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Career Maturity in Adolescence: Reliability and Validity of Self-Ratings of Abilities by Gender and Ethnicity

Bert W. Westbrook

North Carolina State University

R.W. Buck, JR

North Carolina State University

D. Carol Wynne

North Carolina State University

Eleanor Sanford

North Carolina Department of Public Instruction

To obtain reliable and valid self-ratings of abilities of adolescents, a self-rating instrument was designed to incorporate six of Maybe and Wests' (1982) measurement conditions. The instrument was administered to 210 ninth-graders. Test-retest reliability coefficients are mostly in the .70s and .80s for self-ratings and accuracy of self- ratings. Coefficient alphas and test-retest correlations for composite scores range from .74 to .90. For the total sample of students, the major findings are: (a) Correlations between self-rated abilities and measured abilities range from the .30s to the .60s, with medians in the .50s; (b) Students overrated all of their abilities except scholastic aptitude and Space Relations; (c) Students were most accurate in rating their scholastic aptitude and least accurate in rating their special aptitudes; (d) and self-ratings of some abilities were inaccurate, although they were reliable and substantially correlated (.63, .61) with measured ability. Ethnic differences were found on all ability scores, all self-ratings, and all accuracy of self-rating scores. Gender differences were found on some special abilities, some self-ratings, and some accuracy of self-rating scores. The self-rating instrument does not show evidence of differential validity across different ethnic and gender groups.

Journal of Career Assessment, Vol. 2, No. 2, 125-161 (1994)
DOI: 10.1177/106907279400200203
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