Abstract
An investigation of the educational, social, and psychological correlates of vocational maturity was undertaken in an Ontario high school involving a sample of 272 students. The analysis of data revealed that the students' CMI scores were generally correlated with (i) their educational and occupational aspirations, (ii) self-estimates of their general ability and classroom performance, (iii) their parents' educational level, and (iv) educational and occupational aspirations parents held for them. It was found moreover that higher CMI scores were associated with higher self-esteem, more internal locus of control, and more intrinsic work values. Implications of the results are discussed for educational practice.
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