Do Interest Inventories Measure Estimated Abilities?

Abstract

Six months after taking the Kuder Preference Record (KPR) with the usual estimated‐interest set, 246 ninth graders retook the KPR with an estimated‐ability set. The mean Pearson coefficient for the total sample, between scores for each student, was .59. It averaged higher for girls than for boys and also higher for the more intelligent students. Separate correlations between estimated‐interest and estimated‐ability for each Kuder activity area differed no greater than chance for students classed by sex, intelligence, or social class. But slight differences in correlation between the sexes, when viewed across all 10 activity areas, suggested a social role determinant of measured interest. The data suggest that interest inventories give results which confound estimated ability with interest.

Muscular strength and mental health.

“…In several articles, it is also noted that selfconcept is an important construct related to performance and fitness, because individuals strive to perform at a level consistent with their conception of personal ability (Aronson & Carlsmith, 1962;Fitts, 1972;McCall & Moore, 1965;O'Reilly, 1973). Combs and Snygg (1959) contended that performance is largely determined by the concepts individuals hold about themselves and their abilities, and Irwin (1967) remarked, "It may well be that a positive conception of one's self as a person is not only more important than striving to get ahead and enthusiasm .…”

Counseling Research, Theory and Practice--1965.

“…cautions us to use composite predictors only when subtests are equally relevant, using a composite score rather than weighted subtest scores decreases the accuracy of prediction. McCall and Moore (1965) warn us that interest inventories give results which confound estimated ability with interest. Walker (1965), in turn, studied foui methods of test interpretation and finds that individual procedures, centering around both verbal e\ehanges and printed material, were better than audio-visual and group discussion methods for personal acceptance.…”

Change in vocational interests after spinal cord injury.

“…Although we could find no studies that used identical methodology, Thorndike (1935) asked subjects to rate their degree of liking for activities from previous age spans. Three studies asked subjects to respond to an interest inventory using an experience or ability set (Dressel & Matteson, 1952; McCall & Moore, 1965; Steinmetz, 1932). Other authors (Kelso & Bordin, 1948; Longstaff, 1948; Stephenson, 1962) have investigated the ability of subjects to change their scores when asked to fake in a specified direction.…”