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Abstract

The purpose of this study was to replicate previous findings of a positive association between academic achievement and career maturity in young adolescents. Academic achievement and gender were the independent variables. The dependent variables were vocational identity, need for occupational information, perceived career barriers, and range of occupational aspiration. Gifted students perceived fewer career barriers than students in the regular curriculum. There were two interactions of gender and academic curriculum. First, gifted boys expressed a greater need for occupational information than gifted girls or students from the regular curriculum. Second, gifted boys expressed an interest in a wider range of occupational aspirations than gifted girls. The implications of these findings for program development in the area of career education and guidance are identified.

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Career Maturity of Young Gifted Adolescents: A Replication Study

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