Developmental Issues in Career Maturity and Career Decision Status.There is considerable diversity in the literature regarding age and gender differences on career maturity and career decision status. There is also a dearth of data on high school samples. The present study reports cross-sectional data Cross-sectional data in statistics and econometrics is a type of one-dimensional data set. Cross-sectional data refers to data collected by observing many subjects (such as individuals, firms or countries/regions) at the same point of time, or without regard to differences in time. from 1,971 Australian Australian pertaining to or originating in Australia. Australian bat lyssavirus disease see Australian bat lyssavirus disease. Australian cattle dog a medium-sized, compact working dog used for control of cattle. adolescents, ages 12.51-17.99 years, who completed the Career Decision Scale (S. H. Osipow, C. G. Carney car·ney n. Informal Variant of carny. , J. Winer, B. Yanico, & M. Koschier, 1976) and the Career Development Inventory (Australian; J. Lokan, 1984). Results illustrated a developmental progression in career maturity, although a less uniform pattern emerged with gender differences. Findings regarding career indecision Indecision Buridan’s ass unable to decide between two haystacks, he would starve to death. [Fr. Philos.: Brewer Dictionary, 154] Cooke, Ebenezer his irresolution usually leads to catatonia. [Am. Lit. also presented a complex picture and highlight the need to focus on other demographic and contextual factors. Career maturity is central to a developmental approach to understanding career behavior and involves an assessment of an individual's level of career progress in relation to his or her career-relevant development tasks (Crites, 1976). It refers, broadly, to the individual's readiness to make informed, age-appropriate career decisions and cope with career development tasks (Savickas, 1984). Definitions include the individual's ability to make appropriate career choices, including awareness of what is required to make a career decision and the degree to which one's choices are both realistic and consistent over time (Levinson Levinson is a surname, and may refer to:
af·fec·tive adj. 1. Concerned with or arousing feelings or emotions; emotional. 2. and cognitive dimensions Cognitive dimensions are design principles for notations & programming language design, described by researcher Thomas R.G. Green. The dimensions can be used to evaluate the usability of an existing interface, or as heuristics to guide the design of a new one. . The cognitive dimension is composed of decision-making decision-making, n the process of coming to a conclusion or making a judgment. decision-making, evidence-based, n a type of informal decision-making that combines clinical expertise, patient concerns, and evidence gathered from skills; the affective dimension includes attitudes toward the career decision-making process. Theoretically derived from Super's (1990) career development theory, the construct of career maturity has undergone recent criticism. Vondracek and Reitzle (1998) have criticized the construct's focus on the individual, its ties to developmental stage models, and its lack of inclusion of contexts of time and culture. These authors suggested that the assumption of identifiable age-related Adj. 1. age-related - changing (increasing or decreasing) as an individual's age increases related, related to - being connected either logically or causally or by shared characteristics ; "painting and the related arts"; "school-related activities"; "related to maturational mat·u·ra·tion n. 1. The process of becoming mature. 2. Biology a. The processes by which gametes are formed, including the reduction of chromosomes in a germ cell from the diploid number to the haploid number regularities in career maturity might be affected by other variables (e.g., historical time, cultural and economic context) and the individualization individualization, n the process of tailoring remedies or treatments to cure a set of symptoms in an indiv-idual instead of basing treatment on the common features of the disease. of educational pathways. However, despite this theoretical critique and a more far-reaching far-reach·ing adj. Having a wide range, influence, or effect: the far-reaching implications of a major new epidemic. theoretical debate (Savickas, 1994), Vondracek and Reitzle emphasized the practical utility of career maturity data, particularly for work with adolescents, a view echoed by Raskin Raskin can refer to the following people.
Research into career maturity has investigated various aspects of the construct (see Patton Pat·ton , Charley 1881-1934. American blues singer and guitarist who wrote several blues standards, including "Mississippi Boll Weevil Blues," and helped pioneer the Mississippi blues style. & Lokan, 2001; Savickas, 1994; Westbrook Westbrook, city (1990 pop. 16,121), Cumberland co., SW Maine, an industrial suburb W of Portland; founded 1657, inc. as a city 1891. Its manufactures include shoes and paper and wood products. An industrial park (opened in 1969) is in Westbrook. , 1984 for reviews). Work investigating the correlates of career maturity has focused on several variables, including age, gender, socioeconomic status socioeconomic status, n the position of an individual on a socio-economic scale that measures such factors as education, income, type of occupation, place of residence, and in some populations, ethnicity and religion. , ethnicity ethnicity Vox populi Racial status–ie, African American, Asian, Caucasian, Hispanic , and intelligence or grade point average. Because our study focused on age and gender, we reviewed studies with these variables. Career Maturity and Age The literature is far from united on the presence of differences on scores of career maturity based on age and gender. Regarding age, although theoretical assumptions suggest uniform development in career maturity, practical considerations such as the planning activities needed for immediate decisions at transition points imposed by the education system suggest uneven development. Early work with the Career Development Inventory (CDI CDI compact disc interactive: a system for storing a mix of software, data, audio, and compressed video for interactive use under processor control ; Super, Thompson Thompson, city, Canada Thompson, city (1991 pop. 14,977), central Man., Canada, on the Burntwood River. A mining town, it developed after large nickel deposits were discovered in the area in 1956. , Lindeman Lindeman is the name of a large family of fictional characters, all played by Swedish comedian Hans Alfredson, portrayed by improvised monologues. Every day, the interviewer, Lasse O'Månsson or Tage Danielsson, would talk about a topic from today's newspaper and introduce a , Jordaan The Jordaan is a district of the city of Amsterdam in The Netherlands. The Anne Frank House, where Anne Frank went into hiding during World War II, is located on the edge of the Jordaan, on the Prinsengracht canal. , & Myers Myers can refer to: People
Incremental cost is additional or increased cost of an item or service apart from its actual cost. increase in career maturity from Grade 9 to Grade 12 (Herr Herr n. pl. Her·ren Abbr. Hr. Used as a courtesy title in a German-speaking area, prefixed to the surname or professional title of a man. & Enderlein, 1976). Other work has also shown that students in higher grades have higher career maturity scores than those in lower grades (Neice & Bradley, 1979; Post-Kammer, 1987; Wallace-Broscious, Serafica, & Osipow, 1994). In contrast, in research reported by Fouad (1988) for a U.S. sample, 9th graders did not score lower than 12th graders. In this same study, Fouad reported an increase across grades in an Israeli sample, findings that have been reported in studies in Australia Australia (ôstrāl`yə), smallest continent, between the Indian and Pacific oceans. With the island state of Tasmania to the south, the continent makes up the Commonwealth of Australia, a federal parliamentary state (2005 est. pop. (Lokan, 1984), Canada Canada (kăn`ədə), independent nation (2001 pop. 30,007,094), 3,851,787 sq mi (9,976,128 sq km), N North America. Canada occupies all of North America N of the United States (and E of Alaska) except for Greenland and the French islands of (Alvi & Khan khan Historically, the ruler or monarch of a Mongol tribe. Early on a distinction was made between the title of khan and that of khakan, or “great khan.” Later the term khan was adopted by the Seljuq and Khwarezm-Shah dynasties as a title for the highest , 1983), South Africa South Africa, Afrikaans Suid-Afrika, officially Republic of South Africa, republic (2005 est. pop. 44,344,000), 471,442 sq mi (1,221,037 sq km), S Africa. (Watson & Van Aarde, 1986), Nigeria Nigeria (nījĭr`ēə), officially Federal Republic of Nigeria, republic (2006 provisional pop. 140,003,542), 356,667 sq mi (923,768 sq km), W Africa. (Achebe A·che·be , Chinua Born 1930. Nigerian writer whose works, including the novel Things Fall Apart (1958), describe traditional African life in conflict with colonial rule and westernization. , 1982), and Lebanon Lebanon, country, Asia Lebanon (lĕb`ənən, –nŏn'), officially Republic of Lebanon, republic (2005 est. pop. 3,826,000), 4,015 sq mi (10,400 sq km), SW Asia. (Moracco, 1976). Some researchers have commented that career maturity may be more usefully differentiated by grade rather than age because of the influence of the educational milieu mi·lieu n. pl. mi·lieus or mi·lieux 1. The totality of one's surroundings; an environment. 2. The social setting of a mental patient. milieu [Fr.] surroundings, environment. as the primary agent of the development of career behavior and the grade-related career decisions students are required to make (Watson & Van Aarde, 1986). More recently, however, Powell Powell See Osceola. and Luzzo (1998) demonstrated no relationship between age or grade of participants and their levels of career maturity. These authors suggested that this may have been due to a uniform program of career development activities at the school or to contextual factors, such as perceived occupational opportunity and exposure to occupational alternatives that may be more influential in career development than age or class. It is probable that the educational milieu is becoming a less significant factor in the development of career maturity. Career Maturity and Gender Research findings exploring the impact of gender on career maturity are also far from equivocal EQUIVOCAL. What has a double sense. 2. In the construction of contracts, it is a general rule that when an expression may be taken in two senses, that shall be preferred which gives it effect. Vide Ambiguity; Construction; Interpretation; and Dig. . Most studies conducted over two decades have found that females in several age groups have higher scores on career maturity measures than males (Alvi & Khan, 1983; Herr & Enderlein, 1976; King, 1989; Lokan, 1984; Luzzo, 1995 Westbrook, 1984). In other studies (Fouad, 1988), females were higher on some subscales only. However, Achebe's (1982) study in Nigeria reported that males scored higher than females. Career Decision Status A more specific aspect of career maturity is career decision status, defined by the Career Decision Scale as certainty or indecision (CDS; Osipow, Carney, Winer, Yanico, & Koschier, 1976). Considerable attention has been focused on the individual's acquisition of mature career decision-making attitudes and competencies; however, there has also been focus on individuals who have not yet mastered one of the major career decision-making tasks, that is, making a career decision (Walsh Walsh has several meanings: Mathematics
in·hib·it v. 1. To hold back; restrain. 2. individuals in making career decisions. The extent and nature of career indecision is a relevant aspect of career development maturity and is a useful theoretical construct for providing a criterion index for the development and evaluation of ca reer interventions. Career Decision Status and Age Cross-sectional cross section also cross-sec·tion n. 1. a. A section formed by a plane cutting through an object, usually at right angles to an axis. b. A piece so cut or a graphic representation of such a piece. 2. research has shown no consistent monotonic monotonic - In domain theory, a function f : D -> C is monotonic (or monotone) if for all x,y in D, x <= y => f(x) <= f(y). ("<=" is written in LaTeX as \sqsubseteq). pattern across age and school grade levels (Neice & Bradley, 1979; Stead stead n. 1. The place, position, or function properly or customarily occupied by another. 2. Advantage; service; purpose: "His personal relationship with the electorate stands in good stead" , 1989) regarding certainty or indecision, the two aspects of career decision status. It is not necessarily expected that career indecision and certainty would illustrate a developmental pattern because scores on these variables are affected by school- and work-related transition points. However, as discussed, age-related data are important because the construct is used to provide a criterion index for the development of career interventions. Longitudinal lon·gi·tu·di·nal adj. Running in the direction of the long axis of the body or any of its parts. research by Watson and Stead (1994) in South Africa highlighted transition points in career certainty, particularly during schoolbased subject and course selection. Career Decision Status and Gender Research into the influence of gender on career decision status has also produced mixed results (Kelly Kel·ly , Ellsworth Born 1923. American abstract painter and sculptor whose works are characterized by flat color areas with sharply defined edges. Kelly, Emmett 1898-1979. & Cobb, 1991; Kelly & Colangelo, 1990). In some studies, boys reported greater certainty than girls about career choices (Kishor, 1981; Richardson Richardson, city (1990 pop. 74,840), Dallas and Collins counties, N Tex., a suburb of Dallas; founded in the 1850s, inc. as a city 1956. Richardson manufactures telecommunications equipment, medical devices, supercomputers, computer chips, and fiber optics. , 1974). In other studies the reverse was true (Lokan, Boss, & Patsula, 1982; Vondracek, Hostetler, Schulenberg, & Shimizu Shimizu (shĭmē`z  ), city (1990 pop. 241,523), Shizuoka prefecture, E central Honshu, Japan, on Suruga Bay. A port and fishing center, it exports tea, oranges, and canned food. , 1990;
Wallace-Broscious et al., 1994). In other studies, however, no
significant gender difference was found (Neice & Bradley, 1979;
Stead, 1989). Thus, as with age, it is possible that gender plays a
negligible  This article or section is written like a personal reflection or and may require .Please [ improve this article] by rewriting this article or section in an . role in the processes of career development or that its role is determined largely by contextual factors (e.g., equality of opportunity and access to alternative career options). The Present Study It is apparent that the literature on adolescent ad·o·les·cent adj. Of, relating to, or undergoing adolescence. n. A young person who has undergone puberty but who has not reached full maturity; a teenager. career maturity is complex. However, even without supporting a stage-based development perspective, the construction of adolescent schooling in Western society highlights the critical importance of career decision making during the secondary school years. Knowing more about adolescents' career maturity and readiness for career planning can assist curriculum developers to plan and measure the effect of programs designed to enhance career development. In addition to its equivocal state, there are a number of limitations in the current literature. There is very little work that has focused on high school samples (Powell & Luzzo, 1998), and even less has examined adolescents in Australia. In relation to career maturity, the only previous data published (Lokan, 1984) included only 14-year-olds and Year 11 students. Our goal was to explore age and gender differences in career maturity and career decision status in an Australian sample of secondary students. Developmental explanations suggest that career maturity and career decision status vary with age. More recent contextual explanations for career (Lent Lent [Old Eng. lencten,=spring], Latin Quadragesima (meaning 40; thus the 40 days of Lent). In Christianity, Lent is a time of penance, prayer, preparation for or recollection of baptism, and preparation for the celebration of Easter. , Brown, & Hackett Hackett may refer to: In places:
This page or section lists people with the surname Weitzman. , 1992). Because of this divergence divergence In mathematics, a differential operator applied to a three-dimensional vector-valued function. The result is a function that describes a rate of change. The divergence of a vector v is given by in the theoretical and empirical literature, we did not formulate formulate /for·mu·late/ (for´mu-lat) 1. to state in the form of a formula. 2. to prepare in accordance with a prescribed or specified method. specific hypotheses. However, in general terms, we expected that career maturity scores would increase with age and that career certainty and career indecision would vary at particular ages that are related to school decision points. In Australia, these decision points are Years 8, 10, and 12. Although we expected to find gender differences, we did not expect the differences to be uniform. Method Participants Participants were 1,971 secondary school students enrolled in Grades 8-12 across three secondary schools in southeastern Australia. The schools were chosen to reflect the socioeconomic so·ci·o·ec·o·nom·ic adj. Of or involving both social and economic factors. socioeconomic Adjective of or involving economic and social factors Adj. 1. structure of Australian society. There were no ethnic groupings of significant size in the three schools. All students present on the day of testing in each school participated. Eight hundred and eighty-two (45%) of the students were boys, and 1,089 (55%) were girls. Students ranged in age from 12.51 to 17.99 years and had a mean age of 15.14 (SD = 1.44). Instruments The Career Decision Scale (CDS; Osipow et al., 1976; Osipow, 1987) was used to measure career certainty and indecision. The scale contains 19 items and consists of the CDS-Indecision scale, which provides a measure of career indecision, and the CDS-Certainty scale, which indicates the respondent's degree of certainty about having made a career decision. The CDS-Indecision scale has 16 items, the CDS-Certainty scale has two items, and there is an open-ended question A closed-ended question is a form of question, which normally can be answered with a simple "yes/no" dichotomous question, a specific simple piece of information, or a selection from multiple choices (multiple-choice question), if one excludes such non-answer responses as dodging a that allows respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. to present their concerns in their own words. Responses on the Indecision and the Certainty subscales are reported in this study. Participants responded to items by indicating on a 4-point Likert-type scale whether the item was not at all like me to exactly like me. Higher scores on the CDS-Indecision subscale indicate greater indecision; higher scores on CDS-Certainty indicate greater certainty. Internal consistency In statistics and research, internal consistency is a measure based on the correlations between different items on the same test (or the same subscale on a larger test). It measures whether several items that propose to measure the same general construct produce similar scores. coefficients have been consistently reported in the .80 range (Hartman Hartman may refer to: Surname
Fuqua is a surname derived from a Franco-Germanic word meaning "guardian folk." The current spelling, and its variants Fuquay and Fewquay, are Anglicisations of the French Fouquet. , & Hartman, 1983). Test-retest reliabilities test-retest reliability Psychology A measure of the ability of a psychologic testing instrument to yield the same result for a single Pt at 2 different test periods, which are closely spaced so that any variation detected reflects reliability of the instrument have been reported in the range .61-.90 (Hartman, Utz, & Farnum, 1979). Internal reliability coefficients in our study were .89 for CDS-Indecision and .73 for CDS-Certainty. Concurrent validity concurrent validity, n the degree to which results from one test agree with results from other, different tests. (Hartman & Hartman, 1982), construct validity construct validity, n the degree to which an experimentally-determined definition matches the theoretical definition. (Hartman et al., 1983) and predictive validity In psychometrics, predictive validity is the extent to which a scale predicts scores on some criterion measure. For example, the validity of a cognitive test for job performance is the correlation between test scores and, for example, supervisor performance ratings. (Hartman, Fuqua, Blum, & Hartman, 1985) have all been adequately demonstrated. We used the Australian version of the Career Development Inventory (CDI-A; Lokan, 1984) to measure this construct. The CDI-A has 72 items and is designed for students in Years 8-12. It measures several aspects of career development, including career planning orientation, awareness and use of resources, knowledge of the career development process, knowledge of the world of work, and knowledge and use of decision-making principles. Four subscales, two composite scales, and a total scale score can be calculated for the CDI-A. The four subscales are Career Planning (CP; 20 items), Career Exploration (CE; 16 items), World of Work Information (WW; 24 items), and Career Decision Making (DM; 12 items). The two composite scales are Career Development Attitude (CDA (1) (Compact Disc Audio) The compact disc file extension that is seen on the computer in Explorer or some other file manager. CDA files are actually pointers to the locations of the individual tracks on the CD medium. See CD-DA. ; CP and CE combined) and Career Development Knowledge (CDK Cdk cyclin-dependent protein kinase. ; WW and DM combined). The Career Orientation Total (COT; CDA and CDK combined) represents the total CDI-A scale score. Total COT reliability coefficients reported in the manual (Lokan, 1984) ranged f rom .73 to .90 for a sample of 14-year-olds, and from .65 to .90 for a Year 11 sample, which represent similar reliabilities to those reported for the U.S. inventory (Pinkney & Bozik, 1994). Internal reliability coefficients calculated in our study were .91 (CP), .78 (CE), .77 (WW), .67 (DM), .91 (CDA), .84 (CDK), and .91 (COT). Validity evidence for the CDI-A is reported in the manual (Lokan, 1984). Construct validity was indicated by appropriate age differences in scores. Inter-scale correlations were between .50 and .70, and a factor analysis yielded the expected two factors. Procedure Survey forms that contained the two scales (CDS and CDI-A) and elicited e·lic·it tr.v. e·lic·it·ed, e·lic·it·ing, e·lic·its 1. a. To bring or draw out (something latent); educe. b. To arrive at (a truth, for example) by logic. 2. information on age and gender were administered to all students in Grades 8-12 across the three secondary schools that participated in the study. The classroom teachers who had been provided with instructions regarding the administration protocol administered the survey forms. The study used informed consent procedures, and university ethical clearance was obtained. Results Analysis: Career Decision Scale by Gender and Age A between-subjects multifactor multivariate analysis multivariate analysis, n a statistical approach used to evaluate multiple variables. multivariate analysis, n a set of techniques used when variation in several variables has to be studied simultaneously. of variance The discrepancy between what a party to a lawsuit alleges will be proved in pleadings and what the party actually proves at trial. In Zoning law, an official permit to use property in a manner that departs from the way in which other property in the same locality (MANOVA MANOVA Multivariate Analysis of the Variance ) was conducted using the two subscales of the Career Decision Scale (CDS-Indecision and CDS-Certainty) as the dependent measures. Independent variables were gender and age (six levels, 12-17 years). Age, rather than grade, was chosen as the independent variable because many students in postcompulsory secondary education participate in a variety of activities, for example, apprenticeships, schooling, and vocational education vocational education, training designed to advance individuals' general proficiency, especially in relation to their present or future occupations. The term does not normally include training for the professions. programs. The traditional notion of grade was seen to be irrelevant. The correlation between age and grade was calculated as 0.95. Such a high correlation indicates that the grade analysis would be a replication In database management, the ability to keep distributed databases synchronized by routinely copying the entire database or subsets of the database to other servers in the network. There are various replication methods. of the age analysis, thus making the grade analysis redundant. Summary data for this age analysis are presented in Table 1. Significant multivariate The use of multiple variables in a forecasting model. results were obtained for the main effects of gender, F(2, 1768) = 32.73, p < .001, age, F(l0, 3536) = 4.02, p < .001, and for the Gender x Age interaction effect , F(10, 3536) = 2.75, p < .01. The significant multivariate effects were interpreted at the univariate univariate adjective Determined, produced, or caused by only one variable level. For CDS-Indecision, significant univariate main effects were obtained for gender, F(1, 1769) = 48.85, p < .001, and age, F(5, 1769) 3.83, p < .01. The CDS-Indecision scale provides a measure of indecision about choosing a career. When the main effect for gender was examined, female means for CDS-Indecision were significantly higher than those for males at all age levels. See Table 1 for t values and levels of significance. When the main effect for age was examined, mean CDS-Indecision for 12-year-olds was significantly higher than the mean for 14-year-olds (p < .05). The mean CDS-Indecision for 14-year-olds was lower than the mean for 17-year-olds (p < .01). For CDS-Certainty, significant results were obtained for the univariate main effects of gender, F(1, 1769) = 8.36, p < .01, and age, F(5, 1769) = 5.38, p < .001, and for the univariate Gender x Age interaction effect, F(5, 1769) = 5.28, p < .001. The CDS-Certainty scale provides a measure of certainty about a career decision. Females scored significantly higher on CDS-Certainty than males at age levels 13 and 14. At age 17, males scored significantly higher than females. See Table 1 for t values and levels of significance. When the main effect for age was examined, 13-year-olds were significantly more certain than 17-year-olds (p < .05), 14-year-olds were more certain than 15-year-olds (p < .01) and 17-year-olds (p < .001), and 16-year-olds were more certain than 17-year-olds (p < .05). Analysis: CDI-A Carrer Orientation Total by Age and Gender The First CDI-A analysis examined the effect of age and gender on the Carrer Orientation Total (COT) score, independent of the CDI-A subscales. An analysis of variance (ANOVA anova see analysis of variance. ANOVA Analysis of variance, see there ) was conducted with the COT as the dependent variable and with gender and age (12-17 years) as the independent variables. Summary data for this analysis are presented in Table 2. The results of the ANOVA produced signification SIGNIFICATION, French law. The notice given of a decree, sentence or other judicial act. results for the main effect of gender, F(1,1959) = 103.20, p<.001; and age, F(5,1959) = 2.98, p <.05. The COT total scale represents the total score for carrer maturity as measured by the CDI-A. When the main effect for gender was examined, female means for COT were significantly larger than those for boys at all year levels except for the 12-year-olds. See Table 2 for t values and levels of significance. When the main effect for age was examined, mean COT scores for 12-year-olds were significantly lower than the mean for 15-, 16-, and 17-year-olds (p<.001). Thirteen-year-olds were significantly lower than the 15-, 16-, and 17-year-olds (p<.001). Fourteen-year-olds were significantly lower than 15-, 16-, and 17-year-olds (p<.001). Fifteen-year-olds were significantly lower than 17-year-olds (p<.001). Analysis: CDI-A Composite Subscales by Age and Gender This analysis examined the effect of age and gender on the two CDI-A composite subscales of Carrer Development Knowledge (CDK; WW and DM combined). Independent variables were gender (male and female) and age (six levels, 12-17 years). Summary data for this analysis are presented in Table 3. Significant multivariate results were obtained for the main effects of gender, F(2, 1958) = 94.50, p <.001; and age, F(10, 3916) = 29.46, p<.001; and for the Gender X Age interaction effect, F(10, 3916) = 3.47, p<.001. The significant multivariate effects were interpreted at the univariate level. For CDI-A CDA, significant univariate results were obtained for the main effects of gender, F(1, 1959) = 5.81, p < .05, and age, F(5, 1959) < 37.39, p < .001; and for the Gender X Age interaction effect, F(5, 1959) = 6.23, p < .001. When the main effect for gender was examined, means for CDA were significantly lower for female participants than for male participants at age 13 years, and significantly higher at ages 15 and 17 years. (See Table 3 for t values and levels of significance.) When the main effect for age was examined, mean CDA did not significantly differ among 12-, 13-, and 14-year-olds, but the means for 12-, 13-, and 14-year-olds were significantly lower than the means for 15-, 16-, and 17-years-olds (p < .001). The mean for 15-year-olds was significantly lower than the mean for 17-year-olds (p < .01). For CDI-A CDK, significant univariate main effects were obtained for gender, F(1, 1959) = 189.10 p < .001; and for age, F(5, 1959) = 32.69, p < .001. Female participants scored significantly higher on the CDK than male participants at all age levels, except for 12-year-olds, where the mean for female participants was higher, but not significantly so. (See Table 3 for t values and levels of significance.) When the main effect for age was examined, the mean for GDK GDK Graphics Developers Kit GDK Gimp Drawing Kit GDK Gnu Drawing Kit GDK Game Development Kit did not significantly differ among 12-, 13-, and 14-year-olds, but the means for 12-, 13-, and 14-year-olds were significantly lower than the means for 15-, 16-, and 17-year-olds (p < .001). The mean for 15-year-olds was significantly lower than the mean for 16-year-olds (p < .001) and 17-year- olds (p> 01). Analysis: CDI-A Subscales by Gender and Age This analysis examined the effect of gender and age on the four GDI--A subscales. A factorial factorial For any whole number, the product of all the counting numbers up to and including itself. It is indicated with an exclamation point: 4! (read “four factorial”) is 1 × 2 × 3 × 4 = 24. MANOVA was performed with four dependent measures of CP, GE, WW, and DM; the independent variables were gender and age (six levels, 12-17 years). Summary data for this analysis are presented in Table 4. Significant MANOVA results were identified for the main effects of gender, F(4, 1956) 63.21,p < .001; and age, F(20, 6488) = 15.65, p < .001; and for the Gender X Age interaction effect, F(20, 6488) = 2.16, p < .01. At the univariate level, significant Gender X Age interaction effects were identified for GP, F(5, 1959) = 6.27, p < .001; and GE, F(5, 1959) = 3.17, p < .01. Significant univariate main effects for gender were identified for CE, F(1,1959) = 35.05, p < .001; WW, F(1,1959) = 141.34,p < .001; and DM, F(1,1959) = 168.56, p < .001. Significant univariate main effects for age were identified for CP, F(5, 1959) 29.88, p < .001; CE, 1(5, 1959) = 30.06, p < .001; WW, 1(5, 1959) = 32.42, p < .001; and DM, F(5, 1959 ) = 18.26, p < .001. For CP, girls scored significantly lower than boys at the 13-year-old level and significantly higher than boys at the 15- and 17-year-old levels. For GE, girls scored significantly higher than boys at the 15-, 16-, and 17-year-old levels. For DM, girls scored significantly higher than boys at all age levels except for age 12 years. For WW, female participants scored significantly higher than male participants at all age levels. (See Table 4 for t values and levels of significance.) In relation to age, for CP, 12-year-olds scored significantly lower than 15- (p < .01) and 17-year-olds (p < .001). Thirteen-year-olds scored significantly lower than 15-, 16-, and 17-year-olds (p < .001). Fourteen-year-olds scored significantly lower than 15-, 16-, and 17-years-olds (p < .001). Sixteen-year-olds scored significantly lower than 17-year-olds (p < .05). For CE, 12-year-olds scored significantly lower than 15- (p < .01), 16-, and 17-year-olds (p < .001). Thirteen-year-olds scored significantly lower than 15-, 16-, and 17-year-olds (p < .001). Fourteen-year-olds scored significantly lower than 15-, 16-, and 17-year-olds (p < .001). Fifteen-year-olds scored significantly lower than 17-year-olds (p < .01). Sixteen-year-olds scored significantly lower than 17-year-olds (p < .05). For DM, 12-year-olds scored significantly lower than 16- (p < .001) and 17-year olds (p < .01). Thirteen-year olds scored lower than 15- (p < .01), 16-, and 17-year-olds (p < .001). Fourteen-year-olds scored significantly lower than 16- and 17-year-olds (p < .001). Fifteen-year-olds scored significantly lower than 16- (p < .001) and 17-year-olds (p <.01). For DM, 12-year-olds scored significantly lower than 15- (p < .01), 16-, and 17-year-olds (p < .001). Thirteen-year-olds scored lower than 15-, 16-, and 17-year-olds (p < .001). Fourteen-year-olds scored significantly lower than 15-, (p < .01), 16-, and 17-year-olds (p < .001). Finally, 15-year-olds scored significantly lower than 16- (p < .01) and 17-year-olds (p < .001). Discussion As expected, the results of our study illustrate developmental differences in career maturity. Young people aged 15, 16, and 17 years had higher attitude and knowledge scores than 12-, 13-, and 14-year-old participants. This pattern remained for each of the subscales of the GDI-A. That is, in GP, GE, WW and DM, and older students were more career mature than younger students were. These findings reflect the developmental explanation for career maturity as measured by the CDS. In addition, the findings support the majority of other research findings across many countries that show monotonic progression of career maturity scores of adolescents (Achebe, 1982; Alvi & Khan, 1983; Fouad, 1988; Herr & Enderlein, 1976; Lokan, 1984; Moracco, 1976; Neice & Bradley, 1979; Post-Kammer, 1987; Wallace-Broscious et al., 1994; Watson & Van Aarde, 1986). However, these findings differ from more recent findings of Powell and Luzzo (1998) who studied a sample of 15 to 19-year-old participants. In relation to other Australian data (Lokan, 1984) with a sample of 14-year-olds and Year 11 students. Again, as expected, gender differences were also evident in career maturity, but the pattern was far from uniform. In the attitude score, female participants had lower scores than male participants at age 13 years and higher scores at ages 15 and 17 years. In the knowledge score, female participants had higher scores than male participants at all age levels. These data generally reflected the findings in other surveys, in which female participants reported higher scores on career maturity measures (Alvi & Khan, 1983; Herr & Enderlein, 1976; King, 1989; Lokan, 1984; Luzzo, 1995; Westbrook, 1984). Lokan suggested that the higher knowledge scores might reflect the gender differences often found in academic achievement in secondary school. It is clear that in our study the pattern for differences between female and male participants on scores for knowledge was quite consistent, whereas it varied considerably for attitude. The findings on career indecision might be useful in explaining the differences between gender scores on knowledge and attitude. Although girls showed greater maturity with respect to career development knowledge, as measured by the knowledge score of the CDI-A, they also had higher indecision scores across all ages. These findings might reflect the perceived greater complexity of young women's career choice--a complexity of which they are keenly aware. Young men are introduced to, and have expectations of, the world of work from a young age; young women still reflect on the dilemma of having to choose between career and motherhood. Certainty scores also provide some support for this thesis. Young women reported significantly higher certainty scores at ages 13 and 14 and significantly lower scores at age 17, a time when the school system require career decision making in relation to post-school choices. At other ages, there was no significant difference between young women and young men in relation to career certainty. Regarding age and career indecision, our fingings were very complex. The pattern of scores showed that indecision decreased from ages 12 to 14 years and then increased up to age 17 years, the Years, The the seven decades of Eleanor Pargiter’s life. [Br. Lit.: Benét, 1109] See : Time latter for female participants only. There was a significant difference in the indecision score of 12- and 14-year-olds and in 14- and 17-year-olds. It may be that 12-year-olds are uncertain in their first year of high school. Fourteen-year-olds are in the hiatus hiatus /hi·a·tus/ (hi-a´tus) [L.] an opening, gap, or cleft.hia´tal aortic hiatus the opening in the diaphragm through which the aorta and thoracic duct pass. period before decisions about postcompulsory education and post-school choices need to be made. It seems that 17-year- olds should be reaching greater certainty in relation to career; however, it may be that the reality of school leaving creates higher uncertainty. Age-based certainty scores also presented a very complex pattern. Adolescents reported higher certainty at ages 13 and 14 years, with female participants being significantly higher than male participants on this construct. However, at age 15 years, there was a drop in certainty for both female and male participants; there was a rise at age 16, and then by age 17 years, male participants had continued to rise. Female participants had dropped significantly. Again, school transition points may explain these results. Adolescents may feel more certain when the reality of decision making is distant (ages 13-14), with girls feeling confident because they have good knowledge and attitude, as evidenced by the career maturity scores. Both boys and girls boys and girls mercurialisannua. experience the uncertainty of making postcompulsory education decisions at age 15. By age 17, the reality for girls about the pressures of career and work may be significantly affecting their decision certainty. Although much of the indecision literature has previously been negative toward the state of career indecision, more recent conceptualizations (Krumboltz, 1992; Savickas, 1994) have commented on the necessity for indecision as part of the ongoing decision-making process, "as a sign of transformation in progress" (Savickas, 1994, p. 54). Krumboltz identified the many pressures of making a decision and suggested that "openmindedness can be viewed as a greater virtue than decisiveness" (p.239). In our study, it is clear that decisiveness was affected by external pressures within the school system. Although a thesis has been proposed about the gender differences, this is an area for further study. Data have largely supported a developmental pattern of career maturity, age and gender variations have been found, and it has been suggested that school transition points might account for this. It is clear that other demographic factors (e.g., socioeconomic level, ethnicity) and contextual factors (e.g., historical time, cultural context, school differences) (Schmitt-Rodermund & Silbereisen, 1998; Vondracek & Reitzle, 1998) need further exploration. The theoretical career literature (e.g., Lent et al., 1996; Vondracek & Reitzle, 1998) increasingly focuses on the relevance of contextual factors, and further empirical work with these variables needs to include these factors to increase researchers' understanding of the career maturity of adolescents. Conclusion Our study is limited in that it only provides cross-sectional data; therefore, only a report of age-related differences can be asserted. Longitudinal studies longitudinal studies, n.pl the epidemiologic studies that record data from a respresentative sample at repeated intervals over an extended span of time rather than at a single or limited number over a short period. of one cohort cohort /co·hort/ (ko´hort) 1. in epidemiology, a group of individuals sharing a common characteristic and observed over time in the group. 2. of adolescents experiencing different facets of the school experience are necessary to provide data on rates of development in career maturity and relationship with different educational contexts. Regarding career guidance practice, our study has identified transition points in relation to each of the constructs. Australia has had a very uneven approach to curriculum-based career education and to career counseling Noun 1. career counseling - counseling on career opportunities counseling, counselling, guidance, counsel, direction - something that provides direction or advice as to a decision or course of action (McGowan & Hyndman, 1998), and there was no formal career program in the schools. Current literature (see Patton, 2000, for a review) asserts that there is a need for a developmental career intervention A procedure used in a lawsuit by which the court allows a third person who was not originally a party to the suit to become a party, by joining with either the plaintiff or the defendant. . These data provide a useful baseline The horizontal line to which the bottoms of lowercase characters (without descenders) are aligned. See typeface. baseline - released version for determining the benefits of such interventions. In addition, it is clear that boys may benefit from increased attention to career knowledge and girls from attention to the appropriateness of career planning for them. Wendy Patton is an associate professor at the School of Learning and Development, Queensland Queensland, state (1991 pop. 2,477,152), 667,000 sq mi (1,727,200 sq km), NE Australia. Brisbane is the capital; other important cities are Gold Coast, Toowoomba, Townsville, Rockhampton, Cairns, and Ipswich. University of Technology, Brisbane, Queensland, Australia. Peter A. Creed is a senior lecturer senior lecturer n. Chiefly British A university teacher, especially one ranking next below a reader. at Griffith University--Gold Coast, School of Applied Psychology, Gold Coast, Queensland “Gold Coast” redirects here. For other uses, see Gold Coast (disambiguation). Gold Coast is a city and local government area in the southeast corner of Queensland, Australia. , Australia. References Achebe, C. C. (1982). Assessing the vocational maturity of students in the East Central State of Nigeria. Journal of Vocational Behavior, 20, 153-161. Alvi, S. A., & Khan, S. B. (1983). An investigation into the construct validity of Crites' career maturity model. Journal of Vocational Behavior, 22, 174-181. Crites, J. (1971). The maturity of vocational attitudes in adolescence adolescence, time of life from onset of puberty to full adulthood. The exact period of adolescence, which varies from person to person, falls approximately between the ages 12 and 20 and encompasses both physiological and psychological changes. . Washington, DC: American Personnel and Guidance Association. Crites, J. (1973). Career Maturity Inventory. Monterey, CA: McGraw-Hill. Crites, J. (1976). A comprehensive model of career development in early adulthood. Journal of Vocational Behavior, 9, 105-118. Fitzgerald, L. F., & Weitzman, L. (1992). Women's career development: Theory and practice from a feminist perspective. In Z. Leibowitz & D. Lea (Eds.), Adult career development: Concepts, issues and practices (pp. 125-157). Alexandria, VA: National Career Development Association. Fouad, N. A. (1988). The construct of career maturity in the United States United States, officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. and Israel. Journal of Vocational Behavior, 32, 49-59. Hartman, B., Fuqua, D., Blum, C., & Hartman, P. (1985). A study of the predictive validity of the Career Decision Scale in identifying longitudinal patterns of career indecision. Journal of Vocational Behavior, 27, 202-209. Hartman, B., Fuqua, D., & Hartman, P. (1983). The construct validity of the Career Decision Scale administered to high school students. Vocational Guidance vocational guidance: see guidance and counseling. Quarterly, 31, 250-258. Hartman, B., & Hartman, P. (1982). The concurrent and predictive validity of the Career Decision Scale adapted for high school students. Journal of Vocational Behavior, 20, 244-252. Hartman, B., Utz, P., & Farnum, S. (1979). Examining the reliability and validity of an adapted scale of educational-vocational undecidedness in a sample of graduate students. Journal of Vocational Behavior, 15, 224-230. Herr, E. L., & Enderlein, T. E. (1976). Vocational maturity: The effects of school, grade, curriculum and sex. Journal of Vocational Behavior, 8, 27-238. Kelly, K. R., & Cobb, S. J. (1991). A profile of the career development characteristics of young gifted adolescents: Examining gender and multicultural mul·ti·cul·tur·al adj. 1. Of, relating to, or including several cultures. 2. Of or relating to a social or educational theory that encourages interest in many cultures within a society rather than in only a mainstream culture. differences. Roeper Review, 13, 202-226. Kelly, K. 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Kishor, N. (1981). Effect of self-esteem self-esteem Sense of personal worth and ability that is fundamental to an individual's identity. Family relationships during childhood are believed to play a crucial role in its development. and locus of control locus of control n. A theoretical construct designed to assess a person's perceived control over his or her own behavior. The classification internal locus indicates that the person feels in control of events; external locus in career decision making in Fiji. Journal of Vocational Behavior, 19, 227-232. Krumboltz, J. D. (1992). The wisdom of indecision. Journal of Vocational Behavior, 41, 239-244. Lent, K W., Brown, S, D., & Hackett, G. (1996). Career development from a sociocognitive perspective. In D. Brown & L. Brooks (Eds.), Career choice and development (3rd ed., pp. 373-422). San Francisco San Francisco (săn frănsĭs`kō), city (1990 pop. 723,959), coextensive with San Francisco co., W Calif., on the tip of a peninsula between the Pacific Ocean and San Francisco Bay, which are connected by the strait known as the Golden : Jossey-Bass. Levinson, E. M., Ohler, D. L., Caswell, S., & Kiewra, K. (1998). Six approaches to the assessment of career maturity. Journal of Counseling & Development, 76, 475-482. Lokan, J. (1984). Manual of the Career Development Inventory--Australian Edition. Melbourne: Australian Council for Educational Research The Australian Council for Educational Research (ACER) is a non-governmental educational research organisation based in Camberwell, Victoria and with offices in Sydney, Brisbane, Perth, Dubai and India. . Lokan, J. J., Boss, M. W., & Patsula, P. J. (1982). A study of vocational maturity during adolescence and locus of control. Journal of Vocational Behavior, 20, 331-342. Luzzo, D. (1995). Gender differences in college students' career maturity and perceived barriers in career development. Journal of Counseling & Development, 73, 319-325. McCowan, C., & Hyndman, K. (1998). A career advisory system for Australia? Summary of a review. Australian Journal of Career Development, 7, 35-41. Moracco, J. C. (1976). Vocational maturity of Arab and American high American High School may refer to the following:
Neice, D. E., & Bradley, K W. (1979). Relationship of age, sex and educational group to career decisiveness. Journal of Vocational Behavior, 14, 271-278. Ohler, D., & Levinson, E. (1994). Assessment of career maturity in transdisciplinary vocational assessment (Report No. CG025510). Washington, DC: US Department of Education. (ERIC Document Reproduction No. ED 371 279) Osipow, S. H. (1987). Career Decision Scale Manual. Odessa, FL: Psychological Service Assessment Resources. Osipow, S. H., Carney, C. G., Winer, J., Yanico, B., & Koschier, M. (1976). The Career Decision Scale. Columbus, OH: Marathon Consulting & Press. Patton, W. (2000). The nexus between vocational education and career education in schools: In competition or each defining a place for the other? Australian Journal of Career Development, 9, 34-39. Patton, W., & Lokan, J. (2001). Perspectives on Donald Super's construct of career maturity. International Journal of Educational and Vocational Guidance, 1, 1-18. Pinkney, J. W., & Bozik, C. M. (1994). Career Development Inventory: A review In J. T. Kapes, M. M. Mastie, & E. A. Whitfield (Eds.), A counselor's guide to career assessment instruments (3rd ed., pp. 263-267). Alexandria, VA: National Career Development Association. Post-Kammer, P. (1987). Intrinsic intrinsic /in·trin·sic/ (in-trin´sik) situated entirely within or pertaining exclusively to a part. in·trin·sic adj. 1. Of or relating to the essential nature of a thing. 2. and extrinsic EVIDENCE, EXTRINSIC. External evidence, or that which is not contained in the body of an agreement, contract, and the like. 2. It is a general rule that extrinsic evidence cannot be admitted to contradict, explain, vary or change the terms of a contract or of a work values and career maturity of 9th and 11th grade boys and girls. Journal of Counseling and Development, 65, 420-423. Powell, D. F., & Luzzo, D. A. (1998). Evaluating factors associated with the career maturity of high school students. The Career Development Quarterly, 47, 145-158. Raskin, P. (1998). Career maturity: The construct's validity, vitality vi·tal·i·ty n. 1. The capacity to live, grow, or develop. 2. Physical or intellectual vigor; energy. , and viability. The Career Development Quarterly, 47, 32-35. Richardson, M. S. (1974). Vocational maturity in counseling girls and women. In D. E. Super (Ed.), Measuring vocational maturity for counseling and evaluation. Washington, DC: American Personnel and Guidance Association. Savickas, M. L. (1984). Career maturity: The construct and its appraisal. Vocational Guidance Quarterly, 32, 222-231. Savickas, M. L. (1994). Measuring career development: Current status and future directions. The Career Development Quarterly, 43, 54-62. Schmitt-Rodermund, E., & Silbereisen, R. K. (1998). Career maturity determinants: Individual development, social context, and historical time. The Career Development Quarterly, 47, 16-31. Stead, G. (1989). Career decisional states and their correlates amongst White high school pupils. Unpublished doctoral thesis, University of Port Elizabeth Port Elizabeth, city (1991 pop. 670,653), Eastern Cape, SE South Africa, on Algoa Bay, an arm of the Indian Ocean. It is a tourist center and a major seaport that ships diamonds, wool, fruit, and other items. , South Africa. Super, D. E., Thompson, A. S., Lindeman, R. H., Jordaan, 3. P., & Myers, R. A. (1981). Career Development Inventory. Palo Alto Palo Alto, city, California Palo Alto (păl`ō ăl`tō), city (1990 pop. 55,900), Santa Clara co., W Calif.; inc. 1894. Although primarily residential, Palo Alto has aerospace, electronics, and advanced research industries. , CA: Consulting Psychologists This list includes notable psychologists and contributors to psychology, some of whom may not have thought of themselves primarily as psychologists but are included here because of their important contributions to the discipline. Press. Super, D. E. (1990). A life-span, life-space approach to career development. In D. Brown & L. Brooks (Eds.), Career choice and development (2nd ed., pp. 197-26 1) San Francisco: Jossey-Bass. Thompson, A. S., & Lindeman, A. 5. (1981). Career Development Inventory: Vol. 1, Users Manual Palo Alto, CA: Consulting Psychologists Press. Vondracek, F. W., Hostetler, M., Schulenberg, 3. & Shimizu, K. (1990). Dimensions of career indecision. Journal of Counseling Psychology Counseling psychology as a psychological specialty facilitates personal and interpersonal functioning across the life span with a focus on emotional, social, vocational, educational, health-related, developmental, and organizational concerns. , 37, 98-106. Vondracek, F. W., & Reitzle, M. (1998). The viability of career maturity: A developmental-contextual perspective. The Career Development Quarterly, 47, 6-15. Westbrook, B. W. (1984). Career maturity: The concept, the instruments, and the research. In W. B. Walsh & S. H. Osipow (Eds.). Handbook
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Wallace-Broscious, A., Serafica, F. C., & Osipow, S. H. (1994). Adolescent career development: Relationships to self-concept self-concept n. An individual's assessment of his or her status on a single trait or on many human dimensions using societal or personal norms as criteria. and identity status. Journal of Research on Adolescence, 4, 127-149. Walsh, W. B., & Betz, N. E. (1990). Tests and assessment (2nd ed.). Englewood Cliffs, NJ: Prentice Hall Prentice Hall is a leading educational publisher. It is an imprint of Pearson Education, Inc., based in Upper Saddle River, New Jersey, USA. Prentice Hall publishes print and digital content for the 6-12 and higher education market. History In 1913, law professor Dr. . Watson, M. B., & Stead, G. B. (1994). A longitudinal study longitudinal study a chronological study in epidemiology which attempts to establish a relationship between an antecedent cause and a subsequent effect. See also cohort study. of career decidedness among South African high school students. Journal of Vocational Behavior, 45, 621-629. Watson, M. B., & Van Aarde, J. A. (1986). Attitudinal career maturity of South African colored high school pupils. Journal of Vocational Behavior, 29, 7-16. Westbrook, B. W. (1984). Career maturity: The concept, the instruments, and the research. In W. B. Walsh & S. B. Osipow (Eds.), Handbook of vocational psychology (Vol. 1, pp. 263-303). Hillsdale, NJ: Erlbaum.
TABLE 1
Summary Data for the Career Decision Scales (CDS-Indecision and
CDS-Certainty) for Boys, Girls, and Total Sample Combined for Ages 12-17
Years
CDS-Indecision
Boys Girls
Age in Years n M SD n M
12 36 48.00 8.15 43 52.02
13 190 46.37 8.47 216 48.41
14 158 45.06 8.66 203 48.00
15 166 46.93 9.40 201 49.46
16 127 45.93 8.85 191 49.35
17 105 46.97 8.85 145 50.77
Total 782 46.31 8.82 999 49.22
CDS-Indecision
Girls Total
Age in Years SD n M SD t
12 8.13 79 50.19 8.34 2.19 (*)
13 8.48 406 47.53 8.53 2.42 (*)
14 8.72 361 46.72 8.80 3.18 (**)
15 8.89 367 48.32 9.20 2.64 (**)
16 8.06 318 47.98 8.54 3.56 (***)
17 8.74 250 49.17 8.97 3.37 (***)
Total 8.60 1,781 47.94 8.82 7.00 (***)
CDS-Certainty
Boys Girls
Age in Years n M SD n M
12 36 4.78 1.42 43 4.42
13 190 4.54 1.51 216 5.08
14 158 4.72 1.47 203 5.24
15 166 4.48 1.57 201 4.70
16 127 4.71 1.47 191 4.94
17 105 4.77 1.48 145 4.18
Total 782 4.63 1.50 999 4.85
CDS-Certainty
Girls Total
Age in Years SD n M SD t
12 1.69 79 4.58 1.57 -1.01
13 1.61 406 4.83 1.59 3.48 (**)
14 1.56 361 5.01 1.54 3.20 (**)
15 1.58 367 4.60 1.58 1.33
16 1.77 318 4.85 1.66 1.25
17 1.53 250 4.43 1.53 -3.07 (**)
Total 1.65 1,781 4.75 1.59 2.88 (**)
Note. Reported t values refer to differences between boys and girls for
each age group.
(*)p < .05.
(**)p < .01.
(***)p < .001.
TABLE 2
Summary Data for the Carrer Orientation Total (COT) for Boys,
Girls, and Total Sample Combined for Ages 12-17 Years
Boys Girls
Age in
Years n M (a) SD n M SD
12 40 -.72 1.40 49 -.17 1.54
13 224 -.61 1.35 234 -.33 1.29
14 176 -.62 1.40 219 -.06 1.35
15 186 -.09 1.42 225 .80 1.33
16 140 .28 1.47 202 .91 1.16
17 116 .36 1.48 160 1.30 1.33
Total 882 -.24 1.47 1,089 .44 1.44
Total
Age in
Years n M SD t
12 89 -.42 1.50 1.73
13 458 -.47 1.33 2.26 (*)
14 395 -.31 1.40 4.03 (***)
15 411 .40 1.44 6.50 (***)
16 342 .66 1.33 4.24 (***)
17 276 .90 1.47 5.48 (***)
Total 1,971 .13 1.49 10.20 (***)
Note. See Table 1 Note.
(a)M and SD reported as
standardized scores.
(*)p < .05.
(**)p < .01.
(***)p < .001.
TABLE 3
Summary Data for the Career Decision Inventory--Australian
(CDI-A) Composite Subscales of Career Development Attitude and Career
Development Knowledge for Boys, Girls, and Total Sample Combined for
Ages 12-17 Years
CDI-A Career Development Attitude
Boys Girls
Age in Years n M SD n M
12 40 95.05 19.35 49 96.63
13 224 96.21 18.42 234 91.85
14 176 95.19 19.03 219 94.83
15 186 100.65 16.99 225 106.28
16 140 101.51 18.46 202 104.33
17 116 103.62 17.96 160 112.27
Total 882 98.62 18.48 1,089 100.96
CDI-A Career Development Attitude
Girls Total
Age in Years SD n M SD t
12 19.82 89 95.02 19.58 0.86
13 17.38 458 93.99 18.01 -2.61 (**)
14 17.59 395 94.99 18.22 -0.20
15 16.94 411 103.73 17.17 3.35 (**)
16 15.85 342 103.18 16.99 1.47
17 15.84 276 108.63 17.27 4.23 (***)
Total 18.42 1,971 99.91 18.48 2.81 (**)
CDI-ACareerDevelopment Knowledge
Boys Girls
Age in Years n M SD n M
12 40 18.67 6.09 49 21.16
13 224 18.27 5.95 234 21.83
14 176 18.60 6.07 219 22.64
15 186 20.27 6.30 225 24.38
16 140 22.55 6.12 202 25.91
17 116 22.32 6.55 160 25.64
Total 882 19.99 6.38 1,089 23.81
CDI-ACareerDevelopment Knowledge
Girls Total
Age in Years SD n M SD t
12 6.02 89 20.04 6.15 1.93
13 5.14 458 20.09 5.82 6.83 (***)
14 5.77 395 20.84 6.23 6.77 (***)
15 5.88 411 22.52 6.40 6.82 (***)
16 4.80 342 24.53 5.62 5.43 (***)
17 6.34 276 24.25 6.63 4.24 (***)
Total 5.83 1,971 22.10 6.37 13.72 (***)
Note. See Table 1 Note.
(**)p < .01.
(***)p < .001.
TABLE 4
Summary Data for CDI-A Subscales of Career Planning, Career
Exploration, Career Decision Making and World of Work Information for
Boys, Girls, and Total Sample Combined for Ages 12-17 Years
Career Plannig
Boys Girls
Age in
Years n M SD n M SD
12 40 58.45 13.62 49 58.90 14.06
13 224 59.61 13.21 234 55.15 12.12
14 176 58.85 12.93 219 57.31 12.72
15 186 62.54 11.97 225 64.95 12.15
16 140 62.49 13.05 202 63.06 11.48
17 116 63.57 12.37 160 68.59 10.93
Total 882 61.00 12.88 1,089 61.22 12.94
Total
Age in
Years n M SD t
12 89 58.70 13.79 0.15
13 458 57.33 12.85 -3.76 (***)
14 395 57.99 12.82 -1.18
15 411 63.86 12.12 2.01 (*)
16 342 62.83 12.13 0.42
17 276 66.48 11.80 3.56 (***)
Total 1,971 61.12 12.91 0.37
Career Exploration
Boys Girls
Age in
Years n M SD n M SD
12 40 34.60 7.94 49 37.73 7.50
13 224 36.61 7.31 234 36.70 7.40
14 176 36.34 8.20 219 37.52 6.91
15 186 38.11 7.09 225 41.33 6.68
16 140 39.02 7.89 202 41.27 6.73
17 116 40.05 7.95 160 43.68 7.12
Total 882 37.62 7.77 1,089 39.74 7.43
Total
Age in
Years n M SD t
12 89 36.33 7.82 1.91
13 458 36.66 7.35 0.14
14 395 36.99 7.52 1.52
15 411 39.87 7.05 4.73 (***)
16 342 40.35 7.30 2.75 (**)
17 276 42.16 7.68 3.98 (***)
Total 1,971 38.79 7.66 6.19 (***)
Career Decision Making
Boys Girls
Age in
Years n M SD n M SD
12 40 5.48 2.68 49 6.14 2.63
13 224 5.10 2.40 234 6.50 2.33
14 176 5.02 2.37 219 6.71 2.50
15 186 5.61 2.71 225 7.12 2.52
16 140 6.39 2.63 202 7.90 2.20
17 116 6.18 3.19 160 7.81 2.82
Total 882 5.55 2.67 1,089 7.10 2.54
Total
Age in
Years n M SD t
12 89 5.84 2.66 1.18
13 458 5.81 2.46 6.33 (***)
14 395 5.96 2.58 6.83 (***)
15 411 6.43 2.71 5.84 (***)
16 342 7.28 2.50 5.57 (***)
17 276 7.12 3.08 4.39 (***)
Total 1,971 6.41 2.71 13.11 (***)
World of Work Information
Boys Girls
Age in
Years n M SD n M SD
12 40 13.20 4.17 49 15.02 3.93
13 224 13.17 4.23 234 15.33 3.54
14 176 13.58 4.28 219 15.93 3.89
15 186 14.67 4.38 225 17.26 3.95
16 140 16.16 4.24 202 18.01 3.28
17 116 16.14 4.28 160 17.84 4.12
Total 882 14.44 4.44 1,089 16.70 3.91
Total
Age in
Years n M SD t
12 89 14.20 4.12 2.12 (*)
13 458 14.28 4.04 5.91 (***)
14 395 14.88 4.23 5.65 (***)
15 411 16.09 4.34 6.25 (***)
16 342 17.25 3.80 4.33 (***)
17 276 17.12 4.26 3.33 (**)
Total 1,971 15.69 4.30 11.89 (***)
Note. See Table 1
Note. CDI-A = Career Decision Inventory-Australian.
(*)P < .05.
(**)p < .01.
(***)p < .001.
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