The relationship between career maturity test scores and appropriateness of career choices: A replication

Reliability and Validity of a Rating Scale for Assessing Career Choice Appropriateness in Adolescence

“…Although all of the validity coefficients are statistically significant, the coefficients of determination (effect sizes) indicate that the ratings scale scores account for only about 9% to 16% of the variability in scores on the ACT Index of Career Choice Appropriateness. These values are about as good as, but not very different from, the values (r = .37, .22) obtained in other studies (Westbrook et al, 1988(Westbrook et al, , 1990) that have equated career choice appropriateness with students' ability to evaluate the career choice of hypothetical individuals.…”

“…A statistically significant correlation (r = .22) was found between Goal Selection test scores and scores on the Appropriateness of Career Choice Index. In both the Westbrook et al (1988) and the Westbrook et al (1990) studies statistically significant correlations were found between Goal Selection test scores and appropriateness of career choices scores, but the relationship is weak (r2 = .14). Furthermore, in both studies, the Goal Selection test scores correlated more highly with scores on scholastic aptitude measures (rs = .55, .57, .59, .48) than with scores on measures of appropriateness of career choices (rs = .37, .22).…”

Six Approaches to the Assessment of Career Maturity

“…Weak evidence of validity existed in two forms: Correlations were statistically significant when compared with other comparable measures; and mean scores changed for groups undergoing counseling, which was designed to change work attitudes (Frary, 1988). Although it has been questioned by some (Chodzinski, 1983;Westbrook, 1983), studies tend to support the validity of this scale (Crites, 1978a;Healy, 1994;Jepsen & Prediger, 1981;Stowe, 1985;Westbrook, Sanford, & Donnelly, 1990).…”

A Career Readiness Typology and Typal Membership in Middle School

“…Conceptually, career maturity has been associated with factors such as aptitude scores, interests, school subject preferences, part-time employment experiences, and engagement in the educational planning process (Vondracek & Schulenberg, 1986;Westbrook, Sanford, & Donnelly, 1990). For example, curricular tracks often serve as a proxy for ability levels, so the relationship between career maturity and curriculum could be mediated by ability levels (Khan & A1vi, 1985).…”