{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79958"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79958","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Exploring Influences on Strong Interest Inventory Profiles: An Investigation of Demographic, Psychological, and Career Developmental Factors","abstract":"The Strong Interest Inventory (SII) can prove challenging to interpret when a client presents with a pattern of interests that is (a) inconsistent, (b) undifferentiated, or (c) reflective of an extreme endorsement of one of the available response options. Despite the widespread use of the SII in counseling, educational, and occupational settings, little is known about the characteristics of those clients who present with these types of challenging interest profiles. The present study explored the influence of demographic, psychological, and career developmental variables on the three features of a typical client's profile---consistency, differentiation, and response style (i.e., percentage of L, I, or D responses). Results confirm some existing findings in the literature while unearthing some others. Implications for career counseling and directions for future research are offered.","abstract_html":"The Strong Interest Inventory (SII) can prove challenging to interpret when a client presents with a pattern of interests that is (a) inconsistent, (b) undifferentiated, or (c) reflective of an extreme endorsement of one of the available response options. Despite the widespread use of the SII in counseling, educational, and occupational settings, little is known about the characteristics of those clients who present with these types of challenging interest profiles. The present study explored the influence of demographic, psychological, and career developmental variables on the three features of a typical client's profile---consistency, differentiation, and response style (i.e., percentage of L, I, or D responses). Results confirm some existing findings in the literature while unearthing some others. Implications for career counseling and directions for future research are offered.","abstract_has_math":false,"creators":["Glomb, Stephen Michael"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Espelage, Dorothy L."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:54:41Z","date_published":"2015-09-25T19:54:41Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Educational Psychology"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3250246"],"render_values":[{"text":"(MiAaPQ)AAI3250246","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79958","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Espelage, Dorothy L."]},{"key":"dc:creator","label":"Author","values":["Glomb, Stephen Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:54:41Z","10000-01-01","2006"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79958","(MiAaPQ)AAI3250246"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The Strong Interest Inventory (SII) can prove challenging to interpret when a client presents with a pattern of interests that is (a) inconsistent, (b) undifferentiated, or (c) reflective of an extreme endorsement of one of the available response options. Despite the widespread use of the SII in counseling, educational, and occupational settings, little is known about the characteristics of those clients who present with these types of challenging interest profiles. The present study explored the influence of demographic, psychological, and career developmental variables on the three features of a typical client's profile---consistency, differentiation, and response style (i.e., percentage of L, I, or D responses). Results confirm some existing findings in the literature while unearthing some others. Implications for career counseling and directions for future research are offered.","Made available in DSpace on 2015-09-25T19:54:41Z (GMT). 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Despite the widespread use of the SII in counseling, educational, and occupational settings, little is known about the characteristics of those clients who present with these types of challenging interest profiles. The present study explored the influence of demographic, psychological, and career developmental variables on the three features of a typical client's profile---consistency, differentiation, and response style (i.e., percentage of L, I, or D responses). Results confirm some existing findings in the literature while unearthing some others. Implications for career counseling and directions for future research are offered.","Made available in DSpace on 2015-09-25T19:54:41Z (GMT). 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