Career Assessment and the Cognitive Vocational Maturity Test

Abstract

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.

Career Adaptability in Childhood

“…Career maturity results from a dynamic interaction between person and environment. The attitudinal dimension of career maturity relates to the child's and adolescent's development of an appropriate repertoire of planning and exploratory behaviors that promote effective career decision making (Crites, 1971 involves acquiring knowledge about the content and process of career decision making and about the world of work (Westbrook, Elrod, & Wynne, 1996).…”

Could Differentiation and Consistency of Interests Serve as Career Maturity Indicators of Elementary School Children?

“…Učenice sustavno postižu bolje rezultate na kognitivnim mjerama profesionalne zrelosti i imaju više znanja o svijetu rada od svojih vršnjaka (Alvi i Khan, 1983;Babarović i Šverko, 2011;Creed i Patton, 2003;Herr i Enderlein, 1976;Lee, 2001;Luzzo, 1995;Rojewski, Wicklein i Schell, 1995;Omvig i Thomas, 1977). Naposljetku, učenici koji imaju višu razinu profesionalne zrelosti imaju i bolji školski uspjeh (Babarović i Šverko, 2011;Luzzo, 1995;Tan, 1989) te više obrazovne aspiracije, odnosno planiraju se duže školovati (Babarović i Šverko, 2011;Westbrook, Elrod i Wynne, 1996).…”

Determining Career Resilience

“…Successful coping in the attitudinal domain means that adolescents develop firm beliefs about the importance of planning their vocational futures and exploring the world of work, and that they initiate behaviors to realize those beliefs (Crites, 1971;Thompson, Lindeman, Super, Jordaan, & Myers, 1984). In the cognitive domain, successful exploration-stage task coping means that adolescents acquire and use knowledge about the content and process of career decision making and about the world of work to make informed and effective educational and vocational decisions (Crites, 1971;Thompson et al, 1984;Westbrook, Elrod, & Wynne, 1996). As will be discussed below, career adaptability eventually emerged as a construct within life-span, life-space theory because career maturity did not adequately capture adult career development processes (Knasel & Super, 1981).…”