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Establishing a worker identity is among the most central aspects of the transition from adolescence to adulthood. Despite its importance, few measures with acceptable psychometric and conceptual characteristics exist to assess vocational identity statuses. This study reports the development and evaluation of the Vocational Identity Status Assessment (VISA), which is derived from established conceptual models and includes career exploration, commitment, and reconsideration dimensions. Results show that the VISA exhibited metric invariance across a high school and university sample. Cluster analyses demonstrated that the VISA consistently resolved six identity statuses across the two samples, supporting the previously established achieved, moratorium, foreclosed, and diffused statuses along with two additional statuses termed searching moratorium and undifferentiated. The identity statuses predicted differences in participants’ work valences and well‐being with the achieved and diffused statuses respectively exhibiting the most and least favorable characteristics. Implications, limitations, and suggestions for future research based upon these findings are offered.

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Initially administered in 1961, the Career Maturity Inventory (CMI) was the first paper-and-pencil measure of vocational development. The present research revised the CMI to reestablish its usefulness as a succinct, reliable, and valid measure of career choice readiness, with a few theoretically relevant and practically useful content scales for diagnostic work with school populations up to and including Grade 12. The new Form C was produced by combining rational organization of item content with confirmatory factor analysis (CFA). In the end, CMI Form C provides a total score for career choice readiness, three scale scores reflecting career adaptability dimensions of concern, curiosity, and confidence, and a score reflecting relational style in forming occupational choices. Initial evidence supports the face, construct, and concurrent validity of the CMI scores as indicators of career choice readiness.Initially administered in 1961, the Career Maturity Inventory (CMI) was the first paper-and-pencil measure of vocational development. The idea for the inventory evolved from Super's (1955) Career Pattern Study that investigated the process of making career choices, rather than the content of the choices. The word ''maturity'' was used to mean ripeness or readiness, so the CMI measures a student's readiness for making occupational choices. The 50 items, each answered true or false, elicit attitudes and beliefs that together form the dispositional response tendencies that mediate choice behaviors. The items were selected from a pool of 1,000 statements made by actual clients during educational and vocational counseling sessions. Crites (1965) described the item selection process as ''rempirical,'' meaning a combination of the best features from the rational and from the empirical methods of test construction. Following the empirical approach, the goal was to have the CMI measure maturation as a behavioral syndrome defined by the empirical relationship among the variables that comprise it. To select items empirically, Crites (1965) conducted a cross-sectional study of students in Grades 5-12 to identify items

Identity development is central to the career development of children and adolescents. This article reviews the literature pertaining to identity development as being composed of career exploration, commitment, and reconsideration and offers some implications for career interventions.