There appears to be a strong relationship between the individual seminarian's psychological environment and his motivation to persist toward the preisthood as a vocational goal. The items used on the adapted form of the CUES represent attitudes, values, or beliefs about the seminary environment. (Author)

This study examines the application of dissonance theory to self-concept implementation in an attempt to explain the motivational process of vocational persistence among a group of Catholic seminarians. (Author)

Assumptions underlying model rely on Cartwright and Harary's (1960) definition of Heider's cognitive balance theory and Festinger's (1957) cognitive dissonance theory. Diagrams illustrate degree of balance between personal and reference group (curch authorities, classmates, family) attitudes. Parts I and II in earlier issues. (CJ)

Analysis of computer-run personal data indicates that perceptions are affected by personal characteristics and environment, and that interaction of all three in motivation to remain in seminary is extremely complex. Suggests direction of future research. (CJ)