Consumable Booklet of cone NESTE am MII-B Dr. (Mrs.) S. K. Bawa (Patiala) (English Version) Please fill in the following informations : Date (TTT TIITI Nam Agen Class, Name of the School Rural / Urban ___________ Religion. Subjects : INSTRUCTIONS You like something and do not do like other things. | would like to know the area of your interest. This test is, therefore, a measure of your interest. | expect your honest opinion about your field of interest. Please feel free and frankly reply to your area of interest. Don't hide anything. Trust on me and extend your full cooperation. Your response will be kept confidential: Scoring Table Estd. 1971 www.npeindia.com @:(0562) 2601080 NATIONAL PSYCHOLOGICAL CORPORATION UG-1, Nirmal Heights, Near Mental Hospital, Agra-282 007 Scanned with CamScanner2 | Consumable Booklet of Sub-Instructions— ‘ _ Give your response against each item, showing your liking or disliking for that item. Do not keep in mind the financial aspect or the status of the occupa- ion. 1. Tf you like the item, mark J on L. 2. If you are indifferent towards that item, mark & on T. 3. If you don't like the item, mark H on D. [sero] TTEM/STATEMENT L [2 [ser] Engineer Lawyer Artist Actor Military Officer Director of Sports Factory Labourer Farmer Librarian 10. Land Lord 11. Blacksmith 12. Washerman PENA YP so anonodedeadadonodod0d000 Qo Oo oO oO Oo o oO Qa oO o oO oO Oo Oo oO Oo o oO o oO oO oO o 13. Doctor 14. School Teacher 15. Goldsmith 16. Dyer 17. Singer 18. Social Worker 19. SL. 20. Hakim 21... Farm Labourer 22. Weaver 23. Carpenter 24. — Tailor Scanned with CamScannerConsumable Booklet of MII-8 | 3 25. Businessman Oo CO) 26. Judge 27. Pilot 28. Ragi 29. Editor 30. Chemist 31. Bank Manager 32. College Professor 33. Hawker 34, Potter 35. — School Teacher 36. | Computer Operator 37. Vaidya 38. Service 39. Scientist 40. — Driver 41. Minister 42. — Player 43. Watch-maker 44. Post-master 45. Ticket Checker 46. Priest 47..- Surgeon 48. Bajigar 49. Work Servant 50. Gardener 51. Clerk 52. Motor Driver 53. Novel Writer 54: Folk Singer 55. Jester NOO800 000000000000 0e0o0000endoo0 ONOOO008000000000000000000o0000ung0 ONOOOO0OOOoOoOoOoo0o0o0ocoooo00e0000n0"oO UUUUSUCOUCOCOCCICCCCSCCCCCC0 Scanned with CamScanner4 | Consumable Booklet of MII-8 ITEM/STATEMENT We e's'e aisle aiae aagia SHRESRPALSISASARANASSSARSRASSRASSEAS Constable News Reporter Poet Station Master Soldier Policeman Dentist Researcher Photographer Radiosinger Noval Officer Superintendent of Police Agriculture Officer Telephone Operator Engine Driver Publisher Deputy Commissioner Civil Supply Officer Booking Clerk Book Seller Interior Decorator Architect Music Teacher Science Researcher M.L.A. Worker of a Private Club Head of the Department To do Embriodery on Sarees, Shirts To look into the Modes of Constructing Buildings Dairy Farming Botanist LI codo0dnd00dcCoCoC0CoCoCoCoRRRn0 a Total Score Pai Scanned with CamScannerBe Ra eae ea 87. 88. 89. 90. 91. 92. 93. 94, 95. 96. 97. 98. 99. 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 111. 112. 113. 114. 115. 116. ITEM/STATEMENT Recitingpath Going to Temple / Gurudwara Associating with Religious People Joining Religious Processions Listening Religious Lectures Travelling Making Friendship with Religious People Listening Shabads / Bhajans on Radio /T. V. Rendering Service to Sadhus / Saints Remaining in Religious Discipline Worshipping God Participating in Religious Works Decorating Homes with Pictures of Saints Preaching Religion Rendering Knowledge on Ancient History of Religion Donating at Religious Places Seeing Religious Movies Scientific Investigation of Religion Seeing Religious Dramas. Acquiring Knowledge of Religious Places Receiving Religious Knowledge in the Schools Worshipping Devis / Devtas Decorating Homes with Religious Calendars Having Bath in Religious Tanks Sketching of Religious Pictures Rendering Service at Religious Places Motivating the World towards Religion Praising God Singing Hymns Greeting others on Religious Occasions ble Booklet of MII-s | 5 B.D OG) Bb:-oO:.0C) oo ac) oo aC) oo oC) oo oC) o Oo CoO oo oC) ooaoac) oo aC) oo OoCO oo OC) oo OCOD oO Oo OC) oO Oo aC) oo oc) oa CO o oC) oO oC) Oo C=) Bea Ce) oo aoc) ao CO 1 oOo Cy) go a Cy) oo OC) Oo oC) O OU Cy) oO ao 0C) oa 0C) Scanned with CamScanner6 | Consumable Booklet of MIT-2 [sexo] ITEMWSTATEMENT 117. Presenting in Religious Groups fe oe ez) 118. Eradicating Religious Superstition Oo Ele Gz) N.B.-Mark right &1 on the below mentioned religious places according to your choice : | 119. Going to Vaishno Devi 120. Going to Harmandir Sahib 121. Going to Anandpur Sahib 122. Going to Durgiana Mandir 123. Going to Hazoor Sahib 124. Going to Haridwar 125. Going to Paunta Sahib 126. Going to Jama Masjid Delhi 127. Going to to Taran-Taran 128. Going to Dukh Niwran Sahib 129. Going to Naina Devi 430. Going to Chintpumi 131. Going to Nanaksar 132. Going to Kurukshetra 133. Going to Muktsar 134. Guru Granth Sahib 135. Gita 136. Ramayan 137. Bible 138. Vedas 139, Serving Meals to Virgin Girls 140. Performing Havans 441. Arranging Nightlong Singing, Awakening 142. Keeping Fasts 443. Doing Akhand Path 444. Serving Meals to Brahmins during Shraddha 4145. Writing Religious Essays 446. Giving Religious Information to Youngesters DoooooooooooOo0obo0o00000000o000000 DoooooooooooooooOo0o0o00000000e00 oOoooooooooooOo0ooOo0o0o00000000oo0 OOCOOBIOCOOICOUSCOCTOOOIIO00 Scanned with CamScannerN.B.- Mark right @% on the following festivals according to your choice : 147. Worshipping Deities (Idols) | 148. Ram Naumi | 149. Holi | 150. Gurupumima | 151. Diwali I 152. Dussehra 153. Janam Ashtami 154. Moharram 155. Maghi Purnima | as Basant Panchmi B.-Mark tick & on the following religious preachers acc 157. Adoring Sti Balmikiji 158. Adoring Guru Nanakdevji 159. Adoring Sri Ram Chandra 160. Adoring Sri Krishna 161. Adoring Mahatma Buddha 162. Adoring Sant Kabir 163. Adoring Christ 164, Adoring Hazrat Mohammad 165. Adoring Guru Gobind Singhji ! Total Scors Oo a o JUJUOUTOU z 2 s ling ice + oooo000n00o0 § a8 Ooooooooofa ooo00000 oOO00O00O001 Pai 166. Giving Donations 167. Taking Part in Cooperative Works 168. Being Monitor of the Class 169. Passing on Important News to Everyone 170. Maintaining Relations with Everyone 171. Remaining Away from Home-Frequently 172, Settling the Disputes 173. Giving Suggestions to Others nogoaace Leeesea oOooo0oo0000 oooooo0o00 ~ Scanned with CamScanner8 | Consumable Booklet of MII-8 [sero] ITEM/STATEMENT 174, 175. 176. 177. 178. 179, 180. 181. 182. 183. 184, 185. 186. 187. 188. 189. 190. 191, 192. 193. 194. 195. 196. 197. 198. 199. 200. 201. 202. 203. 204. Volunteering in Cooperative Work Correspondence Remaining Acquainted with Surrounding Events Attending Social Service Camps Assisting Others Propagating to Eliminate the Social Evils Wearing Clothes of others’ Choice Keeping Relations with the People of Other Community Playing with Age-mates Taking Part in Social Customs Maintaining Relations with Neighbours Helping the Handicapped Keeping others in High Spirits Inviting for Tea Parties Trying to Remove the Social Differences Collective Participation in Harvesting Keeping Contact with Persons Showing Interest in the Cleanliness of the City Listening of News Living in Joint Families Living with Low Caste People Participating Freely in the Activities of Crowd Considerating for others while Travelling Developing New Relations Paying Visits to Patients Becoming Leader Forming Groups Attending Clubs Admiring Good Social Virtues Teaching Illiterates Going for Social Service Camps nooooooooOoooOoOoOoOoOooOoooOooOoOoOo0oOo0000 HooooooOoOoOooooOoOooOoooOoOoOoOo0Oo0o0o0o00o0o00 noooooooOoooobooo0o00000o0o0o0o00000000 Scanned with CamScannerConsumable Booklet of MII-s | 9 = a 205. Getting Training for Social Service 206. Being Sociable with People 207. Going to See the Crowd 208. Studying Together 209, Becoming Member of a Political Party 210. Attending to the Problems of Own Mohalla 211. Sharing Joys and Sorrows Qo o Qo Oo Oo Oo oOo oooo0oo000 ooo0o00o00 Total Score Part Ill 212. Agriculture 213. Arithmetic 214. Art 215. Botany 216. Chemistry 217. Economics 218.) English 219. Geography 220. Geometry 221. History 222. Hindi _ 223. Punjabi 224, Literature 225. Music | 226. Physics | 227. General Science 228, Military Science 229. Social Studies 230... Biology ‘231. Religious Education 232... Physical Education 233.. Natural Study © COCoCC00000000000000 UCC00C00L obooooooooo0o0o0o0000000000 boooooooooo0o0o00000000o00o00 ODoooooooooo0o0o000000o00o000 Scanned with CamScanner10 | Consumable Booklet of MII-2 237. 246. 247. 248. 249. 250. 251. 252. 253. 254. 255. 256. 257. 258. 259. 260. 261. 262. Reading News-papers, Magazines Reading Extra Books Gaining Knowledge of Other States Collecting Books Participating in Debates Commenting upon any Specific Topic Writing Something Original Increasing Vocabulary Studying Political Points of View Asking Questions from Elders Answering Questions in Class-Room Commenting on Movies Gathering Formation of Ancientness of Festivals Knowing Meanings of Folk-Songs Knowing Meanings of Proverbs Memorising Folk-Songs Understanding the Legal Problems Knowing Names of Plants Understanding Ancientness of Festivals Memorising Urdu Couplets Leaming with Understanding Commenting Upon News Getting Knowledge of Other Countries Memorising Tit-bits Playing Gulli-Danda (Social Game of the Young) Seeing Movies Playing Cards Smelling Flowers Listening to Radio oOoooOoooOoOoOooOoOoOoOoOoOo0o0Oo000000 Total Score Part IV ooH000 ooo0o0o0oo0obo0o0bo0o0o0o0o0o00o0o0o0000o00 o0000 OOoOo0o0o0ooo0o0o0o00000000o0o0000 [=] eS x ce x aed HS G5 Ges) i co CH ce C5 GS cS Cc GS GS cs) GS Gy Ga) Gs Cc) C=] Cs cS Gs» Cc [erz3) oooog0 Scanned with CamScannerble Booklet of MII-2 | 11 ITEM/STATEMENT 263. Travelling by Train 264. Seeing Jugler's Show 265. Horse Race 266. Going to See Art-Gallery 267. Scouting 268. Reading Suspensive Stories 269. Keeping Pots 270. Making Toys of Clay 271. Parading in Groups 272. Gossiping 273. Attending to Poetical Symposia 274. Photography 275. Playing Cricket 276. Enjoying Natural Scenery 277. Watching T. V. 278. Playing Gidda 279. Playing Kabaddi 280. Playing Khido Khundi 281. Stapu 282. Pithu 283. Clicking of Bangles 284. Personal Decoration / 285. Wearing Omaments 286. Murmurring 287. Day-Dreaming 288, Swings 289, Exchanging News in Group 290. Showing Off 291. Playing Pranks in Marriages 292. Making Fool of Others 293. Taunting Others » ms UOOUOIOUUUUUOU COOOOOU U boooooOneo0o0o0o00000000000000000000 ONooooooooOooeoOoOo0o0o0 000000000000 DooooooooOoOoooOoo0o0o0o0o0o0o0o0000000000 U O0S000 Scanned with CamScanner| Consumable Booklet of MII-2 [sero] ITEM/STATEMENT 294. Collecting Waste Materials 295. Hustle and Bustle of Bazaars 296. Reading News-papers / Magazines 297. Interior Decoration 298. Growing Flowers 299. Making Cartoons 300. Participating in Bhangara 301. Reading Films Magazines 302. Twisting the Moustaches 303. Imitiating Actions 304. Singing Folk Couplets (Bolis) 305. Whistling 306. Climbing Trees 307. Playing Kikli 308. Playing with Pebbles 309. Playing Hide and Seek 310. Making Paper Toys 311. Dancing 312. Singing Songs 313. Seeing Pictures 314. Producing Animal Sounds 315. Seeing Acrobats 316. Wearing Imported Clothes 317. Walking with Tinkling Payals 318, Collecting Photos 319. Skipping 320. Driving Motors DbDoooOooOooOoOOo0o00ooOoOoooo0o0o00000 () Q0N0UOC00000000000000000000 a Total Score Part V SA AG Tan Rrohtin HayTa ek WOMIOY a CORO A Com Bon of Murine ret estoy QW) Ene) NOMS Scanned with CamScannerManual for | MULTIPHASIC INTEREST INVENTORY MII-s Dr. (Mrs.) S. K. Bawa Professor & Dean Faculty of Education Central University of Punjab BATHINDA (Punjab) TEM. 64838 Copyright Regd. No. © A-73256/2005 Dt. 135.05, An ISO 9001 : 2008 Certified Company ISBN : 978-93-86203-73-1 Estd. 1971 www.npcindia.com F (0562) 2601080 NATIONAL PSYCHOLOGICAL CORPORATION UG-1, Nirmal Heights, Near Mental Hospital, Agra-282 007 Scanned with CamScannerINTRODUCTION Interest occupies significant position in disseminating vocational education and exploring inner trend that an individual possesses; so far as his occupational choice and vocational selection are concerned. In view of the vital importance of vocationalization in occupational placement, the Govt. of India restructured the national system of education (1986); and introduced vocationalization at +2 stage of 10 + 2 +3 educational structure. Strong, Crites, Super Kuder and others have significantly contributed to the development of vocational interest. Each one of them has advanced and enriched specific dimensions of vocational interest. Emphasis on vocationalization accelerated diagnosis and identification of adolescents who display specific taste and trend and temperament and tendency for a particular type of vocation. Development of interest patterns particularly of vocational interest occupies need of the national system of education, specially at +2 stage of vocationalization. Development of the present “Multiphasic Interest Inventory” is a consequence of this national requirement. As vocational interest does not develop independently and has no independent identity, it has been thought to include other interdependent interest patterns which interact significantly in the development of vocational interest. The inventory conceptualized to include the five aspects of interest ; namely (1) Recreational, (2) Social, (3) Religious, (4) Intellectual and (5) Occupational Interest. The inventory was designed on the pattern of Strong's Vocational Interest Blank as SVIB provides clear understanding to students at High School and College levels (Super, D.E. and Gronlund). The Multiphasic Interest Inventory proposes to measure a wide spectrum of interest patterns of adolescents in addition to helping the adolescents to identify their specific interest pattern and to channalize their potentialities to right direction so as to enable them to select proper vocation in accordance with their ability and aptitudes and to help them to occupationally placed effectively; thereby enhancing their social adjustment and vocational placement. ree Scanned with CamScannerManual for Mil-81 3 Construction of Items and Standardization Procedure The Multiphasic Interest Inventory covers five areas of interest given as under. Keeping in view their global significance not only in educational advancement and vocational placement, but also social adjustment. Items for each of these five areas were collected from various sources on the culture of Punjab indicating the varied interest patterns of its people, namely, periodicals, journals, books, standardised interest inventions and other literature as well as interpersonal contact and experience; and were developed on the LID formal as used by Strong in his SVIB where L denotes Liking, | Indifferent and D stands for Disliking. As many as 512 items collected from various sources on each of the five areas of interest are given as under : TABLE 1 Sr. No. Areas of Interest No. of Items | Occupational Interest 104 " Religious Interest 101 MM Social Interest 101 IV Intellectual Interest 100 Vv Recreational Interest 106 Total 512 Try-outs and Item Analysis These 512 items were written area-wise on LID format; and were tried out on a normative sample of boys and girls studying in secondary schools between the age group 13 years and 17 years. This pilot Try-out was undertaken with a view to identify the grossly invalid items. This pilot try-out was conducted on a sample of 400 high school pupils belonging to four regions of Punjab; namely, Majha, Malwa, Doaba, and sub-mountainous regions. The need to give honest responses in each item was emphasised while collecting the data. Total responses in LID for all the 400 subjects for each item was counted. To prepare the final form, item analysis was done. Chi-square test was employed to each item to find its significance. This was done with a view to see whether the item differentiated the subjects in respect of similarity or dissimilarity of thier interests. Therefore, all the items which-showed Scanned with CamScanner4 | Manual for Mil-8 highly significant discrimination value were retained in the final form whereas other items were deleted. This enabled to locate 320 most significant items. TABLE 2 Area-wise Distribution of Items of Final Form Sr. No. Areas Item wise Sr.No. | Total No. of Items I Occupational Interest 1- 86 86 I Religious Interest 87 — 165 79 MM Social Interest 166 - 211 46 Iv Intellectual Interest 212 — 257 46 v Recreational Interest 258 — 320 63 Total 320 Standardization of the Inventory The final draft of the Multiphasic Interest Inventory had 320 statements distributed in Areas as per Table 2, was administered on a student sample of 1,600 (age group 13 to 17 years). TECHNICAL PROPERTIES The technical characteristics of the Multiphasic Interest Inventory have been estimated from the points of view of its reliability and validity. Reliability Employing Kuder-Richards on method on the scores of 1,600 Ss, the coefficient of reliability for all the five areas of interest inventory were computed. The indices of dependability have been given as under. TABLE 3 Sr. No. Areas of Interest KR Coefficient (a) Occupational Interest 0.91" (b) __| Religious Interest 0.88" (c) Social Interest 0.89" (a) _| Intellectual Interest 0.78" (e) Recreational Interest 0.85" * Significant at 0.01 level of significance rE Scanned with CamScannerManual for Mil-81 5 Validity In addition to the face validity, the Multiphasic Interest Inventory also contains content validity which has established by 100% agreement on each of the 320 items by a pool of three judges showing their affiliation of Psychology as a profession with a standing of more than ten years of experience in teaching. Revision of the Inventory It was felt to simplify the scoring system and the norms for prediction of the interest of the students, the inventory has been revised in these areas. Since the reliability and validity of the inventory is well established, therefore, they were accepted. Scoring System The simplified scoring system is presented in table 4, The inventory has three- point alternative answers. TABLE 4 Scoring System | Liking (ef) Indifferent (aeea) Disliking (3tef=) | | 2 1 0 | Standardization of Inventory The inventory was administered on a fresh sample of 780 students from Agra, Meerut, Ghaziabad. The students were in the age group of 13 to 17 years. The fresh standardization was felt necessary for the purpose of developing fresh norms on the basis of the revised scoring system. Statistical Results The statistical results have been presented in table 5. Scanned with CamScanner6 | Manual for Mil-o TABLE 5 Statistical Results Sr. No. ‘Areas of N ] Number of Items [Range of Score | Mean | S.D. T _ | Occupational interest | 780 86 (00 to 172 111.50 | ta7t 1 | Religious tnterest__| 780 79 00 to 158 102.50 | 13.60 M__ | Social interest 780 46 00 to 92 59.80 | 9.70 W__| intellectualinterest | 780 46 00 to 92 60.50 | 10.50 V_| Recreational interest | 780 63 00 to 126 82.00 | 13.60 Grand Total 760 320 00 to 640 416.30 | 61.17 Norms On the basis of the statistical results presented in Table 5, Area-wise z-score norms have been developed and the same have been presented in Table 6, 7, 8, 9 and 10 and norms for interpretation of the level of interest have been presented in table 11. TABLE 6 z-Score Norms for Area | : Occupational Interest Mean = 111.50 $.D.= 13.71 N=780 Raw Score] z-Score [Raw Score] z-Score |Raw Score| z-Score | Raw Score} z-Score 71 -2.97 ot | -148 | 111 = 0.03 137 [+141 72 = 2.88 92 | -141 | 112 +0.03 | 132 | +148 73 —2.78 93 | —1.34 | 113 +010 | 133° | +156 74 ~272 oa | 127 | 114 +018 | 134 | +163 75 = 2.65 95 | —119 | 115 +025 | 135 | +170 76 = 2.58 96 | -1.12 | 116 +032 | 136 | +177 77 = 2.50 97__| -105 | 117 +040 | 137 | +185 78 = 2.43, 98 | -098 | 118 +047 | 138 | +192 79 99 | -091 | 119 +054 | 139 | +200 80 100 = 0.83 120 +0.61 140 + 2.07 81 tor_| -o76 | 121 +069 | 141 | +214 82 102 | -069 | 122 +076 | 142 | +221 83 103 | -061 | 123 +083 | 143 | +229 84 104 | -054 [124 +091 144 | +236 85 105 = 0.47 125 +0.98 145 + 2.43 86 106 = 0.40 126 + 1.05 146 +2.50 87, E 107 = 0.32 127 [ 1.12 147 +258 88 =1.70 | 108 | -025 | 128 +119 148 | +2.65 89 -1.63 | 109 | -018 [ 129 +127 | 149 | +272 90 -156 [| 110 | -010 | 130 +134 | 150 | +279 Scanned with CamScannerManual for Mil-8\7 TABLE 7 z-Score Norms for Area Il : Religious Interest Mean = 102.50 N=780 Raw Score | z-Score | Raw Score | z-Score | Raw Score | z-Score | Raw Score | z-Score 61 — 3.05 81 — 1.57 101 -0.11 121 + 1.35 62 — 2.97 82 — 1.50 102 - 0.03 122 + 1.43 63 — 2.90 83 - 1.43 103 + 0.03 123 +1.50 64 — 2.83 84 -1.35 104 +0.11 124 + 1.57 65 2.75 85 — 1.28 105 +018 125 +165 66 — 2.68 86 -1.21 106 +0.25 126 +172 67 — 2.60 87 = 1.13 107 + 0.33 127 +1.79 68 - 2.53 88 — 1.06 108 + 0.40 128 + 1.87 69 — 2.46 89 -0.99 109 + 0.47 129 + 1.94 70 — 2.38 90 — 0.91 110 +0.55 130 + 2.02 7 -2.31 91 — 0.84 111 +0.62 131 +2.09 72 — 2.24 92 -0.77 112 + 0.69 132 +2.16 73 -2.16 93 — 0.69 113 +0.77 133 +2.24 74 — 2.09 94 — 0.62 114 + 0.84 134 +231 75 — 2.02 95 - 0.55 115 +0.91 135 + 2.38 76 — 1.94 96 -0.47 116 +0.99 136 + 2.46 77 - 1.87 97 -0.40 117 + 1.06 137 + 2.53 78 -1.79 98 - 0.33 118 +1413 138 + 2.60 79 -1.72 99 -0.25 119 +1.21 139 +268 80 - 1.65 100 - 0.18 120 +1.28 140 +2.75 Scanned with CamScanner8 | Manual for Mil-b TABLE 8 z-Score Norms for Area Ill : Social Interest Mean = 59.80 S.D.= 9.70 N= 780 Raw Score | z-Score | Raw Score | z-Scoro | Raw Score | z-Score | Raw Scoro | z-Score 3 — 2.96 46 — 1.42 61 +012 76 + 1,67 32 — 2.86 47 - 1.32 62 + 0.22 77 +177 33 - 2.76 48 -1.21 63 + 0.32 78 + 1.87 34 — 2.66 49 -1.41 64 + 0.43 79 + 1.97 35 — 2.56 50 -1.01 65 +053 80 + 2.08 36 -2.45 51 - 0.90 66 + 0.63 81 + 2.18 37 -2.35 52 — 0.80 67 + 0.74 82 +2.28 38 — 2.25 53 -0.70 68 + 0.84 83 + 2.39 39 2.14 54 -0.59 69 + 0.94 84 +249 40 — 2.04 55 - 0.49 70 + 1.05, 85 + 2.59 a — 1,94 56 - 0.39 71 +115 86 +2.70 42 — 1.83 57 — 0.28 72 +1.25 87 + 2.80 43 - 1.73 58 -0.18 73 + 1.36 88 + 2.90 44 | -1.63 59 -0.08] 74 +146] 89 +3.01 45 - 1.52 60 + 0.02 75 +156 90 +311 Scanned with CamScannerManual for Mll-8| 9 TABLE 9 2-Score Norms for Area IV : Intellectual Interest Mean = 60.50 S.D. = 10.50 N=780 Raw Score | z-Score | Raw Score | z-Score | Raw Score | z-Score | Raw Score | z-Score Sip e\G.280 | = 46) — | —o'aai|t cel #004) = 76 || +4147, | 32. | -2.74 a7 2 |) —128)| 2 62 +014] 77° | +157 33 — 2.61 48 | 63 + 0.23 78 + 1.66 34 |-252] 49 |-109] 64 f0.33)| = 479 |r 176 35 |-242| 50 |-1.00] 65 +042) 80 | +1.85 86) 71,299), . 51) | = 090). 66 +052) 81 | +1.95 37 |-223| 52 |-o80] 67 +061] 82 | +204 38 2.14 53 -0.71 68 +0.71 83 +2.14 39 |-204] 54 | -o61| 69 +080} 84 | +223 40 |-195} 55 |-052] 70 +0.90| 85 | +233 | a |-1e5| se | -o42| 71 +100] 86 | +242 42 |-1.76| 57 | -033| 72 +109] 87 | +252 43 |-1.66| 58 |-023| 73 +119] 88 | +261 44 |-157] 59 | -014] 74 +128) 89° | +271 45 |-1.47] 60 | -004] 75 +138] 90 | +280 Scanned with CamScanner10 | Manual for Mil-6 TABLE 10 z-Score Norms for Area V : Recreational Interest Mean = 82.00 S.D. = 13.60 N=780 Raw Score | z-Score | Raw Score | z-Score | Raw Score | z-Score | Raw Score | z-Score a -3.01 61 — 1.54 81 — 0.07 101 + 1.39 42 - 2.94 62 — 1.46 82 + 0.00 102 + 1.46 43 — 2.86 63 - 1.39 83 + 0.07 103 +154 44 —2.79 64 — 1.32 84 +0.14 104 + 1.61 45 -2.72 65 - 1.24 85 + 0.22 105 + 1.68 46 — 2.64 66 -1.17 86 + 0.29 106 + 1.76 47 — 2.57 67 -1.10 87 + 0.36 107 + 1.83 48 — 2.50 68 — 1.02 88 + 0.44 108 +1.90 49 —2.42 69 — 0.95 89 +0.51 109 + 1.98 50 — 2.34 70 — 0.88 90 + 0.58 110 + 2.05 51 -2.27 71 — 0.80 91 + 0.66 111 $2.12 52 — 2.20 72 -0.73 92 +0.73 112 + 2.20 53 -2.12 73 - 0.66 93 + 0.80 113 + 2.27 54 — 2.05 74 -0.58 94 + 0.88 114 + 2.34 55 — 1.98 75 -0.51 95 + 0.95 115 + 2.42 56 - 1.90 76 -0.44 96 + 1.02 116 + 2.50 57 — 1.83 ae - 0.36 97 + 1.10 117 +257 58 - 1.76 78 - 0.29 98 +117 118 + 2.64 59 - 1.68 79 - 0.22 99 + 1.24 119 +272 60 - 1.61 80 -0.14 100 + 1.32 120 +2.79 — Scanned with CamScannerTABLE 11 Norms for Interpreting the Levels of Multiphasic Interest Raw Scores Range of Areas of interests Sr.No. zScore Grade] Level ot intrest Occupational | Retigious | Socia! | intelectual] Recreational] Range 1 [rao eabove | 1308 above] 80.8 above | 828 above | 1108 above] +201 & above | A [Extremely High 1 |r20%0129 | 12010129 | 791079 | 741001 | 100101009 |+1.25610+204 B |High in [s190128 | ttowr1e | esto7e |esto7a [eos |+osito+129 © labove Average wv [10510119 | estore | ssioes | sotoes | 761088 | -as0t0+050] 0 [average V Jestotos | astoes | aatose | asioss | 651075 |-20010-1.25] & |poiow Average vi | estoos 700s | atwa7 | aotar | sstoos |-200%0-129 F |tow vn [eoepeow | 75abelow | 408betow | a9 &below | 548 below |-201 8 boiow| [Extremely Low Ti emnr79; enue, Scanned with CamScanner42\ Manual for Ml-8 REFERENCES Adler, Alfred (1949). Social Interest—A Challange in Mankind, London : Faber and Faber Lid. Anastassi, Anne (1961). Psychological Testing, London : The Macmillan Company. Begum, A. J. and Bhargava, M. (2008). Innovation in Modern Educational Research. Agra : Rakhi Prakashan Pvt. Ltd. Bhargava, M. and Mathur, M. (2012). Psychometrics & Statistical Application in Educational and Behavioural Sciences. Agra : H. P. Bhargava Book House. Bhargava, V. and Bhargava, R. (2014) . Career Preference Record. Agra : National Psychological Corporation. Bhattacharya, Srinibas (1972). Psychometrics and Behavioural Research, New Delhi Sterling Publishers (P) Ltd. Cronback, L.J. (1960). Essentials of Psychological Testing, New York : Harper & Bros. Cottle, W.C. (1968). Interest and Personality Inventories, Boston : Houghton Mifflin Co. Dougals, Fryer (1958). The Measurement of Interest. New York : Herry Holt & Company. Grewal, J.S. (1979). Vocational Environment and Educational and Occupational Choices, Agra : National Psychological Corporation. Kulshrestha, S. P. (2016). Educational Interest Record. Agra : National Psychological Corporation. Kulshrestha, S. P. (2017). Vocational Interest Record. Agra : National Psychological Corporation. Strong, E.K. (1943). Vocational Interest on Men and Woman, New York : Stanford University Press. (©2017, 2006, Al ights reserved. No portion ofthis manual materlal should be reproduced in any form without the weitten Permission of the publisher. Manual for Multiphasic Interest inventory (MiLB) (English Version) RP AKS) - Scanned with CamScanner