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PLEASE NOTE: Som e pages may have in d istin ct print. Film ed as received. Xerox University Microfilms 300 N orth Zo«b Road Aon A rbor, M ichigan 48106 I 76 -27,097 GODELL, J a m e s .U , 1934- AN INVESTIGATION OF SELECTED SELF-CONCEPTS OF NORTHERN MICHIGAN UNIVERSITY STUDENTS ENROLLED IN LESS-THAN-DEGREE AND BACCALAUREATE DEGREE CAREER PROGRAMS. Michigan S ta te U n iv e rs ity , P h .D ., 1976 Education, business Xerox University Microfilms t A nn A rb o r, M ic h ig a n 4 8 1 0 6 AN INVESTIGATION OF S E L E C T E D S E L F -C O N C E P T S OF NORTHERN MICHIGAN UNIVERSITY STUDENTS E N R O L L E D IN L E S S -T H A N -D E G R E E AND BA C C A LA U REA TE D EG REE C A R E ER PROGRAMS by J a m e s L . G odell A DISSERTATION S u b m itted to M ich igan S tate U n iv e rs ity in p a r tia l fu lfillm e n t of th e r e q u ir e m e n ts f o r th e d e g re e of DOCTOR OF PHILOSOPHY C o lle g e of E d u c a tio n 1976 A B S T R A C T AN INVESTIGATION O F S E L E C T E D S E L F -C O N C E P T S OF NORTHERN MICHIGAN UNIVERSITY STUDENTS EN R O L LE D IN L E S S -T H A N -D E G R E E AND B A CCA LA U REA TE D EG R EE C A R E E R PROGRAMS B y J a m e s L . G o d ell T he p r im a r y p u rp o s e of th e study w a s to e x a m in e th e r e l a ­ tio n s h ip b e tw e e n s e lf - c o n c e p t of a c a d e m ic a n d v o c a tio n a l a b ility w ith p e rc e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of a c a d e m ic a n d v o c a tio n a l a b ility fo r s tu d e n ts e n r o lle d in l e s s - t h a n - d e g r e e a n d b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s . T h e c a r e e r p r o g r a m s in c lu d e d b u s in e s s , h e a lth , hom e e c o n o m ic s , and t r a d e and in d u s tr y . T h e c a r e e r d e v e lo p m e n t in fo rm a tio n in c lu d e d : th e s e lf - c o n c e p t o f th e s tu d e n t's a c a d e m ic a b ility ; th e s tu d e n t's p e r c e iv e d e v a lu a tio n of p a r e n ta l an d f rie n d e v a lu a tio n of a c a d e m ic a b ility ; the s e lf - c o n c e p t of v o c a tio n a l a b ility ; th e s t u d e n t 's p e r c e iv e d e v a lu a tio n of s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility . T he se co n d p u rp o s e of the stu d y w as to d e te r m in e if s tu d e n ts e n r o lle d in l e s s - t n a n - d e g r e e an d b a c c a la u r e a te d e g re e p r o g r a m s held a s i m i l a r s e lf - c o n c e p t o f a c a d e m ic a b ility . J a m e s L . G o d e l l s e lf - c o n c e p t o f v o c a tio n a l a b ility , p e r c e iv e d p a r e n ta l and f r ie n d e v a lu ­ a tio n o f a c a d e m ic a b ility , an d p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility . T h e th ir d p u rp o s e w a s to m a k e a c o n trib u tio n to th e s y m b o lic - in te r a c tio n is t th e o ry l i t e r a t u r e . S tu d e n ts s e le c te d f o r th e stu d y w e re a d m in is te r e d th e M ich ig an S tate U n iv e r s ity S e lf-C o n c e p t of A c a d e m ic A b ility S c a le , p o s t-h ig h sc h o o l, th a t w a s d ev e lo p e d by B ro o k o v e r an d a s s o c i a t e s , a n d th e S e lf- C o n cep t o f V o c a tio n a l A b ility S cale d ev elo p ed by C a r r o l l W am hoff a t M ichigan S tate U n iv e r s ity . P e r c e iv e d o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility w a s d ev elo p ed by O m an f o r p r e v io u s r e s e a r c h . T h e s u b je c ts in c lu d e d 277 fr e s h m a n m a le and fe m a le s tu d e n ts e n r o lle d in o n e - , tw o - , and f o u r - y e a r p r o g r a m s of study a t N o r th e r n M ich ig an U n iv e r s ity , M a rq u e tte , M ic h ig a n . A P e a r s o n P r o d u c t- m o m e n t c o r r e l a t i o n c o e ffic ie n t w a s u s e d to e x a m in e th e r e la tio n s h ip b e tw e e n th e s e lf - c o n c e p t m e a s u r e s and th e p e r c e iv e d e v a lu a tio n of s ig n ific a n t o t h e r s . An a n a l y s is of v a r ia n c e w a s u s e d to e x a m in e th e d iff e re n c e in th e m e a n s c o r e s of th e s tu d e n ts e n r o lle d in th e l e s s - t h a n - d e g r e e a n d b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s . T he le v e l of s ig n ific a n c e w a s s e t a t .0 5 . F in d in g s T h e r e w a s a s ig n ific a n t a n d p o s itiv e r e la tio n s h ip b e tw e e n a s tu d e n t's s e lf - c o n c e p t o f a c a d e m ic a b ility a n d th e p e r c e p tio n of J a m e s L . G o d e l l s e lf - c o n c e p t of a c a d e m ic a b ility he r e p o r t e d to b e h e ld b y p a r e n t s a n d a f r ie n d f o r a l l s tu d e n ts in th e b a c c a l a u r e a t e d e g r e e c a r e e r p r o g r a m s . H o w e v e r, t h i s w a s n o t a lw a y s t r u e f o r s tu d e n ts e n r o lle d in th e l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s . A s ig n if ic a n t r e l a tio n s h ip w a s found to e x is t b e tw e e n s e l f - c o n c e p t o f v o c a tio n a l a b ility m e a s u r e s a n d p e r c e iv e d o t h e r 's e v a lu a ­ tio n o f v o c a tio n a l a b il ity in th e m a j o r i t y o f c a r e e r a r e a s . W hen th e m e a n s c o r e s of s e lf - c o n c e p t o f a c a d e m ic a b ility w e r e c o m p a r e d by th e v a r i o u s c a r e e r p r o g r a m s , a s ig n if ic a n t d i f ­ f e r e n c e w a s found to e x i s t b e tw e e n th e m a le s tu d e n ts e n r o lle d in b a c c a l a u r e a t e d e g r e e c a r e e r p r o g r a m s in b u s i n e s s , h e a lth , a n d t r a d e a n d i n d u s t r y . W hen th e m e a n s c o r e s of th e s e lf - c o n c e p t s c a l e s w e re a n a ly z e d by d e g r e e s - - l e s s - t h a n - d e g r e e a n d b a c c a l a u r e a t e d e g re e - - t h e r e w a s on ly o n e c a r e e r p r o g r a m a r e a w h e re t h e r e w a s a s ig n ific a n t d if f e r e n c e in th e m e a n s c o r e s . T h i s w a s b e tw e e n th e f e m a le s tu d e n ts e n r o l le d in th e b u s i n e s s p r o g r a m s , a n d t h i s w a s f o r a l l m e a s u r e s o f s e lf - c o n c e p t of a c a d e m ic a b ility a n d f o r a l l m e a s u r e s of s e lf - c o n c e p t o f v o c a tio n a l a b il ity . C o n clu s io n s On th e b a s i s of th e fin d in g s o f th e stu d y , i t s e e m s r e a s o n a b le to c o n c lu d e th a t: (1) T h e d e v e lo p m e n t o f a p e r s o n 's s e lf - c o n c e p t of J a m e s L>. G o d e l l a c a d e m ic an d v o c a tio n a l a b ility i s r e la te d to th e in te r a c tio n th e p e rs o n h a s w ith s ig n ific a n t o t h e r s . (2) M ale an d fe m a le s tu d e n ts who a r e p u rs u in g a c a r e e r of an o p p o s ite s e x r o le g e n e r a lly have a h ig h e r s e lf-c o n c e p t of t h e i r a b i l i t i e s th a n m a le o r f e m a le s tu d e n ts who a r e p u rs u in g a c a r e e r th a t i s c o n g ru e n t w ith t h e i r s e x r o le . A C K N O W L E D G M E N T S 1 w ish to e x p r e s s my s in c e r e a p p r e c ia tio n to my d o c to r a l c h a ir m a n . D r . R o b e rt P o la n d , f o r h is e n c o u ra g e m e n t d u rin g m y d o c to r a l s tu d ie s a n d f o r h is g u id a n c e d u rin g th e w ritin g of t h i s stu d y . My th a n k s a l s o go to th e m e m b e r s of my d o c to ra l c o m m itte e : D r . W illia m F a r q u h a r , D r . P e t e r G . H a in e s , an d D r . Z ane Q u ib le . T h e ir a s s i s t a n c e w a s g r e a tly a p p r e c ia te d . I w ish to th a n k D r . K a lm e r St o r da hi an d D r . R o b e rt M au st and M r . T e r r y H o rto n , N o r th e r n M ichigan U n iv e r s ity , f o r t h e i r h e lp . F o r t h e i r e n c o u ra g e m e n t a n d p a tie n c e , s p e c ia l th a n k s and a p p r e c ia tio n go to my w ife , L o is , an d my d a u g h te r , K a ri. T A B L E O F C O N T E N T S P a g e LIST OF T A B L E S ............................................................................................................. v i C h a p te r I . TH E P R O B L E M ............................................................................................... S ta te m e n t of the P r o b l e m .......................................................... P u r p o s e of th e S t u d y ......................................................................... H ypothe s e s ............................................................................................... B a c k g ro u n d o f th e P r o b l e m .......................................................... S y m b o lic -In te ra c tio n ! s t T h e o r y ..................................... P a s t S e lf-C o n c e p t R e s e a r c h ............................................ N e e d ............................................ * .......................................................... L im ita tio n s o f th e S t u d y .................................................................. A s s u m p t i o n s ............................................................................................... D e f i n i t i o n s ............................................................................................... ......................................................................... S u m m a ry II. REVIEW OF R E L A T E D LIT E R A T U R E AND R E S E A R C H ............................................................................................... C a r e e r D ev elo p m en t T h e o r i e s ................................................... T r a i t and F a c to r T h e o r y ................................................... C o m p re h e n s iv e T h e o ry of V o c a tio n a l D e v e lo p m e n t......................................................................... S u p e r 's T h e o ry of V o ca tio n a l D e v e lo p m e n t H o llan d ’s T h e o ry of V o c a tio n a l C ho ice . . R o e 's T h e o ry of O cc u p a tio n a l C hoice H o p p o c k 's C o m p o site T h e o r y ............................................ C a r e e r D ev elo p m en t S t u d i e s ................................................... P a r e n t a l F a c t o r s ......................................................................... S o c io -E c o n o m ic S t a t u s ........................................................... C o m m u n ity o f R e s i d e n c e ................................................... . . . . . . . 1 3 3 3 4 4 5 9 11 12 12 14 15 15 15 18 21 24 26 28 28 28 30 31 S e lf-C o n c e p t S tu d ie s ..................................... M inkevich S t u d y ................................................................. Cund S t u d y ................................................................................ S e lf-C o n c e p t S tu d ie s B a s e d on th e S y m b o lic - I n te r a c tio n is t T h e o r y . . . W oolf S tu d y ................................................................................ O m an S tu d y ................................................................................ W am hoff S tu d y ......................................................................... S u m m a r y ............................................................................................... III. RESEARCH P R O C E D U R E S .......................................................... R e s e a r c h S etting an d Id e n tific a tio n of th e P o p u l a t i o n .......................................................... R e s e a r c h S e t t i n g .................................................................. Id e n tific a tio n o f th e P o p u l a t i o n ............................. H y p o th e se s to be T e s t e d .......................................................... T e s tin g I n s t r u m e n t s .................................................................. S e lf-C o n c e p t o f A c a d e m ic A b ility . R e lia b ility C o e ffic ien t of th e S cale . P e r c e iv e d P a r e n ta l and F r ie n d E v a lu a tio n of A c ad em ic A b ility . . . . S e lf-C o n c e p t of V o catio n al A b ility S ig n ifican t O th e r s in V o c a tio n a l C h o ice P e r c e iv e d S ig n ifican t O th e r ’s . . . . . . . . . E v a lu a tio n of V o c a tio n a l A b ility D a ta C o lle c tio n P r o c e d u r e s Id e n tific a tio n o f S tudents D is trib u tio n of Q u e s t i o n n a i r e s .............................. . . . . . . . . ............................. . . P r o c e s s in g o f D a t a ................................................... A n a ly s is of S a m p le ............................................ ....... S u m m a r y ......................................................................... IV. F I N D I N G S ...................................................................................................... P a r t I: In v e s tig a tio n B etw een R e la tio n s h ip of S e lf-C o n c e p t M e a s u re s and P e r c e iv e d E v alu a tio n o f S ig n ific a n t O t h e r s ................................................................................ . S u m m a ry of H y p o th e se s 1 -6 - - P a r t I S u m m ary of H y p o th e se s 7 -12 - - P a r t I . . . . . P a g e 32 32 34 34 35 37 39 40 43 43 43 45 45 51 51 52 54 54 56 56 57 57 58 59 62 64 80 66 74 81 P a r t II: E x a m in a tio n o f S e lf-C o n c e p t of A c a d e m ic and V o c a tio n a l M e a s u re s by P r o g r a m a n d D e g r e e ............................................... . . S u m m a r y ...................................................................................................... S u m m a ry of H y p o th e se s 1 - 7 - - P a r t II . S u m m a ry of H y p o th e se s 8 - 1 4 - - P a r t II . . . . . P a g e 83 93 102 104 V . SUMMARY AND CO N C LU SIO N S........................................................................ 107 T h e P r o b l e m ......................................................................................... 107 T he P u r p o s e ..................................................................................... 108 R e la te d R e s e a r c h ................................................................................ 109 H y p o t h e s e s ............................................................................................... 110 D ata C o lle c tio n I n s t r u m e n t s ........................................................... 110 A s s u m p t i o n s ............................................................................................... I l l S ta tis tic a l M e th o d s ................................................................................ D is c u s s io n of F i n d i n g s ............................................................................I l l 107 S e lf - C o n c e p t of A c a d e m ic A b ility and P e r c e iv e d P a r e n t a l a n d F r ie n d E v a lu a tio n of A c a d e m ic A b ility ......................... I l l S e lf-C o n c e p t of V o c a tio n a l A b ility and P e r c e iv e d S ig n ific a n t O t h e r 's E v a lu a tio n of V o c a tio n a l A b ility . . . . 112 E x a m in a tio n of S elf- C o n c e p t of A c a d e m ic A b ility M e a s u r e s by P r o g r a m a n d D e g r e e ....................................... 114 E x a m in a tio n of S e lf -C o n c e p t of V o c a tio n a l A b ility M e a s u r e s b y P r o g r a m a n d D e g re e 116 C o n c l u s i o n s ............................................................................................... 117 I m p l i c a t i o n s .........................................................................................................118 R e c o m m e n d a t i o n s .......................................................................................... 120 . . . . . . . B IB L IO G R A P H Y ..................................................................................................................... 122 A P P E N D I C E S ............................................................................................................................ 128 A p p en d ix A : C o v e r L e t t e r f o r Q u e s t i o n n a i r e ...............................128 A p p en d ix B : S am p le Q u e s tio n s - - S e lf - C o n c e p t C o n s tr u c ts . . 129 A p p en d ix C : M ean S c o r e s of S e lf-C o n c e p t M e a s u r e s by P r o g r a m , D e g r e e , a n d Sex ........................................132 LIST O F T A B L E S T a b le P a g e 1. G e o g ra p h ic a l D is trib u tio n of F r e s h m a n S tu d e n ts E n ro lle d a t N o r th e r n M ichigan U n iv e rs ity , 1974-75 ..................................................................................................................... 44 2. C o e ffic ie n ts of R e p ro d u c ib ility , P e a r s o n P r o d u c t M om ent C o r r e la tio n C o e ffic ie n ts of Scale S c o r e s w ith T o ta l S c o r e s , and H o y t's A n a ly sis of V a ria n c e R e lia b ility C o e ffic ie n ts fo r S e lf-C o n c e p t o f V o c a tio n a l A b ility S c a le s , P o s t-H ig h School D a t a ........................................................................................................................ 55 3. G u ttm an S c a lo g ra m A n a ly s is ; C o e ffic ie n ts of R e p ro d u c ib ility f o r P e r c e p tio n o f Significant O th e r 's E v a lu a tio n o f V o c a tio n a l A bility S c a le s . . . . 57 4. Q u e s tio n n a ir e s M a ile d , N ot R e tu rn e d , T o ta l R e tu rn e d , P e r c e n t R e tu rn e d a n d N u m ber N ot U sa b le A c c o rd in g to P r o g r a m , D e g re e , a n d Sex . . . 60 5. A C o m p a riso n of C o m p o site T e s t S c o re s of th e A m e r ic a n C o lle g e T e s t f o r S e le c ted Sam ple a n d 1974-75 F r e s h m a n C l a s s ...............................................63 6. C o m p a ris o n of S u b je c ts who F a ile d to R e tu rn th e Q u e s tio n n a ir e w ith th o s e w ho did R etu rn th e Q u e s tio n n a ire B a s e d on C o m p o s ite T e s t S c o re f r o m A m e r ic a n C o lle g e T e s t ...........................................................................64 7. C o r r e la tio n s B e tw e e n S e lf-C o n c e p t of A c a d e m ic A b ility a n d P e r c e iv e d P a r e n t a l an d F rie n d E v a lu a tio n of A c a d e m ic A b ility fo r F e m a le s E n ro lle d in B u s in e s s L e s s - T h a n - D e g r e e a n d B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s ...............................................68 8. C o r r e la tio n s B e tw e e n S e lf-C o n c e p t of A c a d e m ic A b ility a n d P e r c e iv e d P a r e n t a l and F r ie n d E v a lu a tio n o f A c a d e m ic A b ility fo r F e m a le s E n ro lle d in H e a lth L e s s - T h a n - D e g r e e and B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s ...............................................69 9. C o r r e la tio n s B etw e e n S e lf-C o n c e p t of A c a d e m ic A b ility an d P e r c e iv e d P a r e n t a l a n d F r ie n d E v a lu a tio n of A c a d e m ic A b ility f o r F e m a l e s E n ro lle d in H om e E c o n o m ic s L e s s - T h a n - D e g r e e . a n d B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s P a g e 70 10. C o r r e la tio n s B e tw e e n S e lf-C o n c e p t of A c a d em ic A b ility a n d P e r c e iv e d P a r e n ta l and F r ie n d E v a lu a tio n o f A c a d e m ic A b ility f o r M a le s E n ro lle d in B u s in e s s L e s s -T h a n -D e g r e e and B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s .......................................71 11. C o r r e la tio n s B e tw e e n S e lf-C o n c e p t of A c a d em ic A b ility a n d P e r c e iv e d P a r e n ta l a n d F r ie n d E v a lu a tio n of A c a d e m ic A b ility f o r M a le s E n ro lle d in T r a d e a n d I n d u s tr y L e s s - T h a n - D e g re e and B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s ....................................................................................................................... 73 12. C o r r e la tio n s B e tw e e n S e lf-C o n c e p t of A c a d e m ic A b ility an d P e r c e iv e d P a r e n l a l an d F r ie n d E v a lu a tio n of A c a d e m ic A b ility f o r M a le s E n ro lle d in H e a lth B a c c a la u r e a te D egree" C a r e e r P r o g r a m s ........................................................................................ 73 13. C o r r e la tio n s B e tw e e n S e lf-C o n c e p t of V o c a tio n a l A b ility M e a s u r e s and P r e d i c t o r V a r ia b le s f o r F e m a le s E n ro lle d in B u s in e s s L e s s - T h a n - D e g r e e and B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s . . . . 76 14. C o r r e la tio n s B e tw e e n S e lf-C o n c e p t of V o c a tio n a l A b ility M e a s u r e s a n d P r e d i c t o r V a r ia b le s fo r F e m a le s E n r o lle d in H e a lth L e s s - T h a n - D e g r e e an d B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s . . . . 77 15. C o r r e la tio n s B e tw e e n S e lf-C o n c e p t of V o c a tio n a l A b ility M e a s u r e s a n d P r e d i c t o r V a r ia b le s f o r F e m a le s E n r o lle d in L e s s - T h a n - D e g r e e an d B a c c a la u r e a te D e g re e H om e E c o n o m ic s C a r e e r P r o g r a m s ....................................................................................................................... 79 v i i P a g e 16. C o r r e la t io n s B e tw e e n S e lf-C o n c e p t of V o c a tio n a l A b ility M e a s u r e s an d P r e d i c t o r V a r ia b le s f o r M a le s E n ro lle d in B u s in e s s L e s s - T h a n - D e g r e e a n d B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s . . . . 80 17. C o r r e la tio n s B e tw e e n S e lf-C o n c e p t of V o c a tio n a l A b ility M e a s u r e s a n d P r e d ic to r V a r i a b le s f o r M a le s E n ro lle d in T r a d e an d I n d u s tr y L e s s - T h a n - D e g re e an d B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s . 81 18. C o r r e la tio n s B e tw e e n S e lf-C o n c e p t of V o c a tio n a l A b ility M e a s u r e s a n d P r e d ic to r V a r ia b le s fo r MaleB E n ro lle d in H e a lth B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s ................................................................................................. 82 19. S u m m a ry o f H y p o th e s e s , P r o g r a m , D e g re e , Sex, an d S ignificant R e la tio n s h ip fo r S e lf-C o n c e p t V a r ia b le s and P r e d i c t o r V a r i a b l e s .............................................................84 20. An A n a ly s is of V a r ia n c e o f S e lf-C o n c e p t of A c a d e m ic A b ility , P e r c e iv e d P a r e n t a l , and P e r c e iv e d F r ie n d M ean S c o re s f o r F e m a le S tu d e n ts E n r o lle d in L e s s - T h a n -D e g re e C a r e e r P r o g r a m s in B u s in e s s , H e a lth , a n d Hom e E c o n o m ic s . 86 21. An A n a ly s is of V a r ia n c e of S e lf-C o n c e p t of A c a d em ic A b ility , P e r c e iv e d P a r e n t a l , a n d P e r c e iv e d F r ie n d M ean S c o re s f o r F e m a le S tu d e n ts E n r o lle d in B a c c a la u r e a te D e g r e e C a r e e r P r o g r a m s in B u s in e s s , H e a lth , a n d H om e E c o n o m i c s ...............................................87 22. An A n a ly s is of V a r ia n c e of S e lf-C o n c e p t of A c a d e m ic A b ility , P e r c e iv e d P a r e n t a l , and P e r c e iv e d F r ie n d M ean S c o re s f o r M a le S tu d e n ts E n r o lle d in L e s s - T h a n -D e g re e a n d B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s in T r a d e and I n d u s t r y .................................................................... 88 23. An A n a ly s is of V a r ia n c e of S e lf-C o n c e p t of A c a d em ic A b ility , P e r c e iv e d P a r e n t a l , and P e r c e iv e d F r ie n d M ean S c o re s f o r M ale S tu d en ts E n r o lle d in B a c c a ­ la u r e a te D e g re e C a r e e r P r o g r a m s in B u s in e s s , T r a d e and I n d u s tr y , an d H e a l t h .....................................................................90 P a g e 24. An A n a ly s is of V a ria n c e of S e lf-C o n c e p t of A c a d e m ic Ability* P e r c e iv e d P a r e n t a l , and P e r c e iv e d F r ie n d M ean S c o r e s f o r F e m a le S tu d en ts E n ro lle d in B a c c a ­ la u r e a te an d L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s in H om e E c o n o m i c s .................................................................................................91 25. An A n a ly s is o f V a ria n c e of S e lf-C o n c e p t of A c a d e m ic A b ility , P e r c e iv e d P a r e n t a l , and P e r c e iv e d F r ie n d M ean S c o r e s f o r F e m a le S tu d e n ts E n ro lle d in B a c c a ­ la u r e a te a n d L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s in B u s i n e s s .............................................................................................. 93 26. An A n a ly s is of V a ria n c e of S e lf-C o n c e p t of A c a d e m ic A b ility , P e r c e iv e d P a r e n t a l , an d P e r c e iv e d F r ie n d M ean S c o r e s f o r F e m a le S tu d e n ts E n ro lle d in L e s s - T h a n -D e g re e and B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s in H e a l t h .................................................................................................94 27. An A n a ly s is of V a ria n c e o f S e lf-C o n c e p t and P e r c e iv e d V o c a tio n a l A b ility M ean S c o r e s f o r F e m a le S tu d e n ts E n ro lle d in L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s in B u s in e s s , H e a lth , and H om e E c o n o m i c s .............................................. 96 28. An A n a ly s is of V a ria n c e of S e lf-C o n c e p t and P e r c e iv e d V o c a tio n a l A b ility M ean S c o r e s f o r F e m a le S tu d e n ts E n r o lle d in B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s in B u s i n e s s , H e a lth , a n d H om e E c o n o m i c s ....................................... 97 29. An A n a ly s is of V a ria n c e o f S e lf-C o n c e p t an d P e r c e iv e d V o c a tio n a l A b ility M ean S c o re s f o r M ale S tu d e n ts E n ro lle d in B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s in B u s in e s s , H e a lth , and T r a d e a n d I n d u s tr y . . . . 98 30. An A n a ly s is o f V a ria n c e of S e lf-C o n c e p t and P e r c e iv e d V o c a tio n a l A b ility M ean S c o re s f o r F e m a le S tu d e n ts E n ro lle d in B a c c a la u r e a te and L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s in H e a lth ............................................100 31. An A n a ly s is of V a ria n c e o f S e lf-C o n c e p t and P e r c e iv e d V o c a tio n a l A b ility M ean S c o re s f o r F e m a le S tu d e n ts E n ro lle d in B a c c a la u r e a te a n d L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s in H om e E c o n o m ic s ................................................... 101 32. An A n a ly s is of V a ria n c e of S e lf-C o n c e p t a n d P e r c e iv e d V o c a tio n a l A b ility M ean S c o re s f o r F e m a le S tu d en ts E n r o lle d in B a c c a la u r e a te and L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s in B u s in e s s ..................................... . 33. An A n a ly s is of V a ria n c e of S e lf-C o n c e p t a n d P e r c e iv e d V o c a tio n a l A b ility M ean S c o re s f o r M ale S tu d en ts E n r o lle d in B a c c a la u r e a te and L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s in T r a d e an d I n d u s t r y ............................. P a g e 1 0 2 1 0 3 C H A P T E R I T H E PR O B LEM U n iv e r s itie s and c o lle g e t> should b e co n tin u o u sly e v a lu a tin g a n d e x a m in in g th e c h a r a c t e r i s t i c s of t h e i r stu d e n t body i f th e y hope to s e r v e th e s p e c if ic n eed of e a c h stu d e n t. T he planning th a t g o e s into c u r r ic u lu m d e v e lo p m e n t, g u id a n c e and c a r e e r d e v e lo p m e n t p r a c t i c e s , and in s tr u c tio n in v a r io u s c u r r i c u l a sho uld b e b a s e d p r i m a r i l y on w hat i s known ab o u t th e s tu d e n ts e n ro llin g in th e p r o g r a m . C u r r ic u la can n o t be e ffic ie n tly d ev elo p ed w ith o u t f i r s t u n d e rs ta n d in g the stu d e n t who w ill e n r o ll in th e p r o g r a m . T h is id e a i s r e in f o r c e d by S han ahan, who s ta t e s If fu tu re e d u c a tio n a l p lan n in g i s to be r e a l i s t i c in t e r m s of th e s tu d e n ts it i s i n ­ te n d e d to s e r v e , th e d ev e lo p m e n t of a d m i s ­ sio n p o lic ie s , c o u n s e lin g , p ro g ra m m in g , c u r r ic u l u m , and in s tr u c tio n m u s t b e p u rs u e d w ith fu ll know ledge o f th e p e r tin e n t c h a r a c t e r ­ i s t i c s of the s tu d e n t m o s t lik e ly to b e inv o lv ed in o c c u p a tio n a l e d u c a tio n . * M eaningful in fo rm a tio n ab o u t th e stu d en t body i s c r i t i c a l b e c a u s e it p ro v id e s th e b a s i s fo r m a k in g ra tio n a l d e c is io n s ab o u t c u r r ic u lu m *John J . S hanahan, "A D e s c rip tiv e Study o f th e S tu d en ts E n ro lle d in O c c u p atio n a l E d u c a tio n in M ic h ig a n 's P u b lic C o m m u n ity J u n io r C o l l e g e s ” (u n p u b lish e d P h .D . d i s s e r t a t i o n , M ichig an S tate U n iv e r s ity , 1873). 2 d e v e lo p m e n t, c a r e e r d e v e lo p m e n t, a n d in s tr u c tio n . H o w e v e r, a know­ ledge of th e c h a r a c t e r i s t i c s of s tu d e n ts i s la c k in g in m o st o c c u p a tio n al p r o g r a m s . ^ Many u n i v e r s i t i e s and c o lle g e s in M ichigan a r e o ffe rin g a v a r ie ty o f c a r e e r c e n te r e d p r o g r a m s a s w ell a s p r o g r a m s th a t ta k e a d iffe re n t n u m b e r o f y e a r s to c o m p le te . T h e p r o g r a m s ra n g e f ro m th e c e r tif ic a te p r o g r a m , w hich ta k e s one y e a r to c o m p le te ; to th e a s s o c ia te d e g r e e , w hich t a k e s tw o y e a r s to c o m p le te ; to th e b a c c a la u r e a te d e g r e e , w hich ta k e s fo u r y e a r s o f study to c o m p le te . B e c a u s e of th e le n g th of the v a r i o u s c a r e e r p r o g r a m s , it b e c o m e s even m o re c r i t i c a l to know th e c h a r a c t e r i s t i c s of th e stu d e n t body th a t i s b e in g s e r v e d . It i s a ls o n e c e s s a r y to e x a m in e th e c h a r a c t e r i s t i c s of the s tu d e n ts e n ro lle d in the v a r i o u s c a r e e r p r o g r a m s w ithin e a c h a c a d e m ic le v e l. An in v e s tig a tio n of stu d e n t c h a r a c t e r i s t i c s should go beyond the id e n tific a tio n o f th e s tu d e n t's w o rk e x p e r ie n c e , high sc h o o l a tte n d e d , fa m ily s o c io -e c o n o m ic b a c k g ro u n d , an d o th e r p e r s o n a l c h a r a c t e r i s t i c s . H o w e v e r, a c c o r d in g to S p ro u ll, p a s t r e s e a r c h h a s a lw a y s id e n tifie d stu d e n t c h a r a c t e r i s t i c s a n d t r a i t s , and th e r e h a s b e e n lim ite d r e s e a r c h 2 A r th u r M. C ohen and E d g a r Q uim by, T r e n d s in th e Study of J u n io r C o lle g e s : 1970, R a tio n a le an d R e c o m m e n d a tio n s f o r F ifte e n E s s e n tia l R e s e a r c h P r o j e c t s (W ash in g to n , D . C . : J u n io r C o lle g e R e s e a r c h R eview , A m e r ic a n A s s o c ia tio n of C o m m unity and J u n io r C o lle g e s , S e p te m b e r, 1970). K enneth Hugh S p ro u ll, " T h e R e la tio n sh ip B e tw e e n High School S e lf-C o n c e p t o f A c a d e m ic A b ility a n d S u b seq u en t A c a d e m ic A c h ie v em en t a t th e C o m m u n ity C o lle g e " (u n p u b lish e d P h .D . d is s e r t a t i o n , M ichigan S tate U n iv e r s ity , 1969). 3 th a t i s b a s e d upon a t h e o r e tic a l fo rm u la tio n f r o m w hich h y p o th e s e s a r e d e riv e d a n d te s te d . S ta te m e n t of the P ro b le m T h e stud y w as an a tte m p t to in v e s tig a te th e a c a d e m ic and v o c a tio n a l s e lf-c o n c e p t of s tu d e n ts a t N o rth e rn M ichigan U n iv e rs ity who w e re e n r o lle d in l e s s - t h a n - d e g r e e an d b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s . It w as f e l t th a t a study of th is kind would p ro v id e a n o th e r d im e n s io n a s to who a r e the stu d e n ts th a t e n r o ll in the c a r e e r p r o g r a m s . P u r p o s e of the Study T h e p u rp o s e s of th e study w e re : 1. T o ex am in e the r e la tio n s h ip b e tw e en s e lf-c o n c e p t of a c a d e m ic and v o c a tio n a l a b ility w ith p e rc e iv e d sig n ific a n t o t h e r 's e v a lu a tio n of a c a d e m ic and v o c a tio n a l a b ility . 2. T o d e te rm in e if s tu d e n ts who w e re e n r o lle d in le s s - th a n - d e g r e e c a r e e r p r o g r a m s have a s i m i l a r s e lf -c o n c e p t of a c a d e m ic a b ility and v o c a tio n a l a b ility a s the stu d e n ts e n ro lle d in b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s . 3. T o m a k e a c o n trib u tio n to the s y m b o lic - in te r a c tio n is t th e o r y l i t e r a t u r e . H y p o th e se s T h e r e s e a r c h h y p o th e s e s te s te d in th e study w e re : 1. T h e r e is a r e la tio n s h ip betw een a s tu d e n t's s e lf - c o n c e p t, in clu d in g b o th a c a d e m ic and v o c a tio n a l, and th e p e rc e p tio n of th is s e lf - c o n c e p t r e p o r te d to b e h e ld b y a s ig n ific a n t o th e r . 2. S tu d e n ts who a r e e n r o lle d in l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s w ill have lo w e r s e lf - c o n c e p t of a c a d e m ic a n d v o c a tio n a l a b ility m e a n s c o r e s th a n th e s tu d e n ts who a r e e n ro lle d in s i m i la r b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s . B a c k g ro u n d of th e P r o b le m S y m b o lic - I n te r a c tio n is t T h e o ry T he s y m b o lic - in te r a c tio n is t th e o ry of M ead p ro v id e d th e th e o r e tic a l f r a m e w o r k f o r the stu d y . M e a d 's th e o ry m ay b e s u m ­ m a r iz e d in th e follow ing s ta te m e n t: 1 have p o in te d o u t, th e n , th a t t h e r e a r e two g e n e r a l s ta g e s in th e fu ll d e v e lo p m e n t of th e s e lf. A t the f i r s t of th e s e s ta g e s , th e in d iv id u a l's s e lf i s c o n s titu te d sim p ly by an o rg a n iz a tio n o f the p a r ­ t i c u l a r a ttitu d e s o f o th e r in d iv id u a ls to w a rd h im s e lf a n d to w a rd one a n o th e r in th e s p e c ific s o c ia l a c ts in w hich he p a r tic ip a te s w ith th e m . B ut a t th e second s ta g e in the fu ll d e v e lo p m e n t o f th e in d iv id u a l's s e lf th a t s e lf is c o n s titu te d not only b y a n o rg a n iz a tio n of th e s e p a r t i c u l a r in d iv id u a l a ttitu d e s , b u t a ls o by an o rg a n iz a tio n o f the s o c ia l g ro u p a s a w hole w hich he b e lo n g s . 4 E s s e n tia lly M ead i s s ta tin g th a t w h a te v e r a n in d iv id u a l b e lie v e s ab o u t h im s e lf i s d ev elo p ed th ro u g h h is in te r a c tio n w ith w hom he a s s o ­ c ia te s w ith in h is s o c ia l e n v iro n m e n t. T he s ig n ific a n t o th e r in a p e r ­ s o n 's e n v iro n m e n t, th e r e f o r e , b e c o m e s th e f o c a l point upon w h ic h th e 4 G e o rg e H e r b e r t M ead , M ind, Self an d S ociety (C h ic a g o : T he U n iv e rs ity of C h icag o P r e s s , 1934), p . 158. 5 in d iv id u a l f o r m s c o n c e p ts a b o u t h im s e lf. T h e s ig n ific a n t o th e r m ay be p a r e n ts , b r o t h e r s , s i s t e r s , f r ie n d s , e m p lo y e r , and t e a c h e r s . It fo llo w s, th e n , f r o m th e s y m b o lic - in te r a c tio n is t th e o r y of M ead, th a t a n in d iv id u a l’s a c a d e m ic a n d v o c a tio n a l s e lf -c o n c e p t i s d e riv e d f ro m th e p e r c e iv e d e x p e c ta tio n o f a sig n ific a n t o th e r o r o th e r s in a p e r s o n ’s lif e . T h a t i s , a n in d iv id u a l’s a c a d e m ic and v o c a tio n a l s e lf -c o n c e p t i s m e r e ly a r e f le c tio n o f a s ig n ific a n t o th e r in th e p e r s o n 's e n v iro n m e n t. P a s t S e lf-C o n c e p t R e s e a r c h P a s t s e lf - c o n c e p t r e s e a r c h w a s co n d u cted by B r o o k o v e r , ® W am hoff, 6 7 S p ro u ll, O m an , 8 a n d W oolf 9 in w hich a c a d e m ic an d 5 W ilb u r B . B r o o k o v e r , E d s e l L . E r ic k s o n , a n d L e e M. J o i n e r , S e lf-C o n c e p t o f A b ility an d School A c h ie v e m e n t, m . F in a l R e p o rt on C o o p e ra tiv e R e s e a r c h P r o je c t N o. 2831, U .S . O ffice of E d u c a tio n , " R e la tio n s h ip o f S e lf-C o n c e p t to A c h ie v e m e n t in High S c h o o ls" (E a s t L a n s in g , M ic h . : H um an L e a rn in g R e s e a r c h I n s titu te , M ichigan S tate U n iv e r s ity , 1967). ® C a rro ll H. W am hoff, " S e lf-C o n c e p t of V o c a tio n a l A b ility : I t s R e la tio n to S e le c te d F a c t o r s in C a r e e r D e v e lo p m e n t" (un p u b lish ed P h .D . d is s e r t a t i o n , M ich ig an State U n iv e r s ity , 1969), 7 S p ro u ll, l o c . c i t . ®Ronald N e ls O m an , " T h e S e lf-C o n c e p t of O c c u p atio n a l A b ility a n d R e la te d C h a r a c t e r i s t i c s in C o m m u n ity C o lle g e O c c u p a ­ tio n a l a n d A c a d e m ic S tu d e n ts " (u n p u b lish e d P h .D . d i s s e r t a t i o n , M ich ig an S tate U n iv e r s ity , 1971). ^W illia m D . W oolf, "A C o m p a ris o n o f S e le c ted S e lf-C o n c e p ts an d O th e r C h a r a c t e r i s t i c s o f S eco n d a ry S tu d e n ts E n ro lle d in U tah S e n io r V o c a tio n a l an d N o n -V o c a tio n a l C l a s s e s " (u n p u b lish ed P h .D . d i s s e r t a t i o n , M ic h ig a n S tate U n iv e r s ity , 1972). 6 v o c a tio n a l s e lf- c o n c e p ts w e re e x p lo re d . M e a d 's s y m b o lic - in te r a c tio n is t th e o ry s e r v e d a s the t h e o r e tic a l f ra m e w o rk fo r th e s e s tu d ie s . It i s upon th e b a s i s of th e s e s tu d ie s a n d the s y m b o lic - in te r a c tio n is t th e o ry fro m w hich th e study w a s d e v e lo p e d . T he stu dy w as a n e x te n sio n of th is p a s t s e lf -c o n c e p t r e s e a r c h . B r o o k o v e r 's stud y c o n c e n tra te d upon (1) d ev elo p in g a s e lf - co n cep t in s tr u m e n t f o r m e a s u r in g s e lf -c o n c e p t of a c a d e m ic a b ility ; (2) e x a m in in g w hat r e la tio n s h ip an d e ffe c t s ig n ific a n t o t h e r s h av e upon th e s e lf - c o n c e p t c o n s tr u c ts ; (3) ex am in in g fe a s ib ility of en h an cin g th e s e lf - c o n c e p t of a c a d e m ic a b ility ; and (4) e x p lo rin g th e r e la tio n s h ip of th e s e f a c t o r s to in te llig e n c e , s e x , s o c io -e c o n o m ic s ta tu s , and sc h o o l a c h ie v e m e n t. B ro o k o v e r found th a t a s tu d e n t's s e lf - c o n c e p t of a c a ­ d em ic a b ility i s s ig n ific a n tly an d p o s itiv e ly c o r r e l a t e d w ith the s tu d e n t's p e r c e iv e d e v a lu a tio n s th a t s ig n ific a n t o th e r s hold of h is a c a d e m ic a b ility . Wamhoff*® u se d th e s e lf-c o n c e p t of a c a d e m ic a b ility c o n s tr u c t dev elo p ed by B ro o k o v e r a s w e ll a s a s e lf -c o n c e p t of v o c a tio n a l a b ility c o n s tr u c t th a t he dev elo p ed f o r h is stu d y . T h e s e lf - c o n c e p t of v o c a ­ tio n a l a b ility s c a le w a s a p a r a l l e l v e r s io n of th e a c a d e m ic a b ility s c a le . T h e two c o n s tr u c ts w e re u se d to stu d y th e r e la tio n s h ip s b e tw e e n th e s e lf - c o n c e p t v a r ia b le s a n d v o c a tio n a l d e v e lo p m e n t. W am hoff found * ® W a m h o ff, o p . c i t . , p p . 1 3 4 - 1 4 0 . 7 th a t (1) th e s e lf - c o n c e p t of a c a d e m ic a b ility w a s highly c o r r e l a t e d w ith bo th th e p e rc e iv e d p a r e n ta l and f r ie n d e v a lu a tio n of a c a d e m ic a b ility ; (2) th e h y p o th e siz e d r e la tio n s h ip b e tw e e n p e r c e iv e d e v a lu a tio n of p a r e n ts , f r ie n d s , a n d s p o u s e s an d th e s e lf - c o n c e p t of v o c a tio n a l a b ility w as only p a r tia lly s u p p o rte d ; (3) t h e r e w a s a s ig n ific a n t r e la tio n s h ip fo r c o lle g e m a le s b e tw e e n s e lf - c o n c e p t of v o c a tio n a l a b ility a n d t h e i r p e rc e iv e d o t h e r ’s e v a lu a tio n of a c a d e m ic a b ility ; (4) t h e r e w as a r e l a ­ tio n s h ip b e tw e en s e lf - c o n c e p t o f v o c a tio n a l a b i l i t y - i n t e r e s t and s e lf - c o n c e p t of v o c a tio n a l a b ility - g e n e r a l; (5) th e r e w a s a s ig n ific a n t r e la tio n s h ip b e tw e e n s e lf - c o n c e p t of v o c a tio n a l a b ility - g e n e r a l an d s e lf - c o n c e p t of a c a d e m ic a b ility f o r th e c o lle g e f e m a le s e n ro lle d in a f o u r - y e a r p r o g r a m ; (6) p a r e n ts e x c e e d e d a ll o th e r s a s being n am ed a s sig n ific a n t o t h e r s . In g e n e r a l W am hoff found b o th s i m i l a r i t i e s and d if f e r e n c e s to e x is t b e tw e e n v o c a tio n a l an d a c a d e m ic s e lf - c o n c e p t s c a le s an d v o c a tio n a l d e v e lo p m e n t f a c t o r s . W am hoff re c o m m e n d e d th a t r e s e a r c h b e u n d e rta k e n to a n a ly z e th e s e lf-c o n c e p t of v o c a tio n a l a b ility w ith v a r io u s o c c u p a tio n s u sin g an a d u lt s a m p le . O m an** found in h is study of s e lf - c o n c e p t of o c c u p a tio n a l a b ility w ith c o m m u n ity c o lle g e f r e s h m e n th a t (1) o c c u p a tio n a l s e l f - c o n c ep t w as p o s itiv e ly r e la te d to p e r c e iv e d e v a lu a tio n by th e s ig n ific a n t * * O m a n , o p . c i t . » p p . 1 3 0 - 1 3 5 . 8 o th e r s ; (2) a c a d e m ic s tu d e n ts en joy ed h ig h e r p e rc e iv e d o t h e r 's e v a lu ­ a tio n th a n did th e o c c u p a tio n a l s tu d e n ts ; (3) b a s e d on t h e i r p e rc e iv e d e v a lu a tio n o f t h e i r s ig n ific a n t o t h e r b, th e a c a d e m ic s tu d e n ts f e lt th a t th e ir s ig n ific a n t o th e r s e x p e c te d a h ig h e r le v e l of o c c u p a tio n a l a c h ie v e ­ m ent th a n d id th e o c c u p a tio n a l s tu d e n ts ; (4) a c a d e m ic s tu d e n ts had h ig h e r o c c u p a tio n a l s e lf - c o n c e p ts th a n d id th e o c c u p a tio n al s tu d e n ts ; (5) m ales* a s a group* p e r c e iv e t h e i r s ig n ific a n t o th e r s to e v a lu a te th e m h ig h a n d to ex p e c t a h ig h e r le v e l o f o c c u p a tio n a l c h o ic e th an the fem ales* a s a g ro u p ; and* (6) a p a r e n t w a s m o s t often n a m e d a s the one m o st s ig n ific a n t o th e r p e r s o n th a t in flu e n c e d o c c u p a tio n a l c h o ic e . O m an re c o m m e n d e d th a t th e o c c u p a tio n a l s e lf - c o n c e p t th a t i s b a s e d on s y m b o lic - in te r a c tio n is t th e o r y b e a s s e s s e d in a m a n n e r s im ila r to h is stu d y . W oolf 1 2 noted in h is study o f h ig h sch o o l v o c a tio n a l and n on- v o c a tio n a l s tu d e n ts th a t (1) n o n -v o c a tio n a l stu d e n ts have a sig n ific a n tly h ig h e r g r a d e p o in t a v e r a g e ; (2) v o c a tio n a l s tu d e n ts have a s ig n ific a n tly h ig h e r s e lf - c o n c e p t of v o c a tio n a l a b ility th a n th e n o n -v o c a tio n a l stu d e n t; and <3) n o n -v o c a tio n a l a n d v o c a tio n a l s tu d e n ts did not d iff e r on s o c io ­ e c o n o m ic statu s* s e lf -c o n c e p t of a c a d e m ic a b ility , and p e r c e iv e d s ig ­ n ific a n t o t h e r 's e v a lu a tio n of a c a d e m ic a b ility . 12W oolf, o p . c it. * p p . 1 5 0 -1 5 4 . 9 S p ro u ll 13 in v e s tig a te d the re la tio n s h ip o f s e lf-c o n c e p t of a c a d e m ic a b ility and a c a d e m ic a c h ie v e m e n t, c h o ic e o f c u r r ic u lu m , and p a r t - t i m e / f u l l - t i m e a tte n d a n c e f o r m a le a n d fe m a le s tu d e n ts . He c o m p a re d th e s u b je c t's s e lf - c o n c e p t of a c a d e m ic a c h ie v e m e n t, w hich w a s m e a s u r e d in th e s u b j e c t 's eighth an d tw e lf th g ra d e of s c h o o l, w ith th e v a r i a b l e s lis te d a b o v e . He found th a t th e h ig h e r the s u b je c t's s e lf-c o n c e p t o f a c a d e m ic a b ility a t the eighth a n d tw e lfth g ra d e the m o re lik e ly th e y a r e (1) to have a h ig h e r g ra d e p o in t a v e r a g e ; (2) to e n ro ll a s a f u ll- tim e stu d e n t t h e i r f i r s t te r m in c o lle g e ; and (3) to e n ro ll in a l ib e r a l a r t s p r o g r a m r a t h e r than a b u s i n e s s p r o g r a m . N eed S ince one p u rp o s e of th e study w as to m a k e a c o n trib u tio n to the s y m b o lic - in te r a c tio n is t th e o r y , i t w as fe lt th a t the p r e s e n t study would be a lo g ic a l e x te n s io n of th e r e s e a r c h c a r r i e d o u t by B ro o k o v e r, W am hoff, S p ro u ll, O m an, and W oolf. The sc o p e a n d d e sig n o f th e p r e s e n t stu d y , t h e r e f o r e , w e r e b a s e d upon th e re c o m m e n d a tio n s of W am hoff, O m an , and S p ro u ll. W am hoff re c o m m e n d e d th a t the " s e lf - c o n c e p t of v o c a tio n a l a b ility s c a le n e e d s to b e re f in e d and te s te d u s in g in d iv id u a ls fro m d iffe re n t ag e g r o u p s , r a c e s , o r g e o g ra p h ic a l lo c a tio n s . 14 In sp e a k in g 13 S p ro u ll, l o c . c i t . * ^ W a m h o f f , o p . c i t . , p . 1 4 5 . 10 abo u t the s e lf- c o n c e p t of a c a d e m ic a b ility s c a le s , S p ro u ll poin ted out t h a t : In a d d itio n to i t s u s e s by th e lo c a l c o m m u n ity c o lle g e , o th e r tw o - y e a r o r f o u r - y e a r c o lle g e s m ig h t w ell p r o f it f r o m th e u s e o f the s e lf - c o n c e p t of a c a d e m ic a b ility s c a le s in in v e s tig a tin g s i m i l a r r e la tio n s h ip s b e tw e e n s e lf - c o n c e p t of a c a d e m ic a b ility and a c a d e m ic b e h a v io r . *5 O m an noted in h is re c o m m e n d a tio n s th a t the " o c c u p a tio n a l s e lf - c o n c e p t b a s e d on th e s o c ia l- in te r a c ti o n is t th e o ry b e a s s e s s e d w ith in o th e r c o m ­ m unity c o lle g e p o p u la tio n s in a m a n n e r s i m i l a r to th a t o f the p r e s e n t stu d y . " 16 In k eep in g w ith in the re c o m m e n d a tio n s o f th e p re v io u s c ite d r e s e a r c h s tu d ie s , b u t s t i l l a t the sa m e tim e m a in ta in in g th e o rig in a lity of a r e s e a r c h stu d y , the p r e s e n t study w a s d if f e r e n t f r o m th e p a s t s e lf - co n c ep t r e s e a r c h s tu d ie s in th e s e r e s p e c t s : 1. T he p o p u latio n r e p r e s e n te d a f o u r - y e a r u n iv e r s ity w hich o ffe re d b o th l e s s - t h a n - d e g r e e a n d b a c ­ c a la u r e a te d e g re e c a r e e r p r o g r a m s . 2. The study u tiliz e d b o th th e s e lf- c o n c e p t o f a c a d e m ic a b ility s c a le s a s w e ll a s th e s e lf - c o n c e p t of v o c a tio n a l a b ility s c a le s . 3. The p o p u latio n r e p r e s e n te d s u b je c ts w o rk in g to w a rd a d e g re e th a t w a s n e c e s s a r y f o r in itia l e n tr a n c e fo r a c a r e e r . 1 s A S p ro u ll, o p . c i t . , p . 68. 1 ft O m a n , o p . c i t . , p . 1 4 2 . 11 4. T he study w a s co n fin ed to a d if fe r e n t g e o g ra p h ic a l a r e a . 5. T he study c o m p a re d s u b je c ts e n r o lle d in l e s s - th a n -d e g re e p r o g r a m s w ith th o se enrolLed in b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s . 6 . T he stud y c o m p a re d s e lf -c o n c e p t of a c a d e m ic a b ility a n d v o c a tio n a l a b ility a c r o s s c a r e e r s p e c ia lty a r e a s a t th e p o s t- h ig h sch o o l le v e l. The p r e s e n t study w a s s i m i l a r to th e p a s t s e lf - c o n c e p t r e s e a r c h s tu d ie s in th e s e r e s p e c ts : 1. T he c o n s tr u c ts u s e d to m e a s u r e s e lf-c o n c e p t of a c a d e m ic a b ility an d s e lf- c o n c e p t of v o c a tio n a l a b ility and th e p e rc e iv e d s ig n ific a n t o th e r e v a lu a ­ tio n of a b ilitie s w a s the sa m e a s the O m an and W am hoff stu d y . 2. A q u e s tio n n a ire w a s u se d to c o lle c t th e d a ta . 3. F r e s h m a n m a le an d f e m a le stu d e n ts w e re s e le c te d to r e p r e s e n t th e p o p u la tio n . O m an a ls o u se d f r e s h ­ m a n m a le a n d f e m a le c o lle g e s tu d e n ts . 4. T h e s y m b o lic - in te r a c tio n is t th e o r y of M ead p r o ­ v id e d the th e o r e tic a l b a s e fo r th e stu d y . 5. T he d e fin itio n s u se d in the p a s t s e lf - c o n c e p t r e s e a r c h s tu d ie s w e r e u se d in th e p r e s e n t stu d y . 6 . A c o m p a r is o n w a s m ade b e tw e en two g ro u p s of s tu d e n ts in tw o d if f e r e n t c a r e e r a r e a s . L im ita tio n s of the Study T he fin d in g s of th e study w e re g e n e r a liz e a b le to the pop u latio n of the stu d y , th e c a r e e r p r o g r a m s f r o m w hich the s u b je c ts w e re s e le c te d , th e v a r ia b le s o f th e stu d y , an d N o r th e rn M ichigan U n iv e rs ity . 12 A s s u m p tio n s T h e r e w e re th r e e b a s ic a s s u m p tio n s th a t w e re f o rm u la te d fo r the stu d y . T h ey a r e : 1. 2. 3. S e lf-c o n c e p t of a b ility i s p h e n o m e n o lo g ic a l—i . e . , it i s known to th e s u b je c t. S u b je c ts w ill b e tr u th f u l and a c c u r a te in th e i r r e s p o n s e s to th e s e lf - c o n c e p t c o n s t r u c ts . S u b je c ts have m a d e a f i r m c o m m itm e n t a s to th e i r c a r e e r p r o g r a m c h o ic e . D e fin itio n s T h e r e w e re s e v e r a l t e r m s and w o rd s w hich had s p e c ific m ean in g fo r th e stu d y . B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s T h o se p r o g r a m s d e s ig n e d to p r e p a r e th e stu d e n t f o r a c a r e e r w hich r e q u i r e s a b a c c a la u r e a te d e g re e f o r in itia l e n tr a n c e in to th e c a r e e r . D e s s - T h a n -D e g re e C a r e e r P r o g r a m s T h o se p r o g r a m s d e sig n e d to p r e p a r e th e stu d e n t f o r a c a r e e r w hich r e q u i r e s m o re th an a high sch o o l e d u c a tio n b u t l e s s th a n fo u r y e a r s of c o lle g e w o rk f o r in itia l e n tr a n c e in to th e c a r e e r . S ig n ifican t O th e r T he p e r s o n upon w hom th e s u b je c t p r in c ip a lly d e p e n d s f o r 13 e m o tio n a l g r a tif ic a tio n in t e r m s of h is c a r e e r p la n s and how w ell he d o e s o c c u p a tio n a lly an d a c a d e m ic a lly . 17 S e lf-C o n c e p t o f V o c a tio n a l A b ility T he e v a lu a tin g d e fin itio n w hich an in d iv id u a l h o ld s of h im s e lf w ith r e s p e c t to h is a b ility to a c h ie v e in o c c u p a tio n a l t a s k s of h is i n t e r e s t . S e lf-C o n c e p t o f A c a d e m ic A b ility T h e e v a lu a tin g d e fin itio n w hich an in d iv id u a l h o lds of h im s e lf in r e s p e c t to h is a b ility to a c h ie v e in a c a d e m ic ta s k s in g e n e ra l a s c o m p a re d w ith o t h e r s h is a g e . 19 P e r c e iv e d S ig n ific a n t O t h e r 's E v a lu a tio n o f V o c a tio n a l A b ility The p e r c e p tio n th e s u b je c t h o ld s a s to how a s ig n ific a n t o th e r p e r s o n w ould e v a lu a te h is v o c a tio n a l a b ility to p e r f o r m in a n o cc u p atio n a s c o m p a re d w ith o t h e r s h is a g e . P e r c e iv e d P a r e n ta l an d F r ie n d E v a lu a tio n o f A c a d e m ic A b ility The p e r c e p tio n the s u b je c t h o ld s a s to how p a r e n ts an d a f rie n d would e v a lu a te h is a c a d e m ic a b ility a s c o m p a re d w ith o th e r s h is a g e . 17O m an , o £ . c i t . , p. 16. *®Wamhoff, o p . c i t . , p . 13. ^ b i d . 14 C a r e e r D ev elo p m en t One a s p e c t o f a n in d iv id u a l's s e lf-d e v e lo p m e n t w h ich b e g in s e a r ly in lif e an d c o n tin u e s u n til la te in l if e . I t e n c o m p a s s e s a l l the p e rs o n a l g ro w th f a c to r s th a t a r e r e la te d to th e c a r e e r c h o ic e th e in d i­ v id u al m a k e s . S u m m a ry T h e c h a p te r w a s p r e p a r e d fo r the p u rp o s e of p ro v id in g an o v e rv ie w of the e n tir e s tu d y . T he p r im a r y p u r p o s e of the stu d y w as to e x a m in e the s e lf - c o n c e p t of a c a d e m ic a b ility a n d th e s e lf - c o n c e p t of v o c a tio n a l a b ility f o r s tu d e n ts e n r o lle d in l e s s - t h a n - d e g r e e and b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s . M e a d 's s y m b o lic - in te r a c tio n is t th e o ry o f s e lf- c o n c e p t p ro v id e d the t h e o r e tic a l b a s i s f o r the stu d y . The study w as a n e x te n sio n of p r e v io u s s e lf - c o n c e p t r e s e a r c h s tu d ie s . T h e follow ing c h a p te r p ro v id e s a r e v ie w of r e la te d l i t e r a t u r e and r e s e a r c h th a t p e r ta in s to s e lf - c o n c e p t of c a r e e r d e v e lo p m e n t. C H A P T E R H REVIEW O F R E L A T E D L IT E R A T U R E AND RESEARCH T he re v ie w of r e la te d l i t e r a t u r e and r e s e a r c h r e v e a le d a n u m b e r o f w r itin g s an d r e s e a r c h r e p o r t s th a t w e re c o n s id e r e d r e la te d and r e le v a n t to the p r e s e n t stu d y . B e c a u s e of the v a s t a m o u n t of l i t e r a t u r e a n d r e s e a r c h s tu d ie s a v a ila b le , th e re v ie w of r e la te d l i t e r a t u r e a n d r e s e a r c h w a s r e s t r i c t e d to th e follow ing to p ic s : 1. C a r e e r D ev elo p m en t T h e o r ie s 2. S tu d ie s R e la te d to C a r e e r D ev elo p m en t 3. S tu d ie s R e la te d to S e lf-C o n c e p t 4. S tu d ie s R e la te d to S e lf-C o n c e p t f ro m a Sym bolic - I n te r a c tio n is t F r a m e w o r k C a r e e r D ev elo p m en t T h e o r ie s T r a i t and F a c to r T h e o ry E a r ly c a r e e r d e v e lo p m e n t t h e o r ie s w e re b a s e d upon th e t r a i t an d f a c to r th e o ry . An e x c e lle n t d e s c r ip tio n o f the t r a i t and f a c to r th e o ry w a s s u m m a riz e d in a book on v o c a tio n a l d e v e lo p m e n t w ritte n by Z a c c a r i a . * In h is b o o k , Z a c c a r ia p r e s e n t s a s ta te m e n t by * J o s e p h Z a c c a r i a , T h e o r ie s of O c c u p atio n a l C h o ice a n d V o c a ­ tio n a l D ev elo p m en t (B o sto n : H oughton M ifflin C o m p an y , 1970), p . 26. 15 16 W illiam so n 2 who n o te s th a t th e in d iv id u a l i s o r g a n iz e d in t e r m s of a unique p a tte r n of c a p a b ilitie s a n d p o te n tia litie s ( tr a its ) . T h e s e t r a i t s , in tu r n , a r e c o r r e la te d w ith the r e q u ir e m e n ts of d iffe re n t jo b s . T h u s , th e re i s a r a t h e r h o m o g e n e o u s s e t of q u a litie s (fa c to rs ) w hich a r e b o th n eed ed f o r s u c c e s s in e a c h job and p o s s e s s e d b y w o r k e r s w ithin any given job c a te g o ry . Katz p o in ts out th a t th e t r a i t and f a c to r th e o ry h a s im p lic a tio n s f o r guidance b e c a u s e " e a c h p e r s o n i s 'k e y e d ' to one o r a few 'c o r r e c t ' o c c u p a tio n s, " and th a t " w ith o u t a s s is ta n c e w a ste d tim e and m o tio n and som e p o s s ib ility of c h o o sin g th e w rong o c c u p a tio n tend to o c c u r . " B a s ic a lly , th e t r a i t and f a c to r th e o ry held th at c e r ta in t r a i t s a r e re q u ir e d fo r c e r t a i n o c c u p a tio n s . S e le c tin g a n o ccu p atio n b e c o m e s a m a tte r of id e n tify in g a n in d iv id u a l's t r a i t s a n d th e n m atch in g th e s e t r a i t s w ith the r e q u ir e m e n ts th a t a r e re c o g n iz e d in the o c c u p a tio n . A cc o rd in g to B a ile y and S tad t, 4 one of th e f i r s t t r a i t s r e c o g ­ n iz e d a s u sa b le f o r o c c u p a tio n a l p la c e m e n t w a s th e in te llig e n c e t e s t s c o r e . The in te llig e n c e te s tin g m o v em en t r e c e iv e d i t s g r e a t e s t t h r u s t d u rin g W orld W ar 1. T h e r e w a s a need to s u c c e s s f u lly p la c e m en in o c c u p a tio n s in the A rm y an d th e in te llig e n c e t e s t s c o r e s e e m e d to do 2Ib id . Q M. K a tz , D e c is io n s an d V a lu e s : A R atio n ale f o r S e c o n d a ry School G uidance (New Y o rk : C o lle g e E n tra n c e E x a m in a tio n B o a r d , 1963), p . 6. 4 L a r r y J . B a ile y an d Ronald W. S ta d t. C a r e e r E d u c a tio n : New A p p ro a c h e s to H um an D ev elo p m en t (B loo m ington: M cK night P u b lish in g C o m p an y , 1973), p. 60. 17 th a t. E a c h o c c u p a tio n in th e A rm y w a s c l a s s if ie d a c c o rd in g to an in te llig e n c e t e s t s c o r e . An in d iv id u a l w as p la c e d in th a t o c c u p a tio n a c c o rd in g to h is t e s t s c o r e , B a ile y a n d S tad t quoted Y e r k e s who 5 s ta te d th a t " th e ta b le of o c c u p a tio n a l in te llig e n c e s ta n d a r d s co u ld b e u sed in th e A rm y w ith r e s u ltin g in c r e a s e d e ffic ie n c y in th e p la c e m e n t of m e n . c n F r y e r e s ta b lis h e d o c c u p a tio n a l in te llig e n c e s ta n d a r d s f o r n in e ty - s ix o c c u p a tio n s . E a c h o c c u p a tio n w a s a s s ig n e d an a v e r a g e in te llig e n c e s c o r e . T he a v e r a g e in te llig e n c e s c o r e a s s ig n e d to e a c h o c c u p atio n w as the s c o r e th a t one cou ld e x p e c t to find s u c c e s s in th a t o c c u p atio n . Q Z a c c a r ia r e m in d s u s th a t th is s im p lis tic an d p r a g m a tic m ode of thought h a s p ro v id e d th e e s s e n tia l f r a m e w o r k f o r th e a p p lic a tio n of the re fin e d m e th o d s o f p s y c h o m e tr ic a s s e s s m e n t , the d e v e lo p m e n t an d u tiliz a tio n o f o c c u p a tio n a l i n ­ f o rm a tio n , a n d th e u s e of v a r io u s c o u n se lin g s y s te m s . He a ls o t e l l s u s th a t th e t r a i t and f a c to r th e o r y h a s co n tin u e d to th r iv e and h a s had an in flu e n c e upon th e th o u g h ts r e g a rd in g the t h e o r i e s of o c c u p a tio n a l c h o ic e . 5Ib id . ®R, Y e rk e s ( E d .) , P s y c h o lo g ic a l E x a m in in g in the U .S . A rm y : M e m o irs of the N a tio n a l A cad em y of S c ie n c e (W ashin gton , D. C . : G o v e rn m e n t P rin tin g O ffic e , 1921), 15, p p . 8 1 9 -8 3 7 . ^D. F r y e r , " O c c u p a tio n a l In te llig e n c e S ta n d a rd s , 11 School and S o c ie ty (1922), pp. 273-277. ^ Z a c c a r i a , o p . c i t . , p . 2 7 . 18 I t w a s not u n til th e e a r ly 1 9 5 0 's th a t o th e r v o c a tio n a l d e v e lo p ­ m ent th e o r i e s b e g a n to e m e r g e . T en n y so n r e p o r te d th a t: V o c a tio n a l p sy c h o lo g y d u rin g th e d e c a d e o f the 1 9 5 0 's , p a r tly in r e a c tio n to c r i t i c i s m s of c l a s s i c a l t r a i t - m e a s u r e m e n t a p p r o a c h e s to o c c u p a tio n a l b e h a v io r an d p a r tly b e c a u s e of g r e a t e r s o p h is tic a tio n w ith r e s p e c t to hum an d e v e lo p m e n t, gav e e x p lic it a tte n tio n to th e o ry b u ild in g . C o n s e rte d e f f o r ts w e re m a d e to c o n ­ s t r u c t h e u r is tic c o n c e p ts an d p ro p o s itio n s of a d y n a m ic n a tu re w hich would s e r v e to e x p la in th e p r o c e s s by w h ich v o c a tio n a l r e le v a n t b e ­ h a v io r i s d ev elo p ed and e x p re s s e d .® C o m p re h e n siv e T h e o ry of V o c a tio n a l D ev elo p m en t G in z b e rg , G in s b u rg , A x e lro d , an d H e rm a w e re r e s p o n s ib le fo r d evelo ping a c o m p re h e n s iv e th e o ry o f v o c a tio n a l d e v e lo p m e n t. T h e ir th e o ry w a s the f i r s t one th a t w as " e x p lic itly d e v e lo p m e n ta l and s p e c ific a lly a th e o ry of o c c u p a tio n a l c h o ic e . 11 T he th e o ry th a t th ey developed w a s b a s e d upon th e th e o ry of life s ta g e s w hich w a s developed by B u e h le r an d L a z a r s f ie ld . L a z a r s f ie ld * * c o n trib u te d th e r e s e a r c h m ethodology and B u e h le r 12 o u tlin e d th e d e v e lo p m e n t o f th e in d iv id u a l ®W. W esley T e n n y s o n , " C a r e e r D e v e lo p m en t, " R eview of E d u c a tio n a l R e s e a r c h , XXXVIII, No. 4 (O c to b e r, 1968), p . 346. * ® Z a c c a ria , o p . c i t . , p. 41. **F. L a z a r s f ie ld , J e g e n d und B e r u f (J e n a : C . F i s c h e r , I n c . , 1931). 1 2 C h a r lo tte B u e h le r , D e r M e n s c h lis c h e L e b e n s la u f a l s P s y c h o lo g is c h e s P r o b le m (L e ip z ig : l i i r z e l , 1933). 19 th ro u g h o u t th e p e r s o n 's sp an of lif e . T he d e v e lo p m e n t o f th e in d iv id u al cou ld b e id e n tifie d in to life s ta g e s . B u e h le r id e n tifie d th e s e life s ta g e s : g ro w th , e x p lo ra tio n , e s ta b lis h m e n t, m a in te n a n c e , and d e c lin e . T he G in z b e rg 1 3 r e s e a r c h te a m f e lt th a t th e p r o c e s s o f o c c u ­ p a tio n a l d e c is io n -m a k in g could b e a n a ly z e d in th r e e d e v e lo p m e n ta l p e r io d s . T he p e r io d s a r e : (1) f a n ta s y , (2) te n ta tiv e , an d (3) r e a l i s t i c . T he fa n ta sy p e r io d ta k e s p la c e b e tw e e n th e a g e s of six to e le v e n . T he c h ild t r i e s o u t a n u m b e r o f m a k e b e lie v e r o l e s d u rin g th is p e r io d . O c c u p a tio n a l c h o ic e s d u rin g th e fa n ta s y p e rio d a r e m ade w ithout r e g a r d to r e a l i t y , a b i l i t i e s , an d p o te n tia ls . D u rin g th e te n ta tiv e p e r io d , w hich i s b e tw e e n th e a g e s e le v e n to s e v e n te e n , th e c h ild b e c o m e s m o re c o n c e rn e d w ith th e p ro b le m of d e c id in g on an o c c u p a tio n . G in z b e rg d iv ided the te n ta tiv e p e rio d in to fo u r s ta g e s . T he s ta g e s a r e : (1) th e i n t e r e s t s ta g e (a g e s ele v e n to tw e lv e ) i s w h e re th e c h ild p a r t ic ip a te s in a c t i v i t i e s b e c a u s e of i n t e r e s t s : (2) th e c a p a c ity s ta g e (a g e s tw elve to fo u rte e n ) i s w h e re th e ch ild b e g in s to e v a lu a te a b i l i t i e s ; (3) th e v a lu e s ta g e (a g e s fifte e n to s ix te e n ) i s w h e re th e a d o le s c e n t b e g in s to e v a lu a te th e f a c to r s r e q u ir e d f o r s p e c ific o c c u p a tio n s ; (4) th e tr a n s itio n s ta g e (age se v e n te e n ) i s w h e re th e in d iv id u a l b e g in s to c r itic a lly o b s e r v e th e o c c u p a tio n s . •^^Eli G in z b e r g , e t. a i . , O c c u p a tio n a l C h o ic e : An A p p ro a c h to a G e n e ra l T h e o ry (New Y o rk : C o lu m b ia U n iv e r s ity P r e s s , 1951), pp. 271. The th ir d d e v e lo p m e n ta l p e rio d of the in d iv id u a l is the r e a li s t ic p e r io d , w h ich o c c u r s a t a g e e ig h te e n . D u rin g th e r e a l i s t i c p e rio d , the in d iv id u a l g o e s th ro u g h t h r e e s ta g e s . T he f i r s t sta g e i s e x p lo ra tio n . In th is s ta g e the in d iv id u a l a tte m p ts to o b ta in th e n e c e s ­ s a r y e d u c a tio n and e x p e rie n c e to help h im f u r t h e r d ec id e on h is o c c u ­ p a tio n a l c h o ic e . D u rin g th e seco n d s ta g e of c r y s ta lliz a tio n , th e in divid ual m a k e s a f i r m c o m m itm e n t to th e s e le c te d o c c u p a tio n a l c h o ic e . In the th ir d s ta g e , s p e c ific a tio n , th e in d iv id u a l is in volv ed w ith planning in th e a r e a of the s p e c ifie d v o c a tio n a l c h o ic e . A m a jo r c o n c lu sio n of G in z b e r g 's r e s e a r c h i s th a t a n in d i­ v id u a l’s v o c a tio n a l d e c is io n m ak in g i s a d e v e lo p m e n ta l p r o c e s s th a t ta k e s p la c e o v e r a n u m b e r of y e a r s . T h e b a s ic e le m e n ts of th e th e o ry of o c c u p a tio n a l ch o ic e a r e ; (1) it i s a d e v e lo p m e n ta l p r o c e s s , i t i s not a sin g le d e c is io n ; (2) th e d e v e lo p m e n ta l p r o c e s s i s la r g e ly i r r e v e r s i b l e and (3) th e p r o c e s s e n d s in a c o m p r o m is e . 14 G i n z b e r g l a t e r r e s t a t e d h is v o c a tio n a l th e o r y c o n c e p t. In the f i r s t s ta te m e n t, he b e lie v e d o c c u p a tio n a l c h o ice ex te n d e d into th e e a r ly 20’s . In h is r e s ta te m e n t, o c c u p a tio n a l c h o ice i s open " a s long a s one m a k e s d e c is io n s ab o u t h is w o rk a n d c a r e e r . " 16 In h is f i r s t 14I b i d . , p. 186. 15 E li G in z b e rg , >■ T o w a rd a T h e o ry of V o c a tio n a l C h o ic e : A R e s ta te m e n t," V o c a tio n a l G uid an ce Q u a r te r ly , 20 (1972), p. 16 9-176. 2 1 s ta te m e n t, he f e lt p r e p a r a t o r y and e x p lo r a to r y d e c is io n s w e re i r r e v e r s i b l e . In h is r e s ta te m e n t, he b e lie v e d th a t th e s e d e c is io n s have a " s h a p in g in flu e n c e on h is l a t e r c a r e e r . " 1 7 A ltho ugh G in z b e rg d o e s n o t s p e c ific a lly r e f e r to a " s ig n if ic a n t o th e r " a s th e t e r m i s u se d in the p r e s e n t stu d y , he d o es d is c u s s the ro le of a " k e y " p e r s o n a n d th e in flu e n c e th e " k e y " p e rs o n h a s upon a n in d iv id u a l's o c c u p a tio n a l c h o ic e . G in z b e rg su m s th e r o le of the " k e y " p e r s o n w ith th e s e w o rd s: T h e r e w a s c l e a r in d ic a tio n in o u r p r e lim in a r y in te r v ie w th a t a lm o s t e v e r y in d iv id u a l i s i n ­ flu e n c e d in r e s o lv in g v a r i o u s a s p e c ts of h is c h o ic e by th e h elp w hich he s e e k s f r o m key p e r s o n s o r th e p r e s s u r e s w hich key p e r s o n s e x e r t on h im . P a r e n t s a r e fre q u e n tly found to p la y a s tr a te g ic p a r t in th e ch o ic e p r o c e s s . A t o th e r tim e s it i s a r e la tiv e , f r ie n d . t e a c h e r , o r S u p e r 's T h e o ry of V o c a tio n a l D e v e lo p m en t In 195 3 S u p e r w ro te a p a p e r w ith th e p r im a r y p u rp o se " to s e t fo rth a th e o r y of v o c a tio n a l d e v e lo p m e n t, a th e o ry in h e re n t in and e m e r g e n t f r o m th e r e s e a r c h and p h ilo so p h y of p s y c h o lo g is ts an d c o u n s e lo r s d u rin g th e p a s t tw o d e c a d e s . tr 19 F r o m th e p re v io u s 17I b id . , p. 172. *® G inzberg, o p . c i t . (1951), p. 36. *®Donald E . S u p e r, "A T h e o ry of V o c a tio n a l D e v e lo p m e n t, " V o c a tio n a l B e h a v io r : R e a d in g s in T h e o r y a n d R e s e a r c h (New Y o rk : H o lt, R in e h a rt a n d W in sto n , I n c ,', 1968), p. 122. 22 r e s e a r c h done in v o c a tio n a l d e v e lo p m e n t d u rin g th e p a s t tw o d e c a d e s . S u per o rg a n iz e d the d iv e r s e e le m e n ts " in to a s u m m a ry s ta te m e n t of a c o m p re h e n s iv e th e o r y . 1 90 T he c o m p re h e n s iv e th e o ry c a n b e s ta te d in te n p ro p o s itio n s . In s u m m a ry f o r m , th ey s ta te : 1. P e o p le d if f e r in t h e i r a b i l i t i e s , i n t e r e s t s , and p e r s o n a litie s . 2. P e o p le a r e q u a lifie d f o r a n u m b e r of o c c u p a tio n s . 3. E a c h o c c u p a tio n h a s a c h a r a c t e r i s t i c p a tte r n . 4. V o c a tio n a l c h o ic e an d a d ju s tm e n t i s a c o n tin u o u s p r o c e s s . 5. V o c a tio n a l c h o ic e a n d a d ju s tm e n t is a s e r i e s of life s ta g e s c h a r a c te r i z e d a s th o s e of g ro w th , e x p lo r a ­ tio n , e s ta b lis h m e n t, m a in te n a n c e , and d e c lin e . T h e se s ta g e s a r e su b d iv id ed in to (a) th e fa n ta s y , te n ta tiv e , a n d r e a l i s t i c p h a s e s of the e x p lo r a to r y s ta g e , and (b ) th e t r i a l a n d s ta b le p h a se o f th e e s ta b lis h m e n t s ta g e . 6 . T he n a tu r e of th e c a r e e r p a tte r n i s d e te rm in e d by the in d iv id u a l's p a r e n ta l s o c io -e c o n o m ic le v e l, m e n ta l a b ility , a n d p e r s o n a lity c h a r a c t e r i s t i c s , and by th e o p p o r tu n itie s to w hich he i s e x p o s e d . 7. D ev elo p m en t th ro u g h the lif e s ta g e s can b e g u id ed , p a r tly by f a c ilita tin g th e p r o c e s s of m a tu r a tio n of a b i l i t i e s and i n t e r e s t and p a r tly b y a id in g in r e a lity te s tin g a n d in th e d e v e lo p m e n t of th e s e lf c o n c e p t. 8 . The p r o c e s s of v o c a tio n a l d e v e lo p m e n t is e s s e n tia lly th a t o f d ev elo p in g an d im p le m e n tin g a s e lf c o n c e p t. 9. Role p la y in g p la y s an im p o r ta n t p a r t in th e p r o c e s s o f v o c a tio n a l d e v e lo p m e n t. 2 0I b i d . , p . 1 2 7 . 2 3 10. W o rk a n d lif e s a tis f a c tio n d e p e n d s upon th e e x te n t to w hich th e in d iv id u a l fin d s a d e q u a te o u tle ts f o r h is a b ilitie s * i n t e r e s t s , p e r s o n a lity t r a i t s , a n d h o b b ie s . 2* S u p e r m a d e a s ig n ific a n t c o n trib u tio n to th e th e o r y of v o c a tio n a l d ev elo p m en t th ro u g h h is c a r e e r p a t t e r n and life s ta g e s tu d ie s . 22 He c o n trib u te d th e w o rk in c a r e e r p a t t e r n s to F o rm a n d M ille r . 21 S u p e r re c o g n iz e d th e w o rk of B u e h le r 2^ in th e a r e a of life s ta g e s , and th e c o n trib u tio n of v o c a tio n a l d e v e lo p m e n t to G in z b e rg . 25 A lthough th e co n cep t o f lif e s ta g e s h a s b e e n u s e d b y som e r e s e a r c h e r s in th e p a s t. Super f e lt th a t " th e c o n c e p t of life s ta g e s h a s not b e e n u s e d a s m uch a s it m ig ht h av e b e e n in th e fo r m u la tio n o f r e s e a r c h p r o b le m s o r in o rg a n iz in g th e d a ta of v o c a tio n a l p sy c h o lo g y . " 26 S u p e r r e la te d th e life s ta g e s a s th e y w e re d e s c r ib e d b y B u e h le r to th e v o c a tio n a l d e v e lo p ­ m ent of a n in d iv id u a l. S u p e r p o in te d o u t th a t the lif e s ta g e p r o c e s s e s a s d e s c r ib e d b y B u e h le r in v o lv e a l l a s p e c t s of life a n d liv in g . S uper 21 Ib id . 2 2 D onald E . S u p er, T he P sy c h o lo g y of C a r e e r s : An I n tr o - duction to V o c a tio n a l D ev e lo p m e n t (New Y ork: H a r p e r a n d B r o t h e r s , 1957), p. 362. 2 3 W .H . F o r m and D .C . M ille r , " O c c u p a tio n a l C a r e e r P a tte r n s a s a S o cio lo g ical I n s tr u m e n t, " A m e ric a n J o u r n a l of Sociology, 52 (1949), p p . 31 7-329. ^ ^ B u e h le r, l o c . c it. 2^ G in z b e rg (1951), lo c . c i t . S u p e r , o p . c i t . , p . 7 1 . 2 4 id e n tifie d the v o c a tio n a l life s ta g e s of a n in d iv id u a l into th e follow ing c a te g o r ie s : (1) G row th S tage ( b i r t h to f o u r te e n )—A s e lf -c o n c e p t i s d ev e lo p e d th ro u g h id e n tific a tio n w ith key f ig u r e s in fa m ily a n d in sc h o o l. (2) E x p lo ra tio n S tage (fifte en to tw e n ty - f o u r )- - S e lf - e x a m in a tio n r o le tr y o u t, a n d o c c u p a tio n a l e x p lo ra tio n ta k e s p la c e in s c h o o l. (3) E s ta b lis h m e n t Stage (tw e n ty -fiv e to f o r ty - f o u r ) - - A p e rm a n e n t o c c u ­ pation i s so ugh t now th a t th e in d iv id u a l h a s d is c o v e r e d w hat i s w a n te d . (4) M a in ten a n ce Stage (fo rty -fiv e to s ix ty - f iv e ) - - T h e in d iv id u a l c o n ­ tin u e s to hold th e c h o se n o c c u p a tio n . (5) D eclin e Stage (s ix ty -fiv e o n ) - - The in d iv id u a l's o c c u p a tio n a l r o le d e c e l e r a t e s . S u p e r l a t e r re v ie w e d th e l i t e r a t u r e th a t r e la te d to s e lf -c o n c e p t and v o c a tio n a l d e v e lo p m e n t. F r o m th e re v ie w o f the s e lf -c o n c e p t s tu d ie s . S u p e r fo rm u la te d a s e lf - c o n c e p t th e o ry of v o c a tio n a l d e v e lo p ­ m e n t. T h e s e lf - c o n c e p t e le m e n ts th a t he id e n tifie d w e re the p r o c e s s e s of f o r m a tio n , t r a n s la tio n , an d im p le m e n ta tio n of th e s e lf - c o n c e p t. T he fo rm a tio n o f th e s e lf- c o n c e p t i s d ev elo p ed in five p h a s e s : (1) E x p lo r a ­ tio n , (2) S e lf-D iffe re n tia tio n , (3) Id e n tific a tio n , (4) Hole P la y in g , an d (5) R e a lity T e s tin g . 97 H o lla n d 's T h e o ry of V o c a tio n a l C hoice H o llan d c r i tic iz e d S u p e r ’s s e lf - c o n c e p t th e o ry o f v o c a tio n a l d e v e lo p m e n t fro m the sta n d p o in t of b ein g too g e n e r a l. T he th e o r y , he 2>7S u p e r ( 1 9 6 8 ) , o p . c i t . , p p . 1 9 4 - 2 0 5 . 25 sta te d , i s so g e n e r a l th a t " th e y a r e o f n e g lig ib le v a lu e f o r in te g ra tin g p re s e n t know ledge o r s tim u la tin g f u r th e r r e s e a r c h . " 28 H o lla n d 's th eo ry of v o c a tio n a l ch o ic e i s b a s e d on th e a s s u m p tio n th a t the tim e of v o c a tio n a l c h o ic e th e p e r s o n i s the p ro d u c t o f th e in te r a c tio n o f h is p a r t i c u l a r h e r e d ity w ith a v a r ie ty o f c u ltu r a l a n d p e r s o n a l f o r c e s in clu d in g p e e r s , p a r e n t s , an d s ig n ific a n t a d u lts , h is s o c ia l c l a s s , A m e r ic a n c u ltu r e a n d the p h y s ic a l e n v ir o n ­ m e n t. 29 H o llan d c la s s if ie d s ix m a jo r c l a s s e s o f o c c u p a tio n a l e n v ir o n ­ m e n ts. T he s ix c la s s if ic a ti o n s s e r v e d a s a m eth o d f o r c la s s ify in g th e kinds of w o rk in w hich p eo p le a r e in v o lv e d . B a s e d on th e in d iv id u a l's in te ra c tio n w ith h is c u ltu r a l a n d p e r s o n a l f o r c e s , th e in d iv id u a l s e e k s out the v o c a tio n f r o m th e s ix m a jo r c la s s if ic a tio n s w hich " s a tis f y h is a d ju stiv e o r ie n t a tio n s . " H o llan d p o in ted out th a t a t the tim e th a t a n in d iv id u a l m a k e s a v o c a tio n a l c h o ic e he h a s a s e t of a d ju s tiv e o r ie n ta tio n s . T he a d ju s tiv e o rie n ta tio n s c o r r e s p o n d to th e e n v iro n m e n ts o f o c c u p a tio n s . The a d ­ ju stiv e o r ie n ta tio n s a r e : m o to r ic , in te lle c tu a l, s u p p o rtiv e , c o n fo rm in g , p e r s u a s iv e , an d e s th e tic . T h e in d iv id u a l can ra n k th e o r ie n ta tio n s 2®John L . H olland, " T h e o r y of V o c a tio n a l C h o ic e , " V o c a ­ tio n a l B e h a v io r : R e a d in g s in T h e o ry and R e s e a r c h (New Y o rk : H olt, R in e h a rt a n d W in sto n , I n c . , 1968), pp. 2 8 7 -2 9 7 . 29I b id . . p. 288. 30l b id . 26 a c c o rd in g to th e d e g re e th a t th e y fu lfill the m a jo r n e e d s of the in d iv id u a l. R o e 's T h e o ry o f O c c u p a tio n a l C hoice R o e d ev e lo p e d a th e o r y of o c c u p a tio n a l c h o ic e th a t h a s a s its p r im a r y fo c u s th e a tm o s p h e r e of the fa m ily . In R o e 's th e o ry of o c c u p a tio n a l c h o ic e , sh e e x p la in e d th e r e la tio n s h ip b e tw e e n e a r ly childhood e x p e r ie n c e s an d v o c a tio n a l b e h a v io r . Roe s ta te d th a t the e m o tio n a l c lim a te in th e hom e m ay b e of th r e e ty p e s . T h e r e m ay be a c lim a te w h e re t h e r e i s a n e m o tio n a l c o n c e n tra tio n on th e c h i l d - - e ith e r in the f o r m of o v e rp ro te c tio n o r o v e rd e m a n d in g o f the c h ild . A n o th e r c h a r a c t e r i s t i c o f th e c lim a te m a y b e w h e re th e c h ild i s av o id ed ; th a t i s , he i s n e g le c te d o r r e j e c t e d . T he th ir d c lim a te m ay be w h e re the c h ild i s a c c e p te d and t r e a t e d in a lov ing m a n n e r . T he ch ild w ill a s a r e s u l t of g ro w in g up in one o f the th r e e e m o tio n a l c lim a te s d ev elo p c e r t a i n a tti tu d e s , i n t e r e s t s , a n d a p titu d e s th a t w ill have a n in flu e n c e upon th e ty p e of c a r e e r he s e l e c t s a s a n a d u lt. Roe po in ted o u t th a t a p e r s o n who w a s b ro u g h t u p in a w a r m , loving hom e w ill s e le c t an o c c u p a tio n th a t h a s a n o rie n ta tio n to w a rd p e o p le . 32 Roe c l a s s if ie d o c c u p a tio n s into e ig h t g ro u p s : (1) S e r v ic e . ^ A n n R oe, " E a r l y D e te r m in a n ts o f V o c a tio n a l C h o ic e , " J o u r n a l of C o u n se lin g P s y c h o lo g y , 1957, 4(3), p. 216. 32 Ann R oe, T h e P sy c h o lo g y o f O c c u p a tio n s (New Y o rk : Jo h n W iley and S ons, 1956), p p . 340. 2 7 P eo p le in v o lv ed in th e s e o c c u p a tio n s a r e p r i m a r i l y c o n c e rn e d to a t ­ tending to th e i n t e r e s t s , n e e d s , a n d w e lfa re of o th e r p e r s o n s . (2) B u s in e s s C o n ta c t. P e o p le w o rk in g th e s e o c c u p a tio n s a r e p r i m a r i l y c o n c e rn e d w ith co m in g in c o n ta c t w ith o th e r p e r s o n s on a o n e -to - o n e b a s i s . (3) O rg a n iz a tio n . P e o p le in th e s e o c c u p a tio n s a r e c o n c e rn e d w ith th e su e c e s s - f u n c tio n in g o f a b u s in e s s o r a r e in v o lv ed w ith g o v e r n ­ m e n t. (4) O u td o o r. T he p e o p le in a n o u td o o r o c c u p a tio n fo c u s t h e i r a tte n tio n upon th e c u ltiv a tio n , p r e s e r v a ti o n , a n d g a th e r in g o f c r o p s , of m a rin e o r in la n d w a te r r e s o u r c e s , and w ith a n im a l h u s b a n d ry . (5) T e c h n o lo g y . A p e r s o n in th e s e o c c u p a tio n s w ould be c o n c e rn e d w ith th e p ro d u c tio n , m a in te n a n c e , a n d tr a n s p o r ta tio n of c o m m o d itie s and u t i l i t i e s . (6) S c ie n c e . P e o p le in the s c ie n c e o c c u p a tio n s a r e p r im a r i ly c o n c e rn e d w ith s c ie n tif ic th e o r y . (7) G e n e r a l C u ltu r a l. P eo p le w o rk in g in th e s e o c c u p a tio n s d eal w ith th e p r e s e r v a tio n an d t r a n s m i s s i o n of th e g e n e r a l c u lt u r a l h e r ita g e . (8) A r ts and E n t e r ­ ta in m e n t. A p e r s o n w o rk in g in e ith e r th e a r t s o r e n te r ta in m e n t o c c u p a tio n s w ould b e u sin g s p e c ia l s k ills . R oe i l l u s t r a t e d th ro u g h a c h a r t th e r e la tio n s h ip s b e tw e e n th e e ig h t o c c u p a tio n a l g ro u p s an d th e ty p e of c lim a te in w hich th e in d iv id u a l w as r a i s e d . A s an i l l u s t r a t i o n , in th e c h a r t a n in d iv id u a l who w as r a is e d in a w a r m , a c c e p tin g e n v iro n m e n t w ould have m a jo r o r ie n ta tio n to w a rd a te c h n o lo g ic a l o r a n o u td o o r o c c u p atio n . 2 8 H oppock1b C om poB ite T h e o ry H oppock O O s ta te d h is th e o ry o f c a r e e r d e v e lo p m e n t th ro u g h ten p o stu la te s* H oppock1 s c o m p o site th e o r y i s b a s e d on sp e c u la tio n and not on te s te d h y p o th e s e s . The p o s tu la te s a tte m p t to e x p la in why a p e rs o n b e h a v e s a s he d o e s when he a tte m p ts to m a k e an o c c u p a tio n a l c h o ic e . H oppock re c o g n iz e d th a t th e te n p o s tu la te s a r e not the only f a c to r s th a t in flu e n c e o c c u p a tio n a l c h o ic e . F a c t o r s su c h a s v a lu e s , e d u c a tio n a l e x p e r ie n c e s , m e e tin g p e o p le in d iffe re n t o c c u p a tio n s , m o tiv a tio n , and e c o n o m ic , s o c io lo g ic a l an d c u ltu r a l f a c t o r s a ls o in flu en ce o c c u p a tio n a l c h o ic e . H o p p o c k 's te n p o s tu la te s fo c u s upon the o c c u p a tio n a s a m e a n s of m e e tin g in d iv id u a l n e e d s o f p e o p le . C a r e e r D ev elo p m en t S tu d ie s T h e r e have b e e n m an y s tu d ie s th a t in v e s tig a te d sp e c ific f a c to r s w hich a r e b e lie v e d to a f f e c t th e v o c a tio n a l d e v elo p m en t of a n in d iv id u a l. In th is s e c tio n , a n u m b e r of s tu d ie s w ill b e p r e s e n te d . P a r e n ta l F a c t o r s H o llin g sh e a d 34 found th a t the o c c u p a tio n a l c h o ic e of high schoo l s tu d e n ts to be r e la te d to th e s o c ia l c l a s s of t h e i r p a r e n ts . 3^ Z a c c a r ia , o p . c i t . , pp. 3 3 -3 4 . " ^ A .B . H o llin g sh e a d , E lm sto w n Y outh (New Y o rk : Jo h n W iley a n d S ons, I n c . , 1949), p. 186. 29 F ro m h is stu d y , he co n clu d ed th a t youth s e le c t o c c u p a tio n s on th e sam e lev el a s t h e i r p a r e n ts a s r e f le c te d by th e e d u c a tio n a l and o c c u p a tio n a l le v e l o f t h e i r p a r e n t s . J e n s o n a n d K ir c h n e r 3^ found th a t so n s g e n e r a lly fo llow the o c c u p atio n s in w hich t h e i r f a th e r w o rk s . H o w ev er, w h e re th e son d o es not follow h is f a t h e r 's f o o ts te p s , th e son g e n e r a lly e n t e r s a n o c c u p atio n a t a g r e a t e r le v e l than th e f a t h e r 's . M o w se sia n a n d o th e r s found th a t b o th m a le and fe m a le s u p e rio r s tu d e n ts s ta te t h e i r v o c a tio n a l p r e f e r e n c e s a t a h ig h e r le v e l than th e o c c u p a tio n s of t h e i r f a t h e r s . G rib b o n s and L o h n e s 3^ in a f i v e - y e a r lo n g itu d in a l stu d y of 110 b o y s a n d g i r l s in th e e ig h th , te n th and tw e lfth g r a d e s , found th a t stu d e n ts g e n e r a lly a s p i r e to a h ig h e r e d u c a tio n a l le v e l than th a t of th e ir p a r e n t s . S m ith an d J ilo c a found in t h e i r study of o c c u p a tio n a l oc P . G . J e n s o n a n d W .K . K ir c h n e r , "A N atio n a l A n s w e r to the Q u e stio n , Do Sons F o llo w T h e i r F a t h e r 's O c c u p a tio n s ? n J o u r n a l of A pplied P s y c h o lo g y , 1955, p p . 4 1 9 -4 2 1 . O C JOR ic h a rd M o w se sia n , B r ia n R .C . H eath , an d Jo h n W .M . R othney, 11 S u p e r io r S tu d e n ts ' O c c u p a tio n a l P r e f e r e n c e s and T h e ir F a t h e r s ' O c c u p a tio n s, n P e r s o n n e l an d G u idance J o u r n a l (N o v e m b e r, 1966), p p . 238-242. 37 W a rre n G rib b o n s and P a u l L o h n e s. E m e rg in g C a r e e r s (New Y o rk : T e a c h e r s C o lle g e P r e s s , C o lu m b ia U n iv e rs ity , 1968). 3®Brandon S m ith and E d ith a J ilo c a , T he R e la tio n sh ip of S e le c te d F a c t o r s to th e O c c u p a tio n a l-E d u c a tio n a l C h o ic e s o f T w e lfth G ra d e S tu d e n ts (M in n e a p o lis: M in n e so ta R e s e a r c h C o o rd in a tin g U n it f o r V o c a tio n a l E d u c a tio n , U n iv e r s ity o f M in n e so ta , 1971). 30 a s p ir a tio n s o f high sc h o o l s tu d e n ts th a t th e s tu d e n ts do n o t a s p i r e to the sa m e o c c u p a tio n a l l e v e l s of t h e i r p a r e n t s . H o w ev er, K rip p n e r, 39 in stu d y in g th e o c c u p a tio n a l p r e f e r e n c e s of b o y s and g i r l s , found th a t the s tu d e n ts ' p r e f e r e n c e i s r e la te d to th e s a m e le v e l o f th e f a th e r . S o c io -E c o n o m ic S ta tu s T h e r e la tio n s h ip b e tw e e n s o c io -e c o n o m ic s ta tu s of th e fa m ily and th e o c c u p a tio n a l p r e f e r e n c e of th e high sch o o l stu d e n t h a s b e e n given c o n s id e r a b le stu d y . T h e follow ing a r e a few s u m m a r ie s of th e s e s tu d ie s . G rib b o n s and L o h n e s 40 found th a t s tu d e n ts f r o m f a m ilie s of h ig h e r s o c ia l s ta tu s a s p i r e to h ig h e r e d u c a tio n a l le v e ls th a n s tu d e n ts f ro m a lo w e r s o c ia l s ta tu s . In a s i m i l a r stu d y by S ew ell, H a lle r , an d S tra u s , 41 th e y found th a t b o y s and g i r l s f r o m high s o c ia l s ta tu s f a m ilie s s e le c te d h ig h e r le v e l o c c u p a tio n s th a n s tu d e n ts f r o m a lo w e r s o c ia l s t a t u s . T h is s a m e p o s itio n i s a ls o s u p p o rte d by S ie m e n s who 42 39S. K rip p n e r, " J u n i o r H igh School S tu d e n ts ' V o c a tio n a l P r e f e r e n c e a n d T h e ir P a r e n t s ' O c c u p atio n a l L e v e l, 11 P e r s o n n e l and G uidance J o u r n a l , 41 (M a rc h , 1963). 40 G rib b o n s , and L o h n e s , l o c . c i t . 41W .H . S ew ell, A .O . H a lle r , a n d M .A . S tr a u s s , "S ocial S tatu s a n d E d u c a tio n a l an d O c c u p a tio n a l A s p ir a tio n s , " A m e ric a n S o c io lo g ic a l R eview , 22 (1957), pp. 6 7 -7 3 . 4 ^ L e o n a rd B . S ie m e n s , T he In flu e n c e of S e le c te d F a m ily F a c t o r s on th e E d u c a tio n a l a n d O c c u p a tio n a l A s p ir a tio n L e v e ls of High School Aged Y outh (W innip eg, M a n ito b a : N a tio n a l G ra in C o . , L t d ., 1965). 31 found th a t th e e d u c a tio n a l a n d o c c u p a tio n a l a s p ir a tio n lev el a a r e s i g ­ n ifican tly r e la te d to th e fa m ily so c io -e c o n o m ic s ta tu s . H y m a n ^ lo o k ed a t th e r e la tio n s h ip b e tw e en s o c ia l s ta tu s a n d v o c a tio n a l i n t e r e s t . S o c ia l s ta tu s w as b ro k e n in to six c la s s if ic a tio n s . P a r e n ta l o c c u p a tio n s w e re d e te r m in e d f ro m sch o o l r e c o r d s a n d c l a s s i ­ fied a c c o r d in g to s ix le v e ls . S tu d en ts w e re a d m in is te r e d the K u d e r P r e f e r e n c e R e c o rd , F o r m B B , to d e te r m in e t h e i r o c c u p a tio n a l i n t e r e s t . A c o m p a ris o n w a s th e n m a d e b etw e en o c c u p a tio n a l i n t e r e s t a r e a s and so c ia l s t a t u s . No s ig n ific a n t d if f e r e n c e s w e re found to e x is t. It w as concluded th a t d if f e r e n c e s in s o c ia l s ta tu s w a s not r e la te d to v o c a tio n a l i n t e r e s t s . C om m unity o f R e sid e n c e Sew ell and O r e n s te in 44 h y p o th e siz e d th a t th e r e i s no r e la tio n b etw een s iz e of c o m m u n ity r e s id e n c e a n d o c c u p a tio n a l c h o ic e . T he study w as done in W is c o n s in . A ll th e g ra d u a tin g s e n io r s in p u b lic , p r iv a te , an d p a r o c h ia l s c h o o ls in W isc o n sin w e re s u rv e y e d . T h e y found th a t b o y s , b u t n o t g i r l s , f ro m r u r a l a r e a s and s m a lle r c o m ­ m u n itie s have lo w e r o c c u p a tio n a l a s p i r a t i o n s th an th o s e s tu d e n ts f r o m I n t e r e s t , " J o u r n a l o f C o u n se lin g P s y c h o lo g y , 1956, 3(1), p p . 1 2 -1 6 . H ym an, " T h e R e la tio n sh ip of S ocial S ta tu s and V o c a tio n a l ^ W i l l i a m H . Sew ell a n d A . M. O r e n s te in , " C o m m u n ity o f R e sid e n c e a n d O c c u p atio n a l C h o ic e , " V o c a tio n a l B e h a v io r: R e a d in g s in T h e o ry a n d R e s e a r c h (New Y o rk : H o lt, R in e h a rt and W in sto n , I n c . , 1968), p p . 380-391. 32 l a r g e r u rb a n p la c e s . In a s i m i l a r stu d y , M iddleton 45 a n d G rig g c o m ­ p a re d th e o c c u p a tio n a l a s p i r a t i o n s o f s tu d e n ts f r o m r u r a l a n d u rb a n b a c k g ro u n d s . T hey c o n c lu d e d th a t s tu d e n ts f ro m u rb a n b a c k g ro u n d s a s p i r e to g r e a t e r o c c u p a tio n a l le v e ls th an do s tu d e n ts f r o m a r u r a l b a c k g ro u n d . S e lf-C o n c e p t S tu d ies T h e r e have b e e n v e r y few s tu d ie s on s e lf -c o n c e p t a s th e t e r m w as d efin e d fo r th e p r e s e n t stu d y . T h a t i s , th e d e fin itio n o f s e lf - co n cep t in t h is study w a s e x a m in e d f r o m the s y m b o lic - in te r a c tio n is t point o f v ie w . A lm o s t a ll of the s tu d ie s re v ie w e d in v e s tig a te d w h e th e r a p a r t i c u l a r ty pe of p r o g r a m o r a p a r t i c u l a r c o u r s e im p ro v e d a p e r ­ s o n 's s e lf - c o n c e p t. The tw o s e lf -c o n c e p t s tu d ie s r e p o r te d h e r e a r e r e la te d to th e p r e s e n t stu d y . A lthough th e s e s tu d ie s did n ot in v e s tig a te s e lf-c o n c e p t fro m th e s y m b o lic - in te r a c tio n is t f ra m e w o r k , th e y did in v e s tig a te s e lf - c o n c e p t of s tu d e n ts in d iff e r e n t p r o g r a m s o f stu d y . M inkevich Study T he p u rp o s e of the M inkevich study^® w a s to d e te r m in e w h e th e r c o m m u n ity c o lle g e s tu d e n ts who c h o o se t r a n s f e r p r o g r a m s d iffe re d in ^ R . M id dleto n and C . M . G rig g , " R u ra l-U rb a n D if fe r e n c e s in A s p ir a tio n s , " R u ra l S ociolo gy, 1959 (24), p p . 3 47-354. AG G e o rg e M in k ev ich , " D if f e r e n c e s in S elf C o n cep t an d O th e r S e le c te d V a r ia b le s B e tw e e n T r a n s f e r a n d O c c u p atio n al S tu d en ts in a C o m p re h e n s iv e C o m m unity C o lle g e , ” D is s e r ta tio n A b s t r a c t s , V ol. 33, No. 7 (J a n . 197 3), 3300A. 33 s e lf-c o n c e p t f ro m th o se s tu d e n ts who c h o o se o c c u p a tio n a l p r o g r a m s . T h e s a m p le in c lu d e d 361 s tu d e n ts who w e re e n r o lle d in EngLish c l a s s e s in a sin g le co m m u n ity c o lle g e . Of th e 361 stu den ts* 238 w e re c la s s if ie d a s t r a n s f e r s tu d e n ts a n d 123 w e re c la s s if ie d a s o c c u p atio n al s tu d e n ts . D ata c o lle c tio n in s tr u m e n ts in c lu d e d a s e lf - c o n c e p t test* th e T e n n e s s e e S elf C o n cep t Scale* a n d a b a c k g ro u n d in fo rm a tio n q u e s tio n ­ n a ir e . C o lle g e r e c o r d s w e re u s e d to g a th e r g ra d e p o in t a v e r a g e s f r o m high sc h o o l and c o lle g e . M inkevich found th a t th e r e w e re no s ig n ific a n t d if f e r e n c e s b etw een t r a n s f e r s tu d e n ts a n d o c c u p a tio n a l s tu d e n ts on th e follow ing: s e lf -c o n c e p t; m e a n a g e ; so c io e c o n o m ic s ta tu s ; f a t h e r 's o r m o th e r 's e d u c a tio n a l a c h ie v e m e n t; hig h sch o o l and c o lle g e g r a d e p o in t a v e r a g e s ; an d, m e a n h o u r s of w eek ly e m p lo y m e n t. On th e b a s i s of th e fin d in g s , M in k ev ich co n clu d ed th a t t r a n s ­ f e r and o c c u p a tio n a l s tu d e n ts have v e r y s i m i l a r s e lf - c o n c e p ts . M in k ev ich did not r e p o r t w h e th e r t h e r e w as a d iffe re n c e in the s e lf - c o n c e p t o f m a le s an d fe m ales* n o r did he r e p o r t th e d if f e r e n c e s by o c c u p a tio n a l p r o g r a m . T h e M inkevich stu d y i s s i m i l a r to th e O m an stu d y . O m an in v e s tig a te d th e s e lf- c o n c e p t h e ld b y c o m m u n ity c o lle g e f re s h m a n a c a d e m ic a n d o c c u p a tio n a l s tu d e n ts . 3 4 Lund Study T he m a jo r p u rp o s e of th e Lund stu dy 4 7 w as to d e te r m in e the d iff e re n c e s in m e a s u r e d s e lf - c o n c e p t am ong c o lle g e e n g in e e rin g fre s h m a n g ro u p s on th e b a s i s o f c u r r i c u l a r c h o ic e . T he s u b je c ts in th e stu d y w e re 437 e n g in e e rin g s tu d e n ts f ro m a la r g e , p r iv a te , m id w e s te rn u n iv e r s ity . T he c u r r i c u l a r c h o ic e s w e re c iv il e n g in e e r s , e l e c t r i c a l e n g in e e r s , and m e c h a n ic a l e n g in e e r s . S e lf-c o n c e p t w as m e a s u r e d w ith th e A d je c tiv e C h e c k L is t, and th e C o lleg e E n tr a n c e E x a m in a tio n B o a rd w a s u se d to m e a s u r e th e c o g n itiv e a b ility le v e l. R e s u lts o f th e d a ta in d ic a te d th a t f r e s h m a n e n g in e e rin g s tu d e n ts r e g a r d l e s s of c u r r i c u l a r c h o ic e h ave s i m i l a r m e a s u r e d s e lf -c o n c e p t s c o r e s and in itia l c o g n itiv e le v e ls . T he L und stud y i s s i m i l a r to the p r e s e n t s tu d y . B oth s tu d ie s in v e s tig a te d the s e lf - c o n c e p t of s tu d e n ts who w e re e n r o lle d in d iffe re n t c u r r i c u l a . S e lf-C o n c e p t S tu d ie s B a s e d on the S y m b o lic - I n te r a c tio n is t T h e o ry S tu d ies r e la tin g to th e s e lf - c o n c e p t a s it r e la te d to th e sy m b o lic in te r a c tio n is t th e o ry of M ead w e re c o m p le te d by B r o o k o v e r, W am hoff, ^ P a u L A . L und , " S e lf-C o n c e p t, C u r r i c u l a r S e le c tio n , and A c a d e m ic A c h ie v e m e n t o f C o lle g e E n g in e e rin g S tu d e n ts, 11 D is s e r ta tio n A b s tr a c ts , V ol. 33, N o. 10 (A p ril, 1973), 5555-A . 3 5 O m an, W oolf, and S p ro u ll. T he s tu d ie s by W am hoff, W oolf, and O m an w ill b e re v ie w e d in t h i s c iia p te r b e c a u s e it i s fe lt th a t th e s e s tu d ie s a r e the th r e e m o st c lo s e ly r e la te d to the p r e s e n t stu d y . T h e s e s tu d ie s a r e p r e s e n te d to g iv e th e r e a d e r in - d e p th b a c k g ro u n d in fo rm a tio n f o r the p r e s e n t stu d y . W oolf Study The p u rp o s e o f th e Woolf stu d y ° w as to e x a m in e the s e lf - 4ft c o n c ep t of a c a d e m ic a b ility and s e lf -c o n c e p t of v o c a tio n a l a b ility of v o c a tio n a l and n o n -v o c a tio n a l high sc h o o l s tu d e n ts . W oolf te s te d 582 v o c a tio n a l s tu d e n ts and 92 n o n -v o c a tio n a l s tu d e n ts w hich w e re r e p r e s e n ta tiv e of se v e n s e n io r hig h s c h o o ls in U tah. T he 582 v o c a tio n a l stu d e n ts w e re e n r o lle d in d is tr ib u tiv e e d u c a tio n , o ffice e d u c a tio n , a g r i c u l t u r e , hom e e c o n o m ic s , and tr a d e and in d u s tr y . The 92 n o n -v o c a tio n a l s tu d e n ts w e re e n r o lle d in s e n io r E n g lish c l a s s e s . Some o f th e d a ta c o lle c tio n in s tr u m e n ts he u s e d w e re s i m i l a r to the d a ta c o lle c tio n in s tr u m e n ts u se d in th e p r e s e n t stu d y . T hey w e re th e M ichigan S tate G e n e ra l S e lf-C o n c e p t o f A c a d e m ic A b ility Scale and S e lf-C o n c e p t o f V o catio n al A b ility S c a le . T he s c a le to a s s e s s ^®W illiam D. W oolf, "A C o m p a ris o n of S e le c te d S e lf-C o n c e p ts and O th e r C h a r a c t e r i s t i c s of S ec o n d a ry S tu d en ts E n ro lle d in U tah S e n io r V o ca tio n a l a n d N o n -V o c a tio n a l C la s s e s " (u n p u b lish e d P h .D . d is s e r t a t i o n , M ichigan S ta te U n iv e r s ity , 1972). 3 6 the p e rc e iv e d p a re n ta l* friend* a n d t e a c h e r s ' e v a lu a tio n o f a c a d e m ic a b ility w e re a l s o u s e d . W oolf found th a t; (1) N o n -v o c a tio n a l s tu d e n ts s c o re d h ig h e r th an th e v o c a tio n a l s tu d e n ts on th e v a r ia b le of a c a d e m ic a c h ie v e m e n t. (2) V o catio n al s tu d e n ts had a s ig n ific a n t h ig h e r m e a n s c o r e on th e v a r ia b le s e lf - c o n c e p t o f v o c a tio n a l a b ility . (3) D is trib u tiv e e d u c a tio n stu d e n ts had a s ig n ific a n t lo w e r s c o r e on in te llig e n c e an d a c a d e m ic a c h ie v e m e n t, b u t a sig n ific a n t h ig h e r m ean s c o r e than the n o n - v o ca tio n a l s tu d e n t on the v a r ia b le o f s e lf - c o n c e p t o f v o c a tio n a l a b ility . (4) T he office e d u c a tio n stu d e n t h ad a sig n ific a n t h ig h e r in te llig e n c e and a c a d e m ic a c h ie v e m e n t m e a n s c o r e th an th e n o n -v o c a tio n a l s tu d e n t. (5) T he a g r i c u l t u r e stu d e n t had a sig n ific a n t lo w e r m e a n s c o re on in te llig e n c e , a c a d e m ic a c h ie v e m e n t, so c io -e c o n o m ic s ta tu s , and s e lf - c o n c e p t of a c a d e m ic a b ility th a n th e n o n -v o c a tio n a l stu d e n t; b u t a sig n ific a n t h ig h e r m ean s c o r e on s e lf- c o n c e p t of v o c a tio n a l a b ility . (6) T he hom e e c o n o m ic stu d e n ts did not d iffe r w ith th e n o n -v o c a tio n a l s tu d e n ts on any v a r ia b le . (7) T h e s tu d e n ts e n r o lle d in th e tr a d e an d in d u s try p r o g r a m s c o r e d s ig n ific a n t h ig h e r than th e n o n -v o c a tio n a l gro u p on in te llig e n c e , b u t s ig n ific a n t lo w e r on th e a c a d e m ic a c h ie v e ­ m e n t v a r ia b le . W oolf p o in te d out th a t s tu d e n ts a r e m o r e s i m i l a r th an th e y a r e d iffe re n t. 37 A v a r ia b le th a t W oolf did not r e p o r t w as th a t of th e p e rc e iv e d p a r e n t s ', f r i e n d s ', a n d t e a c h e r s ' e v a lu a tio n of a c a d e m ic a n d v o c a tio n a l a b ility , and th e r e la tio n s h ip th e s e v a r i a b l e s have w ith th e in d iv id u a l's s e lf-c o n c e p t of a c a d e m ic and v o c a tio n a l a b ility . Oman Study T he study m o s t c lo s e ly r e la te d to th e p r e s e n t stu d y i s th e Oman study . 49 O m an co n d u cted h is study a t J a c k s o n C o m m unity C o lle g e . T he s u b je c ts in c lu d e d 346 a c a d e m ic and 129 o c c u p a tio n a l fre s h m e n s tu d e n ts . O c c u p atio n al s tu d e n ts w e re d efin ed a s th o s e s tu d e n ts who have r e p o r te d th e m s e lv e s a s p a r tic ip a tin g in a n o c c u p a tio n a l c u r r ic u l a o ffe re d by th e c o lle g e . A c a d em ic s tu d e n ts w e re defin ed a s th o s e stu d e n ts who r e p o r te d th e m s e lv e s a s p a r tic ip a tin g in a p r o g r a m of study d esig n ed to p r e p a r e th e m f o r a f o u r - y e a r p r o g r a m in a n o th e r in s titu tio n . 50 D ata w e re c o lle c te d by u s e of the (1) M ichigan S tate G e n e ra l S e lf-C o n c e p t of O c c u p atio n al A b ility S c a le s . (2) P e r c e iv e d O th e r 's E v a lu a tio n of O cc u p a tio n al A b ility S c a le s . (3) A c a r e e r c h a r t d e riv e d ^ R o n a l d N e ls O m an, " T h e S e lf-C o n c e p t of O cc u p atio n al A b ility an d R e la te d C h a r a c t e r i s t i c s in C o m m u n ity C o lleg e O ccu p atio n al and A c a d e m ic S tu d e n ts " {unpublished P h .D . d is s e r ta tio n , M ichigan State U n iv e r s ity , 1971). 5 0 I b i d . , p . 1 6 . 38 fro m R o e ’s o c c u p a tio n a l c la s s if ic a tio n s c h e m e . (4) S p e c ific b a c k ­ ground in fo rm a tio n q u e s tio n s . F if te e n h y p o th e se s w e re f o r m u la te d an d te s t e d . T h e hypo­ th e s e s e x a m in e d th e r e la tio n s h ip b e tw e en s e lf-c o n c e p t o f o cc u p atio n al a b ility , p e rc e iv e d o t h e r 's e v a lu a tio n o f o c c u p a tio n a l a b ilit y , p e rc e p tio n of the s ig n ific a n t o t h e r 's e x p e c ta tio n of o c c u p atio n a l c h o ic e , o c c u p a ­ tio n a l p la n s , o c c u p a tio n a l a s p ir a t io n s , s o c io -e c o n o m ic s ta tu s le v e l, o c c u p a tio n a l e x p e rie n c e in paid e m p lo y m e n t, p re v io u s o c c u p a tio n a l p ro g ra m p a r tic ip a tio n . O m an w as a l s o in te r e s te d in le a rn in g if a c a d e m ic a n d o c c u p a tio n a l stu d e n ts h eld s im ila r s e lf - c o n c e p ts of v o c a tio n a l a b ility . O m an r e p o r te d th e s e m a jo r fin d in g s : (1) T h e p e rs o n m o st often m e n tio n e d a s th e one sig n ific a n t p e r s o n in in flu e n c in g o c c u p a ­ tio n a l c h o ic e w as a p a r e n t. (2) T h e r e w a s a s ig n ific a n t and p o sitiv e r e la tio n s h ip b etw een o c c u p a tio n a l s e lf - c o n c e p t and p e r c e iv e d s ig n i­ fic an t o t h e r 's e v a lu a tio n o f o c c u p a tio n a l s e lf - c o n c e p t. T h e r e la tio n ­ ship held t r u e f o r a l l a c a d e m ic and o c c u p a tio n a l m a le s a n d f e m a le s . (3) T h e s tu d e n ts r e f le c te d th e sam e e v a lu a tio n and e x p e c ta tio n w hich he f e e ls h is o c c u p a tio n a l s ig n ific a n t o th e r h a s f o r h im . (4) A c a d em ic stu d e n ts p e rc e iv e d t h e i r o c c u p a tio n a l s ig n ific a n t o t h e r s to e v a lu a te th e ir c a r e e r p o te n tia l h ig h e r and to e x p e c t h ig h e r le v e ls o f o c c u p a ­ tio n a l c h o ic e f o r th e m . T h e r e f o r e , a c a d e m ic s tu d e n ts p e rc e iv e d a h ig h e r c a r e e r p o te n tia l th a n did th e o c c u p a tio n a l s tu d e n ts . (5) M ale 3 9 stu d e n ts p e r c e iv e d t h e i r c a r e e r p o te n tia ls to b e h ig h e r th a n did th e fe m a le s tu d e n ts . (6) T h e r e w a s g r e a t v a r ia b ility of p e r c e iv e d o t h e r ’s e v alu a tio n of o c c u p a tio n a l a b ility and p e rc e iv e d o t h e r 's e x p e c ta tio n of o c c u p a tio n al c h o ic e r e p o r te d by high s o c io -e c o n o m ic m a le s and f e m a le s . T h e v a r ia b ility d id n o t e x is t fo r low s o c io -e c o n o m ic m a le s and f e m a le s . W amhoff Study W am hoff 51 id e n tifie d s ix m a jo r o b je c tiv e s in h is stu d y . W am hoff: (1) Id e n tifie d th e c o n s tr u c t s e lf- c o n c e p t o f v o c a tio n a l a b ility , an d e v a lu a te d th e s e lf - c o n c e p t of v o c a tio n a l a b ility in s tr u m e n t. (2) E x a m in e d th e p e r c e iv e d s ig n ific a n t o t h e r ’s e v a lu a tio n o f v o c a tio n a l a b ility . (3) In v e s tig a te d th e r e la tio n s h ip of s e lf - c o n c e p t of v o c a tio n a l a b ility w ith th e in d iv id u a l's le v e l of v o c a tio n a l i n t e r e s t . (4) I n v e s ti­ g ate d the a s s o c ia tio n b e tw e en a n in d iv id u a l's s e lf - c o n c e p t o f v o c a tio n a l a b ility and h is s e lf -c o n c e p t of a c a d e m ic a b ility . (5) In v e s tig a te d th e r e la tio n s h ip b e tw e en s e lf - c o n c e p t of v o c a tio n a l a b ility and c a r e e r a s p ir a tio n s , e x p e c ta tio n s , a n d p la n s . (6) C o m p a re d th e s e lf -c o n c e p t of v o c a tio n a l a b ility le v e ls a m o n g stu d e n ts f o r m e r ly e n ro lle d in v o c a ­ tio n a l c a r e e r c o u r s e s with th o s e who w e re n o t e n r o lle d in v o c a tio n a l c a r e e r c o u r s e s . ^ C a r r o l l H . W am hoff, " S e lf-C o n c e p t of V o c a tio n a l A b ility : I t s R e latio n to S e le c te d F a c t o r s in C a r e e r D e v e lo p m e n t" (u npu blished P h .D . d i s s e r t a t i o n , M ichigan S ta te U n iv e rs ity , 1969). 40 B a s e d o n t h e f i n d i n g s o f t h e d a t a # W a m h o f f c o n c l u d e d t h a t : (1) T he d e v e lo p m e n t o f a p e r s o n 's s e lf - c o n c e p t i s a c o n se q u e n c e of the p e r s o n 's a s s o c ia tio n o r in te r a c tio n w ith s ig n ific a n t o th e r s , and th a t the p ro m in e n t s ig n ific a n t o th e r p e r s o n i s the p a r e n t. O m an a ls o r e p o rte d th e p a r e n t a s th e m o s t p ro m in e n t sig n ific a n t p e r s o n . (2) S e lf-c o n c e p t of v o c a tio n a l a b ility is u n r e la te d to s e v e r a l o th e r f a c to r s often th o u g h t to be r e la te d to c a r e e r d e v e lo p m e n t. One o th e r f a c to r is so c io -e c o n o m ic s ta tu s . W am hoff r e p o r te d th a t a p e r s o n who a s p i r e s to w o rk in a low s o c io -e c o n o m ic s ta tu s o c c u p atio n m ay h ave no lo w e r se lf-c o n c e p t of v o c a tio n a l a b ility th an a p e r s o n who a s p i r e s to w o rk in a high s o c io -e c o n o m ic s ta tu s o c c u p a tio n . <3) T h e r e i s no r e l a t i o n ­ ship b e tw e en s e lf - c o n c e p t o f v o c a tio n a l a b ility and s e lf - c o n c e p t of a c a d e m ic a b ility . T h e only s ig n ific a n t c o r r e la tio n b e tw e e n th e s e two c o n s tr u c ts e x is te d f o r the s u b je c ts c la s s if ie d a s c o lle g e m a le s . S u m m a ry T h e re v ie w o f r e la te d l i t e r a t u r e and r e s e a r c h r e v e a le d a n u m ­ b e r o f w r itin g s a n d r e s e a r c h r e p o r t s th a t w e re c o n s id e r e d r e la te d a n d re le v a n t to th e p r e s e n t stu d y . E a r ly c a r e e r th e o r y of v o c a tio n a l ch o ic e w as b a s e d on th e t r a i t an d f a c to r th e o r y . T r a i t a n d f a c to r th e o ry w as b a s e d on the a s s u m p tio n th a t (a) in d iv id u a l d if f e r e n c e s can be c l a s s i f i e d , {b) o c c u ­ p a tio n a l r e q u ir e m e n ts c a n a ls o be c l a s s i f i e d , and (c) th e in d iv id u a l c a n be m a tc h e d in to th e r ig h t o c c u p a tio n . 4 1 G in z b e rg d ev e lo p e d a v o c a tio n a l d e v e lo p m e n ta l th e o ry th a t w as b a s e d on th e life s ta g e s of an in d iv id u a l. G in z b e rg a ls o r e f e r r e d to a sig n ific a n t p e r s o n a s having a key r o le in a s s i s t i n g a n in d iv id u al in c h o o sin g a c a r e e r . S u p er o rg a n iz e d a ll th e d iv e r s e e le m e n ts o f p a s t v o c a tio n a l d e v elo p m en t r e s e a r c h a n d o rg a n iz e d th e e le m e n ts into a c o m p re h e n s iv e v o c a tio n a l d e v e lo p m en t th e o r y . T he th e o r y w as s ta te d in te n p r o p o s i­ tio n s. S u p e r a ls o fo r m u la te d a s e lf -c o n c e p t th e o ry of v o c a tio n a l d e v e lo p m e n t. H o lla n d 's th e o ry of v o c a tio n a l d e v e lo p m e n t w a s b a s e d on th e a s s u m p tio n th a t an in d iv id u a l is the p ro d u c t of h is in te r a c tio n w ith a v a r ie ty o f p e rs o n a l a n d c u ltu r a l f a c t o r s in h is e n v iro n m e n t. R o e 's th e o ry o f o c c u p a tio n a l c h o ic e i s th a t an in d iv id u a l f u l­ f ills h is n e e d s th ro u g h th e o c cu p atio n he e n t e r s . One of th e d e t e r - m in e n ts a s to w hat o c c u p a tio n the in d iv id u a l w ill e n te r i s th e e n v ir o n ­ m e n t o f e a r ly childhood e x p e r ie n c e s . She c la s s if ie d o c c u p a tio n s in to e ig h t g r o u p s . F o r e a c h o cc u p atio n sh e d e s c r ib e d th e ty p e of w ork one w ould be in v o lv ed in w ith e a c h g r o u p . In a c la s s if ic a tio n c h a r t she d ev e lo p e d she p o in te d out the ty p e of w o rk one w ould p ro b a b ly e n te r a s a r e s u l t of th e fa m ily e n v iro n m e n t. H oppock s ta te d th a t a p e rs o n s e l e c t s a c a r e e r in o r d e r to fu lfill n e e d s . V o c a tio n a l d e v e lo p m e n t th e r e f o r e b e g in s w hen we a r e 4 2 a w a re th a t a n o c c u p a tio n c an m e e t th e s e n e e d s . H oppock s ta te d h is th e o ry o f c a r e e r d e v elo p m e n t in th e fo rm of te n p o s tu la te s . T h e re h a s a ls o b e e n m an y s tu d ie s th a t in v e s tig a te d c a r e e r d ev elopm ent f ro m a p sy c h o lo g ic a l a n d s o c io lo g ic a l s ta n d p o in t- - i n t e r e s t s , m o tiv a tio n , v a lu e s , a p titu d e s , p e r s o n a lity , a s w ell a s p a re n ta l o c c u p a tio n , u r b a n - r u r a l c o m m u n ity , s o c io -e c o n o m ic s t a t u s of fa m ily , a n d s o c ia l e n v iro n m e n t. V e ry few s tu d ie s in v e s tig a te d s e lf - c o n c e p t o f v o c a tio n a l d ev elo p m en t f r o m th e s y m b o lic - in te r a c tio n is t v ie w p o in t. A lm o st a ll r e s e a r c h s tu d ie s th a t in v e s tig a te d s e lf - c o n c e p t so ugh t to d e te r m in e if a p e r s o n ’s s e lf - c o n c e p t im p ro v e d a s a r e s u l t o f a c e r ta in ty p e of p r o ­ g ra m o r c o u r s e . B a s e d upon the c a r e e r d e v e lo p m e n t t h e o r i e s of G in z b e rg , S u per, R oe, and H oppock, a n d u s in g a s a b a s e th e p re v io u s w o rk by Woolf, O m a n , an d W am hoff in th e a r e a of s e lf - c o n c e p t of a c a d e m ic and v o c a tio n a l a b ility , it w ould s e e m a p p r o p r ia te to f u r th e r e x a m in e the r e la tio n s h ip o f s e lf- c o n c e p t a n d c a r e e r d e v e lo p m e n t. C H A P T E R IH RESEA RCH PRO CED U RES T he r e s e a r c h p r o c e d u r e s o f th e study w ill be d is c u s s e d u n d e r the follow ing h e a d in g s : (1) R e s e a r c h S etting an d Id e n tific a tio n o f th e P o p u la tio n ; (2) H y p o th e se s to be T e s te d ; (3) T e s tin g I n s tr u m e n ts ; (4) D ata C o lle c tio n P r o c e d u r e s ; (5) P r o c e s s in g of D ata; (6) A n a ly s is of S am p le; and (7) S u m m a ry . R e s e a r c h S e t t i n g a n d I d e n t i f i c a t i o n o f t h e P o p u l a t i o n R e s e a r c h Setting N o rth e rn M ichigan U n iv e rs ity i s a s ta te - s u p p o r te d u n iv e r s ity lo c a te d in th e U p p e r P e n in s u la o f M ich ig an . A d m issio n to th e U n iv e r ­ sity i s open to a ll r e s id e n ts of M ichigan a s w ell a s o u t- o f - s ta te s tu d e n ts . T h e g e o g ra p h ic a l b re a k d o w n f o r the 1974-75 f r e s h m a n c l a s s a t N o rth e rn i s shown in T a b le 1. T h e n u m b e r of s tu d e n ts com ing f ro m th e U p p er P e n in s u la s lig h tly e x c e e d e d th o se co m in g f ro m the L o w e r P e n in s u la . T h e r e a r e fo u r s c h o o ls lo c a te d w ith in th e U n iv e r s ity . T h ey a r e T h e School o f A r t s an d S c ie n c e s , T he School of B u s in e s s , T h e School of E d u c a tio n , an d T h e School o f N u rs in g . 4 3 4 4 T a b le 1 G EOGRAPHICAL DISTRIBUTION O F FRESHMAN STUDENTS EN ROLLED A T NORTHERN MICHIGAN UNIVERSITY 1974-1975* F r e shm an U p p er P e n in s u la L o w e r P e n in s u la O u t-o f- S tate N o. % No. % N o. % M ales 713 2 7 .8 6 620 24. 22 F e m a le s 622 24. 30 510 19.92 1335 52. 16 1130 44. 14 63 31 94 2 .4 6 1. 21 3.67 ♦SO U R C E: E n ro llm e n t a n d A d m is s io n R e p o r t - - F a l l , 1974, O ffice of the R e g i s t r a r , N o rth e r n M ichigan U n iv e r s ity , A p r il, 1975. W ith th e ex c ep tio n of the School of A r ts a n d S c ie n c e s , e a c h o f the Schools o f f e r o n e - , tw o -, a n d f o u r - y e a r d e g re e p r o g r a m s . A f te r co m p le tio n o f the r e q u ir e m e n ts f o r the o n e - y e a r p r o g r a m , th e stu d en t is a w a rd e d a c e r t i f i c a t e . T he stu d e n t c o m p le tin g the tw o - y e a r p r o g r a m i s a w a r d e d a n a s s o c ia te d e g r e e . W hen th e r e q u ir e m e n ts of the f o u r - y e a r p r o g r a m a r e c o m p le te d , th e stu d e n t i s a w a rd e d the c u s to m a ry b a c c a la u r e a te d e g r e e . The on ly d iffe re n c e b e tw e e n th e o n e - , tw o -, and f o u r - y e a r p r o g r a m s i s in th e n u m b e r o f c o u r s e s r e q u ir e d f o r c o m p le tio n . T h e re a r e not s e p a r a te c o u r s e s f o r the s tu d e n ts in v a r io u s d e g re e p r o g r a m s . 4 5 A s tu d e n t p u rsu in g a f o u r - y e a r p r o g r a m w ill e n r o ll in th e s a m e c o u r s e s in m any c a s e s a s th e s tu d e n t who i s in th e o n e - y e a r p r o g r a m . N o rth e r n M ich ig an U n iv e rs ity a ls o f u lf ills th e c o m m u n ity co lleg e r o le f o r M a rq u e tte an d A lg e r C o u n tie s . Of the 1, 335 f r e s h m a n stu d e n ts f r o m th e U p p e r P e n in s u la a tte n d in g N o r th e rn , 941 o f th e s t u ­ d en ts a r e f r o m M a rq u e tte a n d A lg e r C o u n tie s . I d e n t i f i c a t i o n o f P o p u l a t i o n T h e to ta l p o p u la tio n of th e stu d y c o n s is te d of f r e s h m a n m a le and f e m a le s tu d e n ts who w e re e n ro lle d in 12 o r m o re s e m e s t e r h o u r s in a p r o g r a m of study d e s ig n e d (1) to p r e p a r e th e m f o r a c a r e e r r e ­ q u irin g a b a c c a la u r e a te d e g r e e f o r in i t i a l e n tr a n c e , and (2) to p r e p a r e th e m f o r a c a r e e r r e q u ir in g l e s s - t h a n - a - c o l l e g e d e g re e f o r in itia l e n tra n c e . T h is in c lu d e d p r o g r a m s of stu d y in b u s in e s s , h e a lth , hom e e c o n o m ic s , a n d tr a d e a n d in d u s tr y . H y p o th e se s to b e T e s te d M e a d 's s y m b o lic - in te r a c tio n is t th e o r y p ro v id e d th e th e o r e tic a l fra m e w o rk f o r the stu d y . M e a d 's th e o r y s t a t e s th a t w h a te v e r a n i n d i­ vidual b e lie v e s about h im s e lf i s d ev elo p ed th ro u g h h is in te r a c tio n w ith whom he a s s o c i a t e s w ith in h is s o c ia l e n v iro n m e n t. T he s ig n ific a n t o th e rs in a p e r s o n 's e n v iro n m e n t, t h e r e f o r e , b e c o m e s th e fo c a l p o in t upon w h ich th e in d iv id u a l f o r m u la te s c o n c e p ts ab o u t h im s e lf . T h a t i s . 4 6 an in d iv id u a l's s e lf c o n c e p t i s m e r e ly a r e f le c tio n of s ig n ific a n t o th e r s in the p e r s o n 's e n v iro n m e n t. L aB enne a n d G re e n e s p e a k a b o u t s ig n i­ fic a n t o th e r s w ith th e s e w o rd s : T h e d e v e lo p m e n t o f s e lf -c o n c e p t i s p a r ti c u la r ly a ffe c te d by th e r o le o f ” s ig n ific a n t o t h e r s ” in th e life o f a c h ild . A t an e a r ly a g e , th e m o st s ig n ific a n t o t h e r s in h is Life a r e h is p a r e n ts . T h ey a r e th e f i r s t p eo p le to a ffe c t th e d e v e lo p ­ m e n t of h is s e lf - c o n c e p t, and th e y co n tin u e to b e s ig n ific a n t o t h e r s . H o w ev er, th e r e c o m e s a p o in t in e v e r y p e r s o n 's life when h e b e g in s to re c o g n iz e the p o w e r and in flu en ce o f h is f r ie n d s . W hen he r e a l i z e s t h i s , the s ig n ific a n t o th e r s in h is life b e g in to s h ift fro m h is p a r e n t s to h is S ig n ific a n t o th e r s a r e th e people who p e e r s . m o s t in tim a te ly a d m i n is t e r the " r e w a r d s ” and ” p u n is h m e n ts ” in a p e r s o n 's life the c la s s r o o m te a c h e r sho uld be in c lu d e d in th is g ro u p . . . s e lf - c o n c e p t is a c q u ir e d fro m c o u n t­ l e s s e x p e r ie n c e s w ith sig n ific a n t p e r s o n s . * . . . . T h e r e w e re fo u r m a jo r q u e stio n s c o n s id e r e d in th e stu d y . T he follow ing r e s e a r c h h y p o th e s e s w e re f o r m u la te d f o r th e p u r p o s e of a n s w e rin g th e s e fo u r q u e s tio n s . T he h y p o th e s e s a r e s ta te d in the r e s e a r c h f o r m . Q u e stio n 1: I s t h e r e a r e la tio n s h ip b etw een w h at a s tu d e n t r e p o r t s to b e h is s e lf- c o n c e p t o f a c a d e m ic a b ility a n d th e p e rc e p tio n of s e lf- c o n c e p t of a c a d e m ic a b ility he r e p o r t s to be h eld b y a p a r e n t and by a f r ie n d ? ^W allace D. L a B e n n e and B e r t I . G r e e n e . E d u c a tio n a l I m p li­ c a tio n s o f S e lf-C o n c e p t T h e o r y (P a c ific P a l i s a d e s : G o o d y e a r P u b lis h in g C o m p an y , In c . (1969), pi 14. 4 7 H y p o th e sis 1: T h e r e i s a p o s itiv e c o r r e la tio n b etw een s e lf- c o n c e p t o f a c a d e m ic a b ility a n d (a) p e r c e iv e d p a r e n ta l e v a lu a tio n of a c a d e m ic a b ility an d (b ) p e r c e iv e d frie n d e v a lu a tio n of a c a d e m ic a b ility . S y m b o lic a lly , the r e s e a r c h h y p o th e s is w ould be s ta te d lik e th is : HO^&: p ^ 0; i . e . , th e c o r r e l a tio n b etw een s e lf - c o n c e p t of a c a d e m ic a b ility a n d p e r c e iv e d p a r e n ta l e v a lu a tio n o f a c a d e m ic a b ility i s g r e a t e r th an z e r o . HC>ib: p^!> 0: i . e . , the c o r r e la ti o n b etw e en s e lf- c o n c e p t o f a c a d e m ic a b ility and p e r c e iv e d frie n d e v a lu a tio n of a c a d e m ic a b ility i s g r e a t e r th an z e r o . In th e study th e s e lf- c o n c e p t o f v o c a tio n a l a b ility a s w ell a s the p e r c e iv e d e v a lu a tio n of v o c a tio n a l a b ility o f s ig n ific a n t o th e r s w a s e x a m in e d . T h is p o rtio n of the study a ls o had a s i t s b a s i s M e a d 's s y m ­ b o lic - in te r a c tio n is t th e o ry . If a p e r s o n 's s e lf -c o n c e p t o f a c a d e m ic a b ility is a r e f le c tio n of s ig n ific a n t o t h e r s , i t fo llo w s th en th a t a p e r ­ s o n 's s e lf - c o n c e p t of v o c a tio n a l a b ility i s a r e f le c tio n of sig n ific a n t o th e r s a ls o . Q u e stio n 2: I s t h e r e a r e la tio n s h ip b e tw e e n w hat a stu d en t r e p o r t s to b e h is s e lf -c o n c e p t o f v o c a tio n a l a b ility and th e p e rc e p tio n of s e lf -c o n c e p t of v o c a tio n a l a b ility he r e p o r t s to b e held by s ig n ific a n t o t h e r s ? H y p o th e sis 2: T h e r e i s a p o s itiv e c o r r e la tio n b etw e en s e lf - c o n c e p t o f v o c a tio n a l a b ility and p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility . S y m b o lic a lly , the r e s e a r c h h y p o th e s e s w ould b e s ta te d lik e th i s : 4 8 HOg: p > _ 0; i . e . * th e c o r r e la tio n b e tw e e n s e lf - c o n c e p t o f v o c a tio n a l a b ility an d p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a ­ tio n i s g r e a t e r th a n z e r o . T h e P e a r s o n - P r o d u c t M om ent C o r r e la tio n A n a ly s is w a s u s e d to t e s t th e s ig n ific a n c e o f th e tw o h y p o th e s e s . T h e c o n fid en ce a lp h a le v e l w as s e t a t .0 5 . S tu d e n ts s e le c t d if f e r e n t c a r e e r p r o g r a m s f o r a n u m b e r o f r e a s o n s - - i n t e r e s t s , m o tiv a tio n , p a r e n ta l p r e s s u r e , f r i e n d 's p e r s u a ­ sion, and s p e c if ic id e n tifie d c a r e e r g o a ls . T h e r e a r e a ls o m an y r e a s o n s why s tu d e n ts do not e n t e r s p e c ific c a r e e r p r o g r a m s - - f a i l u r e to id e n tify g o a ls , la c k o f i n t e r e s t , no m o tiv a tio n , a n d p o o r s e lf- c o n c e p t of s e lf. Of p r i m a r y im p o r ta n c e to th e study w a s th e q u e stio n o f d if ­ f e r e n c e s o f s e lf - c o n c e p t o f a c a d e m ic a n d v o c a tio n a l a b ility h eld b y stu d en ts in v a r io u s le v e ls of c a r e e r p r o g r a m s . Q u e stio n 3: Do s tu d e n ts e n r o lle d in l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s hold a d if f e r e n t p e r c e p tio n o f t h e i r s e lf- c o n c e p t of a c a d e m ic a b ility f r o m th e s tu d e n ts e n r o lle d in b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s ? H y p o th e s is 3: T h e r e i s a d if f e re n c e in th e m e a n s c o r e s o f s e lf - c o n c e p t of a c a d e m ic a b ility , an d p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of a c a d e m ic a b ility b e tw e e n s tu d e n ts e n r o lle d in l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s an d b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s an d a m o n g th e s tu d e n ts e n r o lle d in d if f e re n t l e s s - t h a n - d e g r e e a n d b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s . S y m b o lic a lly , r e s e a r c h h y p o th e s is t h r e e w ould b e s ta te d lik e t h i s : 49 H O ^ : SCAAU, F e m a le s , B u s in e s s , LTD = SCAAU, F e m a le s , H e a lth , L T D = SCAAU# F e m a le s , H om e E c o n o m ic s , L T D = 0 H O ^ : SCAAU, F e m a le s , B u s in e s s , BD = SCAAU, F e m a le s , H e a lth , BD - SCAAU, F e m a le s , H om e E c o n o m ic s , BD = 0 HOgc : SCAAU, M a le s , T r a d e a n d I n d u s tr y , LTD = SCAAU, M a le s , T r a d e a n d In d u s tr y , BD = 0 H 0 3 d : SCAAU, M a le s , B u s i n e s s , BD = SCAAU, M a le s , H e a lth , BD = SCAAU. M a le s , T r a d e an d I n d u s tr y , BD = 0 H 0 3 e : SCAAU, F e m a le s , H om e E c o n o m ic s , LTD = SCAAU, F e m a le s , H om e E c o n o m ic s , BD = 0 H Ogj: SCAAU, F e m a le s , B u s in e s s , L T D = SCAAU, F e m a le s , B u s in e s s , B D = 0 H O ^ : SCAAU, F e m a le s , H e a lth , L T D - SCAAU, F e m a le s , H e a lth , BD - 0 L e g e n d : SCAAU = S e lf -C o n c e p t of A c a d e m ic A b ility , G ro u p M ean L T D = L e s s - T h a n - D e g r e e BD = B a c c a la u r e a te D e g re e Q u e stio n 4: Do s tu d e n ts e n r o lle d in l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s hold a d iff e re n t p e r c e p tio n o f t h e i r s e lf - c o n c e p t o f v o c a tio n a l a b ility f r o m th e s tu d e n ts e n r o lle d in b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s ? H y p o th e sis 4: T h e r e i s a d iff e re n c e in th e m e a n s c o r e s of s e lf - c o n c e p t of v o c a tio n a l a b ility and p e r ­ c e iv e d s ig n ific a n t o th e r *s e v a lu a tio n of v o ca tio n a l a b ility b e tw e e n s tu d e n ts e n r o lle d in l e s s - t h a n - d e g r e e and b a c c a la u r e a te d e g r e e 5 0 c a r e e r p r o g r a m s and am o n g stu d e n ts e n ro lle d in d if f e r e n t l e s s - t h a n - d e g r e e and b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s . S y m b o lically , r e s e a r c h h y p o th e s is fo u r would be s ta te d lik e th is : H O ^ : SCVAu> F e m a le s , B u s in e s s , L T D = SCVAU, F e m a le s , H e a lth , L T D - SCVAU, F e m a le s , H om e E c o n o m ic s , LTD = 0 H 0 4^ : SCVAu , F e m a le s , B u s in e s s , BD = SCVAU, F e m a le s , H e a lth , BD = SCVAU, F e m a l e s , Home E c o n o m ic s , BD = 0 HC>4 C: SCVAu , M a le s , B u s in e s s , BD = SCVAU, M a le s , H e a lth , BD = SCVAa , M a le s , T r a d e a n d In d u s tr y , BD = 0 H 0 4 d : SCVAU, F e m a le s , H e a lth , LTD = SCVAU, F e m a le s , H e a lth , B D = 0 H 0 4 e : SCVAU, F e m a le s , H om e E c o n o m ic s , LTD = SCVAU, F e m a le s , H om e E c o n o m ic s , BD = 0 H O ^ : SCVAU, F e m a le s , B u s in e s s , L T D = SCVAU, F e m a le s , B u s in e s s , BD = 0 H 0 4gi SCVAU, M a le s , T r a d e and I n d u s tr y , L T D = SCVAU, M a le s , T r a d e and I n d u s tr y , B D = 0 L eg e n d : SCVAU = S e lf - C o n c e p t of V o c a tio n a l A b ility , G ro u p M ean L T D = L e s s - T h a n - D e g r e e B D = B a c c a la u r e a te D e g re e A n a ly s is o f v a r ia n c e w a s u s e d to t e s t the s ig n ific a n c e of h y p o ­ th e s e s th r e e an d f o u r . T he c o n fid en ce a lp h a le v e l w a s s e t a t .0 5 . A SchefflT p o s t-h o c a n a ly s is w as c o m p u te d w h e re v e r t h e r e w as a s ig n i­ fic a n t d iffe re n c e a m o n g g ro u p s . 51 T e s tin g I n s tr u m e n ts Seven s e lf- c o n c e p t s c a le s w e re u s e d in th e stu d y ; S elf- C oncept of A c a d e m ic A b ility - P o s t H igh School (SCAA - PH ); P e r c e iv e d P a re n ta l E v a lu a tio n of A c a d e m ic A b ility (P P A A ); P e r c e iv e d F r ie n d E v alu a tio n o f A c a d e m ic A b ility (P F A A ); S e lf-C o n c e p t o f V o c a tio n a l A b ility - G e n e r a l n-degree c a r e e r p r o g r a m s in hom e e c o n o m ic s in th e m e a n s c o r e s of s e lf -c o n c e p t of 91 a c a d e m ic a b ility (SCAA), p e r c e iv e d p a r e n ta l e v a lu a tio n o f a c a d e m ic a b ility (PPA A ), and p e rc e iv e d f r ie n d e v a lu a tio n o f a c a d e m ic a b ility (PPA A ). No s ig n ific a n t d if f e r e n c e s w e r e found to e x is t w hen th e m ean s c o r e s of fe m a le s tu d e n ts e n ro lle d in b a c c a la u r e a te an d l e s s - t h a n - d e g r e e hom e e c o n o m ic s p r o g r a m s w e r e a n a ly z e d on th e t h r e e s e lf - c o n c e p t m e a s u r e s . In T a b le 24, th e r e s u l t s of th e d a ta a n a l y s i s a r e sh o w n . T a b le 24 An A n a ly s is o f V a r ia n c e of S e lf-C o n c e p t of A c a d em ic A b ility , P e r c e iv e d P a r e n t a l , and P e r c e iv e d F r ie n d M ean S c o r e s F o r F e m a le S tu d e n ts E n r o lle d in B a c c a la u r e a te And L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s In Home E c o n o m ic s V a r ia b le S o u rc e SS D F MS F SCAA PPA A PFA A B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G r o u p s T o ta l 4. 85 2 1 2 .5 4 2 1 7 .3 9 9. 42 1 1 7 .0 4 1 2 6 .4 6 2 . 60 1 3 3 .4 0 1 3 6 .0 0 1 24 25 1 24 25 1 24 25 4 .8 5 8. 86 9 .4 2 4. 88 2 .6 0 5. 56 . 55 1 .9 3 .4 7 * S i g n i f i c a n t a l p h a . 0 5 9 2 H y p o th e sis Six T h e s ix th h y p o th e s is , fo llo w in g , w a s r e je c te d : T h e r e i s not a d if f e r e n c e b e tw e e n fe m a le s tu d e n ts e n ro lle d in l e s s - t h a n - d e g r e e a n d b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s in b u s in e s s in the m e a n s c o r e s of s e lf - c o n c e p t o f a c a d e m ic a b ility (SCAA), p e r c e iv e d p a r e n ta l e v a lu a tio n o f a c a d e m ic a b ility (P P A A ), a n d p e r c e iv e d f r ie n d e v a lu a tio n of a c a d e m ic a b ility (P F A A ), T h e m e a n s c o r e s f o r a ll th r e e s e lf - c o n c e p t m e a s u r e s w ere c o n s id e r a b ly l a r g e r f o r th e s tu d e n ts e n r o lle d in th e b u s i n e s s b a c ­ c a la u r e a te d e g re e b u s in e s s p r o g r a m s th a n f o r th e s tu d e n ts e n ro lle d in th e b u s i n e s s l e s s - t h a n - d e g r e e p r o g r a m s . In A ppendix C th e m e a n s c o r e s f o r a l l the s e lf - c o n c e p t m e a s u r e s , b o th a c a d e m ic and v o c a tio n a l, a r e show n. T h e re w a s a s ig n ific a n t d if f e r e n c e b etw een th e tw o g ro u p s of s tu d e n ts on a ll th r e e m e a s u r e s . T he a n a l y s i s o f v a r ia n c e d a ta fo r th e s e tw o g ro u p s a r e show n in T a b le 25. H y p o th e sis Seven T he se v e n th h y p o th e s is , fo llo w in g , w as not r e j e c t e d : T h e r e i s not a d if fe r e n c e b e tw e e n fe m a le s tu d e n ts e n r o lle d in l e s s - t h a n - d e g r e e a n d b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s in h e a lth in th e m e a n s c o r e s o f s e lf - c o n c e p t of a c a d e m ic a b ility (SCAA), p e rc e iv e d p a r e n ta l e v a lu a tio n of a c a d e m ic a b ility (P P A A ), and p e r c e iv e d f r ie n d e v a lu a tio n of a c a d e m ic a b ility (P F A A ). A lthough the m e a n s c o r e s f o r th e s tu d e n ts e n r o lle d in th e b a c ­ c a la u r e a te d e g re e h e a lth p r o g r a m s w e re s lig h tly h ig h e r th a n th e m ean s c o r e s o f th e s tu d e n ts e n r o lle d in th e l e s s - t h a n - d e g r e e h e a lth p r o g r a m s , 9 3 T a b l e 25 An A n a ly s is o f V a ria n c e o f S e lf-C o n c e p t of A c a d e m ic A b ility , P e r c e iv e d P a r e n t a l , an d P e r c e iv e d F r ie n d M ean S c o r e s F o r F e m a le S tu d en ts E n ro lle d in B a c c a la u r e a te A nd L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s In B u s in e s s *. • V a ria b le S o u rce SS D F MS F SCAA PPAA PFAA B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l 1 1 9 .2 5 7 5 8 .4 3 8 7 7 .6 8 53, 56 5 0 4 . d» 5 5 8 .2 5 82. 60 5 0 1 .9 2 5 8 4 .5 2 1 71 72 1 71 72 1 71 72 1 1 9 .2 5 10. 68 1 1 .1 6 * 53. 56 7. 11 7 .5 3 * 8 2 .6 0 7. 07 1 1 .6 9 * * S ig n ific a n t a lp h a .0 5 t h e r e w e re no s ig n ific a n t d if f e r e n c e s on th e t h r e e s e lf - c o n c e p t m e a s ­ u r e s . In T a b le 26 th e r e s u l t s of th e a n a ly s is a r e show n. S u m m ary o f H y p o th e se s One T h ro u g h Seven - P a r t II T h e m e a n s c o r e s o f s e lf - c o n c e p t of a c a d e m ic a b ility a n d th e p r e d ic to r v a r i a b l e s - - p e r c e i v e d p a r e n ta l an d f r ie n d e v a lu a tio n of a c a d e m ic a b i l i t y - - f o r th e s tu d e n ts e n r o lle d in th e b a c c a la u r e a te and l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s w e re a n a ly z e d in h y p o th e se s one th ro u g h se v e n . 9 4 T a b l e 26 An A n a ly s is of V a r ia n c e of S e lf-C o n c e p t of A c a d em ic A b ility , P e r c e iv e d P a r e n t a l , a n d P e r c e iv e d F r ie n d M ean S c o re s F o r F e m a le S tu d e n ts E n ro lle d in L e s s - T h a n - D e g r e e And B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s In H ealth V a ria b le S o u rce SS D F MS F SCAA PPA A PFA A B e tw e e n G ro u p s W ithin G ro u p s T o ta l B etw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l 3. 98 6 6 4 .6 9 6 6 8 .6 7 . 11 4 6 9 .8 4 469. 95 4. 71 3 7 9 .5 5 3 8 0 .2 6 1 64 65 1 64 65 1 64 65 3. 98 10. 39 . 11 7. 34 4. 71 5. 93 . 38 .0 2 .7 9 * S ig n ifican t a lp h a .0 5 T h e c o m p a r is o n w as m ade by d e g re e an d p r o g r a m . An a n a ly s is o f v a r ia n c e w a s u s e d to d e te r m in e i f th e r e w a s a s ig n if i­ c a n t d if f e r e n c e in th e m e a n s c o r e s . T h e r e w as a s ig n ific a n t d iffe re n c e in th e m e an s c o r e s of s e lf -c o n c e p t of a c a d e m ic a b ility , p e r c e iv e d f r ie n d e v a lu a tio n o f a c a d e m ic a b ility f o r m a le s tu d e n ts e n ro lle d in b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s in b u s i n e s s , t r a d e an d in d u s tr y , and h e a lth . A s ig n ific a n t d iffe re n c e w a s found to e x is t in th e m e a n s c o r e s of s e lf - c o n c e p t of a c a d e m ic a b ility , p e r c e iv e d f r ie n d e v a lu a tio n of 9 5 a c a d e m ic a b ility , a n d p e r c e iv e d p a r e n ta l e v a lu a tio n of a c a d e m ic a b ility b e tw e e n th e f e m a le s tu d e n ts e n ro lle d in l e s s - t h a n - d e g r e e and th e s tu d e n ts e n r o lle d in th e b a c c a la u r e a te d e g re e p r o g r a m s in b u s in e s s . In h y p o th e s is e ig h t th ro u g h f o u r te e n , th e m e a n s c o r e s f o r s e lf -c o n c e p t of v o c a tio n a l a b ility and th e p r e d ic to r v a r i a b le s f o r th e s tu d e n ts e n ro lle d in th e le s s - t h a n - d e g r e e a n d b a c c a la u r e a te d e g re e p r o g r a m s w ill b e a n a ly z e d . H y p o th e sis E ig h t T he e ig h th h y p o th e s is , follow ing, w a s not r e je c te d : T h e r e i s not a d if fe re n c e b e tw e en f e m a le s tu d e n ts e n r o lle d in l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s in b u s in e s s , h e a lth , a n d hom e e c o n o m ic s in th e m ean s c o r e s of s e lf - c o n c e p t of v o c a tio n a l a b ility , b o th g e n e r a l (SC V A -G ) and i n t e r e s t (S C V A -I), an d p e r ­ c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility , b o th g e n e r a l (P O E V -G ) an d i n t e r e s t (P O E V -I). No s ig n ific a n t d if f e r e n c e s w e re found to e x is t when th e m e a n s c o r e s o f f e m a le s tu d e n ts e n r o lle d in b u s in e s s , h e a lth , and hom e e c o n o m ic s l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s w e re a n a ly z e d . In T a b le 27 th e r e s u l t s of th e d a ta a n a ly s is a r e show n. H y p o th e s is N ine T h e n in th h y p o th e s is , fo llo w in g , w as not r e je c te d : T h e r e i s not a d iffe re n c e b e tw e en fe m a le s tu d e n ts e n r o lle d in b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s in b u s in e s s , h e a lth , a n d h o m e e c o n o m ic s in th e 9 6 T a b l e 27 An A n a ly s is of V a ria n c e o f S e lf-C o n c e p t and P e r c e iv e d V o c a tio n a l A b ility M ean S c o re s f o r F e m a le S tu d en ts E n r o lle d in L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s in B u s in e s s , H e a lth , And H om e E c o n o m ic s V a ria b le S ource SS D F MS F SCV A -G SC V A -I P O E V -G P O E V -I B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ith in G ro u p s T o ta l B e tw e e n G ro u p s W ith in G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l 7. 01 3 5 1.87 3 5 8 .8 8 9. 68 6 6 9 .2 0 6 7 8 .8 8 5 .8 7 5 9 6 .2 1 6 0 2 .0 8 3 .4 6 8 6 6 .2 5 8 6 9 .7 1 2 74 76 2 74 76 2 74 76 2 74 76 3. 51 4. 76 4. 84 9. 04 2 .9 4 8 . 06 1. 73 11. 71 .7 4 .5 4 . 36 . 15 * S ig n ific a n t a lp h a .0 5 m e a n s c o r e s of s e lf - c o n c e p t o f v o c a tio n a l a b ility , b o th g e n e r a l (SC V A -G ) a n d i n t e r e s t (S C V A -I), an d p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility , b o th g e n e r a l (P O E V -G ) an d i n t e r e s t (P O E V -I). T h e r e w e re no s ig n if ic a n t d if f e r e n c e s in th e m e a n s c o r e s of s e lf - c o n c e p t of v o c a tio n a l a b ility m e a s u r e s f o r th e fe m a le s tu d e n ts e n r o lle d in th e v a r i o u s b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s . In T a b le 28 th e d a ta a n a ly s is a r e show n. 9 7 T a b l e 28 An A n a ly s is o f V a r ia n c e o f S e lf-C o n c e p t a n d P e r c e iv e d V o c a tio n a l A bility M ean S c o re s fo r F e m a le Students E n ro lle d in B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s in B u s in e s s , H e a lth , A nd H om e E c o n o m ic s V a ria b le Source SS D F MS F SCVA-G SC V A -I P O E V - G P O E V - 1 B e tw e e n G ro u p s W ithin G ro u p s T o ta l B etw een G ro u p s W ithin G ro u p s T o ta l B etw e e n G r o u p s W ithin G ro u p s T o ta l B e tw e e n G r o u p s W ithin G ro u p s T o ta l 16. 19 5 1 4 .6 7 530.86 29. 71 751. 15 780.86 20. 64 4 9 5.31 51 5 .9 5 26. 62 8 8 6 .1 9 9 1 2 .8 1 2 85 87 2 85 87 2 85 87 2 85 87 8 . 10 6 .0 5 1. 34 14. 85 8 .8 4 1 .6 8 10. 32 5 .8 3 1 .7 7 13. 31 10.42 1 .2 8 * S ig n ifican t a lp h a . 05 H y p o th e sis T e n T h e te n th h y p o th e s is , follow ing, w a s n o t r e je c te d : T h e r e i s not a d if f e r e n c e b e tw e en m a le s tu d e n ts e n r o lle d in b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s in b u s in e s s , h e a lth , a n d tra d e a n d in d u s tr y in th e m e a n s c o r e s of s e lf - c o n c e p t of v o c a tio n a l a b ility , b o th g e n e r a l (S C V A -G ) and i n t e r e s t (S C V A -I), and p e r c e iv e d s ig n if ic a n t o t h e r 's e v a lu a tio n o f v o c a ­ tio n a l a b ility , b o th g e n e r a l (P O E V -G ) a n d in te r e s t ( P O E V - I ) . 9 8 No s ig n ific a n t d if f e r e n c e s w e re found to e x is t when th e m ean s c o r e s of s e lf -c o n c e p t m e a s u r e s w e re c o m p a r e d by p r o g r a m s in b u s in e s s * health* an d t r a d e an d in d u s tr y . T h e r e s u l t s of th e d a ta a n a ly s is a r e show n in T a b le 29. T a b le 29 A n A n a ly s is o f V a ria n c e of S e lf-C o n c e p t a n d P e r c e iv e d V o c a tio n a l A b ility M ean S c o re s f o r M a le S tu d en ts E n ro lle d in B a c c a la u r e a te D e g re e C a r e e r P r o g r a m s in B u s in e s s . H ealth* And T r a d e and In d u s try V a r ia b le S o u rc e SS D F MS F SC V A -G S C V A -I P O E V -G P O E V - I B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l B etw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l 5. 02 7 7 9 .9 1 7 8 4 .9 3 3 3 .4 5 711. 58 7 4 5 .0 3 15. 30 8 1 9 .0 8 8 34. 38 35. 31 7 6 0 .7 5 7 9 6 .0 6 2 83 85 2 83 85 2 83 85 2 83 85 2. 51 9. 40 .2 7 16.72 8. 57 1 .9 5 7. 65 9 .8 7 .7 8 17.66 9. 17 1. 93 * S ig n ific a n t a lp h a .0 5 H y p o th e sis E le v e n T he e le v e n th h y p o th e s is s t a t e s : 9 9 T h e re i s not a d iffe re n c e b e tw e e n f e m a le s tu d e n ts e n ro lle d in b a c c a la u r e a te a n d le s s - t h a n - d e g r e e c a r e e r p r o g r a m s in h e a lth in th e m e an s c o r e s o f s e lf - c o n c e p t of v o c a tio n a l a b ili ty , b o th g e n e r a l (SC V A -G ) a n d i n t e r e s t (S C V A -I), a n d p e r c e iv e d s ig n ific a n t o t h e r ’s e v a lu a tio n o f v o c a tio n a l a b ility , b o th g e n e r a l (P O E V -G ) a n d i n t e r e s t (P O E V -I). A s ig n ific a n t d if fe r e n c e w a s found to e x is t in th e m e a n s c o r e s of p e r c e iv e d o t h e r 's e v a lu a tio n o f v o c a tio n a l a b i lit y - g e n e r a l b e tw e en th e s tu d e n ts in th e l e s s - t h a n - d e g r e e a n d b a c c a la u r e a te d e g re e h e a lth p r o g r a m s . P e r c e iv e d o t h e r 's e v a lu a tio n o f v o c a tio n a l a b i lity - g e n e r a l w as th e only v a r ia b le in c lu d e d in th e h y p o th e s is th a t w a s r e je c te d . The o th e r m e a s u r e s w e r e not s ig n ific a n t. In T a b le 30 th e r e s u l t s o f the d a ta a n a ly s is a r e show n. H y p o th e sis T w elve T he tw e lfth h y p o th e s is , fo llo w in g , w a s n o t r e je c te d : T h e r e i s n o t a d iffe re n c e b e tw e e n f e m a le s tu d e n ts e n ro lle d in b a c c a l a u r e a te a n d le s s - t h a n - d e g r e e c a r e e r p r o g r a m s in h o m e e c o n o m ic s in th e m e an s c o r e s of s e lf - c o n c e p t of v o c a tio n a l a b ility , b o th g e n e r a l (S C V A -G ) and i n t e r e s t (S C V A -I), a n d p e r ­ c e iv e d s ig n if ic a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility , b o th g e n e r a l (P O E V -G ) a n d i n t e r e s t (P O E V -I). T h e r e w e re no s ig n ific a n t d if f e r e n c e s in th e m e a n s c o r e s of s e lf - c o n c e p t of v o c a tio n a l a b ility m e a s u r e s f o r th e fe m a le s tu d e n ts e n r o lle d in th e l e s s - t h a n - d e g r e e a n d b a c c a la u r e a te d e g r e e hom e e c o ­ n o m ic s c a r e e r p r o g r a m s . In T a b le 31 th e r e s u l t s of th e d ata a n a l y s i s a r e show n. 1 0 0 T a b l e 30 An A n a ly s is o f V a r ia n c e of S e lf-C o n c e p t and P e r c e iv e d V o c a tio n a l A b ility M ean S c o r e s f o r F e m a le S tu d en ts E n r o lle d in B a c c a la u r e a te A nd L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s in H e a lth V a ria b le S o u rce SS D F MS F SCV A-G SC V A -I P O E V -G P O E V -I B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ith in G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l 8. 92 353. 34 3 6 2 .2 6 6 . 52 637. 60 6 4 4 .1 2 38. 28 4 4 3 .6 6 481. 94 3 2 .8 8 7 6 8 .4 0 8 0 1 .2 8 1 64 65 1 64 65 1 64 65 1 64 65 8 .9 2 5. 52 6 . 52 9. 96 1 .6 2 .6 5 38. 28 6 . 93 5 .5 2 * 32. 88 12.01 2. 74 * S ig n ific a n t a lp h a . 05 H y p o th e sis T h ir te e n T h e th ir te e n th h y p o th e s is , fo llo w in g , w a s r e je c te d : T h e r e i s not a d if fe r e n c e b e tw e e n fe m a le s tu d e n ts e n r o lle d in b a c c a la u r e a te an d le s s - t h a n - d e g r e e c a r e e r p r o g r a m s in b u s in e s s in th e m e a n s c o r e s o f s e lf - c o n c e p t o f v o c a tio n a l a b ility , b o th g e n e r a l (SC V A -G ) an d i n t e r e s t (S C V A -I), an d p e rc e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n o f v o c a tio n a l a b ility , b o th g e n e r a l (P O E V -G ) a n d i n t e r e s t (P O E V -I). A s i g n i f i c a n t d i f f e r e n c e w a s f o u n d t o e x i s t b e t w e e n t h e t w o 1 0 1 T a b l e 31 A n A n a ly s is o f V a ria n c e of S e lf-C o n c e p t a n d P e r c e iv e d V o c a tio n a l A b ility M ean S c o re s fo r F e m a le S tudents E n r o lle d in B a c c a la u r e a te and L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s in H om e E c o n o m ic s V a ria b le S o u rc e SS D F MS F SCV A -G SC V A -I P O E V -G P O E V - I B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l 6. 31 1 1 5 .5 4 1 2 1 .8 5 1 .8 6 1 7 2 .6 0 1 7 4 .4 6 6 . 15 1 7 2 .5 0 178.65 6 . 32 2 4 4 .0 4 2 3 0 ,3 6 1 24 25 1 24 25 1 24 25 1 24 25 6. 31 4 .8 1 1 .8 6 7 .1 9 6 . 15 7. 18 6. 32 10. 17 1. 31 .2 6 . 86 .6 2 * S ig n ific a n t a lp h a . 05 g ro u p s on a l l s e lf - c o n c e p t of v o c a tio n a l a b ility s c a l e s . T he r e s u l t s of the a n a ly s is a r e show n in T a b le 32. H y p o th e sis F o u r te e n T h e fo u r te e n th h y p o th e s is , fo llo w in g , w a s not r e j e c t e d : T h e r e i s n o t a d if f e r e n c e b e tw e en m a le s tu d e n ts e n r o lle d in b a c c a la u r e a te a n d l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s in t r a d e and in d u s tr y in th e m e a n s c o r e s of s e lf - c o n c e p t of v o c a tio n a l a b ility , b o th g e n e r a l (SC V A -G ) and i n t e r e s t (S C V A -I), a n d p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n o f 1 0 2 T a b l e 3 2 An A n a ly s is of V a r ia n c e of S e lf-C o n c e p t and P e r c e iv e d V o c a tio n a l A b ility M ean S c o r e s f o r F e m a le S tu d e n ts E n r o lle d in B a c c a la u r e a te a n d L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s in B u s in e s s V a ria b le S o u rc e SS D F MS F SCV A -G S C V A -I P O E V -G P O E V -I B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l B e tw e e n G ro u p s W ithin G r o u p s T o ta l B e tw e e n G ro u p s W ithin G ro u p s T o ta l 37. 81 3 9 7 .6 7 435. 48 61. 77 6 1 0 .1 6 6 71. 93 81. 14 4 7 5 .3 6 5 5 6 .5 0 73. 07 7 3 9 .9 2 8 1 2 .9 9 1 71 72 1 71 72 1 71 72 1 71 72 37. 81 5. 60 6 . 75* 61. 76 8 . 59 7 .1 9 * 81. 14 6 . 70 12.1 2 * 73. 07 1 0 .4 2 7 .0 1 * * S ig n ific a n t a lp h a .0 5 v o c a tio n a l a b ility , b o th g e n e r a l (P O E V -G ) a n d i n t e r e s t (P O E V - I ). No s ig n ific a n t d if f e r e n c e s w e re found to e x i s t b etw e en th e tw o g r o u p s on th e s e lf - c o n c e p t of v o c a tio n a l a b ility m e a s u r e s . In T a b le 33 th e a n a ly s is o f v a r ia n c e d a ta a r e show n. S u m m a ry o f H y p o th e se s E ig h t T h ro u g h F o u r te e n - P a r t II T h e m e a n s c o r e s of s e lf - c o n c e p t of v o c a tio n a l a b ility , b o th 1 0 3 T a b l e 3 3 An A n a ly s is of V a ria n c e o f S e lf-C o n c e p t a n d P e r c e iv e d V o c a tio n a l A b ility M ean S c o re s f o r M a le Students E n r o lle d in B a c c a la u r e a te a n d L e s s - T h a n - D e g r e e C a r e e r P r o g r a m s in T r a d e a n d I n d u s tr y V a ria b le S ource SS D F MS F SCVA- G SC V A -I P O E V -G P O E V -I B e tw e e n G ro u p s W ith in G ro u p s T o ta l B e tw e e n G ro u p s W ith in G ro u p s T o ta l B e tw e e n G ro u p s W ith in G ro u p s T o ta l 8. 18 4 9 5 .0 2 5 0 4 .2 0 2 1 .9 6 2 8 0 .3 5 3 0 2 .3 1 7 .8 4 4 9 0 .0 7 4 9 7 .9 1 1 43 44 1 43 44 1 43 44 B e tw e e n G ro u p s W ith in G ro u p s T o ta l .3 7 4 1 3 .4 1 4 1 3 .7 8 1 43 44 8.18 11. 51 . 71 21.96 6. 52 3. 37 7.84 11.40 .3 7 9.61 . 69 .0 4 * S ig n ific a n t a lp h a . 05 g e n e r a l and i n t e r e s t , and th e p r e d i c t o r v a r i a b l e s - - p e r c e i v e d s ig n ific a n t o t h e r ’s e v a lu a tio n of v o c a tio n a l a b ility - - b o th g e n e ra J and i n t e r e s t , f o r th e stu d e n ts e n r o lle d in th e b a c c a la u r e a te and l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s w e re a n a ly z e d in h y p o th e s e s eig h t th r o u g h fo u rte e n . T he c o m p a r is o n w a s m a d e by d e g re e a n d p ro g r a m . An a n a ly s is of v a r ia n c e w as u se d to d e te r m in e i f t h e r e w as a s ig n if ic a n t d iffe re n c e in th e m e a n s c o r e s . 1 0 4 S ig n ific a n t d if f e r e n c e s in th e m e a n s c o r e s w e re found to e x is t in tw o d iffe re n t c a r e e r p r o g r a m s . A s ig n if ic a n t d iffe re n c e w a s found to e x is t b etw een th e s tu d e n ts in th e l e s s - t h a n - d e g r e e and b a c c a la u r e a te d e g re e p r o g r a m s in h e a lth in the m e a n s c o r e s of p e rc e iv e d o t h e r ’s e v a lu a tio n o f v o c a tio n a l a b ility - g e n e r a l. A s ig n ific a n t d iffe re n c e w a s a ls o found to e x is t in th e m e a n s c o r e s f o r fe m a le stu d e n ts e n r o lle d in l e s s - th a n - d e g r e e a n d b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s in b u s i ­ n e s s on a ll s e lf - c o n c e p t and p e rc e iv e d o t h e r 's v o c a tio n a l a b ility m e a s ­ u r e s . S u m m a ry F o r th e p u r p o s e o f in v e s tig a tin g th e r e la tio n s h ip b e tw e e n s e l f - c o n c e p t o f a c a d e m ic a b ility and p e r c e iv e d p a r e n ta l an d frie n d e v a lu a tio n o f a c a d e m ic a b ility s ix h y p o th e se s w e r e f o r m u la te d . The in v e s tig a tio n w a s m ade by sex* b y d e g r e e , and b y p r o g r a m . A s ig n if ic a n t p o s itiv e r e la tio n s h ip w a s found to e x is t b e tw e e n th e s e lf-c o n c e p t o f a c a d e m ic a b ility m e a s u r e an d p e rc e iv e d p a r e n t a l an d p e rc e iv e d f r ie n d e v a lu a tio n of a c a d e m ic a b ility f o r a ll m a le s an d f e m a le s in th e f o u r b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s . A p o s itiv e s ig n ific a n t r e la tio n s h ip w a s found to e x is t f o r a t le a s t one of th e p e r ­ c e iv e d e v a lu a tio n s f o r th e s tu d e n ts e n r o lle d in th e l e s s - t h a n - d e g r e e p r o g r a m s , e x c e p t f o r m a le s in b u s in e s s a n d f e m a le s in hom e e c o n o ­ m i c s . 1 0 5 F o r th e p u r p o s e o f in v e s tig a tin g th e r e la tio n s h ip b e tw e e n s e lf - co n cep t of v o c a tio n a l a b ility an d p e r c e iv e d sig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l ability* s ix h y p o th e se s w e r e f o rm u la te d . T h e in v e s tig a tio n w as m a d e by s e x , by d e g r e e , and by p r o g r a m . A s ig n ific a n t p o s itiv e r e la tio n s h ip w as found to e x is t b etw e en b o th s e lf -c o n c e p t of v o c a tio n a l a b ility m e a s u r e s - - g e n e r a l a n d i n t e r e s t - - and p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility f o r fe m a le a n d m a le s tu d e n ts in b u s in e s s l e s s - t h a n - d e g r e e a n d b a c c a la u ­ r e a te d e g re e c a r e e r p r o g r a m s ; fe m a le a n d m a le s tu d e n ts in b a c c a la u ­ r e a te d e g r e e h e a lth p r o g r a m s ; a n d , m a le stu d e n ts e n r o lle d in b a c ­ c a la u r e a te tr a d e a n d in d u s tr y d e g re e c a r e e r p r o g r a m s . A s ig n if ic a n t p o s itiv e r e la tio n s h ip w as found n o t to e x is t b e ­ tw een s e lf - c o n c e p t o f v o c a tio n a l a b ilit y - g e n e r a l and p e r c e iv e d s ig n if i­ c a n t o t h e r 's e v a lu a tio n , b o th g e n e r a l a n d i n t e r e s t , f o r fe m a le s tu d e n ts e n ro lle d in l e s s - t h a n - d e g r e e and b a c c a la u r e a te d e g r e e h o m e e c o n o m ic s p r o g r a m s ; b e tw e e n s e lf- c o n c e p t of v o c a tio n a l a b i l i t y - i n t e r e s t and p e r ­ c e iv e d sig n ific a n t o t h e r 's e v a lu a tio n o f v o c a tio n a l a b i l i t y - g e n e r a l fo r f e m a le s e n r o lle d in l e s s - t h a n - d e g r e e ho m e e c o n o m ic s p r o g r a m s ; b e tw e e n s e lf -c o n c e p t of v o c a tio n a l a b i l ity - g e n e r a l a n d p e r c e iv e d s ig n if i­ c a n t o t h e r ’s e v a lu a tio n o f v o c a tio n a l a b i l i t y - i n t e r e s t f o r f e m a le s e n ro lle d in l e s s - t h a n - d e g r e e h e a lth p r o g r a m s ; a n d b etw een s e lf - c o n c e p t of v o c a tio n a l a b i l i t y - i n t e r e s t and p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b i l i t y - i n t e r e s t f o r m a le s e n r o lle d in l e s s - t h a n - d e g r e e 1 0 6 tra d e and in d u s try p r o g r a m s . T he m e a n s c o r e s of s e lf - c o n c e p t of a c a d e m ic a b ility and p e rc e iv e d p a r e n ta l a n d f r ie n d e v a lu a tio n of a c a d e m ic a b ility w e re a n a ly z ed f o r th e s tu d e n ts e n r o lle d in th e b a c c a la u r e a te a n d l e s s - t h a n - d e g re e c a r e e r p r o g r a m s . A s ig n ific a n t d iffe re n c e w a s found to e x is t in the m e a n s c o r e s f o r t h e s e v a r i a b l e s f o r m a le s tu d e n ts e n ro lle d in b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s in b u s in e s s , tr a d e and in d u s tr y , and h e a lth . A s ig n ific a n t d if f e re n c e w a s a ls o found to e x is t in th e m e a n s c o r e s f o r th e s e v a r i a b l e s f o r th e fe m a le s tu d e n ts e n r o lle d in l e s s - th a n - d e g r e e an d b a c c a la u r e a te d e g r e e p r o g r a m s in b u s i n e s s . W hen th e m e a n s c o r e s of s e lf - c o n c e p t of v o c a tio n a l a b ility an d p e rc e iv e d sig n ific a n t o t h e r 's e v a lu a tio n o f v o c a tio n a l a b ility w e re c o m ­ p a re d , s ig n ific a n t d if f e r e n c e s w e re found to e x is t in two d iffe re n t c a r e e r p r o g r a m s . One d iffe re n c e w a s in th e m e a n s c o r e s o f p e r c e iv e d o t h e r 's e v a lu a tio n o f v o c a tio n a l a b i lit y - g e n e r a l b e tw e e n the s tu d e n ts e n r o lle d in th e h e a lth l e s s - t h a n - d e g r e e and b a c c a la u r e a te d e g re e p r o g r a m s . A sig n ific a n t d iffe re n c e w a s found to e x is t in th e m e a n s c o r e s fo r fe m a le s tu d e n ts e n r o lle d in l e s s - t h a n - d e g r e e an d b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s in b u s in e s s on a l l s e lf - c o n c e p t of v o c a tio n a l a b ility m e a s u r e s . In th e fifth c h a p te r a s u m m a ry of th e study a s w e ll a s a d i s ­ c u s s io n o f th e stu d y , c o n c lu s io n s , im p lic a tio n s , an d re c o m m e n d a tio n s f o r f u r t h e r stu d y w ill b e d is c u s s e d . C H A P T E R V SUMMARY AND CONCLUSIONS T h e P ro b le m T he p r o b le m of th is study c e n te r e d a ro u n d in v e s tig a tin g a c a ­ d em ic and v o c a tio n a l s e lf - c o n c e p ts o f s tu d e n ts a t N o r th e r n M ichigan U n iv e r s ity . S p e c ific a lly , th e stu d e n ts in c lu d e d m a le and fe m a le f re s h m e n who w e re e n r o lle d f u ll- tim e in a c a r e e r p r o g r a m of stu d y th a t to o k e ith e r o n e , tw o , o r fo u r y e a r s to c o m p le te . T he c a r e e r p r o ­ g r a m s s e le c te d f o r th e stu d y w e re b u s in e s s , h e a lth , hom e e c o n o m ic s , and tr a d e and in d u s tr y . T h e s e p r o g r a m s w e re s e le c te d b e c a u s e th e y have s tu d e n ts e n r o lle d in b o th l e s s - t h a n - d e g r e e a n d b a c c a la u r e a te d e g re e p r o g r a m s . T he study i s th e r e f o r e only g e n e r a liz e a b le to th e s e d e g re e p r o g r a m s a t N o rth e rn M ichigan U n iv e r s ity . T h e P u rp o s e T he p r i m a r y p u rp o s e of the stu d y w a s to e x a m in e th e r e l a ­ tio n s h ip b e tw e e n s e lf -c o n c e p t of a c a d e m ic and v o c a tio n a l a b ility w ith p e r c e iv e d s ig n ific a n t o t h e r ’s e v a lu a tio n of a c a d e m ic a n d v o c a tio n a l a b ility f o r s tu d e n ts e n r o lle d in l e s s - t h a n - d e g r e e a n d b a c c a la u r e a t e 10 8 d e g re e c a r e e r p r o g r a m s . T h e s e c o n d a ry p u rp o s e o f th e stu d y w a s to d e te r m in e if s tu d e n ts e n r o lle d in th e l e s s - t h a n - d e g r e e c a r e e r p r o ­ g r a m s h e ld a s i m i l a r s e lf - c o n c e p t of a c a d e m ic a b ility , s e lf -c o n c e p t of v o c a tio n a l a b ility , p e r c e iv e d p a r e n ta l a n d frie n d e v a lu a tio n of a c a d e m ic a b ility , a n d p e r c e iv e d s ig n ific a n t o t h e r ’s e v a lu a tio n of v o c a tio n a l a b ility a s th e s tu d e n ts e n r o lle d in b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s . T h e th ir d p u rp o s e w a s to m a k e a c o n trib u tio n to the s y m b o lic - in te r a c tio n is t th e o r y l i t e r a t u r e . R e la te d R e s e a r c h T he re v ie w o f r e la te d l i t e r a t u r e and r e s e a r c h r e v e a le d a n u m b e r of w ritin g s a n d r e s e a r c h r e p o r t s th a t w e re c o n s id e re d r e la te d a n d r e le v a n t to th e p r e s e n t stu d y . H o w ev er, th e r e have been v e ry few s tu d ie s th a t in v e s tig a te d s e lf - c o n c e p t o f v o c a tio n a l a b ility fro m th e s y m b o lic - in te r a c tio n is t fra m e w o rk . T he stu dy w a s b a s e d on th e s y m b o lic - in te r a c tio n is t th e o r y of M ead. M ead h a s s ta te d th a t a n in d iv id u a l's c o n c e p t a b o u t h im s e lf i s b a s e d upon h is s o c ia l in te r a c tio n w ith o th e r s in h is e n v iro n m e n t. In t h i s s tu d y , th e c o n c e p t a b o u t s e lf i s th e in d iv id u a l's s e lf -c o n c e p t of a c a d e m ic an d v o c a tio n a l a b ility . T he stu dy w a s a ls o b a s e d on th e p a s t s e lf - c o n c e p t r e s e a r c h done b y W am hoff, O m a n , an d W oolf. A ll th e s e r e s e a r c h e r s e x a m in e d s e lf - c o n c e p t of e ith e r a c a d e m ic o r v o c a tio n a l a b ility . E a c h stu d y w a s 1 0 9 w ith a d iffe re n t type o f p o p u la tio n , but e a c h u s e d e s s e n tia lly th e sa m e type of d ata c o lle c tio n i n s tr u m e n ts . H y p o th e se s F o u r h y p o th e s e s w e re f o rm u la te d f o r th e stu d y . E a c h hy po­ th e s is w a s e x a m in e d by p r o g r a m o f study ( b u s in e s s , h e a lth , hom e e c o n o m ic s, and tr a d e an d in d u s tr y ) , b y le v e l ( le s s - t h a n - d e g r e e and b a c c a la u r e a te d e g r e e ) , a n d by s e x (m ale and fe m a le ). H O j: HO2 : HOg: HO^: T h e r e is not a p o s itiv e c o r r e la tio n b e tw e e n s e lf - c o n c e p t of a c a d e m ic a b ility (SCAA) and p e r c e iv e d p a r e n ta l e v a lu a tio n of a c a d e m ic a b ility (PPA A ) a n d p e r c e iv e d frie n d e v a lu a ­ tio n of a c a d e m ic a b ility (P F A A ). T h e r e i s not a p o s itiv e c o r r e la tio n b e tw e e n s e lf - c o n c e p t of v o c a tio n a l a b ility , b o th g e n e ra l (SC V A -G ) and i n t e r e s t (S C V A -I), and p e r ­ c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a ­ tio n a l a b ility , b o th g e n e r a l (P O E V -G ) and i n t e r e s t (P O E V -I). T h e r e is n o t a d iffe re n c e in th e m e a n s c o r e s of s e lf - c o n c e p t of a c a d e m ic a b ility (SCAA), p e r c e iv e d p a r e n ta l e v a lu a tio n o f a c a d e m ic a b ility (PPA A ) and p e r c e iv e d f r ie n d e v a lu a tio n of a c a d e m ic a b ility (P F A A ). T h e r e i s not a d iffe re n c e in th e m e a n s c o r e s of s e lf - c o n c e p t of v o c a tio n a l a b ility , b o th g e n e r a l (SC V A -G ) a n d i n t e r e s t (S C V A -I), and p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility , bo th g e n e r a l (P O E V -G ) a n d i n t e r e s t (P O E V -I). no D ata C o lle c tio n I n s tr u m e n ts T h e d a ta c o lle c tio n in s tr u m e n ts c o n s is te d of t h r e e s e lf - co ncept s c a le s and f o u r s c a l e s to m e a s u r e th e p e rc e iv e d e v a lu a tio n of s ig n ific a n t o th e r s . T h e sev e n s c a le s w e r e : 1. S e lf-C o n c e p t of A c a d e m ic A b ility Scale 2. S e lf-C o n c e p t o f V o c a tio n a l A b ility S c a le - G e n e r a l 3. S e lf-C o n c e p t of V o c a tio n a l A b ility S c a l e - I n t e r e s t 4. P e r c e iv e d P a r e n t a l E v a lu a tio n o f A c a d e m ic A b ility Scale 5. P e r c e iv e d F r ie n d E v a lu a tio n o f A c a d e m ic A b ility S c a le 6 . 7. P e r c e iv e d S ig n ific a n t O th e r 's E v a lu a tio n of V o ca tio n a l A b ility Scale - G e n e r a l P e r c e iv e d S ig n ific a n t O th e r 's E v a lu a tio n of V o c a tio n a l A b ility S c a l e - I n t e r e s t The s c a l e s w e re d is tr ib u te d to the s u b je c ts in the fo rm o f a q u e s tio n ­ n a ir e . A s su m p tio n s T h e b a s ic a s s u m p tio n s f o r th e stu d y w e re : (1) S e lf -c o n c e p t of a b ility i s p h e n o m e n o lo g ic a l - - i . e . , th a t i s , it is known to th e su b je c t, (2) T he s u b je c ts w e re tr u th f u l and a c c u r a t e in th e ir r e s p o n s e s to the s e lf - c o n c e p t s c a l e s . (3) T he s u b je c ts have m a d e a f ir m c o m m itm e n t a s to t h e i r p r o g r a m c h o ic e . I l l S ta tis tic a l M e th o d s Two s t a t i s t i c a l m eth o d s w e re u s e d to a n a ly z e th e d a ta . A P e a r s o n P ro d u c t M o m en t C o r r e la tio n w a s u sed to t e s t th e r e l a t i o n ­ sh ip b e tw e e n th e s e lf - c o n c e p t m e a s u r e s a n d th e p e r c e iv e d sig n ific a n t o t h e r 's e v a lu a tio n o f a b ility . An a n a l y s i s of v a r ia n c e w a s u se d to t e s t the s ig n ific a n t d if fe r e n c e in th e m ean s c o r e s b etw een th e s tu d e n ts in the d if f e r e n t c a r e e r p r o g r a m s and in th e tw o le v e ls of p r o g r a m s . D is c u s s io n of F in d in g s T he f i r s t ite m to b e d is c u s s e d i s th e r e la tio n s h ip b e tw e e n th e s e lf - c o n c e p t of a c a d e m ic a b ility and th e p e r c e iv e d p a r e n t a l a n d frie n d e v a lu a tio n of a c a d e m ic a b ility . T he r e la tio n s h ip b e tw e e n s e lf- c o n c e p t of v o c a tio n a l a b ility a n d p e rc e iv e d s ig n if ic a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility w ill b e d is c u s s e d s e c o n d , follow ed b y a d is c u s s io n of the fin d in g s th a t c o m p a r e d the s tu d e n ts e n ro lle d in th e l e s s - t h a n - d e g re e a n d b a c c a la u r e a te d e g re e p r o g r a m s . S e lf-C o n c e p t of A c a d e m ic A bility And P e r c e iv e d P a r e n t a l an d F r ie n d E v a lu a tio n o f A c a d e m ic A bility A s m ight h ave b e e n e x p e cte d t h e r e w as a s ig n if ic a n t an d p o s i­ tiv e r e la tio n s h ip b e tw e e n a p e r s o n 's s e lf - c o n c e p t o f a c a d e m ic a b ility and th e p e rc e p tio n of s e lf-c o n c e p t o f a c a d e m ic a b ility r e p o r t e d to be held by p a r e n t s a n d b y a f r ie n d . H o w e v e r, th e r e w e re s o m e c a s e s 11 2 //hero t h e r e w as not a s ig n ific a n t r e la tio n s h ip . T h e r e w a s not a s ig n i­ fic a n t r e la tio n s h ip f o r l e s s - t h a n - d e g r e e h om e e c o n o m ic fe m a le s tu d e n ts and f o r b u s i n e s s l e s s - t h a n - d e g r e e m a le s tu d e n ts . A s ig n ific a n t r e l a ­ tio n sh ip a ls o d id not e x is t b e tw e e n s e lf - c o n c e p t of a c a d e m ic a b ility an d p e rc e iv e d f r ie n d e v a lu a tio n of a c a d e m ic a b ility fo r f e m a le s tu d e n ts e n ro lle d in h e a lth l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s . T h e r e w as a ls o a n o n -s ig n ific a n t r e la tio n s h ip b e tw e e n s e lf - c o n c e p t o f a c a d e m ic a b ility an d p e r c e iv e d p a r e n t a l e v a lu a tio n o f a c a d e m ic a b ility f o r m a le stu d e n ts e n r o lle d in t r a d e a n d in d u s tr y l e s s - t h a n - d e g r e e c a r e e r p r o ­ g r a m s . A ll th e n o n -s ig n ific a n t r e la tio n s h ip s b e tw een s e lf - c o n c e p t o f a c a d e m ic a b ility and p e r c e iv e d p a r e n ta l a n d f r ie n d e v a lu a tio n of a c a ­ d em ic a b ility w a s found to e x is t f o r th e s tu d e n ts e n r o lle d in th e l e s s - th a n - d e g re e c a r e e r p r o g r a m s only. S e lf-C o n c e p t o f V o c a tio n a l A b ility And P e r c e i v e d S ig n ific a n t O t h e r 's E v a lu a tio n o f V o c a tio n a l A b ility T w o s e lf - c o n c e p ts of v o c a tio n a l a b ility m e a s u r e s w e re u se d to t e s t th e r e la tio n s h ip b e tw e e n s e lf - c o n c e p t o f v o c a tio n a l a b ility and p e rc e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility . T he two m e a s u r e s w e r e s e lf - c o n c e p t of v o c a tio n a l a b i l i t y - g e n e r a l , a n d s e lf - c o n c e p t of v o c a tio n a l a b i l i t y - i n t e r e s t . F o r e a c h m e a s u r e th e su b je c t w as a ls o a s k e d to r e p o r t how a s ig n ific a n t o th e r would h av e a n s w e re d th e q u e s tio n s on th e tw o m e a s u r e s . 1 1 3 T he study h y p o th e s iz e d th a t th e r e i s not a sig n ific a n t an d p o s itiv e r e la tio n s h ip b e tw e en th e tw o s e lf - c o n c e p t of v o c a tio n a l a b ility m e a s u r e s a n d th e p e r c e iv e d sig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility . A s ig n ific a n t r e la tio n s h ip w as found to e x is t b e tw e e n th e s e lf - c o n c e p t m e a s u r e s and th e p e r c e iv e d e v a lu a tio n s , e x c e p t f o r a few c a r e e r p r o g r a m a r e a s . T h e r e w as not a s ig n ific a n t r e la tio n s h ip b e tw e e n s e lf - c o n c e p t of v o c a tio n a l a b ility - g e n e r a l and p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n o f v o c a tio n a l a b ilit y - g e n e r a l f o r th e s tu d e n ts e n r o lle d in th e hom e e c o n o m ic s l e s s - t h a n - d e g r e e an d b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s . T h e r e w as not a s ig n i­ fic a n t r e la tio n s h ip b etw een s e lf - c o n c e p t o f v o c a tio n a l a b i l i t y - i n t e r e s t and p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ili ty - i n t e r e s t fo r m a le s tu d e n ts e n r o lle d in tr a d e and in d u s tr y l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s ; b e tw e e n s e lf -c o n c e p t o f v o c a tio n a l a b il ity - g e n e r a l a n d p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n s of v o c a tio n a l a b i l i t y - i n t e r e s t f o r f e m a le s e n r o lle d in h e a lth l e s s - t h a n - d e g r e e p r o ­ g r a m s ; and b e tw e e n s e lf -c o n c e p t of v o c a tio n a l a b i l i t y - i n t e r e s t an d p e rc e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a tio n a l a b ility - g e n e r a l fo r f e m a le s e n ro lle d in hom e e c o n o m ic s l e s s - t h a n - d e g r e e p r o g r a m s . O m an* a ls o found th a t s e lf - c o n c e p t o f v o c a tio n a l a b ility w as ^R onald N e ls O m an. " T h e S e lf-C o n c e p t of O c c u p a tio n a l A b ility a n d R e la te d C h a r a c t e r i s t i c s in C o m m u n ity C o lleg e O c c u p a ­ tio n a l an d A c a d e m ic S tu d e n ts 1' (u n p u b lish ed P h .D . d i s s e r t a t i o n , M ich ig an State U n iv e r s ity , 1971), p . 131. 1 1 4 p o s itiv e ly r e l a t e d to p e r c e iv e d s ig n ific a n t o t h e r 's e v a lu a tio n of v o c a ­ tio n a l a b ility . T he finding in t h i s stud y th a t s e lf - c o n c e p t of v o c a tio n a l a b ility i s r e l a t e d to th e p e r c e iv e d e v a lu a tio n o f s ig n ific a n t o th e r s s u p p o r ts H o lla n d 's th e o r y of v o c a tio n a l c h o ic e . H o lla n d 's a s s u m p tio n i s th a t a t th e tim e of v o c a tio n a l c h o ic e th e p e r s o n is the p ro d u c t o f th e in te r a c tio n o f h is p a r t i c u l a r h e re d ity w ith a v a r ie ty o f c u ltu r a l a n d p e r s o n a l f o r c e s in clu d in g p e e r s , p a r e n t s , a n d s ig n ific a n t a d u lts , h is s o c ia l c l a s s , A m e ric a n c u ltu r e , a n d th e p h y s ic a l e n v ir o n ­ m e n t. ^ A lso , G in z b e rg ^ noted in h i s stu d y of v o c a tio n a l d e v e lo p m e n t th a t in d i­ v id u a ls a r e in flu e n c e d in t h e i r o c c u p a tio n a l c h o ic e by " k e y 1' p e r s o n s . T h e s e key p e r s o n s a r e p a r e n t s , r e l a t i v e s , t e a c h e r s , and f r ie n d s . T he fin d in g in th e study th a t a n in d iv id u a l's s e lf - c o n c e p t i s r e la te d to s ig n ific a n t o t h e r s s u p p o r ts th e s ta te m e n t by G in z b e rg . E x a m in a tio n o f S e lf-C o n c e p t of A c a d e m ic A b ility M e a s u r e s By P r o g r a m an d D e g re e W hen th e m e a n s c o r e s of s e lf - c o n c e p t of a c a d e m ic a b ility w e re c o m p a re d f o r th e v a r i o u s c a r e e r p r o g r a m s , only one s ig n ific a n t Jo h n Li. H ollan d . Ir T h e o ry o f V o c a tio n a l C h o ic e , " V o c a tio n a l B e h a v io r : R e a d in g s in T h e o ry a n d R e s e a r c h ( Ne w Y o rk : H o lt, R in e ­ h a r t an d W in sto n , I n c ., 1968), p . 288. 3 E li G in z b e rg , e t. a l . O c c u p a tio n a l C h o ic e : An A p p ro a c h to A G e n e r a l T h e o ry (New Y o rk : C o lu m b ia U n iv e r s ity P r e s s , 1951), p. 36. 1 1 5 d iffe re n c e in th e m e a n s c o r e s w a s found to e x i s t . T h is d iffe re n c e in the m e a n s c o r e s o f s e lf - c o n c e p t of a c a d e m ic a b ility w a s am on g th e m a le s tu d e n ts e n r o lle d in b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s in b u s in e s s , h e a lth , and tr a d e a n d in d u s tr y . T h e r e w a s only one s ig n ific a n t d iff e r e n c e in th e m e a n s c o r e s o f s e lf- c o n c e p t o f a c a d e m ic a b ility b e tw e e n th e stu d e n ts e n r o lle d in th e l e s s - t h a n - d e g r e e c a r e e r p r o g r a m s and th e s tu d e n ts e n r o lle d in th e b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s . T h e d iffe re n c e w as b e tw e en th e f e m a le s tu d e n ts e n r o lle d in th e b u s in e s s p r o g r a m s . A ll o th e r c o m p a r is o n s m a d e b e tw e e n p r o g r a m s - - b u s i n e s s , h e a lth , hom e e c o n o m ic s , and t r a d e and in d u s tr y - - a n d d e g r e e s - - le s s - t h a n - d e g r e e a n d b a c c a la u r e a te d e g r e e - - w e r e not s ig n ific a n t. W hen W oolf 4 in v e s tig a te d s e lf- c o n c e p t of a c a d e m ic a b ility in v o c a tio n a l s p e c ia lty a r e a s of h ig h sch ool s tu d e n ts , he found s i g ­ n ific a n t d if f e r e n c e s to e x is t a m o n g th e five g r o u p s th a t he c o m p a r e d . H o w e v e r, W o o lf's c o m p a ris o n w a s m ade a c r o s s s p e c ia lty a r e a s , w hich in c lu d e d p r o g r a m s of stu d y th a t had p re d o m in a n tly m a le s t u ­ d e n ts and p r o g r a m s th a t had p re d o m in a n tly fe m a le e n r o llm e n ts . B e c a u s e o f th e s ig n ific a n t d iffe re n c e in th e m e a n s c o r e s of s e lf - c o n c e p t of a c a d e m ic a b ility am o ng m a le s tu d e n ts in b u s in e s s , ^ W illia m D . W oolf. MA C o m p a ris o n of S e le c te d S e lf-C o n c e p t a n d O th e r C h a r a c t e r i s t i c s of S e c o n d a ry S tu d e n ts E n ro lle d in U ta h S e n io r V o c a tio n a l and N o n -V o c a tio n a l C l a s s e s ’1 (u n p u b lish ed P h .D . d i s s e r t a ­ tio n , M ichigan S ta te U n iv e rs ity , 1972), pp. 9 8 -9 9 . 1 16 h e a lth , a n d t r a d e and in d u s tr y and b e tw e e n fe m a le b u s in e s s s tu d e n ts e n ro lle d in l e s s - t h a n - d e g r e e an d b a c c a la u r e a te d e g re e c a r e e r p r o ­ g r a m s , t h i s fin d in g te n d s to s u g g e s t th a t s tu d e n ts who e n te r a c a r e e r a r e a th a t i s not c o n g ru e n t w ith t h e i r se x have a h ig h e r s e lf -c o n c e p t of t h e i r a b ility to s u c c e e d in th a t p a r t i c u l a r c a r e e r . In th is c a s e , it w as th e m a le s tu d e n ts e n r o lle d in the h e a lth p r o g r a m s , w hich in th e p a s t h a s had a fe m a le r o le id e n tific a tio n . T he m a le s tu d e n ts who w e re e n r o lle d in th e h e a lth p r o g r a m s had th e h ig h e s t s e lf- c o n c e p t o f a c a d e m ic a b ility m e a n s c o r e s of a l l th e m a le g ro u p s . In th e se c o n d c a s e it w a s the f e m a le s e n r o lle d in th e b u s in e s s b a c c a la u r e a te d e g re e c a r e e r p r o g r a m s th a t had th e h ig h e s t m e a n s c o r e s of a ll f e m a le s on th e s e lf - c o n c e p t of a c a d e m ic a b ility s c a l e s . T he b u s in e s s b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s a r e u s u a lly th o u g h t of a s a c a r e e r a r e a th a t only m a le s e n te r . E x a m in a tio n of S e lf-C o n c e p t of V o c a tio n a l A b ility M e a s u r e s By P r o g r a m an d D e g re e T h e r e w e re no s ig n ific a n t d if f e r e n c e s in th e m e a n s c o r e s f o r s e lf - c o n c e p t of v o c a tio n a l a b ility when the v a r io u s c a r e e r p r o g r a m s w e re c o m p a r e d . H o w ev er, t h e r e w e re tw o c a r e e r p r o g r a m s w h e re th e r e w a s a s ig n ific a n t d iffe re n c e b e tw e en l e s s - t h a n - d e g r e e an d b a c ­ c a la u r e a te d e g r e e c a r e e r p r o g r a m s . T h e r e w a s a sig n ific a n t d iffe re n c e b etw een th e s tu d e n ts e n r o lle d in h e a lth l e s s - t h a n - d e g r e e and b a c c a la u - 1 1 7 r e a te d e g re e c a r e e r p r o g r a m s fo r s e lf - c o n c e p t o f v o c a tio n a l a b ility - g e n e r a l only . T h e r e w a s a ls o a s ig n ific a n t d iffe re n c e b e tw e en f e m a le s tu d e n ts e n r o lle d in b u s in e s s l e s s - t h a n - d e g r e e and b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s on a ll s e lf - c o n c e p t o f v o c a tio n a l a b ility m e a s u r e s . When W oolf ® c o m p a re d th e m e a n s c o r e s of s e lf- c o n c e p t of v o c a tio n a l a b ility m e a s u r e s a c r o s s v o c a tio n a l s p e c ia lty a r e a s , he found a s ig n ific a n t d iffe re n c e to e x is t in th e m e an s c o r e s when the m e a n s w e re a d ju s te d f o r in te llig e n c e , g ra d e p o in t a v e r a g e , a n d s o c io -e c o n o m ic s t a t u s . T he fin d in g s o f t h is stu d y do not s u p p o rt W o o lf's fin d in g s . C o n c lu sio n s B a s e d upon the fin d in g s o f th e stu d y , th e s e two c o n c lu s io n s a r e o ffe re d : 1. T he d e v e lo p m e n t o f a p e r s o n 's s e lf- c o n c e p t of a c a d e m ic a n d v o c a tio n a l a b ility i s r e la te d to th e in te r a c tio n th e p e rs o n h a s w ith s ig n ific a n t o th e r s . T h a t i s , a n in d iv id u a l’s a t t i t u d e s and b e lie f s a b o u t h is a b ility to p e r f o r m a c a d e m ic a lly and v o c a tio n a lly a r e r e la te d to th e in te r a c tio n he h a s w ith p a r e n ts , t e a c h e r s , an d f r i e n d s . H is a c a d e m ic a n d v o c a tio n a l b e h a v io r a r e a r e f le c tio n of how o t h e r s would e x p e c t him to p e r f o r m . T h e th e o r e tic a l f r a m e w o r k f o r th e stu d y w as th e sy m b o lic - i n te r a c tio n is t th e o r y of M ead. T h e study s u p p o r ts M e a d 's th e o r y . 5 W o o l f , o p . c i t . , p . 1 0 0 . 1 1 8 2 , S tu d e n ts who e n te r a c a r e e r a r e a th a t i s p re d o m in a n tly held by the o p p o s ite se x have a h ig h e r s e lf-c o n c e p t of t h e i r a c a d e m ic a b ility th an th e s tu d e n ts who e n te r a c a r e e r a r e a th a t i s c o n g ru e n t w ith th e ir se x . Im p lic a tio n s T he stu d y of s e lf-c o n c e p t o f a c a d e m ic a n d v o c a tio n a l a b ility h a s im p lic a tio n s f o r t e a c h e r s , g u id a n c e c o u n s e lo r s , and a d m i n i s t r a t o r s re s p o n s ib le f o r c u r r ic u l u m d e v e lo p m e n t. F r o m th e stan d p o in t o f th e te a c h e r , th e stu d y con clu d ed th a t p a r e n t s , f r ie n d s , a n d sig n ific a n t o th e r s a r e r e l a t e d to the d e v e lo p m e n t o f an in d iv id u a l's a c a d e m ic an d v o c a tio n a l s e lf - c o n c e p t. T he s ig n ific a n t o th e r in m a n y c a s e s i s th e te a c h e r . H o lla n d , G in z b e rg , 6 V an d L eB en ne p o in te d out th a t th e 8 d ev elo p m en t o f s e lf - c o n c e p t i s a ffe c te d by s ig n ific a n t o th e r s in th e lif e of the in d iv id u a l. S u p er p o in te d o u t th a t th e d e v e lo p m e n t of th e o s e lf-c o n c e p t i s c o n tin u o u s and th e p r o c e s s of v o c a tio n a l d ev e lo p m e n t £ ^H o llan d , l o c . c it. 7 G in z b e rg , l o c . c i t . g W alla ce D. L eB en n e and B e r t I. G re e n e . E d u c a tio n a l Im p lic a tio n s of S e lf- C oncept T h e o ry (P a c ific P a l i s a d e s : G o o d y e ar P u b lish in g C o m p a n y , I n c . , 1969). 9 D onald E . S u p e r. ’’A T h e o r y of V o catio n al D e v e lo p m e n t, " V o c a tio n a l B e h a v io r : R e ad in g s in T h e o r y and R e s e a r c h (New Y o rk : H o lt, R in e h a rt a n d W in sto n , I n c . , 1968). 1 1 (J i s th a t of d ev elo p in g an d im p le m e n tin g a s e lf - c o n c e p t. Since th e t e a c h e r , in c lu d in g b o th s e c o n d a ry an d p o s t- s e c o n d a r y t e a c h e r s , i s a p e r s o n th a t i s a s ig n ific a n t o th e r in a s tu d e n t 's lif e , an d i s one who 11 a d m i n i s t e r s th e r e w a r d s and p u n is h m e n ts " in th e s tu d e n t’s d a ily a c t i v i t i e s , he sh o u ld b e a w a r e of te a c h in g p r a c t i c e s a n d c la s s r o o m m a n a g e m e n t p r a c t i c e s th a t a r e p o te n tia lly h a rm fu l to the s tu d e n ts f o r w hich he i s r e s p o n s ib le . T e a c h e r s sh ould be re m in d e d th a t th e y have tw o m a jo r r e s p o n s i b il itie s in th e c la s s r o o m : (1) T o b e r e s p o n s ib le fo r th e i r p a r t i c u l a r s u b je c t m a t t e r , and (2) to u s e te a c h in g m e th o d s an d c la s s r o o m m a n a g e m e n t p r a c t i c e s th a t w ill c o n trib u te to th e g ro w th of th e in d iv id u a l's s e lf - c o n c e p t, in clu d in g bo th a c a d e m ic an d v o c a tio n a l s e lf - c o n c e p ts . F r o m the sta n d p o in t of th e g u id a n c e c o u n s e lo r , th e stu d y c o n ­ c lu d e d th a t in d iv id u a ls who e n te r a c a r e e r a r e a th a t h a s g e n e r a lly b e en c o n s id e r e d a c a r e e r fo r th e " o p p o s ite s e x " have a h ig h e r s e lf - c o n c e p t o f a b i l i t i e s th a n th e in d iv id u a ls who e n te r a c a r e e r th a t i s c o n g ru e n t w ith t h e i r s e x r o l e . T h a t i s , a fe m a le who e n t e r s th e a c c o u n tin g a r e a h a s a h ig h e r s e lf - c o n c e p t of a c a d e m ic a b ility and v o c a tio n a l a b ility th a n a fe m a le who e n t e r s a s e c r e t a r i a l a r e a ; an d , a m a le who e n t e r s in to a h e a lth c a r e e r h a s a h ig h e r s e lf- c o n c e p t o f a c a d e m ic a b ility th a n a m a le who e n t e r s a b u s in e s s o r in d u s tr ia l c a r e e r . I t i s b e lie v e d th a t ^ L e B e n n e , o p . c i t . , p . 1 4 . 1 2 0 m any s tu d e n ts e n te r in to c a r e e r a r e a s b e c a u s e th e y p e r c e iv e a se x ro le f o r c e r ta in c a r e e r s . T he p e r c e iv e d se x r o le i s p e r h a p s f u r t h e r im p le m e n te d in th e m in d o f th e in d iv id u a l th ro u g h a s ig n ific a n t o th e r . G uidance c o u n s e lo r s co u ld a s s i s t a l l s tu d e n ts by h elp in g th e stu d e n t b ro a d e n h is o r h e r h o r iz o n s a s to th e o p p o r tu n itie s a v a ila b le in a ll c a r e e r s . F r o m th e sta n d p o in t of c u r r ic u l u m d e v e lo p m e n t, th e study c o n c lu d e d th a t t h e r e w as a s ig n ific a n t d iffe re n c e in th e m e a n s c o r e s of s e lf - c o n c e p t of a c a d e m ic and v o c a tio n a l a b i l i t i e s b e tw e e n s tu d e n ts e n r o lle d in l e s s - t h a n - d e g r e e a n d b a c c a la u r e a te d e g r e e b u s in e s s p r o ­ g r a m s . S tu d en ts f r o m th e s e two p r o g r a m l e v e l s e n r o ll in c o m m o n c o u r s e s . P e r h a p s t h i s c u r r ic u lu m d e v elo p m e n t p r a c tic e in h ib its th e d e v e lo p m e n t o f a p o s itiv e s e lf - c o n c e p t w ith th o s e s tu d e n ts who a r e e n ro lle d in th e l e s s - t h a n - d e g r e e p r o g r a m s , e s p e c ia lly i f th e s e s t u ­ d e n ts a r e in d ir e c t c o m p e titio n w ith th e s tu d e n ts who a r e e n ro lle d in th e b a c c a la u r e a te d e g r e e c a r e e r p r o g r a m s . R e c o m m e n d a tio n s S p ecific re c o m m e n d a tio n s f o r f u r t h e r r e s e a r c h would in c lu d e th e follo w in g ite m s : 1. A f u r th e r e x a m in a tio n sh ould b e m a d e o f th e c o n c e p t o f a c a d e m ic a n d v o c a tio n a l a b ility a c r o s s c a r e e r p r o ­ g r a m s a t a n o th e r f o u r - y e a r in s titu tio n . T h e e x a m i­ n a tio n sh o u ld a l s o in c lu d e s tu d e n ts e n r o lle d in l i b e r a l a r t s p r o g r a m s . 1 2 1 2. A f u r t h e r e x a m in a tio n sh o u ld b e m ade of th e c o n c e p t of a c a d e m ic an d v o c a tio n a l a b ility held b y m a le s e n te r in g w hat h a s in th e p a s t b e e n thought of a s fe m a le c a r e e r s an d th e s e lf - c o n c e p t o f a c a d e m ic a n d v o c a tio n a l a b ility o f f e m a le s e n te r in g w hat h a s in th e p a s t b ee n tho ugh t o f a s m a le c a r e e r s . 3. It i s re c o m m e n d e d th a t a n a s s e s s m e n t b e m a d e of the c o n c e p t th a t t e a c h e r s hold of t h e i r s tu d e n ts th a t a r e e n r o lle d in v a r io u s v o c a tio n a l an d a c a d e m ic p r o g r a m s . S ince th e t e a c h e r i s a s ig n ific a n t o th e r , t e a c h e r s m u s t f i r s t have a p o s itiv e s e lf - c o n c e p t of t h e i r s tu d e n ts b e fo re th e y c a n c o m m u n ic a te th is a ttitu d e to t h e i r s tu d e n ts . BIBLIOGRA PHY BIBLIO G R A PHY B a ile y , L a r r y J . a n d S tad t, R onald W. C a r e e r E d u c atio n : N ew A p p ro a c h e s to Hum an D e v e lo p m e n t. B lo o m in g to n : Me Knight P u b lish in g C o m p an y , 1973. B a r r , Anthony J a m e s and G o od n ig h t, J a m e s H o w ard . A U s e r* s G uide to th e S ta tis tic a l A n a ly s is S y s te m . R a le ig h , N o rth C a r o lin a : U n iv e rs ity of N o rth C a r o lin a , 1972. B o r g , W a lte r R . a n d G a ll, M e re d ith D . E d u c a tio n a l R e s e a r c h . New Y o rk : M cK ay, 1971. B r o o k o v e r , W ilb u r; E r ic k s o n , E d s e l L . ; and J o i n e r , L ee M. S e lf- C o ncept o f A b ility and School A c h ie v e m e n t, III. F in a l R e p o rt on C o o p e ra tiv e R e s e a r c h P r o je c t No. 2831. U .S . O ffice of E d u c a tio n , " R e la tio n s h ip of S e lf-C o n c e p t to A c h ie v e m e n t in H igh S c h o o ls. 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"An In v e s tig a tio n of the R e la tio n B e tw e e n A c a ­ d e m ic a n d N o n -A c a d e m ic A c h ie v e m e n t a n d Self C o n ce p t of D isa d v a n ta g e d High School S tu d en ts. " D is s e r ta tio n A b s t r a c t s , V o l. 33, N o. 6 , D e c e m b e r, 1972, 27 0 6 -A . 1 2 2 1 2 3 C ohen, A r th u r M. and Q uim by, E d g a r . T r e n d s in th e Study of J u n io r C o lle g e s : 1970, R a tio n a le an d R e c o m m e n d a tio n s f o r F ifte e n E s s e n tia l R e s e a r c h P r o j e c t s . W ash in g to n , D . C . : J u n io r C o lle g e R e s e a r c h R ev ie w , A m e ric a n A s s o c ia tio n of C o m m u n ity and J u n io r C o lle g e s , S e p te m b e r, 1970. C o le , K enneth W. " T h e R e la tio n s h ip of S e lf-C o n c e p t a n d L e v e l of O c c u p a tio n a l A s p ir a tio n o f A dv antaged an d D isa d v a n ta g e d E ig h th G ra d e B o y s . 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" E a r l y D e te r m in a n ts of V o c a tio n a l C h o ic e . " J o u r n a l of C o u n se lin g P s y c h o lo g y . 1957, £ (3 ), 212-217. 1 2 6 . T h e P sy c h o lo g y of O c c u p a tio n s . New Y o rk : Jo h n W iley and Sons, 1956. R oth, R o b e rt M . , e t a l , ( E d s . ). T h e P s y c h o lo g y of V o c a tio n a l D e v e lo p m e n t. B o s to n : A lly n a n d B a c o n , I n c . , 1970. S ew ell, W .H . ; H a lle r , A .O . ; an d S tr a u s s , M .A . ,rS o cial S ta tu s an d E d u c a tio n a l an d O c c u p a tio n a l A s p ir a tio n s . 11 A m e ric a n S o c io lo g ic a l R eview , 1957, 22, 6 7 -7 3 . S ew ell, W illia m H . an d O r e n s te in , A .M . ITC o m m u n ity o f R e s id e n c e a n d O c c u p a tio n al C h o ic e . " V o c a tio n a l B e h a v io r : R e ad in g s in T h e o ry a n d R e s e a r c h . N ew Y o rk : H o lt, R in e h a r t an d W in sto n , I n c . , 1968. S hanahan , Jo h n J . "A D e s c r ip tiv e Study o f th e S tu d e n ts E n ro lle d in O cc u p a tio n a l E d u c a tio n in M ic h ig a n 's P u b lic C om m u n ity J u n io r C o lle g e s . 11 U n p u b lish e d P h .D . d i s s e r t a t i o n , M ic h i­ gan S ta te U n iv e r s ity , 1973. S ie m e n s , L e o n a rd B . T he In flu e n c e o f S e le c ted F a m ily F a c t o r s on th e E d u c a tio n a l a n d O c c u p a tio n al A s p ir a tio n L e v e ls o f High School A ged Y o uth. W inn epeg, M an ito b a: N a tio n a l G r a in C o m p an y , L t d . , 1965. S m ith , B ra n d o n a n d J ilo c a , E d ith a . T h e R e la tio n s h ip of S e le c te d F a c t o r s to th e O c c u p a tio n a l-E d u c a tio n a l C h o ic e s o f T w e lfth G ra d e S tu d e n ts . M in n e a p o lis , M in n e so ta : M in n e so ta R e ­ s e a r c h C o o rd in a tin g U n it f o r V o c a tio n a l E d u c a tio n , U n iv e rs ity o f M in n e so ta , 1971. S p ro u ll, K enneth H ugh. " T h e R e la tio n s h ip B e tw e e n H igh School S e lf- C o n cep t o f A c a d e m ic A b ility an d S u b seq u en t A c a d e m ic A c h ie v e m e n t a t th e C o m m u n ity C o lle g e . " U n p u b lish ed P h .D . d i s s e r t a t i o n , M ich igan S ta te U n iv e r s ity , 1969. S u p e r, D onald E . "A T h e o ry o f V o c a tio n a l D e v e lo p m e n t. " V o c a tio n a l B e h a v io r: R e a d in g s in T h e o ry and R e s e a r c h . New Y o rk : H olt, R in e h a r t a n d W in sto n , I n c . , 1968. _________ . T he P sy c h o lo g y o f C a r e e r s : An I n tro d u c tio n to V o c a tio n a l D e v e lo p m e n t. New Y o rk : H a r p e r and B r o t h e r s , 1957. S u p e r, D onald E . a n d B o h n , M a rtin J . O c c u p a tio n al P s y c h o lo g y . B e l ­ m o n t, C a lif o r n ia : W a d sw o rth P u b lis h in g C o . , I n c . , 1970. 127 T a k a c s , G e o rg e G a b r ie l. "A C o m p a ris o n o f S e le cte d S e lf-C o n c e p t V a r ia b le s of T e n th G ra d e M ale S tu d e n ts a n d T h e i r C o u r s e o f Study. 11 D is s e r ta tio n A b s tra c ts * V ol. 33, N o . 7, J a n u a r y , 1973, 3410-A . T ie d e m a n , D avid V . an d O fH a r a , R o b e rt P . C a r e e r D e v e lo p m e n t: C h o ice a n d A d ju s tm e n t. New Y o rk : C o lle g e E n tra n c e E x a m in a tio n B o a r d , 1963. T o r g e r s o n , W a r r e n S . T h e o ry and M eth o d s of S c a lin g . New Y o rk : Jo h n W iley and S o ns, I n c . , 1958. W am hoff, C a r r o l l H. " S e lf- C o n c e p t o f V o c a tio n a l A b ility : I ts R e la ­ tio n to S e lec te d F a c t o r s in C a r e e r D e v e lo p m e n t. " U npub­ lis h e d P h .D . d is s e r t a t i o n , M ichigan S tate U n iv e r s ity , 1969. W h ite le y , Jo h n M . an d R e sn ik o ff, A r th u r ( E d s . ). P e r s p e c ti v e s on V o c a tio n a l D e v e lo p m e n t. W ash in g to n , D . C . : A m e ric a n P e r s o n n e l and G u id a n c e , 1972. W oolf, W illia m D. "A C o m p a ris o n of S e le c te d S e lf-C o n c e p t an d O th e r C h a r a c t e r i s t i c s o f S eco n d a ry S tu d e n ts E n ro lle d in U tah S e n io r V o c a tio n a l a n d N o n -V o c a tio n a l C l a s s e s . " U n p u b lish ed P h .D . d i s s e r ta tio n , M ichigan S ta te U n iv e rs ity , 1972. Y e r k e s , R. ( E d .) . P s y c h o lo g ic a l E x a m in in g in th e U .S . A r m y . M e m o irs of th e N a tio n a l A cad em y of S c ie n c e . W ashin gton, D .C . : U .S . G o v e rn m e n t P r in tin g O ffice, 1921. Z a c c a r i a , J o s e p h . T h e o r ie s of O c c u p a tio n a l C h o ice an d V o c a tio n a l D e v e lo p m e n t. B o s to n : Houghton M ifflin C o m p an y , 1970. Z y to w sk i, D onald G . T h e In flu e n ce o f P s y c h o lo g ic a l F a c t o r s Upon V o c a tio n a l D e v e lo p m e n t. New Y o rk : H oughton M ifflin C o m p a n y , 1970. A P P E N D IC E S A P P E N D IX A CO VER L E T T E R FO R QUESTIONNAIRE A PPE N D IX A COVER L E T T E R FO R QUESTIONNAIRE F e b r u a r y 14, 1975 D e a r S tu d e n t: E n c lo s e d i s a q u e s tio n n a ir e w h ic h a s k s you to do tw o th in g s: (1) R a te y o u r s e lf w ith r e g a r d s to y o u r p e r f o r m a n c e in c o lle g e and to y o u r p e r f o r m a n c e in a n o c c u p a tio n o f y o u r c h o ic e ; a n d (2) D e te rm in e how y o u r p a r e n t s , f r ie n d , an d a n o th e r p e r s o n would r a t e y o u r c o lle g e p e r f o r m a n c e a s w ell a s y o u r p e r f o r m a n c e in an o c c u p a tio n o f y o u r c h o ic e . To be u s e f u l, y o u r a n s w e r s m u s t b e p e r s o n a l and h o n e s t. It w ill ta k e you a b o u t 10 m in u te s to a n s w e r th e 48 q u e s tio n s . T h e n u m b e r on th e q u e s tio n n a ir e c o r r e s p o n d s to y o u r nam e on a m a s t e r r o s t e r . Y o u r n a m e w ill b e c r o s s e d off th e r o s t e r when you r e tu r n th e q u e s tio n n a ir e . No n a m e s w ill b e u se d when th e d a ta a r e a n a ly z e d . T h e in fo rm a tio n f r o m the q u e s tio n n a ir e w ill b e u s e d in a stu dy. T h e in fo rm a tio n you p ro v id e w ill r e s u lt in a b e t t e r u n d e r ­ sta n d in g of s tu d e n ts a t N o r th e r n M ich ig a n U n iv e r s ity a n d , c o n se q u e n tly , b e tte r s e r v i c e in the way o f in s tr u c tio n , p r o g r a m s , a n d p e r s o n a l g u id an ce to y o u . P le a s e r e tu r n th e q u e s tio n n a ire in th e e n c lo s e d en v elo p e to y o u r R e s id e n t A s s is ta n t. S in c e r e ly , J a m e s L . G o dell School of B u s in e s s A PPEN D IX B SA M PLE QUESTIONS S E L F -C O N C E P T CONSTRUCTS A PPE N D IX B SAM PLE QUESTIONS S E L F -C O N C E P T CONSTRUCTS S E L F -C O N C E P T OF ACADEM IC A BILITY S C A L E , PO ST-H IG H SCHOOL (M ALES AND F E M A L E S ). 1. How do you r a t e y o u r s e lf in s c h o la s tic a b ility c o m p a re d w ith o th e r s tu d e n ts y o u r a g e in c o lle g e ? a . b . c . d . e . I a m th e b e s t I a m abov e a v e r a g e I a m a v e r a g e I a m below a v e r a g e I a m a m o n g th e p o o r e s t PE R C E IV E D PA R E N T A L EVALUATION OF ACADEMIC ABILITY (MALES AND F E M A L E S ). 1. How do you th in k y o u r p a r e n ts w ould r a t e y o u r sc h o o l a b ility c o m p a re d w ith o th e r s tu d e n ts y o u r age ? a . am o n g th e b e s t b . abov e a v e r a g e c . a v e r a g e d. belo w a v e r a g e e . am o ng th e p o o r e s t P E R C E IV E D FR IE N D EVALUATION O F ACADEM IC ABILITY (MALES AND F E M A L E S ). 1. How do you th in k th is f r ie n d would r a t e y o u r sc h o o l a b ility c o m p a re d w ith o th e r s tu d e n ts y o u r age ? a . am o ng the b e s t b . ab o v e a v e r a g e c . a v e r a g e d . b elo w a v e r a g e e . a m o n g th e p o o r e s t S E L F -C O N C E P T OF VOCATIONAL A B ILITY - G EN ERA L (M ALES). 1. How do you r a n k y o u r s e lf in y o u r a b ility to do a n y job th a t you w ant to do ? a . am o n g th e b e s t b . ab o v e a v e r a g e c . a v e r a g e d. belo w a v e r a g e e . a m o n g th e p o o r e s t S E L F -C O N C E P T O F VOCATIONAL A B ILITY - IN T E R E ST (M ALES). 1. How w ould you ra n k y o u r s e lf in a b ility in c o m p a ris o n to a ll o t h e r s in th e o c c u p a tio n of y o u r g r e a t e s t i n t e r e s t ? a . am o ng th e b e s t b . ab o v e a v e r a g e c . a v e r a g e d . b elow a v e r a g e e . am ong th e p o o r e s t P E R C E IV E D SIGNIFICANT O THERS EVALUATION O F VOCATIONAL A B IL IT Y -G E N E R A L (M A LES). 1. How d o e s t h i s s ig n ific a n t p e r s o n r a n k y o u r a b ility to do any jo b th a t you w ant to do ? a . am o ng th e b e s t b . ab o v e a v e r a g e c . a v e r a g e d . b elo w a v e r a g e e . am o ng th e p o o r e s t P E R C E IV E D SIGNIFICANT O TH ERS EVALUATION O F VOCATIONAL A B IL IT Y -IN T E R E S T (M A LES). 1. How w ould t h i s s ig n if ic a n t p e r s o n r a n k you in a b ility c o m p a re d to a l l o th e r s in th e o c c u p a tio n of y o u r g r e a t e s t i n t e r e s t ? 1 31 a . a m o n g th e b e s t b . a b o v e a v e r a g e c . a v e r a g e d. b e lo w a v e r a g e e . am ong th e p o o r e s t A PPE N D IX C MEAN SCORES OF S E L F -C O N C E P T MEASURES BY PROG RAM , D E G R E E , AND SEX APPENDIX C MEAN SCORES OF SELF-CONCEPT MEASURES BY PROGRAMS, DEGREES, AND SEX BUSINESS ..................................... WTT A T T H xliiutt i-j 1 Jrl . . _______ - - - ----------- . SCAA PPAA PFAA SCVA-G SCVA-I POEV-G POEV-I Males 27.8 18.3 18.8 26.3 26.5 27.5 27.5 LTD D R _ D J J LTD xa n ID U Females 26.7 18.8 18.0 19.1 27.5 19.5 Males 28.0 19.2 18.5 25.5 Females 29.4 20.7 20.2 20.6 25.6 29.4 25.7 21.6 Males 0 0 0 0 0 0 Females 27.9 20.3 19.4 19.3 28.2 20.1 Males 31.1 20.3 20.4 26.1 26.6 26.6 28,3 25.6 30.4 0 28.5 27.5 Females 28.4 20.3 20.1 20.1 28,9 21.7 30.1 rHJIVl£i EjC UJN UiVllL- O LTD Females 27.7 20.3 BD Females 26.8 19.1 19.4 18.7 19.3 27.2 19.3 27.7 19.5 20.5 TRADE & INDUSTRY LTD Males BD Males 27.6 27.4 17.5 19.5 18,1 24.6 25.5 25.4 17.4 25.4 26.9 25.2 27.8 28.8 26.3 26.1