Paul A. Gore

A Brief Guide to Structural Equation Modeling

To complement recent articles in this journal on structural equation modeling (SEM) practice and principles by Martens and by Quintana and Maxwell, respectively, the authors offer a consumer’s guide to SEM. Using an example derived from theory and research on vocational psychology, the authors outline six steps in SEM: model specification, identification, data preparation and screening, estimation, evaluation of fit, and modification. In addition, the authors summarize the debates surrounding some aspects of SEM (e.g., acceptable sample size, fit indices), with recommendations for application. They also discuss the need for considering and testing alternative models and present an example, with details on determining whether alternative models result in a significant improvement in fit to the observed data.

Academic Self-Efficacy as a Predictor of College Outcomes: Two Incremental Validity Studies:

A growing body of literature supports the relationship between students’ self-efficacy beliefs for academic tasks and milestones and their academic performance. Not surprisingly, some researchers have investigated the role that academic self-efficacy beliefs play in predicting college success. Two incremental validity studies were conducted to determine the extent to which academic self-efficacy beliefs could account for variance in college outcomes beyond that accounted for by standardized test scores. Results suggest that academic self-efficacy beliefs predict college outcomes but that this relationship is dependent on when efficacy beliefs are measured, the types of efficacy beliefs measured, and the nature of the criteria used.

Simpler May Still Be Better: A Reply to Eggerth and Andrew.

Eggerth and Andrew (2006 [this issue]) provide a valuable contribution to researchers and practitioners using the C index to measure congruence when person or environment codes contain fewer than three letters. However, the computational procedures outlined by Eggerth and Andrew may be more complex than they need be. A simpler alternative to calculating C under these conditions is suggested that is more theoretically consistent in that it substitutes primary code letters when code letters are missing. Other issues involved in developing accurate estimates of person-environment fit are mentioned, and it is argued that contrary to some opinion in the field, congruence remains an important construct for counseling use and future investigation.

Gender Differences in Expressed Interests in Engineering-Related Fields ACT 30-Year Data Analysis Identified Trends and Suggested Avenues to Reverse Trends.

Historically, women have been underrepresented in the Science, Technology, Engineering, and Math (STEM) fields both as college majors and in the professional community. This disturbing trend, observed in many countries, is more serious and evident in American universities and is reflected in the U.S. workforce statistics. In this article, we examine historical students’ interest data in order to further the understanding of this discrepancy and to suggest methods to reverse this trend. Thirty years of historical ACT data were analyzed by expressed interest patterns, ACT scores, gender, and intended college major or career aspiration. Statistical package for the social sciences software was used to analyze the data and examine the historical trends of students’ expressed interest in STEM-related careers. Results show that there is a significant (although expected) discrepancy between the number of male and female students who expressed interest in engineering majors and careers. Significant changes have also been observed in the interest in engineering fields over time, most likely because of societal influences. These influences are most profound in computer-related fields, causing speculation that both males and females were influenced by the dot com era but that only male interest was piqued due to the rise of computer gaming in the late 1990s. Students are further grouped into three categories—well prepared (ACT ≥ 28), under prepared (27 ≤ ACT ≥ 19), and unprepared (ACT < 19). Of the total number of students who expressed interest in engineering majors, there are many who appear either completely unprepared or relatively under prepared for the demands of these fields. Data show that female students who expressed interest in STEM fields are generally in the well-prepared category; the discrepancy between those who are interested but under prepared is greater in males than females. Results from this analysis demonstrate the importance of earlier interventions to encourage students who still have enough time to get prepared for opportunities that interest them. It is also probable that students are making assumed career choices based on little or no data and may actually find their interest waning very quickly (thus making them a retention risk if they are admitted to an engineering program). This study, therefore, provides a better understanding of gender, societal influences, and ability disparities in high school students who expressed interest in engineering majors and careers. Obtained results suggested some of what needs to be done and could be used to guide future efforts in order to reverse the current trends of gender disparity and lack of female interest in engineering fields.

Technologically Enriched and Boundaryless Lives Time for a Paradigm Upgrade

Computers and other communication technologies have irrevocably changed the nature of work, the workforce, and interpersonal relationships. This article suggests that these changes have resulted in a blurring of the distinction between life roles and an increase in feelings of meaningless and isolation. The authors argue that the dissolution of boundaries between life roles and the emotional sequelae of the digitization of our culture support a paradigm that reintegrates counseling and vocational psychology. Future counseling psychologists will be better equipped to provide services to clients whose lives are enriched and complicated by technology only if counseling psychology educators are able to provide them with the knowledge and skills to do so.

Computer-Based Career Exploration: Usage Patterns and a Typology Of Users

This study describes the career exploratory behaviors of high school and college students and offers a typology of users of a Web-delivered computer career guidance application. Access to the records of 87,293 high school and college students allowed for the identification and replication of three emergent types of users: a general browser, a focused user, and an in-depth user. Exit surveys of subsequent career exploratory behavior outside of the web application for a subset of users (n = 1655) helped to clarify differences in exploration by user type, with in-depth and focused users more likely to seek additional information and to talk with others about their career decisions. Our findings reinforce the importance of focusing student behavior during Web-based guidance and have implications for future research on the ecology of career exploration via the Web.

Entering the Ivory Tower Characteristics of Successful Counseling Psychology Faculty Applicants

Although counseling psychologists have a long history of studying their own professional development, no data exist describing the characteristics of successful academic job applicants. This study describes the demographic and scholarly characteristics of 27 recently hired faculty members in counseling psychology programs, and the nature of the positions that they filled. Consistent with expectations, our results indicate that research productivity is a function of academic rank. Our data also indicate that recent Ph.D. graduates are applying for academic positions with an established history of publications and professional presentations. Almost half of all available faculty positions identified in this study were the result of faculty retirements. Other characteristics of successful academic hires and the positions that they filled are discussed.

Accuracy in Recalling Interest Inventory Information at Three Time Intervals.

Abstract Rates of accurate recall of the Strong Interest Inventory (SII; L. W. Harmon, J. C. Hansen. F. H. Borgen, & A. L. Hammer, 1994) profile information varied with the amount of time elapsed since the interpretation, the type of SII scale, and whether immediate recall was elicited, but rates did not vary with the strategy used to provide the interpretation. Continuity of accurate recall over time was also observed.

Measuring Noncognitive Factors Related to College Student Outcomes: Development and Initial Construct Validation of the Student Strengths Inventory

This study describes the development and initial construct validation of the Student Strengths Inventory (SSI), a brief measure of noncognitive variables previously found to be related to college student outcomes. A sample of 760 first-year college students completed an initial item pool in addition to a lengthier, established noncognitive assessment tool with similar constructs. Results support a 48-item, six-factor measure with the following scales: Academic Self-efficacy, Academic Engagement, Campus Engagement, Resiliency, Social Comfort, and Educational Commitment. The SSI demonstrates good internal consistency reliability and construct validity. Future research is needed to examine the predictive validity of the SSI subscales with respect to academic performance and persistence. Practice implications include providing individualized feedback to students on their noncognitive strengths and weaknesses and helping them set goals for their academic success. Moreover, the results of the SSI can inform interventions at the individual, group, and institutional level.

Gender disparity in engineering: Results and analysis from school counselors survey and national vignette

In an earlier paper by our group [1] we presented statistical analysis based on 30 years of ACT data illustrating gender disparity in engineering majors and career choices. Obtained results also revealed the presence of a large number of students who are interested in engineering but who may not be adequately prepared to pursue a successful career in this discipline. Because of the role of school counselors as “gate keepers” of both academic information and career planning options, further understanding of the role of school counselors in the longstanding gender disparity in the engineering field has been established as an important avenue for interventions to help reverse a continued declining trend of female participation in STEM related fields. This paper describes results of a survey that is specifically targeted school counselors and their knowledge of engineering and the social influences that may affect their guidance approach for female students. To help delve further into the attitudes of school counselors regarding the issue of gender disparity, a vignette was developed for national distribution, and results from this effort will also presented in this paper.