Personality and Interests as They Pertain to Career Choices in .NET

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Personality and Interests as They Pertain to Career Choices
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Assisting individuals to make academic and career choices by assessing their vocational interests and personality style has been a traditional role for counselors and clinical psychologists (Lowman, 1991). School psychologists have also begun to participate in this type of assessment (Bernard & Naylor, 1982; Shepard & Hohenshil, 1983). Given the widely held belief that personality and intellectual processes are closely reTABLE 13.16 Hypothesized KAIT results for clients with depression or pseudodementia
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Score in normal range on Mental Status Exam Relatively lower score on Memory for Block Designs Rebus Learning scaled score lower than Rebus Delayed Recall Auditory Comprehension scaled score lower than Auditory Comprehension Delayed Recall
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lated, understanding the relationships between personality style, interests, and intellectual level is important to better assist individuals with their curricular and career decisions. The relationship between interests, measured by the Strong Interest Inventory (SII; Hansen & Campbell, 1985), and intelligence, measured by the KAIT, was examined in 936 individuals aged 16 to 65 years (Kaufman & McLean, 1998). IQ level was significantly related to two of the General Occupational Themes (GOTs) and several of the Basic Interest Scales (BISs) yielded by the SII. Specifically, individuals with higher IQs were more Investigative and more Artistic than those with average IQs or low IQs. According to the authors, this relationship between high IQ and Investigative interests is sensible, as the Investigative person is interested in science and in solving abstract problems. Furthermore, the results are consistent with prior research, which has shown that high IQs are associated with high Investigative vocational interests (Lowman, 1991). The relationship between IQ and individuals with Artistic interests was unexpected. However, when the influence of the Investigative interests was accounted for statistically, the effect size for the Artistic interests was quite small. A fluid crystallized discrepancy was also examined with regard to vocational interests. Although several relationships between fluid and crystallized intelligence and interests exist (i.e., Crystallized > Fluid IQs related to higher scores on the Writing Scale; high Crystallized IQs related to highest scores on the Music/Dramatics scale; and Fluid < Crystallized IQs related to low interest on the Mechanical Activities scale), the authors concluded that the constructs of fluid and crystallized intelligence do not seem to relate in a meaningful way to the SII s constructs, but intelligence level does (Kaufman & McLean, 1998, p. 293). The KAIT and the Myers-Briggs Type Indicator (MBTI; Briggs & Myers, 1983), a personality test yielding scores on four Jung-inspired indexes, were also recently investigated in a sample of 1,297 individuals aged 14 to 94 years (Kaufman, McLean, & Lincoln, 1996). IQ was significantly
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related to only one of the four dimensions of the MBTI, Sensing Intuition, with higher KAIT Composite IQs related to the Intuitive pole (preference for perceiving via reporting possibilities and relationships). This finding is consistent with previous results, which indicated that the Sensing Intuition dimension was related to performance on tests such as the SAT and National Teacher s Examination, and to grade-point average (Hengstler, Reichard, Uhl, & Goldman, 1981; Myers & McCaulley, 1985; Pratt, Uhl, Roberts, & DeLucia, 1981; Schurr, Ruble, Henriksen, & Alcorn, 1989). When taking both studies together, IQ was closely related to the following three personality and interest variables: Intuitive on the MBTI, and Investigative and Artistic on the SII. Given that the relationship between the MBTI and SII includes a positive correlation between the Sensing Intuition dimension and the Artistic and Investigative GOTs (Apostal, 1991; Dillon & Weissman, 1987), the relationships between these two measures and the KAIT do not seem surprising.
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Most vocational and academic counseling is likely to be conducted with school-aged individuals. Thus, examining the relationship between interests, personality style, and intelligence with young samples is important. These factors and their relationship to intelligence have been examined in preadolescents, adolescents, and young adults. McLean and Kaufman (1995) explored the relationship of the Harrington-O Shea Career Decision-Making System (CDM; Harrington & O Shea, 1982), an interest inventory used to assess career interests, and the KAIT in a sample of 12to 22-year-olds (N = 254). In this sample of adolescents and young adults, intellectual level was not significantly related to career interests. Similarly, no significant relationship between intelligence (measured by the KAIT) and personality style, measured by the Murphy-Meisgeier Type Indicator for Children (Meisgeier & Murphy, 1987), a downward extension of the MBTI, was found in a group of 263 children ages 11 to 15 (Kaufman & McLean, 1994). Thus, the relation-
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TABLE 13.17 KAIT subtests factor loadings on the crystallized and fluid factors for Caucasians, African Americans, and Hispanics
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Caucasian Subtest Crystallized Definitions Auditory Comprehension Double Meanings Famous Faces Fluid Rebus Learning Logical Steps Mystery Codes Memory for Block Designs 26 13 07 08 54 64 67 71 13 30 03 06 67 52 67 68 28 09 14 06 45 58 65 57 79 65 66 80 06 15 17 10 67 70 51 83 20 17 35 14 72 76 90 74 22 16 06 12 Gc Gf African American Gc Gf Hispanic Gc Gf
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NOTE: Results are from a promax rotation. Sample included 1,535 Caucasians, 226 African Americans, and 140 Hispanics. Gc = Crystallized, Gf = Fluid. Decimal points are omitted, and loadings .40 are italicized. Adapted from Factor structure of the Kaufman Adolescent and Adult Intelligence Test (KAIT) for whites, African Americans, and Hispanics, by A. S. Kaufman, J. C. Kaufman, and J. E. McLean, 1995, Educational and Psychological Measurement, 55, pp. 365 376. Copyright 1995 by Sage Publications. Adapted with permission of the author.
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ships found in adults between intelligence, personality, and interests were not found in children and adolescents (Kaufman & McLean, 1998; Kaufman, McLean, & Lincoln, 1996). In summary, it appears that the variable of intelligence does not need to be considered when interpreting interests and personality style as they pertain to career choices for preadolescents and young adults (ages 11 to 22). However, for adults, intellectual level interfaces in a meaningful, yet limited way with interests and personality style. Therefore, when clinically assessing an adult client s personality style or interests, insights may be gained by integrating information about the client s intellectual functioning.
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