University of Southern California Dissertations and Theses

A Semantic Differential Investigation Of Critical Factors Related To Achievement And Underachievement Of High School Students

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A Semantic Differential Investigation Of Critical Factors Related To Achievement And Underachievement Of High School Students

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Content This dissertation has been 65-12,265 m icrofilm ed exactly as received ROSENTHAL, Oscar Arthur, 1928- A SEMANTIC DIFFERENTIAL INVESTIGATION OF CRITICAL FACTORS RELATED TO ACHIEVEMENT AND UNDERACHIEVEMENT OF HIGH SCHOOL STUDENTS. University of Southern California, Ph.D., 1965 Education, psychology University Microfilms, Inc., Ann Arbor, Michigan C opyrigh t by OSCAR ARTHUR ROSFNTHAL 1965 A SEMANTIC DIFFERENTIAL INVESTIGATION OF CRITICAL FACTORS RELATED TO ACHIEVEMENT AND UNDERACHIEVEMENT OF HIGH SCHOOL STUDENTS by Oscar A rth u r R o sen th al A D i s s e r t a t i o n P r e s e n te d to th e FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA I n P a r t i a l F u l f i l l m e n t o f th e R equirem ents f o r th e D egree DOCTOR OF PHILOSOPHY (E d u c a tio n a l Psychology) June 1965 UNIVERSITY O F SO U TH ERN CALIFORNIA THE GRADUATE SCH O O L UNIVERSITY PARK LO S ANGELES. CA LIFO R N IA 9 0 0 0 7 This dissertation, written by ................. OSCAR ARTHIJR ROSENT^L............... under the direction of h.X.$..Dissertation Com mittee, and approved by all its members, has been presented to and accepted by the Graduate School, in partial fulfillment of requirements for the degree of D O C T O R OF P H I L O S O P H Y ............. r Dean .............. DISSERTATION COMMITTEE ACKNOWLEDGMENTS The w r i t e r e x p re s s e s h i s deep a p p r e c i a t i o n to h is d o c to r a l comm ittee chairm an, P r o f e s s o r Newton S. M e t f e s s e l , f o r h is in v a lu a b le a s s i s t a n c e and g uidance d u rin g th e v a rio u s s t a g e s of th e s tu d y . A p p r e c ia tio n i s a ls o e x p re sse d to th e A d m in is tr a tio n of th e T orrance U n ifie d School D i s t r i c t who made t h i s r e s e a r c h p o s s ib l e and to th e p e rs o n n e l who p a r t i c i p a t e d in th e s tu d y . Acknowledgment i s made of th e s e r v i c e s e x tended by th e Youth S tu d ie s C e n te r and th e Computer S c ie n c e s L abora t o r y a t th e U n i v e r s i t y o f S o u th e rn C a l i f o r n i a and th e W estern D ata P r o c e s s in g C e n te r a t t h e U n i v e r s i t y of C a l i f o r n i a , Los A n g eles, where the d a t a p r o c e s s in g , a n a ly s e s , and co m p u tatio n s were perform ed. S p e c ia l r e c o g n i t i o n i s g iv e n to Mrs. Mary C h ild s f o r h e r im p o rta n t r o l e in ty p in g th e e n t i r e m a n u s c rip t. Her o r g a n i z a t i o n a l a b i l i t y h e lp e d trem en d o u sly i n g e t t i n g th e r e p o r t in to i t s p r e s e n t form . TABLE OP CONTENTS ACKNOWLEDGMENTS ..................... . . . . . . . . . . LIST OP TABLES ......................................... . . . . . . C h ap ter I . THE PROBLEM ........................................................ I n t r o d u c t i o n to th e Problem S ta te m e n t of th e Problem Q u estio n s to be answ ered B a sic h y p o th eses Im portance o f th e Study G e n eral P ro c e d u re s D e f i n i t i o n o f Terms A ssum ptions D e l i m i t a t i o n s o f th e Study O rg a n iz a tio n o f th e Study I I . A REVIEW OF THE LITERATURE ..................... I . THE PROBLEM OP UNDERACHIEVEMENT The C oncepts of U nderachievem ent and O verachievem ent U nderachievem ent O verachievem ent C r i t e r i a f o r I d e n t i f i c a t i o n of Academic U nderachievem ent Grade p o i n t a v erag e (GPA) and ex p ec ta n cy Achievement t e s t s c o re s and ex p ec ta n cy Types o f U n d e ra c h ie v e rs C h a r a c t e r i s t i c s o f U n d e ra c h ie v e rs F a c to r s R e la te d t o Achievem ent and U nderachievem ent Sex d i f f e r e n c e s Socioeconom ic s t a t u s R eading h a n d ic a p A chievem ent M o tiv a tio n E x t r i n s i c and i n t r i n s i c m o tiv a tio n E s ta b lis h m e n t o f achievem ent p a t t e r n s A m u l t i v a r i a b l e ap p ro ach to th e s tu d y o f u n d e ra ch ie v em en t M easurem ent of M o t i v a t i o n a l and A t t i t u d i n a l F a c to r s R e la te d to A chievem ent and U nderachievem ent P r o j e c t i v e te c h n iq u e s N o n - p r o je c tiv e p e r s o n a l i t y t e s t s and i n v e n t o r i e s O th e r methods Summary I I . THE SEMANTIC DIFFERENTIAL TECHNIQUE D e s c r i p t i o n and R a ti o n a l e What i s th e se m an tic d i f f e r e n t i a l ? T erm inology T h e o r e t i c a l framework O p e r a tio n a l framework S em antic d i f f e r e n t i a t i o n S em antic space F a c to r a n a l y s i s o f m eaning E v a l u a t i v e ( E ) , P o te n c y (P ), and A c t i v i t y (A) f a c t o r s Sem antic d i s t a n c e E v a l u a t i o n of t h e Sem antic D i f f e r e n t i a l O b j e c t i v i t y o f th e method S tu d ie s d e a l i n g w ith r e l i a b i l i t y S tu d ie s d e a l i n g w ith v a l i d i t y S tu d ie s d e a l i n g w ith s e n s i t i v i t y v i Chapter Page U t i l i t y o f th e S em antic D i f f e r e n t i a l i n th e A rea o f Academic A chievem ent Sem antic d i f f e r e n t i a l and p r e d i c t i o n of ach iev em en t V alu es and academ ic a ch iev em en t The Sem antic D i f f e r e n t i a l T e s t o f V alu es Sem antic d i f f e r e n t i a l and a c h ie v e m e n t- r e l a t e d c o n c e p ts Summary o f th e C h a p te r I I I . CONCEPT VALIDATION AND ANTICIPATED OUTCOMES . 89 Concept V a l i d a t i o n A n t i c i p a t e d Outcomes— Mean F a c to r S co res f o r A ll C oncepts N u ll H ypotheses Advanced on A ll M W T C oncepts f o r th e E v a l u a t i o n , P o te n c y , and A c t i v i t y F a c to r s A n t i c i p a t e d Outcomes— Mean D S c o re s f o r S e l e c t e d P a i r s o f C oncepts Summary o f th e C h a p te r The P i l o t Study C o n s t r u c ti o n of th e p i l o t in s tr u m e n t D esign o f p i l o t i n s t r u m e n t P ro c e d u re of th e p i l o t s tu d y A n a ly s is of d a t a from p i l o t s tu d y P i l o t s tu d y f i n d i n g s R efinem ent of t h e in s tr u m e n t F i n a l r e v i s i o n Main I n v e s t i g a t i o n S e l e c t i o n of sample A d m i n is tr a t io n o f M W T D e te rm in in g th e s i z e o f th e sam ple D e s c r i p t i o n of sample D a ta p r o c e s s in g o f M W T c a rd s S t a t i s t i c a l P ro c e d u re s S t a t i s t i c a l d e s ig n S t a t i s t i c a l tr e a tm e n t IV. RESEARCH DESIGN 135 v i i Chapter V. Summary of t h e C h a p te r FINDINGS AND DISCUSSION .......................................... A n a ly s is o f V a ria n c e A rea 1— S ch o o l E x p e r ie n c e s D i s c u s s io n A rea 2— F a m ily R e l a t i o n s h i p s D i s c u s s io n A rea 3— S o c i a l R e l a t i o n s h i p s D isc u s s io n A rea 4— S e l f C oncept D i s c u s s i o n A rea 5— A u t h o r i t y R e l a t i o n s h i p s D i s c u s s io n A re a 6— Goal O r i e n t a t i o n D i s c u s s io n A rea 7— M oral and S o c i a l V a lu es D i s c u s s io n Summary o f t h e A n a ly s is of V a ria n c e A chievem ent group co m p a riso n s I n t e l l i g e n c e ’ (IQ; g ro u p co m p ariso n s Sex group c o m p ariso n s Mean F a c t o r S core P l o t t i n g s o f M W T C oncepts D e s c r i p t i o n of f a c t o r sc o re p l o t t i n g s A chievem ent group c o m p ariso n s I n t e l l i g e n c e (IQ) g ro u p c o m p ariso n s Sex g ro u p c o m p ariso n s Page 161 viii Chapter V I. P a g e A n a ly s is o f S e m an tic D is ta n c e (D) S c o re s A rea 1— S ch ool E x p e r ie n c e s A rea 2— F a m ily R e l a t i o n s h i p s A rea 3— S o c i a l R e l a t i o n s h i p s A rea 4— S e l f C oncept A rea 5— A u t h o r i t y R e l a t i o n s h i p s A re a 6— Goal O r i e n t a t i o n A rea 7— M oral and S o c i a l V alu es Summary of th e C h a p te r SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . 287 Summary The problem M ethodology Review o f r e s e a r c h The sam p les S t a t i s t i c a l and d e s c r i p t i v e m ethods F in d in g s and d i s c u s s i o n M ajor f i n d i n g s i n answ er to q u e s t i o n s 1 and 2 M ajor f i n d i n g s i n answ er to Q u e s tio n 3 M ajor f i n d i n g s i n answ er to Q u e s tio n 4 M ajor f i n d i n g s i n answ er to Q u e s tio n 5 N u ll h y p o th e s e s r e g a r d i n g mean f a c t o r s c o r e s H y p o th eses r e g a r d i n g mean se m a n tic d i s t a n c e (D) s c o r e s Summary o f th e M ajor F in d in g s C o n c lu s io n s Recom mendations A rea 1— S cho ol E x p e r ie n c e s A rea 2— F am ily R e l a t i o n s h i p s A rea 3— S o c i a l R e l a t i o n s h i p s A re a 4— S e l f C oncept A re a 5— A u t h o r i t y R e l a t i o n s h i p s A rea 6— Goal O r i e n t a t i o n A rea 7— M oral and S o c i a l V alu es Recom m endations f o r F u tu r e R e se a rc h XX C h a p te r Page APPENDICES . i o 329 APPENDIX A A n a ly se s o f V a ria n c e APPENDIX B I n s t r u c t i o n s f o r A d m in is te r in g th e M eaning of Words T e s t APPENDIX C The M eaning of Words T e s t BIBLIOGRAPHY ................................................................................................... 428 LIST OP TABLES Table Page 1. Summary o f t h e Main I n v e s t i g a t i o n o f A c h ie v in g and U n d e r a c h ie v in g S tu d e n ts . . . 18 2 . Mean R a t in g s o f C o n c e p ts b y Two M a tch ed Groups ( P i l o t S tudy) .................................................... 140 3. S e m an tic D i s t a n c e s b e tw ee n C oncepts f o r Two M atched Groups ( P i l o t S tudy) . . . . . 142 4. Summary o f th e P i l o t I n v e s t i g a t i o n o f A c h ie v e rs and U n d e r a c h ie v e r s w ith S u p e r i o r A b i l i t y .......................... 144 5. B a s i s f o r D e te rm in in g th e S iz e o f th e N in th Grade S a m p l e ............................... .......................... 152 6. D i s t r i b u t i o n o f N in th Grade Sample by A chievem ent Group, I n t e l l i g e n c e L e v e l, and S e x .................................................................... 154 7. B a s ic S t a t i s t i c a l Model ..................................................... 156 8. Means and S ta n d a r d D e v i a t i o n s o f t h e Means f o r E, P, A F a c t o r S c o r e s on t h e M W T C o n cep ts f o r A rea 1, S c h o o l E x p e r ie n c e s , A c c o rd in g t o A chievem ent and Sex G r o u p i n g s ................................................................................... 183 9. Means and S ta n d a r d D e v i a t i o n s of t h e Means f o r E, P, A F a c t o r S c o re s on th e M W T C o ncep ts f o r A rea 2, F a m ily R e la t i o n s h i p s , A c c o rd in g to A c h ie v e ment and Sex G r o u p i n g s .......................................... . 184 10. Means and S ta n d a r d D e v i a t i o n s o f t h e Means f o r E, P , A F a c t o r S c o re s on th e M W T C on cep ts f o r A rea 3, S o c i a l R e la t i o n s h i p s , A c c o rd in g to A c h ie v e ment and Sex G roupings . . . . . . . . . . 185 x xi a g e 186 187 188 189 190 191 192 193 194 Means and S ta n d a r d D e v i a t i o n s o f th e Means f o r E, P, A F a c to r S c o re s on t h e M W T Con c e p t s f o r A rea 4, S e l f C o n c e p t, A c co rd in g to A chievem ent and Sex G ro u p in g s . . „ . . Means and S ta n d a r d D e v i a t io n s o f th e Means f o r E, P, A F a c to r S c o re s on th e M W T Con c e p t s f o r A rea 5, A u t h o r i t y R e l a t i o n s h i p s , A c co rd in g t o A chievem ent and Sex G rou p in g s .............................................................................. Means and S ta n d a r d D e v i a t io n s o f t h e Means f o r E, P, A F a c to r S c o re s on th e M W T Con c e p t s f o r A rea 6, Goal O r i e n t a t i o n , A c c o rd in g t o A chievem ent and Sex G ro u p in g s .............................................................................. Means and S ta n d a r d D e v i a t io n s o f th e Means f o r E, P, A F a c to r S c o r e s on t h e M W T Con c e p t s f o r A rea 7, M oral and S o c i a l V a lu e s , A c c o rd in g t o A chievem ent and Sex G ro upings .............................................................................. Means and S ta n d a r d D e v i a t i o n s of th e Means f o r E, P, A F a c t o r S c o re s on th e M W T Con c e p t s f o r A rea 1, S ch o o l E x p e r ie n c e s , A c c o rd in g to I n t e l l i g e n c e G ro uping . . . . Means and S ta n d a r d D e v i a t i o n s o f th e Means f o r E, P, A F a c to r S c o re s on t h e M W T Con c e p t s f o r A rea 2, F a m ily R e l a t i o n s h i p s , A c c o rd in g to I n t e l l i g e n c e G rouping . . . . Means and S ta n d a r d D e v i a t io n s o f th e Means fo r* E , P, A F a c to r S c o re s on th e M W T Con c e p t s f o r A rea 3, S o c i a l R e l a t i o n s h i p s , A c c o rd in g to I n t e l l i g e n c e G rouping „ « . . Means and S ta n d a r d D e v i a t io n s o f th e Means f o r E, P, A F a c t o r S c o re s on th e M W T Con c e p t s f o r A rea 4, S e l f C o n c e p t, A c co rd in g to I n t e l l i g e n c e G roup ing .......................... Means and S ta n d a r d D e v i a t i o n s o f th e Means f o r E, P, A F a c t o r S c o re s on th e M W T Con c e p t s f o r A rea 5, A u t h o r i t y R e l a t i o n s h i p s , A c co rd in g t o I n t e l l i g e n c e G rouping . . . . xii Table Page 20. Means and S ta n d a r d D e v ia tio n s o f th e Means f o r E, P, A P a c t o r S c o re s on th e M W T Con c e p t s f o r A rea 6, Goal O r i e n t a t i o n , A c co rd in g to I n t e l l i g e n c e G ro u p in g . . . . . 195 21. Means and S ta n d a r d D e v ia tio n s o f the Means f o r E, P, A F a c t o r S c o re s on th e M W T Con c e p t s f o r A rea 7, M oral and S o c i a l V a lu e s , A c co rd in g to I n t e l l i g e n c e G rouping . . . . . 196 22. Means and S ta n d a r d D e v ia tio n s o f the Means f o r E, P, A F a c t o r S c o res on th e M W T Con c e p t s f o r A rea 1, Sch ool E x p e r i e n c e s , A c c o rd in g to Sex and I n t e l l i g e n c e G ro u p in g s . 197 23. Means and S ta n d a r d D e v ia tio n s o f the Means f o r E, P, A F a c t o r S c o re s on th e M W T Con c e p t s f o r A rea 2, F a m ily R e l a t i o n s h i p s , A cco rd in g to Sex and I n t e l l i g e n c e G r o u p i n g s ............................... 198 24. Means and S ta n d a r d D e v ia tio n s o f th e Means f o r E, P, A F a c t o r S c o re s on th e M W T Con c e p t s f o r A rea 3, S o c i a l R e l a t i o n s h i p s , A c co rd in g to Sex and I n t e l l i g e n c e G ro upin gs .................................................................................... 199 25. Means and S ta n d a rd D e v ia tio n s o f th e Means f o r E, P, A F a c t o r S c o re s on t h e M W T Con c e p t s f o r A rea 4, S e l f C o n c ep t, A cco rd in g to Sex and I n t e l l i g e n c e G r o u p i n g s ............................200 26. Means and S ta n d a r d D e v ia tio n s o f th e Means f o r E, P, A F a c t o r S c o re s on th e M W T Con c e p t s f o r A rea 5, A u t h o r i t y R e l a t i o n s h i p s , A c c o rd in g to Sex and I n t e l l i g e n c e G r o u p i n g s ..........................................................................................201 27. Means and S ta n d a rd D e v ia tio n s o f th e Means f o r E, P, A F a c t o r S c o res on th e M W T Con c e p t s f o r A rea 6, Goal O r i e n t a t i o n , A c co rd in g to Sex and I n t e l l i g e n c e G rou pin gs .................................... . . . . . . . . . 202 28. Means and S ta n d a r d D e v ia tio n s o f the Means f o r E, P, A F a c t o r S c o re s on th e M W T Con c e p t s f o r A rea 7, M oral and S o c i a l V a lu e s , A c co rd in g to Sex and I n t e l l i g e n c e G r o u p i n g s ......................................................................................... 203 I xiii Table Page 29. Means and S ta n d a rd D e v ia tio n s o f th e Means f o r E, P, A F a c to r S co res on th e M W T Con c e p ts f o r A rea 1, School E x p e r ie n c e s , A ccording to A chievem ent and I n t e l l i gence G roupings . . . . . . . . . ..................... 204 30. Means and S ta n d a rd D e v ia tio n s o f th e Means f o r E, P, A F a c to r S c o res on th e M W T Con c e p ts f o r A rea 2, F am ily R e l a t i o n s h i p s , A ccordin g to A chievem ent and I n t e l l i gence G r o u p i n g s ................................................................... 205 31. Means and S ta n d a rd D e v ia tio n s o f th e Means f o r E, P , A F a c to r S c o res on th e M W T Con c e p ts f o r A rea 3, S o c i a l R e l a t i o n s h i p s , A cco rd in g to A chievem ent and I n t e l l i gence G r o u p i n g s ................................................................... 206 32. Means and S ta n d a rd D e v ia tio n s o f th e Means f o r E, P, A F a c to r S c o re s on th e M W T Con c e p ts f o r A rea 4 , S e l f C oncept, A ccordin g to A chievem ent and I n t e l l i g e n c e G r o u p i n g s .................................................................................. 207 33. Means and S ta n d a rd D e v ia tio n s o f th e Means f o r E, P, A F a c to r S c o re s on th e M W T Con c e p ts f o r A rea 5, A u t h o r i ty R e l a t i o n s h i p s , A cco rd in g to A chievem ent and I n t e l l i gence G r o u p i n g s ........................................ 208 34. Means and S ta n d a rd D e v ia tio n s o f th e Means f o r E, P, A F a c to r S c o re s on th e M W T Con c e p ts f o r A rea 6, Goal O r i e n t a t i o n , A ccordin g to Achievem ent and I n t e l l i gence G r o u p i n g s ................................................................... 209 35. Means and S ta n d a rd D e v ia tio n s o f th e Means f o r E, P, A F a c to r S c o res on th e M W T Con c e p ts f o r A rea 7, M oral and S o c i a l V a lu e s, A ccording to A chievem ent and I n t e l l i gence G r o u p i n g s ................................................................... 210 36. Means and S ta n d a rd D e v ia tio n s o f th e Means f o r E v a l u a t i o n F a c to r S c o res f o r A rea 1, School E x p e r ie n c e s , A cco rd in g to A chieve m ent, I n t e l l i g e n c e , and Sex G roupings . . . 211 xiv Table Page 37. Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r P o t e n c y F a c t o r S c o r e s f o r A r e a 1, S c h o o l E x p e r i e n c e s , A c c o r d in g to A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G r o u p in g s . . . . . . ............................................ 212 38. Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r A c t i v i t y F a c t o r S c o r e s f o r A re a 1, S c h o o l E x p e r i e n c e s , A c c o r d i n g t o A c h ie v e m e n t, I n t e l l i g e n c e , a n d Sex G r o u p in g s . . . . . . 213 39. Means an d S t a n d a r d D e v i a t i o n s o f t h e Means f o r E v a l u a t i o n F a c t o r S c o r e s f o r A r e a 2 , F a m ily R e l a t i o n s h i p s , A c c o r d in g t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G r o u p in g s .............................. 214 4 0 . Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r P o t e n c y F a c t o r S c o r e s f o r A re a 2, F a m ily R e l a t i o n s h i p s , A c c o r d i n g to A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G r o u p in g s .............................. 215 4 1 . Means a n d S t a n d a r d D e v i a t i o n s o f t h e Means f o r A c t i v i t y F a c t o r S c o r e s f o r A r e a 2 , F a m ily R e l a t i o n s h i p s , A c c o r d i n g t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G r o u p in g s ............................... 216 4 2 . Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r E v a l u a t i o n F a c t o r S c o r e s f o r A r e a 3, S o c i a l R e l a t i o n s h i p s , A c c o r d i n g t o A c h ie v e m e n t, I n t e l l i g e n c e , an d Sex G r o u p in g s ............................. 217 4 3 . Means and S t a n d a r d D e v i a t i o n s o f th e Means f o r P o t e n c y F a c t o r S c o r e s f o r A re a 3, S o c i a l R e l a t i o n s h i p s , A c c o r d i n g t o A c h ie v e m e n t, I n t e l l i g e n c e , an d Sex G r o u p in g s ............................. 218 4 4 . Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r A c t i v i t y F a c t o r S c o r e s f o r A re a 3, S o c i a l R e l a t i o n s h i p s , A c c o r d in g t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G ro u p in g s . . . . . . 219 4 5 . Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r E v a l u a t i o n F a c t o r S c o r e s f o r A re a 4 , S e l f C o n c e p t, A c c o r d in g t o A c h ie v e m e n t, I n t e l l i g e n c e , an d S ex G r o u p in g s ............................. 220 XV a g e 221 222 223 224 225 226 227 228 229 Means an d S t a n d a r d D e v i a t i o n s o f t h e Means f o r P o t e n c y F a c t o r S c o r e s f o r A re a 4 , S e l f Con c e p t , A c c o r d in g t o A c h ie v e m e n t, I n t e l l i g e n c e , and S ex G r o u p in g s ................................................. Means a n d S t a n d a r d D e v i a t i o n s o f t h e Means f o r A c t i v i t y F a c t o r S c o r e s f o r A r e a 4 , S e l f Con c e p t , A c c o r d in g t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G r o u p in g s <,<>.. . o o o o o Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r E v a l u a t i o n F a c t o r S c o r e s f o r A r e a 5, A u t h o r i t y R e l a t i o n s h i p s , A c c o r d i n g t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G r o u p i n g s ................................................. ..................................... Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r P o t e n c y F a c t o r S c o r e s f o r A r e a 5, A u t h o r i t y R e l a t i o n s h i p s , A c c o r d i n g to A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G r o u p in g s ............................ Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r A c t i v i t y F a c t o r S c o r e s f o r A re a 5 , A u t h o r i t y R e l a t i o n s h i p s , A c c o r d i n g to A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G r o u p in g s ............................ Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r E v a l u a t i o n F a c t o r S c o r e s f o r A r e a 6 , G oal O r i e n t a t i o n , A c c o r d in g t o A c h ie v e m e n t, I n t e l l i g e n c e , an d Sex G r o u p in g s ........................... Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r P o t e n c y F a c t o r S c o r e s f o r A re a 6 , Goal O r i e n t a t i o n , A c c o r d in g t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G ro u p in g s ............................ Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r A c t i v i t y F a c t o r S c o r e s f o r A re a 6 , G o al O r i e n t a t i o n , A c c o r d in g t o A c h ie v e m e n t, I n t e l l i g e n c e , an d Sex G r o u p in g s „ 0 . . o . Means and S t a n d a r d D e v i a t i o n s o f t h e Means f o r E v a l u a t i o n F a c t o r S c o r e s f o r A r e a 7 , M o ral and S o c i a l V a l u e s , A c c o r d in g t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G ro u p in g s . . . xvi Table Page 55. Means and S ta n d a r d D e v i a t io n s o f th e Means f o r P o te n c y F a c to r S c o re s f o r A rea 1, Moral and S o c i a l V a lu e s, A cco rd in g to A chievem ent, I n t e l l i g e n c e , and Sex G roupings .......................... 230 56. Means and S ta n d a rd D e v i a t io n s o f t h e Means f o r A c t i v i t y F a c to r S c o res f o r A rea 7, Moral and S o c ia l V a lu e s, A cco rd in g to A chievem ent, I n t e l l i g e n c e , and Sex G roupings . . . . . . 231 57. P l o t t i n g s of M W T C oncepts f o r A rea 1, School E x p e r ie n c e s , A cco rd in g t o A chievem ent G r o u p i n g ....................................................................................... 242 58. P l o t t i n g s o f M W T C oncepts f o r A rea 2, F am ily R e l a t i o n s h i p s , A c co rd in g to A chievem ent G rouping ......................................... . . . . . . . . 243 59. P l o t t i n g s of M W T C oncepts f o r A rea 3, S o c i a l R e l a t i o n s h i p s , A cco rd in g t o A chievem ent G r o u p i n g .............................................. 244 60. P l o t t i n g s of M W T C oncepts f o r A rea 4, S e l f C o n cep t, A c co rd in g to A chievem ent G r o u p i n g ......................... 246 61. P l o t t i n g s o f M W T C on cepts f o r A rea 5, A u t h o r i ty R e l a t i o n s h i p s , A c co rd in g to A chievem ent G r o u p i n g .............................................. • ................................ 247 62. P l o t t i n g s o f M W T C oncepts f o r A rea 6, Goal O r i e n t a t i o n , A c co rd in g t o Achievem ent G r o u p i n g .................................................................................. 248 63. P l o t t i n g s of M W T C oncepts f o r A re a 7, M oral and S o c ia l V a lu e s , A cco rd in g to A chieve ment G r o u p i n g ........................................................................ 250 64. P l o t t i n g s o f M W T C oncepts f o r A rea 1, School E x p e r ie n c e s , A cco rd in g t o I n t e l l i g e n c e G r o u p i n g .................................................................................. 251 65. P l o t t i n g s o f M W T C oncep ts f o r A re a 2, F am ily R e l a t i o n s h i p s , A c c o r d in g to I n t e l l i g e n c e G ro u p in g ...................................................................... 251 66. P l o t t i n g s o f M W T C oncepts f o r A rea 3, S o c ia l R e l a t i o n s h i p s , A cco rd in g to I n t e l l i g e n c e G r o u p i n g .................................................................................. 253 xvii Table Page 67. P l o t t i n g s o f M W T C on cep ts f o r A rea 4, S e l f C o n c e p ts, A c co rd in g to I n t e l l i g e n c e G rouping . • 254 68. P l o t t i n g s of M W T C o n c ep ts f o r A rea 5, A u t h o r i t y R e l a t i o n s h i p s , A c co rd in g to I n t e l l i g e n c e G rouping .. . . . . . . . 255 69. P l o t t i n g s of M W T C oncepts f o r A rea 6, Goal O r i e n t a t i o n , A c co rd in g t o I n t e l l i g e n c e G r o u p i n g ................................................................................... 257 70. P l o t t i n g s of M W T C on cepts f o r A rea 7 , M oral and S o c i a l V a lu e s , A c c o rd in g to I n t e l l i gence G rouping . . . . . . . . . . . . . . 258 71. P l o t t i n g s of M W T C o ncepts f o r A rea 1, School E x p e r i e n c e s , A c c o r d in g t o S e x G ro u p in g . . 259 72. P l o t t i n g s of M W T C o ncep ts f o r A rea 2, F am ily R e l a t i o n s h i p s , A c co rd in g t o Sex G ro uping . 259 73. P l o t t i n g s of M W T C oncepts f o r A rea 3, S o c i a l R e l a t i o n s h i p s , A c c o rd in g t o Sex G ro upin g . 261 74. P l o t t i n g s o f M W T C on cep ts f o r A rea 4, S e l f C o n c e p t, A c c o rd in g to Sex G rouping . . . . 262 75. P l o t t i n g s of M W T C on cep ts f o r A rea 5, A u t h o r i t y R e l a t i o n s h i p s , A c c o rd in g to Sex G rouping . 264 76. P l o t t i n g s o f M W T C oncepts f o r A rea 6, Goal O r i e n t a t i o n , A c co rd in g to Sex G roup ing . . 265 77. P l o t t i n g s of M W T C o n cep ts f o r A rea 7 , M oral and S o c i a l V a lu e s , A c c o rd in g to Sex G r o u p i n g ................................................................. 266 78. Mean D S c o re s f o r A rea 1, Schoo l E x p e r ie n c e s , A c c o rd in g to A chievem ent, I n t e l l i g e n c e , and Sex G r o u p i n g s ............................... 268 79. Mean D S c o re s f o r A rea 2, F a m ily R e l a t i o n s h i p s , A c co rd in g to A chievem ent, I n t e l l i g e n c e , and Sex G r o u p i n g s ............................................... . 271 80. Mean D S c o re s f o r A rea 3, S o c i a l R e l a t i o n s h i p s , A c co rd in g t o A c h iev em en t, I n t e l l i g e n c e , and Sex G r o u p i n g s ....................................... 273 xviii T able 81 . 8 2 . 83. 84. 85. 8 6 . 87. 88. 89. 90. Page Mean D S c o r e s f o r A re a 4 , S e l f C o n c e p t, A c c o rd i n g t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G ro u p in g s . . . . „ 276 Mean D S c o r e s f o r A re a 5, A u t h o r i t y R e l a t i o n s h i p s , A c c o r d in g t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G ro u p in g s ............................... 278 Mean D S c o re s f o r A re a 6 , G oal O r i e n t a t i o n , A c c o r d in g t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G r o u p i n g s ..................................................... 281 Mean D S c o r e s f o r A re a 7 , M oral and S o c i a l V a l u e s , A c c o r d in g t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex G r o u p i n g s ........................................... 283 A n a l y s i s o f V a r ia n c e f o r t h e M W T C o n cep t T e a c h e rs f o r t h e E F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g ard t o A c h ie v e m e n t, I n t e l l i g e n c e , a n d S e x .....................................„ . . . 331 A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t T e a c h e rs f o r th e P F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g ard t o A c h ie v e m e n t,” I n t e l l i g e n c e , and S e x .................................................... 332 A n a l y s i s o f V a r ia n c e f o r th e M W T C o n c ep t T e a c h e r s f o r th e A F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x .................................................... 333 A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t G ra d e s f o r t h e E F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x ........................................................................................... 334 A n a l y s i s o f V a r ia n c e f o r t h e M W T C o n c e p t G rad es f o r t h e P F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g ard t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x .......................................................................... 335 A n a l y s i s o f V a r ia n c e f o r t h e M W T C o n c e p t G ra d es f o r t h e A F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex „ . . „ . „ ..................................... „ . . 336 xix Table Page 91. A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t S c h o o l f o r t h e E F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x . ............................................ 337 9 2 . A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t S c h o o l f o r t h e P F a c t o r f o r N i n t h G rad e S t u d e n t s w i t h R e g a rd to A c h ie v e m e n t, I n t e l l i g e n c e , and S e x ..................................... . . . . . . . . . . . 338 93. A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t S c h o o l f o r t h e A F a c t o r f o r N i n t h G rade S t u d e n t s ■with R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x ............................................................................................... 339 94 . A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t R e a d in g f o r t h e E F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x ....................................................... 340 95 . A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t R e a d in g f o r t h e P F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , a n d Sex ............................ . . . . . 341 96 . A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t R e a d in g f o r t h e A F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex ............................................ 342 9 7 . A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t I d e a l T e a c h e r f o r th e E F a c t o r f o r N i n t h G rad e S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , an d S e x ............................................ 343 9 8 . A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t I d e a l T e a c h e r f o r t h e P F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x ........................................................ 344 99 . A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t I d e a l T e a c h e r f o r t h e A F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x ........................................................ 345 10 0. A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t Home f o r t h e E F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd to A c h ie v e m e n t, I n t e l l i g e n c e , and Sex ..................................... 346 X X Table Page 10 1. A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t Home f o r t h e P F a c t o r f o r N i n t h G rad e S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex ..................................................... 347 1 0 2 . A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t Home f o r t h e A F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a r d t o A c h ie v e m e n t, I n t e l l i g e n c e , and S ex . . . . . . . . . . . . ............................... 348 103. A n a l y s i s o f V a r i a n c e f o r t h e MW T C o n c e p t I d e a l P a r e n t f o r t h e E F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x ......................................................... 349 10 4. A n a l y s i s o f V a r i a n c e f o r t h e MWT C o n c e p t I d e a l . P a r e n t f o r t h e P F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x ....................................................... 350 1 0 5 . A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t I d e a l P a r e n t f o r t h e A F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x ....................................................... 351 106. A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t P a r e n t s f o r t h e E F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x . . . ............................................................................. 352 1 0 7 . A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t P a r e n t s f o r t h e P F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S ex ........................................... 353 10 8. A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t P a r e n t s f o r t h e A F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x ........................................................................... 354 10 9. A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t M ost P e o p l e f o r t h e E F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and Sex . . . . . . . . . . . 355 1 1 0. A n a l y s i s o f V a r i a n c e f o r t h e M W T C o n c e p t M o st P e o p l e f o r t h e P F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g a r d t o A c h ie v e m e n t, I n t e l l i g e n c e , and S ex . o o . . . ...................... 356 xxi Table Page 111. A n a ly s is o f V a r ia n c e f o r th e M W T C oncept Most P e o p le f o r th e A F a c t o r f o r N i n th G rade S tu d e n ts w ith R egard t o A ch iev em en t, I n t e l l i g e n c e , and S e x .................................................... 357 112. A n a ly s is o f V a ria n c e f o r th e M W T C oncept My B e st F r i e n d s f o r th e E F a c t o r f o r N in th Grade S tu d e n ts w ith R egard to A c h ie v e m ent, I n t e l l i g e n c e , and Sex . . . . . . . . 358 113. A n a ly s is o f V a ria n c e f o r th e M W T C oncept My B e st F r i e n d s f o r th e P F a c t o r f o r N in th Grade S tu d e n ts w i t h R eg ard to A c h ie v e m ent, I n t e l l i g e n c e , and S e x ..................................... 359 114. A n a ly s is o f V a r ia n c e f o r t h e M W T C oncept My B e s t F r i e n d s f o r th e A F a c t o r f o r N in th Grade S tu d e n ts w ith R egard to A c h ie v e m ent, I n t e l l i g e n c e , and S e x ..................................... 360 115. A n a ly s is o f V a r ia n c e f o r t h e M W T C on cep t C l a s s m ates f o r th e E F a c t o r f o r N in th G rade S tu d e n ts w ith R egard to A ch iev em en t, I n t e l l i g e n c e , and S e x .................................................... 361 116. A n a ly s is o f V a ria n c e f o r th e M W T C oncept C l a s s m ates f o r th e P F a c t o r f o r N i n th Grade S t u d e n ts w i t h R egard to A ch iev em en t, I n t e l l i g e n c e , and S e x ..................................................... 362 117. A n a ly s is o f V a r ia n c e f o r th e M W T C oncept C l a s s m ates f o r th e A F a c t o r f o r N in th G rade S t u d e n ts w ith R egard to A ch ievem ent, I n t e l l i g e n c e , and Sex . . . . . .......................... 363 118. A n a ly s is o f V a ria n c e f o r th e M W T C oncept • Grownups f o r t h e E F a c t o r f o r N in th Grade S tu d e n ts w i t h R egard to A c h ie v e ment, I n t e l l i g e n c e , and S e x ..................................... 364 119. A n a ly s is o f V a ria n c e f o r th e M W T C oncept Grownups f o r th e P F a c t o r f o r N in th Grade S tu d e n ts w i t h R egard to A chievem ent, I n t e l l i g e n c e , and S e x .................................................... 365 120. A n a ly s is o f V a ria n c e f o r t h e M W T Concept Grownups f o r th e A F a c t o r f o r N in th Grade S t u d e n ts w ith R egard to A c h iev e m ent, I n t e l l i g e n c e , and S e x ..................................... 366 xxii Table Page 121. A n a ly s is o f V a ria n c e f o r th e M W T Concept Me f o r th e E F a c to r f o r N in th Grade S tu d e n ts ■with R egard to A chievem ent, I n t e l l i g e n c e , and Sex ......................... 367 122. A n a ly sis o f V a ria n c e f o r th e M W T Concept Me f o r th e P F a c t o r f o r N in th Grade S tu d e n ts w ith Regard to A chievem ent, I n t e l l i g e n c e , and Sex . . . . . . . . . . . . 368 123. A n a ly s is o f V a ria n c e f o r th e M W T C oncept Me f o r th e A F a c to r f o r N in th Grade S tu d e n ts w ith Regard to A chievem ent, I n t e l l i g e n c e , and S e x ............................................................................ 369 124. A n a ly s is o f V a ria n c e f o r th e M W T Concept My School A b i l i t y f o r th e E F a c t o r f o r N in th Grade S tu d e n ts w ith R egard t o A chievem ent, I n t e l l i g e n c e , and S e x ................................................... 370 125. A n a ly sis o f V a ria n c e f o r th e M W T Concept My School A b i l i t y f o r th e P F a c to r f o r N in th Grade S tu d e n ts w ith R egard to A chievem ent, I n t e l l i g e n c e , and S e x ................................................... 371 126. A n a ly s is o f V a ria n c e f o r th e M W T Concept My School A b i l i t y f o r th e A F a c t o r f o r N in th Grade S tu d e n ts w ith Regard t o A chievem ent, I n t e l l i g e n c e , and Sex . ......................................... 372 127. A n a ly s is o f V a ria n c e f o r th e M W T Concept How I* d L ike To Be f o r th e E F a c t o r f o r N in th Grade S tu d e n ts w ith R egard to A chievem ent, I n t e l l i g e n c e , and Sex . . . . . . . . . . . 373 128. A n a ly s is o f V a ria n c e f o r th e M W T Concept How I* d Like To Be f o r th e P F a c to r f o r N in th Grade S tu d e n ts w ith Regard to A chievem ent, I n t e l l i g e n c e , and Sex ..................... . . . . . . 374 129. A n a ly s is o f V a ria n c e f o r the M W T Concept How I*d L ike To Be f o r th e A F a c t o r f o r N in th Grade S tu d e n ts w ith R egard to A chievem ent, I n t e l l i g e n c e , and..S e x ................................... 375 130. A n a ly s is o f V a ria n c e f o r th e M W T C oncept How My C la s s Sees Me f o r th e E F a c to r f o r N in th Grade S tu d e n ts w ith R egard to A chievem ent, I n t e l l i g e n c e , and Sex .................................... 376 xxiii Table Page 133. A n a ly s is o f V a ria n c e f o r th e M W T Concept A u t h o r i ty f o r th e E F a c t o r f o r N in th Grade S tu d e n ts w ith R egard to A ch iev e m ent, I n t e l l i g e n c e , and Sex . . . . . . . . 379 134. A n a ly s is o f V a ria n c e f o r th e M W T Concept A u t h o r i ty f o r t h e P F a c t o r f o r N in th Grade S tu d e n ts w ith R egard to A chiev e m ent, I n t e l l i g e n c e , and S e x .................................... 380 135. A n a ly s is o f V a ria n c e f o r th e M W T Concept A u t h o r i ty f o r th e A F a c t o r f o r N in th Grade S tu d e n ts w ith R egard to A c h iev e m ent, I n t e l l i g e n c e , and Sex . . . . . . . . 381 136. A n a ly s is o f V a ria n c e f o r t h e M W T Concept R ules f o r th e E F a c to r f o r N in th Grade S tu d e n ts w ith R egard to A chievem ent, I n t e l l i g e n c e , and S e x ........................................ 382 137. A n a ly s is of V a ria n c e f o r th e M W T Concept R ules f o r t h e P F a c t o r f o r N in th Grade S tu d e n ts w ith R egard to A chievem ent, I n t e l l i g e n c e , and S e x .................................................... 383 138. A n a ly s is o f V a ria n c e f o r th e M W T C oncept R ules f o r th e A F a c t o r f o r N in th Grade S tu d e n ts w ith Regard to A chievem ent, I n t e l l i g e n c e , and S e x .................................................... 384 139. A n a ly s is o f V a ria n c e f o r t h e M W T Concept P unishm ent f o r th e E F a c t o r f o r N in th Grade S tu d e n ts w ith Regard to A ch iev e ment, I n t e l l i g e n c e , and S e x ............................ 385 140. A n a ly s is of V a ria n c e f o r th e M W T Concept Punishm ent f o r th e P F a c t o r f o r N in th ' Grade S tu d e n ts w ith Regard to A chieve ment, I n t e l l i g e n c e , and S e x .................................. 386 141. A n a ly s is o f V a ria n c e f o r th e M W T C oncept Punishm ent f o r th e A F a c to r f o r N in th Grade S tu d e n ts w ith R egard to A c h iev e m ent, I n t e l l i g e n c e , and Sex . . . . . . . . 387 142. A n a ly s is of V a ria n c e f o r t h e M W T Concept F u tu re f o r th e E F a c t o r f o r N in th Grade S tu d e n ts w ith Regard to A chievem ent, I n t e l l i g e n c e , and S e x .................................................... 388 x i v a g e 389 390 391 392 393 394 395 396 397 398 A n a ly s is o f V a ria n c e f o r th e M W T Concept F u tu r e f o r th e P F a c t o r f o r N in th Grade S tu d e n ts w ith Regard to A chievem ent, I n t e l l i g e n c e , and Sex . . . ............................... A n a ly s is o f V a ria n c e f o r th e M W T Concept F u tu r e f o r th e A F a c t o r f o r N in th Grade S tu d e n ts w ith R egard to A chievem ent, I n t e l l i g e n c e , and Sex . . . . . . . . . . A n a ly s is o f V a ria n c e f o r th e M W T C oncept C o lle g e f o r th e E F a c t o r f o r N in th Grade S tu d e n ts w ith Regard to A chievem ent, I n t e l l i g e n c e , and Sex .............................................. A n a ly s is o f V a ria n c e f o r th e M W T Concept C o lle g e f o r th e P F a c t o r f o r N in th Grade S tu d e n ts w ith Regard to A chievem ent, I n t e l l i g e n c e , and S e x .............................. . . . A n a ly s is o f V a ria n c e f o r th e M W T Concept C o lle g e f o r th e A F a c to r f o r N in th Grade S tu d e n ts w ith Regard to A chievem ent, I n t e l l i g e n c e , and Sex .............................................. A n a ly s is o f V a ria n c e f o r th e M W T C oncept A Job f o r th e E F a c to r f o r N in th Grade S tu d e n ts w ith Regard to A chievem ent, I n t e l l i g e n c e , and Sex . . . .......................... A n a ly s is o f V a ria n c e f o r th e M W T Concept A Job f o r th e P F a c t o r f o r N in th Grade S tu d e n ts w ith Regard to A chievem ent, I n t e l l i g e n c e , and S e x ................................ ' . . . A n a ly s is o f V a ria n c e f o r th e M W T C oncept A Job f o r th e A F a c to r f o r N in th Grade S tu d e n ts w ith R egard to A chievem ent, I n t e l l i g e n c e , and Sex .............................................. A n a ly s is o f V a ria n c e f o r th e M W T Concept G ra d u a tin g f o r th e E F a c t o r f o r N in th Grade S tu d e n ts w ith R egard to A chieve-- m ent, I n t e l l i g e n c e , and Sex ............................... A n a ly s is o f V a ria n c e f o r th e M W T Concept G r a d u a tin g f o r th e P F a c to r f o r N in th Grade S tu d e n ts w ith R egard to A c h iev e m ent, I n t e l l i g e n c e , and Sex ..... .. XX V Table Page 153. A n a l y s i s o f V a r ia n c e f o r th e M W T C o ncep t G r a d u a tin g f o r t h e A F a c t o r f o r N in th G rade S t u d e n t s w ith R eg ard to A c h ie v e m ent, I n t e l l i g e n c e , and S e x ..................................... 399 154. A n a l y s i s o f V a r ia n c e f o r t h e M W T C o n c ep t Q u i t t i n g S c h o o l f o r th e A F a c t o r f o r N in th G rade S t u d e n i s w ith R eg ard to A c h ie v e m e n t, I n t e l l i g e n c e , and Sex . . . . 400 155. A n a l y s i s o f V a r ia n c e f o r th e M W T C oncept Q u i t t i n g S c h o o l f o r t h e P F a c t o r f o r N in th G rade S t u d e n ts w i t h R eg ard to A c h iev e m e n t, I n t e l l i g e n c e , and Sex . . . . 401 156. A n a l y s i s o f V a r ia n c e f o r t h e M W T C oncept Q u i t t i n g S c h o o l f o r t h e A F a c t o r f o r N i n t h G rade S t u d e n t s w i t h R e g ard to A c h ie v e m e n t, I n t e l l i g e n c e , and Sex . . . . 402 157. A n a l y s i s o f V a r ia n c e f o r t h e M W T C o n cep t Money f o r t h e E F a c t o r f o r N in th G rade S t u d e n t s w i t h R egard to A c h ie v e m e n t, I n t e l l i g e n c e , and S e x ..................................................... 403 158. A n a l y s i s o f V a r ia n c e f o r th e M W T C oncept Money f o r th e P F a c t o r f o r N in th Grade S t u d e n t s w i t h R eg ard to A c h ie v e m e n t, I n t e l l i g e n c e , and S e x ......................................... 404 159. A n a l y s i s o f V a r ia n c e f o r t h e M W T C o ncep t Money f o r th e A F a c t o r f o r N in th Grade S t u d e n ts w i t h R egard t o A c h iev e m e n t, I n t e l l i g e n c e , and S e x ..................................................... 405 160. A n a l y s i s o f V a r ia n c e f o r th e M W T C o n cep t S u c c e s s f o r th e E F a c t o r f o r N in th G rade S t u d e n ts w i t h R egard to A c h iev e m e n t, I n t e l l i g e n c e , and S e x .................................... 406 161. A n a l y s i s o f V a r ia n c e f o r t h e M W T C oncept S u c c e ss f o r th e P F a c t o r f o r N i n t h Grade S t u d e n t s w i t h R egard to A c h iev e m e n t, I n t e l l i g e n c e , and S e x .................................... 407 162. A n a l y s i s o f V a r ia n c e f o r t h e M W T C o ncep t S u c c e s s f o r th e A F a c t o r f o r N in th G rade S t u d e n t s w i t h R egard to A c h iev e m e n t, I n t e l l i g e n c e , and Sex . . . . . ........................... 408 xxv i Table PaSe 163. A n a ly s is o f V a r ia n c e f o r th e M W T C oncept T ry in g Hard f o r th e E F a c t o r f o r N in th G rade S tu d e n ts w ith R egard t o A c h ie v e m ent, I n t e l l i g e n c e , and Sex . . . . . . . 409 164. A n a ly s is o f V a ria n c e f o r t h e M W T C oncept T ry in g Hard f o r th e P F a c t o r f o r N in th Grade S tu d e n ts w ith R egard to A c h ie v e m ent, I n t e l l i g e n c e , and S e x 410 165. A n a ly s is o f V a ria n c e f o r th e M W T C oncept T ry in g Hard f o r th e A F a c t o r f o r N in th Grade S tu d e n ts w ith R egard to A c h ie v e m ent, I n t e l l i g e n c e , and S e x 411 166. A n a ly s is o f V a ria n c e f o r th e M W T C oncept C h e a tin g f o r t h e E F a c t o r f o r N in th G rade S t u d e n t s w it h R eg a rd t o A c h ie v e m e n t, I n t e l l i g e n c e , and S e x . ......................... 4 1 2 167. A n a ly s is o f V a r ia n c e f o r t h e M W T C on cep t C h e a tin g f o r th e P F a c t o r f o r N in th G rade S t u d e n ts w ith R egard t o A c h ie v e m ent, I n t e l l i g e n c e , and S e x 413 168. A n a ly s is o f V a r ia n c e f o r th e M W T C oncept C h e a tin g f o r th e A F a c t o r f o r N in th G rade S tu d e n ts w i t h R egard t o A c h ie v e m ent, I n t e l l i g e n c e , and S e x 414 169. A n a ly s is o f V a r ia n c e f o r th e M W T C oncept S om ething E asy f o r th e E F a c t o r f o r N in th G rade S t u d e n ts w ith R egard to A c h iev em en t, I n t e l l i g e n c e , and S e x .............................................. 415 170. A n a ly s is o f V a r ia n c e f o r th e M W T C oncept Som ething E asy f o r t h e P F a c t o r f o r N in th G rade S tu d e n ts w ith R egard to A c h iev e m e n t, I n t e l l i g e n c e , and S e x .............................................. 416 171. A n a ly s is o f V a ria n c e f o r th e M W T C oncept Som ething E asy f o r th e A F a c t o r f o r N in th G rade S tu d e n ts w ith R egard t o A ch iev em en t, I n t e l l i g e n c e , and S e x ............................................. 417 1 7 2 . A n a l y s i s o f V a r ia n c e f o r th e M W T C o n c e p t S om ethin g I m p o r ta n t f o r th e E F a c t o r f o r N in th G rade S tu d e n ts w i t h R egard to A c h iev e m e n t, I n t e l l i g e n c e , and Sex . . . 418 Table 173. 174. A n a ly s is o f V a ria n c e f o r th e M W T C oncept Som ething I m p o r ta n t f o r t h e P F a c to r f o r N in th G rade S tu d e n ts w ith R egard to A ch iev em en t, I n t e l l i g e n c e , and Sex . . A n a ly s is o f V a ria n c e f o r th e M W T C oncept Som ething I m p o r ta n t f o r th e A F a c to r f o r N in th G rade S tu d e n ts w ith R egard to A chievem ent, I n t e l l i g e n c e , and Sex . . x x v i 1 Page 419 420 CHAPTER I THE PROBLEM I n t r o d u c t i o n to t h e Problem The p rob lem o f u n d e ra c h ie v e m e n t would a p p e a r to have p la g u e d mankind i n one form o r a n o th e r s i n c e th e dawn of c i v i l i z a t i o n . The q u e s t i o n o f how one can r e a l i z e h i s p o t e n t i a l i t i e s to t h e f u l l e s t h as been a c o n c e rn of s o c i e t y th r o u g h o u t h i s t o r y . A lth o u g h p h i l o s o p h i e s o f e d u c a ti o n d i f f e r as to b a s i c a ssu m p tio n s and p r i n c i p l e s , t h e r e can be l i t t l e d is a g r e e m e n t t h a t th e problem o f t h e u n d e r a c h i e v e r i s o f trem endo us im p o rta n c e f o r th e f u t u r e o f s o c i e t y . The q u e s t i o n as t o why some i n d i v i d u a l s f a i l to d e v e lo p t h e i r a b i l i t i e s may n e v e r be f u l l y a n sw ered . N e v e r t h e l e s s , i t behooves th o s e who a r e r e s p o n s i b l e f o r h e lp in g to f i n d answ ers to q u e s t io n s d e a l i n g w ith problem s in l e a r n i n g , to c o n tin u e to i d e n t i f y and a n a ly z e th o s e f a c t o r s r e l a t e d to u n d e ra c h ie v e m e n t. At a Los A ng eles C ounty M eetin g f o r C h ild and Youth S tu d y L ead ers h e ld i n 1961, Morgan (131) s t a t e d h i s b e l i e f t h a t t h e r e i s a g e n e r a l f e e l i n g of in a d e q u a c y i n our s o c i e t y . He a t t r i b u t e d t h i s f e e l i n g to w o rld wide t e n s i o n s , th e r a p i d c u l t u r a l and t e c h n o l o g i c a l chan ges w hich have t r a n s p i r e d d u r i n g th e l a s t t e n y e a r s , th e f a c t t h a t we a r e aware o f t h e unmet b a s i c n eed s o f two t h i r d s o f t h e w o rld * s p e o p le , s t r u g g l e s a t th e n a t i o n a l l e v e l , c u l t u r a l , s e c t i o n a l s t r u g g l e s , and s t r u g g l e s o v e r s t a t e v e r s u s f e d e r a l c o n t r o l . At th e community l e v e l , Morgan m en tio n ed th e p roblem s of m e n ta l i l l n e s s and d e li n q u e n c y . T e n sio n s i n t h e home r e s u l t i n g from th e s t r u g g l e f o r m a t e r i a l p o s s e s s i o n s , d e c i s i o n s as to tim e f o r c o l l e g e , m a r r i a g e , and o t h e r s , add to t h i s g e n e r a l f e e l i n g . He f u r t h e r a s s e r t e d t h a t s i n c e th e s u c c e s s f u l l a u n c h in g o f th e R u s s ia n S p u tn ik we a re no l o n g e r s u r e t h a t we a r e s t i l l th e w o rld l e a d e r s . Morgan (131) th e n made th e f o l lo w in g comments: S o c i e t y t h e n a sk s t h e f o l lo w in g q u e s t i o n s : Who i s r e s p o n s i b l e f o r th e p r e s e n t s i t u a t i o n ? How can we r e s t o r e o u r f e e l i n g of ad eq u acy and who can do i t f o r u s? The c u l t u r e has s e t t l e d on th e s c h o o l as th e p r o p e r i n s t i t u t i o n to exam ine and t h e s c h o o l h as been ch o sen as th e one i n s t i t u t i o n t h a t can do som eth in g a b o u t t h e s i t u a t i o n we a re i n . S in c e th e s p o t l i g h t o f a t t e n t i o n i s b e in g f o c u s e d upon th e s c h o o l , a g r e a t d e a l o f p r e s s u r e has b een b r o u g h t to b e a r to i n c r e a s e t h e o u t p u t o f s c i e n t i s t s and te c h n o l o g i s t s , i n an e f f o r t to m a i n t a i n o u r s t a t u s as w o rld l e a d e r s . The s c h o o ls a re somehow e x p e c te d t o d e v e lo p th e maximum p o t e n t i a l o f th e s t u d e n t s so t h a t t h e y w i l l be b e t t e r e q u ip p e d to cope w i t h f u t u r e e v e n ts as in fo rm e d and c a p a b le c i t i z e n s o f t h e i r community and n a t i o n . The p rim a ry f u n c t i o n o f t h e s c h o o l i s to e d u c a te and i t i s f i t t i n g t h a t p r o f e s s i o n a l e d u c a to r s assume th e r e s p o n s i b i l i t y of d i s c o v e r i n g to w hat e x t e n t s t u d e n t s a re p r o f i t i n g from t h e i r s c h o o l in g , who a r e t h e ones who do n o t , and what s t e p s s h o u ld be ta k e n t o h e lp them . M cCullough ( 8 2 :4 -9 ) a s s e r t s t h a t th e s c h o o l ’ s m ajo r c o n c e rn i s w ith a c h ie v e m e n t. S in c e th e c h i l d i s s e n t to sc h o o l to p r e p a r e f o r r o l e s i n s o c i e t y , th e p u p i l who does n o t a c h ie v e o r who u n d e r a c h ie v e s r e p r e s e n t s a d e f i a n c e and f a i l u r e of th e s c h o o l ’s p u r p o s e . A n o th e r c o n c e rn o f th e s c h o o l d i s c u s s e d by McCul lou gh (8 2 :4 — 9) i s t h a t o f a n x i e t y a b o u t th e u n d e r a c h i e v e r in r e a d i n g , who may b e . a p o t e n t i a l s c i e n t i s t b u t i s p r e v e n te d from r e a c h i n g h i s g o a l b e c a u se he i s u n a b le to re a d m a t e r i a l i n s c i e n c e . The c i t i z e n who c a n n o t r e a d d i s c r i m i n a t i n g l y and i n d e p e n d e n t l y on p u b l ic i s s u e s i s c o m p e lle d to r e l y on p r e p a r e d i n f o r m a ti o n and o t h e r p e o p l e ’ s b i a s e s , o r m i s i n t e r p r e t s w hat l i t t l e he does r e a d . He t h e r e f o r e must r e s o r t to a u d i t o r y and p i c t o r i a l means of o b t a i n i n g in f o r m a ti o n and l o s e s h i s i n d i v i d u a l i t y . M cCullough r e p o r t e d t h a t t h e r e a r e f o u r m i l l i o n c h i l d r e n i n t h i s c o u n tr y who a re u n d e r a c h i e v e r s . I t i s t h e r e f o r e th e r e s p o n s i b i l i t y of t h e s c h o o l t o i d e n t i f y th e u n d e r a c h i e v e r , th e c h a r a c t e r i s t i c s o f u n d e ra c h ie v e m e n t, and p o s s i b l e r e a s o n s f o r i t ( 8 2 : 4 - 9 ) . T his f a i l u r e to p e rfo rm a t a l e v e l com m ensurate w ith a b i l i t y has c o n s i d e r a b l e im p o rt f o r f u t u r e s o c i e t y . The i n c r e a s e d need f o r c r e a t i v e , i n t e l l i g e n t i n d i v i d u a l s to e n t e r th e v a r i o u s s c i e n t i f i c and t e c h n i c a l f i e l d s h as b ro u g h t th e p roblem o f th e u n d e r a c h i e v in g a b le s t u d e n t i n t o s h a rp f o c u s . A c c o rd in g to V o l f l e ( 1 2 4 :5 3 6 ) , 40 p e r c e n t o f h ig h sc h o o l s t u d e n t s r a n k in g i n t h e to p t h i r d i n i n t e l l e c t u a l a b i l i t y do n o t e n t e r c o l l e g e , and 60 p e r c e n t o f t h o s e who do e n t e r do n o t f i n i s h c o l l e g e . The w a s tin g o f p o t e n t i a l t a l e n t i s in d e e d c o s t l y to o u r n a t i o n , b u t w h at i s even more s e r i o u s i s t h e f a c t t h a t th e u n d e r a c h i e v e r p e r s o n a l l y s u f f e r s . The pro b lem was c o g e n t ly e x p r e s s e d by G o ld b e rg (5 2 :8 9 ) when she s t a t e d : Not o n ly i s s o c i e t y t h e l o s e r , when a l a r g e segm ent o f i t s m ost a b le members d o e s n o t make t h e u n iq u e c o n t r i b u t i o n s o f w hich i t i s c a p a b le , b u t t h e i n d i v i d u a l l o s e s as w e l l . F a i l i n g to l i v e up t o o n e 's p o t e n t i a l i t i e s p r e v e n t s th e i n d i v i d u a l from a t t a i n i n g th e s e l f - f u l f i l l m e n t , th e s e l f - a c t u a l i z a t i o n o f w hich he i s c a p a b le , and th u s p r e v e n t s h i s becom ing a t r u l y i n t e g r a t e d p e rs o n . The p ro blem o f u n d e ra c h ie v e m e n t h as b e en i n v e s t i g a te d from many d i f f e r e n t a s p e c t s i n r e c e n t y e a r s . S t u d i e s of th e p e r s o n a l i t y c h a r a c t e r i s t i c s of u n d e r a c h i e v e r s r e v e a l no d e f i n i t e syndrome w hich d i s t i n g u i s h e s a c h i e v e r s from u n d e r a c h i e v e r s . DeHaan and H a v ig h u r s t (2 :1 6 0 ) r e p o r t t h a t s t u d i e s com paring a c h i e v e r s and u n d e r a c h i e v e r s c o n s i d e r u n d e ra c h ie v e m e n t t o be a form o f p e r s o n a l and s o c i a l m alad j u s t m e n t . In a d d i t i o n to p e r s o n a l i t y f a c t o r s , s t u d i e s i n v e s t i g a t i n g th e r e l a t i o n s h i p of so c io ec o n o m ic s t a t u s , se x , r e l i g i o n , g e o g ra p h ic f a c t o r s , r a c i a l and e t h n i c o r i g i n , and g e n e r a l c u l t u r a l f a c t o r s to academ ic s u c c e s s , have been c a r r i e d o u t and w i l l be d e s c r i b e d i n some d e t a i l in th e n e x t c h a p t e r . Bowman (2 7 :4 0 -5 5 ) has r e f e r r e d to th e f a c t o r s th u s f a r m en tio n ed as h e l p f u l i n i d e n t i f y i n g th e grou ps from w hich t h e u n d e r a c h i e v e r i s l i k e l y to come, b u t c o n s i d e r s them to be s u p e r f i c i a l d e t e r m i n a n t s of p e r s o n a l i t y , and n o t h i g h l y c o r r e l a t e d w ith u n d e ra c h ie v e m e n t. He acknow ledged w hat many o t h e r s t u d i e s have r e v e a l e d , nam ely, t h a t i n d i v i d u a l f a c t o r s a r e th e p rim a ry d e t e r m i n e r s of a c h ie v e m e n t and u n d e ra c h ie v e m e n t. M o t i v a t i o n a l f a c t o r s a r e view ed by Bowman as f a c t o r s w hich go d e e p e r i n t o th e p e r s o n a l i t y to e x p l a i n why any one p e rs o n a c h i e v e s o r u n d e r a c h i e v e s . F iv e e le m e n ts a re d i s c u s s e d as p o s s i b l e s o u r c e s o f m o t i v a t i o n . These a r e : ( l ) an u n c o n s c io u s need f o r a c h ie v e m e n t, (2) a need t o know o r a b a s i c c u r i o s i t y a b o u t l i f e , (3) th e s o c i a l v a lu e s o f f a m i ly o r n e ig h b o rh o o d , (4) p e r c e p t i o n o f o t h e r s , and (5) p e r c e p t i o n o f s e l f . A tte m p ts to m easure a ch iev e m e n t m o t i v a t i o n have n o t b e en to o s u c c e s s f u l . S t u d i e s em ploying th e M cC lellan d A chievem ent T e s t and th e Need A chievem ent S c a le o f th e Edwards P e r s o n a l P r e f e r e n c e S c h e d u le w ith u n d e r a c h i e v e r s have f a i l e d to p ro duce c o n c l u s i v e r e s u l t s . Shaw (1 1 9 :2 4 ) c o n c lu d e d t h a t th e c o n c e p t o f a c h ie v e m e n t m o t i v a t i o n has l i t t l e p r a c t i c a l v a lu e e i t h e r i n d i f f e r e n t i a t i n g betw een a c h i e v e r s and u n d e r a c h i e v e r s o r i n e x p l a i n i n g u n d e ra c h ie v in g b e h a v io r . I t s t h e o r e t i c a l v a lu e i s y e t to be d e te rm in e d . A number of p e r s o n a l i t y t e s t s , i n v e n t o r i e s , q u e s t i o n n a i r e s , and o t h e r in s tr u m e n ts have been u t i l i z e d i n an e f f o r t to i d e n t i f y , p r e d i c t , and i n c r e a s e u n d e r s t a n d in g o f th e t a l e n t e d u n d e r a c h ie v e r . A r e c e n t a tte m p t has been u n d e rta k e n by B e ll e a u (126) to c r o s s - v a l i d a t e th e r e s e a r c h f i n d i n g s i n t h i s a r e a by means of a s e l f - r e p o r t i n s t r u m e n t . The item s were b a sed upon what p re v io u s r e s e a r c h i n d i c a t e d a c h ie v in g and u n d e ra c h ie v in g i n d i v i d u a l s to be l i k e . B e l l e a u 1s s u b j e c t s were r e q u i r e d to i n d i c a t e w h eth er s t a te m e n ts were t r u e f o r th e m se lv e s by m arking " l i k e m e," o r u n tr u e by m arking " n o t l i k e me." They were th e r e b y f o r c e d t o make a c h o ic e betw een two a l t e r n a t i v e s . As w ith a l l s e l f - r e p o r t in s t r u m e n t s where th e s u b j e c t i s r e q u i r e d to g iv e a t r u e d e s c r i p t i o n o f h i m s e l f , th e c r u c i a l problem i s h o n e s ty . Cronbach (1 :1 3 4 ) has o b se rv ed t h a t even when th e s u b j e c t t r i e s to be t r u t h f u l he i s u n a b le to b e -w h o lly o b j e c t i v e and an i m p a r t i a l o b s e r v e r of h i m s e l f . ¥ h a t i s needed th e n i s an in s tr u m e n t which w i l l p e rm it th e i n d i v i d u a l to choose f r e e l y among a l t e r n a t i v e s p r e s e n t e d and s t i l l p ro v id e a com prehensive p i c t u r e o f th e p e rs o n and th e group to w hich he may b e lo n g . The a p p ro a ch i n i t i a l l y ta k e n in t h i s s tu d y was to u t i l i z e Osgood*s sem an tic d i f f e r e n t i a l te c h n iq u e (11) to m easure th e d i f f e r e n c e i n meaning o f c o n ce p ts f o r a c h ie v in g and u n d e ra c h ie v in g s t u d e n t s w ith s u p e r i o r a b i l i t y . The s t u d y was s u b s e q u e n t ly expanded to c o v e r t h e e n t i r e ra n g e o f m e n ta l a b i l i t y . I t i s f e l t t h a t t h i s t e c h n iq u e of m easurem ent has p r o v id e d i n f o r m a t i o n c o n c e rn in g a c h i e v i n g and u n d e r a c h ie v in g s t u d e n t s i n a number o f im p o r ta n t a r e a s . O nly one o t h e r r e s e a r c h s tu d y was l o c a t e d w hich a tte m p te d I to d e s c r i b e t h e s e i n d i v i d u a l s i n term s o f t h e i r own p e r c e p t i o n s o f th e m eaning of c e r t a i n k e y c o n c e p ts , t h a t o f P i e r c e and Bowman ( 9 8 : 3 3 - 6 6 ) . T h is s t u d y w i l l be rev ie w ed i n a l a t e r s e c t i o n . The f i n d i n g s r e p o r t e d i n t h e p r e s e n t i n v e s t i g a t i o n c o u ld have i m p o r t a n t i m p l i c a t i o n s f o r c o u n s e l o r s , t e a c h e r s , and p a r e n t s who a re c o n c e rn e d a b o u t th e u n d e r a c h i e v e r . S ta te m e n t o f th e P roblem .The m ajo r p u rp o s e s o f t h i s s tu d y were t h e f o llo w in g (1) to d e te rm in e w h e th e r s i g n i f i c a n t d i f f e r e n c e s e x i s t b etw een n i n t h g ra d e a c h i e v e r s and u n d e r a c h i e v e r s as shown by t h e i r r e s p e c t i v e r a t i n g s of s e l e c t e d a c h i e v e m e n t - r e l a t e d c o n c e p ts , (2) to d e te rm in e w h e th e r s i g n i f i c a n t . d i f f e r e n c e s e x i s t betw een a c h i e v e r s and u n d e r a c h i e v e r s w i t h r e g a r d to s i m i l a r i t i e s and d i f f e r e n c e s betw een s e l e c t e d p a i r s o f c o n c e p t s . The s e m a n tic d i f f e r e n t i a l t e c h n iq u e was u t i l i z e d i n an a tte m p t to a n a ly z e , a t t i t u d i n a l and m o t i v a t i o n a l a s p e c t s o f a c h ie v e m e n t and u n d e ra c h ie v e m e n t and m easure d i f f e r e n c e s betw een t h e g ro u p s i n te rm s o f t h e v a r i a b l e s s e l e c t e d . The M eaning o f Words T e s t , h e r e a f t e r r e f e r r e d to as t h e M W T v a s t h e i n s t r u m e n t s p e c i f i c a l l y d e s i g n e d to m easure t h e s e v a r i a b l e s . Q u e s tio n s t o be an sw ered The s tu d y s o u g h t t o a n sw er th e f o l l o w i n g q u e s t i o n s : 1. Are t h e r e s i g n i f i c a n t d i f f e r e n c e s b e tw ee n a c h i e v e r s and u n d e r a c h i e v e r s i n p e r c e i v e d m eaning as shown i n t h e i r r e s p e c t i v e r a t i n g s o f s e l e c t e d a c h ie v e m e n t— r e l a t e d c o n c e p ts f o r e a c h o f th e s e v e n a r e a s l i s t e d below ? a) S c h o o l e x p e r i e n c e s b) F a m ily r e l a t i o n s h i p s c) S o c i a l r e l a t i o n s h i p s d) S e l f c o n c e p t e) A u t h o r i t y r e l a t i o n s h i p s f ) G oal o r i e n t a t i o n g) M oral and s o c i a l v a lu e s 2. Does a p a t t e r n o f c h a r a c t e r i s t i c s d i s t i n g u i s h i n g a c h i e v e r s from u n d e r a c h i e v e r s a p p e a r t o e x i s t , w ith r e s p e c t t o d i f f e r e n c e s i n s e m a n tic d i s t a n c e s b e tw e e n s e l e c t e d p a i r s o f a c h ie v e m e n t- r e l a t e d c o n c e p ts ? 3. Do t h e p e r c e i v e d m eanings as shown i n th e r a t i n g s o f t h e s e l e c t e d c o n c e p ts v a r y a lo n g more t h a n one d im e n s io n f o r th e a c h ie v e m e n t, i n t e l l i g e n c e , and s e x g r o u p i n g s ? 4 . To w h a t e x t e n t d o e s i n t e l l e c t u a l a b i l i t y c o n t r i b u t e t o t h e d i f f e r e n c e s i n p e r c e i v e d m ean in g a s shown i n t h e r a t i n g s o f s e l e c t e d c o n c e p t s ? 5. To w h a t e x t e n t d o e s s e x i n f l u e n c e p e r c e i v e d m ea n in g a s shown i n t h e r a t i n g s o f t h e s e a c h i e v e m e n t — r e l a t e d c o n c e p t s ? B a s i c h y p o t h e s e s The f o l l o w i n g n u l l h y p o t h e s e s w e re f o r m u l a t e d t o p r o v i d e t h e means b y w h ic h t h e q u e s t i o n s j u s t p o s e d w ou ld be a n s w e re d : N u l l h y p o t h e s e s r e g a r d i n g mean s e m a n t i c f a c t o r s c o r e s . — 1 . T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s b e tw e e n a c h i e v e r s and u n d e r a c h i e v e r s i n p e r c e i v e d m ea n in g a s shown i n t h e i r r e s p e c t i v e r a t i n g s o f t h e M W T c o n c e p t s on t h e e v a l u a t i o n , p o t e n c y , and a c t i v i t y f a c t o r s f o r e a c h o f t h e s e v e n m a jo r a r e a s i n v e s t i g a t e d . 2 . T h e re a r e no s i g n i f i c a n t d i f f e r e n c e s i n p e r c e i v e d m e a n in g a s show n i n t h e r a t i n g s o f t h e M W T c o n c e p t s w i t h r e s p e c t t o i n t e l l i g e n c e l e v e l . 3. T h e re a r e no s i g n i f i c a n t s e x d i f f e r e n c e s i n p e r c e i v e d m e a n in g a s shown i n t h e r a t i n g s o f 10 th e M VT c o n c e p ts . 4 . T here a re no s i g n i f i c a n t i n t e r a c t i o n s betw een any of th e m ajor g ro u p in g s of a c h ie v e m e n t, i n t e l l i g e n c e and sex in t h i s s tu d y . H ypo theses r e g a r d in g mean se m a n tic d i s t a n c e (D) s c o r e s . — 5. The se m an tic d i s t a n c e s betw een s e l e c t e d p a i r s o f MVT c o n c e p ts f o r th e a c h i e v e r s and u n d e r a c h i e v e r s in t h i s s tu d y do n o t d i f f e r s i g n i f i c a n t l y . 6. The se m an tic d i s t a n c e s betw een s e l e c t e d p a i r s o f MVT c o n c e p ts f o r groups o f low, a v e ra g e , and h ig h i n t e l l i g e n c e do n o t d i f f e r s i g n i f i c a n t l y . 7. T here a re no s i g n i f i c a n t se x d i f f e r e n c e s f o r th e sem antic d i s t a n c e s betw een s e l e c t e d p a i r s of MVT c o n c e p ts . Xhe^jrtudy r e p o r t e d h e re i n v e s t i g a t e d th e p erfo rm an ce on th e MVT o f a c h ie v in g and u n d e ra c h ie v in g n i n t h g rad e s t u d e n t s . A chievem ent a n d /o r u n d e ra c h ie v e m e n t was d e t e r mined by t e s t s c o r e s o b ta in e d on th e C a l i f o r n i a Achievem ent T e st and th e C a l i f o r n i a T e s t of M ental M a t u r it y . These two t e s t s w i l l be r e f e r r e d to i n th e d i s s e r t a t i o n as th e CAT and CTMM, r e s p e c t i v e l y . I n a d d i t i o n to g ro u p in g s t u d e n t s on th e b a s i s o f a c h ie v e m e n t, th e y were c l a s s i f i e d a c c o rd in g to sex and i n t e l l i g e n c e , r e s u l t i n g i n 11 a t o t a l of tw elv e s e p a r a t e c a t e g o r i e s . An a n a l y s i s o f v a r ia n c e d e s ig n was employed i n t e s t i n g f o r s i g n i f i c a n t d i f f e r e n c e s on t h r e e f a c t o r s f o r t h i r t y c o n c e p ts . A lso , d i f f e r e n c e s betw een s e l e c t e d p a i r s o f c o n c e p ts were com p u te d f o r th e tw e lv e g ro u p s . These "Df s , " as t h e y a re r e f e r r e d to i n O sgood1s "Measurement o f M eaning," were th e n a n a ly z e d by com paring them f o r t h e v a r i o u s a c h ie v e m e n t, i n t e l l i g e n c e , and sex g r o u p in g s . Im p o rtan ce o f th e S tu d y In 1961, th e U.S. O f f ic e of E d u c a tio n (119:83) i n d i c a t e d t h a t r e s e a r c h was needed to d i s c o v e r more f a c t s ab o u t th e n a t u r e and c a u se s o f u n d e ra c h ie v e m e n t and what th e s c h o o ls can do. R ecords o f sc h o o l a t t e n d a n c e , a c h i e v e m ent, and b e h a v io r r e f l e c t symptoms o f u n d e r ly in g a t t i t u d e s o f s e l f - p e r c e p t i o n , th e p e r c e p t i o n o f o t h e r s , and of o n e 's en v iro n m en t. Whereas a t t i t u d e s do change, th e y a re l e s s s u b j e c t to change th a n a re th e s u p e r f i c i a l symptoms o f b e h a v io r . A side from l i m i t e d s t u d i e s o f i n d i v i d u a l s t u d e n t s , l i t t l e e f f o r t has b e en s p e n t i n th e d e t e r m i n a t i o n of th o s e b a s i c a t t i t u d e s and v a lu e s w hich p r e d is p o s e u n d e r a c h ie v e m e n t. The r e s u l t s of t h i s s tu d y can be h e l p f u l in u n d e r s ta n d in g th e n a t u r e of th e d i f f e r e n c e s in th e p e r c e p t i o n of m eaning o f c o n c e p ts betw een a c h ie v e r s and u n d e r a c h i e v e r s . The se m an tic d i f f e r e n t i a l as a te c h n iq u e o f m easurem ent 12 o f f e r s a f r e s h a p p ro a c h t o "the s t u d y o f th e p ro b lem s o f t h e u n d e r a c h i e v e r . The f o l l o w i n g s t a t e m e n t s s u g g e s t p o s s i b l e i m p l i c a t i o n s f o r g u id a n c e o f u n d e r a c h i e v e r s ; 1. C o u n s e lo rs i n t h e r o l e o f c o n s u l t a n t s may h e lp t e a c h e r s d e v e lo p i n c r e a s e d u n d e r s t a n d i n g r e g a r d i n g th e n a t u r e o f t h e s t u d e n t s 1 p e r c e p t i o n s o f th e m s e lv e s and o t h e r s . 2. C o u n s e lo rs may u t i l i z e t h i s t e c h n i q u e o f m easurem ent i n w o rk in g w i t h u n d e r a c h i e v e r s as a b a s i s f o r f u r t h e r e x p l o r a t i o n o f s t u d e n t s 1 p e r c e p t i o n s i n th e c o u n s e l i n g s e s s i o n s . 3. T e a c h e rs and c o u n s e l o r s who u n d e r s t a n d t h e n a t u r e o f t h e p ro b lem s o f t h e u n d e r a c h i e v e r can more e f f e c t i v e l y c o n f e r e n c e w i t h t h e s e s t u d e n t s and t h e i r p a r e n t s . 4 . The i n f o r m a t i o n o b t a i n e d may be u se d as an i n t e g r a l p a r t o f t h e i n - s e r v i c e t r a i n i n g pro g ram f o r a d m i n i s t r a t i v e , c u r r i c u l u m , i n s t r u c t i o n a l , h e a l t h , and d i s t r i c t p u p i l p e r s o n n e l w o r k e r s . 5. The i n f o r m a t i o n from t h i s r e s e a r c h may r e s u l t i n t h e im proved p e r c e p t i o n o f th e p ro b lem s o f t h e s e y o u th s by comm unity a g e n c i e s . G e n e ra l P r o c e d u r e s The t o t a l sam ple c o n s i s t e d o f 1 ,1 1 4 s t u d e n t s i n t h e ■ n i n t h g ra d e o f t h e T o r ra n c e U n i f i e d S c h o o l D i s t r i c t i n t h e 13 c i t y o f T o r r a n c e , a c o a s t a l c i t y i n S o u th e r n C a l i f o r n i a o f a p p r o x i m a t e ly 1 0 0 ,0 0 0 p o p u l a t i o n . The M eaning o f Words T e s t v a s a d m i n i s t e r e d to a l l n i n t h g r a d e r s o f t h r e e o f t h e f o u r h ig h s c h o o ls i n th e s c h o o l d i s t r i c t . The f o u r t h h ig h s c h o o l v a s n o t a v a i l a b l e f o r p u rp o s e s o f r e s e a r c h and v a s o m it t e d from t h e i n v e s t i g a t i o n . The r e s u l t s o f t h e C a l i f o r n i a s t a t e t e s t i n g program a d m i n i s t e r e d d u r i n g t h e p r e v i o u s y e a r p r o v id e d th e d a t a f o r i d e n t i f y i n g s t u d e n t s a c c o r d i n g to i n t e l l i g e n c e and a c h i e v e ment l e v e l s . S t u d e n t s v i t h CAT R ead in g s c o r e s o f one y e a r o r more b e l o v e x p e c ta n c y b a s e d upon CTMM IQ *s, v e r e d e s i g n a t e d as " u n d e r a c h i e v e r s , " The r e m a in in g s t u d e n t s v e re c a l l e d " a c h i e v e r s . " The tv o g ro u p s v e r e f u r t h e r d i v i d e d on t h e b a s i s o f se x and t h e n c a t e g o r i z e d i n t o l o v , a v e r a g e , and h i g h i n t e l l i g e n c e , t h e r e b y r e s u l t i n g i n t v e l v e s e p a r a t e g ro u p s o f s u b j e c t s . S c o re s v e r e o b t a i n e d f o r e a c h s t u d e n t on e ac h o f th e 270 ite m s o f t h e MWT. The 270 s e p a r a t e s c o r e s v e re th e n re d u c e d to t h r e e f a c t o r s c o r e s f o r e a c h c o n c e p t, p r o v i d i n g a t o t a l o f 90 s c o r e s f o r e a c h s u b j e c t . N in e ty mean s c o r e s f o r e a c h o f th e t v e l v e g ro u p s v e re o b t a i n e d and t h e s e g ro u p means v e r e em ployed i n a l l s u b s e q u e n t a n a l y s e s . P l o t t i n g s o f t h e t h r e e mean f a c t o r s c o r e s f o r e a c h o f t h e t h i r t y s e l e c t e d c o n c e p ts v e r e made a c c o r d i n g to 14 achievem ent g ro u p in g , i n t e l l i g e n c e g ro u p in g , and sex g ro uping. Means, s ta n d a rd d e v i a t i o n s , a n a l y s i s of v a r ia n c e , and F r a t i o s were employed as s t a t i s t i c a l t o o ls in d e te rm in in g th e degree of s i g n i f i c a n c e among th e v a rio u s com binations of v a r i a b l e s . A ll c a l c u l a t i o n s were made a t th e Computer S c ien c es L a b o ra to ry , U n i v e r s i ty of S o uth ern C a l i f o r n i a , and a t the V e ste rn D ata P ro c e s s in g C e n te r, U n i v e r s i ty of C a l i f o r n i a , Los A n geles. D e f i n i t i o n of Terms In s tru m e n ts used: CTMM. — C a l i f o r n i a T est of M ental M a tu rity , S h o rt Form, J u n i o r High L evel, 1957 E d it i o n . CAT. — C a l i f o r n i a Achievement T e s t, Form V, J u n io r High L e v e l, 1957 E d it i o n . MVT. — Meaning of Vords T e s t. For p urposes o f t h i s i n v e s t i g a t i o n th e term s r e f e r r i n g to low, av erag e , and h ig h a b i l i t y a re define.d as f o l lo w s : Low a b i l i t y . — CTM M IQ below 91. Average a b i l i t y . — CTM M IQ betw een 91 and 110. High a b i l i t y . — CTM M IQ above 110. The co n cep ts d e a lin g w ith achievem ent are d e fin e d as fo llo w s , f o r p urposes of t h i s stu d y : U n d e ra c h ie v e r. — A s tu d e n t whose o b ta in e d Beading Grade Placem ent sc o re on th e CAT i s a t l e a s t one y e a r below h i s a n t i c i p a t e d achievem ent l e v e l in re a d in g (9 3 :1 1 6 -1 2 3 ). 1 5 A c h ie v e r . — A s t u d e n t whose o b ta in e d Reading Grade P lacem en t s c o r e on th e CAT i s l e s s th a n one y e a r below , i s e q u a l t o , o r e x c e e d s, h i s a n t i c i p a t e d achiev em ent ( 9 3 :1 1 6 -1 2 3 ). A n t i c i p a t e d a c h ie v e m e n t„— The e x p e c te d l e v e l of a chiev em en t f o r a g iv e n s t u d e n t b a sed upon th e r e s u l t s o f t h e CTM M and CAT, and a r r i v e d a t by i n c o r p o r a t i n g chro no l o g i c a l ag e, m en tal age, and g ra d e i n sc h o o l ( C a l i f o r n i a T e s t B ureau, 1957). Sem antic d i f f e r e n t i a l . — A c o m b in a tio n of c o n t r o l l e d a s s o c i a t i o n and s c a l i n g p ro c e d u re s where th e s u b j e c t i s p r e s e n t e d w ith a c o n c e p t to be d i f f e r e n t i a t e d and a s e t o f b i p o l a r ( o p p o s ite i n m eaning) a d j e c t i v a l s c a l e s on w hich th e c o n c e p t i s r a t e d . The d i r e c t i o n and i n t e n s i t y o f th e a s s o c i a t i o n i s r a t e d on a s e r i e s of s c a l e s w i t h a s p e c i f i e d number o f s t e p s — seven f o r t h i s in s t r u m e n t . A ssum ptions F or p u rp o se s o f t h i s s tu d y th e f o llo w in g m ajo r p r e s u p p o s i t i o n s were made: 1. A s t a n d a r d i z e d group i n t e l l i g e n c e t e s t such as th e CTM M i s an a c c e p t a b l e in s tr u m e n t f o r a s s e s s i n g g e n e r a l i n t e l l i g e n c e . 2. A p u p i l can be i d e n t i f i e d as an u n d e r a c h ie v e r when h is p e rfo rm an c e on a s t a n d a r d i z e d group achievem ent t e s t such as th e CAT i s c o n s i d e r a b l y below t h a t w hich i s p r e d i c t e d on th e b a s i s of h i s m easured a b i l i t y . 16 3. The se m an tic d i f f e r e n t i a l te c h n iq u e can be used to m easure th e p s y c h o lo g ic a l m eaning o f s e l e c t e d c o n c e p ts f o r a c h ie v in g and u n d e ra c h ie v in g h ig h s c h o o l s t u d e n t s . D e l i m i t a t i o n s o f th e S tu d y The s tu d y was c o n fin e d to A nglo-A m erican n i n t h g rade s t u d e n t s from a p re d o m in a n tly m id dle c l a s s s o c i o economic a r e a . The s t u d e n t s were s e l e c t e d from th e t o t a l n i n t h g rad e p o p u l a t i o n o f f o u r h ig h s c h o o ls w i t h i n a u n i f i e d d i s t r i c t l o c a t e d i n a c o a s t a l community in S o u th e rn C a l i f o r n i a . S tu d e n ts who were a b s e n t d u r i n g th e p e r i o d o f th e i n v e s t i g a t i o n were n o t i n c l u d e d , n o r were s t u d e n t s f o r whom CTM M and CAT s c o r e s were u n a v a i l a b l e . A f u l l d e s c r i p t i o n o f th e sam ple employed i n th e main i n v e s t i g a t i o n a p p e a rs in C h a p te r IV o f t h i s r e p o r t . The i n v e s t i g a t i o n was a ls o l i m i t e d to th e stu d y o f c o n c e p ts and s c a l e s e s p e c i a l l y s e l e c t e d to p ro v id e t h r e e - d im e n s i o n a l o r f a c t o r s c o re s f o r each c o n c e p t. C hoice of v a r i a b l e s was made by s e l e c t i n g th o s e a re a s i n d i c a t e d in th e l i t e r a t u r e as r e l a t i n g to th e problem o f u n d e ra c h ie v e m e n t. O r g a n iz a tio n o f th e S tu d y C h a p te r I I of t h i s r e p o r t p r e s e n t s a rev ie w o f th e l i t e r a t u r e and i s d i v i d e d in to two s e c t i o n s . The f i r s t s e c t i o n i s c o n ce rn e d w i t h a re v ie w of th e l i t e r a t u r e and r e s e a r c h d e a l i n g w ith t h e problem of u n d e ra c h ie v e m e n t, f a c t o r s r e l a t e d , and a tt e m p t s to m easure them . The second 17 s e c t i o n d e a l s -with th e se m a n tic d i f f e r e n t i a l te c h n iq u e o f m easurem ent. C h a p te r I I I p r e s e n t s th e v a l i d a t i o n o f th e c o n c e p ts employed i n th e MVT, b a se d upon th e r e s e a r c h f i n d in g s r e p o r t e d i n th e l i t e r a t u r e . A n t i c i p a t e d outcom es, b ased upon th e r e s e a r c h p r e s e n t e d , r e l a t e d to th e m ajor a r e a s i n v e s t i g a t e d , a re t h e n s t a t e d . C h a p te r IV d e s c r i b e s th e b a s i c d e s ig n o f th e s tu d y . I t in c l u d e s a r e p o r t o f th e s e l e c t i o n o f th e sam ple, th e in s tr u m e n ts u se d i n th e i n v e s t i g a t i o n , th e p ro c e d u re s employed, and th e manner in which th e d a t a were t r e a t e d . C h a p te r V c o n ta in s th e f i n d i n g s of th e i n v e s t i g a t i o n . The r e s u l t s o f th e v a r i o u s s t a t i s t i c a l t e s t s a re r e p o r t e d , f o llo w e d by a d i s c u s s i o n o f t h e r e s u l t s . C h a p te r VI p r e s e n t s a summary o f th e com p lete i n v e s t i g a t i o n . The f i n d i n g s a re summarized i n term s of th e a n t i c i p a t e d outcomes s t a t e d e a r l i e r in th e r e p o r t . C o n c lu s io n s and recom m endations make up th e re m a in d e r o f th e f i n a l c h a p t e r . F o r a d d i t i o n a l c l a r i f i c a t i o n o f th e o v e r a l l n a tu r e o f th e i n v e s t i g a t i o n , a summary o f th e main i n v e s t i g a t i o n i s p r e s e n t e d i n o u t l i n e form i n T able 1. S e c tio n I p r e s e n t s th e seven c a t e g o r i e s i n v e s t i g a t e d , i n c l u d i n g th e s p e c i f i c c o n c e p ts s e l e c t e d f o r each a r e a . The d i f f e r e n c e s betw een a c h ie v e r s and u n d e r a c h ie v e r s i n term s o f th e r e s e a r c h f i n d i n g s a r e i n d i c a t e d i n S e c ti o n I I „ The m a th e m a tic a l T A B L E 1 S U M M A R Y O F T H E M A IN IN V E S T IG A T IO N O F A C H IE V IN G A N D U N D E R A C H IE V IN G S T U D E N T S IT T M ain Investigation I. Areas of Investigation II. Direction Indicated by Research Literature Significant F latios for M ean E P A Factor Scores on • All Concepts M V T Concept N um ber H y p o Achiev. G roup Intell. Level Sex Achiev, X Tntell. Achiev, X Sex Tntell. X Sex Achiev. x Int. x Sex t h. E P A E P A E P A E p A E P A E P A E P A 1. School Experiences a. Teachers A ■ > U (Battle, 1957) (Rosen, 1959) 1 t t ¥ * b. Grades A > U (Passov, 1958) (Diener, I960) 2 n a t * * * # « c. School A > V (Sutcliffe, 1958) (Pierce 4 B ow m an, 1960) 3 o t-i t ¥ d. Reading A - > U (Barrett, 1957) (Lum pkin, 1959) 4 a * # * * * ¥ e. Ideal Teacher A = U (Belleau, 1959) 5 u * * * t ¥ ¥ t 2. Family Relationships a. H o m e A > U (Blackman, 1955) (Bishman, 1955) 6 o ** c t > b. Ideal Parent A = U (Belleau, 1963) 7 * t * I t c. Parents 3. Social Relationships A > U (Fein, 1958) (Easton, 1959) 8 r H l - H d t t + * a. M ost People A > U (Haggard, 1957) (Durr 4 Collier, 1960) 9 u * t T b. M y Best Friends A " ■ U (Sutcliffe, 1958) (Strang, 1962) 10 o c m 4 t k > « 1 c. Classmates A > U (Drews, 1957) (Cutts 4 Moseley, 1958) 1 1 4 t d, G row nups a > u (D'Heurle, 1959) (M orrow 4 Wilson, 1961) 12 O u 4. Self Concept G a a. M e A ■ » U (Shaw, 1960) ■ (Fink, 1962) 13 > t t + * « t t t b. M y School Ability A • * U (B ow m an, 1960) (Frankel, 1961 ) 14 d ¥ * * * * * c. H ov I'd Like T o B e A = U (Belleau, 1963) 15 n * + * * ■ k d. H ov M y Class Sees M e A ■ > U *Karnes, 19611 (Belleau, 19631 16 > ♦ t ■ » V - 5. Authority Relationships a. Authority A > U (Drews 4 Teahan, 1957) (Brcedel, Ohlsen, Proff, 1960) 17 •H ( 0 * r * t + b. Rules A > I T (Rosen, 1959) (Shaw 4 Black, I960) 18 a t + c. Punishment A > U (Sutcliffe, 1958) (Belleau. 1963) 19 o a. Authority A > V b. Rules a > ir c. Punishment A * U Goal Orientation a. Future A ■ > U b. College A " > U c. A Job A U e. Quitting School A U g. Success A > U M oral and Social Values a. Trying H ard A > U b. Cheating A U (Broedel, Ohlsen, Proff, 1960) 17 (Rosen, 1959) (Shav ft Black, I960) 18 (Sutcliffe, 1958) (Belleau, 1963) 19 (Nason, 1958} (Drevs, 1957) 20 (Frankel, 1961} (Belleau, 1963) 2 1 (Kurtz & Svenson, (Armstrong, 1955) 1951) 22 (Nason, 1958) (Drevs, 1957) 23 (Kurtz ft Svenson, (Drevs, 1957) 1951) 24 (M orrov ft Vilson, (Pierce ft B ow m an, 1 961) 1960) 29 (Todd, Terrell, and Curtis, 1962) (Byers, 1962) 30 (Zim m erm an, 1960) (Fink, 1962) 25 (Ryan, 1951) (Belleau, 1963) 26 (Battle, 1957) (Roth, 1961) 27 (Battle, 1957) (Roth, 1961) 28 ♦Significant at the .01 level tSignificant at the ,05 level -h> o & >» 3 0. Arthur Rosenthal, 1964 00 19 symbol f o r g r e a t e r t h a n o r l e s s th a n s i g n i f i e s -whether d i f f e r e n c e s r e p o r t e d by th e i n v e s t i g a t o r s l i s t e d were f a v o r a b l e f o r a c h i e v e r s o r u n d e r a c h i e v e r s w ith r e s p e c t to a g iv e n c o n c e p t. F or exam ple, B a t t l e , i n 1957, and R osen, i n 1959, fou nd t h a t a c h i e v e r s (A) r e p o r t e d more f a v o r a b l e a t t i t u d e s to w ard t e a c h e r s t h a n d id u n d e r a c h i e v e r s (U ). CHAPTER II A REVIEW OF THE LITERATURE In an e f f o r t to p r o v id e answ ers to th e q u e s t io n s which v e re r a i s e d i n t h e p r e s e n t s tu d y and o u t l i n e d i n th e p r e v io u s c h a p t e r , t h e b ack g ro u n d l i t e r a t u r e and r e s e a r c h were rev ie w ed i n t h r e e s e p a r a t e p a r t s . P a r t I d e a l s w i t h th e problem o f u n d e ra c h ie v e m e n t and c o n s i d e r s th e f o l l o w i n g t o p i c s : (1) a d i s c u s s i o n o f th e c o n c e p ts o f o v e r - and u n d e ra c h ie v e m e n t, (2) c r i t e r i a f o r i d e n t i f i c a t i o n o f u n d e ra c h ie v e m e n t, (3) ty p e s o f u n d e r a c h ie v e m e n t, (4) c h a r a c t e r i s t i c s of u n d e r a c h i e v e r s , (5) f a c t o r s r e l a t e d to a ch iev e m e n t and u n d e ra c h ie v e m e n t, (6) a d i s c u s s i o n o f a ch iev e m e n t m o t i v a t i o n , and (7) m easurem ent of m o t i v a t i o n a l and a t t i t u d i n a l f a c t o r s r e l a t e d to a c h i e v e ment and u n d e ra c h ie v e m e n t. P a r t I I of th e re v ie w exam ines th e l i t e r a t u r e and r e s e a r c h d e a l i n g w ith th e s e m a n tic d i f f e r e n t i a l t e c h n iq u e of m easu rem ent, and c o v e rs th e fo llo w in g t h r e e a r e a s : (1) d e s c r i p t i o n o f th e method o f m e a su rin g m eaning as p r e s e n t e d by Osgood e t a l . ( 1 1 ) , i n c l u d i n g th e t h e o r e t i c a l and o p e r a t i o n a l fram ew ork f o r th e d i f f e r e n t i a l , (2) d i s c u s s i o n of t h e f i n d i n g s d e a l i n g w ith e v a l u a t i o n o f t h e d i f f e r e n t i a l , 20 - 21 and (3) r e p o r t s o f s t u d i e s c o n c e rn in g a p p l i c a t i o n o f th e d i f f e r e n t i a l to problem s in th e a r e a o f academ ic a c h i e v e m ent. The p r e s e n t c h a p t e r c o n c lu d e s w ith a summary o f th e r e s e a r c h r e p o r t e d and an i n t r o d u c t i o n to P a r t I I I o f th e re v ie w , to be c o v e re d i n th e n e x t c h a p t e r . I . THE PROBLEM OF UNDERACHIEVEMENT The C on cep ts o f U n derach iev em en t and O v erachievem ent U n d erachievem ent The p rob lem o f u n d e ra c h ie v e m e n t c o n tin u e s t o p la g u e e d u c a to r s b e c a u s e o f t h e many v a r i a b l e s w h ich must be con s i d e r e d in o r d e r to f u l l y u n d e r s t a n d i t s n a t u r e and c a u s a t i o n . "Academic u n d e ra c h ie v e m e n t" i s a term t h a t has been u se d by many t o d e n o te a d i s c r e p a n c y b e tw ee n a c t u a l p e rfo rm an c e and p o t e n t i a l a b i l i t y . A re v ie w o f t h e r e s e a r c h has i n d i c a t e d t h a t t h i s c o n c e p t h as n o t b e e n u se d i n any c o n s i s t e n t fash io n .- Shaw (1 1 9 :1 5 -1 6 ) has o b s e rv e d t h a t d i f f e r e n c e s i n academ ic l e v e l , l e v e l s o f a b i l i t y and a c h ie v e m e n t, as w e ll as d i f f e r e n c e s i n c r i t e r i a o f a c h i e v e ment and o f a b i l i t y , employed i n th e v a r i o u s r e s e a r c h s t u d i e s make i t e x c e e d in g ly d i f f i c u l t to compare one s tu d y w ith a n o t h e r . I t was n o t too s u r p r i s i n g , t h e r e f o r e , to d i s c o v e r t h a t many of th e s t u d i e s have r e p o r t e d a p p a r e n t l y c o n f l i c t i n g r e s u l t s . 22 O v e rach iev em en t I n many o f th e s t u d i e s re v ie w e d , t h e c o n c e p t o f u n d e ra c h ie v e m e n t has b e en a s s o c i a t e d w ith i t s c o u n t e r p a r t , o v e ra c h ie v e m e n t. A p o i n t o f view h e ld by D u lle s (4 1 :1 2 1 -1 2 2 ) i s t h a t e v e ry o rg a n ism a c h ie v e s w hat i t can , and t h e d i s c r e p a n c y b etw een p e rfo rm a n c e and p r e d i c t i o n i s th e r e s p o n s i b i l i t y o f t h e p e r s o n d o in g t h e p r e d i c t i n g , n o t th e s t u d e n t . D u lle s p r e f e r s to c a l l o v e ra c h ie v e m e n t u n d e r p r e d i c t e d and u n d e ra c h ie v e m e n t o v e r p r e d i c t e d , to e l i m i n a t e v a lu e c o n n o ta ti o n s r e l a t e d t o th e s t u d e n t , and s u g g e s t s t h a t p e rh a p s we a re b u i l d i n g h o s t i l i t y i n t o th e s t u d e n t by so l a b e l i n g him. K ow itz and A rm strong (7 8 :3 4 7 -4 9 ) c o n te n d t h a t s c h o o l p o l i c y has a d e c id e d e f f e c t upon t h e a c h ie v e m e n t p a t t e r n o f s t u d e n t s . They o b s e rv e d t h a t a c h ie v e m e n t e x c e e d in g m easu red a b i l i t y was more p r e v a l e n t t h a n u n d e r a c h ie v e m e n t. O th e r r e s e a r c h e r s have a rg u e d f o r th e e l i m i n a t i o n o f th e te rm " o v e r a c h ie v e m e n t." T o rra n c e (1 1 7 :1 4 -1 7 ) a g r e e s w ith G e t z e ls and J a c k s o n (6 :2 6 - 2 8 ) t h a t t h e r e i s need f o r a new d e f i n i t i o n o f u n d e ra c h ie v e m e n t and t h a t t h e r e i s no p l a c e f o r th e te rm " o v e r a c h ie v e m e n t." These r e s e a r c h e r s c o n te n d t h a t i f an i n d i v i d u a l a t t a i n s a h i g h e r s c o r e on an a ch iev e m e n t t e s t th a n he does on an i n t e l l i g e n c e t e s t , t h e f a u l t l i e s w i t h th e t e s t o f i n t e l l i g e n c e , n o t w ith t h e i n d i v i d u a l . 23 T h a t su c h a v i e w p o in t i s n o t e n t i r e l y s h a r e d by o t h e r i n v e s t i g a t o r s i s d e m o n s tr a te d by F r o e h l i c h and Mayo ( 5 0 :6 2 1 - 6 2 3 ) . They fo u n d t h a t t h e . r e l a t i o n s h i p o f a c h i e v e - » ment and a b i l i t y e x p r e s s e d as a s i n g l e te r m t o i d e n t i f y g ro u p s o f u n d e r a c h i e v e r s and o v e r a c h i e v e r s had v a lu e f o r p r e d i c t i n g c o u r s e g r a d e s and f o r s t u d e n t c o u n s e l i n g . I n a b r i e f b u t f o r t h r i g h t d i s c u s s i o n o f t h e c o n c e p ts o f o v e r - and u n d e r a c h ie v e m e n t, T h o rn d ik e ( 1 3 :6 - 2 3 ) p o i n t s o u t th e dilem m a o f m ost r e s e a r c h i n t h i s a r e a , and s u g g e s t s a num ber o f p r e c a u t i o n s t o be o b s e r v e d i n d e s i g n i n g f u t u r e r e s e a r c h . U n d e rac h ie v e m e n t and o v e r a c h ie v e m e n t a r e , i n h i s w o rd s , " d i s c r e p a n c i e s b e tw ee n a c t u a l and p r e d i c t e d a c h i e v e m e n t ." P o u r s o u r c e s f o r t h e s e d i s c r e p a n c i e s w ere o u t l i n e d by T h o rn d ik e : 1. E r r o r s o f m easu rem en t i n o u r t e s t s o r a p p r a i s a l s . 2. H e t e r o g e n e i t y i n th e a c h ie v e m e n t o r c r i t e r i o n v a r i a b l e . 3. E s s e n t i a l l y u n m o d if i a b l e f a c t o r s i n t h e n a t u r e and b a c k g ro u n d o f t h e p e r s o n . 4 . P e r s o n a l and e d u c a t i o n a l f a c t o r s t h a t a r e su b j e c t to m a n i p u l a t i o n o r m o d i f i c a t i o n . The q u e s t i o n s r a i s e d a r e s e r i o u s o n e s , f o r u n l e s s t h e s e s o u r c e s o f e r r o r s a r e re d u c e d to a minimum ( t h e y can n e v e r be c o m p l e t e ly e l i m i n a t e d ) i t i s c o n c e iv a b le t h a t i n a g iv e n i n s t a n c e th e d i s c r e p a n c y b e tw ee n a c t u a l and p r e d i c t e d a c h ie v e m e n t w ould be due a lm o s t e n t i r e l y to t h o s e e r r o r s w hich T h o rn d ik e d e s c r i b e s . In h i s c o n c lu d in g s t a t e m e n t , T h o rn d ik e ( 1 3 :6 7 ) made th e f o l l o w i n g comment: 24 . . . The c a u se s o f ’'u n d e ra c h ie v e m e n t" a re i n a l l p r o b a b i l i t y m a n ifo ld . Many o f t h e s e c a u s a t i v e f a c t o r s may v e i l r e p r e s e n t c o n ti n g e n c i e s t h a t a r i s e i n o n ly a m in o r i t y o f c a s e s . The c o n tin g e n c y , o r complex o f con t i n g e n c i e s , may be q u i t e im p o r ta n t vhen i t does o c c u r , b u t o c cu r so i n f r e q u e n t l y t h a t i t s i n f l u e n c e c a n n o t be c o n v in c in g l y d e m o n s tra te d by s t a t i s t i c a l s t u d i e s . A lth o u g h th e phenomenon o f u n d e ra c h ie v e m e n t can be o b se rv e d a t v a r i o u s l e v e l s of a b i l i t y , th e r e s e a r c h s t u d i e s review ed d e a l t m ain ly w ith s u b j e c t s o f s u p e r i o r a b i l i t y . V ith few e x c e p tio n s i t i s th e s e s t u d i e s t h a t a r e r e p o r t e d in t h i s re v ie w . C r i t e r i a f o r I d e n t i f i c a t i o n of Academic U n d erachievem ent Grade -point a v e ra g e (GPA) and e x p e c ta n c y The s t u d i e s rev iew ed d e f i n e u n d e ra c h ie v e m e n t i n v a r i o u s ways. F o r exam ple, Gowan (8 :3 9 5 -3 9 6 ) d e f i n e s i t s t a t i s t i c a l l y i n the f o l lo w in g way: P erfo rm an ce w hich p l a c e s th e s t u d e n t more th a n a f u l l s t a n d a r d d e v i a t i o n below h i s a b i l i t y s t a n d in g i n th e same g ro u p . . . so t h a t we may c a l l g i f t e d c h i l d r e n u n d e r a c h i e v e r s when th e y f a l l i n th e m iddle t h i r d in s c h o l a s t i c a ch iev e m e n t i n g ra d e s and s e v e r e u n d e r a c h i e v e r s when t h e y f a l l i n th e lo w e s t t h i r d . V a rio u s m o d if i c a t io n s o f s t u d e n t s ' academ ic g ra d e s have b e en used by i n v e s t i g a t o r s in t h e i r e f f o r t s to s tu d y u n d e ra c h ie v e m e n t. F or exam ple, D ie n e r (3 7 :3 9 6 -4 0 0 ) con v e r t e d c u m u la tiv e GPA's o f c o ll e g e s t u d e n ts i n t o T s c o r e s and compared them w ith s c o r e s on th e ACE. Those w ith h ig h e r s c o r e s on th e ACE th a n on GPA were c o n s id e r e d " u n d e r 25 a c h i e v e r s , ” and th o s e w i t h h i g h e r s c o r e s on GPA t h a n on ACE were c a l l e d " o v e r a c h i e v e r s . " The two g ro u p s w ere t h e n com pared on t h i r t y - f i v e c h a r a c t e r i s t i c s . Few a p p r e c i a b l e d i f f e r e n c e s b e tw e e n t h e g ro u p s w ere f o u n d . The q u e s t i o n th e n r a i s e d was w h e th e r o v e r - and u n d e ra c h ie v e m e n t a r e sim p ly a r t i f a c t s of random f l u c t u a t i o n . T h o rn d ik e ( 1 3 :1 3 — 17) "was c r i t i c a l o f D i e n e r 's s t u d y f o r f a i l i n g to t a k e i n t o a c c o u n t th e e f f e c t o f th e r e g r e s s i o n o f s c o r e s to w a rd t h e a v e ra g e v a lu e i n th e g ro u p . T h is t y p e o f m easu rem ent e r r o r c o n s t i t u t e s one o f th e m a jo r s o u r c e s o f d i s c r e p a n c i e s b e tw e e n a c t u a l and p r e d i c t e d a c h ie v e m e n t. A lso p o i n t e d o u t by T h o rn d ik e was th e f a c t t h a t more o f t h e " o v e r a c h i e v e r s " w ere a g r i c u l t u r a l s t u d e n t s and e d u c a t i o n s t u d e n t s , w h ile more o f th e " u n d e r a c h i e v e r s " w ere l i b e r a l a r t s o r e n g i n e e r i n g s t u d e n t s . T h is c o n d i t i o n r e s u l t e d " i n h e t e r o g e n e i t y i n th e c r i t e r i o n , " th e se co n d s o u r c e o f d i s c r e p a n c y d e s c r i b e d by T h o rn d ik e . Baymur and P a t t e r s o n ( 2 1 :8 3 - 9 0 ) e v a l u a t e d t h e e f f e c t o f d i f f e r e n t c o u n s e l i n g m ethods on f o u r g ro u p s o f u n d e r a c h i e v e r s . T hese i n v e s t i g a t o r s c o n v e r t e d GPA i n t o p e r c e n t i l e r a n k and com pared them w i t h p e r c e n t i l e ra n k on t h e DAT. A n a ly s is o f v a r i a n c e of t h e f o u r g ro u p s r e v e a l e d t h a t t h e y d i d n o t d i f f e r s i g n i f i c a n t l y on any o f th e c r i t e r i a , a l t h o u g h t h e c o u n s e le d and n o n - c o u n s e le d g ro u p s d i d d i f f e r i n te rm s o f Q s o r t a d ju s tm e n t change and an i n c r e a s e i n GPA. The a u t h o r s s t a t e d th e f o l lo w in g 26 l i m i t a t i o n s of t h e s t u d y : 1. Lack o f f o l lo w - u p 2. L i m i t a t i o n s o f t h e c o u n s e l o r 3. Sm all s i z e o f t h e sam ple ( t h i r t y - t w o s u b j e c t s ) 4 . B r i e f p e r i o d o f c o u n s e l i n g 5. S t u d e n t s d id n o t r e q u e s t c o u n s e l i n g Shaw and McCuenl s (1 1 0 :1 0 3 -1 0 8 ) i n v e s t i g a t i o n o f academ ic u n d e ra c h ie v e m e n t i n b r i g h t c h i l d r e n u t i l i z e d c u m u la tiv e GPA as t h e i r b a s i s f o r d e f i n i n g u n d e r a c h i e v e m ent. I n t h e i r s tu d y j u n i o r s and s e n i o r s i n t h e u p p e r 25 p e r c e n t o f th e h ig h s c h o o l p o p u l a t i o n o f a g iv e n s c h o o l d i s t r i c t w ith GPAt s b e lo w th e c l a s s a v e ra g e w ere c l a s s i f i e d as u n d e r a c h i e v e r s . A ch iev em ent t e s t s c o r e s and e x p e c ta n c y I n a s t u d y o f f a c t o r s r e l a t e d to a c h ie v e m e n t o f g i f t e d c h i l d r e n , K arn es (6 8 :4 3 8 -4 4 6 ) com pared Horn F o rm u la a c h ie v e m e n t e x p e c t a n c i e s w ith g ra d e p la c e m e n t s c o r e s on th e CAT. P u p i l s i n g r a d e s 2, 3, 4 , and 5 w i t h a c h ie v e m e n t d i s c r e p a n c y s c o r e s ( o b t a i n e d by s u b t r a c t i n g g ra d e e x p e c t ancy from g ra d e p la c e m e n t) o f one s t a n d a r d d e v i a t i o n o r more belo w e x p e c ta n c y w ere d e s i g n a t e d " u n d e r a c h i e v e r s . " In a r e c e n t u n p u b l is h e d d i s s e r t a t i o n , B e l l e a u (1 2 6 :6 ) d e f i n e d th e u n d e r a c h i e v e r as a p u p i l "who has a t t a i n e d a t o t a l CAT s c o r e one f u l l g rad e b e lo w e x p e c t a n c y ." Horn F o rm u la e x p e c t a n c i e s , b a s e d upon th e r e s u l t s o f t h e CTM M and CAT w ere o b t a i n e d f o r each p u p i l . 27 S u p p o r t f o r u t i l i z i n g CAT s c o r e s i n r e a d i n g o n l y came from v a r i o u s s o u r c e s . Among t h e f a c t o r s r e l a t e d t o u n d e r a c h ie v e m e n t o f h i g h s c h o o l s t u d e n t s , S to n e (132) fo u n d t h a t r e a d i n g a b i l i t y as m e a su re d by t h e Iow a S u rv e y S e c t i o n o f D i a g n o s t i c R e a d in g T e s t s , d i f f e r e d b e tw e e n h ig h and low a c h i e v e r s a t t h e .001 l e v e l s i n c o m p re h e n s io n and t o t a l s c o r e . The p r e s e n t i n v e s t i g a t i o n u t i l i z e d t h e a n t i c i p a t e d a c h ie v e m e n t g r a d e p la c e m e n t (AAGP) i n r e a d i n g as e x p e c t a n c y , u s i n g th e r e s u l t s o f t h e CTMM and t o t a l r e a d i n g s c o r e on t h e CAT. The u n d e r a c h i e v e r was d e f i n e d i n t h i s s t u d y as a p u p i l whose t o t a l r e a d i n g g r a d e p la c e m e n t (RG-P) on th e CAT, was a t l e a s t one f u l l g ra d e b e lo w h i s AAGP i n r e a d i n g . To d a t e many o f th e u n d e r a c h ie v e m e n t s t u d i e s re v ie w e d have d e a l t w i t h p u p i l s i d e n t i f i e d as a c a d e m i c a l l y t a l e n t e d . As i n d i c a t e d by Shaw ( 1 1 9 : 1 8 ) , t h i s g ro u p co n s i s t s o f i n d i v i d u a l s who a t t a i n s c o r e s i n t h e t o p q u a r t i l e on s t a n d a r d i z e d i n t e l l i g e n c e o r a p t i t u d e t e s t s . The m a j o r i t y o f t h e s e s t u d i e s h av e em ployed acad em ic g r a d e s as th e c r i t e r i o n o f u n d e r a c h ie v e m e n t. T hus, i f a s t u d e n t i s i n th e u p p e r 25 p e r c e n t o f h i s c l a s s i n a t e s t o f a b i l i t y and f a l l s b e lo w th e c l a s s a v e r a g e w ith r e s p e c t t o m arks in academ ic s u b j e c t s , he i s c o n s i d e r e d an u n d e r a c h i e v e r . The same p a t t e r n i s f o l lo w e d when a c h ie v e m e n t t e s t s a r e u s e d as th e c r i t e r i o n f o r s e l e c t i o n o f u n d e r a c h i e v e r s . I n t h i s 28 c a s e a b r i g h t s t u d e n t may be c o n s i d e r e d an u n d e r a c h i e v e r when he f a l l s below t h e c l a s s m edian on h i s a c h ie v e m e n t t e s t s . Types o f U n d e r a c h ie v e r s The d e c i s i o n as to w h e th e r s c h o o l m arks o r a c h i e v e ment t e s t s c o r e s s h o u ld be u s e d as i n d i c e s o f u n d e r a c h i e v e ment h a s had t o be an a r b i t r a r y o n e, s i n c e no d e f i n i t i v e c r i t e r i a have b e en e s t a b l i s h e d t o t h i s d a t e . T h is l a c k o f d e f i n i t i v e c r i t e r i a h as r e s u l t e d i n t h e f o r m a t io n o f two b a s i c a l l y d i f f e r e n t g ro u p s o f u n d e r a c h i e v e r s w ith b a s i c a l l y d i f f e r e n t p ro b le m s . In a d d i t i o n to th e two g ro u p s o f undei’a c h i e v e r s d e s c r i b e d a b o v e , F l i e g l e r ( 4 7 : 5 3 3 - 5 3 6 ) , i n an a r t i c l e on t h e u n d e r a c h i e v i n g g i f t e d c h i l d , s u g g e s t e d t h a t a d i s t i n c t i o n be made b e tw e e n two t y p e s o f u n d e r a c h i e v e r s . Those whose p ro b lem s may be th e r e s u l t o f n e u r o t i c c o n f l i c t stem m ing from an i n a d e q u a te home e n v iro n m e n t, he c o n s i d e r e d ’’lo n g te rm u n d e r a c h i e v e r s . " The se co n d g ro u p w ere c a l l e d " s i t u a t i o n a l u n d e r a c h i e v e r s . " T h e i r b a s i c d i f f i c u l t y , F l i e g l e r a s s e r t e d , may have b e en f o s t e r e d by u n p l e a s a n t s c h o o l e x p e r i e n c e s such a s an o v e r d o m in a tin g t e a c h e r , e x c e s s i v e c o m p e ti t i o n , o r f r e q u e n t moving from s c h o o l t o s c h o o l . A n o th e r g e n e r a l t y p e o f u n d e ra c h ie v e m e n t h a s b een r e f e r r e d to b y Shaw (1 1 9 :2 0 -2 1 ) as " h id d e n u n d e r a c h i e v e m e n t," and c o n s i s t s o f two g e n e r a l c a t e g o r i e s . The f i r s t 29 group i s made up o f u n d e r a c h i e v e r s who do p o o r l y on i n t e l lig e n c e o r a p t i t u d e t e s t s as w e ll as i n a ch iev e m e n t t e s t s and i n s c h o o l m arks. In su c h c a s e s th e judgm ent o f t e a c h e r s would be e s s e n t i a l i n d e t e c t i n g t h i s k in d o f u n d e ra c h ie v e m e n t. The second c a t e g o r y i s a l s o d i f f i c u l t to i d e n t i f y , f o r i n lo o k in g a t g r a d e s and a c h ie v e m e n t t e s t s c o r e s o f s t u d e n t s o f v e ry s u p e r i o r a b i l i t y , i t w ould seem t h a t t h e y a re p e rf o r m in g w e l l above th e l e v e l of m ost s t u d e n t s . N e v e r t h e l e s s , th e t e a c h e r o f su c h s t u d e n t s som etim es f e e l s t h a t th e y a r e c a p a b le o f a c h i e v i n g a t a s t i l l h i g h e r l e v e l . P e rh a p s a n o t h e r way t o c l a s s i f y u n d e r a c h i e v e r s would be i n c o n n e c tio n w i t h a s p e c i f i c s u b j e c t - m a t t e r a r e a . F o r exam ple, i t i s p o s s i b l e to i d e n t i f y u n d e r a c h i e v e r s i n a r i t h m e t i c on th e b a s i s o f d i s c r e p a n c i e s betw een e x p e c ta n c y and a ch ie v e m e n t i n t h a t s u b j e c t . At th e U n i v e r s i t y o f C hicago R eading C o n fe re n ce h e ld i n 1962, th e f o l l o w i n g ty p e s o f u n d e r a c h i e v e r s i n r e a d in g were i d e n t i f i e d : (1) th e r e t a r d e d r e a d e r , (2) th e slo w l e a r n e r , (3) th e b r i g h t u n d e r a c h i e v e r , (4) th e r e l u c t a n t r e a d e r , and (5) t h e s o c i a l l y and c u l t u r a l l y d e p r iv e d r e a d e r ( 1 0 3 ). In v iew o f t h e v a r i o u s t y p e s o f u n d e ra c h ie v e m e n t i t i s im p o r ta n t to s p e c i f y w hich one i s b e in g c o n s i d e r e d so t h a t th e p r o p e r t r e a t m e n t i s p r o v i d e d . Shaw (1 1 9 :1 8 ) s u g g e s ts t h a t th o s e s t u d e n t s who do p o o r l y on a ch iev e m e n t 30 t e s t s s h o u ld r e c e i v e r e m e d ia l h e lp i n s u b j e c t m a t t e r , w h ereas th o s e y o u n g s t e r s who r e c e i v e p o o r s c h o o l marks r e q u i r e c o u n s e l i n g o r p s y c h o l o g i c a l h e l p . C h a r a c t e r i s t i c s o f U n d e ra c h ie v e rs A f t e r re v ie w in g a number o f s t u d i e s com paring a c h i e v e r s w ith u n d e r a c h i e v e r s , DeHaan and H a v ig h u rs t (2 :1 6 0 ) c o n s id e r e d u n d e ra c h ie v e m e n t as a form o f p e r s o n a l and s o c i a l m a la d ju s tm e n t. They l i s t t h e f o l lo w in g c h a r a c t e r i s t i c s of u n d e r a c h i e v in g a b le s t u d e n t s : 1. They se e th e m s e lv e s as in a d e q u a te p e r s o n s . 2. They have lo w e r a s p i r a t i o n s th a n a c h i e v e r s . 3. They do n o t l i k e s c h o o l as w e ll as a c h i e v e r s do. 4. They do n o t e n jo y l e a r n i n g from b o o k s. 5. They have lo w e r p o p u l a r i t y and l e a d e r s h i p s t a t u s in th e eyes o f t h e i r a g e -m a te s . 6. They t e n d to come from homes t h a t a r e b ro k e n o r e m o t i o n a l ly a d e q u a te i n o t h e r w ays. 7. They te n d to come from homes o f low so c io ec o n o m ic s t a t u s . 8. T h e ir v o c a t i o n a l g o a l s a re n o t as c l e a r l y d e f i n e d as t h o s e o f o t h e r a c h i e v e r s . 9. T h e i r s tu d y h a b i t s a re n o t as good as t h o s e o f a c h i e v e r s . 10. They have n a rr o w e r i n t e r e s t s t h a n a c h i e v e r s . 11. They have p o o r e r p e r s o n a l a d ju s tm e n t th a n a c h i e v e r s . Gowan ( 7 : 3 9 5 - 4 0 1 ) , i n h i s r e v ie w o f r e s e a r c h on th e c a u s e s and p r e v e n t i o n o f u n d e ra c h ie v e m e n t i n g i f t e d s t u d e n t s , i d e n t i f i e d t h i r t e e n f a c t o r s r e l a t e d to a c h i e v e ment o r u n d e ra c h ie v e m e n t, and p ro p o se d a d e v e lo p m e n ta l h y p o t h e s is t o e x p l a i n th e o b s e r v e d d i f f e r e n c e s betw een 31 g i f t e d a c h i e v e r s and u n d e r a c h i e v e r s . Gowan s u g g e s ts t h a t the developm ent of h e a l t h y p e r s o n a l a t t i t u d e s and b e h a v io r s i s a s s o c i a t e d w ith th e s u c c e s s f u l m a s te r y of d e v elo p m e n tal t a s k s i n t h e c h i l d ’ s l i f e . In c o n t r a s t , t h e c h i l d who i s u n s u c c e s s f u l d u r in g t h i s d e v e lo p m e n ta l p e r i o d , which E rik s o n (5 :2 1 9 -2 3 3 ) r e f e r s to as th e " i n d u s t r y " s t a g e , and which c o i n c i d e s w i t h the e a r l y l a t e n c y p e r i o d i n th e p sy c h o se x u a l developm ent o f th e i n d i v i d u a l , te n d s to r e v e r t to e a r l i e r and more p r i m i t i v e l e v e l s of t h e o r a l , a n a l, n a r c i s s i s t i c , and o e d i p a l p e r i o d s i n o r d e r to o b t a i n h i s s a t i s f a c t i o n s . The g i f t e d u n d e r a c h i e v e r i s t h e r e f o r e d e s c r i b e d by Gowan as " a k in d o f i n t e l l e c t u a l d e l i n q u e n t who w ithd raw s from g o a l s , a c t i v i t i e s and s o c i a l p a r t i c i p a t i o n g e n e r a l l y . " I n a l a t e r re v ie w o f s t u d i e s r e l a t i n g to f a c t o r s o f ach ievem en t in h ig h sc h o o l and c o l l e g e , Gowan (5 8 :9 1 -9 5 ) p o s i t e d 19 f a c t o r s grouped a c c o r d i n g to m easures of i n p u t , p r o c e s s , or r e s u l t s i n c u l t u r a l a r t i f a c t s . He summarized by s a y in g t h a t ach iev em en t i n d i c a t e s t h a t one has s u c c e s s f u l l y c h a n n e le d much o f h i s " b a s i c l i b i d i n a l d r i v e s " i n a s o c i a l l y a c c e p t a b l e f a s h i o n . He th u s d e r i v e s much of h i s g r a t i f i c a t i o n th ro u g h a c h ie v e m e n t. DeHaan and H a v ig h u rs t (2:162) s i m i l a r l y c o n clu d ed t h a t " . . . < > th e g i f t e d p e rs o n w i t h a hig h l e v e l o f a ch iev e m e n t has found th e way to ’ en jo y h i m s e l f ' th r o u g h e d u c a t i o n a l a c h ie v e m e n t." I n a d i s c u s s i o n of u n d e r l y i n g dynamics o f 32 u n d e ra c h ie v e m e n t, G a l la g h e r (5 1 :3 4 -4 4 ) a s s e r t e d t h a t th e c h i l d ' s n e g a t i v e f e e l i n g s a re e x p r e s s e d in a p a s s i v e way and a re u s u a l l y d i r e c t e d to w ard th e f a m i ly member who demands s u c c e s s . This i s b e ca u se th e c h i l d has l e a r n e d from p a s t e x p e r ie n c e t h a t i t i s d angerous to e x p re s s h i s f e e l i n g s of r e s e n tm e n t o p e n ly . He th u s a d o p ts an a t t i t u d e o f p a s s i v e l y r e s i s t i n g t h a t w hich he b e l i e v e s i s most d e s i r e d by h i s p a r e n t s — s u c c e s s f u l ach ievem ent i n s c h o o l. F a c t o r s R e l a t e d t o Achievement and U n derachiev em ent Sex d i f f e r e n c e s There a p p e a rs to be g e n e r a l agreem ent i n a t l e a s t one a s p e c t of u n d e ra c h ie v e m e n t. T his i s t h a t boys f a r outnumber g i r l s . Gowan i n 1955 found tw ic e as many u n d e r a c h i e v i n g g i f t e d boys t h a n s i m i l a r l y c l a s s i f i e d g i r l s ( 5 7 :2 4 7 - 2 4 9 ). The D ie n e r s t u d y c i t e d e a r l i e r a l s o r e p o r t e d t h a t males p re d o m in a te d as u n d e r a c h i e v e r s . A f t e r re v ie w in g th o se s t u d i e s which have i n v e s t i g a t e d th e sex f a c t o r i n r e l a t i o n to u n d e ra c h ie v e m e n t, Shaw and McCuen (1 1 0 :1 0 3 — 108) r e p o r t e d t h a t a p p ro x im a te ly h a l f of a l l m ales o f above av e ra g e a b i l i t y may be c l a s s i f i e d as u n d e r a c h i e v e r s , whereas o n ly one f o u r t h of a l l fem ales who a re above a v erag e i n a b i l i t y may be so c o n s i d e r e d . I n t h i s s tu d y of h ig h sc h o o l j u n i o r s and s e n i o r s , c h ro n ic male u n d e r a c h i e v e r s te n d e d to p r e s e n t u n d e r a c h i e v in g b e h a v i o r as e a r l y as th e p r im a r y g r a d e s , w h ile u n d e r a c h i e v in g g i r l s 33 d i d n o t b e g i n t o d e m o n s t r a t e s u c h b e h a v i o r u n t i l t h e l a t e e l e m e n t a r y o r j u n i o r h i g h s c h o o l y e a r s . S o c io e c o n o m ic s t a t u s By f a r t h e o v e rw h e lm in g e v i d e n c e i s i n t h e d i r e c t i o n o f a p o s i t i v e r e l a t i o n s h i p b e t w e e n s o c i o e c o n o m i c s t a t u s (SES) and a c a d e m ic a c h i e v e m e n t . V e s t f a l l (134) r e f e r r e d t o Gough*s r e s e a r c h wlTich p o i n t e d t o a g r e a t num ber o f s t u d i e s r e p o r t i n g p o s i t i v e r e l a t i o n s h i p s b e tw e e n SES and a c h i e v e m e n t . He w en t on to d e s c r i b e s e v e r a l s t u d i e s i n w h ic h s o c i a l c l a s s o p e r a t e d a s an i m p o r t a n t v a r i a b l e i n e d u c a t i o n a l a c h i e v e m e n t . I n h i s own s t u d y o f a c h i e v i n g and n o n — a c h i e v i n g a c a d e m i c a l l y t a l e n t e d h i g h s c h o o l s t u d e n t s , V e s t f a l l c o n c l u d e d t h a t s t u d e n t s fro m low s o c i o e c o n o m i c l e v e l s se ld o m r e c e i v e s t r o n g i m p e t u s and e n c o u r a g e m e n t f o r h i g h a c a d e m ic a c h i e v e m e n t . Henman an d S c h e n k ( 6 3 : 2 1 3 - 2 2 1 ) s o u g h t to d e t e r m i n e w h e t h e r t h e r e was a r e l a t i o n s h i p b e tw e e n s o c i a l c l a s s and s e x d i f f e r e n c e s i n h i g h s c h o o l a c h i e v e m e n t . T h e i r c o n c l u s i o n was t h a t b o t h s o c i a l c l a s s and se x f a c t o r s w e re i m p o r t a n t i n s c h o l a s t i c a c h i e v e m e n t . An a t t e m p t t o c o n t r o l t h e s o c i o e c o n o m i c f a c t o r was u n d e r t a k e n b y R. L. B a k e r e t a l . ( 1 8 :2 5 5 - 2 5 8 ) . T hey a s s i g n e d 186 e i g h t h g r a d e p u p i l s to h i g h and a v e r a g e m e n t a l a b i l i t y g r o u p s . SES was c o n t r o l l e d b y e m p lo y in g an a n a l y s i s o f c o v a r i a n c e d e s i g n , i n w h ic h s e v e n a c h i e v e 34 ment c r i t e r i o n v a r i a b l e s were s t u d i e d . The h y p o t h e s i s t h a t academ ic achievem ent o f p u p i l s w i t h a v e ra g e and h ig h a b i l i t y does n o t d i f f e r s i g n i f i c a n t l y when SES i s con t r o l l e d was r e j e c t e d a t th e .01 l e v e l . The g ro u p s d i f f e r e d s i g n i f i c a n t l y on a l l achievem ent c r i t e r i a even a f t e r a d ju s tm e n t i n SES were made f o r i n d i v i d u a l d i f f e r e n c e s . I n a stu d y o f c h a r a c t e r i s t i c s and background o f s u p e r i o r s c i e n c e s t u d e n t s , MacCurdy (8 0 :6 7 -7 1 ) d i s c o v e r e d t h a t t h e i n f l u e n c e o f th e f a m i l y was f a v o r a b l e . The p a r e n t s u s u a l l y had h i g h e r e d u c a ti o n ; th e f a m i l i e s were q u i t e s t a b l e (no change in r e s i d e n c e d u r i n g t h e h ig h sc h o o l y e a r s ) . They were f i n a n c i a l l y w e l l o f f and were a b le t o p r o v id e t h e i r c h i l d r e n w i t h c o n s i d e r a b l e m a t e r i a l s w i t h which t h e y co u ld f u r t h e r t h e i r i n t e r e s t i n s c i e n c e . R eading h a n d ic a p Dowd (3 :42 0-4 26 ) found t h a t c o l l e g e s t u d e n t s w ith r e l a t i v e l y low s t a n d i n g i n h ig h sc h o o l te n d e d to be u n d e r a c h i e v e r s i n t h e i r f i r s t s e m e s te r in c o l l e g e . R eading s k i l l was c o n s i d e r e d by Dowd to be a s t r o n g f a c t o r r e l a t e d t o a ch iev e m e n t, b a se d upon s u p e r i o r pe rfo rm an c e of a c h i e v e r s on th e C o - o p e r a t iv e R eading Com prehension T e s t , when s c h o l a s t i c a b i l i t y i s h e ld c o n s t a n t . The c o n c l u s i o n was t h a t f a c t o r s o p e r a t i n g to low er academic achiev em ent i n c o l l e g e a ls o a f f e c t s c h o l a s t i c achievem ent i n the e a r l y sc h o o l y e a r s . A s t u d y o f a c h i e v i n g and n o n - a c h i e v i n g g i f t e d s t u d e n t s b y Wedemeyer ( 1 2 0 : 2 5 — 30) r e v e a l e d t h a t w h i l e a c h i e v e r s o b t a i n e d s u p e r i o r s c o r e s i n r e a d i n g ( v o c a b u l a r y , r a t e , c o m p r e h e n s i o n ) , t h o s e w i t h r e a d i n g d e f i c i e n c i e s were n o t a b l e t o a c h i e v e i n c o l l e g e . A c h ie v e m e n t M o t i v a t i o n B e f o r e r e v i e w i n g a t t e m p t s w h ic h have b e e n made t o a s s e s s t h e m u l t i v a r i a b l e c o r r e l a t e s o f a c h ie v e m e n t a n d u n d e r a c h i e v e m e n t , i t m ig h t be w e l l to exam ine t h e a c h i e v e m ent d r i v e more c l o s e l y . I n t h e f o l l o w i n g s e c t i o n s two t y p e s o f m o t i v a t i o n w i l l be d i s c u s s e d b r i e f l y , f o l l o w e d b y a r e p o r t o f s t u d i e s c o n c e r n i n g th e e s t a b l i s h m e n t o f p a t t e r n s o f a c h i e v e m e n t and u n d e r a c h i e v e m e n t . The s e c t i o n c o n c l u d e s w i t h a r e c o g n i t i o n o f t h e m a n i f o l d c a u s e s o f u n d e r a c h i e v e m e n t . E x t r i n s i c and i n t r i n s i c m o t i v a t i o n I n d i s c u s s i n g t h e m o t i v a t i o n o f g i f t e d i n d i v i d u a l s G-oldberg ( 5 2 : 1 0 2 - 1 0 3 ) s t a t e d t h a t t h e d r i v e t o a c h i e v e v a r i e s i n s t r e n g t h W ith e a c h i n d i v i d u a l . W here i t i s s t r o n g , a p p a r e n t l y no o b s t a c l e i s t o o g r e a t t o o verco m e. T h is h i g h a c h i e v e m e n t d r i v e may stem from two k i n d s o f m o t i v a t i o n , e x t r i n s i c and i n t r i n s i c . Those m o ti v e s b a s e d upon t h e n e e d f o r p r e s t i g e and s t a t u s a r e t e r m e d e x t r i n s i c t h o s e d r i v e s u n r e l a t e d t o s o c i a l a p p r o v a l a r e c o n s i d e r e d i n t r i n s i c . 36 A usabel (17:5 3-1 16 ) s t u d i e d th e e f f e c t s o f p r e s t i g e and i n t r i n s i c m o ti v a ti o n on sc h o o l b e h a v i o r of e le m e n ta r y sc h o o l c h i l d r e n and found h ig h p r e s i g e m o ti v a t i o n to be p o s i t i v e l y r e l a t e d to g r e a t e r c o m p e t i t i v e n e s s , i n c r e a s e d speed of w o rk in g , and h ig h achievem ent r a t i n g s by t e a c h e r s . On th e o t h e r hand, t h e a u th o r r e p o r t e d t h a t the c h i l d w ith s t r o n g i n t r i n s i c d r i v e s may se e k h i s p e r s o n a l g r a t i f i c a t i o n th ro u g h c h a n n e ls which may n o t conform to e x p e c t a t i o n s of th e s c h o o l and th e a d u l t s o c i e t y , and r e c e i v e lo w -achievem en t r a t i n g s by t e a c h e r s . E s t a b l i s h m e n t of achievem ent p a t t e r n s The f a c t t h a t p a t t e r n s of achiev em ent may become a p p a r e n t in th e e a r l y school y e a r s has b e en r e p o r t e d by s e v e r a l i n v e s t i g a t o r s . Terman (1 2 :3 50 -35 2) a n a ly z e d e a r l y e le m e n ta r y sc h o o l r e c o r d s of h i s h i g h l y s u c c e s s f u l (Group A) and l e a s t s u c c e s s f u l (Group B) g i f t e d a d u l t s and found them to be r o u g h ly e q u i v a l e n t i n academ ic ach iev em en t a lth o u g h th e y d i f f e r e d s i g n i f i c a n t l y on a l l t r a i t r a t i n g s e x c e p t h e a l t h . However, by th e tim e t h e y l e f t h ig h s c h o o l, t h e two groups d i f f e r e d w id e ly in academic s u c c e s s . B a r r e t t (19:192-194) found t h a t by the f i f t h g ra d e a c h i e v e r s c o n tin u e d to a c h ie v e , w h ile u n d e r a c h i e v e r s dropped f a r t h e r b e h in d as t h e y c o n tin u e d t h r o u g h s c h o o l . 37 E v id e n c e i s f u r n i s h e d by Haggard (6 2 :3 8 8 -4 1 4 ) t h a t t h e a c h ie v e m e n t p a t t e r n i s r e c o g n i z a b l e by t h e t h i r d g r a d e . The h i g h g e n e r a l a c h i e v e r s ( p u p i l s who p e rfo rm e d a t a h i g h l e v e l on a l l th e t e s t s ) were s e n s i t i v e and r e s p o n s i v e to s o c i a l i z a t i o n p r e s s u r e s , had l a r g e l y a c c e p t e d a d u l t v a l u e s , and were s t r i v i n g t o l i v e up to a d u l t e x p e c t a t i o n s . I n 1960 Shaw and McCuen (1 1 0 :1 0 3 -1 0 7 ) r e p o r t e d th e r e s u l t s o f t h e i r i n v e s t i g a t i o n o f th e o n s e t o f academ ic u n d e ra c h ie v e m e n t i n b r i g h t c h i l d r e n . The a u t h o r s a n a ly z e d t h e academ ic r e c o r d s o f 168 h ig h s c h o o l j u n i o r s and s e n i o r s w i t h lQ*s o f 110 o r more i n a g i v e n s c h o o l d i s t r i c t . The academ ic r e c o r d s f o r e a c h s t u d e n t from g r a d e s one to e le v e n were o b t a i n e d . Grade p o i n t a v e r a g e s (GPA) were computed f o r e a c h g ra d e l e v e l , and c o m p a ris o n s o f GPA betw een male a c h i e v e r s and u n d e r a c h i e v e r s and b etw een fem ale a c h i e v e r s and u n d e r a c h i e v e r s were made by P and t t e s t s . The male u n d e r a c h i e v e r s r e c e i v e d lo w e r marks th a n male a c h i e v e r s as e a r l y as t h e f i r s t g ra d e and t h e d i f f e r e n c e became s i g n i f i c a n t a t t h e .01 l e v e l by th e t h i r d g r a d e . The fem ale u n d e r a c h i e v e r s ex ce ed e d th e fem a le a c h i e v e r s f o r th e f i r s t f i v e g r a d e s b u t n o t to a " s i g n i f i c a n t d e g r e e . By th e end o f t h e s i x t h g r a d e , how ever, a c h i e v i n g g i r l s s u r p a s s e d u n d e r a c h i e v i n g g i r l s and t h i s d i f f e r e n c e became s i g n i f i c a n t a t th e .01 l e v e l by th e n i n t h g r a d e . These i n v e s t i g a t o r s c o n c lu d e d t h a t w i t h r e g a r d to male u n d e r a c h i e v e r s th e p r e d i s p o s i t i o n to 38 u n d e r a c h i e v e i s p r e s e n t when "the u n d e r a c h i e v e r e n t e r s s c h o o l , and t h a t u n d e ra c h ie v e m e n t i s n o t t e m p o r a r y b u t c h ro n ic i n n a t u r e among t h e p u p i l s s t u d i e d . A m u l t i v a r i a b l e a p p ro a c h t o th e s t u d y o f u n d e ra c h ie v e m e n t The s t r e n g t h o f th e a c h ie v e m e n t d r i v e may depend upon f a c t o r s o t h e r t h a n p s y c h o l o g i c a l and s o c i a l . The g e n e r a l e n e rg y l e v e l o f t h e i n d i v i d u a l as d e te r m in e d by e n d o c r i n e , m e t a b o l i c , h e a l t h , and p o s s i b l y g e n e t i c f a c t o r s may a f f e c t t h e s t r e n g t h o f t h e a ch iev e m e n t m o tiv e . I t i s t h e r e f o r e e v i d e n t t h a t a m u l t i p l i c i t y o f f a c t o r s a re i n v o l v e d . The r e s u l t s o f B e l l e a u ' s i n v e s t i g a t i o n (126: 190-192) s t r o n g l y s u p p o r t e d t h e m u l t i v a r i a b l e p o i n t o f v iew to w a rd t h e p ro b lem o f u n d e r a c h i e v e m e n t . He c o n clu d ed t h a t a lt h o u g h a n a l y s i s o f any s i n g l e f a c t o r w i l l demon s t r a t e i t s p r e s e n c e i n t h e c a s e o f b o t h a c h i e v e r s and u n d e r a c h i e v e r s , a m u l t i v a r i a b l e s u r v e y w i l l i n d i c a t e t h e p r e s e n c e o f d i s t u r b a n c e s i n a l a r g e r number of t h e s e f a c t o r s , o r t h a t more s e v e r e d i s t u r b a n c e s w i t h i n t h e s e a r e a s w i l l be found f o r u n d e r a c h i e v e r s . Measurement o f M o t i v a t i o n a l and A t t i t u d i n a l F a c t o r s R e l a t e d to A chievem ent and U n d erach iev em en t P r o t e c t i v e t e c h n i q u e s M c C lellan d (9 :2 7 5 ) a n a ly z e d s t u d i e s of a c h ie v e m e n t m o t i v a t i o n and h y p o t h e s i z e d t h a t i n f a m i l i e s o r c u l t u r e s 39 w here i n d i v i d u a l s a r e e x p e c te d to p e rfo rin t a s k s w e l l j a t an e a r l y a g e , one c an e x p e c t c h i l d r e n w i t h h i g h a c h ie v e m e n t m o t i v a t i o n . I n o r d e r t o t e s t h i s h y p o t h e s i s , p i c t u r e s from th e TAT were u s e d . The a u t h o r fo u n d t h a t o f t h e t r a i t s w hich c o l l e g e - a g e male s t u d e n t s a t t r i b u t e d to t h e i r p a r e n t s , s e v e r i t y o f u p b r i n g i n g c o r r e l a t e d p o s i t i v e l y w i t h a c h ie v e m e n t, w h e rea s t h e f r i e n d l y — h e l p f u l r a t i n g had a n e g a t i v e c o r r e l a t i o n . Those s t u d e n t s who p e r c e i v e d t h e i r p a r e n t s a s c l e v e r and s u c c e s s f u l had low n e e d - a c h i e v e m e n t s c o r e s . The c o n c l u s i o n s o f W i n t e r b o t t o m 1s r e s e a r c h r e p o r t e d b y G o ld b e rg (5 2 :1 0 5 ) were t h a t e a r l y in d e p e n d e n c e t r a i n i n g acco m p an ied b y few r e s t r i c t i o n s g i v e n a f t e r m a s t e r y i s a t t a i n e d , c o n t r i b u t e s to t h e d e v e lo p m e n t o f s t r o n g a c h ie v e m e n t m o t i v a t i o n . G o ld b e rg c o n te n d e d t h a t e a r l y i n d e p e n d e n t t r a i n i n g d o es n o t a l o n e r e s u l t i n h i g h a c h ie v e m e n t m o t i v a t i o n . N e u r o t i c d r i v e s , a n x i e t y , and g u i l t g i v e s r i s e to s t r o n g m o t i v a t i o n to a c h i e v e . The n e e d t o a c h i e v e may r e s u l t from s e v e r e blow s to t h e ego w h ic h i n t u r n m o t i v a t e t h e i n d i v i d u a l to p r e s e r v e h i s ego i n t e g r i t y o r i t may be p a r t o f a p s y c h o l o g i c a l l y h e a l t h y p a t t e r n o f b e h a v i o r . A t k i n s o n (16) u se d TAT p i c t u r e s to m easu re a c h i e v e m ent m o t i v a t i o n i n te rm s o f n e e d - a c h i e v e m e n t s c o r e s . E i g h t y - t w o s u b j e c t w ere i n t e r r u p t e d on h a l f o f t w e n t y ta § k s f o l l o w i n g d i f f e r e n t e x p e r i m e n t a l i n s t r u c t i o n s . A c h iev e m e n t 40 m o t i v a t i o n was m e a su re d a f t e r p e rf o r m a n c e on t a s k s and p r i o r to r e c a l l . The a u t h o r ' s r e s u l t s were c o n s i s t e n t w i t h th e h y p o t h e s i s o f M c C le lla n d and L iberm an t h a t t h e a c h ie v e m e n t g o a l o f p e r s o n s w ith h i g h a c h ie v e m e n t s c o r e s i s t o e x p e r i e n c e s u c c e s s ; o f p e r s o n s low i n n — a c h ie v e m e n t t o a v o id f a i l u r e . The h y p o t h e s i s t h a t n e e d - a c h i e v e m e n t s c o r e b a s e d on p r o j e c t i v e r e c o r d i s an e s t i m a t e o f l a t e n t a c h ie v e m e n t m o t i v a t i o n a p p e a r s t o have some s u p p o r t . I n 1962, M u r s t e i n and C o l l i e r ( 9 2 :9 6 - 1 0 1 ) a t t e m p t e d t o a s c e r t a i n t h e r o l e o f th e TAT i n m easurem en t o f a c h ie v e m e n t as a f u n c t i o n o f e x p e c t a n c y . T h e i r r e s u l t s f a i l e d to c o n f ir m t h e h y p o t h e s i s t h a t t h e g ro u p w i t h m axi mum u n c e r t a i n t y were more h i g h l y m o t i v a t e d and p ro d u c e d more a c h ie v e m e n t f a n t a s y . The a u t h o r s c o n c lu d e d t h a t th e r o l e o f TAT f a n t a s y i n r e l a t i o n t o th e a c h ie v e m e n t m o tiv e r e m a in s u n c l e a r . The S t r u c t u r e d O b j e c t i v e R o r s c h a c h T e s t was em ployed b y Law and N o r to n ( 7 7 :1 8 4 ) i n an a t t e m p t to d i f f e r e n t i a t e b e tw e e n h i g h and low a c h i e v i n g c o l l e g e s t u d e n t s . Of t h i r t e e n tem p era m en t m e a su re s o n l y two d i s c r i m i n a t e d a t a s i g n i f i c a n t l e v e l . Out o f th e e i g h t f a c t o r s o f m e n ta l f u n c t i o n i n g o n l y t h e r i g i d i t y f a c t o r d i s c r i m i n a t e d b e tw e e n th e two g r o u p s . The s e n t e n c e c o m p l e t i o n t e c h n i q u e was u t i l i z e d by K im b a ll ( 7 2 :3 5 3 - 3 5 8 ) i n an a t t e m p t to a n a l y z e r e s p o n s e s f o r a g ro u p o f s e v e n t e e n a d o l e s c e n t bo y s from a b o y s ' 41 p r e p a r a t o r y sc h o o l, s e l e c t e d as u n d e r a c h ie v e r s by t h e i r t e a c h e r s . A f i f t y - i t e m form was c o n s t r u c t e d employing s e n te n c e s from e a r l i e r forms and some d e sig n e d to e l i c i t in f o r m a tio n b e a r in g on th e hyp oth eses t e s t e d . The se v e n te e n case stu d y s u b j e c t s -were compared w ith a c o n tr o l group of 100 s u b j e c t s s e l e c t e d a t random. I t was found t h a t th e s e l e c t e d group r e v e a le d a n e g a tiv e a t t i t u d e tow ard t h e i r f a t h e r s , t h a t th e y had g u i l t f e e l i n g s about how th e y f e l t , and were l e s s a b le to e x p re ss t h e i r nega t i v e f e e l i n g s d i r e c t l y . I n view of the sm all sample and manner of app roach to th e problem , no a tte m p t was made to g e n e r a l i z e from th e d a t a . A s tu d y of p e r s o n a l i t y f a c t o r s of o v e r- and under a c h ie v e r s i n e n g in e e r in g was u n d e rta k e n by B urgess ( 3 0 :8 9 - 9 9 ). Two samples of tw enty s t u d e n t s , each based upon grade p o i n t a v erag e , were g iv en a b a t t e r y of p ro j e c t i v e and n o n - p r o j e c t i v e p e r s o n a l i t y t e s t s and in v e n t o r i e s , i n c l u d i n g the Rorschach T e s t, TAT, Rosenzweig P i c t u r e and F r u s t r a t i o n T e s t, MMPI, S tro n g V o c a tio n a l I n t e r e s t I n v e n t o r y , Borrow C o lleg e I n v e n to r y of Academic A djustm ent, and B e r n r e u t e r P e r s o n a l i t y I n v e n t o r y . The r e s u l t s of a n a l y s i s of a l l v a r i a b l e s showed the o v e r a c h ie v e r to be: 1. Less l a b i l e in a f f e c t i v e r e a c t i o n , c o n s t r i c t e d - i n h i b i t e d i n em otional re s p o n s e . 2. G r e a t e r i n i n t e l l e c t u a l a d a p t i v i t y ; approach to problems more c a u t i o u s . 42 3. H igher in need f o r achievem ent— more m o ti v a ti o n f o r c o ll e g e stu d y . 4. More e f f i c i e n t in p la n n in g and use of tim e . 5. R e s i s t a n t to e n v iro n m en ta l l i m i t a t i o n s and to r e l a t e a tt a i n m e n t o f e d u c a tio n to escape from th o se r e s t r i c t i o n s . The u n d e r a c h ie v e r was found to : 1 . Be l e s s i n t e l l e c t u a l l y a d a p t i v e . 2. O v e r g e n e r a liz e . 3. Show l e s s i n t e l l e c t u a l c o n t r o l and r e p r e s s i o n of em otional re s p o n s e . 4 . O v e rre a c t to e n v iro n m en ta l c ir c u m s ta n c e s . 5. Show easy l a b i l e a f f e c t i v i t y . 6. Be weak i n m o ti v a ti o n f o r academic a chiev em ent. 7. Tend n o t to en jo y sc h o o l. 8. Be unable to see th e v a lu e o f e d u c a ti o n . 9. Tend to see h i s own environm ent as d e s i r a b l e . (30:89-99) A lthough t h e use o f p r o j e c t i v e te c h n iq u e s f o r m easuring th e achievem ent m otive has been e s t a b l i s h e d , r e l i a b i l i t y o f th e measure i s n o t h ig h . B irn e y (23:260-267) used p a r a l l e l forms o f th e M cClelland p i c t u r e s a d m i n i s t e r e d to t h e same s u b j e c t s a t t h r e e d i f f e r e n t tim e s . Forms A and B were found to have equal means and v a r i a n c e s . The v a lu e s o f .29 f o r a th re e -w e e k i n t e r v a l i n d i c a t e d t h a t b e t t e r c o n t r o l p ro c e d u re s f a i l e d to produce h i g h e r r e l i a b i l i t y . These f i n d i n g s le d B ir n e y to conclude t h a t th e n eed-ach ievem en t measure i s h i g h l y s i t u a t i o n a l i n c h a r a c t e r . 43 Non-pro.i e c t i v e p e r s o n a l i t y t e s t s and i n v e n t o r i e s M in n e so ta M u l t ip h a s i c P e r s o n a l i t y I n v e n t o r y (MMPI). — I n 1952, Morgan (89:29 2-2 98 ) found t h a t t o t a l a d ju s tm e n t s c o r e s on the MMPI ( c o l l e g e l e v e l ) d id n o t d i f f e r e n t i a t e betw een o v e r a c h i e v e r s and u n d e r a c h i e v e r s , b u t t h a t a c h i e v e r s s c o r e d h i g h e r on th e s c a l e s of Dominance, S o c i a l R e s p o n s i b i l i t y , and I n t e l l e c t u a l E f f i c i e n c y . F r i c k (4 9 :4 9 -5 2 ) i n 1955 employed a m u l t i p l e c o r r e l a t i o n p ro c e d u re in which s c o r e s f o r 267 freshm en women on ACE and MMPI c l i n i c a l s c a l e (M— F s c a l e exclud ed ) compared w i t h grade p o i n t a v e r a g e . He r e p o r t e d a m u l t i p l e c o r r e l a t i o n (R) o f .6 4 , w hereas th e c o r r e l a t i o n betw een a p t i t u d e b a se d on ACE s c o r e s and GPA was o n ly .4 8 . I t was s u g g e s te d t h a t p e r s o n a l i t y f a c t o r s a f f e c t p erfo rm an ce in the form o f a b i l i t y s c o r e s a t a g iv en tim e as w e ll as over a lo n g e r p e r i o d i n th e form o f g r a d e s . McQuary and Truax (81:39 3-39 9) a tte m p te d to con s t r u c t an u n d e ra c h ie v e m e n t s c a l e u s i n g item s from th e MMPI. Boyce (28) compared two groups of 49 o v e r a c h i e v in g and u n d e r a c h i e v in g c o l l e g e male fresh m e n on 38 ite m s . O v e ra c h ie v e rs were d e f i n e d as a c h i e v i n g n o t l e s s t h a n 0 .5 GPA above t h a t p r e d i c t e d on t h e b a s i s o f th e ACE f o r th e f i r s t s e m e s te r i n c o l l e g e . U n d e r a c h ie v e rs were e x p e c te d 44 to a c h ie v e n o t b e t t e r th a n 0 .5 GPA below p r e d i c t e d GPA on t h e b a s i s of th e ACE. Chi sq u a re a n a l y s i s r e v e a l e d t h a t u n d e r a c h i e v e r s had more d e v i a t e s c o r e s on the MMPI th a n o v e r a c h i e v e r s . The MMPI was a d m i n i s t e r e d by A ltu s (1 4 :3 8 5-3 97 ) in 1948 to two groups o f t w e n t y - f i v e a c h i e v i n g and u n d e r a c h ie v in g c o l l e g e s t u d e n t s s e l e c t e d on a b a s i s o f c o u rs e grade in p sy c h o lo g y . The non— a c h i e v e r was c h a r a c t e r i z e d as g r e a t e r in f e m i n i n i t y , im m a tu r ity , f e a r l e s s n e s s , s e l f — a s s e r t i v e n e s s , and manic t e n d e n c i e s . A c h ie v e rs were d e s c r i b e d as i n t r o v e r t e d — n o n - a c h i e v e r s as e x t r o v e r t e d . I t was m a i n ta in e d t h a t item s on a d ju s tm e n t can be s e l e c t e d which w i l l d i f f e r e n t i a t e betw een a c h i e v e r s and non a c h i e v e r s . J e n s e n (6 6 :4 9 7 -4 9 9 ) employed th e MMPI i n a com p a r i s o n o f n o n - a c h i e v i n g c o l l e g e s t u d e n t s o f low sch o l a s t i c a b i l i t y w i t h t h r e e o t h e r g ro u p s. His a n a ly s e s r e v e a l e d t h a t n o n - a c h i e v e r s d e v i a t e d f u r t h e r from th e a v e r a g e , im p ly in g a d i s a d v a n t a g e w i t h r e s p e c t to non i n t e l l e c t u a l a r e a s o f c o l l e g e l i f e as w e ll as i n t e l l e c t u a l . The MMPI was used b y H a c k e tt (6 1 :2 1 5 -2 1 7 ) to p r e d i c t achievem ent i n c o l l e g e . An a tt e m p t was made to i d e n t i f y s p .e c ific item s which co u ld be u se d as an u n d e r a c h i e v e r s c a l e . S i m i l a r i t i e s were found betw een low a c h i e v e r s and the a u t h o r i t a r i a n p e r s o n a l i t y . S e e g a rs (108:251-253) a tte m p te d a r e p l i c a t i o n o f 45 H a c k e t t 's s t u d y . He u t i l i z e d th e Z s c a l e and made t h r e e s i g n i f i c a n t ch ang es. He u se d a l l fem ale s u b j e c t s , u p per c l a s s s t u d e n t s i n s t e a d o f fresh m en , and matched IQ ’ s . The Z s c a l e f a i l e d t o d i f f e r e n t i a t e betw een t h e two groups of a c h i e v e r s and u n d e r a c h i e v e r s . I n a d o c t o r a l i n v e s t i g a t i o n , McKenzie (83:632) d e v e lo p e d sev en s c a l e s t h r o u g h item a n a l y s i s . D e v ia n t ach iev em en t was d e f i n e d i n term s o f d i s c r e p a n c y betw een m easured a b i l i t y and GPA. U n d e r a c h ie v e rs were c h a r a c t e r i z e d as t e n d i n g to e x t e r n a l i z e t h e i r c o n f l i c t s , to be i m p u l s i v e , and l a c k lo n g ra n g e g o a ls and depend f o r g u id an ce upon s t a n d a r d s o f o t h e r s . H o s t i l i t y was seen as p l a y i n g an i m p o r t a n t r o l e in t h e dynamics o f t h i s gro u p . I t was s u g g e s te d t h a t th e MMPI may n o t c o n s t i t u t e th e most s u i t a b l e ite m po ol f o r d i f f e r e n t i a t i n g between n o n - p a t h o l o g i c g ro u p s . Drake (3 8:1 64 -16 7) r e j e c t e d th e ite m a n a l y s i s p r o c e d u r e f o r d e v e lo p in g s c a l e s to d i f f e r e n t i a t e a c h i e v e r s and u n d e r a c h i e v e r s . I n s t e a d he s t u d i e d p a t t e r n s which c o uld be i s o l a t e d to d i f f e r e n t i a t e low a c h i e v e r s and c r o s s - v a l i d a t e d p o s i t i v e f i n d i n g s . The MMPI p r o f i l e s of 1,00 4 male s t u d e n t s who e n t e r e d c o l l e g e n in e y e a r s p r e v i o u s l y were s t u d i e d . The p o s i t i v e f i n d i n g s were c r o s s v a l i d a t e d a g a i n s t a second group n in e y e a r s l a t e r . The s c a l e s Pd and Ma were found t o be s i g n i f i c a n t l y a s s o c i a t e d w i t h low ach iev e m e n t i n b o th g ro u p s. I t was a ls o found 46 t h a t t h e M-F s c a l e a c t e d a s a s u p p r e s s o r v a r i a b l e . E d v a r d s P e r s o n a l P r e f e r e n c e S c h e d u l e ( E P F S ) . — B e n d ig ( 2 2 ; 3 5 4 ) i n 1957 m e a s u r e d t h e c o r r e l a t i o n b e tw e e n M a n i f e s t A n x i e t y S c a l e , EPFS— n e e d — a c h i e v e m e n t s c a l e — an d M c C l e l l a n d n e e d - a c h i e v e m e n t s c a l e , and f o u n d no s i g n i f i c a n t r e l a t i o n s h i p s . He c o n c l u d e d t h a t t h e t h r e e s c a l e s m e a s u re i n d e p e n d e n t t r a i t s . I n a d i s s e r t a t i o n b y K l e t t (73) t h e r e l a t i o n s h i p b e tw e e n s c o r e s on EPPS and a s p e c t s o f a c a d e m ic a c h i e v e m e n t was e x p l o r e d . The m u l t i p l e R was d e r i v e d t o e v a l u a t e t h e e f f i c i e n c y o f EPPS i n a p r e d i c t i v e b a t t e r y . The r o l e o f EPPS i n p r e d i c t i o n o f GPA was u n i m p r e s s i v e and e q u i v o c a l . K rug ( 7 6 : 1 3 3 - 1 3 6 ) , a t t e m p t i n g t o d i f f e r e n t i a t e a c h i e v e r s and u n d e r a c h i e v e r s , r e p o r t e d t h a t EPPS was u s e f u l i n d i s c r i m i n a t i n g b e tw e e n t h e two g r o u p s . I n 19 6 0 , U h l i n g e r and S t e p h e n s ( 1 1 8 : 2 5 9 — 266) s t u d i e d s e v e n t y - t w o c o l l e g e f r e s h m e n who h a d b e e n g i v e n h o n o r a r y a w ard s f o r o u t s t a n d i n g s c h o l a r s h i p i n h i g h s c h o o l . T h re e e s t i m a t e s o f s t u d e n t s ' e x p e c t a n c i e s i n t e r m s o f t e a c h e r m arks w ere o b t a i n e d and com pared w i t h a c t u a l g r a d e s r e c e i v e d . The E dw ards P e r s o n a l P r e f e r e n c e S c h e d u l e and R o t t e r ' s I n c o m p l e t e S e n t e n c e B la n k were co m p ared w i t h t h e t h r e e e s t i m a t e s o f s t u d e n t e x p e c t a n c i e s , e x p e c t e d GPA, minimum GPA w i t h w h ic h t h e s t u d e n t s w o uld be s a t i s f i e d , and t h e maximum GPA a s t u d e n t c o u l d e x p e c t . The h y p o t h e s i s was t h a t t h e o b t a i n e d g r a d e s w o u ld be p o s i t i v e l y r e l a t e d to n-Achievem ent s c o r e s and i n v e r s e l y r e l a t e d to n - N u r tu r a n c e s c o r e s „ Low c o r r e l a t i o n s b etw een t h e achievem ent m easures and m easu res of need a ch ie v e m e n t were r e p o r t e d . The i n v e s t i g a t o r s co n clu d ed t h a t a lt h o u g h th e r e l a t i o n s h i p would seem v i r t u a l l y t a u t o l o g i c a l , an a d equ ate t e s t o f th e r e l a t i o n s h i p betw een achiev em ent m o ti v a ti o n and academic a ch iev e m e n t has y e t to be made. T h e ir r e s u l t s in d u ce d them to s u g g e s t in a d e q u a c ie s of th e c o n ce p t of* achievem ent m o t i v a t i o n o r of t h e m easure of achievem ent n e ed . I n 1961 Kazmier (69) employed an ach iev e m e n t index computed f o r each o f 140 c o l l e g e s t u d e n t s on b a s i s of p r e d i c t e d p e rfo rm a n c e on a seco nd t e s t u s i n g a r e g r e s s io n e q u a t io n v e r s u s a c t u a l p e rfo rm a n c e . He found t h a t th e ach iev e m e n t in d e x i n c r e a s e d s i g n i f i c a n t l y th e c o r r e l a t i o n betw een th e p r e d i c t o r t e s t and th e d i s t a l c r i t e r i o n ( p o i n t h o u r r a t i o ) . The p r im a ry t e s t was th e Ohio S t a t e P s y c h o l o g i c a l E x a m in a tio n . A ltho ug h p o s i t i v e c o r r e l a t i o n s were found betw een ach iev e m e n t in d e x and p o i n t h o u r r a t i o and betw een t h e index and p r im a r y t e s t , none o f th e s c a l e s of th e EPPS was found to be as e f f e c t i v e i n p r e d i c t i n g o v e r- and u n d e ra c h ie v e m e n t as achievem ent in d ex a lo n e . C a l i f o r n i a P s y c h o l o g i c a l I n v e n t o r y ( C P I ) . — In 1949, Gough (5 4 :6 5 -7 8 ) i n v e s t i g a t e d f a c t o r s r e l a t i n g to academic achievem ent o f h ig h sc h o o l s t u d e n t s . L a t e r i n 1955 ( 129 ) he s t u d i e d t h e same f a c t o r s among g i f t e d ' 48 p e r s o n s , a t t e m p t i n g to c o n s t r u c t and v a l i d a t e an a c h i e v e ment s c a l e . F u r t h e r r e s e a r c h by Gough l e d t o t h e d e v e l opment i n 1957 o f t h e C a l i f o r n i a P s y c h o l o g i c a l I n v e n t o r y , a p e r s o n a l i t y t e s t d e s i g n e d to p r e d i c t acad em ic a c h i e v e ment i n h i g h s c h o o l . Gough’ s s t u d i e s , c i t e d ab o v e, o f u n d e r a c h i e v i n g g i f t e d i n r e l a t i o n to t h e i r p e r f o r m a n c e on t h e CPI, i n d i c a t e d t h a t t h e y s c o r e d s i g n i f i c a n t l y h i g h e r on t h e s c a l e f o r d e l i n q u e n c y . I n c o n t r a s t , a c h i e v e r s were h i g h e r on t h e s c a l e f o r s o c i a l r e s p o n s i b i l i t y and academ ic m o t i v a t i o n . The c o n c l u s i o n draw n from t h e s e s t u d i e s was t h a t acad em ic a c h ie v e m e n t and u n d e r a c h i e v e m e n t a r e b o t h forms o f s o c i a l b e h a v i o r , and t h a t u n d e r a c h i e v e m e n t among t h e g i f t e d i s a k i n d o f d e l i n q u e n t b e h a v i o r ( 129 ) . I n 1957, B u t l e r (128) u s e d t h e Q - s o r t and t h e CPI w i t h m atch ed g ro u p s o f o v e r a c h i e v i n g , u n d e r a c h i e v i n g , and e x p e c t e d a c h i e v i n g n i n t h g r a d e p u p i l s . These i n d i c e s were o b t a i n e d : an In d e x o f A d ju s t m e n t , an I n d e x o f S e l f - E stee m , and an I n d e x o f S t r e s s . O v e r a c h ie v i n g boys o b t a i n e d s c o r e s i n d i c a t i n g b e t t e r g e n e r a l a d j u s t m e n t t h a n u n d e r a c h i e v i n g b o y s . S e l f c o n c e p t and a d j u s t m e n t o f o v e r - a c h i e v e r s and e x p e c te d a c h i e v e r s were s i m i l a r . A d e c r e a s i n g g r a d i e n t o f a c h ie v e m e n t was r e l a t e d t o a d e c r e a s i n g g r a d i e n t o f s e l f c o n c e p t and a d j u s t m e n t . K eim ow itz and A n s b a c h e r ( 7 0 :8 4 - 8 7 ) a d m i n i s t e r e d t h e CPI to 56 e i g h t h g r a d e b o y s , tw e n ty — n i n e i d e n t i f i e d 49 as o v e r a c h i e v e r s in m ath em atics and tw e n ty - s e v e n were c l a s s i f i e d as u n d e r a c h i e v e r s . They found t h i r t e e n o f the e i g h t e e n s c a l e s o f th e CPI to d i f f e r e n t i a t e s i g n i f i c a n t l y betw een o v e r — and u n d e r a c h i e v e r s i n m a th e m a tic s . The CPI was u t i l i z e d by L e s s i n g e r and M a rtin s o n (7 8 :5 7 2 - 5 7 5 ). S c o res f o r g i f t e d e i g h t h g ra d e s t u d e n t s were compared w i t h t h o s e o f g i f t e d h i g h sc h o o l s t u d e n t s and a d u l t s . The f i n d i n g s were t h a t th e a c h i e v i n g group had p r o f i l e s more c l o s e l y r e s e m b lin g t h o s e o f g i f t e d h ig h sc h o o l s t u d e n t s and a d u l t s th a n th o se of t h e i r own age group. Rosenberg e t a l . (10 5:3 85 -38 8) a tte m p te d t o p r e d i c t t h e g ra d e s of s t u d e n t s i n t h r e e m i l i t a r y c o u r s e s . They found t h a t t h e c o m b in a tio n of Achievement v i a I n d e pendence s c a l e o f CPI and G e n era l T e c h n ic a l sc o re from Army C l a s s i f i c a t i o n B a t t e r y e f f e c t i v e l y s c re e n e d s t u d e n t s . The p r e d i c t e d c r i t e r i o n s c o r e s o b t a i n e d from two m u l t i p l e p r e d i c t i v e e q u a tio n s c o r r e l a t e d w ith academic g ra d e s in two sam ples beyond t h e .01 l e v e l of c o n f i d e n c e . These f i n d i n g s were a ls o t r u e f o r th e c r o s s - v a l i d a t i o n sam ple. P in k ( 4 6 : 1 0 5 - 1 1 2 ) i n 1962 p erfo rm ed an ite m a n a l y s i s o f t h e CPI and d i s c o v e r e d t h a t c e r t a i n ite m s d i s c r i m i n a t e d b e tw e e n h ig h and low a c h i e v i n g boys and g i r l s . The a c h i e v i n g g i r l was d e s c r i b e d i n th e f o l l o w i n g manner: 1. She a c c e p t s s e l f , f e e l s c e r t a i n o t h e r s w i l l a c c e p t h e r . 2. She i s t h e b e s t a d j u s t e d of t h e f o u r g r o u p s . 3. She v a l u e s h a rd work and p l a n n i n g . 4. She s e e s s e l f as c a p a b le , s m a rt. 5. She r e f l e c t s a l a c k of i n s i g h t and a b i l i t y to be s e l f c r i t i c a l . The low a c h i e v i n g g i r l was d e s c r i b e d a s : 1. P o o r l y c o n t r o l l e d , im p u ls iv e . 2. P l e a s u r e b e in g h e r m ajor o r i e n t a t i o n . 3. F e e l i n g s o c i a l l y a l i e n a t e d . 4. S e e in g s e l f a v i c t i m of c ir c u m s ta n c e — unhappy and m is u n d e r s to o d . 5. Not a c c e p t i n g — p e r c e i v i n g g o a ls and v a l u e s of o t h e r s . 6. R e g a rd in g s e l f as b a s i c a l l y e v i l . A c h ie v in g boys a c c e p t s e l v e s , b u t n o t to th e e x t e n t o f a c h i e v i n g g i r l s . They l a c k i n s i g h t and c r i t i c a l a b i l i t y . There i s co m p lete a c c e p ta n c e o f v a l u e s and g o a ls o f th e dom inant c u l t u r e . They conform w i th o u t q u e s t i o n i n g i n c o n s i s t e n c i e s . U n d e ra c h ie v in g boys were t h e most i n a d e q u a te and immature o f th e f o u r g ro u p s. They a re a l i e n a t e d from s o c i e t y and p o s s i b l y from f a m i l y . They do n o t h o ld to i d e a l s , v a l u e s , g o a ls o f d o m i n a n t - c u l t u r a l g r o u p s . They te n d t o be p l e a s u r e - o r i e n t e d , in a d e q u a t e , and p a s s i v e . They do n o t a c h ie v e g o a l s . They com plain o f p o w e r le s s n e s s in a w o rld do m inated by power, b u t f e e l t h a t m ight makes r i g h t . In 1964, Gough (56 :17 4-1 80 ) r e p o r t e d t h e r e s u l t s of a f i v e - y e a r s tu d y in which th e CPI was a d m i n i s t e r e d to 51 1,384 s t u d e n t s i n f i v e h ig h s c h o o ls and c r o s s - v a l i d a t e d a g a i n s t a sample o f 1,371 s t u d e n t s i n n in e h i g h s c h o o l s . The CPI was a l s o g iv e n to 341 s t u d e n t s in I t a l y i n an e f f o r t to e s t a b l i s h c r o s s - c u l t u r a l v a l i d i t y f o r t h e i n s t r u m e n t . The p ro c e d u re was t h a t i n t e l l i g e n c e s c o r e s and GPA's f o r t h e o r i g i n a l sample of 1,384 s u b j e c t s were c o n v e r te d to s t a n d a r d s c o r e s , and c o r r e l a t e d w ith the 18 s c a l e s of th e CPI. A lth ou gh t h e h i g h e s t c o r r e l a t i o n w ith GPA came from IQ w ith a c o e f f i c i e n t o f .53 f o r th e t o t a l sam ple, 17 of t h e 18 s c a l e s were s t a t i s t i c a l l y s i g n i f i c a n t a t th e .01 l e v e l of c o n f i d e n c e . Employing m u l t i p l e r e g r e s s i o n t e c h n i q u e s , t h r e e e q u a t io n s were d e v e lo p e d — one f o r m ales, one f o r f e m a le s , and one f o r th e t o t a l sam ple. A f o u r t h e q u a tio n was c o n s t i t u t e d u s in g b o t h CPI and IQ m ea su re s. Cross v a l i d a t i o n . — C o r r e l a t i o n s f o r th e CPI, IQ, and th e f o u r e q u a t io n s w i t h GPA i n t h e c r o s s - v a l i d a t i n g sample of 1,371 s t u d e n t s were o b tain ed * A gain, IQ by i t s e l f proved to be the b e s t s i n g l e p r e d i c t o r w i t h a c o r r e l a t i o n o f .60 f o r t h e t o t a l sam ple. The t h r e e most e f f e c t i v e s c a l e s of th e i n v e n t o r y , as i t was found i n th e o r i g i n a l sam ple, were R e s p o n s i b i l i t y ( . 4 8 ) , I n t e l l e c t u a l E f f i c i e n c y ( . 4 3 ) , and Achievement v i a Conformance ( . 4 0 ) . P r e d i c t i v e v a l i d i t i e s f o r th e t h r e e e q u a tio n s b a sed on the CPI o n ly , f o r m ales, f e m a le s , and t o t a l , were .5 5 , .5 5 , and .56,' r e s p e c t i v e l y . Ach-T, th e t h i r d 52 e q u a t i o n , was r e p o r t e d to be s u p e r i o r to t h e o t h e r two as a p r e d i c t o r , and i s th e one recommended f o r use when academic achievem ent i s to be p r e d i c t e d on th e b a s i s o f th e CPI a lo n e . A c o e f f i c i e n t o f .68 was o b t a i n e d when p r e d i c t i o n o f ach ievem ent was made u s in g t h e e q u a t io n i n c o r p o r a t i n g IQ w ith f i v e CPI s c a l e s . C r o s s - c u l t u r a l v a l i d a t i o n . — An I t a l i a n t r a n s l a t i o n o f th e i n v e n t o r y was made and t h e n a d m i n i s t e r e d i n f o u r I t a l i a n " l i c e i " i n t h r e e c i t i e s . The o b t a i n e d p r e d i c t i v e v a l i d i t i e s f o r th e CPI- s c a l e s y i e l d e d v a l u e s com parable to th e U.S. sam ple. A c o r r e l a t i o n of .4 4 f o r th e p r e d i c t i v e e q u a t io n w ith g ra d e s was o b t a i n e d f o r t h e t o t a l sample o f 341 I t a l i a n s t u d e n t s . However, c o r r e l a t i o n of th e a b i l i t y m easure w i t h g ra d e s was only .1 7 . I t was found t h a t i n t h e c r o s s - c u l t u r a l v a l i d a t i o n of t h e two e q u a t i o n s , Ach-T w ith GPA, and IQ + CPI w i t h GPA, th e CPI alo n e y i e l d e d a c o e f f i c i e n t o f .3 9 , as compared to a c o r r e l a t i o n of .33 f o r th e c o m b in a tio n of CPI and t h e a b i l i t y m easu re. C o n c l u s i o n .— Based upon h i s f i v e y e a r s tu d y w ith t h e CPI, Gough co ncluded t h a t : 1. The s i z e o f th e sam ples r e p o r t e d a p p e a rs l a r g e enough to le n d c o n fid e n c e to th e r e s u l t s o b t a i n e d , and t h a t t h e c r o s s - c u l t u r a l v a l i d a t i o n d e m o n s tr a te s f u r t h e r th e v a lu e s o f th e e q u a tio n s d e r i v e d . 2. The Re and So s c a l e s a p p e a r in b o t h g e n e r a l e q u a t i o n s , Ach-T and IQ + CPI, and have r e p e a t e d l y shown r e l e v a n c e f o r academic ach iev em en t i n h ig h s c h o o l. 3. The n e g a t i v e w e ig h tin g on the Good Im p re s s io n s c a l e e x e r t s a d e f i n i t e i n f l u e n c e upon t h e sc o re o b t a i n e d , f o r th e l e s s a s t u d e n t i s c o n ce rn e d w ith s o c i a l d e s i r a b i l i t y , th e h i g h e r w i l l be h i s sc o re on th e two e q u a t i o n s . 4 . High s c o r e s on th e Achievement v i a Conformance and Achievement v i a In depen den ce s c a l e s are p r e s e n t i n th e a ch iev e m e n t p a t t e r n . 5. I n t e l l e c t u a l e f f i c i e n c y — th e p r e s e n c e o f i n t e l l e c t i v e o r c o g n i t i v e t a l e n t — i s a ls o a b a s i c component o f th e ach iev em en t e q u a t i o n s . The r e s u l t s o f t h i s f i v e y e a r i n v e s t i g a t i o n were summed up by Gough (56:179) i n th e f o l lo w in g way: . . „ t h e p e r s o n a l o g i c a l b a s i s f o r d i f f e r e n t i a l achievem ent a t th e high sc h o o l l e v e l w hich seems i n d i c a t e d by o u r f i n d i n g s i s one in w hich t h e r e i s a s e n s i t i v i t y to and a c c e p ta n c e o f s o c i a l v a lu e s b u t w i t h r e t e n t i o n of i n d i v i d u a l i t y , a c a t h e x i s o f con s t r u c t i v e e n d e a v o r, and an i n i t i a l adv antag e o f t a l e n t . O th e r methods Rowland (106:195-199) i n 1959 c o n s t r u c t e d an i n s t r u m e n t known as th e Academic M o t i v a t i o n I n v e n t o r y (AMI). He found t h a t i t c o r r e l a t e d w ith th e ACE 54 P s y c h o l o g i c a l E x a m in a tio n .2 4 and .3 0 , on two c o l l e g e e n t e r i n g c l a s s e s w ith an N o f 845 and 674, and c o r r e l a t e d w i t h f i r s t s e m e s te r GPA .52 and .4 6 , r e s p e c t i v e l y . The c o r r e l a t i o n f o r t h e two g ro u p s b e tw ee n t h e ACE and GPA was .41 and .4 0 . When a m u l t i p l e c o r r e l a t i o n was c a l c u l a t e d f o r GPA, ACE, and AMI, c o e f f i c i e n t s o f .59 and .53 were o b t a i n e d f o r t h e two sa m p le s. Rowland c o n c lu d e d t h a t i t was p o s s i b l e to c o n s t r u c t a p a p e r - a n d — p e n c i l m easurem ent i n s t r u m e n t of academ ic m o t i v a t i o n b a s e d upon t h e o p in io n s and a t t i t u d e s of s t u d e n t s . Also i n 1959, M id d le to n and G u t h r i e ( 8 6 :6 6 -6 9 ) a p p l i e d th e m ethod o f f a c t o r a n a l y s i s on M u r ra y ’ s l i s t o f n e e d s . They fou nd t h a t a c h i e v e r s showed n e e d s f o r : 1. power and a p p r o v a l 2. r e s e n t m e n t and in d e p e n d e n c e 3. s t r o n g d ep en den ce 4. s o c i a l s t a t u s and i n f l u e n c e 5. h o s t i l e a g g r e s s i v e d e n i a l o f t e n d e r s o c i a l i z e d f e e l i n g U n d e r a c h ie v e r s showed n eed s f o r : 1 . p l e a s u r e s 2. e x t r o v e r s i o n 3. d is a v o w a l o f s o c i a l sh o rtc o m in g s 4 . power Shaw e t a l . (1 1 1 :1 9 3 -1 9 6 ) u t i l i z e d t h e S a r b i n O b j e c t i v e Check L i s t in o r d e r to s t u d y d i f f e r e n c e s in 55 s e l f c o n c e p t o f b r i g h t u n d e r a c h i e v i n g and a c h i e v i n g male and fe m a le h i g h s c h o o l s t u d e n t s . J u n i o r s and s e n i o r s i n h ig h s c h o o l were s e l e c t e d on t h e b a s i s of PMA I Q 's of 113 and ab o v e. Those s e l e c t e d w i t h GPA's i n h ig h s c h o o l o f 2 .0 0 and above were d e s i g n a t e d " a c h i e v e r s " ; t h o s e w i t h h ig h s c h o o l GPA's of l e s s t h a n 1.75 were c a l l e d " u n d e r a c h i e v e r s . " D i f f e r e n c e s i n s e l f c o n c e p t were d e te r m i n e d by a p p l y i n g C h i - s q u a r e t e s t s on t h e 200 a d j e c t i v e s f o r a l l f o u r g r o u p s . The i n v e s t i g a t o r s were a b le to d e m o n s tr a te d i f f e r e n c e s i n s e l f c o n c e p t . They found t h a t male u n d e r a c h i e v e r s had more n e g a t i v e f e e l i n g s a b o u t th e m s e lv e s th a n a c h i e v e r s . Female u n d e r a c h i e v e r s were a m b iv a le n t r e g a r d i n g f e e l i n g s to w ard t h e m s e l v e s . I n 1960, P i e r c e and Bowman ( 9 8 :3 3 - 6 6 ) a n a ly z e d t h e m o t i v a t i o n p a t t e r n s of t h e t o p t h i r t y p e r c e n t o f h ig h s c h o o l s t u d e n t s i n g r a d e s t e n and tw e lv e i n th e Quincy P u b l i c S c h o o ls i n I l l i n o i s . The s t u d e n t s were d i v i d e d i n t o e i g h t gro u p s of h i g h and low a c h i e v i n g boys and g i r l s on t h e b a s i s of a b i l i t y i n r e l a t i o n to p e rfo rm a n c e ( s c h o o l m a r k s ). The s u b j e c t s were compared on m o t i v a t i o n , a d j u s t ment, and f a m i l y f a c t o r s to a s c e r t a i n d i f f e r e n c e s b etw een h ig h and low a c h i e v e r s , boys and g i r l s , and t e n t h and t w e l f t h g r a d e s t u d e n t s . I n o r d e r to s tu d y m o t i v a t i o n , M c C l e l l a n d 's Achievem ent M o t i v a t i o n T e s t was a d m i n i s t e r e d to a l l e i g h t 56 g r o u p s . A s t u d e n t i n t e r v i e w m easure c o n s i s t i n g of q u e s t i o n s p e r t a i n i n g to p e e r i d e n t i f i c a t i o n , r e a d i n g i n d e x , e d u c a t i o n a l g o a l s , g r a d e s d e s i r e d , m o n e ta ry g o a l s , s u b j e c t s l i k e d , and i d e n t i f i c a t i o n w i t h a d u l t s i m p o r t a n t to t h e s u b j e c t was u s e d . The CPI was u t i l i z e d as a m easure o f a d j u s t m e n t . An i n s t r u m e n t c a l l e d t h e S e m an tic D i f f e r e n t i a l T e s t of V a lu e s was e s p e c i a l l y c o n s t r u c t e d f o r t h i s i n v e s t i g a t i o n . T h is i n s t r u m e n t i s d e s c r i b e d i n d e t a i l i n P a r t I I o f t h i s c h a p t e r i n t h e s e c t i o n d e a l i n g w i t h a p p l i c a t i o n o f t h e s e m a n t ic d i f f e r e n t i a l to p ro b le m s i n t h e a r e a o f academ ic a c h i e v e m e n t . The a u t h o r s fo u n d t h a t M c C l e l l a n d ’ s t e s t r e v e a l e d h i g h e r s c o r e s f o r h i g h a c h i e v i n g b oys a t b o t h g rad e l e v e l s . No s i g n i f i c a n t d i f f e r e n c e s w ere fo u n d i n t h e c a se o f h i g h and low a c h i e v i n g g i r l s . On t h e S e m an tic D i f f e r e n t i a l T e s t o f V a l u e s , h i g h a c h i e v i n g boys v a lu e d s p e c i f i c c o n c e p ts more h i g h l y th a n d i d t h e i r low a c h i e v i n g p e e r s . The s t u d e n t i n t e r v i e w m e a su re d i f f e r e n t i a t e d b e tw ee n a c h i e v e r s and u n d e r a c h i e v e r s s i g n i f i c a n t l y f o r a l l c a s e s . H igh a c h i e v i n g s t u d e n t s were d e s c r i b e d as a d j u s t e d on t h e CPI i n a l l c a s e s e x c e p t t w e l f t h g ra d e g i r l s . Low a c h i e v i n g t e n t h g r a d e s t u d e n t s w ere h i g h e r on a g g r e s s i o n and w ith d ra w n and were c o n s i d e r e d m a l a d j u s t e d . The C a l i f o r n i a S tu d y Methods S u rv e y was d e v i s e d by C a r t e r ( 3 3 : 5 1 - 5 6 ) i n 1961 to m easu re d i f f e r e n c e s b e tw e e n o v e r — and u n d e r a c h i e v i n g s t u d e n t s i n a t t i t u d e to w a rd 57 s c h o o l , s t u d y h a b i t s , and p l a n n i n g and sy s te m o f s t u d y . S t u d e n t s were m atched on b a s i s of g ro u p i n t e l l i g e n c e t e s t s c o r e s . A h i g h c o r r e l a t i o n was f o u n d b e tw ee n i n t e l l i g e n c e and a c h ie v e m e n t s c o r e s . C a r t e r r e p o r t e d t h a t o v e r a c h i e v e r s (1) were h a p p i e r i n s c h o o l , more c o n f i d e n t , and had b e t t e r m o r a l e , (2) had b e t t e r s t u d y h a b i t s , made more u se o f s t u d y t e c h n i q u e s , and were a s s o c i a t e d w i t h s u p e r i o r s c h o l a r s h i p , and (3) were more p l a n f u l and s y s t e m a t i c i n g e t t i n g w ork d o n e . I n 1962, Payne and F a r q u h a r ( 9 7 :1 8 7 - 1 9 2 ) d e v e l o p e d t h e Vord R a t i n g L i s t (VRL). S t u d e n t s r a t e d o ne, two, o r t h r e e word c o n c e p t s on a f o u r - p o i n t s c a l e a s t h e y t h o u g h t t h e i r t e a c h e r s would i n d e s c r i b i n g them as s t u d e n t s . F o r t y - e i g h t o u t o f one h u n d r e d n i n e t e e n ite m s rem a in e d a f t e r c r o s s - v a l i d a t i o n f o r e a c h s e x w i t h t h i r t y - f i v e ite m s common t o b o t h . The WRL i d e n t i f i e d s e v e r a l r e l a t i v e l y i n d e p e n d e n t d im e n s io n s f o r male and fe m a le a c h i e v e r s . I n v e n t o r y o f S e l f A p p r a i s a l ( I S A ) . — I n a d o c t o r a l i n v e s t i g a t i o n c o m p le te d i n 1963, d e s i g n e d to docum ent an e a r l i e r t h e o r e t i c a l model f o r th e a c h ie v e m e n t m o tiv e p r o p o se d by h i s d o c t o r a l a d v i s o r a t t h e U n i v e r s i t y of S o u t h e r n C a l i f o r n i a , B e l l e a u (1 2 6 :2 ) d e v e l o p e d what he c o n s i d e r e d to be " . . . t h e f i r s t p a p e r — a n d - p e n c i l i n s t r u ment d e s i g n e d to a s s e s s t h e m u l t i p l e c o r r e l a t e s of a c h ie v e m e n t and u n d e r a c h i e v e m e n t . " The r e s e a r c h f i n d i n g s r e p o r t e d i n t h e l i t e r a t u r e were o r g a n i z e d i n t o t e n m a jo r 58 a r e a s . F o r e a c h c a t e g o r y a r e s e a r c h h y p o t h e s i s was f o r m u la te d w hich was b a s e d on p r e v i o u s r e s e a r c h f i n d i n g s p l u s r e s u l t s o f a p i l o t i n v e s t i g a t i o n i n w h ich a 1 9 0 - ite m i n s t r u m e n t was c o n s t r u c t e d i n o r d e r t o c r o s s - v a l i d a t e th e r e s e a r c h r e p o r t e d i n t h e t e n m a j o r . a r e a s . The t e n m ajo r a r e a s s t u d i e d w ere: (1) A s s o c i a t i o n s , (2) S o c i a l A d j u s t m ent, (3) A d u l t A p p r o v a l, (4) M oral and S o c i a l V a l u e s , (5) P e r c e i v e d U t i l i t y o f S c h o o l E x p e r i e n c e , (6) S u c c e ss P a t t e r n s , (7) A u t h o r i t y R e l a t i o n s h i p s , (8) Goal D i r e c t i o n , (9) S e l f C o n c e p t, and (10) S p o n ta n e o u s I n t e r e s t s . Method o f i n v e s t i g a t i o n o f s a m p l e .— The f i n a l sam ple c o n s i s t e d o f 147 m atch ed p a i r s o f a c h i e v e r s and u n d e r a c h i e v e r s . As was m e n tio n e d p r e v i o u s l y , an u n d e r a c h i e v e r was d e f i n e d a s a p u p i l who a t t a i n e d a t o t a l CAT s c o r e one f u l l g ra d e b e lo w e x p e c t a n c y as d e t e r m i n e d by t h e Horn F o rm u la, u s i n g t h e r e s u l t s o f t h e CTMM and t h e CAT. The m a jo r o b j e c t i v e s o f h i s r e s e a r c h were t o ( l ) c o o r d i n a t e a s y s t e m a t i c p a t t e r n o f v a r i a b l e s w hich , p r e v i o u s r e s e a r c h f i n d i n g s r e p o r t e d , were r e l a t e d t o th e a c h ie v e m e n t m o ti v e , and (2) t o d e v e l o p an i n s t r u m e n t to s t u d y t h e s e v a r i a b l e s . P u p i l s s t u d i e d were from lo w e r so c io e c o n o m ic l e v e l homes i n an e l e m e n t a r y s c h o o l d i s t r i c t i n Los A n g e le s C ou nty i n g r a d e s t h r e e t h r o u g h e i g h t . M a tc h in g was on t h e b a s i s o f a ge, s e x , IQ, g r a d e , and so c io e c o n o m ic l e v e l . The t e s t r e s u l t s were t r e a t e d s t a t i s t i c a l l y by t h e 59 W ilcoxon M a t c h e d - P a i r s S ig n e d -R a n k s T e s t and t t e s t . I n t e r c o r r e l a t i o n s v e r e o b t a i n e d b e tw e e n th e s u b t e s t s f o r a c h i e v e r s and u n d e r a c h i e v e r s . I n a d d i t i o n , i te m a n a l y s e s v e r e made f o r tw e n ty - o n e s e p a r a t e c a t e g o r i e s b a s e d upon s e x , g r a d e , boys a t e a c h g ra d e l e v e l , g i r l s a t e a c h g r a d e l e v e l , and t o t a l s c o r e s . R e s u l t s . — N ine o f t h e t e n a r e a s were fo u n d t o be s i g n i f i c a n t a t o r beyond t h e .01 l e v e l o f c o n f i d e n c e . No s i g n i f i c a n t d i f f e r e n c e s were r e p o r t e d f o r a r e a 1— A sso c i a t i o n s . The r e l i a b i l i t y o f t h e ISA was .87 as e s t i m a t e d by t h e KR 21 f o r m u la . Of t h e one h u n d re d ite m s i n t h e f i n a l i n s t r u m e n t , f i f t y — n i n e ite m s a p p e a r e d t o show " s t r o n g " ( s ) o r " a d e q u a te " (a) d i s c r i m i n a t i o n v a l u e . L e v e l o f i n t e l l i gence d i d n o t a p p e a r t o make a d i f f e r e n c e i n t h e way t h e s u b j e c t s r e s p o n d e d . The f o l l o w i n g i te m s were found b y B e l l e a u (126: 168-174) to d i s c r i m i n a t e c o n s i s t e n t l y f o r a l l g ro u p s o f a c h i e v e r s and u n d e r a c h i e v e r s i n h i s s t u d y . They a r e p r e s e n t e d h e r e b e c a u s e t h e y c o n t r i b u t e d to t h e f o r m u l a t i o n of a d d i t i o n a l c o n c e p ts i n th e d e v e lo p m e n t o f t h e MWT. None o f t h e ite m s i n a r e a 1— A s s o c i a t i o n s a p p e a r e d to have a d e q u a te d i s c r i m i n a t i v e v a l u e . The p l u s s i g n d e n o t e s a c c e p t a n c e o f i t e m s ; t h e minus s i g n i n d i c a t e s r e j e c t i o n o f i t e m s , by u n d e r a c h i e v e r s . 60 Area + ( a] + (a, + (a + (a - (s - (a - (a Area - (s - (s + (s Area - (a + (a - (a Area + (s + (s - (s + (s - (s + (s - (a 2— S o c ia l 7. He f e e l s o.ther k id s d o n ’t l i k e him very v e i l . 8. He l i k e s most of th e k id s a t school but f e e l s th e y d o n ’t l i k e him. 11. He f e e l s l i k e he i s d i f f e r e n t than most k i d s . 12. He d o e s n 't g e t along v e ry w ell w ith o t h e r s . 13. He i s u s u a l ly chosen q u ic k ly by o th e r s . 19. He i s o fte n chosen to be a l e a d e r . 20. He f in d s i t easy to make f r i e n d s . 3—A dult Approval 21. He fin d s i t fun to reach the goals p a re n ts or te a c h e r s have s e t . 22. P a re n ts and t e a c h e r s are happy w ith th'e work he does. 24. No m a tte r how hard he t r i e s , th e y are never s a t i s f i e d . 4—Moral and S o c ia l Values 26. He f e e l s v e ry s tr o n g l y , t h a t you should never l i e to a f r i e n d . 29. He never l i e s to h is p a re n ts or t e a c h e r s . 30. He sometimes c h ea ts on school work. 5— P e rc e iv e d U t i l i t y of School Experience 33. He i s r e a l l y kind of bored w ith school. 34. He f e e l s t h a t the th in g s he i s supposed to le a r n in school have no r e a l importance f o r l i f e . 35. He f in d s h i s school work a snap (easy to d o ) . 36. He i s d i s s a t i s f i e d w ith school because they j u s t do the same old th in g s over and over. 37. He could prob ably do b e t t e r , but a lre a d y g e ts p r e t t y good grades w ithout working too hard. 38. He f e e l s t h a t you h a rd ly g e t to do anything new o r e x c i t i n g a t school. 40. He o fte n t r i e s to g e t the b e s t grades in c l a s s . 61 Area 6— Pi — (s 42. - (s 43. - (s 44. + (s 45. + (a 46. - (a 47. + (s 48. - (s 49. - (s 50. + (s 51 . + (s 52. Area I i h- + (s 53. + (s 54. + (a 55. - (s 57. (a U 1 00 • - (s 59. + (s 62. - (a 63. + (s 64. + (s 65. + (s 68. + (a 70. + (a 73. - (a 74. Area - (a He f e e l s he i s d o in g p r e t t y good i n scho ol* He u s u a l l y g e t s good g r a d e s . He has alw ays done w e ll i n s c h o o l . He seldom g e t s good g r a d e s . He som etim es g e t s p o o r g r a d e s . He had good t e a c h e r s and d i d w e l l when he f i r s t b e g an s c h o o l . He t h o u g h t f i r s t g ra d e was v e r y h a rd . He l i k e s sc h o o l b e ca u se he does w e l l . He i s u s u a l l y n e a r th e t o p of h i s c l a s s . He c a n ’ t seem to do a n y th i n g r i g h t . He f e e l s h i s t e a c h e r d o e s n ' t r e a l l y u n d e r s t a n d him. He f e e l s t e a c h e r s d o n ' t e x p l a i n t h i n g s w e l l . He i s a f r a i d of p o lic e m e n . He f i n d s i t h a rd to t a l k to t e a c h e r s . He g r e a t l y ad m ires t e a c h e r s . He l i k e s o t h e r s to t e l l him w hat to do b e c a u s e i t ' s h a rd to make up h i s mind so m e tim e s. He u s u a l l y makes up h i s own mind a b o u t t h i n g s . He w ish e s grownups were more f a i r . He can t a l k t h i n g s ov er w i t h p a r e n t s . He t h i n k s he has to o many c h o r e s . He f e e l s you can n e v e r p l e a s e grownups. He g e t s p u n is h e d to o much. He f e e l s p e o p le e x p e c t t o o much o f him. He w is h e s h i s f a t h e r would pay more a t t e n t i o n to him. He f e e l s h i s p a r e n t s lo v e him v e r y much. 8— Goal D i r e c t i o n 75. He t h i n k s i t ’ s i m p o r ta n t to do w e l l i n sc h o o l so you g e t a good job and make l o t s 62 o f m oney. — ( s ) 7 6 . He w o u ld l i k e -to go "bo c o l l e g e . A r e a 9— S e l f C o n c e p t — ( a ) • C M 00 He i s g l a d he i s h i m s e l f . + ( a ) 8 3 . He w i s h e s h e h a d m ore f r i e n d s . + ( s ) 8 4 . He w i s h e s he was s o m e b o d y e l s e . — ( a ) 00 U l • He f e e l s m o s t p e o p l e l i k e h im . — ( s ) 8 6 . He c a n u s u a l l y come u p w i t h t h e r i g h t a n s w e r . 4 ( a) 8 7 . He w i s h e s h e c o u l d make f r i e n d s m ore e a s i l y . _ ( a) 8 8 . He w i l l s t i c k t o h i s i d e a s i f he t h i n k s he i s r i g h t . 1 (a ) 9 0 . He f e e l s l o n e s o m e . + ( a ) 9 2 . He i s a f r a i d h e w o n ' t b e g o o d e n o u g h . — ( s ) 9 4 . He t h i n k s he i s a n i c e p e r s o n . — ( a) 9 5 . He u n d e r s t a n d s t h i n g s e a s i l y . A r e a 1 0 — S p o n t a n e o u s I n t e r e s t — ( s ) 98. He l i k e s m o s t o f t h e t h i n g s t h e y do i n s c h o o l . C o n c l u s i o n s . — B e l l e a u ' s r e s e a r c h i n d i c a t e d t h a t a n u m b e r o f s p e c i f i c v a r i a b l e s a p p e a r e d t o s i g n i f i c a n t l y a f f e c t t h e a c h i e v e m e n t m o t i v e . The s t u d y a l s o dem on s t r a t e d t h e f e a s i b i l i t y o f a p a p e r — a n d — p e n c i l t e s t t o s t u d y t h e " m u l t i p l e c o r r e l a t e s o f a c h i e v e m e n t a n d u n d e r - a c h i e v e m e n t ." A n u m b e r o f s e l f - r e p o r t i n s t r u m e n t s h a v e b e e n c o n s t r u c t e d i n a n e f f o r t t o i d e n t i f y , p r e d i c t , a n d i n c r e a s e t h e u n d e r s t a n d i n g o f a c a d e m i c u n d e r a c h i e v e m e n t . The ISA a p p e a r s t o b e t h e m o s t r e c e n t i n s t r u m e n t d e s i g n e d f o r t h i s p u r p o s e . H o w e v e r, t h e s u b j e c t i s g i v e n o n l y two 63 a l t e r n a t i v e s , " l i k e me" i f th e s t a t e m e n t i s t r u e f o r him s e l f , and " n o t l i k e me" i f th e s t a t e m e n t i s u n t r u e f o r h i m s e l f . The a p p ro a c h t a k e n i n t h i s s tu d y was t o u t i l i z e th e se m a n tic d i f f e r e n t i a l t e c h n iq u e w hich p e r m i t s th e i n d i v i d u a l to choose f r e e l y among th e a l t e r n a t i v e s p r e s e n t e d (s e v e n f o r t h i s i n s t r u m e n t ) and s t i l l p r o v i d e a co m p reh ensive p i c t u r e o f t h e p e r s o n and t h e group to which he b e l o n g s . I t was f e l t t h a t t h i s t e c h n i q u e o f m easurem ent o f f e r s much p ro m ise f o r p r o v i d i n g i n f o r m a t i o n r e l a t i v e to p e r c e p t i o n o f o n e ’s s e l f and t h e e n v iro n m e n t. Cronbach (1:6 0 1 ) s t a t e s , "The S em antic D i f f e r e n t i a l i s t h e o n l y p s y c h o m e tr ic te c h n iq u e d e s i g n e d t o s t u d y m eanings th e p e r s o n g i v e s t o s i g n i f i c a n t o t h e r s . " Summary I n t h i s p o r t i o n o f t h e r e v ie w , t h e a t t e m p t was made to i n d i c a t e t h e numerous and d i s p a r a t e methods w hich have b e en u s e d t o s t u d y t h e prob lem o f u n d e ra c h ie v e m e n t. P ro blem s and methods o f d e f i n i t i o n , i d e n t i f i c a t i o n , and m easurem ent o f u n d e ra c h ie v e m e n t w ere c o n s i d e r e d . A f t e r r e v ie w in g t h e s e s t u d i e s i t i s a p p a r e n t t h a t n o t w i t h s t a n d i n g th e p l e n t e o u s m a t e r i a l a v a i l a b l e , more i s needed to be known a b o u t th e u n d e r a c h i e v e r from h i s own p e r s o n a l frame o f r e f e r e n c e . The se m a n tic d i f f e r e n t i a l a p p e a r s to h o l d some p rom ise i n b e in g a b le to g e t a t p e r s o n a l meaning 64 and a t t i t u d e s -toward s e l f an d o t h e r s , a n d w i l l b e e x p l o r e d i n t h e e n s u i n g s e c t i o n . I I . THE SEMANTIC DIFFERENTIAL TECHNIQUE T h i s p h a s e o f t h e r e v i e w w i l l e n d e a v o r t o r e p o r t a f a i r l y u n i q u e m e th o d f o r m e a s u r i n g t h e p e r c e p t i o n s an d a t t i t u d e s t h a t an i n d i v i d u a l h a s t o w a r d h i m s e l f a n d h i s e n v i r o n m e n t . The m a t e r i a l p r e s e n t e d c o v e r s t h r e e g e n e r a l a r e a s . The f i r s t s e c t i o n d e a l s w i t h t h e d e s c r i p t i o n and r a t i o n a l e f o r t h e m e th o d . The s e c o n d s e c t i o n r e v i e w s s e l e c t e d s t u d i e s d e a l i n g w i t h e v a l u a t i o n o f t h e d i f f e r e n t i a l . S e c t i o n t h r e e o f t h e r e v i e w p e r t a i n s t o s t u d i e s u t i l i z i n g t h e s e m a n t i c d i f f e r e n t i a l i n t h e a r e a o f a c a d e m ic a c h i e v e m e n t . D e s c r i p t i o n a n d R a t i o n a l e V h a t i s t h e s e m a n t i c d i f f e r e n t i a l The s e m a n t i c d i f f e r e n t i a l i s a c o m b i n a t i o n o f c o n t r o l l e d a s s o c i a t i o n an d s c a l i n g p r o c e d u r e s i n w h i c h m e a n in g i s d e f i n e d o p e r a t i o n a l l y . I t i s an i n d i r e c t m e th o d i n t h e same s e n s e t h a t an i n t e l l i g e n c e t e s t d o e s n o t m e a s u r e i n t e l l i g e n c e p e r s e . H o w e v e r, u n l i k e t h e i n t e l l i g e n c e t e s t w h i c h t r e a t s a b i l i t y a s i f i t w e re d i s t r i b u t e d a l o n g a s i n g l e c o n t i n u u m , e . g . , w here IQ s c o r e s v a r y a l o n g a s i n g l e s c a l e , i t i s a c c e p t e d a t t h e 65 o u t s e t t h a t meanings v a ry in some unknown number of d im e n sio n s. The measurement procedure c o n s i s t s o f having a perso n judge a concept by r a t i n g i t on a s e t of b i p o l a r a d j e c t i v e s c a l e s which are o p p o s ite in meaning. He i n d i c a te s f o r each item (th e p a i r i n g of a concept w ith a s c a le ) th e d i r e c t i o n and i n t e n s i t y of h i s a s s o c i a t i o n on a g ra d u a te d s c a l e . The sample of concepts and p o l a r term s chosen, as s t a t e d by Osgood (11:20) ". . . should be as r e p r e s e n t a t i v e as p o s s i b l e of a l l the ways in which m eaningful judgments can v a ry , and y e t be sm all enough in s iz e to be e f f i c i e n t in p r a c t i c e . " H i s t o r i c a l background The s e a r c h f o r i n d ic e s of meaning has r e s u l t e d in the development of a number of m easuring te c h n iq u e s — p h y s i o l o g i c a l methods, l e a r n i n g methods, p e r c e p t i o n methods, a s s o c i a t i o n methods, and s c a l i n g methods. For a thorough e v a l u a t i o n of t h e s e methods th e r e a d e r is r e f e r r e d to Osgood (95 :2 0 6 -2 2 2 ). I t was l a r g e l y the in a d e q u a c ie s of th e s e a tte m p ts a t m easuring meaning which le d to the development of th e sem antic d i f f e r e n t i a l . The id e a of u s in g b i p o l a r a d j e c t i v e s was r e p o r te d by Osgood (11:20-24) to have o r i g i n a t e d w ith the work of Karwoski and Odbert on s y n e s t h e s i a a t Dartmouth C o lle g e. The r e s u l t s of t h i s r e s e a r c h i n d i c a t e t h a t v i s u a l , a u d it o r y , e m o tio n al, and v e r b a l s t i m u l i may have shared 66 meanings. S u b je c ts h e a r in g c e r t a i n m usical s e l e c t i o n s were t o l d to draw something to r e p r e s e n t a s e l e c t i o n . Other e f f o r t s in c lu d e s t u d i e s o f p r i m i t i v e c u l t u r e s on g e n e r a l i t y of c e r t a i n r e l a t i o n s h i p s ; f o r example, good was a s s o c i a t e d w ith up and l i g h t ( w h i t e ) , whereas bad th in g s were down and dark ( b l a c k ) . This method of stu d y in g sem antic r e l a t i o n s was th en adap ted by S ta g n er and Osgood (112:187-215) to measure s o c i a l s t e r e o t y p e s , in which the i d e a of a con tinuum between p o l a r terms was s e t f o r t h . These terms were used to d e f in e th e ends of s e v e n - s te p s c a l e s . The p r o f i l e s o f s o c i a l s t e r e o t y p e s such as P a c i f i s t , R u ssian, D i c t a t o r , and N e u t r a l i t y were o b ta in e d by u sin g a s e t of s c a l e s such as f a i r - u n f a i r , h igh -low , k i n d - c r u e l , e tc . I t was found t h a t c e r t a i n s c a le s f e e l i n to h ig h ly c o r r e l a t e d c l u s t e r s r e p r e s e n t i n g s i n g l e g e n e ra l f a c t o r s w hile o th e r s were in dep end en t o f t h i s f a c t o r and r e p r e s e n te d o t h e r dim ensions of the sem antic framework. Terminology B efore lau n ch in g in to a d i s c u s s i o n of the r a t i o n a l e f o r th e development of th e semantic d i f f e r e n t i a l , th e fo llo w in g d e f i n i t i o n s are p r e s e n te d to f a c i l i t a t e u n d e rs ta n d in g of t h i s tec h n iq u e f o r m easuring meaning. ♦ S i g n i f i c a t e — s . — Any stim u lu s which in a given s i t u a t i o n r e g u l a r l y and r e l i a b l y produces a p r e d i c t a b l e 67 p a t t e r n o f b e h a v i o r . An example o f t h i s w ould be an e l e c t r i c s h o c k , p r o d u c in g a v o i d a n t o r e sc a p e b e h a v i o r on th e p a r t of t h e o rg an ism each tim e a s t i m u l u s i s p r e s e n t e d . S ig n — f s 1 . — A p a t t e r n o f s t i m u l a t i o n w hich i s n o t th e s i g n i f i c a t e i s a s i g n o f t h a t s i g n i f i c a t e i f i t evokes i n th e o rg an ism a m e d i a t i n g p r o c e s s , (a) b e in g some f r a c t i o n a l p a r t o f t h e t o t a l b e h a v i o r e l i c i t e d by th e s i g n i f i c a t e and (b) p r o d u c i n g r e s p o n s e s w hich would n o t o c c u r w i t h o u t p r e v i o u s c o n t i g u i t y o f non— s i g n i f i c a t e and s i g n i f i c a t e p a t t e r n s of s t i m u l a t i o n . As an i l l u s t r a t i o n — t h e sound o f a b u z z e r a lo n e does n o t n e c e s s a r i l y evoke i n t h e o rg an ism any s p e c i f i c t y p e of r e s p o n s e . However, when i t o c c u r s i n c l o s e c o n t i g u i t y w i t h th e e l e c t r i c s h o c k , th e b u z z e r a lo n e i s s u b s e q u e n t l y c a p a b le o f e v o k in g some p o r t i o n of t h e t o t a l b e h a v i o r e l i c i t e d by t h e shock i t s e l f and p ro d u c e s a v o i d a n t o r esca p e b e h a v i o r . D e c o d in g . — The a s s o c i a t i o n of s i g n s w i t h r e p r e s e n t a t i o n a l m e d i a t o r s . When a s i g n i s p r e s e n t e d to a s u b j e c t a complex p a t t e r n o f m e d i a t i n g r e a c t i o n s , p r e sum ably n e u r a l e v e n t s , i s assumed to ta k e , p l a c e in t h e b r a i n . T h is p r o c e s s i s known as i n t e r p r e t a t i o n . E n c o d in g . — The a s s o c i a t i o n o f m e d ia te d s e l f s t i m u l a t i o n w i t h o v e r t i n s t r u m e n t a l *s e q u e n c e s . The m e d i a t i n g r e a c t i o n s become a s s o c i a t e d w i t h and pro du ce 6 8 o v e r t b e h a v i o r s -which a r e th e e x p r e s s i o n o f i d e a s . T h e o r e t i c a l fram ework I n term s o f l e a r n i n g t h e o r y a s i g n i s i d e n t i f i e d as a r e p r e s e n t a t i o n a l m e d i a t i o n p r o c e s s , r e p r e s e n t a t i o n a l b e c a u s e i t c o m p rise s a p o r t i o n o f t h e t o t a l b e h a v i o r e l i c i t e d by th e s i g n i f i c a t e . I t i s m e d i a t i n g b e c a u s e t h i s p r o c e s s i s a k in d o f s e l f - s t i m u l a t i o n t h a t e l i c i t s o v e r t b e h a v i o r s , l i n g u i s t i c and n o n - l i n g u i s t i c , a p p ro p r i a t e to t h e s i g n i f i c a t e . The m e d i a t i o n h y p o t h e s i s . — O sg o o d 's m e d i a t i o n h y p o t h e s i s (9 5 :2 0 3 -2 0 6 ) i s an a t t e m p t to e x p l a i n p sy c h o l o g i c a l m eaning . I t i s b a s e d upon H u l l i a n t h e o r y and d i v i d e s t h e u s u a l S-R f o r m u la i n t o th e two s t a g e s of d e c o d in g and e n c o d in g . When a s u b j e c t d e co d e s a g iv e n s i g n we assume t h a t a complex m e d i a t i n g r e a c t i o n o c c u r s , h a v in g a p a t t e r n o f a l t e r n a t i v e b i p o l a r r e a c t i o n s w i t h v a r y i n g i n t e n s i t i e s . When a s u b j e c t encodes t h i s se m a n tic s t a t e a g a i n s t th e d i f f e r e n t i a l , i t i s assumed t h a t h i s s e l e c t i o n o f d i r e c t i o n s i n se m a n tic sp ace i s c o o r d i n a t e w ith what r e a c t i o n s a re e l i c i t e d by t h e s i g n and t h a t t h e d e g r e e o f p o l a r i z a t i o n , e x tre m e n e s s i n s p a c e , i s c o o r d i n a t e w i t h how i n t e n s e l y t h e s e r a c t i o n s a r e made. The d e v elo p m e n t o f a s i g n . — Em ploying O sg oo d's e l a b o r a t i o n of t h e S— R f o r m u la , t h e dev elo p m en t o f a s i g n S i s sy m b o liz ed as f o l l o w s : In t h i s d iag ra m r m - - - - - ^ i s t h e r e p r e s e n t a t i o n a l m e d i a t i o n p r o c e s s . Riy r e p r e s e n t s t h e t o t a l b e h a v i o r o r r e s p o n s e e l i c i t e d by th e s i g n i f i c a t e ( S ) . r e f e r s to a v a r i e t y o f i n s t r u m e n t a l a c t s -which t a k e a c c o u n t o f t h e s i g n i f i c a t e . To i l l u s t r a t e t h i s p r o c e s s — when a c h i l d i s c a u t i o n e d a b o u t th e d a n g e r o f s p i d e r s t h e r e i s some e le m e n t of t h r e a t w hich evokes autonom ic " f e a r 1 1 a c t i v i t y i n t h e c h i l d . R e p ea te d s i t u a t i o n s i n w hich p o r t i o n s o f th e t o t a l b e h a v i o r t o th e s p i d e r o b j e c t have become con d i t i o n e d to t h e h e a r d word SPIDER, p ro d u ce c o n ti n u e d autonom ic " f e a r " r e a c t i o n s . By th e r e p r e s e n t a t i o n a l m e d i a t i o n p r o c e s s a v a r i e t y o f o v e r t b e h a v i o r p a t t e r n s a re e l i c i t e d s u c h as e x c la m a tio n s o f d i s g u s t , i n d i c a t i o n s o f f e a r and r e v u l s i o n , even ru n n in g from a room where a s p i d e r i s s a i d to be l u r k i n g . The b e h a v i o r can even r e a c h ex tre m e s such as r e f u s i n g an a s s ig n m e n t i n a l o c a l e t h a t i s s a i d t o abound i n s p i d e r s . The d e v elo p m e n t o f an a s s i g n . — The word s p i d e r i s n o t th e s i g n b u t a name a s s i g n e d to t h e s i g n . A c co rd in g to Osgood ( 9 5 :2 0 5 — 2 0 6 ), m eanings a re l i t e r a l l y " a s s i g n e d " to t h e g r e a t m a j o r i t y of s i g n s used i n o r d i n a r y communi c a t i o n . T h is i s a c c o m p lis h e d t h r o u g h a s s o c i a t i o n w ith 70 o t h e r s i g n s r a t h e r t h a n t h r o u g h d i r e c t a s s o c i a t i o n s w i t h t h e o b j e c t s s i g n i f i e d . F o r e x am p le , t h e m arks on t h e p r i n t e d p age a r e d e f i n i t e l y a s s i g n s . I n l e a r n i n g t o r e a d t h e c h i l d comes t o a s s o c i a t e t h e v i s u a l p a t t e r n s w i t h s i g n s o t h e r t h a n t h e o b j e c t s s i g n i f i e d . The f o l l o w i n g d ia g r a m i s t h e s y m b o lic a c c o u n t o f t h e d e v e l o p m e n t o f an a s s i g n ( 9 5 : 2 0 5 ) : / S / m a------------— — — — a- m. m , m n- R x a R R R n An i l l u s t r a t i o n d e m o n s t r a t i n g th e d e v e lo p m e n t o f an a s s i g n w ould b e as f o l l o w s : Most s i x — y e a r — o l d s a r e c a p a b l e o f u n d e r s t a n d i n g w hat a z e b r a i s w i t h o u t a c t u a l l y s e e i n g t h e a n im a l i t s e l f . P i c t u r e s and v e r b a l d e s c r i p t i o n s o f t h e a n im a l a r e enough t o p r o v i d e t h e c h i l d w i t h an a d e q u a t e u n d e r s t a n d i n g o f t h e z e b r a - o b j e c t . The word ZEBRA t h u s o b t a i n s p o r t i o n s o f t h e m e d i a t i n g r e a c t i o n s a l r e a d y a s s o c i a t e d w i t h th e p r i m a r y s i g n s t h r o u g h t h e m echanism s p r e v i o u s l y d e s c r i b e d i n t h e s y m b o lic a c c o u n t o f t h e d e v e l o p m e n t o f t h e s i g n p r o c e s s . 71 O p e r a t i o n a l framework A c co rd in g to Osgood e t a l . ( 1 1 : 7 ) , words r e p r e s e n t t h i n g s b e c a u s e t h e y p ro d u ce i n t h e i n d i v i d u a l some r e p l i c a o f t h e a c t u a l b e h a v i o r to w ard t h e s e t h i n g s as a m e d i a t i o n p r o c e s s . T h is i s t h e mechanism t h a t t i e s p a r t i c u l a r s i g n s t o p a r t i c u l a r s i g n i f i c a t e s r a t h e r th a n t o o t h e r s . The se m a n tic d i f f e r e n t i a l d i v i d e s th e t o t a l r e p r e s e n t a t i o n a l m e d i a t i o n p r o c e s s i n t o a s e t o f b i p o l a r com ponents, t h e m eaning o f t h e s i g n c o r r e s p o n d i n g to th e p a t t e r n and i n t e n s i t y w ith which t h e s e components a re e l i c i t e d . The p a i r i n g o f a g iv e n c o n ce p t w i t h a g iv e n s c a l e c o m p r is e s one ite m as f o l l o w s : (C oncept) p o l a r term X ____:____ :____;____ :____:____ :____ p o l a r term X 1 2 3 4 5 6 7 The s c a l e p o s i t i o n s a r e d e f i n e d f o r t h e s u b j e c t i n th e t e s t i n s t r u c t i o n a s : (1) e x tr e m e l y X (2) q u i t e X (3) s l i g h t l y X (4) n e i t h e r X n o r Y; e q u a l l y X and Y (5) s l i g h t l y Y (6) q u i t e Y (7) e x tr e m e l y Y Sem antic d i f f e r e n t i a t i o n When t h e m ean in g o f a c o n c e p t i s d i f f e r e n t i a t e d , each ju d g m e n t r e p r e s e n t s a s e l e c t i o n among a g i v e n s e t o f a l t e r n a t i v e s and s e r v e s t o l o c a l i z e t h e c o n c e p t as a p o i n t i n s e m a n t ic s p a c e . The d i f f e r e n c e i n m ean in g b etw een two c o n c e p t s i s a f u n c t i o n o f t h e d i f f e r e n c e s i n t h e i r r e s p e c t i v e a l l o c a t i o n s w i t h i n th e same s p a c e , w h ic h i s t h e m u l t i d i m e n s i o n a l d i s t a n c e b e tw e e n t h e two p o i n t s . S e m a n tic sp a c e The s e m a n t i c s p a c e i s b e l i e v e d t o be a r e g i o n o f E u c l i d e a n c h a r a c t e r w i t h v a r i o u s d i m e n s i o n s . T hese d i m e n s i o n s a r e r e p r e s e n t e d b y a s e t o f s c a l e s . E ac h s c a l e c o n s i s t i n g o f a d j e c t i v e s o p p o s i t e i n m ea n in g i s assum ed t o r e p r e s e n t a s t r a i g h t l i n e f u n c t i o n t h a t p a s s e s t h r o u g h t h e o r i g i n o f t h e s p a c e . The g r e a t e r t h e v a r i e t y o f s c a l e s th e more d i m e n s i o n s emerge and t h e b e t t e r d e f i n e d i s th e s e m a n t i c s p a c e f o r t h a t c o n c e p t . F o r t h e s e m a n t i c s p a c e to be d e f i n e d m o st e f f i c i e n t l y , i t i s n e c e s s a r y t o d e t e r m i n e t h e minimum num ber o f o r t h o g o n a l d i m e n s i o n s o r a x e s w h ic h e x h a u s t s th e d i m e n s i o n a l i t y o f t h e s p a c e . F a c t o r a n a l y s i s o f m eaning P s y c h o l o g i s t s have d e v i s e d m e a s u r in g i n s t r u m e n t s w h ic h seem to d e a l w i t h s u c h phenomena a s i n t e l l i g e n c e , a t t i t u d e , a n x i e t y , and t h e l i k e on a u n i d i m e n s i o n a l b a s i s . Osgood and h i s a s s o c i a t e s ( 1 1 : 3 3 - 7 5 ) d i s c o v e r e d t h r o u g h th e 73 m ethod o f f a c t o r a n a l y s i s t h a t m eaning v a r i e s a lo n g many d i m e n s i o n s , h u t fo u n d t h a t t h r e e m a jo r f a c t o r s em erg ed . A s e t o f t w e n t y f a m i l i a r c o n c e p t s was r a t e d by one h u n d re d c o l l e g e s t u d e n t s on 50 s e v e n — s t e p s c a l e s o f f r e q u e n t l y u s e d b i p o l a r a d j e c t i v e s . E ach s c a l e was f a c t o r a n a l y z e d , u s i n g T h u r s t o n e ' s C e n t r o i d F a c t o r m e th o d . A s e c o n d f a c t o r a n a l y s i s was p e r f o r m e d e m p lo y in g t h e same s c a l e s , as a d i r e c t c h e c k on t h e f i r s t . T h is m ethod i s c a l l e d t h e D— m ethod o f f a c t o r i n g and i s d e s c r i b e d b y Osgood e t a l . ( 1 1 : 3 3 2 - 3 3 5 ) . A t h i r d a n a l y s i s was c a r r i e d o u t b a s e d upon i d e n t i f i c a t i o n o f 289 a d j e c t i v e — p a i r s s e l e c t e d from R o g e t* s T h e s a u r u s . The C e n t r o i d m ethod was a g a i n u s e d , as w e l l a s t h e S q u a r e R o o t m ethod o f f a c t o r i n g . C o m p a riso n s w e re made b e tw e e n t h e t h r e e a n a l y s e s and t h e same t h r e e f a c t o r s t e n d e d to e m e r g e . E v a l u a t i v e ( E ) . P o t e n c y ( P ) . and A c t i v i t y (A) f a c t o r s I n e a c h o f t h e a n a l y s e s t h e s e same f a c t o r s were o b s e r v e d t o a c c o u n t f o r m ost o f t h e v a r i a n c e . The f i r s t f a c t o r i s c l e a r l y i d e n t i f i a b l e as t h e e v a l u a t i o n (E) f a c t o r w i t h s c a l e s h a v i n g l o a d i n g s o f .75 o r b e t t e r , and a c c o u n t s f o r t h e l a r g e s t p e r c e n t o f th e t o t a l v a r i a n c e . T h is f a c t o r c a n be c o n s i d e r e d a s an a t t i t u d i n a l f a c t o r . The p o t e n c y (P) f a c t o r i s r e l a t e d to pow er and o t h e r a t t r i b u t e s a s s o c i a t e d w i t h i t , su ch as s i z e , w e i g h t , and ■toughness. The a c t i v i t y (A) f a c t o r r e l a t e s t o q u i c k n e s s , e x c i t e m e n t , w arm th, a g i t a t i o n . i s d e f i n e d o p e r a t i o n a l l y a s t h e s e t o f f a c t o r s c o r e s i n t h e colum n r e p r e s e n t i n g t h a t c o n c e p t . The s e m a n t i c d i f f e r e n t i a l i s n o t a s p e c i f i c t e s t b u t a p r o c e d u r e . The s c a l e s u s e d w i l l d i f f e r f o r a g i v e n p ro b le m , b u t a r e s e l e c t e d i n te r m s o f known f a c t o r c o m p o s i t i o n . S e m a n tic d i s t a n c e T h is t e c h n i q u e e n a b l e s one t o com pare d i f f e r e n c e s b e tw e e n two c o n c e p t s f o r t h e same i n d i v i d u a l o r g r o u p . The m a t h e m a t i c a l b a s i s f o r t h e d i f f e r e n c e s b e tw e e n c o n c e p t s o r i g i n a t e s w i t h t h e g e n e r a l d i s t a n c e f o r m u l a o f t a n c e b e tw e e n t h e p o i n t s i n t h e s e m a n t i c s p a c e f o r c o n — th e c o o r d i n a t e s o f i and 1 on t h e same f a c t o r j . Then s q u a r e r o o t o f t h e sums o f t h e d i f f e r e n c e s s q u a r e d i s e q u a l t o t h e d i s t a n c e b e tw e e n t h e two c o n c e p t s . v a r i o u s t y p e s o f r e s e a r c h . E xam ples o f t h e s e have b e e n t h e m e a su re m e n t o f a t t i t u d e , r e s e a r c h i n p e r s o n a l i t y and p s y c h o t h e r a p y , c o m m u n ic a tio n s r e s e a r c h , and c r o s s The m ean in g o f a c o n c e p t t o an i n d i v i d u a l s u b j e c t s o l i d g e o m e tr y : D D . n i s t h e l i n e a r d i s l l c e p t s i and 1 and d ^ i s t h e a l g e b r a i c d i f f e r e n c e b e tw e e n (E1 - E2 ) 2 + (P 1 - P 2 ) 2 + (A1 - A2 ) 2 = D2 , and th e E v a l u a t i o n o f t h e S e m a n tic D i f f e r e n t i a l The s e m a n t i c d i f f e r e n t i a l h a s b e e n u s e d i n 75 c u l t u r a l s t u d i e s to m e a su re th e g e n e r a l i t y o f meaning,, I n t h i s s e c t i o n some r e c e n t s t u d i e s d e a l i n g w i t h e v a l u a t i o n o f th e t e c h n i q u e a r e r e v i e w e d . S i n c e t h e d e v e lo p m e n t o f t h i s t e c h n i q u e f o r t h e m e a su re m e n t o f m e a n in g , a t t i t u d e s , and p e r c e p t i o n many s t u d i e s h av e b e e n u n d e r t a k e n t o e v a l u a t e i t . Osgood e t a l . ( 1 1 : 1 2 5 - 1 8 8 ) h av e d e v o t e d an e n t i r e c h a p t e r t o e v a l u a t i o n o f t h e d i f f e r e n t i a l . I n i t , e v i d e n c e o f t h e o b j e c t i v i t y , r e l i a b i l i t y , v a l i d i t y , s e n s i t i v i t y , com p a r a b i l i t y , and u t i l i t y o f t h e m ethod i s c o n v i n c i n g l y p r e s e n t e d . A r e v i e w o f s e m a n t i c d i f f e r e n t i a l r e s e a r c h was done by Moss ( 9 1 : 4 7 - 5 4 ) i n w h ic h , a f t e r r e v i e w i n g t h e s t u d i e s i n t h e many d i v e r s e f i e l d s , he s t a t e d t h a t t h e s e m a n t i c d i f f e r e n t i a l i s an o b j e c t i v e , r e l i a b l e , v a l i d , and g e n e r a l m ethod f o r m e a s u r i n g t h e c o n n o t a t i v e m ean in g o f c o n c e p t s . O b j e c t i v i t y o f th e m ethod Osgood e t a l . ( 1 1 : 1 2 5 - 1 2 6 ) c o n t e n d t h a t t h e m e a su re m e n t o p e r a t i o n s w i t h t h e s e m a n t ic d i f f e r e n t i a l a r e e x p l i c i t and can be r e p l i c a t e d . From t h e s t a n d p o i n t o f r e q u i r i n g t h a t a s p e c i f i c r e s p o n s e b e made t o a g i v e n i t e m , and r e s c o r i n g t h e r e s p o n s e i n s u c h a m anner t h a t t h e same r e s u l t s o b t a i n r e g a r d l e s s o f who t h e i n v e s t i g a t o r m ig h t b e , t h e s e m a n t i c d i f f e r e n t i a l h as o b j e c t i v i t y . 76 The f a c t t h a t t h e i n t e r p r e t a t i o n o f t h e r e s u l t s i s sub j e c t i v e , i s n o t a c r i t i c i s m o f t h e t e c h n i q u e i t s e l f . As Osgood (11:125) p o i n t s o u t , " O b j e c t i v i t y c o n c e r n s th e r o l e o f t h e o b s e r v e r , n o t t h e o b s e r v e d ." S t u d i e s d e a l i n g w i t h r e l i a b i l i t y J e n k i n s , R u s s e l l , and S u c i ( 6 5 :6 8 8 - 6 9 9 ) d e v e l o p e d an A t l a s o f s e m a n t i c p r o f i l e s f o r 360 w o r d s . T hey s e l e c t e d a s e t o f t w e n t y b i p o l a r a d j e c t i v a l s c a l e s w hich seemed t o e x h a u s t t h e s e m a n t i c s p a c e . E ach c o n c e p t was r a t e d by t h i r t y s u b j e c t s ( f i f t e e n men and f i f t e e n women) and mean p r o f i l e s f o r a l l c o n c e p t s w ere t h e n c a l c u l a t e d . The words were s e l e c t e d from t h e K e n t - R o s a n o f f Word A s s o c i a t i o n T e s t , N o b l e l s s c a l e f o r m e a n i n g f u l n e s s , p r e v i o u s s t u d i e s c o n d u c t e d a t t h e U n i v e r s i t y o f I l l i n o i s , and m i s c e l l a n e o u s w o rd s . The f o l l o w i n g f a c t o r s w ere i n c l u d e d : (1) E v a l u a t i o n — e i g h t s c a l e s , (2) P o t e n c y — t h r e e s c a l e s , (3) A c t i v i t y — t h r e e s c a l e s , (4) T a u t n e s s — two s c a l e s , (5) N o v e l t y — two s c a l e s , and (6) R e ce p t i v i t y — two s c a l e s . The w ords w ere num bered and ra n d o m iz e d , and t h e l i s t d i v i d e d i n t o 18 g r o u p s o f t w e n t y words e a c h . F o r e a c h g r o u p 15 d i f f e r e n t random o r d e r s w ere p r e p a r e d . Two t e s t f o l d e r s f o r e ach o r d e r w ere g i v e n to men and women. S u b j e c t s were s e l e c t e d on a v o l u n t e e r b a s i s and c o n s i s t e d of- 270 men and 270 women who were c o l l e g e 77 sophom ores i n an i n t r o d u c t o r y p s y c h o l o g y c o u r s e , E a c h S r a t e d 20 w ords on 20 s c a l e s . I n a d d i t i o n , 30 s u b j e c t s were s e l e c t e d t o r a t e a random s e t o f 20 c o n c e p t s o f t h e 360, and f o u r w eeks l a t e r r e r a t e d t h e same c o n c e p t s . The a u t h o r s fo u n d a P e a r s o n . r = 0 . 9 7 f o r t e s t — r e t e s t r e l i a b i l i t y of mean s c a l e v a l u e s . S i m i l a r l y , t h e t e s t - r e t e s t r e l i a b i l i t y o f t h e D 's b e tw e e n t h e mean p r o f i l e s o f c o n c e p t s y i e l d e d an r = 0 . 9 7 . When mean s c a l e v a l u e s w ere c o r r e l a t e d w i t h m e d ia n s c a l e v a l u e s an r c= 0 . 9 7 was o b t a i n e d . The a u t h o r s , t h e r e f o r e , f e l t j u s t i f i e d i n u s i n g mean p r o f i l e s i n s t e a d o f m e d ia n s s i n c e l a r g e q u a n t i t i e s o f d a t a w ere u s e d . S t a b i l i t y c h a r a c t e r i s t i c s o f t h e s e m a n t i c d i f f e r e n t i a l w ere i n v e s t i g a t e d i n 1959 by Norman ( 9 4 : 5 8 1 - 5 8 4 ). U t i l i z i n g th e same m a t e r i a l s and p r o c e d u r e s f o l l o w e d by J e n k i n s , R u s s e l l , and S u c i i n t h e i r A t l a s o f s e m a n t ic p r o f i l e s , Norman com puted a p e r c e n t a g e i n d e x as t h e i n d e x o f s t a b i l i t y i n p l a c e o f t h e c o e f f i c i e n t o f c o r r e l a t i o n . I t was fo u n d t h a t a b o u t 40 p e r c e n t o f t h e r a t i n g s r e m a in e d t h e sam e, 35 p e r c e n t s h i f t e d by one s c a l e u n i t , and 25 p e r c e n t c h a n g e d b y two o r more u n i t s on t h e s e v e n p o i n t s c a l e s . No e v i d e n c e o f a m arked se x d i f f e r e n c e i n o v e r - a l l c o n s i s t e n c y was r e p o r t e d . M iron ( 8 7 : 8 8 8 - 8 9 3 ) was i n t e r e s t e d i n o b s e r v i n g t h e e f f e c t s t h a t m o d if y i n g i n s t r u c t i o n w ould h a v e upon t e s t — r e t e s t r e l i a b i l i t i e s o f t h e s e m a n t i c d i f f e r e n t i a l . He f o u n d t h a t t h e s p e e d f a c t o r i s f a v o r e d , a n d recom mended t h a t s u b j e c t s be i n s t r u c t e d to p r o c e e d a t a r a p i d r a t e . S t u d i e s d e a l i n g w i t h v a l i d i t y M e s s i c k ( 8 5 : 2 0 0 - 2 0 6 ) a n a l y z e d t h e m e t r i c p r o p e r t i e s o f t h e s e m a n t i c d i f f e r e n t i a l , i n o r d e r t o t e s t t h e v a l i d i t y o f t h e a s s u m p t i o n s i n v o l v e d i n s c a l i n g . E m ploy i n g t h e m eth o d o f s u c c e s s i v e i n t e r v a l s he was a b l e t o d e m o n s t r a t e a p p r o x i m a t e l y e q u a l i n t e r v a l l e n g t h s fro m s c a l e to s c a l e , and s i m i l a r p l a c e m e n t o f o r i g i n s a c r o s s s c a l e s o I n a v a l i d i t y s t u d y i n 1 9 5 9 , G r i g g ( 6 0 : 1 7 9 - 1 8 1 ) had f o r t y — two u n i v e r s i t y u n d e r g r a d u a t e s i n a c o u r s e i n a b n o rm a l p s y c h o l o g y r a t e t h e c o n c e p t s ” s e l f — n e u r o t i c " and ’’i d e a l s e l f — n e u r o t i c ” on s e v e r a l s c a l e s f o r e a c h f a c t o r u n d e r v a r y i n g e x p e r i m e n t a l c o n d i t i o n s . The d i s c r e p a n c y b e tw e e n t h e s e c o n c e p t s was m e a s u r e d by means o f t h e s e m a n t i c d i f f e r e n t i a l t e c h n i q u e . I t was f o u n d t h a t t h e s t u d y s u p p o r t e d t h e s e m a n t i c d i f f e r e n t i a l s i n c e t h e d i f f e r e n t i a l s c o r e s f o r t h e p a i r e d c o n c e p t s s h i f t e d i n t h e p r e d i c t e d d i r e c t i o n a s a r e s u l t o f e x p e r i m e n t a l m a n ip u l a t i o n . M i t s o s ( 8 8 : 4 3 3 - 4 3 4 ) , c o n c e r n e d a b o u t t h e i m p o r t a n c e o f p e r s o n a l m e a n i n g f u l n e s s t o s u b j e c t , em p lo y ed 79 p e r s o n a l c o n s t r u c t s w i t h i n t h e s e m a n t i c d i f f e r e n t i a l . A d i r e c t r e l a t i o n s h i p b e tw e e n p e r s o n a l m e a n i n g f u l n e s s o f s c a l e s a n d t h e d e g r e e to w h ic h c o n c e p t s a r e r a t e d a r e s a t u r a t e d w i t h m e a n in g , was p r e d i c t e d and s u p p o r t e d . No c h a n g e s i n t h e s e m a n t i c f i e l d w ere r e p o r t e d t o h av e o c c u r r e d . I n an e f f o r t t o a s s e s s c o m m u n ic a tio n b y means o f t h e d i f f e r e n t i a l , M anis ( 8 4 : 1 1 1 — 113) u t i l i z e d t h e f a c t o r s o f e v a l u a t i o n , p o t e n c y , and a c t i v i t y . The e v a l u a t i v e f a c t o r c o n s i s t e d o f t h e s c a l e s g o o d — b a d , h o n e s t — d i s h o n e s t , and f a i r - u n f a i r . On t h e f a c t o r o f p o t e n c y t h e s c a l e s s t r o n g - w e a k , l a r g e — s m a l l , and h e a v y — l i g h t w ere u s e d . The a c t i v i t y f a c t o r c o n t a i n e d th e s c a l e s a c t i v e — p a s s i v e , f a s t — s l o w , h o t — c o l d . F i v e s u b j e c t s r a t e d c o l l e g e f r a t e r n i t i e s and t h e U n i v e r s i t y o f P i t t s b u r g h on t h e n i n e s c a l e s a f t e r w r i t i n g b r i e f p a s s a g e s e x p r e s s i n g t h e i r v ie w s on t h e two t o p i c s . P r e d i c t i o n s c o n c e r n i n g how t h e w r i t e r s had r a t e d t h e t o p i c s w ere made b y 30 s t u d e n t s i n u n d e r g r a d u a t e p s y c h o l o g y c o u r s e s , a f t e r t h e y h a d r e a d t h e s h o r t p a s s a g e s . The K e n d a l l r a n k c o r r e l a t i o n c o e f f i c i e n t , t ( t a u ) , w h ic h m e a s u r e s t h e c o r r e l a t i o n b e tw e e n f a c t o r r a t i n g s c o m p a red f o r e a c h r e c i p i e n t ’ s p r e d i c t i o n s a n d e a c h c o m m u n i c a t o r ’ s r a t i n g s , was t h e s t a t i s t i c e v a l u a t e d . M anis f o u n d t h a t when t h e i n f l u e n c e o f t h e e v a l u a t i o n f a c t o r was p a r t i a l e d o u t , p r e d i c t i o n o f p o t e n c y a n d a c t i v i t y f a c t o r s d e c r e a s e d 80 m ark ed ly . His stu d y su g g e s te d t h a t th e se m a n tic d i f f e r e n t i a l can he employed i n a s s e s s i n g comm unication o f e v a l u a t i v e a t t i t u d e s , b u t th e r e s u l t s a re l e s s s a t i s f a c t o r y i n m ea su rin g com m unication o f n o n - e v a l u a t i v e a t t i t u d e s , b e ca u se th e s e d im e n sio n s were n o t in d e p e n d e n t of e v a l u a t i o n f o r th e t o p i c s used. S t u d i e s d e a l i n g w ith s e n s i t i v i t y In a d o c t o r a l i n v e s t i g a t i o n in 1961, Lieberm an (79) found t h a t b e t t e r d i s c r i m i n a t i o n o c c u r r e d w i t h i n s u b l i s t s of words d i f f e r i n g s t r o n g l y i n c o n n o t a t i v e meaning th a n th o s e w ith m ild d i f f e r e n c e . K e l ly and Levy ( 7 1 : 5 3 - 5 7 ) , i n a com prehensive i n v e s t i g a t i o n , t e s t e d t h e h y p o t h e s i s t h a t th e d i s c r i m - i n a b i l i t y of c o n c e p ts d i f f e r e n t i a t e d w ith th e se m an tic d i f f e r e n t i a l i s an i n c r e a s i n g monotonic f u n c t i o n of th e d i s t a n c e as m easured by the D s t a t i s t i c b e tw e e n t h e i r p r o f i l e s . P r o c e d u r e . — The s u b j e c t s u sed were 75 s t u d e n t s e n r o l l e d in an i n t r o d u c t o r y p sy c h o lo g y c o u r s e . S i x t y c o n c e p ts were random ly s e l e c t e d from th e A t l a s of mean p r o f i l e s d ev elo ped by J e n k i n s , R u s s e l l , and Suci (65:6 88 -6 99 ) and randomly d i v i d e d i n t o t h r e e g rou ps of tw e n ty words. Each c o n ce p t i n the f i r s t group was p a i r e d w ith a n o th e r w hich d i f f e r e d by a l a r g e D s c o r e ; f o r th e second group— a medium s i z e d D; and a sm all D f o r 81 t h e t h i r d gro u p. The o r d e r of p a i r s and w i t h i n p a i r s was a l s o random ized. The s t u d e n t s were th e n d i v i d e d i n to groups of f i f t e e n to tw e n ty . Each s u b j e c t was g iv e n a f o l d e r con t a i n i n g a s i x t y - p a g e b o o k l e t o f p r o f i l e s . The b o o k l e t s c o n ta in e d a mean p r o f i l e f o r one member of each p a i r of c o n c e p ts on each of t h e s i x t y p a g e s . The s u b j e c t s were p r e s e n t e d w ith a p a i r o f a l t e r n a t i v e c o n c e p ts which d i f f e r e d from e ach o t h e r by v a r y i n g d e g r e e s and asked to i n d i c a t e on an IBM answ er s h e e t which member o f each p a i r o f c o n c e p ts ( i n d i c a t e d by D s c o r e ) was r e p r e s e n t e d by th e accompanying p r o f i l e . R e s u l t s . — The a u th o r s found t h a t th e number of c o r r e c t r e s p o n s e s i n c r e a s e d w i t h i n c r e a s e i n th e s i z e of D ( d i s t a n c e betw een two c o n c e p t s ) . The means f o r th e t h r e e groups d i f f e r e d i n th e p r e d i c t e d d i r e c t i o n . The o b t a i n e d d i f f e r e n c e s b etw een th e t h r e e groups was s i g n i f i c a n t beyond th e .01 c o n fid e n c e l e v e l . The r e s u l t s s u p p o r t the h y p o t h e s is t h a t t h e se m a n tic d i f f e r e n t i a l i s a v a l i d p ro c e d u re f o r m easu rin g d i f f e r e n c e s i n c o n n o ta - t i v e meaning betw een c o n c e p ts . However, th e a u th o r s sug g e s t t h a t t h e r e i s an u p p e r l i m i t to th e s e n s i t i v i t y of th e d i f f e r e n t i a l as a m easure of meaning s i n c e th e mean number o f c o r r e c t r e s p o n s e s f o r the group o f p a i r e d con c e p ts h a v in g t h e s m a l l e s t D i s about what would be e x p e c te d by chance. 82 U t i l i t y o f t h e Sem antic D i f f e r e n t i a l i n t h e A rea o f Academic Achievement In th e p r e c e d in g s e c t i o n s d e a l i n g w i t h th e sem antic d i f f e r e n t i a l , the s t u d i e s rev ie w ed co n cern ed th e e v a l u a t i o n o f th e t e c h n iq u e i t s e l f . The n e x t p o r t i o n o f th e re v ie w p r e s e n t s r e s e a r c h f i n d i n g s d i r e c t l y r e l a t e d to th e a p p l i c a t i o n o f th e se m a n tic d i f f e r e n t i a l to p r o b lems i n the a r e a of academic a ch iev e m e n t. Sem antic d i f f e r e n t i a l and •p re d ic tio n of ach iev em en t There have b een r e l a t i v e l y few s t u d i e s d e a l i n g w ith th e problem s o f achievem ent i n which t h e sem an tic d i f f e r e n t i a l was u t i l i z e d . In h i s review o f r e s e a r c h on th e se m an tic d i f f e r e n t i a l , Moss ( c i t e d e a r l i e r ) r e p o r t e d th e r e s u l t s o f an u n p u b l is h e d Ed.D. t h e s i s by Cook in 1959 a t the U n i v e r s i t y of I n d i a n a . The r e l a t i o n s h i p of th e meaning of t h e c o n c e p ts "m y self as a s t u d e n t " and " i d e a l s t u d e n t " to achievem ent and s c h o l a s t i c a b i l i t y of c o l l e g e s t u d e n t s was e x p lo r e d . I t was r e p o r t e d t h a t th e meaning of t h e s e c o n c e p ts was h i g h l y s i g n i f i c a n t to a ch iev e m e n t, A g a in of betw een f i f t e e n and tw e n ty p e r c e n t i n p r e d i c t i o n o f achievem ent was o b t a i n e d w i t h ACE t o t a l sc o re and c e r t a i n meaning v a r i a b l e s added. V alues and academic achievem ent The r e l a t i o n s h i p o f v a lu e s and academic 83 a c h i e v e m e n t v a s e x p l o r e d b y V i n t e r ( 1 2 3 : 1 8 3 — 1 8 6 ) . P r o b l e m . — The p r o b l e m was to m e a s u r e t h e s i m i l a r i t y i n v a l u e s b e t w e e n a g r o u p o f c o l l e g e s t u d e n t s and t h e i r i n s t r u c t o r , and t o r e l a t e t h i s s i m i l a r i t y to t h e i r a c a d e m ic a c h i e v e m e n t i n t h e i n s t r u c t o r ’ s c l a s s . P r o c e d u r e . — T h i r t y o r f o r t y m a le f r e s h m e n e n r o l l e d i n a g e n e r a l p s y c h o l o g y c o u r s e w e r e a s k e d t o r a t e f i f t e e n c o n c e p t s on e i g h t b i p o l a r s c a l e s t a k e n fro m O s g o o d ’ s l i s t o f a d j e c t i v e s h a v i n g h e a v y l o a d i n g s on t h e e v a l u a t i v e f a c t o r . The c o n c e p t s t o b e r a t e d w e re a t h l e t i c s . b o o k s . c h e a t i n g . c o l i e g e . e a s y m o n e y , g oo d t i m e , g r a d e s , h o m e w o rk . p l a y , p r o f e s s o r , r e s e a r c h , s o c i a l a c t i v i t i e s , s t u d y i n g . t e s t s , a n d w o r k . The e i g h t a d j e c t i v e s c a l e s w e re b e a u t i f u l - u g l y , c l e a n - d i r t y , f a i r - u n f a i r , g o o d - b a d , k i n d - c r u e l , n i c e — a w f u l , s w e e t — s o u r , a n d v a l u a b l e — w o r t h l e s s . The i n d i v i d u a l s c a l e r a t i n g s v a r i e d fro m one t o s e v e n p o i n t s . The minimum s c o r e p o s s i b l e f o r a g i v e n c o n c e p t ( i n d i c a t i n g low v a l u e ) was s e v e n and t h e maximum s c o r e was f i f t y —s i x . The t e s t was a d m i n i s t e r e d t w i c e . The s e c o n d t i m e t h e i n s t r u c t i o n s w e r e t o p r e d i c t t h e r a t i n g s o f t h e i r i n s t r u c t o r . The d i f f e r e n c e i n r a t i n g s w e re summed a c r o s s c o n c e p t s t o g i v e a m e a s u r e o f o v e r - a l l v a l u e d i s c r e p a n c y b e t w e e n s t u d e n t a n d p r o f e s s o r . T h i s d i s c r e p a n c y s c o r e was c o r r e l a t e d w i t h f i n a l r a n k i n c o u r s e , b a s e d u p o n t e s t g r a d e s i n t h e c o u r s e . I n a d d i t i o n , t h e f i n a l r a n k i n c o u r s e , c a l l e d g r a d e a c h i e v e m e n t , was c o r r e l a t e d w i t h 84 A C E -L in g u is-b ic and T o t a l s c o r e s . P a r e n t s 1 e d u c a t i o n and t h e d i s c r e p a n c y b e t w e e n t h e i n s t r u c t o r ^ v a l u e s a n d t h e s t u d e n t ’ s p r e d i c t i o n s o f t h e i n s t r u c t o r ’ s v a l u e s w ere i n v e s t i g a t e d . R e s u l t s . — The t h r e e m a j o r h y p o t h e s e s i n V i n t e r ’ s s t u d y w e re c o n f i r m e d . "When g r a d e a c h i e v e m e n t was c o r r e l a t e d w i t h S t u d e n t — P r o f e s s o r s c o r e t h e r a n k - o r d e r c o r r e l a t i o n was - . 4 6 ( s i g n i f i c a n t a t t h e .01 l e v e l f o r a o n e t a i l e d t e s t ) . The c o r r e l a t i o n b e t w e e n g r a d e a c h i e v e m e n t and A C E - L i n g u i s t i c a n d T o t a l s c o r e s was . 3 6 and . 4 0 ( s i g n i f i c a n t a t .0 5 and .01 l e v e l s f o r a o n e - t a i l e d t e s t ) r e s p e c t i v e l y . A s i g n i f i c a n t c o r r e l a t i o n o b t a i n e d b e t w e e n t h e s t u d e n t ’ s a b i l i t y t o c o r r e c t l y p r e d i c t t h e i n s t r u c t o r ’ s v a l u e s , a n d g r a d e s i n c o u r s e ( —. 3 8 — s i g n i f i c a n t a t .0 5 l e v e l f o r a t w o - t a i l e d t e s t ) . I t was f o u n d t h a t t h e S t u d e n t — P r o f e s s o r d i s c r e p a n c y s c o r e and t h e ACE— L i n g u i s t i c s c o r e w ere t h e b e s t p r e d i c t o r s o f c l a s s a c h i e v e m e n t a n d t h a t t h e y w e re m e a s u r i n g s e p a r a t e f a c t o r s s i n c e t h e c o r r e l a t i o n b e t w e e n th em was r e p o r t e d t o be o n l y —. 1 0 . The P r o f e s s o r — P r e d i c t e d s c o r e c o r r e l a t e d .4 6 w i t h S t u d e n t - P r o f e s s o r d i s c r e p a n c y , - . 4 1 w i t h A C E - L i n g u i s t i c s c o r e s , a n d - . 3 9 w i t h ACE T o t a l s c o r e s . The a u t h o r c o n t e n d e d t h a t t h e a b i l i t y t o j u d g e t h e t e a c h e r c o r r e c t l y i s r e l a t e d t o i n t e l l i g e n c e , a p t i t u d e , a c h i e v e m e n t , a n d s i m i l a r i t y o f v a l u e s h e l d b e t w e e n s t u d e n t a n d t e a c h e r . C o n c l u s i o n s . — B a s e d u p o n t h e s i g n i f i c a n t 85 c o r r e l a t i o n s o b t a i n e d b e tw e e n a c h i e v i n g s t u d e n t s 1 v a l u e s and t h o s e o f t h e t e a c h e r s , V i n t e r ( 1 2 3 :1 8 6 ) c o n c l u d e d t h a t t h e more s i m i l a r i n v a l u e s a s t u d e n t was t o t h o s e o f h i s t e a c h e r , t h e h i g h e r was h i s a c h i e v e m e n t i n c l a s s . He f u r t h e r c o n c l u d e d t h a t t h e p o o r s t u d e n t p r o b a b l y f i n d s i t d i f f i c u l t t o u n d e r s t a n d , i d e n t i f y w i t h , and l e a r n fro m h i s t e a c h e r , a l t h o u g h he m ig h t w e l l p o s s e s s t h e a b i l i t y to a c h i e v e . The S e m a n t i c D i f f e r e n t i a l T e s t o f V a l u e s P i e r c e and Bowman ( 9 8 : 3 3 — 6 6 ) , as was m e n t i o n e d i n a p r e v i o u s s e c t i o n , u t i l i z e d t h e s e m a n t i c d i f f e r e n t i a l t e c h n i q u e i n o r d e r t o s t u d y t h e v a l u e s o f s u p e r i o r h i g h s c h o o l s t u d e n t s . The i n s t r u m e n t d e v e l o p e d f o r t h e s t u d y was c a l l e d t h e S e m a n t i c D i f f e r e n t i a l T e s t o f V a l u e s . The a u t h o r s s e l e c t e d t h e f o l l o w i n g c o n c e p t s b e l i e v e d t o be r e l a t e d t o a c h i e v e m e n t b e h a v i o r : (1) Y o u r s e l f . (2 ) M o t h e r . (3) F a t h e r , (4) S t u d e n t , (5) V o rk , (6) C o m p e t i t i o n . (7) S u c c e s s , (8) L o v e , (9) F a i t h , (10) I m a g i n a t i o n , a n d (11) S c h o o l . T h ese c o n c e p t s w ere r a t e d on a s e r i e s o f a d j e c t i v e p a i r s , u g l y - b e a u t i f u l , s a d - h a p p y , w o r t h l e s s — v a l u a b l e , g o o d — b a d , h a r d w o r k i n g — l a z y , h a z y - c l e a r . Vhen t h e s c a l e r a t i n g s w ere s u b j e c t e d t o f a c t o r a n a l y s i s two d i s t i n c t f a c t o r s e m e rg e d , e v a l u a t i o n and i n d u s t r y . The f i n d i n g s c o n c e r n i n g t h e e v a l u a t i v e f a c t o r r e v e a l e d t h a t h i g h a c h i e v e r s v a l u e d s c h o o l more t h a n low 86 a c h i e v e r s , g i r l s v a l u e d s c h o o l more t h a n b o y s , and t e n t h g r a d e r s v a l u e d t h e c o n c e p t s s t u d e n t and i m a g i n a t i o n m ore t h a n t w e l f t h g r a d e s t u d e n t s . H ig h a c h i e v e r s on t h e f a c t o r o f i n d u s t r y d e s c r i b e d s c h o o l and s e l f more p o s i t i v e l y t h a n low a c h i e v e r s . A l s o , s t u d e n t and c o m p e t i t i o n w e re r a t e d more p o s i t i v e l y t h a n b y low a c h i e v e r s . R a t i n g s on s c h o o l , w o rk , l o v e . and f a i t h w ere more p o s i t i v e f o r g i r l s t h a n f o r b o y s . The t e n t h g r a d e s t u d e n t g r o u p r a t i n g s c h o o l more p o s i t i v e l y t h a n d i d t w e l f t h g r a d e r s . H ig h a c h i e v i n g b o y s and g i r l s v a l u e d t h e c o n c e p t s s c h o o l , w o rk , an d i m a g i n a t i o n more h i g h l y t h a n d i d t h e i r low a c h i e v i n g p e e r s . The c o n c e p t s s c h o o l , s e l f , s t u d e n t . and c o m p e t i t i o n w ere r a t e d as more a c t i v e by h i g h a c h i e v e r s . S e m a n t i c d i f f e r e n t i a l and a c h i e v e m e n t - r e l a t e d c o n c e p t s A s t u d y b y H usek and W i t t r o c k ( 6 4 : 2 0 9 — 2 1 3 ) , e m p lo y in g t h e s e m a n t i c d i f f e r e n t i a l a s a t e c h n i q u e f o r e x a m in i n g d i m e n s i o n s o f a t t i t u d e s t o w a r d t e a c h e r s , was c o n d u c t e d i n 19 62 . The s u b j e c t s o f t h e s t u d y w ere 259 s t u d e n t s i n t h e i n t r o d u c t o r y c o u r s e i n e d u c a t i o n a l p s y c h o l o g y a t t h e U n i v e r s i t y o f C a l i f o r n i a a t Los A n g e l e s . The s i n g l e c o n c e p t , s c h o o l t e a c h e r s , was r a t e d b y e a c h s u b j e c t on 117 s e v e n s t e p b i p o l a r s c a l e s . The r a t i n g s w e re i n t e r c o r r e l a t e d , and f o r p u r p o s e s o f f a c t o r a n a l y s i s t h e num ber o f s c a l e s was r e d u c e d t o 80 b y e l i m i n a t i n g i t e m s 87 w i t h v e r y low v a r i a n c e o r w i t h much s i m i l a r i t y t o o t h e r s c a l e s . E m p lo y in g t h e v a r i m a x t e c h n i q u e , f i f t e e n f a c t o r s i d e n t i f i e d t h r o u g h a p r i n c i p a l c o m p o n e n ts f a c t o r a n a l y s i s w ere o r t h o g o n a l l y r o t a t e d , and f i v e f a c t o r s w ere c o n s i d e r e d a p p r o p r i a t e f o r i n t e r p r e t a t i o n . The f i v e f a c t o r s w h i c h em erged w ere G e n e r a l E v a l u a t i o n , R e s t r a i n t , T e n a c i t y , P r e d i c t a b i l i t y , and S t a b i l i t y . The r e s u l t s show ed t h a t s e p a r a t e d i m e n s i o n s o f e v a l u a t i o n , p o t e n c y , and a c t i v i t y f o u n d b y Osgood e t a l . d i d n o t d e v e l o p . T h ose who r a t e d s c h o o l t e a c h e r s as "goo d" a l s o j u d g e d them t o be s t r o n g , a c t i v e , a n d t o p o s s e s s many o t h e r d e s i r a b l e a t t r i b u t e s ( e . g . , c r e a t i v e , d e c i s i v e , i n f o r m e d , w i t t y , c o n f i d e n t , c h e e r f u l , s o c i a b l e , and s e n s i b l e ) . The i n v e s t i g a t o r s d e m o n s t r a t e d t h a t s u b j e c t s j u d g i n g a g r o u p o f hom ogeneous c o n c e p t s (o n e i n t h i s c a s e ) w i l l c o l l a p s e t h e i r r a t i n g s i n t o a s i n g l e g e n e r a l e v a l u a t i v e d i m e n s i o n , i n c l u d i n g s u c h a t t r i b u t e s as p o t e n c y and a c t i v i t y — a t t r i b u t e s w h ic h i n p r e v i o u s s t u d i e s h a v e e m erg ed a s i n d e p e n d e n t f a c t o r s . O t h e r f a c t o r s i n d e p e n d e n t o f t h e G e n e r a l E v a l u a t i o n f a c t o r w e re o b t a i n e d and d i s c u s s e d . I n a d d i t i o n t o t h e f o u r f a c t o r s p r e v i o u s l y m e n t i o n e d , a d i m e n s i o n t e n t a t i v e l y i d e n t i f i e d a s A g g r e s s i v e n e s s a p p e a r e d . Two more d i m e n s i o n s s u g g e s t e d w ere S e n s i t i v i t y and Dynamism. S i n c e n one o f t h e s e d i m e n s i o n s w ere v e r y c l e a r and s t r o n g , a n d s i n c e t h e g e n e r a l i t y o f t h e r e s u l t s o f t h i s s t u d y i s l i m i t e d , o n l y f u r t h e r r e s e a r c h 88 -w ill d e t e r m i n e w h ic h d i m e n s i o n i n t h e s e m a n t i c s p a c e w i l l be r e v e a l e d . Summary o f t h e C h a p t e r The m a t e r i a l p r e s e n t e d i n t h i s c h a p t e r was d i v i d e d i n t o two s e p a r a t e p a r t s . I n P a r t I , t h e o b j e c t i v e was to e x am in e t h e p r o b l e m s o f d e f i n i t i o n , i d e n t i f i c a t i o n , and m e a s u r e m e n t o f u n d e r a c h i e v e m e n t . The d e s i r e to know more a b o u t t h e u n d e r a c h i e v e r fro m h i s own p e r s o n a l f r a m e o f r e f e r e n c e l e d t o an i n t e r e s t i n t h e s e m a n t i c d i f f e r e n t i a l a s a m eth o d o f m e a s u r i n g t h e p e r c e p t i o n s , a t t i t u d e s , a n d p e r s o n a l m e a n in g of a c h i e v e r s and u n d e r a c h i e v e r s . P a r t I I o f t h e r e v i e w e n d e a v o r e d t o d e s c r i b e t h e s e m a n t i c d i f f e r e n t i a l t e c h n i q u e . R e c e n t e v a l u a t i v e s t u d i e s d e a l i n g w i t h o b j e c t i v i t y , r e l i a b i l i t y , v a l i d i t y , a n d s e n s i t i v i t y w ere r e v i e w e d . The u t i l i t y o f t h i s m e th o d o f m e a s u r e m e n t i n t h e a r e a o f a c h i e v e m e n t was i n v e s t i g a t e d and f o u n d t o b e o f s u f f i c i e n t v a l u e as t o w a r r a n t f u r t h e r e x p l o r a t i o n as a t e c h n i q u e f o r m e a s u r i n g c o n n o t a t i v e m e a n in g i n t h e c a s e o f a c h i e v e r s and u n d e r a c h i e v e r s . CHAPTER III CONCEPT VALIDATION AND ANTICIPATED OUTCOMES The o b j e c t i v e s o f th e p r e s e n t c h a p t e r were th e f o l l o w i n g : (1) to p r e s e n t r e s e a r c h e v id e n c e i n s u p p o r t o f th e s e l e c t i o n o f th e v a r i o u s c o n c e p ts c o m p ris in g th e MWT, and (2) to i n d i c a t e th e outcom es a n t i c i p a t e d b a se d upon th e f i n d i n g s r e p o r t e d in t h e r e s e a r c h s t u d i e s . A re v ie w o f r e c e n t s t u d i e s i n t h e a r e a of u n d e r a c h ie v e m e n t has i n d i c a t e d to t h e w r i t e r t h a t c e r t a i n a t t i t u d i n a l and m o t i v a t i o n a l f a c t o r s a p p e a r to be a s s o c i a t e d w i t h u n d e ra c h ie v e m e n t. These f a c t o r s a p p e a r to be subsumed u n d e r c e r t a i n g e n e r a l c a t e g o r i e s . Seven b r o a d c a t e g o r i e s o r a r e a s were d e l i n e a t e d and a p p r o p r i a t e con c e p t s r e l a t e d to each a r e a were s e l e c t e d . The f o l l o w i n g i s a l i s t of t h e seven m ajo r a r e a s e x p lo r e d i n t h i s i n v e s t i g a t i o n : 1 . School E x p e r ie n c e 2. P a m ily R e l a t i o n s h i p s 3. S o c i a l R e l a t i o n s h i p s 4. S e l f Concept 5. A u t h o r i t y R e l a t i o n s h i p s 6 . Goal O r i e n t a t i o n 90 7 . M o ra l and S o c i a l V a l u e s F o r e a c h o f t h e s e s e v e n a r e a s , a p p r o p r i a t e c o n c e p t s r e l a t e d t o th em -were s e l e c t e d and o r g a n i z e d i n t o t h e f o l l o w i n g o u t l i n e : 1. S c h o o l E x p e r i e n c e s a) T e a c h e r s b) G ra d e s c) S c h o o l d) R e a d in g e) I d e a l T e a c h e r 2. F a m i l y R e l a t i o n s h i p s a) Home b) P a r e n t s c) I d e a l P a r e n t 3. S o c i a l R e l a t i o n s h i p s a) M ost P e o p l e b) My B e s t F r i e n d s c) C l a s s m a t e s d) Grownups 4. S e l f C o n c e p t a) Me b) My S c h o o l A b i l i t y c) How I Td L ik e To Be d) How My C l a s s S e e s Me 5< > A u t h o r i t y R e l a t i o n s h i p s a) A u t h o r i t y c) Punishm ent 6. Goal O r i e n t a t i o n a) F u tu r e b) C o lle g e c) A Job d) G r a d u a t i n g e) Q u i t t i n g School f) Money g) S u c c e ss 7 . M oral and S o c i a l V a lu es a) T r y in g Hard b) C h e a tin g c) Som ething E asy d) Som ething I m p o r ta n t B e ca u se t h e c o n c e p ts employed i n th e MW T were d e r i v e d from t h e r e s e a r c h f i n d i n g s , t h i s s e c t i o n o f t h e r e v ie w f o l lo w s t h e above o u t l i n e . The s t u d i e s r e p o r t e d i n t h i s c h a p t e r c o n s t i t u t e P a r t I I I of th e re v ie w o f t h e r e s e a r c h . For p u r p o s e s o f c l a r i t y th e s t u d i e s have a ls o b een i d e n t i f i e d a c c o r d i n g to th e e d u c a t i o n a l l e v e l to which t h e f i n d i n g s p e r t a i n — E le m e n ta r y , S e c o n d a ry , o r C o lle g e L e v e l, and a re so i n d i c a t e d . F o llo w in g th e r e p o r t o f th e f i n d i n g s c o n c e r n in g a c h i e v e r s and u n d e r a c h i e v e r s w ith r e s p e c t t o e ach c o n c e p t, a s t a t e m e n t i n d i c a t i n g t h e c o n s e n s u s o f r e s e a r c h i s made. A n t i c i p a t e d o u tc o m e s b a s e d upo n t h e r e s e a r c h f i n d i n g s a r e p r e s e n t e d f o r t h e m a j o r a r e a s . C o n c e p t V a l i d a t i o n 1. S c h o o l E x p e r i e n c e s a) T e a c h e r s (1) E l e m e n t a r y l e v e l R o se n ( 1 0 4 : 4 7 - 6 0 ) i n 1959 s t u d i e d 954 p u p i l s on t h e e l e m e n t a r y l e v e l , and f o u n d t h a t h i g h a c h i e v e r s h a d f a v o r a b l e a t t i t u d e s t o v a r d t e a c h e r s . I n 19 6 3 , B e l l e a u (1 2 6 :1 2 7 - 1 3 1 ) , i n h i s s t u d y o f u n d e r a c h i e v e m e n t among e l e m e n t a r y s c h o o l c h i l d r e n , f o u n d t h a t ISA i t e m s d e s c r i b i n g t e a c h e r s f a v o r a b l y w e re a c c e p t e d by a c h i e v e r s b u t r e j e c t e d b y u n d e r a c h i e v e r s . (2) S e c o n d a r y l e v e l B a t t l e ( 2 0 : 2 7 - 4 1 ) i n 1957 f o u n d a p o s i t i v e c o r r e l a t i o n b e tw e e n v a l u e s t h e t e a c h e r h o l d s and g r a d e s and a c h i e v e m e n t r e s u l t s . A c h i e v e r s w ere w r e p o r t e d to h a v e g r e a t e r s i m i l a r i t y t o t e a c h e r s t h a n n o n - a c h i e v e r s . He c o n c l u d e d t h a t u n d e r a c h i e v e r s and t e a c h e r s w ere h o l d i n g e n t i r e l y d i f f e r e n t s e t s o f v a l u e s . R e s e a r c h c o n s e n s u s . — A c h i e v e r s a p p e a r t o i d e n t i f y more c l o s e l y w i t h t e a c h e r s and h ave more f a v o r a b l e a t t i t u d e s t v o a r d t e a c h e r s t h a n u n d e r a c h i e v e r s , b) G ra d es (1) S e c o n d a r y l e v e l P a s s o v and G o ld b e r g ( 9 6 : 1 2 1 — 125) i n 1958 r e p o r t e d t h e r e s u l t s o f a s t u d y i n w h ic h s e v e n t y u n d e r a c h i e v i n g s t u d e n t s p a i r e d w i t h t h e same num ber o f h i g h a c h i e v i n g s t u d e n t s w ere f o l l o w e d f o r s e v e r a l y e a r s . The u n d e r a c h i e v e r was fo u n d n o t to e x p e c t good g r a d e s and d i s p l a y e d n e g a t i v e v ie w s o f t h o s e m aking h i g h g r a d e s . F r a n k e l ( 4 8 : 1 7 2 - 1 8 0 ) i n 1961 f o u n d t h a t t h e g r e a t e s t f a c t o r i n p r e d i c t i n g s u c c e s s i n h i g h s c h o o l was j u n i o r h i g h s c h o o l g r a d e s . The u n d e r a c h i e v e r ' s c h i e f c o n c e r n , i t was r e p o r t e d , was w i t h t h e p r e s e n t s c h o l a s t i c i n a d e q u a c y . (2) C o l l e g e l e v e l A c h i e v e r s w ere f o u n d b y D i e n e r ( 3 7 : 3 9 6 — 400) i n 1960 t o have r e c e i v e d h i g h e r g r a d e s t h a n u n d e r a c h i e v e r s . The d i f f e r e n c e r e p o r t e d was s i g n i f i c a n t a t t h e .05 l e v e l o f c o n f i d e n c e . R e s e a r c h c o n s e n s u s . — U n d e r a c h i e v e r s w ere f o u n d t o h ave n e g a t i v e f e e l i n g s c o n c e r n i n g g r a d e s , and d i d n o t e x p e c t good g r a d e s , w h e r e a s a c h i e v e r s t e n d t o h ave a more p o s i t i v e o u t l o o k r e g a r d i n g g r a d e s , c) S c h o o l (1) E l e m e n t a r y l e v e l 94 I n a s t u d y b y G ra n z o v ( 5 9 : 6 3 1 — 632) i n 1 95 4, i n which. 120 p u p i l s c o n s i s t i n g o f f o r t y n o r m a l a c h i e v e r s , f o r t y o v e r a c h i e v e r s , a n d f o r t y u n d e r a c h i e v e r s i n r e a d i n g w ere c o m p a re d , i t was f o u n d t h a t u n d e r a c h i e v e r s e v i d e n c e d p o o r a d j u s t m ent t o s c h o o l r u l e s and p r o c e d u r e s . I n a s t u d y o f g i f t e d s t u d e n t s c o n d u c t e d by t h e P o r t l a n d P u b l i c S c h o o l s (99 ) i n 195 7, d i f f e r e n c e s w e re f o u n d b e tw e e n a c h i e v e r s an d n o n - a c h i e v e r s i n s e l f c o n c e p t s , s c h o o l a t t i t u d e s , an d o u t — o f — s c h o o l p u r s u i t s . I n 1 9 5 9 , R o se n ( 1 0 4 : 4 7 - 6 0 ) f o u n d t h a t h i g h a c h i e v e m e n t was a c c o m p a n ie d b y r e s p e c t f o r s c h o o l r e q u i r e m e n t s . (2 ) S e c o n d a r y l e v e l A q u e s t i o n n a i r e was d e s i g n e d b y S u t c l i f f e (133) i n 1958 i n w h ic h 89 u n d e r a c h i e v i n g and 102 a c h i e v i n g b o y s ( b a s e d upon s u b j e c t m a rk s) w i t h i n t e l l i g e n c e q u o t i e n t s a b o v e 110, s e l e c t e d fro m t h i r t y - t h r e e h i g h s c h o o l s i n t h e Los A n g e le s C i t y S c h o o l s , r e s p o n d e d t o a 91- i t e m c h e c k l i s t . I t was f o u n d t h a t u n d e r a c h i e v e m e n t was r e l a t e d t o a t t i t u d e s t o w a r d t h e e n t i r e s c h o o l s i t u a t i o n . I n th e P i e r c e and Bowman s t u d y ( 9 8 : 3 3 - 6 6 ) i n 1960, t h e s e m a n t i c d i f f e r e n t i a l t e c h n i q u e was 95 u s e d to m e a s u r e t h e v a l u e s o f h i g h a n d l o v a c h i e v e r s i n g r a d e s t e n , e l e v e n , a n d t w e l v e . H ig h a c h i e v e r s t e n d e d t o v a l u e s c h o o l more t h a n low a c h i e v e r s . G i r l s h a d more f a v o r a b l e a t t i t u d e s t o w a r d s c h o o l t h a n b o y s . S c h o o l was a l s o r a t e d more a c t i v e by h i g h a c h i e v e r s t h a n t h e i r low a c h i e v i n g p e e r s . I n 1961 F r a n k e l ( 4 8 : 1 7 2 - 1 8 0 ) made a com p a r a t i v e s t u d y o f a c h i e v i n g a n d u n d e r a c h i e v i n g h i g h s c h o o l b o y s o f h i g h i n t e l l e c t u a l a b i l i t y . I n t h e a r e a d e a l i n g w i t h r e a c t i o n t o s c h o o l , i t was f o u n d t h a t u n d e r a c h i e v e r s w e re more u n h a p p y , n o n — c o n f o r m i n g , and p a r t i c i p a t e d l e s s t h a n t h e a c h i e v e r s . R e s e a r c h c o n s e n s u s . — A c h i e v e r s t e n d t o h av e g e n e r a l l y f a v o r a b l e a t t i t u d e s t o w a r d s c h o o l and a r e more a c t i v e i n s c h o o l t h a n u n d e r a c h i e v e r s , d) R e a d i n g (1) E l e m e n t a r y l e v e l I n a s t u d y o f f a c t o r s r e l a t e d t o o v e r - a c h i e v e m e n t and u n d e r a c h i e v e m e n t i n s c h o o l , K u r t z and Sw enson ( 8 : 4 0 2 — 411) i n 1951 a n a l y z e d d a t a o b t a i n e d fro m 40 " p l u s a c h i e v e r s , " 28 g i r l s and 12 b o y s , s t u d e n t s whose a c h i e v e m e n t was above e x p e c t a t i o n on t h e b a s i s o f a b i l i t y r a t i n g , d e t e r m i n e d b y r a n k e d O t i s i n t e l l i g e n c e 96 t e s t s c o r e s , and. 40 " m in u s " a c h i e v e r s , s t u d e n t s w hose a c h i e v e m e n t , b a s e d on s c o r e s a t t a i n e d on t h e Iow a E v e r y P u p i l T e s t s o f B a s i c S k i l l s , was b e lo w e x p e c t a t i o n . The m a t e r i a l c o l l e c t e d c o n s i s t e d o f t e s t d a t a , r e p o r t s o f i n t e r v i e w s w i t h t h e c h i l d r e n t h e m s e l v e s , t h e i r p a r e n t s and t e a c h e r s , and c l a s s r o o m o b s e r v a t i o n r e p o r t s . The g e n e r a l a r e a s c o n s i d e r e d w e re t h e f o l l o w i n g : (1) home c o n d i t i o n s , (2) p e e r r e l a t i o n s , (3) p h y s i c a l and m e n t a l w e l l - b e i n g , (4) a c a dem ic i n c l i n a t i o n , and (5) a s p i r a t i o n s and p r o s p e c t s f o r t h e f u t u r e . I n c o n n e c t i o n w i t h a r e a 4 , t h e a u t h o r s c o n c l u d e d t h a t p l u s a c h i e v e r s t e n d t o do more r e a d i n g and t o d e r i v e more s a t i s f a c t i o n fro m t h e i r r e a d i n g . I n c o n t r a s t , m inus a c h i e v e r s w e re f o u n d t o h ave an i n t e n s e d i s l i k e f o r r e a d i n g and s t u d y . T hey p r e f e r r e d to e n g a g e i n a c t i v i t i e s o f a m an u a l n a t u r e , i . e . , m a k in g t h i n g s , e x p e r i m e n t i n g , o r f a i'm in g . I n 1959 Lumpkin (130) i n a d o c t o r a l d i s s e r t a t i o n e x p l o r e d t h e r e l a t i o n s h i p o f s e l f c o n c e p t t o a c h i e v e m e n t i n r e a d i n g . E m p lo y in g a c a s e s t u d y a p p r o a c h , f i f t y s u b j e c t s i n g r a d e f i v e w ere s t u d i e d i n t e n s i v e l y . The f i n d i n g s w ere t h a t a c h i e v e r s saw t h e m s e l v e s as l i k i n g r e a d i n g . 97 W in k le r and McNutt ( 1 2 2 :5 8 — 59) i n one of t h e few s t u d i e s d e a l i n g w i t h u n d e ra c h ie v e m e n t i n t h e e l e m e n t a r y s c h o o l g r a d e s , i n 1960 r e p o r t e d t h a t r e a d i n g was n o t a s i g n i f i c a n t prob lem f o r u n d e r a c h i e v i n g f o u r t h g ra d e c h i l d r e n , b u t t h a t p o o r a r i t h m e t i c was i n d i c a t e d i n a l a r g e m a j o r i t y o f p u p i l s s t u d i e d . I t seems p r o b a b l e , how ever, t h a t u n d e ra c h ie v e m e n t i n r e a d i n g w ould become p r o g r e s s i v e l y more i m p o r t a n t as th e c h i l d ad v an c es t h r o u g h t h e g r a d e s . (2) S e c o n d a ry l e v e l B a r r e t t (1 9 :1 9 2 — 194) i n 1957 found t h a t a c h i e v e r s were more i n t e r e s t e d i n r e a d i n g th a n u n d e r a c h i e v e r s . (3) C o lle g e l e v e l R eading s k i l l was found by Dowd (3 :4 2 0 -4 2 6 ) i n 1952 to be a s t r o n g f a c t o r o p e r a t i n g t o low er academ ic a c h ie v e m e n t. I n 1953 Vedemeyer (1 2 0 :2 5 -3 0 ) r e p o r t e d s u p e r i o r r e a d i n g s k i l l s among a c h i e v i n g g i f t e d c o l l e g e s t u d e n t s . R e s e a r c h c o n s e n s u s . — A c h ie v e rs t e n d to d e r i v e more s a t i s f a c t i o n from r e a d i n g and have g r e a t e r r e a d i n g s k i l l s t h a n u n d e r a c h i e v e r s . F a m ily R e l a t i o n s h i p s a) Home (1) E le m e n ta r y l e v e l In K u r tz and Sw enson1s s t u d y r e p o r t e d p r e v i o u s l y u n d e r t h e c o n c e p t R e ad in g , t h e f i n d i n g s were t h a t home c o n d i t i o n s o f p l u s a c h i e v e r s were f a v o r a b l e . There was a p l e a s a n t atm os p h e re i n th e home. I n t e r e s t , a f f e c t i o n , and p r i d e i n th e c h i l d r e n were d e m o n s tr a te d . C h i l d r e n a p p e a r happy, r e s p e c t f u l , and e a g e r to p l e a s e t h e i r p a r e n t s . I n th e homes o f minus a c h i e v e r s t h e a tm o sp h e re was n o t alw ays p l e a s a n t . Home c o n d i t i o n s o f t e n a p p e a re d to be u n f a v o r a b l e and t h e r e was l e s s e x p r e s s i o n o f a f f e c t i o n . Minus a c h i e v e r s seldom a p p e a re d a n x io u s to p l e a s e t h e i r p a r e n t s . I n a c l i n i c a l s t u d y o f u n d e r a c h i e v i n g and o v e r a c h i e v i n g p u p i l s i n r e a d i n g , Blackman (25) i n 1 955 r e p o r t e d t h a t t h e u n d e r a c h i e v e r *s (home) en v iro n m en t showed g r e a t e r e v id e n c e o f t h r e a t , f r u s t r a t i o n , h o s t i l i t y , and u n h a p p in e s s th a n d i d t h a t o f o v e r a c h i e v e r s . (2) S e c o n d a ry l e v e l B i s h t o n (2 4 :2 0 3 -2 0 7 ) i n 1957 r e p o r t e d t h a t homes o f a c h i e v e r s may be a u t h o r i t a r i a n and c o n s t r i c t i v e and c h i l d r e n from su c h homes a re 99 s u b m i s s iv e , c o n fo rm in g , and s t r o n g l y m o ti v a te d f o r a p p r o v a l , r e s p e c t , and s t a t u s from a d u l t s . R e s e a r c h c o n s e n s u s . — A c h ie v e rs a p p e a r t o have a more f a v o r a b l e home e n v iro n m e n t t h a n u n d e r a c h i e v e r s , b) P a r e n t s (1) E le m e n ta r y l e v e l I n a c a se s t u d y a n a l y s i s of u n d e r a c h i e v i n g g i f t e d c h i l d r e n i n 1958, F e in (4 4 :3 4 -3 6 ) r e p o r t e d t h a t p a r e n t s o f u n d e r a c h i e v i n g c h i l d r e n were found to be o v e r p r o t e c t i v e , a t tim e s o v e r i n d u l g e n t , i n c o n s i s t e n t i n m a t t e r s o f p r a i s e o r r i d i c u l e , and i n c o n s i s t e n t a l s o i n d e v e l o p in g v a l u e s , s t a n d a r d s , o r l i m i t s of b e h a v i o r . (2) S e c o n d a ry l e v e l K im b all (7 2 :3 5 3 -3 5 8 ) in 1952 r e p o r t e d po o r f a t h e r - s o n r e l a t i o n s h i p s f o r u n d e r a c h i e v e r s . M c C lellan d (9) fou nd i n 1953 t h a t u n d e r a c h i e v e r s a t t h e h i g h sc h o o l l e v e l p e r c e i v e d t h e i r f a t h e r s as u n f r i e n d l y . I n 1955 T i b b e t t s ( 1 1 5 :2 3 2 ) , i n i n v e s t i g a t i n g th e r o l e o f p a r e n t - c h i l d r e l a t i o n s h i p s i n t h e a c h ie v e m e n t o f h ig h sc h o o l p u p i l s , found t h a t h ig h a c h i e v e r s i d e n t i f i e d c l o s e l y w i t h t h e i r f a m i l i e s . They p e r c e i v e d p a r e n t s as t h o u g h t f u l , u n d e r s t a n d i n g , and i n t e r e s t e d . The s t u d y by Drews and Teahan (4 0 :3 2 8 -3 3 2 ) 100 i n 1957 r e v e a l e d t h a t m o th e rs o f low a c h i e v e r s a llo w e d t h e i r c h i l d r e n c o n s i d e r a b l e free d o m . M o th e rs o f h ig h a c h i e v e r s were more r e s t r i c t i v e , p u n i t i v e , and demanding i n t h e i r t r e a t m e n t o f c h i l d r e n . Gowan ( 7 :3 9 5 -4 0 1 ) i n 1957, a f t e r r e v ie w in g t h e r e s e a r c h s t u d i e s on u n d e r a c h i e v i n g g i f t e d c h i l d r e n , found l e s s i d e n t i f i c a t i o n w i t h p a r e n t s and l e s s p a r e n t a l s u p p o r t . I n 1958, S t r o d t b e c k (1 1 4 :1 4 -1 8 ) found t h a t ^ t h e power p o s i t i o n of t h e f a t h e r i n th e f a m i l y i s i m p o r t a n t in p r o d u c i n g s u b m is s iv e boys who a c h i e v e . The l a c k of i d e n t i f i c a t i o n w i t h p a r e n t s was a l s o r e p o r t e d by W e s t f a l l (134) i n 1958. I n 1960, E a s to n (4 3 :4 6 9 ) fo u n d t h a t u n d e r a c h i e v e r s had l e s s s a t i s f a c t o r y p a r e n t a l r e l a t i o n s t h a n a c h i e v e r s . I n a s t u d y of th e f a m i l y r e l a t i o n s o f b r i g h t h i g h a c h i e v i n g and u n d e r a c h i e v i n g h ig h s c h o o l b o y s , Morrow and W ilson ( 9 0 :5 0 1 — 510) fo u n d in 1961 t h a t the b r i g h t h i g h a c h i e v e r ' s p a r e n t s s h a r e a c t i v i t i e s , i d e a s , and c o n f i d e n c e s . They a r e more a p p r o v in g , t r u s t i n g , a f f e c t i o n a t e , and e n c o u ra g in g o f t h e i r c h i l d r e n . R e s e a r c h c o n s e n s u s . — A c h ie v e r s i d e n t i f y more c l o s e l y 101 w i t h t h e i r p a r e n t s , have more p o s i t i v e f e e l i n g s a b o u t them, and e n jo y a more p o s i t i v e r e l a t i o n s h i p w i t h t h e i r p a r e n t s t h a n do u n d e r a c h i e v e r s . 3. S o c i a l R e l a t i o n s h i p s a) Most P e o p le (1) E le m e n ta ry l e v e l D’H e u r le , M e l l i n g e r , and H aggard (3 6 :1 -2 8 ) i n 1959, i n t h e i r i n t e n s i v e i n v e s t i g a t i o n o f p e r s o n a l i t y , i n t e l l e c t u a l , and ach iev e m e n t p a t t e r n s i n g i f t e d c h i l d r e n , found t h a t a c h i e v e r s were a b le to g e t a lo n g w e l l w i t h a d u l t s and p e e r s . I n 1960 D u rr and C o l l i e r (4 2 :1 6 3 -1 6 9 ) found t h a t a c h i e v e r s t e n d e d t o g e t a lo n g b e t t e r w i t h o t h e r s t h a n u n d e r a c h i e v e r s . (2) S e c o n d a ry l e v e l I t was r e p o r t e d by Gough (5 5 :3 2 1 -3 3 1 ) i n 1953 t h a t s o c i a l e x t r o v e r s i o n was fo u nd t o be p r e d i c t i v e o f u n d e ra c h ie v e m e n t. (3) C o lle g e l e v e l I n a s t u d y o f c o l l e g e a c h i e v e r s and n o n - a c h i e v e r s , A l t u s (1 4 :3 8 5 -3 9 7 ) r e p o r t e d t h a t n o n - a c h i e v e r s te n d to be e x t r o v e r t e d (b ased on s c o r e s on th e MMPI) and have a dependence upon and a lov e o f p e o p le . R e s e a r c h c o n s e n s u s . — A c h ie v e r s a r e a b le to g e t 102 a lo n g b e t t e r w i t h o t h e r s t h a n a r e u n d e r a c h i e v e r s „ , b) My B e s t F r i e n d s (1) E le m e n t a r y l e v e l I n t h e i r summary of f i n d i n g s c o n c e r n i n g p e e r r e l a t i o n s , K u rtz and Swenson ( 8 : 4 0 2 — 411) i n d i c a t e d t h a t minus a c h i e v e r s — p u p i l s who a c h i e v e d below e x p e c ta n c y on th e b a s i s o f a b i l i t y — had fe w e r f r i e n d s and t h e s e f r i e n d s h ad p o o r a t t i t u d e s to w a rd s c h o o l . P lu s a c h i e v e r s — p u p i l s a c h i e v i n g above e x p e c t a n c y — c h o se f r i e n d s who had e q u a l l y h i g h s t a n d a r d s r e g a r d i n g academ ic a c h ie v e m e n t. (2) S e c o n d a r y l e v e l B i s h t o n ( 2 4 : 2 0 3 — 2 0 7 ), whose s t u d y was r e p o r t e d e a r l i e r , fo u n d t h a t c l o s e p e e r r e l a t i o n s h i p s was one o f t h e f a c t o r s i n academ ic u n d e r a c h i e v e m e n t. S u t c l i f f e * s (133) f i n d i n g s i n 1958, t h a t b e s t f r i e n d s o f a c h i e v e r s l i k e d s c h o o l i n 84 p e r c e n t o f t h e c a s e s , w h i l e o n l y 50 p e r c e n t was i n d i c a t e d f o r u n d e r a c h i e v e r s , a r e i n a g re e m e n t w i t h t h o s e of K u r tz and Swenson m e n tio n e d above. S t r a n g , a t t h e 1962 R e ad in g C o n f e re n c e on U n d e ra c h ie v e m e n t i n R e ad in g ( 1 1 3 :7 9 - 8 6 ) s t a t e d t h a t young p e o p le a r e m o t i v a t e d by and l e a r n 103 fro m one a n o th e r ,, The i m p l i c a t i o n may w e l l be t h a t t h o s e p u p i l s who a r e a c h i e v i n g s u c c e s s f u l l y i n s c h o o l t e n d t o h a v e f r i e n d s who m o t i v a t e e a c h o t h e r t o a c h i e v e a c a d e m i c a l l y . I n c o n t r a s t , t h o s e who a r e n o t a c h i e v i n g i n s c h o o l t e n d to a s s o c i a t e w i t h i n d i v i d u a l s l i k e t h e m s e l v e s and whose m o t i v a t i o n s a r e se ld o m i n t h e a r e a o f s c h o l a s t i c a c h i e v e m e n t . R e s e a r c h c o n s e n s u s . — U n d e r a c h i e v e r s h a v e f e w e r f r i e n d s and t h e s e f r i e n d s have p o o r a t t i t u d e s to w a r d s c h o o l , w h e r e a s b e s t f r i e n d s o f a c h i e v e r s a r e r e p o r t e d to l i k e s c h o o l . c) C l a s s m a t e s (1) E l e m e n t a r y l e v e l G r a n z o w 's ( 5 9 : 6 3 1 — 632) s t u d y p r e v i o u s l y c i t e d p o i n t e d o u t t h a t u n d e r a c h i e v e r s w e re n o t w e l l a c c e p t e d b y p e e r s . I n 19 5 5 , A r m s tr o n g ( 1 5 : 1 4 1 — 154) f o u n d t h a t u n d e r a c h i e v i n g bo ys w ere n o t r a t e d a s low b y p e e r s a s u n d e r a c h i e v i n g g i r l s . I n 19 58 , W i l l i a m s ( 1 2 1 : 2 1 6 - 2 2 0 ) f o u n d a s t r o n g r e l a t i o n s h i p b e tw e e n t o t a l p e r f o r m a n c e , a c a d e m ic and s o c i a l , and c l a s s r o o m a c c e p t a n c e . (2) S e c o n d a r y l e v e l R o b i n o w i t z ( 1 0 2 : 3 0 8 - 3 1 7 ) i n 1956 r e p o r t e d t h a t u n d e r a c h i e v e r s g ave a m b i v a l e n t r e s p o n s e s 104 i n p e e r a c c e p t a n c e , i n d i c a t i n g i n s e c u r i t y a b o u t s o c i a l r e l a t i o n s h i p s . I n 1957 B a r r e t t (1 9 :1 9 2 - 1 9 4 ) fo u n d c l a s s m ates more a c c e p t i n g o f a c h i e v e r s t h a n of u n d e r a c h i e v e r s . Low a c h i e v e r s were fo u nd t o v a l u e popu l a r i t y w i t h p e e r s h i g h l y , a c c o r d i n g t o a s t u d y by Drews ( 3 9 : 3 — 6) i n 1957. C u t t s and M osely ( 3 4 :7 9 - 8 3 ) i n 1958 p o i n t e d to th e need f o r r e c o g n i t i o n and p e e r s t a t u s as i m p o r t a n t t o m o t i v a t i o n . Among t h e f a c t o r s i n t r i n s i c to m o t i v a t i o n to a c h i e v e fo u n d b y S u t c l i f f e (133) i n 1958 were i d e n t i f i c a t i o n w i t h o t h e r s and n e e d to p a r t i c i p a t e as a member o f a g r o u p . (3) C o l le g e l e v e l The f a c t o r o f a l l aro u n d s o c i a l a d j u s t m e n t was m e n tio n e d b y Terman and Oden (1 2 :3 5 2 ) i n t h e i r a n a l y s i s o f th e r e c o r d s o f 150 m ost s u c c e s s f u l and 150 l e a s t s u c c e s s f u l a d u l t s who had b e e n g i f t e d c h i l d r e n . R e s e a r c h c o n s e n s u s . — A c h i e v e r s f e e l and a r e a c c e p t e d b y t h e i r c l a s s m a t e s to a g r e a t e r d e g r e e t h a n a re u n d e r a c h i e v e r s . d) Grownups (1) E le m e n t a r y l e v e l 105 D * H eu rle, M e l l i n g e r , and H aggard ( 3 6 :1 - 2 8 ) fo u n d t h a t a c h i e v e r s a r e a b l e to g e t a lo n g v e i l w i t h a d u l t s and p e e r s . They a c c e p t and r e s p o n d to s o c i a l p r e s s u r e s . (2) S e c o n d a r y l e v e l Drews and T eahan ( 4 0 :3 2 8 - 3 3 2 ) i n 1957 s t a t e d t h a t h i g h a c h i e v e r s a re more o f t e n u n d e r n e c e s s i t y t o s e c u r e a p p r o v a l o f a d u l t s . I n 1961 Morrow and W ilso n ( 9 0 : 5 0 1 - 5 1 0 ) , p r e v i o u s l y c i t e d u n d e r F a m ily R e l a t i o n s h i p s , fo u n d t h a t b r i g h t h i g h a c h i e v e r s a c c e p t p a r e n t a l s t a n d a r d s . R e s e a r c h c o n s e n s u s . — A c h i e v e r s t e n d to have more p o s i t i v e f e e l i n g s c o n c e r n i n g a d u l t s and a r e a b le to g e t a lo n g w i t h them b e t t e r t h a n do u n d e r a c h i e v e r s . 4. S e l f C on cept a) Me (1) E le m e n t a r y l e v e l K u rtz and Swenson ( 8 :4 0 2 - 4 1 1 ) r e p o r t e d t h a t u n d e r a c h i e v e r s had g r e a t e r f e e l i n g s o f i n f e r i o r i t y . High a c h i e v e r s , on t h e o t h e r h a n d , had a t e n d e n c y to p o s s e s s f e e l i n g s o f a d e q u a c y and a h i g h e r o p i n i o n o f t h e m s e l v e s . I n t h e P o r t l a n d P u b l i c S c h o o ls p r o j e c t on g i f t e d c h i l d r e n ( 9 9 ) , d i f f e r e n c e s i n s e l f con c e p t were found i n f a v o r o f a c h i e v e r s . 106 H i g h a c h i e v e r s i n r e a d i n g , a s i d e n t i f i e d by Lum pkin (1 3 0 ) h a d p o s i t i v e c o n c e p t s o f s e l f . (2 ) S e c o n d a r y l e v e l N a so n (10) i n 1958 o b s e r v e d t h a t t h e c o n c e p t o f s e l f and o r i e n t a t i o n f o r t h e f u t u r e was r e l a t e d t o a c h i e v e m e n t . The P i e r c e and Bowman s t u d y ( 9 8 : 3 3 - 6 6 ) i n 1960, e m p l o y i n g t h e s e m a n t i c d i f f e r e n t i a l t e c h n i q u e , i n d i c a t e d t h a t h i g h a c h i e v e r s d e s c r i b e d t h e m s e l v e s more p o s i t i v e l y on t h e i n d u s t r y f a c t o r t h a n d i d low a c h i e v e r s . S h a w ’ s s t u d y ( 1 1 1 : 1 9 3 — 196) i n 1960 o f s e l f c o n c e p t , u s i n g t h e a d j e c t i v e c h e c k l i s t , i n d i c a t e d t h a t d i f f e r e n c e s e x i s t e d w i t h m ale u n d e r a c h i e v e r s h a r b o r i n g more n e g a t i v e f e e l i n g s a b o u t t h e m s e l v e s t h a n a c h i e v e r s . The r e s u l t s o f a s t u d y o f s e l f c o n c e p t i n r e l a t i o n t o a c a d e m ic u n d e r a c h i e v e m e n t was r e p o r t e d b y P i n k ( 4 5 : 5 7 - 6 2 ) i n 1 9 6 2 . A b a t t e r y o f i n s t r u m e n t s , i n c l u d i n g t h e B e n d e r — G e s t a l t T e s t , Draw— a - P e r s o n T e s t , A d j e c t i v e C heck L i s t , P e r s o n a l D a t a S h e e t , an e s s a y e n t i t l e d , "What W i l l I Be T w en ty T e a r s fro m Now?" and t h e C a l i f o r n i a P s y c h o l o g i c a l I n v e n t o r y was ad m in i s t e r e d t o t w e n t y p a i r s o f m a le an d 24 p a i r s o f f e m a l e a c h i e v e r s and u n d e r a c h i e v e r s i n 107 t h e i r fresh m a n y e a r i n h i g h s c h o o l . M a tch in g was done on th e b a s i s o f sex and IQ; a c h i e v e m ent -was d e t e r m i n e d b y g ra d e p o i n t a v e ra g e (GPA) w i t h m ed ian G-PA a s c r i t e r i o n f o r h i g h and low a c h i e v e r s . The s u b j e c t s were r a t e d on t h e p s y c h o l o g i c a l d a t a by j u d g e s , and C h i- s q u a r e t a b l e s w ere p r e p a r e d . I t was fo u n d t h a t a d e q u a te s e l f c o n c e p t was r e l a t e d t o h i g h a c h ie v e m e n t and i n a d e q u a t e s e l f c o n c e p t was r e l a t e d t o low a c h i e v e m e n t. T h is r e l a t i o n s h i p was much more p o s i t i v e i n t h e c a s e o f th e b o y s . R e s e a r c h c o n s e n s u s . — A c h i e v e r s have a t e n d e n c y to p o s s e s s f e e l i n g s o f a d e q u a c y and a h i g h e r o p i n i o n o f t h e m s e l v e s , i n s t e a d o f f e e l i n g s o f i n f e r i o r i t y , b) My S c h o o l A b i l i t y (1) E l e m e n t a r y l e v e l B e l l e a u ’ s ISA ( 1 2 6 :1 4 3 -1 4 6 ) r e v e a l e d s i g n i f i c a n t d i f f e r e n c e s i n f a v o r o f a c h i e v e r s 1 a t t i t u d e s r e g a r d i n g t h e i r s c h o o l a b i l i t y . (2) S e c o n d a r y l e v e l In 1957 C alhoun ( 3 2 :3 1 2 - 3 1 6 ) i n d i c a t e d t h a t u n d e r a c h i e v e r s were unaw are o f t h e i r p o t e n t i a l and l e v e l a t w h ic h t h e y c o u ld a c h i e v e . A s i m i l a r f i n d i n g was r e p o r t e d by F r a n k e l ( 4 8 :1 7 2 — 180) i n 1960, t o th e e f f e c t t h a t u n d e r a c h i e v e r s 1 c h i e f c o n c e r n s w ere t h e i r p r e s e n t 108 i n a d e q u a c i e s . (3 ) C o l l e g e l e v e l B u r g e s s ( 3 0 : 8 9 - 9 9 ) i n 1956 f o u n d t h a t u n d e r a c h i e v e r s e x h i b i t e d w eak m o t i v a t i o n f o r a c a d e m ic a c h i e v e m e n t and f e e l i n g s o f i n f e r i o r i t y c o n c e r n i n g s c h o o l a c h i e v e m e n t w e re e x p r e s s e d . The q u e s t i o n o f w h e t h e r o r n o t s e l f c o n c e p t h a s a g e n e r a l e f f e c t up o n a c a d e m ic p e r f o r m a n c e was i n v e s t i g a t e d b y B o r r i s l o w (2 6 : 246— 254) i n 1962* He a t t e m p t e d t o d e t e r m i n e t h e i m p o r t a n c e o f s e l f - e v a l u a t i o n a s a n o n - i n t e l l e c t u a l f a c t o r i n s c h o l a s t i c a c h i e v e m e n t . The d i s t i n c t i o n was made b e tw e e n g e n e r a l s e l f - e v a l u a t i o n and s t u d e n t s e l f - e v a l u a t i o n . A p r e — s e m e s t e r a n d p o s t — s e m e s t e r q u e s t i o n n a i r e was a d m i n i s t e r e d t o 197 s t u d e n t s d i v i d e d i n t o f o u r e x p e r i m e n t a l g r o u p s . B o r r i s l o w r e g a r d e d s e l f - e v a l u a t i o n a s a s p e c i f i c f a c t o r and n o t b a s e d on a g l o b a l c o n c e p t o f p e r s o n a l i t y a d j u s t m e n t . The f o l l o w i n g s t a t e m e n t s w ere made a s a r e s u l t o f h i s i n v e s t i g a t i o n : 1. R e g a r d l e s s o f i n t e n t i o n to s t r i v e f o r s c h o l a s t i c a c h i e v e m e n t a s a p rim e g o a l , s t u d e n t s who u n d e r a c h i e v e s c h o l a s t i c a l l y c a n n o t b e d i s t i n g u i s h e d from t h o s e who 109 a c h i e v e s c h o l a s t i c a l l y on t h e b a s i s o f g e n e r a l s e l f - e v a l u a t i o n p r i o r t o o r s u b s e q u e n t t o f i r s t s e m e s t e r i n c o l l e g e . 2. S t u d e n t s who u n d e r a c h i e v e h a v e p o o r c o n c e p t s o f s e l f as s t u d e n t s t h a n a c h i e v e r s s u b s e q u e n t t o s c h o l a s t i c p e r f o r m a n c e r e g a r d l e s s o f i n i t i a l i n t e n t i o n t o s t r i v e f o r s c h o l a s t i c a c h i e v e m e n t a s a g o a l . 3. U n d e r a c h i e v e r s h av e a more p e s s i m i s t i c c o n c e p t o f s e l v e s a s s t u d e n t s t h a n do a c h i e v e r s p r i o r t o s c h o l a s t i c p e r f o r m a n c e . T h i s d i d n o t h o l d when a c h i e v e m e n t was n o t t h e p r im e g o a l . 4 . F o r a c h i e v e r s h a v i n g good c o n c e p t o f s e l f as s t u d e n t , g e n e r a l s e l f - e v a l u a t i o n becom es more p o s i t i v e fro m p r e — t o p o s t — s e m e s t e r m e a s u r e s . T h is d i d n o t h o l d t r u e w h e re s c h o l a s t i c a c h i e v e m e n t was n o t t h e p r im e g o a l . R e s e a r c h c o n s e n s u s . — U n d e r a c h i e v e r s h a v e f e e l i n g s o f i n f e r i o r i t y c o n c e r n i n g a c a d e m ic a c h i e v e m e n t and a r e u n a w a re o f t h e i f p o t e n t i a l , c) How My C l a s s S e e s Me (1) E l e m e n t a r y l e v e l G r a n z o w ’ s s t u d y ( 5 9 : 6 3 2 - 6 3 2 ) i n d i c a t e d t h a t u n d e r a c h i e v e r s a r e n o t w e l l a c c e p t e d b y t h e i r 110 p e e r s . I n 1961, K arnes (6 7 :1 6 7 -1 7 5 ) i n a s t u d y of a c h i e v e r s and u n d e r a c h i e v e r s i n g r a d e s two to f i v e fo un d t h a t a c h i e v e r s t e n d to s e e them s e l v e s as more a c c e p t e d by o t h e r s . I n t h e i n v e s t i g a t i o n by B e l l e a u (126 :18 7) i t was m a i n t a i n e d t h a t u n d e r a c h i e v e r s i n g ra d e s t h r e e t o e i g h t l i k e o t h e r s b u t f e e l u n l i k e d , l e f t o u t , and r e j e c t e d by them. R e s e a r c h c o n s e n s u s . — A c h ie v e rs a re a c c e p t e d by o t h e r s w h ile u n d e r a c h i e v e r s a p p e a r t o f e e l u n l i k e d , l e f t o u t , and r e j e c t e d by t h e i r c l a s s m a t e s . 5. A u t h o r i t y R e l a t i o n s h i p s a) A u t h o r i t y (1) E le m e n ta r y l e v e l I n 1960 Zimmerman (1 2 5 :5 5 -5 6 ) s t a t e d t h a t u n d e r a c h i e v e r s s t r e s s f o r c e o f a u t h o r i t y and . r e b e l l i o n a g a i n s t a u t h o r i t y . B e l l e a u l s (1 2 6 :1 8 6 ) s t u d y i n d i c a t e d t h a t u n d e r a c h i e v e r s r e s e n t e d a u t h o r i t y and f e l t t h a t a d u l t s were u n f a i r and p u n i s h i n g . (2) S e c o n d a ry l e v e l A c h ie v e rs were d e s c r i b e d by B i s h t o n (24: 2 0 3 - 2 0 7 ) , S t r o d t b e c k ( 1 1 4 : 1 4 - 1 8 ) , and Drews and Teahan ( 4 0 : 3 2 8 - 3 3 2 ) , as coming from homes which m ig h t be a u t h o r i t a r i a n and c o n s t r i c t i v e . The 111 c h i l d r e n , fro m s u c h homes a r e s u b m i s s i v e , c o n f o r m i n g , a n d h a v e s t r o n g n e e d s f o r a p p r o v a l , r e s p e c t , a n d s t a t u s fro m a d u l t s . As a r e s u l t o f t h e H o ra c e Mann L i n c o l n I n s t i t u t e s t u d i e s on u n d e r a c h i e v e m e n t i n 1 95 8, P a s s o w and G o l d b e r g ( 9 6 : 1 2 1 - 1 2 5 ) r e p o r t e d t h a t t h e u n d e r a c h i e v e r i s f r e q u e n t l y a c y n i c a l p e r s o n who f e e l s v i c t i m i z e d b y a d u l t a u t h o r i t y a n d p e r c e i v e s h i s f a m i l y s i t u a t i o n a s h a v i n g p o o r m o r a l e and s t r o n g p a r e n t a l d o m in a tio n ,, B r o e d e l , O h l s e n , a n d P r o f f ( 2 9 : 1 6 3 - 1 7 0 ) r e p o r t e d i n 1960 t h e e f f e c t s o f g r o u p c o u n s e l i n g on g i f t e d u n d e r a c h i e v i n g a d o l e s c e n t s . Among t h e f a c t o r s f o u n d t o b e r e l a t e d to u n d e r a c h i e v e m e n t w ere h o s t i l i t y and r e b e l l i o u s a t t i t u d e s . Morrow and W i l s o n ( 9 0 : 5 0 1 — 510) i n 1961 f o u n d t h a t u n d e r a c h i e v e r s h a d o p p o s i t i o n t o a u t h o r i t y . I n t h i s same v e i n i n 1962, S t r a n g (1 1 3 : 7 9 - 8 6 ) c o n t e n d e d t h a t t e e n a g e r s become i n c r e a s i n g l y i n d e p e n d e n t and a s s o c i a t e s c h o l a s t i c a c h i e v e m e n t w i t h a d u l t d o m i n a t i o n . R e s e a r c h c o n s e n s u s . — A c h i e v e r s t e n d t o be more a c c e p t i n g o f a u t h o r i t y , h a v e s t r o n g n e e d s f o r a p p r o v a l , r e s p e c t , and s t a t u s fro m a d u l t s . U n d e r a c h i e v e r s a p p e a r 11 2 to be r.e.sentful o f a u t h o r i t y , h a r b o r f e e l i n g s of h o s t i l i t y , and a s s o c i a t e s c h o l a s t i c ach iev e m e n t w i t h a d u l t d o m in a tio n . b) R ules (1) E le m e n ta r y l e v e l G ranzov (5 9 :6 3 1 -6 3 2 ) found t h a t u n d e r a c h i e v e r s e x h i b i t e d p o o r a d ju s tm e n t to sc h o o l r u l e s and p r o c e d u r e s . Rosen (1 0 4 :4 7 -6 0 ) i n 1959 found t h a t a c h i e v e r s d i s p l a y e d g r e a t e r r e s p e c t f o r sc h o o l r e q u i r e m e n ts t h a n u n d e r a c h i e v e r s . Shaw and B la c k (1 09 :1 2 0 -1 2 4 ) i n 1960 Con c lu d e d t h a t a c h i e v e r s may a c h ie v e th r o u g h con f o r m i t y r a t h e r t h a n a tt e m p t to be c r e a t i v e o r o r i g i n a l . (3) C o lle g e l e v e l In 1957 Drews ( 3 9 :3 - 6 ) i n d i c a t e d t h a t th e u n d e r a c h i e v i n g g i f t e d f a c e d th e problem of b e i n g " n o n - c o n f o r m i s t s ." R e s e a r c h c o n s e n s u s . — U n d e r a c h ie v e r s a p p e a r to e x h i b i t p o o r a d ju s tm e n t to s c h o o l r u l e s and p r o c e d u r e s , w hereas a c h i e v e r s d i s p l a y g r e a t e r r e s p e c t f o r sc h o o l r e q u i r e m e n t s . c) P u nishm ent (1) E le m e n ta r y l e v e l As was m e n tio n e d e a r l i e r , th e u n d e r - 11 3 a c h i e v e r s i n t h e s t u d y b y B e l l e a u (1 2 6 :1 8 6 ) v iew ed a d u l t s as u n f a i r and p u n i s h i n g t o a g r e a t e r e x t e n t t h a n a c h i e v e r s . (2) S e c o n d a ry l e v e l S u t c l i f f e (133) i n 1958 found t h a t u n d e r - a c h ie v e m e n t seemed to be r e l a t e d to amount o f p r a i s e and ty p e and f r e q u e n c y o f p u n is h m e n t r e c e i v e d . I n 1960 B r o e d e l , O h ls e n , and P r o f f ( 2 9 :1 6 3 - 1 7 0 ) fou nd t h a t u n d e r a c h i e v e r s had r e b e l l i o u s a t t i t u d e s . The i n f e r e n c e draw n was t h a t p u n i t i v e t r e a t m e n t i s r e s p o n s i b l e f o r t h e d e v e lo p m e n t of t h e s e n e g a t i v e a t t i t u d e s . R e s e a r c h c o n s e n s u s . — U n d e r a c h i e v e r s t e n d t o v ie w a d u l t s a s u n f a i r and p u n i s h i n g to a g r e a t e r e x t e n t t h a n do a c h i e v e r s . 6 . Goal O r i e n t a t i o n a) F u t u r e (1) S e c o n d a ry l e v e l I n 1954 Nason (10) s t u d i e d academ ic u n d e r a c h ie v e m e n t o f g i f t e d h i g h s c h o o l s t u d e n t s and found t h a t o r i e n t a t i o n f o r t h e f u t u r e was most p r e v a l e n t i n t h e c a s e o f a c h i e v e r s . S u t c l i f f e (133) fo u n d t h a t u n d e r a c h i e v e r s seemed to l a c k d e f i n i t e e d u c a t i o n a l p l a n s , 114 ■while F r a n k e l ( 4 8 : 1 7 2 — 180) i n 1960 c o n c l u d e d "that a c h i e v e r s 1 c h i e f c o n c e r n was w i t h "the f u t u r e , w h e r e a s t h o s e o f u n d e r a c h i e v e r s w ere w i t h p r e s e n t s c h o l a s t i c i n a d e q u a c i e s . I n a p i l o t s t u d y c o n d u c t e d i n 1962 b y D a v id s and Sidm an ( 3 5 : 1 7 0 - 1 7 4 ) i m p u l s i v i t y , t i m e o r i e n t a t i o n , and d e l a y e d g r a t i f i c a t i o n w e re i n v e s t i g a t e d . A g r o u p o f h i g h s c h o o l b o y s a t t e n d i n g a s p e c i a l p r o g r a m f o r g i f t e d f u t u r e s c i e n t i s t s w ere com pared w i t h a sa m p le o f b r i g h t u n d e r a c h i e v i n g h i g h s c h o o l b o y s a t t e n d i n g a s p e c i a l p r o g r a m t o h e l p a c t u a l i z e a c a d e m ic p o t e n t i a l . I t was r e p o r t e d t h a t t h e h i g h a c h i e v e r s w e re l e s s i m p u l s i v e i n t e r m s o f m o to r c o n t r o l t h a n u n d e r a c h i e v e r s . F u t u r e s c i e n t i s t s a s a g r o u p t e n d e d t o be f u t u r e o r i e n t e d a n d l e s s c o n c e r n e d w i t h im m e d ia te g r a t i f i c a t i o n a n d b e t t e r a b l e t o p l a n f o r f u t u r e g o a l s . (2) C o l l e g e l e v e l Drews ( 3 9 : 3 — 6) i n 1957 f o u n d t h a t h i g h a c h i e v e r s p r o j e c t e d t h e m s e l v e s f u r t h e r i n t o t h e f u t u r e . R e s e a r c h c o n s e n s u s . — A c h i e v e r s a p p e a r t o be more o r i e n t e d t o w a r d t h e f u t u r e , l e s s c o n c e r n e d w i t h im m e d ia te g r a t i f i c a t i o n and a b l e t o p r o j e c t t h e m s e l v e s f u r t h e r i n t o 11 5 t h e f u t u r e t h a n u n d e r a c h i e v e r s , b) S u c c e s s (1) E l e m e n t a r y l e v e l Some comments made b y B e l l e a u ( 1 2 6 : 1 8 8 ) i n c o n n e c t i o n w i t h h i s f i n d i n g s i n r e l a t i o n t o t h e c o n c e p t o f s u c c e s s a r e p e r t i n e n t . , U n d e r a c h i e v i n g c h i l d r e n a r e n o t b e i n g r e a c h e d i n t e r m s o f p r o v i d i n g o r b u i l d i n g c o n f i d e n c e t h r o u g h s u c c e s s . T hey a r e u s e d to f a i l u r e and a r e b o r e d w i t h s c h o o l . " (2) S e c o n d a r y l e v e l The r e s u l t s o f a s t u d y o f l e v e l o f a s p i r a t i o n o f a c a d e m i c a l l y s u c c e s s f u l and u n s u c c e s s f u l h i g h s c h o o l s t u d e n t s i n 1962 l e d B y e r s ( 3 1 : 2 0 9 - 2 1 6 ) t o t h e f o l l o w i n g c o n c l u s i o n s : 1. P a s t a c a d e m ic s u c c e s s was a s s o c i a t e d w i t h r e a l i s t i c g o a l s e t t i n g and p a s t a c a d e m ic f a i l u r e a s s o c i a t e d w i t h h i g h u n r e a l i s t i c g o a l s e t t i n g . 2. S u c c e s s i n im m e d ia te t a s k s was a s s o c i a t e d w i t h r e a l i s t i c g o a l s e t t i n g and f a i l u r e on im m e d ia te t a s k s was a s s o c i a t e d w i t h u n r e a l i s t i c g o a l s e t t i n g . 3. S t u d e n t s ' g o a l s e t t i n g p a t t e r n s w ere more c l o s e l y a s s o c i a t e d w i t h c u r r e n t t h a n p a s t e x p e r i e n c e e v en when e x p e r i e n c e i s d i f — 116 f e r e n t from p r e v i o u s e x p e r i e n c e w i t h a cad em ic t a s k s . (3) C o l le g e l e v e l The r e s u l t s o b t a i n e d by A t k i n s o n (16) i n h i s s t u d y of a c h ie v e m e n t m o t i v a t i o n d e s c r i b e d i n th e p r e c e d i n g c h a p t e r , were c o n s i s t e n t w i t h th e h y p o t h e s i s o f M c C le lla n d and L ie b erm an t h a t th e a c h ie v e m e n t g o a l o f p e r s o n s w i t h h i g h a c h ie v e m e n t s c o r e s i s t o e x p e r i e n c e s u c c e s s , w h e re a s th e g o a l o f p e r s o n s low i n n — a c h ie v e m e n t i s to a v o i d f a i l u r e . I n 1962 Todd, T e r r e l l , and C u r t i s (116: 1 8 3 - 1 9 0 ) , i n a c o m p a r is o n s t u d y o f no rm al a c h i e v e r s and u n d e r a c h i e v e r s o f s u p e r i o r a b i l i t y , r e p o r t e d t h a t u n d e r a c h i e v e r s i n d i c a t e d a low e x p e c ta n c y f o r s u c c e s s i n academ ic w ork. R e s e a r c h c o n s e n s u s . — A c h i e v e r s have e x p e r i e n c e d g r e a t e r s u c c e s s i n s c h o o l an d h ave a h i g h e r e x p e c t a n c y f o r s u c c e s s i n academ ic work t h a n u n d e r a c h i e v e r s , c) C o lle g e (1) E l e m e n t a r y l e v e l K u r tz and Swenson ( 9 : 4 0 2 — 411) fo u nd t h a t t h e u n d e r a c h i e v e r s i n t h e i r s t u d y had l i m i t e d e d u c a t i o n aim s, w h e rea s th e h i g h a c h i e v e r s had 117 c o m p a r a t i v e l y h i g h a im s . An i te m a n a l y s i s on B e l l e a u t s ISA (1 2 6 : 1 5 5 -1 5 6 ) r e v e a l e d t h a t i t e m num ber 7 6 , "Would l i k e t o go t o c o l l e g e , " d i s c r i m i n a t e d m o st c o n s i s t e n t l y and a d e q u a t e l y i n t h e c a s e o f u p p e r g r a d e s t u d e n t s . (2) S e c o n d a r y l e v e l I n N a s o n ’ s (1 0 ) s t u d y i n 1 95 8, a c h i e v e r s -were r e p o r t e d t o h a v e c o l l e g e p l a n s and s p e c i f i c v o c a t i o n a l c h o i c e s . I n 1960 F r a n k e l ( 4 8 : 1 7 2 —180) f o u n d t h a t a c h i e v e r s -were c o n c e r n e d -with f u t u r e c o l l e g e and v o c a t i o n a l p l a n s . T hey r e g a r d e d c o l l e g e as p r e p a r a t i o n f o r a c a r e e r i n s c i e n c e -with e x p e c t a t i o n o f a t t e n d i n g g r a d u a t e s c h o o l . U n d e r a c h i e v e r s s e e c o l l e g e a s d i r e c t v o c a t i o n a l p r e p a r a t i o n . (3) C o l l e g e l e v e l Drews ( 3 9 : 3 — 6) d e s c r i b e d a c h i e v e r s a s t h o s e -who -work t o w a r d l o n g r a n g e g o a l s . U n d e r a c h i e v e r s w ere d e s c r i b e d a s " h e r e and now p e o p l e ." R e s e a r c h c o n s e n s u s . — A c h i e v e r s h a v e c o m p a r a t i v e l y h i g h e d u c a t i o n a l aim s and a r e w i l l i n g t o w ork t o w a r d lo n g r a n g e g o a l s . U n d e r a c h i e v e r s a r e t e r m e d " h e r e and now p e o p l e ." 11 8 d) Money (1) E le m e n t a r y l e v e l B e l l e a u ( 1 2 6 :1 5 5 ) fo u n d t h a t a c h i e v e r s t e n d e d to a c c e p t t h e ite m r e f e r r i n g t o t h e im p o r ta n c e o f d o i n g w e l l i n s c h o o l " i n o r d e r to g e t a good jo b and make l o t s o f m oney," w h e rea s u n d e r a c h i e v e r s te n d e d to r e j e c t t h e ite m . (2) S e c o n d a ry l e v e l S o c io ec o n o m ic s t a t u s was i d e n t i f i e d t h r o u g h f a c t o r a n a l y s i s b y B i s h t o n ( 2 4 :2 0 3 — 107) as one o f t h e f a c t o r s p r e s e n t i n a c h i e v i n g e i g h t h g r a d e s t u d e n t s w i t h s u p e r i o r a b i l i t y . I n a s t u d y by P i e r c e and Bowman ( 9 8 :3 3 - 6 6 ) o f m o t i v a t i o n p a t t e r n s o f s u p e r i o r h i g h s c h o o l s t u d e n t s , m o n e ta r y g o a ls was one "of t h e ite m s on t h e s t u d e n t i n t e r v i e w iheasure w hich d i f f e r e n t i a t e d s i g n i f i c a n t l y f o r a l l c a s e s . R e s e a r c h c o n s e n s u s . — Money a p p e a r s to be a m o t i v a t i n g f a c t o r i n a c h ie v e m e n t and a c t s as a s o u r c e o f i n s p i r a t i o n t o a c h i e v e r s , e) A Jo b ( l ) E le m e n t a r y l e v e l K u r tz and Swenson ( 8 : 4 0 2 - 4 1 1 ) , i n d e s c r i b i n g t h a t a s p e c t o f t h e i r s t u d y d e a l i n g w i t h a s p i r a t i o n s and p r o s p e c t s f o r t h e f u t u r e , 11 9 f o u n d t h a t h i g h a c h i e v e r s r e g a r d e d u c a t i o n f o r more t h a n i t s j o b v a l u e , h a v e f a i r l y c l e a r v o c a t i o n a l a im s . U n d e r a c h i e v e r s , on t h e o t h e r h a n d , a p p e a r t o h a v e more l i m i t e d e d u c a t i o n a l a im s , and c o m p a r a t i v e l y l i m i t e d , v a g u e , o r u n c e r t a i n v o c a t i o n a l g o a l s . T hey c o n c l u d e d t h a t h i g h a c h i e v e r s h a v e a h i g h e r l e v e l o f a s p i r a t i o n t h a n u n d e r a c h i e v e r s i n te r m s o f e d u c a t i o n a l and v o c a t i o n a l l e v e l s . A r m s t r o n g ( 1 5 : 1 4 1 - 1 5 4 ) d i s c o v e r e d t h a t many o f t h e u n d e r a c h i e v e r s s t u d i e d had i n t e r e s t s w h ic h w ere n o t s a t i s f i e d b y s c h o o l . (2) S e c o n d a r y l e v e l I n 1959 Bowman (1 2 7) c i t e d t h e a b i l i t y to p o s t p o n e im m e d ia te g o a l s f o r f u t u r e g o a l s as a c h a r a c t e r i s t i c o f a c h i e v e r s . (3) C o l l e g e l e v e l As was p o i n t e d o u t b y B rew s ( 3 9 : 3 — 6) i n 19 5 7 , u n d e r a c h i e v e r s , b e i n g h e r e a n d now p e o p l e , a r e more l i k e l y t o c o n s i d e r t h e imme d i a t e r e w a r d s o f a j o b t h a n a c h i e v e r s . R e s e a r c h c o n s e n s u s . — U n d e r a c h i e v e r s a p p e a r t o h a v e i n t e r e s t s n o t s a t i s f i e d b y s c h o o l , h a v e a l o w e r l e v e l o f a s p i r a t i o n t h a n a c h i e v e r s , i n t e r m s o f e d u c a t i o n a l and v o c a t i o n a l g o a l s . 1 2 0 f ) G r a d u a t i n g — Q u i t t i n g S c h o o l ( 1 ) E l e m e n t a r y l e v e l K u r t z a n d S w e n s o n ( 8 : 4 0 2 — 4 1 1 ) d e s c r i b e d u n d e r a c h i e v e r s a s h a v i n g l i m i t e d e d u c a t i o n a l a i m s . T h ey t e n d t o t h i n k a b o u t q u i t t i n g s c h o o l . ( 2 ) S e c o n d a r y l e v e l N a s o n ' s s t u d y ( 1 0 ) o f a c a d e m i c u n d e r - a c h i e v e m e n t i n d i c a t e d t h a t h i g h a c h i e v e m e n t was r e l a t e d t o c o l l e g e p l a n s a n d s p e c i f i c v o c a t i o n a l c h o i c e s . ( 3 ) C o l l e g e l e v e l D re w s ( 3 9 : 3 — 6) s t a t e d t h a t a c h i e v e r s t e n d t o w o r k t o w a r d l o n g r a n g e g o a l s . R e s e a r c h c o n s e n s u s . — A c h i e v e r s e x p e c t t o go on t o c o l l e g e , t e n d t o w o r k t o w a r d l o n g r a n g e g o a l s , w h e r e a s u n d e r a c h i e v e r s h a v e l i m i t e d e d u c a t i o n a l a im s a n d t e n d t o t h i n k a b o u t l e a v i n g s c h o o l . 7 . M o r a l a n d S o c i a l V a l u e s a ) T r y i n g H a r d ( l ) E l e m e n t a r y l e v e l R o s e n ( 1 0 4 : 4 7 — 6 0 ) i n 1 9 5 9 r e p o r t e d t h a t h i g h a c h i e v e m e n t w a s r e l a t e d t o p e r s i s t e n t s t r i v i n g , a n d H a g g a r d a n d D ' H e u r l e ( 3 6 : 1 — 2 8 ) f o u n d t h a t u n d e r a c h i e v e r s h a d p o o r w o r k h a b i t s , w e r e n o t p e r s i s t e n t . 121 Zimmerman ( 1 2 5 : 5 5 - 5 6 ) i n 1960 f o u n d t h a t a c h i e v e r s s t r e s s p u r p o s e f u l s t r i v i n g and s e l f i n i t i a t e d a c t i o n . I n B e l l e a u ' s ( 1 2 6 : 1 8 8 ) summary o f c h a r a c t e r i s t i c s o f t h e u n d e r a c h i e v e r i s t h e s t a t e m ent t h a t b e c a u s e t h e u n d e r a c h i e v e r h a s e x p e r i e n c e d f a i l u r e so o f t e n , he a l m o s t e x p e c t s t o f a i l and c o n s e q u e n t l y h a s q u i t t r y i n g . (2) S e c o n d a r y l e v e l B a r r e t t ( 1 9 : 1 9 2 — 194) i n 1957 f o u n d t h a t u n d e r a c h i e v e r s w i t h d r a w and r e f u s e t o c o m p e te . I n 1958 W e s t f a l l ( 1 3 4 ) , e m p lo y in g t h e Brown and H o ltz m a n S u r v e y o f S t u d y H a b i t s and A t t i t u d e s , f o u n d t h a t a t t i t u d e a s m o t i v a t i o n r a t h e r t h a n m e c h a n i c s o f s t u d y w e re r e s p o n s i b l e f o r s t u d e n t s * p r o b l e m s among a c h i e v i n g and no n— a c h i e v i n g a c a d e m i c a l l y t a l e n t e d h i g h s c h o o l s t u d e n t s . R e s p o n s e s o f a c h i e v i n g a n d low a c h i e v i n g f r e s h m e n h i g h s c h o o l s t u d e n t s t o i t e m s on t h e C a l i f o r n i a P s y c h o l o g i c a l I n v e n t o r y w ere a n a l y z e d b y F i n k ( 4 6 : 1 0 5 - 1 1 2 ) i n 1 9 6 2 . Low a c h i e v e r s , i t was f o u n d , t e n d e d t o be p i e a s u r e — o r i e n t e d , i n a d e q u a t e and p a s s i v e , and d i d n o t a c h i e v e g o a l s . 1 22 (3) C o l l e g e l e v e l T e r m a n 's ( 1 2 :3 3 5 ) h i g h a c h i e v i n g g ro u p was fo u n d t o be h i g h on p e r s e v e r a n c e w h i l e u n d e r a c h i e v e r s , a c c o r d i n g to B u r g e s s ( 3 0 : 8 8 - 9 9 ) h av e weak m o t i v a t i o n f o r a cad em ic a c h i e v e m e n t . R e s e a r c h c o n s e n s u s . — A c h i e v e r s t e n d t o s e e t h e v a l u e i n p e r s i s t e n t s t r i v i n g . U n d e r a c h i e v e r s t e n d t o be p l e a s u r e — o r i e n t e d , p a s s i v e , h av e p o o r work h a b i t s , and a r e n o t p e r s i s t e n t , o f t e n r e f u s i n g t o c o m p e te , b) C h e a t i n g (1) E l e m e n t a r y l e v e l B e l l e a u ( 1 2 6 : 1 3 9 — 140) f o u n d t h a t i te m s r e f e r r i n g to a d m i s s i o n o f c h e a t i n g were r e j e c t e d by a c h i e v e r s , w h e r e a s t h e s e i te m s w ere a c c e p t e d by u n d e r a c h i e v e r s . (2) C o l l e g e l e v e l Ryan ( 1 0 7 : 9 6 7 — 968) i n v e s t i g a t e d f a c t o r s a s s o c i a t e d w i t h d e v i a t i o n from p r e d i c t e d g r a d e s . T h ree g r o u p s o f c o l l e g e s t u d e n t s e q u a t e d f o r g e n e r a l p r e d i c t e d s c o r e b u t d i f f e r i n g i n a ca d em ic p e r f o r m a n c e w ere t e s t e d w i t h a g ro u p R o r s c h a c h t e s t , t h e S t r o n g Voca t i o n a l I n t e r e s t B l a n k , and a q u e s t i o n n a i r e c o n c e r n i n g f a m i l y b a c k g r o u n d . I t was hypo t h e s i z e d t h a t d e v i a t i o n from g e n e r a l p r e d i c t e d 123 s c o r e i s p o s i t i v e l y r e l a t e d t o s u p e r - e g o s t a t u s , i . e . , t h e d e g r e e t o w h i c h c e r t a i n m o r a l an d s o c i a l v a l u e s a r e a c c e p t e d . The f i n d i n g s r e v e a l e d t h a t u n d e r a c h i e v e r s s c o r e d s i g n i f i c a n t l y l o w e r on t h e M i n i s t e r S c a l e . A l t h o u g h t o t a l a d j u s t m e n t s c o r e s d i d n o t d i f f e r e n t i a t e b e t w e e n o v e r — a n d u n d e r a c h i e v e r s , R y a n c o n c l u d e d on t h e b a s i s o f o v e r — a l l p e r f o r m a n c e t h a t t h e d e g r e e t o w h i c h c e r t a i n m o r a l and s o c i a l v a l u e s a r e a c c e p t e d may b e r e s p o n s i b l e f o r p e r s i s t e n c e i n m a k i n g g o o d g r a d e s . R e s e a r c h c o n s e n s u s . — A c h i e v e r s a c c e p t m o r a l and s o c i a l v a l u e s t o g r e a t e r e x t e n t t h a n do u n d e r a c h i e v e r s , c — d) S o m e t h i n g I m p o r t a n t — S o m e t h i n g E a s y ( 1 ) S e c o n d a r y l e v e l I n a s t u d y b y B a t t l e ( 2 0 : 2 7 — 4 1) i n 1 9 5 7 , t h e p e r s o n a l v a l u e s o f f o r t y — f o u r m a t c h e d p a i r s o f a c h i e v e r s a n d u n d e r a c h i e v e r s w e r e c o m p a r e d w i t h t h o s e o f t h e t e a c h e r . The s t u d y r e v e a l e d t h a t u n d e r a c h i e v e r s a n d t e a c h e r s w e r e h o l d i n g e n t i r e l y d i f f e r e n t s e t s o f v a l u e s . The a c h i e v e r s a n d t e a c h e r s w e r e f o u n d t o h a v e s i m i l a r l o a d i n g s on f a c t o r a n a l y s i s . Low a c h i e v e r s sh o w e d g r e a t e r v a r i e t y among t h e m s e l v e s . B a t t l e r e p o r t e d a p o s i t i v e 124 c o r r e l a t i o n b e tw ee n t h e v a l u e s h e l d b y th e t e a c h e r and g r a d e s and a c h ie v e m e n t r e s u l t s . I t a p p e a r s t h a t when d i f f e r e n c e s i n v a l u e s b e tw e e n t e a c h e r s and s t u d e n t s do e x i s t , t h e y have an a d v e r s e e f f e c t on b o t h g r a d e s and a c t u a l l e a r n i n g . R a th s ( 1 0 0 :4 2 2 - 4 2 4 ) i n 1961 s e l e c t e d a t random s i x u n d e r a c h i e v i n g h i g h s c h o o l s t u d e n t s i n an a t t e m p t t o c l a r i f y a t t i t u d e s , b e l i e f s , i n t e r e s t , p u r p o s e s , and a s p i r a t i o n s . An e f f o r t was made t o com m unicate c o n c e r n and i n t e r e s t i n t h e s t u d e n t s f i d e a s . Twelve m e e ti n g s l a s t i n g t w e n ty m in u te s e a c h were h e l d w i t h e a c h s t u d e n t . The change i n r a n k in c l a s s and i n g r a d e p o i n t a v e r a g e was m easu red and t h e s i g n i f i c a n c e was d e t e r m i n e d by th e S ig n t e s t . The n u l l h y p o t h e s i s was r e j e c t e d , i n d i c a t i n g t h a t im provem ent i n acad em ic p e r form an ce d i d o c c u r . I t was c o n c lu d e d t h a t i n o r d e r t o t e a c h s u b j e c t m a t t e r deemed i m p o r t a n t , a t t i t u d e s and b e l i e f s m ust be c l a r i f i e d . S i n c e th e i n d i v i d u a l c o u n s e l i n g a p p ro a c h i s n o t a v e r y f e a s i b l e m ethod i n v ie w o f t h e l a r g e numbers o f i n d i v i d u a l s i n whom i n t e r e s t and c o n c e rn m ust be d e m o n s t r a t e d , q u e s t i o n s o f v a l u e m ust t h e r e f o r e p e r m e a te t h e c u r r i c u l u m a t a l l s c h o o l l e v e l s . R e s e a r c h c o n s e n s u s . — A c h i e v e r s a c c e p t t h e i d e a l s , v a l u e s , and g o a l s o f t h e d o m in a n t c u l t u r a l g r o u p s . I n c o n t r a s t , u n d e r a c h i e v e r s do n o t h o l d to t h e s e i d e a s , v a l u e s , and g o a l s . A n t i c i p a t e d O utcom es— Mean F a c t o r S c o r e s f o r A l l C o n c e p ts The r e s e a r c h f i n d i n g s d i s c u s s e d u n d e r t h e se v e n m a j o r a r e a s o f th e i n v e s t i g a t i o n i n d i c a t e d t h e d i r e c t i o n e x p e c t e d f o r t h e s e l e c t e d c o n c e p t s . T hese d i r e c t i o n s w ere e x p r e s s e d i n t h e form o f a r e s e a r c h c o n s e n s u s f o r e a c h c o n c e p t . B a s e d upon t h e s e f i n d i n g s t h e a n t i c i p a t e d o u tco m es a r e a s f o l l o w s : 1. I n t h e a r e a o f S c h o o l E x p e r i e n c e s , a c h i e v e r s , i n c o n t r a s t t o u n d e r a c h i e v e r s a) w ould a p p e a r t o i d e n t i f y more c l o s e l y w ith t e a c h e r s and have a more f a v o r a b l e a t t i t u d e to w a rd them ; b) w ould a p p e a r to h av e a more p o s i t i v e o u t l o o k r e g a r d i n g g r a d e s ; c) w ould a p p e a r t o h av e g e n e r a l l y f a v o r a b l e a t t i t u d e s to w a r d s c h o o l and be more a c t i v e i n s c h o o l ; d) w ould a p p e a r t o d e r i v e more s a t i s f a c t i o n from r e a d i n g and have g r e a t e r r e a d i n g s k i l l I n 'the a r e a o f F a m ily R e l a t i o n s h i p s , a c h i e v e r s , i n c o n t r a s t t o u n d e r a c h i e v e r s , a) w ou ld a p p e a r t o have a more f a v o r a b l e home e n v i r o n m e n t ; and b) w o uld a p p e a r to i d e n t i f y more c l o s e l y w i t h t h e i r p a r e n t s . have more p o s i t i v e f e e l i n g s a b o u t th em , and e n j o y a more p o s i t i v e r e l a t i o n s h i p w i t h th em . I n t h e a r e a o f S o c i a l R e l a t i o n s h i p s , a c h i e v e r s , i n c o n t r a s t to u n d e r a c h i e v e r s , a) w o u ld a p p e a r t o g e t a l o n g b e t t e r w i t h m ost p e o p l e ; b) w o uld a p p e a r to have ( b e s t ) f r i e n d s who a r e r e p o r t e d t o have p o s i t i v e a t t i t u d e s to w a rd s c h o o l , a l s o ; c) w ould a p p e a r t o f e e l and be a c c e p t e d by t h e i r c l a s s m a t e s t o a g r e a t e r d e g r e e ; and c) w ould a p p e a r t o h ave more p o s i t i v e f e e l i n g s c o n c e r n i n g grow nups and a r e a b l e t o g e t a l o n g b e t t e r w i t h th em . I n t h e a r e a o f S e l f C o n c e p t , a c h i e v e r s , i n c o n t r a s t t o u n d e r a c h i e v e r s , a) w o uld a p p e a r to p o s s e s s f e e l i n g s o f a d e q u a c y and a h i g h e r o p i n i o n o f t h e m s e l v e s b) v o u l d a p p e a r t o h a v e f e e l i n g s o f a d e q u a c y c o n c e r n i n g a c a d e m ic a c h i e v e m e n t , w h e r e a s u n d e r a c h i e v e r s h av e f e e l i n g s o f i n f e r i o r i t y r e g a r d i n g t h e i r s c h o o l a b i l i t y ; and c) f e e l a c c e p t e d b y o t h e r s w h e r e a s u n d e r a c h i e v e r s a p p e a r t o f e e l r e j e c t e d by c l a s s m a t e s ( how my c l a s s s e e s me) . I n t h e a r e a o f A u t h o r i t y R e l a t i o n s h i p s , a c h i e v e r s , i n c o n t r a s t t o u n d e r a c h i e v e r s , a) w o u ld a p p e a r t o be more a c c e p t i n g o f a u t h o r i t y , h a v e s t r o n g n e e d s f o r a p p r o v a l fro m a d u l t s ; u n d e r a c h i e v e r s a p p e a r t o be r e s e n t f u l o f a u t h o r i t y , h a r b o r f e e l i n g s o f h o s t i l i t y , and a s s o c i a t e s c h o l a s t i c a c h i e v e m e n t w i t h a d u l t d o m i n a t i o n ; b) w o u ld a p p e a r t o d i s p l a y g r e a t e r r e s p e c t f o r s c h o o l r e q u i r e m e n t s ; u n d e r a c h i e v e r s a p p e a r to e x h i b i t p o o r a d j u s t m e n t to s c h o o l r u l e s and p r o c e d u r e s ; and c) w o u ld a p p e a r t o v i e w a d u l t s a s f a i r an d l e s s p u n i s h i n g . I n t h e a r e a o f G oal O r i e n t a t i o n , a c h i e v e r s , i n c o n t r a s t t o u n d e r a c h i e v e r s , a) w o u ld a p p e a r t o be more o r i e n t e d t o w a r d t h e f u t u r e , l e s s c o n c e r n e d w i t h im m e d ia te n e e d g r a t i f i c a t i o n , and a b l e t o p r o j e c t 128 t h e m s e lv e s f u r t h e r i n t o th e f u t u r e ; b) would a p p e a r t o have e x p e r i e n c e d g r e a t e r s u c c e s s i n s c h o o l and have a h i g h e r e x p ec t a n c y f o r s u c c e s s in academ ic work; c) would a p p e a r to have c o m p a r a t i v e l y h i g h e d u c a t i o n a l aims ( c o l l e g e ) and he w i l l i n g to work to w a rd long ran g e g o a l s ; d) would a p p e a r t o be m o ti v a te d by money which p r o v i d e s a s o u r c e of i n s p i r a t i o n f o r them; e) would a p p e a r t o be i n t e r e s t e d i n s c h o o l , have h i g h e r l e v e l s o f a s p i r a t i o n i n term s o f e d u c a t i o n a l and v o c a t i o n a l g o a ls r a t h e r th a n m e r e ly g e t t i n g a .job; and f ) j S ) would a p p e a r t o work tow ard lo n g ra n g e g o a l s , t h i n k a b o u t g r a d u a t i n g , n o t q u i t t i n g s c h o o l . 7. I n t h e a r e a o f M oral and S o c i a l V a lu e s , a c h i e v e r s , i n c o n t r a s t to u n d e r a c h i e v e r s , a) would a p p e a r to see t h e v a l u e i n p e r s i s t e n t s t r i v i n g ( t r y i n g h a r d ) ; u n d e r a c h i e v e r s a p p e a r to be p l e a s u r e - o r i e n t e d , have poor work h a b i t s , o f t e n r e f u s e to com pete; b) would a p p e a r t o a c c e p t m oral and s o c i a l v a l u e s to a g r e a t e r d e g r e e — f o r exam ple, c h e a t i n g i s l e s s a c c e p t a b l e ; and 1 29 c ) , d) w ould a p p e a r to a c c e p t th e i d e a l s , v a l u e s , and g o a l s o f t h e d o m in a n t c u l t u r a l g ro u p s t o a g r e a t e r e x t e n t ; g r e a t e r v a l u e i s a t t a c h e d to what i s i m p o r t a n t r a t h e r t h a n t o t h a t w h ich i s e a s y . I n o r d e r t o d e t e r m i n e w h e t h e r d i f f e r e n c e s b e tw e e n a c h i e v i n g and u n d e r a c h i e v i n g g r o u p s on a l l v a r i a b l e s were s i g n i f i c a n t , t h e n u l l h y p o t h e s i s was a d v an ced f o r a l l g r o u p s . N u ll H y p o th e s e s Advanced on A l l MWT C o n c e p ts f o r t h e E v a l u a t i o n , P o t e n c y , and A c t i v i t y F a c t o r s 1. No s i g n i f i c a n t d i f f e r e n c e s w i l l o b t a i n b e tw ee n a c h i e v e r s and u n d e r a c h i e v e r s . 2. No s i g n i f i c a n t d i f f e r e n c e s w i l l o b t a i n b e tw e e n l e v e l s of i n t e l l i g e n c e . 3. No s i g n i f i c a n t d i f f e r e n c e s w i l l be fou nd b e tw e e n boys and g i r l s . 4 . No s i g n i f i c a n t d i f f e r e n c e s e x i s t b e tw e e n a c h ie v e m e n t g ro u p s and s e x g r o u p s . 5. No s i g n i f i c a n t d i f f e r e n c e s w i l l o b t a i n b e tw e e n a c h ie v e m e n t g rou p and i n t e l l i g e n c e l e v e l . 6. No s i g n i f i c a n t d i f f e r e n c e s w i l l o b t a i n b e tw ee n se x g ro u p and i n t e l l i g e n c e l e v e l . 7 . No s i g n i f i c a n t d i f f e r e n c e s w i l l be fou nd b e tw e e n a c h ie v e m e n t g r o u p , s e x g r o u p , and i n t e l l i g e n c e l e v e l . 1 30 A n t i c i p a t e d O utcom es— Mean D S c o r e s - f o r S e l e c t e d P a i r s o f C o n c e p ts I n a d d i t i o n t o d i f f e r e n t i a t i n g t h e m e a n in g o f c o n c e p t s f o r i n d i v i d u a l s o r g r o u p s , t h e s e m a n t i c d i f f e r e n t i a l t e c h n i q u e e n a b l e s one t o make c o m p a r is o n s b e tw e e n p a i r s o f c o n c e p t s so t h a t i t i s p o s s i b l e t o d e t e r m i n e t h e s i m i l a r i t y o f m e a n in g . Osgood e t a l . ( 1 1 : 9 0 ) p o i n t o u t t h e i n a d e q u a c i e s o f t h e c o r r e l a t i o n c o e f f i c i e n t r , as an i n d e x o f s i m i l a r i t y b e tw e e n two p r o f i l e s o f s c o r e s . I n s t e a d , t h e a u t h o r s em p loy ed th e g e n e r a l i z e d d i s t a n c e f o r m u l a o f s o l i d g e o m e tr y , d i s c u s s e d i n t h e p r e v i o u s c h a p t e r , t o i n d e x t h e d i s t a n c e b e tw e e n c o n c e p t s as ju d g e d b y an i n d i v i d u a l o r g r o u p . U t i l i z i n g t h e d i s t a n c e n o t i o n , t e n p a i r s o f MWT c o n c e p t s were s e l e c t e d f o r c o m p a r is o n b e tw e e n t h e v a r i o u s g r o u p i n g s u n d e r e a c h o f t h e s e v e n d e l i n e a t e d a r e a s d e s c r i b e d i n t h e p r e c e d i n g s e c t i o n . The s e v e n t y p a i r s o f c o n c e p t s c h o se n r e f e r t o t h e r e s e a r c h f i n d i n g s r e p o r t e d e a r l i e r i n t h i s c h a p t e r and a r e l i s t e d b e lo w . An a n a l y s i s o f t h e s e m a n t i c d i s t a n c e s b e tw e e n t h e c o n c e p t s was e x p e c t e d t o p r o v i d e i n c r e a s e d i n s i g h t and u n d e r s t a n d i n g r e g a r d i n g t h e p e r c e p t i o n s o f a c h i e v i n g and u n d e r a c h i e v i n g h i g h s c h o o l s t u d e n t s . A re a 1— S c h o o l E x p e r i e n c e s T e a c h e r s — P a r e n t s 1 31 T e a c h e r s — My B e s t F r i e n d s T e a c h e r s — Me G ra d e s — Me G r a d e s — How My C l a s s S e e s Me G r a d e s — T r y in g Hard G r a d e s — S o m ethin g I m p o r t a n t S c h o o l — T r y in g Hard R e a d in g — S o m ethin g E a s y I d e a l T e a c h e r — T e a c h e r s A re a 2— F a m ily R e l a t i o n s h i p s Home— S c h o o l Home— R u les Home— P u n is h m e n t I d e a l P a r e n t — P a r e n t s P a r e n t s — Most P e o p le P a r e n t s — My B e s t F r i e n d s P a r e n t s — Grownups P a r e n t s — Me P a r e n t s — How I * d L ik e To Be P a r e n t s — S u c c e s s A re a 3— S o c i a l R e l a t i o n s h i p s Most P e o p l e — My B e s t F r i e n d s My B e s t F r i e n d s — Grownups My B e s t F r i e n d s — Me My B e s t F r i e n d s — C o l l e g e 1 32 My B e s t F r i e n d s — A Job My B e s t F r i e n d s — Q u i t t i n g S c h o o l C l a s s m a t e s — My B e s t F r i e n d s C l a s s m a t e s — P a r e n t s C l a s s m a t e s — Me C l a s s m a t e s — T r y in g Hard A re a 4— S e l f C oncept Me— G rades Me— Scho ol Me— R e a d in g Me— My S c h o o l A b i l i t y Me— How I Td L ik e To Be Me— T r y in g H ard Me— C h e a t i n g My S c h o o l A b i l i t y — -How I ’d L ik e To Be How I ’d L ik e To Be— C la s s m a te s How My C l a s s Sees Me— C la s s m a t e s A re a 5— A u t h o r i t y R e l a t i o n s h i p s A u t h o r i t y — T e a c h e r s A u t h o r i t y — Home Autho r i t y — P a r e n t s A u t h o r i t y — Most P e o p le A u t h o r i t y — Grownups Autho r i t y — P u n i s hme n t R u l e s — S c h o o l 133 P u n i s h m e n t — T e a c h e r s P u n i s h m e n t — P a r e n t s P u n i s h m e n t — Grownups A re a 6— G-oal O r i e n t a t i o n F u t u r e — School F u t u r e — C o lle g e C o l l e g e — Me C o l l e g e — Q u i t t i n g S c h o o l A J o b — C o l le g e G r a d u a t i n g — Me G r a d u a t i n g — Q u i t t i n g S c h o o l Q u i t t i n g S c h o o l — Me Money— S u c c e s s S u c c e s s — F u t u r e A re a 7— M oral and S o c i a l V a lu e s T r y i n g H a rd — S o m e th in g I m p o r t a n t C h e a t i n g — S o m e th in g E a s y S o m e th in g E asy — S u c c e s s S o m e th in g I m p o r t a n t — S c h o o l S o m e th in g I m p o r t a n t — R e a d in g S o m e th in g I m p o r t a n t — Home S o m e th in g I m p o r t a n t — C o l l e g e S o m e th in g I m p o r t a n t - G r a d u a t i n g S o m e th in g I m p o r t a n t — Money S o m e th in g I m p o r t a n t — S u c c e s s 1 34 Summary o f t h e C h a p t e r The o b j e c t i v e s o f t h i s c h a p t e r w ere to p r e s e n t t h e f i n d i n g s r e p o r t e d i n t h e p r o f e s s i o n a l l i t e r a t u r e r e l a t i n g to a c h i e v e m e n t f o r t h e s e l e c t e d c o n c e p t s u n d e r e a c h o f t h e s e v e n m a jo r a r e a s i n v e s t i g a t e d , a n d to s t a t e t h e s e f i n d i n g s i n t h e form o f a n t i c i p a t e d o u tco m es b a s e d upon t h e d i r e c t i o n i n d i c a t e d by t h e r e s e a r c h . F o l l o w i n g a d i s c u s s i o n o f e a c h c o n c e p t , a c o n s e n s u s o f t h e r e s e a r c h was s t a t e d . T h e s e s t a t e m e n t s w ere t h e n e x p r e s s e d as ou tco m es to b e e x p e c t e d o r a n t i c i p a t e d , and t e s t e d by a n a l y z i n g t h e mean f a c t o r s c o r e s f o r a l l c o n c e p t s a c c o r d i n g to t h e a c h i e v e m e n t , i n t e l l i g e n c e , an d se x g r o u p i n g s . A n t i c i p a t e d c o u tc o m e s i n te r m s of t h e mean D s c o r e s f o r s p e c i f i e d p a i r s o f c o n c e p t s w ere a l s o p r o p o s e d . The n u l l h y p o t h e s i s was a d v a n c e d f o r a l l g ro u p s and on t h e n i n e t y d e p e n d e n t v a r i a b l e s i n t h e i n v e s t i g a t i o n . CHAPTER IV RESEARCH DESIGN The t o p i c s f o r -this c h a p t e r w i l l be c o v e r e d i n t h e f o l l o w i n g s e q u e n c e : (1) p r o c e d u r e s and f i n d i n g s o f t h e p i l o t s t u d y , (2) t h e s e l e c t i o n and d e s c r i p t i o n o f t h e sam ple p o p u l a t i o n , (3) a d e s c r i p t i o n o f t h e i n s t r u m e n t s u s e d and d a t a c o l l e c t i n g m e th o d o lo g y , (4) t h e b a s i c d e s i g n o f t h e f u l l s c a l e r e s e a r c h , and (5) t h e s t a t i s t i c a l t e c h n i q u e s em ployed i n t h e i n v e s t i g a t i o n . The P i l o t S tu d y I n an a t t e m p t to d i s c o v e r w h e t h e r O s g o o d ^ s e m a n t i c d i f f e r e n t i a l t e c h n i q u e w ould i n v o l v e d i s t i n g u i s h i n g c o r r e l a t e s b e tw e e n a c h i e v i n g and u n d e r a c h i e v i n g b r i g h t c h i l d r e n , a p i l o t s t u d y was c o n d u c t e d . The q u e s t i o n was a s k e d : do s c h o o l c h i l d r e n who a c h i e v e a c a d e m i c a l l y r a t e a g r o u p o f s e l e c t e d c o n c e p t s d i f f e r e n t from t h o s e p u p i l s who a r e n o t a c h i e v i n g i n s c h o o l ? C o n s t r u c t i o n o f t h e p i l o t i n s t r u m e n t N ine b i p o l a r a d j e c t i v a l s c a l e s w ere s e l e c t e d from a d j e c t i v e l i s t s em ployed b y Osgood e t a l . ( 1 1 :3 7 ) i n 135 1 36 p r e v i o u s r e s e a r c h on s e m a n t ic d i f f e r e n t i a l m e a s u r e m e n t. T h ese s c a l e s c o n t a i n e d f a c t o r l o a d i n g s d e t e r m i n e d t h r o u g h f a c t o r a n a l y s i s i n p r e v i o u s s t u d i e s , p r i m a r i l y on t h r e e f a c t o r s —-an e v a l u a t i o n f a c t o r , a p o t e n c y f a c t o r , and an a c t i v i t y f a c t o r . S i x t e e n c o n c e p t s s p e c i f i c a l l y r e l a t i n g t o r e s e a r c h f i n d i n g s i n t h e a r e a o f u n d e r a c h i e v e m e n t w ere i d e n t i f i e d . The c o n c e p t s s e l e c t e d w e re; (1) T e a c h e r s , (2) G r a d e s , (3) S c h o o l , (4) R e a d i n g , (5) A r i t h m e t i c . (6) Home, (7) M o t h e r . (8) F a t h e r . (9) C l a s s m a t e s . (1 0) A d u l t s . (11) Me, (12) A u t h o r i t y , (13) F u t u r e , (14) C o l l e g e , (15) S u c c e s s . and (16) C h u r c h . T hese c o n c e p t s -were d raw n from r e s e a r c h f i n d i n g s g r o u p e d u n d e r t h e f o l l o w i n g a r e a s : (A) S c h o o l E x p e r i e n c e s , (B) I n t e r p e r s o n a l R e l a t i o n s h i p s , (C) S e l f C o n c e p t , (D) A u t h o r i t y R e l a t i o n s h i p s , (E) G o a l s , and (F) M o ra l and S o c i a l V a l u e s . E a c h o f t h e s i x t e e n c o n c e p t s was r a t e d on n i n e b i p o l a r a d j e c t i v e s c a l e s i n t h e f o l l o w i n g way: The s c a l e s s w e e t - s o u r , f a i r - u n f a i r , and p l e a s a n t - u n p l e a s a n t h a d h e a v i e s t l o a d i n g s on th e e v a l u a t i v e f a c t o r ; t h e s c a l e s h e a v y - l i g h t , s t r o n g - w e a k , a n d h a r d - s o f t were p r i m a r i l y t h e p o t e n c y f a c t o r ; a n d t h e s c a l e s f a s t — slo w , h o t - c o l d , and a c t i v e - p a s s i v e r e p r e s e n t e d t h e a c t i v i t y f a c t o r . The p i l o t i n s t r u m e n t c o n t a i n e d 144 i t e m s o b t a i n e d by t h e p a i r i n g o f e a c h a d j e c t i v e s c a l e w i t h e a c h o f t h e s i x t e e n c o n c e p t s . D e s i g n o f p i l o t i n s t r u m e n t The p i l o t i n s t r u m e n t c o n s i s t e d o f two c o n c e p t s 1 37 r a n d o m ly a s s i g n e d , one a t t h e t o p and one i n t h e m i d d l e o f a s t a n d a r d e i g h t and a h a l f b y e l e v e n s h e e t o f p a p e r . The s c a l e s w ere r o t a t e d i n su c h a m an n e r t h a t t h o s e s c a l e s m e a s u r i n g t h e same f a c t o r d i d n o t f o l l o w c o n s e c u t i v e l y . The d i r e c t i o n o f t h e s c a l e s was a l s o r o t a t e d i n o r d e r to m in i m iz e t h e e f f e c t o f p o s i t i o n i n g o f f a v o r a b l e a d j e c t i v e s on one s i d e o r t h e o t h e r . F o r e x a m p le , on t h e e v a l u a t i o n f a c t o r , f a i r — u n f a i r , u n p l e a s a n t — p l e a s a n t , and s w e e t — s o u r . The same p r o c e d u r e was f o l l o w e d f o r t h e r e m a i n i n g s i x s c a l e s . E ac h o f t h e s i x t e e n c o n c e p t s was r a t e d a g a i n s t t h e same n i n e b i p o l a r a d j e c t i v a l s c a l e s , so t h a t t h e same s c a l e s a p p e a r e d t w i c e on e a c h o f t h e e i g h t p a g e s . The s c a l e r a t i n g s w ere o b t a i n e d b y a s s i g n i n g v a l u e s o f one to f i v e f o r e a c h o f t h e f i v e p o s i t i o n s . The r e c o m m e n d a tio n o f Osgood e t a l . ( 1 1 : 8 5 ) t h a t g r a d e - s c h o o l s c h i l d r e n seem t o work b e t t e r w i t h a f i v e — s t e p s c a l e l e d t o t h e u t i l i z a t i o n o f f i v e p o s i t i o n s i n s t e a d o f s e v e n , i n t h e p i l o t i n s t r u m e n t . The d i r e c t i o n and i n t e n s i t y o f t h e a s s o c i a t i o n made b y t h e s u b j e c t was i n d i c a t e d b y h i s c h o i c e o f p o s i t i o n f o r e a c h s c a l e f o r e a c h c o n c e p t . T h u s , t h e i n t e g e r "3" d e n o t e d n e u t r a l i t y o f j u d g e m e n t . A "5 " r e p r e s e n t e d t h e f a i r , s w e e t , p l e a s a n t , s t r o n g , h e a v y , h a r d , a c t i v e , f a s t , and h o t p o l e s o f t h e s c a l e s ; a r a t i n g o f "1V i d e n t i f i e d t h e u n f a i r , s o u r , u n p l e a s a n t , w eak, l i g h t , s o f t , p a s s i v e , s lo w , and c o l d e nd . 138 P r o c e d u r e o f t h e p i l o t s t u d y The p i l o t i n s t r u m e n t was a d m i n i s t e r e d t o two g r o u p s o f s e v e n t h g r a d e p u p i l s i n t h e N o rw a lk -L a M ir a d a C i t y S c h o o l D i s t r i c t a t one o f t h e i n t e r m e d i a t e s c h o o l s , l o c a t e d i n a p r e d o m i n a n t l y m i d d l e — c l a s s s o c i o e c o n o m ic a r e a . The g r o u p s were m a tc h e d a c c o r d i n g t o s e x , a n t i c i p a t e d a c h i e v e m ent b a s e d upon r e s u l t s o f t h e C a l i f o r n i a T e s t o f M e n ta l M a t u r i t y , an d th e t o t a l R e a d in g s c o r e on t h e C a l i f o r n i a A c h ie v e m e n t T e s t . Only t h o s e p u p i l s o b t a i n i n g an IQ s c o r e on t h e CTMM o f 120 o r above were i n c l u d e d i n t h e s t u d y . T hose whose o b t a i n e d r e a d i n g a c h ie v e m e n t on t h e CAT was a t l e a s t n in e m onths b e lo w a n t i c i p a t e d r e a d i n g g r a d e p l a c e m e n t were c l a s s i f i e d a s u n d e r a c h i e v e r s . On t h i s b a s i s a t o t a l o f e l e v e n m a tc h e d p a i r s o f b oys and e i g h t m a tc h e d p a i r s o f g i r l s w ere i d e n t i f i e d . One p a i r o f b o y s had t o be d r o p p e d b e c a u s e one member o f t h e p a i r t r a n s f e r r e d o u t o f t h e s c h o o l d i s t r i c t ' p r i o r t o t e s t a d m i n i s t r a t i o n , l e a v i n g a sam ple o f e i g h t e e n m a tc h e d p a i r s of a c h i e v i n g and u n d e r a c h i e v i n g s e v e n t h g r a d e b o y s and g i r l s w i t h s u p e r i o r m e n t a l a b i l i t y . A n a l y s i s o f d a t a fro m p i l o t s t u d y The p i l o t s t u d y d a t a w ere s t a t i s t i c a l l y t r e a t e d i n v a r i o u s w a y s . F i r s t , a l l t h e d a t a were t r a n s f e r r e d t o IBM c a r d s and s u b j e c t e d to a number o f p r e l i m i n a r y a n a l y s e s . 1 39 The s i n g l e s c a l e r a t i n g p l u s th e s c a l e sums f o r each f a c t o r on each o f two c o n c e p ts were e n t e r e d on one c a r d f o r eac h m atched p a i r o f a c h i e v e r and u n d e r a c h i e v e r . T h is r e s u l t e d i n a t o t a l o f e i g h t c a r d s f o r each of t h e e i g h t e e n p a i r s . U sin g t h e W D CORR program a t t h e W e ste rn D a ta P r o c e s s i n g C e n t e r a t th e U n i v e r s i t y of C a l i f o r n i a a t Los A n g e le s , t h e 7094 IBM c om pu ter p r o v i d e d means, s t a n d a r d d e v i a t i o n s , and i n t e r c o r r e l a t i o n s f o r each s c a l e , f a c t o r , and c o n c e p t. I t was t h e n p o s s i b l e to check th e r e l i a b i l i t y o f t h e i n d i v i d u a l s c a l e s i n th e i n s t r u m e n t . A v erag ed f a c t o r s c o r e s f o r a c h i e v e r s and u n d e r a c h i e v e r s . — The r a t i n g s on t h e s c a l e s , f a i r — u n f a i r , p l e a s a n t — u n p l e a s a n t , and sw e e t— s o u r c o m p rise d t h e e v a l u a t i v e f a c t o r . These s c a l e r a t i n g s were summed f o r e ach c o n c e p t f o r e a c h p a i r o f s u b j e c t s . The sums were f i r s t d i v i d e d by t h e number o f s c a l e s f o r t h a t f a c t o r and t h e n b y th e number o f p a i r s i n th e p i l o t sam ple to g iv e th e mean f a c t o r r a t i n g s f o r t h e a c h i e v e r and u n d e r a c h i e v e r g r o u p s . The same p r o c e d u r e was f o l l o w e d f o r th e s c a l e s s tr o n g - w e a k , h a r d - s o f t , l i g h t - h e a v y on th e p o t e n c y f a c t o r j and th e a c t i v e - p a s s i v e , h o t — c o l d , f a s t — slow s c a l e s f o r th e a c t i v i t y f a c t o r . T ab le 2 p r e s e n t s t h e a v e r a g e d f a c t o r s c o r e s f o r a c h i e v e r s and u n d e r a c h i e v e r s on t h e s i x t e e n c o n c e p ts employed i n th e p i l o t i n v e s t i g a t i o n . An i n s p e c t i o n o f t h e t a b l e r e v e a l s t h a t w i t h t h e e x c e p t i o n of t h e c o n c e p ts C h u r c h . A r i t h m e t i c , and S u c c e s s . th e a c h i e v e r s 140 TABLE 2 MEAN RATINGS OF CONCEPTS BY TW O MATCHED GROUPS (PILOT STUDY) U n d e r a c h ie v e r s A c h ie v e rs C oncept E v a lu - ^ , A c t i - E v a l u - , A c t i - ,. P o te n c y ., ,. P o te n c y ., a t i v e 1 7 v i t y a t i v e J v i t y T e a c h e rs 3.43 3.33 3 .7 4 3 .7 9 3 .5 2 3.67 Home 3.96 3 .4 4 3.46 4 .4 8 3 .2 4 3.79 M other 4 .0 4 2.71 3.57 4 .5 5 2 .9 4 3.65 Grades 3.46 3.48 2.96 3 .8 9 3 .6 9 3 .5 0 Church 4 .4 3 2.96 3.35 4.41 3.11 3.43 School 3.28 3.87 3.56 3 .6 9 3 .8 0 3.91 F a t h e r 4.11 3.69 3.4 4 4.31 3 .6 7 3 .9 4 F u t u r e 4 .0 2 3 .3 9 3.78 4 .2 6 3 .7 6 4 .0 7 Me 3.61 3 .3 3 3.63 3 .7 4 3 .2 2 3.83 A r i t h m e t i c 3 .3 9 3 .7 8 3.06 3 .3 3 3 .4 8 3.44 C la s s m a te s 3 .7 2 3.35 3.7 9 3.81 3 .1 9 3.70 A u t h o r i t y 3.48 3 .6 3 3.09 3 .5 4 3 .7 6 3.72 C o lle g e 4 .1 3 4 .0 0 3.85 4 .3 3 3 .9 8 3.98 R eading 3 .9 8 2 .9 6 3.31 4 .5 6 2 .9 8 3.85 A d u lts 3.61 3 .4 3 3 .4 4 3 .9 3 3 .5 9 3.59 S u c c e ss 4.41 3 .5 7 3 .6 4 4 .3 0 3 .7 0 3.67 141 e v a l u a t e d th e c o n c e p ts more p o s i t i v e l y t h a n d i d t h e u n d e r a c h i e v e r s . On t h e a c t i v i t y f a c t o r , th e c o n c e p ts were ju d g ed c o n s i s t e n t l y h i g h e r by t h e a c h i e v e r s , w i t h th e e x c e p t i o n of T e a c h e r s and C l a s s m a t e s . R a ti n g s on t h e p o te n c y f a c t o r , how ever, d id n o t a p p e a r to d i f f e r e n t i a t e b etw een th e two groups i n any c o n s i s t e n t m anner. The d i f f e r e n c e s b etw een t h e s e mean f a c t o r s c o r e s f o r e a c h c o n c e p t f o r t h e a c h i e v e r s and u n d e r a c h i e v e r s t e s t e d f o r s i g n i f i c a n c e by means o f t h e t t e s t . S in c e t h e r e was no r e s e a r c h h y p o t h e s i s advanced a t t h i s t im e , th e n u l l h y p o t h e s i s was s t a t e d and a t w o - t a i l e d t e s t of s i g n i f i c a n c e was employed. A co m p ariso n o f t h e means o f t h e i n d i v i d u a l s c a l e s c o r e s f o r a c h i e v e r s and u n d e r a c h i e v e r s was a l s o made in o r d e r t o d e te r m in e w h e th er t h e s c a l e s d i f f e r e n t i a t e d s u f f i c i e n t l y b etw een th e two g r o u p s . S em antic d i s t a n c e s c o r e s f o r a c h i e v e r s and u n d e r a c h i e v e r s . — A program was w r i t t e n a t t h e Computer S c ie n c e s L a b o r a to r y a t t h e U n i v e r s i t y of S o u th e r n C a l i f o r n i a f o r th e Honeywell 800 com pu ter, em ploying O sg o o d 's se m a n tic d i s t a n c e s d e r i v e d from t h e g e n e r a l i z e d d i s t a n c e f o r m u la of s o l i d g e o m e try ( 1 1 : 9 1 ) . D i s t a n c e o r D m a t r i c e s f o r a c h i e v e r s and f o r u n d e r a c h i e v e r s were p r o v id e d w hich i n d i c a t e d th e s e m a n tic d i s t a n c e b etw een e ach c o n c e p t and e v e r y o t h e r c o n c e p t . These g ro u p D s c o r e s a p p e a r i n T able 3. For exam ple, t h e D s c o r e b etw een Me and R eading TABLE 3 SEMANTIC DISTANCES BETWEEN CONCEPTS FOR TW O MATCHED GROUPS (PILOT STUDY) 1 2 3 4 5 6 7 Achievers 8 9 10 11 12 13 14 15 16 1 . Teachers - .75 .95 .25 .77 .38 .60 .66 .34 .51 .33 .36 .77 .95 .17 .53 2. Home .61 .34 .80 .40 .98 .48 .63 .74 1.22 .67 1.08 .78 .27 .69 .51 3. Mother .89 .75 1.01 .31 1.24 .82 .96 .88 1.35 .78 1.30 1.11 .21 .90 .80 4. Grades .79 .71 1.14 .78 .47 .61 .69 .59 .59 .54 .42 .72 1.03 .13 .44 5. Church 1 .13 .68 .52 1.16 1.10 .76 .96 .79 1.13 .66 1.12 1.03 .47 .70 .65 6. School .59 .81 1.39 .73 1.48 .64 .60 .58 .66 .66 .24 .68 1.19 .44 . 66 7. F a th e r .82 .28 .99 .83 .79 .86 .17 .73 1.12 .73 .81 .32 .73 .53 .28 8. Future .59 .32 .71 .99 .73 .91 .46 .78 1.15 .81 .80 .25 .86 .61 .41 9. Me .21 .40 .76 .70 .94 .63 .64 .44 .62 .15 .58 .77 .85 .48 .75 10. A rith m etic .82 .78 1.36 .32 1.35 .52 .82 1.03 .76 .62 .44 1.24 1.38 .62 1.01 11. Classmates .30 .42 .75 .88 .92 .72 .62 .30 .20 .92 .64 .99 .78 .43 .71 12. A u th o rity .71 .63 1.18 .20 1.18 .56 .72 .90 .63 .18 .79 .86 1.29 .44 .76 13. College .97 .70 1.33 1.22 1.19 .91 .51 .62 .87 1.11 .77 1.06 1.03 .68 .42 14. Reading .86 .59 .37 .84 .46 1.24 .83 .72 .69 1.09 .75 .91 1.27 .93 .79 15. Adults .36 .35 .85 .57 .94 .56 .56 .53 .21 .56 .37 .43 .87 .68 .39 16. Success 1.01 .50 .81 1.17 .68 1.17 .37 .45 .83 1.19 .73 1.08 .55 .90 .83 U nderachievers to 143 f o r "the u n d e r a c h i e v e r g ro u p v a s . 6 9 , f o r t h e a c h i e v e r g ro u p t h e D s c o r e v a s . 8 5 . C o n t r a r y t o w h at was e x p e c t e d , t h e a c h i e v e r s had l a r g e r s c o r e s t h a n t h e u n d e r a c h i e v e r s . How e v e r , u pon c a r e f u l i n s p e c t i o n o f t h e mean f a c t o r r a t i n g s i n T a b l e 2, i t can be s e e n t h a t t h e u n d e r a c h i e v e r s r a t e d t h e c o n c e p t s Me and R e a d in g e q u a l l y l e s s f a v o r a b l y t h a n d i d t h e a c h i e v e r s . The s m a l l e r d i s t a n c e s b e tw e e n c o n c e p t s a r e t h e r e f o r e i n d i c a t i o n s o f g r e a t e r s i m i l a r i t y b e tw e e n c o n c e p t s o n l y , and do n o t r e v e a l t h e d i r e c t i o n , w h ic h may be e i t h e r p o s i t i v e o r n e g a t i v e , f a v o r a b l e o r u n f a v o r a b l e . C o n s e q u e n t l y , i t i s n e c e s s a r y to r e f e r b a c k t o th e g r o u p ’ s f a c t o r s c o r e s f o r a s p e c i f i e d p a i r o f c o n c e p t s i n o r d e r to p r o p e r l y i n t e r p r e t t h e m e a n in g o f t h e D s c o r e . P i l o t s t u d y f i n d i n g s The two e q u a t e d g r o u p s w e re com pared on e a c h con c e p t f o r t h e t h r e e d i m e n s i o n s o f e v a l u a t i o n , p o t e n c y , and a c t i v i t y by a p p l y i n g t h e t t e s t f o r t h e s i g n i f i c a n c e o f t h e d i f f e r e n c e b e tw e e n m eans. A summary o f t h e p i l o t i n v e s t i g a t i o n i s p r e s e n t e d i n o u t l i n e form i n T a b le 4 . As i n t h e o u t l i n e of t h e f u l l i n v e s t i g a t i o n p r e s e n t e d a t t h e end o f C h a p t e r X o f t h i s r e p o r t , S e c t i o n s I and I I l i s t t h e v a r i a b l e s s t u d i e d and t h e e x p e c t a n c i e s f o r e a c h v a r i a b l e i n t h e s t u d i e s r e v i e w e d . S e c t i o n I I I i n d i c a t e s t h e s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e s b e tw e e n a c h i e v e r s and u n d e r a c h i e v e r s f o r t h e e v a l u a t i o n , p o t e n c y , and a c t i v i t y f a c t o r s f o r e a c h c o n c e p t . B e c a u s e t h i s was a TABLE 4 SUMMARY OF THE PILOT INVESTIGATION OF ACHIEVERS AND UNDERACHIEVERS WITH SUPERIOR ABILITY I , Areas of I n v e s t i g a t i o n I I . D ir e c tio n I n d ic a te d by R esearch L i t e r a t u r e I I I . P i l o t I n v e s t i g a t i o n M W T Item No. Hypo th e s e s General Hypotheses Advanced on E v a lu a tio n , Potency, and A c t i v i t y F a c to rs Evalua t i v e Potency A c ti v i t y 1 . School Exper iences a. Teachers b„ Grades c. School d. Reading e. A rithm etic 2. I n t e r p e r s o n a l R e la tio n s h ip s a. Home b. Mother . IT (Hobbs, 1958) (Rosen, 1959) a ■ > t t (F ran kel, 1958) (Passov, 1958) , . T T (Granzow, 1954) A u ( S u t c l i f f e , 1957) (Granzow, 1954) A > U (W inkler.& McNutt, 1959) A T T (F ran kel, 1958) (Gowan, 1957) (Goldberg, 1958) A > U (C utts & Moseley, 1957) . T T (McClelland, 1 953) (Drews, 1957) . . (McClelland. 1953) 1 4 6 14 10 t-3 P * < D 25 C P S 'C o c+ P * (D W H- m C P ns .10 .10 .05 ns ,05 .05 ns ns ns ns ns ns ns ns *01 .10 .10 ns ns ns b. Mother A > U c. F a th e r A > U d. Classm ates A > U e. Adults A > U S e lf Concept a. Me A > U A u th o rity R e la tio n s h ip s a. A u th o rity A > U Goal D ir e c t io n a. Future A > U b. College A > U c. Success A > U Moral and S o c ia l Values a. Church A > U y**v w j. w xx« (Drews, 1957) (McClelland, 1953) ( W e s tfa ll, 1958) (B ishton, 1957) (Rosen, 1959) (Drews, 1957) (Goldberg, 1958) (P o rtla n d P u b lic Schools, 1957) (Shaw, 1960) (B ishton, 1957) (Zimmerman, 1960) (Broedel, 1958) (Rosen, 1959) (Nason, 1958) (Ford, 1957) (W e s tfa ll, 1958) (Ryan, 1953) (Nason, 1958) 3 * .up ns 7 to ns ns 11 a d ns ns 15 v a n ns ns 9 c e d o ns ns 12 n a ns ns 8 H - 1 ns .01 13 O ns ns 16 o n c e ns ns 5 d- M ns ns ns .05 ns ns ns .01 ns ns ns ns 144 145 p i l o t i n v e s t i g a t i o n i t was decided to i n d i c a t e the .10 le v e l of s i g n i f i c a n c e in a d d it i o n to the .05 and .01 l e v e ls of con fiden ce. Although the two groups d id not d i f f e r s i g n i f i c a n t ly on a l l concepts and f a c t o r s , t h e r e was s u f f i c i e n t evidence to d i s c e r n a tre n d i n d i c a t i n g the the concepts would be p e rc eiv e d as having more fa v o ra b le meaning to a c h ie v e rs than to u n d e ra c h ie v e rs . By means of the sem antic d i f f e r e n t i a l tech n iq u e of measurement, D m a tric e s i n d i c a t i n g d is ta n c e s between the concepts with r e s p e c t to th e p e rc e iv e d meaning were con s t r u c t e d . Comparisons between a c h ie v e rs and u n d e ra c h ie v e rs reg a rd in g d i s t a n c e s between s e l e c t e d p a i r s of concepts, as p re s e n te d in Table 3, re v e a le d d i f f e r e n c e s between th e two groups and gave f u r t h e r i n d i c a t i o n of the p o t e n t i a l i t i e s of t h i s approach to th e stud y of academic underachievem ent. Refinement of the in stru m e n t Expansion and r e v i s io n of b i p o l a r s c a l e s . — As a r e s u l t of the p i l o t study, a number of changes were made in th e proposed in stru m e n t. In o rd er to o b ta in g r e a t e r v a ria n c e f o r the in d iv id u a l s c a le r a t i n g s , so t h a t th e re would be f i n e r d i s c r im i n a t io n between a c h ie v e rs and under a c h ie v e r s , the number of s te p s p e r s c a le was in c r e a s e d from f i v e to seven. I t was f e l t t h a t j u n i o r hig h school p u p ils could make f i n e r d i s c r im i n a t io n s than younger 146 c h i l d r e n o f e le m e n ta r y sc h o o l a ge. The s c a l e s h a r d - s o f t and h o t - c o l d were r e p l a c e d by th e s c a l e s l a r g e — sm a ll and s h a r p - d u l l , r e s p e c t i v e l y . The s u b s t i t u t e d s c a l e s were found to have h i g h e r f a c t o r l o a d i n g s on th e r e q u i r e d f a c t o r ( 1 1 : 3 4 ) . A d d i t io n and m o d i f i c a t i o n o f c o n c e p t s , — The i n s t r u m e n t was expanded to i n c l u d e a d d i t i o n a l c o n c e p ts . In o r d e r to y i e l d a more com prehensive p i c t u r e of th e a c h i e v e r and u n d e r a c h i e v e r , t h e f o l l o w i n g c o n c e p ts were added: Rules , Som ething E a s y , How My C la s s Sees Me, Som ething I m p o r t a n t . Som ething I n t e r e s t i n g . I d e a l T e a c h e r . I d e a l P a r e n t . How Mv P a r e n t s Would Like Me To B e , The Way I Would Like To B e . My B e s t F r i e n d s , My School A b i l i t y . C h e a t i n g , T r y in g H a r d , and T aking T e s t s . These c o n c e p ts were drawn from th e e a r l i e r t h e o r e t i c a l model p rop osed by B e lle a u * s d o c t o r a l a d v i s o r as o p e r a t i o n a l l y m a n i f e s te d i n t h e I n v e n t o r y of S e l f - A p p r a i s a l ( B e ll e a u , 196 3). Those item s w hich a p p e a re d to d i s c r i m i n a t e s i g n i f i c a n t l y betw een a c h i e v e r s and u n d e r a c h i e v e r s i n th e B e l l e a u s tu d y were i d e n t i f i e d and a p p r o p r i a t e c o n c e p ts were d e v e lo p e d from them. A d d i t i o n a l changes i n th e p ro p o se d i n s t r u m e n t to o k p la c e a t t h i s ph ase of th e r e f i n i n g p r o c e s s . The c o n ce p t A d u lts was r e p l a c e d by th e c o n c e p t Most P e o p l e . The con c e p ts M other and F a t h e r were changed to My M other and My F a t h e r . The c o n ce p t Home was dropped becau se th e a r e a of I n t e r p e r s o n a l R e l a t i o n s h i p s was th e n th o u g h t to be 147 a d e q u a t e l y co v ered by th e o t h e r c o n c e p t s . P i n a l r e v i s i o n In l a t e r d i s c u s s i o n s c o n c e rn in g th e p ro p o se d s tu d y i t became e v i d e n t t h a t the m a t t e r o f s c o r i n g t h e Meaning o f Vords T e s t would be so t e d i o u s and tim e-co n su m in g t h a t some o t h e r method f o r d e a l i n g w i t h t h i s problem was r e q u i r e d . A new f o rm a t f o r t h e M W T was s u b s e q u e n t l y d e s ig n e d . The c o n c e p ts and s c a l e s were t r a n s f e r r e d to IBM c a r d s . I n s t e a d o f c o n t a i n i n g f i f t e e n p ages o f con c e p ts and s c a l e s p l u s a f a c e s h e e t f o r i d e n t i f y i n g d a t a and a page o f i n s t r u c t i o n s , th e M W T c o n s i s t s o f a s e t of f i f t e e n IBM c a r d s , one c o n ce p t on e a c h s id e o f th e c a r d , below which a r e th e n in e s c a l e s on w hich th e c o n c e p t i s r a t e d . A s p e c i a l e n v e lo p e was d e s i g n e d i n t o which th e deck of f i f t e e n c a rd s was i n s e r t e d . A s h e e t o f i n s t r u c t i o n s f o r t a k i n g t h e t e s t was i n c l u d e d i n t h e p a c k e t o f c a rd s and g iv e n to t h e s t u d e n t . The s t u d e n t s were i n s t r u c t e d to mark each c a rd a p p r o p r i a t e l y w ith an e l e c t r o g r a p h i c p e n c i l . The t e s t s were th e n s c o r e d and th e r e s u l t s a n a ly z e d a t t h e d a t a p r o c e s s i n g c e n t e r s a t the U n i v e r s i t y o f S o u th e rn C a l i f o r n i a and a t th e U n i v e r s i t y o f C a l i f o r n i a a t Los A n g e le s. The m ajor a r e a s u n d e r which th e c o n c e p ts were o r i g i n a l l y grouped were r e o r g a n i z e d i n an e f f o r t to more c l e a r l y d e l i n e a t e them. The c a t e g o r y I n t e r p e r s o n a l 148 R e la ti o n s h ip s was f u r t h e r d i f f e r e n t i a t e d in to Family R ela t i o n s h i p s and S o c ia l R e l a t i o n s h i p s . Also, the a re a d e s i g n a te d as Goals vas r e i d e n t i f i e d -with Goal O r i e n t a t i o n . The changes made r e s u l t e d i n a t o t a l of seven major are as i n s t e a d of the o r i g i n a l s ix . I n o rd e r to secu re p e rm iss io n to a d m in is te r the M W T i n the s e l e c t e d school d i s t r i c t , s e v e r a l m o d if ic a tio n s had y e t to be made. The concepts My M other, My F a t h e r , C hurch. A r i t h m e t i c . Something I n t e r e s t i n g , and Hoy My P a r e n ts ¥ould Like Me To Be v e re r e p la c e d by the concepts P a r e n t s , Home, Money. Q u i t ti n g S c h o o l, G r a d u a tin g . and A J o b . The reason f o r th e changes was e s s e n t i a l l y one of p u b lic r e l a t i o n s y i t h r e s p e c t to p s y c h o lo g ic a l t e s t i n g in g e n e r a l and the d i s t r i c t s i n t e r e s t in r e s e a r c h con cernin g school dro po uts in p a r t i c u l a r . D e s p ite the s u b s t i t u t i o n s y h ic h yere made, t h e r e was no i n d i c a t i o n t h a t t h e y had any n e g a tiv e e f f e c t upon the b a s i c d e s ig n o f th e s tu d y . Main I n v e s t i g a t i o n S e l e c t i o n of sample The p o p u la tio n sample f o r the p r e s e n t i n v e s t i g a t i o n c o n s i s t e d of n i n t h grade s t u d e n ts from th r e e hig h scho ols in the Torrance U n ifie d School D i s t r i c t . A f o u r t h h ig h school vas u n a v a ila b le f o r r e s e a r c h purposes a t t h a t tim e. The c i t y of Torrance i s a c o a s t a l community in Los Angeles County y i t h an e s tim a te d p o p u la tio n of 100,000. 149 The a r e a i s a d ja c e n t to m ajor a i r c r a f t , o i l , and sh ip p in g i n d u s t r i e s , and th e m a j o r i t y of th e p o p u la tio n are employed in th e s e i n d u s t r i e s . Although t h e r e are s e c t i o n s of th e community which can be d e s c r ib e d as l o w e r - c l a s s , the socioeconomic l e v e l i s e s s e n t i a l l y m id d l e - c l a s s . A la r g e number of r e s i d e n t s a re p r o f e s s i o n a l people employed in v a rio u s t e c h n i c a l and s c i e n t i f i c f i e l d s in v o lv e d i n th e defen se i n d u s t r i e s . Since the numerous d e fe n se p r o j e c t s r e q u ir e s p e c i f i c a l l y t r a i n e d p e rso n n el a t v a rio u s s t a g e s , th e s e i n d i v i d u a l s o f t e n move to new l o c a t i o n s when t h e i r phase of t h e o p e r a tio n has been com pleted. Hence, a c o n s id e r a b le tu r n o v e r occurs a n n u a lly in th e scho ol p o p u la tio n . This c o n d itio n r e s u l t e d in a r e d u c tio n of the sample s i z e sin c e th o se s u b j e c t s fo r whom achievement and i n t e l l i g e n c e t e s t d a ta were a v a i l a b l e h u t were no lo n g e r i n . t h e d i s t r i c t were n o t in c lu d e d in th e sample. On the o th e r hand, s tu d e n ts new to th e d i s t r i c t were in c lu d e d i n tie t e s t i n g but had to be o m itted from the sample i f no t e s t d a t a were a v a i l a b l e f o r them. A d m in is tr a tio n of M W T For purposes of a d m i n i s t r a t i v e convenience, the M W T was g iv en c o n c u r r e n t l y w ith the d i s t r i c t and s ta te - w id e t e s t i n g program. A s p e c i a l m eeting was held a t each o f the p a r t i c i p a t i n g sch oo ls to in tro d u c e and e x p la in t h e n a tu r e and purpose of th e study to th o se r e s p o n s ib le f o r th e 1 50 t e s t i n g program. I n s t r u c t i o n s f o r te a c h e r s and s tu d e n ts were review ed th o ro u g h ly , w ith s p e c i a l emphasis being g iv en to the p ro p e r marking and h a n d lin g o f the IBM c a rd s . Each s tu d e n t was handed an envelope c o n ta in in g f i f t e e n cards and a sm all s h e e t of d i r e c t i o n s f o r t a k i n g th e MWT, e n t i t l e d " I n s t r u c t i o n s t o S t u d e n ts ." On the fac e of th e envelope were b lan k s f o r i d e n t i f y i n g d a t a . A sample p a ck e t i s in th e Appendix. The t e s t a d m i n i s t r a t o r s , who were e i t h e r t e a c h e r s or guidance p e rs o n n e l, rea d to the s t u d e n ts a p re p a re d s h e e t of i n s t r u c t i o n s f o r h a n d lin g t h e c a r d s . The i n s t r u c t i o n s h e e t is a lso in th e Appendix of t h i s r e p o r t . The MVT was a d m in is te r e d d u rin g t h e l a s t two weeks in November, 1963. Sched uling problems a t the i n d i v i d u a l h ig h s c h o o ls , however, p re v e n te d th e i n v e s t i g a t o r from c o n t r o l l i n g th e tim e r e q u i r e d to complete the t e s t , which was e s tim a te d to r e q u i r e a p p ro x im ate ly t h i r t y m in u ts. I n s p e c t i o n of th e m ark-sensed card s l a t e r r e v e a le d a con s i d e r a b l e number of incom plete s e t s . Since no p r o v i s i o n was made f o r g iv in g make-ups or having th o se s t u d e n ts who o m itted item s complete th e t e s t , th e y had to be e lim in a te d from th e stu d y . The re a so n f o r th e s i n g l e a d m i n i s t r a t i o n of th e MVT was t h a t p r e s s u r e was e x e r te d upon th e school o f f i c i a l s by c e r t a i n members of th e community s p e c i f i c a l l y opposed to p s y c h o lo g ic a l t e s t i n g of any k in d . In o rd e r to avoid any f u r t h e r antagonism of th e s e groups, th e d e c i s i o n 1 51 ■was made by t h e s c h o o l o f f i c i a l s t o r e f r a i n from f u r t h e r t e s t i n g o f s t u d e n t s w i t h t h e MWT. The r e s u l t o f t h i s a c t i o n was a r e d u c t i o n i n t h e s i z e o f t h e sa m p le by a p p r o x i m a t e l y f i f t e e n p e r c e n t (N = 1 , 5 6 5 ) . D e t e r m i n i n g t h e s i z e o f t h e sam ple As c an be s e e n i n T a b le 5, t h e t o t a l n i n t h g r a d e s t u d e n t p o p u l a t i o n i n t h e t h r e e h i g h s c h o o l s was 1 ,8 3 1 . The f i f t e e n p e r c e n t l o s s due t o t h e i n c o m p l e t e d t e s t p l u s t h o s e a b s e n t r e d u c e d t h e sam ple t o 1 ,5 6 5 s u b j e c t s . E l i m i n a t i n g 257 s t u d e n t s who were new to t h e d i s t r i c t an d , t h e r e f o r e , l a c k i n g i d e n t i f i c a t i o n d a t a n e c e s s a r y f o r th e a n a l y s i s , r e d u c e d t h e sam ple t o 1 ,3 0 8 s u b j e c t s . I n o r d e r to c o n t r o l t h e c u l t u r a l v a r i a b l e s as much as p o s s i b l e , t h e s t u d y was l i m i t e d t o t h e A n g lo -A m e ric a n p o p u l a t i o n . An i n s p e c t i o n o f t h e s u b j e c t s 1 s c h o o l r e c o r d s r e v e a l e d 115 s t u d e n t s o f M e x ic a n — o r O r i e n t a l — A m e ric an c u l t u r a l b a c k g r o u n d . E x c l u s i o n o f t h e s e s u b j e c t s f u r t h e r r e d u c e d t h e sa m p le t o a t o t a l o f 1 ,1 9 3 s t u d e n t s who com p l e t e d t h e MWT and f o r whom t h e n e c e s s a r y i d e n t i f i c a t i o n d a t a w ere a v a i l a b l e . B e c a u s e o f t h e e x c e p t i o n a l l y l a r g e amount o f d a t a c a r d s — 1 6 ,7 1 0 — w h ic h r e q u i r e d p r o c e s s i n g , i t was u n a v o i d a b l e t h a t i n h a n d l i n g t h e s e d a t a c a r d s f u r t h e r l o s s w ould o c c u r , i n t h i s c a s e r e d u c i n g t h e sam p le s i z e b y an a d d i t i o n a l 79 c a s e s . The f i n a l t a l l y a f t e r a l l 15 c a r d s f o r 1 52 TABLE 5 BASIS FOR DETERMINING THE SIZE OF THE NINTH GRADE SAMPLE E x c lu d e d fro m Sample Number o f S u b j e c t s A b s e n t ( r e a s o n s unknown) 55 New s t u d e n t s ( d a t a i n c o m p l e t e ) 257 I n c o m p l e t e t e s t s (MWT) 211 E t h n i c b a c k g r o u n d (n o n - A n g lo - A m e r ic a n ) 11 5 L o ss d u r i n g d a t a p r o c e s s i n g 79 T o t a l e x c l u d e d 717 T o t a l r e m a i n i n g 1 ,1 1 4 T o t a l N i n t h G ra d e Sample 1,831 1 53 each s u b j e c t had b een r e c o r d e d and p l a c e d on e l e c t r o n i c t a p e v as a t o t a l o f 1 ,1 1 4 c a s e s . D e s c r i p t i o n o f sample The breakdow n o f t h e main sam ple a c c o r d i n g to se x , IQ, and a c h ie v e m e n t i s p r e s e n t e d i n T able 6. The number of s u b j e c t s f a l l i n g i n t o each of t h e c a t e g o r i e s v a r i e d , w i t h th e m a j o r i t y of them i n th e a c h i e v e r c a t e g o r i e s . T h is o b s e r v a t i o n was e x p e c te d s i n c e t h e p e r c e n t a g e o f u n d e r a c h i e v e r s i n th e p o p u l a t i o n i s c h a r a c t e r i s t i c a l l y low i n c o n t r a s t t o a c h i e v e r s . D a ta p r o c e s s i n g o f MW T c a rd s % F or e v e r y s u b j e c t i n th e sam ple t h e r e were f i f t e e n c a r d s . T h is meant t h a t f o r t h e e n t i r e sample t h e r e was a t o t a l o f 1 6 ,7 1 0 c a r d s . A f t e r t h e m a r k - s e n s e d c a r d s were i n s p e c t e d , t h e y were p r o c e s s e d by th e IBM 514 machine a t' th e Youth S t u d i e s C e n t e r a t th e U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a . Each c a r d was i d e n t i f i e d and s c o r e d . A s p e c i a l program f o r th e Honeywell 400 com puter a t th e Computer S c i e n c e s L a b o r a t o r y , U n i v e r s i t y of S o u th e r n C a l i f o r n i a , was w r i t t e n w hich a n a l y z e d e a c h c a rd f o r e r r o r s . Those c a r d s w hich were r e j e c t e d by th e co m p uter were rem arked by hand, r e s c o r e d by th e IBM 514 m achine, and r e a n a l y z e d by t h e c o m p uter. The s c o r e s on c a rd s which were a c c e p t e d by th e co m p uter 1 54 TABLE 6 DISTRIBUTION OF NINTH GRADE SAMPLE BX ACHIEVEMENT GROUP, INTELLIGENCE LEVEL, AND SEX Sex A chievem ent Group I n t e l l i g e n c e L e v e l Lov A verage High T o ta l A c h ie v e r s Boys U n d e r a c h ie v e r s Both 41 18 59 209 64 273 1 91 28 119 441 110 551 A c h ie v e rs G i r l s U n d e r a c h ie v e r s Both 72 11 83 263 33 296 166 18 1 84 501 62 563 TOTAL 142 569 403 1,114 1 55 were t h e n punched i n t o new c a r d s . In o r d e r to c a r r y o u t th e a n a l y s i s , th e u n w ie ld y group o f c a rd s was red u c ed by c o n d e n sin g the f a c t o r s c o r e s f o r a l l t h i r t y c o n c e p ts i n t o t h r e e c a r d s f o r each s u b j e c t . The rem a in in g 3,342 c a r d s were th e n u se d in th e v a r i o u s c a l c u l a t i o n s w hich were p e rfo rm ed a t th e Computer S c ie n c e s L a b o r a to r y , U n i v e r s i t y of S o u th e r n C a l i f o r n i a , and t h e "Western D ata P r o c e s s i n g C e n te r , U n i v e r s i t y o f C a l i f o r n i a a t Los A n g e les. S t a t i s t i c a l P r o c e d u r e s S t a t i s t i c a l d e s ig n The b a s i c s t a t i s t i c a l model employed i n the s tu d y was a 2x3x2 l i n e a r f a c t o r i a l d e s i g n , and a p p e a rs i n T able 7 . The in d e p e n d e n t v a r i a b l e s i n t h i s f i x e d c o n s t a n t s model were th o s e o f sex , IQ, and a c h ie v e m e n t. The t o t a l sample was d i v i d e d i n t o tw e lv e s e p a r a t e c a t e g o r i e s as f o l lo w s : M ale-Fem ale; Low-Average-High I n t e l l i g e n c e ; and A c h i e v e r - U n d e r a c h i e v e r . The c a t e g o r y o f U n d e ra c h ie v e r was d e f i n e d as a d i s c r e p a n c y of one of more y e a r s betw een e x p e c te d ach iev em ent and a c t u a l ach iev e m e n t. This d i s c re p a n c y was a r r i v e d a t by com paring th e s t u d e n t s A n t i c i p a te d Achievement g rad e p lac em en t in r e a d in g w i t h th e o b t a i n e d r e a d i n g g rade plac em en t on t h e CAT. The i n t e l l i gence c l a s s i f i c a t i o n was b a se d upon t h e t o t a l IQ s c o r e o b t a i n e d on th e CTMM. An IQ of 90 o r below was c l a s s i f i e d i - 3 5 3 H 2 H < 5 t TABLE 7 BASIC STATISTICAL MODEL 15 G R 0 U P s A c h i e v e r s U n d e r a c h i e v e r s G i r l s Boys Sex Low Aver. H igh I n t e l l i g e n c e ANALYSIS OF VARIANCE: A 2 x 3 x 2 F a c t o r i a l D e s ig n I n d e p e n d e n t V a r i a b l e s : A c h iev e m e n t L e v e l A c h i e v e r Unde r a c h i e v e r I n te l li g e n c e .( C T M M I Q ) : Low (Below 91) A v erage (91 — 110) H igh (Above 110) Sex: Boys G i r l s D e p e n d e n t V a r i a b l e s ( 9 0 ) : E ,P ,A f a c t o r s c o r e s f o r e a c h c o n c e p t S c h o o l E x p e r i e n c e s T eache r s G ra d es S ch o o l R e ad in g I d e a l T e a c h e r F a m ily R e l a t i o n s h i p s Home I d e a l P a r e n t P a r e n t s S o c i a l R e l a t i o n s h i p s Most P e o p l e My B e s t F r i e n d s C l a s s m a t e s Grownups S e l f C o n c e p t Me My S c h o o l A b i l i t y How I ' d L ik e To Be How My C l a s s Sees Me D e p en d e n t V a r i a b l e s ( c o n ’ t . ) A u t h o r i t y R e l a t i o n s h i p s A u t h o r i t y R u le s P u n is h m e n t Goal O r i e n t a t i o n F u t u r e C o l le g e A Job G r a d u a t i n g Q u i t t i n g S c h o o l Money S u c c e s s M oral and S o c i a l V a lu e s T r y in g Hard C h e a t in g S o m ething E asy S om ething I m p o r t a n t 1 57 a s Low I n t e l l i g e n c e . CTMM I Q Ts b e tw e e n 91 and 110 w ere c o n s i d e r e d as b e i n g on t h e A v e rag e I n t e l l i g e n c e l e v e l . I Q Ts above 110 w ere c l a s s i f i e d as H ig h I n t e l l i g e n c e . The d e p e n d e n t v a r i a b l e s i n t h e d e s i g n c o n s i s t e d o f t h e t h r e e mean f a c t o r s c o r e s — e v a l u a t i o n , p o t e n c y , and a c t i v i t y — f o r e a c h o f t h e 30 c o n c e p t s , m aking a t o t a l o f 90 v a r i a b l e s . C o n s e q u e n t l y , i t was n e c e s s a r y t o e x e c u t e t h i s p a r t o f t h e a n a l y s i s n i n e t y t i m e s . I n e a c h i n s t a n c e F t e s t s f o r s i g n i f i c a n c e w ere r u n on t h e mean f a c t o r s c o r e s f o r a g i v e n c o n c e p t . The n u l l h y p o t h e s i s was ad v a n c e d f o r a l l i n t e r a c t i o n s ; h e n c e , any s i g n i f i c a n t i n t e r a c t i o n s i n d i c a t e d t h a t d i f f e r e n c e s d i d e x i s t among t h e s e p a r a t e c a t e g o r i e s on s p e c i f i c c o n c e p t s . An o v e r v i e w o f t h e s t u d y i n d i c a t i n g t h e s i g n i f i c a n t d i f f e r e n c e s fo u n d was p r e s e n t e d i n S e c t i o n I I I o f T a b l e 1. I n a d d i t i o n t o t h e a n t i c i p a t e d ou tcom es f o r t h e g r o u p f a c t o r s c o r e s , a s e r i e s o f a n t i c i p a t e d o u tco m es f o r g r o u p D s c o r e s w ere a l s o f o r m u l a t e d . These e x p e c t a n c i e s w ere b a s e d upon r e l a t i o n s h i p s b e tw e e n s e l e c t e d p a i r s of c o n c e p t s . S e m a n tic d i s t a n c e s (D ’ s) w ere com puted and D m a t r i c e s were c o n s t r u c t e d f o r t h e a c h i e v e m e n t , i n t e l l i g e n c e , and se x g r o u p i n g s . S t a t i s t i c a l t r e a t m e n t The d a t a o b t a i n e d f o r e a c h o f t h e g r o u p s on t h e n i n e t y d e p e n d e n t v a r i a b l e s w ere t r e a t e d i n two e s s e n t i a l l y 1 58 d i f f e r e n t w a y s. An a n a l y s i s of v a r i a n c e d e s i g n v as employed i n t e s t i n g t h e a n t i c i p a t e d outcomes based upon th e a v e ra g e d f a c t o r s c o r e s . The a n t i c i p a t e d outcomes b a se d upon th e mean D s c o r e s w ere t e s t e d by comparing th e se m a n tic d i s t a n c e s f o r t h e v a r i o u s g ro u p s on s e l e c t e d p a i r s o f c o n c e p ts . A n t i c i p a t e d outcom es— f a c t o r s c o r e s . — The a n t i c i p a t e d outcomes f o r t h e mean f a c t o r s c o r e s f o r e ach con c e p t were i n v e s t i g a t e d by em ploying t h e b a s i c s t a t i s t i c a l model shown i n T able 7, and d e s c r i b e d in d e t a i l i n th e p r e v io u s s e c t i o n . I n c a l c u l a t i n g t h e sa m p lin g and d e s c r i p t i v e s t a t i s t i c s f o r each o f th e d e p en d e n t v a r i a b l e s i n T able 7, t h e BIMD 05V and BIMD 3R programs were employed on th e 7094 com puter of th e W estern D a ta P r o c e s s i n g L a b o r a to r y a t th e U n i v e r s i t y of C a l i f o r n i a a t Los A n g e le s. The BIMD 05V vas e s s e n t i a l l y a 2x3x2 g e n e r a l l i n e a r f a c t o r i a l d e s i g n , as d e s c r i b e d in t h e b a s i c s t a t i s t i c a l model shown in Table 7. The t h r e e f a c t o r s v e r e : (a) a ch iev e m e n t g r o u p — a c h i e v e r and u n d e r a c h i e v e r ; (b) i n t e l l i g e n c e l e v e l — lo v , a v erag e and h ig h ; (c) se x — boy and g i r l . The a n a l y s i s of v a r i a n c e te c h n iq u e and F r a t i o s v e r e u t i l i z e d t o d e te r m in e s i g n i f i c a n c e o f d i f f e r e n c e s betw een means of t h e d i f f e r e n t g r o u p in g s , and to d i s c o v e r v h e t h e r t h e r e v e r e i n t e r a c t i o n s among them. Because of t h e l a r g e number o f F r a t i o s c a l c u l a t e d (se v e n f o r each 1 59 v a r i a b l e , y i e l d i n g a t o t a l o f 630 F ’ s ) , i t i s deemed a d v i s a b l e to a c c e p t t h e .01 l e v e l of c o n fid e n c e i n s t e a d o f th e .05 l e v e l , in d e c i d in g w h e th e r to a c c e p t o r r e j e c t th e n u l l h y p o t h e s i s . T his i s done to reduce th e number o f Type I and Type I I e r r o r s which would be r e p o r t e d o p e r a t i o n a l l y by F r a t i o s as s i g n i f i c a n t o r n o t s i g n i f i c a n t by ch an c e. Thus t h e r e i s l e s s chance f o r t h e n u l l h y p o t h e s is to be r e j e c t e d when i n f a c t i t s h o u ld be a c c e p t e d . However, s i n c e t h i s was e s s e n t i a l l y an e x p l o r a t o r y i n v e s t i g a t i o n , th o s e F r a t i o s s i g n i f i c a n t a t b o th th e .01 and .05 l e v e l s were u t i l i z e d i n t h e f i n a l a n a l y s i s . A n t i c i p a t e d outcom es— D s c o r e s . — The h y p o th e s e s advanced s t a t e d t h a t t h e r e would be no s i g n i f i c a n t d i f f e r e n c e s betw een t h e v a r i o u s a c h i e v i n g and u n d e r a c h i e v i n g groups r e g a r d i n g th e se m a n tic d i s t a n c e betw een s p e c i f i c p a i r s o f c o n c e p ts . These d i s t a n c e s , o r D*s, were o b t a i n e d by c a l c u l a t i n g th e g e n e r a l i z e d d i s t a n c e fo rm u la of s o l i d geom etry which was d i s c u s s e d e a r l i e r i n t h i s r e p o r t . From th e m a t r i c e s of mean D’ s f o r t h e v a r i o u s g ro u p s, th e DTs f o r s e v e n t y s e l e c t e d p a i r s o f c o n c e p ts were e x t r a p o l a t e d , A s p e c i a l program was employed on th e Honeywell 800 com puter a t t h e Computer S c ie n c e s L a b o r a to r y a t th e U n i v e r s i t y o f S o u th e r n C a l i f o r n i a , w hich p e rfo rm e d th e r e q u i r e d c a l c u l a t i o n s . In a d d i t i o n to th e d i s t a n c e m a t r i c e s , means, f a c t o r s c o r e s , and s t a n d a r d d e v i a t i o n s were c a l c u l a t e d on th e Honewell 800 com puter f o r th e 1 60 v a r i o u s c o m b in a tio n s o f a c h ie v e m e n t, i n t e l l i g e n c e , and sex g r o u p in g s . To f a c i l i t a t e the com parison of th e ach iev e m e n t, i n t e l l i g e n c e , and se x g r o u p in g s , p l o t t i n g s o f th e t h r e e group f a c t o r s c o r e s were made, i l l u s t r a t i n g i n a v i s u a l way th e d e g re e of se m a n tic d i f f e r e n t i a t i o n o f th e M W T c o n c e p t s . Summary of t h e C h a p te r In t h i s c h a p t e r an a cc o u n t o f th e p r o c e d u r e s fo llo w e d i n th e developm ent o f the p i l o t i n s t r u m e n t t o g e t h e r w i t h the g e n e r a l f i n d i n g s was g i v e n . The sam pling p r o c e d u r e s and d e s c r i p t i o n of th e sample f o r the main i n v e s t i g a t i o n were th e n d i s c u s s e d . A b a s i c s t a t i s t i c a l model f o r t h e a n a l y s i s of th e d a t a was p r e s e n t e d , fo llo w e d by a r e p o r t of th e s t a t i s t i c a l t o o l s and p r o c e d u re s employed i n th e s tu d y . The r e s u l t s o f t h e s e s t a t i s t i c a l t e s t s , comparing th e groups on th e n i n e t y d e p e n d e n t v a r i a b l e s and t h e s e v e n ty s e l e c t e d D’ s com prise th e c o n t e n t s of th e n e x t c h a p t e r . CHAPTER V FINDINGS AND DISCUSSION In t h i s c h a p t e r th e r e s u l t s of th e c o m p a ra tiv e a n a l y s i s of th e p e r c e i v e d meaning of t h i r t y a c h ie v e m e n t- r e l a t e d c o n c e p ts f o r a c h i e v i n g and u n d e r a c h i e v in g n i n t h g rad e boys and g i r l s of " lo w ," " a v e r a g e , ” and " h i g h ” i n t e l l i g e n c e a re p r e s e n t e d and d i s c u s s e d . The a n a l y s i s of th e d a t a o b ta in e d by th e p ro c e d u r e s r e p o r t e d i n the p r e v i o u s c h a p t e r c o n s i s t s o f: (1) th e a n a l y s i s o f v a r i a n c e based upon com parisons of th e mean e v a l u a t i o n ( E ) , p o te n c y ( P ) , and a c t i v i t y (A) f a c t o r s c o r e s f o r t h e M W T c o n c e p ts ; (2) g r a p h i c p l o t t i n g of th e mean E, P, and A f a c t o r s c o r e s on th e M W T c o n c e p ts f o r th e a c h ie v e m e n t, i n t e l l i g e n c e , and sex g ro u p s; and (3) a n a l y s i s o f mean D s c o r e s f o r s e l e c t e d p a i r s o f M W T c o n c e p ts . A n a ly s is o f V a ria n c e The b a s i c s t a t i s t i c a l model f o r th e s t u d y , p r e s e n t e d in T able 7, c o n s i s t e d of a 2x3x2 l i n e a r f a c t o r i a l a n a l y s i s of v a r i a n c e d e s i g n in which th e tw elve ach iev em en t g ro u p in g s were compared on th e E, P, A f a c t o r s f o r a l l t h i r t y c o n c e p ts which were o r g a n iz e d i n t o th e f o l lo w in g m ajor a r e a s : 161 162 1 . School E x perien ces 2. Fam ily R e la ti o n s h ip s 3. S o c ia l R e la ti o n s h ip s 4. S e l f concept 5. A u t h o r ity R e la tio n s h ip s 6. Goal O r i e n t a t i o n 7. Moral and S o c ia l Values The f in d in g s e x p re ssed in the form of F r a t i o s f o r each concept a re p r e s e n te d under t h e a p p r o p r ia te major a r e a . Because of th e e x p lo r a to r y n a tu r e of the stu d y , mean d i f f e r e n c e s which were found to be s i g n i f i c a n t a t the f i v e or one p e r c en t l e v e ls were in d icated ,, Since th e r e are t h r e e f a c t o r s f o r each o f the t h i r t y c o n c e p ts, n i n e t y s e p a r a te t a b l e s (a complete a n a l y s i s f o r each dependent v a r i a b l e ) are in c lu d e d in th e Appendix of t h i s r e p o r t . The f i n d in g s under th e seven major c a t e g o r i e s are then d is c u s s e d in term s o f the achievem ent group com parisons. Area 1— School E xperiences Concept 1— T e a c h e r s . — The F r a t i o s r e p o r te d in t a b l e s 85, 86, and 87 i n d i c a t e t h a t no s i g n i f i c a n t d i f f e r ence was found between a c h ie v e rs and u n d e ra c h ie v e rs in t h e i r p e r c e p t i o n of t e a c h e r s . When th e s t u d e n t s were grouped a cc o rd in g to i n t e l lig e n c e l e v e l , the d i f f e r e n c e s were s i g n i f i c a n t a t the .05 l e v e l of co nfidence f o r th e f a c t o r s o f e v a lu a tio n (E) and 163 a c t i v i t y (A). The means f o r the low, a v e r a g e , and h ig h i n t e l l i g e n c e g roups r e p o r t e d i n T able 15 r e v e a l t h a t th e h ig h i n t e l l i g e n c e group had a more f a v o r a b l e a t t i t u d e tow ard t e a c h e r s and viewed them as more a c t i v e t h a n d i d th e low i n t e l l i g e n c e group. An F r a t i o o f 7 .7 2 , s i g n i f i c a n t a t th e .01 l e v e l , was found on th e E f a c t o r f o r th e sex v a r i a b l e . R e f e r r i n g to th e means r e p o r t e d in T able 22, i t can be se e n t h a t th e g i r l s had a more f a v o r a b l e a t t i t u d e tow ard t e a c h e r s th an d i d th e b o y s. The t h r e e - w a y i n t e r a c t i o n betw een a ch iev e m e n t, i n t e l l i g e n c e , and sex y i e l d e d an F r a t i o o f 6 .3 7 on th e p o te n c y (P) f a c t o r , s i g n i f i c a n t a t th e .01 l e v e l o f con f i d e n c e . Employing Kram er’ s m o d i f i c a t i o n o f D uncan’ s M u l t i p l e Range T e s t P ro c e d u re s ( 7 9 :3 0 7 - 3 1 0 ), i t was found t h a t u n d e r a c h i e v in g boys o f low i n t e l l i g e n c e p e r c e i v e d t e a c h e r s to be l e s s po w erfu l t h a n a c h i e v i n g boys o f low i n t e l l i g e n c e . None of th e o t h e r co m p ariso ns betw een a c h ie v in g and u n d e ra c h i e v in g g ro u p s were s i g n i f i c a n t . C oncept 2— G ra d e s . — A c h ie v e rs d i f f e r e d from u n d e r a c h i e v e r s a t the .05 l e v e l on t h e E f a c t o r and a t th e .01 l e v e l o f c o n f id e n c e on th e P and A f a c t o r s , as shown in t a b l e s 88, 89, and 90. The c o r r e s p o n d in g means r e p o r t e d i n Table 8 i n d i c a t e s t h a t g ra d e s were view ed by a c h i e v e r s w ith more f a v o r a b l e a t t i t u d e s , and p e r c e i v e d as more p o t e n t and more a c t i v e th a n u n d e r a c h i e v e r s . 164 D i f f e r e n c e s s i g n i f i c a n t a t th e .01 l e v e l of c o n f i dence were o b t a i n e d f o r i n t e l l i g e n c e l e v e l on a l l t h r e e f a c t o r s . The com parison of means i n Table 15 r e v e a l s p r o g r e s s i v e i n c r e a s e i n r a t i n g s from low to h i g h l e v e l s of i n t e l l i g e n c e , w ith t h e low IQ group p e r c e i v i n g g ra d e s as l e s s f a v o r a b l e , l e s s p o t e n t , and l e s s a c t i v e th a n t h e h ig h IQ gro up . No s i g n i f i c a n t sex d i f f e r e n c e s were found on any o f th e t h r e e f a c t o r s f o r t h e c o n c e p t G r a d e s . Concept 3— S c h o o l. — T ab les 91, 92, and 93 p r e s e n t no s i g n i f i c a n t F r a t i o s f o r th e ach iev em en t g r o u p s . From T able 8 i t can be se e n t h a t b o th groups p e r c e i v e d sc h o o l as f a v o r a b l e , p o t e n t , and a c t i v e . An F r a t i o o f 4 .3 7 vas s i g n i f i c a n t a t th e .05 l e v e l of c o n fid e n c e f o r th e IQ g rou ps on t h e E f a c t o r . T able 15 i n d i c a t e s t h a t th e low IQ group e v a l u a t e d sc h o o l l e s s p o s i t i v e l y th a n t h e h ig h IQ grou p. Sex d i f f e r e n t i a t i o n on th e E f a c t o r was o b se rv e d a t th e .01 l e v e l o f c o n f i d e n c e . The com parison of means in T able 22 shows t h a t g i r l s gave h i g h e r e v a l u a t i o n s of School th a n d id th e b o y s. Concept 4— R e a d in g . — The a c h i e v e r s d i f f e r e d from u n d e r a c h i e v e r s i n t h e i r r e s p o n s e s to re a d in g on a l l t h r e e f a c t o r s , th e a n a l y s i s of v a r i a n c e y i e l d i n g F r a t i o s s i g n i f i c a n t a t t h e .01 l e v e l ( t a b l e s 94, 95, and 9 6 ). I n s p e c t i o n of Table 8 i n d i c a t e s t h a t a c h i e v e r s v a lu e d r e a d i n g 165 more, th e y re g a rd e d i t as more p o t e n t , and more a c t i v e th a n did th e u n d e r a c h i e v e r s . S i m i l a r r e s u l t s -were a ls o o b ta in e d f o r th e IQ g ro u p s. The low i n t e l l i g e n c e group p e r c e iv e d r e a d i n g in much the same way as the u n d e r a c h i e v e r s , whereas th e hig h IQ group viewed t h i s c o n ce p t in a manner s i m i l a r to t h a t of th e a c h i e v e r s . Concept 5— I d e a l T e a c h e r . — T ables 97, 98, and 99 r e v e a l t h a t s i g n i f i c a n t d i f f e r e n c e s a re i n ev id en ce f o r th e main e f f e c t s — achievem ent, IQ, and sex g r o u p in g s — on the E and A f a c t o r s , b u t o n ly IQ l e v e l was found to be s i g n i f i c a n t (.05 l e v e l of c o n fid e n c e ) on the P f a c t o r . Vhen t a b l e s 8, 15, and 22 are examined, i t i s n o te d t h a t th e a c h i e v e r s , h ig h IQ group, and g i r l s had more p o s i t i v e a t t i t u d e s and c o n s id e r e d th e i d e a l t e a c h e r to be more a c t i v e th a n e i t h e r u n d e r a c h i e v e r s , low IQ group, o r boys. High IQ s t u d e n ts viewed i d e a l t e a c h e r as more p o t e n t th a n d id low IQ s t u d e n t s . D is c u s s io n Of the f i v e concepts u n d e r Area 1— School E x per i e n c e s , o n ly th e c o n c e p ts G ra d e s . R e a d in g , and I d e a l T eacher d i s c r i m i n a t e d between a c h ie v e r s and u n d e r a c h i e v e r s . C a r e f u l i n s p e c t i o n of T able 8 w i l l show t h a t th e d i f f e r e n c e between means, a lth o u g h n o t s t a t i s t i c a l l y s i g n i f i c a n t , was in th e d i r e c t i o n e x p e c te d f o r t h e E, P, and A f a c t o r s f o r th e c o n ce p ts T eachers and S c h o o l. 166 Area 2— Family R e la tio n s h ip s Concept 6— Home. — The F r a t i o s re p o rte d in t a b l e s ■ 100, 101, and 102 were not s i g n i f i c a n t on the E f a c t o r f o r the achievement, IQ, or sex groups. The high IQ group con sid ered home more a c tiv e th a n did the low IQ group. Boys p erceiv ed home as more p o te n t th an did g i r l s . The fin d in g s p e r t a i n i n g to sex d i f f e r e n c e s f o r t h i s concept were s i g n i f i c a n t a t th e .05 le v e l of co nfid ence. Concept 7— I d e a l P a r e n t . — Tables 103, 104, and 105 r e v e a l no s i g n i f i c a n t d i f f e r e n c e s between the achievement groups, and accord in g to Table 9, b o th ach iev e rs and u n der a ch iev e rs r a t e d id e a l p a re n t high on the E and A f a c t o r s and n e i t h e r p o te n t nor weak. The IQ groups d i f f e r e d s i g n i f i c a n t l y on the E and A f a c t o r s b u t not on the P f a c t o r . Boys were found to r a t e id e a l p a re n t h ig h e r than the g i r l s on the P f a c t o r ; the a c t i v i t y f a c t o r showed the same d i r e c t i o n but did not reach s t a t i s t i c a l s i g n i f i c a n c e . Concept 8— P a r e n t s . — As can be seen in t a b l e s 106, 107, and 108 no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e s were found on the E, P, or A f a c t o r s f o r a c h ie v e rs and under ach iev e rs o A d i f f e r e n c e s i g n i f i c a n t a t the .05 le v e l was found f o r i n t e l l i g e n c e le v e l on the a c t i v i t y f a c t o r . An in sp e c t i o n of Table 16 f o r the comparison of means a cco rd in g to the i n t e l l i g e n c e group shows t h a t of the th r e e groups, 167 p a re n ts were judged h ig h e s t in a c t i v i t y by the high IQ group. Boys viewed p a re n ts as more p o te n t than did the g i r l s . For the two-way i n t e r a c t i o n between achievement and IQ groupings, an F r a t i o of 6.42 was o b tain ed on the A f a c t o r . Since t h i s was s i g n i f i c a n t a t the .01 l e v e l , Kramer's a n a l y s i s was undertaken and re v e a le d t h a t the mean a c t i v i t y f a c t o r score ( in Table 30) f o r a ch iev e rs of low i n t e l l i g e n c e d i f f e r e d s i g n i f i c a n t l y from the mean a c t i v i t y f a c t o r score fo r u n d e ra ch ie v ers of low i n t e l l i gence. D isc u ssio n Both a c h ie v e rs and u n d e ra ch ie v ers viewed the con cept Home q u ite fa v o ra b ly and q u ite a c t iv e , th e former group only s l i g h t l y h ig h er th an the l a t t e r . S im ila r f in d in g s appeared w ith regard to the concepts Id e a l P a re n t and P a r e n t s . On th e potency f a c t o r the tren d was rev e rse d ; i . e . , un d e ra ch ie v ers co n sid ered Home and P a re n ts more p o te n t than d id a c h ie v e r s . A p o s s ib le e x p la n a tio n f o r the f a i l u r e of the M W T to d i f f e r e n t i a t e between a ch iev e rs and un d e ra ch ie v ers in the a re a of Family R e la tio n s h ip s i s t h a t th e concepts chosen to measure t h i s a re a lack s p e c i f i c i t y and o p erate to obscure the d i f f e r e n c e which may e x i s t between the achievement groups. 168 | Area 3— S o c ia l R e la tio n s h ip s Concept 9—Most P e o p le . — Achievers did no t d i f f e r s i g n i f i c a n t l y from u n d e ra c h ie v e rs , according to t a b l e s 109, 110, and 111, alth ou gh Table 10 re v e a ls a t r e n d in fav o r of u nd erach ievers on a l l th r e e f a c t o r s . No s i g n i f i c a n t d i f fere n ce s vere found fo r the th r e e i n t e l l i g e n c e groups. The F r a t i o f o r the sex grouping vas 15.75, s i g n i f i c a n t a t the .01 le v e l of confidence on the e v a lu a tiv e f a c t o r . The com p a ris o n o f mean f a c t o r scores f o r boys and g i r l s in Table 24 i n d i c a t e s t h a t the g i r l s 1 a t t i t u d e to v ard most people vas more p o s i t i v e th a n t h a t of th e boys in t h i s stud y. The g i r l s a lso considered most people more a c tiv e th a n did the boys, according to mean a c t i v i t y f a c t o r s c o re s . Concept 10—My B est F r i e n d s . — No s i g n i f i c a n t F r a t i o s vere o b tain ed betveen a c h ie v e rs and u n d e ra ch ie v ers as dem onstrated in t a b l e s 112, 113, 114. An in s p e c tio n of th e means f o r the tvo groups i n d i c a t e s t h a t the concept vas valued e q u a lly h ig h ly , vieved as n e i t h e r p o te n t nor veak and as q u i te a c t i v e . D iffe re n c e s among the i n t e l l i g e n c e groupings vere found to be s i g n i f i c a n t a t th e .01 l e v e l of confidence f o r e v a lu a tio n and a c t i v i t y f a c t o r s , and a t the .05 le v e l on the potency f a c t o r . The means fo r the lov IQ group, according to Table 17, vas lo v e r than both average and high IQ groups, i n d i c a t i n g t h a t b e s t f r i e n d s vere p e rc eiv e d 169 by th e h ig h IQ group more f a v o r a b l y and more a c t i v e th a n by th e low IQ group. The boys d i f f e r e d s i g n i f i c a n t l y from the g i r l s on th e e v a l u a t i o n and po tency f a c t o r s b u t n o t on the f a c t o r of a c t i v i t y . E xam ination of Table 24 shows t h a t on th e p o te n c y f a c t o r t h e g i r l s p e r c e i v e d t h i s concept as l e s s p o t e n t th an d id th e boys. Concept 11— C la s s m a t e s . — A ccording to t a b l e s 115, 116, and 117, no s i g n i f i c a n t F r a t i o s were r e p o r t e d f o r any of th e g ro u p in g s w ith th e e x c e p tio n o f th e sex group on th e e v a l u a t i o n f a c t o r . Table 24 shows t h a t th e g i r l s r a t e d c la s s m a te s more p o s i t i v e l y on t h i s f a c t o r ( s i g n i f i c a n t a t th e .01 l e v e l of c o n fid e n c e ) th a n d id th e boys. Here a g a in , as in th e case of a number of p r e v i o u s l y r e p o r t e d f i n d i n g s , a t r e n d i n the d i r e c t i o n e x p e c te d was n o te d in f a v o r of a c h ie v e r s on th e e v a l u a t i o n and a c t i v i t y f a c t o r s . Concept 12— Grownups. — As i s e v id e n t i n t a b l e s 118, 119, and 120, no s i g n i f i c a n t F r a t i o s f o r th e ach iev em ent, i n t e l l i g e n c e , or sex g rou pin gs a r e r e p o r t e d on any of th e f a c t o r s , i n d i c a t i n g t h a t th e concept d id n o t d i f f e r e n t i a t e a t a l l . D i s c u s s i o n . — None o f th e co n cep ts s e l e c t e d i n the a r e a of S o c i a l R e l a t i o n s h i p s a p p eared to d i s c r i m i n a t e s i g n i f i c a n t l y betw een a c h i e v e r s and u n d e r a c h i e v e r s . However, th o s e d i f f e r e n c e s which were found were i n f a v o r of th e 170 u n d e ra c h ie v e r s f o r th e c o n ce p t Most P e o p l e , on t h e e v a lu a t i o n , p o te n c y , and a c t i v i t y f a c t o r s , and i n f a v o r of a c h i e v e r s on th e e v a l u a t i v e and a c t i v i t y f a c t o r s f o r the co n cep t C la s s m a t e s . A rea 4— S e l f Concent Concept 13— Me. — T ables 121, 122, and 123 show t h a t th e d i f f e r e n c e between a c h ie v e r s and u n d e r a c h ie v e r s was s i g n i f i c a n t a t the .05 l e v e l w ith r e s p e c t to th e a c t i v i t y f a c t o r . I n s p e c t i o n of T able 11 i n d i c a t e s t h a t a c h ie v e r s judged th em se lv e s to be more a c t i v e th an d id u n d e r a c h i e v e r s . D i f f e r e n c e s betw een i n t e l l i g e n c e g ro u p in g s were found to be i n f a v o r of the h ig h IQ group on a l l t h r e e f a c t o r s (see Table 1 8). Sex d i f f e r e n c e s f a v o r i n g the boys were found on th e p o ten c y f a c t o r a t th e .01 l e v e l and on the a c t i v i t y f a c t o r , a t th e .05 l e v e l o f c o n fid e n c e . E xam ination of Table 25 i n d i c a t e s t h a t th e boys te n d e d to view th em se lv e s as more p o t e n t and more a c t i v e th a n d id th e g i r l s . Concent 14— My School A b i l i t y . — This concept app eared to d i f f e r e n t i a t e betw een a c h ie v e r s and u n d e r a c h i e v e r s on a l l t h r e e f a c t o r s , t a b l e s 124, 125, and 126 r e p o r t i n g F r a t i o s s i g n i f i c a n t a t th e .01 l e v e l of c o n f i d ence. Comparing th e mean f a c t o r s c o re s on T able 11, i t i s a p p a r e n t t h a t th e a c h i e v e r s r a t e d t h e i r scho ol a b i l i t y as more f a v o r a b l e , more p o t e n t , and more a c t i v e th a n did th e u n d e r a c h i e v e r s . 171 S im ila r fin d in g s are r e p o r te d f o r th e i n t e l l i g e n c e groups, w ith the high IQ group su rp a ss in g th e low IQ group on a l l th r e e f a c t o r s . No s i g n i f i c a n t sex d i f f e r e n t i a t i o n was o b tain ed except on the potency f a c t o r in fav o r o f the b o y s. Concept 15— How I*d Like To Be. — Tables 127, 128, and 129 show no d i f f e r e n t i a t i o n between a ch iev e rs and u n d e ra c h ie v e rs , t h e i r sco res as seen in Table 11 being e q u a lly high f o r both groups. The i n t e l l i g e n c e groups d i f f e r e d s i g n i f i c a n t l y on t h i s concept a t th e .01 le v e l f o r th e e v a lu a tiv e and a c t i v i t y f a c t o r s , and a t th e .05 le v e l fo r the potency f a c t o r . Examination of th e means in Table 18 r e v e a ls t h a t the high IQ group d e s i r e s to be more fa v o r a b le , more pow erful, and more a c t iv e than the low IQ group. Boys d i f f e r e d from the g i r l s on the e v a lu a tio n and potency f a c t o r s b u t not on a c t i v i t y . Table 25 shows t h a t the g i r l s wanted to be more fa v o ra b le th a n d id th e boys, but no t as p o te n t, y e t e q u a lly as a c tiv e as d id th e boys. Concept 16—How My C lass Sees Me. — Tables 130, 131, and 132 p r e s e n t a s i g n i f i c a n t F r a t i o f o r th e achievement grouping on the a c t i v i t y f a c t o r on ly. O bservation of Table 11 r e v e a ls t h a t the a c h ie v e rs were found to judge t h i s concept as more a c t i v e th an did u n d e ra c h ie v e rs , i n d i c a tin g t h e i r p e rc e p tio n of th e way o th e rs see them as being more a c t i v e . 172 S i g n i f i c a n t d i f f e r e n c e s betw een h ig h and low i n t e l l ig e n c e groups were found f o r t h e e v a l u a t i o n (.05 l e v e l ) and a c t i v i t y (.01 l e v e l ) f a c t o r s b u t n o t f o r th e f a c t o r o f p o te n c y . The i n f e r e n c e i s t h a t t h e h ig h i n t e l l i g e n c e group f e l t t h a t o t h e r s p e r c e iv e them as more f a v o r a b l e and more a c t i v e th a n th e low IQ group. An F r a t i o of 1 3.08 , s i g n i f i c a n t beyond th e .01 l e v e l , was o b ta in e d on t h e p o ten c y f a c t o r f o r th e sex g ro u p in g . I n s p e c t i n g Table 25, i t i s o b se rv ed t h a t th e boys r a t e d t h i s co n cep t much h i g h e r in p o te n c y th a n d id t h e g i r l s , the i n f e r e n c e b e in g t h a t the boys saw th em se lv e s as b e in g more p ow erful i n th e eyes o f t h e i r c l a s s th a n d id the g i r l s . D i s c u s s i o n . — The f i n d i n g s r e p o r t e d under S e l f Concept i n d i c a t e t h a t th e a c h ie v e r s and u n d e ra c h ie v e r s d i f f e r e n t i a t e d most w i t h r e s p e c t to th e a c t i v i t y f a c t o r . The c o n ce p t My School A b i l i t y succeeded in d i f f e r e n t i a t i n g between the achievem ent grouping on th e E, P, and A f a c t o r s . No s i g n i f i c a n t d i f f e r e n c e s o b ta in e d betw een th e a c h i e v e r s and u n d e ra c h ie v e r s on th e co n cep t How I*d Like To B e, i n d i c a t i n g p e rh a p s , t h a t b o th groups wished th ey were more f a v o r a b l e , more p o w e rfu l, and more a c t i v e . Area 5— A u t h o r i ty R e l a t i o n s h i p s Concept 17— A u t h o r i t y . — T ables 133, 134, and 135 show no s i g n i f i c a n t d i f f e r e n c e between a c h ie v e r s and u n d e r- 173 a c h i e v e r s on the E f a c t o r . However, an F r a t i o o f 12.72 on th e P f a c t o r was s i g n i f i c a n t a t t h e .01 l e v e l o f con f i d e n c e . D i f f e r e n t i a t i o n a ls o o c c u r r e d on t h e A f a c t o r but o n ly a t th e .05 l e v e l . I n s p e c t i o n o f th e mean f a c t o r s c o r e s i n Table 12 r e v e a l s t h a t a c h i e v e r s r e g a r d e d a u t h o r i t y as more p o t e n t and more a c t i v e th a n d id u n d e r a c h i e v e r s . No d i f f e r e n t i a t i o n was d i s c e r n i b l e on t h e E and A f a c t o r s f o r i n t e l l i g e n c e l e v e l , b u t s i g n i f i c a n c e a t th e .01 l e v e l was found on th e P f a c t o r . The lo w e st s c o r e s as shown in T able 19 were f o r t h e low IQ group; h i g h e r s c o r e s were found f o r th e av erag e IQ group; h i g h e s t s c o r e s r e c o r d e d were f o r th e h ig h IQ gro up . A sex d i f f e r e n c e s i g n i f i c a n t a t th e .05 l e v e l was e v id e n c e d on th e E f a c t o r . T able 26 shows th e d i f f e r e n c e to be in f a v o r of th e g i r l s . Concept 18— R u l e s . — T ab les .136, 137, and 138 r e v e a l t h a t t h i s c o n ce p t d i d n o t d i s c r i m i n a t e betw een a c h i e v e r s and u n d e r a c h i e v e r s on th e E, P, and A f a c t o r s . However, c a r e f u l e x a m in a tio n of T able 12 shows a d e f i n i t e t r e n d in f a v o r of a c h i e v e r s on th e E f a c t o r . An IQ d i f f e r e n t i a t i o n s i g n i f i c a n t a t th e .05 l e v e l was o b ta in e d on th e P f a c t o r o n ly . T able 19 i n d i c a t e s th e d i f f e r e n c e to be i n f a v o r o f th e h ig h IQ group. An F r a t i o o f 7 .7 9 , s i g n i f i c a n t a t th e .01 l e v e l , was found f o r th e se x g r o u p in g on the E f a c t o r o n ly . The 174 c o rre sp o n d in g mean s c o r e s i n Table 26 i n d i c a t e t h a t g i r l s have more fa v o r a b le a t t i t u d e s co ncerning r u l e s th a n do b o y s . Concept 19— P u n ish m en t. — No s i g n i f i c a n t F r a t i o s -were r e p o r te d in t a b l e s 139, 140, and 141 on th e E, P, or A f a c t o r s fo r the v a r i o u s achievem ent, IQ, and sex group i n g s , i n d i c a t i n g t h a t t h i s co n cep t d id n o t d i f f e r e n t i a t e . D i s c u s s i o n . — Of th e t h r e e M W T co n cep ts s e l e c t e d as b ein g r e l a t e d to the a re a of A u th o r ity R e l a t i o n s h i p s , only the concept A u t h o r i ty was found to d i s c r i m i n a t e between a c h ie v in g and u n d e ra c h ie v in g s t u d e n t s . Area 6— Goal O r i e n t a t i o n Concept 20— F u t u r e . — Tables 142, 143, and 144 p r e s e n t the F r a t i o s f o r the E, P, and A f a c t o r s and i n d i c a t e a d i f f e r e n c e betw een a c h ie v e r s and u n d e ra c h ie v e r s t h a t is s i g n i f i c a n t a t t h e .05 l e v e l of co n fid en ce f o r the E f a c t o r o nly. The comparison of means in Table 13 i n d i c a t e s t h a t a c h ie v e r s judged th e f u t u r e as more f a v o r a b le th an did u n d e ra c h ie v e r s . S i m i la r t r e n d s were a ls o i n d i c a t e d on the P and A f a c t o r s a lth o u g h n o t to th e .05 l e v e l o f s i g n i f i cance. D i f f e r e n t i a t i o n was o b ta in e d on a l l t h r e e f a c t o r s f o r the i n t e l l i g e n c e g ro u p in g s. Table 20 re c o rd s p ro g r e s s i v e l y h ig h e r mean s c o re s f o r th e t h r e e IQ groups on th e E, P, and A f a c t o r s . 175 Sex d i f f e r e n t i a t i o n o c c u rre d a t th e .01 l e v e l on the E f a c t o r and a t th e .05 l e v e l on the P f a c t o r . I n s p e c t i n g the means i n Table 27, i t ap pears t h a t the g i r l s judged th e f u t u r e as more f a v o ra b le b u t l e s s p o te n t th an d id th e boys. Concept 21— C o l le g e . — The F r a t i o s in T ables 145, 146, and 147 f o r t h i s concept i n d i c a t e t h a t d i f f e r e n t i a t i o n o c cu rred f o r th e achievement grouping a t the .01 le v e l of con fiden ce on th e E and A f a c t o r s . The comparison of means in Table 13 re v e a ls t h a t a c h ie v e r s had more p o s i t i v e a t t i tu d es r e g a rd in g c o lle g e and judged i t to be more a c t iv e th a n did u n d e r a c h ie v e r s . R atin g s on the P f a c t o r , though n o t a t th e .05 l e v e l , were a ls o f a v o r a b le f o r a c h i e v e r s . The IQ .groups were d i f f e r e n t i a t e d a t th e .01 l e v e l on a l l t h r e e f a c t o r s . Table 20 i n d i c a t e s a p o s i t i v e r e l a t i o n s h i p between r a t i n g s and IQ l e v e l . The high IQ group p e rc e iv e d c o lle g e more p o s i t i v e l y than d id the low IQ group. No sex d i f f e r e n t i a t i o n was found on t h i s concept on th e E, P, or A f a c t o r s . Concept 22—A J o b . — Tables 148, 149, and 150 show a d i f f e r e n c e between a c h ie v e rs and u n d e ra c h ie v e r s a t th e .05 l e v e l on th e A f a c t o r o nly. The comparison of means p r e s e n te d in Table 13 r e v e a l s t h a t u n d e ra c h ie v e rs viewed a job as l e s s a c t i v e th a n a c h i e v e r s . The IQ groups were found to d i f f e r on th e E and A 176 f a c t o r s . Table 20 i n d i c a t e s t h a t the low IQ group judged t h i s concept s i g n i f i c a n t l y l e s s f a v o r a b ly than e i t h e r the average or h ig h IQ groups, but no s i g n i f i c a n t d i f f e r e n c e in r a t i n g o ccurred between the average and high IQ groups. A p o s i t i v e r e l a t i o n s h i p was observed between A f a c t o r r a t i n g s and IQ l e v e l , b u t th e fin d in g s were s i g n i f i c a n t a t th e .05 l e v e l . No sex d i f f e r e n t i a t i o n was o b tain ed on any o f the f a c t o r s f o r t h i s co n ce p t. Concent 23— G ra d u a tin g . — Examination of t a b l e s 151, 152, and 153 r e v e a ls t h a t an F r a t i o of 4 .3 5 , s i g n i f i c a n t a t the „05 l e v e l , was o b tain ed on the E f a c t o r f o r the achievement grouping. Table 13 i n d i c a t e s h ig h e r mean sc o res f o r a c h ie v e rs than f o r u n d e ra c h ie v e r s . A s i m i l a r t r e n d is observed on the P and A f a c t o r s but n ot a t th e .05 le v e l o f co nfid ence. I n t e l l i g e n c e l e v e l also dem onstrated d i f f e r e n t i a t i o n a t the .01 le v e l f o r the E and A f a c t o r s and a t the .05 le v e l f o r th e P f a c t o r . Table 20 i n d i c a t e s t h a t a p o s i t i v e r e l a t i o n s h i p moving from the low to the hig h IQ groups e x i s t s on E and A f a c t o r s . On th e P f a c t o r , th e low IQ group d i f f e r e d s i g n i f i c a n t l y from th e average and hig h IQ groups. Boys and g i r l s were found to d i f f e r to a s i g n i f i c a n t degree (.01 le v e l) on th e E f a c t o r only. Table 27 p r e s e n t s h ig h e r E f a c t o r sco res f o r g i r l s , i n d i c a t i n g 177 t h a t t h e y c o n s i d e r e d g r a d u a t i n g more f a v o r a b l y th a n d i d th e b o y s. Conce-pt 24— Q u i t t i n g S c h o o l . — The F r a t i o s r e p o r t e d in t a b l e s 154, 155, and 156 a re s i g n i f i c a n t a t th e .05 l e v e l of c o n fid e n c e f o r ach iev e m e n t l e v e l on th e E and A f a c t o r s . I n s p e c t i o n of T a b le 13 shows t h a t a c h i e v e r s con s i d e r e d q u i t t i n g sc h o o l i n a more n e g a t i v e f a s h i o n , and l e s s a c t i v e th a n d i d u n d e r a c h i e v e r s . S i g n i f i c a n t F r a t i o s (.01 l e v e l ) were o b t a i n e d f o r th e IQ groups on t h e E, P, and A f a c t o r s . E x am in a tio n of mean f a c t o r s c o r e s in T ab le 20 r e v e a l s a n e g a t i v e r e l a t i o n s h ip betw een t h e IQ g ro u p s and t h e f a c t o r s c o r e s , i n d i c a t i n g t h a t t h e h i g h IQ group p e r c e i v e d q u i t t i n g sc h o o l more u n f a v o r a b l y , w eaker, and more p a s s i v e l y th a n th e low IQ g ro u p . D i f f e r e n t i a t i o n f o r th e se x e s was found on t h e E f a c t o r a t t h e .05 l e v e l . T able 27 g iv e s h i g h e r s c o r e s f o r th e boys w hich i n d i c a t e s t h a t th e g i r l s p e r c e i v e d q u i t t i n g sc h o o l more n e g a t i v e l y t h a n d id t h e b o y s. Concept 29— Money. — T ab les 157, 158, and 159 i n d i c a te t h a t no s i g n i f i c a n t d i f f e r e n t i a t i o n o c c u r r e d betw een a c h i e v e r s and u n d e r a c h i e v e r s on th e E, P, and A f a c t o r s . However, T able 13 r e v e a l s p o s i t i v e t r e n d s on t h e t h r e e f a c t o r s in f a v o r o f th e a c h i e v e r s . The a n a l y s i s o f v a r i a n c e i n term s of i n t e l l i g e n c e l e v e l y i e l d e d F r a t i o s s i g n i f i c a n t a t t h e „01 l e v e l of 178 c o n fid e n c e on th e E f a c t o r and .05 l e v e l f o r th e P and A f a c t o r s . The co m p ariso n of means in T able 20 i n d i c a t e s t h a t th e d i f f e r e n t i a t i o n was s i g n i f i c a n t f o r t h e low and a v erag e IQ groups b u t n o t f o r t h e h i g h IQ grou p. Sex d i f f e r e n t i a t i o n o c c u r r e d on the A f a c t o r and was s i g n i f i c a n t a t th e .05 l e v e l o f c o n f i d e n c e . The i n d i c a t i o n in T able 27 i s t h a t th e boys view ed money as more a c t i v e t h a n d id th e g i r l s . Concent 30— S u c c e s s . — T ab les 160, 161, and 162 p r e s e n t F r a t i o s o f 7 . 8 9 , s i g n i f i c a n t a t th e .01 l e v e l of c o n f i d e n c e , on th e E f a c t o r , and 6 .2 9 , s i g n i f i c a n t a t th e .05 l e v e l , on t h e A f a c t o r . I n s p e c t i o n of T able 13 i n d i c a t e s mean s c o r e s in f a v o r of t h e a c h i e v e r s on t h e s e f a c t o r s . The same t r e n d a p p e a rs on th e p o te n c y f a c t o r b u t n o t a t t h e .05 l e v e l o f c o n fid e n c e . The IQ groups were found t o d i f f e r e n t i a t e a t th e .01 l e v e l on a l l t h r e e f a c t o r s . E x am in atio n o f Table 20 r e v e a l s a p o s i t i v e r e l a t i o n s h i p on th e E and A f a c t o r s , moving from th e low to t h e h i g h IQ g ro u p . The i n d i c a t i o n i s t h a t th e h ig h IQ group judged s u c c e s s most f a v o r a b l y and most a c t i v e , w hereas t h e low IQ group c o n s i d e r e d t h i s co n cep t l e a s t f a v o r a b l y and l e a s t a c t i v e . Sex d i f f e r e n t i a t i o n on th e E f a c t o r was i n d i c a t e d by an F r a t i o o f 1 1 .2 2 , s i g n i f i c a n t beyond t h e .01 l e v e l of c o n f i d e n c e . T able 27 d e m o n s tra te s t h a t th e g i r l s r a t e d s u c c e ss more f a v o r a b l y th a n d id t h e b o y s. 179 D i s c u s s io n . — S i g n i f i c a n t d i f f e r e n c e s between a c h ie v e rs and u n d e ra c h ie v e rs i n f a v o r of th e form er were found f o r th e concepts F u t u r e . C o l le g e , A J o b , G r a d u a tin g , and Success on a t l e a s t one of t h e f a c t o r s of e v a l u a t i o n , p o ten cy , or a c t i v i t y . The d i f f e r e n c e was in fa v o r of u n d e ra c h ie v e rs f o r t h e co n cep t Q u i t ti n g S c h o o l, i n d i c a t i n g t h a t t h i s concept was c o n sid e re d l e s s u n fa v o ra b ly by under a c h ie v e r s . On th o se f a c t o r s where the d i f f e r e n c e was n ot s i g n i f i c a n t , a t r e n d in th e e xp ected d i r e c t i o n was observed. For the concept Money, a lth o u g h n ot found to d i f f e r e n t i a t e s i g n i f i c a n t l y , a t r e n d i n th e d i r e c t i o n a n t i c i p a t e d was a lso i n d i c a t e d . Area 7— Moral and S o c ia l Values Concent 25— T rying H ard. — Tables 163, 164, and 165 i n d i c a t e th e absence o f s i g n i f i c a n t d i f f e r e n t i a t i o n between a c h ie v e rs and u n d e ra c h ie v e rs .- However, f in d in g s s i m i l a r to th o se r e p o r t e d f o r p re v io u s concepts are p r e s e n t e d in Table 14 in which th e mean sc o re s on a l l t h r e e f a c t o r s were h ig h e r f o r a c h ie v e r s th a n f o r u n d e r a c h ie v e r s . The tendency may be presumed to e x i s t f o r a c h ie v e r s to p e rc e iv e t h i s concept as s l i g h t l y more f a v o r a b l e , more p o t e n t , and more a c t i v e th an f o r u n d e ra c h ie v e r s . F r a t i o s s i g n i f i c a n t a t th e .01 l e v e l on th e E f a c t o r and t h e .05 l e v e l on th e P and A f a c t o r s i n d i c a t e d i f f e r e n t i a t i o n w ith re g a rd to i n t e l l i g e n c e . The mean f a c t o r sc o re s p r e s e n te d in Table 21 r e v e a l t h a t s i g n i f i c a n t 180 d if f e r e n c e s were obtained between the low and average IQ groups. No sex d i f f e r e n t i a t i o n was found on the E, P, or A f a c t o r s . Concent 26—C h e atin g . — Tables 166, 167, and 168 r e p o r t an P r a t i o of 5.43, s i g n i f i c a n t a t the .05 le v e l of confidence, on the a c t i v i t y f a c t o r only. Comparison of scores in Table 14, shows t h a t achievers ra te d cheating as more p assiv e than d id un derach ievers. The IQ groups d i f f e r e d s i g n i f i c a n t l y a t the .01 le v e l on a l l th r e e f a c t o r s . Table 21 i n d ic a t e s t h a t the low IQ group r a te d ch eating l e a s t unfavorably, followed by the average IQ group, and most unfavorably by the high IQ group. S im ila r fin d in g s were obtained f o r l e v e l of i n t e l lig en ce w ith re s p e c t to the r a t i n g s on th e a c t i v i t y f a c t o r . The sex grouping y ie ld e d an F r a t i o of 28.53 on the E f a c t o r s , which was s i g n i f i c a n t a t the .01 l e v e l . Table 28 i n d ic a t e s t h a t g i r l s r a t t i t u d i n a l judgments concerning cheating were more negativ e th an those of the boys. The three-w ay i n t e r a c t i o n between achievement, i n t e l l i g e n c e , and sex y ie ld e d an F r a t i o of 5.09, s i g n i f i c a n t a t the .01 le v e l of confidence on the potency f a c t o r . Employing Kramer's m o d ific a tio n of Duncan's M ultiple Range Test Procedures, i t was found t h a t achieving boys of high i n t e l l i g e n c e considered ch eatin g to be more p oten t than d id underachieving boys of high i n t e l lig e n c e . S im ilar fin d in g s were re p o rte d in Table 55 f o r 181 a c h i e v i n g and u n d e r a c h i e v i n g g i r l s o f a v e r a g e i n t e l l i g e n c e . I n t h e c a s e o f g i r l s o f h i g h i n t e l l i g e n c e , t h e a c h i e v e r s r a t e d c h e a t i n g as l e s s p o t e n t t h a n d i d th e u n d e r a c h i e v e r s . C o n c e p t 27— S o m e th in g E a s y . — The a n a l y s i s o f v a r i an ce y i e l d e d no s i g n i f i c a n t F r a t i o s f o r t h e a c h i e v e r and u n d e r a c h i e v e r g r o u p s on t h e E, P, a n d A f a c t o r s ( t a b l e s 169, 170, and 1 7 1 ) . I n t e l l i g e n c e l e v e l s were d i f f e r e n t i a t e d a t t h e .01 l e v e l on t h e P f a c t o r . C a r e f u l e x a m i n a t i o n o f T a b l e 21 r e v e a l s t h a t a n e g a t i v e r e l a t i o n s h i p e x i s t s b e tw e e n IQ l e v e l and p e r c e i v e d p o t e n c y f o r t h e c o n c e p t S o m e th in g E a s y . The mean P f a c t o r s c o r e s f o r t h e lo w , a v e r a g e , and h i g h IQ g r o u p s were 1 1 . 8 9 , 1 0 . 9 4 , and 9 . 9 2 , r e s p e c t i v e l y . Sex d i f f e r e n t i a t i o n o c c u r r e d on t h e E f a c t o r a t t h e .05 l e v e l and on t h e P f a c t o r a t t h e .01 l e v e l o f c o n f i d e n c e . The c o m p a r is o n o f means i n T a b l e 28 shows t h a t g i r l s v i e w e d s o m e th in g e a s y as more f a v o r a b l e t h a n d i d t h e b o y s . On t h e P f a c t o r , h o w e v e r, t h e b o y s 1 r a t i n g o f t h i s c o n c e p t was h i g h e r t h a n t h a t of t h e g i r l s . C o n c e p t 28— S o m e th in g I m p o r t a n t . — T a b l e s 172, 173, and 174 p r e s e n t an F r a t i o o f 5 .9 7 , s i g n i f i c a n t a t t h e o05 l e v e l o f c o n f i d e n c e on t h e P f a c t o r o f t h e a c h i e v e r - u n d e r — a c h i e v e r g r o u p i n g s . The c o m p a r is o n o f t h e mean f a c t o r s c o r e s on t h i s f a c t o r , as shown i n T a b le 14, i n d i c a t e s t h a t a c h i e v e r s r a t e d s o m e th i n g i m p o r t a n t h i g h e r i n p o t e n c y t h a n d i d u n d e r a c h i e v e r s . The a c h i e v e r s a l s o o b t a i n e d 182 h i g h e r mean s c o r e s on th e E and A f a c t o r s th an th e under a c h i e v e r s , a lth o u g h t h e d i f f e r e n c e was l e s s th an th e ,05 l e v e l of c o n fid e n c e . D i f f e r e n t i a t i o n on the E, P, and A f a c t o r s was o b ta in e d in th e case of th e t h r e e IQ g ro u p s. Table 21 r e v e a l s t h a t th e low IQ group had lower s c o r e s th a n e i t h e r th e average or high IQ group. No s i g n i f i c a n t sex d i f f e r e n t i a t i o n was found w ith th e boys ju d g in g som ething im p o r ta n t e q u a l l y as f a v o r a b l e , p o t e n t , and a c t i v e as d i d th e g i r l s . An F r a t i o o f 4 ,6 7 , s i g n i f i c a n t a t th e ,01 l e v e l of c o n fid e n c e was o b ta in e d f o r th e th r e e - w a y i n t e r a c t i o n of achievem ent, i n t e l l i g e n c e , and sex on th e e v a l u a t i o n f a c t o r , K ram er's t e s t to l o c a t e which groups were d i f f e r e n t i a t i n g r e v e a l e d t h a t o n ly th e mean E f a c t o r sc o re s f o r a c h ie v in g and u n d e ra c h ie v in g g i r l s in the low and average IQ groups d i f f e r e d s i g n i f i c a n t l y . D i s c u s s i o n . — Of th e f o u r c o n c e p ts l i s t e d under the a r e a of Moral and S o c ia l V a lu e s, C h e atin g and Something Im p o rta n t y i e l d e d s i g n i f i c a n t d i f f e r e n c e s between a c h i e v e r s and u n d e r a c h i e v e r s , V i t h r e g a r d to th e concept T rying Hard, none of th e mean f a c t o r sc o re s were found to d i f f e r a t th e ,05 l e v e l of c o n fid e n c e , a lth o u g h a d e f i n i t e p o s i t i v e t r e n d i n f a v o r of th e a c h i e v e r s should be n o te d . TABLE 8 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A FACTC SCHOOL EXPERIENCES, ACCORDING TO ACHIEVE!* Sex No. M W T Concept Evaluation Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. Achievers Mean S.D. (N = 441) (N = 110) (N = 441) 1 . Teachers 14.15 3.52 13.54 3.77 ns 13.01 2.32 2. Grades 14.03 3.87 13.03 3.88 ns 13.68 2.95 Boys: 3. School 14.51 4.49 14.47 4.35 ns 15.73 3.11 4. Reading 15.38 3.76 . 13.34 4.10 ns 13.79 3.51 5. Ideal Teacher 18.27 3.27 16.89 4.42 ns 14.15 3.67 (N =: 501) (N - 62) (N = 501) 1. Teachers 14.73 3.18 14.39 3.85 ns 13.08 2.07 2. Grades 14.16 3.46 13.58 3.87 ns 13.36 2.92 G ir ls : 3. School 15.81 3.84 15.26 4.20 ns 15.96 2.79 4. Reading 16.10 3.99 13.53 4.59 ns 13.92 3.38 5. Ideal Teacher 18.94 2.71 17.95 3.39 ns 13.98 3.12 (N = = 942) (N = 172) (N = 942) 1. Teachers 14.46 3.36 13.84 3.80 ns 13.05 2.19 2. Grades 14.10 3,66 13.23 3.86 .05 13.52 2.94 Both: 3. School 15.20 4.21 14.76 4.30 ns 15.85 2.94 4. Reading 15.76 3.90 13.41 4.27 .01 13.86 3.44 5. Ideal Teacher 18.62 3.00 17.27 4.10 .01 14.06 3.39 183 8 A FACTOR SCORES ON THE MVT CONCEPTS FOR AREA 1, ACHIEVEMENT AND SEX GROUPINGS P o te n cy A c t i v i t y evers Under- A c h iev ers Level of A c h iev e rs Under- A ch iev ers L evel of S.D. Mean S.D. S ig . Mean S.D. Mean S.D. Sig, = 441 ) (N = 110) (N = 441 ) (N = 110) 2.32 12.94 2.61 ns 14. 31 3.30 14.43 3.06 ns 2.95 1 2.77 2.76 ns 1 3.61 3.19 12.61 3.47 ns 3.11 15.50 3.73 ns 1 5.35 4 .0 8 14.00 4 .1 9 ns 3.51 12.90 3.78 ns 14.50 4 .2 7 12.30 4.36 ns 3.67 13.74 3.92 ns 17.57 3.47 16.29 4.42 ns = 501) (N = 62) (N = 501 ) (N = 62) 2.07 12.98 2.28 ns 14.51 3.46 14.27 3.33 ns 2.92 12.37 2.63 ns 1 3.72 3.05 12.31 3.62 ns 2.79 15.94 3.14 ns 16.16 3.58 1 5.42 3.72 ns : 3.38 12.56 3.89 ns 15.03 4 .2 7 12.42 4.89 ns I 3.12 13.52 3.47 ns 18.17 2.81 16.97 3.43 ns = 942) (N = 172) (N = 942) (N = 172) i 2.19 12.95 2.48 ns 14.42 3.13 14.37 3.14 ns 1 2.94 12.63 2.70 .01 1 3.67 3.12 1 2.50 3.51 .01 > 2.94 15.66 3.52 ns 1 5.78 3.84 15.15 4.02 ns i 3.44 12.78 3.82 .01 14.78 4.28 12.34 4.55 .01 ) 3.39 1 3.66 3.75 ns 17.89 3.15 16.53 4 .0 9 .01 TABLE 9 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A FAC' FAMILY RELATIONSHIPS, ACCORDING TO ACHL Evaluation Sex v r M W T N0° Concept Achievers Mean S.D. Under-■ Achievers Mean S.D. Level of Sig. Achievers Mean S.! (N = 441) (N = 110) (N = 441 6. Home 16.67 4.15 16.38 4.59 ns 14.39 2.9 Boys: 7. Ideal Parent 18.74 2.84 18.15 3.44 ns 14.72 3.3 8. Parents 16.47 4.06 16.38 4.72 ns 13.87 2,9 6. Home (N = 16.53 501) 4.32 (N = 16.13 62) 5.03 ns (N = 13.93 501) 3.0 G ir ls : 7. Ideal Parent 19.34 2.46 19.63 2.12 ns 14.16 3.1 8. Parents 16.41 4.28 16.29 4.25 ns 13.60 2.8 6. Home (N = 17.00 942) 4.24 (N = 16.29 172) 4.74 ns (N = 14.15 942) 3.C Both: 7. Ideal Parent 19.06 2.66 18.69 3.11 ns 14.42 3.2 8. Parents 16,44 4.18 16.35 4.54 ns 13.73 2.6 184 ! 9 A FACTOR SCORES ON THE MW T CONCEPTS FOR AREA 2, ) ACHIEVEMENT AND SEX GROUPINGS P o te n c y A c t i v i t y .evers S.D. Under- A chievers Mean S.D. Level of Sig. A c h ie v e rs Mean S.D. Under- A c h iev ers Mean S.D. L evel of S ig . = 441 ) 2.99 (N = 14.65 110) 3.39 ns (N 15.45 = 441) 4 .0 3 (N = 1 5.31 110) 3.83 ns 3.38 14.95 3.43 ns 17.77 3.18 17.29 3.62 ns 2.96 14.53 3.49 ns 1 5.21 3.89 14.96 4.41 ns = 501) 3.01 (N = 13.68 62) 3.92 ns (N = 1 5.35 501) 4 .0 5 (N = 15.37 62) 4.11 ns 3.15 13.47 3.86 ns 18.17 2.78 17.53 3.14 ns 2.83 13.56 2.88 ns 15.51 4 .0 0 15.19 3.68 ns = 942) 3.01 (N = 14.30 172) 3,61 ns (N = 1 5.40 942) 4 .0 4 (N = 1 5.33 172) 3.92 ns 3.27 14.42 3.65 ns 17.99 2.98 17.38 3.45 ns 2.89 14.18 3.31 ns 15.37 3.95 1 5.05 4.1 5 ns TABLE 10 MEANS AND STANDARD DEVIATIONS OP THE MEANS FOR E, P, A FACTOI SOCIAL RELATIONSHIPS, ACCORDING TO ACHIEV1 Sex No. M VT Concept Evaluation Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. Achievers Mean S.D. (N = 441) (N = 110) (N = 441) 9. Most People 14.18 3.63 14.65 3.40 ns 12.66 2.50 Boys: 10. My Best Friends 17.06 3.20 17.20 2.92 ns 14.18 3.22 11. Classmates 15.04 3.40 14.94 3.15 ns 13.07 2.62 12. Grownups 14.37 3.97 14.65 3.73 ns 13.75 2.92 (N = 501) (N - 62) (N = 501) 9. Most People 15.66 2.98 16.02 3.96 ns 12.78 2.02 10. My Best Friends 18.53 2.71 18.94 2.43 ns 13.54 2.97 G i r l s : 11 . Classmates 16.37 3.15 16.84 3.04 ns 13.10 2.46 12. Grownups 14.61 3.96 14.94 3.66 ns 13.42 2.51 (N = 942) (N = 172) (N = 942) 9. Most People 14.97 3.38 15.14 3.66 ns 12.72 2.26 Both: 10. My Best Friends 17.84 3.04 17.83 2.87 ns 13.84 3.10 11. Classmates 15.75 3.34 15.62 3.24 ns 13.09 2.53 12. Grownups 14.50 3.96 14.76 3.69 ns 13.57 2.71 LE 10 , A FACTOR SCORES ON THE M W T CONCEPTS FOR AREA 3, TO ACHIEVEMENT AND SEX GROUPINGS Poten cy A c t i v i t y h ie v e r s ,n S.D. Under- A chievers Mean S.D. Level of S ig . A chievers Mean S.D. Under- A chievers Mean S.D. Level of S ig . N = 441) (N = 110) (N = 441 ) (N * = 110) 66 2.50 12.95 2.47 ns 1 3.44 3.51 13.97 2.87 .05 18 3.22 14.45 3.31 ns 16.81 3.34 16.58 3.15 ns 07 2.62 13.15 2.25 ns 14.43 3.39 14.63 2.99 ns 75 2.92 14.03 2.79 ns 13.26 3.69 13.82 3.42 ns N = 501) (N = 62) (N = 501 ) (N = 62) 78 2.02 12.71 2.88 ns 14.56 2.91 14.45 3.72 .05 54 2.97 1 3.50 3.53 ns 17.44 2.85 ‘ 17.40 3.06 ns 10 2.46 13.40 2.41 ns 1 5.30 2.93 14.73 2.54 ns 42 2.51 13.60 2.90 ns 13.44 3.77 1 3.61 3.35 ns N = 942) (N = 172) (N = 942) (N = 172) 72 2.26 12.86 2.62 ns 14.04 3.25 14.1 5 3.20 ns ,84 3.10 14.10 3.41 ns' 17.15 3.10 16.88 3.14 ns ,09 2.53 13.24 2.30 ns 14.89 3.18 14.66 2.83 ns ,57 2.71 13.87 2.83 ns 13.36 3.74 13.74 3.39 ns MEANS AND STANDARD DEVIATIONS OP THE MEANS FO] SELF CONCEPT, ACCORDING E v a l u a t i o n Sex No. M W T Concept A ch iev ers Under- A chievers Level of Mean S.D. Mean S.D. Sig, (N = 441 ) (N = 110) 13. Me 16.26 3.08 16.17 3.72 ns B o y s: 14. My School A b i l i t y 15.75 3.23 14.68 3.50 ns 15. How 1 1d Like To Be 19.18 2.70 18.55 3.03 ns 1 6. How My C lass Sees Me 14.80 3.02 14.74 3.08 ns (N = 501 ) (N = 62) 13. Me 16.18 2.84 16.44 3.08 ns 14. My School A b i l i t y 16.12 2.96 14.69 3.95 ns G i r l s : 15. How I ' d Like To Be 19.87 2.17 19.97 2.15 ns 16. How My C lass Sees Me 15.03 2.58 1 5.00 2.71 ns (N = 942) (N = 172) 13. Me 16.21 2.95 16.27 3.50 ns 14. My School A b i l i t y 15.95 3.09 14.69 3.65 .01 Both: 15. How I*d Like To Be 19.55 2.46 19.06 2.82 ns 16. How My C la s s Sees Me 1 4 . 9 2 ' 2.79 14.83 2.95 ns 186 TABLE 11 )R E, P, A FACTOR SCORES ON THE M VT CONCEPTS FOR AREA 4, } TO ACHIEVEMENT AND SEX GROUPINGS Potency A ctivity L Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. (N = 441) (N = 110) (N = 441) (N = 110) 13.68 3.42 14.10 3.55 ns 16.34 3,09 16.01 3.74 ns 14.44 3.39 13.68 3.16 ns 15.20 3.62 14.35 3.54 ns 16.45 3.12 16.45 3.55 ns 19.14 2.83 18.23 3.26 ns 12.81 2.92 13.14 3.07 ns 14.82 3.28 14.34 3.54 ns (N = 501) (N = 62) (N = 501) (N = 62) K12.58 2„ 82 12.74 2.70 ns 15.93 2.87 15.47 3.12 ns 14.25 2.99 12.26 3.69 ns 15.39 3.09 13.82 3.76 ns 13.45 3.22 13.27 3.73 ns 19.12 2.43 18.85 2.84 ns 12.04 2.69 11.69 2.38 ns 14.69 2.85 13.65 2.38 ns (N = 942) (N = 172) (N = 942) (N = 172) 13.09 3.16 13.61 3.33 ns 16.12 2.98 15.81 3.53 .05 14.34 3.18 13.17 3.42 .01 1 5.30 3.35 14.16 3.62 .01 14.85 3.51 15.31 3.92 ns 19.13 2.62 18.45 3.12 ns 12.40 2.83 12.63 2.92 ns 14.75 3.05 14.09 3.30 .01 TABLE 12 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A FACTOR SC AUTHORITY RELATIONSHIPS, ACCORDING TO ACHIEVEME Evaluation Sex No, M V T Concept Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. Achievers Mean S.D. (N = 441) (N = 110) (N = 441) 17. Authority 13.24 3.85 13.26 4.49 ns 14.36 3.30 Boys: 18. Rules 11.90 4.23 11 .25 4.72 ns 14.93 3.17 19. Punishment 9.05 3.86 10.05 4.27 ns 14.70 4.13 (N = 501) (N = 62) (N = 501) 17. Authority 13.79 3.71 14.02 3.39 ns 14.36 3.07 G irls : 18. Rules 12.95 4.24 12.29 4.61 ns 14.98 2.96 19. Punishment 9.34 3.70 9.37 4.56 ns 14.51 3.83 (N = 942) (N = 172) (N = 942) 17. Authority 13.54 3.78 13.53 4.14 ns 14.36 3.18 Both: 18. Rules 12.46 4.27 11.63 4.69 ns 14.96 3.06 19. Punishment 9..20 3.78 9.81 4.37 ns 14.60 3.97 187 JLE 12 P, A FACTOR SCORES ON THE M W T CONCEPTS FOR AREA 5, JG TO ACHIEVEMENT AND SEX GROUPINGS P o te n cy A c t i v i t y Achievers 2an S.D. Under- A c h iev ers Mean S.D. Level of Sig. A ch ievers Mean S.D. Under- A ch iev ers Mean S.D. L evel of S ig . (N = 441 ) (N = 110) (N = 441 ) (N = 110) 4.36 3.30 13.41 3.80 ns .14.16 3.34 1 3.59 3.76 ns 4.93 3.17 14.93 3.27 ns 1 3.78 3.43 1 3.22 3.81 ns 4.70 4.13 14.05 4 .3 6 ns 12.42 4.09 12.85 3.69 ns {N = 501 ) (N = 62) (N = 501 ) (N = 62) 4.36 3.07 13.15 3.57 ns 14.49 3.24 1 3.90 3.26 ns 4 .9 8 2.96 1 5.27 3.46 ns 14.18 3.26 1 3.47 3.95 ns 4.51 3.83 14.60 3.86 ns 1 2 .4 4 3.60 12.74 3.79 ns (N = 942) (N = 172) (N = 942) (N = 172) 4 .3 6 3.18 1 3.31 3.71 . .01 14.33 3.29 1 3.70 3. 59 .05 4 .9 6 3.06 1 5.05 3.34 ns 13.99 3.35 1 3.31 3.85 ns 4 .6 0 3.97 14.25 4 .1 8 ns 12.43 3.84 1 2.81 3.72 ns TABLE 13 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A GOAL ORIENTATION, ACCORDING TO ACHI1 Evaluation Sex „ M W T °* Concept Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. Achiev Mean (N = 441) (N = 110) (N = ■ 20. Future 17.05 3.64 16.24 4.08 ns 15.34 21. College 16.19 3.87 15.09 4.55 .05 1 5.60 22. A Job 16.36 4.03 16.53 3.69 ns 15.02 Boys: 23. Graduating 18.33 3.22 16.75 4.40 ns 14.90 24. Q uitting School 6.06 4.11 7.72 5.52 ns 10.00 29. Money 18.39 3.44 17.70 4.11 ns 15.24 30. Success 18.26 3.36 17.05 3.76 ns 15.82 (N = 501) (N = 62) (N _ 20. Future 1 7 o 86 3.19 17.27 3.79 ns 14.70 21. College 16.33 3.80 13.95 4.86 .05 1 5.27 22. A Job 16.80 3.41 16.69 3.54 ns 14.36 G i r l s : 23. Graduating 18.72 2.92 18.55 3.16 ns 14.97 24. Q uitting School 5.88 3.87 6.79 4.76 ns 10.45 29. Money 18.27 3.18 18.77 2.77 ns 14.83 30. Success 18.73 2.81 17.66 3.7 ns 15.46 (N = 942) (N = 172) (N = 20. Future 17.48 3.43 16.61 3.86 .05 15.00 21. College 16.26 3.83 14.68 4.69 .01 15.42 22. A Job 16.59 3.72 16.59 3.63 ns 14.67 Both: 23. Graduating 18.54 3.07 17.40 4.08 .05 14.94 24. Q uitting School 5.96 3.98 7.38 5.27 .05 10.24 29, Money 18.32 3.30 18.09 3.71 ns 1 5.02 30. Success 18.51 3.09 17.27 3.76 .01 1 5.63 188 3 13 3, A FACTOR SCORES ON THE M W T CONCEPTS FOR AREA 6, iCHIEVEMENT AND SEX GROUPINGS P o te n cy A c t i v i t y n e v e r s Under- A c h iev e rs Level of Achi ev ers Under- A ch iev ers Level of a S.D. Mean S.D. Sig. Mean S.D. Mean S.D. Sig = 441 ) (N = 110) (N = 441) (N = 110) 34 3.1 5 1 5.00 3. 54 ns 16.62 3.45 15.93 3.87 ns 50 3.25 1 5.28 3.55 ns 16.46 3.62 14.79 4 .4 2 ns 32 3.45 14.88 3.18 ns 16.15 3.88 16.02 3.81 ns 90 3.15 1 5.02 3.01 ns 16.66 3.80 16.26 3.99 ns 30 4 .2 6 10.05 4 .7 7 ns 7 .1 2 4.41 8.05 5.26 ns 24 4.1 5 1 5.05 4 .1 9 ns 17.26 3.71 16.68 4 .06 ns 82 3.51 1 5. 29 3.73 ns 16.54 3.89 1 5.96 3.89 ns a = 501 ) (N = 62) (N = 501 ) (N = 62) 70 3.13 14.39 3.04 ns 16.59 3.19 16.13 3.47 ns 27 3.32 14.76 3.71 ns 16.14 3.70 1 3.94 4.26 ns 36 3.04 1 3.84 3.34 ns 16.19 3.29 14.77 3.29 ns 97 3.10 14.76 3.67 ns 17.17 3.22 1 5.92 3.45 ns 45 3.97 10. 58 4.85 ns 7 .1 8 4 .1 0 8.48 5.09 ns 83 4 .0 8 14.68 4 .1 6 ns 16.30 3.79 16.40 3.71 ns 46 3.66 14.76 3.69 ns ' 16.56 3.40 15.55 3.89 ns N = 942) (N = 172) (N = 942) (N = 172) 00 3.15 14.78 3.38 ns 16.61 3.31 1 6.00 3.72 ns 42 3.29 1 5.09 3.61 ns 16.29 3.66 14.48 4 .3 7 .01 67 3.25 14.51 3.27 ns 16.17 3.58 1 5.57 3.67 .05 94 3.12 14.92 3.26 ns 16.93 3.51 16.14 3.81 ns 24 4.11 10.24 4 .7 9 ns 7.1 5 4 .2 4 8 .2 0 5.19 .05 02 4.1 2 14.92 4.1 7 ns 16.75 3.78 16.58 3.93 ns 63 3.59 15.10 3.71 ns 16.55 3.63 1 5.81 3.88 .05 TABLE 1 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A MORAL AND SOCIAL VALUES, ACCORDING TO Evaluation Sexx M MWT No. n , Cone ept Achievers Under- Achievers Mean S.D. Level Achie Mean S.D. of Sig. Mean (N := 441) (N = 110) (N = 25. Trying Hard 15.17 3.81 14.96 3.89 .05 14.82 Boys: 26. Cheating 27. Something Easy 5.63 16.38 3.79 4.20 6.70 15.63 4.58 4.10 ns ns 9.77 10.81 28. Something Important 1 5.83 3.82 15.68 3.47 ns 14.94 (N = = 501) (N = 62) (N = 25. Trying Hard 1 5.68 3.61 14.92 4.08 .05 14.69 G i r l s : 26. Cheating 4.76 2.99 5.35 2.93 ns 10.1 5 27. Something Easy 16.50 3.94 17.02 4.07 ns 10.41 28. Something Important 16.44 3.47 16.21 4.17 ns 15.16 (N = 942) (N = 172) (N = 25. Trying Hard 15.44 3.71 14.95 3.95 ns 14.74 Both: 26. Cheating 27. Something Easy 5.17 16.44 3.41 4.06 6.22 16.13 4.11 4.13 ns ns 9.97 10.60 28. Something Important 16.15 3.65 15.87 3.74 ns 1 5.06 189 14 A FACTOR SCORES ON THE M W T CONCEPTS FOR AREA 7, TO ACHIEVEMENT AND SEX GROUPINGS P o te n cy A c t i v i t y i e v e r s S.D. Under- A c h iev e rs Mean S.D. L evel of S ig . A c h iev e rs Mean S.D. Under- A c h iev ers Mean S.D. Level of S ig . ( = 441 ) (N = 110) (N = 441 ) (N = 110) 12 3.41 14.55 3.40 ns 14.65 3.98 14.51 3.73 ns '7 4 .4 7 9.39 4 .3 2 ns 7 .5 3 4 .2 8 8.17 4 .6 3 ns S 1 4.25 11 .95 3.67 ns 14.82 4.21 14.64 3.94 ns >4 3.45 14.45 3.80 ns 1 5.41 3.76 14.84 3.79 ns I = 501 ) (N = 62) (N = 501 ) (N = 62) >9 3.29 14. 31 3.42 ns 14.79 3.57 14.02 3.97 ns 5 4 .3 4 9 .7 9 4 .7 7 ns 7 .13 3.92 8.35 3.70 ns n 3.88 9.94 4.1 8 ns 14.72 3.89 14.95 4 .0 6 ns I 6 3.35 14.24 3.62 ns 1 5.69 3.26 14.24 3.62 ns * = 942) (N = 172) (N = 942) (N = 172) r4 3.35 14.46 3 .4 0 ns 14.73 3.76 14.33 3.82 ns yj 4.41 9.53 4 .4 8 ns 7 .32 4 .1 0 8.24 4. 31 .05 bO 4 .0 6 11 .23 3.97 ns 14.77 4 .0 4 14.75 3.98 ns 36 3.40 14.37 3.73 .05 1 5.56 3.50 1 5.04 3.80 ns TABLE 15 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A FACTOR SCORES ON THE MVT CONCEPTS FOR AREA 1, SCHOOL EXPERIENCES, ACCORDING TO INTELLIGENCE GROUPING MVT Concept E v alu atio n Potency A c t i v i t y IQ No. Mean S.D. Level of Sig. Mean S.D. Level of Sig. Mean S.D. Level of Sig. Lov 1. Teachers (N = 14.09 142) 3.56 ns (N = 12.73 142) 2.50 ns (N = 14.13 142) 2.84 ns 2. Grades 12.42 3.68 .01 12.01 3.14 .01 12.51 3.15 ns “ V S . 3. School 14.62 4.18 ns 15.30 3.49 ns 15.43 3.86 n s 4. Reading 13.91 4.17 .01 12.61 3.49 ns 12.65 3.86 .01 Average 5. Id e a l Teacher 16.98 4.26 .01 13.08 3.47 .05 16.42 3.98 .01 Average 1 . Teachers (N = 14.33 = 569) 3.46 ns (N = 13.02 569) 2.24 ns (N = 14.30 569) 3.20 ns 2. Grades 13,73 3.65 .01 13.10 2.88 .01 13.18 3.26 .01 v s. 3. School 14.94 4.41 .05 15.92 3.10 ns 15.59 4.01 ns 4. Reading 14.93 4.05 .01 13.39 3.57 .01 14.01 4.51 .01 High 5. I d e a l Teacher 18.24 3.31 .01 14.02 3.53 ns 17.44 3.39 .01 High 1. Teachers (N = 14.51 403) 3.34 .05 (N = 13.16 403) 2.11 ns (N = 14.67 403) 3.12 .05 2. Grades 14.85 3.56 .01 14.24 2.63 .01 14.27 2.98 .01 v s . 3. School 15.59 3.92 .05 15.86 2.76 ns 15.90 3.68 ns 4. Reading 16.58 3.68 .01 14.50 3.30 .01 15.59 4.13 .01 Lov 5. I d e a l Teacher -----------1 ------------------- 19.17 2.40 .01 14.29 3.28 .05 18,46 2.82 • 01 o TABLE 16 KEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A FACTOR SCORES ON THE MVT CONCEPTS FOR AREA 2, FAMILT RELATIONSHIPS, ACCORDING TO INTELLIGENCE GROUPING M V T Concept Evaluation Potency- Activity- IQ No. Level Mean S.D, of Sig. Level Mean S.D. of Sig. Level Mean S.D, of Sig. (N = 142) (N = 142) (N = 142) Lo-w 6. Home 16.10 4.61 ns 13.71 3.44 ns 14.80 3.84 .05 v s. 7. Ideal Parent 17.94 3,50 .01 14.10 3.14 ns 17.30 3.50 ns Average 8. Parents 16.30 4 021 ns 13.69 3.43 ns 15.40 4.05 ns (N = 569) (N = 569) (N = 569) Average 6. Home 16.55 4.48 ns 14.36 3.25 ns 15.50 4.18 ns vs. 7. Ideal Parent 18.96 2.75 ns 14.40 3.59 ns 17.78 3.12 ns High 8. Parents 16.28 4.48 ns 13.71 3.16 ns 15.12 4.13 .05 (N = 403) (N = 403) (N = 403) High 6. Home 16.71 3.96 ns 14.07 2.75 ns 15.43 3.84 .05 vs. 7. Ideal Parent 19.43 2.27 .01 14.56 3.00 ns 18.26 2,75 .05 Low 8. Parents 16.67 3.87 ns 13.96 2.45 ns 15.57 3.74 ns TABLE 17 MEANS AND STANDARD DEVIATIONS OP THE MEANS FOR E, P, A FACTOR SCORES ON THE MVT CONCEPTS FOR AREA 3, SOCIAL RELATIONSHIPS, ACCORDING TO INTELLIGENCE GROUPING Evaluation Potency A ctivity IQ No. M V T Concept Mean S.D. Level of Sig. Mean S.D. Level of Sig. Mean S.D. Leve! of Sig Low 9. Most People (N = 14.86 142) 3.51 ns (N « 12.65 142) 2.47 ns (N = 14.14 142) 3.70 ns 10. M y Best Friends 17.32 3.54 .01 13.68 3.41 ns 16.51 3.58 .01 vs. 11. Classmates 15.89 3.58 ns 13,18 2.76 ns 14.93 3.03 ns Average 12. Grownups 14,33 4.33 ns 13.30 3.10 ns 13.45 4.12 ns Average 9, Most People (N = 15.14 569) 3.61 ns (N = 12.71 569) 2.42 ns (N = 14.21 569) 3.23 ns 10. M y Best Friends 17.97 3.07 ns 14.12 3.34 *05 17.13 3.23 ns vs. 11. Classmates 15.91 3.42 ns 13.34 2.64 ns 15,04 3.19 ns High 12. Grownups 14.50 4.05 ns 13.69 2.87 ns 13.36 3.77 ns 9. Most People (N = 14.85 403) ' 3.11 ns (N = 12.82 403) 2.10 ns (N = 13.80 403) 3.09 ns High 10. My Best Friends 17.84 2.69 .01 13.62 2.74 ns 17.28 2.71 .01 vs. 11. Classmates 15.41 3.06 ns 12.77 2.13 ns 14.56 3.06 ns Low 12. Grownups 14.66 3.58 ns 13.64 2.38 ns 13.48 3.40 ns e6l TABLE 18 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A FACTOR SCORES ON THE MVT CONCEPTS FOR AREA 4, SELF CONCEPT, ACCORDING TO INTELLIGENCE GROUPING M V T Concept Evaluation Potency A ctiv ity IQ No. Mean S.D. Level of Sig. Mean S.D. Level of Sig. Mean S.D. Level of Sig. Lov 13. M e (N = 15.92 142) 3.44 ns (N = 12.58 142) 3.44 .05 (N = 15.31 142) 3.59 ns 14. M y School A b ility 14.60 3.31 . ° 1 12.63 3.08 .01 13.58 3.38 .01 vs. 15. Hov I ’d Like To Be 18.59 3.28 .01 14.07 3.71 .05 18.08 3.46 .01 Aver, 16, Hov M y Class Sees M e 14.34 2.99 .05 12.11 2.82 ns 13.47 3.26 .01 Aver. 13. M e (N = 16.17 569) 3.11 ns (N = 13.28 569) 3.26 ns (N = 16.00 569) 3.10 ns 14. My School A b ility 15.52 3.32 .01 13.86 3.23 .01 14.79 3.43 .01 vs. 15. Hov I'd Like To Be 19.50 2.58 ns 15,09 3.70 ns 19.01 2.77 ns High 16, Hov My Class Sees M e 14.96 2.82 ns 12.56 2.83 ns 14.54 3.04 ns High 13. M e (N = 16.40 403) 2.78 .05 (N = 13.23 403) 2.99 .05 (N = 16.44 403) 2.77 .01 14. M y School A b ility 16.48 2.85 .01 15.13 3.01 .01 16.14 3.09 .01 vs. 15. Hov I ’d Like To Be 19.74 2.01 .01 15.00 3.31 .05 19.39 2.21 .01 Lov 16. Hov M y Class Sees M e 15.04 2.73 .05 12.38 2.86 ns 15.22 3.00 •01 s u > TABLE 19 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A FACTOR SCORES ON THE MVT CONCEPTS FOR AREA 5, AUTHORITY RELATIONSHIPS, ACCORDING TO INTELLIGENCE GROUPING IQ No. M V T Evaluation Potency A ctiv ity Concept Mean S.D. Level of Sig, Mean S.D. Level of Sig. Mean S.D. Level of Sig. Lov 17. Authority (N = 13.10 142) 3,62 ns (N = 12.77 142) 3.13 ns (N = 13.44 142) 3.49 ns V S . 18* Rules 11.90 4.36 ns 14.33 3.29 .05 13.68 3.44 ns Average 19* Punishment 9.68 3.97 ns 14.11 3.78 ns 12.31 3.61 ns Average 17. Authority (N = 13.56 569) 3.88 ns (N r* 14.12 569) 3.28 ns (N = 14.27 569) 3.38 ns vs* 18. Rules 12*15 4.50 ns 14.97 3.04 ns 13.77 3.57 ns High 19. Punishment 9,24 3.96 ns 14.45 4.14 ns 12.37 3.87 ns High 17. Authority (N = 13.66 403) 3.85 ns (N = 14.81 403) 3.18 . 0 1 (N = 14.46 403) 3.20 ns vs* 18. Rules 12.73 4.09 ns 15.19 3.10 .05 14.13 3.24 ns Lov 19. Punishment 9.24 3.73 ns 14.84 3.88 ns 12.73 3.82 ns TABLE 20 MEANS AND STANDARD DEVIATIONS OP THE MEANS POR E, P, A FACTOR SCORES ON THE MVT CONCEPTS FOR AREA 6, GOAL ORIENTATION, ACCORDING TO INTELLIGENCE GROUPING Evaluation Potency A ctivity IQ No. M V T ■ Level Level Level Concept Mean S.D. of Mean S.D. of Mean S.D. of Sig. Sig. Sig. (N = 142) (N = 142) (N = 142) 20. Future 16.53 4.12 ns 14.51 3.14 ns 15.68 3.46 ns Low 21. College 14.58 4.59 .01 14.11 3.44 .01 14.77 4.27 ns 22. A Job 15.66 3.87 .01 13.94 3.17 ns 15.34 3.97 ns vs. 23. Graduating 16.81 3.98 .01 13.99 3.26 .05 15.75 3.66 .01 24. Quitting School 8.20 5.03 .01 11.15 4.14 .01 9.29 4.80 .01 Average 29. Money 17.67 3.92 .01 14.91 4.27 ns 16.24 4.07 .05 30. Success 16.49 {N = 4.03 569) .01 14.23 (N = 3.89 569) .01 15.19 (N = 4.06 569) .01 20. Future 17.40 3.55 ns 14.89 3.32 ns 16.35 3.53 ns Average 21. College 15.77 4.15 .01 15.30 3.38 ns 15.69 3.92 .01 22. A Job 16.78 3.73 ns 14.75 3.39 ns 16.15 3.57 ns v s . 23. Graduating 18.56 3.25 ns 15.11 3.14 ns 16.78 3.58 ns 24. Quitting School 6.20 4.43 .01 9.82 4.30 ns 7.36 4.49 ns High 29. Money 18.46 3.32 ns 15.19 4.22 .05 16.91 3.81 ns 30. Success 18.36 (N = 3.21 403) ns 15.79 (N = 3.67 403) ns 16.59 (N = 3.72 403) ns 20. Future 17.57 3.08 .01 15.24 2.99 .05 17.04 3.06 .01 High 21. College 16.88 3.36 .01 15.92 3.12 .01 16.91 3.33 .01 22. A Job 16.66 3.56 .01 14.75 3.07 ns 16.23 3.48 .05 v s. 23. Graduating 18.64 2.85 .01 15.02 3.05 .05 17.23 3.45 .01 24. Quitting School 5.44 3.33 .01 10.51 4.07 .01 6.55 3.94 .01 Lov 29. Money 18.26 3.20 .01 14.78 3.93 ns 16.63 3.69 ns -> • 30. Success 18.90 2.66 .01 15.67 3.33 .01 16.65 3.40 01 ^ .u l v jn TABLE 21 M E A N 'S AND STANDARD DEVIATIONS OF THE M EANS FOR E , P , A FACTOR SCORES O N TH E M V T CONCEPTS FOR AREA 7 , M O R A L A ND SOCIAL VALUES, ACCORDING T O INTELLIGENCE GROUPING Evaluation Potency A ctivity IQ No. M V T Concept Mean S.D. Level of Sig. Mean S.D. Level of Sig. Mean S.D. Level of Sig. Low 25. Trying Hard- (N = 14.32 142) 4.17 .01 (N = 13.89 142) 3.69 ns (N = 13.80 142) 3.96 .05 26. Cheating 7.50 4.57 .01 10.63 4.14 .01 8.63 4.36 .01 v s . 27. Something Easy 15.75 4.44 ns 11.89 3.75 .01 14.92 3.99 ns Ayer, 28. Something Important 15.22 3.92 .01 13.63 3.27 .01 14.62 3.91 .01 Aver. 25. Trying Hard (N = 15.53 569) 3.85 ns (N = 14.67 569) 3.38 ns (N = 14.81 569) 3.77 ns 26. Cheating 5.33 3.59 .01 9.35 4.32 .01 7.41 4.19 ns ys. High 27. 28. Something Easy Something Important 16.71 16.42 3.83 3.63 ns ns 10.94 14.96 4.07 3.53 .01 ns 15.05 15.65 3.97 3.43 ns ns High 25. 26. Trying Hard Cheating (N = 15.51 4.55 403) 3.38 2.65 .01 .01 (N = 15.04 10.43 403) 3.16 4.55 .05 ns (N = 14.76 7.12 403) 3.67 3.92 .05 .01 v s . 27. Something Easy 16.17 4.24 ns 9.92 3.99 .01 14.30 4.09 ns Low 28. Something Important 15.99 3.56 .01 15.40 3.30 .01 15.54 3.54 .01 5 O ' TABLE 22 M EANS A N D STANDARD DEVIATIONS O F TH E M EANS FOR E, P, A SCH O O L EXPERIENCES, ACCORDING T O SEX Evaluation IQ No. M VT Concept Boys Mean S.D. G irls Mean S.D. Level of Sig. Mean (N = 59) (N = 83) (N = 5 1 . Teachers 13.24 4.21 14.70 2.92 ns 12.76 2. Grades 11 .83 4.26 1 2.83 3.16 ns 11 .80 Low: 3. School 13.54 4.19 15.39 4.03 ns 15.44 4. Reading 13.07 4.00 14.51 4.21 ns 12.54 5. Id eal Teacher 16.25 4.86 17.49 3.73 ns 1 3.42 (N = 273) (N = 296) (N = 2 1. Teachers 14.02 3.60 14.61 3.32 ns 1 3.00 2. Grades 13.52 3.70 13.91 3.59 ns 13.25 Aver. : 3. School 14.27 4.63 15.55 4.12 ns 1 5.61 4. Reading 14.49 3.78 15.34 4.26 ns 13.12 5. Id ea l Teacher 17.59 3.71 18.83 2.77 ns 14.05 *(N = 219) (N = 184) (N = 2 1 . Teachers 14.24 3.35 14.83 3.33 ns 13.05 2. Grades 14.76 3.76 14.96 3.32 ns 14.28 High: 3. School 15.05 4.26 16.22 3.37 ns 15.84 4. Reading 14.50 3.43 17.17 3.52 ns 14.50 5. Id eal Teacher 18.96 2.59 19.42 2.12 ns 14.26 (N = 551) (N = 563) (n = : 1 . Teachers 14.02 3.57 14.69 3.26 .01 1 3.00 2. Grades 13.83 3.89 14.10 3.51 ns 1 3.50 T o ta l : 3. School 14.50 4.46 15.75 3.88 .01 15.69 4. Reading 14.97 3.91 1 5.82 4.13 ns 13.61 5. Id e a l Teacher 17.99 3.57 18.83 2.81 .01 14.07 197 TABLE 22 FOR E, P, A FACTOR SCORES ON THE MVT CONCEPTS FOR AREA 1, DING TO SEX AND INTELLIGENCE GROUPINGS Potency A c tiv ity Boys G irls Level Boys G irls Level of of Mean S.D. Mean S.D. Sig. Mean S.D. Mean S.D. Sig. (N = 59) (N = 83) (N = 59) (N = 83) 12.76 2.60 12.70 2.46 ns 14.1 2 3.29 14.14 2.50 ns 11 .80 3.05 12.17 3.21 ns 12.41 3.47 12.58 2.92 ns 15.44 3.59 15.20 3.43 ns 15.32 3.91 15.51 3.85 ns 12.54 3.48 12.65 3.52 ns 11 .63 3.95 13.37 3.65 ns 1 3.42 3.61 12.83 3.36 ns 15.58 4.35 17.02 3.59 ns (N = 273) (N = 296) (N = 273) (N = 296) 1 3.00 2.42 13.04 2.07 ns 14.19 3.39 14.40 3.01 ns 13.25 2.86 12.97 2.89 ns 13.04 .3.33 13.30 3.20 ns 15.61 3.44 16.21 2.71 ns 15.02 4.28 16.12 ' 3.66 ns 13.12 3.58 13.64 3.55 ns 1 3.64 4.38 14.34 4.61 ns 14.05 3.75 13.99 3.31 ns 16.95 3.73 17.89 2.98 ns (N = 219) (N = 184) (N = 219) (N = 184) 1 3.05 2.26 13.29 1 .91 ns 14.57 3.06 14.78 3.21 ns 14.28 2.75 14.20 2.51 ns 14.13 3.00 14.43 2.96 . ns 15.84 2.86 15.88 2.64 ns 1 5.60 3.90 16.26 3.38 ns 14.50 3.43 14.50 3.14 ns 15.23 4.12 16.02 4.10 ns 14.26 3.71 14.32 2.68 ns 18.24 3.25 18.73 2.19 ns (N = 551 ) (N = 563) (N = 551) (N = 563) 1 3.00 2.38 1 3.07 2.09 ns 14.33 3.25 14.48 3.01 ns 13.50 2.93 13.25 2.91 ns 13.41 3.27 13.56 3.15 ns 15.69 3.24 15.96 2.82 ns 15.28 4.10 16.07 3.60 ns 13.61 3.58 13.77 3.46 ns 14.06 4.38 14.75 4.41 ns 14.07 3.72 13.93 3.16 ns 17.32 3.71 18.03 2.90 .05 T A B L E 23 M E A N S A N D ST A N D A R D DEVIATIONS O F T H E M E A N S FO R E, P, A F A C T O E FAMILI RELATIONSHIPS, A C C O R D IN G T O SEX A N D Evaluation Oi 1 — 1 No. M V T Concept Boys Mean S.D. Girls Mean S.D. Level of Sig. Boys Mean S.D. 6. Home (N = 15.88 59) 4.93 (N = 16.25 83) 4.40 ns (N = 59) 14.17 3.75 Lov: 7. Ideal Parent 17.36 4.00 18.36 3.06 ns 14.47 3.21 8 . Parents 15.63 4.48 16.77 3.97 ns 13.97 3.6^ (N = 273) (N = 296) (N = 273) 6. Home 16.59 4.31 16.51 4.65 ns 14.79 2.91 Aver.: 7. Ideal Parent 18.49 3.02 19.40 2.41 ns 14.98 3.4* 8. Parents 16.37 4.38 16.19 4.57 ns 14.00 3.3: (N = 219) (N = 184) (N = 219) 6. Home 16.84 3.93 16.56 3.99 ns 13.05 2 .2( High: 7. Ideal Parent 19.13 2.46 19.78 1.97 ns 14.28 2. 7: 8. Parents 16.77 3.85 16.55 3.90 ns 15.84 2.8( 6. Home Total: 7. Ideal Parent 8. Parents (N = 551) (N = 563) (N = 551) 16.61 4.24 16.49 4.40 ns 14.44 3.0' 18.62 2.98 19.37 2.43 .01 14.77 3.3' 16.45 4.20 16.39 4.27 ns 14.00 3.0! 198 T A B L E 23 fS FOR E, P, A FACTOR SCORES ON THE M VT CONCEPTS FOR AREA 2, iCCORDING TO SEX AND INTELLIGENCE GROUPINGS Potency Activity jevel of Sig. Boys Mean S.D. Girls Mean S.D. Level of Sig. Boys Mean S.D. Girls Mean S.D. Level of Sig. ns (N = 14.17 59) 3.75 (N = 13.30 83) 3.18 ns (N = 14.98 59) 3,82 (N = 14.67 83) 3.88 ns ns 14.47 3.27 13.83 3.04 .05 17.00 3.71 17.52 3.35 ns ns 13.97 3.64 13.49 3.27 ns 15.00 4.49 15.69 3.71 ns ns (N = 14.79 273) 2.97 (N = 13.96 296) 3.44 ns (N = 15.48 273) 4.14 (N = 15.51 296) 4.22 ns ns 14.98 3.48 13.87 3.62 .05 17.47 3.35 18.06 2.88 ns ns 14.00 3.33 13.44 2.99 ns 14.95 4,10 15.28 4.16 ns ns (N = 13.05 219) 2.26 (N = 14.04 184) 2.47 ns (N = 15.46 219) 3.84 (N = 15.40 184) 3.85 ns ns 14.28 2.75 14.54 2.59 ns 18.11 3.01 18.43 2.41 ns ns 15.84 2.86 13.90 2.32 ns 15.46 3.73 15.69 3.75 ns ns (N = 14.44 551) 3.07 (N = 13.90 563) 3.12 .05 (N = 15.42 551) 3.99 (N = 15.35 563) 4.06 ns .01 14.77 3.39 14.09 3.24 .05 17.68 3.27 18.10 2.82 ns ns 14.00 3.08 13.60 2.84 .05 15.16 4.00 15.47 3.96 ns TABLE 2i M EA N S A N D STANDARD DEVIATIONS O F TH E M E A N S FOR E, P, A SOCIAL RELATIONSHIPS, ACCORDING T O S 3 Evaluation IQ No. M VT Concept Boys Mean S.D. Girls Mean S.D. Level of Sig. B Mean 9. Most People {N = 14.20 59) 3.78 (N = 15.33 83) 3.24 ns (N = 12.88 Low: 10. My Best Friends 16.24 3.75 18.08 3.19 ns 14.20 11. Classmates 15.15 3.91 16.42 3.25 ns 13.14 12. Grownups 14.41 4.69 14.30 4.09 ns 13.71 9. Most People (N = 14.35 273) 3.75 (N = 15.86 296) 3.32 ns (N = 12.66 10. My Best Friends 17.09 3.27 18.78 2.65 ns 14.51 A v er.: 11. Classmates 15.20 3.42 16.56 3.28 ns 13.39 12. Grownups 14.36 4.06 14.63 4.04 ns 13.91 9. Most People (N = 14.20 219) 3.34 (N = 15.61 184) 2.62 ns (N = 14.20 HigL: 10. My Best Friends 17.32 2.76 18.46 2.47 ns 17.32 11. Classmates 14.77 3.09 16.18 2.86 ns 12.70 12. Grownups 14.51 3.52 14.83 3.66 ns 13.70 9. Most People (N = 14.28 551) 3.59 (N = 563) 15.70 3.10 .01 (N = 12.72 Total: 10. My Best Friends 17.09 3.14 18.57 2.68 .01 14.23 11 . Classmates 15.02 3.35 16.42 3.14 .01 13.09 12. Grownups 14.43 3.92 14.64 3.92 ns 13.81 199 TABLE 24 RE, P, A FACTOR SCORES ON THE M W T CONCEPTS FOR AREA 3, DING TO SEX AND INTELLIGENCE GROUPINGS Potency A ctivity Boys Mean S.D. Girls Mean S.D, Level of Sig. Boys Girls Mean S.D. Mean S.D. Level of Sig. (N = 59) (N = 83) (N = 59) (N = 83) 12.88 2.71 12.49 2.29 ns 13.58 3.93 14.54 3.49 ns 14.20 3.68 13.31 3.18 ns 16.19 3.95 16.75 3.30 ns 13.14 2.87 13.22 2.70 ns 14.80 3.46 15.02 2.70 ns 13.71 3.60 13.00 2.67 ns 13.81 4.49 13.19 3.84 ns (N = 273) (N = 296) (N = 273) (N = 296) 12.66 2.56 12.76 2.28 ns 13.76 3.34 14.63 3.06 ns 14.51 3.39 13.75 3.25 ns 16.70 3.49 17.52 2.93 ns 13.39 2.70 13.29 2.60 ns 14,82 3.28 15.24 3.09 ns 13.91 2.99 13.49 2.74 ns 13.25 3.72 13.47 3.82 ns (N = 219) (N = 184) (N = 219) (N = 184) 14.20 3.34 12.92 1.77 ns 13.27 3.31 14.42 2.68 ns 17.32 2.76 13.29 2.56 ns 17.00 2.83 17.61 2.52 ns 12.70 . 2.20 12.85 2.06 ns 13.93 3.25 15.31 2.65 ns 13.70 2.55 13.56 2.15 ns 13.40 3.29 13.58 3.53 ns (N = 551) (N = 563) (N = 551) (N = 563) 12.72 2.49 12.77 2.13 ns 13.55 3.40 14.55 3.01 .05 14.23 3.23 13.54 3.03 .01 16.76 3.30 17.44 2.87 ns 13.09 2.55 13.13 2.46 ns 14.47 3.31 15.23 2.90 ns 13.81 2.90 13.44 2.55 ns 13.37 3.64 13.46 3.73 ns TABLE 25 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A Fi SELF CONCEPT, ACCORDING TO SEX AND U Evaluation IQ „ M V T °* Concept Boys Girls Level of Boys Mean S.D. M ean S.D. Sig. Mean £ (N = 59) (N = 83) (N = 5‘ 13. M e 15.92 3.93 15.93 3.06 ns 13.25 : 14. M y School Ability 14.27 3.89 14.83 2.83 ns 12.92 : Lov: 15. How I'd Like To Be 18.03 3.56 18.99 3.03 ns 15.61 : 16. How M y Class Sees M e 14.08 3.28 14.52 2.77 ns 12.63 : (N = 273) (N = 296) (N = 2' 13. M e 16.17 3.27 16.17 2.96 ns 13.97 Aver.: 14. M y School Ability 15.21 3.28 15.81 3.34 ns 13.94 15. How I'd Like To Be 18.95 2.92 10.01 2.11 ns 16.66 16. Hov M y Class Sees M e 14.98 3.03 14.94 2.62 ns 13.33 (N - 219) (N = 184) (N = 2 13. M e 16.41 2.92 16.39 2.60 ns 13.63 High* 14. M y School Ability 15. How I'd Like To Be 16.29 19.46 3.00 2.24 16.71 20.07 2.64 1.64 ns ns 15.10 16.42 16. How M y Class Sees M e 14.75 2.94 15.39 2.41 ns 12.39 (N = 551) (N = 563) (N = 55 13. M e 16.24 3.21 16.21 2.87 ns 13.76 Total: 14. M y School Ability 15.54 3.31 15.96 3.11 ns 14.29 15. How I'd Like To Be 19.06 2.78 19.88 2.17 .01 16.45 16. How M y Class Sees M e 14.79 3.03 15.02 2.59 ns 12.88 200 TABLE 25 E, P, A FACTO R SCORES O N TH E M W T CONCEPTS FO R AREA 4, SEX A N D INTELLIGENCE GROUPINGS Potency A ctivity Boys Mean S.D. Girls Mean S.D. Level of Sig. Boys Mean S.D. Girls Mean S0D. Lev< ol Si i (N = 59) (N = 83) (N = 59) (N = 83) 13.25 3.84 12.11 3.05 ns 15.61 4.10 15.10 3.19 ns 12.92 3.62 12.42 2.63 ns 13.47 3.79 13.66 3.08 ns 15.61 3.47 12.98 3.50 ns 17.80 3.76 18.28 3.23 ns 12.63 2.87 11.75 2.74 ns 13.44 3.79 13.49 2.84 ns (N = 273) (N = 296) (N = 273) (N = 296) 13.97 3.52 12.65 2.86 ns 16.12 3.29 15.89 2.92 ns 13.94 3.35 13.78 3.13 ns 14.51 3.66 15.04 3.20 ns 16.66 3.29 13.64 3.46 ns 18.80 3.16 19.20 2.35 ns 13.33 2.88 11.85 2.58 ns 14.77 3.28 14.32 2.79 ns (N = 219) (N = 184) (N = 219) (N = 184) 13.63 3.24 12.74 2.58 ns 16.63 2.85 16.21 2.67 ns 15.10 3.10 15.16 2.94 ns 16.10 3.20 16.18 2.95 ns 16.42 3.00 13.30 2.83 ns 19.46 2.22 1 9. 30 2.20 ns 12.39 2.99 12.36 2.72 ns 15.01 3.20 15.46 2.74 ns (N = 551) (N = 563) (N = 551) (N = 563) 13.76 3.45 12.60 2.81 .01 16.27 3.23 15.88 2.90 .05 14.29 3.35 14.03 3.13 .05 15.03 3.61 15.21 3.20 ns 16.45 3.21 13.43 3.28 .01 18.95 2.94 19.09 2.47 ns 12.88 2.95 12.00 2.66 .01 14.73 3.33 14.57 2.86 ns TABLE 26 MEANS AND STANDARD DEVIATIONS OP THE MEANS POR E, P, A FA< AUTHORITY RELATIONSHIPS, ACCORDING TO SEX . Evaluation IQ No. M V T Concept Boys Mean S.D. Girls Mean S.D, Level of Sig. Boys Mean S 17. Authority (N = 12.68 59) 4.08 (N = 13.40 83) 3.24 ns (N = 12.51 59 3 Lov: 18. Rules 11 .00 4.34 12.54 4.28 ns 14.76 3 19. Punishment 9.41 4.14 9.86 3.87 ns 14.54 4 17. Authority (N = 13.50 273) 3.97 (N = 13.61 296) 3.80 ns (N = 14.15 27 3 Ayer.: 18. Rules 11 .55 4.50 12.71 4.43 ns 14.96 3 19. Punishment 9.27 4.01 9.21 3.92 ns 14.41 4 17. Authority (N = 13.08 219) 3.96 (N = 14.35 184) 3.61 ns (N = 14.65 21 'I High: 18. Rules 12.26 4.09 13.29 4.04 ns 14.94 * 19. Punishment 9.17 3.87 9.32 3.56 ns 14.78 17. Authority (N = 13.25 551) 3.98 (N = 13.82 563) 3,68 .05 (N = 14.17 y Total: 18. Rules 11.77 4.34 12.87 4.29 .01 14.93 19. Punishment 9.25 3.96 9.34 3.80 ns 14,57 i 201 jE 26 >, A FACTOR SCORES O N THE M V T CONCEPTS FOR AREA 5, C O SEX AND INTELLIGENCE GROUPINGS Potency A ctivity Boys a,n S.D. Girls Mean S.D. Level of Sig. Boys Mean S.D. Girls Mean S.D. Level of Sig. |] o 59) 3.44 (N = 12.95 83) 2.90 ns (N = 13.32 59) 4.12 (N = 13.52 83) 3.00 ns .76 3.23 14.02 3.31 .05 13.64 3.96 13.71 3.04 ns .54 4.11 13.81 3.53 ns 12.42 3.98 12.23 3.35 ns (N = .15 273) 3.28 (N = 14.10 296) 3.29 ns (N = 14.19 273) 3.37 (N = 14.35 296) 3.40 ns .96 3.16 14.99 2.93 ns 13.51 3.57 14.01 3.56 ns .41 4.31 14.48 3.98 ns 12.40 3.94 12.34 3.80 ns (N = .65 219) 3.47 {N = 1 5.00 184) 2.80 ns (N = 14.05 219) 3.30 (N = 14.95 184) 3.01 ns .94 3.22 15.49 2.92 .05 13.87 3.32 14.43 3.12 ns 00 t “ - o 4.05 14.91 3.68 ns 12.67 4.12 12.81 3.42 ns (N = -.17 551) 3.43 (N = 14.23 563) 3.14 ns (N = 14.04 551) 3.43 (N = 14.42 563) 3.25 ns “ .93 3.19 15.01 3.02 ns 13.67 3.51 14.10 3.35 ns k 57 4.18 14.52 3.83 ns 12.51 4.01 12.48 3.62 ns TABLE 27 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A FACTOR SC( GOAL ORIENTATION, ACCORDING TO SEX AND INTELL! IQ No. M V T Concept Evaluation ] Boys M ean S.D, Girls M ean S.D. Level of Sig. Boys M ean S.D. ] (N = 59) (N . 83) (N = 59) 20. Future 15.68 4.70 17.13 3.56 ns 14.75 3.53 21. College 13.85 5.12 15.10 4.13 ns 14.27 3.75 22. A Job 14.86 4.38 16.23 3.37 ns 14.10 3.54 Low: 23. Graduating 15.78 4.50 17.54 3.40 ns 13.97 3.37 24. Quitting School 9.27 5.71 7.45 4.36 ns 11.05 4.34 29. Money 17.19 4.74 18.01 3.20 ns 15.37 4.39 30. Success 14.80 4.39 17.69 3.28 .01 13.66 4.25 (N = 273) (N = 296) (N = 273) 20. Future 16.88 3.68 17.88 3.36 ns 15.19 3.33 21. College 15.79 4.16 15.76 4.15 ns 15.33 3.36 22. A Job 16.60 3.87 16.94 3.58 ns 15.25 3,47 Aver,: 23. Graduating 18.01 3.62 19.06 2.77 ns 15.01 3.03 24. Quitting School 6.58 4.64 5.86 4.20 ns 9.65 4.43 29. Money 18.43 3.45 18.49 3.20 ns 15.48 4.06 30. Success 18.03 3.40 18.65 3.00 .01 16.01 3.53 (N = 219) (N = 184) (N = 219) 20. Future 17.23 3.47 17.97 2.75 ns 15.52 3,01 21. College 16.78 3.25 16.99 3.50 ns 16.13 3.00 22. A Job 16.54 3.87 16.79 3.16 ns 14.91 3.24 High; 23. Graduating 18.62 2.85 18.66 2.87 ns 15.07 3.12 24. Quitting School 5.39 3.42 10.90 3.85 ns 10.18 4.23 29. Money 18.31 3.36 18.19 3.02 ns 14.82 4.20 30. Success 18.86 2.72 18.96 - ■ 2.59 ns 15.89 3.22 (N = 551) (N = 563) (N = 551) 20. Future 16.89 3.74 17.80 3.21 .01 15.27 3.23 21. College 15.97 4,03 16.06 4.00 ns 15.53 3.31 22. A Job 16.39 3.96 16.79 3.42 ns 14.99 3.40 Totals 23. Graduating 18.01 3.54 18.71 2.94 .01 14.92 3.12 24. Quitting School 6.39 4.47 5.98 3.98 .05 10.01 4.36 29. Money 18.25 3.59 18.32 3.14 ns 15.20 4.16 30. Success 18.01 3.48 18.61 2.94 .01 15.71 3.56 202 :tor scores on the mw t concepts FOR AREA 6, INTELLIGENCE GROUPINGS Potency A c tiv ity ,D. G irls Mean S.D. Level of Sig. Boys Mean S.D. G irls Mean S.D. Level of Sig. I (N = 83) (N = 59) (N = 83) .53 14.34 2.84 ns 15.03 3.85 15.71 3.18 ns .75 13.99 3.22 ns 14.24 4.79 15.16 3.84 ns .54 13.83 2.90 ns 15.37 4.51 15.31 3.57 ns .37 14.00 3.19 ns 15.05 4.06 16.25 3.28 ns .34 11 .22 4.02 ns 10.08 4.93 8.72 4.65 ns .39 14.58 4.17 ns 16.80 4.20 15.84 3.96 ns .25 14.63 3.59 ns 14.05 4.58 16.00 3.45 ns 3) (N = 296) (N = 273) (N = 296) ,33 14.61 3.29 ns 16.23 3.71 16.46 3.36 ns .36 15.28 3.40 ns 15.78 3.93 15.60 3.92 ns .47 14.28 3.25 ns 16.28 3.74 16.02 3.41 ns .03 15.20 3.24 ns 16.47 3.83 17.06 3.32 ns .43 9.97 4.17 ns 7.34 4.63 7.38 4,35 ns .06 14.92 4.35 ns 17.44 3,72 16.42 3.83 ns .53 15.58 3.80 ns 16.55 3.85 16.63 3.60 ns 9) (N = 184) (N = 219) (N = 184) .01 14.91 2.94 ns 17.03 3.16 17.05 2.94 ns .00 15.67 3.26 ns 17.07 3.14 16.71 3.53 ns .24 14.55 2.84 ns 16.12 3.83 16.37 3.00 ns .12 14.97 2.97 ns 17.14 3.68 17.33 3.15 ns .23 10.90 3.85 ns 6.51 4.17 6.59 3.67 ns .20 14.74 3.60 ns 16.88 3.74 16.34 3.62 ns .22 15.41 3.46 ns 16.90 3.51 16.35 3.25 ns 1) (N = 563) (N = 551) (N = 563) .23 14.67 3.12 .05 16.48 3.54 16.54 3.22 ns .31 1 5.22 3.37 ns 16.13 3.84 15.90 3.82 ns .40 14.31 3.07 ns 16.12 3.87 16.03 3.32 ns .12 14.95 3.17 ns 16.58 3.84 17.03 3.27 ns .36 10.46 4.07 ns 7.31 4.60 7.32 4.24 ns .16 14.81 4.09 ns 17.15 3.79 16.31 3.78 .05 .56 15.39 3.67 ns 16.42 3.89 16.45 3.47 ns TABLE 28 MEANS AND STANDARD DEVIATIONS OP THE MEANS FOR E, P, A I MORAL AND SOCIAL VALUES, ACCORDING TO SE Evaluation IQ No. M W T Concept Boys Girls Level of Boys M ean S.D. M ean S.D. Sig. M ean I (N = 59) (N = 83) (N = 5 25. Trying Hard 13.44 4.37 14.94 3.93 ns 13.78 Low: 26. Cheating 9.15 4.72 6.33 4.11 .05 10.58 27. Something Easy 14.98 4.75 16.29 4.15 ns 12.22 28. Something Important 14.54 4.23 15.70 3.63 ns 13.49 (N = 273) (N = 296) (N = 2' 25. Trying Hard 15.32 3.83 15.72 3.87 ns 14.63 Aver.: 26. 27. Cheating Something Easy 6.08 16.49 4.15 3.92 4.65 16.91 2.82 3.73 .05 ns 9.23 11.59 ■ 28. Something Important 16.07 3.64 16.74 3.60 ns 14.70 (N = 219) (N = 184) (N = 2 25. Trying Hard 15.36 3.56 15.70 3,16 ns 15.20 High: 26. 27. Cheating Something Easy 4.65 16.23 2.85 4,30 4.43 16.09 2.40 4.18 ns ns 10.03 ■ 10.03 28. Something Important 15.80 3.69 16.22 3.40 ns 15.38 (N = 551) (N = 563) (N = 5 25. Trying Hard 15.13 3.83 15.60 3.67 ns 14.76 Total: 26. Cheating 5.84 3.98 4.82 2.98 .01 9.69 ■ 27. Something Easy 16.23 4.19 16.55 3.96 .05 11.04 28. Something Important 15.80 3.75 16.42 3.56 ns 14.84 203 TABLE 28 EANS FOR E, P, A FACTOR SCORES ON THE MVT CONCEPTS FOR AREA 7, S, ACCORDING TO SEX AND INTELLIGENCE GROUPINGS Potency Activity Level of Sig. Boys M ean S.D. Girls Mean S.D. Level of Sig. Boys M ean S.D. Girls M ean S.D. Level of Sig. (N = 59) (N = 83) (N = 59) (N = 83) ns 13.78 3.90 13.98 3.55 ns 13.36 4.20 14.11 3.78 ns .05 10.58 3.67 10.67 4.47 ns 9.68 4.62 7.89 4.03 ns ns 12.22 3,65 11.66 3.83 ns 14.56 4.21 15.18 3.83 ns ns 13.49 3.72 13.72 2.93 ns 13.90 4.59 15.13 3.27 ns (N = 273) (N = 296) (N = 273) (N = 296) ns 14.63 3.30 14.72 3.46 ns 14.72 3.82 14.89 3.73 ns .05 9.23 4.36 9.45 4.30 ns 7.85 4.46 7.01 3.89 ns ns 11.59 4.05 10.34 4.00 ns 15.13 4.09 14.98 3.86 ns ns 14.70 3,44 15.21 3.60 ns 15.48 3.57 15.82 3.30 ns (N = 219) (N = 184) (N = 219) (N = 184) ns 15.20 3.35 14.85 2.90 ns 14.84 3.94 14.68 3.33 ns ns 10.03 4.68 10.90 4.34 .01 6.88 3.95 7.40 3.88 ns ns 10.03 4.24 9.78 3.68 ns 14.40 4.19 14.18 3.97 ns ns 15.38 3.48 15.43 3.09 ns 15.44 3.69 15.65 3.40 ns (N = 551) (N = 563) (N = 551) (N = 563) ns 14.76 3.41 14,65 3.31 ns 14,62 3.93 14.71 3.62 ns .01 9.69 4.44 10.11 4.39 ns 7.66 4.36 7.27 3.91 ns .05 11.04 4.17 10.36 3.91 .01 14.78 4.15 14.75 3.91 ns ns 14.84 3.53 15.06 3.39 ns 15.29 3.77 1 5.66 3.33 ns TABLE 29 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A FACTi SCHOOL EXPERIENCES, ACCORDING TO ACHIEVEMENT Evaluation IQ No. M V T Concept Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. Achievers Mean S.D 1. Teachers (N = 14.51 113) 3.38 (N = 12.74 29) 3.96 .05 (N = 12.81 113) 2.4 2. Grades 12.68 3.46 11.81 4.50 ns- 12.13 3.2 Low: 3. School 14.83 4.12 14.06 4.37 ns 15.27 3.5 4. Reading 14.31 4.07 12.78 4.32 ns 12.76 3.5 5. Ideal Teacher 17.35 3.88 15.65 5.28 ns 13.16 3.3 1. Teachers (N = 14.46 472) 3.38 (N = 13.70 97) 3.82 ns (N = 13.01 472) 2.1 2. Grades 13.79 3.61 13.39 3.82 ns 13.19 2.8 Aver.: 3. School 1 5.03 4.36 14.52 4.66 ns 15.96 2.9 4. Reading 15.38 3.86 12.76 4.27 ns 13.55 3.4 5. Ideal Teacher 18.45 3.12 17.19 3.97 ns 14.07 3.4 1. Teachers (N = 14.44 357) 3.33 (N = 15.02 46) 3.46 ns (N = 13.18 357) 2.1 2. Grades 14.96 3.58 14.04 3.35 ns 14.37 2.6 High: 3. School 15.55 4.01 15.87 3.17 ns 15.90 2.7 4. Reading 16.72 3.66 15.43 3.67 ns 14.61 3.2 5. Ideal Teacher 19.25 2.30 18.54 2.99 ns 14.33 3.5 204 ABLE 29 , P, A FACTOR SCORES ON THE MVT CONCEPTS FOR AREA 1, ACHIEVEMENT AND INTELLIGENCE GROUPINGS Potency A c tiv ity Achievers Mean S.D, Under- Achievers Mean S.D. Level of Sig. Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. (N = 12.81 113) 2.43 (N = 12.45 29) 2.77 ns (N = 14.37 113) 2.79 (N = 13.26 29) 2.86 ns 12.13 3.27 11 .74 2.59 ns 12.82 2.99 11 .48 3.55 ns 15.27 3.54 13.52 3.25 ns 15.47 3.95 15.42 3.51 ns 12.76 3.50 12.19 3.52 ns 13.13 3.88 11.13 3.47 ns 13.16 3.30 13.00 4.18 ns 16.78 3.72 15.29 4.62 ns (N = 1 3.01 472) 2.17 (N = 13.11 97)- 2.58 ns (N - 14.27 472) 3.17 (N = 14.40 97) 3.34 ns 13.19 2.85 12.67 2.96 ns 1 3.30 3.13 12.59 3.79 ns 15.96 2.94 15.76 3.77 ns 15.73 3.95 14.91 4.22 ns 13.55 3.49 12.61 3.88 n s 14.42 4.33 11.98 4.83 ns 14.07 3.42 13.79 3.99 ns 17*66 3.16 16.34 4.17 ns (N = 13.18 357) 2.12 (N = 12.98 46) 2.04 ns (N = 14.62 357) 3.18 (N = - 15.04 46) 2.72 ns 14.37 2.68 13.22 1.99 ns 14.42 2.99 13.09 2.73 ns 15.90 2.71 15.57 3.14 ns 15.94 3.66 15.59 3.91 ns 14.61 3.21 13.63 3.82 ns 1 5.78 4.09 14.11 4.15 ns 14.33 3.33 13.93 2.90 ns 18.54 2.78 17.89 3.11 ns TABLE 30 MEAN AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A FACTOR S( FAMILY RELATIONSHIPS, ACCORDING TO ACHIEVEMENT j Evaluation IQ No. M W T Concept Achievers M ean S.D. Under- Achievers M ean S.D. Level of Sig. Achievers M ean S.D. 6. H om e (N = 16.44 113) 4.04 (N = 15.06 29) 6.20 ns (N = 13.89 113) 3.27 Lovt 7. Ideal Parent 18.06 3.33 17.61 4.06 ns 14.14 3.24 8. Parents 16.82 3.65 14.61 5.54 .05 13.55 3.16 6. H om e (N = 16.55 472) 4.45 (N = 16.54 97) 4.65 ns (N = 14,31 472) 3.13 Aver, j 7. Ideal Parent 19.00 2.75 18.76 2.77 ns 14.41 3.47 8. Parents 16.22 4.46 16.57 4.57 ns 13.63 3.13 6. H om e (N = 16.71 357) 4.01 (N = 16.74 46) 3.56 ns (N = 14.02 357) 2.74 High: 7. Ideal Parent 19.45 2.18 19,28 2.88 ns 14.53 3.00 8. Parents 16.60 3.94 17.22 3.31 ns 13.92 2.45 205 rABLE 30 , P, A FACTOR SCORES O N TH E M V T CONCEPTS POR AREA 2, ro ACHIEVEM ENT AND INTELLIGENCE GROUPINGS Potency- A ctivity Achievers Mean S.D. Unde r- Achievers Mean S.D.. Level of Sig. Achievers Mean S.D. Under- Achievers Mean S.D, Level of Sig. (N = 13.89 113) 3,27 (N = 13.26 29) 3.99 ns (N = 15.21 113) 3.68 (N = 13.52 29) 4.22 .05 14.14 3.24 14.19 2.96 ns 17.37 3.46 17.16 3.62 ns 13.55 3.16 14.48 4.37 ns 16.04 3.57 13.32 4.96 .01 (N = 14.31 472) 3.13 (N = 14.62 97) 3.78 ns (N = 15.44 472) 4.18 ' (N = 15.77 97) 4.18 ns 14.41 3.47 14.38 4.14 ns 17.87 3.01 17.35 3.01 ns 13,63 3.13 14.10 3.33 ns 15.12 4.13 15.13 4,12 ns (N = 14.02 357) 2.74 (N = 14.46 46) 2.80 ns (N = 15.39 357) 3.96 (N = 15,74 46) 2.69 ns 14.53 3.00 14.80 2.99 ns 18.33 2.72 17.67 2.96 ns 13.92 2.45 14.30 2.47 ns 15.48 3.79 16.20 3.22 ns TABLE 31 MEANS AND STANDARD DEVIATIONS OP THE MEANS POR E, P, A PACTOR SOCIAL RELATIONSHIPS, ACCORDING TO ACHIEVEMENT A] Evaluation IQ No M V T * Concept Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. Achievers Mean S.D. (N = 113) (N = 29) (N = 113) 9. Most People 14.97 3.46 14.61 3.78 ns 12.57 2.57 Low: 10* M y Best Friends 17.60 3.59 16.52 3.25 .05 13.72 3.38 11. Classmates 16.18 3.67 14.81 2.90 ns 13.17 3.00 12. Grownups 14.45 4.29 13.87 4.42 ns 13.15 3.01 (N = 472) (N = 97) (N = 472) 9, Most People 15.09 3.56 15.37 3.88 ns 12.67 12.26 a 10. Aver.: M y Best Friends 17.90 3.15 18.29 2.67 ns 14.03 3.30 11. Classmates 15.93 3.38 15.81 3.59 ns 13.33 2.62 12. Grownups 14.44 4.14 14.80 3.58 ns 13.62 2.85 (N = 357) (N = 46) (N = 357) 9, Most People 14.81 3.10 15.11 3.14 ns 12.84 2.14 10. M y Best Friends 17.84 2.677 17.87 2.84 ns 13.62 2.70 High: 1U Classmates 15.37 3.13 15.74 2.48 ns 12.74 2.20 12. Grownups 14.59 3.62 15.17 3.32 ns 13.65 2.42 206 jE 31 ?, A FACTOR SCORES ON TH E M W T CONCEPTS FOR AREA 3, IIEVEMENT AND INTELLIGENCE GROUPINGS Potency A c tiv ity :hievers a-n S.D. Under- Achievers Mean S.D. Level pf Sig. Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. (N = 113) (N = 29) (N = 113) (N = 29) .57 2.57 13.23 2.45 ns 14.19 3.76 14.13 3.72 ns .72 3.38 13.81 3.73 ns 16.81 3.63 15.58 3.21 ns .17 3.00 13.19 1.49 ns 15.14 3.14 14.00 2.39 ns .15 3.01 13.74 3.36 ns 13.50 4.11 13.23 4.09 ns (N = 472) (N = 97) (N = 472) (N = 97) .67 12.26 12.92 3.07 ns 14.21 3.18 14.23 3.44 ns .03 3.30 14.54 3.48 ns 17.11 3.24 17.20 3.21 ns .33 2.62 13.35 2.76 ns 15.08 3.20 14.85 3.16 ns .62 2.85 14.02 2.96 ns 1 3.29 3.85 13.70 3.39 ns (N = 357) (N = 46) (N = 357) (N = 46) .84 ' 2.14 12.65 1 .82 ns 13.76 3.16 14.09 2.48 ns .62 2.70 13.54 3.07 ns 17.29 2.71 17.17 2.72 ns .74 2.20 13.02 1.54 ns 14.55 3.15 14,63 2.29 ns .65 2.42 13.57 2.04 ns 13.40 3.46 14.13 2.78 ns TABI MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, I SELF CONCEPT, ACCORDING TO ACHIE\ Evaluation IQ No. M V T Concept Achievers Under- Achievers Level of A < Mean S.D. Mean S.D. Sig. M et (N = 113) (N = 29) i 13. M e 16.15 3.22 15.23 4.08 .05 12, 14. M y School A bility 14.88 3.16 13.68 3.70 ns 12, Low: 15. How I ’d Like To Be 13.98 3.72 18.13 3.36 ns 13, 16. How M y Class Sees M e 12.02 (N = 2.94 472) 13.71 (N = 3.21 97) ns 12 13. M e 16.08 3.00 16.60 3.58 ns 13 Aver,: 14. 15. M y School A bility How I ’d Like To Be 15.70 19.59 3.15 2.52 14.65 19.07 3,98 2.85 ns ns 13 14 16. How M y, Class Sees M e 14.92 (N = 2.78 357) 15.11 (N = 3.00 46) ns 12 13. M e 16.41 2.79 16.35 2.71 ns 13 High: 14. 15. M y School Ability How I ’d Like To Be 16.60 19.74 2.86 2.00 15.52 19.76 2.60 2.10 ns ns 15 15 16. How M y Class Sees M e 15.04 2.76 15.02 2.47 ns 12 207 ABLE 32 , P, A FACTO R SCORES O N TH E M V T CONCEPTS FOR AREA 4, IEVEM ENT A N D INTELLIGENCE GROUPINGS Potency A ctivity Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. (N = 12.39 113) 3.46 (N = 13.48 29) 3.35 ns (N = 15.57 113) 3.31 (N = 14.42 29) 4.43 .05 12.71 3.09 12.45 3.00 ns 13.69 3.42 13.42 3.38 ns 13.98 3.72 14.61 3.75 ns 18.14 3.45 17.97 3.47 ns 12.02 2.94 12.52 2.20 ns 13.83 2.97 12.29 4.03 ns (N = 13.13 472) 3.17 (N = 14.02 97) 3.57 ns (N = 15.96 472) 3,01 (N = 16.21 97) 3.53 ns 13.99 3.09 13.22 3.83 ns 14.91 3.28 14.20 4.05 ns 14.94 3.63 15.79 3.94 ns 19.16 2.66 1.826 3.19 ns 12.50 2.76 12.84 3.12 ns 14.55 3.03 14.47 3.13 ns (N = 13.27 357) 3.03 (N = 12.91 46) 2.69 ns (N - 16.50 357) 2.79 (N = 15.93 46) 2.59 ns 15.32 3.03 13.61 2.58 hs 16.32 3.09 14.70 2.67 ns 15.01 3.23 14.85 3.91 ns 19.40 2.16 19.26 2.56 ns 12.39 2.87 12.28 2.86 njs I 1,5.30 3.02 14.54 2.78 ns MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR I AUTHORITY RELATIONSHIPS, ACCORDING 1 E valuation IQ No. M VT Concept Achievers Mean S.D. Under— Achievers Mean S.D. Level of Sig. 17. A uthority (N = 13.27 113) 3.29 (N = 12.52 29) 4.56 ns Low: 18. Rules. 1 2.10 4.33 11.48 4.52 ns 19. Punishment 9.47 3.89 10.48 4.35 ns 17. A uth ority (N = 13.49 472) 3.83 (N = 1 3.91 97) 4.15 ns Aver.s 18. Rules 12.34 4.33 11 .23 5.16 ns 19. Punishment 9.18 3.83 9.51 4.55 ns 17. A uth ority (N = 13.69 357) 3.88 (N = 13.46 46) 3.66 ns High: 18. Rules 12.73 4 .1 6 12.78 3.55 ns 19. Punishment 9.14 3.67 10.02 4.09 ns 208 TABLE 33 S FO R E, P, A FAC TO B SCO RES O N T H E M V T C O N C EPTS FO E AR EA 5, R D IN G T O A C H IEV EM EN T A N D INTELLIGENCE GROW INGS I Potency I Activity vel of •i g- Achievers Mean S.D. Under Achievers Mean S.D. Level of Sig. Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig., ns (N = 12.93 113) 2.98 (N = 12.32 29) 3,65 I f ns (N = 13.61 113) 3.09 (N = 12.87 29) 4.62 ns ns 14.35 3.25 14.61 3.63 ns 13.71 3.47 14.00 3.65 ns ns 14.35 3.85 13.26 3.40 ns 12.18 3.55 12.55 4.15 ns ns (N = 14.16 472) 3.17 (N = 13.95 97) 3.80 ns (N = 14.32 472) 3.35 (N = 14.04 97) 3.53 ns ns 14.90 2.95 15.31 3.45 ns 13.92 3.38 13.01 4.29 ns ns 14.37 4.11 14.85 4.29 ns 12.24 3.88 13.00 3.74 ns ns (N = 15.08 357) 3.06 (N = 12.72 46) 3.32 .05 (N = 14.57 357) 3.25 (N = 13.59 46) 2.70 ns ns 15.22 3.12 15.00 2.96 ns 14.18 3.26 13.76 3.09 ns ns 14.99 3.81 13.67 4.24 ns l 12.77 3.84 12.41 3.61 ns i i » i I TABLE 3^ MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR E, P, A GOAL ORIENTATION, ACCORDING TO ACHIEVE* Evaluation IQ x r M V T °* Concept Achievers Under- Achievers Level of Ac hie Mean S.D. Mean S.D. Sig. Mean (N = 113) (N = 29) (N = 20. Future 16.92 3.93 15.35 4.59 ns 14.70 21. College 14.80 4.52 14.19 5.05 ns 14.39 22. A Job 15.74 3.78 15.61 4.27 ns 13.93 Lovs 23. Graduating 17.11 3.79 15.97 4.55 .05 13.96 24. Quitting School 7.92 4.77 9.16 5.82 ns 10.91 29. Money 18.01 3.56 16.55 4.84 ns 15.25 30. Success 17.97 4.06 15.65 3.85 ns 14.43 (N = 472) (N = 97) (N : 20. Future 17.52 3.47 16.76 3.88 ns 14.92 21. College 16.12 3,88 14.07 4.97 .05 15.29 22. A Job 16.79 3.73 16.70 3.72 ns 14.75 Aver.: 23. Graduating 18.83 2.93 17.24 4.26 .05 15.14 24. Quitting School 5.93 4.15 7.54 5.40 ns 9.89 29. Money 18.46 3.31 18.49 3.37 ns 15.10 30. Success 18.57 3.03 17.29 3.81 ns 15.86 (N = 357) (N = 46) (N = 20. Future 17.60 3.20 17.30 3.08 ns 15.22 21. College 16.92 3.37 16.57 3.31 ns 15.93 22. A Job 16.60 3.65 17.13 2.81 ns 14.81 High: 23. Graduating 18.61 2.87 18.83 2.76 ns 14.98 24. Quitting School 5.39 3.23 5.85 4.08 ns 10.49 29. Money 18.25 3.20 18.33 3.25 ns 14.84 30. Success 18.96 2.59 18.48 3.18 ns 15.70 209 FABLE 34 3 , Pf A FACTOR SCORES ON THE MVT CONCEPTS FOR AREA 6, ACHIEVEMENT AND INTELLIGENCE GROUPINGS Potency A ctivity Achievers Mean S.D. Under— Achievers Mean S.D. Level of Sig. Achievers Mean S.D. Under- Achievers Mean S.D. Level of . Sig. (N = 113) (N = 29) : (N = 113) (N = 29) 14.70 3.01 14.03 3.69 ns 15.86 3.31 15.35 4.12 ns 14.39 3.44 13.13 3.18 ns 15.11 4.03 13.97 5.15 ns 13.93 3.12 14.26 3.44 ns 15.54 3.83 14.90 4.54 ns 13.96 3.28 14.26 3.34 ns 15.85 3.64 15.65 3.82 ns 10.91 4.09 12.16 4.18 nfe • 8.92 4.79 10.52 4.69 ns 15.25 4.27 13.77 4.01 .05 16.58 3.80 15.19 4.83 ns 14.43 3.93 13.71 3.82 ns 15.61 4.02 14.03 4.18 ns (N = 472) (N = 97) I (N = 472) (N = 97) 14.92 3.28 14.76 3.50 nfc 16.40 3.45 16.10 3.89 ns 15.29 3.32 15.36 3.65 ns 15.98 3.75 14.25 4.43 ns 14.75 3.38 14.75 3.43 ns 16.28 3.56 15.49 3.58 ns 15.14 3.09 14.98 3.38 n& 16.97 3.46 15.85 4.02 ns 9.89 4.18 9.49 4.84 ns 7.23 4.24 8.02 5.52 ns 15.10 4.27 15.61 3.98 ns 16.89 3,84 16.98 3.69 ns 15.86 3.65 15.42 3.78 ns 16.66 3.67 16.28 3.97 ns (N = 357) (N = 46) i (N = 357) (N = 46) 15.22 3.01 15.46 2.85 ns 17.12 3.05 16.43 3.10 ns 15.93 3.11 15.85 3.30 ns 17.08 3.25 15.61 3.64 ns 14.81 3.10 14.30 2.83 ns 16.22 3.52 16.37 3.17 ns 14.98 3.06 15.35 2.99 ns 17.22 3.49 17.24 3.16 ns 10.49 3.99 10.67 4.72 ns 6.49 3.90 7.00 4.26 ns 14.84 3.87 14.30 4.43 ns 16.61 3.70 16.78 3.60 ns 15.70 3.34 15.48 3.36 ns 16.70 3.42 16.26 3.24 ns 1 i TABLE 31 MEANS AND STANDARD DEVIATIONS OP THE MEANS FOR E, P, A MORAL AND SOCIAL VALUES, ACCORDING TO ACHII Evaluation IQ w M V T wo* Concept Achievers Under- Achievers Level of Achie^ Mean S.D. Mean S.D. Sig. Mean (N = 113) (N - 29) (N = 25. Trying Hard 14.54 4.10 1 3.48 4.40 ns 14.01 Low: 26. Cheating 27* Something Easy 7.20 15.88 4.58 4.42 8.29 15.39 4.51 4.54 ns ns 10.49 12.00 28* Something Important 15.47 3.96 14.52 3.77 ns 13.89 (N = 472) (N = 97) (N = 25* Trying,Hard 1 5.63 3.79 15.04 4.14 ns 14.70 A ver.: 26. Cheating 27. Something Easy 5.14 16.87 3.43 3.71 6.26 15.93 4.19 4.29 ns ns 9.44 10.84 28. Something Important 16.44 3.62 16.34 3.72 ns 1 5.00 (N = 357) (N - 46) (N = 25. Trying Hard 15.49 3.44 15.70 2.90 ns 15.05 High: 26. Cheating 27. Something Easy 4.55 16.04 2.64 4.34 4.59 17.13 2.81 3.29 ns ns 10.50 9.83 28. Something Important 16.00 3.56 15.91 3.60 ns 15.50 l BLE 35 P, A FACTOR SCORES ON THE MWT CONCEPTS FOR AREA 7, > ACHIEVEMENT AND INTELLIGENCE GROUPINGS Potency i Activity Achievers lean. S.D. Under— Achievers Mean S.D. Levql of Sig. Achievers Mean S.D. Under- Achievers M ean S.D. Level of Sig. (N = 113) (N = 29) (N = 113) (N 29) 4.01 3.79 13.74 3.37 ns 13.91 3.87 13.32 4.26 ns 0.49 4.32 11 .06 3.68 ns 8.26 4.44 9.65 4.02 ns 2.00 3.71 11 .45 3.85 ns 15.22 3.87 14.03 4.35 ns 3.89 3.21 12.77 3.32 ns 14.86 3.84 14.03 4.20 ns (N = 472) {N = 97) (N = 472) (N = 97) 4.70 3.36 14.53 3.51 ns 14.86 3.74 14.57 3.95 ns 9.44 4.28 8.89 4.53 ns 7.29 4.09 8.01 4.61 ns 0.84 4.08 11 .44 4.00 ns i 15.08 3.95 14.92 4.07 ns 5.00 3.50 14.78 3.78 ns 15.71 3.39 15.39 3.66 ns (N = 357) • (N = 46) (N = 357) (N = 46) 5.05 3.16 14.96 3.18 ns 14.80 3.74 14.46 3.10 ns 0.50 4.52 9.87 4.74 ns 7.06 3.95 7.54 3.69 ns 9.83 3.99 10.61 3.95 ns 14.21 4.15 15.02 3.53 ns i 5.50 3.23 14.63 3.82 ns 15.59 3.53 15.15 3.80 ns MEANS AND STANDARD DEVIATIONS OP THE MEANS FOR E, MORAL AND SOCIAL VALUES, ACCORDING TO Evaluation IQ No. M V T Concept Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. J ! M € (N = 113) (N = 29) 25. Trying Hard 14.54 4.10 13.48 4.40 ns U Low: 26. 27. Cheating Something Easy 7.20 15.88 4.58 4.42 8.29 15.39 4.51 4.54 ns ns 1 C 12 28. Something Important 1 5.47 (N = 3.96 472) 14.52 (N = 3.77 97) ns 25. Trying,Hard 15.63 3.79 15.04 4.14 ns 1' Aver.: 26. 27. Cheating Something Easy 5.14 16.87 3.43 3.71 6.26 15.93 4.19 4.29 ns ns < ,1( 28. Something Important 16.44 (N = 3.62 357) 16.34 (N = 3.72 46) ns 1! 25. Trying Hard 15.49 3.44 15.70 2.90 ns 1: High: 26. 27. Cheating Something Easy 4.55 16.04 2.64 4.34 4.59 17.13 2.81 3.29 ns ns ii i 28. Something Important 16.00 3.56 15.91 3.60 ns 1 210 rABLE 35 E, P, A FACTOR SCORES O N THE M W T CONCEPTS FOR AREA 7, ro ACHIEVEM ENT AND INTELLIGENCE GROUPINGS Potency ; A ctiv ity Achievers Mean S.D. Under- Achievers Mean S.D. Levql of Sig. Achievers Mean S.D. Under- Achievers Mean S.D. Level of Sig. (N = 113) (N = 29) (N = 113) (N = 29) 14.01 3.79 13.74 3.37 ns 13,91 3.87 13.32 4.26 ns 10.49 4.32 11 .06 3.68 ns 8.26 4.44 9.65 4.02 ns 12.00 3.71 11 .45 3.85 ns 15.22 3.87 14.03 4.35 ns 13.89 3.21 12.77 3.32 ns 14.86 3.84 14.03 4.20 ns (N = 472) (N = 97) (N = 472) (N = 97) 14.70 3.36 14.53 3.51 ns 14.86 3.74 14.57 3.95 ns 9.44 4.28 8.89 4.53 ns 7.29 4.09 8.01 4.61 ns .10.84 4.08 11.44 4.00 ns 15.08 3.95 14.92 4.07 ns 15.00 3.50 14.78 3.78 ns 15.71 3.39 15.39 3.66 ns (N = 357) ’ (N = 46) (N = 357) (N = 46) 15.05 3.16 14.96 3.18 ns 14.80 3.74 14.46 3.10 ns 10.50 4.52 9.87 4.74 ns 7.06 3.95 7.54 3.69 ns 9.83 3.99 10.61 3.95 ns 14.21 4.15 15.02 3.53 ns 15.50 3.23 14.63 3.82 ns 15.59 3.53 15.15 3,80 ns TABLE 36 M EANS AND STANDARD DEVIATIONS O E THE M EANS FOR EVALUATION FACTOR SCORES FOR A R EA 1 , SCHOOL EXPERIENCES, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS IQ M V T Boys Girls Achievers Under- Achievers Level of Sig. Achievers Under— Achievers Level of Sig. No. Concept Mean S.D. Mean S.D. Mean S.D. Mean S.D. (N = = 41) (N = 18) (N == 72) (N = 11) 1. Teachers 13.93 4.00 11.67 4.14 ns 14.85 2.89 13.73 2.80 ns 2. Grades 12.12 3.95 11.17 4.73 ns 13.00 3.08 11.73 3.31 ns Lov: 3. School 13.83 3.89 12.89 4,64 ns 15.40 4.11 15.27 3.22 ns 4. Reading 13.34 3.63 12.44 4.57 ns 14.86 4.17 12.18 3.43 ns 5. Ideal Teacher 16.56 4.17 15.56 5.96 ns 17.79 3.59 15.55 3.82 ns (N = 209) (N = 64) (N = 263) (N = 33) 1. Teachers 14.14 3.56 13.63 3.66 ns 14.70 3.19 13.85 4.05 ns 2. Grades 13.58 3.72 13.32 3.61 ns 13.96 3.51 13.52 4.15 ns Arer. : 3. School 14.22 4.66 14.47 4.50 ns 15.67 3.99 14.61 4,87 ns 4. Reading 15.02 3.60 12.78 3.83 ns 15.67 4.03 12.73 4.95 ns 5. Ideal Teacher 17.88 3.48 16.66 4.21 ns 18.91 2.70 18.21 3.14 ns (N = 191) (N = 28) (N = 166) (N = 18) 1. Teachers 14.19 3.35 14.54 3.26 ns 14.73 3.28 15.78 3.54 ns 2. Grades 14.93 3.77 13.54 3.42 ns 14.98 3.34 14.83 2.99 ns 3. School 14.98 4.37 15.50 3.50 ns 16.20 3.42 16.44 2.75 ns 4. Reading 16.21 3.71 15.18 4*03 ns 17.31 3.49 15.83 3.42 ns 5. Ideal Teacher 19.06 2.49 18.29 3.08 ns 19.47 2.04 18.94 2.70 ns to TABLE 37 M EANS AND STANDARD DEVIATIONS OP THE M EANS POR POTENCY PACTOR SCORES POR AREA 1 , SCHOOL EXPERIENCES, ACCORDING T O ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS vrrjrp Boys Girls IQ r l W l Under— Achievers Under- Achievers No. Concept Achievers Level of Sig. Achievers Level of Sig. Mean S.D. Mean S.D. Mean S .D . Mean S.D. (N = = 41) (N = 18) (N = 72) (N * 11) Low: 1. 2. 3 . 4. 5. Teachers Grades School ;Reading Ideal Teacher 13.32 12.12 15.34 12.78 13.54 2.32 2.96 3.53 3.34 3.12 11.50 11.06 15.67 12.00 13.17 2.69 3.03 3.61 3.62 4.43 .01 ns ns ns ns 12.53 12.14 15.22 12.75 12.94 2.43 3.41 3.52 3.56 3.35 13.82 12.36 15.09 12.00 12.09 2.25 .88 2.61 3.02 3.20 ns ns ns ns ns Aver. 1 . 2. : 3. 4. 5. Teachers Grades School Reading Ideal Teacher (N = 12.91 13.29 15.63 13.24 14.11 209) 2.32 2.87 3.26 3.56 3.62 (N = 13.30 13.11 15.56 12.75 13.89 64) 2.70 2.81 3.97 3.60 4.13 ns ns ns ns ns (N = 13.08 13.11 16.22 13.80 14.04 263) 2.04 2.84 2.63 3.40 3.25 (N = 12.76 11.82 16.15 12.33 13.61 33) 4.05 3.03 3.26 4.30 3.63 ns ns ns ns ns (N = 191) (N = 28) (N = 166) (N = 18) High: 1 . 2. 3. 4. 5. Teachers Grades School Reading Ideal Teacher 13.06 14.45 15.93 14.60 14.33 2.30 2.81 2.80 3.31 3.81 13.04 13.11 15.25 13.82 13.75 1.90 1.86 3.10 4.03 2.81 ns ns ns ns ns 13.33 14.28 15.86 14.63 14.33 1 .87 2.53 2.59 3.08 2.65 12.89 13.39 1 6.06 13.33 14.22 2.18 2.11 3.05 3.33 2.94 ns ns ns ns ns m fO TABLE 38 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR ACTIVITI FACTOR SCORES FOR AREA 1, SCHOOL EXPERIENCES, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS M FT Boys G irls IQ Under- Achievers Under- Achievers No, Concept Achievers Level of Sig. Achievers Level of Sig. Mean S.D. Mean S.D. Mean S.D. Mean S.D. 1. Teachers (N = 14.59 41) 3.10 (N = 13.06 18) 3.36 ns (N = 14.25 72) 2.57 (N = 13.45 11) 1.72 ns 2. Grades 12.88 3.01 11.33 4.07 ns 12.79 2.95 11.18 2.08 ns Lov* 3. School 15.15 3.80 15.72 4.04 ns 15.65 3.99 14.55 2.19 ns 4. Reading 12.44 3.93 9.78 3.17 ns 13.53 3.76 12.36 2.35 ns 5. Ideal Teacher 15.83 3,84 15.00 5.19 ns 17.32 3.50 15.09 3.40 ns 1. Teachers (N = 14.03 209) 3.45 (N = 14.70 64) 3.11 ns (N = 14.47 263) 2.91 (N = 13.82 33) 3.63 ns 2. Grades 13.10 3.25 12.86 3.54 ns 13.46 3.02 12.06 4.12 ns A ver.: 3. School 15.11 4.28 14.72 4.14 ns 16.23 3.58 15.27 4.10 ns 4. Reading 14.07 4.27 12.23 4.41 ns 14.70 4.35 11.48 5.46 ns 5. Ideal Teacher 17.20 3.45 16.14 4.40 ns 18.03 2.86 16.73 3.58 ns 1. Teachers (N 14.55 191) 3.14 (N = 14.68 28) 2,38 ns (N = 14.69 166) 3.21 (N = 15.61 18) 3.02 ns 2. Grades 14.31 3.02 12.86 2.53 ns 14.54 2.94 13.44 2.91 ns High.: 3. School 15.66 3.87 15.18 4.03 ns 16.26 3.35 16.22 3.52 ns 4. Reading 15.40 4.11 14.07 3.97 ns 16,22 4.02 14.17 4.31 ns 5. Ideal Teacher 18.35 3.20 17.46 3.48 ns 18.75 2,18 18.56 2.14 ns TABLE 39 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR EVALUATION FACTOR SCORES FOR AREA 2, FAMILI RELATIONSHIPS, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS IQ M V T Boys G irls Achievers Under- Achievers Level of Sig. Achievers Under- Achievers Level of Sig. No* Concept Mean S.D. Mean S.D. Mean S.D. Mean S.D. (N = 41) (N = 18) (N = 72) (N = 11) 6. Home 16.44 3.79 14.61 6.58 ns 16.44 4.15 15.00 5.46 ns Lov: 7. Ideal Parent 17.56 3.58 16.89 4.71 ns 18.35 3.12 18.45 2.46 ns 8. Parents 16.51 3.44 13.61 5.64 ns 17.00 3.72 15.27 2.9T ns (N - 209) (N = 64) (N = 263) (N = 33) 6. Home 16.56 4.31 16.67 4,25 ns 16.54 4.55 16.27 5.28 ns Ayer. 7. Ideal Parent 18.54 3.05 18.33 2.88 ns 19.37 2.42 19.61 2.28 ns 8. Parents 16.25 4.30 16.78 4.58 ns 16.20 4.57 16.15 4.46 ns (N = 191) (N = 28) (N = 166) (N = 18) 6. Home 16.83 4.02 16.86 3.23 ns 16.56 3.99 16.56 3.92 ns High: 7. Ideal Parent 19.21 2.27 18.57 3.42 ns 19.71 2.04 20.39 0.76 ns 80 Parents 16,70 3,88 17.25 3.46 ns 16.48 3.98 17,17 2.91 ns TABLE 40 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR POTENCY FACTOR SCORES FOR AREA 2, FAMILY RELATIONSHIPS, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS Boys G irls IQ M V T Achievers Under- Achievers Level of Sig. Achievers Under- Achievers Level of Sig. No. Concept Mean S.D. Mean S.D. Mean S.D. Mean S.D. 6. Home (N = 14.51 41) 3.51 (N = 13.39 18) 4.06 ns (N = 13.54 72) 3.05 (N = 12.36 11) 3.60 ns Lov: 7. Ideal Parent 14.66 3.19 14.06 3.31 ns 13.85 3.21 13.73 1.21 ns 8. Parents 13.56 3.23 14.89 4.21 ns 13.54 3.10 13.18 4.13 ns 6. Home (N = 14.69 209) 2.84 (N = 15.11 64) 3.32 ns O ff = 14.00 263) 3,30 (N = 13.67 33) 4.33 ns Aver0: 7. Ideal Parent 14.90 3.47 15.25 3.47 ns 14.02 3.42 12.70 4.71 ns 8. Parents 13.86 3.24 14.44 3.55 ns 13.44 3.02 13.45 2.69 ns 60 Home (N = 14.04 191) 2.98 (N = 14.43 28) 2.73 ns (N = 13.99 166) 2.42 (N = 14.50 18) 2.83 ns High: 7. Ideal Parent 14.54 3.41 14.86 3.24 ns 14.52 2.59 14.72 2.47 ns 8. Parents 13.95 2.53 14.50 2.65 ns 13.89 2.35 14.00 2.03 ns TABLE 41 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOE ACTIVITX FACTOR SCORES FOR AREA 2, FAMILT RELATIONSHIPS, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS IQ M V T Boys G irls Achievers Under- Achievers Level of Sig, Achievers Under- Achievers Level of Sig. No, Concept Mean S.D. Mean S.D. Mean S.D. Mean S.D. (N = 41) (N = 18) (N = 72) (N = 11) 6, Home 15.93 3.15 12.83 4.21 ns 14.81 3.87 13.82 3.66 ns Lov: 7. Ideal Parent 16.88 3.49 17.28 4.07 ns 17.65 3.40 16.55 2.64 ns 8. Parents 16.20 3.38 12.28 5.31 ns 15.94 3.65 14.00 3.46 ns (N = 209) (N = 64) (N = 263) (N = 33) 6. Home 15.32 4.19 16.02 3.90 ns 15.54 4.16 15.30 4.60 ns Aver. : 7, Ideal Parent 17.52 3.26 17.33 3.58 ns 18.15 2.76 17.39 3.62 ns 8. Parents 14.84 4,05 15.33 4.19 ns 15.35 4.17 14.76 3.90 ns (N = 191) (N « 28) (N = 166) (N = 18) 6, Home 15.49 3.99 15.29 2.46 ns 15.29 3.92 16.44 2.79 ns Eight 7c Ideal Parent 18.24 2^92 17.21 3.33 ns 18.44 2.45 18.39 1.95 ns 8. Parents 15.40 3.76 15.86 3.43 ns 15.58 3.82 16.72 2.66 ns TABLE 42 MEANS AND STANDARD DEVIATIONS OP THE MEANS FOR EVALUATION FACTOR SCORES FOR AREA 3, SOCIAL RELATIONSHIPS, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS Boys Girls m ----------------------------------------------------------------------- ---------------------------------------------------------------------- !Q Achievers Under- Achievers Under- No. Concept Acnievers Achievers Level A C J1ievers Achievers Level o f o f 9. Most People 10. My Best Low: Friends 11. Classmates 12. Grownups 9. Most People 10. My Best . Friends * 11, Classmates 12. Grownups 9. Most People 10. My Best High: Friends 11. Classmates 12. Grownups Mean S.D. Mean S.D. Sig. Mean S.D. Mean S.D. Sig. (N = 14.20 41) 4.01 (N = 14.22 18) 3.08 ns (N = 15.42 72) 2.99 (N = 14.73 11) 4.41 ns 16.27 3.90 16.17 3.27 ns 18.36 3.14 16.27 - 2.73 ns 15.27 14.61 4.11 4.47 14.89 13.94 3.26 5.02 ns ns 16.69 14.36 3.26 4.15 14.64 13.91 2.31 3.42 ns ns (N = 14.22 209) 3.79 j (N = 14.80 64) 3.56 ns (N = 15.78 263) 3.19 (N = 16.48 33) 4.16 ns 16.97 3.42 17.50 2.64 ns 18.65 2.70 19.82 1.83 ns 15.33 14.22 3.43 4.20 14.77 14.83 3.32 3.47 ns ns 16.40 14.61 3.25 4.07 17.85 14.76 3.15 3.73 .05 ns (N = 14.15 191) 3.35 (N = 14.57 28) 3.14 ns (N = 15.58 166) 2.58 (N = 15.94 18) 2.86 ns 17.34 2.70 17.18 3.08 ns 18.41 2.51 ' 18.94 1.87 ns 14.68 14.48 3.14 3.56 15.36 14.71 2.54 3.16 ns ns 16.17 14.71 2.91 3.67 16.33 16.22 2.19 2.44 ns ns £ TABLE 43 MEANS AND STANDARD DEVIATIONS OP TEE MEANS POR POTENCY FACTOR SCORES POR AREA 3, SOCIAL RELATIONSHIPS, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS IQ M W T Boys Girls No. Concept Achievers Under- Achievers Level ----------------- of Achievers Under- Achievers Level of Mean •S.D. Mean S.D. Sig. Mean S.D. Mean S.D. Sig 9. Most People (N = 12.61 41) 2.84 (N = 13.50 18) 2.17 ns (N = 15.42 72) 2.99 (N = 12.18 11) 1.34 ns Lovx 10. My Best Friends 14.37 3.54 13.83 3.86 ns 13.35 3.20 13.09 2.87 ns 11. Classmates 13.10 3.24 13.22 1.58 ns 13.21 2.83 13.27 1.35 ns 12. Grovnups 13.29 3.66 14.67 3.16 ns 13.07 2.53 12.54 3.31 ns 9. Most People (N = 12.62 209) 2.46 (N = 12.80 64) 2.82 ns (N = 12.71 263) 2.08 (N = 13.15 33) 3.46 ns Aver.: 10. My Best Friends 14.42 3.40 14.81 3.34 ns 13.72 3.19 14.00 3.63 ns 11. Classmates 13.46 2.71 13.16 2.61 ns 13.23 2.54 13.73 2.96 ns 12. Grovnups 13.86 3.01 14.08 2.92 ns 13.43 2.69 13.91 3.00 ns 9. Most People (N = 12.71 191) 2.44 (N a 12.93 28) 1.51 ns (N = 12.99 166) 1.71 (N = 12.22 18) 2.10 ns High* 10. My Best Friends 13.87 2.89 14.00 2.60 ns 13.34 2.42 12.83 3.48 ns 11. Classmates 12.64 2.26 13.11 1.59 ns 12.85 2.11 12.89 1.41 ns 12. Grovnups 13.73 2,62 13.50 1.95 ns 12.55 2.15 13.67 2.11 ns 218 t TABLE 44 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR ACTIVITY FACTOR SCORES FOR AREA 3, SOCIAL RELATIONSHIPS, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS Boys Girls M V T -------------------------------------------------- -------------------------------------------------- No. Concept Achievers Achievers Level Achievers Achievers Level ------------------- of 0f Mean S.D. Mean S.D. Sig. Mean S.D. Mean S.D. Sig (N = 41) (N - 18) (N = 72) (N = 11 9. Most People 13.10 4.24 14.67 2.67 ns 14.81 3.27 . 12.82 4.15 ns Lov: 10. M y Best Friends 16.44 •4.21 15.61 3.04 ns 17.03 3.21 14.91 3.12 ns 11. Classmates 14.95 3.68 14.44 2.75 ns 15.25 2.76 13.55 1.37 ns 12. Grovnups 13.93 4.56 13.56 4.61 ns 13.25 3.89 12.82 3.21 ns (N = 209) (N = 64) (N = 263) (N = 33) 9. Most People 13.73 3.42 13.86 3.06 ns 14.59 2.93 14.94 3.94 ns Aver.i 10. My Best Friends 16.69 3.56 16.73 3.22 ns 17.45 2.91 18.09 2.96 ns 11. Classmates 14.84 3.28 14.77 3.24 ns 15.27 3.11 15.00 2.92 ns 12. Grovnups 13.06 3.81 13.88 3.29 ns 13.48 3.85 13.36 3.50 ns (N = 191) (N - 28) (N = 166) (N = .18) 9. Most People 13.20 3.41 13.79 2.41 ns 14.40 2.70 14.56 2.43 ns High i 10. M y Best Friends 17.02 2.81 16.86 2.89 ns 17.60 2.54 17.67 2.26 ns 11. Classmates 13.86 3.34 14.43 2.41 ns 15.35 2.70 14.94 1.99 ns 12. Grovnups 13.34 3.35 13.86 2.68 ns 13.47 3.5V 14.56 2.79 ns TABLE 45 MEANS AND STANDARD DEVIATIONS OP THE MEANS FOR EVALUATION FACTOR SCORES FOR AREA 4, SELF CONCEPT, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS IQ M V T Boys Girls No. Concept Achievers Under- Achievers Level --------- 0f Achievers Under- Achievers Level ----------------- 0f Mean S.D. Mean S.D. Sig. Mean S.D. Mean S.D. Sig, (N = 16.12 41) 3.39 (N = 15.44 18) 4.82 ns (N = 16.17 41) 3.10 (N = 14.36 18) 2.10 ns 14.76 3.52 13.17 4.34 ns 13.96 2.91 14.00 1.86 ns 18.32 3.55 17.39 3.40 ns 19.01 3.01 18.82 3.01 ns 14.34 3.03 13.50 3.67 ns 14.64 2.82 13.73 2.09 ns (N = 16.14 209) 3.13 (N = 16.27 64) 3.66 ns (N = 16.03 263) 2.89 (N = 17.24 33) 3.28 ns 15.34 3.21 14.78 3.47 ns 15.99 3.06 14.39 4.78 ns 19.10 2.87 18.47 3.01 ns 19.98 2.12 20.24 2.02 ns 14.97 3.02 15,02 3.03 ns 14.89 2.57 15.30 2.90 ns (N = 16.41 191) 2.93 (N « 16.43 28) 2.82 ns (N = 16.41 166) 2.61 (N = 16.22 18) 2.44 ns 16.41 3.05 15.43 2.46 ns 16.82 2.60 15.63 2.72 ns 19.46 2.21 19.50 2.41 ns 10,06 1.66 10.17 1.30 ns to M 14.73 2.99 14.89 2.48 ns 15.41 2.41 15.22 2.37 ns o 13. M e 14. M y School Lov: A bility 15. Hov I 'd Like To Be 16. Hov My Class Sees M e 13. M e 14. My School Aver.: A bility 15* Hov I 'd Like To Be 16. Hov My Class Sees M e 13. M e 14. M y School High: A bility 15. Hov I 'd Like 16. Hov°MyeClass ____________-SassJEfe__ TABLE 46 MEANS AND STANDARD DEVIATIONS OP THE MEANS POR POTENCX PACTOR SCORES POR AREA 4, SELP CONCEPT, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS Boys Girls M V T IQ Achievers No. Concept Under- Achievers Level ----------------- of Achievers Under- Achievers Level ----------------- of Mean S.D. Mean S.D. Sig. Mean S.D. Mean S.D. Sig (N = 41) (N = 18) (N = 72) (N = 11) 12.76 3.87 14.39 3.40 ns 12.18 3.16 11.64 1.97 ns 13.08 3.56 12.56 3.62 ns 12.50 2.74 11.91 1.38 ns 15.63 3.29 15.56 3.77 ns 13.04 3.60 12.55 2.57 ns 12.49 2.93 12.94 2.61 ns 11.75 * 2.90 11.73 1.05 ns (N = 13.89 209) 3.43 (N = 14.25 64) 3.75 ns (N = 12.53 263) 2.81 (N = 13.58 33) 3.08 ns 13.96 3.37 13.88 3.24 ns 14.02 2.83 11.94 4.46 ns 16.65 3.24 16.70 3.42 ns 13.59 3.34 14.03 4.23 ns 13.29 2.79 13.47 3.14 ns 11.88 2.57 11.61 2.64 ns (N = 13.64 191) 3.26 (N = 13.57 28) 3.01 ns (N = 12.83 266) 2.65 (N = 11.89 18) 1.49 ns 15.27 3.15 13.96 2.34 ns 15.39 2.86 13.06 2.76 ns 16.41 2.90 16.46 3.56 ns 13.41 2.80 12.33 2.85 ns 12.37 2.97 12.57 3.04 ns 12.42 2.74 11.83 2.39 ns 13. M e 14. My School T n A b iliti es h0vi 15. Hov I 'd Like To Be 16. Hov M y Class Sees M e 13. M e 14. M y School Aver.* A b ilities 15. Hov I*d Like To Be 16. Hov My Class Sees M e 13. M e 14. My School High: A b ilities 15. Hov I 'd Like To Be 16. Hov My Class Sees M e to TABLE 47 MEANS AND STANDARD DEVIATIONS OP THE MEANS FOR ACTIVITY FACTOR SCORES FOR AREA 4, SELF CONCEPT, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS Boys Girls M V T 10 Achievers No. Concept Under- Achievers Level ----------------- of Achievers Under- Achievers Level ----------------- of Mean S.D. Mean S.D, Sig. Mean S.D. Mean S.D. Sig (N - 15,83 41) 3.55 (N = 15.11 18) 5.01 ns (N = 15.42 72) 3.14 (N = 13.00 11) 2.52 ns 13.63 3.66 13.11 3.94 ns 13.72 3.25 13.27 1.29 / ns 17.83 3.82 17.72 3.51 ns 18.32 3.17 18.00 3.41 ns 14.02 3.10 12.11 4.68 ns 13.72 2.86 12.00 2.04 ns (N = 16.12 209) 3.14 (N = 16.14 64) 3.69 ns (N = 15.83 263) 2.88 (N 16.33 33) 3.11 ns 14.52 3.63 14.48 3,72 ns 15.22 2.94 13.64 4.52 ns 19.09 3.04 17.84 3.33 ns 19.21 2.30 19.06 2.67 ns 14.76 3.30 14.83 3,20 ns 14.39 2.78 13.79 2.80 ns (N = 16,69 191) 2.89 (N = 16.29 28) 2.52 ns (N = 16.30 166) 2.66 (N = 15.39 18) 2.52 ns 16.28 3.25 14.82 2.42 ns 16.37 2.89 14.50 2.93 ns 19.47 2.17 19.43 2.48 ns 19.33 2.15 19.00 2.58 ns 15.07 3.25 14.64 2.72 ns 15.57 2.70 14.39 2.79 ns 13. M e 14. My School Lov: A b ility 15. Hov I ’d Like To Be 16. Hov My Class Sees M e 13. M e 14. My School Aver,i A b ility 15. Hov I 'd Like To Be 16. Hov M y Class Sees M e 13. M e 14. My School A bility 15. Hov I ’d Like Highi To Be 1 6. Hov My Class Sees M e to to TABLE 48 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR EVALUATION FACTOR SCORES FOR AREA 5, AUTHORITX RELATIONSHIPS, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS M W T Boys Girls Achievers Under- Achievers Level of Sig. Achievers Under- Achievers Level of Sig. j.y No. Concept Mean S.D. Mean S.D. Mean S.D. Mean S.D. (N = 41) (N ^ 18) (N = 72) (N = 11) 17. Authority 13.00 3.17 11.94 5.48 ns 13.43 3.32 13.18 2.44 ns Low* 18. Rules 11.39 4.02 10.11 4.75 ns 12.50 4.42 12.82 2.98 ns 19. Punishment 8.98 3.97 10.44 4.22 ns 9.75 3.79 10.55 4.12 ns (N = 209) (N = 64) (N = 263) (N = 33) 17. Authority 13.38 3.82 13.91 4.38 ns 13.57 3.82 13.91 3.60 ns A yer.:18. Rules 11.74 4.28 10.92 5.09 ns 12.82 4.30 11.82 5.17 ns 19. Punishment 9.12 3.94 9.75 4.18 ns 9.23 3.74 9.03 5.10 ns (N = 191) (N = 28) (N * 166) (N = 18) 17. Authority 13.15 3.99 12.64 3.62 ns 14.31 3.63 14.72 3.25 ns 18. Rules 12.19 4.20 12.75 3.09 ns 13.34 4.02 12.83 4.07 ns High* 19. Punishment 8.98 3.74 10.50 4.35 ns 9.33 3.57 9.28 3.38 ns to w U ) TABLE 49 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR POTENCX FACTOR SCORES FOR AREA 5, AUTHORITY RELATIONSHIPS, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS TO . . . M V T Boys Girls Achievers Under- Ac hie vers Level of Sig. Achievers Under- Achievers Level of Sig. No. Concept Mean S.D. Mean S.D. Mean S.D. Mean S.D. (N = 41) (N = 18) (N = 72) (N = 11) 17. Authority 12.68 2.87 12.11 4.37 ns 13.07 3.01 12.18 1.70 ns Lo tt: 18. Rules 14.73 3.01 14.83 3.58 ns 14.13 3.33 13.36 2.93 ns 19. Punishment 15.15 4.06 13.17 3.77 ns 13.90 3.61 13.18 2.59 ns (N = 209) (N = 64) (N = 263) (N = 33) 17. Authority 14.11 3.14 14.27 3.70 ns 14.20 3.19 13.33 3.83 ns A yer.:18. Rules 14.87 3.09 15.23 3.35 ns 14.93 2.83 15.45 3.59 ns 19. Punishment 14.25 4.31 14.94 4.23 ns 14.46 3.93 14.67 4.34 ns (N = 191) (N = 28) (N = 166) (N = 18) 17. Authority 15.00 3.40 12.29 2.91 ns 15.17 2.61 13.39 3.70 ns High.: 18. Rules 15.04 3.28 14.29 2.67 ns 15.42 2.90 16.11 2.96 ns 19. Punishment 15.09 3.89 12.61 4.42 ns 14.87 3.71 15.33 3.16 ns lO to TABLE 50 MEANS AND STANDARD DEVIATIONS OR THE MEANS FOR ACTIVITY FACTOR SCORES FOR AREA 5, AUTHORITY RELATIONSHIPS, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS IQ M ¥T Boys Girls Achievers Under- Achievers- Sig. Achievers Under- Achievers Sig. No. Concept Mean S.D. Mean S.D. Mean S.D. Mean S.D. (N = - +1) (N = 18) (N = 72) (N = 11) 17. Authority 13.63 3.11 12.61 5.64 ns 13.60 3.05 13.00 2.37 ns Lov: 18. Rules 13.61 3.95 13.72 3.87 ns 13.76 3.13 13,36 2.14 ns 19. Punishment 12.29 3.60 12.72 4.64 ns 12.11 3.50 13.00 1.71 ns (N = 209) (N = 64) (N = 263) (N = 33) 17. Authority 14.18 3.36 14.23 3.39 ns 14.43 3.34 13.67 3.72 ns Aver.i 18. Rules 13.72 3.34 12.80 4.13 ns 14.08 3.41 13.42 4.49 ns 19. Punishment 12,23 4.06 12.94 3.42 ns 12.24 3.73 13.12 4.25 ns (N = 191) (N = 28) (N * 166) (N = 18) 17. Authority 14.24 3.35 12.75 2.50 ns 14.96 3.07 14.89 2.38 ns High: 18. Rules 13.87 3.41 13.86 2.63 ns 14.52 3.04 13.61 3.62 ns 19. Punishment 12.65 4.19 12.75 3.52 ' ns 12.91 3.38 11.89 3.59 ns to to U1 TABLE 51 MEANS AMD STANDARD DEVIATIONS OF THE MEANS FOR EVALUATION FACTOR SCORES FOR AREA 6, GOAL ORIENTATION, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS IQ Lov: High: Boys Girls M T No. Concept Achievers Under- Achievers Level of Achievers Under- Achievers Level of Mean S.D. Mean S.D. Sig. Mean S.D. Mean S.D. Sig, (N = 41) (N = 18) (N = 72) (N = 11) 20. Future 16.27 4.31 14.33 5.13 ns 17.29 3.62 16.09 2.71 ns 21. College 13.66 5.19 14.28 4.78 ns 15.44 3.90 12.82 4.67 ns 22. A Job 14.61 4.13 15.44 4.76 ns 16.39 3.37 15.18 3.04 ns 23. Graduating 16.05 4.21 15.17 4.91 ns 17.71 3.34 16.45 3.45 ns 24. Quitting School 8.78 5.49 10.39 5.88 ns 7.43 4.19 7.55 5.19 ns 29. Money 17.90 4.02 15.56 5.63 ns 18.07 3.25 17.64 2,67 ns 30. Success 14.95 4.61 14.44 3.69 ns 17.85 3.25 16.64 3.11 ns (N = 209) (N = 64) (N = 263) (N = 33) 20. Future 17.02 3.57 16.39 3.94 ns 17.92 3,32 17.48 3.59 ns 21. College 16.14 3.86 14.64 4.83 ns 16.11 3.88 12.97 4.98 ns 22. A Job 16.59 3.94 16.64 3.60 ns 16.95 3.54 16.82 3,88 ns 23. Graduating 18.48 3.115 16.47 4.50 ns 19.10 2.70 18.73 3.20 ns 24. Quitting School 6.19 4.24 7.86 5.53 ns 5.73 4.06 6.91 4.99 ns 29. Money 18.56 3.38 18.02 3.62 ns 18,38 3.25 19.42 2.53 ns 30. Success 18.31 3.30 17.14 3.55 ns 18,79 2.78 17.58 4.19 ns (N = 191) (N » 28) (N = 166) (N = 18) 20. Future 17.21 3.52 17.11 3.06 ns 18.01 2.71 17.61 2.98 ns 21. College 16.80 3.26 16.64 3.08 ns 17.05 3.48 16.44 3.55 ns 22. A Job 16.48 3,99 16.96 2.81 ns 16.73 3.19 17.39 2.71 ns 23. Graduating 18.65 2.81 18.39 3.03 ns 18.57 2.92 19.50 2.01 ns 24. Quitting School 5.35 3.27 5.68 4.21 ns 5.44 3.17 6.11 3.73 ns 29. Money 18.30 3.34 18.36 3.44 ns 18.18 3.03 18.28 2.82 ns 30. Success 18.91 2.62 18.50 3.31 ns 19.01 2.55 18.44 2.87 ns 226 TABLE 52 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR POTENCY FACTOR SCORES FOR AREA 6 , GO AL ORIENTATION, ACCORDING T O ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS Boys Girls M tfT IQ Lov: No* Coneept Achi«ivers Achievers Level Achi«jvers Achievers Level nf Mean S.D. Mean S.D. ' O X Sig. Mean S.D. Mean S.D. D X Sig. (N = 41) (N = 18) (N = 72) (N = 11) 20. Future 15.10 3.07 13.94 4*21 ns 14.47 2.92 13.45 1.83 ns 21 o College 15.02 3.65 12.56 3.29 ns 14.03 3.24 13.73 2.89 ns 2 2, A Job 14.10 3.43 14,11 3.66 ns 13.83 2.90 13.82 2.76 ns 23. Graduating 13.88 3.45 14.17 3.08 ns 14.01 3.16 13.91 3.23 ns 24. Quitting School 11.02 4.38 11.11 4.14 ns 10.85 3.89 13.64 3.87 ns 29. Money 16.10 4.10 13.72 4.48 .05 14.76 4.26 13.36 3.02 .05 30. Success 14.07 4.38 12.72 3.63 ns 14.64 3.61 14.55 3.31 ns (N = 209) (N = 64) (N = 263) (N « 33) 20. Future 15.27 3.26 14.94 3.51 ns 14.63 3,27 14.42 3.39 ns 21. College 15.21 3.35 15.72 3.33 ns 15.35 3.29 14.67 4.06 ns 2 2 . A Job 15.22 3.58 15.34 3.06 ns 14.37 3.17 13.61 3.75 ns 23. Graduating 15.02 3.07 14.97 2.89 ns 15.23 3.10 15.00 4,13 ns 24. Quitting School 9.65 4.33 9.67 4.71 ns 10.08 4.03 9.15 4.99 ns 29. Money 15.54 4.12 15.28 3.83 ns 14.76 4.35 16.24 4.12 .05 30. Success 16.09 3.54 15.75 3.43. ns 15.68 3.72 14.79 4.26 ns (N = 191) (N = 28) (N = 166) (N = 18) 2 0. Future 15.48 3,03 15.82 2.82 ns 14.92 2.96 14.89 2.73 ns 2 1 . College 16.14 2,94 16.04 3.30 ns 15.69 3.26 15.56 3.18 ns 22. A Job 15.00 3.27 14.32 2.88 ns 14,58 2.85 14.28 2.66 ns 23. Graduating 14.98 3,11 15.68 3.04 ns 14.98 2.9 8 14.83 2.75 ns 24. Quitting School 10.17 4,08 10.25 5.07 ns 10.86 3.83 11.33 3.87 ns 29. Money 14.73 4.13 15.39 4.54 .05 14.97 3.54 12.61 3.50 .05 30. Success 15.90 3.13 15.89 3.71 ns 15.48 3.54 14.83 2.48 ns 227 TABLE 53 MEANS AND STANDARD DEVIATIONS OP THE MEANS FOR ACTIVITX PACTOR SCORES POR AREA 6 , G O AL ORIENTATION, ACCORDING T O ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS M ¥T Boys Girls IQ Under- Under- No. Concept .acnievers Achievers Level of Sig, acm evers Achievers Level of Sig. Mean S.D. Mean S.D. Mean S.D. Mean S.D. (N = 41) (N = 18) • (N = 72) (N = 1 1) 2 0. Puture 15.88 3.39 15.06 4.59 ns 15.85 3.24 14.82 2.37 ns 2 1. College 14.88 4.27 12.78 5.41 ns 15.24 3.85 14.37 3.55 ns 2 2. A Job 15.49 4.17 15.11 5.08 ns 15.57- 3.59 13.64 2.74 ns Lov: 23. Graduating 14.83 3.96 15.56 4.13 ns 16.43 3.28 15.09 2.91 ns 24. Quitting jSchool 9.98 4.93 10.33 4.78 ns 8.32 4.58 11.36 4.05 ns 29. Money 17.56 3.39 15.06 5.14 ns 16.01 3.88 14.73 4.09 ns 30. Success 14.34 4.60 13.39 4.34 ns 16.33 3.41 13.82 2.69 ns (N = 209) (N = 64) (N = 263) . (N = 33) 20. Future 16.28 3.62 16.06 3.94 ns 16.49 3.30 16.18 3.74 ns 2 1 . College 16.07 3.74 14.84 3.35 ns 15.92 3.75 13.09 4.29 ns 22. A Job 16.34 3.77 16.08 3.60 ns 16.23 3.38 14.36 3.19 ns A ver.: 23. Graduating 16.64 3.70 15.89 4.15 ns 17.23 3.23 15.76 3.68 ns 24. Quitting School 7.18 4.29 7 .8 8 5.54 ns 7.27 4.18 8.30 5.40 ns 29. Money 17.58 3.70 16.95 3.73 ns 16.34 3.85 17.03 3.55 ns 30. Success 16.57 3.89 16.48 3.72 ns 16.73 3.48 15.88 4.33 ns (N = 191) (N = 28) (N = 166) (N = 18) 2 0 . Puture 17.15 3.16 16.18 2.95 ns 17.08 2.90 16.83 3.18 ns 2 1. College 17.24 3.10 15.96 3.16 ns 16.89 3.40 15.06 4.14 ns 2 2. A Job 16.07 3.91 1 6.46 3.10 ns 16.39 2.97 16.22 3.19 ns High: 23. Graduating 17.08 3.75 17.57 3.05 ns 17.39 3.13 16.72 3.18 ns 24. Quitting School 6.45 4.14 6.96 4.26 ns 6.54 3.60 7.06 4.14 ns 29. Money 16.84 3.73 17.11 3.68 ns 16.34 3.64 16.28 3.31 ns 10 to ns oo 30. Success 16.97 3.54 16.43 3.18 ns 16.39 3.24 16.00 3.23 TABLE 54 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOB EVALUATION FACTOR SCORES FOR AREA 7 , ' M O R A L AND SOCIAL VALUES, ACCORDING T O ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS IQ M V T No. Concept Achievers Boys Under- Achievers Level of Achievers Girls Under- Achievers Level of Mean S.D. Mean S.D. Sig. Mean S.D. Mean S.D. Sig (N = 41) (N = 18) (N = 72) (N = 11) 25. Trying Hard 13.05 4.24 14.33 4.42 .05 15.39 3.73 12.00 3.79 .05 26. Cheating 8.90 4.61 9.72 4.77 ns 6.24 4.23 6.91 2.81 ns 27. Something Easy 15.24 4.66 14.39 4.77 ns 16.25 4.20 16.55 3.63 ns 28. Something Important 14.39 4.67 14.89 3.48 ns 16.08 3.46 13.18 3.59 .01 (N = 109) (N = 64) (N = 263) (N = 33) 25. Trying Hard 15.49 3.75 14.75 3.99 ns 15.73 3.81 15.61 4.31 ns 26. Cheating 5.89 3.97 6.72 4.57 ns 4.56 2.77 5,36 3.03 ns 27. Something Easy 16.84 3.79 15.36 4.08 ns 16.90 3.63 17.03 4.41 ns 28. Something Important 16.20 3.68 15.67 3.47 ns 16.63 3.56 17.64 3.78 .01 (N = 191) (N = 28) (N = 166) (N =, 18) 25. Trying Hard 15.28 3.63 15.86 2.86 ns 15.73 3.19 15.44 2.71 ns 26. Cheating 4.64 2.81 4.71 3.07 ns 4.44 2.41 4.39 2.24 ns 27. Something Easy 16.11 4.43 17.04 3.09 ns 15.96 . 4.22 17.28 3.49 ns 28. Something T nrnn T + . Q n + . 15.74 3.73 16.21 3.31 ns 16.30 3.32 15.44 3.88 ns Low: High: N > v O TABLE 55 MEANS AND STANDARD DEVIATIONS OF THE MEANS FOR POTENCY FACTOR SCORES FOR AREA. 7 , M O R A L AND SOCIAL VALUES, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS IQ Boys ' Girls M V T T No. Concept Achievers Under- Achievers Level of Achievers Under- Achievers Level ------------------ of Mean S.D. Mean S.D. Sig. Mean S.D. Mean S.D. Sig 25. Trying Hard (N = 13.93 41) 4.07 (N - 13.44 18) 3.35 ns (N = 14.06 72) 3.59 (N = 13.45 11) 3.00 ns Lovt 26. Cheating 10.37 4,08 11.06 2.25 ns 10.56 4.41 11.45 4.60 ns 27. Something Easy 12.41 3.74 11.78 3.28 ns 11.76 3.65 11.00 4.67 ns 28. Something Important 13.93 3,66 12.50 3.56 ns 13.88 2.90 12.73 2.80 ns 25. Trying Hard (N = : 14.65 209) 3.32 (N = 14.55 64) 3.19 ns (N = 14.75 263) 3.38 (N = 14.48 33) 4.01 . ns Aver, i 26. Cheating 9.18 4.24 9.41 4.69 ns 9.65 4.29 7.8 8 3.94 .01 27. Something Easy 11.37 4.15 12.31 3.59 ns 10.42 3.96 9.76 4.16 ns 28. Something Important 14.69 3.45 14.72 3.39 ns 15.24 2.52 14.91 4.11 ns 25. Trying Hard (N = 15.19 191) 3.30 (N = 15.25 28) 3.66 ns (N = 14.89 166) 2.97 (N = 14.50 18) 2.03 ns High* 26. Cheating 10.28 4.71 8.29 4.03 .01 10.75 4.28 12.28 4.60 .01 27c Something Easy 9.85 4.24 11.25 3.92 ns 9.80 3.67 9.61 3.65 ns 28. Something T vmr\n T * + . Q n+. 15.42 3.32 15.07 4.35 ns 15.59 3.10 13.94 2.50 ns to o TABLE 56 MEAN'S AND STANDARD DEVIATIONS OF THE MEANS FOR ACTIVITY FACTOR SCORES FOR AREA 7, MORAL AND SOCIAL VALUES, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS IQ Boys G i r l s M W T No. Concept Achievers Under- Ac hie vers Level of Achievers Under- Achievers Level of Mean S.D. Mean S.D. Sig. Mean S.D. Mean S.D. Sig (N = 41) (N = 18) (N = 72) (N = 11) 25. Trying Hard 12.98 3.93 14.22 4.53 ns 14.44 3.71 11.91 3,32 ns 26. Cheating 9.39 4.77 10.33 4,03 ns 7.61 4.07 9.73 2.96 ns 27. Something Easy 15.07 3.89 13.39 4.55 ns 15.31 3.83 14.36 3.52 ns 28. Something Important 13.85 4.54 13.00 4.57 ns 15.43 3.21 13.18 2.82 .05 (N = 209) {N = 64) (N = 263) (N = 33) 25. Trying Hard 14.72 3,86 14.72 3.68 ns 14.97 3.63 14.27 4.36 ns 26. Cheating 7.76 4.28 8.11 4.99 ns 6.91 3.89 7.82 3.69 ns 27. Something Easy 15.20 4,13 14.91 3.93 ns 14,98 3.80 14.94 4.28 ns 28. Something Important 15,69 3.58 14.78 3.44 ns 15.72 3.22 16.56 3.72 ns (N = 191) (N = 28) (N = 166) (N = 18) 25. Trying Hard 14.93 4.02 14.21 3.14 ns 14.66 3.36 14.83 2.91 ns 26. Cheating 6.87 4*01 6.93 3.41 ns 7.28 3.86 8.50 3.80 ns 27. Something Easy 14.34 4.29 14.82 3.27 ns 14.05 3.96 15.33 3.79 ns 28. Something T tnnn r* + .o n+. 15.43 3.67 15.50 3.79 ns 15.76 3.34 14.61 3,64 .05 Lovi 232 Summary of the A n a ly sis o f Variance In a d d itio n to the fin d in g s concerning the main e f f e c t s , the a n a ly s is of v a ria n ce technique also y ie ld e d s i g n i f i c a n t d if f e r e n c e s fo r the tv o -v a y and three-w ay i n t e r a c t i o n s . The reader i s r e fe r r e d to Table 1 f o r an overview o f the complete stu d y . Since the t o t a l number o f in t e r a c t io n s between the v a rio u s groupings amounted to 360 (fou r on each o f the E, P, A f a c t o r s fo r the t h i r t y M W T c o n c e p ts ), chance f a c t o r s alon e are capable o f pro ducing s ig n if ic a n c e a t the .01 l e v e l in approxim ately four c a s e s , and one could exp ect as many as e ig h te e n c a ses at the .05 l e v e l . S in ce on ly s i x o f th e s e in t e r a c t io n s a tta in e d s ig n if ic a n c e at or beyond the .01 l e v e l , and tw enty reached s i g n i f i c a n c e a t the .05 l e v e l , i t was p re sumed th a t th ey could have occurred as a r e s u l t o f random f l u c t u a t i o n s . C onsequently, th o se in t e r a c t io n s which were found to be s i g n i f i c a n t are not d is c u s s e d in the subsequent a n a ly ses reported in t h i s ch a p te r, and th e fin d in g s of t h i s in v e s t i g a t i o n are concerned s o l e l y w ith the major groupings accordin g to achievem ent, i n t e l l i g e n c e , and se x . Achievement group comparisons The r e s u lt s of the a n a ly s is of v a ria n ce in d ic a te d t h a t , of the t h i r t y con cep ts employed in t h is stu d y , th o se showing d i f f e r e n t i a t i o n between the a c h ie v in g and under a c h ie v in g groups a t the .01 l e v e l of con fid en ce in favor 233 o f the a c h ie v e r s on the sem antic f a c t o r s s p e c i f i e d b elow were the f o l l o w i n g (A c h ie v e r s, A; U n d e r a ch ie v e r s, U ) : Area 1— School E x p e r ie n c e s . — ' 2. Grades (p o te n c y , a c t i v i t y ) A > U 4 . Reading ( e v a lu a t i o n , p o te n c y , a c t i v i t y ) A > U 5. I d e a l Teacher ( e v a lu a t i o n , a c t i v i t y ) A > U Area 4— S e l f C on cen t. — 14. My S ch ool A b i l i t y ( e v a lu a t i o n , p o te n c y , a c t i v i t y ) A > U 16. How My C la ss Sees Me ( a c t i v i t y ) A > U Area 5— A u t h o r ity R e l a t i o n s h i p s . — 17. A u th o r ity (p o ten cy ) A > U Area 6— Goal O r i e n t a t i o n . — 21. C o lle g e ( e v a lu a t i o n , a c t i v i t y ) A > U 30. S u c c e ss ( e v a lu a t io n ) A > U The f o llo w in g co n cep ts were found to d i f f e r e n t i a t e between a c h ie v e r s and u n d e r a c h ie v e r s a t the .05 l e v e l of c o n fid e n c e in fa v o r o f a c h ie v e r s : Area 1— School E x p e r ie n c e s . — 2. Grades ( e v a lu a t io n ) A > U Area 4— S e l f C oncept. — 13. Me ( a c t i v i t y ) A > U Area 5— A u th o r ity R e l a t i o n s h i p s . — 17. A u th o r ity ( a c t i v i t y ) A > U A rea 6— Goal O r i e n t a t i o n . — 20. F u t u r e ( e v a l u a t i o n ) A > U 22. A J o b ( a c t i v i t y ) A > U 23. G r a d u a tin g ( e v a l u a t i o n ) A > U 24. Q u i t t i n g S cho ol ( e v a l u a t i o n , a c t i v i t y ) A U A re a 7— M oral and S o c i a l V a l u e s . — 26. C h e a tin g ( a c t i v i t y ) A U The re m a in d e r o f th e c o n c e p ts g e n e r a l l y i n d i c a t e d t r e n d s i n f a v o r o f th e a c h i e v e r s a lth o u g h n o t a t th e o05 s i g n i f i c a n c e l e v e l . The s e c t i o n c o n t a i n i n g th e f a c t o r s c o re p l o t t i n g s g r a p h i c a l l y i l l u s t r a t e s th e e x t e n t o f th e d i f f e r e n t i a t i o n on a l l t h i r t y c o n c e p ts . I n t e l l i g e n c e (IQ) group c o m p a riso n s The a n a l y s i s o f v a r i a n c e f o r t h e i n t e l l i g e n c e g ro u p in g r e p o r t e d F r a t i o s s i g n i f i c a n t a t t h e .01 l e v e l o f c o n f id e n c e i n f a v o r o f th e h ig h IQ g ro u p on th e f a c t o r s s p e c i f i e d below f o r th e f o l lo w in g c o n c e p ts (High IQ, H; Low IQ, L ) : A rea 1— School E x p e r i e n c e s . — 2. G rad es ( e v a l u a t i o n , p o te n c y , a c t i v i t y ) H > L 4. R e ad in g ( e v a l u a t i o n , p o te n c y , a c t i v i t y ) H > L 5. I d e a l T e a c h e r ( e v a l u a t i o n , a c t i v i t y ) H > L 235 A r e a 2 — F a m i l y R e l a t i o n s h i p s . — 7 . I d e a l P a r e n t ( e v a l u a t i o n ) H > L A r e a 3— S o c i a l R e l a t i o n s h i p s , — 1 0 . My B e s t F r i e n d s ( e v a l u a t i o n , a c t i v i t y ) H > L A r e a 4 — S e l f C o n c e p t . — 1 3 . Me ( a c t i v i t y ) H > L 1 4 . My S c h o o l A b i l i t y ( e v a l u a t i o n , p o t e n c y , a c t i v i t y ) H > L 1 5 . H ov I Td L i k e To Be ( e v a l u a t i o n , a c t i v i t y ) H > L 1 6 . H ov My C l a s s S e e s Me ( a c t i v i t y ) H > L A r e a 5— A u t h o r i t y R e l a t i o n s h i p s . — 1 7 . A u t h o r i t y ( p o t e n c y ) H > L A r e a 6 — G o a l O r i e n t a t i o n . — 2 0 . F u t u r e ( e v a l u a t i o n , a c t i v i t y ) H > L 2 1 . C o l l e g e ( e v a l u a t i o n , p o t e n c y , a c t i v i t y ) H > L 2 2 . A J o b ( e v a l u a t i o n ) H > L 2 3 . G r a d u a t i n g ( e v a l u a t i o n , a c t i v i t y ) H > L 2 4 . Q u i t t i n g S c h o o l ( e v a l u a t i o n , p o t e n c y , a c t i v i t y ) H < L 2 9 . M oney ( e v a l u a t i o n ) H > L 3 0 . S u c c e s s ( e v a l u a t i o n , p o t e n c y , a c t i v i t y ) H > L A r e a 7 — M o r a l a n d S o c i a l V a l u e s . — 2 5 . T r y i n g H a r d ( e v a l u a t i o n ) H > L 2 6 . C h e a t i n g ( e v a l u a t i o n , p o t e n c y , a c t i v i t y ) H < L 2 7 . S o m e t h i n g E a s y ( p o t e n c y ) H > L 2 3 6 2 8 . S o m e t h i n g I m p o r t a n t ( e v a l u a t i o n , p o t e n c y , a c t i v i t y ) H > L F r a t i o s s i g n i f i c a n t a t t h e . 0 5 l e v e l o f c o n f i d e n c e f o r t h e i n t e l l i g e n c e g r o u p i n g i n f a v o r o f t h e h i g h IQ g r o u p v e r e r e p o r t e d f o r t h e f o l l o w i n g c o n c e p t s : A r e a 1— S c h o o l E x p e r i e n c e s . — 1 . T e a c h e r s ( e v a l u a t i o n , a c t i v i t y ) H > L 3 . S c h o o l ( e v a l u a t i o n ) H > L 5 . I d e a l T e a c h e r ( p o t e n c y ) H > L A r e a 2— F a m i l y R e l a t i o n s h i p s . — 6 . Home ( a c t i v i t y ) H > L 7 . I d e a l P a r e n t s ( a c t i v i t y ) H > L 8 . P a r e n t s ( a c t i v i t y ) H > L A r e a 3— S o c i a l R e l a t i o n s h i p s . — 1 0 . My B e s t F r i e n d s ( p o t e n c y ) H > L A r e a 4 — S e l f C o n c e n t . — 1 3 . Me ( e v a l u a t i o n , p o t e n c y ) H > L 1 5 . H ov I * d L i k e To Be ( p o t e n c y ) H > L 1 6 . H ov My C l a s s S e e s Me ( e v a l u a t i o n ) H > L A r e a 5— A u t h o r i t y R e l a t i o n s h i p s . — 1 8 . R u l e s ( p o t e n c y ) H > L A r e a .6— G o a l O r i e n t a t i o n . — 2 0 . F u t u r e ( p o t e n c y ) H > L 2 2 . A J o b ( a c t i v i t y ) H > L 2 3 . G r a d u a t i n g ( p o t e n c y ) H > L 2 9 . M oney ( p o t e n c y , a c t i v i t y ) H > L A r e a 7 — M o ra l and S o c i a l V a l u e s . — 2 5 . T r y i n g H a rd ( p o t e n c y , a c t i v i t y ) H > L The r e m a i n d e r o f t h e c o n c e p t s g e n e r a l l y i n d i c a t e d t r e n d s i n f a v o r o f t h e h i g h IQ g r o u p , a l t h o u g h n o t t o a s t a t i s t i c a l l y s i g n i f i c a n t l e v e l . The s e c t i o n d e p i c t i n g t h e c o m p a r is o n s b e tw e e n t h e f a c t o r s c o r e s a c c o r d i n g t o i n t e l l i g e n c e l e v e l d e m o n s t r a t e s t h e e x t e n t o f t h e d i f f e r e n t i a t i o n f o u n d . S e x g r o u p c o m n a r is o n s The r e s u l t s o f t h e a n a l y s i s o f v a r i a n c e a c c o r d i n g t o s e x g r o u p i n g y i e l d e d d i f f e r e n c e s s i g n i f i c a n t a t t h e „01 l e v e l o f c o n f i d e n c e i n f a v o r o f t h e g i r l s f o r t h e f o l l o w i n g c o n c e p t s ( G i r l s , G; B o y s , B ) : A r e a 1— S c h o o l E x p e r i e n c e s . — 1 . T e a c h e r ( e v a l u a t i o n ) G > B 3 . S c h o o l ( e v a l u a t i o n ) G > B 5 . I d e a l T e a c h e r ( e v a l u a t i o n ) G > B A r e a 2— F a m i l y R e l a t i o n s h i p s . — 7 . I d e a l P a r e n t ( e v a l u a t i o n ) G > B A r e a 3— S o c i a l R e l a t i o n s h i p s . — 9 . M o st P e o p l e ( e v a l u a t i o n ) G > B 1 0 . My B e s t P r i e n d s ( e v a l u a t i o n , p o t e n c y ) G > B, G B A r e a 4 — S e l f C o n c e p t 1 3 . Me ( p o t e n c y ) G B, G B A r e a 6— G o a l O r i e n t a t i o n . — 2 0 . F u t u r e ( e v a l u a t i o n ) G > B 2 3 . G r a d u a t i n g ( e v a l u a t i o n ) G > B 3 0 . S u c c e s s ( e v a l u a t i o n ) G > B A r e a 7 — M o ra l and S o c i a l V a l u e s . — 2 6 . C h e a t i n g ( e v a l u a t i o n ) G < B 2 7 . S o m e th in g E a s y ( p o t e n c y ) G < B The f o l l o w i n g c o n c e p t s w e re f o u n d t o d i f f e r e n t i a t e b e tw e e n b o y s a n d g i r l s a t t h e .0 5 l e v e l o f c o n f i d e n c e i n f a v o r o f t h e g i r l s : A r e a 1— S c h o o l E x p e r i e n c e s . — 5. I d e a l T e a c h e r ( a c t i v i t y ) G > B A r e a 2— F a m i l y R e l a t i o n s h i p s . — 6 . Home ( p o t e n c y ) G B A r e a 4 — S e l f C o n c e p t . — 1 3 . Me ( a c t i v i t y ) G B A r e a 6— G o a l O r i e n t a t i o n . — 2 0 . F u t u r e ( p o t e n c y ) G > B 2 4 . Q u i t t i n g S c h o o l ( e v a l u a t i o n ) G B S i g n i f i c a n t t r e n d s i n f a v o r o f t h e g i r l s w e re g e n e r a l l y i n d i c a t e d f o r t h e c o n c e p t s r e m a i n i n g , a l t h o u g h n o t t o t h e .0 5 l e v e l o f c o n f i d e n c e . The g r a p h i c c o m p a r i s o n s i n t h e n e x t s e c t i o n i n d i c a t e t h e e x t e n t o f t h e s e x d i f f e r e n t i a t i o n w h ic h was o b t a i n e d . Mean F a c t o r S c o r e P l o t t i n g s o f MWT C o n c e p ts T h is s e c t i o n c o n t a i n s t h e p l o t t i n g s o f t h e mean f a c t o r s c o r e s f o r t h e a c h i e v e m e n t , i n t e l l i g e n c e , and s e x g r o u p i n g s f o r e a c h o f t h e MWT c o n c e p t s a c c o r d i n g t o t h e m a j o r a r e a s o f t h i s i n v e s t i g a t i o n . The p u r p o s e o f t h e p l o t t i n g s was t o i l l u s t r a t e g r a p h i c a l l y t h e n u m e r i c a l f i n d i n g s r e p o r t e d i n t h e p r e v i o u s s e c t i o n , a n d t o make a p p r o p r i a t e c o m p a r is o n s b e tw e e n t h e v a r i o u s g r o u p i n g s . D e s c r i p t i o n o f f a c t o r s c o r e p l o t t i n g s S i n c e t h e a n a l y s i s o f v a r i a n c e d e s i g n u t i l i z e d t h e sums o f t h e 3 s e v e n — s t e p b i p o l a r a d j e c t i v a l s c a l e s f o r 240 e a c h o f t h e f a c t o r s o f e v a l u a t i o n , p o t e n c y , and a c t i v i t y , th e s t u d e n t s ’ s c o r e s ra n g e d from a p o s s i b l e minimum o f t h r e e t o a maximum o f tw e n ty — one p o i n t s . The g ro u p means w ere t h e n c a l c u l a t e d and r e p o r t e d i n t a b l e s 8 t h r o u g h 56. I n o r d e r to i l l u s t r a t e g r a p h i c a l l y th e c o m p a ris o n s b e tw ee n t h e v a r i o u s g r o u p i n g s , th e mean f a c t o r s c o r e s w ere d i v i d e d b y t h r e e , th e number o f s c a l e s em ployed f o r e a c h f a c t o r , t h e r e b y r e s t o r i n g th e s e v e n - s t e p s c a l e o r i g i n a l l y em ployed i n t h e MWT. I n t a b l e s 57 t h r o u g h 77 t h e e x trem e l e f t s i d e o f t h e g ra p h s w ere a s s i g n e d v a l u e s d e n o t i n g ju d g m e n ts w h ic h w ere u n f a v o r a b l e , weak, and p a s s i v e . F a v o r a b l e , p o t e n t , and a c t i v e ju d g m e n ts w ere i n d i c a t e d on t h e e x tre m e r i g h t . I n t h e d i s c u s s i o n w h ic h f o l l o w s , t h e i n t e r p r e t a t i o n o f th e mean f a c t o r s c o r e s i s p r e s e n t e d u n d e r t h e s e v e n m a jo r c a t e g o r i e s i n v e s t i g a t e d i n t h i s s t u d y . A s e p a r a t e a n a l y s i s was made f o r e a c h o f th e m ain e f f e c t s o f t h e a c h ie v e m e n t, i n t e l l i g e n c e , and se x v a r i a b l e s o n l y . I n v ie w o f t h e f i n d i n g s p e r t a i n i n g to t h e tw o-w ay and t h r e e - w a y i n t e r a c t i o n s r e p o r t e d i n th e a n a l y s i s o f v a r i a n c e , i t was p resum ed t h a t t h e s e d i f f e r e n c e s c o u ld be a t t r i b u t e d to random f l u c t u a t i o n s , s i n c e o f t h e 630 F r a t i o s o n ly s i x w ere fo u n d t o be s i g n i f i c a n t a t t h e .01 l e v e l , and o n ly t w e n ty r e a c h e d s i g n i f i c a n c e a t t h e .0 5 l e v e l o f c o n f i d e n c e . 241 A ch iev e m e n t g ro u p c o m p a ris o n s S c h o o l E x p e r i e n c e s . — T a b le 57 d e n o te s g r e a t e r d i f f e r e n t i a t i o n on th e f a c t o r s o f e v a l u a t i o n and a c t i v i t y th a n on th e p o te n c y f a c t o r , f o r a l l g iv e n c o n c e p ts i n t h i s a r e a . I t s h o u ld be n o te d t h a t t h e a c h i e v e r s r a t e d th e c o n c e p t R e a d in g as more f a v o r a b l e , more p o t e n t , and more a c t i v e t h a n d i d th e u n d e r a c h i e v e r s , w hich i s a k i n d of v a l i d a t i o n i n d i c a t o r s i n c e a c h ie v e m e n t l e v e l i n t h i s s tu d y was d e te r m in e d by p e rfo rm a n c e i n r e a d i n g on a s t a n d a r d i z e d a c h ie v e m e n t t e s t , t h e CAT. Two o t h e r c o n c e p t s , G rad es and I d e a l T e a c h e r , w ere fo u n d t o d e m o n s tr a te s i g n i f i c a n t l y d i f f e r e n t s c o r e s f o r a c h i e v e r s and u n d e r a c h i e v e r s . The c o n c e p ts T e a c h e r s and S c h o o l a p p e a r to show a s l i g h t d i f f e r e n t i a t i o n b u t n o t to a s i g n i f i c a n t d e g r e e . F a m ily R e l a t i o n s h i p s . — The f i n d i n g s f o r t h i s a r e a d i s c u s s e d u n d e r t h e a n a l y s i s o f v a r i a n c e i n t h e f i r s t s e c t i o n o f t h i s c h a p t e r a r e g r a p h i c a l l y i l l u s t r a t e d i n T a b le 58. The l a c k o f d i f f e r e n t i a t i o n f o r t h e t h r e e c o n c e p ts , Home. I d e a l P a r e n t , and P a r e n t s , i s r e a d i l y o b s e r v e d . I t s h o u ld a l s o be p o i n t e d o u t t h a t t h e r a t i n g s f o r b o th g ro u p s w ere e q u a l l y f a v o r a b l e , p o t e n t , and a c t i v e . S o c i a l R e l a t i o n s h i p s . — The p l o t t i n g s o f th e f a c t o r s c o r e s f o r t h i s a r e a a p p e a r i n T a b le 59. A c c o r d in g to t h e s e f i n d i n g s i t w ould seem t h a t th e a c h i e v i n g s t u d e n t s i n t h i s s t u d y d i d n o t p e r c e i v e t h e c o n c e p ts Most P e o p l e . My TABLE 57 PLOTTINGS OF MWT CONCEPTS FOR AREA 1, SCHOOL EXPERIENCES, ACCORDING TO ACHIEVEMENT GROUPINGS MVT Concept 3 4 5 6 7 Mean F a c to r S cores A chievers U n d e rac h ie v e rs 1. T eachers 2. Grades E P A E P A E P A E P A E 5. I d e a l T eacher P A 3. School 4 . Reading R - f- 4 .8 2 4.35 4.81 4 .7 0 4 .5 0 4.56 5.07 5.28 5.26 5.25 4 .6 2 4.93 6.21 4 .6 8 5.96 4.61 4 .3 2 4 .7 9 4.41 4.21 4 .1 7 4 .9 2 5.22 5.05 4 .4 7 4 .2 6 4.11 5.76 4.55 5.51 E 5. I d e a l T eacher P A 6.21 4.6 8 5.96 5.76 4.55 5.51 242 TABLE 5& PLOTTINGS OF MVT CONCEPTS FOR AREA 2, FAMILY PLATIONSHIPS, ACCORDING TO ACHIEVEMENT GROUPINGS M V T Concept 3 4 5 6 j Mean Factor Scores Achievers Underachievers E ---------------— *----------- ---------- 5.67 5.43 6, Home P ---------- 4.72 4.77 A -------- X .... . --------- 5.13 5.11 E --------- --------- 6,35 6.23 7. Ideal Parent P --------- — — 4.81 4.81 A — — 6.00 5.79 E --------- — t 7' --------------- --------- 5.48 5.45 8, Parents P ---------------- --------- 4.58 4.73 A --------- V _ . . . . .. --------- 5.12 5.02 Achievers: — — Underachievers: 4^ U ) TABLE 59 PLOTTINGS OF MVT CONCEPTS FOR AREA 3, SOCIAL RELATIONSHIPS, ACCORDING TO ACHIEVEMENT GROUPINGS M V T Concept 3 4 5 6 j Mean Factor Scores Achievers Underachievers 9* Moat People E P ’A E 10, My Best Friends ^ A 11;* Classmates 12, Grownups E P A E P 4.99 5.05 4.24 4.29 4.68 4.72 5.95 5.94 4.61 4.70 5.72 5.63 5.25 5.21 4.36 4.41 .5.00 4.89 4.83 4.92 4.52 4.62 4.45 4.58 Achievers — ----------------- Underachievers ----- - - to 245 B e s t F r i e n d s . C l a s s m a t e s . o r G row nup s i n a n y way s i g n i f i c a n t l y d i f f e r e n t fr o m t h e u n d e r a c h i e v i n g s t u d e n t s . S e l f C o n c e n t . — Of t h e f o u r c o n c e p t s g r a p h i c a l l y d e p i c t e d i n T a b l e 6 0 , o n l y My S c h o o l A b i l i t y a p p e a r s t o d i f f e r e n t i a t e s i g n i f i c a n t l y on a l l t h r e e f a c t o r s . The a c t i v i t y f a c t o r d e m o n s t r a t e s g r e a t e s t d i f f e r e n t i a t i o n on t h e c o n c e p t Me a n d How My C l a s s S e e s Me. A c h i e v e r s a l s o e x p r e s s e d t h e i r i d e a l s e l f , How I Td L i k e To B e . a s m ore a c t i v e t h a n d i d t h e u n d e r a c h i e v e r s . A u t h o r i t y R e l a t i o n s h i p s . — T a b l e 61 p r e s e n t s t h e p l o t t i n g s o f t h e f a c t o r s c o r e s f o r t h e t h r e e c o n c e p t s i n t h i s a r e a . A c h i e v e r s c a n b e o b s e r v e d t o p l a c e s i g n i f i c a n t l y h i g h e r t h a n u n d e r a c h i e v e r s on t h e p o t e n c y a n d a c t i v i t y f a c t o r s f o r t h e c o n c e p t A u t h o r i t y . A l t h o u g h a n e u t r a l p o s i t i o n i n a t t i t u d e t o w a r d t h i s c o n c e p t was t a k e n b y t h e two g r o u p s , t h e c o n c e p t s R u l e s and P u n i s h m e n t w e r e v i e w e d d i f f e r e n t l y . No d i f f e r e n t i a t i o n o c c u r r e d on t h e p o t e n c y f a c t o r f o r e i t h e r o f t h e c o n c e p t s , w h e r e a s u n d e r a c h i e v e r s j u d g e d R u l e s l e s s f a v o r a b l y a n d l e s s a c t i v e , a n d P u n i s h m e n t a s m ore f a v o r a b l e a n d m o re a c t i v e t h a n d i d t h e a c h i e v e r s . G o a l O r i e n t a t i o n . — I n s p e c t i o n o f T a b l e 62 r e v e a l s c o n s i d e r a b l e d i f f e r e n t i a t i o n b e t w e e n t h e tw o a c h i e v e m e n t g r o u p s . H e r e a g a i n i t i s a p p a r e n t t h a t t h e s m a l l e s t d i s p a r i t i e s a r e f o u n d on t h e p o t e n c y f a c t o r . S i g n i f i c a n t d i f f e r e n t i a t i o n i n t h e d i r e c t i o n e x p e c t e d w as o b t a i n e d f o r a l l t h e c o n c e p t s i n t h i s a r e a e x c e p t M o n ey . H o w e v e r, a t r e n d i n TABLE 60 PLOTTINGS OF M T CONCEPTS POR AREA 4, SELF CONCEPT, ACCORDING TO ACHIEVEMENT GROUPING M W T Concept 3 4 5 6 Mean Factor Scores Achievers Underachievers 13. M e 14. M y School A bility 15. How I ’d Like To Be 16. How M y Class Sees M e E P A E P A E P A 5.40 5.42 4.36 4.54 5.37 5.27 5.32 4.90 4.78 4.39 5.10 4.72 6.52 6.35 4.95 5.10 6.38 6.15 4.97 4.94 4.13 4.21 4.92 4.70 Achievers ------------------- Underachievers - - - - ro O' TABLE 61 PLOTTINGS OF MWT CONCEPTS FOR AREA 5, AUTHORITY RELATIONSHIPS ACCORDING TO ACHIEVEMENT GROUPING Mean Factor Scores iM W T Concept 3 4 5 6 7 Achievers Underachievers 17. Authority 18, Rules 19. Punishment E P A E P A S E P A 4.51 4.51 4.79 4.44 4.78 4.57 4.15 3.88 4.99 5.02 4.66 4.44 3.07 3.27 4.87 4.75 4.14 4.27 Achievers: ------------------- Underachievers: - - - — 247 TABLE 62 PLOTTINGS OF MWT CONCEPTS FOR AREA 6, GOAL ORIENTATION, ACCORDING TO ACHIEVEMENT GROUPING M W T Concept 7 Mean F a c to r Scores Achievers Underachievers 20. Future 21D College 22. A Job E P A E P A E E 23. Graduating P 1 2 3 — P 24. Q u ittin g School A E 29. Money 5.83 5.54 5.00 4.93 5.54 5.33 5.42 4.89 5.14 5.03 5.43 4.83 5.53 5.53 4 „ 89 4.84 5.39 5.19 6.18 5.80 4.98 4.97 5.64 5.38 1.99 2.46 3.41 3.41 2.38 2.73 6.11 6.03 5.01 4.97 29. Money 30c Success E P A 24. Q u ittin g School i . yy £ . o 3.41 3.41 2. 38 2.73 6.11 6.03 5.01 4.97 5.58 5.53 6.17 5.76 5.21 5.03 5.52 5.27 A chievers: ------------------ U nderachievers: - - - 248 249 f a v o r of a c h i e v e r s can be d i s c e r n e d on th e e v a l u a t i o n and a c t i v i t y f a c t o r s . V i t h r e g a r d to th e c o n c e p t Q u i t t i n g S c h o o l . i t can be seen t h a t th e u n d e r a c h i e v e r s d i d n o t p e r c e iv e i t as n e g a t i v e l y as th e a c h i e v e r s , and t h i s f i n d i n g i s c o n s i s t e n t w i t h th e outcome a n t i c i p a t e d . Moral and S o c i a l V a l u e s . — The f a c t o r s c o r e p l o t t i n g s in T able 63 f o r t h i s a r e a i n d i c a t e t h a t th e c o n c e p ts T ry in g Hard and Som ething I m p o r ta n t a p p e a r to have a more d e s i r a b l e c o n n o t a t i o n to a c h i e v e r s th a n to u n d e r a c h i e v e r s . I n con t r a s t , th e c o n c e p ts C h e a tin g and Som ething E asy a p p e a r to be l e s s f a v o r a b l e in meaning t o a c h i e v e r s , i . e . , more n e g a t i v e , w eaker, and more p a s s i v e . I n t e l l i g e n c e (IQ) group com parisons School E x p e r i e n c e s . — The g rap h s p r e s e n t e d i n T able 64 c l e a r l y d e m o n s tr a te th e e x t e n t of th e d i f f e r e n t i a t i o n o b t a i n e d f o r th e M W T c o n c e p ts i n t h i s a r e a a c c o r d in g to l e v e l of i n t e l l i g e n c e . The h i g h group r a t e d each o f th e c o n c e p ts h i g h e r th a n th e low g rou p on one o r more f a c t o r s . Based upon th e above f i n d i n g s , a p o s i t i v e r e l a t i o n s h i p betw een l e v e l of i n t e l l i g e n c e and n a t u r e of sc h o o l e x p e r i e n c e s a p p e a rs to be i n d i c a t e d . F a m ily R e l a t i o n s h i p s . — T able 65 d e p i c t s th e r e l a t i o n s h i p s b etw een i n t e l l i g e n c e l e v e l and f a c t o r s c o r e s f o r th e M W T c o n c e p ts Home, I d e a l P a r e n t , and P a r e n t s . In each c a s e , w ith th e e x c e p ti o n of t h e p o te n c y and a c t i v i t y f a c t o r s TABLE 63 PLOTTINGS OF MWT CONCEPTS FOR AREA 7, MORAL AMD SOCIAL VALUES, ACCORDING TO ACHIEVEMENT GROUPING M W T Concept 3 4 5 6 Mean Factor Scores 7 Achievers Underachievers 25. Trying Hard E P A Z 26. Cheating 5.15 4.92 4.91 1.72 3.32 2.44 4.98 4.82 4.78 2.07 3.18 2.75 E 26. Something Easy P A 5.48 3.53 4.92 5.38 3.74 4.92 27. Something Important E P Jl 5.38 5.02 5.19 5.29 4.79 5.01 Achievers: ------------------- Underachievers: - - - - ro ui o TABLE 64 PLOTTINGS OP MWT CONCEPTS POE AREA 1, SCHOOL EXPERIENCES, ACCORDING TO INTELLIGENCE GROUPING Mean F a c to r Scores I n t e l ligence Groups Low Average High 4 .70 4 .78 4 .74 4 .24 4 .34 4 .39 4o 71 4 .77 4.89 4.1 4 4.58 4.95 4.00 4. 37 4.75 4.17 4.39 4.76 0 C X I -4 4.98 5.20 5 0 1 0 5.31 5.29 5 0 1 4 5.20 5.30 4. 64 4 .9 8 5.53 4 .20 4.46 4 .83 4.22 4 .67 5.20 5.66 6.08 6.39 4.36 4.67 4.76 5.47 5.81 6.15 M W T Concept 7 1 o Teachers 2. Grades E P A E P A E P A E P A E 5. I d e a l Teacher p A 30 School 4. Reading 7 7 : z \ L ■ w - - f ... \ / z — f - • » \ Low I n t e l l i g e n c e : Low I n t e l l i g e n c e ; — Average I n t e l l i g e n c e : - High I n t e l l i g e n c e : ------- TABLE 65 PLOTTINGS OP MWT CONCEPTS FOR AREA 2, FAMILY RELATIONSHIPS, ACCORDING TO INTELLIGENCE GROUPING M W T Concept Mean F a c to r Scores I n t e l l i g e n c e Groups Low Average High E 6. Home P A E 7. I d e a l P a re n t P A 8. P aren ts E P A 5.37 5.52 5.57 4.57 4.79 4.69 4.93 5.17 5.14 5.98 6.32 6.48 4.70 4.80 4.85 5.77 5.93 6.09 5.43 5.43 5.56 4.56 4.57 4.65 5.13 5.04 5.19 Low Intelligence: Average Intelligence: - - - High Intelligence: -------- to on 252 f o r the concept Home, the high IQ group p e rc eiv e d t h i s area as more p o s i t i v e , more p o te n t, and more a c t i v e . S o c ia l R e l a t i o n s h i p s . — The f a c t o r sc o re s in t h i s a re a are i l l u s t r a t e d in Table 66. D i f f e r e n t i a t i o n i n fav o r of the low IQ group appears on the e v a lu a tiv e f a c t o r f o r the concept C la s s m a te s , a f i n d i n g t h a t is c o n tr a r y to t h a t i n d ic a t e d by the re s e a r c h l i t e r a t u r e . The g r e a t e s t d i f f e r e n t i a t i o n was o b tain ed on th e a c t i v i t y f a c t o r f o r the con cept Mv Best F r i e n d s . The concept Most People shows the l e a s t amount of v a r i a b i l i t y in r a t i n g s f o r th e t h r e e groups on the e v a lu a t i v e , potency, and a c t i v i t y f a c t o r s . S e l f Concept. — In Table 67, the grap hic comparisons r e p o r te d sug gest t h a t a r e l a t i o n s h i p e x i s t s between s e l f concept and l e v e l of i n t e l l i g e n c e . The i n d i c a t i o n i s t h a t stu d e n ts with low IQ 's ten d to view concepts r e l a t i n g to s e l f as le s s fa v o r a b le , pow erful, or a c tiv e th a n s tu d e n ts w ith high I Q 's . In each case low est sco res a re re p o rte d f o r th e low IQ group and h ig h e s t sc o res f o r th e high IQ group. G r e a te s t d i f f e r e n t i a t i o n is seen on th e concept My School A b i l i t y . The s m a ll e s t d is c r e p a n c ie s among the th r e e groups i s found on the concept Me. A u th o rity R e l a t i o n s h i p s . — Table 68 d e p ic ts the d i f fe re n c e in p e rc e iv e d meaning of the concepts A u t h o r i t y . R u le s . and Punishment f o r th e i n t e l l i g e n c e grouping. I t is c l e a r l y observed t h a t the l a r g e s t d if f e r e n c e between the high and low groups occurred on the potency f a c t o r f o r the TABLE 66 PLOTTINGS OF M W T CONCEPTS FOR AREA 3 , SOCIAL RELATIONSHIPS, ACCORDING T O INTELLIGENCE GROUPING M W T Concept 7 Mean Factor Intelligence Low Average Scores Groups High 4.95 5.05 4.95 4.22 4,24 4.27 4.71 4.74 4.60 5.77 5.99 5.95 4.56 4.71 4.54 5.50 5.71 5.76 5.30 5.30 5.14 4.39 4.45 4.26 4.98 5.01 4.85 4.78 4.83 4.89 4.43 4.56 4.55 4.48 4.45 4.49 9e Most People 10, M y Best Friends 11, Classmates 12, Grownups E P A E P A £ Low I n t e l l ig e n c e : A verage I n t e l l i g e n c e : - - - H igh I n t e l l i g e n c e : --------------- to ui TABLE 67 PLOTTINGS OF M W T CONCEPTS FOR AREA 4 , SELF CONCEPT, ACCORDING T O INTELLIGENCE GROUPING Mean Factor Scores M W T Concept 3 4 5 6 7 Intelligence Groups Low Average High 13. M e 14. My School Ability 15. How I !d Like To Be 16. How M y Class Sees M e 5.31 5.39 5.47 4.19 4.43 4.41 5.10 5.33 5.48 4.87 5.17 5.49 4.21 4.62 5.04 4.53 4.93 5.38 6.20 6.50 6.58 4.69 5.03 5.00 6.03 6.34 6.46 4.78 4.99 5.01 4.04 4.19 4.13 4.49 4.85 5.07 Low I n t e l l i g e n c e : A verage I n t e l l i g e n c e : - ----- H igh I n t e l l i g e n c e : --------------- N ) TABLE 68 PLOTTINGS OF M V T CONCEPTS FOR AREA 5, AUTHORITY RELATIONSHIPS, ACCORDING T O INTELLIGENCE GROUPING M ¥T Concept 3 4 5 6 7 Mean Factor Intelligence Low Averagi Scores Groups e High E — ... 4.37 4.52 4.55 17. Authority P — *— — 4,26 4.71 4.94 \ \ / A _________j___ J L ________ 4.48 4.76 4.82 E — ------------------- : ---- 3.97 4.05 4.24 18. Rules P ------------------------------- 4.78 4.99 5.06 A i f Z 4.56 4.59 4.71 E — 3.23 3.08 3.08 19o Punishment P — 4.70 4.§2 4.95 A 4.10 4.12 4.24 Low Intelligence: Average Intelligence: - - - High Intelligence: ------------- ro U 1 U 1 256 c o n c e p t A u t h o r i t y . Of t h e t h r e e c o n c e p ts i n t h i s a r e a , P u n ish m en t showed t h e p o o r e s t d i f f e r e n t i a t i o n . Goal O r i e n t a t i o n . — The mean f a c t o r s c o r e s f o r t h i s a r e a a re g r a p h i c a l l y shown i n T ab le 69 . D i f f e r e n t i a t i o n i s d e m o n s tr a te d on th e c o n c e p ts F u t u r e , C o l l e g e . A J o b , G r a d u a t i n g , Q u i t t i n g S c h o o l , and S u c c e s s . No s i g n i f i c a n t d i f f e r e n c e s were o b t a i n e d f o r t h e t h r e e i n t e l l i g e n c e g ro u p s r e g a r d i n g th e c o n c e p t Money. G r e a t e s t d i f f e r e n t i a t i o n i s s e e n i n t h e c a se o f t h e c o n c e p ts C o lle g e and Q u i t t i n g S choo1 . On th e c o n c e p ts F u t u r e , A J o b . and S u c c e s s . g r e a t e r d i f f e r e n t i a t i o n o c c u r r e d b e tw ee n th e h ig h and low group t h a n b e tw ee n e i t h e r th e a v e r a g e and low o r t h e a v e ra g e and h i g h g r o u p s . M oral and S o c i a l V a l u e s . — The p l o t t i n g s f o r t h i s a r e a a re p r e s e n t e d i n T able 70. D i f f e r e n t i a t i o n o c c u r r e d b e tw ee n th e h i g h and low IQ g ro u p s f o r a l l c o n c e p t s . How e v e r , d i f f e r e n c e s betw een b o t h t h e low and a v e ra g e g rou ps and b etw een t h e a v e r a g e and h i g h g ro u p s do n o t a p p e a r t o be as l a r g e as t h o s e o f t h e two e x tre m e s . Sex group c o m p a riso n s S chool E x p e r i e n c e s . — E v id e n c e i n d i c a t i n g a d i f f e r e n t i a t i o n o f t h e se x e s on th e c o n c e p ts f o r t h i s a r e a a p p e a r s i n T able 7 1 . The g i r l s a r e o b s e r v e d to have r a t e d t h e con c e p t s T e a c h e r s . S c h o o l , R e a d in g , and I d e a l T e a c h e r more f a v o r a b l y t h a n d id t h e b o y s . A lth o u g h d i f f e r e n t i a t i o n i s TABLE 69 PLOTTINGS OF MVT CONCEPTS FOR AREA 6, GOAL ORIENTATION, ACCORDING TO INTELLIGENCE GROUPING Mean Factor Scores M W T 3 4 5 6 7 I n t e l l i g e n c e Groups Low Average High 20o Future 21 . C ollege 22. A Job 23. Graduating 2 E P A E P A E P A 3 4 5.51 5.80 5.86 4.84 4.96 5.08 5.23 5.45 5.68 4.86 5.26 5.63 4.70 5.10 5.31 4.92 5.23 5.64 5.22 5. 59 5.55 4.65 4.92 4.92 5.11 5.38 5.41 5.60 6.19 6.21 4.66 5.04 5.01 5.25 5.59 5.74 E 2.73 2.07 1.81 P 24. Q u ittin g School 3.72 3.27 3.50 A 3.10 2.45 2.18 29. Money 30o Success E P A E P A 24. Q u ittin g School 2.75 2.07 I . O I 3.72 3.27 3.50 3.10 2.45 2.18 5.89 6.15 6.09 4.97 5.06 4.93 5.41 5.64 5.54 5.50 6.12 6.30 4 .74 5.26 5.22 5.06 5.53 5.55 Low I n t e l l i g e n c e : Average I n t e llig e n c e : - - - High I n t e l l i g e n c e : --------------- ro TABLE 70 PLOTTINGS OF MWT CONCEPTS FOR AREA 7, MORAL AND SOCIAL VALUES, ACCORDING TO INTELLIGENCE GROUPING Mean F a c to r Scores M W T Concept 3 4 5 6 7 I n t e l l i g e n c e Groups Low Average High 25. Trying Hard E P A 26. Cheating 27. Something Easy p A i 28. Something Im portant 4.77 5.18 5.17 4.63 4.89 5.01 4.60 4.94 4.92 2.50 1.78 1.52 3.54 3.12 3.48 2.88 2.47 2.37 5.25 5.57 5.39 3.96 3.65 3.31 4.97 5.02 4.77 5.07 5.47 5.33 4.54 4.99 5.13 4.87 5.22 5.18 Lov I n t e l l i g e n c e : Average I n t e l l i g e n c e : - - - High I n t e l l i g e n c e : ----------------- to VJl co TABLE 71 PLOTTINGS OF MWT CONCEPTS FOR AREA 1, SCHOOL EXPERIENCES, ACCORDING TO SEX GROUPING Mean F a c to r Scores M W T Concept 3 4 5 6 7 f o r Sex Groups Boys G irls 1o Teachers 2. Grades 30 School 4 0 Reading 5. Id e a l Teacher E P A E P A E P A E P A E i 4.67 4.90 4.33 4.36 4.78 4.83 4.61 4.70 4.50 4.42 4.47 4.52 4.83 5.25 5.23 5.32 5.09 5.36 4.99 5.27 4.54 4.59 4.69 4.92 6.00 6.28 4.69 4.64 5.77 6.01 Boys: G i r l s : 5. Ideal Teacher 4.69 60 00 4.69 5»77 4 . 9 2 6.28 4 .64 6.01 B oys: - G i r l s : TABLE 7 2 PLOTTINGS OF M W T CONCEPTS FOR AREA 2, FAMILY RELATIONSHIPS, ACCORDING TO SEX GROUPING M W T Concept 4 6 Mean Factor Scores fo r Sex Groups Boys G irls E 6. Home P A E 7» Ideal Parent p A 8. Parents E P A 5. 54 5.50 4.81 4 .63 5.14 5.12 6.21 6.46 4.92 4 .7 0 5.89 6.03 5.48 5.46 4.67 4.53 5.05 5.16 B o y s : ■ G i r l s : 259 260 n oted on the potency and a c t i v i t y f a c t o r s f o r s e v e r a l of th e co n ce p ts, the l a r g e s t amount appears to have o c cu rred on the e v a l u a t i o n or a t t i t u d i n a l f a c t o r . The concept Grades does n o t appear to have been capable of d e m o n stra tin g any s i g n i f i c a n t d i f f e r e n c e s between the two groups. Family R e l a t i o n s h i p s . — The f a c t o r s c o r e p l o t t i n g s in Table 72 (see page 259) i l l u s t r a t e c o n s i s t e n t d i f f e r e n t i a t i o n between the sexes on th e t h r e e concepts f o r t h i s a r e a — Home, I d e a l P a r e n t , and P a r e n t s — w ith r e s p e c t to the po ten cy f a c t o r o n ly . In each i n s t a n c e the boys judged th e s e concepts as more p o t e n t than did th e g i r l s . The r a t i n g s on the e v a l u a t i o n and a c t i v i t y f a c t o r s are found to be q u ite fa v o ra b le f o r b o th groups, w ith a more p o s i t i v e r a t i n g by the g i r l s f o r I d e a l P a r e n t . S o c ia l R e l a t i o n s h i p s . — Table 73 shows d i f f e r e n c e s between th e two groups on t h r e e of the fo u r c o ncep ts f o r t h i s a r e a . For Most P e o p l e , My B e st F r i e n d s , and C la s s mates . judgments d i f f e r e d on th e f a c t o r s of e v a l u a t i o n and a c t i v i t y , the g i r l s s c o r in g h ig h e r . Lower po ten cy r a t i n g s were o b ta in e d by the g i r l s f o r the concept My B e st F r i e n d s , and t h i s f i n d in g was to be expected sin c e boys would be more l i k e l y to r a t e t h e i r p e ers as more po w erfu l. No s i g n i f i c a n t sex d i f f e r e n c e o c cu rred in the stu d e n ts * p e r c e p tio n of th e concept Grownups. S e l f C oncept. — The f a c t o r sco res f o r t h i s a r e a are g r a p h i c a l l y d e s c r ib e d in Table 74. D i f f e r e n t i a t i o n can be TABLE 73 PLOTTINGS OF MVT CONCEPTS FOR AREA 3, SOCIAL RELATIONSHIPS, ACCORDING TO SEX GROUPING M VT CONCEPT Mean Factor Scores for Sex Groups Boys Girls 9. Most People 10, My Best Friends 11, Classmates 12, Grownups E P A E P A E P A i E P A 4.76 5.23 4.24 4.26 4.52 4.85 5.70 6.19 4.78 4.51 5.59 5.81 5.01 5.47 4.36 4.38 4.82 5.08 4.81 4.88 4.60 4.48 4.46 4.49 Boys: ■ Girls: ro O ' TABLE 74 PLOTTINGS OP MWT CONCEPTS FOR AREA 4, SELF CONCEPT, ACCORDING TO SEX GROUPING M W T Concept 3 4 5 6 7 Mean Factor Scores for Sex Groups Boys Girls 13. M e 14, My School A b ility 15. How I'd Like To Be 16 0 How My Class Sees M e E P A E P A E P A E P A 5«41 5.40 4.59 4,20 5.42 5.29 5.18 5.32 4.76 4.68 5.01 5.07 6.35 6.63 5.48 4.48 6.32 6.36 4.93 5.01 4.29 4.00 4.91 4.86 Boys: Girls: 262 263 observed on a l l fo u r concepts w ith r e s p e c t to th e potency f a c t o r o n ly . The c o n ce p ts Me, My School A b i l i t y . How I*d Like To Be. and How My C lass Sees Me were judged to be more p o t e n t by the boys. On th e f a c t o r s of e v a lu a tio n and a c t i v i t y , b o th groups p e rc e iv e d th e s e concepts e q u a l ly as fa v o ra b le and as a c t i v e . A u th o r ity R e l a t i o n s h i p s . — Table 75 d e p i c t s the way in which the sex groups d i f f e r e d on th e concepts A u t h o r i t y , R u l e s . and P un ishm ent. The g i r l s seem to have a more p o s i t i v e a t t i t u d e tow ard A u t h o r i ty and R u l e s „ No d i f f e r e n t i a t i o n i s d i s c e r n i b l e on th e concept P u nishm ent. The po ten cy f a c t o r does n o t a p p e a r to have y i e l d e d s i g n i f i c a n t sex d i f f e r e n c e s f o r any o f the concepts in t h i s a r e a . Goal O r i e n t a t i o n . — Graphic p r e s e n t a t i o n of the f a c t o r sc o re s f o r t h i s a r e a appears in Table 76. The a n a l y s i s of v a ria n c e r e p o r t e d in the f i r s t s e c t i o n of t h i s c h a p te r re v e a le d s i g n i f i c a n t sex d i f f e r e n c e s f o r the con c e p ts F u tu re , G r a d u a tin g . Q u i t t i n g S c h o o l. Money, and Success on one or more f a c t o r s . The f a c t o r score p l o t t i n g s i n d i c a t e t h a t F u t u r e . G r a d u a tin g . and Success were p e r ceiv ed more f a v o r a b l y by th e g i r l s , whereas boys c o n sid e re d C o l le g e . A J o b , and Money to be more a c t i v e . D is c r e p a n c ie s on the potency f a c t o r can be observed to fav o r th e boys, w ith th e e x c e p tio n o f Q u i ttin g S c h o o l, which is p e rc e iv e d by the g i r l s as bein g more p o t e n t . Moral and S o c ia l V a l u e s .— Table 77 d e m o n stra te s the TABLE 75 PLOTTINGS OF MVT CONCEPTS FOR AREA 5 , AUTHORITY RELATIONSHIPS, ACCORDING TO SEX GROUPING Mean Factor Scores M W T Concept 3 4 5 6 7 for Sex Groups Boys Girls E W " ■ -------- 4.42 4.61 17. Authority P ---------- — ^ ----------------------------------------- 4.72 4.74 A _____________________________ n ________________________________________________ 4.68 4.81 E . _ -------- 3.92 4.29 18. Rules P ----------- ----------------------------------------------------- -------- 4.98 5.00 A ^ ---------------- -------- 4.56 4.70 E 3.08 3.11 19. Punishment P ----------- 4.86 4,84 A ----------- 4.17 4,16 Boys: G ir ls : to c r > A TABLE 76 PLOTTINGS OF MWT CONCEPTS FOR AREA 6, GOAL ORIENTATION, ACCORDING TO SEX GROUPING M W T Concept Mean Factor Scores fo r Sex Groups Boys G irls 20. Future E P A 5.63 5.09 5.49 5.93 4 .89 5.51 21. C ollege E P A 5.32 5.18 5.38 5.35 5.07 5.30 22. A Job E P A 5.46 5.00 5.37 5.60 4 .77 5.34 E P A 3 4 24. Q u ittin g School 29. Money 6.00 4 .97 5.53 2.13 3.34 2.44 , 6.08 5.07 6. 24 4 .98 5.68 1 .99 3.49 2.44 6.11 4.94 29. Money 30o Success E P A Boys: G i r l s : 2044 2 o 44 6.08 6 e 11 5.07 4.94 5.72 5.44 6.00 6.20 5.27 ; 5.13 5.47 5.48 265 TABLE 77 PLOTTINGS OF MWT CONCEPTS FOR AREA 7, MORAL AND SOCIAL VALUES, ACCORDING TO SEX GROUPING M W T Concepts 3 4 5 6 7 Mean Factor Scores for Sex Groups Boys Girls E 25o Trying Hard P A 1 ■i E - P 28. Something Important 26, Cheating 27, Something Easy P E P A 5,04 5.20 4.92 4,88 4.87 . 4.90 1.95 1.61 3.23 3,37 2.55 2.42 5.41 5.52 3,68 3.45 4.93 4.92 5.27 5.47 4.95 5.02 5.10 5.22 Boys: Girls: ro o O ' 267 s e x d i f f e r e n c e s i n t h i s a r e a . The c o n c e p t s T r y in g Hard and S om eth in g Im p ortan t v e r e r a t e d more p o s i t i v e l y b y t h e g i r l s . In c o n t r a s t , th e c o n c e p t C h e a tin g v a s r a t e d h i g h e r by th e boys on th e e v a l u a t i o n and a c t i v i t y f a c t o r s and lo w e r on th e p o t e n c y f a c t o r . Som ething E a s y shows d i f f e r e n t i a t i o n on th e p o t e n c y f a c t o r o n l y , w it h a lo w e r r a t i n g f o r th e g i r l s . A n a l y s i s o f Sem an tic D i s t a n c e (D) S c o r e s In t h e f o l l o w i n g s e c t i o n t h e f i n d i n g s r e g a r d i n g t h e D s c o r e s b etw een s e l e c t e d p a i r s o f c o n c e p t s f o r th e a c h i e v e ment, i n t e l l i g e n c e , and s e x g r o u p in g s a re p r e s e n t e d and d i s c u s s e d . The c o n c e p t s c h o s e n appeared to r e l a t e to th e f i n d i n g s r e p o r t e d e a r l i e r i n th e r e v i e w o f th e r e s e a r c h l i t e r a t u r e . For each o f t h e s e v e n m ajor a r e a s i n v e s t i g a t e d , t e n p a i r s o f c o n c e p t s were s e l e c t e d f o r co m p a riso n . The method o f p r e s e n t a t i o n o f t h e s e f i n d i n g s p a r a l l e l s t h a t r e p o r t e d i n t h e f i r s t s e c t i o n o f t h i s chap t e r . The a n a l y s e s f o r each o f th e m ajor g r o u p in g s o f a c h ie v e m e n t, i n t e l l i g e n c e , and se x a re o r g a n iz e d under the s e v e n m ajor a r e a s o f th e s t u d y . Area 1— S c h o o l E x p e r ie n c e s A chievem ent group c o m p a r is o n s . — Of t h e t e n p a i r e d c o n c e p t s p r e s e n t e d in Table 7 8 , n in e y i e l d e d l a r g e r D v a l u e s f o r u n d e r a c h i e v e r s , i n d i c a t i n g l e s s s i m i l a r i t y i n p e r c e i v e d meaning f o r t h e s e c o n c e p t s . A c h i e v e r s app ear to i d e n t i f y more c l o s e l y w i t h t e a c h e r s , and are more a c c e p t i n g TABLE 78 M EA N D SCORES FOR AREA 1, SCH O O L ACHIEVEM ENT, INTELLIGENCE, EXPERIENCES, ACCORDING T O A N D SEX GROUPINGS Major Grouping Achievement Intelligence (IQ) Sex Paired Concepts Under- Achievers Achievers Low Average High Boys Girls Teachers—Parents 2 .2 0 2 .0 8 2.19 2.13 2.03 2.19 2.03 Teachers—M y Best Friends 2.48 2.29 2.42 2.41 2.15 2.32 2.32 Teachers—M e 2.17 2.03 2 .2 0 2.07 1.98 2.21 1.90 Grades—M e 2.45 2 .1 2 2.36 2 .2 2 2.03 2.30 2.04 Grades—How M y Class Sees M e 1.95 1.94 1.93 1.92 1.97 2.07 1.80 Grades—Trying Hard 2.14 2.07 2.27 2.14 1.92 2.09 2.07 Grades—Something Important 2 .5 2 2.23 2 o 45 2.37 2.07 2.32 2.23 School—Trying Hard 2.30 2.19 2.49 2.24 2.05 2.30 2.11 Reading—Something Easy 3.04 2.97 2.60 2.92 3.21 2.99 2.98 Ideal Teacher—Teachers 2.41 2.55 2.41 2.52 2.59 2.59 2.47 ro oo 269 o f g r a d e s . T h e i r c o n c e p t i o n s o f P a r e n t s and My B e s t F r i e n d s a re c l o s e r to T e a c h e r s th a n t h o s e f o r t h e u n d e r a c h i e v e r s . A c h i e v e r s c o n s i d e r S c h o o l and G ra d es as more i m p o r t a n t and c o n s e q u e n t l y t r y h a r d e r t h a n u n d e r a c h i e v e r s . R e a d in g was view ed as e a s i e r f o r a c h i e v e r s . A l a r g e D, ho w ever, i s o b s e r v e d b e tw ee n T e a c h e r s and I d e a l T e a c h e r i n f a v o r o f a c h i e v e r s , w hich c o u ld be t h e r e s u l t o f h i g h e r e x p e c t a t i o n s o f t e a c h e r s on t h e p a r t o f a c h i e v i n g s t u d e n t s . I n t e l l i g e n c e g ro up c o m p a r i s o n s . — The f i n d i n g s w i t h r e s p e c t t o i n t e l l i g e n c e l e v e l a p p e a r to be s i m i l a r t o t h o s e b a s e d upon t h e a c h ie v e m e n t g r o u p i n g . F o r se v e n o u t o f t e n p a i r s o f c o n c e p ts i n t h e a r e a o f S c h o o l E x p e r i e n c e s , t h e D s c o r e s were l a r g e s t f o r t h e low g rou p and s m a l l e s t f o r t h e h i g h IQ g ro u p . G r e a t e s t i d e n t i f i c a t i o n w i t h T e a c h e r s o c c u r r e d among t h e h i g h IQ s t u d e n t s . S t u d e n t s w i t h low i n t e l l i g e n c e a r e l e s s a c c e p t i n g o f G r a d e s . and do n o t con s i d e r them or S c h o o l as I m p o r t a n t a s do s t u d e n t s of h i g h i n t e l l i g e n c e . The d i s c r e p a n c y b e tw e e n R e ad in g and Some t h i n g E a s y was l a r g e s t f o r t h e h i g h g ro u p , s u g g e s t i n g t h a t R e a d in g i s c o n s i d e r e d more w o r th w h ile t o t h i s g ro u p t h a n t h e c o n c e p t S o m e th in g E a s y . S i m i l a r l y , t h e D s c o r e s b e tw e e n I d e a l T e a c h e r and T e a c h e r s were s m a l l e s t f o r t h e h i g h g r o u p , i n d i c a t i n g g r e a t e r e x p e c t a t i o n s o f T e a c h e rs f o r s t u d e n t s w i t h h i g h i n t e l l i g e n c e . Sex g ro u p c o m p a r i s o n s . — I n th e c a s e o f t h e s e x g ro up m em bership c o m p a r is o n s , n i n e o f t h e t e n p a i r e d 270 c o n c e p ts shoved l a r g e r D rs f o r b o y s. The i n d i c a t i o n i s t h a t g i r l s seem to i d e n t i f y more c l o s e l y t h a n boys w i t h T e a c h e r s . and a r e more a c c e p t i n g o f g r a d e s . They c o n s i d e r S ch o o l and Grades as more I m p o r ta n t and T ry H a rd e r t h a n th e b o y s . However, boys were found to h o ld h i g h e r e x p e c t a t i o n s f o r T e a c h e rs th a n g i r l s . No d i f f e r e n c e s a p p e a re d w ith r e g a r d to t h e i r view s c o n c e r n in g T e a c h e rs and My B e s t F r i e n d s , R e a d i n g , and Som ething E a s y . A rea 2— F a m ily R e l a t i o n s h i p s A chievem ent g r o u p in g c o m p a r is o n s . — The D s c o r e s f o r t h i s a r e a a re p r e s e n t e d i n T able 79. The c o n c e p ts Home and S chool a r e ju d g e d to be c l o s e r i n m eaning f o r a c h i e v e r s th a n f o r u n d e r a c h i e v e r s and a ls o more f a v o r a b l e . U n d e r a c h ie v e r s view ed Home and R u les as l e s s s i m i l a r i n meaning t h a n a c h i e v e r s , im p ly in g , p e r h a p s , an a b sen c e o f R u les o r a d e q u a te s t r u c t u r e , b u t seemed to a s s o c i a t e P u n ish m e n t w i t h Home more so t h a n d i d th e a c h i e v e r s . In r e f e r e n c e to t h e D s c o r e s betw een I d e a l P a r e n t and P a r e n t s , t h e r e i s l e s s s i m i l a r i t y i n th e c a se of a c h i e v e r s , s u g g e s t i n g h e r e , a g a i n , g r e a t e r e x p e c t a t i o n s o f th e p a r e n t s by a c h i e v e r s . U n d e r a c h ie v e rs te n d to c o n c e iv e of t h e i r p a r e n t s as d i f f e r e n t from t h e m s e lv e s and o t h e r s to a g r e a t e r e x t e n t th a n do a c h i e v e r s . They a l s o d i f f e r from a c h i e v e r s i n t h a t t h e y w ish t o be l e s s l i k e t h e i r p a r e n t s . The D f o r t h e c o n c e p t p a i r P a r e n t s — S u c c ess d id n o t a p p e a r to y i e l d an y i n t e r p r e t a b l e r e s u l t s . TABLE 79 MEAN D SCORES POR AREA 2, PAMILI RELATIONSHIPS, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS Major Grouping P a ire d Concepts Achievement I n t e l l i g e n c e (IQ) Sex Under- Achievers i Achievers Low Average High Boys G ir ls Home— School 2.43 2.29 2.38 2.36 2.21 1 .35 2.27 Home— Rules 2.93 2.64 2.81 2.77 2.54 2.79 2.59 Home— Punishment 3.44 3.57 3.32 3.64 3.51 3.61 3.49 I d e a l P a r e n t— P a ren ts 1 .90 1.97 1.75 2.05 1.89 1.94 1.97 P a r e n t s —Most People 2.25 2.05 2.00 2.12 2.06 2.21 1.96 P a r e n ts —My Best Friends 1.97 1.98 1 .90 2.10 1.85 1.93 2.03 P a r e n t s — Grownups 2.01 1.96 2.17 1.95 1,91 1.99 1.94 P a r e n t s — Me 2.05 2.00 2,02 2.09 1.88 2.04 1.97 P a r e n t s — How I ' d Like To Be 2.44 2.39 2.30 2.48 2.32 2.45 2.35 P a r e n t s — Success 2.20 2.29 2,18 2.39 2.16 2.27 2.28 272 I n t e l l i g e n c e group com parisons. — In only th r e e out of te n of th e p a ir e d concepts d id th e s i z e of th e DTs p ro g r e s s i v e l y d e crea se f o r th e low to the high IQ groups in the d i r e c t i o n expected. Although no c o n s i s t e n t t r e n d was in d ic a t e d f o r the low group, th e high IQ group o b tained sm a lle r D sco res th an the average group on a l l te n p a ire d con cep ts. The i n d i c a t i o n i s t h a t th e lower IQ groups tend to p e rc e iv e l e s s s i m i l a r i t y and t h e r e f o r e i d e n t i f y School, Home, and How I ' d Like To Be (the way th e y wish to be) l e s s w ith t h e i r P a re n ts than th e high IQ group. Sex grouping com parisons. — The boys were observed to have l a r g e r D sc o res th an the g i r l s f o r seven of the te n concept p a i r s , i n d i c a t i n g a l e s s e r tendency to i d e n t i f y Home and P a re n ts w ith R u le s , S c h o o l, them selves (Me) or o th e rs (Most P e o p le ). They are a p p a r e n tly l e s s a c c e p tin g of Punishment than the g i r l s . Boys’ f e e l in g s regardin g P a re n ts and B est F r i e n d s , as w ell as R u le s . are more s i m i l a r th a n f o r the g i r l s , bu t P a re n ts and Most People were p e rc eiv e d as c lo s e r i n meaning f o r the g i r l s . Area 3— S o c ial R e la tio n s h ip s Achievement group com parisons. — The mean D scores f o r t h i s a re a appear in Table 80. The und erach ieving s tu d e n ts were found to have l a r g e r D scores in th e d i r e c t i o n a n t i c i p a t e d on s i x of the t e n p a ir e d con cepts. A sev enth p a i r y i e l d e d sm a lle r D’s, also in the d i r e c t i o n TABLE 80 MEAN D SCORES FOR AREA 3, SOCIAL RELATIONSHIPS, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS Major Grouping Paired Concepts Achievement Intelligence (IQ) Sex Under-i . , . . , . Achievers Achievers Low Average High Boys Girls Most People—My Best Friends 2.12 2.07 M y Best Friends—Grownups 2.16 2.38 My Best Friends—M e 1.89 1.79 My Best Friends—College 2.59 2„ 1 2 M y Best Friends—A Job 1.99 1.93 My Best Friends—Quitting School 5.33 5.79 Classmates—M y Best Friends 1.79 1.76 Classmates—M e 1.75 1 c78 Classmates—Parents 2.03 1,95 Classmates—Trying Hard 1.93 2.07 1.94 2.15 2.03 2.20 1.96 2.33 2,42 2.26 2.25 2.44 1.93 1.90 1.64 1.82 1.79 2.29 2.35 1.93 2.10 2.28 1.84 2.01 1.88 1.99 1.90 4.72 5.79 5.97 5.52 5.90 1.66 1.76 1.80 . 1.83 1.69 1.88 1.78 1.72 1.93 1.62 1.85 2.01 1.95 2.01 1.92 2.11 1.95 2.02 2.09 1.90 ro 274 e x p e c t e d . A c h i e v e r s a p p e a r to have more s i m i l a r p e r c e p t i o n s f o r C o l l e g e and My B e s t F r i e n d s t h a n do u n d e r a c h i e v e r s . They a p p a r e n t l y have b e t t e r a t t i t u d e s to w a rd o t h e r s and p e r c e i v e t h e i r C l a s s m a t e s more f a v o r a b l y t h a n u n d e r a c h i e v e r s . A c h i e v e r s have a g r e a t e r t e n d e n c y t o see t h e i r B e s t F r i e n d s as C o l le g e bou nd , and a re l e s s l i k e l y to p e r c e i v e t h e i r f r i e n d s a s l e a v i n g s c h o o l t h a n a r e u n d e r a c h i e v e r s . I n t e l l i g e n c e g r o u p i n g c o m p a r i s o n s . — The D s c o r e s f o r t h e IQ g ro u p s do n o t a p p e a r t o d e m o n s t r a t e any c o n s i s t e n t d i f f e r e n c e s i n p e r c e i v e d m ea n in g . However, i t can be s e e n t h a t th e low g r o u p s e e s t h e i r B e s t F r i e n d s Q u i t t i n g S c h o o l more r e a d i l y t h a n do t h e a v e r a g e o r h i g h IQ g r o u p s . The h i g h i n t e l l i g e n c e g ro u p t e n d t o t h i n k o f t h e i r f r i e n d s as C o l le g e boun d. Sex g r o u p i n g c o m p a r i s o n s . — The D s c o r e s were found to be g r e a t e r f o r t h e boys i n s e v e n o u t o f t h e t e n p a i r e d t c o n c e p t s . A n o th e r p a i r was fo un d t o be s m a l l e r f o r boys b u t was a l s o i n th e d i r e c t i o n e x p e c t e d . G i r l s seem t o con s i d e r th e m s e lv e s more s i m i l a r to C l a s s m a t e s . p e r c e i v e them as t h e i r F r i e n d s , f e e l c l o s e r to t h e i r B e s t F r i e n d s , and see o t h e r p e o p le a s F r i e n d s to a g r e a t e r e x t e n t t h a n b o y s . G i r l s t e n d t o c o n s i d e r B e s t F r i e n d s to be l e s s l i k e l y to £ u i t _ S c h o o l and more l i k e l y to a t t e n d C o l l e g e . A rea 4 — S e l f C o n c en t A ch iev em ent group c o m p a r i s o n s . — A c c o r d in g to 275 T able 81, th e D s c o r e s f o r t h i s a r e a -were l a r g e r f o r u n d e r a c h i e v e r s , i n d i c a t i n g a g r e a t e r d i s s i m i l a r i t y b e tw ee n s e l f and G r a d e s , S c h o o l . R e a d in g , Scho ol A b i l i t y , T r y in g H a r d , and i d e a l s e l f . U n d e r a c h ie v e r s do n o t p e r c e i v e th e m s e lv e s as i n t t e r e s t e d i n sc h o o l and a re l e s s s a t i s f i e d w i t h s e l f t h a n a re a c h i e v e r s . The d i r e c t i o n was r e v e r s e d i n th e case o f th e c o n c e p t p a i r Me and C h e a t i n g , i n d i c a t i n g l e s s un f a v o r a b l e a s s o c i a t i o n w ith c h e a t i n g on th e p a r t of u n d e r a c h i e v e r s . Though t h e r e was g r e a t e r d i s c r e p a n c y betw een i d e a l s e l f and c l a s s m a t e s f o r a c h i e v e r s , th e D b e tw ee n S chool A b i l i t y and i d e a l s e l f was l a r g e r f o r u n d e r a c h i e v e r s , i n d i c a t i n g t h a t a c h i e v e r s e x p e r i e n c e l e s s d i s s a t i s f a c t i o n w ith t h e i r s c h o o l a b i l i t y t h a n do u n d e r a c h i e v e r s . U n d e r a c h ie v e r s d id n o t v iew c l a s s m a t e s as s i m i l a r to i d e a l s e l f as d i d a c h i e v e r s . I n t e l l i g e n c e group c o m p a r is o n s . — The h i g h IQ group saw c l o s e r r e l a t i o n s h i p s to G r a d e s . S c h o o l , R e a d i n g . T ry in g H a r d , and School A b i l i t y , and i d e a l s e l f (How I Td L ike To B e) t h a n d id t h e low IQ g r o u p . They a l s o showed a g r e a t e r d i s s i m i l a r i t y b e tw ee n t h e c o n c e p t p a i r Me and C h e a t i n g . High groups p e r c e i v e d a g r e a t e r d i f f e r e n c e betw een C la s s m a te s and S c h o o l . They a ls o see C la s s m a te s s i m i l a r l y to t h e way C la s s m a te s see them . They a l s o see School A b i l i t y as more n e a r l y l i k e I d e a l th a n do u n d e r a c h i e v e r s . Sex group c o m p a r io n s . — The mean D s c o r e s f o r n in e TABLE 81 MEAN D SCORES FOR AREA 4, SELF CONCEPT, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS Achievement I n t e l l i g e n c e (IQ) Sex • j n x Under- Paired. Concepts . , . ^ Achievers Achievers Low Average High Boys G irls Me— Grades 2.45 2.12 2.36 2.22 2.03 2.30 2.04 Me— School 2.36 2.30 2.43 2.36 2.19 2.40 2.22 Me— Reading 2.70 2.27 2.55 2.40 2.16 2.43 2.24 Me—My School A b i l i t y 2.00 1.66 1.80 1.75 1.63 1.83 1 .60 Me— Trying Hard 2.23 2.10 2.38 2.10 2.06 2.23 2.01 Me— Cheating 4.92 5.28 4.27 5.23 5.55 5.16 5.28 Me— How I ’d Like To Be 2.27 2.20 2.32 2.26 2.10 2.24 2.18 How I ’d Like To Be— Classmates 2.47 2.55 2.24 2.53 2.66 2.79 2.29 My School A b i l i t y — How I ’d Like To Be 2.74 2.41 2.63 2.60 2.20 2.49 2.42 How My Class Sees Me— Classmates 1.87 1.84 2.01 1.90 1.70 1.87 1.81 r - o -v) O ' 277 o f th e t e n p a i r e d c o n c e p ts were found to be l a r g e r f o r b o y s, i n d i c a t i n g g r e a t e r s i m i l a r i t y be tw ee n t h e s e s e t s of con c e p t s . In th e c a s e o f t h e c o n c e p ts Me and C h e a t in g a s m a l l e r D was o b t a i n e d f o r th e b o y s , i n d i c a t i n g t h a t g i r l s i d e n t i f y l e s s w i t h C h e a tin g t h a n th e b o y s . In th e r e s t of t h e c o m p a ris o n s , g i r l s a p p e a r to i d e n t i f y more c l o s e l y w i t h G ra d e s , S c h o o l . R e a d in g , S ch oo l A b i l i t y . T ry in g H a r d , and i d e a l s e l f (How I* d L ik e To B e) . There seems to be a g r e a t e r s i m i l a r i t y b etw een i d e a l and School A b i l i t y f o r th e g i r l s , i n d i c a t i n g more s a t i s f a c t i o n w i t h s e l f (Me) on t h e p a r t o f g i r l s . Boys t e n d to c o n s i d e r t h e i r C la s s m a te s l e s s l i k e t h e i r i d e a l i n c o n t r a s t to t h e g i r l s who see t h e i r C la s s m a te s much l i k e th e way t h e i r C l a s s m a t e s see them (How My C la s s Sees Me) . A rea 5— A u t h o r i t y R e l a t i o n s h i p s A chievem ent group c o m p a r is o n s . — T able 82 p r e s e n t s t h e mean D s c o r e s f o r t h e p a i r e d c o n c e p ts i n t h i s a r e a . B o th gro u p s t e n d to p e r c e i v e c l o s e s i m i l a r i t y b e tw ee n T e a c h e r s , Home, Grow nups. and th e c o n c e p t A u t h o r i t y , i n d i c a t i n g t h a t t h e y i d e n t i f y t h e s e c o n c e p ts w ith A u t h o r i t y . U n d e r a c h ie v e r s were fo un d t o p e r c e i v e P a r e n t s , Grownups. Most P e o p l e . P u n i s h m e n t . and A u t h o r i t y as l e s s s i m i l a r t h a n a c h i e v e r s , i n d i c a t i n g t h a t u n d e r a c h i e v e r s may n o t be as a c c e p t i n g o f A u t h o r i t y as a c h i e v e r s . S i m i l a r f i n d i n g s were o b t a i n e d f o r t h e c o n c e p ts R u les and S c h o o l . i n which TABLE 82 MEAN D SCORES FOR AREA 5, AUTHORITY RELATIONSHIPS, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS Major Grouping P a ire d Concepts Achievement I n t e l li g e n c e (IQ) Sex Under- Achievers Achievers Low Average High Boys G irls A u th o rity — Teachers 1.99 1.97 2.07 1.97 1.94 2.09 1.86 A u th o rity —Home 2.43 2.44 2.67 2.45 2.38 2.48 2.40 A u th o rity —P a ren ts 2.53 2.36 2.67 2.35 2.34 2.48 2.30 A u th o rity —Most People 2.22 2.14 2.22 2.18 2.09 2.23 2.07 A u th o rity — Grownups 2.09 2.10 2.29 2.12 2.00 2.19 2.00 A u th o rity —Punishment 2.68 2.59 2.40 2.72 2.54 2.65 2.57 R ules— School 2.35 2.20 2.22 2.29 2.14 2.29 2.16 Punishment— Teachers 2.71 2.84 2.76 2.83 2.82 2.83 2.81 Punishment— P aren ts 3.36 3.52 3.35 3.52 3.52 3.57 3.43 Punishment— Grownups 2.83 2.91 2.86 2.93 2.86 2.94 2.86 t o 00 279 a c h i e v e r s te n d to a s s o c i a t e R u le s w i t h School and a r e more a c c e p t i n g o f th e m 0 The c o n c e p t Punishm ent was v iew ed by u n d e r a c h i e v e r s as c l o s e r to t h e c o n c e p ts T e a c h e r , P a r e n t s , and G row nups, i n d i c a t i n g i d e n t i f i c a t i o n of n e g a t i v e f e e l i n g s r e g a r d i n g T e a c h e r s , P a r e n t s . and Grownups. I n t e l l i g e n c e group c o m p a r is o n s , — A c o n s i s t e n t t r e n d from s m a ll D s c o r e s t o h i g h e r ones i s seen f o r t h e low to th e h ig h IQ group on t h e c o n c e p ts T e a c h e r s , Home, P a r e n t s , Most P e o p l e , G row nups. and A u t h o r i t y . The sm a ll D f o r low and h ig h IQ g ro up s f o r t h e c o n c e p ts A u t h o r i t y and P u n i s h ment r e v e a l t h a t th e low D f o r t h e h ig h IQ g ro up i s due to h i g h e r s c o r e s f o r b o t h c o n c e p ts and i n d i c a t e s t h a t h ig h i n t e l l i g e n c e g ro u p s may be more a c c e p t i n g o f b o th c o n c e p t s , w h ereas t h e s m a ll D i n th e c a se of t h e low IQ i s due to lo w e r s c o r e s f o r b o th c o n c e p ts and i n d i c a t e s t h a t low IQ g ro u p s t e n d to r e j e c t b o t h c o n c e p t s . The a v e r a g e g ro u p has th e l a r g e s t D s c o r e , w hich means t h a t t h e y te n d t o p e r c e i v e a d i f f e r e n c e betw een A u t h o r i t y and P u n is h m e n t. A s i m i l a r f i n d i n g , i s o b t a i n e d f o r t h e c o n c e p ts Grow nups. T e a c h e r s , and P u n is h m e n t. B oth a v e ra g e and h ig h g ro u p s s e e P u n ish m en t and P a r e n t s and T e a c h e rs and P u n i s h ment as l e s s s i m i l a r t h a n do low IQ g r o u p s , i n d i c a t i n g t h a t th e low IQ g ro u p t e n d s to a s s o c i a t e P u n ish m e n t w i t h P a r e n t s and T e a c h e r s . Sex g ro u p c o m p a r is o n s . — Sex d i f f e r e n c e s o c c u r r e d on a l l t e n p a i r s o f c o n c e p t s , boys o b t a i n i n g l a r g e r D*s t h a n 280 g i r l s i n each case. The i n d i c a t i o n is t h a t boys see l e s s s i m i l a r i t y in meaning f o r th e s e p a ir e d con cepts th a n do th e • g i r l s . G ir ls are more a c c e p tin g of A u th o rity and P u n ish ment from T e a c h e r s . P a r e n t s , and Grownups. Boys p e rc e iv e d the concept Rules more d i f f e r e n t l y from School th an did th e g i r l s , who appear to be more a c c e p tin g o f Rules a t S c h o o l. Area 6— Goal O r i e n t a t i o n Achievement group co m p arison s. — Of th e te n p a ir e d concepts shown in Table 83, seven i n d i c a t e l a r g e r D sc o res f o r u n d e ra c h ie v e r s . The rem aining t h r e e have s m a lle r ones, but a lso in th e d i r e c t i o n ex p ected . A chievers te n d to a s s o c i a t e S c h o o l, Co l i e g e , and Success more c l o s e l y with F u tu re th a n do u n d e ra c h ie v e r s . A chievers i d e n t i f y w ith C ollege and G raduating more c l o s e l y than do u n d e ra c h ie v e r s . Money and Success are p e rc e iv e d as more s i m i l a r by a c h ie v e rs th a n by u n d e ra c h ie v e r s . In c o n t r a s t , g r e a t e r d i s t a n c e sc o re s were o b tain ed f o r a c h ie v e rs on th e concepts C o l le g e . Me, G r a d u a tin g , and Q u i t t i n g S c h o o l. The i n d i c a t i o n i s t h a t the n o t io n of Q u i t ti n g School i s l e s s r e j e c t i n g to u n d e ra c h ie v e rs t h a n to a c h i e v e r s . I n t e l l i g e n c e group co m p a riso n s.— The l a r g e s t D's were found f o r low IQ s tu d e n ts f o r th e c o ncep ts F u tu re w ith S c h o o l, C ollege and S u c c e s s . and Me and C o lle g e . The low IQ group a ls o had th e l a r g e s t D f o r Money and S u c c e s s . The sm all D*s f o r the h ig h group i n d i c a t e t h a t a c h ie v e r s view TABLE 83 MEAN D SCORES FOR AREA 6, GOAL ORIENTATION, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPING Major Grouping P a ired Concepts Achievement I n t e l li g e n c e (IQ) Sex Under- Achievers Achievers Low Average High Boys G irls F u tu re — School 2.31 2.13 2.40 2.24 1.95 2.27 2.05 F u tu re — College 2.33 1.77 2.12 1 .95 1.63 1 .85 1.86 C ollege— Me 2.46 2.16 2.38 2.26 2.07 2.20 2.22 C o lle g e -Q u ittin g School 4.76 5.48 3.96 5.36 5.87 5.42 5.32 A Job— College 2.22 1.86 1.87 2.00 1.82 1.89 1.95 Graduating—Me 2.27 2.14 2.19 2.26 2„06 2.17 2.15 Graduating— Q u ittin g School 5.34 6.01 4.38 6.03 6.26 5.81 6.00 Q u ittin g School—Me 4.69 5.14 4.10 5.09 5.38 5.07 5.01 Money— Success 1 .99 1.93 2.24 1 .96 1.80 1.98 1.90 Success-Future 2.03 1.86 1 .91 1.96 1 »77 1 .98 1 .80 t o 00 282 th e s e p a ir e d concepts c lo s e r in meaning than do u n der a c h ie v e r s . For th e concept p a ir s C o lleg e— Q u ittin g S c h o o l. G raduating— Q u i ttin g School, and Me— Q u ittin g S ch o o l, the t r e n d was re v e rse d , i n d i c a t i n g g r e a t e s t r e j e c t i o n of the concept Q u ittin g School on the p a r t of the high i n t e l l i gence group and l e a s t r e j e c t i o n f o r s tu d e n ts w ith low i n t e l l i g e n c e . Sex group com parisons. — Boys had a l a r g e r D between F uture and School th a n did g i r l s , i n d i c a t i n g t h a t school i s a s s o c i a t e d l e s s w ith f u tu r e f o r boys than g i r l s . No sex d i f f e r e n c e appeared f o r the comparison of Me or F uture w ith C o lle g e . This also held tr u e f o r th e concept p a i r Me— G ra d u a tin g . No c o n s i s t e n t t r e n d was evidenced in the case of C o lle g e , G ra d u a tin g , and Me, and Q u ittin g School for e i t h e r sex. G ir l s o b tain ed lower D scores when Success was compared w ith Money and with F u t u r e , i n d i c a t i n g t h a t Money and Future are a s s o c ia te d more c l o s e l y w ith success for g i r l s than f o r boys. Area 7— Moral and S o c ia l Values Achievement group com parisons. — An in s p e c t io n of th e mean D sco res in Table 84 i n d i c a t e s g r e a t e r s i m i l a r i t y f o r a c h ie v e rs f o r the fo llo w in g concept p a i r s : Trying Hard. S c h o o l, R eading, Home, C o lle g e , G ra d u a tin g , and Something I m p o r ta n t, thu s su g gesting t h a t a c h ie v e rs value th e s e con c ep ts more h ig h ly than do u n d e ra c h ie v e rs . L arger D*s were TABLE 84 MEAN D SCORES FOR AREA 7, MORAL AND SOCIAL VALUES, ACCORDING TO ACHIEVEMENT, INTELLIGENCE, AND SEX GROUPINGS Major Grouping P a ir e d Concepts Achievement I n t e l l i g e n c e (IQ) Sex Under- . , . . , . Achievers A chievers Low Average High Boys G ir l s Trying Hard— Something Im portant 1 .98 1 .83 1 .91 1.84 1 .85 1 .97 1 .73 Cheating— Something Easy 4.71 5.17 4.25 5.21 5.25 4.94 5.26 Something Easy— Success 2.52 2 0 93 2.45 2.82 3.08 2.85 2.88 Something Im po rtant— School 2.39 2.23 2.34 2.33 2.11 2.37 2.14 Something Im p ortan t— Reading 2.78 2.30 2.26 2.45 2.29 .2.50 2.24 Something Im p o rta n t— Home 2.48 2.28 2.39 2.36 2.22 2.33 2.30 Something Im p o rta n t— College 2.33 1.96 2.03 2.07 1 .94 2.04 2.00 Something Im p o rta n t— G raduating 2.13 1.98 1 .80 2.03 2.04 2.10 1 .91 Something Im p o rtan t— Money 2.28 2.32 2.45 2.35 2.21 2.49 2.14 Something Im p o rta n t— Success 1 .92 1 .98 1.92 1 .97 1 .98 2.04 1 .89 m To U ) 284 found f o r a c h ie v e r s on C heating and Success and Something E a s y , s u g g e s tin g t h a t u n d e ra c h ie v e rs te n d to be u n r e a l i s t i c about t h e i r f u t u r e and are more l i k e l y th an a c h ie v e r s to ta k e the easy way o u t. I n t e l l i g e n c e group c o m p a riso n s. — Although no d e f i n i t e tren d from th e low to th e high IQ group i s d i s c e r n i b l e , i t can be observed t h a t the s m a lle r D sc o re s were found f o r high IQ s tu d e n ts on th e f o llo w in g p a ir e d c o n cep ts: T rying H ard. S c h o o l, Home, C o l l e g e , Money, and Something I m p o r ta n t . The i n d i c a t i o n i s t h a t the high IQ group v a lu e s th e s e concepts more h ig h ly th a n th e low group. Regarding th e concept R e ad in g , i t appears t h a t th e low IQ group con s i d e r e d i t as u n im p o rtan t, whereas th e high IQ group p e r - ceived Reading as very I m p o r ta n t. The D s c o r e s f o r the concepts C h e atin g — Something Easy were low est f o r th e low group and h i g h e s t f o r t h e high IQ group, i n d i c a t i n g a g r e a t e r d i s t a s t e f o r C h eating on th e p a r t of th e more i n t e l l i g e n t s t u d e n t s . S im ila r f i n d in g s are r e p o r te d f o r Some th i n g Easy and S u c c e s s . i n d i c a t i n g t h a t the high IQ group does n ot p e r c e iv e th e two id e a s as s i m i l a r l y as the low IQ group. Sex group com parisons. — Sex d i f f e r e n c e s were found in each of the te n p a ir e d com parisons, i n d i c a t i n g t h a t g i r l s v a lu e d th e s e concepts more h i g h ly th an d id boys. In the s i t u a t i o n in which boys had s m a ll e r D 's , th e y were observed to be i n th e a n t i c i p a t e d d i r e c t i o n . G i r l s appear to have 285 a t t a c h e d g r e a t e r s i g n i f i c a n c e to T ry in g H a rd , S c h o o l, R e a d in g . Home, C o l l e g e , Money, and S u c c e s s . and l e s s im portance to t h e con cepts C h eating and Something Easy th an d id th e boys. Summary of th e C hap ter This c h a p t e r d i s c u s s e d th e f in d in g s f o r the a c h i e v e ment, i n t e l l i g e n c e , and sex g rou pin gs r e g a r d i n g th e e v a l u a t i o n , p o ten c y , and a c t i v i t y f a c t o r s c o re s f o r th e t h i r t y c o n ce p ts i n v e s t i g a t e d by th e MWT. The c o n c e p ts were o rg a n iz e d i n to t h e f o l lo w in g m ajor a re a s : School E xper i e n c e s , Fam ily R e l a t i o n s h i p s , S o c i a l R e l a t i o n s h i p s , S e l f Concept, A u t h o r i ty R e l a t i o n s h i p s , Goal O r i e n t a t i o n , and Moral and S o c i a l V a lu es. S i g n i f i c a n t f i n d i n g s f a v o r i n g a c h i e v e r s were r e p o r t e d on a t l e a s t one of the E, P, A f a c t o r s f o r s e v e r a l of the c o n ce p ts i n t h e a r e a s of School E x p e r ie n c e , S e l f C oncept, A u t h o r i ty R e l a t i o n s h i p s , Goal O r i e n t a t i o n , and Moral and S o c ia l V a lu e s. No s i g n i f i c a n t d i f f e r e n t i a t i o n between th e two groups was found i n th e a r e a s of Fam ily R e l a t i o n s h i p s and S o c ia l R e l a t i o n s h i p s . The MVT demon s t r a t e d s i g n i f i c a n t d i f f e r e n t i a t i o n on a t l e a s t one o f th e t h r e e f a c t o r s w ith r e s p e c t to l e v e l s of i n t e l l i g e n c e f o r th e seven m ajor a r e a s . In g e n e r a l , th e h ig h IQ group te n d e d to p e r c e i v e t h e s e a re a s most f a v o r a b l y w h ile th e low IQ group c o n s id e r e d them l e a s t f a v o r a b l y . The com p a r i s o n s b a sed upon sex membership r e v e a le d s i g n i f i c a n t 286 d i f f e r e n c e s , p r i m a r il y on th e e v a l u a t i v e f a c t o r , for s e v e r a l of the concepts in each o f th e seven m ajor areas of th e stu d y . The graph ic i l l u s t r a t i o n of th e mean E, P, A f a c t o r sc o re s d e p ic te d th e e x te n t of th e d i f f e r e n t i a t i o n of the M W T concepts according to th e m ajor groupings of a re a s i n v e s t i g a t e d . In in s ta n c e s -where the d i f f e r e n t i a t i o n was not found to be s t a t i s t i c a l l y s i g n i f i c a n t , tr e n d s in the d i r e c t i o n i n d ic a t e d by the r e s e a r c h were r e v e a le d . The a n a ly s is of th e sem antic d i s t a n c e s (Drs) between t e n s e l e c t e d p a i r s of concepts in each of th e seven major a re a s accord in g to achievement, i n t e l l i g e n c e , and sex grouping i n d ic a t e d t h a t d i f f e r e n c e s did e x i s t in the p e r ceived s i m i l a r i t y of meaning f o r the p a ir e d c o n ce p ts. In g e n e r a l , i t was found t h a t a c h ie v e rs p e rc e iv e d the p o s i t i v e concepts in each a re a more fa v o r a b ly and hence c l o s e r in meaning th a n d id th e u n d e ra c h ie v e r s . S tu d e n ts i n the high IQ group tended to p e rc e iv e t h e s e concepts s i m i l a r l y to the way th e y were p e rc e iv e d by the a c h ie v e r s , and g i r l s g e n e r a l l y o b tain ed s m a lle r d i s t a n c e s th a n did th e boys, between concepts regarded as s o c i a l l y a c c e p ta b le . CHAPTER VI SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary The problem The purpose of t h i s i n v e s t i g a t i o n was to prov ide i n c r e a s e d u n d e rs ta n d in g of th e u n d e ra c h ie v e r thro u g h e f f o r t s to d e te rm in e u n d e rly in g a t t i t u d e s in terms of h is s e l f - p e r c e p t i o n , p e r c e p t i o n of h i s environm ent and of o t h e r s . S p e c i f i c a l l y , the stu d y i n v e s t i g a t e d d i f f e r e n c e s i n the p e rc e iv e d meaning of concepts which r e s e a r c h has shown to be r e l a t e d to th e achievem ent m o tiv a tio n complex. The p rim ary o b j e c t i v e s of t h i s stu d y were to d eterm ine (1) w hether s i g n i f i c a n t d i f f e r e n c e s e x i s t betwen n i n t h grade a c h ie v e r s and u n d e ra c h ie v e r s w ith re g a rd to th e p e rc e iv e d meaning of s e l e c t e d concepts and (2) whether s i g n i f i c a n t d i f f e r e n c e s e x i s t between the groups w ith reg a rd to the s i m i l a r i t i e s and d i f f e r e n c e s between s e l e c t e d p a i r s of c o n ce p ts. In an a tte m p t to analyze the m u l t i v a r i a b l e c o r r e l a t e s of achievement and underachievem ent th e sem antic d i f f e r e n t i a l te c h n iq u e was u t i l i z e d . The Meaning o f Words 287 288 T est (MWT) was the in stru m e n t s p e c i f i c a l l y designed to measure th e s e v a r i a b l e s . Methodology Exam ination of the r e s e a r c h l i t e r a t u r e d e a lin g w ith m o tiv a tio n a l and a t t i t u d i n a l c o r r e l a t e s of achievem ent and underachievement r e s u l t e d in th e fo rm u la tio n of s i x g e n e ra l c a te g o r ie s under which th e s e v a r i a b l e s could be subsumed. Table 4 (p. 144) p re s e n te d the a re a s d e li n e a t e d in th e p i l o t i n v e s t i g a t i o n . Concepts found to be r e l a t e d to academic achievement were proposed f o r each of the m ajor a re a s . These were organ ized i n to a p i l o t in stru m e n t in which e ig h te e n p a i r s of seven th grade a c h ie v e rs and u n d e r a c h ie v e rs of s u p e r io r a b i l i t y were matched on the b a s i s of age, grade, sex, IQ, and socioeconomic l e v e l . The s u b je c ts were r e q u ir e d to d i f f e r e n t i a t e s i x t e e n a c h ie v e m e n t- r e la te d concepts on a s e r i e s of nine b i p o l a r a d j e c t i v a l s c a l e s . As a r e s u l t of th e p i l o t study f i n d in g s , the in stru m ent was re v is e d in the f o llo w in g way: (1) the areas i n v e s t i g a t e d were re o rg a n ize d in to seven p r i n c i p a l c a te g o r i e s (see Table 1, p. 18); (2) s e v e r a l a d j e c t i v e s c a le s were re p la c e d by those b e lie v e d to be more ap p ro p r i a t e ; (3) the number of steps p e r s c a le was in c r e a s e d from f iv e to seven; (4) th e in stru m ent was expanded to in c lu d e t h i r t y concepts to be analyzed in the main i n v e s t i g a tio n , and (5) the concepts and s c a le s were p la c e d on IBM g 289 cards to be mark sensed, in o rd e r to f a c i l i t a t e sc o rin g and a n a ly s is of th e d a t a . The subsequent o p e ra tio n s of the study in clu d ed d e s c r i p t i v e and s t a t i s t i c a l analy ses of the d a ta , i n t e r p r e t a t i o n of the r e s u l t s , and e v a lu a tio n of the f i n d in g s . Review of r e s e a rc h The review o f the r e s e a r c h l i t e r a t u r e was u nd er taken in th r e e se p a ra te p h a ses. P a r t I d e a l t w ith th e problem of underachievement and re v e a le d t h a t d e s p i te th e numerous methods employed to stu d y i t , more i s needed to be known about the u n d e ra c h ie v e r from h is own p e rso n al frame of r e f e r e n c e . P a r t I I reviewed e f f o r t s made to u t i l i z e the sem antic d i f f e r e n t i a l tech niq ue in measuring the p e rc e p tio n s and a t t i t u d e s an i n d iv id u a l has concerning h im se lf and h is environment. The u t i l i t y of the method was found to be of s u f f i c i e n t value to w arrant f u r t h e r use in m easuring the c o n n o ta tiv e meaning of a c h ie v e m e n t-re la te d concepts. A s e p a ra te c h a p te r was devoted to P a r t I I I of the review in which i t was found t h a t the re s e a r c h f in d in g s re p o rte d could be subsumed under a number of g e n e ra l a re a s . The seven major a re a s proposed f o r th e main i n v e s t i g a t i o n were: (1) School E x perien ces, (2) Family R e la tio n s h ip s , (3) S o c ia l R e la tio n s h ip s , (4) S e l f Concept, (5) A u th o rity R e la tio n s h ip s , (6) Goal O r i e n t a ti o n , and (7) Moral and S o c ia l V alues. Under each of th e s e c a te g o rie s su pp ort fo r the i n c l u s i o n of th e t h i r t y concepts to be analyzed was 290 p r e s e n t e d . The f i n d i n g s w ere e x p r e s s e d i n t h e fo rm of a r e s e a r c h co n sen su s f o r each c o n c e p t and s t a t e d as a n t i c i p a t e d outcom es i n d i c a t i n g t h e d i r e c t i o n e x p e c te d f o r a c h i e v e r s and u n d e r a c h i e v e r s . A n t i c i p a t e d outcom es were a ls o p o s t u l a t e d f o r th e d i f f e r e n c e i n se m a n tic d i s t a n c e betw een s e l e c t e d p a i r s of c o n c e p ts f o r a c h i e v e r s and u n d e r a c h i e v e r s . F o r each a r e a t h e D s c o r e s b e tw e e n te n p a i r s of c o n c e p ts were c a l c u l a t e d and compared by a c h i e v e ment, i n t e l l i g e n c e , and sex g r o u p i n g s . The sam ples The t o t a l sample c o n t a i n e d 1 ,1 1 4 n i n t h g ra d e s t u d e n t s from t h r e e o f f o u r h ig h s c h o o l s i n a u n i f i e d sc h o o l d i s t r i c t o f a l a r g e community in Los A n g e le s County g e o g r a p h i c a l l y s i t u a t e d a few m il e s i n l a n d from t h e P a c i f i c c o a s t . The s u b j e c t s were g ro u p e d a c c o r d i n g t o a c h ie v e m e n t, i n t e l l i g e n c e , and s e x . B ased upon th e d i s c r e p a n c y o f one o r more y e a r s b etw een e x p e c te d and o b t a i n e d r e a d i n g ach iev e m e n t on t h e CAT, 172 u n d e r a c h i e v e r s and 972 a c h i e v e r s were i d e n t i f i e d . The g roups were f u r t h e r d i v i d e d i n t o low, a v e r a g e , and h ig h l e v e l s o f i n t e l l i g e n c e b a s e d upon CTMM IQ s c o r e s . F i n a l l y , th e sam ple was f u r t h e r s u b d i v i d e d on th e b a s i s of se x g r o u p in g . T h is r e s u l t e d i n tw e lv e c a t e g o r i e s o f a c h i e v i n g and u n d e r a c h i e v i n g boys and g i r l s of low, a v e r a g e , and h i g h i n t e l l i g e n c e (se e T a b le 6, p. 1 5 4 ). 291 S t a t i s t i c a l and d e s c r i p t i v e methods In o r d e r to p e rfo rm th e a n a l y s e s r e p o r t e d i n C h a p te r V, t h e 270 ite m s on t h e 15 MWT c a r d s were s c o r e d e l e c t r o n i c a l l y and t h e raw s c o r e s c o n v e r t e d i n t o t h r e e f a c t o r s c o r e s f o r e a c h c o n c e p t. The n i n e t y s c o r e s p e r s u b j e c t were t h e n s o r t e d i n t o one o f t h e t w e lv e c a t e g o r i e s a c c o r d i n g to a c h ie v e m e n t, i n t e l l i g e n c e , and sex g r o u p i n g . The s t a t i s t i c a l t o o l s u s e d i n t h e s t u d y were means, s t a n d a r d d e v i a t i o n s , a n a l y s i s o f v a r i a n c e , and F r a t i o s . The BIMD 05V p rogram , a 2x3x2 g e n e r a l l i n e a r f a c t o r i a l d e s i g n was employed (s e e T able 7, p. 156) t o d e te r m in e w h e th e r s i g n i f i c a n t mean d i f f e r e n c e s e x i s t e d betw een t h e a ch iev e m e n t g ro u p s on e a c h o f t h e 90 v a r i a b l e s em ployed. I n a d d i t i o n to t h e s t a t i s t i c a l p r o c e d u r e s u t i l i z e d i n th e s t u d y , s e v e r a l d e s c r i p t i v e a n a l y s e s were made b e c a u s e th e n a t u r e of t h e d a t a d id n o t l e n d i t s e l f to s t a t i s t i c a l t r e a t m e n t . P l o t t i n g s o f th e mean f a c t o r s c o r e s f o r t h e t h i r t y c o n c e p ts were made to i l l u s t r a t e g r a p h i c a l l y th e e x t e n t o f d i f f e r e n t i a t i o n found among th e a c h ie v e m e n t, i n t e l l i g e n c e , and se x g r o u p i n g s . The f i n d i n g s w ere t h e n a n a ly z e d a c c o r d i n g to t h e se v e n m a jo r a r e a s of t h e i n v e s t i g a t i o n . An a n a l y s i s o f t h e mean D s c o r e s u n d e r e a c h of t h e m a jo r a r e a s s t u d i e d was a l s o made. T h is was accom p l i s h e d by a s p e c i a l program p r e p a r e d f o r t h e Honeywell 800 com puter a t t h e Computer S c i e n c e s L a b o r a t o r y C e n te r 292 a t th e U n i v e r s i t y of S o u th e rn C a l i f o r n i a , which p r o v i d e d mean D s c o r e s b e tw e e n a l l t h i r t y c o n c e p t s . The co m p uter y i e l d e d 30x30 m a t r i c e s o f s e m a n tic d i s t a n c e s c o r e s f o r a c h i e v e r s and u n d e r a c h i e v e r s f o r low, a v e r a g e , and h i g h IQ g rou ps and f o r g i r l s and b o y s . Prom e a c h o f t h e s e m a t r i c e s s e v e n ty D s c o r e s were e x t r a c t e d and compared a c c o r d i n g t o t h e m ajo r g r o u p in g s o f a c h ie v e m e n t, i n t e l l i g e n c e , and s e x . F i n d i n g s and d i s c u s s i o n The f i v e b a s i c q u e s t i o n s s t a t e d i n C h a p te r I w hich t h e s t u d y s o u g h t t o answ er were: 1. Are t h e r e s i g n i f i c a n t d i f f e r e n c e s betw een a c h i e v e r s and u n d e r a c h i e v e r s i n p e r c e i v e d m eaning as shown i n t h e i r r e s p e c t i v e r a t i n g s o f s e l e c t e d a c h i e v e m e n t - r e l a t e d c o n c e p ts f o r e ach o f th e seven a r e a s l i s t e d below? a) S c h o o l e x p e r i e n c e s b) F a m ily r e l a t i o n s h i p s c) S o c i a l r e l a t i o n s h i p s d) S e l f c o n c e p t e) A u t h o r i t y r e l a t i o n s h i p s f) Goal o r i e n t a t i o n g) M oral and s o c i a l v a l u e s 2. Does a p a t t e r n of c h a r a c t e r i s t i c s d i s t i n g u i s h in g a c h i e v e r s from u n d e r a c h i e v e r s a p p e a r to 293 e x i s t w ith r e s p e c t t o th e d i f f e r e n c e s i n s e m a n tic d i s t a n c e s b e tw ee n s e l e c t e d p a i r s o f a c h i e v e m e n t - r e l a t e d c o n c e p ts ? 3. Do th e p e r c e i v e d m eanings as shown i n th e r a t i n g s o f th e s e l e c t e d c o n c e p ts v a r y a lo n g more t h a n one d im e n s io n f o r t h e a c h ie v e m e n t, i n t e l l i g e n c e , and se x g ro u p in g s ? 4. To what e x t e n t does i n t e l l e c t u a l a b i l i t y con t r i b u t e to th e d i f f e r e n c e s i n p e r c e i v e d meaning as shown i n th e r a t i n g s o f s e l e c t e d c o n c e p ts ? 5 . To what e x te n d does se x i n f l u e n c e p e r c e i v e d m eaning as shown i n t h e r a t i n g s o f t h e s e a c h ie v e m e n t— r e l a t e d c o n c e p ts ? M ajor f i n d i n g s i n answ er to q u e s t i o n s 1 and 2 T his p o r t i o n o f th e c h a p t e r a t t e m p t s to answ er q u e s t i o n s 1 and 2 by co m paring t h e r e s u l t s o f t h e v a r i o u s a n a l y s e s w ith t h e r e s e a r c h f i n d i n g s r e p o r t e d i n C h a p te r I I I . The r e s e a r c h f i n d i n g s i n d i c a t e d th e d i r e c t i o n e x p e c te d f o r a c h i e v e r s and u n d e r a c h i e v e r s . These d i r e c t i o n s were th e n e x p r e s s e d i n t h e form o f a n t i c i p a t e d outcomes f o r e a c h o f th e m a jo r a r e a s o f t h e s t u d y . School E x p e r i e n c e s A n t i c i p a t e d o u tco m e . — B ased upon th e r e s e a r c h l i t e r a t u r e , a c h i e v e r s would i d e n t i f y more c l o s e l y w i t h 294 T eachers, and have more fa v o ra b le a t t i t u d e s toward them than would u n d e ra c h ie v e rs . F in d in g s . —Although th e mean f a c t o r sc o re s were not found to d i f f e r s i g n i f i c a n t l y between a ch iev e rs and under a c h ie v e r s , they were in th e d i r e c t i o n a n t i c i p a t e d . The p l o t t i n g s of th e f a c t o r sc o res in d ic a t e d d i f f e r e n c e s on the e v a lu a tio n and potency f a c t o r s . The D sc o re s f o r ach ievers w ith r e s p e c t to Teachers and r e l a t e d concepts a ls o in d ic a t e d a fa v o ra b le i d e n t i f i c a t i o n on the p a r t of the a ch iev in g s t u d e n t s . A n tic ip a te d outcome. — Achievers would have a more p o s i t i v e outloo k reg a rd in g Grades. F in d i n g s . — The d i f f e r e n c e between means fo r th e two groups was found to be s i g n i f i c a n t l y in fav o r o f ach ievers on e v a lu a tio n , potency, and a c t i v i t y f a c t o r s . Graphic p l o t t i n g dem onstrated the d is c r e p a n c y in fav o r of a c h ie v e rs . Grades were co n sid ere d to be more Im portant to a c h ie v e rs th a n to u n d e ra c h ie v e rs . A n tic ip a te d outcome. — Achievers would have g e n e r a l l y fa v o ra b le a t t i t u d e s toward School and be more a c tiv e in school than u n d e ra c h ie v e rs . F in d i n g s . — No s i g n i f i c a n t d i f f e r e n c e s were o b tained between the mean EPA f a c t o r sc o re s f o r concept S c h o o l. alth ou gh a t r e n d in the d i r e c t i o n expected appears to be i n d ic a t e d by th e p l o t t i n g of the f a c t o r sc o res f o r t h i s concept. Comparison of the D sc o res between th e two groups 295 r e v e a l e d t h a t a c h i e v e r s p e r c e i v e S c h o o l as more I m p o r t a n t and t h e r e f o r e seem to T ry H a r d e r t h a n do u n d e r a c h i e v e r s . A n t i c i p a t e d o u tc o m e . — A c h i e v e r s would a p p e a r to d e r i v e more s a t i s f a c t i o n from R eadin g and h av e g r e a t e r r e a d i n g s k i l l s . F i n d i n g s . — R e ad in g was v a l u e d more, r e g a r d e d as more p o t e n t , and more a c t i v e by a c h i e v e r s . The s e m a n t ic d i s t a n c e b e tw e e n R e ad in g and S o m e th in g E a s y i n d i c a t e d t h a t a c h i e v e r s v iew r e a d i n g a s e a s i e r t h a n do u n d e r a c h i e v e r s . F a m ily R e l a t i o n s h i p s A n t i c i p a t e d o u tc o m e . — A c h i e v e r s w ould a p p e a r to have a more f a v o r a b l e Home e n v iro n m e n t t h a n u n d e r a c h i e v e r s . F i n d i n g s . — The mean f a c t o r s c o r e s f o r t h e two g ro u p s were fo u n d to be e q u a l l y f a v o r a b l e on a l l t h r e e f a c t o r s . The mean D s c o r e s r e v e a l e d t h a t u n d e r a c h i e v e r s d i d n o t a s s o c i a t e Home and R u le s as c l o s e l y as a c h i e v e r s , w h e re a s t h e u n d e r a c h i e v e r s a s s o c i a t e d Home an d P u n ish m e n t more c l o s e l y t h a n d i d a c h i e v e r s . The i m p l i c a t i o n i s t h a t u n d e r a c h i e v e r s e x p e r i e n c e an a b s e n c e o f r u l e s o r a d e q u a te s t r u c t u r e i n t h e home. A c h i e v e r s , on t h e o t h e r h a n d , do n o t a s s o c i a t e Home w i t h P u n is h m e n t to t h e e x t e n t t h a t u n d e r a c h i e v e r s do. A n t i c i p a t e d o u tc o m e s . — A c h i e v e r s , i n c o n t r a s t t o u n d e r a c h i e v e r s , would i d e n t i f y more c l o s e l y w i t h t h e i r P a r e n t s , have more p o s i t i v e f e e l i n g s a b o u t them , and e n j o y a more p o s i t i v e r e l a t i o n s h i p w ith them. F in d i n g s . — No s i g n i f i c a n t d i f f e r e n c e s were re p o rte d f o r a ch iev e rs and u n d e ra c h ie v e rs re g a rd in g th e concept P a r e n t s . The r e s u l t s i n d ic a t e d t h a t both groups judged t h i s concept e q u a lly as fa v o r a b ly . The absence of d i f f e r e n t i a t i o n may be the r e s u l t of th e M W T not having s p e c i f i e d the p a re n t to be judged. The s t u d i e s reviewed r e f e r r e d to fin d in g s re g a rd in g th e f a t h e r and the mother. Because of the p u b lic r e l a t i o n s problem encountered in a tte m p tin g to c a r r y out the stu d y , the o r i g i n a l M W T concepts My F a th e r and My Mother were r e p la c e d by the concept P a r e n t s . The D v a lu e s between P a re n ts and concepts r e l a t e d suggested t h a t u n d e ra ch ie v ers wish to be l e s s l i k e t h e i r p a re n ts and con ceive of t h e i r p a r e n ts d i f f e r e n t l y from them selves and o th e rs than a c h ie v e r s . S o c ia l R e la tio n s h ip s A n tic in a te d outcome. — A chiev ers, in c o n t r a s t to u n d e ra c h ie v e rs , would appear to g e t along b e t t e r with Most P e o p le . F i n d i n g s . — The d i f f e r e n c e s in mean f a c t o r scores f o r the two groups were no t found to be s i g n i f i c a n t . How ev er, the g rap h ic comparisons d e p ic te d a s l i g h t d i f f e r e n c e in fav or of u n d e ra c h ie v e rs on the EPA f a c t o r s . The im p lic a tio n is t h a t u n d e ra c h ie v e rs are more s o c i a l l y o r ie n te d and l e s s aca d em ic a lly o r i e n t e d than a c h ie v e rs . 297 S u p p o rt f o r t h i s a s s e r t i o n comes from t h e s t a t e m e n t by Gough (5 5 :3 2 1 -3 1 ) to t h e e x t e n t t h a t s o c i a l e x t r o v e r s i o n ■was fou nd to be p r e d i c t i v e o f u n d e ra c h ie v e m e n t. A n t i c i p a t e d o utco m e. — A c h i e v e r s , i n c o n t r a s t t o u n d e r a c h i e v e r s , would a p p e a r to have (B e s t) F r i e n d s who would be a l s o r e p o r t e d to have p o s i t i v e a t t i t u d e s tow ard s c h o o l . F i n d i n g s . — B oth g ro u p s r e g a r d t h i s c o n c e p t e q u a l l y f a v o r a b l y , n e i t h e r p o t e n t n o r weak, and q u i t e a c t i v e . W ith r e s p e c t to t h e s e m a n tic d i s t a n c e b etw een c o n c e p t s , i t was found t h a t t h e c o n c e p ts My B e s t F r i e n d s and C o lle g e were more s i m i l a r f o r a c h i e v e r s , w hereas t h e c o n c e p ts My B e s t F r i e n d s .and Q u i t t i n g S chool were more s i m i l a r f o r u n d e r a c h i e v e r s . A n t i c i p a t e d ou tcom e. — A c h ie v e rs would a c c e p t , f e e l a c c e p t e d , and be a c c e p t e d by t h e i r C la s s m a te s to a g r e a t e r d e g re e th a n would u n d e r a c h i e v e r s . F i n d i n g s . — No s i g n i f i c a n t d i f f e r e n c e s were found betw een th e two g r o u p s . The D s c o r e s b etw een c o n c e p ts showed t h a t a c h i e v e r s t e n d to p e r c e i v e t h e i r C la s s m a te s s l i g h t l y more f a v o r a b l y t h a n do u n d e r a c h i e v e r s . A n t i c i p a t e d o u tco m e . — A c h ie v e rs would a p p e a r to have more p o s i t i v e f e e l i n g s c o n c e r n in g Grownups and be a b le to g e t a lo n g b e t t e r w i t h them t h a n do u n d e r a c h i e v e r s . F i n d i n g s . — No s i g n i f i c a n t d i f f e r e n c e s betw een a c h i e v e r s and u n d e r a c h i e v e r s were o b t a i n e d . However, t h e 298 g r a p h i c p l o t t i n g s o f t h e f a c t o r s c o re s i n d i c a t e d , as i n t h e c ase of th e c o n ce p t Most P e o p l e , t h a t u n d e r a c h i e v e r s te n d e d to p e r c e i v e Grownups as more f a v o r a b l e , p o t e n t , and a c t i v e th a n d i d t h e a c h i e v e r s . I n s p e c t i o n o f th e D s c o r e s betw een Grownups and My B e s t F r i e n d s i n d i c a t e d a g r e a t e r d i s t a n c e betw een Grownups and My B e s t F r i e n d s t h a n betw een Most P e o p le and My B e s t F r i e n d s f o r a c h i e v e r s . The i m p l i c a t i o n i s t h a t a c h i e v e r s p e r c e i v e g r e a t e r d i s t a n c e from Grownups th a n u n d e r a c h i e v e r s . S e l f Concept A n t i c i p a t e d outcom e. — A c h ie v e rs would have a te n d e n c y to p o s s e s s f e e l i n g s o f adequacy and a h i g h e r o p in io n of t h e m s e lv e s (Me) t h a n u n d e r a c h i e v e r s . F i n d i n g s . — S i g n i f i c a n t f i n d i n g s on th e a c t i v i t y f a c t o r i n d i c a t e d a c h i e v e r s judged th e m s e lv e s to be more a c t i v e th a n u n d e r a c h i e v e r s . Mean D s c o r e s i n d i c a t e d t h a t p n d e r a c h i e v e r s do n o t p e r c e i v e th e m s e lv e s (Me) as i n t e r e s t e d i n S c h o o l , R e a d i n g . T ry in g H a r d , and a re l e s s s a t i s f i e d w i t h th e m se lv e s th a n a c h i e v e r s . A n t i c i p a t e d outcom e. — A c h ie v e rs would have f e e l i n g s of adequacy c o n c e rn in g academ ic a ch iev e m e n t, w hereas u n d e r a c h i e v e r s would ap p ea r to have f e e l i n g s o f i n f e r i o r i t y r e g a r d i n g t h e i r School A b i l i t y . F i n d i n g s „— The a c h i e v e r s were found to r a t e t h e i r School A b i l i t y as more f a v o r a b l e , more p o t e n t , and more a c t i v e t h a n th e u n d e r a c h i e v e r s . The mean D s c o r e s betw een 299 Scho ol A b i l i t y and i d e a l s e l f i n d i c a t e d t h a t a c h i e v e r s e x p e r i e n c e d g r e a t e r s a t i s f a c t i o n w i t h t h e i r S chool A b i l i t y t h a n th e u n d e r a c h i e v e r s . A n t i c i p a t e d o utco m e. — A c h ie v e rs would f e e l a c c e p t e d by o t h e r s w h ereas u n d e r a c h i e v e r s would a p p e a r t o f e e l r e j e c t e d by c l a s s m a t e s (How My C l a s s Sees Me) . F i n d i n g s . — The d i f f e r e n c e b etw een means f o r t h i s c o n c e p t was s i g n i f i c a n t on t h e a c t i v i t y f a c t o r o n l y and s u g g e s t s t h a t a c h i e v e r s f e e l t h a t t h e i r c l a s s c o n s i d e r s them to be more a c t i v e th a n do th e u n d e r a c h i e v e r s . A u t h o r i t y R e l a t i o n s h i p s A n t i c i p a t e d outcom e. — A c h ie v e rs would a p p e a r t o be more a c c e p t i n g o f A u t h o r i t y , have s t r o n g n e e d s f o r a p p ro v a l from a d u l t s ; u n d e r a c h i e v e r s would a p p e a r to be r e s e n t f u l o f A u t h o r i t y , h a r b o r f e e l i n g s o f h o s t i l i t y , and a s s o c i a t e s c h o l a s t i c a c h ie v e m e n t w i t h a d u l t d o m in a t io n . F i n d i n g s . — The d i f f e r e n c e s b etw een means f o r th e two g ro up s d e m o n s tr a te d t h a t a c h i e v e r s r e g a r d e d A u t h o r i t y as more p o w e rfu l and a c t i v e t h a n d i d u n d e r a c h i e v e r s ; power and a c t i v i t y a re h e r e c o n s i d e r e d to be d e s i r a b l e a s p e c t s o f t h e c o n c e p t A u t h o r i t y . Mean D*s b etw een A u t h o r i t y and r e l a t e d c o n c e p ts i n d i c a t e d t h a t u n d e r a c h i e v e r s may n o t be as a c c e p t i n g of A u t h o r i t y as a c h i e v e r s . A n t i c i p a t e d ou tcom e. — A c h ie v e rs would a p p e a r to d i s p l a y g r e a t e r r e s p e c t f o r s c h o o l r e q u i r e m e n t s ; u n d e r - 300 a c h ie v e rs would appear to e x h i b i t poor ad justm ent to school Rules and p ro c e d u re s . F i n d i n g s . — Although the d i f f e r e n c e between means f o r the two groups d id n o t prove to be s i g n i f i c a n t on the EPA f a c t o r s , th e g rap h ic comparisons r e v e a le d t h a t the concept Rules was viewed as more fa v o r a b le and more a c t iv e to a c h ie v e r s th a n to u n d e ra c h ie v e r s . The f in d in g s p e r t a i n i n g to the Drs f o r t h e concepts Rules and School as w ell as Rules and Home r e v e a l t h a t a c h ie v e r s ten d to a sso c i a t e Rules w ith School and Home and are more a c c e p tin g of them th an are u n d e r a c h ie v e r s . A n ti c i p a t e d outcome. — A chiev ers, in c o n t r a s t to u n d e ra c h ie v e r s , would app ear to view a d u lt s as f a i r and l e s s P u n is h in g . F i n d i n g s . — No s i g n i f i c a n t d i f f e r e n c e s were found between the two groups f o r t h e concept Punishm ent. The D sc o re s f o r t h e two groups show t h a t Punishment was viewed by u n d e ra c h ie v e rs as c l o s e r to T e a c h e r s , P a r e n t s . and Grownups than by a c h i e v e r s . The i m p l i c a t i o n is t h a t under a c h ie v e rs had e x p e rie n c e d Punishment by T each ers, P a r e n t s , and Grownups. Goal O r i e n t a t i o n A n t i c i p a t e d outcome. — A chievers would ap p ea r to be more o r i e n t e d toward th e F u t u r e , l e s s concerned w ith immediate need g r a t i f i c a t i o n . • '■ X 301 F i n d i n g s . — A s i g n i f i c a n t d i f f e r e n c e betw een the two groups was o b ta in e d on the e v a l u a t i o n f a c t o r , i n d i c a t i n g t h a t a c h i e v e r s p e r c e iv e d th e F u tu re as more f a v o r a b l e th a n d id u n d e r a c h i e v e r s . The g ra p h ic p l o t t i n g o f th e f a c t o r sc o re s showed t h a t a s i m i l a r t r e n d e x i s t e d on th e p o te n c y and a c t i v i t y f a c t o r s , s u g g e s tin g a te n d e n c y f o r a c h i e v e r s to a ls o view th e F u tu re as more p o t e n t and more a c t i v e th a n u n d e r a c h i e v e r s . The a n a l y s i s of th e D s c o r e s r e v e a le d a g r e a t e r d i s t a n c e between F u tu re and th e c o n ce p ts o f S c h o o l, C o l l e g e , and Success f o r u n d e r a c h i e v e r s . The i m p l i c a t i o n i s t h a t th e a c h i e v e r s te n d to l i n k t h e i r F u tu re w ith Schoo1 , C o l l e g e , and Success to a g r e a t e r e x t e n t th a n u n d e r a c h ie v e r s . A n t i c i p a t e d outcome. — A c h ie v e rs , i n c o n t r a s t to u n d e r a c h i e v e r s , would ap p ea r to have e x p e rie n c e d g r e a t e r Success in school and have a h i g h e r e x p ec ta n cy f o r su c c e ss i n academic work. F i n d i n g s . — D i f f e r e n c e s between th e two groups were r e p o r t e d to be s i g n i f i c a n t on th e e v a l u a t i o n and a c t i v i t y f a c t o r s i n f a v o r of a c h i e v e r s , w ith i n d i c a t i o n of a s i m i l a r tr e n d on th e p o te n c y f a c t o r . The i m p l i c a t i o n i s t h a t Success i s e x p e rie n c e d by t h e a c h i e v e r s as more p o s i t i v e , more p o t e n t , and more a c t i v e . A n t i c i p a t e d outcome. — A c h ie v e rs , in c o n t r a s t to u n d e r a c h i e v e r s , would a p p ea r to have c o m p a r a tiv e ly h ig h edu c a t i o n a l aims (C o l l e g e ) and be w i l l i n g to work tow ard long range g o a l s . 302 F i n d i n g s . — D if f e r e n c e s between the two groups f o r the concept C ollege were found to be s i g n i f i c a n t on the e v a lu a tio n and a c t i v i t y f a c t o r s . The i n d i c a t i o n i s t h a t C ollege i s c o n sid e re d more d e s i r a b l e and more a c t iv e by the a c h i e v e r s . The g ra p h ic comparisons a lso r e v e a le d t h a t t h e r e was a tendency f o r t h i s concept to be judged as more p o t e n t by a c h ie v e r s . D sc o re s between Me and C ollege and between between C ollege and Q u ittin g School i n d i c a t e t h a t a c h ie v e r s i d e n t i f y w ith C ollege more c l o s e l y and w ith Q u i ttin g School more d i s t a n t l y than do u n d e ra c h ie v e r s . A n t i c i p a t e d outcome. — A c h iev e rs, i n c o n t r a s t to u n d e ra c h ie v e r s , would appear to be m o tiv a te d by Money, which p ro v id es a source of i n s p i r a t i o n f o r them. F i n d i n g s . — No s i g n i f i c a n t d i f f e r e n c e s were found between th e two groups on th e EPA f a c t o r s . However, the p l o t t i n g o f the mean f a c t o r s c o r e s dem onstrated a p o s i t i v e t r e n d on th e e v a lu a tio n and a c t i v i t y f a c t o r s in f a v o r o f a c h ie v e r s , i . e . , th e y r a t e d th e concept Money as more f a v o ra b le and more a c t i v e . As was noted above, Money and Success were r e p o r t e d to have g r e a t e r s i m i l a r i t y in meaning f o r th e a c h i e v e r s . A n t i c i p a t e d outcome. — A c h iev ers, in c o n t r a s t to u n d e ra c h ie v e rs , would appear to be i n t e r e s t e d in sch oo l, have h ig h e r l e v e l s of a s p i r a t i o n in terms of e d u c a tio n and v o c a t io n a l go als r a t h e r than m erely g e t t i n g A J o b . F i n d i n g s . — U nd erachievers were found to judge th e 303 concept A Job as l e s s a c tiv e th an d id a c h i e v e r s . The i m p l i c a tio n i s t h a t the i d e a of work in g e n e r a l i s l e s s a p p e a lin g to u n d e ra c h ie v e r s . The D sc o re s between th e con cepts A Job and C o lleg e f o r th e two groups i n d i c a t e t h a t the a c h ie v e r s p e rc e iv e b o th concepts f a v o r a b ly and t h e r e f o r e c l o s e r in meaning th a n do u n d e ra c h ie v e r s . I n s p e c t i o n of the g ra p h ic d e s c r i p t i o n of f a c t o r sc o res under a r e a 6 r e v e a le d t h a t the u n d e ra c h ie v e r s p e rc e iv e d A Job more f a v o r a b l y than t h e y d id C o l le g e . A n ti c i p a t e d outcome. — A c h iev e rs, in c o n t r a s t to u n d e ra c h ie v e rs , would appear to work toward long range g o a l s , t h in k about G r a d u a t i n g , no t Q u i t ti n g S c h o o l,, F i n d i n g s . — A chievers were found to judge th e co ncep t G raduating as more f a v o r a b l e , more p o t e n t , and more a c t iv e than did u n d e ra c h ie v e r s , whereas th e concept Q u i t t i n g School was p e rc e iv e d by th e a c h ie v e rs more n e g a t i v e l y and l e s s a c t i v e l y . The D sc o re a n a l y s i s i n d i c a t e d t h a t the n o t io n of Q u i t ti n g School i s l e s s r e j e c t i n g to u n d e ra c h ie v e r s th an to a c h i e v e r s . Moral and S o c ia l Values A n t i c i p a t e d outcome. — A c h iev ers, in c o n t r a s t to u n d e ra c h ie v e rs , would appear to see the v alue in p e r s i s t e n t s t r i v i n g (T rying H ard) ; u n d e ra c h ie v e rs te n d to be p l e a s u r e - o r i e n t e d , have poor work h a b i t s , o f t e n r e f u s e to compete. F i n d i n g s . — A lthough no s i g n i f i c a n t d i f f e r e n c e s were r e p o r te d between a c h ie v e r s and u n d e r a c h ie v e r s , th e p l o t t i n g s 304 of the mean f a c t o r sc o re s i n d i c a t e d t h a t a c h ie v e rs tend ed to p e rc e iv e t h i s concept as s l i g h t l y more f a v o r a b l e , more po t e n t , and more a c t i v e than u n d e ra c h ie v e r s . The mean D sc o re s f o r Trying Hard and Something Im p o rta n t su g g e st t h a t a c h ie v e r s v alu e t h i s concept more h i g h l y th an u n d e ra ch ie v ers. A n tic ip a te d outcome. — A c h iev e rs, in c o n t r a s t to u n d e ra c h ie v e r s , would appear to a c c e p t moral and s o c i a l v a lu e s to a g r e a t e r de g re e; f o r example, C h eatin g would be l e s s a c c e p t a b l e . F i n d i n g s . — The a c h ie v e rs judged C heating to he more p a s s iv e th an d id u n d e ra c h ie v e r s . Graphic comparison of th e f a c t o r sc o res r e v e a le d a ten den cy on th e p a r t of a c h ie v e rs to view t h i s concept w ith a more n e g a tiv e a t t i t u d e . The l a r g e r D sc o re s f o r a c h ie v e r s between th e concepts C heating and Something Easy su g g e st t h a t u n d e ra c h ie v e r s , in c o n t r a s t to a c h ie v e r s , are more l i k e l y to take the e a sy way o u t, w ith o u t as much concern as to the means t h e y employ. A n tic ip a te d outcome. — A c h iev e rs, in c o n t r a s t to u n d e ra c h ie v e r s , would appear to a c c e p t th e i d e a l s , v a lu e s , and g o a ls of th e dominant c u l t u r a l groups to a g r e a t e r e x te n t; g r e a t e r value would be a tt a c h e d to Something Im p o rta n t r a t h e r th a n to Something E asy . F i n d i n g s . — The concept Something Easy was n o t found to d i f f e r e n t i a t e s i g n i f i c a n t l y on th e EPA f a c t o r s . However, th e g ra p h ic p r e s e n t a t i o n of the f a c t o r sc o re s re v e a le d t h a t u n d e ra c h ie v e rs did n o t judge i t to be as weak as d id the 305 a c h ie v e r s . The concept Something Im portant was found to d i f f e r e n t i a t e between the two groups on the potency f a c t o r . The p l o t t i n g s of th e mean f a c t o r scores i n d ic a t e d t h a t , in c o n t r a s t to u n d e ra c h ie v e rs , a ch iev ers p e rc eiv e d t h i s concept to be more p o s i t i v e , more pow erful, and more a c t i v e . The mean D scores i n d ic a t e d g r e a t e r s i m i l a r i t y between the concepts Trying Hard, S ch o o l, Reading. Home, C o lle g e , G ra d u a tin g , and Something Im p o rta n t. The im p lic a t i o n i s t h a t a ch iev e rs value th e s e concepts more h ig h ly than do u n d e ra c h ie v e rs . Major fin d in g s in answer to Sue s t i o n 3 The e v a lu a tio n ( E ) , potency ( P ) , and a c t i v i t y (A) f a c t o r s . — The l a r g e s t number of s i g n i f i c a n t d i f f e r e n c e s among the achievement, i n t e l l i g e n c e , and sex groupings occurred on the e v a lu a tio n f a c t o r . The f in d in g is supported by the r e s e a rc h of Osgood e t a l . (11 :72 ), who d isc o v ere d through f a c t o r a n a l y t i c methods t h a t " . . . the a t t i t u d i n a l v a r i a b le in human th in k in g . . . appears to be p rim a ry ." Next, in o rd e r of number of s i g n i f i c a n t d i f f e r e n c e s reported, was the a c t i v i t y f a c t o r , follow ed by the potency f a c t o r . Regarding those concepts where s i g n i f i c a n t d i f f e r e n c e s were re p o rte d , the E and A f a c t o r s were in the same d i r e c t i o n ; i . e . , concepts were judged as e i t h e r fa v o ra b le and a c t iv e or u n favo rab le and p a s s iv e . In the case of the P f a c t o r , however, d i f f e r e n c e s were n o t n e c e s s a r i l y c o n s i s t e n t with 306 the o th e r two f a c t o r s . For example, whereas a ch iev e rs r a t e d a number of concepts as more p o te n t th an u n d e ra c h ie v e rs, no such c o n s is te n c y was found f o r the low, average, and high IQ groups, and g i r l s , who g e n e r a l l y were found to p e rc e iv e con cepts as more fa v o ra b le and more a c t iv e , were observed to judge them to be l e s s p o te n t th a n d id the boys. The problem of s t a b i l i t y of s p e c i f i c s c a le s across concepts judged appears to account f o r the la c k of c o n s is tency observed on the P f a c t o r . The s c a le s strong-w eak, h e a v y - l ig h t , and l a r g e - s m a ll seem to have more d e n o ta tiv e relevan ce to c e r t a i n concepts in c o n t r a s t to o th e r s . Thus, as would be expected, g i r l s judged Me and My Best F r i e n d s , How I T d Like To B e, and How My C lass Sees Me as l e s s heavy, s m a lle r, and weaker than did th e boys. On the o th e r hand, the manner in which the concepts P a re n ts and Home were p e r ceived w ith r e s p e c t to the potency f a c t o r depended l a r g e l y upon the p h y s ic a l p r o p e r t i e s and c h a r a c t e r i s t i c s of the concepts f o r each s u b j e c t . I t was concluded by Osgood e t a l . (11:187-188), in t h e i r review of s tu d i e s of c o m p a r a b ility acro ss concepts, t h a t the problem of c o n c e p t- s c a le i n t e r a c t i o n must be s e r i o usly c o n sid ered when employing the sem antic d i f f e r e n t i a l . The a u th o rs contend t h a t i t may be n e c e ssa ry , in th e l a s t a n a l y s i s , to c o n s tr u c t se p a ra te measuring devices f o r each c la s s of concepts being judged. I f such should be th e case, the p r a c t i c a b i l i t y of the semantic d i f f e r e n t i a l as a t e c h 307 n iq u e f o r m easurin g meaning would be g r e a t l y re d u c e d . Major f i n d i n g s in answer to Q uestion 4 The MVT was found to d i s c r i m i n a t e most s i g n i f i c a n t l y betw een th e low and h ig h IQ groups f o r one o r more c o n c e p ts i n each of th e seven m ajor a re a s i n v e s t i g a t e d . D i f f e r e n c e s betw een th e low and a v e ra g e and betw een t h e average and h ig h IQ groups were found f o r a number o f c o n c e p ts b u t n o t as c o n s i s t e n t l y as in t h e case of lo w -h ig h IQ group com pari so n s. In g e n e r a l , th e f i n d i n g s were i n f a v o r of th e h ig h IQ group f o r a l l c o n c e p ts and in the same d i r e c t i o n as was e x p e c te d f o r a c h i e v e r s . Of th e t h r e e f a c t o r s of e v a l u a t i o n , p o te n c y , and a c t i v i t y , s i g n i f i c a n t d i f f e r e n c e s in f a v o r o f th e h ig h IQ group were r e p o r t e d most o f t e n on th e E and A f a c t o r s and l e a s t o f t e n on th e P f a c t o r . The m ajor f i n d i n g s w ith r e s p e c t to th e mean D s c o r e s f o r th e s e v e n t y c o n ce p t p a i r s were n o t as c l e a r c u t as th o s e f o r t h e mean f a c t o r s c o r e s b a sed upon th e a n a l y s i s o f v a r i ance becau se th e D*s co u ld n o t be t r e a t e d s t a t i s t i c a l l y . However, th e d e s c r i p t i v e a n a l y s i s r e v e a l e d t h a t , i n g e n e r a l , s m a ll e r D s c o r e s were o b t a i n e d by th e h ig h IQ g ro u p s, i n d i c a t i n g g r e a t e r s i m i l a r i t y i n p e r c e i v e d meaning o f th e con c e p t p a i r s s e l e c t e d and hence c l o s e r i d e n t i f i c a t i o n betw een them. However, t h e r e were many i n s t a n c e s i n which th e d i r e c t i o n was r e v e r s e d ; i . e . , s m a l l e r D r s were o b t a i n e d f o r the low IQ gro up . 308 Since the sem antic d i s t a n c e score provided inform a t i o n concerning the magnitude of the d is ta n c e between two concepts, or the e x te n t of t h e i r s i m i l a r i t y , but n o t the d i r e c t i o n , the only method a v a i la b l e fo r i n t e r p r e t i n g the q u a l i t y of the s i m i l a r i t y was to c a r e f u l l y i n s p e c t the f a c t o r sco res o b tain ed f o r each of th e p a ir e d co n cep ts. This procedure f o r a n a ly z in g th e D scores was the one employed in Chapter V. Major f in d in g s in answer to Question 5 Of the t h r e e f a c t o r s of e v a lu a tio n , potency, and a c t i v i t y , the s ig n if ic a n t- fin d in g s f o r th e sex grouping were most p r e v a le n t on the E f a c t o r . Sex d i f f e r e n t i a t i o n in fav o r of the g i r l s occu rred on one or more concepts f o r each of the seven major areas s tu d ie d , w ith r e s p e c t to the E and A f a c t o r s . The scores re p o rte d on the P f a c t o r re v e a le d t h a t g i r l s p e rc e iv e d th e concepts as l e s s p o te n t than d id the boys. These fin d in g s d i f f e r e d from those of th e achievement grouping in t h a t the a c h ie v e rs viewed the concepts as more p o te n t th an did the u n d e ra c h ie v e rs . G i r ls were g e n e r a l l y found to have sm a lle r D scores than the boys in a l l of th e major areas i n v e s t i g a t e d . These p a ire d concepts were p e rc e iv e d as having g r e a t e r s i m i l a r i t y and t h e r e f o r e g r e a t e r i d e n t i f i c a t i o n f o r g i r l s th a n f o r boys. The two ex ception s were in the case of comparisons of Some th in g Easy w ith Q u ittin g School and C h e a tin g , concepts 309 having poor co n n o tatio n s in c o n t r a s t to th e o th e r M W T con c e p ts , On th ese concepts l e s s i d e n t i f i c a t i o n occurred w ith g i r l s than v i t h boys. The f in d in g s drawn from t h i s stu d y p e r t a i n to the b a s ic hypotheses which were n u ll hypotheses s t a t e d in Chap t e r I . The acceptance or r e j e c t i o n of each h y p o th esis was l im i te d to r e p o r t i n g mean d i f f e r e n c e s which were found to be s i g n i f i c a n t a t the .05 or .01 l e v e l s f o r the s t a t i s t i c a l an aly ses only. The fin d in g s re g a rd in g th e semantic d is ta n c e sco res between the s e l e c t e d p a i r s of M W T concepts are based upon d e s c r i p t i v e a n a ly s e s , not s t a t i s t i c a l , and are t h e r e - fq re t e n t a t i v e and may only be viewed as p o s s ib le tr e n d s in the d i r e c t i o n i n d ic a t e d in the r e s e a r c h l i t e r a t u r e . N ull hypotheses re g a rd in g mean f a c t o r sc o res Hypothesis 1 There are no s i g n i f i c a n t d i f f e r e n c e s between a ch iev e rs and u n d e ra c h ie v e rs in p e rc e iv e d meaning as shown in the r a t i n g s of th e M W T concepts on the e v a lu a tio n , potency, and a c t i v i t y f a c t o r s f o r each of th e seven major a re a s i n v e s t i g a t e d . Area 1— School E x p e r ie n c e s .— The h yp o th esis of no d i f f e r e n c e in p e rc e iv e d school e x p erien c es was r e j e c t e d . Achievers o b tain ed s i g n i f i c a n t l y h ig h e r scores th an under ach iev e rs on one or more f a c t o r s f o r th e concepts G rades, R eading, and I d e a l T eacher. 310 Area 2— Family R e l a t i o n s h i p s . — The h yp o th esis of no d i f f e r e n c e in p e rc e p tio n of fam ily r e l a t i o n s h i p s was su s t a i n e d . This f i n d in g i s c o n tr a r y to what was re p o rte d in the re s e a r c h l i t e r a t u r e . The p erceiv ed meaning of the con cepts in t h i s a r e a was e q u a lly fa v o ra b le f o r both a ch iev e ment groups. One p o s s ib le e x p la n a tio n f o r t h i s f i n d in g i s t h a t the concepts s e l e c te d were not s p e c i f i c enough to y i e l d s i g n i f i c a n t d i f f e r e n t i a t i o n between ach iev e rs and under a ch iev e rs . Area 3— S o c ia l R e l a t i o n s h i p s . — The h y p o th esis of no d i f f e r e n c e in p e rc e p tio n in the a re a of s o c i a l r e l a t i o n s h i p s was accep ted. None of the comparisons between the two groups in t h i s a re a proved to be s i g n i f i c a n t . Again, th e re i s the p o s s i b i l i t y t h a t the concepts chosen in t h i s a re a were too g e n eral to d is c r im i n a t e between th e groups. An a l t e r n a t e h y p o th esis i s t h a t the u n d e ra ch ie v er p e rc e iv e s h is s o c i a l r e l a t i o n s h i p s as fa v o ra b ly as the a c h ie v e r because he has h is own c i r c l e of f r i e n d s , g ain s acceptance from them, and responds to the items in t h i s a re a in terms of h is p a r t i c u l a r r e l a t i o n s h i p s with them. Area 4— S e lf Concept. — Since s i g n i f i c a n t mean d i f fere n ce s were found f o r t h r e e of th e fo u r concepts in t h i s a re a , the hy po th esis of no d i f f e r e n c e was u n te n a b le . The s e l f concept of ach iev e rs i s more p o s i t i v e and more a c tiv e than f o r u n d e ra c h ie v e rs . These fin d in g s a p p lie d to th e con cep ts Me, My School A b i l i t y , and How My Class Sees Me. 311 Area 5— A u t h o r i ty R e l a t i o n s h i p s . — The h y p o th e s is of no d i f f e r e n c e in p e rc e iv e d r e l a t i o n s h i p w ith a u t h o r i t y was r e j e c t e d . A chievers p e rc e iv e the concept A u t h o r i ty in a more fa v o ra b le l i g h t th a n do u n d e ra c h ie v e r s . Area 6— Goal O r i e n t a t i o n . — The h y p o th e s is of no d i f fe re n c e in p e rc e iv e d goal o r i e n t a t i o n was r e j e c t e d . Re sponses of a c h ie v e r s i n t h i s area r e f l e c t p o s i t i v e a t t i t u d e s toward C o l le g e , th e F u t u r e , G ra d u a tin g , and S u c c e ss. In c o n t r a s t , u n d e ra c h ie v e rs f i n d the n o tio n o f Q u i t ti n g School l e s s d i s t a s t e f u l th a n do a c h i e v e r s . A c h ie v e rs 1 g o als are of long rang e, whereas u n d e ra c h ie v e rs are n o t e n t e r t a i n i n g plans r e q u i r i n g a postponement of immediate s a t i s f a c t i o n s . D esp ite the above f i n d i n g s , the id e a of A Job was l e s s a p p e a lin g to the u n d e ra c h ie v e r th an to th e a c h ie v e r . As a r e s u l t of the f i n d in g s in the a re a s s t u d i e d , i t i s contended t h a t t h i s f i n d in g i s in keep ing w ith th e u n d e r a c h i e v e r s 1 g e n e r a l l y low sc o re s on th e a c t i v i t y f a c t o r and su g g e st a p a s s i v i t y and la c k of i n t e r e s t in many of th e s o c i a l ly - a p p r o v e d a c t i v i t i e s . Area 7— Moral and S o c ia l V a lu e s . — The h y p o th e s is of no d i f f e r e n c e between the v alu e system of a c h ie v e r s and u n d e ra c h ie v e rs was r e j e c t e d . A chievers a t t r i b u t e g r e a t e r s t r e n g t h to t h a t which is Im p o rtan t th a n do u n d e ra c h ie v e r s . In c o n t r a s t , i t appears t h a t C heating i s something the u n d e ra c h ie v e rs p e rc e iv e as l e s s p a s s iv e th an th e a c h ie v e r s . H ypothesis 2 There are no s i g n i f i c a n t d i f f e r e n c e s in p e rc e iv e d 312 m eaning as shown i n t h e r a t i n g s of t h e MWT c o n c e p ts w i t h r e s p e c t to i n t e l l i g e n c e l e v e l . A re a 1— S c h o o l E x p e r i e n c e s . — The h y p o t h e s i s o f no d i f f e r e n c e i n p e r c e i v e d s c h o o l e x p e r i e n c e s was r e j e c t e d . S i g n i f i c a n t d i f f e r e n c e s i n f a v o r o f h i g h o v e r th e low IQ g r o u p s f o r a l l f i v e c o n c e p t s i n t h i s a r e a w ere r e p o r t e d . T e a c h e r s . G r a d e s , S c h o o l . R e a d i n g , and I d e a l T e a c h e r were p e r c e i v e d s i g n i f i c a n t l y more f a v o r a b l y b y s t u d e n t s o f h i g h i n t e l l i g e n c e . A re a 2— F a m ily R e l a t i o n s h i p s . — The h y p o t h e s i s o f no d i f f e r e n c e i n p e r c e i v e d f a m i l y r e l a t i o n s h i p s was r e j e c t e d . The h i g h IQ g ro u p o b t a i n e d h i g h e r s c o r e s t h a n t h e low IQ g ro u p on t h e a c t i v i t y f a c t o r f o r t h e t h r e e c o n c e p t s i n t h i s a r e a . Home. I d e a l P a r e n t s , and P a r e n t s were p e r c e i v e d as more a c t i v e b y s t u d e n t s o f h i g h i n t e l l i g e n c e . A re a 3— S o c i a l R e l a t i o n s h i p s . — The h y p o t h e s i s o f no d i f f e r e n c e i n p e r c e i v e d s o c i a l r e l a t i o n s h i p s was s u s t a i n e d i n t h e c a s e o f t h e c o n c e p t s Most P e o p l e , C l a s s m a t e s . and Grownups. I t was r e j e c t e d i n t h e c a s e o f My B e s t F r i e n d s . The h i g h IQ g rou p p e r c e i v e d t h i s c o n c e p t more f a v o r a b l y t h a n d i d t h e low IQ g r o u p . A re a 4— S e l f C o n c e p t . — The h y p o t h e s i s o f no d i f f e r ence i n p e r c e i v e d s e l f c o n c e p t was r e j e c t e d . S i g n i f i c a n t d i f f e r e n c e s f a v o r i n g th e h i g h IQ g ro u p o v e r t h e low IQ g ro u p were fo u n d on t h e f o u r c o n c e p ts i n t h i s a r e a : Me, My S ch o o l A b i l i t y . How I rd L ik e To B e . and How My C l a s s Sees Me. 31 3 A re a 5— A u t h o r i t y R e l a t i o n s h i p s .,— The h y p o t h e s i s o f no d i f f e r e n c e i n p e r c e i v e d a u t h o r i t y r e l a t i o n s h i p s was r e j e c t e d f o r t h e c o n c e p t s A u t h o r i t y and R u l e s « The h i g h IQ g ro u p p e r c e i v e d them as more p o t e n t t h a n t h e low IQ group,, A rea 6— Goal O r i e n t a t i o n . — The h y p o t h e s i s o f no d i f f e r e n c e i n p e r c e i v e d m eaning o f c o n c e p t s i n t h i s a r e a was r e j e c t e d . S t u d e n t s w i t h h i g h i n t e l l i g e n c e p e r c e i v e d t h e c o n c e p ts F u t u r e « C o l l e g e . A J o b . G r a d u a t i n g . Money, and S u c c e s s s i g n i f i c a n t l y more f a v o r a b l y , p o w e r f u l l y , and a c t i v e l y t h a n t h o s e of low i n t e l l i g e n c e . I n t h e c a s e o f t h e c o n c e p t Q u i t t i n g S c h o o l , t h e low IQ g r o u p p e r c e i v e d t h i s c o n c e p t a s s i g n i f i c a n t l y more f a v o r a b l e , p o t e n t , and a c t i v e t h a n d i d t h e h i g h IQ g r o u p . A re a 7— M oral and S o c i a l V a l u e s . — The h y p o t h e s i s of no d i f f e r e n c e i n p e r c e i v e d m eaning o f c o n c e p t s i n t h e a r e a o f m o ral and s o c i a l v a l u e s was r e j e c t e d . The c o n c e p ts T r y in g H a r d . C h e a t i n g . S o m e th in g E a s y , and S o m e th in g Im p o r t a n t were p e r c e i v e d s i g n i f i c a n t l y more f a v o r a b l y by t h e h i g h a b i l i t y g ro u p on t h e e v a l u a t i v e , p o t e n c y , and a c t i v i t y f a c t o r s th a n b y s t u d e n t s o f low a b i l i t y . H y p o t h e s i s 3 T h ere a r e no s i g n i f i c a n t s e x d i f f e r e n c e s i n p e r c e i v e d m eaning as shown i n t h e r a t i n g s o f t h e MWT c o n c e p t s . A re a 1— S c h o o l E x p e r i e n c e s . — The h y p o t h e s i s o f no d i f f e r e n c e i n p e r c e i v e d s c h o o l e x p e r i e n c e s was n o t t e n a b l e . 314 The g i r l s had. s i g n i f i c a n t l y more p o s i t i v e a t t i t u d e s toward th e concepts T e a c h e r. S c h o o l. and I d e a l Teacher th a n d id the boys. Area 2— Fam ily R e l a t i o n s h i p s . — The h y p o th e s is of no d i f f e r e n c e was r e j e c t e d f o r t h e a r e a of p e rc e iv e d fa m ily r e l a t i o n s h i p s . Boys were found to a t t r i b u t e g r e a t e r s t r e n g t h to th e concepts Home. I d e a l P a r e n t , and P a r e n ts as compared to th e g i r l s . Area 3— S o c ia l R e l a t i o n s h i p s . — The h y p o th e s is o f no d i f f e r e n c e f o r p e r c e i v e d s o c i a l r e l a t i o n s h i p s was n ot a c c e p te d . G i r l s ' p e r c e p tio n s of th e concepts Most P e o p l e . My B e st F r i e n d s , and C lassm ates were more p o s i t i v e , bu t t h e i r p e r c e p t i o n of My B est F rie n d s was n o t as p o te n t as the hoys *. Area 4— S e l f C oncept. — The h y p o th e s is of no d i f f e r ence in p e rc e iv e d s e l f con cept was u n te n a b le . Boys p e rc e iv e them selves to be more pow erful and more a c t i v e th a n g i r l s . S i g n i f i c a n t d i f f e r e n c e s were a ls o found in f a v o r o f th e boys on the potency f a c t o r w ith r e s p e c t to My School A b i l i t y . How I ' d Like To B e, and How My C lass Sees Me. The sex d i f f e r ence in f a v o r o f boys on the po ten cy f a c t o r can be i n t e r p r e t e d as a k in d of v a l i d a t i o n i n d i c a t o r s in c e t h i s f i n d i n g i s c o n s i s t e n t w ith the g e n e r a l l y a c c e p te d image of g i r l s b e in g weaker th an boys. Area 5— A u t h o r i ty R e l a t i o n s h i p s . — The h y p o th e s is of no d i f f e r e n c e i n p e rc e iv e d r e l a t i o n s h i p s w ith a u t h o r i t y was 315 r e j e c t e d . G i r l s do n o t p e r c e i v e A u t h o r i t y and R u les as n e g a t i v e l y as do boys to a s i g n i f i c a n t d e g re e . Area 6— Goal O r i e n t a t i o n . — The h y p o th e s is o f no d i f f e r e n c e in p e r c e i v e d meaning o f c o n ce p ts i n t h i s a r e a was r e j e c t e d . G i r l s p e r c e iv e F u t u r e , G r a d u a t i n g , and Success as more f a v o r a b l e th a n th e b o y s. The c o n ce p t Q u i t t i n g School appears more d i s t a s t e f u l to g i r l s th an to b o ys. Boys p e rc e iv e F u tu r e as more p o t e n t and Money as more a c t i v e th an do g i r l s . Area 7— Moral and S o c ia l V a l u e s . — The h y p o t h e s is of no d i f f e r e n c e in t h i s a r e a was r e j e c t e d f o r th e c o n ce p ts C h e a tin g and Som ething E a s y . G i r l s p e r c e iv e d C h e a tin g w ith s i g n i f i c a n t l y more n e g a t iv e a t t i t u d e s t h a n d id boys, and p e r c e i v e d Something E asy as s i g n i f i c a n t l y weaker th a n did b o y s . H y po thesis 4 There a re no s i g n i f i c a n t i n t e r a c t i o n s between any of t h e m ajor g ro u p in g s of ach iev em en t, i n t e l l i g e n c e , and sex i n t h i s s tu d y . I n t e r a c t i o n s between achievem ent and -The h y p o th e s is of no d i f f e r e n c e f o r th e i n t e r a c t i o n between achievem ent and IQ was a c c e p te d . Of th e n i n e t y p o s s i b l e com parisons f o r t h i s i n t e r a c t i o n t e n were s i g n i f i c a n t a t th e .05 l e v e l and one a t th e .01 l e v e l and o n ly in th e case of a c h ie v e r s and u n d e r a c h i e v e r s of low i n t e l l i g e n c e . 316 I n t e r a c t i o n between achievem ent and s e x . — The hypo t h e s i s of no d i f f e r e n c e f o r th e two— way i n t e r a c t i o n between achievem ent and sex was s u s t a i n e d . Of the' n i n e t y p o s s i b l e com parisons f o r t h i s i n t e r a c t i o n o n ly two were s i g n i f i c a n t a t th e .05 l e v e l f o r boys and g i r l s in f a v o r o f a c h i e v e r s . I n t e r a c t i o n between IQ and s e x . — The h y p o th e s is of no d i f f e r e n c e f o r t h e two-way i n t e r a c t i o n between IQ and sex was a c c e p te d . Of the n i n e t y p o s s i b l e com parisons f o r t h i s i n t e r a c t i o n , o n ly two were s i g n i f i c a n t a t th e one p e r c e n t l e v e l and t h r e e were s i g n i f i c a n t a t the f i v e p e r c e n t l e v e l . I n t e r a c t i o n between achievem ent. IQ. and s e x „— The h y p o th e s is o f no d i f f e r e n c e f o r th e t h r e e -w a y i n t e r a c t i o n between a ch iev em ent, i n t e l l i g e n c e , and sex was a ls o a c c e p te d . H ypotheses r e g a r d in g mean sem an tic d i s t a n c e (dT s c o r e s H y po thesis 5 The sem antic d i s t a n c e s between s e l e c t e d p a i r s o f M W T c o n ce p ts f o r th e a c h ie v e r s and u n d e ra c h ie v e r s i n t h i s s tu d y do n o t d i f f e r s i g n i f i c a n t l y . H y p o th e sis 6 The sem antic d i s t a n c e s betw een s e l e c t e d p a i r s of M W T c o n ce p ts f o r th e groups of low, a v e ra g e , and hig h i n t e l l i g e n c e do n o t d i f f e r s i g n i f i c a n t l y . 317 H y po thesis 7 There a re no s i g n i f i c a n t sex d i f f e r e n c e s between th e s e l e c t e d p a i r s of MVT c o n c e p ts . Since t h e f i n d i n g s w ith r e g a r d to th e D s c o r e s f o r the achievem ent, i n t e l l i g e n c e , and sex g ro up ing s were based upon a d e s c r i p t i v e a n a l y s i s o f th e d a t a , th e h y p o th eses c o uld n o t be s u b j e c t e d to s t a t i s t i c a l t e s t . These f i n d in g s were o s t e n s i b l y o f f e r e d as i n d i c a t i o n s o f the r e l a t i o n s h i p between the p e r c e i v e d co n cep ts and in te n d e d to f u r n i s h a d d i t i o n a l in f o r m a ti o n co n ce rn in g the a t t i t u d e s and p e rc e p t i o n s o f a c h i e v e r s and u n d e r a c h ie v e r s tow ard th e m se lv e s, t h e i r environm ent, and o t h e r s ; The d i f f e r e n c e s found between th e achievem ent, i n t e l l i g e n c e , and sex gro u p in g s i n th e m ajor a re a s of th e stu d y s u g g e s t t h a t d i f f e r e n c e s do e x i s t in th e s e l f - p e r c e p t io n s of t h e s e g ro u p s, th e p e r c e p t i o n s of t h e i r e n v ir o n ment, and o f o t h e r s . L a rg e r D s c o r e s f o r the u n d e ra c h ie v e r s , low a b i l i t y s t u d e n t s , and boys su g g e st l e s s s i m i l a r i t y between p a i r s of c o ncep ts and p r o b a b ly g r e a t e r d i s s a t i s f a c t i o n w ith one o f them. S m a lle r D 's , on the o t h e r hand, i n d i c a t e g r e a t e r s i m i l a r i t y betw een two c o n c e p ts , hence c l o s e r i d e n t i f i c a t i o n . I t was a l s o found t h a t u n d e r a c h ie v e r s and s t u d e n ts o f low a b i l i t y o b ta in e d sm all D rs when b o th c o n ce p ts were p e r c e iv e d e q u a l ly u n f a v o r a b ly . Summary o f th e M ajor F in d in g s S i g n i f i c a n t d i f f e r e n t i a t i o n (.01 and .05 l e v e l s ) in 318 ■the d i r e c t i o n i n d i c a t e d by t h e r e s e a r c h l i t e r a t u r e was found betw een a c h i e v e r s and u n d e r a c h i e v e r s on a t l e a s t one o f th e sem antic f a c t o r s f o r f i f t e e n o f th e t h i r t y MW T c o n c e p ts r a t e d . A d e t a i l e d summary o f the f a c t o r s and l e v e l s of c o n fid e n c e f o r t h e s i g n i f i c a n t l y d i f f e r e n t i a t e d c o n c e p ts was p r e v i o u s l y p r e s e n t e d on pages 232— 234. The M W T d i f f e r e n t i a t e d betw een a c h i e v e r s and u n d e r a c h i e v e r s i n f i v e o f th e seven m ajor a r e a s as f o l lo w s : 1 . School E x p e r i e n c e s — G r a d e s . R e a d in g , I d e a l T e a c h e r . 2. F a m i l y 'R e l a t i o n s h i p s — No s i g n i f i c a n t d i f f e r e n t i a t i o n was fo u n d . 3. S o c i a l R e l a t i o n s h i p s — No s i g n i f i c a n t d i f f e r e n t i a t i o n was found. 4. S e l f C o n c e p t .— Me, My School A b i l i t y . How My C la s s Sees Me. 5. A u t h o r i t y R e l a t i o n s h i p s — A u t h o r i t y . 6. Goal O r i e n t a t i o n — C o l l e g e , F u t u r e , G r a d u a t i n g , S u c c e s s , Q u i t t i n g S c h o o l . A J o b . 7. Moral and S o c i a l V a lu e s — C h e a t i n g . Something I m p o r t a n t . S i g n i f i c a n t d i f f e r e n c e s i n f a v o r o f th e h ig h IQ group were o b t a i n e d on a t l e a s t one of th e se m an tic f a c t o r s f o r t w e n t y - s i x o f t h e t h i r t y M W T c o n c e p ts . The MW T d i f f e r e n t i a t e d betw een h ig h and low i n t e l l i g e n c e l e v e l s and w i t h few e x c e p ti o n s betw een a v erag e and low i n t h e se v en a r e a s 31 9 o f th e s t u d y . A d e t a i l e d summary o f th e f a c t o r s and l e v e l s of c o n f i d e n c e f o r th e s i g n i f i c a n t l y d i f f e r e n t i a t e d c o n c e p ts was p r e s e n t e d e a r l i e r on p a g es 234— 236. The c o n c e p ts Most P e o p l e , C l a s s m a t e s , Grownups. and P u n ish m e n t d i d n o t y i e l d any s i g n i f i c a n t d i f f e r e n t i a t i o n b etw een l e v e l s o f i n t e l l i gence on th e e v a l u a t i o n , p o te n c y , o r a c t i v i t y f a c t o r s . S i g n i f i c a n t d i f f e r e n c e s i n f a v o r o f t h e g i r l s were o b t a i n e d on a t l e a s t one o f t h e se m a n tic f a c t o r s f o r t w e n t y - two o f t h e t h i r t y MVT c o n c e p t s . A d e t a i l e d summary o f t h e f a c t o r s and l e v e l s o f c o n f i d e n c e f o r t h e s i g n i f i c a n t l y d i f f e r e n t i a t e d c o n c e p ts was p r e s e n t e d on pages 23 7 -2 3 9 . The c o n c e p ts G ra d e s , R e a d in g . Grow nups. P u n i s h m e n t . C o lle g e t A J o b , T ry in g H a r d , and Som ething I m p o r ta n t d id n o t y i e l d any s i g n i f i c a n t se x d i f f e r e n c e s on th e e v a l u a t i o n , p o te n c y , o r a c t i v i t y f a c t o r s . Of t h e t h i r t y c o n c e p ts i n v e s t i g a t e d , o n l y th e co n c e p t s Grownups and P u n ish m e n t d i d n o t d i f f e r e n t i a t e on any o f t h e f a c t o r s f o r t h e a c h ie v e m e n t, i n t e l l i g e n c e , o r sex g r o u p i n g s . C o n c lu s io n s As a r e s u l t o f t h i s i n v e s t i g a t i o n th e f o l l o w i n g c o n c l u s i o n s were drawn: 1. The f i n d i n g s t h a t th e MVT d i f f e r e n t i a t e d b etw een a c h i e v i n g and u n d e r a c h i e v i n g n i n t h g ra d e s t u d e n t s i n f i v e o f t h e se v e n m ajor a r e a s p r o p o se d i n t h i s s t u d y , d e m o n s t r a t e s t h e v a lu e o f th e s e m a n tic d i f f e r e n t i a l t e c h n i q u e i n g e n e r a l and t h e MVT i n p a r t i c u l a r as a u s e f u l t o o l i n a s s e s s i n g th e m o t i v a t i o n a l and a t t i t u - d i n a l a s p e c t s o f a c h ie v e m e n t and u n d e r a c h i e v e ment . The i n t e l l i g e n c e l e v e l o f t h e s t u d e n t s i n th e s t u d y was r e l a t e d p o s i t i v e l y and s i g n i f i c a n t l y to t h e sev en m a jo r a r e a s i n v e s t i g a t e d . B r i g h t s t u d e n t s g e n e r a l l y e x p e r i e n c e s u c c e s s i n a c a demic p u r s u i t s i n c o n t r a s t to i n d i v i d u a l s o f low i n t e l l i g e n c e . C o n s e q u e n tly , th e a t t i t u d e s and p e r c e p t i o n s o f b r i g h t s t u d e n t s as m easured by t h e i r r a t i n g s o f a c h ie v e m e n t— r e l a t e d c o n c e p ts a re more f a v o r a b l e th a n f o r s t u d e n t s o f low m e n ta l a b i l i t y . The MVT d i s p l a y e d s i g n i f i c a n t d i f f e r e n t i a t i o n b etw een n i n t h g ra d e s t u d e n t s i n f a v o r o f th e g i r l s i n a l l se v e n a r e a s of th e s t u d y . T his f i n d i n g i s c o n s i s t e n t w i t h t h o s e r e p o r t e d i n o t h e r s t u d i e s and may be due to t h e f a c t t h a t r o l e e x p e c t a t i o n s f o r g i r l s in o u r p r e s e n t c u l t u r e seem more a d a p t a b l e to th e s e d e n t a r y l i f e i n sc h o o l t h a n r o l e e x p e c t a t i o n s f o r b o y s . The r e s u l t a p p e a rs to be g r e a t e r d e g re e o f a c c e p ta n c e and c o n f o r m i t y to e x p e c t a t i o n s of 321 s o c i e t y i n g e n e r a l and academ ic a c h ie v e m e n t i n p a r t i c u l a r , , 4 . The f a i l u r e of th e MVT to d i f f e r e n t i a t e b etw een a c h i e v e r s and u n d e r a c h i e v e r s i n th e a r e a s o f f a m i l y and s o c i a l r e l a t i o n s h i p s does n o t i n d i c a t e t h a t such d i f f e r e n c e s do n o t e x i s t . S e v e r a l p o s s i b l e e x p l a n a t i o n s a re o f f e r e d as to why no s i g n i f i c a n t d i f f e r e n c e s were fo u n d . I n t h e a r e a o f F a m ily R e l a t i o n s h i p s th e c o n c e p ts s e l e c t e d were p e rh a p s to o g e n e r a l to p r o v id e s i g n i f i c a n t d i f f e r e n t i a t i o n betw een a c h i e v e r s and u n d e r a c h i e v e r s i n t h i s s t u d y . A s i m i l a r e x p l a n a t i o n may a c c o u n t f o r t h e a b se n c e of d i f f e r e n t i a t i o n i n th e a r e a o f S o c i a l R e l a t i o n s h i p s . T h at i s t h a t th e c h o ic e of c o n c e p ts made f o r t h i s a r e a was n o t a f r u i t f u l one. An a l t e r n a t i v e e x p l a n a t i o n i s t h a t u n d e r a c h i e v e r s p e r c e i v e t h e i r s o c i a l r e l a t i o n s h i p s e q u a l l y as f a v o r a b l y as a c h i e v e r s . However, t h e u n d e r a c h i e v e r s 1 f r i e n d s a re more l i k e th e m s e lv e s t h a n a c h i e v e r s , which would mean t h a t th e u n d e r a c h i e v e r rs c i r c l e o f f r i e n d s d i f f e r from t h a t o f th e a c h i e v e r . The l a c k o f d i f f e r e n t i a t i o n b etw een th e two g ro u p s would t h e r e f o r e be a n t i c i p a t e d i f b o t h a c h i e v e r s and u n d e r a c h i e v e r s do i n f a c t e n jo y p l e a s a n t e x p e r i e n c e s i n t h e i r 322 r e s p e c t i v e s o c i a l c o n t a c t s . 5. The r e s u l t s o f t h i s i n v e s t i g a t i o n f u r n i s h a d d i t i o n a l s u p p o r t f o r th e n e c e s s i t y o f a d o p ti n g a m u l t i v a r i a b l e a p p ro a c h to t h e s t u d y of u n d e r a c h ie v e m e n t. The f a i l u r e o f t h e i n d i v i d u a l to a c h ie v e a c a d e m i c a l l y a t a l e v e l commensurate w i t h h i s a b i l i t y , i s r e v e a l e d b y h i s u n d e r l y i n g a t t i t u d e s to w a rd h i m s e l f , h i s e n v ir o n m e n t, and o t h e r s and i s e x p r e s s e d i n term s o f h i s p e r c e p t i o n s o f r e l e v a n t c o n c e p ts w hich have b e en found to have s i g n i f i c a n c e f o r academ ic a c h i e v e ment . 6. No a t t e m p t to d ia g n o s e o r p r e d i c t u n d e r a c h i e v e ment can be made w i t h t h e M W T i n i t s p r e s e n t form . However, w i t h c o n ti n u e d r e s e a r c h and r e f i n e m e n t o f th e i n s t r u m e n t th e d i a g n o s t i c and p r e d i c t i v e a b i l i t y of th e MW T may p ro v e to be o f c o n s i d e r a b l e v a l u e to t e a c h e r s and c o u n s e l o r s . Recommendations As a r e s u l t of t h i s i n v e s t i g a t i o n a number o f recom m endations a re o f f e r e d to improve t h e p e r c e p t i o n s and a t t i t u d e s o f t h e u n d e r a c h i e v i n g s t u d e n t , i n t h e m ajo r a r e a s o f th e s t u d y w hich were c o n s i d e r e d to be s i g n i f i c a n t l y r e l a t e d t o a c h ie v e m e n t. I t i s r e c o g n i z e d a t t h e o u t s e t t h a t th e t a s k o f im p le m e n tin g recom m endations made as a 323 r e s u l t o f s t u d i e s o f t h i s n a t u r e i s f r a u g h t w i t h many o b s t a c l e s . However, as a r e s u l t of t h i s and o t h e r s t u d i e s h e r e i n r e p o r t e d , i t has b e en made a b u n d a n t l y c l e a r t h a t a m u l t i v a r i a b l e a p p ro a c h i s n e e d e d i n d e a l i n g w i t h t h e problem o f u n d e ra c h ie v e m e n t. The se m a n tic d i f f e r e n t i a l t e c h n i q u e i s m e re ly a n o t h e r a p p ro a c h and, i t i s hoped, one t h a t can shed more l i g h t on th e p e r c e p t i o n s and u n d e r l y i n g a t t i t u d e s o f th e u n d e r a c h i e v e r from h i s own fram e of r e f e r e n c e . A rea 1— School E x p e r i e n c e s 1. Those p u p i l s who c o n ti n u e to have a r e a d i n g problem by th e tim e t h e y have r e a c h e d h ig h s c h o o l have more th a n l i k e l y e x p e r i e n c e d l i t t l e , i f an y, academ ic s u c c e s s i n t h e i r p r e v i o u s s c h o o l y e a r s . In o r d e r to r e a c h t h e s e i n d i v i d u a l s a ty p e o f c u r r i c u l u m i s n e e d e d t h a t w i l l i n v o lv e s t u d e n t s w i t h t h e s c h o o l and cause them to i d e n t i f y more p o s i t i v e l y w i t h t e a c h e r s , s c h o o l , and r e a d i n g . Such a c u r r i c u lu m would p r o v i d e r e m e d ia l and t u t o r i a l program s f o r t h o s e c h i l d r e n who a p p a r e n t l y a re u n a b le to_ p r o f i t from g ro up i n s t r u c t i o n . 2. I n o r d e r to improve e x i s t i n g a t t i t u d e s o f t h e u n d e r a c h i e v e r s to w a rd s c h o o l , i t i s n e c e s s a r y to improve a t t i t u d e s to w a rd t h e s c h o o l on th e p a r t o f th e p a r e n t s . The a p p ro a c h to be u se d n e c e s s i t a t e s a th o r o u g h knowledge o f th e so c io e c o n o m ic s t r u c t u r e o f t h e community. 3. C o n f e r e n c i n g s h o u ld be i n s t i t u t e d w i t h p a r e n t s to im p re ss upon them th e im p o rta n c e o f p r o v i d i n g a home e n v iro n m en t w hich i s c o n d u c iv e to l e a r n i n g . "Where such home e n v iro n m e n t i s p h y s i c a l l y n o n e x i s t e n t , th e r e s p o n s i b i l i t y f o r s e e i n g to i t t h a t s t u d e n t s have a p l a c e to stu d y must th e n r e s t w i t h t h e s c h o o l and t h e community o f w hich i t i s a p a r t . A rea 2— F a m ily R e l a t i o n s h i p s 4. I n t e r v i e w s by in fo rm e d t e a c h e r s a n d / o r c o u n se l o r s w i t h th e p a r e n t s of th e u n d e r a c h i e v e r , i n which h i s p e r c e p t i o n s and a t t i t u d e s can be i n t e r p r e t e d by th e sc h o o l to th e p a r e n t s , a r e s u g g e s t e d . The h o p e f u l outcome o f su ch i n t e r v i e w s would be a c o o p e r a t i v e e f f o r t u n d e r t a k e n t o p r o v id e a f a v o r a b l e a tm o sp h e re i n t h e home. 5. C o u n s e lin g w i t h p a r e n t s i s recommended to p r o v i d e them w i t h i n f o r m a t i o n c o n c e r n i n g t h e i r c h i l d r e n ' s a p t i t u d e s and i n t e r e s t s , so t h a t t h e i r e x p e c t a t i o n s f o r t h e i r c h i l d r e n may be more r e a l i s t i c . 6. C o u n s e lin g w i t h t h e u n d e r a c h i e v i n g s t u d e n t i s a ls o recommended to e n a b le him to work t h r o u g h f e e l i n g s of b e in g d o m in a te d , m i s u n d e r s to o d , u n j u s t l y t r e a t e d a t home, w hich may be r e f l e c t e d i n t h e pro blem o f u n d e ra c h ie v e m e n t. A re a 3— S o c i a l R e l a t i o n s h i p s 7. T here i s f u r t h e r n e ed to l e a r n more a b o u t t h e u n d e r a c h i e v e r and h i s s o c i a l r e l a t i o n s h i p s . The p r e s e n t s t u d y i n d i c a t e d t h a t b o t h a c h i e v e r s and u n d e r a c h i e v e r s have 325 f r i e n d s , p e r c e i v e o i h e r s e q u a l l y as f a v o r a b l e , and s u g g e s t s t h a t more s p e c i f i c i n f o r m a t i o n c o n c e r n i n g t h e r e l a t i o n s h i p s o f t h e u n d e r a c h i e v i n g s t u d e n t to o t h e r s i s n e e d e d . ¥ho a r e h i s f r i e n d s ? Are t h e y s i m i l a r t o him s c h o l a s t i c a l l y ? To w hat e x t e n t i s he a c c e p t e d by o t h e r s ? The u se o f s o c i o - m e t r i o d e v i c e s can s u p p l y much o f t h i s i n f o r m a t i o n . A re a 4— S e l f C o n c en t 8. C o u n s e l in g w i t h t h e u n d e r a c h i e v e r s h o u l d be p r o v i d e d i n an e f f o r t t o c o r r e c t e r r o n e o u s p e r c e p t i o n s o f him s e l f and r e s t o r e f e e l i n g s o f a d e q u a c y and s e l f - c o n f i d e n c e . 9. I t i s a l s o i m p o r t a n t to p r o v i d e o p p o r t u n i t i e s f o r t h e u n d e r a c h i e v e r to e x p e r i e n c e s u c c e s s so t h a t h i s f e e l i n g s r e g a r d i n g h i s s c h o o l a b i l i t y become more f a v o r a b l e . A r e a 5- .—A u t h o r i t y R e l a t i o n s h i p s 10. T here i s n eed f o r a d d i t i o n a l g u i d a n c e , u n d e r s t a n d i n g , and a c c e p t a n c e o f t h e u n d e r a c h i e v e r as a u n iq u e i n d i v i d u a l . T e c h n iq u e s u t i l i z i n g a p o s i t i v e r a t h e r t h a n a p u n i t i v e a p p r o a c h i n d e a l i n g w i t h u n d e r a c h i e v e r s s h o u l d be em ployed by r e p r e s e n t a t i v e s o f a u t h o r i t y , p a r e n t s , s c h o o l p e r s o n n e l , and v a r i o u s community a g e n c i e s w hich come i n t o c o n t a c t w i t h t h e u n d e r a c h i e v e r . A re a 6— Goal O r i e n t a t i o n 11. T hrough an e f f e c t i v e c o u n s e l i n g p ro g ra m t h e s t u d e n t ' s a p t i t u d e s and i n t e r e s t s can be p o i n t e d o u t to 326 a s s i s t him i n s e t t i n g r e a l i s t i c g o a l s to a c h i e v e . P e r h a p s by s h a p i n g t h e c u r r i c u l u m t o f u l f i l l t h e n e e d s o f th e s t u d e n t more a p p r o p r i a t e l y , t h e u n d e r a c h i e v e r may a c h i e v e more o f t e n t h a n he f o r m e r l y d i d . Such s u c c e s s w ould t e n d to l e s s e n h i s d i s s a t i s f a c t i o n w i t h s c h o o l and academ ic p u r s u i t s , and i n c r e a s e th e s c h o o l ’ s h o l d i n g p ow er. The n e t r e s u l t o f such e x p e r i e n c e s w ould be t o d e c r e a s e h i s d e s i r e f o r im m e d ia te g r a t i f i c a t i o n o f n e e d s and i n c r e a s e t h e l i k e l i h o o d o f c o n s i d e r i n g lo n g ra n g e g o a l s to a g r e a t e r e x t e n t t h a n b e f o r e . A rea 7— M oral and S o c i a l V a lu e s 12. I t i s a l s o s u g g e s t e d t h a t c o u n s e l i n g w i t h t h e u n d e r a c h i e v e r be c o n c e rn e d w i t h h e l p i n g him t o become b e t t e r a b le to a c c e p t t h e d o m in a n t v a l u e sy ste m o f o u r s o c i e t y . I n c l u d e d i n su c h a pro gram w ould be t h e f u r t h e r e x p l o r a t i o n o f t h o s e a s p e c t s o f t h e w o rld p e r c e i v e d by t h e u n d e r a c h i e v e r to have g r e a t e r m eaning and v a lu e t o him, and how t h o s e v a l u e s b e l i e v e d t o p r e d i s p o s e to w a rd u n d e r a c h i e v e m e n t may be m o d i f i e d o r r e p l a c e d by t h o s e w h ic h f o s t e r a d e s i r e to a c h i e v e . Recom m endations f o r F u t u r e R e s e a r c h 1. F u r t h e r e x p e r i m e n t a t i o n i s n e e d e d i n c o n n e c t i o n w i t h t h e p ro b le m o f c o n c e p t — s c a l e i n t e r a c t i o n . I f i t i s fo un d t h a t some s c a l e s a r e n o t a p p r o p r i a t e f o r c e r t a i n t y p e s o f c o n c e p t s , t h e n i t may be n e c e s s a r y t o s e l e c t p a r t i c u l a r 327 s c a le s on which to d i f f e r e n t i a t e a given c la s s of concepts. 2. As was r e p o rte d in t h i s study, the semantic space c o n s i s t s of an unknown number of dim ensions. In a d d itio n to i n v e s t i g a t i n g the semantic f a c t o r s of ev alua t i o n , potency, and a c t i v i t y f u tu r e re s e a rc h , w ith v a rio u s sc a le s from which such f a c t o r s as s t a b i l i t y , r e c e p t i v i t y , t a u t n e s s , and n o v e lty have been d e riv e d , i s n e c e ssa ry to a d eq u a te ly study the m u ltid im ension al a sp ec ts o f meaning. 3. For purposes of f u r t h e r i n v e s t i g a t i o n of the problem of underachievem ent, re s e a r c h i s needed to provide even g r e a t e r d i f f e r e n t i a t i o n between a c h ie v e rs and under a c h ie v e r s . E x perim entation w ith d i f f e r e n t con cepts, as well as w ith a d d it i o n a l areas found to be r e l a t e d to achievement, i s suggested. 4. Attempts should be made to a d m in iste r the MVT to d i f f e r e n t grade l e v e ls and ages. F a c to rs of tim e, expense, and p r a c t i c a b i l i t y l im i te d t h i s study to th e n i n th grade p o p u la tio n only. 5. The c r i t e r i a fo r i d e n t i f i c a t i o n of a c h ie v e rs and u n d erach iev ers should be i n v e s t i g a t e d f u r t h e r . In p lac e of or in a d d it i o n to usin g sta n d a rd iz e d t e s t sc o re s , te a c h e r marks, grade p o in t average, or some o th e r index may be employed w ith the MWT. 6. The f in d in g s of the study w ith r e s p e c t to sex and i n t e l l i g e n c e suggest t h a t s e p a r a te comparisons should be made f o r boys and g i r l s and between high and low IQ groups. 328 7 . S t u d i e s c o n c e r n i n g r e l i a b i l i t y o f t h e m ethod s h o u l d a l s o be i n i t i a t e d to d e t e r m i n e c o n s i s t e n c y and r e p e a t a b i l i t y . 8. The d i a g n o s t i c v a l u e o f th e MWT and t h e s e m a n t ic d i f f e r e n t i a l m ethod r e m a in s to be d e t e r m i n e d . However, once t h e MVT i s s u f f i c i e n t l y r e f i n e d i t c o u ld be a d m i n i s t e r e d to an u n s e l e c t e d p o p u l a t i o n t o d e t e r m i n e i t s p r e d i c t i v e v a l u e . A P P E N D I C E S APPENDIX A ANALYSES OF VARIANCE TABLE 85 ANALYSIS OP VARIANCE FOR THE M¥T CONCEPT TEACHERS FOR THE E FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Sou rce o f V a r i a t i o n Sum of S q u a re s Deg. o f Freedom Mean Square F C o n fid en c e R a tio L e v e l Achi evement 33. 08 1 33.08 2 .8 4 ns I n t e l l i g e n c e L ev e l (IQ) 99. 58 2 4 9 .7 9 4 .2 8 .05 Sex 89. 85 1 89 .8 5 7 .7 2 .0 1 A chievem ent x IQ 8 8 . 59 2 4 4 .8 0 3 .8 0 .05 Achievement x Sex 6 . 68 1 6 .6 8 0 .5 7 ns IQ x Sex 21 . 86 2 10.93 0 .9 4 ns A chievem ent x Sex x IQ 1 2 . 56 2 6 .2 8 0 .5 4 ns V i t h i n gro up s 12832. 81 1102 11 .65 TOTAL 13141 . 49 1113 331 TABLE 86 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT TEACHERS FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S ou rce of Sum of Deg. o f Mean F C o n fid en c e V a r i a t i o n S q u a res Freedom Square R a tio L evel Achievem ent 2 .5 3 1 2 .5 3 0.51 ns I n t e l l i g e n c e L ev e l (IQ) 6 .7 8 2 3 .3 9 0 .4 8 ns Sex 4.81 1 4.81 0 .9 7 ns Achievem ent x IQ 2 .5 0 2 1 .25 0 .2 5 ns A chievem ent x Sex 11 .49 1 11 .49 2 .3 2 ns IQ x Sex 15.15 2 7 .5 8 1 .53 ns Achievement x Sex x IQ 6 3 .1 2 2 31 .56 6 .3 7 .01 W ith in groups 5462.05 1102 4 .9 5 TOTAL 5 558.57 1113 332 TABLE 86 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT TEACHERS POR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Sou rce o f V a r i a t i o n Sum o f S q u a res Deg. o f Freedom Mean Square F R a tio C o n fid en c e L ev el A chievem ent 2 .5 3 1 2 .5 3 0.51 ns I n t e l l i g e n c e L ev e l (IQ) 6 .7 8 2 3 .3 9 0 .4 8 ns Sex 4.81 1 4.81 0 .9 7 ns A chievem ent x IQ 2 .5 0 2 1 .25 0 .2 5 ns A chievem ent x Sex 11 .49 1 11 .49 2 .3 2 ns IQ x Sex 15.15 2 7 .5 8 1 .53 ns Achievem ent x Sex x IQ 63 .1 2 2 31 .56 6 .3 7 .01 W ith in groups 5462.05 1 102 4 .9 5 TOTAL 5558.57 1113 332 TABLE 87 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT TEACHERS FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of Sum of Deg. of Mean F Confidence V a r ia t io n Squares Freedom Square R atio Level Achievement 4.59 1 4.59 0.47 ns I n t e l l i g e n c e Level (IQ) 69.62 2 34.81 3.56 .05 Sex 1 .36 1 2.36 0.14 ns Achievement x IQ 39.88 2 19.94 2.04 ns Achievement x Sex 0.13 1 0.13 0 .0 1 ns IQ x Sex 14.52 2 7.26 0.74 ns Achievement x Sex x IQ 36.65 2 18.33 1 .87 ns W ithin groups 10789.98 1102 9.79 TOTAL 10929.16 1113 333 TABLE 88 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT GRADES FOR THE E FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source o f V a r i a t i o n Sum o f Deg. of Mean F C onfidence Squares Freedom Square R a tio L evel Achievement 58.58 1 58.58 4 .4 7 .05 I n t e l l i g e n c e L evel ( IQ) 367.31 2 183.66 14.03 .01 Sex 32.64 1 . 32.64 2 .49 ns Achievement x IQ 11 .42 2 5.71 0 .4 4 ns Achievement x Sex 1 .64 1 1 .64 0 .1 3 ns IQ x Sex 5.45 2 2.73 0 .2 1 ns Achievement x Sex x IQ 15.19 2 7 .6 0 0 .5 8 ns V i t h i n groups 14428.46 1 102 13.09 TOTAL 15262.71 1113 334 TABLE 89 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT GRADES FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of Sum of Deg. of Mean F Confidence V a r i a t i o n Squares Freedom Square R atio Level Achievement 60.63 1 60.63 7.64 .01 I n t e l l i g e n c e Level (IQ) 210.47 2 105.24 13.25 .01 Sex 0 .0 0 1 0 .0 0 0 .0 0 ns Achievement x IQ 7.36 2 3.68 0.46 ns Achievement x Sex 1.13 1 1.13 0.14 ns IQ x Sex 38.66 2 19.33 2 0 43 ns Achievement x Sex x IQ 31 .42 2 1 5.71 1 .98 ns W ithin groups 8750.93 1102 7.94 TOTAL 9497.16 1113 335 TABLE 90 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT GRADES FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum of Squares Deg. of Freedom Mean Square F R atio Confidence Level Achievement 157.80 1 157.80 16.07 .01 I n t e l l i g e n c e Level (IQ) 180.62 2 90.31 9.20 .01 Sex 0.05 1 0.05 0 .0 1 ns Achi evement x IQ 11.78 2 5.89 0 .6 0 ns Achievement x Sex 2.16 1 2.16 0 .2 2 ns IQ x Sex 10.17 2 5.09 0.52 ns Achievement x Sex x IQ 16.23 2 8 .1 2 0.83 ns W ithin groups 10818.05 1102 9.82 TOTAL 11458.30 1113 336 TABLE 91 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT SCHOOL FOR THE E FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rce of Sum of Deg. of Mean F Confidenc< V a r i a t i o n S q u a re s Freedom Squ are R a tio L evel A chievem ent 3 .6 6 1 3 .6 6 0 .2 1 ns I n t e l l i g e n c e L evel (IQ) 151.82 2 75.91 4 .3 7 .05 Sex 173.81 1 173.81 o o 0 o .01 Achievem ent x IQ 1 8 .6 7 2 9 .3 4 0 .5 4 ns A chievem ent x Sex 1 .77 1 1 .77 0 .1 0 ns IQ x Sex 23.41 2 11 .70 0 .6 7 ns A chievem ent x Sex x IQ 21 .10 2 10.55 0.61 ns V i t h i n g rou ps 19159.28 1102 17 .3 8 TOTAL 19841.61 1113 337 TABLE 92 ANALYSIS OE VARIANCE FOR THE MWT CONCEPT SCHOOL FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source o f V a r i a t i o n Sum of S q u a re s Deg. o f Freedom Mean Square F R a ti o C o n fid en c e L evel A chievem ent 0 .5 5 1 0 .5 5 0 .0 6 ns I n t e l l i g e n c e L ev e l (IQ) 21 .00 2 10 .5 0 1 .1 4 ns Sex 4 .3 8 1 4 .3 8 0 .4 7 ns A chievem ent x IQ 1 .73 2 .87 0 o09 ns A chievem ent x Sex .52 1 .52 0 .0 6 ns IQ x Sex . 14.75 2 7 .3 8 0 .8 0 ns A chievem ent x Sex x IQ 7 .5 5 2 3 .7 8 0.41 ns W ith in g ro up s 1 0 1 5 2 .8 0 1 102 9.21 TOTAL 10264.81 1113 338 TABLE 93 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT SCHOOL FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a r e s Deg. of Freedom Mean S q u a re F R a t i o C on fi dene e L e v e l A ch iev em ent 1 6 .8 0 1 1 6 .8 0 1 .13 ns I n t e l l i g e n c e L e v e l (IQ) 2 9 .3 4 2 1 4 .6 7 0 .9 9 ns Sex 2 0 .4 7 1 2 0 .4 7 1 .38 ns A ch iev em en t x IQ 5 .6 4 2 2 .8 2 0 .1 9 ns A chievem ent x Sex 9 .5 2 1 9 .5 2 0 .6 4 ns IQ x Sex 2 4 .6 9 2 12 .3 5 0 .8 3 ns A chievem ent x Sex x IQ 1 6 .2 8 2 8 .1 4 0 .5 5 ns W ith in g ro u p s 1 6 3 9 6 .0 2 1 1 0 2 1 4 .8 8 TOTAL 16701.51 1113 — 339 TABLE 94 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT READING- FOR THE E FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a re s Deg. o f Freedom Mean S q u a re F R a t i o C o n fid e n c e L e v e l A ch ievem en t 371.41 1 371.41 25.1 3 .0 1 I n t e l l i g e n c e L e v e l (IQ) 6 2 0 .6 4 2 3 1 0 .3 2 21 .0 0 .01 Sex 3 8 .1 6 1 3 8 .1 6 2. 58 ns A ch ievem en t x IQ 4 7 .4 3 2 2 3 .7 2 1 .6 0 ns A ch iev em ent x Sex 2 5 .2 1 1 25.21 1 .71 ns IQ x Sex 8.91 2 4 .4 6 0 .3 0 ns A c hiev em ent x Sex x IQ 6 . 59 2 3 .3 0 0 .2 2 ns V i t h i n g ro u p s 16 28 5.50 1 102 1 4 .7 8 TOTAL 18 21 2 .8 4 1113 340 TABLE 95 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT READING FOR THE P FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r ia tio n Sum of Squares Deg. of Freedom Mean Square F Ratio Confidence Level Achievement 90.40 1 90.40 7.57 .01 I n t e l l i g e n c e Level (IQ) 190.86 2 95.43 7.99 .01 Sex 0.36 1 0.36 0.03 ns Achievement x IQ 1.07 2 .54 0.04 ns Achievement x Sex 6 .2 2 1 6 .2 2 0.52 ns IQ x Sex 2.35 2 1.18 0 .1 0 ns Achievement x Sex x IQ 4.61 2 2.31 0.19 ns V ith in groups 13158.94 1102 11.94 TOTAL 13809.39 1113 341 TABLE 96 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT READING FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of Sum of Deg. of Mean F Confidence V a r i a t i o n Squares Freedom Square R atio Level Achievement 439.73 1 439.73 24.75 .01 I n t e l l i g e n c e Level (IQ) 564.22 2 282.11 1 5.88 .01 Sex 58.25 1 58.25 3.28 ns Achievement x IQ 19.66 2 9.83 0.55 ns Achievement x Sex 1 .05 1 1 .05 0.06 ns IQ x Sex 60.42 2 30.21 1 .70 ns Achievement x Sex x IQ 34.53 2 17.27 0.97 ns W ithin groups 19583.14 1102 17.77 TOTAL 21596.61 1113 342 TABLE 97 ANALYSIS OP VARIANCE POR THE MWT CONCEPT IDEAL TEACHER FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a r e s Deg. o f Freedom Mean S q u a re F R a t i o C o n f id e n c e L ev e l A chievem ent 12 2 .4 3 1 1 2 2 .4 3 12 .6 9 .01 I n t e l l i g e n c e L e v e l ( IQ ) 3 7 1 .0 8 2 1 8 5 .5 4 1 9 .2 3 .01 Sex 6 9 .8 0 1 6 9 .8 0 7 .2 4 • .01 A chievem ent x IQ 1 3 .3 5 2 6 .6 8 0 o 69 ns A ch iev em ent x Sex 0 .6 6 1 0 .6 6 0 .0 7 ns IQ x Sex 1 7 .9 8 2 8 .9 9 0 .9 3 ns A c h iev em en t x Sex x IQ 1 3 .0 5 2 6 .5 3 0 .6 8 ns W it h i n g ro u p s 10631.25 1 102 9 .6 5 TOTAL 116 3 2 .2 3 1113 343 TABLE 98 ANALYSIS OP VARIANCE POR THE MWT CONCEPT IDEAL TEACHER FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a r e s Deg. o f Freedom Mean S q u a re F R a t i o C o n fid e n c e L e v e l A chiev em ent 19.16 1 1 9 .1 6 1 .62 ns I n t e l l i g e n c e L e v e l (IQ) 8 8 .1 1 2 4 4 .0 6 3 .7 2 .05 Sex 6 .9 9 1 6 .9 9 0 .5 9 ns A ch iev em ent x IQ 1 .4 4 2 0 .7 2 0 .0 6 ns A c h iev em en t x Sex 0 .1 5 1 0 .1 5 0 .0 1 ns IQ x Sex 1 5 .9 9 2 8 .0 0 0 .6 8 ns A chiev em ent x Sex x IQ 3 .1 7 2 1 .59 0 .1 8 ns W it h i n g ro u p s 1303 8.17 1 102 11 .83 TOTAL 132 2 9 .9 9 1113 344 TABLE 99 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT IDEAL TEACHER FOR THE A FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rce o f V a r i a t i o n Sum o f S q u a re s Deg. o f Freedom Mean S qu are F R a ti o C o n fid e n c e L evel A chievem ent 123.59 1 123.59 11 .79 .01 I n t e l l i g e n c e L evel (IQ) 358.16 2 179.08 1 7.0 8 .01 Sex 58.85 1 58.85 5.61 .05 Achievement x IQ 16.42 2 8 .2 1 0 .7 8 ns A chievem ent x Sex 2 .6 2 1 2 ,6 2 0 .2 5 ns IQ x Sex 0 .1 2 2 0 .0 6 0 .0 1 ns Achievement x Sex x IQ 1 5 .5 7 2 7 .7 9 0 .7 4 ns W ith in groups 11554.27 1102 10 .4 8 TOTAL 12458.96 1113 345 TABLE 100 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT HOME FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source o f V a r i a t i o n Sum o f S q u a re s Deg. of Freedom Mean Square F R a tio C o n fid en c e L ev e l A chievem ent 3 4 .1 4 1 3 4 .1 4 1 .82 ns I n t e l l i g e n c e L evel ( IQ) 6 9 .8 0 2 34.90 1 .86 ns , Sex 1 .0 4 1 1 .04 0 .0 6 ns Achi evement x IQ 4 5 .8 7 2 2 2 .9 4 1 .23 ns Achievement x Sex 0 .0 0 1 0 .0 0 0 .0 0 ns IQ x Sex 3 .5 5 2 1 .73 0 .1 0 ns Achievem ent x Sex x IQ 2 .6 2 2 1 . 31 0 .0 7 ns W ith in groups 20634.88 1102 1 8 .72 TOTAL 20751.69 1113 346 TABLE 101 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT HOME FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rce of V a r i a t i o n Sum of S q u a res Deg. o f Freedom Mean Square F R a tio C o n fid en c e L evel A chievem ent 5.07 1 5.07 0 .5 3 ns I n t e l l i g e n c e L e v e l (IQ) • 56.69 2 28.35 2 .9 7 ns Sex 4 9 .4 3 1 49 .4 3 5.18 .05 Achievem ent x IQ 36.55 2 1 8.28 1 .91 ns A chievem ent x Sex 1 .37 1 1 .37 0 .1 4 ns IQ x Sex 31 .10 2 15.55 1 .63 ns A chievem ent x Sex x IQ 5.63 2 2 .8 2 0 .2 9 ns W ith in g roups 10522.30 1 102 9.55 TOTAL 10743.60 1113 — 347 TABLE 102 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT HOME FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source o f Sum o f Deg. o f Mean F C o n fid e n c e V a r i a t i o n S q u a re s Freedom S quare R a tio L ev el A chievem ent 2 0.83 1 20.83 1 .29 ns I n t e l l i g e n c e L e v e l ( IQ ) 110.05 2 55.03 3.42 .05 Sex 0 .3 2 1 0 .3 2 0 .0 2 ns - A chievem ent x IQ 102.30 2 51 .1 5 3.18 .05 A chievem ent x Sex 18.73 1 18.73 1.16 ns IQ x Sex 13.56 2 6 .7 8 0 .4 2 ns Achi evement x Sex x IQ 56.19 2 2 8 .1 0 1 .74 ns W ith in gro u p s 17743.02 1102 16.10 TOTAL 17980.25 1113 348 TABLE 103 ANALYSIS 0E VARIANCE FOR THE MWT CONCEPT IDEAL PARENT FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r ia tio n Sum of Squares Deg. of Freedom Mean Square F Ratio Confidence Level Achievement 0.77 1 0.77 0 .1 1 ns I n t e l l i g e n c e Level (iQ) 154.11 2 77.06 10.77 .01 Sex 134.32 1 134.32 18.77 .01 Achievement x IQ 1 .59 2 0.80 0 .1 1 ns Achievement x Sex 1 8 .9 8 1 1 8 .9 8 2.65 ns IQ x Sex 0.40 2 0 .2 0 0.03 ns Achievement x Sex x IQ 4.89 2 2.45 0.34 ns W ithin groups 7887.77 1102 7.16 TOTAL 8341.00 1113 349 TABLE 104 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT IDEAL PARENT FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r ia tio n Sum of Squares Deg. of Freedom Mean Square F R atio Confidence Level Achievement 4.07 1 4.07 0.37 ns I n t e l l i g e n c e Level (IQ) 26.58 2 13.29 1.21 ns Sex 65.27 1 65.27 5.95 .05 Achievement x IQ 14.42 2 7.21 0 .6 6 ns Achievement x Sex 5.02 1 5.02 0.46 ns IQ x Sex 74.70 2 37.35 3.41 .05 Achievement x Sex x IQ 27.21 2 13.66 1.24 ns W ithin groups 12078.34 1112 10.96 TOTAL 12355.86 1113 350 TABLE 105 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT IDEAL PARENT FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rce o f V a r i a t i o n Sum o f S q u a r e s Deg. of Freedom Mean S q u a re F R a t i o C o n fid e n c e L ev e l A chievem ent 21 .7 7 1 21 .77 2 .3 6 ns I n t e l l i g e n c e L ev e l (IQ) 55.77- 2 2 7 .8 9 3 .0 2 .05 Sex 1 3 .0 6 1 1 3 .0 6 1 .41 ns A chievem ent x IQ 0 . 4 7 2 0 . 2 4 0 .0 3 ns A chievem ent x Sex 3. 50 1 3. 50 0 .3 8 ns IQ x Sex 6 .5 0 2 3 .2 5 0 .3 5 ns A ch iev em ent x Sex x IQ 2 5 .0 2 2 12.51 1 .35 ns W ith in g ro u p s 1 01 8 3 .2 9 1 1 0 2 9 .2 4 TOTAL 10 42 1.86 1113 351 TABLE 106 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT PARENTS FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a r e s Deg. o f Freedom Mean Squ are F R a ti o C o n fid e n c e L e v e l A c hiev em ent 2 4 .6 7 1 2 4 .6 7 1 .3 8 ns I n t e l l i g e n c e L e v e l (IQ) 9 5 .1 6 2 4 7 .5 8 2 .6 6 ns Sex 4 .0 2 1 4 .0 2 0 o 23 ns A chievem ent x IQ 1 3 4 .7 6 2 6 7 .3 8 3 .7 7 .05 A chiev em ent x Sex 1 .55 1 1 .55 0 o 09 ns IQ x Sex 3 3 .9 6 2 1 6 .9 8 0 .9 5 ns A c hiev em ent x Sex x IQ 6 .7 5 2 6 .7 5 0 .3 8 ns W it h i n g ro u p s 1 96 9 6 .2 7 1 102 17 .8 7 TOTAL 19951.71 1113 352 TABLE 107 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT PARENTS FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum of Squares Deg. of Freedom Mean Square F R a tio Confidence Level Achievement 14.48 1 14.48 1.65 ns I n t e l l i g e n c e Level (IQ) 9.05 2 4.53 0 .5 2 ns Sex 39.87 1 39.87 4.55 .05 Achievement x IQ 0 .6 0 2 0.30 0 .0 3 ns Achievement x Sex 21 .15 1 21 .1 5 2.41 ns IQ x Sex 6.23 2 3.12 0.36 ns Achievement x Sex x IQ 6.30 2 3.15 0.36 ns W ithin groups 9660.44 1102 8.77 TOTAL 9777.56 1113 353 TABLE 108 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT PARENTS FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rce o f V a r i a t i o n Sum of S q u a re s Deg. o f Freedom Mean Square F R a tio C o nfid enc e L evel Achievem ent 55.66 1 55.66 3.55 ns I n t e l l i g e n c e L e v e l (IQ) 109.70 2 54.85 3 o 50 .05 Sex 17.56 1 1 7» 56 1 .1 2 ns A chievem ent x IQ 201.48 2 100.74 6 .4 2 .01 A chievem ent x Sex 7 .3 4 1 7 .3 4 0 .4 7 ns IQ x Sex 13.75 2 6 .8 8 0 .4 4 ns A chievem ent x Sex x IQ 46.91 2 23.46 1 .50 ns W ith in g ro up s 17283.47 1102 1 5.68 TOTAL 17643.88 1113 354 TABLE 109 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT MOST PEOPLE FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source o f V a r i a t i o n Sum of S q u a res Deg. of Freedom Mean Square F R a tio C on fiden ce Level A chievem ent . 5.83 1 5.83 0 .5 2 ns I n t e l l i g e n c e L evel (IQ) 32.12 2 16.06 1 .43 ns Sex 177.43 1 177.43 15.75 .01 Achievement x IQ 1 5.83 2 7.92 0 .7 0 ns Achievement x Sex 1 .26 1 1 .26 0 .1 1 ns IQ x Sex 9.85 2 4 .9 3 0 .4 4 ns Achievement x Sex x IQ 2.93 2 1 .47 0 .1 3 ns W ith in groups 12415.98 1102 11 .27 TOTAL 13047.99 1113 355 TABLE 110 ANALYSIS OP VARIANCE FOR THE MWT CONCEPT MOST PEOPLE FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Sou rce o f V a r i a t i o n Sum o f S q u a re s Deg. o f Freedom Mean Square F R a tio C o n fid e n c e L evel A chievem ent 1 .03 1 1 .03 0 .1 9 ns I n t e l l i g e n c e L evel (IQ) 1 .53 2 0 .7 7 0 .1 4 ns Sex 5.50 1 5 .5 0 1 .02 ns A chievem ent x IQ 9 .2 4 2 4 .6 2 0 .8 6 ns A chievem ent x Sex 11 .34 1 11 .34 2 .1 1 ns IQ x Sex 15.33 2 7 .6 7 1 .43 ns Achievem ent x Sex x IQ 1 5.40 2 7 .7 0 1 .43 ns W ith in g ro up s 5923.10 1102 5.37 TOTAL 5966.09 1113 356 TABLE 111 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT MOST PEOPLE FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r ia t io n Sum of Squares Deg. of Freedom Mean Square F R atio Confidence Level Achievement 1 .86 1 1 .86 0.18 ns I n t e l l i g e n c e Level (IQ) 16.77 2 8.39 0.82 ns Sex 41.62 1 41 .62 4.05 .05 Achievement x IQ 4.85 2 2.43 0.24 ns Achievement x Sex 41 .55 1 41.55 4.04 .05 IQ x Sex 19.85 2 9.93 0.97 ns Achievement x Sex x IQ 59.98 2 29.99 2 .9 2 ns W ithin groups 11322.35 1102 TOTAL 11715.88 1113 357 TABLE 112 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT MY BEST FRIENDS FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum of Squares Deg. of Freedom Mean Square F R atio Confidence Level Achievement 0 .0 3 1 0 .0 3 0 .0 0 ns I n t e l l i g e n c e L evel (IQ) 144.33 2 72.17 8.56 .01 Sex 238.87 1 238.87 28.34 .01 Achievement x IQ 64.63 2 32.32 3 o 83 .05 Achievement x Sex 1 .25 1 1 .25 0.15 ns IQ x Sex 17.47 2 8 .7 4 1 .04 ns Achievement x Sex x IQ 31 .71 2 1 5.86 1 .88 ns W ithin groups 9288.95 1102 8.43 TOTAL 10091.57 1113 358 TABLE 113 ANALYSIS OP VARIANCE FOR THE MWT CONCEPT MY BEST FRIENDS FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u r c e o f V a r i a t i o n Sum o f S q u a r e s D eg. o f Mean Freedom S q u a r e F C o n f i d e n c e R a t i o L e v e l A c h iev e m e n t 0 . 7 3 1 0 . 7 3 0 . 0 7 ns I n t e l l i g e n c e L e v e l ( IQ ) 61 .73 2 3 0 .8 7 3 . 1 4 .05 Sex 7 2 .4 4 1 7 2 .4 4 7 . 3 8 .0 1 A c h ie v e m e n t x IQ 1 2 .4 2 2 6 .2 1 0 . 6 3 ns A c h ie v e m e n t 0 . 64 1 0 . 6 4 0 . 0 6 ns x Sex IQ x Sex 0 .3 9 2 0 .3 5 0 . 0 2 ns A c h ie v e m e n t x Sex x IQ 3 .1 6 - 2 1 .5 8 0 . 1 6 ns W i t h i n g r o u p s 1 0 8 2 3 .2 8 1 1 0 2 9 .8 2 TOTAL 1 1 0 5 3 .1 2 1113 359 TABLE 114 ANALYSIS OP VARIANCE FOR THE MWT CONCEPT MY BEST FRIENDS FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum of Squares Deg. of Freedom Mean Square F R a tio C onfidence Level Achievement 16.32 1 16.32 1 .72 ns I n t e l l i g e n c e Level (IQ) 115.60 2 57.80 6.08 .01 Sex 33.78 1 33.78 3.55 ns Achievement x IQ 55.'10 2 27. 55 2.90 ns Achievement x Sex 0. 66 1 0.66 0.07 ns IQ x Sex 21 .17 2 10.59 1 .11 ns Achievement x Sex x IQ 14.87 2 7.4 4 0.78 ns W ithin groups 10481.51 1102 9.51 TOTAL 10751.93 1113 360 TABLE 115 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT CLASSMATES FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a r e s Deg. o f Freedom Mean S q u are F R a tio C o n fid e n c e L e v e l A c h iev e m e n t 1 .52 1 1 .5 2 0 .1 4 ns I n t e l l i g e n c e L e v e l (IQ) 4 3 .5 8 2 21 .79 2 .0 8 ns Sex 1 7 7 .5 0 1 1 7 7 .5 0 1 6.9 3 .01 A ch iev em en t x IQ 4 9 .4 7 2 2 4 .7 4 2 .3 6 ns A ch iev em en t x Sex 0 .0 9 1 .0 9 .01 ns IQ x Sex 4 4 .0 8 2 2 2 .0 4 2 .1 0 ns A chievem ent x Sex x IQ 7 6 .6 5 2 3 8 .3 3 3 .6 6 .05 W it h i n g ro u p s 1 15 5 0 .4 6 1102 1 0 .4 8 TOTAL 1 2 2 6 4 .1 3 1113 361 TABLE 1 1 6 ANALYSIS OP VARIANCE POR THE MWT CONCEPT CLASSMATES FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e of V a r i a t i o n Sum o f S q u a r e s Deg. o f Freedom Mean S q u are F R a t i o C o n f id e n c e L e v e l A c h iev e m e n t 2 .2 6 1 2 .2 6 0 .3 6 ns I n t e l l i g e n c e L e v e l (IQ) 2 7 .8 2 2 13.91 2 .2 4 ns Sex 0 o 69 1 0 .6 9 0.11 ns A chiev em ent x IQ 0 .6 8 2 0 . 34 0 .0 5 ns A c h ie v e m e n t x Sex 0 .2 9 1 0 .2 9 0 .0 5 ns IQ x Sex 0 .8 0 2 0 .4 0 0 .0 6 ns Achi evem ent x Sex x IQ 10 .4 5 2 5.23 0 .8 4 ns W it h i n g ro u p s 6 8 5 6 .0 9 1 102 6 .2 2 TOTAL 6 9 5 3 .7 5 1113 362 TABLE 117 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT CLASSMATES FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum of S q u a re s Deg. o f Freedom Mean S q u a re F R a t i o C o n fid e n c e L evel A c hiev em ent 16.81 1 16.81 1 .75 ns I n t e l l i g e n c e L e v e l (IQ) 1 7 .7 3 2 8 .8 7 0 .9 2 ns Sex 1 2 .5 7 1 1 2 .5 7 1 .31 ns A c h iev e m e n t x IQ 2 0 .5 8 2 1 0 .2 9 1 .07 ns A c h iev e m e n t x S ex 1 6 .4 3 1 1 6 .4 3 1 .71 ns IQ x Sex, 25 .0 5 2 1 2 .5 3 1 .31 ns A c hiev em ent x Sex x IQ 6 .2 7 2 3 .1 4 0 .3 3 ns W it h i n g roups 1 05 7 8 .8 7 1102 9 .5 9 TOTAL 10895.15 1113 363 TABLE 118 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT GROWNUPS FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a r e s Deg. o f Freedom Mean Square F R a ti o C o n f id e n c e L e v e l A chievem ent 3 .23 1 3 .2 3 0.21 ns I n t e l l i g e n c e L e v e l ( IQ ) 31 .5 9 2 1 5 .8 0 1 .02 ns Sex 6 .0 5 1 6 .0 5 0 .3 9 ns A c hiev em ent x IQ 2 3 .7 6 2 11 .8 8 0 . 7 4 ns A ch iev em en t x Sex 1 .43 1 1 .4 3 0 .0 9 ns IQ x Sex 11 .86 2 5 .9 3 0 . 3 8 ns A chievem ent x Sex x IQ 12.71 2 6 .3 6 0.41 ns W ith in g ro u p s 1 7 0 3 5 .2 4 1102 1 5 .4 6 TOTAL 17 11 7.07 1113 364 TABLE 119 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT GROWNUPS FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u r c e o f V a r i a t i o n Sum o f S q u a r e s Deg. o f Freedo m Mean S q u a r e F R a t i o C o n f i d e n c e L e v e l A c h ie v e m e n t 6 . 0 0 1 6 . 0 0 0 .81 ns I n t e l l i g e n c e L e v e l (IQ) 1 3 . 4 6 2 6 . 7 3 0 . 9 0 n s Sex 2 5 .5 3 1 2 5 .5 3 3 .4 3 n s A c h ie v e m e n t x IQ 5 .0 4 2 2.51 0 . 3 4 ns A c h ie v e m e n t x S ex 4 . 8 8 1 4 . 8 8 0 . 6 6 n s IQ x Sex 1 9 . 3 8 2 9 . 6 9 1 .3 0 n s A c h ie v e m e n t x S ex x IQ 21 .7 3 2 1 0 .8 7 1 .4 6 n s W i t h i n g r o u p s 8 2 1 5 .0 0 1 1 02 7 . 4 5 TOTAL 8 3 1 4 .3 8 1113 365 TABLE 120 ANALYSIS OP VARIANCE POR THE MWT CONCEPT GROWNUPS FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of Sum of Deg. of Mean F C o nfid ence V a r i a t i o n S qu ares Freedom Square R a tio L evel Achievement 6.65 1 . 6.65 0 .4 9 ns I n t e l l i g e n c e L evel (IQ) 5 .6 4 2 2.82 0 .5 7 ns Sex 1 .32 1 1 .32 0 .1 0 ns Achievement x IQ 20.25 2 10.13 0 .7 4 ns Achievement x Sex 0 .5 4 1 0 .5 4 0 .0 4 ns IQ x Sex 17.70 2 8.85 0 .6 5 ns Achievement x Sex x IQ 14.83 2 7 .4 2 0 .5 4 ns W ith in groups 15023.73 1102 13.63 TOTAL 15112.74 1113 366 TABLE 121 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT ME FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum of Squares Deg. of Freedom Mean Square F R atio Confidenc Level Achievement 5.08 1 5.08 0.55 ns I n t e l l i g e n c e Level (IQ) 76.33 2 38.17 3.05 .05 Sex 0.40 1 0.40 0 .0 4 ns Achievement x IQ 63.43 2 31 .72 3.43 .05 Achievement x Sex 0.17 1 0.17 0.02 ns IQ x Sex 17.96 2 8.98 0.97 ns Achievement x Sex x IQ 25.75 2 12.88 1 .34 ns W ithin groups 10184.60 1102 9.24 TOTAL 10292.80 1113 367 TABLE 122 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT ME FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e of V a r i a t i o n Sum o f S q u a r e s Deg. o f Freedom Mean S qu are F R a ti o C o n f id e n c e L e v e l A ch iev em en t 6.41 1 6.41 0 .6 5 ns I n t e l l i g e n c e L e v e l (IQ ) 61 .87 2 3 0 .9 4 3.1 5 .05 Sex 1 8 0 .7 0 1 1 8 0 .7 0 1 8 .4 0 .01 A chievem ent x IQ 3 8 .6 0 2 1 9 o 30 1 .97 ns A c hiev em ent x Sex 1 6 0 29 1 16 .2 9 1 .66 ns IQ x Sex 7 . 1 7 2 3 .5 9 0 .3 6 ns A c hiev em ent x Sex x IQ 3 9 .9 4 2 1 9 .9 7 2 .0 3 ns W it h i n g ro u p s 1 0 8 20 .8 2 1 102 9 .8 2 TOTAL 11343.56 1113 368 TABLE 123 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT ME FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum of S q u a r e s Deg. o f Freedom Mean S q u a re F R a tio C o n fid e n c e L e v e l A chievem ent 4 4 .9 4 1 4 4 .9 4 4-.J84 .05 I n t e l l i g e n c e L e v e l (IQ) 120.65 2 6 0 .3 3 6 .4 9 .01 Sex 4 4 .6 2 1 4 4 .6 2 4 .8 0 .05 A c hiev em ent x IQ 6 2 .7 2 2 31 .36 3 o 37 .05 A c hiev em ent x Sex 8 .7 0 1 8 .7 0 0 . 94 ns IQ x Sex 2 7 .5 0 2 13 .7 5 1 .48 ns A ch iev em en t x Sex x IQ 21 .47 2 1 0 .7 4 1 .1 6 ns W ith in g ro u p s 10240.51 1102 9 .2 9 TOTAL 10 50 2.26 1113 369 TABLE 124 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT MY SCHOOL ABILITY FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u r c e o f V a r i a t i o n Sum o f S q u a r e s D eg. o f Freedo m Mean S q u a r e F R a t i o C o n f i d e n c e L e v e l A chi e v em en t 1 3 6 .9 8 1 1 3 6 .9 8 1 3 .9 5 .01 I n t e l l i g e n c e L e v e l (IQ ) 2 0 4 .2 8 2 1 0 2 .1 4 1 0 .4 0 .01 Sex 11 .06 1 1 1 .0 6 1 .1 3 ns A c h ie v e m e n t x IQ 0.71 2 0 .3 6 0 . 0 4 n s A c h ie v e m e n t x Sex 0 . 9 8 1 0 . 9 8 0 . 1 0 ns IQ x Sex 2 . 7 6 2 1 .3 8 0 . 1 4 ns A c h ie v e m e n t x Sex x IQ 1 2 .3 4 2 6 .1 7 0 . 6 8 ns W i t h i n g r o u p s 1 0 8 2 2 .4 0 1 1 02 9 .8 2 TOTAL 1 1 5 1 0 .1 3 1113 370 TABLE 125 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT MY SCHOOL ABILITY FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u r c e o f Sum o f Deg, o f Mean F C o n f i d e n c e V a r i a t i o n S q u a r e s Freedom S q u a r e R a t i o L e v e l A c h ie v e m e n t 1 3 9 .4 9 1 1 3 9 .4 9 1 4 .4 0 .01 I n t e l l i g e n c e L e v e l (IQ) 2 1 4 .4 8 2 1 0 7 .2 4 1 1 .0 7 .01 Sex 4 4 . 0 7 1 4 4 .0 7 4 .5 5 .05 A c h ie v e m e n t x IQ 2 5 .0 5 2 1 2 .5 3 1 .2 9 ns A c h ie v e m e n t _ r « 28.1 2 1 28.1 2 2 .9 0 ns x Sex IQ x Sex 7 . 9 5 2 3 .9 8 0.41 ns A c h ie v e m e n t x Sex x IQ 17. 30 2 8 .6 5 0 . 8 9 ns W i t h i n g r o u p s 1 0 6 7 8 .4 2 1 102 9 .6 9 TOTAL 1 1 7 1 8 .2 4 1113 371 « TABLE 126 ANALYSIS OP VARIANCE FOR THE MWT CONCEPT MY SCHOOL ABILITY FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum of Squares Deg. of Freedom Mean Square F R atio Confidence Level Achievement 102.62 1 102.62 9.49 .01 I n t e l l i g e n c e Level (IQ) 247.24 2 123.62 11 .43 .01 Sex 0.05 1 0.05 0.00 ns Achievement x IQ 25.55 2 12.78 1.18 ns Achievement x Sex 10.34 1 10.34 0.96 ns IQ x Sex 0.87 2 0.44 0.04 ns Achievement x Sex x IQ 1 5.09 2 7.55 0.70 ns W ithin groups 11918.84 1102 10.82 TOTAL 12962.15 1113 372 TABLE 127 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT HOW I'D LIKE TO BE FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of Sum of Deg. of Mean F C onfidence V a r i a t i o n Squares Freedom Square R a tio Level Achievement 5o 31 1 5.31 0.88 ns I n t e l l i g e n c e L evel (IQ) 114.19 2 57.10 9.43 .01 Sex 107.28 1 107.28 17.72 .01 Achi evement x IQ 5.69 2 2.85 0.47 ns Achievement x Sex 8.30 1 o o 00 1 .37 ns IQ x Sex 12.26 2 6.1 3 1 .01 ns Achievement 4 .4 4 2 2.22 0.37 ns x Sex x IQ W ithin groups 6672.90 1 102 6.06 TOTAL 7073.70 1113 373 TABLE 128 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT HOW ITD LIKE TO BE FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum of Squares Deg. of Freedom Mean Square F R atio Confidence Level Achievement 3.50 1 3.50 0.33 ns I n t e l l i g e n c e Level (IQ) 86.77 2 43.39 4.13 .05 Sex 997.61 1 997.61 94.93 .01 Achievement x IQ 16.12 2 8.06 0 .7 7 ns Achievement x Sex 3.95 1 3.95 0 .3 8 ns IQ x Sex 14.14 2 7.07 0.67 ns Achievement x Sex x IQ 1 5.06 2 7.53 0.72 ns W ithin groups 11580.78 1 102 10.51 TOTAL 14234.52 1113 374 TABLE 129 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT HOW I*D LIKE TO BE FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum of Squares Deg. of Freedom Mean Square F Ratio Confidence Level Achievement 14.09 1 14.09 1 .96 ns I n t e l l i g e n c e Level (IQ) 99.91 2 49.96 6.96 .01 Sex 6.96 1 6.96 0.97 ns Achievement x IQ 8.48 2 4.24 0.59 ns Achievement x Sex 1 .00 1 1 .00 0.14 ns IQ x Sex 23.07 2 11 .54 1 .61 ns Achievement x Sex x IQ 15.36 2 7.68 1 .07 ns W ithin groups 7905.93 1102 7.17 TOTAL 8199.30 1113 375 TABLE 130 ANALYSIS OF VARIANCE FOR THE M W T CONCEPT HOW M Y CLASS SEES ME FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO .ACHIEVEMENT, INTELLIGENCE, AND SEX Source of Sum of Deg. of Mean F Confidence V a r i a t i o n Squares Freedom Square R atio Level Achievement 5.05 1 5.05 0 .6 4 ns I n t e l l i g e n c e Level (IQ) 72.45 2 36.23 4.59 .05 Sex 8.93 1 8.93 1 .13 ns Achievement x IQ 20.52 2 10.26 1 .30 ns Achievement x Sex 0.01 1 0.01 0.00 ns IQ x Sex 4.09 2 2,05 0.26 ns Achievement x Sex x IQ 3.43 2 1.72 0.22 ns W ithin groups 8696.82 1102 7.89 TOTAL 8822.66 1113 376 TABLE 131 ANALYSIS OF VARIANCE FOR THE M W T CONCEPT HOW MI CLASS SEES ME FOR THE P TO FACTOR FOR ACHIEVEMENT, NINTH GRADE STUDENTS WITH REGARD INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum of Squares Deg. of Freedom Mean Square F R atio Confidence Level Achievement 0.00 1 0.00 0.00 ns I n t e l l i g e n c e Level ( IQ) 1 1 .22 2 5.61 0.72 ns Sex 102.16 1 102.16 1 3.08 -01 Achievement x IQ 2 „ 32 2 1.16 0.15 ns Achievement x Sex 8.71 1 8.71 1.12 ns IQ x Sex 43.45 2 21 .73 2.78 ns Achievement x Sex x IQ 0.76 2 0.38 0.05 ns W ithin groups 8605.77 1102 7.81 TOTAL 8982.10 1113 377 TABLE 132 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT HOW MY CLASS SEES ME FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r ia t io n Sum of Squares Deg. of Freedom Mean Square F R atio Confidence Level Achievement 107.60 1 107.60 10.53 .01 I n t e l l i g e n c e Level ( IQ) 219.00 2 109.50 11 .81 .01 Sex 7.18 1 7.18 0.78 ns Achievement x IQ 41 .21 2 20.61 2.22 ns Achievement x Sex 4.51 1 4.51 0.49 ns IQ x Sex 18.22 2 9.11 0.98 ns Achievement x Sex x IQ 3.68 2 1 .84 0.20 ns W ithin groups 10216.51 1 102 0.20 TOTAL 10710.06 1113 378 TABLE 133 ANALYSIS OP VARIANCE FOR THE MWT CONCEPT AUTHORITY FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a re s Deg. o f Freedom Mean S q u a re F R a tio C o n fid e n c e L e v e l Achi evement 0 . 8 0 1 0 .8 0 0 .0 5 ns I n t e l l i g e n c e L e v e l (IQ) 4 7 o 25 2 2 3 .6 3 1 .61 ns Sex 76 „ 1 9 1 7 6 .1 9 5 .2 0 o 05 A ch iev em ent x IQ 21 .1 7 2 1 0 .5 4 0 o 72 ns A ch iev em ent x Sex 6 .9 0 1 6 .9 0 0 .4 7 ns IQ x Sex 59.81 2 29.91 2 .0 4 ns A c h iev e m e n t x Sex x IQ 9. 51 2 4 .7 6 0 .3 2 ns W it h i n g ro u p s 16 14 7.2 7 1 102 1 4 .6 5 TOTAL 1 6 4 0 1,07 1113 379 TABLE 134 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT AUTHORITY FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f ■ V a r i a t i o n Sum o f S q u a r e s Deg. o f F re edom Mean S q u are F R a t i o C o n f id e n c e L e v e l A chievem ent 1 30.25 1 130 .2 5 1 2 .7 2 .01 I n t e l l i g e n c e L e v e l (IQ) 1 5 5 .0 2 2 77.51 7 .5 7 .01 Sex 2 .3 4 1 2 .3 4 0 o 23 ns A c hiev em ent x IQ 9 2 .8 0 2 41 .40 4 .5 3 o 05 A c hiev em ent x Sex 0 .4 9 1 0 .4 9 0 .0 5 ns IQ x Sex 3 0 .0 2 2 1 5.01 1 .47 ns A ch ievem en t x Sex x IQ 2 4 .2 7 2 1 2 .1 4 1 .18 ns W ith in g ro u p s 1 1 2 85 .4 9 1 102 1 0 .2 4 TOTAL 1 2016.36 1113 380 TABLE 135 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT AUTHORITY FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r ia t io n Sum of Squares Deg. of Freedom Mean Square F R atio Confidence Level Achievement 44.37 1 44.37 4.02 .05 Achievement L~evel (IQ) 65.69 2 32.85 2.97 ns Sex 24.47 1 24.47 2.22 ns Achievement x IQ 6.25 2 3.13 0.28 ns Achievement x Sex 3.10 1 3.10 0.28 ns IQ x Sex 64.92 2. 32.46 2.94 ns Achievement x Sex x IQ 32.98 2 16.49 1 .49 ns W ithin groups 12166.27 1102 11 .04 TOTAL 12452.38 1113 381 TABLE 136 ANALYSIS OP VARIANCE POR THE MWT CONCEPT RULES FOR THE E FACTOR POR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum o f S quares Deg. of Freedom Mean Square F R a tio C onfidence L evel Achievement 21 .79 1 21 .79 1.18 ns I n t e l l i g e n c e L ev el ( IQ ) 107.96 2 53.98 2.91 ns Sex 144.46 1 144.46 7 .7 9 .01 Achievem ent x IQ 22.23 2 11.12 0 .6 0 ns Achievement x Sex 0.35 1 0 .3 5 0 .0 2 ns IQ x Sex 23.50 2 11 .75 0 .6 3 ns Achievement x Sex x IQ 24.73 2 12.37 0 .6 7 ns W ith in groups 10427.48 1102 18.54 TOTAL 21012.10 1113 382 TABLE 137 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT RULES FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source o f V a r i a t i o n Sum o f Squares Deg. of Freedom Mean Square F R a tio Confidence Level Achievement 0 .0 7 1 0 .0 7 0.01 ns I n t e l l i g e n c e L evel (IQ) 58.48 2 29.24 3.06 .05 Sex 0 .5 0 1 0 .5 0 0.05 ns Achievement x IQ 2 .4 4 2 1 „22 0.65 ns Achievement x Sex 1 .58 1 1 .58 0 .1 7 ns IQ x Sex 64.29 2 32.1 5 3.41 .05 Achievement x Sex x IQ 20.21 2 10.11 1 .06 ns W ith in groups 10545.65 1102 9.57 TOTAL 10714.02 1113 383 TABLE 138 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT RULES FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum of Squares Deg. of Freedom Mean Square F R atio Confidence Level Achievement 22.99 1 22.99 1.95 ns I n t e l l i g e n c e Level ( IQ) 21 .74 2 10.87 0.92 ns Sex 4.13 1 4.13 0.35 ns Achievement x IQ 7.92 2 3.96 0.34 ns Achievement x Sex 3.82 1 3.82 0.32 ns IQ x Sex 6.63 2 3.32 0.28 ns Achievement x Sex x IQ 9.24 2 4.62 0.39 ns W ithin groups 12977.49 1 102 11.78 TOTAL 13152.98 1113 384 TABLE 139 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT PUNISHMENT FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum of S q u a r e s Deg. o f Freedom Mean S q u a re F R a t i o C o n fid e n c e L e v e l A c hiev em ent 50 .8 8 1 50 .8 8 3 .3 8 ns I n t e l l i g e n c e L e v e l (IQ) 2 8 .9 0 2 14 .4 5 0 .9 6 ns Sex 1 .09 1 1 .09 0 .0 7 ns A c hiev em ent x IQ 16.71 2 8 .3 6 0 .5 5 ns A chievem ent x Sex 2 7 .5 7 1 2 7 o 57 1 .8 3 ns IQ x Sex 1 1 .75 2 5 .8 8 0 . 3 9 ns A ch iev em en t x Sex x IQ 4 .2 6 2 2 .1 3 0 . 1 4 ns W it h i n g ro u p s 16599.91 1102 1 5 .0 6 TOTAL 16743.01 1113 385 TABLE 140 ANALYSIS OP VARIANCE FOR THE MWT CONCEPT PUNISHMENT FOR THE P FACTOR FOR NINTH GRAPE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a r e s Deg. o f Freedom Mean S q u are F C o n f id e n c e R a ti o L e v e l A chievem ent 4 2 .9 5 1 4 2 .9 5 2 .7 0 ns I n t e l l i g e n c e L e v e l (iQ) 36 .0 8 2 1 8 .0 4 1 .1 3 ns Sex 4 .2 6 1 4 .2 6 0 .2 7 ns A c h iev e m e n t x IQ 84.21 2 42.1 1 2 .6 4 ns A chiev em ent 4 0 .8 0 1 4 0 .8 0 2 .5 6 ns x Sex IQ x Sex 61 .00 2 3 0 .5 0 1 .91 ns A c hiev em ent x Sex x IQ 7 6 .2 8 2 38 .1 4 2 .3 9 ns W it h i n g ro u p s 17 55 1.63 1 102 1 5 .9 3 TOTAL 17 87 1 .9 8 1113 386 TABLE 141 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT PUNISHMENT FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a r e s Deg. o f Freedom Mean S q u a re F R a t i o C o n fid e n c e L e v e l A chiev em ent 1 1 .4 4 1 11 .4 4 0 .7 8 ns I n t e l l i g e n c e L e v e l (IQ) 1 .0 7 2 0 .5 4 0 . 0 4 ns Sex 0 .2 9 1 0 .2 9 0 .0 2 ns A c h ie v e m e n t x IQ 41 .7 7 2 to o 0 00 1 .43 ns A c h iev e m e n t x Sex 0 .6 6 1 0 .6 6 0 .0 5 ns IQ x Sex 4 .1 7 2 2 .0 9 0 .1 4 ns A c h iev em en t x Sex x IQ 1 3 .0 9 2 6 .5 5 0 .4 5 ns W it h i n g r o u p s 1 6 1 1 1 .7 8 H 02 1 4 .6 2 TOTAL 16 22 6 .4 3 1113 387 TABLE 142 ANALYSIS OF VARIANCE POR THE MWT CONCEPT FUTURE FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f Sura o f Deg. o f Mean F C o n f id e n c e V a r i a t i o n S q u a r e s Freedom S q u a re R a ti o L e v e l A chiev em ent 6 5 .9 3 1 6 5 .9 3 5 .4 9 .05 I n t e l l i g e n c e L e v e l (IQ) 1 3 3 .0 2 2 66.51 5 .5 3 .01 Sex 106.51 1 1 0 6 o 51 8 .8 6 .01 A ch iev em en t x IQ 2 4 .7 5 2 1 2 .3 8 1 .03 ns A c hiev em en t x Sex 1 .3 4 1 1 .34 0.11 ns IQ x Sex 8 .3 7 2 4 .1 9 0 .3 5 ns A chievem ent x Sex x IQ 3 .4 4 2 1 .72 0 .1 4 ns W it h i n g ro u p s 1 3 24 4.59 1102 1 2 .0 2 TOTAL 13 71 8 .5 6 1113 - 388 TABLE 143 ANALYSIS OP VARIANCE FOR THE MVT CONCEPT FUTURE FOR THE E FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum of Squares Deg. of Freedom Mean Square F R a tio Confidence Level Achievement 16.77 1 16.77 1 .66 ns I n t e l l i g e n c e L evel (IQ) 60.57 2 30.29 3.00 .05 Sex 41 .25 1 41 .25 4.09 .05 Achievement x IQ 21 .57 2 10.79 1 .07 ns Achievement x Sex 0 .0 4 1 0 .0 4 0.00 ns IQ x Sex 0 .8 7 2 0 .4 4 0.04 ns Achievement x Sex x IQ 1 .70 2 0.85 0.08 ns V i t h i n groups 11115.35 1102 10.09 TOTAL 11305.90 1113 389 TABLE 144 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT FUTURE FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u r c e o f V a r i a t i o n Sum o f S q u a r e s D e g . o f F re e d o m Mean S q u a r e F R a t i o C o n f i d e n c e L e v e l A c h i e v e m e n t 3 7 .8 7 1 3 7 .8 7 3 .3 5 n s I n t e l l i g e n c e L e v e l ( IQ ) 1 1 1 .2 0 2 5 5 . 6 0 4 . 9 2 .01 S ex 1 .1 9 1 1 .1 9 0 .1 1 n s A c h ie v e m e n t x IQ 8 .3 5 2 4 . 1 8 0 . 3 7 n s A c h i e v e m e n t x S ex 0 . 5 4 1 0 . 5 4 0 . 0 5 n s IQ x S ex 2 .5 3 2 1 .2 7 0 .1 1 n s A c h ie v e m e n t x S ex x IQ 4 . 9 7 2 2 . 4 9 0 . 2 2 n s W i t h i n g r o u p s 1 2 4 5 4 .2 4 1 102 11 . 3 0 --- TOTAL 1 2 7 3 6 .3 3 1113 390 ? TABLE 145 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT COLLEGE FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f Sum o f Deg. o f Mean F C o n f id e n c e V a r i a t i o n S q u a r e s Freedom S q u a re R a t i o L e v e l A c h iev e m e n t 160.41 1 160.41 1 0 .5 4 .01 I n t e l l i g e n c e L e v e l (IQ) 4 8 9 .0 6 2 2 4 4 .5 3 1 6 .0 6 .01 Sex 5 .0 7 1 5 .0 7 0 .3 3 ns A ch iev e m e n t x IQ 1 0 2 .9 5 2 51 .4 8 3 .3 8 .0 5 A c h iev e m e n t x Sex 8 3 .4 6 1 8 3 .4 6 5 .4 8 .05 IQ x Sex 28.91 2 1 4 .4 6 0 .9 5 ns A c h ie v e m e n t x Sex x IQ 27’. 36 2 1 3 .6 8 0 .9 0 n s W it h i n group^s 1 6 7 4 4 .3 9 1102 1 5 .3 5 TOTAL 17934.61 1113 391 TABLE 146 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT COLLEGE FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u r c e o f V a r i a t i o n Sum o f S q u a r e s D eg. o f F re e d o m Mean S q u a r e F R a t i o C o n f i d e n c e L e v e l A c h i e v e m e n t 2 9 . 6 8 1 2 9 .6 8 2 . 7 4 n s I n t e l l i g e n c e L e v e l (IQ ) 2 2 8 . 9 4 2 1 1 4 .4 7 1 0 .5 6 .01 S e x 8 .1 5 1 8 .1 5 0 . 7 5 n s A c h ie v e m e n t x IQ 3 0 .0 1 2 1 5 .0 1 1 .3 8 n s A c h i e v e m e n t x S e x 2 .6 3 1 2 .6 3 0 . 2 4 n s IQ x S e x 5 .4 2 2 2 .7 1 0 . 2 5 n s A c h i e v e m e n t x S e x x IQ 4 8 .4 1 2 2 4 .2 1 2 . 2 3 n s W i t h i n g r o u p s 1 1 9 4 6 .9 9 1102 1 0 .8 4 TOTAL 1 2 4 2 6 .6 6 1113 392 TABLE 147 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT COLLEGE FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S ource of V a r i a t i o n Sum o f S q u ares Deg. of Freedom Mean Square F R a tio C o nfidence L evel Achievem ent 284.22 1 284.22 20.55 .01 I n t e l l i g e n c e L evel (IQ) 254.35 2 127.18 9.19 .01 Sex 2 .5 8 1 2.5 8 0 .1 9 ns A chievem ent x IQ 10.38 2 5.19 0 .3 8 ns Achievem ent x Sex 1 .29 1 1 ,2 9 0 .0 9 ns IQ x Sex 71 .52 2 35.76 2.59 ns A chievem ent x Sex x IQ 4 0 .9 8 2 20.49 1 .48 ns W ith in groups 15243.80 1102 13.83 TOTAL 16351.83 1113 393 TABLE 148 ANALYSIS OP VARIANCE FOR THE MWT CONCEPT A JOB FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u r c e o f V a r i a t i o n Sum o f S q u a r e s D e g . o f F re e d o m Mean S q u a r e F R a t i o C o n f i d e n c e L e v e l A c h ie v e m e n t I n t e l l i g e n c e L e v e l (IQ ) S e x A c h ie v e m e n t x IQ 1 .3 6 1 4 3 .0 4 91 .7 6 11 .9 5 1 2 1 2 1 .3 6 71 . 52 91 .7 6 5 .9 8 0 . 1 0 5 .2 6 1 .6 0 0 . 4 4 n s .01 n s n s A c h ie v e m e n t x S e x IQ x S ex A c h i e v e m e n t x S e x x IQ W i t h i n g r o u p s 1 2 . 2 7 4 . 0 5 1 8 . 6 9 1 4 9 7 6 .2 3 1 2 2 1 102 1 2 . 2 7 2 .0 3 9 .3 5 1 3 .5 9 0 . 9 0 0 . 1 5 0 . 6 9 n s n s n s TOTAL 1 5 2 4 2 .9 8 1113 394 TABLE 149 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT A JOB FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a re s Deg. o f Freedom Mean S q u a re F R a ti o C o n fid e n c e L ev el A ch iev em en t 7 .7 5 1 7 .7 5 0 .7 4 ns I n t e l l i g e n c e L e v e l ( IQ ) 30 .4 5 2 1 5 .2 3 1 .45 ns Sex 3 8 .0 4 1 3 8 .0 4 3 .6 3 ns A chievem ent x IQ 3 .3 8 2 1 .6 9 0 .1 6 ns A c h ie v e m e n t _ C i U*0( x Sex 1 0 .8 7 0 .0 8 ns IQ x Sex 3 6 .4 7 2 1 8 .2 4 1 .7 4 ns A ch iev em en t n QO x Sex x IQ u *yu 2 0 .4 5 0 .5 2 ns V i t h i n g ro u p s 1 1 5 4 2 .4 8 1 102 1 0 .4 7 TOTAL 1 1 8 0 0 .9 4 1113 TABLE 150 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT A JOB FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S ou rce of V a r i a t i o n Sum of Deg. of S q u a res Freedom Mean Square F C o n fid e n c e R a tio L ev e l A chievem ent 51 .89 1 51 .89 4 .0 4 .05 I n t e l l i g e n c e L e v e l (IQ) 99 .4 9 2 49 .7 5 3 .8 7 .05 Sex 28 .9 3 1 2 8 .9 3 2.2 5 ns A chievem ent x IQ 4 0 .2 0 2 20 .1 0 1 .56 ns A chievem ent x Sex 40 .4 5 1 4 0 .4 5 3.1 5 ns IQ x Sex 2 3 .2 8 2 1 1 .6 4 0.91 ns A chievem ent ~ 0 , £r, n x Sex X IQ 7 ' 37 2 3 ’ 69 ° * 29 ns W ith in g ro u p s 14160.05 1102 12^85 TOTAL 14413.67 1113 396 TABLE 151 ANALYSIS OP VARIANCE POR THE MWT CONCEPT GRADUATING POR THE E PACTOR POR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rce o f V a r i a t i o n Sum o f S q u a re s Deg. o f Freedom Mean S qu are F R a tio C o n fid e n c e L evel A chievem ent I n t e l l i g e n c e L ev e l (IQ) Sex A chievem ent x IQ 4 3 .3 4 34 0.66 137o 25 6 2 .5 0 1 2 1 2 4 3 .3 4 17 0.33 137.25 31 .25 4 .3 5 1 7 .1 0 13 .7 8 3 .1 4 .05 .01 .01 .05 A chievem ent x Sex IQ x Sex A chievem ent x Sex x IQ W ith in gro u p s 1 7 .6 8 2 4 .4 2 16.81 10978.04 1 2 2 1102 17 .6 8 1 2. 21 8.41 9 .9 6 1 .78 1 .23 0 .8 4 ns ns ns TOTAL 11879.49 1113 397 TABLE 152 ANALYSIS OP VARIANCE POR THE MWT CONCEPT GRADUATING FOR THE P FACTOR POR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rce o f V a r i a t i o n Sum of S q u a res Deg. o f Freedom Mean S quare P R a tio C o n fid e n c e L ev e l A chievem ent 0 .5 9 1 0 .5 9 0 .0 6 ns I n t e l l i g e n c e L e v e l (IQ) 8 5 .8 9 2 4 2 .9 5 4 .3 8 .05 Sex 1 .55 1 1 .5 5 0 .1 6 ns A chievem ent x IQ 4 .4 6 2 2 .2 3 0 .2 3 ns A chievem ent x Sex 5.85 1 5.85 0 .6 0 ns IQ x Sex 7 .5 3 2 3 .7 7 0 .3 8 ns A chievem ent x Sex x IQ 2.81 2 1 .41 0 .1 4 ns W ith in gro ups 10809.48 1102 9.81 TOTAL 10979.35 1113 398 TABLE 153 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT GRADUATING FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rce of V a r i a t i o n Sum o f S q u a re s Deg. o f Freedom Mean S quare F C o n fid e n c e R a ti o L ev el A chievem ent 2 6 .5 2 1 2 6 .5 2 2 .1 3 ns I n t e l l i g e n c e L e v e l (IQ) 1 08.9 8 2 8 4 .4 9 6 .7 8 .01 Sex 3 .2 5 1 3 .2 5 0 .2 6 ns A chievem ent x IQ 30 .2 7 2 1 5 .1 4 1 .22 ns A chievem ent 45.61 1 45 o 61 3 .6 6 ns x Sex IQ x Sex 11 .02 2 5.51 0 .4 4 ns A chievem ent x Sex x IQ 7 .7 0 2 3.85 0.31 ns W ith in g ro u p s 13729.37 1102 12 .4 6 TOTAL 14190.28 1113 399 TABLE 154 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT QUITTING SCHOOL FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum of Squares Deg. of Freedom Mean Square F R atio C onfidence Level Achievement 91 .21 1 91 .21 5.36 .05 I n t e l l i g e n c e L evel (IQ) 466.03 2 233.02 13.70 .01 Sex 75.43 1 75.43 4.4 3 .05 Achievement x IQ 22.92 2 11 .46 0 .6 7 ns Achievement x Sex 7 .9 2 1 7.92 0.4 7 ns IQ x Sex 78.09 2 39.05 2.29 ns Achievement x Sex x IQ - 11.94 2 5.97 0.35 ns W ithin groups 18748.13 1102 17.01 TOTAL 19960.64 1113 400 TABLE 155 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT QUITTING SCHOOL FOR THE P FACTOR FOR NINTH GRAPE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of Sum of Deg. of Mean • F C onfidence V a r i a t i o n S quares Freedom Square R a tio L evel Achievement 18.84 1 18.84 1 .07 ns I n t e l l i g e n c e L evel (IQ) 306.57 2 153.29 8.71 .01 Sex 47.5 0 1 47 .5 0 2.70 ns Achievement x IQ 62.03 2 31 .02 1 .76 ns Achievem ent x Sex 13.50 1 13.50 0 .7 7 ns IQ x Sex 36.64 2 18.32 1 .04 ns Achievem ent x Sex x IQ 57.60 2 28.80 1 .64 ns W ith in groups 19403.67 1102 17.61 TOTAL 19821.96 1113 401 TABLE 156 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT QUITTING SCHOOL FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a r e s Deg. o f Freedom Mean S q u a re F R a t i o C o n f id e n c e L e v e l A c h iev e m e n t 111.41 1 111.41 5 .9 3 .0 5 I n t e l l i g e n c e L e v e l (IQ) 5 9 5 .9 7 2 2 9 7 .9 9 1 5 .8 6 .01 Sex 0„02 1 0 .0 2 0 .0 0 ns A c h ie v e m e n t x IQ 1 9 .6 4 2 9 .8 2 0 . 5 2 ns A c h ie v e m e n t x Sex 2 6 .8 7 1 2 6 .8 7 1 .4 3 n s IQ x Sex 5 .4 5 2 2 .7 3 0 .1 5 ns A c h iev e m e n t x Sex x IQ 2 8 .2 6 2 1 4 .1 3 0 .7 5 ns W ith in g r o u p s 1 0 7 0 1 .9 7 1102 1 8 .7 9 TOTAL 2 1 7 1 5 .6 6 1113 402 TABLE 157 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT MONEY FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u ares Deg. o f Freedom Mean S quare F R a tio C o n fid e n c e L e v e l A chievem ent 13.22 1 13.2 2 1 .17 ns I n t e l l i g e n c e L e v e l (IQ) 113.58 2 5 6 .79 5 .0 4 .01 Sex 31 .3 0 1 31 .30 2 .7 8 ns A chievem ent x IQ 4 6 .1 4 2 2 3 .0 7 2 .0 5 ns A chievem ent x Sex 3 6 .86 1 36 .8 6 3 .2 7 ns IQ x Sex 2 3.4 3 2 11 .72 1 .04 ns A chievem ent x Sex x IQ 18.62 2 9.31 0 .8 3 ns W ith in g ro u p s 12410.56 1102 11 .26 TOTAL 12626.08 1113 403 TABLE 158 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT MONEY FOR THE P FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source o f V a r i a t i o n Sum of S qu ares Deg. of Freedom Mean Square F C o n fid en ce R a tio L ev el Achievem ent 52.68 1 52.68 3.12 ns I n t e l l i g e n c e L evel ( IQ ) 134.60 2 67 .3 0 3.99 .05 Sex 48.11 1 24.06 2.85 ns A chievem ent x IQ 126.90 2 63.45 3.76 .05 Achievem ent 0 .2 7 1 0 .2 7 0 .0 2 ns x Sex IQ x Sex 51.25 2 25.63 1 .52 ns A chievem ent x Sex x IQ 147.78 2 73 .8 9 4 .3 8 .05 V i t h i n groups 18579.36 1102 16.86 TOTAL 18943.97 1113 404 TABLE 159 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT MONEY FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u r c e o f V a r i a t i o n Sum o f S q u a r e s D eg. o f F re e d o m Mean S q u a r e F R a t i o C o n f i d e n c e L e v e l A c h i e v e m e n t 3 6 .5 7 1 3 6 . 5 7 2 . 5 7 ns I n t e l l i g e n c e L e v e l ( I Q ) 8 7 . 2 0 2 4 3 . 6 0 3 . 0 6 o 05 S ex 5 5 .9 3 1 5 5 .9 3 3 .9 2 o 05 A c h ie v e m e n t x IQ 6 9 . 0 9 2 3 4 .5 5 2 . 4 2 n s A c h i e v e m e n t x Sex 1 4 .2 6 1 1 4 .2 6 1 .0 0 n s IQ x Sex 2 . 1 0 2 1 .0 5 0 . 0 7 n s A c h i e v e m e n t x S e x x IQ 1 8 .3 1 2 9 . 1 6 0 . 6 4 n s W i t h i n g r o u p s 1 5 7 1 1 .0 7 1102 1 4 . 2 6 TOTAL 1 6 1 0 3 .7 4 1113 405 TABLE 160 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT SUCCESS FOR THE E FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r i a t i o n Sum o f S q u a re s Deg. o f Mean Freedom S q u are F C o n fid e n c e R a tio L e v e l A chievem ent 7 5 .3 0 1 7 5 .3 0 7 .8 9 .01 I n t e l l i g e n c e L e v e l (IQ) 4 2 6 .4 9 2 2 13.25 22 .3 5 .01 • Sex 10 7.07 1 1 07.0 7 11 .2 2 .01 A chievem ent x IQ 12 .5 8 2 6 .2 9 0 ,6 6 ns A chievem ent 2 .4 0 1 2 .4 0 0 .2 5 ns x Sex IQ x Sex 9 5 .6 8 2 4 7 .8 4 5.01 .01 A chievem ent x Sex x IQ 1 .83 2 .92 0 .1 0 ns V i t h i n groups 10513.42 1102 9 .5 4 TOTAL 11608.41 1113 406 TABLE 161 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT SUCCESS FOR THE P FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVMENT, INTELLIGENCE, AND SEX S o u rc e o f V a r i a t i o n Sum o f S q u a r e s Deg. o f F reedom Mean S q u a r e F R a t i o C o n f id e n c e L e v e l A c h ie v e m e n t 37.2 1 1 37.21 2.51 n s I n t e l l i g e n c e L e v e l (IQ ) 1 7 7 .7 3 2 8 8 .8 7 6 .9 3 .01 Sex 0 . 6 0 1 0 . 6 0 0 .0 5 ns A c h ie v e m e n t x IQ 2 .9 6 2 1 .4 8 0 .1 2 ns A c h ie v e m e n t x Sex 0 .0 1 1 0.0 1 0 .0 0 ns IQ x Sex A c h ie v e m e n t x Sex x IQ 6 5 .4 4 1 5 .4 6 2 2 V i t h i n g r o u p s 1 4 1 2 7 .3 8 1102 TOTAL 3 2 .7 2 2 .5 5 7 .7 3 0 .6 0 1 2 .8 2 n s ns 1 4 5 5 4 .0 8 1113 407 TABLE 162 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT SUCCESS FOR THE A FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u r c e o f Sum o f D eg . o f Mean F C o n f i d e n c e V a r i a t i o n S q u a r e s F re ed o m S q u a r e R a t i o L e v e l A c h ie v e m e n t 8 3 .1 4 1 8 3 .1 4 6 . 3 9 .0 5 I n t e l l i g e n c e L e v e l (IQ ) 2 7 7 .8 5 2 1 3 8 .9 3 1 0 .5 1 .01 Sex 2 .6 7 1 1 .3 4 0 . 2 0 n s A c h ie v e m e n t x IQ 2 9 . 1 6 2 1 4 .5 8 1 .1 0 ns A c h ie v e m e n t f “ i - 1 3 .7 3 1 1 3 .7 3 1 .0 4 n s x Sex IQ x S e x 4 4 .7 1 2 2 2 .3 6 1 .6 9 n s A c h ie v e m e n t x S e x x IQ 11 .0 0 2 5 .5 0 0 . 4 2 n s V i t h i n g ro u p s 1 4 5 7 0 .0 4 1102 1 3 .2 2 TOTAL 1 5 0 8 7 .7 2 1113 408 I TABLE 163 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT TRYING HARD FOR THE E FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S ource o f V a r i a t i o n Sum o f S q u a res Deg. of Freedom Mean S quare F R a tio C onfidenc e L evel A chievem ent 21 .0 4 1 21 .04 1 .52 ns I n t e l l i g e n c e L ev el (IQ) 229.83 2 114.92 8.32 .01 Sex 3 .7 6 1 3.76 0 .2 7 ns A chievem ent x IQ 20.71 2 10.36 0.75 ns A chievem ent x Sex 7 0 .6 4 1 7 0 .6 4 5.12 .05 IQ x Sex 9 .4 9 2 4.75 0 .3 4 ns A chievem ent x Sex x IQ 11 7.57 2 58.79 4 .2 6 .05 V i t h i n groups 15212.39 1102 13.80 TOTAL 15670.84 1113 409 TABLE 164 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT TRYING HARD FOR THE P FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r ia t io n Sum of Squares Deg. of Freedom Mean Square F R a tio Confidence L evel Achievement 9.25 1 9.25 0 .8 2 ns I n t e l l i g e n c e L evel (IQ) 86.35 2 43 .1 8 3 .8 4 .05 Sex 2.25 1 2.25 0 .2 0 ns Achievement x IQ 0 .4 3 2 0 .2 2 0.11 ns Achievement x Sex 1 .55 1 1 .55 0 .1 4 ns IQ x Sex 8.47 2 4 .2 4 0 .3 8 ns Achievement x Sex x IQ 0.6 5 2 0 .3 3 0 .0 3 ns V i t h in groups 12382.29 1102 11 .24 TOTAL 12547.02 1113 410 TABLE 165 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT TRYING HARD FOR THE A FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of Sum of Deg. o f Mean F C onfidence V a r ia t io n S quares Freedom Square R atio L evel Achievement 1 8.74 1 18.74 1.33 ns I n t e l l i g e n c e L evel (IQ) 118.80 2 59.40 4 .20 .05 Sex 1.39 1 1.39 0 .1 0 ns Achievement x IQ 2.04 2 1.02 0 .0 7 ns Achievement x Sex 37.75 1 37.75 2.67 ns IQ x Sex 5.14 2 2.57 0.18 ns Achievement x Sex x IQ 0.82 2 0.41 2.68 ns V i t h in groups 15579.23 1102 14.14 TOTAL 15836.44 1113 411 TABLE 166 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT CHEATING FOR THE E FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rce o f Sum o f Deg. o f Mean F C o n fid e n c e V a r i a t i o n S q u a re s Freedom Sq uare R a tio - L e v e l A chievem ent 29.11 1 29.1 1 2 .5 8 ns I n t e l l i g e n c e L ev e l (IQ) 644.41 2 322.21 28 .5 3 .01 Sex 2 21 .1 6 1 22 1.16 1 9 .5 8 .01 A chievem ent x IQ 17 .5 4 2 8 .7 7 0 .7 8 ns A chievem ent x Sex 0 .2 5 1 0 .2 5 0 .0 2 ns IQ x Sex 8 6 .5 4 2 4 3 .2 7 3 .8 3 .05 A chievem ent x Sex x IQ 0 .0 9 2 0 .0 5 0 .0 0 V i t h i n grou ps 124 44.5 7 1102 11 .2 9 TOTAL 13995.41 1113 41 2 TABLE 167 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT CHEATING FOR THE P FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u r c e o f V a r i a t i o n Sum o f S q u a r e s D e g . o f F re ed o m Mean S q u a r e F C o n f i d e n c e R a t i o L e v e l A c h ie v e m e n t 0 . 5 4 1 0 . 5 4 0 . 0 3 n s I n t e l l i g e n c e L e v e l (IQ ) 3 2 4 .2 8 2 1 6 2 .1 4 8 .5 0 .01 Sex 4 6 .6 3 1 4 6 .6 3 2 .4 4 n s A c h ie v e m e n t x IQ 41 .9 9 2 21 .0 0 1 .1 0 n s A c h ie v e m e n t 8 .8 1 1 8 .81 0 . 4 6 n s x Sex IQ x Sex 1 9 4 .4 5 2 9 7 .2 3 5 .0 9 .01 A c h ie v e m e n t x S ex x IQ 19 4 „ 2 4 2 9 7 .1 2 5 .0 9 .01 V i t h i n g r o u p s 2 1 0 3 1 .7 6 1 102 1 9 .9 8 TOTAL 2 1 7 2 0 .3 4 1113 41 3 TABLE 168 ANALYSIS OF VARIANCE FOR THE MVT CONCEPT CHEATING FOR THE A FACTOR FOR NINTH GRADE STUDENTS VITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f Sum o f Deg. o f Mean F C o n fid e n c e V a r i a t i o n S q u a re s Freedom Square R a tio L e v e l A c h iev e m e n t 91 .0 7 1 91 .0 7 5.43 .05 I n t e l l i g e n c e L e v e l (IQ) 2 1 7 .1 3 2 10 8 .5 7 6 .4 7 .01 S ex 7 .0 9 1 7 .0 9 0 .4 2 n s A c h iev em en t x IQ 1 4 .7 8 2 7 .3 9 0 .4 4 ns A c h iev e m e n t x Sex 2 4 .7 0 1 2 4 .7 0 1 .4 7 ns IQ x Sex 8 7 .3 0 2 4 3 .6 5 2 .6 0 ns A c h iev e m e n t x Sex x IQ 2 .8 6 2 1 .43 0 .0 9 ns V i t h i n g ro u p s 1 8 4 9 4 .2 2 1102 1 6 .7 8 TOTAL 1 9 0 8 4 .9 2 1113 414 TABLE 169 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT SOMETHING EASY FOR THE E FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX S o u rc e o f Sum o f Deg. o f Mean F C o n fid e n c e V a r i a t i o n S q u a re s Freedom S qu are R a tio L e v e l A chievem ent 0.81 1 0.81 0 .0 2 ns I n t e l l i g e n c e L e v e l (IQ) 6 5 .6 2 2 32.81 2 .0 0 ns S ex 7 2 .7 0 1 7 2 .7 0 4 .4 3 .05 A ch iev em en t x IQ 8 2 .9 8 2 41 .49 2 .5 3 ns A chievem ent 29.11 1 29.11 1 .7 7 ns x Sex IQ x Sex 35.11 2 1 7 .5 6 1 .0 7 ns A c h iev em en t x Sex x IQ 9 .5 9 2 4 .8 0 0 .2 9 ns W ith in g ro u p s 1 8 0 8 2 .8 7 1102 16.41 TOTAL 1 8 4 7 3 .3 6 1113 41 5 TABLE 170 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT SOMETHING EASY FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r ia t io n Sum o f Squares Deg. of Freedom Mean Square F R atio C onfidence Level Achievement 0 .0 2 1 0.01 0.00 ns I n t e l l i g e n c e L evel (IQ) 153.50 2 76.75 4.85 .01 Sex 128.59 1 128.59 8.13 .01 Achievement x IQ 23.26 2 11.63 0.75 ns Achievement x Sex 32.13 1 32.13 2.03 ns IQ x Sex 30.61 2 1 5o 31 0.97 ns Achievement x Sex x IQ 9.7 9 2 4.90 0.31 ns W ithin groups 17434.61 1102 15.82 TOTAL 18270.62 1113 416 TABLE 171 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT SOMETHING EASY FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND' SEX S o u rc e o f V a r i a t i o n Sum o f S q u a re s Deg. o f Freedom Mean S q u a re F R a tio C o n fid e n c e L e v e l A ch iev em en t 4 .2 5 1 4 .2 5 0 .2 6 ns I n t e l l i g e n c e L e v e l (IQ) 2 2 .7 0 2 11 .35 0 .7 0 ns Sex 4 .5 7 1 4 .5 7 0 .2 8 ns A ch ievem en t x 10 6 9 .3 5 2 3 4 .6 8 2 .1 5 ns A ch iev em en t x Sex 9 .3 7 1 9 .3 7 0 .5 8 ns IQ x Sex 8 .1 3 2 4„07 0 .2 5 ns A chievem ent x Sex x IQ 2 .3 3 2 1 .1 7 0 .0 7 ns W ith in group s 17815.21 1102 1 6 .1 7 TOTAL 18054.91 1113 417 I TABLE 172 ANALYSIS OP VARIANCE FOR THE M W T CONCEPT SOMETHING IMPORTANT FOR THE E TO FACTOR FOR NINTH GRADE STUDENTS WITH ACHIEVEMENT, INTELLIGENCE, AND SEX REGARD Source o f V a r i a t i o n Sum o f S quares Deg. o f Freedom Mean Square F C o n fid en ce R a tio L evel Achievem ent 1 5 o 47 1 1 5.47 1.1 8 ns I n t e l l i g e n c e L evel (IQ) 244.05 2 122.03 9 .2 8 .01 Sex 1 3 .8 4 1 13.84 1 .05 ns A chievem ent x IQ 35.15 2 17.58 1 .34 ns Achievem ent x Sex 29 .95 1 29.95 2 .2 8 ns IQ x Sex 53.43 2 26.72 2.03 ns A chievem ent x Sex x IQ 122.71 2 61 .36 4 .6 7 ns W ith in group s 14491.89 1102 13.15 TOTAL 14936.20 1113 418 TABLE 173 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT SOMETHING IMPORTANT FOR THE P FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of V a r ia tio n Sum of Squares Deg. of Freedom Mean Square F R atio Confidence Level Achievement 69.61 1 69.61 5.97 .05 I n t e l l i g e n c e Level (IQ) 204.80 2 102.40 8.78 .01 Sex 0.00 1 0.00 0.00 ns Achievement x IQ 31 .12 2 15.56 1.33 ns Achievement x Sex 5.56 1 5.56 0.48 ns IQ x Sex 18.52 2 9.26 0.79 ns Achievement x Sex x IQ 9.73 " 2 4.87 0.42 ns W ithin groups 12853.82 1102 11 .66 TOTAL 13312.29 1113 419 TABLE 174 ANALYSIS OF VARIANCE FOR THE MWT CONCEPT SOMETHING IMPORTANT FOR THE A FACTOR FOR NINTH GRADE STUDENTS WITH REGARD TO ACHIEVEMENT, INTELLIGENCE, AND SEX Source of Sum of Deg. of Mean F Confidenc e V a r ia t io n Squares Freedom Square R atio Level Achievement 30.70 1 30.70 2.46 ns I n t e l l i g e n c e Level (IQ) 166.01 2 83.01 6.66 .01 Sex 11.96 1 11.96 0.96 ns Achievement x IQ 19.70 2 9.85 0.79 ns Achievement x Sex 9.99 1 9.99 o o 00 o ns IQ x Sex 36.70 2 18.35 1 .47 ns Achievement x Sex x IQ 100.61 2 50.31 4.04 .05 W ithin groups 13733.53 1102 12.46 TOTAL 14062.03 1113 420 APPENDIX B INSTRUCTIONS FOR ADMINISTERING THE MEANING OP WORDS TEST 422 INSTRUCTIONS FOR ADMINISTERING THE MEANING OF WORDS TEST You have been handed an en v elo p e c o n ta in in g 15 c a r d s. C a r e fu lly remove them from th e e n v e lo p e , lo o k a t them to be su re th e y are numbered from 1 to 15 on th e fr o n t and from l 6 to 30 on th e back . I f you f in d e it h e r more o r l e s s than 15 c a r d s, retu rn th e en v elo p e w ith th e card s to th e te a c h e r f o r a new p a ck et o f c a r d s. On th e fa c e o f th e en v elo p e a re b la n k s f o r you to f i l l in . P r in t your l a s t name, f i r s t name and i n i t i a l in th e f i r s t b la n k , n e x t, mark w hether boy o r g i r l , and to d a y 's d a te . F i l l in th e name o f your s c h o o l, c i r c l e your grade and f i l l in th e month, day and y e a r o f your b ir th d a te . For f a t h e r 's o ccu p a tio n answ er a s c a r e f u lly a s you ca n . For exam ple, i f your fa th e r i s an e n g in e e r , d e s c r ib e th e k in d o f work he a c t u a lly d o e s, n ot what company he works f o r . The r a tin g s you are to make must be a c c u r a te , h o n est and a cco rd in g to d ir e c t io n s g iv e n . There are no r ig h t o r wrong an sw ers. The r e s u lt s o f t h i s t e s t w i l l n ot a f f e c t your g ra d es, go in to your reco rd o r a f f e c t your sc h o o l p r o g r e s s . Mark th e fr o n t and th en th e back o f each card in o r d e r . That i s , b e g in w ith card number 1 , mark i t fr o n t and back th en go on to card number 2 , fr o n t and back, and so on through 15* Mark each bubble from end to end w ith a s in g le l i n e . Make no marks betw een th e b u b b le s. YJhen you have f in is h e d , exam ine th e card s and e r a se any marks made betw een th e b u b b le s. Check to s e e th a t you marked o n ly one b u bble in each row. A fte r you f i n i s h ch eck in g b o th s id e s o f th e c a r d s, p u t them in ord er b e g in n in g w ith card 1 on top and en d in g w ith card 15 on th e b ottom . Then p la c e th e deck o f card s in th e e n v e lo p e . Leave th e fo ld e d page o f mimeographed in s t r u c t io n s o u t o f th e e n v e lo p e , i t w i l l be c o l le c t e d s e p a r a t e ly . Are th e r e any questions'? Now, read alo u d th e INSTRUCTIONS TO STUDENT w h ile th e stu d e n ts read s i l e n t l y . APPENDIX C THE MEANING OF WORDS TEST 424 425 l_NSXRUCJJ_ONS TO STUDENT NSTRUCTIONS: To be read s i l e n t l y while examiner reads aloud. Th i s is a test to measure the meaning of words. Mark each item accord ing to what it means to you. At the top of each ca r d, both front and back, i s a word or group of words. Under each of them i s a s et of s c a l e s . F ill i n ONE BUBBLE ON EACH LINE. I f you feel that what you are rating i s VERY CLOSE to one end of the scale you shoulo f i l l in the bubble l i k e t h i s : GOOD m 0 0 0 0 0 0 BAD OR GOOD () () () 0 0 () ® BAD If you feel that what you are rating CLOSE to one end or the other THEN FILL IN THE BUBBLE LIKE THIS! LITTLE () () # () () () () BIG OR LITTLE () () () 0 G# 0 O BIG If you feel that what you are rating is as close to one end of the SCALE AS THE OTHER, THEN FILL IN the MIDDLE BUBBLE. IMPORTANT 1 . Each item should be rated s e p a r a t e l y. S ometimes you may feel as though you have had the same item b e f o r e; t h i s will not be the c a s e , so do NOT LOOK back through the c a r d s. Do not try to remember how you rated the other i t e m s. 2 . F ill in one bubble on each l i n e , both front and back of the card. 3 . Please work carefully because we want your true i m p r e s s i o n s , b u t do not spend too much time on any one it em. I t i s your f i r s t i m p r e s s i o n s that ARE MOST IMPORTANT. 426 o 1 T E A C H E R S FAIR c Z = > C Z = > C Z> c^ > UNFAIR WEAK c ^ = > c ^ > C Z ? C ^> c z z STRONG ACTIVE <=z > < ^ = > c C Z = > C Z ? C PASSiVE UNPLEASANT < ^ = > C Z ? c== PLEASANT LARGE <z => <==> <z = > SMALL DULL < = ^ > <z = > c ^ > c Z = > cZ > SHARP SWEET C Z ? < z = > C Z > SOUR LIGHT cZ > C Z > <z = > c ^ > c ^ > HEAVY FAST c ^ > <z = > c ^ > c=> SLOW i 1 1 4 1 1 7 « i i i m i t i t t t t t ? ^ n i » t i a i i a a H s a n a a » * a » * » * D * a « « i e 4i 44« « < 7« « » ! i B B i 4« » D ® » « i i e a « * « i 7» » w T i 7* j j n n » 77W 7» « 0 M ( .t4 t« t M W T PLATE NO. 1 427 16 HOW NiY CLASS S L t S IY t SOUK HEAVY SLOW PEASANT ^ > SMALL SHAKP UNFAIR S5=> STRONG PASSIVE c^ > c=> C Z = > < = z > c ^ = > C ^> C Z = > c . <=> < z = > c==> SWEET LIGHT c=> <== FAST UNPLEASAN’ i c^> <^= LARGE <==> DULL c=> c== FAIR C Z> WEAK C Z ? c= ^ ACTIVE 7 l l » 11t l n M I ll» D « lia D f lC a j « B S » a a j D J lC n M 35»J 7JiJI« 41« « « 4« 4l<74m S (-JlsaS 4 8 Si!1 M S iar C O I 4 B B I 7« « » ) l 7jn M B I » 77JIJIB a * L Z 4 Z Z S UWT PLATE NO. 2 B I B L I O G R A P H Y BIBLIOGRAPHY Books 1. Cronbach, Lee J . E s s e n t i a l s of P sy c h o lo g ic a l T e s ti n g . New York: H arper and B ro th e rs , 1960. 2. DeHaan, R obert F . , and H a v ig h u rst, R obert J . E ducating G if te d C h ild r e n . Chicago: U n iv e r s ity of Chicago P r e s s , 1961. 3. Dowd, R obert J . "U nderachieving S tu d en ts of High C a p a c ity ," in J . L. French (E d .), E d ucating the G ifte d : A Book of R e ad in g s. New York: Henry H olt and Company, 1959. 4. Edwards, A llen L. E xperim ental Design in P sy c h o lo g ic a l R e se a rc h . New York: H o lt, R in e h a rt and V inston , 1960. 5. E rik so n , E. H. C hildhood and S o c i e t y . New York: ¥ . ¥ . Norton Company, 1950. 6. G e tz e ls , J . ¥ . , and Jackson , P. ¥. C r e a t i v i t y and I n t e l l i g e n c e . New York: John ¥ i l e y and Sons, 1962. 7. Gowan, J . C. "Dynamics of Underachievement of G ifte d S tu d e n ts ," in J . L. French (E d .), E d u catin g th e G if te d : A Book of R e ad in g s. 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The Concepts o f Oyer- and U n derachievem ent. New York: Bureau of P u b lic a t i o n s , T eachers C o lle g e , Columbia U n i v e r s i ty , 1963. A r t i c l e s and P e r i o d i c a l s 14. A ltu s , ¥. D. "A C olleg e A ch iev er and Non-A chiever S c a le f o r th e M innesota M u ltip h a s ic P e r s o n a l i t y I n v e n to r y ," J . of A pplied P s y c h o l. , 32:385-397, 1948. 15. A rm strong, H. "P la ce of Values in American E d u c a tio n ," J . o f Elem. Educ. , 23 :141-54, F e b ., 1955. 16. A tk in so n , J . ¥ . " S tu d ie s in P r o j e c t i v e Measurement of Achievement M o tiv a tio n ," Univ. o f M ichigan, A b s tr a c t i n Univ. M ic r o film s , V ol. 10, No. 4. P u b l i c a t i o n No. 1945; 1950. 17. A usubel, D. P. " P r e s t i g e M o tiv a tio n of G ifte d C h i ld r e n ," Gen. Psych. Mongr. , 4 3 :5 3 -1 1 6 , 1951. 18. R. L. B aker, e t a l . " I n f lu e n c e of M ental A b i l i t y on Achievement Vhen SES i s C o n t r o ll e d ," J . Exp. Educ. . 30 :2 5 5 -8 , December, 1961. 19. B a r r e t t , H. 0. "An I n t e n s iv e Study of Thirty-Two G if te d C h ild r e n ," P e r s . and Guid. J o u r . , 36:192-94; 1957. 20. B a t t l e , H. J . " R e la tio n of P e rso n a l V alues to Scho l a s t i c A chievem ent," J . o f E xper. Educ. , 26 (Septem ber, 1957), 27-41. 21. Baymur, F. B ., and P a t t e r s o n , C. H. "A Comparison o f Three Methods of A s s i s t i n g U n d erachievin g High School S tu d e n ts ," J . Couns. P s y c h o l. . 7 :8 3 -9 0 , 1960. 22„ Bendig, A. ¥ . "M a n ife st A n xiety and P r o j e c t i v e and O b je c tiv e s Measures of Need A chievem ent," J . Con s u l t . P s y c h o l. . 21:354, 1957. 431 23. B irn e y , R obert C. " R e l i a b i l i t y o f Achievement M o tiv e," J . Abnorm. Soc. P s y c h o l. . 58 (March, 1959), 266-67. 24. B ish to n , R. C. 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" A t t i t u d e s Toward Achievement in School C h ild r e n ," R e se arch R e la ti n g to C h i l d r e n . B u l l . No. 11, U.S. D epartm ent o f H e a lth , E d u c a tio n , and W e lfa re , C h i l d r e n ’ s B ureau. Pp. 55-56, A ugust, 19 5 9 -Ja n u a ry , 1960. U npublished M a te r ia l B e lle a u , George S. " I n v e s t i g a t i o n of a S e lf - R e p o r t Method in th e Study o f U nderachievem ent Among E le m e n tary School C h i ld r e n ," U npu b lish ed d i s s e r t a t i o n , U n i v e r s i ty of S o u th e rn C a l i f o r n i a , 1963. Bowman, P. " F a c to rs R e la te d to U n d erach iev em en t," Quincy Youth Development P r o g j e c t , 1959. Quincy, I l l i n o i s . (M imeographed.) B u t l e r , Jo s e p h . " D i f f e r e n t i a l F a c to r s in th e S e l f C oncepts of O v e ra c h ie v in g , U n d e ra c h ie v in g , and E x p e c ta n t A chieving A d o le s c e n ts ." 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Creator Rosenthal, Oscar Arthur (author)

Core Title A Semantic Differential Investigation Of Critical Factors Related To Achievement And Underachievement Of High School Students

Degree Doctor of Philosophy

Degree Program Educational Psychology

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, educational psychology,OAI-PMH Harvest

Format dissertations (aat)

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Metfessel, Newton S. (committee chair), Meyers, Charles Edward (committee member), Seward, Georgene H. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-185119

Unique identifier UC11359597

Identifier 6512265.pdf (filename),usctheses-c18-185119 (legacy record id)

Legacy Identifier 6512265.pdf

Dmrecord 185119

Document Type Dissertation

Format dissertations (aat)

Rights Rosenthal, Oscar Arthur

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA