collection for this group
extended from the fifth week of fall term to the fifth
week of winter term, a period of approximately twelve
weeks. Each subject in the junior/senior: vocationally
decided group was administered the three instruments used
in the study in a group testing session. The data were
collected for this group during the winter term. Some of
the doctoral level student subjects were tested with the
three instruments in a group setting and some were tested
individually. The data collection for this group also
occurred during the winter term.

Of the twenty-four vocationally undecided students
who initially agreed to participate in the study, twenty
completed the psychometric data required. All of the
twenty-seven junior/senior vocationally decided students
who originally volunteered for the study completed the
testing. Three of the twenty-five doctoral level students
who originally volunteered for the study failed to appear
for the scheduled group testing session and would not com-
plete the testing individually. After completing the tests
the two "non counseling" groups were offered interpretations

of their Strong and Edwards profiles. However, this

macl
of ‘
hot
col;
(a)

Edwz
Tote
the

cep:

tESt

38

interpretation and the counseling that the undecided stu-
dents received were not variables in this study.

In the preparation of the psychometric data,
machine scoring procedures were employed for the scoring
of the Strong and Edwards. The design of the study did
not include all of the Tennessee Self Concept Scale data
collected. The following data were used in this study:
(a) the Strong Vocational Interest Blank (SVIB), (b) the
Edwards Personal Preference Schedule (EPPS), and (c) the
Total Variability (V), the Total Distribution (D), and
the Total Conflict (C) scores of the Tennessee Self Con—

cept Scale (TSC).

Instruments

 

In this section the instruments which were used in
testing the hypotheses are discussed. The rationale for
their use as well as validity and reliability information

for each instrument is presented.

Tennessee Self Concept Scale

The Tennessee Self Concept Scale was developed for
the purpose of providing a well-standardized measure of
self-concept that could easily be administered, was widely
applicable, was multi-dimensional, and could be used for
counseling and research purposes (Fitts, 1965, p. 1).
The author developed scores for twenty-nine scales, some
of which were summation, distribution and variability

scores for other scales, and some of which were scales

p81

to:

prc
inc
The
abj
the
anc
soc
sel

of

aSp
SEe

39

pertaining primarily to clinical variables not relevant
for this study.

According to the manual the Variability scores (V)
provide a simple measure of the amount of variability, or
inconsistency, from one area of self-perception to another.
The Total V score represents the total amount of vari-
ability for the entire record. High scores indicate that
the person's self-concept is so variable from one area to
another as to reflect little unity or integration. High
scoring persons tend to compartmentalize certain areas of
self and view these areas quite apart from the remainder
of self.

The Total Distribution score (D) is a summary score
of the way one distributes his answers across the five
available choices in responding to the items of the scale.
It is also interpreted as a measure of still another
aspect of self perception: certainty about the way one
sees himself. High scores indicate that the subject is
very definite and certain in what he says about himself
while low scores mean just the opposite. Low scores are
found also at times with people who are being defensive
and guarded. They hedge and avoid really committing them-
selves by employing "3" responses on the answer sheets.
Extreme scores on this variable are undesirable in either
direction and are most often obtained from disturbed

people (Fitts, 1965, p. 4).

co:
thc
be

f 11
Hie
ge:
tre
and
art

ima

rel
sco
deh'
V =

1965

40

The Total Conflict score (C) is a reflection of
conflicting responses to positive and negative items within
the same area of self perception. These scores are not to
be confused with the Variability score, which reflects
fluctuations from one area of self-perception to another.
High C scores indicate confusion, contradiction, and
general conflict in self perception. The person with ex-
tremely low scores is presenting such an extremely tight
and rigid self description that it becomes suspect as an
artificial, defensive stereotype rather than his true self

image.

Reliability.--As reported in the manual the

 

reliability scores for the Total V, Total D, and Total C
scores, based on test-retest data for sixty college stu-
dents over a two-week period were as follows: (1) Total
V = .67, (2) Total D = .89, and (3) Total C = .74 (Pitts,

1965, p. 14).

Validity.--Items on the Tennessee Self Concept

 

Scale were selected from a pool of self-descriptive items
from other self-concept measures and from written de-
scriptions by patients and nonpatients. A two dimensional
3 x 5 scheme was used by the author to classify the items.
The items utilized in the scale were those upon which
seven clinical psychologists had reached perfect agreement

regarding classification and scoring (Fitts, 1965, p. 17).

1

%
mari;
cOHCe

Such

41

Statistical analyses have been performed in which
a large group (369) of psychiatric patients have been com-
pared with the 626 nonpatients of the norm group. These
demonstrate highly significant differences between patients
and nonpatients for almost every score that is utilized on
this scale. In addition to these data other studies
(Congdon, 1958; Piety, 1958; Havener, 1961, and Wayne,
1963) demonstrate similar patient versus nonpatient differ-
ences. The author has also collected from the other ex-
treme of the psychological health continuum--from people
characterized as high in personality integration. The
basic hypotheses here was that this group would differ
from the norm group in a direction opposite from that of
the patient group. This hypothesis was sustained for
virtually all scores. Thus the validity of the instrument
for discriminating between patients and nonpatients is

clearly demonstrated.

Rationale for Use of the Tennessee Self Concept

 

§3313,--The choice of this instrument was motivated pri-
marily by its ability to measure consistency of self-
concept. No other instrument now standardized furnishes
such information. Since, for purposes of this study, part
of the definition of harmony of self-concept was the in-
ternal consistency of an individual's evaluation of him-
self, the Total V, Total D, and Total C scores of the

Tennessee seemed particularly appropriate as variables to

42

define consistency operationally. In addition, each of the
scales attempts to measure different aspects of integration.
This provides for an additional dimension to the study.

Strong Vocational Interest
Blank for Men

 

The Strong Vocational Interest Blank (SVIB-M),
most recently revised in 1969, is a device to identify
preference differences from among a wide variety of occu-
pations that college students frequently enter. The SVIB
accomplishes this by providing an index of the similarity
between a male's interests and those of successful men in
each of forty-eight occupations (Strong, 1969, p. 1). For
each item on the inventory, the respondent chooses one of
the following three responses: (1) like, (2) dislike,

(3) indifferent. The data from the SVIB that were used in

this study were: (a) the forty-eight Occupational Scales,

(b) the Occupational Level scale, (c) the Academic Achieve-
ment scale, and (d) the Diversity of Interest scale.

The Occupational scales are designed to map a
person's interests into the spectrum of occupations (Strong,
1969, p. 8). Each occupational scale was developed by con-
trasting SVIB responses of men in a specified occupation
(the criterion group) with a group of Men-in-General, a
sample of men from many diverse occupations. Each scale
contains items that discriminate between the interests of
these two groups; thus a person's score on a given occu-

pational scale provides an index of the similarity between

43

his interests and the characteristic interests of men in
the designated occupation. The Academic Achievement scale
(AA) contrasts the interests of those who do well in school,
both in high school and college, with those who do poorly,
but the results are more related to persistence in school
than to level of performance. The Occupational Level
scale (OL) was developed in the 1930's by comparing the
SVIB responses of men with high and low incomes. It was
originally intended to be a measure of economic drive. It
has never fulfilled that function-~instead, it is best
described as a reflection of the "socioeconomic level" of
one's interests. In general, professional men and high
level executives score high, skilled tradesmen and blue-
collar workers lower (Strong, 1969, p. 19). Finally, the
Diversity of Interest scale (DIV) was developed to learn
something of "breadth of interests." It contains twenty-
four statistically unrelated items; if a person answers
"like" to a large number of these items, he is reporting
preferences for a wide range of activities (Strong, 1969,

p. 19).

Reliability.--The stability of the SVIB over long

 

periods of time has been well established, although it

does vary both with age tested and the time interval be-
tween the two testings (Strong, 1943, 1955; Powers, 1956;
Schletzer, 1963; Campbell, 1966). According to the 1969

manual scores on the SVIB Occupational Scales are quite

ado
val

thi

that
to "
Shie
Thes
Virt
Cans

p'2

44

stable over short time spans, such as a few weeks; for
adults, the same stability holds over much longer inter-
vals, up to several years. Test-retest correlations over
thirty days average slightly over .90, dropping to about
.75 over twenty years for adults and to .58 over thirty-
five years for men first tested at age sixteen. Corre-
lations over the four years of college usually are in the
.60's. Two major factors influence the size of these
test-retest correlations; the first is the age when first
tested, the second is the retest interval. Of the two,
the former is more important. When the SVIB is used for
those below the age of twenty-one, the possibility of
future changes must be recognized.

The stability of the person's answers to the
399 individual SVIB items is lower than the scale sta-
bility. Over a thirty-day period, for example, the average
respondent will change about 25 per cent of his answers.
Virtually all of these changes will be one category shifts,
that is, from "like" to "indifferent," from "indifferent"
to "dislike" or vice versa. Only 1 or 2 per cent of the
shifts will be from "like" to "dislike" or the reverse.
These shifts in responses over a short time span have
virtually no impact on the profile scores, apparently be-
cause many of them cancel each other out (Strong, 1969,

p. 21).

45

Validity.--The 1969 manual states that the item

 

content of the SVIB is heavily oriented toward occupational
activities; consequently, when a person reports his feel-
ings toward these, he is clearly reporting information that
is relevant to his vocational planning (Strong, 1969, p.
21). The concurrent validity of the SVIB, or its power

to make discriminations between various criterion samples,
is measured by the inventory's power to separate occu-
pational samples from Men-in-General, and the index usually
used is the "per cent of overlap." For the men's form,

the overlaps range from 15 to 52, with a median of 31.

This median represents a separation between the means of
the criterion and reference groups of about twenty standard
score points, or roughly 2 standard deviations. The SVIB
Occupational scales usually show 2.5 to 3 standard devi-
ations between extreme groups, and some scales show differ-
ences as large as 5 standard deviations (Strong, 1969,

pp. 21-22). The Strong manual summarizes the predictive
validity data on the SVIB by the following statements:

(1) predictive validity is clearly a function of age

tested and length of interval between testing and eventual
follow-up. (2) The more definite the interest pattern--or
stated differently the more deviant from that of the
general population--the more predictive. (3) For college
seniors and high school seniors with definite patterns,
over a ten- to twenty-year period the odds are about three

to one that the person will be found in an occupation

46

consonant with his earlier profile. For the general popu-
lation of college bound high school seniors, the odds are
somewhat less, about two to one, for being in an appropri-
ate occupation. (4) Those who are found, upon follow-up,
to be in an "appropriate" occupation are more likely to
report job satisfaction than those in "inappropriate"

occupations (Strong, 1969, pp. 21-22).

Rationale for Use of the SVIB-M.--The SVIB is a
most highly respected research and clinical instrument.
Since the subjects in this study were all male college
students, the instrument was judged appropriate for use
in measuring vocational interest patterns. Specifically,
the SVIB Occupational scales were analyzed using the
Stephenson (1961) objective method of pattern analysis to
determine intensity of vocational interests. The differ-
ence score between the Occupational and Achievement scales
was used to determine realism of vocational interests.

The present study hypothesized that differences between

0L and AA might logically be an index of realism of vo-
cational interests--one of the experimental variables.
Finally, the Diversity scale of the SVIB was used to deter-
mine the degree of diversity of an individual's vocational

interests.

47

Edwards Personal Preference
Schedule

 

 

The EPPS was devised, according to the manual,
primarily as an instrument for research and counseling
purposes, to provide quick and convenient measures of a
number of relatively independent normal personality vari-
ables (Edwards, 1959, p. 5). The measures of the normal
personality are loosely based but carefully named after
fifteen needs defined by Murray (Murray, 1938). The
ipsative structure of the instrument helped minimize the
operation of the social desirability factor in the re-
sponses of the examinees to the inventory by allowing for
the pairing of items which had previously been determined
similar in social desirability. The emphasis in construct-
ing the EPPS was on the measurement of those aspects of
the personality in which relatively normal people would
differ: variations in personal preferences within the
normal range of behavior rather than deviations from some
norm in the direction of maladjustment.

The present study makes use of the following
scales of the EPPS (Edwards, 1959, p. 11):

(l) Aggression: To attack contrary points of view,
to tell others what one thinks about them to criti-
cize others publicly, to make fun of others, to tell
others off when disagreeing with them, to get revenge
for insults, to become angry, to blame others when
things go wrong, to read newspaper accounts of vio-
lence.

(2) Deference: To get suggestions from others, to
find out what others think, to follow instructions

and do what is expected, to praise others, to tell
others that they have done a good job, to accept the

48

leadership of others, to read about great men, to con-
form to custom and avoid the unconventional, to let
others make decisions.

(3) Succorance: To have others provide help when in
trouble, to seek encouragement from others, to have
others be kindly, to have others be sympathetic and
understanding about personal problems, to receive a
great deal of affection from others, to have others
do favors cheerfully, to be helped by others when
depressed, to have others feel sorry when one is sick,
to have a fuss made over one when hurt.

(4) Nurturance: To help friends when they are in
trouble, to assist others less fortunate, to treat
others with kindness and sympathy, to forgive others,
to do small favors for others, to be generous with
others, to do small favors for others, to be generous
with others, to sympathize with others who are hurt or
sick, to show a great deal of affection toward others,
to have others confide in one about personal problems.

(5) Autonomy: To be able to come and go as desired,
to say what one thinks about things, to be independent
of others in making decisions, to feel free to do what
one wants, to do things that are unconventional, to
avoid situations where one is expected to conform, to
do things without regard to what others may think, to
criticize those in positions of authority, to avoid
responsibilities and obligations.

(6) Abasement: To feel guilty when one does something
wrong, to accept blame when things do not go right, to
feel that personal pain and misery suffered does more
good than harm, to feel the need for punishment for
wrong doing, to feel better when giving in and avoiding
a fight than when having one's own way, to feel the
need for confession of errors, to feel depressed by
inability to handle situations, to feel timid in the
presence of superiors, to feel inferior to others in
most respects.

(7) Order: To have written work neat and organized,
to make plans before starting on a difficult task,

to have things organized, to keep things neat and
orderly, to make advance plans when taking a trip, to
organize details of work, to keep letters and files
according to some system, to have meals organized

and a definite time for eating, to have things
arranged so that they run smoothly without change.

49

(8) Change: To do new and different things, to travel,
to meet new people, to experience novelty and change in
daily routine, to experiment and try new things, to eat
in new and different places, to try new and different
jobs, to move about the country and live in different
places, to participate in new fads and fashions.

Reliability.--Two types of reliability are reported

 

in the manual (Edwards, 1969, p. 19). Split-half relia-
bilities (coefficients of internal consistency) for the
fifteen personality variables, based on the scores of the
1,509 subjects in the normative group, and corrected by
the Spearman-Brown formula, ranged from .60 to .87, with
the majority clustering in the mid-seventies. Although
somewhat lower than would be desired and would be found
for ability or aptitude tests, these coefficients are
approximately comparable to those for other paper and
pencil personality inventories (Super and Crites, 1959,
p. 544). The test-retest reliability (stability) co-
efficients for the EPPS were even more acceptable than
the internal consistency estimations. For a group of
eighty-nine students at the University of Washington, who
were re-examined after a one-week interval, the relia-
bilities ranged from .74 to .88, with most of the co-

efficients falling in the eighties.

Validity.--The validity data in the manual are
quite meager. However, a number of independent studies
have contributed information toward construct validation

of several scales. In one such study (Bernadin and

50

Jessor, 1957), subjects were put through three experimental
task situations requiring the explicit demonstration of
dependent or independent behavior. Subjects who had

scored high on deference and low on autonomy showed more
reliance on others for approval and help. No relationship
was found, however, between these scale scores and con-
formity to the opinions and demands of others. Super and
Crites (1962, p. 539) suggest that it is probably best to
interpret scores on the EPPS as indicating the relative
strength of personal preferences for a variety of differ-
ent activities and interpersonal relationships. Until more
extensive validity evidence is available, this procedure
should yield interpretations which are as parsimonious and
objective as can be made at present, and therefore less
subject to error, since they are based upon the face or
content validity of the items rather than the "surplus"
meanings often associated with the concept of needs. In
its present stage, the EPPS is a highly promising research
instrument which has contributed several ingenious inno-

vations in test construction (Anastasi, 1961, p. 518).

Rationale for Use of the EPPS.--The choice of this
instrument was motivated primarily by its ability to assess
relative strengths of personal preferences for a variety
of normal activities and interpersonal relationships.

In the present study, the eight needs listed

above, were used to assess ego integration--the ability

51

of an individual to balance or be internally consistent
with his psychological needs. This was accomplished by

the Trehub (1959) method of scoring of Edwards need scores.
The rationale for the use of this particular scoring tech-
nique is its ability to be applied to a standardized in-
strument (EPPS) to assess the degree to which an individual
has been able to achieve a balance in his psychological
needs. The following four pairs of needs were selected

by Trehub on the basis of apparent mutual incompatibility
of objectives within each pair: (1) Aggression--Deference,
(2) Succorance--Nurturance, (3) Autonomy--Abasement, and
(4) Order--Change.

To assess the level of incompatibility of need
strengths for each individual on each pair of needs, the
two needs scores (expressed in standard score units) were
summed and 100 subtracted from each sum (mean standard
score being 50 for each need). Positive residuals were
considered as indicating the presence of incompatibility
of needs and the degree of incompatibility for each indi-
cator pair was considered to be reflected in the magnitude
of the positive residual. The total degree of need in-
compatibility for each subject consisted of the sum of all
positive residuals on the incompatibility indicators.
Therefore, those subjects with lesser incompatibility
scores were considered to have higher degrees of ego inte-
gration, or to be more consistent in their evaluation of

their psychological needs.

52

There have not been extensive studies on the
validity of Trehub's technique for scoring EPPS profiles.
Trehub (1959) did attempt to differentiate among five
groups on the basis of his scoring of their EPPS profiles.
The subjects were 100 males, with 20 in each of the follow-
ing five groups: College Students, mean age = 23.8 years;
Adolescents, mean age = 15.6 years; Neurotics, mean age =
34.2 years; Character Disorders, mean age = 35.4 years,
Schizophrenics, mean age = 31.0 years. His results yielded
three significantly different subgroups. The first sub-
group consisted of Schizophrenics alone; the second con-
sisted of Character Disorders, Neurotics, and Adolescents;
the third consisted of College Students alone.

Statistical Hypotheses, Preparation of the
Data, Analysis Procedures

Hypotheses

 

The review of the literature led to a restatement
of the research hypotheses, originally presented in
Chapter I. The hypotheses were cast into the following
statistically testable forms:

H1 The degree of consistency of self-concept for
male college students, as measured by the
Total V score on the TSC, will be positively
related to their intensity of vocational
interests, as measured by the Stephenson

pattern analysis of SVIB Occupational scale
scores.

Symbolically: p > 0

53

There will be no relationship between the
degree of consistency of self-concept for male
college students, as measured by the Total V
score on the TSC, and the intensity of their
vocational interests, as measured by the
Stephenson pattern analysis of SVIB Occu-
pational scale scores.

Symbolically: p = 0

The degree of consistency of self-concept for
male college students, as measured by the Total
D score on the TSC, will be positively related
to their intensity of vocational interests, as
measured by the Stephenson pattern analysis of
SVIB Occupational scale scores.

Symbolically: p > 0

There will be no relationship between the degree
of consistency of self-concept for male college
students, as measured by the Total D score on
the TSC, and the intensity of their vocational
interests, as measured by the Stephenson pat-
tern analysis of SVIB Occupational scale

scores.

Symbolically: p = 0

The degree of consistency of self-concept for
male college students, as measured by the Total
C score on the TSC, will be positively related
to their intensity of vocational interests, as
measured by the Stephenson pattern analysis of
SVIB Occupational scale scores.

Symbolically: p > 0

There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total C
score on the TSC, and the intensity of their
vocational interests, as measured by the
Stephenson pattern analysis of SVIB Occu-
pational scale scores.

Symbolically: p = 0

54

The degree of consistency of self-concept for
male college students, as measured by the Total
V score on the TSC, will be positively related
to their diversity of vocational interests, as
measured by the DIV score on SVIB profiles.

Symbolically: p > 0

There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total V
score on the TSC, and their diversity of vo-
cational interests, as measured by the DIV
score on SVIB profiles.

Symbolically: p = 0

The degree of consistency of self-concept for
male college students, as measured by the Total
D score on the TSC, will be positively related
to their diversity of vocational interests,

as measured by the DIV score on SVIB profiles.

Symbolically: p > 0

There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total D
score on the TSC, and their diversity of
vocational interests, as measured by the DIV
score on SVIB profiles.

Symbolically: p = 0

The degree of consistency of self-concept for
male college students, as measured by the Total
C score on the TSC, will be positively related
to their diversity of vocational interests,

as measured by the DIV score on SVIB profiles.

Symbolically: p > 0

There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total C
score on the TSC, and their diversity of vo-
cational interests, as measured by the DIV
score on SVIB profiles.

Symbolically: p = 0

55

The degree of consistency of self-concept for
male college students, as measured by the Total
V score on the TSC, will be positively related
to their realism of vocational interests, as
measured by the discrepancy score between CL
and AA scores on SVIB profiles.

Symbolically: p > 0

There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total V
score on the TSC, and their realism of vo-
cational interests, as measured by the dis-
crepancy score between OL and AA scores on
SVIB profiles.

Symbolically: p = 0

The degree of consistency of self-concept for
male college students, as measured by the Total
D score on the TSC, will be positively related
to their realism of vocational interests, as
measured by the discrepancy score between CL
and AA scores on SVIB profiles.

Symbolically: p > 0

There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total D
score on the TSC, and their realism of vo-
cational interests, as measured by the dis-
crepancy score between 0L and AA scores on
SVIB profiles.

Symbolically: p = 0

The degree of consistency of self-concept for
male college students, as measured by the Total
C score on the TSC, will be positively related
to their realism of vocational interests, as
measured by the discrepancy score between CL
and AA scores on SVIB profiles.

Symbolically: p > 0

10

56

There will be no relationship between the con-
sistency of self-concept for male college stu-
dents, as measured by the Total C score on the
TSC, and their realism of vocational interests,
as measured by the discrepancy score between
OL and AA scores on SVIB profiles.

Symbolically: p = 0

Differences will exist in the degree of con-
sistency of self-concept, as measured by the
Total V score on the TSC among three groups of
males with varying degrees of commitment to a
vocational choice.

Symbolically: “1 # p2 # p3

Mean score for vocationally
undecided group (juniors/
seniors counseling group)

Legend: “1

p2 = Mean score for vocationally
decided: tentative group
(juniors/seniors noncounsel-
ing group)

u3 = Mean score for vocationally

decided: established group
(doctoral students non-
counseling group)

No differences will exist in the degree of con-
sistency of self-concept, as measured by the
Total V score on the TSC among three groups of
males with varying degrees of commitment to a
vocational choice.

Symbolically: “l =

11

12

13

57

Differences will exist in the degree of con-
sistency of self-concept, as measured by the
Total D score on the TSC, among three groups
of males with varying degrees of commitment to
a vocational choice.

Symbolically: pl # p2 # U3

No differences will exist in the degree of
self-concept, as measured by the Total D score
on the TSC among three groups of males with
varying degrees of commitment to a vocational
choice.

Symbolically: “l “2 u3
Differences will exist in the degree of con-
sistency of self-concept, as measured by the
Total C score on the TSC, among three groups
of males with varying degrees of commitment to

a vocational choice.

Symbolically: “1 ¢ p2 f u3

No differences will exist in the degree of con-
sistency of self-concept, as measured by the
Total C score on the TSC among three groups of
males with varying degrees of commitment to a
vocational choice.

Symbolically:

The degree of consistency of self-concept for
male college students, as measured by the Total
V score on the TSC, will be inversely related
to their degree of ego integration, as mea-
sured by the Trehub scoring of EPPS profiles.

Symbolically: p < 0

14

15

16

58

There will be no relationship between con-
sistency of self-concept for male college stu-
dents, as measured by the Total V score on the
TSC, and their degree of ego integration, as
measured by the Trehub scoring of EPPS profiles.

Symbolically: p = 0

The degree of consistency of self-concept for
male college students, as measured by the

Total D score on the TSC, will be inversely
related to their degree of ego integration, as
measured by the Trehub scoring of EPPS profiles.

Symbolically: p < 0

There will be relationship between consistency
of self-concept for male college students, as
measured by the Total D score on the TSC, and
their degree of ego integration, as measured by
the Trehub scoring of EPPS profiles.

Symbolically: p = 0

The degree of consistency of self-concept for
male college students, as measured by the Total
C score on the TSC, will be inversely related
to their degree of ego integration, as measured
by the Trehub scoring of EPPS profiles.

Symbolically: p < 0

There will be no relationship between con-
sistency of self-concept for male college stu-
dents, as measured by the Total C score on the
TSC, and their degree of ego integration, as
measured by the Trehub scoring of EPPS profiles.

Symbolically: p = 0

The degree of ego integration for male college
students, as measured by the Trehub scoring of
EPPS profiles, will be inversely related to the
intensity of their vocational interests, as
measured by the Stephenson pattern analysis of
the Occupational scales of SVIB profiles.

Symbolically: p < 0

 

g...
AI

,_
S

59

There will be no relationship between the
degree of ego integration for male college
students, as measured by the Trehub scoring

of EPPS profiles, and their intensity of vo-
cational interests, as measured by the
Stephenson pattern analysis of the Occupational
scales of SVIB profiles.

Symbolically: p = 0

The degree of ego integration for male college
students, as measured by the Trehub scoring of
EPPS profiles, will be inversely related to
their diversity of vocational interests, as
measured by the DIV score on SVIB profiles.

Symbolically: p < 0

There will be no relationship between the de-
gree of ego integration for male college stu-
dents, as measured by the Trehub scoring of

EPPS profiles, and their diversity of vocational
interests, as measured by the DIV score on SVIB
profiles.

Symbolically: p = 0

The degree of ego integration for male college
students, as measured by the Trehub scoring

of EPPS profiles, will be inversely related

to their realism of vocational interests, as
measured by the discrepancy score between 0L
and AA scores on SVIB profiles.

Symbolically: p < 0

There will be no relationship between the de-
gree of ego integration for male college stu-
dents, as measured by the Trehub scoring of
EPPS profiles, and their realism of vocational
interests, as measured by the discrepancy score
between CL and AA scores on SVIB profiles.

Symbolically: p = 0

 

19

20

21

60

Differences will exist in the degree of ego
integration, as measured by the Trehub scoring
of EPPS profiles, among three groups of males
with varying degrees of commitment to a vo-
cational choice.

Symbolically: “l # p2 # p3

No differences will exist in the degree of ego
integration, as measured by the Trehub scoring
of EPPS profiles, among three groups of males
with varying degrees of commitment to a vo-
cational choice.

Symbolically: “l = “2 = p3

Differences will exist in the intensity of
vocational interests, as measured by the
Stephenson pattern analysis of the SVIB, among
three groups of males with varying degrees of
commitment to a vocational choice.

Symbolically: pl # p2 # u3

No differences will exist in the intensity of
vocational interests, as measured by the
Stephenson pattern analysis of the SVIB, among
three groups of males with varying degrees of
commitment to a vocational choice.

Symbolically: “l = “2 = u3

Differences will exist in the diversity of
vocational interests, as measured by the DIV
score on the SVIB profile, among three groups
of males with varying degrees of commitment
to a vocational choice.

Symbolically: “1 ¢ “2 # p3

 

61

H No differences will exist in the diversity of
vocational interests, as measured by the DIV
score on the SVIB profile, among three groups
of males with varying degrees of commitment to
a vocational choice.

Symbolically: “l = HZ = u3

H22 Differences will exist in the realism of vo-
cational interests, as measured by the dis-
crepancy score between the 0L and AA scores on
the SVIB profile, among three groups of males
with varying degrees of commitment to a vo-
cational choice. '

Symbolically: “l # “2 # u3

 

H No differences will exist in the realism of
vocational interests, as measured by the dis-
crepancy score between the 0L and AA scores on
the SVIB, among three groups of males with
varying degrees of commitment to a vocational
choice.

Symbolically: “l =

“2 “3

Preparation of the Data

 

Consistency of Self-Concept
Scores

The initial procedure in the preparation of the
data involved the acquisition of each individual's Total
V, Total D, and Total C scores on the TSC (see Appendix B,
Table 12).

62

Interest Intensity Patterns

The next step in the preparation of the data in-
volved the pattern analysis of the Strong Vocational
Interest Blank profiles for each subject according to the
Stephenson objective pattern analysis. The frequencies of
primary, secondary, reject, and unclassified patterns were
tabulated for each subject. The accuracy of the analysis
procedure was verified by a second, independent, scoring
(see Appendix B, Table 14).
Diversity of Vocational
Interests

Each individual's diversity of vocational interest
score was obtained from his DIV score on his SVIB profile

(see Appendix B, Table 14).

Realism Measure

 

The score on this measure was computed for each
subject by taking the difference between the Occupational
Level (OL) and Academic Achievement (AA) scales of the

SVIB, subtracting AA from OL (see Appendix B, Table 14).

Ego Integration Scores

The final procedure in the preparation of the data
involved the computation of the ego integration score for
each subject using the Trehub method of scoring of the

EPPS (see Appendix B, Table 13).

63

Analysis

The null form of hypotheses one through nine and
thirteen through eighteen were tested for statistical
significance by the Pearson product-moment correlation
coefficient. The level of significance was set at the
.05 level for the testing of all correlational hypotheses
in the study.

The null form of hypotheses ten, eleven, twelve,
nineteen, twenty, twenty-one, and twenty-two, were tested
by analysis of variance. Scheffe (1959) post hoc com-
parisons were computed to further analyze the data in
instances where the null hypothesis was rejected.

The statistical manipulations involved in this
study were accomplished by use of a computer, utilizing
programs written by the Michigan State University Computer

Laboratory.

Summary

This chapter presented a description of the samples
used in this study. The procedures used in the gathering
and preparation of the data were presented. Reliability
and validity information of the instruments used in mea-
suring the variables pertinent to the study were presented.
Finally, the statistical hypotheses for the purpose of
testing the research hypotheses outlined in Chapter I were

presented.

CHAPTER IV

RESULTS

This chapter presents an analysis of the data and

reports findings of the hypotheses tested.

Each hypothesis

is restated and the findings relevant to each hypothesis

are presented.

Tests of Hypotheses

Table 1 lists the results of the correlational

hypotheses. Reference will be made to this table in the

TABLE l.--Corre1ations among the TSC scores, the Ego

 

 

Integration scores, and the SVIB scores.
Ego
$32.2 232.2 32.2 Integration
Score
SVIB INTENSITY
Score -.015 .012 .103 -.150
SVIB DIV
Score -.098 .207* -.201 -.295*
SVIB REALISM
Score -.l43 -.060 .005 .129
EGO INTEGRATION
Score -.045 -.111 -.021 1.000

 

*Significant at the .05 level.
.9

64

65

discussion of the results of each of the correlational
hypotheses. The tables listing the results of each of the
analysis of variance hypotheses will be included separately,

within the discussion of each of those hypotheses.

Test of Hypothesis 1

H1 The degree of consistency of self-concept for
male college students, as measured by the Total
V score on the TSC, will be positively related
to their intensity of vocational interests, as
measured by the Stephenson pattern analysis of
SVIB Occupational scale scores.

H There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total V
score on the TSC, and the intensity of their
vocational interests, as measured by the
Stephenson pattern analysis of SVIB Occupational
scale scores.

As can be seen in Table 1, there was no significant
relationship between degree of consistency of self-concept
as measured by the TSC V score and intensity of vocational

interests. The null hypotheses was retained.

Test of Hypothesis 2

 

H2 The degree of consistency of self-concept for
male college students, as measured by the Total
D score on the TSC, will be positively related
to their intensity of vocational interests, as
measured by the Stephenson pattern analysis of
SVIB Occupational scale scores.

H There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total D
score on the TSC, and the intensity of their
vocational interests, as measured by the
Stephenson pattern analysis of SVIB Occu-
pational scale scores.

66

As Table 1 indicates, there is no significant

relationship between degree of consistency of self-concept

as measured by the Total D score on the TSC and intensity

«of vocational interests (r = .012). The null hypothesis

was retained.

{Test of Hypothesis 3

 

H3

The degree of consistency of self-concept for
male college students, as measured by the Total
C score on the TSC, will be positively related
to their intensity of vocational interests,

as measured by the Stephenson pattern analysis
of SVIB Occupational scale scores.

There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total C
score on the TSC, and the intensity of their
vocational interests, as measured by the
Stephenson pattern analysis of SVIB Occu-
pational scale scores.

A correlation of .103 between degree of consistency

0f self-concept as measured by the Total C score on the

TSC and intensity of vocational interests does not approach

'tlleerequired level of significance, thus the null hypothesis

Was retained .

Ehéjgt of Hypothesis 4

H4

The degree of consistency of self-concept for
male college students, as measured by the Total
V score on the TSC, will be positively related
to their diversity of vocational interests,

as measured by the DIV score on SVIB profiles.

There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total V
score on the TSC, and their diversity of vo-
cational interests, as measured by the DIV
score on SVIB profiles.

'woa: '
AL. it

67

As reported in Table 1, there is no significant
relationship (r = -.098) between the degree of consistency
of self-concept as measured by the Total V score on the TSC
and diversity of vocational interests. The null hypothesis

was retained.

Test of Hypothesis 5

 

H5 The degree of consistency of self-concept for
male college students, as measured by the Total
D score on the TSC, will be positively related
to their diversity of vocational interests, as
measured by the DIV score on SVIB profiles.

H There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total D
score on the TSC, and their diversity of vo-
cational interests, as measured by the DIV
score on SVIB profiles.

As Table 1 indicates, there is a significant re-
lationship (r = .207) between consistency of self-concept,
as measured by the Total D score on the TSC, and diversity
of vocational interests. The null hypothesis was rejected

and Hypothesis 5 was confirmed.

Test of Hypothesis 6

 

H6 The degree of consistency of self-concept for
male college students, as measured by the
Total C score on the TSC, will be positively
related to their diversity of vocational
interests, as measured by the DIV score on
SVIB profiles.

H There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total C
score on the TSC, and their diversity of vo-
cational interests, as measured by the DIV
score on SVIB profiles.

68

Table 1 reveals no significant relationship
(r = -.201) between degree of consistency of self-concept,
as measured by the Total C score on the TSC, and diversity

of vocational interests. The null hypothesis was retained.

Test of Hypothesis 7

H7 The degree of consistency of self-concept for
male college students, as measured by the Total
V score on the TSC, will be positively related
to their realism of vocational interests, as
measured by the discrepancy score between CL
and AA scores on SVIB profiles.

H There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total V
score on the TSC, and their realism of vo-
cational interests, as measured by the dis-
crepancy score between 0L and AA scores on
SVIB profiles.

A correlation of -.l43 between degree of self-
concept, as measured by the Total V score on the TSC, and
realism of vocational interests does not approach the re-
quired level of significance. The null hypothesis was

retained.

Test of Hypothesis 8

 

H8 The degree of consistency of self-concept for
male college students, as measured by the Total
D score on the TSC, will be positively related
to their realism of vocational interests, as
measured by the discrepancy score between 0L
and AA scores on SVIB profiles.

H There will be no relationship between the de-
gree of consistency of self-concept for male
college students, as measured by the Total D
score on the TSC, and their realism of vo-
cational interests, as measured by the dis-
crepancy score between 0L and AA scores on
SVIB profiles.

_ T'fl‘r

69

As reported in Table 1, there is no significant

relationship (r = -.060) between degree of consistency of

self-concept, as measured by the Total D score on the TSC,

and realism of vocational interests. The data did not

support a rejection of the null hypothesis.

Test of Hypothesis 9

H

9

The degree of consistency of self-concept for
male college students, as measured by the Total
C score on the TSC, will be positively related
to their realism of vocational interests, as
measured by the discrepancy score between 0L
and AA scores on SVIB profiles.

There will be no relationship between the con-
sistency of self-concept for male college stu-
dents, as measured by the Total C score on the
TSC, and their realism of vocational interests,
as measured by the discrepancy score between
0L and AA scores on SVIB profiles.

Table 1 reveals no significant relationship

(r = .005) between degree of consistency of self-concept,

as measured by the Total C score on the TSC, and realism

of vocational interests. The null hypothesis was retained.

Test of Hypothesis 10

H

10

Differences will exist in the degree of con-
sistency of self-concept, as measured by the
Total V score on the TSC among three groups

of males with varying degrees of commitment to
a vocational choice.

70

H No differences will exist in the degree of con-
sistency of self-concept, as measured by the
Total V score on the TSC, among three groups of
males with varying degrees of commitment to a
vocational choice.

TABLE 2.--Test of Hypothesis 10: Analysis of variance for
differences among groups on the TSC V score.

 

 

 

Source of d f Sum of Mean F 5:322:1-
Variation Squares Square Value Level
Between
Groups 2 905.0346 452.5173 3.53 P < .03*
Within
Groups 66 8464.5000 128.2500
*Significant

Table 2 reports a significant difference which was
found among the three groups of males on consistency of
self-concept as measured by the total V score on the TSC.
The null hypothesis was rejected.

Since the null hypothesis was rejected, the data
were further analyzed with Scheffe post hoc comparisons.
The confidence intervals for the comparisons that are
significant at the .05 confidence level are summarized in

Table 3.

TABLE 3.--Significant Scheffe post hoc comparisons for
Hypothesis 10: Differences among groups on Total V score
on TSC.

 

2. .31 < “2 - u3 < 16.67

 

“.5

D.: .._n s. ‘l_ “y

 

71

The first significant comparison indicates that the
two junior/senior groups combined together are significantly
different from the group of doctoral level graduate students
on degree of self-concept as measured by the Total V score
on the TSC. As reported in Table 4 (page 72), the higher
mean scores of the combined junior/senior groups suggests
that they are more variable, and less consistent in their
self-concepts, than the doctoral students with their smaller
mean score on the Tennessee V scale. The second significant
comparison indicates that the vocationally decided: tenta-
tive group is significantly different from the vocationally
decided: established group on degree of consistency of
self-concept as measured by the Total V score on the TSC.
Again, as reported in Table 4, the higher mean score of the
junior/senior non-counseling group suggests that they are
more variable, and less consistent in their self-concepts,
than the doctoral students with their smaller mean score on

the Tennessee V scale.

Test of Hypothesis 11

H Differences will exist in the degree of con-
sistency of self-concept, as measured by the
Total D score on the TSC, among three groups
of males with varying degrees of commitment to
a vocational choice.

11

H No differences will exist in the degree of con-
sistency of self-concept, as measured by the
Total D score on the TSC, among three groups

of males with varying degrees of commitment to
a vocational choice.

72

 

 

 

 

em.ma ov.nm oo.moa vm.oe n~.oa om.m¢ Hm.m mcwammGSOOIGOZ
Hmuouooo
om.vm mo.mm m~.moa mo.mv Hm.m mo.om mm.m mcwaomsooolsoz
uoficom\noflooo
mm.om mm.nm mm.mm on.o¢ mv.m mm.mm mo.m mafiaomcsou
uoaoom\uoficso
ouoom ouoom O onoom o ouoom > Ema moan moan
cowuwuoouoH 0mm Iamom Iuo>Ho IsmusH
mamom monouomoum mamom xsmam amouoan
Hmcomuom monmsom umoosoo maom oommossoa Hmsoflumoo> maouum

 

.moaomwnm> amusosauomxo so memos osouoll.v mqmsa

73

As can be seen in Table 5, the probability of
occurrence did not approach statistical significance among
the three groups of males on degree of consistency of self-
concept, as measured by the Total D score on the TSC. The
null hypothesis was retained.

TABLE 5.--Test of Hypothesis 11: Analysis of variance for
differences among groups on the TSC D score.

fair-".1

 

 

 

 

 

Source of Sum of Mean F Signifi-
Variation d'f° Squares Square Value cance
Level
Between
Groups 2 1568.3982 784.1991 1.8362 P < .16*
Within
Groups 66 28187.0866 427.0771
*Non-significant.
Eflsst of Hypothesis 12
H Differences will exist in the degree of con-

12 sistency of self-concept, as measured by the

Total C score on the TSC, among three groups
of males with varying degrees of commitment to
a vocational choice.

H There will be no differences in degree of con-
sistency of self-concept, as measured by the
Total C score on the TSC among three groups of
males with varying degrees of commitment to a
vocational choice.

Table 6 indicates no significant difference among

the three groups of males on degree of consistency of

74

self-concept, as measured by the Total C score on the TSC.

The null hypothesis was retained.

TABLE 6.--Test of Hypothesis 12: Analysis of variance for
differences among groups on the TSC C score.

 

 

 

 

Mean F Signifi-
Source of Sum of canoe Eh
Variation 'f' Squares Square Value Level E5
Between
Groups 2 68.4732 34.2366 .7973 P < .45*
Groups 66 2834.0796 42.9406 3'
*Non-significant

Test of Hypothesis l3

H13 The degree of consistency of self-concept for
male college students, as measured by the Total
V score on the TSC, will be inversely related
to their degree of ego integration, as measured
by the Trehub scoring of EPPS profiles.

H There will be no relationship between consis-
tency of self-concept for male college students,
as measured by the Total V score on the TSC,
and their degree of ego integration, as mea-
sured by the Trehub scoring of EPPS profiles.

As Table 1 indicates, there is no significant
relationship between degree of consistency of self-concept,
as measured by the Total V score on the TSC and degree of

ego integration. The null hypothesis was retained.

75

Test of Hypothesis l4

H14 The degree of consistency of self-concept for
male college students, as measured by the Total
D score on the TSC, will be inversely related
to their degree of ego integration, as measured
by the Trehub scoring of EPPS profiles.

H There will be no relationship between con-
sistency of self-concept for male college
students, as measured by the Total D score
on the TSC, and their degree of ego inte-
gration, as measured by the Trehub scoring of
EPPS profiles.

Table 1 reported no significant relationship
(r = -.111) between degree of consistency of self-concept,
as measured by the Total D score on the TSC, and degree of

ego integration. The null hypothesis was retained.

Test of Hypothesis 15
H15 The degree of consistency of self-concept for
male college students, as measured by the Total
C score on the TSC, will be inversely related
to their degree of ego integration, as measured
by the Trehub scoring of EPPS profiles.

H There will be no relationship between consis-
tency of self-concept for male college students,
as measured by the Total C score on the TSC, and
their degree of ego integration, as measured by
the Trehub scoring of EPPS profiles.

A correlation of -.201 between degree of consis-
tency of self-concept, as measured by the Total C score
on the TSC, and degree of ego integration does not approach

the required level of significance. The null hypothesis

was retained.

vb!
a

-.——-r—
..

‘wumm‘x’ ~ .
I “ .‘I A -.'I r

76

Test of Hypothesis 16

H The degree of ego integration for male college
students, as measured by the Trehub scoring of
EPPS profiles, will be inversely related to the
intensity of their vocational interests, as
measured by the Stephenson pattern analysis of
the Occupational scales of SVIB profiles.

16

H There will be no relationship between the de-
gree of ego integration for male college stu-
dents, as measured by the Trehub scoring of ’A
EPPS profiles, and their intensity of vo- 4
cational interests, as measured by the Stephen-
son pattern analysis of the Occupational scales
of SVIB profiles.

Table 1 reported no significant relationship

 

(r = -.150) between the degree of ego integration and E;
intensity of vocational interests. The null hypothesis

was retained.

Test of Hypothesis 1?
H The degree of ego integration for male college
students, as measured by the Trehub scoring of
EPPS profiles, will be inversely related to
their diversity of vocational interests, as
measured by the DIV score on SVIB profiles.

17

H There will be no relationship between the de-
gree of ego integration for male college stu-
dents, as measured by the Trehub scoring of
EPPS profiles, and their diversity of vo-
cational interests, as measured by the DIV
score on SVIB profiles.

Table 1 reported a significant relationship
(r = -.295) between degree of ego integration and diver-
sity of vocational interests. The null hypothesis was

rejected and hypothesis 17 was confirmed.1

 

1As noted in Chapter III, the ego integration
score is designed such that a high score indicates less

77

Test of Hypothesis.18
H18 The degree of ego integration for male college
students, as measured by the Trehub scoring of
EPPS profiles, will be inversely related to
their realism of vocational interests, as
measured by the discrepancy score between CL
and AA scores on SVIB profiles.

H There will be no relationship between the
degree of ego integration for male.college stu-
dents, as measured by the Trehub scoring of
EPPS profiles, and their realism of vocational
interests, as measured by the discrepancy score
between 0L and AA scores on SVIB profiles.

Table 1 reported no significant relationship
(r = .129) between degree of ego integration and realism

of vocational interests. The null hypothesis was retained.

Test of Hypothesis l9
H19 Differences will exist in the degree of ego
integration, as measured by the Trehub scoring
of EPPS profiles, among three groups of males
with varying degrees of commitment to a vo-
cational choice.

H No differences will exist in the degree of ego
integration, as measured by the Trehub scoring
of EPPS profiles, among three groups of males
with varying degrees of commitment to a vo-
cational choice.

 

degree of ego integration than a low score. Therefore,

the negative correlation observed for hypothesis l7 indi-
cates that individuals with high ego integration scores
are less diverse in their vocational interests than indi-
viduals with low ego integration scores. In other words,
there is a positive relationship between degree of ego
integration and diversity of vocational interests; the more
integrated an individual is, the more likely he is to be
diverse in his vocational interests.

4‘.

uh...

 

WET

78

Table 7 reports a significant difference among the
three groups of males on degree of ego integration as mea-
sured by the Trehub scoring of the EPPS. The null hy-
pothesis was rejected.

TABLE 7.--Test of Hypothesis 19: Analysis of variance for
differences among groups on the Ego Integration score.

 

 

 

Source of d f Sum of Mean F 5:322:1-
Variation Squares Square Value Level
Between
Groups 2 1311.1832 665.5916 3.0855 P < .05*
Within
Groups 66 14237.2494 215.7159
*Significant

Since the null hypothesis was rejected, the data
were further analyzed with Scheffe post hoc comparisons.
The confidence intervals for the comparisons that are
significant at the .05 confidence level are summarized in
Table 8.

TABLE 8.--Significant Scheffe post hoc comparisons for

Hypothesis l9: Differences among groups on Ego Inte-
gration scores.

 

1. 15099 < ul + “2 - 2u3 < 21063

20 5010 < uz - < 11.72

”3

 

Note: Group 1 = vocationally undecided (junior/
senior counseling); Group 2 = vocationally decided: tenta-
tive (junior/senior non-counseling); Group 3 = vocationally
decided: established (doctoral non-counseling).

 

79

The first significant comparison indicates that

the two junior/senior groups combined together are signifi-
cantly different from the group of doctoral level graduate
students on degree of ego integration as measured by the
Trehub scoring of EPPS profiles. As reported in Table 4,
the higher mean scores of the combined junior/senior groups
suggests that they are less integrated than the doctoral
students with their smaller mean score on Ego Integration
scale. The second significant comparison indicates that
the vocationally decided: tentative group is significantly
different from the vocationally decided: established group

on degree of ego integration. Again, as reported in Table

4, the higher mean score of the junior/senior non-counseling

group suggests that they are less integrated than the
doctoral students with their smaller mean score on the

Ego Integration scale.

Test of Hypothesis 20

Differences will exist in the intensity of
vocational interests, as measured by the
Stephenson pattern analysis of the SVIB, among
three groups of males with varying degrees of
commitment to a vocational choice.

H20

H No differences will exist in the intensity of
vocational interests, as measured by the
Stephenson pattern analysis of the Occupational
scale scores of SVIB profiles, among three
groups of males with varying degrees of commit-
ment to a vocational choice.

 

80

As can be seen in Table 9, there is no significant
difference among the three groups on intensity of vocational
interests. The null hypothesis was retained.

TABLE 9.--Test of Hypothesis 20: Analysis of variance for
differences among groups on intensity of vocational

 

 

 

interests.
Em
. . . :
Source of Sum of Mean F Slgnlfl— ;'
Variation d'f' S uares S uare Value cance '
q q Level ‘
Between if
Groups 2 1.6854 .8427 .5983 P < .55* L4
Within
Groups 66 92.9544 1.4084

 

*Non-significant

Test of Hypothesis 21

Differences will exist in the diversity of vo-
cational interests, as measured by the DIV
score on the SVIB profile, among three groups
of males with varying degrees of commitment to
a vocational choice.

H21

H No differences will exist in the diversity of
vocational interests, as measured by the DIV
score on the SVIB profile, between three groups
of males with varying degrees of commitment to
a vocational choice.

Table 10 reports a significant difference among
the three groups of males on diversity of vocational

interests as measured by the DIV score on the SVIB. The

null hypothesis was rejected.

81

TABLE 10.--Test of Hypothesis 21: Analysis of variance for
differences among groups on diversity of vocational

 

 

 

interests.
Signifi-
Source of d f Sum of Mean F cance
Variation Squares Square Value Level
Between
Groups 2 1958.5686 979.2843 11.27 P < .0001* pg
Within E'
Groups 66 5734.4760 86.8860 E
*Significant %

Since the null hypothesis was rejected, the data
were further analyzed with Scheffe post hoc comparisons.
The confidence intervals for the comparisons that are
significant at the .05 confidence level are summarized
in Table 11.

TABLE ll.--Significant Scheffe post hoc comparisons for

Hypothesis 21: Differences among groups on Diversity
scores.

 

3

2. 5.47 < “2 - u3 < 18.89

 

Note: Group 1 = vocationally undecided (junior/
senior counseling); Group 2 = vocationally decided: tenta-
tive (junior/senior non-counseling); Group 3 = vocationally
decided: established (doctoral non-counseling).

The first significant comparison indicates that

the two junior/senior groups combined together are signifi-

cantly different from the group of doctoral level students

82

on diversity of vocational interests. As reported in
Table 4, the higher mean scores of the combined junior/
senior groups suggests that they are more diverse in their
vocational interests than the doctoral students with their
smaller mean score on the Diversity scale. The second
significant comparison indicates that the vocationally
decided: tentative group is significantly different from
the vocationally decided: established group on diversity

of vocational interests. Again, as reported in Table 4,

 

the higher mean score of the junior/senior non-counseling

HZ:

group suggests that they are more diverse in their vo-
cational interests than the doctoral students with their

smaller mean score on the Diversity scale.

Test of Hypothesis 22

H22 Differences will exist in the realism of vo-
cational interests, as measured by the dis-
crepancy score between the 0L and AA scores
on the SVIB profile, among three groups of
males with varying degrees of commitment to a
vocational choice. '

H No differences will exist in realism of vo-
cational interests, as measured by the dis-
crepancy score between the 0L and AA scores
on the SVIB, between three groups of males
with varying degrees of commitment to a vo-
cational choice.

As can be seen in Table 12, there is no signifi-
cant difference among the three groups of males on realism

of vocational interests as measured by the discrepancy

83

score between the CL and AA scores on the SVIB. The null

hypothesis was retained.

TABLE 12.--Test of Hypothesis 22: Analysis of variance for
differences among groups on realism of vocational interests.

 

 

 

Source of d f Sum of Mean F 5:332:1-
Variation Squares Square Value Level
Between

Groups 2 9.2500 4.6250 .0418 P < .95*
Within

Groups 66 7302.6294 111.6459

*Non-significant
Summary

Five of the twenty-two null hypotheses tested in
this study were rejected. The findings of this study indi-
cated that an increase in the degree of ego integration
accompanies an increase in the diversity of vocational
interests. There was also a positive statistically
significant relationship between one of the measures of
consistency of self-concept on the Tennessee and diversity
of vocational interests.

Significant differences among the three groups
were found on diversity of vocational interests (combined
junior/senior groups were found to be more diverse than
the doctoral students), degree of ego integration (com-

bined junior/senior groups were found to be less integrated

84

than the doctoral student group): and consistency of self-
‘concept as measured by the Tennessee V score (combined

junior/senior groups were found to be less consistent than

'the doctoral students).

In the next chapter these results will be discussed

aand implications for further research presented.

CHAPTER V

SUMMARY, CONCLUSIONS, LIMITATIONS
AND IMPLICATIONS FOR FUTURE

RESEARCH

From the position of a self-theorist, a major
factor influencing vocational development is the degree of
harmony of an individual's self-concept--the internal
consistency of his self-evaluation. This position has
been discussed most thoroughly by Super (1963) who sug-
gested that harmony of self-concept is related to appropri-
ate adjustment, to lack of conflict, and to personality
integration. He has also stated that harmony of self-
concept and its concomitant "outcomes" are related to the
ability to formulate a vocational choice, that is, to see
oneself in an occupational role, and to make choices which
will result in behaviors bringing that "role" into reality.

In a general sense, the present study attempted to
begin an investigation of some of the questions Super
(1963) posed in his discussion of harmony of self-concept
as a factor influencing vocational development. Two

questions asked by Super which have piqued the research

85

86

interest of the present writer are: (l) is translating an
internally consistent and harmonious system of self-concepts
into an occupational preference easier than finding an
appropriate role for a conflicted self-concept system? and
(2) is implementing a harmonious self-concept system easier
than implementing unintegrated ideas of the self?

The present study was designed to investigate the
possible relationship between the degree of harmony of
self-concept and vocational interest maturity. The study
attempted to demonstrate that the variable, "harmony of
self-concept" is related to intensity of vocational inter-
ests, diversity of vocational interests, and realism of
vocational interests.

The purpose of this study was threefold. It first
sought to determine whether there was a relationship be-
tween the degree of consistency of self-concept for a group
of male college students and their level of vocational
interest maturity. Secondly, it sought to determine
whether there was a relationship between the degree of ego
integration for a group of male college students and their
level of vocational interest maturity. Thirdly, it sought
to detect differences in the degree of harmony of self-
concept and vocational interest maturity among three groups
of males with varying degrees of commitment to a vocational
choice.

Participants who volunteered for the study were

sixty-nine male juniors, seniors, and doctoral level

87

graduate students at Michigan State University. Twenty
were juniors or seniors who came to the M.S.U. Counseling
Center requesting vocational counseling and stating that
they were having difficulty making a vocational choice.
Twenty-seven were juniors or seniors enrolled in upper-
division majors in the university. Twenty-two were third
and fourth year doctoral level graduate students.

Subjects completed the Strong Vocational Interest
Blank for Men, the Tennessee Self Concept Scale, and the
Edwards Personal Preference Schedule. The Strong profiles
were pattern analyzed according to the objective method
outlined by Stephenson (1961). The intensity of interests
was determined on the basis of the distribution of primary,
secondary, and reject patterns. The DIV scale on the
Strong was used to assess diversity of vocational interests.
A measure of realism was derived as a discrepancy score
between the Occupational Level (OL) scale and the Academic
Achievement (AA) scale on the Strong. A measure of ego
integration was derived from the Trehub (1959) method of
scoring the Edwards. Finally, three scales on the Tennessee
were independently used to measure consistency of self-
concept.

Results of the analysis of the data indicated that
an increase in the degree of ego integration accompanies
an increase in diversity of vocational interests. There
was also a positive, statistically significant, relation-

ship between one of the measures of consistency of

88

self-concept on the Tennessee and diversity of vocational
interests.

Significant differences among the three groups
were found on diversity of vocational interests (combined
junior/senior groups were found to be more diverse than
the doctoral students), degree of ego integration (com-
bined junior/senior groups were found to be less inte-
grated than the doctoral student group), and consistency
of self-concept as measured by the Tennessee V score
(combined junior/senior groups were found to be less

consistent than the doctoral students).

Conclusions

A general conclusion emerging from this investi-
gation is that a personality factor, harmony of self-
concept, does influence vocational development. The fact
that there were statistically significant differences be-
tween the junior/senior groups and the graduate student
group on the variables of consistency of self-concept and
ego integration suggests that male college students in the
process of making a vocational choice are also, at the
same time, struggling to achieve an internally consistent
evaluation of themselves and a balance of psychological
needs. The differences on the self-concept variable sug-
gest that male college students who are highly committed
to a vocational choice are less variable, and more inte-

grated, in their self-concepts than are male college

89

students with less of a commitment to a vocational choice.
'The differences on the degree of ego integration suggest
that male college students who are highly committed to a
vocational choice have achieved a greater balance of their
psychological needs than have male college students with
less of a commitment to a vocational choice. This would
seem, in a general way, to support Super's proposition
that harmony of self-concept is related to adjustment, to
lack of conflict, to personality integration, and to
ability to formulate a vocational choice.

Some implications for counseling practice may be
derived from these findings. In Chapter I the early
dichotomy made between "vocational counseling" and "per-
sonal counseling" was discussed. The findings of this
study suggest the obsolescence of the practice of first
"curing" a person of his adjustment problems and then re-
ferring him to a vocational counselor for the next step in
his growth--vocational choice. The personality development
of male college students and the vocational development of
male college students would seem to be inter-related,
based on the findings of this study. Male college stu-
dents who have made a commitment to a vocational choice
appear to have a more harmonious self-concept than male
college students with less of a commitment to a vocational
choice. This would seem to suggest that helping persons,
such as counselors, might want to consider assisting

individuals who are in the process of making a vocational

90

choice by broadening an approach to vocational counseling.
In addition to the typical services of vocational interest
testing, occupational information dissemination, and occu-
pational exploration, the counselor might want to consider
spending time with a client helping him to become clearer
in his ability to be aware of his self-concept--the kind of
person that he is and how this might affect his vocational
choice. Hopefully, as a male college student becomes more
aware of himself, and is able to be internally consistent
in his evaluation of himself and achieve a balance of his
psychological needs, it would be easier for him to see
himself in an occupational role and make a vocational
choice.

A second, more tentative conclusion, drawn from
this study is that diversity of vocational interests is
related to consistency of self-concept and degree of ego
integration. The low magnitude to the correlations be-
tween these variables does not make them useful for pre-
dictive purposes. In light of the significant differences
between the junior/senior groups and the graduate student
group on diversity of vocational interests, the variable
does seem to merit additional attention for future theory
building. However, the direction of the results of the
significant differences among the groups on diversity was

opposite to the predicted direction.

91

The findings seem to suggest that male college stu-
dents who are highly committed to a vocational choice are
less diverse in their vocational interests than male col-
lege students with less commitment to a vocational choice.
The male doctoral candidate has narrowed the breadth of
his interests considerably beyond the male undergraduate
student. Because of the specificity of jobs related to
the Ph.D., it would seem that the self-concepts of doctoral
students would lead them to be specific in the way they see
themselves.

Future research could be useful in attempting to
link more clearly the variable of diversity of vocational
interests to harmony of self-concept. The present study
produced tentative evidence for the existence of a link,
although the found direction of the diversity for a sample
of male college students was opposite to that hypothesized.

This study attempted to relate ego integration to
harmony of self-concept and vocational interest maturity.
The significant results with the ego integration variable
do seem to suggest that the degree to which an individual
has been able to balance his psychological needs is of
some import in his vocational development. Thus, for the
self theorist ego integration, as used by Trehub, seems
synonomous with "harmony" of self-concept.

If future research could more clearly differentiate

psychological needs and the areas of possible imbalance

92

there could be significant implications for counseling
practice. For example, in working with college students
experiencing difficulty making a vocational choice, if
counselors could assess specific areas of need imbalance,
these areas could be specifically focused on in counseling
to help a client resolve the conflict.

Finally, the results of this study seem to warrant

 

the conclusion that future research linking self-concept
development and vocational development could prove fruit- E

ful. The basic proposition of Donald Super that making a L?

 

vocational choice is a way of implementing a self-concept

is worthy of continued research.

Limitations

The major limitation of the present study is the
size of the sample and sampling procedures employed. An
increase in the size of the sample might be expected to
increase the magnitude of a number of the relationships
between variables in the study. The findings in this
study can be legitimately applied only to a population of
male college students. Replication of the study with a
non-college population would increase the generalization
of the findings. Inclusion of female subjects would also
add a further dimension to the study of self-concept and
vocational development.

The sampling procedures used to obtain the junior/

senior counseling sample might have limited the significance

93

of the findings. Students use various problems as pre-
senting concerns when requesting counseling services.
Sometimes these presenting problems do not accurately
reflect the source of a student's difficulty. A future
study might want to control more rigidly for degree of

disturbance of the counseling sample.

:1

“iii! SI 3
‘

Another limitation in this study could have possi-
bly arisen from the non-validated conceptions of intensity,
realism of vocational interests, and degree of ego inte-

gration and the non-validated methods of measuring these

was. .mmm: _
. _ ‘ . fl .
i

constructs.

A final limitation of this study is the fact that
the data were collected in a cross sectional manner. The
assumption was made that the differences among groups were
due to maturational factors. This hypothesis cannot be
confirmed with the cross sectional data obtained in the

present study.

Implications for Future Research

Future research linking harmony of self-concept
and vocational development could be enhanced by removing
some of the limitations of the present study. Larger
samples and more rigidly controlled sampling techniques
might contribute to a greater magnitude of the relation-
ship between variables observed in the present study.
Replication with a non-college population and with female

subjects would enhance generalizability of the study.

94

Future studies might also profitably be devoted
to the validation of concepts and measures used in the
present study. Validated conceptions and measures of
intensity and realism of vocational interests, and ego
integration would enhance the precision of research in
these areas.

The use of multivariate procedures might prove to
be valuable in attempting to further link harmony of self-
concept to vocational interest maturity. The univariate
design of the present study did not take into account the
interaction of variables bearing on vocational development.

Finally, the use of longitudinal rather than cross
sectional data would greatly add to the precision of this

type of vocational development research.

 

REFERENCES

 

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umm' SEAT. 1
I
I
I

 

APPENDICES

‘é A'Q‘... I'J'I \g'

 

 

 

APPENDIX A

LETTER REQUESTING PARTICIPATION OF COUNSELING

SUBJECTS FOR THE STUDY

100

MICHIGAN STATE UNIVERSITY East Lansing - Michigan 48823

 

Counseling Center - Student Services Building

Dear Student:

:3

"rt-r
i

We at the Counseling Center believe that one of the
ways we have of becoming increasingly helpful to students
like yourself is through careful study of your problems and
of our effectiveness in helping you with them. We ask that
you help us in our study of student problems by partici- ,
pating in a research project that we are currently under- ‘PM
taking at the Counseling Center. i

‘ uni—.1;
-.

 

If you agree to participate, your commitment would
consist of completing three tests before seeing your
counselor for the first time. Two of the tests are often
used in vocational counseling and, if appropriate for your
situation, could be interpreted to you by your counselor.
The third test is a research instrument which takes about
thirteen minutes to complete. It will not be interpreted.

In summary, your participation consists of taking
three tests. Two of the tests are ones often used in
vocational counseling.

We want to emphasize that your willingness to
participate in no way affects your seeing a counselor at
the Center. Our most important consideration is to assist
you with the resolution of the problems that stimulated
you to seek our help. We do want you to know, however,
that through the participation of students like yourself
in such research projects as this we have an opportunity
of studying in a more objective way some of the kinds of
problems students encounter and the ways in which we can
help the student to a resolution of his difficulties.

Sincerely,

Cecil L. Williams
Associate Professor

Richard A. Morril
Intern

APPENDIX B

TABLES 13 TO 15

 

TABLE l3.--Tota1 V, Total D, and Total C scores on the Tennessee Self Concept Scale

for sixty-nine subjects.

101

 

 

 

 

Subject Group Tosal Togal Togal Subject Group Tosal Togal Togal
t i
“0' No. Score Score Score NO‘ NO' Score Score Score
1 1 67 104 37 36 2 52 102 34
2 1 70 109 24 37 2 48 77 37
3 1 26 127 32 38 2 44 121 27
4 l 30 61 18 39 2 54 122 28
5 l 51 118 28 4O 2 29 131 28
6 1 41 80 27 41 2 61 102 31
7 1 36 78 19 42 2 79 125 21
8 1 50 78 28 43 2 63 107 27
9 l 41 88 18 44 2 57 123 33
10 1 24 58 26 4S 2 52 95 21
ll 1 44 121 26 46 2 54 106 29
12 l 31 120 30 47 2 60 118 35
13 1 46 92 22 48 3 34 138 29
14 1 53 77 28 49 3 42 99 35
15 1 70 105 34 50 3 31 123 21
16 l 57 108 45 51 3 53 107 32
17 l 53 92 36 52 3 45 114 27
18 l 39 162 33 53 3 39 112 25
19 l 45 82 22 54 3 33 99 22
20 1 59 105 24 55 3 41 111 30
21 2 42 124 28 56 3 46 93 26
22 2 42 120 22 57 3 47 132 27
23 2 47 117 45 58 3 43 130 22
24 2 69 136 49 59 3 56 129 26
25 2 54 115 29 60 3 37 101 24
26 2 45 111 36 61 3 36 111 27
27 2 39 84 25 62 3 40 130 33
28 2 25 123 21 63 3 29 78 27
29 2 52 130 27 64 3 48 84 30
30 2 46 74 22 65 3 44 65 19
31 2 45 84 25 66 3 29 68 31
32 2 41 100 27 67 3 34 127 39
33 2 45 110 41 68 3 29 120 23
34 2 36 94 19 69 3 56 132 28
35 2 43 99 33
*Group 1 s vocationally undecided (junior/senior counseling), males.
Group 2 - vocationally decided (junior/senior non-counseling): tenta-
tive, males.
Group 3 - vocationally decided (doctoral non-counseling): established,

males.

 

102

TABLE 14.--Ego integration scores for sixty-nine subjects.

 

 

 

Subject Group Ego Integration Subject Group Ego Integration
No. No.‘ Score No. No.*; Score
1 1 9 36 2 12
2 1 51 37 2 41
3 l 8 38 2 42
4 1 38 39 2 34
S 1 33 4O 2 28
6 l 54 41 2 15
7 1 28 42 2 32
8 1 13 43 2 0
9 1 19 44 2 28
10 1 53 45 2 0
11 l 34 46 2 23
12 l 13 47 2. 5
13 1 14 48 3 27
14 l 17 49 3 4
15 l 30 50 3 3
16 1 15 51 3 21
17 l 36 52 3 14
18 1 9 + 53 3 52
19 1 23 54 3 10
20 1 42 55 3 9
21 2 13 S6 3 18
22 2 13 S7 3 36
23 2 5 58 3 10
24 2 15 59 3 6
25 2 52 60 3 16
26 2 27 61 3 ll
27 2 25 62 3 22
28 2 23 63 3 18
29 2 44 64 3 ll
30 2 33 65 3 22
31 2 23 66 3 14
32 2 30 67 3 36
33 2 64 68 3 2
34 2 9 69 3 2

35 2 38

 

 

*Group 1 - vocationally undecided (junior/senior counseling), males.

Group 2 - vocationally decided (junior/senior non-counseling): tentative,
males.

Group 3 I vocationally decided (doctoral non-counseling): established,
males.

.1()3

TABLE lS.--Number of primary, secondary, reject, and unclassified patterns, DIV
scores, and OL-AA scores for sixty-nine subjects.

 

Subject 6:093 prinary Secondary 13.566: Unclassified DIV OL-AA

 

 

 

No. No.
1 1 2 2 6 1 57 -11
2 1 o 1 7 3 so 12
3 1 o 2 7 2 66 - 4
4 1 2 1 7 1 55 6
5 1 2 1 7 1 57 19
6 1 2 1 7 1 26 21
7 1 o o 10 1 55 26
8 1 2 1 7 1 44 6
9 1 2 2 6 1 64 16
10 1 1 o 7 3 43 25
11 1 2 1 7 1 57 10
12 1 2 o 8 1 57 17
13 1 3 1 7 o 52 6
14 1 o 1 7 3 57 - 2
15 1 o o 11 o 57 4
16 1 o o 8 3 61 22 e
17 1 2 1 6 2 62 -12 r
18 1 2 1 8 o 66 4 a
19 1 1 4 4 2 so 8 r
20 1 2 1 8 o 43 16 .
21 2 2 2 6 1 62 35 «
22 2 1 1 7 2 66 1 'f
23 2 o 4 6 1 55 23 e
24 2 o 2 6 3 48 33
25 2 o 2 5 4 57 4 .
26 2 3 o 6 2 44 1o
27 2 1 o 5 5 41 7
28 2 o 2 6 3 61 7
29 2 o 2 9 o 66 9
3o 2 o 2 8 1 75 2
31 2 o 2 7 2 s2 10
32 2 4 2 5 o 48 22
33 2 2 2 6 1 57 o
34 2 1 1 8 1 55 5
35 2 o 1 8 2 55 9
36 2 1 o 6 4 62 8
37 2 1 1 7 2 37 17
38 2 1 2 7 1 64 15
39 2 4 1 6 o 61 3
4o 2 3 1 4 3 61 10
41 2 5 o 6 0 so 23
42 2 1 1 7 2 44 7
43 2 2 o 7 2 53 -1o
44 2 o 2 8 1 55 2
45 2 2 o 8 1 77 6
46 2 o 3 7 1 61 - 4
47 2 2 1 7 1 46 3
48 3 2 o 8 1 50 21
49 3 5 o 6 o 46 2
so 3 o 2 8 1 46 2
51 3 o 2 6 3 39 - 4~
52 3 4 o 6 1 35 2
53 3 o 1 7 3 41 16
54 3 1 2 6 2 43 22
55 3 1 o 7 3 48 - 6
56 3 2 1 7 1 39 - 1
57 3 o o 7 4 41 9
58 3 3 1 7 o 48 17
59 3 1 1 5 4 52 9
60 3 2 o 7 2 61 7
61 3 3 1 7 0 so 17
62 3 2 1 6 1 48 11
63 3 o 2 8 1 48 20
64 3 4 o 6 1 46 1
.65 3 1 2 7 1 so 28
66 .3 4 o 5 2 28 19
67 3 3 2 4 2 19 7
68 3 o 3 7 1 48 0
69 3 o 4 5 2 39 27

 

*Group 1 - vocationally undecided (junior/senior counseling), males.

Group 2 - vocationally decided (junior/senior non-counseling):
tentative, males.

Group 3 - vocationally decided (doctoral non-counseling): established,
sales.

ov‘tv

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