L. Haghshenas; A. Navidian; A. S. Aminjafari; A. Kazemi; M. R. Abedi; H. Sadeghi
Volume 19, Issue 2 , December 2012, , Pages 137-158
Abstract
The purpose of this study was to prepare norm scores and determine the validity and reliability of Campbell Interest and Skill Survey on Isfahan high school students. 412 students were selected by cluster random sampling method and Campbell Interest and Skill Survey was administeredto them. Campbell ...
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The purpose of this study was to prepare norm scores and determine the validity and reliability of Campbell Interest and Skill Survey on Isfahan high school students. 412 students were selected by cluster random sampling method and Campbell Interest and Skill Survey was administeredto them. Campbell Scales reliability coefficients were computed using alpha and test–retest methods. Orientation Interests Scales validities were computed in three ways: correlation between Orientation Interests Scales and Educational-Vocational Interest Short Form Inventory, comparison of scores of male and female students, and correlation between Orientation Interest Scales and Orientation Skill Scales. The Validity of second battery of CISS Scales, that is Orientation Skill, Scales was analyzed through two ways: correlation between Orientation Skill Scales and Skill Confidence Inventory, and correlation between Orientation Skill Scales and Orientation Interest Scales. The validity of the third battery of scales, that is 29 Basic Interest Scales, was examined using the correlation of this battery of scales and 29 Basic Skill Scales. The validity of 29 Basic Skill Scales also was examined using the correlation of this battery of scales and 29 Basic Interest Scales. In sum, findings showed that Farsi form of CISS is a valuable instrument for evaluation of interest and skill, and has satisfactory reliability and validity for high school students.
