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This article describes a study to construct and validate a rating scale to assess appropriateness of career choices of 143 high school students. Test-retest reliability coefficients for the rating scale scores were in the .80s and .90s. Intercorrelations of teacher and counselor ratings were in the .50s and .60s. Rating scale scores correlated mostly in the .30s with an objective testing method of assessing appropriateness of students' career choices, based on ACT Career Planning Program (1985) scores. Suggestions are made for using the rating scale in research and practice. [ABSTRACT FROM PUBLISHER]

Investigates the relationship between the career maturity inventory (CMI) and appropriateness of career choices in Black ninth-grade students. Lack of correlation of CMI scores and appropriateness of career choices; Data's consistency with previous research.

Studies the relationship between self-appraisal and appropriateness of career choices using the Career Maturity Inventory (CMI) Competence Test Self Appraisal subtest. Correlation between gender differences and career choices; Validity and reliability of the CMI Self Appraisal subtest.

The purpose of this study was to investigate the construct validity of the Cognitive Vocational Maturity Test (CVMT; Westbrook, 1970; Westbrook & Parry-Hill, 1973a; Westbrook & Parry-Hill, 1973b). Eleventh-grade students and 12th-grade students were administered the CVMT-Duties subtest, the Self-Knowledge scale, and the Career Choice Questionnaire (CCQ). Teachers rated 11th-grade students' career choices in terms of appropriateness. Sample B students were retested in Grade 12 with the CVMT—Duties subtest and the Self- Knowledge scale. Scores on the CVMT correlated significantly with teacher evaluations of students' career choices, self-reported grade- point-averages, and education level planned, but not with self- report measures such as the Self-Knowledge scale and amount of thinking about one's career choice. The data provide support for the convergent and discriminant validity of the CVMT—Duties subtest. [ABSTRACT FROM PUBLISHER]

To obtain reliable and valid self-ratings of abilities of adolescents, a self-rating instrument was designed to incorporate six of Maybe and Wests' (1982) measurement conditions. The instrument was administered to 210 ninth-graders. Test-retest reliability coefficients are mostly in the .70s and .80s for self-ratings and accuracy of self- ratings. Coefficient alphas and test-retest correlations for composite scores range from .74 to .90. For the total sample of students, the major findings are: (a) Correlations between self-rated abilities and measured abilities range from the .30s to the .60s, with medians in the .50s; (b) Students overrated all of their abilities except scholastic aptitude and Space Relations; (c) Students were most accurate in rating their scholastic aptitude and least accurate in rating their special aptitudes; (d) and self-ratings of some abilities were inaccurate, although they were reliable and substantially correlated (.63, .61) with measured ability. Ethnic differences were found on all ability scores, all self-ratings, and all accuracy of self-rating scores. Gender differences were found on some special abilities, some self-ratings, and some accuracy of self-rating scores. The self-rating instrument does not show evidence of differential validity across different ethnic and gender groups. [ABSTRACT FROM PUBLISHER]

The purpose of this study was to determine whether there is a relationship between scores on the CMI Self-Appraisal scale and scores on a measure of accuracy of self-appraisal. A total of III ninth-grade students in a rural public school were administered the Self Appraisal scale of the Career Maturity Inventory, the ACT Career Planning Program, and a new measure of accuracy of self-appraisal. The CMI Self-Appraisal scale was found to correlate significantly with measures of accuracy of self-appraisal and with measures of scholastic aptitude. Scholastic aptitude accounts for four times as much variance in CMI Self-Appraisal scores as it does in accuracy of self-appraisal scores. [ABSTRACT FROM PUBLISHER]