Consistent curricular choice and congruence of subsequent changes

Journal of Vocational Behavior 13,45-53

Consistent

(1978)

Curricular Choice and Congruence of Subsequent Changes

ARNOLD R. SPOKANE,~~HELDON

D. MALETT,ANDF&REST

L. VANCE

The University of Rochester Curriculum choices of 324 male and 157 female liberal arts students who took the Strong-Campbell Interest Inventory (SCII) during freshman orientation were classified as congruent or incongruent on the basis of rated correspondence between three-letter codes derived from (SCII) Holland theme scales and expressed curricular choice. The choices of those subjects reporting one or more changes in five semesters were examined for level of congruence using a two-way analysis of variance with repeated measures. While serious methodological limitations are noted, analysis of variance procedures indicated that congruent subjects tended to be more stable, more differentiated, and more academically oriented than incongruent subjects. Among subjects who reported one or more changes, Artistic subjects decreased in congruence while Investigative subjects showed no overall change. Results are discussed in terms of recent theory and previous research.

Research on Holland’s theory supports the notion that people prefer occupations that are consistent with their major personal orientation (Holland, 1973; Osipow, 1973; Walsh, 1973). In a recent clarification and extension of the theory, Holland and Gottfredson (1976) suggest that within the constraints of the occupational structure of society, and a “myriad” of individual differences such as economic standing, race, and sex, the average person gravitates toward work environments that are consistent with her/his personal orientation. In regard to job changes he states that people leave uobs] as a result of excessive person-environment incongruence or for the opportunity to increase congruence. A number of studies have investigated congruence in relation to curricular choice and change. Curricular congruence has been examined in relation to several variables including environmental impact (Astin & Panos, 1%9), stability and change (Holland & Nichols, 1964), academic adjustment (Walsh, Spokane, & Mitchell, 1976), personality and change 1 Requests for reprints should be sent to Arnold R. Spokane, Counseling and Psychological Services, University of Rochester, Rochester, NY 14627. 45 OOOl-8791/78/0131-0045$02.00/O Copyright 0 1978 by Academic Press, Inc. All rights of reproduction in any form reserved.

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(Elton, 1971), and direction of change (Walsh & Lacey, 1969; Walsh, Vaudrin, 8z Hummel, 1972). Astin and Panos (1969) have suggested that an average of 75% of college students change majors during college. In a study of 36,000 students they found that patterns of change in students’ major fields indicated a marked trend away from the natural sciences and engineering and toward the social sciences, business, and the arts. Furthermore, they found that initial choice was the best predictor of a student’s final choice, a finding supported elsewhere (Elton & Rose, 1970; Holland & Nichols, 1964). While the science-nonscience shift was apparent, subsequent choices were not random (e.g., the student who defected from an initial choice of “salesman” was more likely to pick “business executive” 4 years later than was the student who defected from an initial choice of “teacher”). Holland and Nichols (1964) found that students remaining in a field were those who most closely resembled students typically inhabiting the field. That finding is supported by Elton (1971), who demonstrated that students leaving a field (engineering) underwent personality changes that differentiated them from students who remained, and Walsh et al. (1976), who found that congruent students reported higher levels of curricular adjustment than incongruent students. In a study of perceived change, Walsh and Lacey (1969) found that students in Realistic, Investigative, and Artistic environments perceived themselves as having changed in a direction consistent with the appropriate Holland type during their college years. A second study (Walsh et al., 1972) supports the 1969 result and suggests an “early developmental relationship between the individual and his environment in which the environment tends to extend certain characteristics over time.” The authors explain the results using the “accentuation effect” (Feldman, 1970; Feldman & Newcomb, 1969) an intensification of preexisting differences among students initially selecting different college majors following experience in their major fields. The results of these studies suggest that students who remain in an educational environment become increasingly “congruent,” while those who change environments do so to become more congruent. What seems lacking in these studies is a direct assessment of the congruence levels of changers and nonchangers, and of the congruence levels of their subsequent choices. The present study examined the relationship between congruence of initial curricular choices and the congruence of subsequent choices. METHOD

Subjects The subjects were 324 male and 157 female liberal arts students from among the 1028 students who took the Strong-Campbell Interest Inventory (SCII) (Campbell, 1977) during freshman orientation, 1974. Five

CONGRUENCEANDCURRICULARCHANGES

47

hundred forty-seven of the original 1028 were deleted as follows: 41 students whose initial choices were “unclassified” or undecided; 204 students who were not registered for all five semesters in question; 120 students in majors with fewer than 20 students; and, finally, 182 students who initially chose majors that were difficult to classify within Holland’s framework. Difficulty in classification was determined by comparing the high point codes assigned to a major using each of four schemata: codings from Holland’s 1966 classification of majors (Holland, 1966); codings from The Occupations Finder (Holland, 1970); codings from corresponding occupational scales on the SCII; and mean high point codes from local SC11 data for graduating seniors within each major. For example, history, classified as S in The Occupations Finder (historian) and I on local data, was deleted, whereas physics, classified as I using all four schemata, was retained. The remaining majors fell into two of the six Holland categories: Artistic (English, Music) or Investigative (Physics, Math, Chemistry, Biology). Procedure

Holland three-letter codes were derived for all subjects from the theme scores on their SCII, and subjects were grouped by sex. Major choices for each of the five semesters in question were obtained from registration data and two separate analyses of the data were performed. Primary analysis. For the primary analysis, subjects were classified as congruent if there was an identical match between the subjects’ high point codes derived from their SC11 and the high point codes of their initial major choices. All others were classified as incongruent. The mean number of changes in major reported in five registrations was tallied for subjects in each of the four groups: male congruent, male incongruent, female congruent, and female incongruent. Group differences on number of changes, index of differentiation (highest theme minus lowest theme score), and two administrative scales (Academic Orientation, AOR; and Introversion-Extroversion, I-E) were examined in the primary analysis using a two-way analysis of variance (Kennedy, in press). Secondary analysis. Secondary analysis was performed on choices of students who had changed majors at least once during five semesters. A group of three judges knowledgeable about Holland’s theory and classification system assigned three-letter codes to any and all majors occurring in the data for the five semesters in question. Codes were determined using independent ratings and consensual validation among the three judges to arrive at a final three-letter code. An index of similarity score (Holland, 1972) was used to define the congruence level of each measurement across the five semesters. These data were analyzed using a two-way analysis of variance with repeated measures (Kennedy, in press).

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Hypotheses

Following Holland’s theory, it was hypothesized that initially congruent subjects would change majors less frequently than incongruent subjects, and that congruent subjects would be more differentiated and also have higher Academic Orientation levels than incongruent subjects. Finally, it was hypothesized that among those students who changed majors, incongruent subjects would become more congruent by moving to curricula consistent with their initial Holland codes while congruent subjects would remain congruent. Sex differences were hypothesized only for AOR. RESULTS Primary

Analysis

Table 1 presents the means, standard deviations, and test of significance for all groups on number of changes in major, index of differentiation (l-6), AOR scale, and I-E scale, for the Artistic and Investigative samples. Artistic sample. On the differentiation variable, a significant main effect for congruence was found in the Artistic sample (F = 5 52, p < .Ol), but the results of a post hoc Scheffe test did not support group differences (F = 1.79, NS). As expected from normative data, a main effect for sex was found on the AOR scale in the Artistic sample (F = 5.53,~ < .Ol). Results of the post hoc analysis confirm that females scored higher than males (F = 10.14, p < .05). No further significant group differences were found in the Artistic sample. Investigative sample. A main effect for congruence on the change variable (F = 5.81, p < .05) was found in the Investigative sample. The results of a post hoc Scheffe test (Kennedy, in press) suggest that congruent subjects changed majors less frequently than incongruent subjects (F = 15.66, p < .05). Significant differences were found in the Investigative sample on the Academic Orientation scale, with a large main effect for sex (F = 27.36, p < .OOl), a main effect for congruence (F = 11.42, p < .OOl), and a sex x congruence interaction (F = 9.50,~ c .Ol). The results of post hoc Scheffe tests suggest that congruent females scored higher on Academic Orientation than incongruent males (F = 34.9, p < .OOl), and females scored higher than males (F = 8.43, p < .05) (also reported by Campbell, 1977). No main effects or interaction effects were found on the index of differentiation or the Introversion-Extroversion scale for the Investigative sample. Secondary

Analysis

An analysis of variance with repeated measures (Kennedy, in press) was performed on the similarity scores of all subjects who reported one or more curricular changes during the five semesters in question. Table 2

&

* p < .05. ** p < .Ol.

Changes in major Differentiation I-E AOR

Changes in major Differentiation I-E AOR

.86 6.83 13.11 18.23

SD

.92 21.91 52.34 47.78

x

.88 7.22 11.42 11.10

SD

Incongruent (N = 118)

50 19.50 54.33 44.00

x

Incongruent (N = 18)

Male

Male

.73 22.80 53.07 55.36

x

.69 7.25 13.86 12.10

SD

.70 5.95 10.11 10.12

SD

Congruent (N = 166)

.23 23.32 55.14 43.05

x

Congruent (N = 22)

51 5.93 13.69 13.25

SD

1.02 22.05 50.64 57.53

x

.75 6.89 8.94 9.68

SD

Incongruent (N = 59)

Investigative

.36 19.46 45.91 53.46

x

Incongruent (N = 11)

Artistic

Female

Female

.79 21.98 53.82 57.88

x

.66 6.56 10.75 12.93

SD

.78 6.29 9.07 10.04

SD

Congruent (N = 56)

.45 23.13 54.87 49.29

x

Congruent (N = 31)

.84 .21 0.17 27.36**

Sex

.07 .Ol 2.14 5.53**

Sex

F

Source

tests

5.81* .32 2.97 11.42**

Congruence

Source

F

.31 5.52* 2.70 .59

Congruence

tests

TABLE 1 Means, Standard Deviations, and Tests of Significance for All Groups on Number of Changes, Index of Differentiation, Academic Orientation, and Introversion-Extroversion

.07 A4 1.16 9.50**

sxc

1.17 .oo .88 .23

sxc

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TABLE 2 Mean and Standard Deviations for Index of Similarity Scores by Semester for Artistic and Investigative Samples, and for Male and Female, Congruent and Incongruent Subjects

1

Artistic

Investigative

Semester

Semester

2

3

4

5

1

2

3

4

5

3.25 1.46

3.07 1.24

Female Congruent

2 SD

3.96 1.10

3.56 1.42

3.24 1.20

2.88 1.05

2.35 iif 1.06 SD

3.63 1.00

3.79 1.23

3.31 1.43

Male Congruent

x

4.0

4.0 .89

4.0 .89

4.0 .89

2.5 iif .45 SD

3.71 1.17

3.75 1.20

3.84 3.82 3.72 1.23 1.25 1.20

1.40 .52

1.40 .52

1.20 .42

1.20 2 .42 SD

1.68 1.05

1.72 1.07

1.94 2.00 1.15 1.83

2.47 1.54

.92 .90

2.08 1.44

1.92 1.62

1.92 if 1.62 SD

1.97 1.12

1.96 1.21

2.03 2.02 1.23 1.28

1.94 1.21

Female Incongruent Male Incongruent

SD

.89

f

1.10

SD

.88

x

.92

SD

.90

presents means and standard deviations of the index of similarity scores for all groups. The results of this analysis of similarity scores (congruence) for Artistic and Investigative samples are presented in Table 3, and the means are presented graphically in Fig. 1. In the Artistic sample, a main effect for congruence was found (F = 54.98, p < .OOOl). As expected, from the coding method used, congruent subjects scored higher on the similarity measure (congruence) than incongruent subjects. A main effect for term (F = 5.09, p < .OOOl) was also present in the Artistic sample and suggests that Artistic subjects decreased in congruence across the five terms. A significant term x sex interaction (F = 3.70, p < .006) suggests that females decreased more than did males. In the Investigative sample, there was a significant main effect for congruence (F = 128.93, p < .OOOl) as expected from the coding method used, but no main effect for term (F = 0.12, NS). This result suggests that subjects in the Investigative sample did not decrease in congruence across the five terms. Significant interaction effects in both samples (term X congruence, or term x sex x congruence) were attributed to regression artifacts and could not be interpreted. DISCUSSION

The finding of greater stability (fewer curricular changes) among congruent students is in agreement with theoretical predictions and previous research (Holland, 1973), as are the findings regarding differentiation and Academic Orientation. It is possible, however, that these results reflect

CONGRUENCE

AND CURRICULAR

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CHANGES

TABLE 3 Results of Analysis of Variance With Repeated Measures, for Changes in Similarity Scores for All Groups in the Artistic and Investigative Samples Artistic Source

Subjects

Sex

8.05 214.21 0.58 190.92 10.91 7.93 27.04 2.98 105.10

Congruence Sex x congruence Error Term Term x sex Term x congruence Term x sex x congruence Error

df

MS

F

1 1 1 49 4 4 4 4 196

8.05 214.21 0.58 3.90 2.73 1.98 6.76 0.75 0.54

2.07 54.98 0.15

.157 SKJO1 .702

5.09 3.70 12.61 1.39

.OOl .006 .OOOl .238

df

MS

F

1 1 1 222 4 4 4 4 888

9.42 634.86 7.38

1.92 128.93 1.50

.168 .OOOl ,222

0.08 0.63 4.24 4.20 0.63

0.12 0.99 6.69 6.61

.976 ,413 .OOOl .OOOl

P

Investigative Source

Subjects

Sex Congruence Sex X congruence Error Term Term x sex Term x congruence Term x sex x congruence Error

9.42 634.86 7.38 1093.15 0.30 2.51 16.98 16.79 563.77

ARTISTIC

P

INVESTIGATIVE

o FEMALE CONGRUENT q FEMALE INCONGRUENT l MALE INCONGRUENT . MALE CONGRUENT

o-r

5

SEMESTERS FIG. 1. Mean index of similarity Artistic and Investigative samples.

I

4

5

S:ME&RS scores for all groups across five semesters in the

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SPOKANE,

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differences among the types on these variables rather than congruencerelated differences, since the differentiation effect was present only in the Artistic sample, and the Academic Orientation effect occurred only in the Investigative sample. As documented elsewhere (Astin & Panos, 1%9), the significant shift from science to nonscience fields is widely evident among college students. Since science fields are overrepresented in the Investigative type, it could be expected that Investigative types would demonstrate a greater number of curricular changes than Artistic types. In a recent extension and clarification of his theory, Holland (1976) predicts that Investigative types should be better decision makers than the other types. If a change toward congruence is a good decision, then the superiority of the Investigative type in decision-making ability receives some support. It should be noted that the restricted array of curricular options available to Artistic students in a basically intellectual or investigative environment may limit the likelihood of their making choices in a more congruent direction. An additional methodological limitation precludes interpretation of a portion of the results. The classification of subjects into high and low congruence creates a situation in which regression effects produce some part of the increases and decreases in congruence evident in Fig. 1. This makes it impossible to interpret interaction effects involving the congntence variable. Obviously, term effects (high and low subjects combined) are not influenced in this way. In sum, the results support the notion that congruent subjects may be more stable, differentiated, and academically oriented than incongruent subjects. Furthermore, Investigative types, in this study at least, make congruent choices earlier and at a higher rate than do Artistic types. While large numbers of students changed majors (58% in five semesters), they did not always change in directions consistent with theoretical predictions. Inspection of the data suggests that while some students clearly changed in a congruent direction, others did not. Other investigations have studied perceived change (Walsh & Lacey, 1%9; Walsh et al., 1972). The present study suggests that actual changes may be related to congruence in a different way than is true for perceived changes. A study that includes measures of both actual and perceived change should clarify their relationship. REFERENCES Astin, A. W., & Panos, R. J. The educational and vocational development of college students. Washington, D.C.: American Council on Education, 1%9. Campbell, D. P. Mannualfor the Strong-Campbell vocational interest inventory. Stanford, Calif.: Stanford Univ. Press, 1977. Elton, C. F. The interaction of environment and personality: A test of Holland’s theory. Journal of Applied Psychology, 1971, 55, 114-l 18.

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Elton, C. F., & Rose, H. A. Male occupational constancy and change: Its prediction according to Holland’s theory. Journal of Counseling Psychology, 1970,17, Part 2, No. 6. Feldman, K. A. Research strategies in studying college impact. ACT Research Report No. 34. Iowa City, Iowa: The American College Testing Program, 1970. Feldman, K. A., & Newcomb, T. M. The impact of college on students. San Francisco, Calif.: Josey-Bass, 1969. Holland, J. L. A psychological classification scheme for vocations and major fields. Journal of Counseling Psychology, 1966, 13, 278-288. Holland, J. L. The self-directed search. Palo Alto, Calif.: Consulting Psychologists Press, 1970. Holland, J. L. Making vocational choices: A theory of careers. Englewood Cliffs, N.J.: Prentice-Hall, 1973. Holland, J. L., & Gottfredson, G. D. Using a typology of persons and environments to explain careers: Some extensions and clarifications. The Counseling Psychologist, 1976, 6, 20-29. Holland, J. L., & Nichols, R. C. Explorations of a theory of vocational choice. III. A longitudinal study of change in major field of study. Personnel and Guidance Journal, 1964, 43, 235-242, Kennedy, J. J. Introduction to the design of experiments in education and psychology. Washington, D.C.: University Press of America, in press. Osipow, S. H. Theories of career development. 2nd ed. Englewood Cliffs, N.J.: PrenticeHall, 1973. Walsh, W. B. Theories of person-environment interaction: Implications for the college student. Iowa City, Iowa: American College Testing Service, (Monograph No. IO), 1973. Walsh, W. B., & Lacey, D. W. Perceived change and Holland’s theory. Journal of Counseling Psychology, 1%9, 16, 348-352. Walsh, W. B., Spokane, A. R., & Mitchell, E. M. Consistent occupational preferences and academic adjustment. Research in Higher Education, 1976, 4, 123-129. Walsh, W. B., Vaudrin, D. M., & Hummel, R. A. The accentuation effect and Holland’s theory. Journal of Vocational Behavior, 1972, 2, 77-85. Received: September 1, 1977