AN EXAMINATION OF THE STRUCTURE OF THE VOCATIONAL OUTCOME EXPECTATIONS SCALE WITH LATINA/O STUDENTS

Yıl 2018, Cilt: 7 Sayı: 4, 2733 - 2746, 15.12.2018

Javier Cavazos Vela Mehmet Akif Karaman Wayne D. Smıth Yvette Hınojosa

Öz

In the current study, we investigated the psychometric properties of a meaningful measure of career development among Latina/o students. A confirmatory factor analysis (CFA) was used to evaluate structural validity of the Vocational Outcome Expectations scale. The results supported a modest one-factor structure for the VOE scale. Internal consistency was good as
measured by coefficient alpha. Findings provide support for the reliability and validity of the VOE with Latina/o students. A discussion regarding the usefulness of this measure of career development is provided.

Anahtar Kelimeler

Vocational outcome expectations, Latina/o students, assessment instruments.

MESLEKİ SONUÇ BEKLENTİLERİ ÖLÇEĞİNİN YAPISAL YÖNDEN LATİN ÖĞRENCİLER İLE İNCELENMESİ

Öz

Bu çalışmada anlamlı bir ölçme aracı olan kariyer gelişimi ölçeğinin

psikometrik özellikleri Latin öğrenciler grubuyla incelendi. Bu anlamda,

Mesleki Sonuç Beklentileri (MSB) ölçeğinin yapısal geçerliliğini

değerlendirmek amacıyla doğrulayıcı faktör analizi (DFA) kullanılmıştır.

Sonuçlar MSB ölçeğinin tek faktörlü yapısını desteklemiştir. Ölçeğin iç

tutarlılık katsıyısı hesaplanmış ve iyi bir değere sahip olduğu görülmüştür.

Bulgular MSB ölçeğinin Latin öğrenciler grubu ile kullanılması açısından

geçerlilik ve güvenirliğe sahip olduğunu göstermiştir. Bulgular ışığında

kariyer gelişimi açısından ölçeğin kullanışlılığı tartışılmıştır. 

Anahtar Kelimeler

Mesleki sonuç beklentileri, Latin öğrenciler, ölçme araçları

Kaynakça

• Ali, S. R., McWhirter, E. H.& Chronister, K. M. (2005). Self-efficacy and vocational outcome expectations for adolescents of lower socioeconomic status: A pilot study. Journal of Career Assessment, 13, 40-58. doi:10.1177/1069072704270273
• American Council on Education. (2012). New issue brief explores African American and Hispanic college attainment gaps. Retrieved from http://www.studentclearinghouse.org/high_schools/files/STHS_ChicagoSchools.pdf
• American Educational Research Association, American Psychological Association, & National Council of Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
• Arbuckle, J. L. (2012). Amos (Version 22.0.0) [Computer Program]. Chicago, IL: IBM Corporation.
• Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NC: Prentice-Hall.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
• Cavazos Vela, J., Flamez, B.& Clark, A. (2015).The role of high school counselors’ support on Latina/o students’ vocational self-efficacy and outcome expectations. Journal of School Counseling, 13(11), 1-28. Retrieved from http://www.jsc.montana.edu/articles/v13n11.pdf
• Cavazos Vela, J., Flamez, B., Sparrow, G. S.& Lerma, E. (2016).Understanding school counselors’ support as predictors of Mexican American adolescents’ college-going self-efficacy.Journal of School Counseling, 14(7), 1-28.
• Cavazos Vela, J., Sparrow, G. S., Lerma, E., Cavazos, M., Calvillo, M.& Gonzalez, S. L. (2014). The role of school counselors to help teachers understand barriers that impede Latina/o students. In ideas and research you can use: VISTAS 2014. Retrieved from http://www.counseling.org/knowledge-center/vistas
• Cokley, K. (2015). A confirmatory factor analysis of the academic motivation scale with black college students. Measurement and Evaluation in Counseling and Development, 48, 124-139. doi:10.1177/0748175614563316
• Datu, J. A., Valdez, J. P.& King, R. B. (2016). Perseverance counts but consistency does not! Validating the Short Grit Scale in a collectivist setting.Current Psychology, 35, 121-130. doi:10.107/s12144-015-9374-2
• Dimitrov, D. (2012). Statistical methods for validation of assessment scale data in counseling and related fields. Alexandria, VA: Wiley.
• Dimitrov, D. M. (2013). Quantitative research in education: Intermediate and advanced methods. Oceanside, NY: Whittier Publications, Inc.
• Domene, J. F., Socholotiuk, K. D.& Woitowicz, L. A. (2011). Academic motivation in post-secondary students: Effects of career outcome expectations and type of aspiration. Canadian Journal of Education, 34, 99-127.
• Fiebig, J. N., Braid, B. L., Ross, P. A., Tom, M. A.& Prinzo, C. (2010). Hispanic community college students: Acculturation, family support, perceived educational barriers, and vocational planning. Community College Journal of Research and Practice, 34, 848-864. doi:10.1080/10668926.2010.491995
• Fouad, N. A.& Guillen, A. (2006). Outcome expectations: Looking to the past and potential future. Journal of Career Assessment, 14, 130-142.
• Fouladi, R. T. (1998). Covariance structure analysis techniques under conditions of multivariate normality and nonnormality--modified and bootstrap based test statistics. Paper presented at the annual meeting of the American Educational Research Association, San Diego, California.
• Gnilka, P., Karpinski, A.& Smith, H. (2015).Factor structure of the counselor burnout inventory in a sample of professional school counselors. Measurement and Evaluation in Counseling and Development, 48, 177-191. doi:10.1177/0748175615578758
• Haktanir, A., Lenz, A. S., Can, N.& Watson, J. C. (2016). Development and evaluation of Turkish language versions of three positive psychology assessments. International Journal of Advancement Counseling. doi:10.1007/s10447-016-9272-9
• IBM Corporation. (2013). IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corporation.
• IBM. (2011). Satorra-Bentler Scaled Chi-square test statistic. Retrieved from http://www-01.ibm.com/support/docview.wss?uid=swg21476184
• Isik, E. (2013). Perceived social support and locus of control as the predictors of vocational outcome expectations. Kuram ve Uygulamada Egitim Bilimleri, 13, 1426-1430. doi: 10.12738/estp.2013.3.1520
• Korkut-Owen, F.& Ogretmen, T. (2013). Five factor wellness inventory- teen version: Turkish adolescents. Inonu University Journal of the Faculty of Education, 14, 53-73.
• Lenz, A. S. (2015). Using single-case research designs to demonstrate evidence for counseling practices.Journal of Counseling and Development, 93, 387-393. doi:10.1002/jcad.12036
• Lenz, A., Balkin, R., Soler, I.& Martinez, P. (2016). Development and evaluation of a Spanish-language version of the relational health indices. Psychological Assessment, 28, E62-E69. doi:10.1037/pas0000170
• Lo Presiti, A., Pace, F., Mondo, M., Nota, L., Casarubia, P. & Ferrari, L., Betz, N. E. (2012). An examination of the structure of the career decision self-efficacy scale (short form) among Italian high school students. Journal of Career Assessment, 21, 337-347. doi:10.1177/1069072712471506
• Ma, P. W. W.& Yeh, C. J. (2010). Individual and familial factors influencing the educational and career plans of Chinese immigrant youths. Career Development Quarterly, 58, 230-245.
• McWhirter, E. H., Rasheed, S.& Crothers, M. (2000). The effects of high school career education on social-cognitive variables. Journal of Counseling Psychology, 47, 330-341. doi: 10.1037/0022-0167.47.3.330
• Metheny, J.& McWhirter, E. H. (2013). Contributions of social status and family support to college students’ career decision self-efficacy and outcome expectations. Journal of Career Assessment, 21, 378–394. doi:10.1177/1069072712475164
• Murray, C.& Doren, B. (2013). The effects of working at gaining employment skills on the the social and vocational skills of adolescents with disabilities: A school-based intervention. Rehabilitation Counseling Bulletin, 56, 96-107.
• Niles, S. G.& Harris-Bowlsby, J. (2016). Career development interventions (5th ed.). Boston, MA: Pearson.
• Pew Research Center (2016). The demographic trends shaping American politics in 2016 and beyond. Retrieved from http://www.pewresearch.org/fact-tank/
• Solberg, V. S.& Villareal, P. (1997). Examination of self-efficacy, social support, and stress as predictors of psychological and physical distress among Hispanic college students. Hispanic Journal of Behavioral Sciences, 19, 182-201. doi:10.1177/07399863970192006
• Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (5thed.). New York, NY: Routledge.
• Texas Education Agency. (2015). Texas Academic Performance Reports (TAPR). Retrieved from https://rptsvr1.tea.texas.gov/perfreport/tapr/index.html
• Townsel, N. L., Jr. (2012). Racial identity attitudes, perceived barriers, career self-efficacy, and career outcome expectations among African American male adolescents (Doctoral Dissertation). Retrieved from University of Louisville Electronic Theses and Dissertations databases. (Paper 1452). http://dx.doi.org/10.18297/etd/1452U.S. Census Bureau.(2008). Hispanic Origin. Retrieved from http://quickfacts.census.gov/qfd/meta/long_RHI725206.htm
• U.S. Census Bureau. (2012). Most children younger than age 1 are minorities, Census Bureau Reports. Retrieved from http://www.census.gov/newsroom/releases/archives/population/cb12-90.html
• Wang, C. & Liu, Y. (2000). Correlation among general self-efficacy, trait anxiety, state anxiety, and test anxiety. Chinese Journal of Clinical Psychology, 8, 229-230.
• West, S. G., Finch, J. F.& Curran, P. J. (1995). Structural equation models with non-normal variables: Problems and remedies. In R. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications(pp. 56–75). Thousand Oaks, CA: Sage.
• Yeh, C. J.& Borrero, N. E. (2012). Evaluation of a health careers program for Asian American and Pacific Islander high school students. Journal of Multicultural Counseling and Development, 40, 227-239.