Research Article: A preliminary analysis of the psychometric properties of the German O*NET interest profiler short form in rehabilitation education
Abstract:
Interest is a key driver of performances, decisions and choices, for example starting an educational program. The German O*NET Interest Profiler Short Form is a recent RIASEC-based instrument. However, its evidence is limited in German speaking subpopulation. We analyze its psychometric properties in N =?173 students from rehabilitation education programs. Internal consistency is adequate in all six scales ( ? =?.80–.90) and structural validity shows partial support for the RIASEC circumplex. Intercorrelations follow the expected pattern only partly and multidimensional scaling indicate a good overall fit (RSQ?=?.94; stress ?.11), although deviations from a perfect hexagonal is observed. Discriminant validity is supported by generally small-to-medium associations with Big Five traits below the discriminant threshold ( r <?.85). Criterion-related validity is weak. Using Euclidean distance for congruence analysis, associations with study satisfaction ( r =??.08, ?.09) and dropout intention ( r =?.06) are near zero. Using angular agreement for congruence analysis, small but statistically significant correlations exist for study satisfaction ( r =?.17–.18, p <?.05). In summary, results show partial evidence for structural validity, clear support for discriminant validity, and limited criterion-related validity. Findings further suggest that conclusions about validity depend on sample characteristics and the chosen operationalization of vocational interest congruence.
Introduction:
In line with Holland's RIASEC theory ( 1 ), vocational interest is defined as individual interests with relatively stable preferences for activities, contexts, and outcomes ( 2 – 4 ). It is also a frequently addressed concept in various research areas, such as the labor market and personality ( 5 ). Empirical results indicate that interest is associated with job satisfaction, career and educational choices, performance, and turnover intentions ( 3 , 6 – 8 ). In higher education, empirical results highlight…
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