The accentuation effect and Holland's theory

Journal of Vocational Behavior, 2, 77-85 (1972)

The Accentuation Effect and Holland’s Theory W. BRUCE WALSH’ Ohio State University DONNA M. VAUDRIN Southwest Minnesota State College and RUTH A. HUMMEL Potomac State College

The purpose of the study was to determine if third quarter freshman college students (males and females) assigned to one of Holland’s personality types perceived themselves as changing in a direction consistent with the profile of that type during their first two college quarters. In the analysis of variance of the scale scores the test for the main effect of groups was found to be significant for the Intellectual and Artistic scales for males and for the Intellectual and Conventional scales for females. In another analysis freshman groups were compared to same-named senior groups on the significant scales. The senior groups reported more change consistent with their personality type. The results suggest that the extension of certain personal characteristics seems to be associated with the amount of time spent in an environment or college major.

The educational-vocational developmental process is a complex phenomenon. However, the evidence is clear that experiences associatedwith the pursuit of different academicmajors do have impact beyond those attributable to initial selection into those fields. Researchfindings indicate that preexisting differences in characteristics of students initially selecting different college majors tend to become more pronounced or accentuated following experience in those major fields (Feldman, 1970; Feldman & Newcomb, 1969). Feldman (1970) has labelled this increasein initial differences the accentuation effect. Attempts to predict the educational-vocational developmental processhave led to a variety of theoretical formulations. Holland (1966), regarding interests and preferencesas expressionsof personality, constructed a potentially useful model for understandingvocational behavior and development. IRequests for reprints should be sent to W. Bruce Walsh, Department of Psychology, Ohio State University, 1945 N. High Street, Columbus, Ohio 43210.

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WALSH,VAUDRINandHUMMEL

In his theory Holland assumes that people may be characterized by their resemblance to one or more personality types. Thus, he describes the Realistic, Intellectual, Social, Conventional, Enterprising, and Artistic personality types. The closer an individual resembles a particular type, the more likely it is he will exhibit personal characteristics consistent with that type. A second assumption is that the environments in which people live may be characterized by their resemblance to one or more model environments. There are six model environments that correspond to the personality types. For each type there is a related environment. The theory assumes that Intellectual types select Intellectual college majors (environments) and that Artistic types select Artistic college majors, etc. Thus, it is assumed that a person’s behavior to some extent will be a function of his personality pattern and his environment. Reviews of the literature (Holland, 1966; Osipow, 1968) show that about 4.5 studies related to the theory and its constructs have been conducted. The results of these studies lend support to the meanings attributed to the personality types and the model environments. In general, the data tend to support the theoretical frame of reference of the approach. Two recent studies (Walsh & Lacey, 1969; 1970) explored the accentuation effect using Holland’s theory and students’ self-reported change. In general, the findings showed that in certain areas college students (senior males and females) tend to report change in a direction consistent with their dominant personality orientation expressed via their college-major choice. More specifically, college-student senior males in three college-major groups (engineering, chemistry, and fine arts) perceived themselves as changing during the course of their college years in a direction consistent with the profile of their respective personality orientation (Realistic, Intellectual, and Artistic). The results for females showed that students in Intellectual, Conventional, and Artistic environments (the sciences, business education, and music education) reported perceived change in directions consistent with those environments. Thus, the findings suggest that the environment tends to reinforce and extend certain characteristics over time. The present study examined the developmental relationship between the individual and the environment when the students’ time exposure to the environment was limited. Thus, the purpose of the study was to determine if college students (third quarter freshman males and females) assigned to one of Holland’s personality types (using preferred college major as the criterion) perceived themselves as changing in a direction consistent with the profile of that type during the course of their first two college quarters. The prediction was that reported change during the first two quarters in college would be limited since students do not tend to enroll in academic courses associated with their preferred college majors until their second year in college at this University.

THE

ACCENTUATION

EFFECT

79

METHOD Sample The sample for this study consisted of 154 third-quarter male college freshmen and 165 third-quarter female freshmen. For the males seven collegemajor groups represented the personal orientations. The college-major groups were classified according to Holland’s (1968) scheme and they were represented as follows: Realistic type-industrial, civil, and mechanical engineering (n= 21); Intellectual type-electrical engineering (n= lo), chemistry and physics (n= 31); Social type-psychology (n= 27); Conventional typeaccounting and finance (n= 17); Enterprising type-political science (n= 21); Artistic type-fine arts (n= 27). Two groups were obtained for the Intellectual type simply because the subjects were available. Nine college-major groups represented the personal orientations for females. Holland’s (1968) scheme was used to classify the groups and they were represented as follows: Intellectual type-chemistry, mathematics, and physics (n= 19); Social Intellectual type-psychology (n= 25), nursing, physical therapy and medical technology (n= 32); Social Conventional type-business education (n= 9); Social Artistic type-social work (n= 14) and home economics (n= 20); Conventional type-accounting (n= 10); Enterprising type-marketing (n= 10); Artistic type-music education (n= 26). The investigators were not able to obtain a college-major group representing the Social Enterprising type. However, two groups were obtained for the Social Intellectual type and two groups for the Social Artistic type. Instrument Six scales (Realistic, Intellectual, Social, Conventional, Enterprising, and Artistic) were constructed and used to collect data from all male students. Six same named scales with different item content were developed and used to gather data from female students. The male form is reported in Walsh and Lacey (1969) and the female form is included in the Walsh and Lacey (1970) report. A few examples of the attributes included on some of the scales for the male form are as follows: Realistic-frank and practical; Intellectualcurious and independent; Social-friendly and liking to help others. Some examples of attributes on the scales of the female form are as follows: Conventional-conforming and conscientious; Enterprising-adventurous and impulsive; Artistic-nonconforming and original. The scales attempted to measure the perceived impact of the college years and experiences on students. Each subject reported the change he perceived in himself on each attribute or adjective since he entered ,the University. The coefficients of stability for the 12 scales are all above 0.70. The intercorrelations among each group of scales by sex indicate that the scales are not highly related.

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VAUDRIN

and HUMMEL

Procedure

Data were collected from subjects for all groups using two different sources. Approximately 65 male subjects and 82 female subjects were obtained from an undergraduate general psychology course. The remaining subjects were approached in the residence halls and asked to respond to the scales. Hypothesis

The hypothesis tested was that there are no differences between the mean scores for the seven male freshman groups on a given scale. The hypothesis was tested for each scale (Realistic, Intellectual, Social, Conventional, Enterprising, and Artistic) by means of analysis of variance for unequal n’s. The same hypothesis and analysis was used to explore the differences among the nine female freshman groups on each scale. RESULTS The scale score means, standard deviations, and tests of significance are reported in Table 1 for males and in Table 2 for females. The results of the analysis of variance of the scale scores for males do not permit rejection of the hypothesis for the Realistic, Social, Conventional, and Enterprising scales. The test for the main effect of groups was found to be significant for the Intellectual scale 07 < .Ol) and the Artistic scale (p < .Ol). For the female sample the results of the analysis of variance of the scale scores do not permit rejection of the hypothesis for the Realistic, Social, Enterprising, and Artistic scales. However, the test for the main effect of groups was found to be significant for the Intellectual (p < .Ol) and Conventional @ < .05) scales. In order to determine the significance between subgroups the Tukey (b) test (Winer, 1962) was used. All combinations of groups were analyzed for the scales that produced significant findings. All combinations of male groups were analyzed for the Intellectual scale, revealing the chemistry-physics group to be significantly different from the political science (p < .Ol), fine arts (p < .Ol), and the engineering (industrial, civil, and mechanical) (p < .OS) groups. The college-major group (chemistryphysics) consistent with Holland’s classification scheme (Intellectual) had the highest mean scale score. The other college-major group (electrical engineering) classified in the Intellectual orientation had the second highest mean scale score. A similar analysis for all combinations of male groups was made for the Artistic scale. In this analysis the political science group was found to be

Scores,

F Test

Between

Within

**p

<.Ol

Groups

Groups

(n= 10)

Electrical

Engineering

x

Fine

SD

x

SD

SD

Arts (n= 27)

x

Political Science (n= 21)

SD

x

SD

x

SD

Accounting-Finance (?I= 17)

Chemistry-Physics (n= 31) Psychology (n= 27)

x

SD

21)

x

Deviation,

(n=

Standard

Engineering

Groups

Mean

48.04 4.39 51.00 4.27

48.04 3.33

48.00 3.77

0.86

15.85 5.09**

109.16

21.42

46.67 5.14

48.90 4.46

50.12 3.39

50.00 4.03

49.19 3.59

Intellectual

53.06 4.78 50.44 5.65

17.28

1

Scales

for the Seven

49.32 3.48 47.63 5.21

48.76 4.45

Realistic

and Tests of Significance

TABLE

1.24

75.82

61.13

73.60 7.04

71.44 8.51

73.86 8.85

73.59 9.14

71.74 7.02 76.33 8.37

72.05 4.77

SociaI

Male

Freshman

1.39

48.29

34.81

44.70 4.35

43.04 5.49

44.81 7.83

47.94 6.50

43.87 5.99 44.26 4.98

43.62 5.18

Conventional

Groups

0.41

42.90

103.28

68.70 8.37

68.41 9.88

71.76 10.05

71.35 11.82

69.19 10.89 71.22 9.49

69.14 ’ 9.63

Enterprising

on the Six Assessment

Scales

4.28**

67.25

15.72

37.80 3.79

40.15 4.49

35.14 4.22

37.65 4.01

38.00 3.26 40.04 3.58

37.67 4.43

Artistic

00

z 2 9

z E z

6 z”

Groups

Scores,

Economics

< .Ol

*p < .05

Groups

Groups

**p

F Test

Between

Within

(n= 20)

Home

Music Education (n= 26) Nursing, Med. Tech., Physical Therapy (n= 32)

Marketing (n= 10)

x

Accounting (n= 10)

SD

x

1.65

33.65

20.38

53.85 4.75

5.74**

177.35

30.92

70.25 4.99

75.78 6.16

55.41 4.5 1

SD

x

66.85 5.72

71.00 2.98

73.30 5.76

70.11 7.13 70.93 4.48

71.48 5.68

74.68 5.46

Intellectual

of Significance

53.54 3.98

x

55.40 2.80

56.10 2.56

57.79 3.23 53.43 4.45

54.48 6.27

57.00 4.15

Realistic

and Tests

SD

SD

x

SD

x SD

Social Work (n= 14)

x

SD

x

SD

x

Deviations,

SD

Standard

Business Education (n= 9)

Psychology (n= 25)

Chemistry, Math,. and Physics (n= 19)

Mean

2

Scales

99.79 9.18

Social

Female

1.56

190.55

105.55 11.02 122.19

108.65 8.97 107.53 10.74

103.30 9.29

106.86 12.09 107.90 9.79

111.00 12.98

103.24 14.09

for the Nine

TABLE Groups

2.44*

177.87

89.30 8.28 72.94

91.41 8.28

91.11 9.16

93.20 8.27

95.67 9.63 86.43 7.61 94.60 7.88

85.48 9.54

88.84 7.44

Conventional

Freshman

1.05

126.96

120.48

105.80 11.44

107.22 10.28

108.15 8.5 1

108.90 8.50

103.52 11.08 112.11 12.38 107.64 10.18 112.00 12.34

104.47 14.30

Enterprising

on the Six Assessment

1.13

52.12

46.17

67.15 5.08

68.66 6.71

70.96 6.84

65.10 4.65

66.70 7.38

68.56 10.69 70.43 7.70

69.04 6.43

67.58 6.59

Artistic

Scales

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ACCENTUATION

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83

significantly different (p < .Ol) from the psychology and fine arts groups. On this scale the college-major group (fine arts) consistent with Holland’s scheme (Artistic) had the highest mean scale score. An analysis of all combinations of fem.ale groups on the Intellectual scale showed three groups (nursing, medical technology, and physical therapy; chemistry, mathematics, and physics; and accounting) to have significantly (p < .05, .Ol) higher scores than the music education group. The nursing, medical technology, and physical therapy group also scored significantly higher 07 < .05) than the home economics group. The nursing, medical technology, and physical therapy group which is classified as Social Intellectual had the highest mean scale score. The college-major group (chemistry, mathematics, and physics) consistent with Holland’s classification scheme (Intellectual) had the second highest mean scale score. On the Conventional scale the Tukey (b) test yielded no significant differences 03 > .05) among the nine groups. The business education group classified as Social Conventional had the highest mean scale score. The group (accounting) consistent with Holland’s classification scheme (Conventional) had the second highest mean scale score.

DISCUSSION In this study, the findings suggest that male freshman students in two college-major groups (chemistry-physics and fine arts) perceive themselves as changing in a direction consistent with the profile of the respective personality orientation (Intellectual and Artistic). These results for these two groups suggest an early developmental relationship (accentuation effect) between the individual and his environment. However, in a previously unplanned analysis the student’s t test was used to explore differences between the two male freshman groups (chemistry-physics and fine arts) and the two same-named male senior groups (chemistry and fine arts) used ,in the Walsh and Lacey (1969) study. Results indicate that the freshman chemistry-physics group (x= 53.06) on the Intellectual scale was not significantly different (t= 0.853, p > .05) from the senior chemistry group (F= 54.43, n= 20) but the higher mean score for seniors suggests a stronger accentuation effect reported by this group. The senior chemistry group mean scale score was also higher than the other freshman college-major group (electrical engineering) classified in the Intellectual orientation. For the freshman (% 40.15) and senior (% 44.24, n= 21) fine arts groups on the Artistic scale a significant difference (t= 3.04, p < .Ol) was obtained. Again, the senior group had the highest mean score. For females significant findings were obtained on two scales (Intellectual and Conventional). The nursing, medical* technology, and physical therapy group (Social Intellectual) perceived themselves as changing in a direction

84

WALSH,VAUDRIN

andHUMMEL

consistent with the profile of the Intellectual orientation. The chemistry, mathematics, and physics group had the second highest mean score on the Intellectual scale. On the Conventional scale the business education group (Social Conventional) had the highest mean score indicating change in a direction consistent with the Conventional orientation. The accounting group had the second highest mean score on this scale. Once again an additional analysis using the Student’s t test was carried out to explore differences between the female freshman groups and the female senior groups (Walsh and Lacey, 1970). In this analysis using the Intellectual scale the senior chemistry group (% 80.56, n= 9) was found to be significantly different (t= 2.15 and 2.20, p < .OS) from the freshman nursing, medical technology, and physical therapy group (x= 75.78) and the freshman chemistry, mathematics, and physics group (x= 74.68). The senior group had the highest mean score in both comparisons. On the Conventional scale the senior business education group (x= 104.54, n= 13) was found to be significantly different (t’ 2.56, p < .05) from the freshman business education group (% 95.67). For the freshman (ji;= 94.60) and senior (% 99.73, w 11) accounting groups on the Conventional scale no significant difference (t’ 1.40, p > .05) was found. Again, in both comparisons the senior groups had the highest mean scale scores. Thus, although limited, some evidence in this study does suggest an early accentuation effect between the individual and his environment during the first two quarters in college. However, data indicate that this developmental effect does not seem to equal or exceed the impact of the four-year experience in a particular college major. In general, in the areas of significance identified in this study the senior groups when compared to the freshman groups seemed to report more change in a direction consistent with their dominant personality orientation(s) expressed via their college-major choice. In essence, the results suggest that in certain areas the environment tends to extend certain characteristics over time. Furthermore, this extension or accentuation effect seems to be associated with the amount of time spent in an environment or college major. This study has limitations. Students were assigned to one of the personality types using the preferred college major. Therefore, no consideration was given to the fact that most individuals possess personal characteristics which reflect combinations of two or more personality types. However, Holland (1968) indicates that simply asking the student his vocational choice is as valid (predictive validity) as using the Vocational Preference Inventory (1965). Another limitation involves the small sample size of some of the college-major groups. A potential limitation may exist in considering the academic course work taken by students during their freshman year. Some freshman students probably do enroll in academic courses associated with their preferred college major before their second year in the University. A further limitation is that a

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85

student may not have had a preferred college-major choice for the previous two quarters. Preferred college major ,was determined when the data were collected in the third quarter. Thus, a student may not have been associated with a specific environment for the first two quarters. A final limitation involves the accuracy of self-reported perceived change. The self-report method was limited to the accuracy of the students’ recollections of himself as a beginning freshmen and the accuracy of his reported perceived change since that time. However, it seems that if students think, perceive, and report change over a period of time that such a response is relevant information. REFERENCES Feldman, K. A. Research strategies in studying college impact. ACT Research Report No. 34. Iowa City: The American College Testing Program, 1970. Feldman, K. A. & Newcomb, T. M. The impact of college on students. San Francisco: Jossey Bass, Inc., 1969. Holland, J. L. Explorations of a theory of vocational choice: VI. A longitudinal study using a sample of typical college students. Journal of Applied Psychology Monograph Supplement, 1968,52, l-37. Holland, J. L. Manual for the Vocational Preference Inventory. (6th Rev.) Iowa City, Iowa: Educational Research Associates, 1965. Pp. 140. Holland, J. L. The psychology of vocational choice: A theory of personality types and model environments. Waltham, Massachusetts: Blaisdell, 1966. Osipow, S. H. Theories of career development. New York: AppletonCenturyCrofts, 1968. Walsh, W. B. & Lacey, D. W. Further exploration of perceived change and Holland’s theory. Unpublished manuscript, Ohio State University, 1970. Walsh, W. B. & Lacey, D. W. Perceived change and Holland’s theory. Journal of Counseling Psychology, 1969, 16, 348-352. Winer, B. J. Statistical principles in experimental design. New York: McGraw-Hill, 1962. Received April 1, 1971