Adaptation and Validation of Career Influence Inventory in Turkish Context

This study aimed to adapt the Career Influence Inventory to Turkish and examine its psychometric properties. It is a 4-point Likert-type scale consisting of 35 items and six subscales (Teachers’ Influence, Negative Social Events, Parents’ Influence, High School Academic Experiences and Self-Efficacy, Ethnic-Gender Expectations, and Friends’ Influence). The participants of this study were 386 university students (205 female, and 181 male) studying at different faculties of a state university in Turkey. The confirmatory factor analysis results showed that the Turkish version of the Career Influence Inventory comprises six subscales, as does the original scale (χ² (542)=1217.45, p=.00; χ²/df-ratio=2.25; CFI=.96, NNFI=95; SRMR=.061; RMSEA=.057). The internal consistency coefficient of the entire scale was found to be .86. The internal consistency coefficients of the subscales Teachers’ Influence, Negative Social Events, Parents’ Influence, High School Academic Experiences and Self-Efficacy, Ethnic-Gender Expectations, and Friends’ Influence were .90, .85, .85, .78, .83, and .75, respectively. As a result, the obtained findings indicate that the Turkish version of the Career Influence Inventory is a valid and reliable measurement tool that can be used to determine the influential factors on career development and planning of university students.

This study aimed to adapt the Career Influence Inventory to Turkish and examine its psychometric properties. It is a 4-point Likert-type scale consisting of 35 items and six subscales (Teachers’ Influence, Negative Social Events, Parents’ Influence, High School Academic Experiences and Self-Efficacy, Ethnic-Gender Expectations, and Friends’ Influence). The participants of this study were 386 university students (205 female, and 181 male) studying at different faculties of a state university in Turkey. The confirmatory factor analysis results showed that the Turkish version of the Career Influence Inventory comprises six subscales, as does the original scale (χ² (542)=1217.45, p=.00; χ²/df-ratio=2.25; CFI=.96, NNFI=95; SRMR=.061; RMSEA=.057). The internal consistency coefficient of the entire scale was found to be .86. The internal consistency coefficients of the subscales Teachers’ Influence, Negative Social Events, Parents’ Influence, High School Academic Experiences and Self-Efficacy, Ethnic-Gender Expectations, and Friends’ Influence were .90, .85, .85, .78, .83, and .75, respectively. As a result, the obtained findings indicate that the Turkish version of the Career Influence Inventory is a valid and reliable measurement tool that can be used to determine the influential factors on career development and planning of university students.