Assessing the relationships between vocational identity, academic achievement, and persistence in college

Entering college students were given a measure of vocational identity (VI). An index of their academic achievement was also computed. Three years later; using chi-square analysis, the initial VI scores did not predict persistence in college. This was true even when students of low academic potential were isolated. Similarly, students were neither more nor less likely to score high on the index of academic achievement, based on their VI. Persistence in college, however was found to be related to the students' level of academic achievement. Limitations of the study and implications for further research are also discussed.