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Abstract
The usefulness of the ACT and 16 PF for discriminating between decided and undecided college students was investigated. Different discriminant functions were derived for males and females, indicating a need for different counseling procedures. A canonical correlation analysis of the ACT versus the 16 PF indicated a strong relationship between the two instruments, even though redundancies were low. Six factors emerged in a factor analysis of the ACT, 16 PF, sex, hours earned, GPA, and group: an academic potential factor, four personality factors, and a school achievement factor.
