The objectives of the study were: (1) To study the nature and distribution of scores of 10+2 students on the variables of vocational maturity, personality, achievement motivation and socio-economic status. (2) To study the vocational maturity of students at the 10+2 stage in the academic streams. (3) To study the vocational maturity of students at the 10+2 stage in the vocational stream. (4) To study difference in the vocational maturity of students at 10+2 stage in the academic and vocational stream. (5) To study sex difference in the vocational maturity of students at the 10+2 stage (total sample). (6) To study the relationship between vocational maturity and personality factors. (7) To study the relationship between vocational maturity and achievement motivation. (8) To study the relationship between vocational maturity and socio-economic status. (9) To find out amongst the variables of personality, achievement motivation, and socio economic status significant predictors of vocational maturity of the 10+2 students. (10) To study the difference between the academic and vocational streams and boys and girls group on 16 personality factors. (11) To study the difference between the academic and vocational streams and boys and girls group on achievement motivation. (12) To examine the difference between the academic and vocational streams and boys and girls group on socio economic status.

The sample comprised 583 students of class 10+2 from 93 schools of Chandigarh. 

An Indian adoption of Career Maturity Inventory (CMI) by Nirmala Gupta, SES scale by Deo and Mohan, and 16 PF Questionnaire by Cattell and Eber were used for data collection. 

The data were analyzed by correlation, regression analysis and t-test techniques.

The findings of the study were: (1) Students at the 10+2 stage were below average vocational maturity. (2) The students were outgoing and warm hearted, intelligent, emotionally stable, independent and assertive cluster of traits. They were conscientious, venturesome, tender minded, self opinionated, imaginative, shared and worldly and apprehensive. (3) The total sample was interested in intellectual matters, tended to be more informed and intended to experiment in life generally, more likely to be independent and had strong control over emotions in their general behavior. (4) The mean score of the total sample on achievement motivation corresponded to the average score for the 18 years old. (5) The socio-economic status of the total sample was also in the range of average score. The academic stream students had significantly more vocational maturity as compared to the vocational stream students. (6) Personality factors were not essentially significant differentials of vocational maturity in the academic and vocational stream students constituting the sample of the present study. (7) The academic and vocational stream students were not found significantly different on the variable achievement motivation. (8) The academic stream students were significantly higher on socio-economic status in comparison to vocational stream students. (9) The girl students were found significantly higher on all the measures of vocational maturity. (10) The girls were found higher on factor Band I whereas boys were found higher on factors C, E, F, L, M and Q2. On the remaining personality factor there were no significant sex differences. (11) There were no significant differences between boys and girls on achievement motivation. (12) The girls sample was significantly higher on socio-economic status as compared to boys. (13) The vocational maturity variable Career Choice Attitudes (CCA) was found positive and significantly related with personality factors B, H and F. (14) The dependent variable Career Choice Attitude was not found to be significantly related with achievement motivation except in the case of only one group i.e. girls. (15) Relationship of CCA with socio-economic status was found to be significant and positive for all the groups of this study. (16) The career choice competencies variable self-appraisal (SA) was found to be significantly related with personality factor B. Positive and significant association of personality factors C, I, L and M with self-appraisal was also found to be related negatively significantly with factor A. (17) Achievement motivation was not found to be associated significantly with self-appraisal (SA) in any of the groups studied. (18) Self-appraisal was found to be positively and significantly associated with socio-economic status in all the groups except for the girls group. (19) Occupational information (OI) was positively and significantly related to personality factors B, C, E, I and Q1 in the various inter correlations within different groups but negative association of occupational information (OI) with the achievement motivation in the boys groups. (21) Socio-economic status was again significantly related to this variable as in the case of other variables of vocational maturity. (22) Goal Selection, variable of vocational maturity was found positively and significantly related with personality factors B, I and Q1, but negative with factor F. (23) Goal selection was not significantly related with achievement motivation in any of the groups studied. (24) Positive and significant association of goal selection with SES was found in three out of five groups studied. (25) Planning was associated with personality factors B and C. Association of planning with factors M, N, C was negative. (26) Planning was not found associated with achievement motivation in any of the groups. (27) Positive and significant association of planning with socio-economic status was very much expected and this was found significant in all the groups. (28) Problem solving was significantly associated with personality factor B and significant but negative with personality factors H, N and Q3. (29) Problem solving was found to be associated with achievement motivation in three out of five groups. (30) Positive and significant association of problem solving with SES was found in three out of five within group relationship. (31) That SES, personality factors B and C, achievement motivation and personality factors O and Q1 (in that order) emerged as significant predictors of vocational maturity variable career choice attitudes and career choice competencies for the total sample.