This study investigated the factor structure of the 10 subtests of the Career Maturity Inventory (CMI). Although two principal factors emerged, the CMI Competence and Attitude subtests did not load distinctly on the two separate factors. Results also tended to indicate that the discriminant validity of the CMI may be minimal. (PN)

Investigated 142, 114, 112, and 71 students from grades 9, 10, 11, and 12, respectively, to examine career maturity. Found intercorrelations among the Career Maturity Inventory (CMI) Attitude Scale and five parts of the CMI Competence Test to be more consistent with Crites' model than those reported by others. (Author/HLM)

Examines a study designed to determine the effects of industrial arts upon the career maturity of selected seventh- and eighth-grade students from three Texas schools. Results of this study do not support industrial arts as a school program which enhances career maturity. (CT)

This paper presents the results of a study designed to determine whether or not Career Choice Attitudes and Career Choice Competencies are interrelated as hypothesized in the Crites' (1965, 1973a) model of career maturity. Resulting correlations appear to be mostly consistent with the model of career maturity. (Author)

Eighth- and ninth-grade students participated in the vocational exploration group (VEG). The career maturity inventory, administered before and after treatment, indicated significantly positive change. The VEG effectively assisted students to develop positive attitudes toward work and to acquire critical behavior upon which to base mature career…

Discusses two important theoretical notions about work training and adjustment: (1) a theory of career development by Crites and Super and (2) Rotter's social learning theory, as it relates to locus of control. The focus of the discussion is on recent research demonstrating the relationship between the two variables. (Author)

Investigated the Career Maturity Inventory (CMI) using 535 Canadian high school students. As expected, intelligence, grade, and sex were significant predictors of the CMI variables. However, evidence for discriminant validity was unsatisfactory and inconsistent with the theoretical framework of CMI. (JAC)

The Career Maturity Inventory was administered to students in a rural Ontario high school to determine the validity of the relationship of the students' scores to: (1) performance in a cooperative work-study program, (2) overall grade-point average, and (3) level of satisfaction with the work-study program. (Author/PN)

Validity of the Career Maturity Inventory (CMI) was investigated using 279 grade ten and 256 grade twelve students. Factor analysis of the ten subtests of the CMI and the regression of the CMI variables on intelligence scores, sex, and grade indicated partial support of the theoretical postulations. Two principal factors emerged, but the CMI…

A study used a combination of cross-sectional and longitudinal designs to assess the variables of curriculum, intelligence, socioeconomic status, and Career Maturity Inventory scores. The mixing of a multiple regression analysis approach to analysis of covariance with a convergence design proved to be a viable method. (SK)

Only the College Major Questionnaire distinguished between women who had different career plans. Women planning to pursue graduate or law school were more intuitive. Women planning to practice nursing were more analytic. The measures discriminated among women at different years in school. (Author)

The Career Maturity Inventory Scale was used to investigate the vocational maturity of emotionally maladjusted and well-adjusted high school students. Results indicated a significant difference in career maturity between the two groups. Sex, class, and race differences were also examined. (RC)

Boys and girls in Grade 9 are expected to master the same developmental tasks, yet the literature suggests that by this age, boys are experiencing precareer anxiety, while girls experience premature closure of opportunities. Such interpretations call for sex-based norms on the Career Maturity Inventory. (Author)

Self-appraisal is a major component in career maturity. Forty-six men and women completed the Career Maturity Inventory, the Temperament and Values Inventory, and rating forms that required self-estimates of the characteristics purportedly measured by the Temperament and Values Inventory. Self-appraisal was defined in terms of difference scores…

This paper identifies and compares the level of career maturity as measured by the Career Maturity Inventory (CMI) for students (N=221) in grades 9 and 12 in 1 suburban district in Nebraska. The participating school district was preparing for the implementation of a developmental, comprehensive, and competency-based guidance program. Specific…