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In search of parsimony: An evaluati...

Horn, Robert Allen.

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In search of parsimony: An evaluation of congruence indices used in testing Holland's theory and academic achievement in college students (John L. Holland).

Record Type:	Electronic resources : Monograph/item
Title/Author:	In search of parsimony: An evaluation of congruence indices used in testing Holland's theory and academic achievement in college students (John L. Holland)./
Author:	Horn, Robert Allen.
Description:	61 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0828.
Contained By:	Dissertation Abstracts International65-03A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3127331
ISBN:	0496745956

In search of parsimony: An evaluation of congruence indices used in testing Holland's theory and academic achievement in college students (John L. Holland).
Horn, Robert Allen.

In search of parsimony: An evaluation of congruence indices used in testing Holland's theory and academic achievement in college students (John L. Holland). - 61 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0828.

Thesis (Ph.D.)--The University of Memphis, 2004.

Holland's congruence-achievement assumption asserts that an individual's academic achievement is dependent upon the congruence between his/her personality type and his/her environmental type---in that an individual will flourish academically in environments congruent with his/her dominant personality type. Given that the few studies comparing indices of congruence indicate that results may differ depending upon which congruence index is used, and that there are few studies that have used academic achievement as the measurable outcome, the purpose of this study was to investigate the congruence-achievement relation as a function of the choice of congruence index. That is, will results differ significantly or substantively depending on which congruence measure is used?

ISBN: 0496745956Subjects--Topical Terms:

1017560
Education, Educational Psychology.

In search of parsimony: An evaluation of congruence indices used in testing Holland's theory and academic achievement in college students (John L. Holland).
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100 1 $a Horn, Robert Allen. $3 1933795
245 1 0 $a In search of parsimony: An evaluation of congruence indices used in testing Holland's theory and academic achievement in college students (John L. Holland).
300 $a 61 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0828.
500 $a Major Professor: John C. Smart.
502 $a Thesis (Ph.D.)--The University of Memphis, 2004.
520 $a Holland's congruence-achievement assumption asserts that an individual's academic achievement is dependent upon the congruence between his/her personality type and his/her environmental type---in that an individual will flourish academically in environments congruent with his/her dominant personality type. Given that the few studies comparing indices of congruence indicate that results may differ depending upon which congruence index is used, and that there are few studies that have used academic achievement as the measurable outcome, the purpose of this study was to investigate the congruence-achievement relation as a function of the choice of congruence index. That is, will results differ significantly or substantively depending on which congruence measure is used?
520 $a Participants for this study (268 males, 475 females) were degree-seeking students at the University of Memphis who entered the university between Fall 1996 and Fall 1999 and earned a Bachelors degree between May 2000 and December 2002. Students' there-letter Holland personality type was determined by their highest, second highest, and third highest score on the ACT Interest Inventory. The Educational Opportunities Finder was used to identify the there-letter Holland code for the college majors (academic environment). Congruence scores were calculated using the prescribed protocol for each of the 10 different congruence indices examined in this study.
520 $a Results from the ten block-entry multiple regression analyses did not provide a definitive answer as to one or more measures of congruence being more effective in investigating the congruence-achievement relationship. Only Holland's hexagonal model index was found significant when testing for a gender effect. Although the magnitude of this result was substantively small, these findings indicate that, when using this index and controlling for the effects of academic ability and SES, more congruent females obtained higher levels of academic achievement. Additionally, these findings stress the underlying importance of the first-letter agreement between person and environment codes and suggests researchers should consider its use when testing Holland's congruence assumption.
520 $a The predominance of positive relationships between congruence and achievement found with this sample of data does lend support to Holland's congruence-achievement hypothesis. Implications of this study's findings and directions for future research of Holland's congruence-achievement assumption are discussed.
590 $a School code: 1194.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Vocational. $3 1017499
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710 2 0 $a The University of Memphis. $3 1025952
773 0 $t Dissertation Abstracts International $g 65-03A.
790 1 0 $a Smart, John C., $e advisor
790 $a 1194
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3127331