Validation of the short form of the career development inventory with an Iranian high school sample

Abstract

A short 33-item form of the Career Development Inventory was validated on a sample of 310 Iranian high school students. Factor analysis indicated that attitude and cognitive subscale items loaded on their respective factors, and that internal reliability coefficients at all levels were satisfactory to good. Support for validity was demonstrated by associations in the expected direction for career decidedness and career decision-making self-efficacy. This short form of the inventory shows promise as a measure of career maturity with students from a non-Western country.Résumé. Validation de la version courte du Career Development Inventory avec un échantillon de lycéens iraniens. Une version courte à 33 items du Career Development Inventory a été validée sur un échantillon de 310 étudiants iraniens au lycée. L'analyse factorielle indique que les items des échelles attitude et cognition saturent sur leurs facteurs respectifs et que les coefficients de fidélité interne sont satisfaisants à bons à tous les niveaux. Un soutien à la validité est démontrée par l'association dans la direction attendue entre la décision vocationnelle et le sentiment de compétence en ce qui concerne la prise de décision vocationnelle. La version courte de cet inventaire est prometteur en tant que mesure de la maturité vocationnelle avec des étudiants d'un pays non occidental. Resumen. Validación de una forma abreviada del Inventario del Desarrollo de la Carrera, con una muestra iraní de estudiantes de secundaria. Una forma abreviada (33 items) del Inventario del Desarrollo de la Carrera se validó con una muestra de 310 estudiantes de secundaria iraníes. Los análisis factoriales mostraron que los items de las sub-escalas actitudinal y cognitiva saturaron en sus respectivos factores y que los coeficientes de fiabilidad interna puntuaron entre satisfactorio y bien, en todos los niveles. La validez se demostró a través de la relación, en la dirección esperada, entre la determinación vocacional y la auto-eficacia en la toma de decisiones. Esta forma abreviada del inventario es potencialmente útil para medir la madurez vocacional de estudiantes de un país no occidental.

Career Decision‐Making Self‐Efficacy Change in Italian High School Students

“…These values of reliability are lower than .70, which is traditionally regarded as the cutoff for acceptability (Nunnally & Bernstein, 1994). However, the values are comparable with those obtained in other studies (e.g., Cronbach's α = .66; Sadeghi, Bahrami, Ahmadi, & Creed, 2011). A further limitation is that the collected demographic data were limited to gender, age, and attended school.…”

“…This choice was due to the lack of instruments designed to assess outcome variables in career guidance and counseling (Bernes, Bardick, & Orr, 2007). However, the values are comparable with those obtained in other studies (e.g., Cronbach's α = .66; Sadeghi, Bahrami, Ahmadi, & Creed, 2011). Specifically, the Career Exploration subscale had minimally acceptable Cronbach's alphas of .53 (Time 1) and .64 (Time 2).…”

Different Forms of Relationships Between Vocational Interests and Career Maturity in Chinese Context

“…Specifically, it assesses decisiveness-the extent of firmness about one's preferred orientation toward career, preparation-the degree of understanding and planning of one's career choice, independence-the degree of one's independent career decision-making, goal orientation-the degree to which one prefers self-improvement through one's career, and confidence-the degree of one's faith and sureness in the chosen career. Prior studies suggest that individuals with high career maturity, compared to those of low career maturity, are likely to have high levels of career certainty and decision-making self-efficacy (e.g., Sadeghi, Baghban, Bahrami, Ahmadi, & Creed, 2011), succeed in further education, and report subjective career success (e.g., Hirschi, 2010;Patton, Creed, & Muller, 2002). Given this positive side of career maturity, much attention has been paid to factors accounting for career maturity.…”

Social-Cognitive Predictors of Iranian College Students’ Academic Well-Being

“…The educational system in Iran is based on a large amount of content, intensive training with an emphasis on theoretical learning, and successive examinations. This system affects students’ satisfaction, self-efficacy, and academic performance (Sadeghi, Baghban, Bahrami, Ahmadi, & Creed, 2011; Sadeghi, Baghban, Bahrami, Ahmadi, & Sadeghi, 2012). It is reported that Iranian university students have low motivation (Sadeghi & Rabiei, 2016) and low self-efficacy (Sadeghi, 2016).…”