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Three groups of entering college freshmen, possessing varying degrees of identification of educational‐vocational goals, were compared on a variety of personality, achievement, aptitude, school, and family factors. The major differences indicated that the most undecided group was more dependent than the other two groups, but equal to the most decided group in academic achievement, while a middle, or tentatively decided group, was not as successful academically as the most and least decided groups. These findings suggest that educational‐vocational indecision has at least two dimensions. A need for different counseling approaches in dealing with uncertain students depending upon the antecedents of their uncertainty is likely.

In order to test the adequacy of Holland's theory of vocational choice with reference to a broad segment of entering college students, a sample of the freshman class entering the Pennsylvania State University evaluated themselves in terms of the six personality styles of Holland's theory. Relationships between the personality styles and vocational choices were studied for groups of Decided, Tentative, and Undecided students. While several inversions in the data are evident, the data possess sufficient consistency to indicate that the personality identifications these students made in Holland's frame of reference were related to their initial vocational choices.

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