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The Cognitive Vocational Maturity Test (CVMT) was constructed to measure knowledge and abilities dealing with the characteristics and requirements of a wide range of occupations. Fifteen cognitive vocational maturity areas were identified; the present form of the test consists of 120 multiple choice items, whose reading grade levels range from 1.4 to 2.2, comprising subtests for six of these areas: fields of work; job selection, work conditions, education required, attributes required, and duties. The CVMT was administered to a standardization sample of 7,367 North Carolina students in grades 6-9. Relatively high Kuder-Richardson coefficients for each grade on each of the six area subtests, and the standard errors of measurement, indicate a high level of reliability. Validity is indicated by the higher mean scores on all subtests obtained by students who chose occupations in agreement with their field of interest and aptitude level. Mean scores on all area subtests increased across grade levels, thus providing support for the claim that cognitive vocational maturity behaviors are developmental ones. The CVMT itself and an examiner's manual are included in the document. Also appended are the supportive data from the item analysis and reliability testing phases of the development of the test. (SA)

The purpose of this study was to investigate the construct validity of the Career Maturity Inventory with ninth grade pupils. To demonstrate the construct validity it must be shown that the Career Maturity Inventory correlates highly with other variables with which it should theoretically correlate, and that it does not correlate with variables from which it should differ. The model of career maturity is hierarchical and is organized according to four dimensions: Consistency of Career Choice, Realism of Career Choices, Career Choice Competencies, and Career Choice Attitudes. Since the Career Maturity Inventory was designed to measure the Career Choice Attitudes and the Career Choice Competencies dimensions in the model of career maturity, the expected relationships among career maturity, intelligence, and student achievement can be stated in hypothesis form and tested empirically. The sample consisted of all 312 ninth grade pupils enrolled in a rural public school in central North Carolina: 64 white males, 56 white females, 112 black males, and 80 black females. The tests used were the Career Maturity Inventory Attitude Scale and Competence Test, the Otis-Lennon Mental Ability Test, and the Reading and Language subtests of the 1970 Metropolitan Achievement Test. (Author/JEL)

Used a modified multitrait-multimethod matrix approach to examine the construct validity of the Career Decision Scale for 175 male college students. The results of the investigation provided evidence supporting the construct validity of the Career Decision Scale. (Author/JAC)