University of Southern California Dissertations and Theses

A Semantic Differential Investigation Of Significant Attitudinal Factors Related To Three Levels Of Academic Achievement Of Seventh Grade Students

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A Semantic Differential Investigation Of Significant Attitudinal Factors Related To Three Levels Of Academic Achievement Of Seventh Grade Students

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Content This dissertation has been microfilmed exactly as received 6 7 -6 4 8 7 ADAMS, B ill A sh er, 1924- A SEMANTIC DIFFERENTIAL INVESTIGATION OF SIGNIFICANT ATTITUDINAL FACTORS RELATED TO THREE LEVELS OF ACADEMIC ACHIEVEMENT O F SEVENTH GRADE STUDENTS. U n iv ersity of Southern C alifornia, P h .D ., 1967 Education, psychology University Microfilms, Inc.. A nn A rbor. M ichigan A SEMANTIC DIFFERENTIAL INVESTIGATION OF SIGNIFICANT ATTITUDINAL FACTORS RELATED T O TH REE LEVELS OF ACADEM IC ACHIEVEM ENT O F SEVENTH G R A D E STUDENTS *7 B i l l A sher Adams A D is s e r t a t io n P resen ted to th e FACULTY OF THE G RADU ATE SCH O O L UNIVERSITY OF SOUTHERN CALIFORNIA In P a r t ia l F u lfillm e n t o f th e R equirem ents f o r th e D egree DO CTO R OF PHILOSOPHY (E d u c a tio n a l P sy ch o lo g y ) January 1967 UNIVERSITY O F S O U T H E R N CA LIFO R N IA T H E G R A D U A T E S C H O O L U N IV E R S IT Y PA R K L O S A N G E L E S , C A L IF O R N IA 9 0 0 0 7 This dissertation, written by ................................ under the direction of his.....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 Dean DISSERTATION COMMITTEE TABLE OP CONTENTS LIST OP TABLES Page v i LIST OP FIGURES x i i C hap ter I . INTRODUCTION T O THE PROBLEM 1 S ta tem en t o f th e Problem Q u e stio n s to be Answered P urpose o f th e Study B a s ic H y p o th eses Im portance o f th e R esearch G eneral P roced u re D e f in it i o n s o f Terms A ssum ptions D e lim it a t io n s o f th e Study L im ita tio n s o f th e Study O r g a n iz a tio n o f R em aining C hapters The C oncept o f U nderachievem ent The R a tio n a l f o r a Taxonomic Approach to th e A ch ievem en t M otive A s s o c ia t io n s C o g n itiv e Domain A s s o c ia t io n s S o c ia l Domain A d u lt A pproval Moral and S o c ia l V a lu es P e r c e iv e d U t i l i t y o f S ch ool E x p erien ce S u c c e s s P a tte r n s A u th o r ity R e la t io n s h ip s Goal D ir e c t io n S e lf-C o n c e p t I n t e r e s t s Summary I I . REVIEW OP THE LITERATURE 26 ii Chapter Page C u ltu r a l and E th n ic I n flu e n c e s S tu d ie s o f M exican-A m erican P u p ils Summary D e s c r ip tio n o f th e Sem antic D i f f e r e n t i a l T echnique I n tr o d u c tio n H i s t o r i c a l Background T erm in ology Framework o f L earning Theory Framework o f M easurement O p eration M easurem ent o f Sem antic D i f f e r e n t i a t i o n S em antic Di s ta n c e E v a lu a tio n Summary o f th e C hapter I I I . SOURCE OF DATA, PROCEDURE, AND M E T H O D O L O G Y . . 76 N ature o f th e Sample D e s c r ip tio n o f th e Sample D e s c r ip t io n o f A ssessm en t P ro ced u res A d m in is tr a tio n and S c o r in g P roced u res o f th e M O W I S t a t i s t i c a l P ro ced u res B a sic S t a t i s t i c a l Model Summary o f th e C hapter A ch ievem ent Group C om parisons— T o ta l Group A chievem ent Group C om parisons— C e ll Groups E th n ic Group C om parisons— T o ta l Group E th n ic Group C om parisons— C e ll Groups C u ltu r a l Group Com parisons I n t e l l i g e n c e Group Com parisons Sex Group C om parisons D is c u s s io n IV . RESEARCH FINDINGS 91 iii Chapter A tt it u d e I n v e s t i g a t i o n 1 .0 0 — A s s o c i a t i o n s C o g n itiv e Domain A t t it u d e I n v e s t i g a t i o n 2 .0 0 — A s s o c ia t i o n s S o c ia l Domain A tt it u d e I n v e s t i g a t i o n 3 * 0 0 — A d u lt A p p ro v a l A t t it u d e I n v e s t i g a t i o n *+.00— M oral and S o c i a l V a lu e s A tt it u d e I n v e s t i g a t i o n 5 .0 0 — P e r c e iv e d U t i l i t y o f S c h o o l E x p e r ie n c e A t t it u d e I n v e s t i g a t i o n 6 .0 0 — S u c c e s s P a t t e r n s A t t it u d e I n v e s t i g a t i o n 7 .0 0 — A u th o r ity R e la t io n s h ip s A tt it u d e I n v e s t i g a t i o n o.OO— G oal D ir e c t io n A tt it u d e I n v e s t i g a t i o n 9 * 0 0 — S e lf -C o n c e p t A t t it u d e I n v e s t i g a t i o n 1 0 .0 0 — I n t e r e s t s P r o f i l e o f A ch iev em en t L e v e ls and E th n ic G roups D e s c r ip t io n o f F a c to r S c o r e P l o t t i n g s A ch iev em en t L e v e l T o ta l Group C om p arisons E th n ic G ro u p in g s T o ta l Group C om p arisons Summary o f th e C h ap ter V . SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . Summary The P rob lem The Sam ple M eth od ology S t a t i s t i c a l P r o c e d u r e s M ajor F in d in g s and D is c u s s io n M ajor F in d in g s in Answer to Q u e s tio n 1 M ajor F in d in g s i n Answer t o Q u e s tio n 2 M ajor F in d in g s in Answer to Q u e s tio n 3 iv Page . 223 Chapter Page Major F in d in g s in Answer to Q u estio n *f Major F in d in g s in Answer to C u estio n 5 Major F in d in g s in Answer to Q u estio n 6 Major F in d in g s in Answer to Q u estio n 7 Major F in d in g s in Answer to Q u estio n 8 B a sic H yp o th eses Supplem entary F in d in g s R ela ted C o n c lu sio n s Recomm endations G eneral Recom m endations Recom m endations f o r F uture R esearch Recommendation f o r M O W I R e v is io n s BIBLIOGRAPHY.................................................................................................. APPENDICES ....................................................................................................... Appendix A, I n s t r u c t io n s f o r A d m in istr a tio n o f th e M O W I ............................................. Appendix B. M eaning o f Words In v en to ry . • • 262 275 277 279 v LIST OP TABLES T ab le Page 1 . D is t r ib u t io n o f S even th -G rad e Sam ple by S e x , E th n ic Group, and A ch ievem en t L e v e l .................... 78 2 . D is t r ib u t io n o f S even th -G rad e Sam ple by C u ltu r a l Group, E th n ic G roup, and A ch ievem en t L e v e l. • • 79 3 . D is t r ib u t io n o f S ev en th -G ra d e Sam ple by I n t e l l i g e n c e , E th n ic G roup, and A ch ievem en t L e v e l. • • 80 k . C e ll D e s c r ip t io n .......................................................................... 81 5 . Summary o f Main I n v e s t i g a t i o n ..........................................93 6 . M eans, Standard D e v ia t io n , z - S c o r e , L e v el o f S ig n if ic a n c e on M OW I C o n c e p ts— T o ta l A chievem ent G r o u p s ...............................................................155 7 . M eans, Standard D e v ia t io n , z - S c o r e , L e v el o f S ig n if ic a n c e f o r th e E , P , A F a c to r s S c o r e s on M OW I C o n cep ts— T o ta l A ch iev em en t G roups. • . 1 5 6 8 . M eans, Standard D e v ia t io n , z - S c o r e , L e v e l o f S ig n if ic a n c e on M OW I C o n c e p ts— T o ta l A chievem ent G roups. .................................................1 5 7 9 . M eans, Standard D e v ia t io n , z - S c o r e , L e v e l o f S ig n if ic a n c e f o r th e E , P , A F a c to r s S c o r e s on M O W I C o n cep ts— T o ta l A ch ievem en t G roups. . . 1 5 8 1 0 . M eans, Standard D e v ia t io n , z - S c o r e , L e v e l o f S ig n if ic a n c e on M OW I C o n c e p ts— T o ta l E th n ic Groups ..................................................................... 159 1 1 . M eans, Standard D e v ia t io n , z - S c o r e , L e v e l o f S ig n if ic a n c e f o r th e E , P , A F a c to r s S c o r e s on M OW I C o n cep ts— T o ta l E th n ic G r o u p s ................ 160 12. M eans, Standard D e v ia t io n , t - T e s t . L e v el o f S ig n if ic a n c e on M O W I C o n c e p ts— A chievem ent G roupings— AA Boys N C D .........................................• • • • 161 vi Table Page 1 3 . M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n if ic a n c e f o r th e E , P , A F a c to r s S co re s on M O W I C on cep ts— A chievem ent G roupings— AA Boys NCD— H igh I.Q ................................................................. 1 6 2 l 1 *. M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n if ic a n c e on M O W I C on cep ts— A chievem ent G roupings— AA B oys CD..................................................................163 15* M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n if ic a n c e f o r th e E , P, A F a c to r s S co re s on M O W I C o n cep ts— A chievem ent G roupings— AA Boys C D -—Low I . Q * * * . . .........................•• • 16*+ 1 6 . M eans, Standard D e v ia tio n , t - T e s t , L e v el o f S ig n if ic a n c e on M O W I C on cep ts— A chievem ent G roupings— AA Boys N C D .................................................16 5 17* M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n if ic a n c e f o r th e E , P , A F a c to r s S c o re s on M O W I C on cep ts— A chievem ent G roupings— AA Boys NCD— Low I.Q . • • • • • • • • • • • • 166 18* M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n if ic a n c e on M O W I C o n cep ts— A chievem ent G roupings— AA Boys C D .................................... 167 1 9 . M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n if ic a n c e f o r th e E , P, A F a c to r s S c o r e s on M O W I C on cep ts— A chievem ent G roupings— AA Boys CD—H igh I.Q ....................................................................168 2 0 . M eans, Standard D e v ia tio n , t - T e s t . L e v el o f S ig n if ic a n c e on M O W I C o n cep ts— A chievem ent G roupings— AA Boys NCD • • • • • ............................... 169 2 1 . M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n if ic a n c e f o r th e E , P , A F a c to r s S c o r e s on M O W I C o n cep ts— A chievem ent G roupings— AA Boys NCD— H igh I.Q ....................................... 170 2 2 . M eans, Standard D e v ia tio n , t - T e s t . L ev el o f S ig n if ic a n c e on M O W I C o n cep ts— A chievem ent G roupings— M A G ir ls C D , . . . .........................................171 2 3 . M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n if ic a n c e f o r the E , P , A F a cto rs S c o r e s v i i Table Page on M O W I C o n c e p ts— A ch ievem en t G roup in gs— M A G ir ls CD— H igh I .Q ...................................................................1 7 2 2*f. M eans, S tan dard D e v ia t io n , t - T e s t . L e v e l o f S ig n i f ic a n c e on M O W I C o n c e p ts— A ch ievem ent G rou p in gs— M A G ir ls N C D ............................. 173 2 5 . M eans, S tan d ard D e v ia t io n , t - T e s t , L e v e l o f S ig n i f ic a n c e f o r th e £ , P , A F a c to r s S c o r e s on M O W I C o n c e p ts— A ch ievem en t G roup in gs— M A G ir ls NCD— H igh I .Q .....................................^ . 171 * 2 6 . M eans, S tan d ard D e v ia t io n , t - T e s t , L e v el o f S ig n i f ic a n c e on M OW I C o n cep ts— E th n ic G rou p in gs— CD B o y s ........................................................................1 7 5 2 7 . M eans, S tan d ard D e v ia t io n , t - T e s t , L e v el o f S ig n i f ic a n c e f o r th e E , P , A F a c to r s S c o r e s on MOWI C o n c e p ts— E th n io G rou p in gs— CD B o y s— A c h ie v e r s — H igh I .Q . ................................176 2 8 . M eans, S tan d ard D e v ia t io n , t - T e s t , L e v e l o f S ig n i f ic a n c e o n M O W I C o n c e p ts --E th n ic G rou p in gs— NCD B o y s ....................................• • • • • 1 7 7 29* M eans, S tan dard D e v ia t io n , t - T e s t , L e v el o f S ig n i f ic a n c e f o r th e E , P , A F a c to r s S c o r e s on MOWI C o n c e p ts— E th n ic G rou p in gs— NCD B oys— A c h ie v e r s — H igh I . Q . ..........................................178 3 0 . M eans, S tan d ard D e v ia t io n , t - T e s t , L e v el o f S ig n i f ic a n c e on M O W I C o n c ep ts— E th n ic G rou p in gs— NCD G ir ls ................................................... 179 3 1 . M eans, S tan dard D e v ia t io n , t - T e s t , L e v el o f S ig n i f ic a n c e f o r th e E , P , A F a c to r s S c o r e s on M O W I C o n c e p ts— E th n ic G roup in gs— NCD G ir ls — A c h ie v e r s — H igh I .Q ............................................ 180 3 2 . M eans, S tan d ard D e v ia t io n , t - T e s t , L e v e l o f S ig n i f ic a n c e on M O W I C o n c ep ts— E th n ic G rou p in gs— NCD G ir ls .........................................................181 3 3 . M eans, S tan dard D e v ia t io n , t - T e s t , L e v e l o f S ig n i f ic a n c e f o r th e E , P , A F a c to r s S c o r e s on M O W I C o n c e p ts— E th n ic G rou p in gs— NCD G ir ls — A c h ie v e r s — Low I . Q . ..........................................1 8 2 viii Table Page 3*+. M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n ific a n c e on M O W I C o n cep ts— E th n ic G roupings— CD G i r l s .................................................................183 3 5 . M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n ific a n c e f o r th e E , P , A F a c to r s S co res on M O W I C o n cep ts— E th n ic G roupings— CD G ir ls — A c h ie v e r s — Low I .Q ............................................. 18*+ 3 6 . M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n ific a n c e on M O W I C o n cep ts—E th n ic G roupings— NCD G i r l s .................................................................185 3 7 . M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n ific a n c e f o r th e E , P , A F a cto rs S co re s on M O W I C o n cep ts— E th n ic G roupings— NCD G ir ls — H igh A c h ie v e r s— Low I .Q .............................. 186 3 8 . M eans, S tan dard D e v ia tio n , t - T e s t , L ev el o f S ig n ific a n c e on M O W I C o n cep ts— E th n ic G roupings— NCD G i r l s ............................................................187 3 9 . M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n ific a n c e f o r th e E , P , A F a c to r s S cores on M O W I C o n cep ts— E th n ic G roupings— NCD G ir ls — H igh A c h ie v e r s —H igh I .Q ........................... 188 ifO. Means, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n ific a n c e on M O W I C o n cep ts—E th n ic G roupings— CD G ir ls .................................................. 189 M-l. M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n ific a n c e f o r th e E , P , A F a c to r s S co res on M O W I C o n cep ts— E th n ic G roupings— CD G ir ls — H igh A c h ie v e r s— H igh I .Q ...............................190 *f2. Means, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n ific a n c e on M O W I C on cep ts— I .Q . G roupings— AA Boys C D ............................................................191 1*3. Means, Standard D e v ia t io n , t - T e s t , L ev el o f S ig n ific a n c e f o r th e E , P , A F a c to r s S co res on M O W I C o n cep ts— I .Q . G roupings— AA Boys CD—A c h i e v e r s ............................. 192 M+. M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n ific a n c e on M O W I C on cep ts— I .Q . G roupings— AA Boys N C D .......................................................193 iz Table Page *f5. M eans, Standard D e v ia tio n , t - T e s t , L evel o f S ig n ific a n c e f o r th e E, P , A F a c to r s S co re s on M O W I C on cep ts— I.Q . G roupings— AA Boys— NCD— A c h i e v e r s ..........................................................19*+ W -6. M eans, Standard D e v ia tio n , t - T e s t , L evel o f S ig n ific a n c e on M O W I C o n cep ts— Sex G roupings— AA N C D .................................. . 195 M-7. M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n ific a n c e f o r th e E , P , A F a c to r s S co re s on M O W I C on cep ts— Sex G roupings— AA NCD— A c h ie v e r s — High I .Q .................................................. 196 *+8. M eans, Standard D e v ia tio n , t - T e s t , L ev el o f S ig n ific a n c e on M O W I C on cep ts— se x G roupings— M A N C D ........................................................................ 197 *f9. M eans, Standard D e v ia tio n , t - T e s t , L evel o f S ig n ific a n c e f o r th e E, P , A F a c to r s S co res on M O W I C on cep ts— Sex G roupings— M A NCD— H igh A c h ie v e r s— H igh I .Q ......................................198 5 0 . M eans, Standard D e v ia tio n , t - T e s t , L evel o f S ig n ific a n c e on M O W I C on cep ts— Sex G roupings— M A C D ........................................................................ 199 5 1 . M eans, Standard D e v ia tio n , t - T e s t , L evel o f S ig n ific a n c e f o r th e E, P , A F a c to r s S co res on M O W I C on cep ts— Sex G roupings— M A C D — H igh A c h ie v e r s— H igh I .Q ........................................ 200 5 2 . M eans, Standard D e v ia tio n , t - T e s t , L evel o f S ig n ific a n c e on M O W I C on cep ts— Sex G roupings— M A N C D ........................ 201 5 3 . M eans, Standard D e v ia tio n , t - T e s t , L evel o f S ig n ific a n c e f o r th e E , P , A F a c to r s S co re s on M O W I C on cep ts— Sex G roupings— M A NCD A c h ie v e r s— High I .Q .....................................................202 5^. P r o f i l e o f A chievem ent L e v e ls — P lo t t in g s o f M O W I Mean F a cto r S co re s— A ttitu d e Area 1 .0 0 - - A s s o c ia tio n s C o g n itiv e Domain a cc o rd in g to T o ta l A chievem ent G r o u p in g s ................................................208 x Table Page 5 5 . P r o f i l e o f A chievem ent L e v e ls — P l o t t i n g s o f M O W I Mean P a c to r S c o r e s— A tt it u d e A rea 2 .0 0 — A s s o c ia tio n s S o c ia l Domain a c c o r d in g to T o ta l A chievem ent G r o u p in g s .................................................210 5 6 . P r o f i l e o f A chievem ent L e v e ls — P l o t t i n g s o f M O W I Mean P a c to r S c o r e s— A tt it u d e Area 5 .0 0 — P e r c e iv e d U t i l i t y o f S ch o o l E x p er ien ce a c c o r d in g to T o ta l A chievem ent G roupings . . . 211 5 7 . P r o f i l e o f A chievem ent L e v e ls — P l o t t i n g s o f M O W I Mean P a cto r S c o r e s— A tt it u d e Area 6 .0 0 — S u c c e ss P a tte r n s a cco rd in g to T o ta l A chievem ent G roupings . . . . . . . . ..................... 213 5 8 . P r o f i l e o f A chievem ent L e v e ls — P l o t t i n g s o f M O W I Mean P a c to r S c o r e s—A t t it u d e Area 7 .0 0 — A u th o rity R e la tio n s h ip s a c c o r d in g to T o ta l A chievem ent G roupings .................................................21*+ 5 9 . P r o f i l e o f A chievem ent L e v e ls — P l o t t i n g s o f M O W I Mean P a c to r S c o r e s ~ A t t it u d e Area 8 .0 0 — Goal D ir e c tio n a c c o r d in g to T o ta l A chievem ent G r o u p in g s ................................................................215 6 0 . P r o f i l e o f E th n ic Groups— P l o t t i n g s o f M O W I Mean P a cto r S c o r e s —A ttitu d e Area 1 .0 0 — A s s o c ia tio n s C o g n itiv e Domain a c c o r d in g to T o ta l E th n ic G roupings .......................................216 6 1 . P r o f i l e o f E th n ic Groups— P l o t t i n g s o f M O W I Mean P a cto r S c o r e s — A ttitu d e Area 2 .0 0 — A s s o c ia tio n s S o c ia l Domain a c c o r d in g to T o ta l E th n ic G r o u p i n g s ...........................................................217 6 2 . P r o f i l e o f E th n ic Groups— P l o t t i n g s o f M O W I Mean P a cto r S c o r e s —A tt it u d e Area 5 .0 0 — P e r c e iv e d U t i l i t y o f S ch o o l E x p e r ie n c e a c c o r d in g to T o ta l E th n ic G r o u p in g s ............................. 218 6 3 . P r o f i l e o f E th n ic Groups— P l o t t i n g s o f M O W I Mean P a cto r Sc o r e s — A ttitu d e A rea 6 .0 0 — S u c c e s s P a tte r n s a cco rd in g to T o ta l E th n ic G r o u p i n g s ......................................................................... 219 6*+. P r o f i l e o f E th n ic Groups— P l o t t i n g s o f M O W I Mean P a cto r S c o r e s — A ttitu d e Area 8 .0 0 — Goal D ir e c tio n a c c o r d in g to T o ta l E th n ic G r o u p in g s ................................................ 220 xi LIST OP FIGURES F ig u re Page 1 . P u p il Data S h e e t ...............................................................................Bh 2 . B a s ic S t a t i s t i c a l M odel........................... 88 xii CHAPTER I INTRODUCTION TO THE PROBLEM The e a r ly i d e n t i f i c a t i o n o f th e c h ild who w i l l n o t r e a c h h i s p o t e n t i a l o f academ ic a ch iev em en t i s a g o a l d e s e r v in g o f th e many p a s t e f f o r t s tow ard i t s r e a l i z a t i o n . The f a i l u r e to p erfo rm a t a l e v e l com m ensurate w ith a b i l i t y h a s c o n s id e r a b le im p o rt f o r fu tu r e s o c i e t y . Our n a t i o n ’ s in c r e a s in g n eed f o r c r e a t i v e i n t e l l i g e n t p e o p le , f r e e enough a s p e r s o n s , and s u f f i c i e n t l y a c a d e m ic a lly tr a in e d to ta k e th e p la c e o f t h e i r c h o o sin g among th e b e h a v io r a l s c ie n c e s o r in th e v a r io u s s c i e n t i f i c and t e c h n ic a l f i e l d s , h a s b ro u g h t th e p rob lem in t o sharp f o c u s . But f a r more t r a g i c i s th e f a c t t h a t th e low a c h ie v in g c h i l d , h im s e lf , f a i l s to e x p e r ie n c e an ab u n d an t, c r e a t i v e , s e l f - a c t u a l i z e d , f u l f i l l i n g l i f e . The c h a lle n g e to i d e n t i f y th e f a c t o r s p r o h ib i t iv e to th e f u l l e s t d evelop m en t o f th e p erso n and t a l e n t s o f s tu d e n ts h a s su ch rew ard in g I m p lic a tio n s f o r th e s t u d e n t , r e s e a r c h e r , and ou r s o c ie t y t h a t th e ta s k i s alm ost s a c r o s a n c t . R esea rch i n th e p ro v in ce o f p sy c h o lo g y and e d u c a tio n ca n h ave no n o b le r g o a l th an to a ttem p t to make an e a r ly i d e n t i f i c a t i o n o f th e a t t i t u d e s and c h a r a c t e r is t ic s 1 2 o f th e stu d e n t who i s f a i l i n g to u t i l i z e h is a b i l i t i e s . Those resp o n d in g to t h i s c h a lle n g e a re perhaps doomed to th e c a te g o r y o f th e in a d e q u a te i f t h e i r o b je c t iv e i s a quick sim p le panacea s in c e p r e v io u s r e se a r c h i s unanim ous in i t s c o n c lu s io n t h a t th e problem i s com plex and m u lti d im e n sio n a l. H ow ever, th e hope o f c o r r e c t ly id e n t i f y in g even a few o f th e r e s p o n s ib le v a r ia b le s o r p r o h ib it iv e a t t it u d e s and th e p o s s i b i l i t y o f t h e i r rem oval a s a b a r r ie r to th e s t u d e n t 's a ch iev em en t i s s u f f i c i e n t in s p ir a t io n to w arrant t h i s ty p e o f r e s e a r c h f o r th e n e x t s e v e r a l d e c a d e s. The l a s t d eca d e h as w itn e s s e d an in c r e a s in g p r e s sure on our sy stem o f e d u c a tio n to d ev elo p th e maximum p o t e n t ia l o f s tu d e n ts to h e lp our n a tio n m a in ta in i t s s t a tu s a s a w orld le a d e r and to g iv e u s c i t i z e n s who a re equipped to m eet th e c h a lle n g e o f th e f u t u r e . S in ce th e prim ary fu n c tio n o f th e s c h o o l i s to e d u c a te , i t i s f i t t i n g th a t p r o f e s s io n a l e d u c a to r s assum e th e r e s p o n s i b il i t y o f * d is c o v e r in g t o what e x t e n t s tu d e n ts a re p r o f it in g from t h e ir sc h o o l e x p e r ie n c e . As one w r it e r has e x p r e s s e d , (M cC ullough, 1 9 6 2 ), th e s c h o o l's m ajor con cern i s w ith a ch iev em en t. S in ce th e c h ild i s s e n t to sc h o o l to prepare f o r r o l e s in s o c i e t y , th e p u p il who d o es n o t a c h ie v e o r who u n d er a c h iev e s r e p r e s e n t s a d e fia n c e and f a ilu r e o f th e s c h o o l's p u rp o se. S in ce a p p ro x im a tely 1 9 5 0 , th e r e have been many and v ig o r o u s a tte m p ts to i d e n t i f y c a u s a l d e te r m in a n ts o f low a ch iev em en t a s a means o f a n sw erin g b o th s o c i e t a l and in d iv id u a l n e e d s . The many r e c e n t r e v ie w s o f r e la t e d r e s e a r c h l i t e r a t u r e (J a c k s o n , 196*+), (T a y lo r , 1 9 6 * 0 , ( S a t t l e r , 1 9 6 5 ), (W e llin g to n and W e llin g to n , 1 9 6 5 ) , (L a v in , 1 9 6 5 ) r e p o r t t h a t a m yriad o f in t e r p e r s o n a l , I n t r a p e r s o n a l, s o c i a l and m o tiv a tio n a l c h a r a c t e r i s t i c s have b een a t t r i b u te d to th e low a c h ie v e r i n a tte m p ts to e x p la in th e d i s crep a n cy betw een p r e d ic t io n and p erfo rm a n ce. T hese r e v ie w s r e v e a l t h a t th e many s t u d ie s in t h i s a r e a h a v e 'r e s u lt e d in lim it e d r e s u l t s due t o c o n t r o v e r s ie s and d iv e r g e n t c o n c e p ts r e g a r d in g d e f i n i t i o n o f te r m s, t h e o r e t i c a l fram ew ork, and m e th o d o lo g ic a l p r o c e d u r e s. P erhap s t h i s a c c o u n ts f o r th e in c r e a s e d e x p r e s s io n o f i n t e r e s t by th e F ed er a l Government and e d u c a to r s a lik e i n a l l e v i a t i n g th e n e g a tiv e e f f e c t s o f la c k o f academ ic a c h ie v e m e n t. There i s s t i l l a p r e s s in g n eed f o r r e s e a r c h t h a t w i l l g iv e a more d e f i n i t i v e d ir e c t i o n . I t h a s been s u g g e s te d t h a t one o f th e two g r e a t e s t r e s e a r c h n eed s o f th e 1 9 6 0 ( s c o n s i s t s o f i d e n t i f i c a t i o n o f t a l e n t among th e c u l t u r a l l y and e c o n o m ic a lly d isa d v a n ta g e d grou p s in ou r p o p u la tio n (G o ld b e rg , 1 9 6 5 ) . As summarized in th e n e x t c h a p te r th e la r g e number o f s t u d ie s i n v e s t i g a t i n g th e problem o f u n d era ch iev em en t from many d i f f e r e n t a s p e c t s r e v e a l no d e f i n i t e syndrome w hich d is t in g u is h e s a c h ie v e r s from u n d e r a c h ie v e r s . Bowman (I 9 6 0 ) p o in t s o u t th a t th e s t u d ie s o f p e r s o n a lit y f a c t o r s and th o s e in v e s t ig a t in g th e r e la t io n s h ip o f so c io ec o n o m ic s t a t u s , s e x , r a c i a l and e th n ic o r i g i n , and g e n e r a l c u lt u r a l f a c t o r s to academ ic s u c c e s s have heen h e lp f u l in i d e n t i f y in g th e grou p s from w hich th e u n d e r a c h ie v e r i s l i k e l y to come but c o n s id e r s them to be s u p e r f i c i a l d e te r m in a n ts o f p e r s o n a lit y and n o t h ig h ly c o r r e la te d w ith u n d era ch iev em en t. He s u p p o r ts , a s many s t u d ie s have c o n c lu d e d , th e p o s it io n t h a t in d iv id u a l f a c t o r s a re th e prim ary d e te r m in e r s o f a ch iev em en t and u n d era ch iev em en t. Bowman (I 9 6 0 ) and many o th e r s t u d ie s re v iew e d in th e n e x t ch a p te r s u g g e s t t h a t e lu s iv e m o tiv a tio n a l and a t t i t u d i n a l f a c t o r s o f f e r th e b e s t e x p la n a tio n a s to why s tu d e n ts do o r do n o t a c h ie v e . Y et p r e v io u s a tte m p ts to m easure a ch iev em en t m o tiv a tio n have n o t been to o s u c c e s s f u l (Shaw , 1 9 6 1 ) . Cronbach (I 9 6 0 ) and o th e r s p o in t o u t t h a t l i m i t a t i o n o f th e in stru m e n ts u s e d , su ch a s s e l f - r e p o r t in str u m e n ts u s in g a fo r c e d c h o ic e betw een two a l t e r n a t i v e s , p a r t i a l l y a c c o u n ts f o r th e lim it e d and u n s a t is f y in g r e s u l t s o f p r e v io u s s t u d ie s . O sgood 's Sem antic D if f e r e n t ia l p r o c e s s , u se d to m easure in t h i s s tu d y , a v o id s th e l i m i t a t i o n s o f th e v a r i o u s s e l f - r e p o r t in str u m e n ts u sed in p r e v io u s s t u d ie s to m easure a t t i t u d e s and m o tiv a tio n a l p a t t e r n s . I t i s an o b j e c t iv e o r q u a n t it a t iv e method o f m easuring a t t i t u d e s and v a lu e s in term s o f I n t e r v a l s c a l i n g . I t o f f e r s hope w ith r e fe r e n c e to m easu rin g th e e l u s i v e f a c t o r s t h a t w i l l h e lp to e x p la in th e d i f f e r e n t l e v e l s o f a ch iev em en t among s t u d e n ts o f s im ila r I n t e l l i g e n c e , c u lt u r a l o r e th n ic g ro u p . One stu d y o f th e f a c t o r s r e la t e d to u n d e r a c h ie v e ment u s in g th e se m a n tic d i f f e r e n t i a l h a s r e c e n t ly b ee n com p le t e d (R o s e n th a l, 1965)• I t i s a good p ie c e o f r e s e a r c h and a v a lu a b le p io n e e r in g e f f o r t b u t s u g g e s t iv e o f many more r e la t e d and s u p p o r tiv e s t u d i e s . R o s e n th a l's stu d y was lim it e d to a sam ple o f h ig h s c h o o l s tu d e n ts from one c i t y and d id n o t in c lu d e th e c u lt u r a l o r e t h n ic v a r i a b l e . A f u r t h e r li m i t a t i o n was r e a liz e d in h i s u s e o f a d is c r e p a n c y s c o r e b etw een r e a d in g grad e p lacem en t and a n t ic ip a t e d re a d in g a ch iev em en t l e v e l (d eterm in ed by C T M M and CAT) to d e f in e u n d e r a ch iev e m e n t. T h is p r e s e n t stu d y u s e s g rad e p o in t a v e r a g e , w h ich i s more n a t io n a lly a c c e p te d , t o d e f in e t h r e e l e v e l s o f a c h ie v e m e n t. T h is r e s e a r c h i s more exp an s i v e in t h a t i t in c lu d e s c u lt u r a l and e t h n ic f a c t o r s and a more e x h a u s tiv e taxonom y a r e a o f i n v e s t i g a t i o n . I t i s h o p e f u lly more p r e c is e and a p p r o p r ia te f o r e a r ly i d e n t i f i c a t io n th ro u g h i t s u s e o f a lo w er g ra d e and th u s y o u n g er a g e , th ro u g h what i s b e lie v e d to be more r e le v a n t c o n c e p t s , and th ro u g h u t i l i z a t i o n o f th r e e l e v e l s o f a ch ie v em en t r a t h e r th a n a d ich o to m y . I t i s f e l t t h a t t h i s p r e s e n t r e s e a r c h i s u n iq u e in 6 t h a t a se v e n th -g r a d e sam ple g iv e s p rom ise o f e a r ly i d e n t i f i c a t i o n . The la r g e amount o f d a ta , th rou gh th e u se o f th e S em a n tic D i f f e r e n t i a l , w i l l p ro v id e in fo r m a tio n in th e t e n a r e a s o f i n v e s t i g a t i o n f o r th e v a r io u s ach ievem en t l e v e l s , I n t e l l i g e n c e , s e x , c u l t u r a l and e t h n ic g ro u p s, t h a t w i l l g iv e n eed ed d ir e c t io n t o a l l th o se in t e r e s t e d in e n h a n c in g a t t i t u d e s le a d in g to a c h ie v e m e n t. S ta te m en t o f th e Problem The m ajor o b j e c t i v e s o f t h i s r e s e a r c h were a s f o ll o w s : ( 1 ) To u s e th e t h e o r e t ic a l m odel c o n s is t in g o f t e n taxonom y a r e a s t o i d e n t i f y th e v a r ia b le s r e la t e d to a c h ie v e m e n t o r la c k o f a c h ie v e m e n t. ( 2 ) To u se th e M eaning o f Words In v e n to r y (MOWI) c o n s is t in g o f t h i r t y a ch ie v em en t r e l a t e d c o n c e p ts to m easure th e se v a r i a b le s . (3 ) To m easure and a n a ly z e th e d if f e r e n c e s in th e m eaning o f t h e s e c o n c e p ts f o r th r e e l e v e l s o f a c h ie v e m e n t, two l e v e l s o f i n t e l l i g e n c e , two c u l t u r a l g r o u p s, two e th n ic g r o u p s, and two s e x grou p s o f se v e n th -g r a d e s t u d e n t s . Of) On th e b a s i s o f th e f in d in g s o f t h i s r e s e a r c h to s u g g e s t more r e le v a n t c o n c e p ts t o com p rise th e M O W I f o r fu tu r e t e s t i n g . The b a s ic c o n c e r n o f t h i s stu d y was to u t i l i z e t h e se m a n tic d i f f e r e n t i a l tec h n iq u e in an a ttem p t to a n a ly z e th e a t t i t u d e s , p e r c e p t io n s , and m o tiv a tio n p a tte r n s r e la t e d t o l e v e l o f a ch iev em en t and m easure th e d if f e r e n c e s b etw een th e f o r t y - e i g h t grou p s in v o lv e d i n term s o f th e v a r i a b le s s e l e c t e d . The In stru m en t s p e c i f i c a l l y d esig n ed to m easure th e s e v a r i a b le s was th e M O W I (M eaning o f Words I n v e n to r y ). Q u e stio n s to be Answered The b a s ic q u e s tio n s t h a t t h i s stu d y sou gh t to answ er w ere th e f o llo w in g : ( 1 ) Are th e r e s i g n i f i c a n t d if f e r e n c e s b etw een th e th r e e ach ievem en t l e v e l s in t h e i r p e r c e p tio n o f th e a ch iev em en t r e la t e d co n ce p ts f o r th e te n taxonom y a r e a s ? ( 2 ) Are th e r e s i g n i f i c a n t d if f e r e n c e s b etw een th e two c u lt u r a l grou p s in t h e i r p e r c e p tio n o f th e a ch iev em en t r e la t e d c o n c e p ts f o r th e ten a r e a s? ( 3 ) Are th e r e s i g n i f i c a n t d if f e r e n c e s b etw een th e two e t h n ic groups in t h e i r p e r c e p tio n o f th e ach ievem en t r e la te d c o n c e p ts f o r th e te n a r e a s ? (*+) Does i n t e l l e c t u a l l e v e l c o n tr ib u te to th e d if f e r e n c e s in p e r c e iv e d m eaning o f th e ach ievem en t r e la t e d c o n c e p ts f o r th e te n a r e a s? (5 ) To what e x t e n t d o es s e x in f lu e n c e p e r c e iv e d m eaning o f th e a ch iev em en t r e la t e d c o n c e p ts f o r th e te n a r e a s? (6 ) Which c o n c e p ts a re m ost r e le v a n t f o r purpose o f d is c r im in a tio n ? ( 7 ) What v a r i a b le s in th e te n taxonomy a r e a s most c l e a r l y r e l a t e to a ch ie v em en t o r la c k o f ach ievem en t? (8 ) Can a t t i t u d e s be i d e n t i f i e d a t t h i s age l e v e l th a t ca n be changed o r enhanced le a d in g to g r e a te r ach ievem en t? P urpose o f th e Study The p urpose o f t h i s stu d y was to p ro v id e an o b je c t i v e method o f e a r ly i d e n t i f i c a t i o n o f th e stu d e n t who w i l l a c h ie v e below h ie p o t e n t i a l l y e x p e c te d l e v e l , through a t t i - tu d in a l v a r ia b le s in th e m o tiv a tio n a l p a tte r n s o f c u lt u r a l l y d e p riv e d o r n o n - c u lt u r a lly d e p riv e d M exican-Am erican and A nglo-A m erican s t u d e n t s . The stu d y p o s t u la t e s t h a t a stu d e n t i s d e fin e d f o r ach ievem en t o r n o t by th e M O W I p a tte r n o f r e s p o n s e s i n th e te n taxonom y a r e a s — th a t s tu d e n ts ca n be a t t i t u d i n a l l y d e fin e d a s a c h ie v e r s o r n o t in term s o f th e e v a l u a t i v e , p o te n c y , and a c t i v i t y f a c t o r s as m easured by th e t h i r t y c o n c e p ts co m p risin g th e M OW I. B a s ic H yp o th eses N u ll h y p o th e s e s were advanced f o r a l l o f th e depen d en t v a r i a b le s in each o f th e te n a r e a s a s measured by the M O W I a s i l l u s t r a t e d on th e fo llo w in g p a g e s . Column I l i s t s th e te n a r e a s s u g g e s te d by th e r e s e a r c h l i t e r a t u r e a s a p p r o p r ia te f o r i n v e s t i g a t i o n ; Column I I p r e s e n ts p r ev io u s r e s e a r c h f in d in g s r e p o r te d in d e t a i l in C hapter I I ; Column I I I l i s t s c o n c e p ts r e la t e d to th e dependent v a r ia b le s co m p risin g th e m ea su rin g in str u m e n t— th e M OW I. N u ll H y p o th eses R eg a rd in g Mean S em antic ftoncept and Mean S e m a n t i c F a c to r S c o r e s 1 , There a re no s i g n i f i c a n t d if f e r e n c e s betw een th e th r e e l e v e l s in p e r c e iv e d m eaning a s shown by t h e i r r e s p e c t iv e r a t in g s o f b oth th e M O W I c o n c e p ts and th e e v a lu a t io n , p o te n c y , and AREA 1.00— ASSOCIATIONS COGNITIVE DOMAIN 1 .1 0 - Teachers 1 .2 0 - P arents 1 .3 0 - Other A dults l.M ) - A b ilit ie s o f Teachers 1 .5 0 - A b i lit ie s o f P arents 1 .6 0 - A b i lit ie s o f Other A dults 1 .7 0 - A b ilit ie s o f Peers 1 .8 0 - A ttitu d e s o f P eers RESEARCH CONCLUSIONS A chievers tend to seek p o s it iv e r e la tio n s h ip s w ith te a c h e r s. A chievers tend to have paren ts who s tr e a s the importance o f ed u ca tio n . A chievers tend to r e la te w e ll w ith a d u lts . A chievers tend to em ulate su c c e ss f u l te a c h e r s. A ch ievers' parents tend to be ed u ca tio n a lly and v o c a tio n a lly s u c c e s s fu l. A chievers may id e n tify w ith oth er a d u lts ' s p e c ia liz e d a b i l i t i e s . A chievers tend to s e le c t fr ie n d s who ach ieve acad em ically. A chievers tend to s e le c t fr ie n d s who have p o s itiv e a ttitu d e s toward s c h o o l, stu d y in g , and home. M O W I n!T R b5 r Teach ers - 23 Id ea l Parents - 20 Grown Ups - 13 Id ea l Teachers - 20 Poor People - 15 Rich People - 18 Students W ho Get Good Grades - 5 Students W ho Get Poor Grades - 29 vO AREA 2.00— ASSOCIATIONS SOCIAL DOMAIN RESEARCH CONCLUSIONS M O W I 2 .1 0 - P eer acceptance 2 .2 0 - Peer R ela tio n sh ip s 2 .2 1 - Age P refer ence o f Peers 2 .2 2 - Socioeconom ic L evel o f Peers 2 .3 0 - S o c ia l Acceptance 2*k0 - Leadership R oles A R EA 3 .0 0 — A 3 X J L T A PPR O V A L 3 .1 0 - Adult Approval o f Performance 3 .2 0 - Adult Approval o f F riends 3 .3 0 - Reasonable Expec ta tio n s How fy C lassm ates See M e - 12 B est Friends - 25 Older Kids - 28 A chievers tend to accep t and be accepted by p eers. A chievers tend to have c lo s e and valued peer r e la tio n s h ip s . A chievers may tend to a s s o c ia te w ith o ld er stu d en ts. A chievers tend to be from upper socioeconom ic le v e ls and to s e le c t fr ie n d s from upper l e v e l s . A chievers tend to f e e l s o c ia lly Most People - 3 a t ease w ith peers and a d u lts . A chievers tend to assume and are chosen fo r lea d ersh ip r o le s . A ch ievers' e f f o r t s tend to be met w ith approval by p aren ts and te a c h e r s. A ch ievers' parents tend to approve o f t h e ir fr ie n d s . A ch ievers' parents exp ect achievem ent commensurate w ith a b i l i t y . D is c ip lin e - 6 A R EA k . 00—M O R A L A N D R ESEA R C H M O W I social V alues conC losM s NUMBER **•10 - Acceptance o f S o c ie ta l Value System A chievers tend to p o sse ss s o c ia lly a ccep ta b le v a lu es R ule8 - 2 A R EA 5 .0 0 —PERCEIVED u m i f v ■ w i c m r ■ ■ m m s s tir “ 5.10 - Freedom and Boredom A chievers tend to f e e l stim u la ted and in volved in sch ool work. 5.20 - Importance o f School A chievers tend to p erceiv e sch ool as preparing them fo r the fu tu r e . School - 10 5.30 - S a tis fy in g E xperi en ces A chievers tend to f e e l th a t sch ool i s p erso n a lly rew arding. Reading - 26 5.*f0 - C hallenging E xperiences A chievers f e e l m otivated by c h a lle n g in g e x p er ien ce s. A rithm etic - 8 5*50 - Com petition A chievers tend to enjoy "proving them selves" a g a in st com p etition M y School A b ility 5*60 - Learning fo r L earn in g's Sake A chievers tend to fin d le a rn in g i n t r in s ic a l ly rew arding. Studying - 22 A R EA 6 .0 0 — SUCCESS 6 .1 0 - P e r siste n c e A chievers tend to be ten a cio u s in com plying w ith assign m en ts. S uccess - 1 AREA 6.00— Continued 6 .2 0 - Study H abits 6 .3 0 - Academic Success 6 .3 1 - Success through Conformance 6.^ 0 - P revious Academic S uccess 6 .5 0 - Future Academic Success A R EA 7 .0 0 —AUTH O RITY RELATIONSHIPS 7 .1 0 - Freedom from Dependency 7.20 - Freedom from E xces s iv e C o n flic ts 7 .3 0 - Freedom from F e e l in g s o f R ejectio n R ESEA R C H conclusions A chievers tend to have w e ll- organized study p la n s. A chievers tend to f e e l competent in sch ool work. A chievers tend to succeed by conform ing to assign m en ts. A chievers tend to have e x p e r i enced p a st su c c e ss. A chievers tend to s e t r e a l i s t i c g o a ls and have p o s itiv e ex p ecta tio n s fo r fu tu re s u c c e s s . A chievers tend to be s e l f - s u f f ic ie n t and independent. A chievers tend to exp erien ce few er c o n f l i c t s . A chievers tend to f e e l c lo s e r to a d u lts and be a b le to com municate w ith them. M O W I nUmbEr Homework - b I t y Grades - 17 Taking T ests - 9 F ir s t Grade - 16 C ollege - 11 Grown Ups - 13 Id ea l P arents - 30 A REA 8 >00— G O A L DIRECTION 8 .1 0 - Future Income A sp ira tio n s 8 .2 0 - A b ility to Work Long and Hard 8 .3 0 - E ducational A sp ira tio n s 8 A 0 - Career A spira tio n s 8 .5 0 - In te r n a liz e d Coals 8 .6 0 - Impulse Control A R E A 9.00--SELF-C0NCEPT 9 .1 0 - S elf-c o n fid e n ce 9 .2 0 - Freedom from F e e lin g s o f I n fe r io r ity 9 .3 0 - Freedom from E x cessiv e Fears and A n x ieties RESEARCH CONCLUSIONS A chievers tend to a n tic ip a te h igh er socioeconom ic s t a tu s . A chievers tend to p e r s is t in t h e ir long-range g o a ls . A chievers tend to plan fo r c o lle g e • A chievers tend to have more d e f in ite ca r ee r p la n s. A chievers f e e l they must meet p aren tal e x p e c ta tio n s. A chievers dem onstrate a p a ttern o f d eferred g r a t if ic a t io n . A chievers p erceiv e them selves as p o sse ssin g competent s k i l l s and a b i l i t i e s . A chievers tend to f e e l th ey are accep tab le to o th e r s. A chievers tend to exp erien ce few er fe a r s and a n x ie t ie s . M 0W I "Tfo. % Future - 7 People W ho Work Very Hard - 19 C ollege - 11 Person I Would Like to Be - 21 Person I Would Like to Be - 21 AREA 10.00— INTERESTS 1 0.10 - Spontaneous I n te r e s ts 10.11 - Leisure-Tim e A c t iv it ie s R ESEA R C H M 0W 1 coflfiCffgCTs M t J H B E a A chievers tend to be m otivated Clubs and Organiza- by spontaneous in t e r e s t s . tio n s - l*f A chievers tend to have v a ried h ob b ies. 15 a c t i v i t y f a c t o r s f o r ea ch o f th e te n a r e a s in v e s t ig a t e d . 2 . There a re no s i g n i f i c a n t d if f e r e n c e s b etw een th e two c u l t u r a l g r o u p in g s in p e r c e iv e d m eaning a s shown by t h e i r r e s p e c t iv e r a t in g s o f b oth th e M O W I c o n c e p ts and th e e v a lu a t io n , p o te n c y , and a c t i v i t y f a c t o r s f o r ea ch o f th e te n a r e a s in v e s t ig a t e d . 3 . There a re no s i g n i f i c a n t d if f e r e n c e s betw een th e two e t h n ic g r o u p in g s in p e r c e iv e d m eaning a s shown by t h e i r r e s p e c t iv e r a t in g s o f b oth th e M O W I c o n c e p ts and th e e v a lu a t io n , p o te n c y , and a c t i v i t y f a c t o r s f o r ea ch o f th e t e n a r e a s in v e s t ig a t e d . T h is stu d y in v e s t ig a t e d th e p erform ance on th e M O W I o f th e th r e e l e v e l s o f a c h ie v e m e n t, two c u lt u r a l g r o u p in g s , and two e t h n ic g ro u p in g s o f a sam ple o f se v e n th -g r a d e s t u d e n ts to be d e sc r ib e d l a t e r . In a d d it io n to th e t o t a l group com parison on th e a c h ie v e m e n t, c u l t u r a l , and e th n ic v a r ia b le s th e s tu d e n ts were grouped a c c o r d in g to s e x and two i n t e l l i g e n c e l e v e l s r e s u lt in g - in a t o t a l o f f o r t y - e ig h t c e l l s o r s e p a r a te c a t e g o r ie s to be compared w ith ea ch o t h e r . A lpha was s e t a t .0 5 f o r th e t o t a l group com pari so n s but a t .0 1 f o r th e c e l l com p arison s in o rd er to m it ig a te a g a in s t Type I e r r o r s . 16 Im portance o f th e R esearch Guidance and e d u c a tio n a l a u t h o r it ie s have s t r e s s e d th e need to u n d erstan d p u p ils b e t t e r through th e i d e n t i f i c a tio n o f f a c t o r s a f f e c t i n g academ ic m o tiv a tio n (Wrenn, 1 9 6 2 ), (A sch n er, 1965)* H ow ever, m easurement o f in d iv id u a l d if f e r e n c e s in th e m odel o f a m o tiv a tio n continuum have b een d i f f i c u l t . The in str u m e n ts u sed to m easure m otiva t io n a l p a tte r n s have g iv e n f r u s t r a t in g and o f te n f r u i t l e s s r e s u l t s . A survey o f r e la t e d l i t e r a t u r e and an exam in ation o f the r e s u lt s o f e d u c a tio n a l e f f o r t s su g g e s t th a t a mean in g f u l i d e n t i f i c a t i o n o f th e stu d e n t f a i l i n g to a ch ie v e would be in term s o f s u b t le u n d e r ly in g a t t i t u d e s , s e l f p e r c e p tio n , p e r c e p tio n o f o th e r m ean in gfu l p e r s o n s , and g e n e r a l p e r c e p tio n o f en v iro n m en t. S in c e , a s shown by th e r e s e a r c h l i t e r a t u r e in C hapter I I , a t t it u d e s have more s t a b i l i t y than b eh a v io r o r perform an ce, t h e ir m easurem ent o f f e r s hope in th e d e te r m in a tio n o f th e f a c t o r s w hich p r e d isp o se la c k o f a c h ie v e m ent. A gain , s in c e th e sem an tic d i f f e r e n t i a l o f f e r s a v a lid method o f m easu rin g p e r c e p tio n , th u s a t t it u d e s and v a lu e s , i t a ffo r d s th e r e s e a r c h e r a f r e s h o b j e c t iv e te c h n iq u e o f measurement to stu d y th e co n cep t o f a ch iev em en t. The in fo r m a tio n c o n ta in e d in t h i s stu d y sh ould prove h e lp fu l to p s y c h o lo g is t s , c o u n s e lo r s , te a c h e r s , 17 p a r e n ts and o t h e r s I n t e r e s t e d In t h e e a r l y I d e n t i f i c a t i o n o f a t t i t u d e s t h a t can b e ch a n g ed o r en h an ced le a d in g to g r e a t e r a c h ie v e m e n t. The n eed f o r r e c o g n i t i o n o f su b grou p d i f f e r e n c e s h a s o f t e n b een n e g l e c t e d i n a ca d em ic a c h ie v em en t s t u d i e s in s p i t e o f th e r e c o g n it io n t h a t s u b c u lt u r e s f o s t e r t h e i r own c h a r a c t e r i s t i c p a t t e r n s o f a p t it u d e s and p e r s o n a li t y t r a i t s ( A n a s t a s i, 1 9 5 8 ) . The r e s e a r c h l i t e r a t u r e r e p o r ts v e r y few s t u d i e s d e a lin g w it h t h e in f l u e n c e o f c u lt u r a l o r e t h n ic group m em bership on m o t iv a t io n f o r aca d em ic a c h ie v e m e n t. Some i n v e s t i g a t o r s h a v e s t u d ie d th e M exican -A m erican s t u d en t r e l a t i v e to c o g n i t i v e v a r i a b l e s b u t few have i n v e s t i g a te d n o n c o g n it iv e c o r r e l a t e s o f a c h ie v e m e n t. Thus s e v e r a l w r it e r s (B row n, 1 9 5 6 ) , (D em os, 1 9 5 9 )* ( C l i n e , 1 9 5 6 ) have s u g g e s te d t h a t i n f u t u r e c r o s s - c u l t u r a l s t u d i e s , a t t i t u d e s , a s p i r a t i o n l e v e l s and m o t iv a t io n a l s t r u c t u r e s , s p e c i f i c a l l y o f th e M ex ica n -A m erica n , sh o u ld be m ea su red . T h e r e f o r e , t h i s r e s e a r c h s h o u ld a l s o p rove h e lp f u l t o th o s e d e s i r i n g to h e lp t h e M exican -A m erican s tu d e n t who la c k s th e m o tiv a t io n t o resp o n d to th e c h a lle n g e and demands o f fo rm a l e d u c a t io n . G e n e r a l P ro c ed u re The sam ple f o r t h i s r e s e a r c h c o n s i s t e d o f 1 ,1 0 1 s e v e n th -g r a d e p u p ils o f th e L os A n g e le s and £1 Rancho u n i f i e d s c h o o l d i s t r i c t s i n Los A n g e le s C ounty. 18 R elev a n t I n fo r m a tio n was o b ta in e d through th e u se o f p u p il d a ta s h e e t s (F ig u r e 1 ) . The r e c o r d in g o f t h i s in fo r m a tio n from c u m u la tiv e r e c o r d s and th e t e s t i n g was com p leted by th e s t a f f o f P r o j e c t P o t e n t i a l , a funded r e s e a r c h p r o je c t u n d er th e d ir e c t io n o f Newton S . M e tf e s s e l, a t th e U n iv e r s ity o f S o u th ern C a lif o r n ia . T h is work was accom p lish ed in th e f a l l o f 196*f and sp r in g o f 1 9 6 5 . T o ta l i n t e l l i g e n c e t e s t s c o r e s were o b ta in ed from th e C a lifo r n ia T e st o f M ental M a tu r ity , S h ort Form, 1957 e d i t i o n . P u p ils w ere a d m in is te r e d th e t e s t a s f i f t h g r a d e r s d u rin g th e 1 9 6 2 -6 3 y e a r . P a re n ts' o c c u p a tio n was o b ta in e d to d eterm in e c u l t u r a l g rou p , a s g iv e n by th e o c c u p a tio n s c a le o f W arner's R ev ised Index o f S ta tu s C h a r a c t e r is t ic s (W arner, 1 9 ^ 7 ). The M eaning o f Words In v e n to r y (MOWI) was a d m in is te r e d to th e t o t a l sam ple o f se v e n th g r a d e r s . S c o r e s were computed fo r each s t u d e n t on th e n in e s c a le s u sed to m easure each co n cep t r e s u l t i n g i n 270 m easurem ents f o r each o f th e 1 ,1 0 1 s t u d e n t s . The 270 s e p a r a te s c o r e s were th en redu ced to th r e e f a c t o r s c o r e s f o r ea ch c o n c e p t, p r o v id in g a t o t a l o f 90 s c o r e s f o r ea ch s u b j e c t . The 90 se p a r a te s c o r e s were f u r th e r red u ced to 3 0 c o n c e p t s c o r e s f o r each s tu d e n t. The 90 f a c t o r mean s c o r e s and 30 co n ce p t mean s c o r e s were em ployed in th e su b seq u en t a n a ly s e s . Group mean s c o r e s were com puted f o r th e th r e e 19 a c h ie v e m e n t g r o u p s , two e t h n ic g r o u p s , and two c u lt u r a l g ro u p s f o r th e 270 s c a l e s , th e 90 f a c t o r s , and th e 30 co n c e p t s . In a d d it io n mean s c o r e s were computed f o r a l l o f th e *f8 c e l l s f o r th e 270 s c a l e s , th e 90 f a c t o r s , and th e 3 0 c o n c e p t s . T hese grou p means and *+8 c e l l means w ere em ployed i n a l l su b se q u e n t a n a ly s e s . M eans, sta n d a rd d e v i a t i o n s , sta n d a rd e r r o r o f th e m ean s, z s c o r e s ( f o r t o t a l group c o m p a r is o n s ), and t - t e s t r a t i o ( f o r c e l l c o m p a r iso n s) w ere em ployed a s s t a t i s t i c a l t o o l s in d e te r m in in g th e d eg r e e o f s ig n i f i c a n c e among th e v a r io u s v a r i a b le s o r co m b in a tio n o f v a r i a b l e s . S c o r in g o f r e s p o n s e s and c a l c u l a t i o n s o f m eans, sta n d a rd d e v i a t i o n s , and sta n d a rd e r r o r s w ere a c c o m p lish e d a t P r o je c t P o t e n t i a l , and th e Computer S c ie n c e L a b o ra to ry o f th e U n iv e r s it y o f S o u th ern C a lif o r n ia . S t a t i s t i c a l a n a l y s i s o f th e d a ta was a c c o m p lish e d th ro u g h u t i l i z a t i o n o f th e H oneyw ell 8 0 0 com p u t e r . D e f i n i t i o n s o f Terms The f o llo w in g d e f i n i t i o n s o f term s were em ployed f o r th e p u rp ose o f t h i s r e s e a r c h . A ch ievem en t Groups P u p ils w ere c l a s s i f i e d on th e b a s is o f grad e p o in t a v e r a g e f o r a l l s u b j e c t s co m p leted in th e s i x t h g rad e a s f o llo w s : 20 H igh A c h ie v e r s — *f.O - 2 .8 A verage A c h ie v e r s — 2 .7 - 2 .1 Low A c h ie v e r s — 2 .0 and b elo w . T h ese b o u n d a r ie s w ere a r b i t r a r i l y ch osen to have a com parable number a t e a c h l e v e l . A n glo-A m erican A m ericans o f n o n -S p a n ish h e r i t a g e , r e s t r i c t e d i n t h i s s tu d y t o mean o n ly th o s e A m erloans who a re members o f th e C a u c a sia n r a c e and w hose p la c e o f b ir t h and r e s id e n c e i s in th e U n ite d S t a t e s . M exican -A m erican The term i s u se d in t h i s stu d y to r e f e r to th o s e p u p ils o f M exican h e r i t a g e who w ere b o m and ed u ca ted i n t h i s c o u n tr y and have U n ite d S t a t e s c i t i z e n s h i p . The term s S p a n ish -A m erica n and M exican-A m erican a re o f t e n u s e d sy n on ym ou sly by o th e r i n v e s t i g a t o r s . NCD " N o n -c u ltu r a lly d is a d v a n ta g e s ." S tu d e n ts w ith p a r e n t , u s u a l l y th e f a t h e r , whose o c c u p a tio n i s c l a s s i f i e d a s c l a s s 5 o r h ig h e r ( s k i l l e d to p r o f e s s i o n a l) on th e W arner S c a l e . CD " C u ltu r a lly d is a d v a n ta g e d ." S tu d e n ts w ith p a r e n t , 21 u s u a l ly th e f a t h e r , whose o ccu p a tio n I s c l a s s i f i e d a s 6 o r 7 ( u n s k ille d ) on th e Warner S c a le . H igh I n t e llig e n c e C T M M IQ 100 and ab ove. Low I n t e l l i g e n c e C T M M IQ 99 and b elow . M O W I Meaning o f Words In ven tory c o n s is t in g o f t h i r t y s e le c t e d c o n c e p ts u t i l i z i n g the sem a n tic d i f f e r e n t i a l pro c e s s . Assum ptions 1 . I t was assum ed th a t th e sem a n tic d i f f e r e n t i a l tech n iq u e can be u sed to m easure th e p sy ch o l o g i c a l m eaning o f s e le c t e d c o n c e p ts f o r th e th r e e ach ievem en t g ro u p s, f o r b o th c u lt u r a l l e v e l s , and e th n ic g ro u p s. 2 . I t was assum ed th a t r e sp o n se s to th e M O W I r e p r e s e n t th e g e n e r a liz e d a t t it u d e s o f th e sub j e c t s in su ch a way th a t th e a t t i t u d e s a s s o c ia t e d w ith academ ic ach ievem en t can be i d e n t i f i e d . 3 . I t was assum ed th a t th e t o t a l C T M M IQ s c o r e would a d e q u a te ly r e p r e se n t a v a lid in d e x o f I n t e llig e n c e fo r b oth A nglo-A m erican and M exican-Am erican p u p ils . I t was assumed th a t W arner's R ev ised S c a le s o f Socioeconom ic s ta tu s gave a v a lid a sse ssm e n t o f c u lt u r a l c l a s s s t a t u s f o r b o th e th n ic gro u p s. t a t io n s o f th e S tu dy T h is stu d y was c o n fin ed to s tu d e n ts who were p r e se n t d u rin g the t e s t i n g p e r io d and two r e -a d m in is tr a tio n s . A d e s c r ip t io n o f th e sam p le em ployed appears in C hapter I I I o f t h i s r e p o r t. The term s h ig h and low a ch iev em en t a re n o t n e c e s s a r ily synonymous w ith o v e r and u n d er a ch iev em en t. The th r e e l e v e l s o f a ch ie v em en t, lo w , average and h ig h , u se d in t h i s stu d y rela te to a b so lu te stan d ard s o f p erfo rm a n ce, th u s do n o t in v o lv e a d iscrep a n cy betw een p r e d ic te d and a c tu a l perform ance a s do o v e r and u n d er a ch iev em en t. T h er efo re , r e s u l t s o f th e stu d y may n o t d ir e c t ly r e la t e o r c o in c id e w ith re se a r c h fin d in g s r e p o r te d on o v e r and u n d er achievem ent . The in v e s t ig a t io n was lim it e d to th e c o n c e p ts and s c a le s s e le c te d and to th e th r e e -d im e n sic n a l o r f a c t o r s c o r e s f o r ea c h co n cep t* C oncep ts w ere s e le c t e d to t e s t th o s e a r e a s in d ic a t e d in th e l i t e r a t u r e a s r e l a t i n g to ach ievem en t* T h is i n v e s t ig a t io n i s co n cern ed w ith th o s e a t t i t u d e s and v a lu e s w h ich f a c i l i t a t e , b u t do n o t n e c e s s a r ily c a u se a ch iev em en t o r la c k o f a ch ie v em en t• The c r i t e r i o n o f acad em ic a ch iev em en t was s i x t h grade Gr.P.A. • Thus t h i s stu d y may n o t r e l a t e d i r e c t l y to s im ila r s t u d ie s u s in g a ch iev em en t t e s t s c o r e s , g ra d es f o r p a r t ic u la r c o u r s e s o n ly , o r g r a d es f o r more th a n one y e a r , a s ach ievem en t c r i t e r i a . L im ita tio n s o f th e Study The v a l i d i t y o f th e r e s u l t s o f t h i s stu d y a re lim it e d to th e v a l i d i t y o f th e in stru m e n t u s e d . A ccord in g to Osgood th e r e i s s t i l l a n eed f o r fu r th e r v a l i d i t y s t u d i e s o f th e Sem antic D iffe r e n t i a l Procedure* T h is stu d y in v o lv e s th r e e s o u r c e s o f v a r i a b i l i t y ; s u b j e c t s , s c a l e s , and c o n c e p ts judged* So perhaps more than in o th e r f a c t o r s t u d i e s , th e r e i s a li m i t a t i o n r e l a t i v e to th e r e p r e s e n t a t iv e n e s s o f th e sa m p le. In t h is stu d y a s i n g l e m easure was a d m in iste r e d o n ce. So th e r e s u l t s a r e lim it e d to how th e s u b j e c ts p e r c e iv e d th e m se lv e s and t h e i r environm ent a t th e moment o f t e s t i n g . k . There was no c o n tr o l a s to th e tim e o f day or day o f th e week th e M O W I was a d m in is te r e d . The M O W I was a d m in ister ed a s a p a r t o f a la r g e r t e s t i n g program and by d i f f e r e n t , though sim i l a r l y in s t r u c t e d and in fo r m e d , a d m in is tr a to r s . The b ia s e s in v o lv e d in t h i s p rocedu re can n ot be e v a lu a te d . O rg a n iza tio n o f R em aining C hapters C hapter I I p r e s e n ts a re v ie w o f r e la t e d l i t e r a t u r e and p r e v io u s r e se a r c h a s f o llo w s : ( 1 ) r e s e a r c h li t e r a t u r e r e l a t i n g to th e co n cep t o f u n d era ch iev em e n t, (2 ) li t e r a t u r e su p p o r tin g th e proposed taxonomy a r e a s and th u s su p p o rtin g th e s e le c t e d c o n c e p ts co m p risin g th e MOW I, (3 ) l i t e r a t u r e r e la t e d to th e in flu e n c e on a ch iev em en t o f c u lt u r a l o r e th n ic group m em bership, and (*f) l i t e r a t u r e r e la t e d to the sem a n tic d i f f e r e n t i a l tech n iq u e o f m easurem ent. Chapter I I I d e s c r ib e s th e b a s ic d e s ig n o f th e stu d y , in c lu d in g a b r i e f d e s c r ip t io n o f th e s c h o o ls , th e sam p le, th e p roced u res em ployed, and th e manner in w hich th e d a ta were t r e a t e d . Chapter IV r e p o r ts th e f in d in g s o f t h i s r e s e a r c h . The r e s u l t s o f th e s t a t i s t i c a l t e s t s a re r e p o r te d , fo llo w e d 25 by a d is c u s s io n o f th e r e s u l t s . Chapter V p r e s e n ts a summary o f th e f in d in g s , con c l u s i o n s , and recom m endations b ased on th e f in d in g s . CHAPTER II REVIEW OP THE LITERATURE T h is c h a p te r c o n t a in s a r e v ie w o f l i t e r a t u r e r e le v a n t to th e problem and n a tu r e o f t h i s in v e s t ig a t io n and to th e q u e s tio n s r a is e d by t h i s s tu d y . Pour m ajor a r e a s a re in v o lv e d : P a r t I , th e c o n c e p t o f u n d e r a c h ie v e m ent; P a r t I I , th e r a t i o n a l f o r a taxonom y w hich in e f f e c t i s r e s e a r c h e v id e n c e i n su p p o rt o f th e c o n c e p ts s e le c t e d c o m p risin g th e M O W I; P a r t I I I , a com p arison o f ach ievem en t t r a i t s in A nglo-A m erican and M exican-A m erican p u p ils ; and P a rt IV , r e s e a r c h d e a lin g w ith 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. P a rt I , th e c o n c e p t o f a ch iev em en t and u n d erach ieve m en t, i s an a ttem p t t o c o v e r c o n c i s e ly such t o p ic s a s : ( 1 ) The c o n fu s io n and la c k o f e x a c tn e s s in th e co n c e p t o f u n d era ch iev em en t, ( 2 ) c r i t e r i a u sed f o r d e f in in g d i f f e r e n t ty p e s o f u n d era ch iev e m en t, and (3 ) m easurem ent o f m o tiv 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 la t e d to a ch iev em en t and u n d era ch iev em en t. The a b sen ce o f l i t e r a t u r e r e l a t i v e to low ach ievem en t n e c e s s it a t e d th e c h o ic e o f l i t e r a t u r e d e a l in g w ith th e r e la t e d c o n c e p t o f u n d era ch iev em en t. P a rt I I , a r a t i o n a l f o r a taxonom y, i s a summary o f 26 27 r e s e a r c h e v id e n c e o f c e r t a i n c u r r e n t c r i t i c a l f a c t o r s in f lu e n c in g th e a c h ie v e m e n t m o tiv e w h ich su p p o rt th e s e l e c t i o n o f th e v a r io u s c o n c e p t s c o m p r isin g th e MOWI, These f a c t o r s ap p ear to h e subsum ed u n d er th e t e n taxonomy a r e a s o f th e t h e o r e t i c a l m od el f o r th e a c h ie v e m e n t m o tiv e p ro p osed by M e t f e s s e l, e t a l . F a r t I I I i s a b r i e f and p a r t i a l r e v ie w o f r e la t e d p r o f e s s i o n a l l i t e r a t u r e p r e s e n t in g an o v e r v ie w o f th e ways i n w hich e th n ic grou p m em bership h a s in flu e n c e d c o g n it iv e and s c h o l a s t i c p e r fo r m a n c e . F a r t IV e x a m in e s th e r e s e a r c h d e a lin g w ith th e se m a n tic d i f f e r e n t i a l p r o c e s s in te r m s o f su ch t o p i c s a s : ( 1 ) th e method o f m e a su r in g m eaning a s d e sig n e d by O sgood, e t a l . ( 1 9 5 7 ) , ( 2 ) f i n d i n g s d e a lin g w it h v a l i d i t y and r e l i a b i l i t y o f th e in s t r u m e n t , ( 3 ) r e s e a r c h c o n c lu s io n s c o n c e r n in g a p p li c a t io n o f 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 to th e a r e a o f a ca d e m ic a c h ie v e m e n t. F a r t I . The C oncep t o f Unde ra c h i e v e men t The phenomena o f u n d er a ch iev e m e n t h a s b een a p eren n i a l p rob lem w ith e d u c a t o r s and h a s in r e c e n t y e a r s b een th e s u b j e c t o f much e d u c a t io n a l and p s y c h o lo g ic a l r e s e a r c h . The c o n c e p t i s e l u s i v e s in c e i t in v o l v e s a m u l t i p l i c i t y o f v a r i a b l e s . Thus e x a c t n e s s a s to i t s n a tu r e and c a u s a t io n i s y e t to be r e a l i z e d . A re v ie w o f p r e v io u s r e s e a r c h r e v e a ls c o n f l i c t i n g r e s u l t s due in la r g e p a r t to la c k o f c o n s is te n c y in d e f i n i t io n and u s e o f t h i s c o n c e p t. F l i e g l e r (1 9 5 7 ) r e f e r s to two d i f f e r e n t k in d s o f u n d era ch iev em en t: lo n g -te r m u n d er a ch iev em en t and s i t u a t i o n a l u n d er a ch iev em en t. The form er was c o n sid e r e d t o h ave problem s p red o m in a n tly stem m ing from th e home s in c e c h ild h o o d , and th e l a t t e r b e lie v e d to o r i g i n a te p r im a r ily from th e s c h o o l en v iro n m en t. B roed el (1 9 5 9 ) c o n c lu d e s th a t th e p rob lem o f u n d erach ievem en t among h ig h sc h o o l sophom ores was n o t a s u r fa c e phenom enon, but r a th e r r e la t e d to the b a s ic p e r s o n a lit y m a tr ic s o f th e in d iv id u a l. The f a c t th a t academ ic u n d era ch iev em en t a p p ea rs to be r e la t e d to b a s ic p e r s o n a lit y s t r u c t u r e p r o v id e s th e l o g i c th a t le d s e v e r a l i n v e s t ig a t o r s to s e e th e need fo r e a r ly i d e n t i f i c a t i o n . B a r r e tt ( 1 9 5 7 ) , Shaw and McCusen (I 9 6 0 ) co n clu d e th a t i d e n t i f i c a t i o n m ust be a t th e elem en ta ry l e v e l b ut th a t m ost r e s e a r c h i s a t th e h ig h sc h o o l l e v e l . In t h e i r o p in io n t h i s h as m isle d in v e s t ig a t o r s and ca u sed la c k o f e x a c tn e s s in d e f in in g t h i s c o n c e p t. Shaw ( I 9 6 0 ) , in a U. S . D epartm ent o f H e a lth , Edu c a t io n , and W elfare docum ent, o b serv ed t h a t d if f e r e n c e s in 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 en t, a s w e ll a s d if f e r e n c e s i n c r i t e r i a o f a ch iev em en t and o f a b i l i t y , em ployed in v a r io u s r e s e a r c h s t u d ie 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 stu d y w ith a n o th e r . D u lle s (1 9 5 7 ) w r it e s o f th e "myth o f u n d e r a c h ie v e m ent." H is p o s it io n i s t h a t e v e r y organ ism a c h ie v e s what 29 i t can and th e d is c r e p a n c y betw een p erform an ces and p r e d ic t io n i s th e r e s p o n s i b i l i t y o f th e p erso n d oin g th e p r e d ic t i n g , n o t th e s t u d e n t , D u lle s f e e l s t h a t to e lim in a t e v a lu e c o n n o ta tio n s o v er a ch iev e m e n t sh o u ld be c a l le d u n d erp re d ic t e d and u n d era ch iev em en t o v e r p r e d ic te d . The problem o f d e fin itio n i s brought in to c le a r fo cu s in a co n cise d isc u ssio n (Thorndike, 1963) which sug g e s t s p reca u tio n s in fu tu re research d e sig n s. Under achievem ent and overachievem ent a r e , in Thorndike's words, " d iscrep a n cies between a ctu a l and p red icted achievem ent." He s u g g e s t s fo u r s o u r c e s o f d is c r e p a n c yi 1 . E r r o r s o f m easurem ent in our t e s t s o r a p p r a is a ls . 2 . H e te r o g e n e ity i n th e ach ievem en 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 ifia b le f a c t o r s in th e n a tu r e and background o f th e p e r s o n . b . P e r so n a l and e d u c a tio n a l f a c t o r s th a t a r e su b j e c t to m a n ip u la tio n o r m o d ific a tio n . T h o rn d ik e 's c o n c lu d in g rem arks su p p ort th e n eed f o r more r e s e a r c h r e l a t i v e to th e e l u s i v e co n cep t o f u n d er a c h ie v e m e n t. The c a u s e s o f u n d era ch iev em en t a re in a l l p r o b a b ilit y m a n ifo ld . Many o f th e s e c a u s a tiv e f a c t o r s may w e ll r e p r e s e n t c o n t in g e n c ie s th a t a r i s e in o n ly a m in o r ity o f c a s e s . The c o n t in g e n c y , o r com plex o f c o n t in g e n c ie s , may be q u ite im p o rta n t when i t d o es o c c u r , b u t o cc u r s so i n f r e q u e n tly t h a t i t s in f lu e n c e ca n n o t be c o n v in c in g ly 30 d em o n stra ted by s t a t i s t i c a l s t u d i e s . (T h o rn d ik e, 1 9 6 3 , p . 67) T orran ce ( 1 9 6 2 ) , G e tz e ls and J a ck so n (1 9 6 2 ) s t a t e t h a t th e r e i s a n eed f o r a new d e f i n i t i o n o f u n d e r a c h ie v e - ment and t h a t th e r e i s no p la c e f o r th e term o v e r a c h ie v e m en t. T h ese r e s e a r c h e r s argue t h a t d isc r e p a n c y i s th e f a u l t o f th e t e s t o f i n t e l l i g e n c e , n o t th e in d i v id u a l. R ep resen tin g a d iffe r e n t p o in t o f view i s th e op in io n o f F ro eh lich and Mayo (1963) th a t the r e la tio n s h ip o f achievem ent and a b i l i t y exp ressed a s a s in g le term to id e n t if y groups o f u n d erach ievers and o v era ch iev ers had valu e f o r p r e d ic tin g cou rse grades and fo r stu d en t c o u n se l in g . S in c e th e c o n c e p t o f u n d era ch iev em en t i s a c o n tr o v e r s i a l o n e , a s p o in te d o u t a b o v e , t h i s stu d y d e a ls w ith th r e e l e v e l s o f a c h ie v e m e n t. P a rt I I . The Rational for a Taxonomic Approach to th e A chievem ent M otive C e r ta in a t t i t u d i n a l and m o tiv a tio n a l f a c t o r s ap p ear to be a s s o c ia t e d w ith u n d e r a c h ic v e m e n t• H ow ever, th e la r g e amount o f r e s e a r c h l i t e r a t u r e i n th e a r e a o f u n d e r a c h ie v e ment h a s la c k e d th e c o h e r e n t u n it y o f a s y s te m a tic fram e work i d e n t i f y i n g th e c r i t i c a l v a r i a b le s u n t i l M e tf e s s e l (1 9 5 3 ) d e v e lo p e d a t h e o r e t i c a l m o d el, v a lid a t e d a g a in s t th e l i t e r a t u r e , to be u se d in s tu d y in g th e a ch iev em en t m o tiv e from a m u lt iv a r ia b le a p p ro a ch . T h is t h e o r e t i c a l 31 m odel p r o v id e s a taxonom y o f th e c r i t i c a l f a c t o r s r e l a t e d t o a c h ie v e m e n t. I t was u p d ated i n a lib r a r y s tu d y ( P l o t t , 196*0 a f t e r b e in g in t e g r a t e d In to a s e l f - r e p o r t p a p e r and p e n c i l t e s t e n t i t l e d In v e n to r y o f S e lf - A p p r a is a l o r ISA ( B e l l e a u , 1 9 6 3 ) . The b a s ic m odel p r e s e n t ly p r o v id e s th e fram ew ork f o r P r o j e c t P o t e n t i a l , "An I n v e s t ig a t io n o f C r i t i c a l A t t i - t u d in a l and C r e a t iv i t y F a c to r s R e la te d to A c h ie v in g and N o n a c h ie v in g C u lt u r a lly D isa d v a n ta g e s Y outh ." T h is i s a t h r e e - y e a r i n v e s t i g a t i o n r e c e n t ly c o n c lu d ed a t th e U n iv e r s i t y o f S o u th ern C a l i f o r n ia , Newton M e t f e s s e l , p r i n c i p a l i n v e s t i g a t o r . The taxonom y has b een r e v is e d and u p d a te d by M e t f e s s e l and s t a f f f o r t h i s s tu d y , r e s u l t i n g i n a more r e le v a n t and p r e c is e m o d el. T h is s e c t i o n o f l i t e r a t u r e r e v ie w w i l l sum m arize r e s e a r c h e v id e n c e v a l i d a t i n g th e taxonom y a r e a s and su p p o r t in g s e l e c t i o n o f th e v a r io u s c o n c e p ts c o m p r is in g th e M O W I u s e d i n th e t e s t i n g program . 1 .0 0 — A s s o c ia t i o n s C o g n itiv e Domain 1 .1 0 — T e a c h e r s . The l i t e r a t u r e seem s to su p p o r t th e r a t h e r s e l f - e v i d e n t c o n c lu s io n t h a t t e a c h e r s a r e th e m ajor m o tiv a to r s o f a c h ie v e m e n t. P r e s s e y and R o b in so n (19*+*+) comment t h a t when th e c h ild f i r s t e n t e r s s c h o o l th e t e a c h e r a p p e a rs a s a p a r e n t-s u r r o g a te and th e c h i l d a tte m p ts to w in a d u lt a p p r o v a l and a f f e c t i o n . A n tes (1 9 6 * 0 32 i n v e s t i g a t e d c h ild r e n ' s p e r c e p tio n s o f t e a c h e r s , s e l f , p e e r s , and s c h o o l u s in g a sam ple o f *t29 u p p er e le m e n ta r y p u p i l 8 fa c t o r e d in t o th r e e l e v e l s o f a ch iev em en t on th e b a s i s o f sta n d a r d iz e d r e a d in g a ch iev em en t s c o r e s . R e s u lt s o f a p a p e r -p e n c il t e s t , M y T ea ch er, r e v e a le d t h a t h ig h a c h ie v e r s p e r c e iv e d t h e i r te a c h e r s a s more r e l a t a b l e and lo w a c h ie v e r s p e r c e iv e d te a c h e r s a s more d i r e c t i v e . One stu d y (C h r is te n s e n , I 9 6 0 ) i n v e s t i g a t e d th e in f lu e n o e o f te a c h e r p e r m is s iv e n e s s and warmth on th e a c h ie v e m e n t o f p u p i l s . S u b je c ts w ere t e n f i f t h - g r a d e c l a s s e s , te n fo u r th -g r a d e c l a s s e s , and te n fo u r th -g r a d e t e a c h e r s in one suburban s c h o o l sy stem in New York S t a t e . The warmth o f a te a c h e r was found to be s i g n i f i c a n t l y r e la t e d to a p u p i l' s a ch iev em en t i n v o c a b u la r y and a r ith m e t i c . Demos (1 9 6 2 ) en d eavored to a s c e r t a i n w h eth er o r n o t s i g n i f i c a n t a t t i t u d i n a l d if f e r e n c e s tow ard e d u c a tio n e x i s t e d b etw een M exican-A m erican and A n glo-A m erican p u p i l s . A random sam ple o f 105 A nglo-A m erican c h ild r e n w ere m atched i n term s o f so c io eco n o m ic l e v e l , i n t e l l i g e n c e , a g e , g r a d e , s e x , w ith 105 M exican-A m erican o h ild r e n . Compari s o n s b etw een th e two grou p s were made o f a t t i t u d e s on tw e n ty -n in e i s s u e s r e la t e d to e d u c a tio n . S i g n i f i c a n t d i f f e r e n c e was found to e x i s t in s i x o f th e i s s u e s , one o f w h ich w as th e s t a f f ' s co n cern about s t u d e n t s . 33 R osen (1 9 5 9 ) s tu d ie d 95*+ p u p ils a t th e e le m e n ta r y l e v e l and found t h a t h ig h a c h ie v e r s had fa v o r a b le a t t i t u d e s tow ard t e a c h e r s . B e lle a u (1 9 6 3 ) i n h i s stu d y o f u n d e r - a ch ie v em en t among elem en ta r y s c h o o l c h ild r e n foun d ISA ite m s d e s c r ib in g te a c h e r s fa v o r a b ly w ere a c c e p te d by a c h ie v e r s b u t r e j e c t e d by 'u n d e r a c h ie v e r s. R o sen th a l (196*0 s tu d ie d n in th -g r a d e s tu d e n ts and fou n d t h a t mean f a c t o r s c o r e s on th e sem a n tic d i f f e r e n t i a l w ere n o t s i g n i f i c a n t l y d i f f e r e n t betw een a c h ie v e r s and u n d e r a c h ie v e r s b u t w ere in th e e x p e c te d d i r e c t io n . R ig n e ss (1 9 6 5 ) in v e s t ig a t e d a f f e c t i v e d i f f e r e n c e s b etw een betw een s u c c e s s f u l ( a c h ie v e r s ) and u n s u c c e s s f u l (u n d e r a c h ie v e r s ) and found t h a t s u c c e s s f u l s tu d e n ts ten d ed to th in k o f th e m se lv e s a s l i k e th e te a c h e r and d e s ir e d p o s i t i v e te a c h e r p e r c e p tio n , w h ile n o n - s u c c e s s f u l s t u d e n t s r e j e c t e d th e p e r c e iv e d r o l e m odel and w ere i n d i f f e r e n t to t e a c h e r 's p e r c e p tio n . A stu d y co n c e rn e d w ith th e a ca d em i c a l l y t a le n t e d u n d e r a c h ie v e r 's s c h o o l r e c o r d ( A p p e ll, 1 9 6 3 ) in c lu d e d among o th e r f in d in g s th e s ta te m e n t " . . . u n d er a c h ie v in g g i r l s se e k in t e r p e r s o n a l r e l a t i o n s h i p s from th e t e a c h e r , and th e te a c h e r d oes n o t m eet t h e i r n e e d s ." E a r lie r in v e s t i g a t i o n s su p p o rt th e s e r e c e n t c o n c lu s io n s (Dowd, 1952; K ir k , 1952; W alsh, 1956; Shaw and Brown, 1957; Shaw and Grubb, 1958; and Lum, I 9 6 0 ) . O b v io u s ly , c a u s a t io n i s n o t im p lie d in th e s e s t u d i e s . A ll t h a t i s 3> f su p p o rted i s t h a t u n d e r a c h ie v e r s have l e s s i d e n t i t y w ith te a c h e r s and u n fa v o r a b le a t t i t u d e s tow ard them . A f u r t h e r l i m i t a t i o n i s in th e f a c t t h a t m ost o f th e r e s e a r c h re p o r ted d e a lt w ith u n d e r a c h ie v e r s o f s u p e r io r a b i l i t y * 1 .2 0 — P a r e n t s . B erw ick and A rb u ck le (1 9 6 2 ) in v e s t ig a t e d th e r e l a t io n s h i p b etw een p a r e n ta l a c c e p ta n c e , a s p e r c e iv e d by b o th p a r e n ts and e ig h th -g r a d e c h ild r e n , and th e p u p i l ' s academ ic a c h ie v e m e n t. In a sam ple o f t h i r t y , r e s u l t s in d ic a t e d t h a t f o r b o y s , s c h o o l a ch iev em en t was more c l o s e l y r e la t e d to a c c e p ta n c e by th e f a t h e r th a n was m a tern a l a c c e p ta n c e . More a c c e p tin g m o th ers ten d ed to be a s s o c ia t e d w ith lo w e r m ale a c h ie v e m e n t. G ir ls a t a l l a ch iev em en t l e v e l s p e r c e iv e d m oth ers a s more a c c e p tin g th an f a t h e r s , w h ile in c r e a s e d a c c e p ta n c e by b o th p a r e n ts was a s s o c ia t e d w ith in c r e a s e d a c h ie v e m e n t. B erg (1 9 6 3 ) com pared th e a t t i t u d e s o f m oth ers o f a c h ie v in g and n o n -a c h ie v in g p u p ils on c e r t a in a s p e c t s o f c h ild r e a r in g and fa m ily l i f e . H is sam ple c o n s is t e d o f m o th e r 's r e s p o n s e s f o r a c h ie v in g and n o n a c h ie v in g s tu d e n ts i n th e f i f t h and s e v e n th g r a d e s . The P a r e n ta l A ttitu d e R esea rch In stru m en t w as u se d a s a m a iled q u e s tio n n a ir e to o b ta in m atern al a t t i t u d e s . C om parisons b etw een a c h ie v in g and u n d e r a c h ie v in g s t u d e n t s r e v e a le d t h a t m oth ers o f a c h ie v e r s a llo w e d t h e i r c h ild r e n more l a t i t u d e in e x p r e s s in g id e a s o r d isa g r e e m e n t w h ile m oth ers o f u n d e r a c h ie v e r s 35 f e l t s t r i c t d i s c i p l i n e w as n e c e s s a r y f o r c h a r a c te r develop** m en t. M others o f a c h ie v e r s p e r c e iv e d t h e i r r o le a s dom i n a n t in th e c h i l d - r e a r i n g p r o c e s s , w h ile t h e i r c o u n te r p a r t f e l t h usb an ds sh o u ld ta k e a more a c t i v e r o le in c h i l d r e a r in g . One stu d y w it h elem en ta r y p u p ils (M cG in n is, 1 9 6 3 ) foun d t h a t th e a t t i t u d e s p a r e n ts h e ld w ith reg a rd to r e a d in g had a d e f i n i t e in f lu e n c e on c h i l d r e n ' s p erfo rm a n ce. F i f t y s u p e r io r r e a d e r s and f i f t y i n f e r i o r r e a d e r s resp o n d ed to two i n v e n t o r i e s , and th e c o n c lu s io n was t h a t p a r e n ts o f s u p e r io r r e a d e r s had a more fa v o r a b le a t t i t u d e tow ard th e v a lu e o f r e a d in g and th e d evelop m en t o f la n g u a g e s k i l l s . In a c a s e stu d y a n a l y s i s o f u n d e r a c h ie v in g g i f t e d elem en ta r y p u p ils ( F e in , 1 9 5 8 ) p a r e n ts o f u n d e r a c h ie v in g p u p ils w ere foun d to be o v e r p r o t e c t iv e , a t tim e s o v e r in d u lg e n t , in c o n s i s t e n t i n m a tte r s o f p r a is e o r r i d i c u l e , and in c o n s i s t e n t in d e v e lo p in g v a l u e s , s ta n d a r d s , o r l i m i t s o f b e h a v io r . A stu d y by C ooper and L ew is (1 9 6 2 ) o f th e p roblem o f a t t i t u d e g e n e s i s , a lth o u g h u s in g a sam ple o f h ig h s c h o o l s t u d e n t s , i s in c lu d e d h e r e b eca u se o f i t s s tr o n g im p lic a t i o n s r e l a t i v e to th e e le m e n ta r y l e v e l . One phase o f t h i s i n v e s t i g a t i o n h y p o th e s iz e d t h a t s t u d e n t s who e v a lu a te d p a r e n ts r e l a t i v e l y h ig h , a s m easured by th e P a ren t E v a lu a t io n S c a le , w ould have a t t a in e d r e l a t i v e l y h ig h acad em ic 36 s t a t u s ; and s t u d e n t s who e v a lu a te d t h e i r p a r e n ts r e l a t i v e l y lo w , w ould be r e l a t i v e l y low in acad em ic a c h ie v e m e n t. R e s u lt s in d i c a t e d t h a t in a l l fo u r i n t e l l i g e n c e l e v e l s th e h ig h a c h ie v e r s g a v e h ig h e r p a ren t e v a lu a t io n s th a n d id low a c h i e v e r s . C o n c lu s io n s d em on strated t h a t s t u d e n t s who have f e e l i n g s o f warmth and a f f e c t i o n f o r t h e i r p a r e n t s p e r c e iv e t h e i r p a r e n t s ' s o c i a l i d e o lo g i e s a s r e l a t i v e l y s i m i l a r to t h e i r own and su ch s t u d e n t s tend to p erform r e l a t i v e l y w e ll a c a d e m ic a lly . R ig n e s s (1 9 6 5 ) found t h a t p a r e n ts o f s u c c e s s f u l s t u d e n t s ten d to u rg e o r a d v is e , w h erea s p a r e n ts o f non s u c c e s s f u l s t u d e n t s w ere more p u n it iv e . A s tu d y (Sh aw , 196M-) u t i l i z i n g th e Independence T r a in in g I n v e n to r y to m easu re p a r e n t a l a t t i t u d e s compared th e p a r e n t s o f s i x t y - f o u r h ig h s c h o o l a c h ie v e r s and f i f t y - o n e u n d e r a c h ie v e r s a l l h a v in g an I .Q . o f 110 o r a b o v e. The stu d y d id n o t r e s u l t i n c l e a r s p e c i f i c ou tcom es b u t s u g g e s te d fo u r h y p o th e s e s : ( 1 ) The demands made by p a r e n ts o f a c h ie v e r s a r e more s p e c i f i c . ( 2 ) P a r e n ts o f a c h ie v e r s w ant t h e i r c h ild r e n to be in d e p e n d e n t in d e c i s i o n s . ( 3 ) P a r e n ts o f a c h ie v e r s e x p e c t more a d u l t - l i k e b eh a v io r from t h e i r c h i l d r e n . (*f) P a r e n ts o f u n d e r a c h ie v e r s em p h asize t h a t t h e i r c h ild r e n p r o t e c t t h e i r p e r s o n a l r i g h t s . 1 .3 0 — O ther A d u ltb . D 'H e u r le, e t a l . (1 9 5 9 ) in. t h e i r i n v e s t i g a t i o n o f p e r s o n a li t y , i n t e l l e c t u a l , and 37 a ch ie v em en t p a tte r n s i n g i f t e d c h ild r e n , found t h a t a c h ie v e r s w ere a b le to g e t a lo n g w e ll w ith a d u lt s and p e e r s . Durr and C o llie r (I 9 6 0 ) found t h a t a c h ie v e r s ten d ed to g e t a lo n g b e t t e r w ith o th e r p eo p le th a n u n d e r a c h ie v e r s . Some o ld e r but s t i l l r e le v a n t s t u d ie s (C ough, 1 9 5 3 ) ( A lt u s , I 9W 8 ) in d ic a t e t h a t s o c i a l e x t r o v e r s io n and a d ep en dent a t t i t u d e on p eo p le i s p r e d ic t iv e o f u n d era ch iev em en t. lA O — A b i l i t i e s o f T e a c h e r s. R ig n e ss (1 9 6 5 ) r e p o r te d th a t a c a d e m ic a lly s u c c e s s f u l and n o n s u c c e s s fu l p u p ils w ere d if f e r e n t i a t e d in term s o f t h e i r f e e l i n g s r e g a r d in g th e academ ic com petency o f t h e i r f a v o r it e t e a c h e r . High a c h ie v e r s d em on strated more p o s it iv e a t t i t u d e s . In an in te r v ie w stu d y d e a lin g w ith th e e f f e c t o f s c h o o l p erso n n el on s o c i a l m o b ility ( G o t t lie b , 1 9 6 2 ) i t was co n clu d ed th a t te a c h e r s and c o u n s e lo r s were more i n f l u e n t i a l r e l a t i v e to lo w e r c l a s s b o y s d e c is io n to a tte n d c o l l e g e th an h ig h e r s t a t u s p e e r s . M e tf e s s e l (1 9 6 3 ) found t h a t th e r e was a p o s i t i v e r e la t io n s h ip betw een th e a b i l i t y o f a s s o c i a t e s , in c lu d in g t e a c h e r s , p a r e n t s , and p e e r s and a s t u d e n t 's m o tiv a tio n to a c h ie v e m e n t. 1 .5 0 — A b i l i t i e s o f P a r e n ts . W e s tfa ll ( 1 9 5 8 ) , in a d o c to r a l r e s e a r c h , s tu d ie d a c a d e m ic a lly t a le n te d h ig h s c h o o l s tu d e n ts . H is r e s e a r c h co n clu d e d t h a t c h ild r e n 38 whose p a r e n ts were o f a h ig h e r e d u c a tio n a l l e v e l w ere more con cern ed w ith th e c h i l d ' s s o h o la s t ic s t a t u s and t h a t th e a ch iev em en t o f th e p a r e n ts serv ed a s an in s p ir a t io n f o r th e c h ild to im prove. F a th er s o f a c h ie v e r s u s u a lly had b een s u c c e s s f u l v o c a t io n a lly , and m others o f a c h ie v e r s were u s u a lly h o u sew iv es who had a ch ie v ed e d u c a t io n a lly . R ob erts (1 9 6 2 ) r e p o r te d f a t h e r s o f h ig h a c h ie v e r s w ere more o f t e n engaged i n h ig h e r -r a n k in g o cc u p a tio n s than were f a t h e r s o f low a c h ie v e r s . Both p a r e n ts o f h ig h a c h ie v e r s had a s l i g h t l y h ig h e r form al e d u c a tio n th an th o se o f low a c h ie v e r s . 1 .6 0 —A b i l i t i e s o f Other A d u lts . MacCurdy (1 9 5 6 ) found t h a t some s u p e r io r s c ie n c e stu d e n ts worked w ith a s c i e n t i s t o r had a s c i e n t i s t a s t h e ir p e r so n a l h e r o . Many knew p e o p le o f a b i l i t y who were s tim u la tin g in f lu e n c e s in t h e i r l i v e s . 1 .7 0 — A b i l i t i e s o f P e e r s . MacCurdy (1 9 5 6 ) i n th e stu d y r e fe r r e d to above found th a t a lm o st a l l o f th o s e s tu d e n ts o f s u p e r io r s c i e n t i f i c a b i l i t y had f r ie n d s who a ls o w anted to be s c i e n t i s t s . Edwards and W ilson (1 9 6 1 ) s tu d ie d th e im pact o f so cio eco n o m ic s t r a t i f i c a t i o n on edu c a t io n a l ach iev em en t and a s p ir a t io n s in the c a s e o f s ix t h - grade b o y s and co n clu d ed th a t in a l l so cio eco n o m ic s t r a t a th e r e was a ten d en cy f o r boys to a s s o c ia t e w ith p e e r s o f 39 l i k e a s p i r a t i o n s . McDonald (196*0 in a stu d y w it h l e v e l s o f a c h ie v e ment r a is e d q u e s tio n s r e g a r d in g th e a ssu m p tio n t h a t s o c io econ om ic c l a s s i s r e la t e d to e i t h e r a p t it u d e , a c h ie v e m e n t, o r m o t iv a t io n . He s t r e s s e d th e im p r e s s io n t h a t e x t e r n a l c l a s s i f i c a t i o n s su ch a s e d u c a tio n and s t a t u s may m iss th e im p o r ta n t p o in t t h a t th e in d iv id u a l may be more l i k e th e l e v e l he a s p ir e s to th a n th e one he i s i d e n t i f i e d w it h , p a r t i c u l a r l y when m aking e d u c a tio n a l v a lu e d e c i s i o n s . A p r e v io u s ly m en tion ed stu d y ( G o t t l i e b , 1 9 6 2 ) a ls o t a k e s i s s u e w ith many o f th e c l a s s i c a l s o c i o l o g i c a l s t u d ie s b etw een s o c i a l c l a s s s t a t u s and e d u c a t io n a l e x p e r ie n c e s . The s tu d y su rm ise s t h a t s o c i a l c l a s s i s t i e d i n w ith f r ie n d s h ip p a t t e r n s . W eatherford (196*+) in v e s t ig a t e d th e r e la t io n s h ip o f p e e r p o p u la r it y w ith a c h ie v e m e n t. The stu d y h a s li m i t a t i o n s i n term s o f m easu rin g d e v ic e s and sam ple s i z e . H ow ever, he found a s i g n i f i c a n t r e la t io n s h ip b etw een a ch iev em en t and p e e r p o p u la r ity and t h a t s c h o l a s t i c en d ea v o r was more c l o s e l y r e la t e d to p e e r p o p u la r ity f o r g i r l s th a n f o r b o y s . 2 .0 0 — A s s o c ia t io n s S o c ia l Domain 2 .1 0 - -P e e r A c c e p ta n c e . S e v e r a l o ld e r s t u d ie s (G r a n zo w 's, 195*+) (A rm stron g, 1 9 5 5 ) ( W illia m s , 1 9 5 8 ) (R o b in v o w itz , 1 9 5 6 ) ( B a r r e t t , 1 9 5 7 ) in d i c a t e a r e la t io n s h ip b etw een a ch iev em en t and p e e r o r c la s s r o o m a c c e p ta n c e . bO T h ese s t u d i e s fou n d c la s s m a te s more a c c e p t in g o f a c h ie v e r s th a n o f u n d e r a c h ie v e r s . Brews (1 9 5 7 ) fo u n d low a c h ie v e r s to v a lu e h ig h ly p o p u la r it y w ith p e e r s . C u tts and M osely (1 9 5 7 ) a s w e l l a s S u t c l i f f (1 9 5 8 ) foun d t h a t p e e r s t a t u s , r e c o g n i t i o n , and i d e n t i f i c a t i o n w it h o t h e r s to be i n t r i n s i c f a c t o r s i n m o t iv a t io n . A n tes (196*+), a s a p a r t o f h i s p r e v io u s ly r e p o r te d s t u d y , c o n c lu d e d : ( 1 ) h ig h and a v e r a g e a ca d em ic a c h ie v e r s w ere p e r c e iv e d s i m i l a r l y by t h e i r c la s s m a t e s ; ( 2 ) lo w a c h ie v e r s w ere re g a rd ed a s more a g g r e s s i v e , l e s s s o c i a l l y a c c e p t a b le , and more w ithdraw n when com pared to a v e r a g e a c h ie v e r s ; ( 3 ) s i g n i f i c a n t d i f f e r e n c e s i n th e p e r c e p t io n s o f p e e r s b etw een h ig h and lo w a c h ie v e r s w it h low a c h ie v e r s b e in g r e g a r d e d a s l e s s s o c i a l l y a c c e p ta b le and more w ith d raw n th a n h ig h a c h ie v e r s . Muma (1 9 6 5 ) t e s t e d th e h y p o t h e s is t h a t a ca d em ic p erfo rm a n ce o f s t u d e n t s , j u n io r and s e n io r h ig h , w as r e l a t e d to e x tr e m e s in p e e r c h o ic e . He found t h a t i n d i v i d u a l s who w ere h ig h ly a c c e p te d by t h e i r p e e r s w ere more s u c c e s s f u l a c a d e m ic a lly . Muma co n c lu d e d t h a t aca d em ic p e r form ance i s an in d e x o f s o c i a l a d ju s tm e n t. S t u d ie s w it h d iv e r g e n t f in d in g s have b een r e p o r te d i n t h i s a r e a su ch a s i n v e s t i g a t i o n s by R ig n e s s (1 9 6 5 ) and Combs (19*+6) d e a lin g w it h p e e r r e l a t i o n s h i p s . B oth i n v e s t i g a t o r s r e s t r i c t e d t h e i r sa m p les to b r i g h t , h ig h s c h o o l b o y s . R ig n e ss found th a t p o p u la r ity w ith p e e r s was more im p o rta n t to n o n s u c c e s s fu l stu d e n ts th an s u c c e s s f u l s t u d e n t s . However, Combs co n clu d es t h a t u n d e r a c h ie v e r s were c h a r a c te r iz e d by fe a r fu ln e s s and s u s p ic io n o f p e e r s . A nother in s ta n c e o f seem ing c o n tr a d ic to r y r e s u l t s i s th e r e p o r t o f one stu d y (S e x to n , 1961) t h a t a c h ie v e r s a r e more o f t e n h e ld in contem pt by t h e ir p e e r s due to th e h eavy em phasis in s c h o o ls on co m p etitio n and te a c h e r a p p r o v a l. K arnes (1 9 6 1 ) in a stu d y con cern in g th e a d ju stm en t o f a c h ie v e r s conoluded th a t " o v e r a c h ie v e r s saw th e m se lv e s a s more a c c e p te d by p e er s than d id u n d e r a c h ie v e r s ." In summary th e con sen su s o f th e l i t e r a t u r e i s t h a t low a c h ie v e r s have a stro n g need f o r a c c e p ta n c e and popu l a r i t y due to t h e ir dependence but t h a t a c h ie v e r s g e n e r a lly a r e to a g r e a te r d egree a ccep ted by t h e i r c la s s m a te s . 2 .2 0 — P eer R e la tio n s h ip s . Schmuck (1 9 6 3 ) i n v e s t i g a te d th e r e la t io n s h ip between a p u p i l ' s academ ic p erform an ce and h is s e lf - c o n c e p t a s p eer and p u p il. He found th a t p u p ils who a re a c c u r a te in e s tim a tin g t h e i r s t a t u s p o s it io n s and have low s t a t u s in th e p eer group a re l e s s l i k e l y to u s e t h e i r academ ic a b i l i t i e s than p u p ils who a r e a c c u r a te and have h ig h s t a t u s . B ish to n (1 9 5 7 ) in a stu d y o f s u p e r io r e ig h th -g r a d e s t u d e n t s , found th a t a c h ie v e r s tend t o h ave c lo s e and v a lu e d p e e r r e la t io n s h ip s . L e s s in g e r and M ortinson (1 9 6 1 ) * f 2 found some ev id e n c e t h a t a c h ie v e r s may tend to a s s o c ia t e w ith o ld e r stu d e n ts and C a s s e ll (1 9 6 2 ) con clud ed t h a t a c h ie v e r s a re in c lin e d t o be from upper socioecon om ic l e v e l s and to s e l e c t f r ie n d s from u pper l e v e l s . Durr and C o llie r (I 9 6 0 ) found t h a t a c h ie v e r s ten ded to g e t a lo n g b e t t e r w ith o th e r s th an u n d e r a c h ie v e r s . 2 .3 0 — S o c ia l A cc ep ta n ce. A stu d y (W illia m s, 1 9 5 8 ) d esig n ed to d eterm in e w h eth er s o c i a l a cc ep ta n ce can s i g n i f i c a n t l y in flu e n c e perform ance con clu d ed t h a t , in th e c a se o f g i f t e d ele m en ta r y c h ild r e n s o c ia l a cc e p ta n ce w ith p ee r s and a d u lts was r e la t e d to th e h ig h e r academ ic l e v e l . The above fin d in g was su p p o rt f o r an o ld e r stu d y ( B a r r e t t , 1957) w hich re p o r te d a c o r r e la t io n betw een s o c i a l a ccep ta n ce and academ ic p erform an ce. 2.*+0— L ea d ersh ip R o le s . F ran kel (I 9 6 0 ) in a matched p a ir stu d y o f f i f t y h ig h s c h o o l boys re p o r te d t h a t a c h ie v e r s were more co n fo rm in g , r a r e ly broke sc h o o l r e g u la t i o n s , p a r t ic ip a t e d in more sc h o o l a c t i v i t i e s and assum ed more p o s it io n s o f le a d e r s h ip and r e s p o n s i b i l i t y . Three s t u d ie s , (H o lla n d , 1 9 6 1 ) , (R o b e r ts , 1 9 6 2 ), (H a v ig h u r st, 1962) a l l support th e c o n c lu s io n th a t a c h ie v e r s ten d to assume and a re ch o sen f o r le a d e r s h ip r o l e s . 3 .0 0 — A dult A pproval 3 .1 0 — A du lt A pproval o f P erform ance. M e tfe s s e l » f 3 (1 9 6 3 ) foun d t h a t s tu d e n ts who r e c e iv e a p p r o v a l o f p a r e n ts and o t h e r a d u lt s w ere more l i k e l y to a c h ie v e a c a d e m ic a lly . Morrow and W ilson (1 9 6 1 ) i n a stu d y o f th e p a r e n ta l r e l a t i o n s h i p s o f h ig h s c h o o l hoys found su p p o r t f o r th e h yp oth e s i s t h a t b r i g h t , h ig h a c h ie v e r s ' p a r e n ts w ere more a p p ro v i n 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 r a g in g w it h r e s p e c t t o a cad em ic a c h ie v e m e n t. The 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 fa m ily m orale f o s t e r s academ ic a c h ie v e m e n t by f o s t e r i n g p o s i t i v e a t t i t u d e s tow ard t e a c h e r s , s c h o o l , and i n t e r e s t in i n t e l l e c t u a l a c t i v i t i e s . B arw ick and A rbuckle (1 9 6 2 ) a l s o i n v e s t i g a t e d th e r e l a t i o n s h i p b etw een p a r e n ta l a c c e p ta n c e , a s p e r c e iv e d by b o th p a r e n ts and e ig h th -g r a d e p u p i l s , and acad em ic a c h ie v e m en t. R e s u lt s in d ic a t e d b o y s' s c h o o l a ch ie v em en t t o be more c l o s e l y r e la t e d to a c c e p ta n c e by th e f a t h e r th a n by th e m o th er . In c r e a se d a c c ep ta n ce by b o th p a r e n ts was a s s o c i a t e d w ith h e ig h te n e d a c h ie v e m e n t. K arnes (1 9 6 1 ) found t h a t p a ren t a p p ro v a l o f a c h i l d w as c o n d u c iv e to acad em ic s u c c e s s and B is h to n (1 9 5 7 ) d is c o v e r e d t h a t i n t e l l e c t u a l l y s u p e r io r e ig h th -g r a d e c h ild r e n who s t r i v e d f o r h ig h a ch ie v em en t w ere l i k e l y to be h ig h ly m o tiv a te d by th e n eed 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 . 3 .2 0 — A d u lt A pproval o f F r ie n d s . S u t c l i f f e (1 9 5 8 ) found t h a t th e r e was a d e f i n i t e p o s i t i v e r e l a t i o n s h i p b etw een th e s u b je c t-m a tte r marks ea rn ed by h ig h s c h o o l b oys 1+lfr o f a b o v e-a v era g e m en tal a b i l i t y and th e p a r e n ta l a t t it u d e toward p u p ils 1 com p anion s. 3 .3 0 — R eason ab le E x p e o ta tio n s . Bierman ( 1 9 6 1 ) found a r e la t io n s h ip b etw een academ ic ach ievem en t and p a r e n ta l a t t it u d e tow ard a c h ie v em en t. He found th a t c h i l dren o f p a re n ts who r e q u ir e d u n r ea so n a b ly h ig h a ch iev em en t o r who showed no c o n c e r n , d id n o t a c h ie v e t h e ir e x p e c te d p o t e n t i a l . Two o th e r s t u d ie s (S y e d , 1 9 6 1 ) ( M e t f e s s e l, 1 9 6 3 ) a ls o found th a t a c h ie v e r s 1 p a r e n ts e x p e c t a ch iev em en t commensurate w ith a b i l i t y . M-.00— Moral and S o c ia l V a lu es * f.!0 — A ccep tan ce o f S o c ie t a l V alue System . S e v e r a l o ld e r s t u d ie s ( D ^ e u l e , 1959)» ( W e s t f a ll, 1 9 5 8 ), (R a th s, I9 6 0 ) found th a t a c h ie v e r s a t ta c h g r e a te r im portance to s o c i a l l y a cc ep te d a t t i t u d e s , b e l i e f s , and i n t e r e s t s . R aths con clu d ed th a t when e f f o r t s a re made to c l a r i f y a t t i t u d e s , p u r p o se s, a s p ir a t io n s , f e e l i n g s , i n t e r e s t s , and b e l i e f s , und erach ievem ent w i l l d e c r e a s e . He in d ic a te d th a t la c k o f ach ievem en t i s n o t m ere ly a s it u a t io n in whioh i n t e l l i g e n t s tu d e n ts a re r e c e iv in g p oor g r a d e s , b u t th a t i t i s a symptom o f th e s t u d e n t s 1 f a i l u r e to a c q u ir e a s e t o f v a lu e s f o r th e m s e lv e s . C arm ical (196*+) in a stu d y w ith ju n io r and s e n io r h ig h stu d e n ts o f b o th s e x e s found th a t a c h ie v e r s record ed **5 s i g n i f i c a n t l y h ig h e r r e s p o n s e s th a n u n d e r a c h ie v e r s f o r th e t h e o r e t i c a l , s o c i a l , and r e l i g i o u s v a l u e s , a s m easu red by th e A llp o r t-V e r n o n -L in d z e y S tu dy o f V a lu e s , H ow ever, a s tu d y u t i l i z i n g th e same in str u m e n t (Hummel and S p r i n t h a l l , 1 9 6 5 ) r e p o r te d d i s s i m i l a r f i n d i n g s . 5 .0 0 — P e r c e iv e d U t i l i t y o f S ch o o l E x p e r ie n c e 5 .1 0 — Freedom from Boredom . In a n o ld e r b u t r e l e v a n t s tu d y (Gowan, 1 9 5 7 ) s c h o o ls w ere c h a rg e d w it h f a i l u r e to c h a lle n g e some g i f t e d c h ild r e n r e s u l t i n g i n some p r i mary g r a d e c h ild r e n b e in g bored and i n a c t i v e . M e t f e s s e l (1 9 6 3 ) fo u n d t h a t a c h ie v e r s p e r c e iv e d t h e i r s c h o o l e x p e r i e n c e to be more c o n s t r u c t iv e and p u r p o s iv e th a n d id n on a c h i e v e r s . F ra n k e l ( I 9 6 0 ) , in a stu d y o f h ig h s c h o o l b o y s o f h ig h i n t e l l e c t u a l a b i l i t y , found t h a t u n d e r a c h ie v e r s demon s t r a t e d n e g a t iv e a t t i t u d e s , p o o r e r a t t e n d a n c e , more r e c o r d e d d i s c i p l i n a r y o f f e n s e s , and p a r t i c i p a t i o n i n fe w e r e x t r a c u r r i c u l a r a c t i v i t i e s . T h is c o n c lu s io n was c o r r o b o r a t e d i n a stu d y in a c h ie v em en t grou p co m p a riso n s o f b o th s e x e s ( R o b e r ts , 1 9 6 2 ) . B ro d ie (1 9 6 * 0 fou n d t h a t s a t i s f i e d s t u d e n t s g e n e r a l l y o u tp erfo r m ed d i s s a t i s f i e d o n e s . They a l s o e x c e l l e d on t e s t s w here acad em ic s k i l l s , a s com pared to g e n e r a l b ack grou n d in f o r m a t io n , w ere in v o lv e d to a g r e a t e r e x t e n t . C a r te r (1 9 6 1 ) r e p o r te d t h a t " o v e r a c h ie v in g s e v e n th and ke e ig h t h grade s t u d e n t s o f b o th s e x e s d em o n stra ted more i n t e l l e c t u a l c u r i o s i t y i n t h e i r r e s p o n s e s to th e C a lif o r n ia Study Methods S u r v e y ." 5 .2 0 — Im p o r ta n c e o f S c h o o l. Demos (1 9 6 2 ) fo u n d t h a t A n g lo -A m erica n s p e r c e iv e d e le m e n ta r y e d u c a tio n t o be more im p o rta n t th a n d id M ex ica n -A m erica n s. Two s t u d i e s (C u tts and M o se le y , 1 9 5 7 ) (N a so n , 1 9 5 8 ) found th a t a c h ie v e r s te n d to p e r c e iv e s c h o o l a s more im p o r ta n t in term s o f p r e p a r in g them f o r t h e f u t u r e . He co n clu d ed t h a t , i n h i s sa m p le, g i f t e d a c h ie v in g h ig h s c h o o l s tu d e n ts f e l t t h a t a l l o r some o f t h e i r c o u r s e s w ere good p r e p a r a tio n f o r t h e i r fu tu r e w h ile t h e lo w a c h ie v e r s in d ic a t e d th a t o n ly some o f t h e ir c o u r s e s w ere good p r e p a r a tio n f o r t h e i r fu tu r e • 5 .3 0 — S a t i s f y i n g E x p e r ie n c e s . Two r e s e a r c h e r s ( M e t f e s s e l, 1 9 6 3 ) ( G a r t e r , 1 9 6 1 ) r e p o r t t h a t a c h ie v e r s te n d to f e e l th a t s c h o o l i s p e r s o n a lly re w a rd in g . A p p ell (1 9 6 3 ) found t h a t u n d e r a c h ie v e r s d i s l i k e d s c h o o l and r e p r e s s e d s c h o o l e x p e r ie n c e s . U n d e r a c h ie v in g b o y s w ish ed to be i n t e l l e c t u a l l y s t i m u l a t e d , b u t w ere n o t s a t i s f i e d by th e s c h o o l ' s p r e s e n t c u r r ic u lu m . 5.*t0— C h a lle n g in g E x p e r ie n c e s . D r e s s e l and Grabow (1 9 5 8 ) g a th e r e d o p in io n s from g i f t e d g r a d u a te s c o n c e r n in g t h e i r h ig h s c h o o l e x p e r ie n c e . One c o n c lu s io n was t h a t ±7 c o u r s e s o f fe r e d by th e s c h o o ls were n o t c h a lle n g in g . Many s t u d e n t s I n d ic a te d th a t i t was th e e x t r a c u r r ic u la r a c t i v i t i e s w h ich r e a l l y p ro v id ed th e c h a lle n g e and s a t i s f a c t i o n n eed ed to make h ig h s c h o o l a p le a s u r a b le e x p e r ie n c e • 5 . 50— C o m p etitio n . C u tts and M osely (1 9 5 7 ) speak o f c h a lle n g e s tim u la tin g le a r n in g in t h e i r book a b o u t g i f t e d c h ild r e n . They r e p o r t th a t b r ig h t c h ild r e n r e c e iv e more s a t i s f a c t i o n in s u c c e s s when i t r e p r e s e n t s a v ic t o r y o v e r a f a i l u r e o f t h e i r own o r o v e r a c o m p e tito r . R osen (1 9 5 9 ) d id a stu d y w ith m oth ers and e o n s to m easure ach ievem en t m o tiv a tio n . He found t h a t p e o p le w ith h ig h a ch iev em en t m o tiv a tio n were e a g e r f o r t h e i r c h ild r e n to e x c e l i n c o m p e titio n . T h is r e s e a r c h e r r e p o r ts t h a t p e o p le w ith low ach ievem en t m o tiv a tio n due to t h e i r s o c i a l s t r u c t u r e had str o n g f e e l i n g s o f r e s ig n a t io n and f a t a lis m and perform ed ta s k s w ith o u t c o m p e titio n b e in g in v o lv e d . 5 .6 0 - -L ea rn in g f o r L e a r n in g 's S a k e. In th e book on te a c h in g b r ig h t and g i f t e d c h ild r e n p r e v io u s ly r e fe r r e d to (C u tts and M o seley , 1 9 5 7 ) i t i s r e p o r te d t h a t a c h ie v e r s te n d to f in d le a r n in g i n t r i n s i c a l l y re w a rd in g . T h is con c l u s i o n i s su p p orted in r e s e a r c h r e p o r te d by T e r r e ll and D urkin (1 9 5 9 )• A r e c e n t re v iew o f th e l i t e r a t u r e r e l a t i v e t o p r e d ic t io n o f academ ic perform ance (L a v ln , 1 9 6 5 ) in d i c a t e s t h a t p o s it iv e a t t i t u d e s tow ard s c h o o l, su ch a s bQ b e l i e f s in th e v a lu e o f i n t e l l e c t u a l p u r s u it and o f ed u ca t io n in g e n e r a l, a r e p o s i t i v e l y r e la t e d to academ ic p er form ance . 6 .0 0 — S u ccess P a tte r n s 6 .1 0 — P e r s i s t e n c e . L 'H eu le, e t a l . (1 9 5 9 ) i n a stu d y p r e v io u s ly m en tion ed found th a t h igh a c h ie v e r s were a b le to d ev elo p good work h a b it s and p e r s is t in fo llo w in g them . MacCurdy (1 9 5 6 ) in an o ld e r stu d y made s im ila r con c lu s io n s r e la t iv e to t h e te n a c io u s n e s s o f su p e r io r s c ie n c e s tu d e n ts in com p lyin g w ith a s s ig n m e n ts . S tu d ie s by C a rter (1 9 6 1 ) and W ilson and Morrow (1 9 6 2 ) r e p o rted s im ila r f in d in g s , n am ely, h ig h a c h ie v e r s a re more sy ste m a tic in com p le t in g homework, have h ig h e r grad e p o in t a s p ir a t io n s , and a r e l e s s d is t r a c t e d w h ile s tu d y in g . 6 .2 0 — Study H a b its . P r e v io u s ly m entioned s t u d ie s (D 'H eu le e t a l . . 1 9 5 9 ) (C a r te r , 1 9 6 1 ) (W ilson and Morrow, 1 9 6 2 ) a l l found t h a t a c h ie v e r s ten d to have w e ll o rg a n iz ed stu d y p la n s . C lo s e ly a s s o c ia t e d w ith fin d in g s r e l a t i v e to stu d y h a b its have been com m entaries and r e se a r c h s t u d ie s w hich have s t r e s s e d th e need to d e la y im m ediate g r a t i f i c a t io n and to p e r s i s t a t ta s k s w ith no im m ediate rew ards a s r e q u i s i t e s f o r h ig h academ ic a ch iev em en t. (L an vin, 1 9 6 5 ) (W ellin g to n and W e llin g to n , 1 9 6 5 ). 6 .3 0 — Academic S u c o e sa . S ev e r a l s t u d ie s a lr e a d y if9 d is c u s s e d (B is h to n , 1 9 5 7 ) (D 'H eule e t a l . . 1 9 5 9 ) (C a r te r , 1 9 6 1 ) (C a r te r , 196 1 ) (W ilson and Morrow, 1 9 6 2 ) in d ic a t e t h a t a c h ie v e r s have an en d uring p a tte r n o f s u c c e s s through co n fo rm in g to a ss ig n m e n ts . Kowitz and Arm strong (1 9 6 1 ) and R o b erts (1 9 6 2 ) r e p o r t s t u d ie s co n firm in g th e c o n t in u it y o f acad em ic s u c c e s s on th e p a rt o f a c h ie v e r s . 6.*+0— P r e v io u s Academic S u c c e s s . In a stu d y w ith e le v e n th -g r a d e s tu d e n ts co n cern in g p r e v io u s academ ic su c c e s s o r f a i l u r e (B y e r s , 1962) found t h a t s tu d e n ts who had e x p e r ie n c e d f a i lu r e in th e p a st s e t h ig h u n r e a l i s t i c g o a ls . Some s tu d e n ts who had been s u c c e s s f u l in th e p a s t s e t u n r e a l i s t i c a l l y low g o a ls in o rd er to conform to group norm s. Goal s e t t i n g p a tte r n s w ere more c l o s e l y a s s o c ia t e d w ith c u r r e n t than p a s t e x p e r ie n c e . Two s t u d ie s (K ow itz and A rm strong, 1 9 6 1 ) (H ollan d and N ic h o ls , 196*+) found th a t a c h ie v e r s in g e n e r a l have had s u c c e s s in th e p a s t . 6 .5 0 — Future Academic S u c c e s s . A stu d y w ith s ix t h - grad e b o y s (W ing, 1 9 6 2 ) r e p o r ts th a t s tu d e n ts who had been p r e v io u s ly s u c c e s s f u l a d ju ste d to f a i l u r e more r e a l i s t i c a l l y when i t o c c u r r e d . They w ere a b le to s e t t h e i r g o a ls i n a cco rd a n ce to t h e i r probably fu tu r e s u c c e s s e s and f a i l u r e s . Three o th e r s t u d ie s (B y e r s , 1 9 6 2 ) ( S p a ig h ts , 1 9 6 5 ) ( A u s t r in , 1965) con firm th e a c h ie v e r s * ten d en cy to have p o s i t i v e e x p e c ta tio n s f o r fu tu r e s u c c e s s . 50 7 ,0 0 — A u th o rity R e la t io n s h ip s 7 .1 0 — Freedom from D ependency. An o ld e r stu d y (A rm stron g, 1955) found t h a t u n d e r a c h ie v e r s were more e a s i l y in flu e n c e d by o t h e r s in t h e i r v o c a tio n a l c h o ic e s and g o a l s . Combs (196*0 i n h i s stu d y o f th e p e r c e p tio n o f s e l f and u nd erach ievem ent w ith a c a d e m ic a lly ca p a b le ju n io r h ig h b oys found th a t u n d e r a c h ie v e r s showed l e s s freedom and adequacy o f em o tio n a l e x p r e s s io n . A r e v ie w o f l i t e r a t u r e r e l a t i n g to th e t a le n t e d (G o ld b erg , 1 9 6 5 ) r e p o r ts t h a t the u n d er a ch iev e r was o f t e n found to be c y n i c a l , f e l t v ic t im iz e d by a d u lt a u t h o r it y , and p e r c e iv e d h i s fa m ily s it u a t io n a s h a v in g str o n g p a r e n ta l d o m in a tio n . 7 .2 0 — Freedom from E x c e s s iv e C o n f l i c t s . In a stu d y w ith ju n io r and h ig h s c h o o l s tu d e n ts ( G i l l and S p ilk a , 1 962) i t was found t h a t th e a c h ie v in g stu d e n t le a r n e d to conform to r u le s and r e g u la t io n s and d id n o t f e e l h o s t i l i t y toward a u th o r ity f ig u r e s b eca u se t h e i r demands have serv ed a s means f o r reward and p e r s o n a l s a t i s f a c t i o n . Two o th e r s t u d ie s (D 'H eule e t a l . . 1 9 5 9 ) (T eeh an , 1963) r e p o r t th e ten d en cy o f a c h ie v e r s to e x p e r ie n c e fe w e r c o n f l i c t s . 7 .3 0 — Freedom from F e e lin g s o f R e je c tio n . Walsh (1 9 5 6 ) stu d ie d f e e l i n g s o f in ad eq u acy in lo w -a c h ie v in g elem en ta ry b o y s. He fo u n d , by a somewhat q u e stio n a b le d o ll p la y m ethod, th a t a c h ie v e r s f e l t r e j e c t e d l e s s o fte n than 51 d id low a c h ie v e r s , B orw ick (I 9 6 0 ) r e p o r ts f in d in g s in c lu d in g th e co n c lu s io n t h a t h ig h - a c h ie v in g ju n io r h ig h b oys found f a t h e r s more a c c e p tin g and m oth ers l e s s a c c e p tin g than d id th e low a c h ie v e r s . M others w ere found to be most a c c e p tin g by th e a verage a c h ie v in g b o y s . Mother and f a t h e r a c c e p ta n c e a s p e r c e iv e d by th e g i r l s in c r e a se d a s th e l e v e l o f a c h ie v e ment became h ig h e r . 8 .0 0 — G oal D ir e c t io n 8 .1 0 — F u tu re Income A s p ir a t io n s . In a p r e v io u s ly re p o r te d stu d y (W ilson and Morrow, 1 9 6 2 ) h ig h - a c h ie v in g b oys o f s u p e r io r i n t e l l i g e n c e r e p o r te d h ig h e r c a r e e r and incom e a s p ir a t io n s than t h e ir i n t e l l e c t u a l p e e r s o f lo w academ ic s ta n d in g . T a y lo r and Farquhar (1 9 6 5 ) d e s c r ib e th e lo w -a c h ie v in g s tu d e n t a s one who f e l t l i t t l e d ir e c t io n in l i f e but a t th e same tim e m a n ifeste d u n d e r ly in g t e n s i o n s , a s com pared to th e more p o s i t i v e l y d ir e c t e d h ig h a c h ie v e r . 8 .2 0 — A b i l i t y t o Work Long and H ard. C u tts and M oseley i n t h e i r 1957 book ab out th e g i f t e d c h ild p u t f o r t h th e id e a t h a t th e h ig h a c h ie v e r s e t s h ig h g o a ls and i s a b le to work h i s way s t e p by ste p toward th e g o a l . He h a s th e a b i l i t y t o be s in c e r e and in d u s tr io u s about h is a s p ir a t io n s . In c o n t r a s t , th e u n d e r a c h ie v e r la c k s the d r iv e to c o n tin u e s t r i v i n g when th e problem becom es d i f f i c u l t . Two s t u d ie s 52 ( B a r r e t t , 1957) (A p p e ll, 1 9 6 3 ) su p p o rt t h i s c o n c lu s io n th a t a c h ie v e r s tend to p e r s i s t in t h e i r lo n g -r a n g e g o a ls . 8 .3 0 — E d u ca tio n a l A s p ir a t io n s . F ran k el (I 9 6 0 ) d id a stu d y w ith s e n io r h ig h male s t u d e n t s i n an e f f o r t to d eterm in e th e c a u se s fo r th e d if f e r e n c e in academ ic p e r form ance o f boys w ith h ig h i n t e l l e c t u a l a b i l i t y . One o f h i s c o n c lu s io n s was t h a t a c h ie v e r s reg a rd ed c o l le g e a s p r e p a r a to r y f o r grad u ate s c h o o l and a c a r e e r in s c ie n c e w h ile th e u n d e r a c h ie v e r s ten d ed to th in k o f c o l le g e in term s o f d ir e c t v o c a t io n a l p r e p a r a tio n . Nason (1 9 5 7 ) found t h a t academ ic p la n n in g i s a f a c t o r in f lu e n c in g th e a c h ie v e ment o f p u p ils o f s u p e r io r i n t e l l i g e n c e a t a l l grad e l e v e l s o f th e s e n io r h ig h s c h o o l. 8.M-0— C areer A s p ir a t io n s . S tu d ie s p r e v io u s ly men tio n e d (C u tts and M o sele y , 1 9 5 7 ) ( B is h t o n , 195 7 ) (Todd, 1 9 6 2 ) (W ilso n and Morrow, 1 9 6 2 ) (F arquhar and T a y lo r , 1 9 6 5 ) a l l r e p o r t th e ten d en cy o f a c h ie v e r s to have more d e f i n i t e c a r e e r p la n s . 8 .5 0 — I n t e r n a liz e d G o a ls. A stu d y w ith f i f t h g r a d e r s (S u tto n , 1 9 6 1 ) co n clu d ed t h a t p a r e n ta l i n t e r e s t and u n d er sta n d in g h elp ed th e c h ild to c o n tin u e a c h ie v in g but t h a t o v e r p r o te c tio n and o v e r s o l i c i t a t i o n may have cau sed th e c h il d to lo w er h i s l e v e l o f a c h ie v e m e n t. Kahl (1 9 5 3 ) found t h a t o n ly so n s who in t e r n a liz e d th e encouragem ent o f 53 p a r e n ts t o u se e d u c a tio n to clim b in t o th e m iddle c l a s s overcam e th e o b s t a c l e s b e fo r e them . 8 ,6 0 — Im p u lse C o n tr o l. As a lr e a d y re p o r te d D a v id s and Sidman (1 9 6 2 ) fou n d t h a t a c h ie v e r s have th e a b i l i t y to d em o n stra te a p a t t e r n o f d e fe r r e d g r a t i f i c a t i o n . 9 .0 0 — S e l f C oncent 9 .1 0 — S e lf - C o n f id e n c e . Two s t u d ie s (Shaw , I 9 6 0 ) (P in k , 1 9 6 2 ) r e p o r t s i g n i f i c a n t d i f f e r e n c e s b etw een l e v e l s o f a ch ie v em en t in b o y s in term s o f s e l f - e s t e e m . Shaw fou n d boy a c h ie v e r s r e l a t i v e l y more p o s i t i v e ab ou t th e m s e lv e s than d id u n d e r a c h ie v e r s ; h o w ev er, r e s u l t s o b ta in e d f o r g i r l s were n o t d e f i n i t i v e . P in k a l s o found a r e la t io n s h ip e x i s t e d betw een a d eq u a cy o f s e l f co n ce p t and l e v e l o f acad em ic a ch iev em en t f o r b o y s b u t n o t f o r g i r l s . Bruck and Bodwin (1 9 6 2 ) s tu d ie d c h ild r e n from th e t h ir d , s i x t h , and e le v e n t h g r a d e s . They found a c o r r e la t i o n betw een im m ature s e l f - c o n c e p t s and u n d era ch iev em en t. B a r r e tt (1 9 5 7 ) and P ep p e rt and A rcher (1 9 6 3 ) a ls o r e p o r t t h a t a c h ie v e r s p e r c e iv e th e m s e lv e s a s p o s s e s s in g co m p eten t s k i l l s and a b i l i t i e s . 9 .2 0 — Freedom from P e e lin g o f I n f e r i o r i t y . S t u d ie s a lr e a d y d is c u s s e d (D 'H e u le , e t a l . . 1 9 5 9 ) (Combs, 1 9 6 3 ) (Shaw, I 9 6 0 ) r e p o r t t h a t a c h ie v e r s a r e more a c c e p tin g o f th e m s e lv e s and ten d to f e e l th e y a r e a c c e p ta b le to o t h e r s . 9 .3 0 — Freedom from E x c e s s iv e F ea rs and A n x i e t i e s . The f e a r o f f a i l u r e w hich a p p ea rs to m it ig a t e a g a in s t le a r n in g h a s b een found to a g r e a t e r d eg ree in u n d e r a c h ie v e r s by s e v e r a l r e s e a r c h e r s (D 'H eule e t a l . . 1 9 5 9 ) (Shaw , I 9 6 0 ) ( M e t f e s s e l, 1 9 6 3 ) . 1 0 .0 0 — I n t e r e s t s 1 0 .1 0 — Spontaneous I n t e r e s t s . I n t e l l e c t u a l c u r i o s i t y a s d e fin e d by C a rter (1 9 6 1 ) and i n t r i n s i c m o tiv a t io n , a s d is c u s s e d by Payne and Farquhar (1 9 6 5 ) w ere found to be s i g n i f i c a n t l y r e la t e d to h ig h a ch iev em en t and have b een p r e v io u s ly r e p o r te d in a re a 5 .0 0 — P e r c e iv e d U t i l i t y o f S ch o o l E x p e r ie n c e . C u tts and M oseley (1 9 5 7 ) and S u t c l i f f e (1 9 5 8 ) e a r l i e r r e p o r te d th a t a c h ie v e r s a r e in c li n e d to be m o tiv a te d by sp o n ta n eo u s i n t e r e s t s . 1 0 .1 1 — L e isu r e Time A c t i v i t i e s . R o b erts (1 9 6 2 ) r e p o r te d t h a t low a c h ie v e r s sp e n t more tim e in p a s s iv e e n te r ta in m e n t, i . e . , t e l e v i s i o n v ie w in g , r e a d in g o r a t t e n d in g m o v ie s , w h ile more h ig h a c h ie v e r s in d ic a t e d t h a t th e y to o k m usic le s s o n s and h e ld more c lu b o f f i c e s . P erron e (1 9 6 5 ) a l s o r e p o r ts th a t in h i s stu d y o f e ig h th -g r a d e g i r l s tim e to e n jo y i n t e r e s t s and h o b b ie s was p o s i t i v e l y r e la t e d to i n t e l l i g e n c e and s c h o o l a ch ie v em en t. C o n tra d ic to r y f in d in g s a re r e p o r te d by W e llin g to n and W e llin g to n ( 1 9 6 5 ). They found no in d i c a t io n t h a t 55 o u ts id e i n t e r e s t s d i f f e r e n t i a t e u n d e r a c h ie v e r s from a c h ie v e r s,, Two s t u d ie s ( B a r r e t t , 1 957) (T r a c e y , 1963) found th a t a c h ie v e r s have more v a r ie d h o b b ie s . The o b je c t iv e o f t h i s s e c t io n o f t h i s ch a p te r was to p r e s e n t the f in d in g s r e p o r te d in th e p r o fe s s io n a l l i t e r a tu r e r e la t in g to a ch iev em en t and th e r e b y se r v e a s a v a lid a t io n o f th e s e le c t e d c o n c e p ts com posing th e M O W I u sed in t h i s stu d y . The m a jo rity o f s t u d ie s c i t e d in t h i s rev iew o f th e r e se a r c h lit e r a t u r e co n cern ed m id d le -c la s s A nglo-A m erican p u p ils , s t a t i s t i c a l l y d e fin e d a s u n d e r a c h ie v e r s , a c h ie v e r s , a n d /o r o v e r a c h ie v e r s . In t h i s r e g a r d , no c o n s is t e n t in d ex was u sed from one stu d y to a n o th e r in d e fin in g d is c r e p a n t a ch ie v em en t, th e c r i t e r i o n o f a c c e p ta b le o r h igh a c h ie v e m ent, o r "high I.Q ." M easures u sed to a s s e s s th e p resen ce o f p o s it iv e a t t it u d e s tow ard a u th o r it y f ig u r e s , p e e r s , and s c h o o l, in clu d ed p r o j e c t iv e and p e r s o n a lity t e s t s a s w e ll a s stu d y h a b its i n v e n t o r i e s , and str u c tu r e d in te r v ie w s , to name o n ly a few o f th e p r o c e d u r e s. D isp a r a te r e s u l t s were a ls o en cou n tered in term s o f b e h a v io r a l d e f in i t io n s o f th e u n d er a ch iev er a s compared t o th e a c h ie v in g p u p il. However, c e r t a in agreem ent was found in a t t r i b u t e s u sed to d e fin e th e h ig h -a c h ie v in g p u p il. R e s u lts o f th e se in v e s t ig a t io n s sh ou ld be in te r p r e te d in l i g h t o f th e u n iv e r s e sam pled, 56 c r i t e r i o n m easu res em p loyed , and th e o p e r a tio n a l d e f i n i t io n s advanced by r e s e a r c h e r s . The n eed to in v e s t i g a t e f a r t h e r a l l p u p ils th ro u g h o u t th e a ch iev em en t continuum , in o r d e r to d eterm in e th e p r e se n c e o f d is t in g u is h a b le c h a r a c t e r i s t i c s o f th e h ig h academ ic a c h ie v e r , i s a p p a r en t. P a r t I I I . C u ltu r a l and E th n ic I n flu e n c e s When c o n s id e r e d a s a s e p a r a te p o p u la tio n , lo w e r c l a s s c h ild r e n have d em on strated r e l a t i v e l y poor s c h o o l a ch iev em en t ( A n a s t a s i, 1 9 5 8 ) ( B a t t l e , 196 5 ) (G ough, 196*0; n e g a t iv e a t t i t u d e s tow ard e d u ca tio n (H ieronym us, 1 9 5 1 ) (C h a r te r s , 1 9 6 3 ); lo w e r ach ievem en t m o tiv a tio n on th e b a s i s o f n Ach m easu res (D ouvan, 1 9 5 6 ) (R o sen , 1 9 5 6 ), and a m o tiv a tio n a l t r a in in g program (K olb , 1 9 6 5 ); and have sc o r e d lo w e r on b o th s ta n d a r d iz e d group i n t e l l i g e n c e t e s t s (K n ie f and S tr o u d , 1 9 5 9 ) (C ronbach, I 9 6 0 ) , and c u l t u r e - f a i r t e s t s (H aggard, 1 9 5 * 0 . O th e r s, h o w ev er, have p r e s e n te d c o n t r a d ic t o r y e v i dence c o n c e r n in g t h i s h ig h ly v a r ia b le group o f lo w e r c l a s s y o u th . Two su ch s t u d i e s , by G o ttlie b (1 9 6 2 ), and McDonald (196*4-), s u g g e s te d th e p resen ce o f a s p ir a t io n l e v e l o r v a lu e s a s in te r v e n in g v a r i a b le s betw een lo w e r c l a s s s t a t u s and s c h o o l a c h ie v e m e n t. In contem porary Am erican S o c ie t y , m in o r ity group m em bership h a s o f t e n b een a s s o c ia t e d w ith lo w er c l a s s 57 s t a t u s . Jack son and S t r a t t n e r (196*0 i n r e v ie w in g th e r e s e a r c h on th e r e la t io n s h ip o f n o n c o g n it iv e v a r ia b le s w ith s c h o o l le a r n in g , n o ted th e p rob lem o f p a r t i a l i n g o u t th e s e p a r a te e f f e c t s o f th e two g rou p m em bersh ip s. These r e s e a r c h e r s n o te th e u n sp ok en c o n c lu s io n o f much r e s e a r c h i n t h i s a r e a to be t h a t i l l e f f e c t s ca u se d by m em bership in a low s o c i a l c l a s s group a re compounded by m em bership in a m in o r ity grou p . Of p a r t ic u la r i n t e r e s t to th e c u r r e n t stu d y w ere com m entaries by L arson and O lson ( 1 9 6 3 ) , Passow ( 1 9 6 3 ) , and C l i f t (1 9 6 * 0 , a l l o f whom h ave u rg ed even f u r th e r d e lin e a t io n , m ost p a r sim o n o u sly e x p r e s s e d in th e q u e s tio n posed by C l i f t , "What a r e th e ty p e s o f ach iev em en t m o tiv a tio n th a t a re s o c i a l l y s a n c tio n e d f o r in d iv id u a ls o f a g iv e n s o c i a l c l a s s by a c e r t a in e t h n ic id e n t it y ? " S tu d ie s o f M exican-A m erican P u p ils The m a jo r ity o f i n v e s t i g a t o r s r e p o r tin g c r o s s - c u l t u r a l s t u d ie s o f A n glo-A m erican and M exican-A m erican y o u th h ave a t tr ib u t e d lo w e r a c h ie v e m e n t, i n t e l l i g e n c e , and s o c i a l s t a t u s to th e l a t t e r g rou p ; h o w ev er, n o t w ith o u t c e r t a in q u a l i f i c a t i o n s . R esea rch in th e a r e a o f compara t i v e m o tiv a tio n to a c h ie v e in s c h o o l h a s b een e s s e n t i a l l y la c k i n g . C lin e (1 9 5 6 ) c l a s s i f i e d j u n io r h ig h s c h o o l boys and g i r l s in t o th r ee so c io e c o n o m ic s t a t u s g ro u p s and a d m in is te r e d th e O tis and S ta n fo r d A ch ievem en t T e s t s . The sam ple 58 c o n s is te d o f 157 A nglo-A m erican and 197 Spanish-A m erican p u p ils . C lin e co n clu d ed th a t b ic u ltu r a lis m a s an in d ep en dent f a c t o r d id n o t f u n c t io n in sc h o o l a ch iev em en t. How e v e r , when b ic u lt u r a lis m was c o n sid er ed to g e th e r w ith so cio eco n o m ic l e v e l , th e r e were r e la t io n s h ip s w ith a c h ie v e ment a s f o llo w s : A nglo-A m erican p u p ils a t th e u p p er s o c io econom ic l e v e l ten d ed to a c h ie v e b e t t e r than S p a n ish - Amerleans a t t h a t l e v e l ; m iddle socioecon om ic A nglo- American p u p ils a c h ie v e d s ig n i f i c a n t l y b e t t e r than t h e i r e th n ic group p e e r s ; and a t th e lo w er socioecon om ic l e v e l , both grou p s a c h ie v e d e q u a lly p o o r ly . Brown i n h is stu d y o f th e two e th n ic g ro u p s, found th a t a t each grad e l e v e l stu d ie d th e re were s i g n i f i c a n t d if f e r e n c e s in t e s t s c o r e s fa v o r in g the A nglo-A m erican p u p ils . In r e la t io n s h ip to s o c ia l c l a s s , how ever, he s ta te d : S o cio eco n o m ic s t a t u s a s m easured, th e n , was n o t h ig h ly r e la t e d to th e ach ievem en t o f th e M exican- A m ericans b eca u se o f th e r e s t r ic t e d range o f o c c u p a tio n a l l e v e l s , but was r e la t e d to th e a ch iev em en t o f th e A nglo-A m erican s, th o se h a v in g th e h ig h e r so cio eco n o m ic r a t in g s ten d in g to have th e h ig h e r a ch iev em en t s c o r e s . (Brown, 1 9 5 6 , P . 1 2 3 ) A ttem p ts to c o n t r o l v e r b a l b ia s through th e u s e o f c u ltu r e f r e e t e s t s h a s a ls o done l i t t l e more than to con firm th e above n o te d d is c r e p a n c ie s found in sta n d a r d iz e d t e s t s . S t a b le i n , e t a l . . con clu d ed th a t the S p a n ish - American group was a s d if f e r e n t from th e A nglo-A m erican 59 group on th e D a v is - E e lls T eat a8 on th e Prim ary M ental A b i l i t i e s T e s t (K id d , 1 9 6 2 ). Kidd a l s o r e p o r te d p o s i t i v e r e l a t i o n s h i p s betw een s c o r e s o f M exican-A m erican c h ild r e n on th e T e s t o f g (C u ltu r e -F r e e and th e S ta n fo rd B i n e t ) . J en sen (1 9 6 3 ), in a p r e lim in a r y re v iew o f th e l i t e r a t u r e , s t a te d t h a t a v a r ie t y o f t e s t s , b o th v e r b a l and n o n v e rb a l g e n e r a lly c l a s s i f i e d th e m a jo r ity o f M exican- A m erican c h ild r e n b elow th e a v er a g e o f th e p red o m in a tely A nglo-A m erican n o rm a tiv e groups on w h ich th e t e s t s were s ta n d a r d iz e d . I t was a ls o found t h a t u s e o f a S p a n ish t r a n s l a t i o n o f th e S ta n fo r d -B in e t w ith b ilin g u a l M exican- Am erican c h ild r e n d id n o t change th e p ic t u r e e s s e n t i a l l y . I t was f u r th e r r e p o r te d th a t many f a m i l i e s were i n d i s t i n g u is h a b le from th e dom inant c u lt u r e w ith r e s p e c t to s o c i a l c l a s s and s t i l l v er y marked I .Q . and s c h o l a s t i c d if f e r e n c e s e x i s t e d betw een th e two g r o u p s. B eca u se many M exican- Am erican c h ild r e n w ere c o n sid e r e d " slo w le a r n e r s " or " m e n ta lly r e ta r d e d ," and f r e q u e n tly p la c e d in s p e c ia l c l a s s e s , J en sen compared grou p s o f c h ild r e n from b o th e th n ic g rou p s w ith I . Q . ' s r a n g in g from 60 to 120 on a s e r i e s o f d i r e c t le a r n in g t e s t s . The m ajor f in d in g in d ic a te d th a t on th e b a s is o f th e e x p e r im e n ta l t e s t s u se d in th e s tu d y , A nglo-A m erican c h ild r e n o f low I .Q . w ere slo w le a r n e r s a s compared w ith M exican-A m erican c h ild r e n o f com parable I . Q . ' s . The stu d y su g g e ste d t h a t th e m a jo r ity o f M exican- 60 A m erican p u p il s w ith lo w I . Q . ' s , a t l e a s t a s m easured by th e C .T .M .M ., w ere " q u ite norm al" i n b a s ic le a r n in g a b i l i t y . J e n se n s u g g e s t e d , h o w e v e r , a low I .Q . in th e A n g lo -A m erica n group w as a v a l i d i n d i c a t i o n o f p o o r le a r n in g a b i l i t y . In one o f th e f i r s t i n v e s t i g a t i o n s o f th e a f f e c t i v e d i f f e r e n c e s b etw een th e two e t h n ic g r o u p s , Demos com pared th e a t t i t u d e s tow ard e d u c a tio n among 316 p u p ils i n g r a d e s se v e n th r o u g h t w e lv e . In g e n e r a l, agreem en t b etw e en th e two e t h n ic g r o u p s on i s s u e s r e l a t i n g to e d u c a tio n w as r e p o r te d ; h o w e v er , s i g n i f i c a n t d i f f e r e n c e s i n a t t i t u d e w ere more f r e q u e n t ly foun d b etw een th e random ly s e l e c t e d g ro u p s th an b etw e en th e two g ro u p s o f p u p ils m atched w ith r e g a r d to a g e , g r a d e , s e x , s o c i a l c l a s s , and i n t e l l i g e n c e . Where d i f f e r e n c e s d id e x i s t , more fa v o r a b le e x p r e s s io n s w ere g iv e n by A n g lo -A m erica n p u p ils th an M exican -A m erican p u p i l s . S ix s i g n i f i c a n t d i f f e r e n c e s i n a t t i t u d e a t t r i b u t a b l e t o M exican -A m erican e t h n ic group m em bership th ro u g h m a tc h in g p r o c e d u r e s w ere: The im p o r ta n c e o f an ele m e n ta r y s c h o o l e d u c a t io n The s t a f f ' s c o n ce rn a b o u t s tu d e n ts The d e s i r a b i l i t y o f d ro p p in g o u t o f s c h o o l The v a lu e o f a c o l l e g e e d u c a tio n The d e s i r a b i l i t y o f a gang The im p o r ta n ce o f good a tte n d a n c e (D em os, 1 9 5 9 ) I t w as a ls o r e p o r te d t h a t a s i n t e l l i g e n c e and a c h ie v e m e n t t e s t s c o r e s in c r e a s e d , d e s ir a b le a t t i t u d e s tow ard e d u c a t io n a l s o in c r e a s e d . In a d d it io n , th e a t t it u d e s I s s u e 2 . I s s u e 5 . i s s u e 1 0 I s s u e 13 I s s u e 1 9 I s s u e 28 61 o f s e v e n th and e ig h t h grad e p u p ils o f b o th e th n ic grou p s w ere more d e s ir a b le th a n th o s e o f h ig h e r grade l e v e l s i n v e s t ig a t e d . One o f th e few in tr a g r o u p a ch iev em en t s t u d ie s com p le t e d on M exican-A m erican p u p ils was p u b lish e d by G rill and S p ilk a (1 9 6 2 ) who in v e s t ig a t e d p e r s o n a l and m atern al c o r r e l a t e s o f s c h o la s t ic s u c c e s s among lo w e r c l a s s a d o le s c e n t s . Four grou p s o f f i f t e e n p u p i l s , d e fin e d a s a c h ie v e r s and low a c h ie v e r s on th e b a s i s o f G .P .A . w ere eq u ated in a g e , I .Q ., grad e l e v e l , and c o u r s e s ta k e n . The prim ary f in d in g s were t h a t u n d e r a c h ie v in g b o y s and a c h ie v in g g i r l s came from homes in w hich th e m oth ers w ere more d o m in a tin g than m oth ers o f a c h ie v in g b o y s and u n d e r a c h ie v in g g i r l s . Addi t i o n a l f in d in g s in d ic a t e d t h a t a c h ie v e r s m a n ifested l e s s h o s t i l i t y and more m a tu r ity , i n t e l l e c t u a l e f f i c i e n c y , and co n fo r m ity to r u l e s , th a n d id u n d e r a c h ie v e r s . Peck and G a llia n i (1 9 6 2 ) a d m in iste r e d a "Guess W ho" in str u m e n t to se v e n th -g r a d e p u p ils and found th a t b o th grou p s a ssig n e d more d e s ir a b le s o c i a l r o l e s to A nglo- A m erican p u p ils th an to M exican-A m erican p u p ils . The in v e s t i g a t o r s su g g e ste d t h a t an a d d it io n a l b a r r ie r to a c h ie v e ment may have been form ed by c u lt u r a l s a n c tio n s a g a in s t th e in d i v id u a l' s becom ing s o c i a l l y v i s i b l e . E ld er ( 1 9 6 5 ), i n d e s c r ib in g d a ta from f iv e d i f f e r e n t c o u n tr ie s in c lu d in g th e U n ited S t a t e s , found th a t w ith 62 s t a t u s , r e l i g i o n , and r e s id e n c e v a r ia b le s h e ld c o n s t a n t , t h e r e w as s t i l l a n e g a t iv e r e la t io n s h ip in e a c h c o u n tr y b etw een p a r e n t a l, e s p e c i a l l y m a te r n a l, dom inance and b o th th e c h i l d ' s d e s ir e to a c h ie v e and h i s a c t u a l p r o b a b i l i t y o f r e a c h in g se c o n d a r y s c h o o l. E ld e r f u r t h e r c o n c lu d e d t h a t th e s t r u c t u r a l p a tt e r n o f th e f a m ily , r a t h e r th a n e t h n ic o r r e l i g i o u s m em bersh ip , a id e d in th e d e te r m in a tio n o f th e c h i l d ' s a c h ie v e m e n t. T h is s e c t i o n o f th e r e v ie w o f r e l a t e d r e s e a r c h h a s p r e s e n te d an o v e r v ie w o f th e w ays in w h ich grou p m em bership h a s in f l u e n c e d , p r im a r ily , c o g n it iv e p e r fo r m a n c e . R ese a rc h l i t e r a t u r e r e l a t i v e to m o tiv a tio n a l a s p e c t s o f s o c i a l s t a t u s h a s b een l a c k i n g . H owever, a l i t t l e e v id e n c e su g g e s t s t h a t some o f th e n e g a tiv e e f f e c t s o f lo w e r c l a s s l i f e have n o t e q u a lly a f f e c t e d a l l who have e x p e r ie n c e d i t . In a d d i t i o n , th e few c r o s s - c u l t u r a l s t u d ie s a v a i l a b l e on n o n - i n t e l l e c t i v e c o r r e l a t e s o f a c h ie v e m e n t, a t t i t u d e s tow ard e d u c a t io n , and m o t iv a t io n , have in d ic a t e d s i m i l a r i t i e s a s w e ll a s d i f f e r e n c e s b etw een th e two e t h n ic g r o u p s . The n eed e x i s t s to e v a lu a te f u r t h e r su ch n o n i n t e l - l e c t i v e a r e a s a s i n t e r e s t s , a s p ir a t io n l e v e l , and v a l u e s , a s in t e r v e n in g v a r i a b le s e x i s t i n g b etw een b o th s o c i a l c l a s s and e t h n i c group m em bership and academ ic a c h ie v e m e n t. 63 P a r t IVj. D e s c r ip t io n o f th e Semantic - D i f f e r e n t ia l T ech niqu e T h is p a r t o f th e r e v ie w o f l i t e r a t u r e i s an en d eavor to p r e s e n t a c o n c is e summary o f th e se m a n tic d i f f e r e n t i a l p r o c e s s . F or a more d e t a i l e d p r e s e n t a t io n th e r e a d e r i s r e f e r r e d t o (O sgood , 1 9 5 2 ) , (O sg o o d , 1 9 5 7 ) , ( K e r lin g e r , 1 9 6 * 0 , (Adams, 1 9 6 2 ) . I n tr o d u c tio n The se a r c h f o r i n d i c e s o f m eaning h a s r e s u lt e d i n th e d ev elo p m en t o f a num ber o f m ea su rin g t e c h n iq u e s — p h y s io l o g i c a l m eth o d s, le a r n in g m eth o d s, p e r c e p tio n m eth o d s, a s s o c i a t i o n m eth o d s, and s c a l i n g m eth o d s. The Sem antic D i f f e r e n t i a l , h e n c e fo r th c a l l e d SD, i s a co m b in a tio n o f 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 r e s in w h ich m eaning i s d e f in e d o p e r a t io n a lly . Osgood d e v e lo p e d th e SD to m easu re th e p s y c h o lo g ic a l o r c o n n o ta - t i v e m eaning o f c o n c e p ts a s p o in t s i n w hat he h a s c a l l e d " sem a n tic s p a c e ," (O sg o o d , 1 9 5 7 ) . H is e f f o r t s r e s u lt e d in a m ethod o f s u b j e c t in g m eaning to q u a n t i t a t iv e m easurem ent u t i l i z i n g an in t e r v a l s c a l e . The s u b j e c t i s g iv e n a co n c e p t to ju d ge and a s e t o f b ip o la r a d j e c t i v a l s c a l e s a g a in s t w hich to r a t e th e c o n c e p t. He in d i c a t e s f o r ea c h c o n c e p t th e d ir e c t io n and i n t e n s i t y o f h i s a s s o c ia t i o n on a g ra d u a te d s c a l e . The sam ple o f c o n c e p ts and p o la r term s c h o se n sh o u ld be a s r e p r e s e n t a t iv e a s p o s s ib le o f a l l w ays 6b in w h ich m ean in gfu l judgm ents can v a ry and y e t be sm a ll enough i n s i z e to be e f f i c i e n t and p r a c t i c a l . The SD p r o c e s s in v o lv e s no d i r e c t l y o b se r v a b le r i g h t o r wrong a n sw e r s. The su b je c t resp o n d s a c c o r d in g to th e way he f e e l s about th e p a r t ic u la r c o n c e p t b ein g r a t e d . T h is i n d i r e c t method o f r a tin g c o n c e p ts a g a in s t b ip o la r a d j e c t i v e s r e q u ir e s th a t th e s u b je c t resp on d in a cco rd w ith a t t i t u d e s o r v a lu e s . Thus th e SD p roced u re i s a m easure o f th e way i n w hich a p erson p e r c e iv e s h im s e lf i n h i s e n v ir o n m ent. In an a r t i c l e on le a r n in g a p p e a rin g in th e 1959 Annual R eview o f P sy c h o lo g y , K endler (1 9 5 9 ) s t a t e s t h a t Osgood in d e v e lo p in g th e SD, has c r e a te d ”o b j e c t iv e measures o f m eaning t h a t sh ou ld encourage tough-m inded r e s e a r c h in many a r e a s o f human b eh a v io r th a t h e r e to f o r e la c k e d a d e quate means o f co p in g w ith th e problem o f m ea n in g ." H a r r is (1 9 5 6 ) in w r it in g o f u t i l i z i n g th e SD to stu d y th e c a s e o f m u ltip le p e r s o n a lity r e f e r s to t h i s d e v ic e a s " u s e fu l in t r a c in g ch an ges through th e cou rse o f th e r a p y . The method may be l e s s v u ln e r a b le to c o n sc io u s s e t s th a n Q -s o r ts and o th e r form s o f s e lf - d e s c r ip t i o n ." Gronbach (1 9 5 6 ) sp ea k s o f th e SD a s b ein g "Vexy p rom isin g f o r s tu d y in g th e in d iv id u a l c a s e ." J en k in s (1 9 5 8 ) c a l l s i t "a p ro m isin g new t o o l." Gagne (1 9 5 9 ) r e f e r s to th e h e u r i s t i c v a lu e o f th e SD i n h i s s ta te m e n t, "a method fo r s e n s i t i v e d e t e c t io n o f 65 th e d ir e c t io n and s t r e n g t h o f m e d ia tin g p r o c e s s e s w hich are n o t , or perhaps can n ot be e x p l i c i t l y v e r b a liz e d ." A n a sta s! (1 9 6 1 ) p o in ts ou t t h a t though d ev elo p ed a s a t o o l f o r r e se a r c h on th e p sy c h o lo g y o f m eaning, i t h as a ls o d e v e l oped a s a p e r s o n a lity a sse ssm e n t and " th a t i t r e p r e s e n ts a sta n d a rd ized and q u a n t if ie d p rocedu re f o r m easuring th e c o n n o ta tio n s o f any g iv e n co n ce p t f o r th e in d iv id u a l." R u b en stein (1 9 5 9 ) r e f e r s to th e g r e a t amount o f r e s e a r c h e f f o r t th a t h a s gone in t o th e developm ent o f th e SD and i s a good r e fe r e n c e f o r th e a tte m p ts to d eterm in e i t s a p p l i c a b i l i t y in a v id e v a r ie t y o f problem a r e a s . The SD h a s been a p p lie d to a w ide range o f problem a r e a s in c lu d in g c r o s s - c u lt u r a l i n v e s t i g a t i o n s , c l i n i c a l s t u d i e s , ch an ges in lo b o to m ized p a t i e n t s , b ilin g u a lis m , and th e stu d y o f the c o n d itio n in g o f n o n sen se s y l l a b l e s to th e common c o n n o ta tiv e m eaning o f a number o f d if f e r e n t words in o rd er to m easure in f lu e n c e o f freq u en cy o f word com bina t io n s d u rin g a p r o b a b ilit y le a r n in g t a s k . In a 1958 rev iew o f Measure o f M eaning. C lark in d i c a t e s th e im pact o f v a r i ou s tr e n d s i n p sy ch o lo g y and se m a n tics cu lm in a tin g in th e r e l a t i v e l y new s c ie n c e o f p s y c h o lin g u is t ic s ." H is t o r ic a l Background The id e a o f u s in g b ip o la r a d j e c t iv e s was re p o rted by Osgood (1 9 5 7 ) to have o r ig in a te d w ith th e work o f K arva8ki and Odbert on s y n e s t h e s ia a t Dartmouth C o lle g e . 66 The r e s u l t s o f t h i s r e se a r c h in d ic a t e th a t v i s u a l , a u d ito r y , e m o tio n a l, and v e r b a l s tim u li may have shared m ea n in g s. S u b je c ts h ea r in g c e r t a in m u sica l s e l e c t i o n s were t o ld to draw som ething to r e p r e se n t a s e l e c t i o n . O ther e f f o r t s in c lu d e s t u d ie s o f p r im itiv e c u lt u r e s on g e n e r a lit y o f c e r t a in r e la t io n s h ip s ; fo r exam ple, good was a s s o c ia t e d w ith up and l i g h t ( w h it e ) , w hereas bad t h in g s were down and dark ( b l a c k ) . T h is method o f stu d y in g sem a n tic r e l a t i o n s was then ad op ted by S ta g n er and Osgood to m easure s o c i a l s t e r e o t y p e s , in w hich th e id e a o f a continuum betw een p o la r term s was s e t f o r t h . These term s were u sed to d e f in e th e en d s o f 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 a s P a c i f i s t , R u ssia n , D ic ta to r , and N e u tr a lit y were ob tain ed by u s in g a s e t o f s c a le s su ch a s f a i r - u n f a ir , h ig h - lo w , k in d - c r u e l , e t c e t e r a . I t was found t h a t c e r t a in s c a le s f e l l in t o h ig h ly c o r r e la te d c l u s t e r s r e p r e s e n tin g s in g le g e n e r a l f a c t o r s w h ile o th e r s w ere in d ep en d en t o f t h i s f a c t o r and r e p r e se n te d o th e r d im en sion s o f th e sem a n tic fram e w ork. T erm inology The fo llo w in g d e f in i t io n s a re p r e se n te d to f a c i l i t a t e u n d er sta n d in g o f t h i s tech n iq u e f o r m easuring m eaning. S j g n i f i c a t e . Any stim u lu s w hich i n a g iv e n 67 s it u a t io n r e g u la r ly and r e l i a b l y p rod u ces a p r e d ic ta b le p a tte r n o f b eh a v io r. An exam ple o f t h i s would be an e l e c t r i c sh o c k , producing a v o id a n t o r esca p e b eh a v io r on th e p art o f th e organism e a c h tim e a stim u lu s i s p r e s e n te d . S ig n . A p a tte r n o f s tim u la tio n which i s not th e s i g n i f i c a t e i s a sig n o f t h a t s i g n i f i c a t e i f i t evokes in th e organism a m e d ia tin g p r o c e s s , ( a ) b ein g some f r a c t io n a l p a rt o f th e t o t a l b e h a v io 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 ) producing r e s p o n s e s w hich would n o t occur w ith o u t p re v io u s c o n t ig u ity o f n o n s i g n if ic a t e and s i g n i f i c a t e p a tte r n s o f s tim u la tio n . As an i l l u s t r a t i o n — th e sound o f a b u zzer alon e d o es not n e c e s s a r i l y evoke in th e organism any s p e c i f i c type o f r e s p o n s e . However, when i t o ccu rs in c lo s e c o n tig u ity w ith th e e l e c t r i c sh o c k , th e b u zzer a lo n e i s su b seq u en tly c a p a b le o f ev o k in g some p o rtio n o f th e t o t a l b eh a v io r e l i c i t e d by t h e shock i t s e l f and produces a v o id a n t o r esca p e b eh a v io r. D ecoding. The a s s o c ia t io n o f s ig n s w ith r e p r e se n t a t io n a l m ed ia to rs. When a s ig n i s p resen ted to a s u b je c t a com plex p a tte r n o f m e d ia tin g r e a c t io n s , presum ably n e u r a l e v e n t s , i s assumed to ta k e p la c e in th e b r a in . This p r o c e ss i s known a s in t e r p r e t a t io n . E ncoding. The a s s o c ia t io n o f m ediated s e l f s tim u la tio n w ith o v e r t in str u m e n ta l se q u en c e s. The mediating 68 r e a c t i o n s become a s s o c ia t e d w ith and p roduce o v e r t beh av i o r s w h ich a re th e e x p r e s s io n o f i d e a s . The Framework o f L ea rn in g Theory In s im p le s t term s th e problem f o r th e p s y c h o lo g is t i n t e r e s t e d in m eaning i s t h i s : "Under what c o n d it io n s d o es a s tim u lu s w hich i s n o t th e s i g n i f i c a t e become a s ig n o f t h a t s i g n i f i c a t e ? " O r, what c r i t e r i a w i l l d e f in e a s u b - s e t o f th e c l a s s " stim u lu s? " T h is s u b - s e t w ould be c a l l e d " s ig n ." In th e s e a r c h f o r m ea n in g fu l s ig n s th e o r d in a r y s i n g l e - s t a g e c o n d it io n in g i s no s o l u t i o n . R e a c tio n s made t o s ig n s th e o r d in a r y s in g l e - s t a g e c o n d it io n in g i s no s o lu t i o n . R e a c tio n s made to s ig n s a re seld o m i d e n t i c a l w ith th o s e made to th e o b j e c t s s i g n i f i e d , ( e . g . , th e b u z z e r d o es n o t r e l i a b l y produce e s c a p e b e h a v io r l i k e th e sh ock d o e s ) . The S - R p a tte r n m ust be d iv id e d in t o two s t a g e s , r e p r e s e n t a t i o n a l and m e d ia tio n a l. A s ig n i s a r e p r e s e n t a t io n a l m e d ia tio n a l p r o c e s s — r e p r e s e n t a t io n a l b eca u se i t c o m p r ise s some p a r t o f th e t o t a l b e h a v io r e l i c i t e d by th e s i g n i f i c a t e and m e d ia tio n a l b ec a u se th e s e l f - s t i m u l a t i o n a s p e c t o f th e p r o c e s s s e r v e s to e l i c i t o v e r t b e h a v io r s . The s ig n - p r o c e s s th e n h a s two s t a g e s . The f i r s t s t a g e , d e c o d in g , i s th e a s s o c i a t i o n o f s ig n s w ith r e p r e s e n t a t io n a l m e d ia to r ^ , i . e . , * i n t e r p r e t a t i o n . ' The second s t a g e , e n c o d in g , i s th e a s s o c i a t i o n o f m ed iated s e l f - s t i m u l a t i o n w ith o v e r t in stru m en t a l s e q u e n c e s , i . e . , * e x p r e s s io n o f i d e a s . ' 69 Developm ent o f a s ig n diagram med: reproduced from Osgood (1 9 5 7 ). S --------------------------------------------- [ H > V - ' " ’ - * > 8m * * [w here S th e s i g n i f i c a t e p ro d u ces b eh a v io r R^ o f w hich rm sm i s a p a r t ( r e p r e s e n t a t io n a l and s e l f s t im u la t io n ) and th e s i g n , w h ich p ro d u ces a v a r ie t y o f in str u m e n ta l a c t s (R^ w h ich ta k e a c c o u n t o f th e s i g n i f i c a t e e . g . , th e a n x ie ty s t a t e g e n e r a te d by th e b u zzer may serv e a s a c lu e f o r le a p in g , r u n n in g , o r some o th e r resp o n se seq u en ce w hich e lim in a t e s th e s i g n i f i e d s h o c k .1 As an i l l u s t r a t i o n — c o n s id e r th e v is u a l p a tte r n o f a h a ir y -le g g e d i n s e c t . A c h i l d i s w arned n o t to to u c h th e s p id e r b ecau se s p id e r s a r e d a n g e r o u s. So th e s tim u lu s - o b j e c t or s i g n i f i c a t e (S ) i s en co u n te red in a th r e a t con t e x t . T h is e l i c i t s a com p lex p a tte r n o f b eh a v io r (R^) w hich in t h i s i l l u s t r a t i o n in c lu d e s a h eavy lo a d in g o f autonom ic f e a r a c t i v i t y . P o r tio n s o f t h i s t o t a l b eh a v io r to th e s p id e r -o b je c t become c o n d itio n e d to th e heard word, SPIDER. (S p id e r i s n o t th e s ig n b u t a name a ssig n e d to th e s i g n . ) The m ed ia tio n p r o c e s s c o n fe r s a th r e a te n in g s i g n if ic a n c e upon th e s i g n . T h is m e d ia tin g r e a c tio n ( r m) pro d u ces a d i s t i n c t i v e p a tt e r n o f s e l f - s t i m u l a t i o n w hich may e l i c i t a v a r ie t y o f o v e r t b e h a v io r s (R *) e . g . , 70 s h i v e r i n g , ru n n in g from room where s p id e r I s r e p o r te d to be lu r k in g , s a y in g "ugh" o r "I c a n 't sta n d s p id e r s ," o r r e f u s - in g to e n t e r an en v iro n m en t s a id to a b o u n d w ith s p i d e r s . Thus w ords r e p r e s e n t t h in g s b eca u se th e y p rod u ce in human o r g a n ism s some r e p l i c a o f th e a c t u a l b e h a v io r tow ard t h e s e t h in g s a s a m e d ia tio n p r o c e s s . The Framework o f M easurem ent O p era tio n The SD was d e v e lo p e d to s e r v e a s an in d e x o f mean in g ( t h e r e p r e s e n t a t io n a l m e d ia tio n p r o c e s s j u s t d e s c r ib e d ; an i m p l i c i t r e sp o n se w h ich p ro d u ces i t s own d i s t i n c t i v e s e l f - s t i m u l a t i o n ) • O sgood, e t a l . s t a r t e d o u t by p o s t u la t in g a seman t i c s p a c e , a r e g io n o f E u c lid ia n c h a r a c te r whose d im e n s io n s a r e n o t know n. Each s c a le d e fin e d by a p a ir o f a d j e c t i v e s o p p o s ite -in -m e a n in g i s b e lie v e d to be a s t r a i g h t f u n c t io n t h a t p a s s e s th rou gh th e o r ig in o f t h i s s p a c e . The v a r io u s d im e n s io n s o f t h i s sp a c e a r e r e p r e s e n te d by a s e t o f s c a l e s . The l a r g e r th e sam ple th e b e t t e r d e fin e d i s th e s p a c e . For th e se m a n tic sp a ce to be d e fin e d m ost e f f i c i e n t l y i t i s n e c e s s a r y to d eterm in e th e minimum number o f o r th o g o n a l d im e n s io n s o r a x e s w h ich ex h a u st th e d im e n s io n a lity o f th e s p a c e . The l o g i c a l t o o l to r e v e a l th e s e d im e n sio n s i s f a c t o r a n a l y s i s . B ty d i f f e r e n t i a t i n g th e m eaning o f a c o n c e p t O sgood , e t a l . mean t h a t ea ch judgem ent a p e r so n makes on a s e r i e s o f s c a l e s r e p r e s e n t s c h o o s in g among a grou p o f 71 g iv e n a lt e r n a t iv e s , and th u s l o c a l i z e s th e con cep t a s a p o in t in th e sem an tic s p a c e . The d if f e r e n c e in m eaning betw een two co n ce p ts i s th en a fu n c tio n o f the d iff e r e n c e s o f t h e i r r e s p e c tiv e a l l o c a t i o n s w ith in th e same sp a c e . The meaning o f a s ig n in a g iv e n c o n te x t and to a g iv e n in d iv id u a l can be d e fin e d in le a m in g - th e o r y term s as th e r e p r e s e n ta tio n a l m e d ia tio n p r o c e s s i t e l i c i t s . In term s o f measurement o p e r a tio n s th e m eaning o f a s ig n i s th a t p o in t in sem an tic sp a ce s p e c i f i e d by a s e r ie s o f d if f e r e n t i a t in g ju d gm en ts. The q u a lit y and in t e n s it y o f m eaning corresp on d s ro u g h ly to th e d ir e c t io n from th e o r ig in and th e d ista n c e from th e o r i g i n , r e s p e c t iv e ly . The d ir e c t io n from th e o r ig in d ep en d s on th e b ip o la r a d j e c t iv a l s c a le s used and th e d is t a n c e depends on th e lo c a tio n o f the judgm ents made on each s c a l e . What th e SD does i s d iv id e th e t o t a l r e p r e s e n ta tio n a l m ed ia tio n p r o c e s s in to a s e t o f b ip o la r com ponents, th e m eaning o f th e s ig n corresp on d in g to th e p a tte r n and i n t e n s i t y w ith w h ich th e s e com ponents are e l i c i t e d . The p a ir in g o f a g iv e n co n cep t w ith a g iv en s c a le com p rises one ite m a s f o llo w s : (c o n c e p t) P o la r term X _________________________________________p o la r term Y (1 ) ( 2 ) ( 3 ) ib ) ( 5 ) ( 6 ) (7 ) The s c a le p o s it io n s a r e d e fin e d f o r th e s u b je c t in th e t e s t in s t r u c t io n s a s f o llo w s : 72 (1 ) e x tr e m e ly X (5 ) s l i g h t l y Y ( 2 ) q u it e X (6 ) q u it e Y ( 3 ) s l i g h t l y X (7 ) e x tr e m e ly Y (*0 n e i t h e r X n o r Y; e q u a lly X and Y M easurem ent o f Sem antic D i f f e r e n t i a t i o n O sgood, e t a l . have em ployed f a c t o r a n a l y s i s in w h ich a s e t o f tw en ty f a m ilia r c o n c e p ts was r a te d on 50 s e v e n - s t e p s c a le s o f fr e q u e n tly u sed b ip o la r a d j e c t i v e s by 100 c o l l e g e s t u d e n t s . Bach s c a le was f a c t o r a n a ly z e d in th r e e w ays— T h u rsto n e* s C en troid F a c to r M ethod, F orced C h oice M ethod, and th e Thesaurus S tu d y . Four f a c t o r s were e x t r a c t e d and r o ta te d : e v a lu a t iv e , p o te n c y , a c t i v i t y and a f o u r t h w h ich was n o t p s y c h o lo g ic a lly m e a n in g fu l. Compari so n s w ere made b etw een th e th r e e a n a ly s e s and th e same th r e e f a c t o r s ten d ed to em erge. In ea ch o f th e a n a ly s e s th e se same f a c t o r s w ere o b se r v e d to a cco u n t f o r most o f th e v a r ia 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 a s e v a lu a t iv e w ith s c a l e s h a v in g lo a d in g s o f .7 5 o r b e t t e r , and a c c o u n ts f o r th e l a r g e s t p er c e n t o f th e t o t a l v a r ia n c e . T h is f a c t o r can be c o n s id 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 te n c y f a c t o r i s r e la t e d to power and o th e r a t t r ib u t e s a s s o c ia t e d w ith i t , su ch a s s i z e , w e ig h t, and to u g h n e ss. The a c t i v i t y f a c t o r r e l a t e s to q u ic k n e s s , e x c ite m e n t, warmth, a g i t a t i o n . 73 Sem antic D ista n c e T h is te c h n iq u e e n a b le s one to compare d if f e r e n c e s betw een two c o n c e p ts f o r th e same in d iv id u a l o r g ro u p . The m ath em atical b a s is f o r th e d if f e r e n c e s betw een c o n c e p ts o r ig in a t e s w ith th e g e n e r a l d is t a n c e form ula o f s o l i d geom etry* d ^ i s th e l in e a r d is ta n c e betw een th e p o in ts i n th e sem a n tic sp a ce fo r c o n c e p ts i and 1 and d^^ i s th e a lg e b r a ic d if f e r e n c e betw een th e c o o r d i- n a te s o f i and 1 on th e same f a c t o r j . Then (E^ - E2 ) + 2 2 2 (P2 - P2 ) + (A1 - A2 ) = D , and th e square r o o t o f th e sums o f th e d if f e r e n c e s sq uared i s eq u a l to th e d is ta n c e betw een th e two c o n c e p t s . The m eaning o f a c o n c e p t t o an in d iv id u a l s u b j e c t i s d e fin e d o p e r a t io n a lly a s th e s e t o f f a c t o r s c o r e s in th e column r e p r e s e n tin g t h a t c o n c e p t. The SD i s n o t a s p e c i f i c t e s t but a p ro ced u re. The s c a le s u sed w i l l d i f f e r f o r a g iv e n problem , but a r e s e l e c t e d i n term s o f known f a c t o r c o m p o sitio n . T h is te c h n iq u e e n a b le s one to compare d i f f e r e n c e s betw een two c o n c e p ts f o r th e same in d iv id u a l o r group. E v a lu a tio n S in c e i t s d e v elo p m e n t, th e SD h a s been u sed in a number o f d if f e r e n t t y p e s o f r e s e a r c h . Examples o f th e s e have been a t t it u d e m easurem ent, p e r s o n a lit y and p sy ch o th era p y r e s e a r c h , com m unication r e s e a r c h , and c r o s s - c u lt u r a l s t u d ie s to m easure th e g e n e r a lit y o f the m ean ing. 7 ** S t u d ie s u n d e r ta k e n to e v a lu a t e th e SD a r e r e p o r te d by O sgood (1 9 5 7 ) and e v id e n c e o f th 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 , c o m p a r a b ilit y , and u t i l i t y o f th e m ethod i s c o n v in c in g ly p r e s e n te d . One r e v ie w e r (M o ss, I 9 6 0 ) r e p o r t s t h a t a f t e r r e v ie w in g th e s t u d i e s in many d iv e r s e f i e l d s th e SD w as fo u n d to b e 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 su r in g th e c o n n o ta t iv e m eaning o f c o n c e p t s . S t u d ie s d e a lin g w ith th e r e l i a b i l i t y o f th e SD are r e p o r te d by J e n k in s , R u s s e l l , and S u c i ( 1 9 5 8 ) , Norman ( 1 9 5 9 )9 and M iron ( 1 9 6 1 ) . S e v e r a l v a l i d i t y s t u d i e s have b een done s u p p o r tin g O sg o o d 's c o n c lu s io n s a s to th e SD b e in g a v a l i d in s tr u m e n t, (M e s s ic k , 1 9 5 7 ) , (G r ig g , 1 9 5 9 )* ( K i t s o s , 1 9 6 1 ) , and (M a n is, 1 9 5 9 )* In. a d d it io n two s t u d i e s h ave d e a l t w ith th e s e n s i t i v i t y o f th e SD a s a m ea su rin g in s t r u m e n t , (L ieb erm a n , 1 9 6 1 ) ( K e lly and L ev y , 1 9 5 7 ) . The SD h a s p r e v io u s ly b een u s e d to stu d y th e p rob lem o f a c h ie v e m e n t and v a l u e s , (W in te r , 1 9 6 1 ) , ( P ie r c e and Bowman, I 9 6 0 ) , (H usek and W ittr o c k , 1 9 6 2 ) , ( R o s e n th a l, 1 9 6 5 ) . Summary n f th e C h a p ter The m a te r ia l p r e s e n te d i n t h i s c h a p te r was d iv id e d in t o f o u r p a r t s . In P a r t I th e c o n c e p t o f u n d er a ch iev e m e n t w as p r e s e n te d and th e p rob lem s o f d e f i n i t i o n , c r i t e r i a o f m ea su rem en t, and i d e n t i f i c a t i o n w ere ex a m in ed . P a r t I I 75 p r e s e n te d a r e v ie w o f th e r e s e a r c h l i t e r a t u r e u n d er te n taxonom y a r e a s i n an e f f o r t to i d e n t i f y th e c r i t i c a l f a c t o r s in f lu e n c in g th e a ch ie v em en t m o tiv e . T hese f a c t o r s w ere fou n d to su p p o rt th e c o n c e p ts s e l e c t e d to c o m p rise th e MOW I, th e in str u m e n t u s e d f o r m easurem ent in t h i s s t u d y . P a r t I I I p r e s e n te d a summary o f r e la t e d p r o f e s s i o n a l l i t e r a tu r e d e a lin g w ith c u l t u r a l and group m em bership and th e in f lu e n c e o f th e s e two v a r ia b le s on c o g n it iv e p e rfo rm a n ce. P a rt IV was an en d ea v o r to d e s c r ib e b r i e f l y 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 and to r e p o r t s t u d ie s d e a lin g w ith th 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 , and s e n s i t i v i t y o f th e in s tr u m e n t. The u t i l i t a r i a n v a lu e o f t h i s in str u m e n t to m easure a t t i t u d e s r e l a t i v e to acad em ic a ch ie v e m en t i s s u f f i c i e n t to w arran t t h i s fu r th e r r e s e a r c h . As K e r lin g e r c o n c lu d e s , "We have h e r e a u s e f u l and p erh a p s s e n s i t i v e t o o l to h e lp in th e e x p lo r a t io n o f an e x tr e m e ly im p o r ta n t a r e a o f p s y c h o lo g ic a l and e d u c a tio n a l co n ce rn : c o n n o ta t iv e m ean in g." (1 9 6 lf , p p . 5 7 9 -5 8 0 .) CHAPTER III SOURCE OP DATA, PROCEDURE, AND M ETH O D O LO G Y The p urpose o f t h i s c h a p te r i s to p r e s e n t a d e s c r ip t io n o f th e sa m p le , t e s t , and r e se a r c h d e s ig n in v o lv e d in t h i s s t u d y . I t s c o n t e n t s a re : (1 ) d e s c r ip t i o n o f th e sam ple p o p u la t io n , (2 ) d e s c r ip t io n o f th e i n s t r u m ents u s e d , ( 3 ) d e s c r ip t i o n o f th e b a s ic r e se a r c h d e s ig n and s t a t i s t i c a l t e c h n iq u e s em p loyed . N a tu re o f th e Sampla The s u b j e c t s o f th e stu d y were th e se v e n th -g r a d e c l a s s e s in n in e j u n io r h ig h s c h o o ls in two Los A n g e le s County S ch ool D i s t r i c t s — E l Rancho and Los A n geles C it y . The s c h o o ls in v o lv e d w ere: B e llv e d e r e , Dana, H o lle n b e c k , N ig h te n g a le , San F ern a n d o , B urke, N orth P ark, P ic o R iv ie r a , Mary M e lle r . The com m unity se r v e d by th e n in e s c h o o ls c o n s i s t s o f p erso n s o f a l l l e v e l s o f so cio eco n o m ic s t a tu s b u t th e lo w er and lo w e r -m id d le l e v e l s p red o m in a te. D uring th e 1963-6W sc h o o l y e a r a p p r o x im a te ly * fr7 p er c e n t o f th e y o u th a tte n d in g th e s e s c h o o ls were o f M exican-Am erican d e s c e n t . 76 D e s c r ip tio n o f th e Sam ple T a b le s 1 , 2 , and 3 break down th e sam ple p o p u la tio n , N * 1 1 0 1 , by s e x , i n t e l l i g e n c e , c u l t u r a l g ro u p , and e th n ic grou p a c c o r d in g to th e th r e e a c h ie v e m e n t l e v e l s . The num b e r o f s u b j e c t s f a l l i n g in to ea ch c a te g o r y i s p r o p o r tio n a te when com pared to th e model o f m u lt if a c t o r e d s t u d i e s . A la r g e r number o f a v era g e a c h ie v e r s i s c h a r a c t e r i s t i c o f s tu d e n t sam p les a t t h i s g r a d e . T ab le * + b reak s th e sam ple down in t o th e f o r t y - e i g h t c e l l s w ith t h e i r d i s t i n c t i v e d e f i n i t i o n in term s o f th e v a r i a b l e s o f s e x , i n t e l l i g e n c e , c u l t u r a l g ro u p , e t h n ic grou p and a ch iev em en t l e v e l . The mean number in ea ch c e l l w as 23 w ith a orange o f 2 - 3 0 . H ow ever, tw e n ty -e ig h t o f th e f o r t y - e i g h t c e l l s had a orange o f 29“3 0 . The o n ly d is p r o p o r t io n a t e c e l l s were th e low i n t e l l i g e n c e h ig h a c h ie v e r s and h ig h i n t e l l i g e n c e low a c h ie v e r c a t e g o r y . The t o t a l sam ple o f 1 ,1 0 1 s t u d e n t s had a mean IQ o f 1 0 0 .1 5 6 , standaord d e v ia t io n o f 1 5 .8 6 , and a mean GPA o f 2.*+7, sta n d a rd d e v ia t io n o f .5 7 6 . W ith th e v a lu e s o f 1 and 2 a s s ig n e d to th e two s e x , c u lt u r a l and e t h n ic g r o u p s, th e r e s p e c t i v e means and sta n d a rd d e v ia t io n s w ere: s e x , M = l.* + 7 8 , S m .*+99# c u l t u r a l , M = l.* + 9 7 , S = .5 0 ; e t h n ic , M » l.* + 9 6 , S = # .5 3 1 . D e s c r ip tio n o f A ssessm en t P ro ced u res The sam ple in v e s t ig a t e d was th e p o p u la tio n o f a 78 TABLE 1 DISTRIBUTION OP SEVENTH-GRADE SAMPLE BY SEX, ETHNIC GROUP. AND ACHIEVEMENT LEVEL E th n ic Sex A chievem ent L e v e l T o ta l Group H igh A verage Low A n g lo - B oys 7 * + 120 88 282 A m erican G ir ls 9 7 118 ho 255 B oth 171 238 128 537 M ex ica n - Boys 78 120 79 277 A m erican G ir ls 103 119 65 287 Both 181 239 1M+ 56*f T o t a l Boys 152 2^-0 1 6 7 559 T o t a l G ir ls 200 237 1 0 5 5*f2 N = 1101 79 TABLE 2 DISTRIBUTION OP SEVENTH-GRADE SAM PLE BY CULTURAL GROUP, ETHNIC GROUP, AND ACHIEVEMENT LEVEL E th n ic C u ltu r a l A chievem ent T o ta l Group Group H igh Average Low A nglo- American NCD 9^ 120 76 290 CD 77 118 52 2^7 Both 171 238 128 537 M exican- American NCD 78 119 68 265 C D 103 120 76 299 Both 181 239 lMf 56** T o ta l NCD 172 239 lMf 555 T o ta l CD 180 238 128 5**6 N » 1101 80 TABLE 3 DISTRIBUTION OP SEVENTH-GRADE SA M PLE BY INTELLIGENCE, ETHNIC GROUP, AND ACHIEVEMENT LEVEL E th n ic I n t e llig e n c e A chievem ent T o ta l Group H igh Average Low A nglo- High 120 118 *f5 283 American 29+ Low 51 120 83 Both 171 238 128 537 M exican- High 118 120 b l 279 American 285 Low 63 119 103 Both 181 239 Ikk 50+ T o ta l High IQ 238 238 86 562 T o ta l Low IQ llW 239 186 539 N = 1101 81 TABLE h CELL DESCRIPTION C e ll No. N D e s c r ip tio n 1 9 A A Boys C D H igh IQ Low A ch iev er 2 25 A A Boy 8 N C D H igh IQ Low A ch iev er 3 25 A A Boys C D Low IQ Low A ch iev er k 29 A A Boys N C D Low IQ Low A ch iev er 5 30 A A Boy 8 C D H igh IQ A ch iev er 6 30 A A Boys N C D H igh IQ A ch iev e r 7 30 A A Boys C D Low IQ A ch iev er 8 30 A A Boys NC D Low IQ A ch iev er 9 30 A A Boys C D High IQ High A ch iever 10 30 A A Boys N C D H igh IQ H igh A ch iever 11 2 A A Boys CD Low IQ H igh A ch iev er 12 12 AA Boys N C D Low IQ High A ch iev er 13 13 M A Boys C D H igh IQ Low A ch iever 1^ 10 M A Boys N C D H igh IQ Low A ch iev er 15 28 M A Boys C D Low IQ Low A ch iever 16 28 M A Boys N C D Low IQ Low A ch iev er 17 30 M A Boys CD H igh IQ A ch iev e r 18 30 M A Boys N C D H igh IQ A ch iev er 19 30 M A Boys C D Low IQ A ch iev er 20 30 M A Boys N C D Low IQ A ch iev er 21 30 M A Boys C D H igh IQ H igh A ch iev er 22 29 M A Boy 8 NCD H igh IQ High A ch iever 23 15 M A Boys C D Low IQ H igh A ch iev er 2k k M A Boys N C D Low IQ H igh A ch iever 25 k A A G ir ls C D H igh IQ Low A ch iever 26 7 A A G ir ls N C D H igh IQ Low A ch iev er 27 Ik A A G ir ls C D Low IQ Low A ch iever 28 15 A A G ir ls N C D Low IQ Low A ch iev er 29 28 A A G ir ls C D H igh IQ A ch iev e r 30 30 A A G ir ls N C D H igh IQ A ch iev er 31 30 A A G ir ls C D Low IQ A ch iev er 32 30 A A G ir ls N C D Low IQ A ch iev er 33 30 A A G ir ls C D H igh IQ High A ch iev er 3^ 30 A A G ir ls NC D H igh IQ H igh A ch iev er 35 15 A A G ir ls C D Low IQ High A ch iever 36 22 A A G ir ls N C D Low IQ H igh A ch iev er 82 TABLE — C o n tin u e d C e ll No. N D e s c r ip tio n 37 6 M A G ir ls C D H igh IQ Low A c h ie v e r 38 12 M A G ir ls NCD H igh IQ Low A c h ie v e r 39 29 M A G ir ls CD Low IQ Low A c h ie v e r b o 18 M A G ir ls NCD Low IQ Low A c h ie v e r b l 30 M A G ir ls CD H igh IQ A c h ie v e r b 2 30 M A G ir ls NCD H igh IQ A c h ie v e r }+3 30 M A G ir ls CD Low IQ A c h ie v e r M + 29 M A G ir ls NCD Low IQ A c h ie v e r 29 M A G ir ls C D H igh IQ H igh A c h ie v e r b 6 30 M A G ir ls NCD H igh IQ H igh A c h ie v e r b 7 29 M A G ir ls CD Low IQ H igh A c h ie v e r bQ 15 M A G ir ls NCD Low IQ H igh A c h ie v e r 83 com prehensive stu d y u n d er th e a u s p ic e s o f a funded r e s e a r c h p r o j e c t , P r o je c t P o t e n t i a l , a t th e U n iv e r s ity o f S o u th ern C a lif o r n ia , Newton M e t f e s s e l, p r in c ip a l in v e s t ig a t o r . In a d d itio n to th e MOWI, th e t e s t i n g program in clu d ed t e s t s o f c r e a t i v i t y and th e In v en to r y o f S e lf - a p p r a is a l, an e x p e r i m ental s e lf - r e p o r t in str u m e n t. In fo rm a tio n r e le v a n t to t h i s stu d y was o b ta in e d from p u p il's cu m u la tiv e re co r d s and recorded on p u p il d a ta s h e e t s , a s i l l u s t r a t e d i n F igu re 1 . S ocioecon om ic d a ta were o b ta in ed from know ledge o f the p r in c ip a l wage e a r n e r 's o c c u p a tio n , most fr e q u e n tly th e f a th e r . T h is in fo r m a tio n was th en r e la te d to r e v is e d Warner S c a le s o f S ocioecon om ic S ta tu s (W arner, 19*+9) f o r c l a s s i f i c a t i o n o f th e sam ple in th e two c u ltu r a l g r o u p s. C la ss 5 and h ig h e r o f th e Warner s c a le formed th e NCD group w h ile c l a s s 6 and 7 form ed th e CD group. The two i n t e l l i g e n c e l e v e l s were determ ined on th e b a s is o f th e t o t a l IQ s c o r e s d eriv ed from th e C a lif o r n ia T est o f M ental M a tu r ity , S hort Form, 1957 e d it io n . Three a ch iev em en t l e v e l s were determ ined by th e grad es f o r a l l t w e n t y - s ix s u b j e c ts taken during two sem es t e r s o f s ix t h g r a d e , summed and d iv id e d by the number o f c l a s s e s to o b ta in th e grade p o in t a v er a g e , i . e . , A * *f p o in ts ; B = 3 p o in t s ; C = 2 p o in ts ; and D = 1 p o in t . High a c h ie v e r s were d e fin e d a s h a v in g a G .P.A . o f 2 .8 th rou gh School D is t r ic t s ___ 1 . P u p il Names___ 2 . Date o f B irths FIGURE 1 PUPIL D A T A SHEET* Schools______ 3 . Sexs M ( ) F ( ) *+. B irth p la ces________ .P upil No.s. 5. Language Backgrounds E n g lish ( ) Spanish ( ) Other ( ) 6 . Years o f R esidence in School Attendance Areas 1 /2 - 3 - 6 - 7. Attendances 0 Y rs. 2 Y rs. Y rs. Y rs. 5 7 ( ( ( ( No. o f Days Absent in A-6 0 - 5 6- 10 11 - 15 Over 15 F actorss H ealth Truancy W ork Other ( ( ( ( ( ) ( ) ( ) ( ) P ro ject P o te n tia l 11. 1 3 . Ik. Home S itu a tio n s L ives w iths Both Parents One Parent Grandparent F o ster Parent Other S p ecifys 1 2 . Occupation o f Parents Warner Scale Nos C ultu ral Group C la s s ific a tio n s C D ( ) N C D ( ) 1 5 . Country o f B irths Father ( ) ( ) U .S . Mexico Other Mother ( ) ( ) FIGURE 1— Continued 8 # I.Q . Data: Date: Name o f T est: I.Q . C la s s ific a tio n : 89 and under ( ) 90 - 110 ( ) 111 and over ( ) L: “ NLf T o ta l: _ Low Average High 9 . C a lifo rn ia Achievement T est: Date A dm inistered:________ Grade a t A dm in istration :. RV____________________________ R C A R A F “ Lang_ Sp_ _ 10. Number Times Tardy in A-6_ H ealth Problems: 1 6 . Ethnic Group C la s s ific a tio n : Anglo-American ( ) Mexican-American ( ) Negro ( ) E n glish Speaking Other than Anglo-American and Negro ( ) Spanish Speaking Other than Mexican-American ( ) Chinese ( ) Japanese ( ) Other Determined by: C um Photograph ( ) Family Surname ( ) M other's Maiden Name ( ) Language Spoken ( ) O bservations ( ) B irth p la ce o f Parents ( ) Other Source S p ecify : 00 V Jl 86 *+.0, an a v era g e a c h ie v e r h avin g a G .P .A . o f 2 .0 and down ward. The two e th n ic groups were determ ined by cu m u la tiv e record in fo r m a tio n . The p u p il d a ta s h e e t , F igu re 1 , shows th e s i x s e l e c t i o n c r i t e r i a fo r d eterm in a tio n o f e t h n i c i t y . The M exican-A m erican p o r tio n o f th e sam ple were b o m in t h i s c o u n tr y . C o n s is te n t w ith th e o p e r a tio n a l d e f i n i t i o n o f M exican-A m erican u sed in t h i s stu d y , a number o f s t u d en ts b o m i n M exico and educated in th e U n ited S t a t e s were ex clu d ed from th e sa m p le. A d m in istr a tio n and S c o rin g P ro ced u res o f the M O W i A d m in istr a tio n o f th e M O W I was accom p lish ed by sc h o o l p s y c h o m e tr is ts and p s y c h o lo g is t s em ployed by P r o je c t P o t e n t ia l in th e sp r in g o f 1 9 6 5 . S p e c ia l m eetin g s w ere h eld in th e p a r t ic ip a t in g s c h o o ls , to in s t r u c t th o se r e s p o n s ib le f o r t e s t a d m in is tr a tio n in an a ttem p t to a ssu r e o b j e c t i v i t y o f a d m in is tr a tio n . I n s tr u c tio n s f o r te a c h e r s and s tu d e n ts were rev iew ed th o r o u g h ly , w ith s p e c ia l empha s i s g iv e n to th e p rop er m arking and h a n d lin g o f th e MOW I. Each stu d e n t was g iv e n th e M O W I w ith i t s in s t r u c t io n s h e e t , a sample o f w hich i s in th e A ppendix. The t e s t a d m in is tr a to r s read to th e stu d e n ts th e in s t r u c t io n s h e e t and su p e r v is e d th e t e s t p e r io d . A pproxim ately t h i r t y m in u tes was re q u ir ed f o r co m p letio n o f the in v e n to r y . 87 In a d d itio n t o th e i n i t i a l t e s t i n g program , th e r e w ere two r e - a d m in is t r a t io n s o f th e M O W I in an a tte m p t to in c lu d e s tu d e n ts a b s e n t d u r in g th e f i r s t t e s t i n g program . In co m p leted t e s t s were e lim in a t e d from th e sa m p le. The sam ple was f u r th e r red u ced by e lim in a t io n o f s u b j e c t s co n c e r n in g whom th e r e w as n o t c o m p le te d a ta and th o s e who c o u ld n o t be m easu red , in th e th r e e t e s t a d m in is t r a t io n s , on a l l th r e e in s tr u m e n ts em p loyed by P r o j e c t P o t e n t i a l . S co rin g o f th e n in e s c a l e s o f ea ch o f th e t h i r t y c o n c e p ts was a c c o m p lish e d by th e s t a f f o f P r o je c t P o t e n t ia l th ro u g h an o p t i c a l sc a n n in g m achine a t th e U n iv e r s it y o f S o u th ern C a lif o r n ia T e s t in g B u reau . S c o r e s w ere t r a n s f e r r e d to f i f t e e n IBM c a r d s p er t e s t and l a t e r redu ced to f i v e c a r d s p er t e s t . T h is r e s u lt e d i n a s e t o f f i v e c a r d s p e r s u b j e c t w ith s i x c o n c e p t s s c o r e d on ea c h c a r d . These s c o r e s w ere l a t e r rea d on s c r a t c h ta p e f o r com puter a n a ly s i s . S t a t i s t i c a l a n a l y s i s o f th e d a ta u t i l i z e d th e H o n ey w ell 800 com p uter a t th e Com puter S c ie n c e L a b o ra to ry , U n iv e r s it y o f S o u th ern C a l i f o r n i a . S t a t i s t i c a l P r o c e d u r e s The b a s ic s t a t i s t i c a l m odel em ployed in th e stu d y was a 3 x 2 x 2 x 2 x 2 f a c t o r i a l d e s ig n , a model o f w hich a p p e a rs in F ig u re 2 . The in d e p e n d e n t v a r ia b le s in t h i s f ix e d c o n s t a n t s m odel w ere th o s e o f s e x , c u lt u r a l g ro u p , A C H IE V E M E N T G R O U P 88 ACHIEVERS HIGH ACHIEVERS ACHIEVERS LOW FIGURE 2 BASIC STATISTICAL MODEL / CD A nglo Am. £ NCD A n g lo Am. m Ci J CD M ex. Am. NCD M ex. Am. o GH W Boy G i r l Boy G irl LOW HIGH INTELLIGENCE FACTORIAL DESIGN: 3 x 2 x 2 x 2 x 2 M ain H y p o th e s e s t e s t e d f o r e a c h a p p r o p r i a t e d e p e n d e n t v a r i a b l e : H o l H o 2 ! h o 3 > A c h ie v em e n t G ro u p , Low A c h ie v e r s * A c h ie v e r s » A c h ie v e r s - H ig h E t h n i c G ro u p , A nglo = M e x ic a n -A m e ric a n C u l t u r a l l y A d v a n ta g e d = C u l t u r a l l y Di s a d v a n ta g e d S u p p le m e n ta ry H y p o th e s e s : H ^ : I n t e l l i g e n c e , Low = H ig h HQ^: S e x , Boy » G i r l 89 e t h n i c g r o u p , IQ , an d a c h ie v e m e n t l e v e l . The t o t a l sam p le w as d iv id e d i n t o f o r t y - e i g h t s e p a r a t e c a t e g o r i e s a s f o ll o w s : Boy - G i r l s : NCD - CD; AA - MA; Low - H ig h I n t e l l i g e n c e ; and Low - A verage - H ig h A c h ie v e r, The d e p e n d e n t v a r i a b l e s i n th e d e s ig n c o n s i s t e d o f th 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 te n c y , a n d a c t i v i t y — f o r e a c h o f th e t h i r t y c o n c e p ts , r e s u l t i n g i n a t o t a l o f n i n e t y v a r i a b l e s . In a d d i t i o n , n in e mean s c a l e s c o r e s f o r e a c h o f th e t h i r t y c o n c e p ts and one mean c o n c e p t s c o r e f o r e a c h o f th e t h i r t y c o n c e p ts w ere c o m p u te d . The r e a s o n f o r t h i s w as to h av e th e d a t a i n a more g r a p h i c , e a s i e r to co m m u n icate fo rm f o r p u rp o s e s o u t s i d e th e sc o p e o f t h i s p r e s e n t s t u d y . One o f w h ich was th e u t i l i t a r i a n v a lu e o f h a v in g th e d a t a i n te rm s o f s c a l e s , p a r a l l e l w ith th e c o n s t r u c t i o n o f th e MOWI, f o r p r e s e n t a t i o n t o e d u c a t o r s . A n a ly s is o f th e d a t a w as i n two s t a g e s . F i r s t th e t o t a l g ro u p w as co m p ared on th e a c h ie v e m e n t, c u l t u r a l , an d e t h n i c v a r i a b l e . I n e a c h i n s t a n c e z - s c o re t e s t s f o r s i g n i f i c a n c e o f d i f f e r e n c e b e tw e e n m eans w ere ru n on t h e mean f a c t o r s c o r e s f o r a g iv e n c o n c e p t. T h is in v o lv e d c o m p u tin g 1 ,0 8 0 t e s t s o f s i g n i f i c a n c e — tw e lv e c a t e g o r i e s co m p ared on th e n i n e t y mean f a c t o r s c o r e s . I n th e se c o n d s ta g e o f a n a l y s i s th e f o r t y - e i g h t c e l l s w ere com p ared an d t - r a t i o t e s t s o f s i g n i f i c a n c e w ere com puted by c o m p a rin g th e n i n e t y m ean f a c t o r s c o r e s f o r 90 ea c h o f th e f o r t y - e i g h t c a t e g o r i e s r e s u l t i n g in **,320 t e s t s o f s i g n i f i c a n c e . B ecau se o f th e la r g e number o f co m p a riso n s in v o lv e d i t was d e c id e d to s e t a lp h a a t .0 1 in o r d e r to m it ig a t e a g a in s t Type I e r r o r s . Thus th e r e w as l e s s ch an ce f o r th 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 sh o u ld be a c c e p t e d . A summary o f th e m ain i n v e s t i g a t i o n i s p r e s e n te d in T ab le 5 o f th e n e x t c h a p te r and f o r t y - n i n e t a b le s i n a l l a r e u se d to p r e s e n t s i g n i f i c a n t d i f f e r e n c e s many o f w h ich w ere beyond th e .0 0 0 1 l e v e l o f c o n f id e n c e . In a d d it io n to t h e s e t a b l e s , e le v e n c h a r t s w ere p rep a red and in c lu d e d in t h i s stu d y p l o t t i n g th e mean f a c t o r s c o r e s f o r com p arison o f th e t o t a l group s i g n i f i c a n t d i f f e r e n c e s . Summary o f th e C h an ter In t h i s c h a p te r a d e s c r i p t i o n o f th e sa m p le, an a c c o u n t o f p r o c e d u r e s , and th e d e s ig n f o r s t a t i s t i c a l a n aly s i s was p r e s e n te d . The p ro ce d u re o f d a ta a n a ly s is s t a t i s t i c a l t e s t s was a ls o g i v e n . 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 , com paring th e g ro u p s and c e l l s on th e n in e t y d ep en d en t v a r i a b le s com p r i s e th e c o n te n ts o f th e n e x t c h a p te r . CHAPTER IV RESEARCH FINDINGS T h is ch a p ter w i l l p r e se n t and d is c u s s th e v a r ia b le s in th e taxonomy m ost c l e a r l y r e la t e d to ach ievem en t o r la c k o f ach ievem en t a s in d ic a te d by th e com p arative a n a ly s is o f th e p e r c e iv e d m eaning o f th e t h i r t y M O W I c o n c e p ts fo r low a c h ie v in g , average a c h ie v in g , and h ig h a c h ie v in g se v e n th -g r a d e stu d e n ts o f "low ” and "high" i n t e l l i g e n c e , o f two e th n ic g ro u p s, o f two c u lt u r a l l e v e l s , and o f both s e x e s . The a n a ly s is o f d a ta o b ta in ed by p roced u res p re v io u s ly d e sc r ib e d c o n s is t s o f : ( 1 ) com parison o f th e t o t a l group c o n c e p t means and e v a lu a tio n ( E ) , p oten cy ( P ) , a c t iv i t y (A ) f a c t o r means f o r th e th r e e l e v e l s o f achievem ent and two e th n ic groups by z sco re d if f e r e n c e o f mean s i g n if ic a n c e ; (2 ) com parison o f the f o r t y - e i g h t c e l l concept means and E , P , A f a c t o r means f o r th e a c h ie v em en t, i n t e l l i g e n c e , e t h n ic , s e x , and c u ltu r a l g ro u p s by t - t e s t r a t io o f s ig n if ic a n c e o f d iff e r e n c e betw een m eans. On th e summary o f th e mftiw i n v e s t ig a t io n , Table 1 , s ig n if ic a n c e a t th e .0 5 l e v e l and beyond i s r e p o rted fo r th e t o t a l group com pari so n s in term s o f z s c o r e s o f the d if f e r e n c e betw een means. 91 92 H ow ever, In d a ta a n a l y s i s and h y p o th e s is t e s t i n g r e l a t i v e to c e l l co m p a riso n s s ig n if ic a n c e o n ly a t th e .0 1 l e v e l and beyond f o r t - r a t i o t e s t i n g i s r e p o r te d in o r d e r to m it ig a t e a g a in s t Type I e r r o r s . The p r o b a b ilit y o f Type I I e r r o r s i s d e c r e a s e d by th e r e l a t i v e l y la r g e number o f o b s e r v a tio n s . Some .0 5 s i g n if i c a n c e i s r e p o rted f o r th e c e l l co m p a riso n s o f f a c t o r means in o r d e r to p ro v id e th e c o n t e x t in w h ich to r e p o r t and d is c u s s s i g n i f i c a n c e a t o r beyond th e .0 1 l e v e l . The M O W I c o n c e p ts w i l l be d is c u s s e d in th e c o n t e x t o f t h e t e n a r e a s o f a t t it u d e i n v e s t i g a t i o n in an e f f o r t to e s t a b l i s h , a s v a lid a t e d by t h i s r e s e a r c h , w hat c o n c e p ts a re m ost r e le v a n t f o r th e purpose o f d is c r im in a t io n . In c lu d ed in t h i s d is c u s s io n w i l l be th e p a tte r n o f c o n c e p t m eaning in term s o f th e E, P , A f a c t o r s f o r th e s t u d e n t s o f th r e e l e v e l s o f a c h ie v e m e n t, two i n t e l l i g e n c e l e v e l s , two e th n ic g r o u p s , two c u lt u r a l l e v e l s , and b o th s e x e s . In so d o in g i t i s hoped t h a t a t t i t u d e s ca n be i d e n t i f i e d a t t h i s a g e l e v e l , w h ich can be enhanced o r changed le a d in g to g r e a t e r a c h ie v e m e n t. A chievem ent Group C om parisons— T o ta l Group The a ch iev em en t grou p s c o n s is t e d o f group o n e , low a c h ie v e r s (L ) N = 2 7 2 , (GPA 0 - 2 .0 ) ; grou p tw o , a v e r a g e a c h ie v e r s (A ) N = M -77 (GPA 2 .1 - 2 .7 ) ; and group t h r e e , h ig h a c h ie v e r s (H) N ■ 352 (GPA 2 .8 and a b o v e ) . The summary o f main i n v e s t i g a t i o n , T ab le 5 , shows TABLE 5 S U M M A R Y O P M A IN INVESTIGATION S ig n ific a n t z S cores and t-R a tio s fo r D ifferen ce between Means on M O W I Concepts I . Areas o f I n v e s tig a tio n M O W I C oncep t Number A c h ie v e m ent Groups E th n ic G roups I .Q . G roups S ex G roups 1:00 A sso c ia tio n s C ogn itive Domain Teachers 23 *** t t t t t t t Grown-Ups 13 * t t t t t t t Id ea l Teacher 20 *** t t t t t t Id e a l Parents 30 t t R ich People 18 *** t t t t t t t t Poor People 15 *** t t t S tu dents W ho Get Good Grades 5 ** t t t t t t t S tu dents W ho Get Poor Grades 29 *** t t t ** t t t t t t t t t 2:00 A sso c ia tio n s S o c ia l Domain How fy C lassm ates See M e 12 * B est Friends 25 t t t * t t t t t t Older Kids 28 *** t t t ** t t t t Most People 3 3:00 A dult Approval D is c ip lin e 6 \0 u> TABLE 5— Continued I , Areas o f I n v e stig a tio n M O W I C oncept Number A c h ie v e ment Groups E th n ic Groups I .Q . Groups Sex Groups *t:00 Moral and S o c ia l V alues B u ies 2 5s00 P erceived U t i l it y o f School Experience School 10 »* Beading 26 *** t t * t t A rithm etic 8 *#* Studying 22 *** t t t t t t t M y School A b ility 27 * t t t *** t t t t t t t t 6:00 S uccess P attern s Success 1 Homework k M y Grades 17 *** t t t t Taking T ests 9 *** t t t t t t t t P ir s t Grade 16 * t t t t C ollege 11 t t t t 7:00 A uthority B e la tio n sh ip s Grown-Ups 13 * t t t t t t t Id e a l Parents 30 t t v O 1 -r TABLE 5— Continued I . Areas o f I n v e stig a tio n M O W I C oncept Number A ch iev e ment Groups E th n ic Groups CD & Sex Groups 8:00 Goal D irectio n Future 7 t t ** t t t t People W ho Work Very Hard 19 *«* * t t C ollege 11 t t t t Person I Would Like to Be 21 t t t t t t t t t 9 s00 S e lf Concept M e 2»f Person I Would Like to Be 21 t t t t t t t t t 10:00 I n te r e s ts Clubs and O rganizations Ik 0 . .0 5 s i g . le v e l ( t o t a l groups z sc o re) * * •01 s i g . le v e l ( t o t a l groups z sc o re) #*♦ •001 s i g . le v e l ( t o t a l groups z sc o re ) u .01 s i g . le v e l ( o e l l comparison t - r a t io ) tt1:.001 s i g . le v e l ( c e l l comparison t - r a t io ) vo 9 6 t h a t s i x t e e n c o n c e p ts d is c r im in a t e d z s c o r e s i g n i f i c a n c e b etw een th e a c h ie v e m e n t l e v e l s , th r e e a t th e .0 5 l e v e l , two a t th e .0 1 l e v e l , and e le v e n a t th e .0 0 1 l e v e l . When group one (L ) w as com pared to grou p two ( A ) , T ab le 8 , n in e c o n c e p t s had s i g n i f i c a n t mean d i f f e r e n c e s , s i x a t th e .0 5 l e v e l and th r e e a t th e .0 1 l e v e l . When grou p on e (L ) was com pared to grou p t h r e e (H ), T ab le 6 , f o u r te e n c o n c e p ts d is c r im in a t e d , one a t th e .0 5 l e v e l , two a t .0 1 l e v e l , and e le v e n a t th e .0 0 1 l e v e l . There w ere no s i g n i f i c a n t d i f f e r e n c e s when grou p two (A ) w as com pared w it h grou p th r e e (H ). Of th e t h i r t y c o n c e p ts em p lo y ed , s i x t e e n p roved to d is c r im in a t e in th e two m ain co m p a riso n s o f th e t o t a l groups. S even w ere e f f e c t i v e i n d is c r im in a t in g in b o th c o m p a r iso n s. Those se m a n tic c o n c e p t s sh ow ing d i f f e r e n t i a t i o n b etw een th e a c h ie v e m e n t l e v e l s w ere th e f o llo w in g : A t t it u d e A rea 1 .0 0 — A s s o c ia t io n s C o g n itiv e Domain: 5 . S tu d e n ts Who Good G rades Get H > L .0 1 l e v e l 1 3 . Grown-Ups L > A .0 5 l e v e l 1 5 . P o o r P e o p le H > L .0 0 1 l e v e l . 00 H R ich P e o p le H > L .0 0 1 l e v e l 2 3 . T e a ch er s H > L .0 0 1 l e v e l A > L .0 5 l e v e l 2 9 . S tu d e n ts Who P o o r G rades Get H > L .0 0 1 l e v e l A > L .0 5 l e v e l A ttitu d e Area 2 .0 0 — A s s o c ia t io n s S o c ia l Domain: 9 7 1 2 . How M y C la es m ates S ee M e H > L .0 5 l e v e l 2 8 . O lder K id s H > L .0 0 1 l e v e l A > L .0 5 l e v e l A ttitu d e Area 5 .0 0 — P e r c e iv e d U t i l i t y o f S ch o o l E x p e r ie n c e » 8 . A rith m e tic H > L .0 0 1 l e v e l 1 0 . S ch ool 2 2 . S tu d y in g 2 6 . R eading H > L H > L H > L .0 1 l e v e l •001 l e v e l •001 l e v e l •0 5 l e v e l A > L ,0 5 l e v e l 2 7 . M y S ch o o l A b i l i t y L > A A ttitu d e Area 6 .0 0 — S u c c e s s P a t t e r n s : 9 . Taking T e s ts H > L .0 0 1 l e v e l A > L 1 7 . M y Grades H > L ,0 0 1 l e v e l A > L A ttitu d e Area 7 .0 0 — A u th o r ity R e la t io n s h ip s : 1 3 . Grown-Ups L > A .0 5 l e v e l A ttitu d e Area 8 .0 0 — G oal D ir e c tio n : .0 1 l e v e l •01 l e v e l 1 9 . P eo p le W ho Work Very Hard H > L .0 0 1 l e v e l A > L .0 1 l e v e l A chievem ent Group C om parisons— C e ll Groups As p r e v io u s ly d e s c r ib e d , f o r t y - e i g h t d i s t i n c t c e l l s d e f in in g th e th r e e a c h ie v e m e n t l e v e l s in term s o f e t h n i c , c u l t u r a l , i n t e l l i g e n c e , and s e x f a c t o r s were com pared. In o v er h a l f th e c e l l s , a s can be se e n i n T able *f, th e number was 29 o r 30 b u t th e ran ge was 2 - 3 0 w ith a mean o f 2 3 . The summary o f m ain i n v e s t i g a t i o n , T able 5 , show s th a t s ix t e e n c o n c e p ts d is c r im in a te d t - r a t i o s ig n if ic a n c e 98 b e tw e e n th e a c h ie v e m e n t l e v e l s , s e v e n a t th e ,0 1 l e v e l , an d n in e a t o r beyond th e .0 0 1 l e v e l . A ll p o s s i b l e c o m p a ris o n s w ere made i n t h e c o m p u te r a n a l y s i s b u t o n ly th o s e a t o r b ey o n d th e .0 1 l e v e l o f s i g n i f i c a n c e b e tw e e n a c h ie v e m e n t l e v e l s w i t h th e e t h n i c , c u l t u r a l , I n t e l l i g e n c e , an d s e x f a c t o r s h e ld c o n s t a n t a r e r e p o r t e d . When c e l l s i n g ro u p one (L ) w e re com pared w ith c e l l s i n g ro u p two (A), T a b le s l 1 *, 1 6 , 2*+, n in e c o n c e p ts h a d s i g n i f i c a n t mean d i f f e r e n c e s , s e v e n a t th e .0 1 l e v e l a n d two a t o r b eyond th e .0 0 1 l e v e l . When c e l l s i n g ro u p o n e (L ) w ere com pared w ith c e l l s i n g ro u p t h r e e (H), s i x c o n c e p ts h ad s i g n i f i c a n t mean d i f f e r e n c e s , f o u r a t t h e .0 1 l e v e l a n d two a t o r b ey o n d th e .0 0 1 l e v e l . When c e l l s i n g ro u p tw o (A) w ere co m p ared w ith c e l l s i n g ro u p t h r e e (H), f o u r t e e n c o n c e p ts h ad s i g n i f i c a n t mean d i f f e r e n c e s , se v e n a t th e .0 1 l e v e l an d s e v e n a t o r b ey o n d th e .0 0 1 l e v e l . T hose s e m a n tic c o n c e p ts d i f f e r e n t i a t i n g b e tw e e n th e c e l l s o f th e t h r e e a c h ie v e m e n t l e v e l s , c o n t r o l l i n g th e e t h n i c , c u l t u r a l , i n t e l l i g e n c e an d s e x v a r i a b l e s , w ere th e f o l l o w i n g : A t t i t u d e A re a 1 .0 0 — A s s o c ia ti o n s C o g n itiv e D om ain: 5 . S tu d e n ts Who G et Good G rad es AA, B o y s, NOD, Hi I .Q . H > A .0 1 l e v e l 1 3 • Grown-Ups AA, B o y s, CD, Low I .Q . L > A .0 0 1 l e v e l 1 5 . P o o r P e o p le AA, B o y s, NCD, Low I .Q . A > L .0 1 l e v e l MA, G i r l s , CD, Hi I .Q . MA, G i r l s , NCD, Hi I .Q . 1 8 . R ich P e o p le AA, B o y s , CD, Hi I .Q . AA, B o y s , NCD, H i I .Q . AA, B o y s , NCD, Hi I .Q . 2 3 . T e a ch er s AA, B o y s , NCD, Hi I .Q . AA, B o y s , NCD, Hi I .Q . 2 9 . S tu d e n ts Who G et P oor G rades AA, B o y s, CD, Low I .Q . AA, B o y s , CD, Hi I .Q . AA, B o y s , NCD, Low I .Q . AA, B o y s , NCD, H i I .Q . AA, B o y s , NCD, Hi I .Q . MA, G i r l s , CD, Hi I .Q . MA, G i r l s , NCD, H i I .Q . A tt it u d e Area 2 .0 0 — A s s o c ia t io n s S o c ia l Domain: 2 5 . My B e s t F r ie n d s MA, G i r l s , CD, Hi I .Q . MA, G i r l s , NCD, H i I .Q . 2 8 . O ld er K id s AA, B o y s , CD, H i I .Q . AA, B o y s , NCD, Hi I .Q . AA, B o y s , NCD, Hi I .Q . 9 9 H > L .0 0 1 l e v e l L > A .0 0 1 l e v e l H > A .0 0 1 l e v e l H > L .0 1 l e v e l H > A .0 0 1 l e v e l H > A .0 0 1 l e v e l H > L .0 1 l e v e l A > L .0 1 l e v e l H > L .0 0 1 l e v e l A > L .0 1 l e v e l H > L .0 1 l e v e l H > A .0 0 1 l e v e l H > A .0 0 1 l e v e l L > A .0 1 l e v e l 22. ide A rea 5 .0 0 — P e r c e iv e d U t i l i t S tu d y in g AA, B o y s , CD, Low I .Q . AA, B o y s , NCD, Hi I .Q . AA, B o y s , NCD, Hi I .Q . g MA j _ i . U4 t n 2 6 . R ead in g MA, G i r l s , CD, H i I .Q . 2 7 . M y S c h o o l A b i l i t y AA, B o y s , CD, Low I .Q . AA, B o y s , NCD, Hi I .Q . AA, B o y s , NCD, Low I.Q , AA, B o y s , CD, Hi I .Q . A > H .0 0 1 l e v e l A > L .0 1 l e v e l H > A .0 1 l e v e l H > L .0 0 1 l e v e l H > A .0 0 1 l e v e l S c h o o l E x n e r i e n c e : A > L .0 1 l e v e l H > L .0 0 1 l e v e l H > A .0 1 l e v e l H > A .0 1 l e v e l L > A .0 0 1 l e v e l A > H .0 0 1 l e v e l L > A .0 1 l e v e l A > H .0 1 l e v e l 100 A ttitu d e Area 6 .0 0 — S u c c e s s P a t t e r n s : 9 . Taking T e sts AA, B o y s, NCD, Hi I .Q . AA, B o y s, NCD, Hi I .Q . AA, B o y s, CD, Hi I .Q . 1 1 . C o lle g e MA, G i r l s , CD. Hi I .Q . MA, G i r l s , NCD, Hi I.Q . 1 7 . M y Grades MA, G i r l s , CD, Hi I.Q . H > L .0 1 l e v e l H > A .0 1 l e v e l H > A .0 1 l e v e l A > H .0 1 l e v e l A > L .0 1 l e v e l H > A .0 1 l e v e l A ttitu d e Area 7 .0 0 — A u th o r ity R e la t io n s h ip s : L > A .0 0 1 l e v e l 13* Grown-Ups AA, B o y s, CD, Low I .Q . A ttitu d e Area 8 .0 0 — G oal D ir e c t io n : 7* M y Future AA, B o y s, CD, Hi I.Q . AA, B o y s, NCx), Low I.Q . 1 1 . C o lle g e MA, G i r l s , NCD, Hi I.Q . MA, G i r l s , CD, Hi I .Q . 2 1 . P erson I Would L ik e to Be AA, B o y s, CD, Hi I .Q . AA, B o y s, CD, Low I .Q . AA, B o y s, NCD, Low I.Q . A ttitu d e Area 9 .0 0 — S e l f C oncep t: 2 1 . P erson I Would L ik e to Be AA, B o y s, CD, Hi I .Q . AA, B o y s, CD, Low I.Q . AA, B o y s, NCD, Low I.Q . A > H .0 1 l e v e l L > A .0 1 l e v e l A > L .0 1 l e v e l A > H .0 1 l e v e l A > H .0 0 1 l e v e l L > A .0 1 l e v e l L > A .0 1 l e v e l A > H L > A L > A .0 0 1 l e v e l .0 1 l e v e l • 01 l e v e l E th n ic Group C om parisons— T o ta l Group The two e th n ic grou p s c o n s is t e d o f th e A n glo- American group (AA) N = 537 and th e M exican-Am erican group (MA) N * 56*f. 101 The summary o f m ain i n v e s t i g a t i o n , T able 5 , shows t h a t n in e c o n c e p ts d is c r im in a t e d in th e t o t a l group com p a r is o n — fo u r a t th e .0 5 l e v e l , th r e e a t th e .0 1 l e v e l , and two a t th e .0 0 1 l e v e l , z s c o r e s i g n i f i c a n c e . The p a tt e r n o f d is c r im in a t io n i s n o t a s c l e a r and c o n s is t e n t a s i n th e a ch iev em en t l e v e l s . The s i g n i f i c a n t mean d i f f e r en c e was in th e d ir e c t io n o f th e AA group on fo u r c o n c e p ts and i n th e d ir e c t io n o f th e M A group on f i v e c o n c e p ts . Those sem a n tic c o n c e p ts show ing d i f f e r e n t i a t i o n in t h e i r r e s p e c t i v e taxonomy a r e a b etw een th e e t h n ic groups were th e f o llo w in g : A tt it u d e Area 1 .0 0 — A s s o c ia t io n s C o g n itiv e Domain: 2 0 . I d e a l T eacher M A > AA .0 0 1 l e v e l 2 9 . S tu d e n ts Who Get Poor G rades AA > M A .0 1 l e v e l A t t it u d e Area 2 .0 0 — A s s o c ia t io n s S o c ia l Domain: 2 5 . M y B e st F r ie n d s AA > M A .0 5 l e v e l 2 8 . O ld er K ids AA > M A .0 1 l e v e l A tt it u d e Area 5 .0 0 — P e r c e iv e d U t i l i t y o f S ch o o l E x p e r ie n c e : 2 6 . R eading M A > AA .0 5 l e v e l 2 7 . M y S ch o o l A b i l i t y M A > AA .0 0 1 l e v e l A t t it u d e Area 6 .0 0 — S u c c e s s P a t t e r n s : 1 6 . F i r s t Grade M A > AA .0 5 l e v e l A tt it u d e Area 8 .0 0 — G oal D ir e c t io n : 7 . M y F uture M A > AA .0 1 l e v e l 19* P eo p le W ho Work Very Hard AA > M A .0 5 l e v e l 102 E th n ic Group Com parisons— C e ll Groups The two e th n ic groups w ere compared by c e l l s defined i n term s o f th r e e l e v e l s o f a ch ie v em e n t) two c u lt u r a l l e v e l s , two i n t e l l i g e n c e l e v e l s , and two se x l e v e l s . The mean number in each c e l l was 23 w ith a range o f 2 - 30. The summary o f main i n v e s t i g a t i o n , Table 5 , shows t h a t s ix t e e n co n cep ts d is c r im in a te d t - r a t i o s ig n if ic a n c e b etw een th e two e th n ic grou p s, tw e lv e a t th e .0 1 l e v e l and fo u r a t th e .001 l e v e l . A ll p o s s ib le com parisons were made i n th e com puter a n a ly s is but o n ly th o s e a t o r beyond th e .0 1 l e v e l o f s ig n if ic a n c e betw een e th n ic l e v e l s w ith a c h ie v e m e n t, c u lt u r a l, i n t e l l i g e n c e , and se x f a c t o r s h e ld c o n s ta n t a r e r e p o r te d . Those sem antic co n cep ts sh ow in g d if f e r e n t i a t i o n b etw een th e two e th n ic group c e l l s , c o n t r o lli n g f o r a c h ie v e m e n t, c u lt u r a l, i n t e l l i g e n c e , and se x v a r ia b le s w ere th e fo llo w in g : A tt it u d e Area 1 .0 0 —A s s o c ia tio n s C o g n itiv e : 5 . S tu d e n ts W ho Get Good Grades NCD, G ir ls , Hi A c h ie v e r s, Hi I .Q . 1 3 • Grown-Ups NCD, G ir ls , A ch iev e rs, Hi I .Q . 1 8 . R ich P eop le NCD, G ir ls , Hi A c h ie v e r s, Hi I .Q . NCD, G ir ls , A ch iev e rs, Hi I .Q . 2 0 . I d e a l T eacher CD, G ir ls , Hi A c h ie v e r s, Hi I .Q . . V J. NCD, G ir ls , Hi A c h ie v e r s, Hi I .Q . M A > AA .01 AA > M A .01 l e v e l M A > A A .01 l e v e l AA > M A .001 l e v e l AA > M A .01 l e v e l M A > A A .01 l e v e l M A > A A .01 l e v e l 103 2 9 . S tu d e n ts W ho Get Poor Grades NCD, G i r l s , A c h ie v e r s , Hi I .Q . NCD, G i r l s , A c h ie v e r s , Low I .Q . NCD, G i r l s , Hi A c h ie v e r s , Hi I.Q CD, G i r l s , A c h ie v e r s , Low I.Q . CD, B o y s, A c h ie v e r s , Hi I .Q . NCD, B o y s, A c h ie v e r s , Hi I .Q . 3 0 . I d e a l P a r e n ts NCD, G i r l s , A c h ie v e r s , Low I .Q . NCD, B o y s, A c h ie v e r s , Hi I .Q . A t t it u d e A rea 2 .0 0 - A s s o c ia tio n s S o c i a l Domain 2 5 . M y B e s t F rie n d s NCD, G i r l s , Hi A c h ie v e r s , Hi I .Q . AA > M A NCD, G i r l s , A c h ie v e r s , Low I .Q . M A > AA CD, G i r l s , Hi A c h ie v e r s , H i I .Q . AA > M A 2 8 . O ld er K ids NCD, G i r l s , Hi A c h ie v e r s , Hi I .Q . AA > M A NCD, G i r l s , A c h ie v e r s , Hi I .Q . AA > M A AA > M A .0 0 1 l e v e l AA > M A .0 0 1 l e v e l AA > M A .0 1 l e v e l AA > M A .0 1 l e v e l M A > A A .0 1 l e v e l M A > AA .0 0 1 l e v e l M A > AA .0 1 l e v e l AA > M A .0 1 l e v e l .0 0 1 l e v e l .0 1 l e v e l .0 0 1 l e v e l .0 1 l e v e l .0 1 l e v e l A t t it u d e A rea 5 .0 0 — P e r c e iv e d U t i l i t y o f S ch o o l E x p erien ce 2 2 . S tu d y in g NCD, B o y s, A c h ie v e r s , Hi I .Q . 2 6 . R ead in g 2 7 . M y S ch o o l A b i l i t y NCD, G ir l8 , A c h ie v e r s , Hi I .Q . CD, G i r l s , A c h ie v e r s , Low I .Q . CD, G i r l s , Hi A c h ie v e r s , H i I .Q . NCD, B o y s, A c h ie v e r s , Hi I .Q . A t t it u d e Area 6 .0 0 — S u c c e s s P a t t e r n s : 9 . T ak in g T e s ts CD, B o y s, A c h ie v e r s , H i I .Q . 1 6 . F i r s t Grade NCD, G i r l s , Hi A c h ie v e r s , Hi I.Q CD, G i r l s , Hi A c h ie v e r s , Hi I .Q . 1 7 . M y G rades M A > AA .0 1 l e v e l M A > A A .0 1 l e v e l M A > AA .0 0 1 l e v e l M A > AA .0 0 1 l e v e l M A > AA .0 0 1 l e v e l M A > AA .0 1 l e v e l M A > AA .0 0 1 l e v e l AA > M A .0 0 1 l e v e l M A > AA .0 1 l e v e l M A > AA .0 1 l e v e l M A > AA .0 1 l e v e l AA > M A .0 1 l e v e l 10lf A ttitu d e Area 7 .0 0 — A u th o rity R e la t io n s h ip s : 13• Grown-Ups NCD, G ir ls , A c h ie v e r s, Hi I.Q . M A > AA .0 1 l e v e l 3 0 . I d e a l P a re n ts NCD, B oys, A c h ie v e r s , Hi I.Q . AA > M A .0 1 l e v e l NCD, G ir ls , A c h ie v e r s , Low I .Q . M A > AA .0 1 l e v e l A ttitu d e Area 8 .0 0 — Goal D ir e c tio n : 7 . M y Future NCD, G ir ls , Hi A c h ie v e r s , Hi I .Q . M A > AA .0 1 l e v e l CD, G ir ls , Hi A c h ie v e r s , Hi I .Q . M A > AA .0 1 l e v e l 2 1 . P erso n I Would L ike to Be NCD, B oys, A c h ie v e r s , Hi I.Q . AA > M A .0 1 l e v e l A ttitu d e Area 9 .0 0 — S e l f C oncept: 2 1 . P erso n I Would L ike to Be NCD, B o y s, A c h ie v e r s , Hi I.Q . AA > M A .0 1 l e v e l C u ltu r a l Group Com parisons The two c u lt u r a l grou p s, a s p r e v io u s ly d e f in e d , c o n s is t e d o f n o n c u lt u r a lly d ep rived (NCD) N = 5 5 5 , and th e c u l t u r a l l y d ep riv ed (CD) N = 5^6. No s i g n i f i c a n t d i f f e r ence was found on th e t h ir t y sem an tic c o n c e p ts r e l a t i v e to th e s e two g ro u p s. F ou rteen co n cep t means fa v o red th e NCD and s ix t e e n fa v o red th e CD. In th e c e l l com parisons no s i g n i f i c a n t d if f e r e n c e in term s o f th e two c u lt u r a l l e v e l s was d eterm in ed when th e a c h ie v e m e n t, e t h n ic , i n t e l l i g e n c e , and se x v a r ia b le s were h e ld c o n s ta n t. I n t e llig e n c e Group C om parisons The i n t e l l i g e n c e groups c o n s is t e d o f low I .Q . (Low) 105 99 and b e lo w , N = 5 3 9 , and h ig h I .Q , (H i) 100 and a b o v e , N a 5 6 2 . The mean number in ea ch c e l l was 23 w ith a range o f 2 - 3 0 . When th e f o r t y - e i g h t c e l l s were compared in term s o f i n t e l l i g e n c e w ith a c h ie v e m e n t, e t h n ic , c u l t u r a l , and s e x v a r ia b le s h e ld c o n s t a n t , e ig h t c o n c e p ts d is c r im i n a te d t - r a t i o s i g n i f i c a n c e , sev en a t th e .0 1 l e v e l and one a t o r beyond th e .0 0 1 l e v e l . Those sem a n tic c o n c e p ts d i f f e r e n t i a t i n g b etw een th e c e l l s in term s o f th e two i n t e l l i g e n c e l e v e l s w ere: A ttitu d e Area 1 .0 0 — A s s o c ia tio n s C o g n itiv e Domain: 13 • Grown-Ups AA, B o y s, CD, A ch iev e r s Hi > Low .0 1 l e v e l 2 0 . I d e a l T each er AA, B o y s, NCD, A c h ie v e r s Hi > Low .0 1 l e v e l AA, B o y s, CD, A c h ie v e r s Hi > Low .0 1 l e v e l 2 3 . T each ers AA, B o y s, NCD, A c h ie v e r s Low > Hi .0 1 l e v e l 2 9 . S tu d e n ts Who G et Poor Grades AA, B o y s, NCD, A c h ie v e r s Low > Hi .0 0 1 l e v e l AA, B o y s, CD, A ch iev e rs Low > Hi .0 1 l e v e l A ttitu d e Area 5 .0 0 — P e r c e iv e d U t i l i t y o f S ch ool E x p e r ie n c e ; 2 2 . S tu d y in g AA, B o y s, NCD, A ch iev e rs Low > Hi .0 1 l e v e l AA, B o y s, CD, A c h ie v e r s Low > Hi .0 1 l e v e l 2 7 . M y S ch o o l A b i l i t y AA, B o y s, CD, A ch iev ers Hi > Low .0 1 l e v e l A ttitu d e Area 6 .0 0 — S u c c e s s P a tt e r n s : 9 . T aking T e s ts AA, B o y s, CD, A ch ie v e rs Low > Hi .0 1 l e v e l 106 A tt it u d e Area 7 .0 0 — A u th o r ity R e la t io n s h ip s : Hi > Low 13 • Grown-Ups AA B o y s, CD, A c h ie v e r s •0 1 l e v e l A ttitu d e Area 8 .0 0 — G oal D ir e c t io n : 2 1 . P erso n I Would L ik e to Be AA, B o y s , NCD, A c h ie v e r s AA, B o y s , CD, A c h ie v e r s A tt it u d e A rea 9 .0 0 — S e l f C oncent 2 1 . P erso n I Would L ik e to Be AA, B o y s , NCD, A c h ie v e r s Hi > Low Hi > Low .01 .01 l e v e l l e v e l Hi > Low .0 1 l e v e l Sex Group C om parisons The two s e x g ro u p s c o n s is t e d o f b oys (N = 5 5 9 ) and g i r l s (N = ? + 2 ). A t o t a l group com p arison w as n o t made on t h i s v a r i a b l e . The summary o f main i n v e s t i g a t i o n , T a b le 5 , i n d i c a t e s th e r e s u l t o f c e l l co m p a riso n s in term s o f th e se x v a r ia b le w ith a l l o t h e r v a r i a b l e s , a c h ie v e m e n t, e t h n i c , c u l t u r a l , and i n t e l l i g e n c e , h e ld c o n s t a n t . The mean number i n ea c h c e l l was 23 w it h a ran ge o f 2 - 3 0 . When a l l o t h e r v a r i a b l e s were c o n t r o l l e d , f o u r t e e n c o n c e p ts d is c r im in a t e d b etw een s e x e s , n in e a t th e .0 1 l e v e l o f s i g n i f i c a n c e and f i v e a t o r beyond th e .0 0 1 l e v e l . Those se m a n tic c o n c e p ts d i f f e r e n t i a t i n g b etw e en th e s e x g ro u p s w ere th e f o llo w in g : A tt it u d e A rea 1 .0 0 — A s s o c ia t io n s C o g n itiv e Domain: 5 . S tu d e n ts Who G et Good G rades MA, NCD, Hi A c h ie v e r s , Hi I .Q . B o y s> G irls .0 0 1 l e v e l MA, CD, Hi A c h ie v e r s , H i I .Q . B o y s> G ir ls .0 1 l e v e l 107 H 00 • R ich P eople MA, NCD, Hi A c h ie v e r s , Hi I .Q . AA, NCD, A c h ie v e r s , H i I .Q . Boys>G ir ls G ir ls ^ o y s . 0 1 . 0 0 1 l e v e l l e v e l • o C M Id e a l Teacher MA, NCD, A c h ie v e r s , Hi I.Q . G irls> B oys . 0 1 l e v e l 2 3 . rpofl r % Via r*a AA, NCD, A c h ie v e r s , Hi I .Q . G irls> B oys . 0 1 l e v e l 2 9 . S tu d en ts W ho Get P o o r Grades MA, NCD, A c h ie v e r s , H i I .Q . AA, NCD, A c h ie v e r s , Hi I .Q . B oys> G irls G irls> B oys . 0 0 1 . 0 0 1 l e v e l l e v e l A ttitu d e Area 2 .0 0 — A s s o c ia t io n s S o c ia l Domain: 2 5 . M y B e st F rien d s M A, NCD, Hi A c h ie v e r s , Hi I .Q . M A, CD, Hi A c h ie v e r s , Hi I .Q . B oys> G irls B oys> G irls . 0 0 1 . 0 0 1 l e v e l l e v e l to CD . Older Kids M A, NCD, Hi A c h ie v e r s , Hi I .Q . AA, NCD, A c h ie v e r s , Hi I .Q . B oys> G irls G irl8>B oys . 0 1 . 0 1 l e v e l l e v e l A ttitu d e Area 5 .0 0 — P e r c e iv e d U t i l i t y o f S ch ool E x n erien ce 2 7 . M y S ch ool A b i lit y M A, NCD, A c h ie v e r s , Hi I .Q . M A, CD, Hi A c h ie v e r s , Hi I .Q . M A, NCD, Hi A c h ie v e r s , Hi I.Q . AA, NCD, A c h ie v e r s , Hi I.Q . G ir ls >Boys G irls> B oys G irls> B oys B oys> G irls . 0 0 1 . 0 0 1 . 0 0 1 . 0 0 1 l e v e l l e v e l l e v e l l e v e l A ttitu d e Area 6 .0 0 — S u c c e s s P a tte r n s • • 9 . Taking T ests AA, NCD, A c h ie v e r s , Hi I .Q . G irls> B oys . 0 1 l e v e l 1 1 . C o lle g e M A, NCD, Hi A c h ie v e r s , Hi I .Q . M A, CD, Hi A c h ie v e r s , Hi I .Q . B oys> G irls B oys> G irls . 0 0 1 . 0 0 1 l e v e l l e v e l 1 6 . F ir s t Grade M A, NCD, Hi A c h ie v e r s , Hi I .Q . G irls>G oys . 0 1 l e v e l A ttitu d e Area 8 .0 0 — G oal D ir e c tio n : 7 . M y Future AA, NCD, A c h ie v e r s , Hi I .Q . Boys>G ir ls . 0 1 l e v e l 108 1 1 . C o lle g e MA, NCD, Hi A c h ie v e r s , Hi I .Q . MA, CD, Hi A c h ie v e r s, Hi I .Q . 1 9 . P eo p le W ho Work Very Hard MA, NCD, Hi A c h ie v e r s , Hi I .Q . MA, CD, Hi A c h ie v e r s, Hi I .Q . 2 1 . P erson I Would L ike to Be MA, NCD, A c h ie v e r s, Hi I .Q . A ttitu d e Area 9 .0 0 — S e l f Concept 2 1 . P erson I Would L ike to Be MA, NCD, A c h ie v e r s, Hi I .Q . B oys> G irls .001 l e v e l B o y s> G irls .001 l e v e l B oys> G irls .0 1 l e v e l B oys> G irls .0 1 l e v e l G irls> B oys .0 1 l e v e l G irls> B oys .0 1 l e v e l D is c u s s io n A ttitu d e In v estig a tio n 1«00 A sso cia tio n s C ognitive Domain Concent 23— T e a ch er s. The z s c o r e s o f th e d i f f e r en ce betw een means r e p o r te d in T ab le 7 in d ic a t e th a t in term s o f te a c h e r p e r c e p tio n a d if f e r e n c e s i g n i f ic a n t beyond th e .0 0 0 1 l e v e l was found on th e £ and A f a c t o r s and a d if f e r e n c e a t th e .0 1 l e v e l on th e A f a c t o r was found betw een low a c h ie v e r s and h ig h a c h ie v e r s , in th e t o t a l group com p arison . When low a c h ie v e r s were compared w ith a v era g e a c h ie v e r s , T able 9 , a d if f e r e n c e s i g n i f i c a n t a t th e .0 1 l e v e l was found on th e £ f a c t o r and a d iff e r e n c e s i g n i f i c a n t a t th e .0 5 l e v e l on th e A f a c t o r . An exam in ation o f th e means in T a b les 7 and 9 r e v e a ls t h a t stu d e n ts a t th e two h ig h e r l e v e l s o f a c h ie v e ment have a h ig h er e v a lu a tio n o r a more fa v o r a b le a t t it u d e toward t e a c h e r s , th a t t h e ir p o s i t i v e f e e l i n g ten d s to be 109 s t r o n g e r , and t h a t th e h ig h e s t l e v e l s o f a c h ie v e m e n t a r e more a c t i v e o r l e s s p a s s iv e in th e s e a t t i t u d e s . The above f in d in g w ith r e fe r e n c e to th e t o t a l group i s su p p o r te d in a ch iev em en t l e v e l c e l l c o m p a r iso n s, T a b le s 13 and 2 1 . AA b o y s , NCD, o f h ig h i n t e l l i g e n c e show a s i g n i f i c a n t d i f f e r e n c e in te a c h e r p e r c e p t io n . In T ab le 13 i t can be s e e n t h a t a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 1 l e v e l was found on th e E and A f a c t o r s b etw een a v e r a g e and h ig h a c h i e v e r s . T a b le 21 shows t h a t a d i f f e r e n c e s i g n i f i ca n t a t th e .0 0 0 1 l e v e l on th e E f a c t o r and .0 1 on th e A f a c t o r was found b etw een low and h ig h a c h ie v e r s . A com p arison o f th e means in T a b le s 13 and 21 r e v e a ls t h a t AA b o y s , NCD, Hi I .Q . a t th e two h ig h e r l e v e l s o f a c h ie v e m e n t have a h ig h e r e v a lu a t io n w ith r e f e r e n c e to te a c h e r p e r c e p tio n and t h a t t h e i r p o s i t i v e f e e l i n g s a r e more a c t i v e . In th e i n t e l l i g e n c e c e l l c o m p a r iso n s, T a b le *+5, AA b o y s , NCD, o f a v e r a g e ach ievem en t d i f f e r s i n term s o f te a c h e r p e r c e p tio n a t th e .001 l e v e l on th e E f a c t o r and a t th e .0 0 1 l e v e l a t th e .0001 l e v e l on th e A f a c t o r . A com p arison o f th e means in T ab le U-5 i n d i c a t e s th a t th e lo w e r i n t e l l i g e n c e l e v e l o f AA b o y s , NCD, a v er a g e a c h ie v e r s have a more fa v o r a b le a t t i t u d e tow ard t e a c h e r s and a r e more a c t iv e i n t h i s a t t i t u d e . T h is u n e x p e c te d f in d in g i s p erh ap s e x p la in e d by th e f a c t t h a t t h i s grou p 110 w as a c h ie v in g a t o r b eyon d e x p e c ta n c y in d i c a t i n g g o o d t e a c h e r - p u p il r a p p o r t. The r e s u l t s o f d a ta a n a l y s i s d id n o t i n d i c a t e a d if f e r e n c e in t e a c h e r p e r c e p tio n b etw een th e e t h n ic g ro u p s o r c u lt u r a l l e v e l s . The t - r a t i o s r e p o r te d in T a b le **7 show t h a t , in term s o f te a c h e r p e r c e p t io n , a 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 .0 0 0 1 l e v e l on th e E f a c t o r and a t th e .0 0 1 l e v e l on th e A f a c t o r , AA, NCD, A c h ie v e r s , Hi I .Q . c e l l s , w as found b etw een s e x e s . A co m p a riso n o f th e means in T ab le M -3 r e v e a l s t h a t g i r l s when com pared to b o y s in t h i s c a t e g o r y more h ig h ly e v a lu a t e t e a c h e r s and a r e more a c t i v e i n t h e i r a t t i t u d e s • In summary t h i s r e s e a r c h s u p p o r ts th e c o n c lu s io n t h a t th e c o n c e p t " te a c h e r s" i s p e r c e iv e d w ith a more f a v o r a b le and more a c t i v e a t t i t u d e by th e two h ig h e r l e v e l s o f a c h ie v e m e n t, by th e lo w e r i n t e l l i g e n c e l e v e l o f AA, NCD, a v e r a g e a c h ie v e r s , and by g i r l s when com pared to b o y s . C oncept 13— G rown-Ups. The z s c o r e s o f th e d i f f e r en ce b etw een m eans r e p o r te d in T ab le 9 in d i c a t e t h a t in term s o f a d u lt p e r c e p t io n , a d if f e r e n c e s i g n i f i c a n t a t th e .0 5 l e v e l on th e P f a c t o r and a t th e .0 1 l e v e l on th e A f a c t o r was found b etw e en low a c h ie v e r s and a v e r a g e a c h ie v e r s . An e x a m in a tio n o f th e means in T ab le 9 r e v e a l s t h a t Ill stu d e n ts a t th e lo w e r l e v e l o f ach ievem en t have s t r o n g e r and more a c t iv e f e e l i n g s toward grow n -u p s. S ev e r a l ex p la n a t io n s are p la u s ib l e . Some p r e v io u s r e s e a r c h (E ld e r , 1 9 6 5 ) and p a r t ic u la r ly ( G i l l and S p ilk a , 1 9 6 2 ), and the f in d in g s o f M e tfe s s e l in P r o j e c t P o t e n t ia l in d ic a t e th a t th e c u l t u r a lly d ep riv ed and M exican-A m erican p o p u la tio n (o v e r h a l f o f th e sam ple i n t h i s r e s e a r c h ) have a stro n g er m a tern a l i d e n t i t y . These f a m i l i e s ten d to f e e l th a t they a r e p r e em inent o v er th e s c h o o l, and ev en tru a n cy i s view ed a s a s ig n o f l o y a l t y by th e p a r e n t s . T h is type o f fa m ily o r i e n t a t io n co u ld ca u se l e s s i d e n t i f i c a t i o n w ith the acad em ic ach ievem en t g o a ls o f th e s c h o o l and th u s be a str o n g f a c t o r in t h i s fin d in g th a t th e lo w er l e v e l s o f ach ievem en t s c o r e h ig h e r on th e c o n c e p t "grow n-up s." A p a tr ia r c h a l o r m a tr ia r c h a l fa m ily m odel l i k e l y i n h i b i t s th e c r e a t iv e a b i l i t i e s and r ic h e r f a n t a s y l i f e t h a t c o r r e la t e s w ith acad em ic a ch iev em en t. Perhaps th e c o n c e p t i s to o vague to e l i c i t v a l id a t t it u d e s from th e s e s u b j e c t s o r p erh ap s lo w er a c h ie v in g p u p ils a r e more d ep en d en t on a d u lt s when a t t h is a g e l e v e l where th e s tr u g g le f o r in d ep en d en ce i s u s u a lly ta k in g p la c e . I t sh ou ld be n o ted t h a t th e E f a c t o r d id n o t d is c r im in a te so th e str o n g e r and more a c t iv e a t t i t u d e o f the lo w er a c h ie v e r s would be in d e te r m in a te a s to i t s n a tu r e . In the c e l l co m p a riso n s a c e l l mean d iff e r e n c e a t 112 o r beyond th e .01 l e v e l was foun d on th e E , P , A f a c t o r s in fa v o r o f low a c h ie v e r s w ith r e f e r e n c e to a v era g e a c h ie v e r s f o r AA b o y s, CD, low I .Q . (T a b le 1 5 ) . No d iffe r e n c e w ith r e s p e c t to c u lt u r a l l e v e l was d is c o v e r e d b u t w ith e t h n ic g r o u p in g s a c e l l mean d if f e r e n c e s i g n i f i c a n t a t th e .01 l e v e l on th e P and A f a c t o r s was found in fa v o r o f th e M A fo r th e NCD, a v era g e a c h ie v in g , Hi I .Q . g i r l s (T able 3 1 ) . In th e i n t e l l i g e n c e g r o u p in g s , T able **3, a c e l l mean d if f e r e n c e s i g n i f i c a n t a t th e .0 0 1 l e v e l was found f o r th e A f a c t o r fo r AA b o y s , CD, a v er a g e a c h ie v e r s . Mean com p a r is o n in Table **3 in d i c a t e s th a t th e h ig h e r I .Q . l e v e l in t h i s ca teg o r y h a s more a c t i v e f e e l i n g s o r a t t it u d e s tow ard grow n-ups. T h is co n cep t d id n ot d is c r im in a t e s i g n i f i c a n t l y in th e s e x group co m p a riso n s. In summary t h i s r e s e a r c h i n d i c a t e s th a t w ith r e f e r en ce to th e co n cep t "grown-ups" s tu d e n ts a t th e lo w er l e v e l o f a ch iev em en t have s tr o n g e r f e e l i n g s and th a t th e h ig h e r l e v e l o f I.Q . in AA b o y s , CD, a v er a g e a c h ie v e r s h a s more p o s i t i v e , a c t i v e , and s tr o n g e r a t t i t u d e s toward grow n -u p s. Concept 20— I d e a l T ea ch er. T h is co n ce p t d id n o t d is c r im in a te betw een th e a ch ie v em en t l e v e l s in e i t h e r th e t o t a l group o r c e l l co m p a riso n s. The z sc o re o f th e d if f e r e n c e betw een means 113 r e p o r te d in T ab le 11 showa th a t in term s o f a t t i t u d e tow ard " id e a l te a c h e r ," a d if f e r e n c e s i g n i f i c a n t a t th e ,0 0 0 1 l e v e l was fou n d on th e E and A f a c t o r s b etw een th e two e t h n ic g r o u p s , t o t a l group co m p a riso n . An ex a m in a tio n o f th e means i n T ab le 11 r e v e a l s t h a t th e M A p o p u la tio n in t h i s stu d y h a s a more p o s i t i v e a t t i t u d e o r g r e a t e r e v a lu a t io n f o r th e c o n c e p t " id e a l te a c h e r " th a n th e AA p o p u la tio n and t h a t t h e i r a t t i t u d e i s more a c t i v e . T h is p o s s ib ly in d i c a t e s t h a t th e M A p o p u la t i o n can more e a s i l y i d e n t i f y w ith a su p p osed id e a l te a c h e r th an w ith th e te a c h e r in t h e i r e x p e r ie n c e . C o n v e r s e ly , th e AA p o p u la tio n may be more s a t i s f i e d w ith t h e i r r e a l i t y t e a c h e r e x p e r ie n c e and l e s s l i k e l y to f e e l p o s i t i v e a b o u t an i d e a l o n e . C e ll group com p arison s o f th e two e t h n ic g ro u p s was c o n s i s t e n t w ith th e r e s u l t s o f t o t a l group c o m p a r iso n s. A c e l l mean d if f e r e n c e a t th e .0001 l e v e l was found f o r th e E and A f a c t o r s f o r NCD g i r l s , Hi I .Q ., h ig h a c h ie v e r s . Mean co m p a riso n s in T a b le 39 in d ic a t e t h a t th e M A g i r l s in t h i s c e l l have a more p o s i t i v e a t t i t u d e and a r e l e s s p a s s iv e in t h i s a t t i t u d e toward o r in t h e i r p e r c e p tio n o f " I d e a l T eacher" th a n th e AA g i r l s . A com p arison o f means in T ab le k-1 shows s im ila r r e s u l t s , a d if f e r e n c e i n fa v o r o f th e M A p o p u la tio n when compared w ith AA p o p u la tio n a t th e .0 0 0 1 l e v e l , E and A f a c t o r s fo r CD g i r l s , Hi I.Q ., h ig h a c h ie v e r s . 1114- In th e i n t e l l i g e n c e g r o u p in g s , T able *4-3, AA b o y s , CD, o f average a ch ie v em en t d i f f e r r e l a t i v e to th e c o n c e p t " Id e a l Teacher" a t t h e .0 0 1 l e v e l on th e E and A f a c t o r s . A A b o y s , NCD, o f a v e r a g e a c h ie v e m e n t, T able *4-5, a ls o d i f f e r a t th e .0 1 l e v e l on th e E f a c t o r i n term s o f t h i s c o n c e p t. A com parison o f means i n T a b le s *+ 3 and *+5 in d ic a t e t h a t th e d if f e r e n c e i s in fa v o r o f th e h ig h e r i n t e l l i g e n c e l e v e l . I t ap p ears th a t t h e s e AA b o y s, CD and NCD, Hi I.Q., o f a v era g e ach ievem en t more h ig h ly v a lu e and a r e more a c t i v e in t h i s a t t it u d e th a n t h e i r lo w e r i n t e l l i g e n c e l e v e l c o u n te r p a r t r e g a r d in g t h e i r p e r c e p tio n o f " Id e a l T ea ch er." In th e s e x g r o u p in g s , a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 1 l e v e l f o r th e E and A f a c t o r s was found r e g a r d in g t h i s co n ce p t f o r th e MA, NCD, Hi I.Q ., a v era g e a c h ie v e r c e l l . A com parison o f means in T able 53 in d ic a t e s t h a t th e d if f e r e n c e i s i n fa v o r o f th e g i r l s . G ir ls in t h i s c a t e g o r y , when compared t o t h e i r c o u n te r p a r t b o y s, more h ig h ly e v a lu a te " Id ea l T eacher" and a re more a c t iv e in t h e i r a t t i tude . In summary t h i s r e s e a r c h su p p o r ts th e c o n c lu s io n th a t th e co n ce p t " I d e a l Teacher" i s p e r c e iv e d w ith a more fa v o r a b le and more a c t i v e a t t i t u d e by th e M A p o p u la tio n , in b o th th e t o t a l group and c e l l group co m p a riso n s, by th e h ig h e r in t e l l i g e n c e l e v e l , a verage ach ievem en t AA b o y s , and by g i r l 8 when com pared to b oys o f th e same h ig h e r 115 I n t e l l i g e n c e l e v e l and a v er a g e a c h ie v e m e n t le v e l * T h is a p p e a r s to in d ic a t e t h a t th e M A p o p u la t io n , th e a v era g e a c h ie v in g h ig h e r i n t e l l i g e n c e l e v e l , and g i r l s a s d e fin e d ab ove a r e l e s s s a t i s f i e d w ith th e t e a c h e r in t h e i r e x p e r i en c e and can more p o s i t i v e l y i d e n t i f y w ith an i d e a l te a c h e r . C oncept 3 0 — I d e a l P a r e n t s . As se e n in T ab le 5 , t h i s c o n c e p t d id n o t d is c r im in a t e b etw een th e a ch ie v em en t l e v e l s i n e i t h e r th e t o t a l group o r c e l l c o m p a r iso n s, n o r th e e t h n ic g r o u p in g s , t o t a l group c o m p a r iso n s, n o r th e se x g r o u p in g s . In th e e th n ic g ro u p in g s c e l l co m p a riso n s a d i f f e r en ce s i g n i f i c a n t a t th e .0 0 0 1 l e v e l on th e E f a c t o r and a t th e .0 1 l e v e l on th e A f a c t o r was fou n d f o r th e NCD b o y s , Hi I . Q . , a v era g e a c h ie v e r s . A d if f e r e n c e s i g n i f i c a n t a t th e .0 0 0 1 l e v e l on th e E f a c t o r and a t th e .0 0 1 l e v e l on th e A f a c t o r was a ls o found f o r NCD g i r l s , low I .Q ., a v era g e a c h i e v e r s . A com parison o f means in T a b le s 29 and 33 show th a t t h i s d if f e r e n c e i s i n c o n s i s t e n t . I t i s in fa v o r o f th e AA p o p u la tio n in T able 29 and in fa v o r o f th e M A p o p u la tio n in T ab le 33* No m ea n in g fu l i n t e r p r e t a t io n can be m ade. C oncept 18— R ic h P e o p le . The z s c o r e s o f th e d i f f e r e n c e b etw een means r e p o r te d in T a b le 7 in d ic a t e th a t i n term s o f th e p e r c e p tio n o f th e c o n c e p t "Rich P eop le" a 116 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 .0 0 0 1 l e v e l on th e E f a c t o r and a t t h e .0 0 1 l e v e l on th e A f a c t o r w as fou n d b e tw e e n low a c h ie v e r s and h ig h a c h ie v e r s in th e t o t a l group co m p a r iso n s. An e x a m in a tio n o f th e means in T ab le 7 sh ow s t h a t th e h ig h e r l e v e l o f a c h ie v e m en t more h ig h ly e v a lu a t e th e c o n c e p t "R ich P eo p le" and a re more a c t i v e i n t h i s a t t i t u d e . The ab ove f in d in g w ith r e fe r e n c e to th e t o t a l grou p c o m p a riso n s i s c o n s i s t e n t l y su p p o rted in th e a c h ie v e m e n t g r o u p in g s c e l l c o m p a r is o n s , T a b le s 1 3 , 19» and 2 1 . W ith AA b o y s , NCD, H i I .Q ., a d if f e r e n c e s i g n i f i c a n t a t .0 0 0 1 l e v e l on th e E f a c t o r and a t th e .0 0 1 l e v e l on th e A f a c t o r was fou n d b etw een a v e r a g e and h ig h a c h ie v e r s . A 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 .0 0 0 1 l e v e l on th e E and A f a c t o r s was found b etw e en a v e r a g e and h ig h a c h ie v e r s f o r AA b o y s , CD, Hi I.Q. Also> a 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 .0 0 0 1 l e v e l on th e E and A f a c t o r s was found b etw een low and h ig h a c h i e v e r s , AA b o y s , NCD, H i I.Q. An e x a m in a tio n o f th e means i n T a b le s 1 3 , 1 9 , and 21 i n d i c a t e s t h a t t h i s d if f e r e n c e i s c o n s i s t e n t l y i n f a v o r o f th e h ig h a c h ie v e m e n t l e v e l . H igh a c h ie v e r s more h ig h ly e v a lu a t e th e c o n c e p t " R ich P eop le" and a r e more a c t i v e in t h i s p o s i t i v e a t t i t u d e . T h is f in d in g i n d i c a t e s t h a t in ou r a m b itio n o r ie n t e d s o c i e t y a p o s i t i v e a t t i t u d e tow ard r i c h p e o p le o r m a t e r ia l a ch iev em en t h ig h ly c o r r e l a t e s w ith acad em ic a c h ie v e m e n t. 117 The I . Q. l e v e l com p arison s d id n o t d is c r im in a te r e l a t i v e to th e c o n c e p t. In the e th n ic g ro u p in g s c e l l com parisons a d i f f e r en ce s i g n i f i c a n t a t th e .0001 l e v e l on th e £ f a c t o r and a t th e ,001 l e v e l on th e A f a c t o r was found between AA and M A fo r NCD g i r l 8 , Hi I , Q ., o f a v era g e a ch iev em en t, A d i f f e r ence s i g n if ic a n t a t th e .0001 l e v e l on th e £ and A f a c t o r was found betw een AA and M A f o r NCD g i r l s , Hi I , Q ., o f h ig h a ch iev em en t. An ex a m in a tio n o f means in T a b les 31 and 39 r e v e a ls th a t t h i s d if f e r e n c e was c o n s is t e n t ly in fa v o r o f th e AA p o p u la tio n . The A nglo-A m ericans as d e fin e d above more h ig h ly e v a lu a te r i c h p eo p le and a re more a c t iv e in t h i s p o s it iv e a t t i t u d e . The se x g ro u p in g s r e s u l t s r e la t iv e to t h i s co n cep t show a d iff e r e n c e s i g n i f i c a n t a t th e .0001 le v e l on th e E and A f a c t o r s betw een b o y s and g i r l s f o r th e AA, NCD, Hi I . Q ., average a c h ie v in g g rou p . A d iff e r e n c e a t th e .0 0 0 1 l e v e l fo r the £ and A f a c t o r s betw een boys and g i r l s was found f o r the MA, NCD, H i 1 . Q ., h ig h a c h ie v in g g ro u p . An ex a m in a tio n o f th e means in T a b les *»7 and *+9 in d ic a te th a t w ith the AA p o p u la tio n a s d e fin e d above th e d iff e r e n c e i s in fa v o r o f g i r l s and t h a t w ith th e M A p o p u la tio n as d e fin e d above th e d if f e r e n c e i s in fa v o r o f the b o y s. T h is ap p ears to su pp ort th e r e s u l t s o f th e a c h ie v e ment l e v e l s and e th n ic com p arison s p r e v io u s ly r e p o rted 118 r a th e r than a sex d is c r im in a tio n . But th e c o n c lu s io n could be drawn th a t a t th e h ig h i n t e l l i g e n c e l e v e l and the h ig h er ach ievem en t l e v e l boys f e e l more p o s i t i v e toward r ic h p eo p le in a more a c t iv e fa s h io n th a n g i r l s in th e M A popu l a t i o n but th a t g i r l s have a more p o s i t i v e and more a c t iv e a t t it u d e than boys toward r ic h p eo p le in th e AA p o p u la tio n . In summary t h is r e s e a r c h su p p o r ts th e c o n c lu s io n t h a t w ith r e fe r e n c e to r ic h p eo p le th e h ig h e r ach ievem en t l e v e l s have a more p o s it iv e and a c t iv e a t t i t u d e , th a t th e A nglo-A m erican stu d en t a ls o more h ig h ly e v a lu a te s in an a c t iv e fa s h io n t h i s co n cep t and t h a t th e r e i s a p o s s ib le s e x d iff e r e n c e in t h i s a t t it u d e in th e two e th n ic groups a t th e h ig h e r in t e lli g e n c e and a ch iev em en t l e v e l s . T h is has d e f i n i t e im p lic a tio n s f o r th o se d e s ir in g to enhance a t t i tu d e s th a t h ig h ly c o r r e la te w ith academ ic ach iev em en t. Concept 15— Poor P e o p le . The z s c o r e s o f the d if f e r e n c e between means re p o rte d in T able 7 in d ic a t e th a t in term s o f the p e r c e p tio n o f th e c o n c e p t "Poor P eople" a d if f e r e n c e s ig n if ic a n t a t th e ,0 0 0 1 l e v e l on th e E, P , and A f a c t o r s was found betw een low and h ig h a c h ie v e r s in th e t o t a l group com p arison s. An exam in ation o f th e means in T able 7 shows th a t th e h ig h e r l e v e l o f ach ievem en t f e e l more p o s it iv e in a s tr o n g e r and more a c t iv e fa s h io n tow ard poor p e o p le . The r e s u lt s o f ach ievem en t g ro u p in g s c e l l 119 co m p a riso n s was n o t c o n s is t e n t w ith th e t o t a l group com pari so n f in d in g s making t h i s co n cep t d o u b tfu l a s to r e l i a b l e d is c r im in a t io n . A d if f e r e n c e s i g n i f i c a n t a t th e .0 0 1 l e v e l f o r th e P f a c t o r and a t th e .0001 l e v e l f o r th e A f a c t o r b etw een low and a v era g e a c h ie v e r s was found f o r th e AA b o y s, NCD, low I . Q. g ro u p . A d if f e r e n c e s i g n i f i c a n t a t th e .0 0 0 1 l e v e l f o r th e P and A f a c t o r was found betw een a v e r age and h ig h a c h ie v e r s in th e M A g i r l s , CD, Hi I.Q. g ro u p . A d if f e r e n c e s i g n i f i c a n t a t th e .0 0 1 l e v e l on th e P f a c t o r and a t th e .0 0 0 1 l e v e l on th e A f a c t o r was found b etw een low and av era g e a c h ie v e r s f o r th e M A g i r l s , NCD, Hi I.Q. g ro u p . In ea ch o f th e s e th r e e f in d in g s th e E f a c t o r w hich g i v e s a d e f i n i t e d ir e c t io n a l a t t it u d e d id n o t d is c r im in a te w ith s i g n i f i c a n c e . A com parison o f th e means in T a b le s 1 7 , 2 3 , and 25 p r o h ib i t s in t e r p r e t a t io n a s to a t t it u d e tow ard t h i s c o n c e p t b etw een th e a ch iev em en t l e v e l s . In one c a s e , T able 2 5 , th e d if f e r e n c e i s in fa v o r o f th e lo w er a ch iev em en t l e v e l and in two c a s e s , T a b les 17 and 2 3 , th e d if f e r e n c e i s in fa v o r o f th e h ig h e r a ch iev em en t l e v e l . The m ost s i g n i f i c a n t f in d in g i s t h a t th e more m ean in gfu l E f a c t o r d id n o t show a s i g n i f i c a n t d if f e r e n c e . In summary t h i s r e se a r c h shows t h a t w ith r e s p e c t to th e c o n c e p t "Poor P eople" th e f in d in g s a re to o in c o n s i s t e n t to a llo w m ea n in g fu l in t e r p r e t a t io n . The e v id e n c e Is 1 2 0 i n f a v o r o f a s t r o n g e r and more a c t i v e a t t i t u d e tow ard p oor p e o p le on th e p a r t o f th e h ig h e r a c h ie v em e n t l e v e l s b u t th e n a tu r e o f t h i s a t t i t u d e ca n n o t be d e f in e d . C oncep t 5— S tu d e n ts Who Get Good G rad es. The z s c o r e s o f th e d i f f e r e n c e b etw een means r e p o r te d in T a b le 7 in d i c a t e t h a t in term s o f th e c o n c e p t " S tu d en ts W ho G et Good Grades" a 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 .0 0 1 l e v e l on th e P f a c t o r and a t th e .0 5 l e v e l on th e A f a c t o r w as foun d b etw een lo w and h ig h a c h ie v e r s in th e t o t a l group co m p a ri s o n s . An e x a m in a tio n o f th e means i n T able 7 show s t h a t th e h ig h e r l e v e l o f a c h ie v em en t h a s a s tr o n g e r and more a c t i v e a t t i t u d e tow ard th e ty p e o f s tu d e n t who g e t s good g r a d e s . The £ f a c t o r , a lth o u g h n o t s i g n i f i c a n t , i s i n th e d i r e c t i o n o f h ig h e r e v a l u a t io n . The r e s u l t s o f a ch ie v em en t g r o u p in g s c e l l c o m p a ri so n s was c o n s i s t e n t w ith th e t o t a l grou p co m p a riso n f i n d i n g s . A 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 .0 0 0 1 l e v e l on th e P f a c t o r was fou n d b etw een a v e r a g e and h ig h a c h ie v e r s on th e P f a c t o r . An e x a m in a tio n o f th e means in T ab le 13 show s t h a t th e h ig h e r l e v e l o f a ch ie v em en t f e e l s s tr o n g e r tow ard su ch s t u d e n t s . The .0 5 l e v e l o f s i g n i f i c a n c e f o r th e E and A f a c t o r s a r e c o n s id e r e d n o n s i g n if ic a n t f o r r e a s o n s p r e v i o u s l y s t a t e d b u t th e d if f e r e n c e i s in fa v o r o f th e h ig h e r 121 l e v e l o f a ch ie v em en t. In th e e th n ic g r o u p in g s c e l l co m p a riso n s a d i f f e r en c e s i g n i f i c a n t a t th e .0 0 0 1 l e v e l on th e £ and A f a c t o r s was fou n d betw een AA and M A p o p u la t io n s f o r th e NCD, g i r l s , Hi I . Q . , h ig h a ch iev em en t l e v e l g r o u p . An ex a m in a tio n o f th e m eans i n T ab le 39 shows t h a t A n g lo -A m erica n s a s d e f in e d ab ove h ave a h ig h e r e v a lu a t io n o f and f e e l more a c t i v e tow ard s t u d e n t s who g e t good g ra d es when compared to t h e i r M exican -A m erican c o u n te r p a r t. In th e se x g r o u p in g s c e l l co m p a riso n s a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 0 1 l e v e l on th e E and A f a c t o r s was fou n d b etw een boys and g i r l s f o r th e MA, NCD, Hi I .Q ., h ig h e r a ch iev em en t l e v e l g r o u p . A d if f e r e n c e s i g n i f i c a n t a t th e .0 0 1 l e v e l on th e E f a c t o r and a t th e .0 1 l e v e l on th e A f a c t o r was found b etw een b o y s and g i r l s fo r th e MA, CD, Hi I.Q ., h ig h e r a c h ie v e m e n t g r o u p . An ex a m in a tio n o f th e m eans i n T a b le s *+9 and 51 show s t h a t M A boys o f th e h ig h e r i n t e l l i g e n c e and a c h ie v e m ent l e v e l s f e e l more p o s i t i v e to w a r d , and a r e more a c t i v e i n , t h e i r h ig h e r e v a lu a t io n o f s t u d e n t s who g e t good g ra d e s. In summary t h i s r e s e a r c h s u p p o r ts th e c o n c lu s io n t h a t th e h ig h e r l e v e l o f a c h ie v e m e n t f e e l s s tr o n g e r and more a c t i v e toward th e ty p e o f s tu d e n t who g e t s good g ra d es. A ls o , A nglo-A m erican g i r l s o f th e h ig h e r i n t e l l i g e n c e and a c h ie v em en t l e v e l more h ig h l y v a lu e and a r e more a c t i v e in 122 t h i s p o s i t i v e a t t i t u d e tow ard su c h s t u d e n t s th a n t h e i r M exican -A m erican c o u n t e r p a r t . In th e M exican p o p u la tio n d e s c r ib e d above b o y s h a v e a more p o s i t i v e and a c t i v e a t t i tu d e r e l a t i v e to s t u d e n t s who g e t good g r a d e s th a n do g i r l s o f th e same c a t e g o r y . C oncept 29— S tu d e n ts Who G et P o o r G ra d es. The z s c o r e s o f th e d if f e r e n c e b etw een m eans r e p o r te d i n T a b le 7 i n d i c a t e t h a t in term s o f th e c o n c e p t " S tu d e n ts Who Get P o o r G rades" a 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 .0 0 0 1 l e v e l on th e E f a c t o r , a t th e .0 1 l e v e l on th e P f a c t o r , and a t the .0 5 l e v e l on th e A f a c t o r was fo u n d b etw een lo w and h ig h a c h ie v e r s in th e t o t a l grou p c o m p a r is o n s . In a d d it i o n , th e z s c o r e s o f th e d i f f e r e n c e b etw een m eans r e p o r te d in T a b le 9 in d i c a t e t h a t in term s o f t h i s same c o n c e p t a 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 .0 1 l e v e l on th e E f a c t o r was fo u n d b etw een low and a v e r a g e . An e x a m in a tio n o f th e m eans in T a b le s 7 and 9 shows t h a t th e h ig h e r l e v e l s o f a c h ie v e m e n t h ave a more p o s i t i v e , s t r o n g e r and somewhat more a c t i v e a t t i t u d e tow ard th e ty p e o f s t u d e n t s who g e t p o o r g r a d e s . The r e s u l t s o f a c h ie v e m e n t g r o u p in g s c e l l com p ari s o n s f o r th e c o n c e p t a r e r e p o r te d i n T a b le s 13* 1 5 , 1 7 , 1 9 , and 21 f o r AA b o y s, NCD and CD, o f b o th i n t e l l i g e n c e l e v e l s . T h ese f i n d i n g s , c o n s i s t e n t w ith t h o s e o f th e t o t a l grou p c o m p a riso n r e p o r te d a b o v e , show a d i f f e r e n c e b etw een th e 123 • 01 and ,0 0 0 1 l e v e l on the E f a c t o r , and b etw een th e .0 1 and ,0 0 1 l e v e l on th e P and A f a c t o r s , b etw een th e th r e e l e v e l s o f a c h ie v e m e n t. E xam in ation o f th e means a g a in show s t h a t th e h ig h e r l e v e l s o f a ch iev em en t have a more p o s i t i v e , s tr o n g e r , and m ore a c t iv e a t t i t u d e in t h e ir p e r c e p t io n o f s t u d e n t s who g e t p o o r g r a d e s . T a b le s 23 and 25 show i n c o n s is t e n t r e s u l t s i n a c h ie v e m e n t g r o u p in g s c e l l com p arison s f o r t h i s c o n c e p t f o r M A g i r l s , NCD and CD, Hi I.Q. T able 23 show s a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 0 1 l e v e l fo r t h e E and A f a c t o r s and a t th e .0 0 1 l e v e l f o r th e P fa c t o r i n fa v o r o f th e h ig h a c h ie v e r s com pared to a v era g e a c h ie v e r s . H ow ever, T ab le 25 show s a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 1 l e v e l on th e E and A f a c t o r s in fa v o r o f th e low a c h ie v e r s com pared to a v e r a g e a c h ie v e r s . T hese r e s u l t s in d ic a t e th a t t h i s c o n c e p t d o e s n o t r e l i a b l y d is c r im in a te betw een a ch iev em en t l e v e l s . In th e c a s e o f th e M A g i r l s o f h ig h i n t e l l i g e n c e i n T ab le 25 th e f i n d i n g s ap p ear to in d ic a t e th a t th e y make a p o s i t i v e id e n t i f i c a t i o n w ith s t u d e n t s who g e t p oor g r a d e s s in c e th e y a re i n t h i s c a te g o r y b u t e v id e n t ly co u ld a c h ie v e a c a d e m ic a lly , a t a h ig h e r l e v e l . In th e c a se o f th e AA b o y s o f T a b le s 1 3 , 1 5 , 1 7 , 19 and 21 th e r e appears to be a s t r o n g e r a c c e p ta n c e o f s t u d e n t s who g e t p oor g ra d es even th o u g h th e y th e m s e lv e s a r e a t th e h ig h e r a ch ie v e m en t l e v e l s . In th e e t h n ic g r o u p in g s , t o t a l group c o m p a r iso n s, th e z s c o r e s o f th e d i f f e r e n c e b etw een means r e p o r te d in T ab le 11 show t h a t r e l a t i v e to p e r c e p tio n o f s t u d e n t s who g e t p oor g r a d e s a d if f e r e n c e s i g n i f i c a n t a t th e .0 1 l e v e l on th e E and P f a c t o r s and a t th e .0 5 l e v e l on th e A f a c t o r was found b etw een th e A nglo-A m erican and M exican-A m erican p o p u la t io n s . E x a m in a tio n o f th e means in T ab le 11 i n d i c a t e s t h a t t h i s d if f e r e n c e i s in fa v o r o f th e A nglo-A m erican g rou p who ap p ea r to v ie w in a more p o s i t i v e , s t r o n g e r , and a c t i v e manner s t u d e n t s who g e t p oor g r a d e s . T h is f in d in g i s n o t i n th e e x p e c te d d i r e c t i o n a s in d ic a t e d by th e r e v ie w o f l i t e r a t u r e . The r e s u l t s o f e t h n ic g r o u p in g s , c e l l c o m p a r iso n s, on t h i s c o n c e p t a r e i n T a b le s 2 7 , 29» 31> 33» 3 5 , and 3 7 . D if f e r e n c e s w ith s i g n i f i c a n c e r a n g in g from th e .0 1 to .0 0 0 1 v a lu e on th e E , P , and A f a c t o r s w ere found b etw een th e two e t h n ic p o p u la t io n s . E x a m in a tio n o f th e means in th e s e t a b le s i n d i c a t e s i n c o n s i s t e n t r e s u l t s . In two i n s t a n c e s , T a b les 27 and 29> th e d if f e r e n c e i s i n f a v o r o f th e M exican-A m erican g ro u p s and in fo u r i n s t a n c e s , T a b le s 31? 33* 3 5 , 3 7 , th e d i f f e r en ce i s in fa v o r o f th e A nglo-A m erican g r o u p s, c o n s i s t e n t w ith t o t a l group c o m p a r iso n s. The e x p la n a tio n o f th e 125 seem in g c o n tr a d ic tio n ap pears to be on th e b a s is o f th e sex and i n t e l l i g e n c e v a r i a b le s . When th e d if f e r e n c e i s in fa v o r o f th e M exican-Am erican g r o u p s, i t i s c e l l s o f h igh i n t e l l i g e n c e , boys o f a v era g e a c h ie v e m e n t, T a b les 27 and 29. When th e d iff e r e n c e i s in fa v o r o f th e A nglo-A m erican i t i s c e l l s o f low i n t e l l i g e n c e , g i r l s , o f a v era g e a ch iev em en t, T a b le s 33* 3 5 , 3 7 . I t ap p ears th a t t h i s co n cep t d o es n o t d is c r im in a te w ith c o n s is te n c y betw een th e two e th n ic groups b u t th e r e i s ev id e n c e in su p p ort o f th e c o n c lu s io n th a t M exican-Am erican b o y s, h ig h i n t e l l i g e n c e , a verage a c h ie v e ment o r A nglo-A m erican g i r l s , low i n t e l l i g e n c e , average a c h ie v e m e n t, have a p o s i t i v e , s t r o n g , a c t iv e a t t it u d e r e la t i v e to stu d e n ts who g e t poor g ra d es when compared to t h e ir c o u n te r p a r t e th n ic g ro u p . In the i n t e l l i g e n c e g r o u p in g s , T ab les **3 and *t5, a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 1 and .0001 l e v e l f o r the E f a c t o r , .0 1 and .0 0 1 l e v e l f o r th e P f a c t o r , and .0 1 and • 0001 f o r th e A f a c t o r was found f o r th e c o n cep t betw een th e i n t e l l i g e n c e l e v e l s . E xam ination o f th e means in T a b le s * + 3 and 1+5 shows th e d iff e r e n c e to be c o n s i s t e n t l y in fa v o r o f th e low i n t e l l i g e n c e l e v e l . The lower i n t e l l i g e n c e l e v e l more h ig h ly e v a lu a t e s , in a s tr o n g e r and more a c t iv e manner s tu d e n ts who g e t poor g r a d e s . In th e se x g r o u p in g s , T a b le s b 7 and 53* a d i f f e r en ce s i g n i f i c a n t a t th e .001 l e v e l on th e E f a c t o r , .0 1 and 126 •001 l e v e l on th e P f a c t o r , and ,0 0 0 1 on the A f a c t o r was found f o r th l9 con cep t between boys and g i r l s . The means in T ab les * + 7 and 53 show the same in con s is t e n t r e s u lt s a s the e th n ic g ro u p in g s. In Table *+7 the d iffe r e n c e i s in fa v o r o f th e g i r l s , when th e A nglo- American average achievem ent c e l l i s co n sid ered but in fa v o r o f the b o y s, Table 53, when the M exican-American average achievem ent c e l l i s co n sid ered . In summary t h i s r e s e a r c h s u p p o r ts th e c o n c lu s io n t h a t th e lo w e r l e v e l o f i n t e l l i g e n c e more h ig h ly e v a l u a t e s , i n a s t r o n g e r and more a c t i v e m anner, th e c o n c e p t " S tu d e n ts Who Get P oor G rad es." T h is co n ce p t d o e s n o t d is c r im in a t e w ith c o n s is t e n c y b etw een th e a ch ie v em en t l e v e l s , o r b etw een th e e t h n i c o r s e x g r o u p in g s . A tt it u d e I n v e s t i g a t i o n 2 .0 0 A s s o c ia t i o n s S o c i a l Domain"* C on cep t 1 2 — How M y C la ssm a tes S ee Me. The z s c o r e s o f th e d i f f e r e n c e b etw een means r e p o r te d in T a b le 7 i n d i c a t e t h a t i n term s o f p e r c e p tio n o f t h i s c o n c e p t a d i f f e r en ce s i g n i f i c a n t a t th e .0 0 1 l e v e l f o r th e E f a c t o r and a t th e .0 5 l e v e l f o r th e A f a c t o r was fou n d b etw een lo w and h ig h a c h i e v e r s in th e t o t a l group c o m p a r iso n s. An exam in a t i o n o f th e m eans in T a b le 7 r e v e a ls t h a t s t u d e n t s a t th e h ig h e r a c h ie v e m e n t l e v e l have a more fa v o r a b le a t t i t u d e a s to how t h e y a r e p e r c e iv e d by t h e i r c la s s m a te s and t h a t t h i s 127 h ig h e r e v a lu a tio n i s more a c t iv e th an th a t o f the low ach ievem en t le v e l* T h is c o n c e p t d id n o t d is c r im in a te s i g n i f i c a n t l y betw een the e t h n i c , i n t e l l i g e n c e , o r s e x l e v e l s . In summary t h i s r e s e a r c h su p p o rts th e c o n c lu s io n t h a t th e h ig h e r l e v e l o f ach ievem en t h a s a more p o s i t i v e and a c t iv e a t t it u d e r e l a t i v e to t h e i r p e r c e p tio n by c l a s s - i. m ates. Concent 25— M y B e st F r ie n d s . T his co n ce p t d id n o t d is c r im in a te s i g n i f i c a n t l y betw een th e ach ievem en t l e v e l s in th e t o t a l group co m p a r iso n s. In th e c e l l group com pari son s a d if f e r e n c e s i g n i f i c a n t a t th e .0001 l e v e l on th e E and A f a c t o r s was foun d betw een ach ievem en t l e v e l s o f th e MA, g i r l s , h ig h I n t e l l i g e n c e c e l l s i n term s o f p e r c e p tio n o f "M y B e st F r ie n d s," T a b le s 23 and 2 5 . An ex a m in a tio n o f th e means in T ab les 23 and 25 in d ic a t e s t h a t th e d if f e r e n c e i s in fa v o r o f the a v era g e ach ievem en t l e v e l when compared w ith th e h ig h or lo w ach ievem en t l e v e l . T hese av era g e a c h ie v e r s have a more p o s it i v e and a c t iv e a t t i t u d e toward t h e i r b e s t f r i e n d s . T h is f in d in g te n d s to su p p o rt th e c o n c lu s io n o f a la r g e p a r t o f th e r e s e a r c h l i t e r a t u r e th a t t h i s e th n ic group h a s a more p o s i t i v e i d e n t i f i c a t i o n w ith i t s c u ltu r e and more a c t iv e a cc ep ta n ce w ith f r ie n d s when stu d e n ts a void the h ig h and low l e v e l o f acad em ic a ch ie v em en t. Both o f th e s e 128 g r o u p s . T a b le s 23 and 2 5 , a r e o f th e h ig h i n t e l l i g e n c e l e v e l b u t ap p ear to be more m o tiv a te d tow ard v a lu e s h e ld by t h e i r f r ie n d s th an th e v a lu e s o f a cad em ic a c h ie v e m e n t. In th e e th n ic t o t a l group co m p a riso n s th e z s c o r e s o f th e d if f e r e n c e betw een means r e p o r te d i n T ab le 11 i n d i c a t e t h a t r e l a t i v e to the c o n c e p t "My B e s t F r ie n d s ," a d if f e r e n c e s i g n i f i c a n t a t th e .0 5 l e v e l f o r th e P and A f a c t o r s was found betw een th e two e t h n ic g r o u p s . An ex a m in a tio n o f th e means i n T ab le 11 show s th a t th e A nglo-A m erican group have a s t r o n g e r and more a c t iv e a t t i t u d e . H ow ever, th e e v a lu a t io n f a c t o r d id n o t d is c r im i n a te so no in t e r p r e t a t io n a s to d i f f e r e n c e b etw een th e g ro u p s can be made. The e t h n ic g ro u p in g s c e l l c o m p a riso n s g iv e a c l e a r e r p ic t u r e . T able 39 shows a 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 .0 0 1 l e v e l fo r th e E , P , and A f a c t o r s b etw een th e two e t h n ic gro u p s f o r N C D g i r l s , h ig h a c h ie v e r s , h ig h i n t e l l i g e n c e . T able *+1 shows a 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 .0 0 0 1 l e v e l f o r th e E and A f a c t o r s and a t th e .0 1 l e v e l f o r th e P f a c t o r betw een th e tw o e t h n ic gro u p s f o r CD g i r l s , h ig h a c h ie v e r s , h ig h i n t e l l i g e n c e . An ex a m in a tio n o f th e means i n T a b le s 39 and 1+ 1 show s t h a t i n th e c a s e o f h ig h a c h ie v in g g i r l s and h ig h i n t e l l i g e n c e th e d if f e r e n c e i s c o n s i s t e n t l y in fa v o r o f th e A n glo-A m erican e th n ic l e v e l . A n g lo -A m erica n s in t h i s 12 9 c a te g o r y have a more p o s it i v e a t t it u d e o f a s tr o n g e r and more a c t iv e n a tu re th an do t h e ir M exican-Am erican c o u n te r p a r t . T h is i s c o n s is t e n t w ith th e p r e v io u s c o n c lu s io n s th a t a t th e h ig h l e v e l o f ach ievem en t A nglo-A m ericans fin d more a cc ep ta n c e w ith t h e i r fr ie n d s than do M exican- A m ericans. T h is co n ce p t d id n o t d is c r im in a te betw een th e i n t e l l i g e n c e l e v e l s . In th e se x g ro u p in g s c e l l com parisons a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 0 1 l e v e l f o r th e E and A f a c t o r s and a t th e .001 l e v e l f o r th e P f a c t o r was found betw een boys and g i r l s in th e MA, h ig h a ch iev em en t, h ig h i n t e l l i g e n c e c e l l . An exam ination o f the means in Tables M -9 and 51 shows th at boys o f t h is d escr ip tio n have a h igher evalu a tio n in a stron ger and more a c tiv e manner than do g i r l s . In summary t h i s r e se a r c h su p p o rts th e c o n c lu s io n t h a t M exican-A m erican g i r l s o f average ach ievem en t p e r c e iv e t h e i r b e s t f r ie n d s in a more p o s it iv e and a c t iv e manner th an th e h ig h o r low l e v e l o f a ch iev em en t. At th e h ig h ach ievem en t h ig h i n t e l l i g e n c e l e v e l , A nglo-A m erican g i r l s more h ig h ly e v a lu a te t h e i r b e s t fr ie n d s than do M exican- American g i r l s a t th e same l e v e l . In a d d itio n M A b oys o f h ig h ach iev em en t and i n t e l l i g e n c e p e r c e iv e t h e i r b e s t f r ie n d s in a more p o s i t i v e , p o te n t, a c t iv e manner th an do 130 M A g i r l s o f th e same c a t e g o r y . Concept 28— O ld er K id s. The z s c o r e s o f th e d i f f e r ence betw een means r e p o r te d in T ab le 7 in d ic a te th a t in term s o f p e r c e p tio n o f o ld e r k id s a d iff e r e n c e s i g n i f i c a n t a t th e .0001 l e v e l on th e E and A f a c t o r s was found betw een low and h ig h a c h ie v e r s in th e t o t a l group com p arison s. T able 9 in d ic a t e s t h a t r e l a t i v e to p e r c e p tio n o f o ld e r k id s a d iff e r e n c e s i g n i f i c a n t a t th e .0 1 l e v e l f o r th e E fa c t o r and a t th e .0 5 l e v e l f o r th e A f a c t o r was found betw een low and average a c h ie v e r s in th e t o t a l group com p arison s. An exam in ation o f means in T a b les 7 and 9 shows th a t th e two h ig h er a ch iev em en t l e v e l s have a more p o s it iv e and a c t iv e a t t it u d e tow ard o ld e r k i d s . T h is appears to be ev id e n c e th a t th e r e i s a c o r r e la t io n betw een achievem ent and p o s it iv e i d e n t i f i c a t i o n w ith th e s o c i a l v a lu e s o f o ld e r s tu d e n ts . The r e s u lt s f o r ach ievem en t g ro u p in g s c e l l com pari so n s f o r t h i s co n cep t a r e re p o r te d in T ab les 13* 19* and 21 and a re c o n s is t e n t w ith th e fin d in g s o f t o t a l group compari s o n s . D iffe r e n c e s s i g n i f i c a n t a t th e .0001 l e v e l f o r the E f a c t o r and a t the .0 0 1 l e v e l f o r th e A fa c t o r a re shown in each ta b le f o r AA boys* h ig h i n t e l l i g e n c e betw een the th r e e ach ievem en t l e v e l s . Comparison o f th e means in T a b le s 1 3 , 19* and 21 a g a in show th a t th e two h ig h e r ach ievem en t l e v e l s o f th e AA 131 b o y s' h ig h i n t e l l i g e n c e c e l l s a r e more p o s i t i v e and a c t iv e in t h e i r p e r c e p tio n o f o ld e r k id s . In th e t o t a l group e th n ic co m p a riso n s, T able 1 1 , a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 0 1 l e v e l f o r th e E and A f a c t o r s was found betw een A nglo-A m ericans and M exican- A m erica n s. T h is d if f e r e n c e i s in fa v o r o f th e A n g lo - A m erica n s, in d ic a t in g t h a t in term s o f "O lder Kids" p ercep t i o n t h e i r e v a lu a tio n i s h ig h e r and more a c t i v e . The e th n ic groups c e l l co m p a riso n s r e p o r te d in T a b le s 31 and 39 show a d if f e r e n c e s i g n i f i c a n t a t th e .0001 l e v e l f o r th e E f a c t o r and a t th e .0 0 1 l e v e l f o r th e A f a c t o r f o r NCD g i r l s , average and h ig h a c h ie v e r s , h ig h i n t e l l i g e n c e betw een th e two e th n ic g r o u p s. E xam ination o f th e means in T a b le s 31 and 39 shows t h a t , c o n s is t e n t w ith t o t a l group co m p a riso n s, th e A n g lo - A m ericans in th e NCD, g i r l s , a v era g e and h ig h a ch ie v em e n t, h ig h i n t e l l i g e n c e c e l l , have a more p o s i t i v e and a c t iv e a t t i t u d e toward o ld e r k id s . T his co n cep t d id n o t d is c r im in a te w ith s ig n if ic a n c e in term s o f th e i n t e l l i g e n c e v a r i a b l e . In th e se x g r o u p in g s, c e l l co m p a riso n s, T a b les U -7 and a d if f e r e n c e s i g n i f i c a n t a t th e .0001 l e v e l f o r the E f a c t o r and a t th e .0 0 1 l e v e l f o r th e A f a c t o r was found b etw een boys and g i r l s f o r b oth th e AA, NCD, a verage a c h ie v e m e n t, h ig h i n t e l l i g e n c e c e l l and th e MA, NCD, h ig h 132 a c h ie v e m e n t, h ig h i n t e l l i g e n c e c e l l . An e x a m in a tio n o f th e means in T a b les and *+9 shows t h a t i n th e c a s e o f AA, NCD, a v era g e a c h ie v e m e n t, h ig h i n t e l l i g e n c e group g i r l s more h ig h ly e v a l u a t e , and in a more a c t i v e m anner, o ld e r k id s . H ow ever, i n th e MA, NCD, h ig h a c h ie v e m e n t, h ig h i n t e l l i g e n c e group b oys h a v e a more p o s i t i v e and a c t i v e p e r c e p tio n o f o ld e r k i d s . In summary t h i s r e s e a r c h su p p o r ts th e c o n c lu s io n t h a t th e h ig h e r l e v e l s o f a c h ie v em en t, and th e A n g lo - A m ericans h ave a more p o s i t i v e and a c t iv e i d e n t i f i c a t i o n w ith o ld e r k i d s . I t a l s o ap pears t h a t w ith r e f e r e n c e to th e s e x v a r ia b le AA g i r l s and M A b o y s o f h ig h i n t e l l i g e n c e have a more p o s i t i v e and a c t iv e a t t it u d e in term s o f th e c o n c e p t "O lder K id s." C oncept 3 — M ost P e o p le . T h is c o n c e p t d id n o t d i s c r im in a te w ith s i g n i f i c a n c e on any v a r ia b le c o n s id e r e d in t h i s r e s e a r c h . A tt it u d e I n v e s t ig a t io n 3 .0 0 A d u lt A pproval The one c o n c e p t u t i l i z e d f o r t h i s taxonom y a r e a in t h i s s t u d y , c o n c e p t 6 — " D is c ip lin e ," d id n o t d is c r im in a t e w ith s i g n i f i c a n c e b etw een any o f th e v a r ia b le l e v e l s . A tt it u d e I n v e s t i g a t i o n M-.00 ^ o r a l and S o c ia l V a lu es The one c o n c e p t u t i l i z e d f o r t h i s taxonom y a r e a in 133 t h i s s tu d y , co n cep t 2— " R u le s ,1 ' d id n o t d is c r im in a te w ith s ig n if ic a n c e on any v a r i a b le c o n s id e r e d in t h i s r e s e a r c h . A ttitu d e I n v e s t ig a t io n 5 .0 0 P e r c e iv e d U t i l i t y o f S c h o o l E x p er ien ce C oncept 10— S c h o o l. The z s c o r e s o f th e d if f e r e n c e b etw een means r e p o r te d in T ab le 7 i n d i c a t e s th a t w ith r e fe r e n c e to p e r c e p tio n o f th e c o n c e p t "School" a d i f f e r en ce s i g n i f i c a n t a t th e .0 0 0 1 l e v e l f o r th e E and A f a c t o r s was found b etw een low and h ig h a c h ie v e r s in th e t o t a l group c o m p a riso n s. An ex a m in a tio n o f means in T a b le 7 shows t h a t th e h ig h e r l e v e l o f a ch iev em en t more h ig h ly e v a lu a t e s s c h o o l and t h a t t h i s more p o s i t i v e a t t it u d e i s more a c t i v e . In summary, a lth o u g h th e c o n c e p t "School" d id n o t d is c r im in a t e on th e v a r i a b l e s , e t h n ic g ro u p , c u lt u r a l l e v e l , i n t e l l i g e n c e l e v e l , s e x g ro u p , i t i s v a lid in d isc r im in a tin g b etw een ach ievem en t l e v e l s . T h is r e s e a r c h su p p o r ts th e c o n c lu s io n th a t th e h ig h e r l e v e l o f a ch iev em en t h a s a more p o s i t i v e and a c t iv e a t t i t u d e tow ard s c h o o l. Concept 26—R e a d in g . The z s c o r e s o f th e d i f f e r en ce betw een means r e p o r te d in T ab le 7 in d ic a t e s t h a t in term s o f p e r c e p tio n o f r e a d in g a d if f e r e n c e s i g n i f i c a n t a t th e .0 1 l e v e l f o r th e E f a c t o r , a t th e .0 5 l e v e l f o r th e P f a c t o r , and a t th e .0 0 0 1 l e v e l f o r th e A f a c t o r was found b etw een low and h ig h a c h ie v e r s in th e t o t a l group I3*f c o m p a r is o n s . An e x a m in a tio n o f means in T a b le 7 show s t h a t th e h ig h e r l e v e l o f a ch ie v e m en t more h ig h ly e v a lu a t e s r e a d in g and t h a t t h i s more p o s i t i v e a t t i t u d e i s s t r o n g e r and more a c t i v e • In th e a ch ie v em en t l e v e l s c e l l c o m p a r iso n s, T a b le 23 , a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 1 l e v e l f o r th e E and A f a c t o r s b etw een a v er a g e and h ig h a c h ie v e r s f o r M A g i r l s , CD, h ig h i n t e l l i g e n c e . The d i f f e r e n c e , c o n s i s t e n t w it h th e t o t a l grou p c o m p a r is o n s , a s se e n by an e x a m in a tio n o f th e means in T a b le 2 3 , shows t h a t th e h ig h e r l e v e l o f a c h ie v e m e n t in t h i s c e l l h a s a more p o s i t i v e and a c t i v e a t t i t u d e r e l a t i v e t o r e a d in g . In th e e th n ic t o t a l group co m p a riso n s th e z s c o r e s o f th e d if f e r e n c e b etw een means r e p o r te d in T ab le 11 i n d i c a t e t h a t in term s o f p e r c e p tio n o f r e a d in g a 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 .0 0 1 l e v e l on th e E f a c t o r was foun d b etw een A n glo-A m erican s and M exican -A rn erican s. An ex a m in a tio n o f th e means in T a b le 11 show s t h a t th e M exican-A m erican grou p more h ig h ly e v a lu a t e s r e a d in g . The f a c t t h a t n e it h e r o f th e o t h e r two f a c t o r s d is c r im in a t e make t h i s f in d in g somewhat s u s p e c t . In th e e t h n ic group c e l l co m p a riso n s a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 0 1 l e v e l f o r th e E f a c t o r and a t th e 135 .0 1 l e v e l f o r th e A f a c t o r was found b etw een th e two e t h n ic g ro u p s f o r NCD g i r l s , h ig h a c h ie v e r s , h ig h i n t e l l i g e n c e . C om parison o f means in T ab le bO show s t h a t i n t h i s c e l l o f NCD g i r l s , h ig h a c h ie v e r s , h ig h i n t e l l i g e n c e , th e M exican -A m erican grou p h a s a more p o s i t i v e and a c t i v e a t t i tu d e r e l a t i v e to r e a d in g . T h is c o n c e p t d id n o t d is c r im in a t e w ith s i g n i f i c a n c e b etw een th e i n t e l l i g e n c e o r se x l e v e l s . In summary t h i s r e s e a r c h s u p p o r ts th e c o n c lu s io n t h a t th e h ig h e r a c h ie v e m e n t l e v e l h a s a more p o s i t i v e , s t r o n g e r , a c t i v e a t t i t u d e w ith r e fe r e n c e to r e a d in g . In a d d i t io n , th e M exican -A m erican p o p u la tio n a p p e a r s t o e v a lu a t e r e a d in g more h i g h l y . C oncept 8 — A r it h m e t ic . The z s c o r e s o f th e d i f f e r en ce b etw een means r e p o r te d i n T ab le 11 in d i c a t e t h a t i n term s o f p e r c e p tio n o f a r ith m e tic a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 0 1 l e v e l f o r th e E f a c t o r and a t th e .0 0 1 l e v e l f o r th e A f a c t o r was foun d b etw een low and h ig h a c h ie v e r s i n th e t o t a l group c o m p a r iso n s. An e x a m in a tio n o f th e means in T ab le 11 show s t h a t h ig h a c h ie v e r s more h ig h ly e v a lu a te a r ith m e tic and i n a more a c t i v e m anner. T h is c o n c e p t d id n o t d is c r im in a t e w ith s i g n i f i ca n ce on th e o th e r v a r i a b l e s in c lu d e d in t h i s s t u d y . 136 C oncept 22— S tu d y in g . The z s c o r e s o f th e d i f f e r en ce b etw een m eans r e p o r te d in T a b le s 7 and 9 i n d i c a t e t h a t i n term s o f p e r c e p tio n o f s tu d y in g a d if f e r e n c e s i g n i f i c a n t a t th e *0001 l e v e l w as foun d f o r th e E and A f a c t o r s b etw een low and h ig h a c h ie v e r s and a t th e .0 1 l e v e l f o r th e E and A f a c t o r s b etw een lo w and a v e r a g e a c h ie v e r s . An e x a m in a tio n o f th e means in T a b le s 7 and 9 show s t h a t th e two h ig h e r l e v e l s o f a ch ie v em e n t more h ig h ly and a c t i v e l y e v a lu a t e th e c o n c e p t s t u d y in g . In th e a c h ie v e m e n t l e v e l s c e l l co m p a r iso n s, T a b le s 13* 1 5 , 2 1 , a 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 .0 0 0 1 l e v e l f o r th e E and A f a c t o r s was foun d b etw een a v e r a g e and h ig h a c h ie v e r s , lo w and a v er a g e a c h ie v e r s , low and h ig h a c h ie v e r s , f o r AA b o y s , CD and NCD, low and h ig h i n t e l l i g e n c e . An e x a m in a tio n o f th e means i n T a b le s 1 3 , 15 and 21 shows t h a t t h i s d i f f e r e n c e i s c o n s i s t e n t l y in f a v o r o f th e h ig h e r l e v e l s o f a c h ie v e m e n t. As in th e c a s e o f t o t a l group co m p a r iso n s, th e two h ig h e r l e v e l s o f a c h ie v e m e n t o f t h e s e AA b o y s , b o th i n t e l l i g e n c e l e v e l s , have a more p o s i t i v e and a c t i v e a t t i t u d e w ith r e f e r e n c e to s t u d y in g . The e t h n ic t o t a l group com p arison d id n o t d i s c r i m i n a te w ith s i g n i f i c a n c e on t h i s c o n c e p t . H ow ever, i n th e c e l l co m p a riso n s a 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 .0 0 1 l e v e l f o r th e E and A f a c t o r s was found b etw een A n g lo -A m erica n s 137 and M exican-Am ericans f o r NCD b o y s , a v era g e a c h ie v e r s , h ig h i n t e l l i g e n c e . An exam ination o f means in T able 29 shows t h a t M exican-A m ericans o f t h i s c e l l have a more p o s it iv e and a c t iv e a ttiv a d e in term s o f s tu d y in g . In the i n t e l l i g e n c e l e v e l s com parisons a d iff e r e n c e s i g n i f i c a n t a t the .0001 l e v e l f o r th e E and A f a c t o r s was found between low and h ig h i n t e l l i g e n c e f o r A A b o y s, C D and NCD, a verage ach iev em en t. Comparison o f m eans, in T a b les *f3 and *+5, shows t h a t th e low er le v e l o f i n t e l l i g e n c e o f AA boys o f average a ch iev em en t have a more p o s i t i v e and a c t iv e a t t it u d e toward s tu d y in g . T his fin d in g i s c o n s is t e n t w ith the lit e r a t u r e r e p o r ts th a t o fte n th e lo w er i n t e l l i g e n c e l e v e l spends more tim e stu d y in g in ord er to a c h ie v e . In summary t h i s r e s e a r c h su p p o r ts th e c o n c lu sio n t h a t th e h ig h e r l e v e l s o f ach iev em en t have a more p o s it iv e and a c t iv e p ercep tio n o f s tu d y in g . In a d d itio n when boys o f a v era g e achievem ent and h ig h i n t e l l i g e n c e were com pared, M exican-A m ericans more h ig h ly e v a lu a te stu d y in g and in a more a c t iv e maimer. A ls o , th e lo w er l e v e l o f in t e l l i g e n c e o f a v era g e a c h ie v in g AA b oys have a more p o s it iv e and a c t iv e a t t it u d e toward s tu d y in g . Concept 27— M y S ch ool A b i l i t y . The z s c o r e s o f th e d if f e r e n c e between m eans, t o t a l group com p arison s, rep o rted 138 in T a b le 9 , show t h a t in term s o f p e r c e p tio n o f s c h o o l a b i l i t y a d if f e r e n c e s i g n i f i c a n t a t t h e .0 5 l e v e l f o r th e E and A f a c t o r s was found betw een low and a v er a g e a c h ie v e r s . An e x a m in a tio n o f th e means i n T ab le 9 shows th a t th e lo w e r l e v e l o f a ch iev em en t h a s a more p o s i t i v e and a c t i v e a t t i t u d e w ith r e fe r e n c e t o t h e i r s c h o o l a b i l i t y . In th e a ch iev em en t l e v e l s c e l l co m p a r iso n s, T a b le s 1 3 , 1 5 , 1 7 , and 1 9 , a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 1 l e v e l f o r th e E f a c t o r , a t th e .0 1 l e v e l f o r th e P f a c t o r , and a t th e .0 0 1 and .0 0 0 1 l e v e l f o r th e A f a c t o r was fou n d b etw een a v er a g e and h ig h a c h ie v e r s and lo w and a v e r a g e a c h ie v e r s , f o r AA b o y s, CD and NCD, low and h ig h i n t e l l i g e n c e . An ex a m in a tio n o f th e m eans, i n T a b le s 1 3 , 1 5 , 1 7 , and 1 9 , shows t h a t c o n s is t e n t w ith t o t a l group co m p a riso n s t h i s d if f e r e n c e i s in fa v o r o f th e lo w e r a ch ie v em en t l e v e l s . The lo w e r a ch iev em en t l e v e l s have a more p o s i t i v e and a c t i v e a t t i t u d e toward t h e ir s c h o o l a b i l i t y . T h is a p p ea rs to be a s i g n i f i c a n t f in d in g in t h a t i t i n d i c a t e s t h a t s tu d e n ts a t th e h ig h a ch iev em en t l e v e l s a r e m o tiv a te d to a c h ie v e by t h e i r n e g a t iv e a t t i t u d e o r p oor e v a lu a t io n o f t h e i r s c h o o l a b i l i t y . In th e e th n ic t o t a l group co m p a riso n , T ab le 1 1 , a 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 .0 0 0 1 l e v e l f o r th e E f a c t o r , 139 a t th e ,0 5 l e v e l f o r th e P f a c t o r , and a t th e .0 0 1 l e v e l f o r th e A f a c t o r was found betw een A nglo-A m ericans and M exican-A m ericans. An ex a m in a tio n o f th e means in T able 11 shows th a t M exican-A m ericans have a more p o s i t i v e , s tr o n g , and a c t iv e a t t it u d e w ith r e fe r e n c e to t h e ir sc h o o l a b i l i t y . In th e e th n ic groups c e l l co m p a riso n s, T a b le s 3 1 , 3 5 , 3 7 , 3 9 , and 1 +1 , a d iffe r e n c e s i g n i f i c a n t a t th e . 0 1 , .0 0 1 , .0 0 0 1 l e v e l s f o r th e E f a c t o r , a t the .0 5 , .0 1 , .0 0 1 , .0001 l e v e l s f o r th e P f a c t o r , and a t th e .0 0 1 , .0 0 0 1 l e v e l s f o r th e A f a c t o r was found betw een th e two e th n ic groups f o r g i r l s , CD and NCD, a v era g e and h ig h a c h ie v e m e n t, low and h ig h i n t e l l i g e n c e . An ex a m in a tio n o f th e means in T a b les 3 1 , 3 5 , 3 7 , 3 9 , and 1+ 1 shows th a t M exican-A m ericans have a more p o sitiv e, s tr o n g , and a c t iv e a t t it u d e w ith r e fe r e n c e to t h e i r p er c e p tio n o f t h e ir s c h o o l a b i l i t y . An e x c e p tio n to th e c o n s is t e n t f in d in g s r e p o r te d above i s se en in T able 2 9 . In th e c a se o f NCD b o y s , a v e r age a c h ie v em en t, h ig h i n t e l l i g e n c e , a d if f e r e n c e s ig n if ic a n t a t th e .0 0 1 l e v e l f o r th e E f a c t o r , a t th e .0 1 l e v e l fo r th e P f a c t o r , and a t th e .0001 l e v e l f o r th e A f a c t o r was found b etw een th e two e th n ic groups in fa v o r o f th e A n glo- A m ericans. In c o n t r a s t w ith th e t o t a l group and o th e r c e l l com parisons i t a p p ea rs th a t when boys o f a verage I»t0 a c h ie v e m en t and h ig h i n t e l l i g e n c e a r e c o n s id e r e d A n g lo - A m ericans have a p o s i t i v e , s t r o n g e r , and more a c t i v e p e r c e p t io n o f t h e i r s c h o o l a b i l i t y . In t h i s group w here a h ig h e r l e v e l o f a c h ie v e m e n t i s e v i d e n t l y p o s s ib le th e A n g lo - A m erican group more th a n t h e i r c o u n te r p a r t M exican- A m ericans f e e l l e s s m o tiv a te d to im prove t h e i r p e r c e p tio n o f s c h o o l a b i l i t y by a t t a i n i n g a h ig h e r a ch iev em en t l e v e l . In th e i n t e l l i g e n c e l e v e l s c o m p a r iso n s, T ab le *f3, in term s o f "My S c h o o l A b ilit y " p e r c e p t io n , a 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 .0 1 l e v e l f o r th e E f a c t o r and a t th e .0 0 0 1 l e v e l f o r th e A f a c t o r was foun d b etw een lo w and h ig h i n t e l l i g e n c e f o r AA b o y s , CD, a v e r a g e a c h ie v e m e n t. Com parison o f m eans in T a b le *+ 3 show s t h a t th e h ig h e r l e v e l o f i n t e l l i g e n c e in th e c a s e o f AA b o y s o f a v e r a g e a ch ie v em en t h a v e a more p o s i t i v e and a c t i v e a t t i tu d e w ith r e fe r e n c e to t h e i r s c h o o l a b i l i t y . I t a p p e a r s t h a t in t h i s group th e lo w i n t e l l i g e n c e l e v e l who a r e a c h ie v in g a t th e same l e v e l a s t h e i r h ig h i n t e l l i g e n c e c o u n te r p a r t a re m o tiv a te d by t h e i r n e g a t iv e o r lo w e r e v a lu a t i o n o f t h e i r s c h o o l a b i l i t y . In th e s e x g r o u p in g s , T a b le s M-7, *+9* 5 1 , and 5 3 , in term s o f "My S ch o o l A b i l it y " p e r c e p tio n a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 1 and .0 0 0 1 l e v e l f o r th e E f a c t o r , .0 1 and .0 0 1 f o r th e P f a c t o r , and .0 0 0 1 f o r th e A f a c t o r was found b etw een b o y s and g i r l s f o r th e MA, CD and NCD, a v er a g e and h ig h a c h ie v e m e n t, h ig h i n t e l l i g e n c e c e l l s and th e AA, NCD, a v era g e a c h ie v e m e n t, h ig h i n t e l l i g e n c e c e l l . E xam ination o f th e means in T a b le s M -9, 5 1 , and 53 shows t h a t g i r l s , in th e c a te g o r y o f MA, average and h ig h a c h ie v e m e n t, h ig h i n t e l l i g e n c e , in com parison w ith b o y s o f th e same d e s c r ip t io n , have a more p o s i t i v e , s tr o n g , a c t iv e a t t i t u d e r e l a t i v e to t h e i r s c h o o l a b i l i t y . However, in th e c a s e o f th e AA, NCD, a v era g e a c h ie v e m e n t, h ig h i n t e l l i g e n c e c e l l , T ab le *+7, boys have a h ig h e r e v a lu a t io n , and i n a s tr o n g e r more a c t iv e m anner, in term s o f my sc h o o l a b i l i t y p e r c e p tio n . T h is seem in g in c o n s is t e n c y ap pears to be due to th e e th n ic v a r ia b le • In th e M exican-A m erican group g i r l s seem l e s s m o tiv a ted by a n e g a t iv e p e r c e p tio n o f s c h o o l a b i l i t y and in th e A nglo-A m erican group o f s im ila r d e s c r ip tio n b oys ap p ear to be more s a t i s f i e d w ith th e e x p r e s s io n o f t h e i r s c h o o l a b i l i t y and th u s l e s s m o tiv a ted to a c h ie v e a t a h ig h e r l e v e l . In summary t h i s r e s e a r c h su p p o r ts th e c o n c lu s io n t h a t th e lo w er l e v e l s o f a ch iev em en t have a more p o s i t i v e , s t r o n g , and a c t iv e a t t i t u d e r e l a t i v e to t h e i r sc h o o l a b i li t y and t h a t th e e th n ic group M exican-A m erican a ls o more h ig h ly e v a lu a te in a s tr o n g e r and more a c t i v e manner th e co n ce p t "Jfy S ch o o l A b i l i t y . 1 ' In a d d it io n , w here th e low and h ig h i n t e l l i g e n c e l e v e l have eq u a l a ch iev em en t th e h ig h e r l e v e l h a s a more p o s i t i v e , a c t i v e a t t i t u d e . lb 2 A t t it u d e I n v e s t ig a t io n 6 .0 0 S u c c e s s P a tt e r n s C on cep t 1— S u c c e s s . C oncep t b — Homework. T hese c o n c e p t s d id n o t d i s c r im in a t e w ith s ig n if ic a n c e on any v a r i a b l e c o n s id e r e d in t h i s r e s e a r c h . C oncep t 17— M y G rades. The z s c o r e s f o r th e d i f f e r e n c e b etw een m eans, t o t a l group c o m p a r iso n s, T a b le s 7 and 9* i n d i c a t e t h a t in term s o f "M y Grades'* p e r c e p tio n a 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 .0001 l e v e l f o r th e E and A f a c t o r s and a t th e .0 0 1 l e v e l f o r the P f a c t o r w as foun d b etw een lo w and h ig h a c h ie v e r s . A 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 .0 1 l e v e l f o r th e E and A f a c t o r s a n d a t th e . 0 5 l e v e l fo r th e P f a c t o r was found betw een low an d a v e r a g e a c h ie v e r s . An ex a m in a tio n o f the means i n T a b le s 7 and 9 shows t h a t th e h ig h e r l e v e l s o f a c h ie v e m e n t h ave a more p o s i t i v e , s t r o n g , and a c t i v e a t t i t u d e w it h r e f e r e n c e to t h e i r g r a d e s . In th e a ch iev em en t l e v e l s c e l l c o m p a riso n s a d i f f e r en c e s i g n i f i c a n t a t th e .001 l e v e l f o r th e E f a c t o r and a t th e .0 0 0 1 l e v e l f o r th e A f a c t o r w as found b etw een a v era g e and h ig h a c h ie v e r s f o r M A g i r l s , CD, h ig h i n t e l l i g e n c e . C om parison o f th e means in t h i s c e l l , T ab le 2 3 , show s th a t th e h ig h e r l e v e l o f a c h ie v e m e n t, c o n s i s t e n t w ith t o t a l g ro u p co m p a riso n , more h ig h ly e v a l u a t e s and i n a more a c t i v e manner t h e i r g r a d e s . In th e e t h n ic t o t a l g ro u p c o m p a r iso n th e r e was no 1^3 s i g n i f i c a n t d i f f e r e n c e f o r t h i s c o n c e p t . H ow ever, i n th e e t h n ic g r o u p in g s c e l l co m p a riso n s a d i f f e r e n t s i g n i f i c a n t a t t h e .0 1 l e v e l f o r t h e E , P , and A f a c t o r s was fo u n d b etw een th e two e t h n ic g ro u p s f o r CD g i r l s , a v e r a g e a c h ie v e r s , lo w i n t e l l i g e n c e . An e x a m in a tio n o f th e m eans f o r t h i s c e l l , T a b le 35* show s t h a t A n g lo -A m erica n s in t h i s c a te g o r y have a more p o s i t i v e , s t r o n g , a c t i v e a t t i t u d e r e l a t i v e to t h e i r g r a d e s . T h is c o n c e p t d id n o t d is c r im in a t e w it h s i g n i f i c a n c e b etw een th e i n t e l l i g e n c e l e v e l s o r s e x g r o u p in g s . In summary t h i s r e s e a r c h s u p p o r ts t h e c o n c lu s io n t h a t th e h ig h e r l e v e l s o f a c h ie v e m e n t m ore h ig h ly e v a lu a t e t h e i r g r a d e s and t h a t t h i s more p o s i t i v e a t t i t u d e i s h e ld in a s t r o n g e r more a c t i v e m anner. A ls o , A n g lo -A m erica n g i r l s o f a v e r a g e a c h ie v e m e n t and lo w i n t e l l i g e n c e h a v e a more p o s i t i v e , s t r o n g , a c t i v e a t t i t u d e i n term s o f t h e i r g r a d e s th a n t h e i r M exican -A m erican c o u n t e r p a r t . C o n cep t 9 — T ak in g T e s t s . The z s c o r e s o f th e d i f f e r e n c e s b etw een m eans in T a b le s 7 and 9 i n d i c a t e t h a t in term s o f " T ak in g T e s ts " p e r c e p tio n a 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 .0 0 0 1 l e v e l f o r th e E f a c t o r , .0 1 l e v e l f o r th e P f a c t o r , and .0 0 1 l e v e l f o r th e A f a c t o r w as fou n d b etw een low and h ig h a c h ie v e r s in th e t o t a l grou p c o m p a r is o n s . A 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 .0 1 l e v e l f o r th e E and A f a c t o r s and a t th e .0 5 l e v e l f o r t h e P f a c t o r w as fo u n d lMf betw een low and a v e r a g e a c h ie v e r s in th e t o t a l group com p a r is o n s . An ex a m in a tio n o f th e means in T ab les 7 and 9 shows th a t th e h ig h e r l e v e l s o f ach ievem en t have a more p o s i t i v e , s tr o n g , and a c t i v e a t t i t u d e r e l a t i v e to ta k in g t e s t s . In th e a ch ie v em e n t l e v e l s c e l l co m p a riso n s, T a b les 1 3 , 1 9 9 and 2 1 , a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 1 l e v e l fo r th e E f a c t o r and a t th e .0 1 and .0 0 1 l e v e l f o r th e A f a c t o r was found b etw een low and h ig h a c h ie v e r s and b etw een av era g e and h ig h a c h ie v e r s f o r AA b o y s, C D and NCD, h ig h i n t e l l i g e n c e . An ex a m in a tio n o f means in T a b les 13» 19* and 21 shows t h a t , c o n s i s t e n t w ith t o t a l group r e s u l t s , th e h ig h e r l e v e l s o f a ch iev em en t have a more p o s it iv e and a c t i v e a t t i tude r e l a t i v e to ta k in g t e s t s . T h is c o n c e p t d id n o t d is c r im in a te w ith s i g n i f i c a n c e betw een th e e t h n ic gro u p s t o t a l com p arison . H ow ever, in th e c e l l com p arison s a d if f e r e n c e s i g n i f i c a n t a t th e .0 1 l e v e l f o r th e E f a c t o r and a t th e .0 0 1 l e v e l f o r th e A f a c t o r was found b etw een th e two e th n ic groups f o r CD b o y s , a verage a c h ie v e m e n t, h ig h i n t e l l i g e n c e . Comparison o f means in T able 27 shows t h a t M exican - Am erican boys o f a v er a g e a ch ie v em en t, h ig h i n t e l l i g e n c e have a more p o s i t i v e and a c t iv e a t t it u d e r e l a t i v e to ta k in g t e s t s th an do t h e i r A nglo-A m erican c o u n te r p a r t. l i f 5 In th e i n t e l l i g e n c e l e v e l s com parisons a d iff e r e n c e s i g n i f i c a n t a t the ,0 0 1 l e v e l f o r th e E and A f a c t o r s was found between low and h ig h i n t e l l i g e n c e f o r AA b o y s, CA, average ach ievem en t. The means o f T able *f3 show th a t the lo w er in t e lli g e n c e l e v e l o f t h i s c e l l have a more p o s it iv e and a c t iv e a t tit u d e r e l a t i v e to ta k in g t e s t s . In the sex g ro u p in g s com parisons a d iffe r e n c e s i g n i f i c a n t a t th e .001 l e v e l f o r th e E and A fa c to r s was found betw een boys and g i r l s in th e AA, NCD, average achieve m ent, h ig h i n t e l l i g e n c e c e l l . The means o f Table *+7 show th a t g i r l s in t h i s c a te g o r y have a more p o s it iv e and a c t iv e a t t it u d e w ith r e fe r e n c e to ta k in g t e s t s . In summary t h i s r e se a r c h su p p o rts th e c o n c lu sio n th a t th e h ig h er l e v e l s o f ach ievem en t more h ig h ly e v a lu a te and in a str o n g e r and more a c t iv e manner th e con cep t "Taking T e s ts ." The r e s u lt s o f c e l l com parisons on the i n t e l l i g e n c e and se x v a r ia b le s appear to be to o m eager to support any c o n c lu s io n . Concept 16— F i r s t Grade. T h is co n cep t d id n o t d i s c r im in a te w ith s ig n if ic a n c e betw een achievem ent l e v e l s in e i t h e r th e t o t a l group o r c e l l com p arison s. In th e e th n ic t o t a l group com parisons th e z s c o r e s f o r th e d iffe r e n c e betw een means in term s o f p e r c e p tio n o f f i r s t g ra d e, Table 1 1 , in d ic a t e th a t a d iffe r e n c e s i g n i f i ca n t a t the .0001 l e v e l f o r th e E f a c t o r and a t th e .0 1 i b e l e v e l f o r th e A f a c t o r was found betw een th e two e th n ic grou p s • An exam in ation o f th e means in Table 11 shows th a t th e M exican-Am erican p o p u la tio n h a s a more p o s it iv e and a c t iv e a t t it u d e toward f i r s t g r a d e . The e th n ic grou p s c e l l com p arison s support the r e s u l t s o f t o t a l group com p arison . A d iffe r e n c e s i g n i f i c a n t a t th e .0001 l e v e l f o r th e E f a c t o r and a t th e .0 1 and .0 0 1 l e v e l f o r th e A f a c t o r was found betw een the two e th n ic groups f o r th e g i r l s , CD and NCD, h igh a ch iev em en t, h ig h i n t e l l i g e n c e c e l l s . The means o f T ab les 39 and *fl show t h a t th e M exican-A m erican p o r tio n o f th e se c e l l s have a more p o s it iv e and a c t iv e p e r c e p tio n o f f i r s t g ra d e. In th e se x g ro u p in g s a d if f e r e n c e s ig n if ic a n t a t th e .0 0 0 1 l e v e l f o r th e E f a c t o r and a t th e .001 l e v e l fo r th e A f a c t o r was found betw een b oys and g i r l s in th e MA, NCD, h ig h ach iev em en t, h ig h i n t e l l i g e n c e c e l l . Comparison o f means in Table **9 shows th a t g i r l s o f t h i s d e s c r ip tio n have a more p o s it iv e and a c t iv e a t t i t u d e r e la t iv e to f i r s t g r a d e • In summary t h i s r e se a r c h su p p o r ts th e c o n c lu sio n th a t th e M exican-Am erican p o p u la tio n o f t h i s stud y more h ig h ly e v a lu a te and in a more a c t iv e manner the co n cep t " F ir s t Grade." A lso g i r l s , when compared w ith b o y s, o f th e MA, NCD, h ig h a ch ie v em en t, h ig h i n t e l l i g e n c e c a teg o ry have li+7 a more p o s it iv e and a c t iv e a t t it u d e r e l a t i v e to f i r s t grade. Concept 11— C o lle g e . T h is c o n c e p t d id n o t d isc r im in a t e w ith s ig n if ic a n c e between th e ach ievem en t l e v e l s in th e t o t a l group com p arison s. In th e c e l l com parisons a d if f e r e n c e s ig n i f i c a n t a t th e .0001 l e v e l fo r th e P fa c t o r and a t th e .01 l e v e l f o r th e A f a c t o r in term s o f c o lle g e p e r c e p tio n was found betw een a v era g e and h ig h a c h ie v e r s and b etw een low and average a c h ie v e r s in th e MA, g i r l s C D and NCD, h ig h in t e l l i g e n c e c e l l s . The means o f T a b les 23 and 25 show t h i s d iffe r e n c e in fa v o r o f th e average a c h ie v e r s . H owever, s in c e th e E f a c t o r d id n o t d is c r im in a te w ith s i g n i f i c a n c e , t h i s str o n g e r and more a c t iv e a t t it u d e cannot be d e s c r ib e d a s to i t s q u a lity . In th e se x gro u p in g s com p arison s a d iffe r e n c e s i g n i f i c a n t a t th e .001 and .0001 l e v e l f o r th e P f a c t o r and a t th e .0 0 1 and .0001 l e v e l f o r th e A f a c t o r was found betw een b oys and g i r l s in th e MA, CD and NCD, h ig h a c h ie v e m ent, h ig h i n t e l l i g e n c e c e l l s . The means o f T a b les ^9 and 51 show t h i s d iffe r e n c e to be in fa v o r o f boys but h ere a g a in s in c e the E f a c t o r did n o t d is c r im in a te w ith s i g n i f i can ce , no c o n c lu sio n a s to th e n a tu r e o f t h i s str o n g e r more a c t iv e a t t it u d e can be made. In summary th e r e s u lt s o f t h i s r e se a r c h do n o t su p p o rt any c o n c lu sio n r e la t iv e to c o l l e g e p e r c e p tio n . IbQ A tt it u d e I n v e s t ig a t io n 7 ,0 0 A u th o r ity R e la tio n s h ip s The two c o n c e p ts u t i l i z e d to t e s t in t h i s taxonomy a rea have a lr e a d y been d is c u s s e d . C oncept 1 3 — Grown-ups and C oncept 3 0 — I d e a l P a ren ts are d is c u s s e d u n d er taxonomy a rea 1 • 0 0 • A ttitu d e I n v e s t ig a t io n 8 .0 0 Goal d ir e c t io n C oncent 7— M v F u tu re. T h is c o n c e p t d id n o t d iscr im in a t e b etw een th e ach ievem en t l e v e l s in th e t o t a l group co m p a riso n s. In th e c e l l com p arison s in term s o f p er c ep t io n o f my f u t u r e , T a b les 17 and 19 in d i c a t e t h a t a d i f f e r en ce s i g n i f i c a n t a t th e .001 l e v e l f o r th e E f a c t o r and a t th e .0 1 and .0 0 1 l e v e l f o r th e A f a c t o r was found b etw een low and a v era g e a c h ie v e r s and a v era g e and h ig h a c h ie v e r s fo r th e AA b o y s , CD and NCD, low and h ig h i n t e l l i g e n c e c e l l s . E xam ination o f th e means in T a b le s 1 7 and 19 shows t h a t th e lo w er l e v e l s o f ach ievem en t have a more p o s i t i v e and a c t i v e a t t it u d e r e l a t i v e to p e r c e p tio n o f t h e i r f u t u r e . T h is f in d in g ap p ears to in d ic a t e t h a t th e lo w e r l e v e l s o f a ch ie v em en t in th e s e c e l l s a re l e s s a n x io u s ab ou t t h e i r fu tu r e and th u s l e s s m o tiv a ted to p rep a re f o r i t th rou gh a h ig h e r l e v e l o f academ ic a ch iev em en t. In th e e th n ic t o t a l group co m p a riso n s in term s o f p e r c e p tio n o f "M y F u tu re," T able 11 in d i c a t e s a d if f e r e n c e l*+9 s i g n i f i c a n t a t th e *0001 l e v e l on th e E f a c t o r and a t th e • 01 l e v e l f o r th e A f a c t o r was found betw een t h e tw o e t h n ic grou p s • An e x a m in a tio n o f th e means in T ab le 11 show s t h a t th e M exican -A m erican p o p u la tio n o f t h i s stu d y h a v e a more p o s i t i v e and a c t i v e p e r c e p tio n o f t h e i r f u t u r e . T h is f i n d in g su p p o r ts th e c o n c lu s io n t h a t M exican -A m erican s a r e l e s s co n cern ed a b o u t th e f u t u r e , t h e r e f o r e have l e s s n e g a t iv e f e e l i n g s in t h e i r p e r c e p tio n o f t h e i r f u t u r e . T h is a p p e a r s t o be an im p o r ta n t f in d in g s in c e fu tu r e o r i e n t a t i o n h ig h ly c o r r e l a t e s w ith a ca d em ic a c h ie v e m e n t. The r e s u l t s o f e t h n ic grou p s c e l l c o m p a r iso n s i s c o n s i s t e n t w ith t o t a l grou p r e s u l t s r e p o r te d and d is c u s s e d a b o v e . T ab le ^ l i n d i c a t e s t h a t a d if f e r e n c e s i g n i f i c a n t a t th e .0 0 0 1 l e v e l f o r th e E f a c t o r and a t th e .0 1 l e v e l f o r th e A f a c t o r w as fou n d b etw een th e two e t h n ic g r o u p s f o r th e CD g i r l s , h ig h a c h ie v e m e n t, h ig h i n t e l l i g e n c e c e l l . The means o f T a b le *fl show th e d if f e r e n c e i s i n f a v o r o f th e M exican -A m erican p o r t io n w ho, in term s o f f u t u r e p e r c e p t io n , have a more p o s i t i v e and a c t iv e a t t i t u d e . The s e x g r o u p in g s co m p a r iso n s, T ab le *f7, i n d i c a t e t h a t a 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 .0 0 0 1 l e v e l f o r th e E f a c t o r and a t th e .0 0 1 l e v e l f o r th e A f a c t o r w as fou n d b etw een b o y s and g i r l s in th e AA, NCD, a v er a g e a c h ie v e m e n t, h ig h i n t e l l i g e n c e c e l l . The means o f T ab le k-7 show t h a t 1 5 0 boys o f t h i s d e s c r ip t io n have a more p o s it iv e and a c t iv e a t t it u d e r e l a t i v e to p e r c e p tio n o f t h e i r fu t u r e . In summary t h i s r e se a r c h su p p o rts th e c o n c lu s io n th a t in term s o f p e r c e p tio n o f "M y F u tu re" th e lo w er l e v e l s o f a ch iev em en t, th e M exican-A m erican p o p u la tio n , and th e b oys o f th e AA, NCD, a v era g e a ch ie v em en t, h ig h i n t e l l i g e n c e c a te g o r y have a more p o s i t i v e and a c t iv e a t t it u d e in r e f e r en ce to t h e ir f u t u r e . The p o s it io n i s tak en th a t t h i s a t t it u d e r e l a t i v e to t h i s co n cep t in d ic a t e s a la c k o f fu tu r e o r ie n t a t io n , in th e se n se o f m o tiv a tio n to p rep are f o r i t , w hich h ig h ly c o r r e la t e s w ith academ ic a c h ie v e m e n t. Concent 19— P eo p le W ho Work Very Hard. The z s c o r e s f o r th e d if f e r e n c e betw een m eans, T a b les 7 and 9 , in d ic a t e th a t in term s o f p e r c e p tio n o f "People W ho Work Very Hard" a d if f e r e n c e s i g n i f i c a n t a t th e .0001 l e v e l fo r th e E and A f a c t o r s was found betw een low and h ig h a c h ie v e r s and a d iff e r e n c e s i g n i f i c a n t a t th e .001 l e v e l f o r th e E and A f a c t o r s was found betw een low and a v era g e a c h ie v e r s . An ex a m in a tio n o f means in T a b les 7 and 9 shows / ' th a t th e h ig h e r l e v e l s o f ach ievem en t have a more p o s i t iv e and a c t iv e a t t it u d e tow ard p eo p le who work very h ard . In th e e th n ic t o t a l group com p arison , T able 1 1 , a d if f e r e n c e s i g n i f i c a n t a t th e .0001 l e v e l f o r th e E and A f a c t o r s betw een th e two e th n ic groups was fo u n d . Compari son o f means in Table 11 shows th a t th e A nglo-A m erican 151 p o p u la tio n has a more p o s i t i v e and a c t iv e a t t it u d e r e l a t i v e to p e o p le who work v e r y h a rd . In the s e x g r o u p in g s com p arison s r e l a t i v e to t h i s c o n c e p t, T a b les *+ 9 and 5 1 , a d if f e r e n c e s i g n i f i c a n t a t th e .0 1 sued .0 0 1 l e v e l f o r th e E f a c t o r and a t the .0 0 1 and .0 0 0 1 l e v e l f o r th e A f a c t o r was found betw een b oys and g i r l s in th e MA, CD and NCD, h ig h a ch ie v em e n t, h ig h i n t e l l i g en ce c e l l s . C om parison o f means in T a b les **9 and 51 show s t h a t b oys in t h i s c a t e g o r y have a more p o s it iv e and a c t i v e a t t i t u d e r e l a t i v e to p e o p le who work v ery h ard . In summary t h i s r e s e a r c h su p p o rts th e c o n c lu s io n t h a t in term s o f p e r c e p tio n o f p e o p le who work v e r y h a r d , th e h ig h e r l e v e l s o f a c h ie v e m e n t, th e A nglo-A m erican popu l a t i o n , and b oys o f th e MA, CD and NCD, h ig h a c h ie v e m e n t, h ig h i n t e l l i g e n c e c e l l , more h ig h ly e v a lu a te and i n a more a c t i v e manner th e c o n c e p t " P eop le W ho Work Very H ard." C oncept 11— C o lle g e . T h is co n ce p t i s d is c u s s e d u n d er taxonomy Area 6 . 0 0 . C oncept 21— P e r so n I Would L ike to B e. T h is c o n c e p t d id n o t d is c r im in a t e b etw een th e ach ievem en t l e v e l s in th e t o t a l group c o m p a r iso n s. In th e c e l l com p arison s i n term s o f p e r c e p tio n o f "P erson I Would Like to B e," T a b le s 1 5 , 1 7 , and 19 in d ic a t e t h a t a d iffe r e n c e s i g n i f i c a n t a t th e .0 0 1 and .0 0 0 1 l e v e l f o r E and A f a c t o r s w as 1 5 2 found betw een low and a v era g e a c h ie v e r s and between average and h ig h a c h ie v e r s fo r AA b o y s, CD and NCD, low and h ig h i n t e l l i g e n c e . An exam ination o f th e means in T a b les 1 5 , 1 7 , and 19 shows th a t the low er l e v e l s o f ach ievem en t in t h i s c a t e gory have a more p o s it iv e and a c t iv e a t t it u d e r e l a t i v e to th e p erson they would l i k e to b e . T h is fin d in g i s co n s i s t e n t w ith th a t o f th e r e la t e d c o n c e p t "Hy Future" and ap p ea rs to support th e p o s it io n t h a t th e h ig h e r l e v e l s o f ach ievem en t are more n e g a tiv e o r l e s s s a t i s f i e d w ith fu tu r e - o r ie n te d p r o s p e c ts , th u s more m o tiv a ted to a c h ie v e . In th e e th n ic t o t a l group com parisons t h i s co n cep t d id n o t d is c r im in a te . The e th n ic g ro u p in g s c e l l com parison re p o r te d in Table 29 in d i c a t e s t h a t a d iff e r e n c e s i g n i f i c a n t a t th e .001 l e v e l f o r th e E and A f a c t o r s was found betw een th e two e th n ic grou p s f o r th e NCD b o y s, average a ch iev em en t, high i n t e l l i g e n c e c e l l . Comparison o f means in Table 29 shows th a t th e A nglo-A m ericans o f t h i s d e s c r ip t io n f e e l more p o s it iv e and a c t i v e w ith r e fe r e n c e to the p erso n th ey would l i k e to b e . In th e i n t e l l i g e n c e l e v e l s com parisons r e l a t i v e to t h i s c o n c e p t, T ables **3 and k-5 in d ic a t e th a t a d iffe r e n c e s i g n i f i c a n t a t th e .001 l e v e l f o r th e E and A f a c t o r s was found betw een low and h ig h i n t e l l i g e n c e f o r th e A A b o y s, CD and NCD, average ach ievem en t c e l l . Comparison o f means 153 i n T a b le s **3 and M -5 shows t h a t th e h ig h e r l e v e l o f i n t e l l i g e n ce has a more p o s i t i v e and a c t iv e a t t i t u d e r e l a t i v e to th e p erso n th ey would l i k e to b e . The r e s u l t s o f se x g r o u p in g s co m p a riso n s, Table 53» in d i c a t e s th a t in term s o f p e r c e p tio n o f p erson I would l i k e to b e , a d if f e r e n c e s i g n i f i c a n t a t th e .0001 l e v e l fo r th e E f a c t o r and a t th e .0 0 1 l e v e l f o r th e A f a c t o r was found betw een boys and g i r l s f o r th e MA, NCD, average a c h ie v e r s , h ig h i n t e l l i g e n c e c e l l . Com parison o f means in T ab le 53 shows th a t g i r l s in t h i s c a te g o r y more h ig h ly e v a lu a te and in a more a c t iv e manner t h i s c o n c e p t. In summary t h i s r e s e a r c h s u p p o r ts th e c o n c lu s io n t h a t th e lo w er l e v e l s o f a ch iev em en t o f AA b o y s, CD and NCD, low and h ig h i n t e l l i g e n c e have a more p o s i t i v e , a c t iv e a t t i t u d e r e l a t i v e to p erso n th e y w ould l i k e to b e . A ls o , th e A nglo-A m erican p o r tio n o f th e NCD b o y s , a v era g e a ch ie v e m en t, h ig h i n t e l l i g e n c e c e l l more h ig h ly e v a lu a te and in a more a c t iv e manner t h i s c o n c e p t. The h ig h e r l e v e l o f i n t e l l i g e n c e o f th e AA b o y s , CD and NCD, average a c h ie v e ment c e l l and th e boys o f th e MA, NCD, a v e r a g e a ch iev em en t, h ig h i n t e l l i g e n c e have a more p o s i t i v e and a c t iv e a t t it u d e in term s o f p e r c e p tio n o f p erso n I w ould l i k e to be • A ttitu d e I n v e s t ig a t io n 9 .0 0 S e lf-d o n o e p t C oncent 2*f— Me. T h is c o n c e p t d id n o t d is c r im in a te 15*+ w ith s i g n i f i c a n c e on any o f th e v a r i a b le s in c lu d e d i n t h i s s tu d y . C on cep t 21— P er so n I Would L ike to B e . T h is co n c e p t i s d is c u s s e d u n d e r taxonom y Area 8 .0 0 . A t t it u d e I n v e s t i g a t i o n 1 0 .0 0 I n t e r e s t s C on cep t l 1 *— C lu b s and O r g a n iz a tio n s . T h is c o n c e p t d id n o t d is c r im in a t e w ith s i g n i f i c a n c e on any o f th e v a r i a b l e s in c lu d e d i n t h i s s tu d y . P r o f i l e o f A chievem ent L e v e ls and E th n ic Groups T h is s e c t i o n c o n t a in s th e 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 th e t o t a l group co m p a riso n s in term s o f th e a c h ie v e m e n t l e v e l s and e t h n ic g ro u p s f o r e a c h o f th e M O W I c o n c e p t s t h a t d is c r im in a te d w ith s i g n i f i c a n c e a c c o r d in g to th e m ajor taxonom y 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 rp o se o f t h e s e p l o t t i n g s i s to i l l u s t r a t e g r a p h ic a lly th e a c h ie v e m e n t l e v e l s and e t h n ic group r e s p o n s e s in h o p es o f p r o v id in g a m eans o f more q u ic k ly i d e n t i f y i n g , in term s o f a p r o f i l e o f a t t i t u d e s and m o tiv a tio n p a t t e r n , s t u d e n t s in v o lv e d i n f u t u r e t e s t i n g , e i t h e r in d i v id u a l o r s m a lle r s a m p le s . A seco n d p u rp o se i s to p r e s e n t g r a p h ic a ll y th e n u m e r ic a l f i n d in g s r e p o r te d in th e p r e v io u s s e c t i o n and t o make a p p r o p r ia te co m p a riso n s b etw een th e v a r io u s g r o u p in g s . TABU 6 MSAK>, STAWARD DEVUTIOH, b-SCCRK, 1EVEL CF SIGROTCARCE OR MOWI COHCEPTS- TOTAL ACHIEVEMSHT GROUPS Concept Ruaber Low A chievers R 272 High A chievers R 352 s s ig . Mean S D Mean S D 5 . S tu d en ts W ho G et Good Grades 5.02 1.90 5.41 1 .6 0 -2 .7 6 .01 6 . A rith a e tio 4 .4 0 2 .1 4 4 .8 8 1 .78 -3 .0 1 .001 9 . Taking T ests 4 .8 1 2 .0 0 5.41 1.61 -4 .0 4 •001 10. School 4 .6 6 2 .02 5*06 1.56 -2 .6 8 .01 12. Haw Hr C la se n a te s See M e 4 .6 5 2 .0 4 5.16 1.65 -2 .0 6 .05 15. Poor People 4 .3 0 2 .0 4 5.05 1 .64 -4*96 .001 1 7 . Ifer Grades 4.85 1.88 *.57 1.55 -5 .1 5 •001 IS . R ich People 4 .5 5 2 .0 8 5.06 1 .8 4 -3 .2 9 .001 19* People W ho Work Very Herd 5.28 1 .90 5.82 1.55 -3 .8 1 .001 2 2 . Studying 4.53 2 .0 7 5.16 1.61 -4 .1 5 .001 2 3 . T eachers 4 .9 0 1 .96 5.44 1.48 -3 .8 0 .001 2 6 . Reading 4.42 2 .0 1 4 .9 1 1 .78 -3 .2 2 .001 2 6 . O lder Kids 4 .7 2 2 .0 6 5.44 1.75 -4*61 .001 2 9 . S tu d en ts W ho Get Poor Grades 4 .4 4 1 .98 5.02 1 .8 0 -3 .8 0 .001 V M v * TABLE 7 M E A N S , S T A N D A R D DEVIATION, s-SCCRE, L E V E L C F SIGKIF O N M O W I C O N C E P T S — -T O T A L A C E (Low A chievers N = 272, High A C oncept Nunber E v a l u a t i o n L o w A chievers Ugh A chievers L ow Aohlevera Mean S D Mean S D s Level of Slg. Mean S D 5. S tudents W ho G et Good Grades 5.49 1.68 5.68 1 .4 9 -1 .4 8 N.S. 4 .4 7 1.92 8* A rithm etic 4.04 2.25 4 .8 4 1 .88 ■4*64 .0001 4 .8 8 1.8« 9 . Taking T e sts 4.77 2.07 5.59 1.52 -5 .4 0 .0001 4 .97 1.8•; 10. School 4.60 2.13 5.32 1.42 -4.73 .0001 4.73 1.9C 12. H ow Hr C la ssn a te s See M e 5.04 1.85 5.59 1 .48 -*4.04 .001 4.63 1.8( 15* Poor People 4.82 2.08 5.54 1.53 -4.73 .0001 3 .86 1.9< 17. Ify Grades 5.10 1.90 5.85 1 .40 -5.43 .0001 4 .59 1 -8 * 1 18. R ich People 4.36 2.24 5.46 1.83 -6 .3 9 .0001 4 .6 9 1.9S 19. People W ho Work Very Hard 5.57 1.79 6.23 1.26 -5 .0 7 .0001 4 .8 8 1.9* 22. Studying 4.61 2.15 5.61 1.4 0 -6 .8 0 .0001 4 .4 9 l . t f 23. Teachers 5.19 1.97 5.87 1.27 -4.92 .0001 4*46 1.9S 26. Reading 4.19 2.14 4*66 1 .97 -2.76 .01 4.6 2 1M 28. O lder Kids 4.61 2.24 5.72 1.81 -6.45 .0001 4.72 1.9: 29. S tudents W ho G et Poor Grades 4.61 2.01 5.48 1.65 -5 .8 0 .0001 4.35 1 . 9: 356 TABLE 7 O R E, L E V E L G F SIGNIFICANCE F C R T H E E , P, A F A C T O R S S C O R E S C O N C E P T S —T O T A L A C H IE V E M E N T G R O U P S ▼era I T = 272, High A chievers N = 352) P o t e n e 7 Aa c t i v i t y Lav A chievers iigh A chievers Low Achievers High A chievers Level of Slg. Mean S D Mean S D s Level of Slg. Mean S D Mean S D s Level of S lg . N.S. A.A7 1.92 5.12 1.60 -A.33 .001 5.08 1.9A 5. A 3 1.65 -2.33 .05 .0001 A. 88 1.89 A*87 1.61 N.S. A.27 2.16 A.95 1.8A -A.1A .001 .0001 A.97 1.87 5.35 1.58 -2.79 .01 A.67 2.07 5.28 1.71 -3.85 .001 .0001 A.73 1.90 A.57 1.65 U.S. A.66 2.02 5.29 1.50 -A.36 .0001 .001 A.63 1.80 A.61 1.68 N.S. A.9A 1.83 5.29 1.6A -2.A6 .05 .0001 3.86 1.96 A.67 1.66 -5 .A O .0001 A .22 1.96 A.95 1.62 -A.85 .0001 .0001 A.59 1.87 5.11 1.69 — 3.66 .001 A .85 1.85 5.75 1.AA — 6.61 .0001 .0001 A.69 1.92 A*52 1.72 N.S. A.61 2.05 5.26 1.82 -A .16 .001 .0001 A.88 1.99 5.07 1.77 M.S. 5 . A O 1.85 6.17 1.28 -5.92 .0001 .0001 A.A9 1.97 A.50 1.67 M.S. A.50 2.06 5.39 1.53 -5.85 .0001 .0001 A.A6 1.92 A.86 1.53 -2.78 .01 5.QA 1.91 5.59 1.AA -3.81 .001 .01 A.62 1.86 A.96 1.58 -2.50 .05 A * A 3 2.01 5.12 1.7A -A.60 .0001 .0001 A. 72 1.93 A.95 1.76 -1.53 M.S. A .83 2.00 5.65 1.57 -5.70 .0001 .0001 A.35 1.91 A *83 1.72 -3 .2 0 .01 A.35 2.00 A.75 1.92 -2.56 .05 TABUS 8 MEANS, STANDARD DEVIATION, s-SCCRE, LEVEL CF SIGNIFICANCE OR M C W I CONCEPTS— TOTAL ACHIEVEMENT GROUPS Concept Number Low A chievers N s 272 A chievers N s 477 s B ig. Mean SD Mean S D 9* Taking T ests A .81 2.01 5.21 1.86 -2 .7 0 .01 13. Grown-Ups 4.65 2 .0 4 4 .3 4 2 .06 2.03 .05 17. Hjr Grades 4 .85 1.88 5.22 1.75 — 2 .6 6 .01 19. People W ho Work Very Hard 5.28 1.9 0 5.67 1.75 -2 .7 1 .01 2 2 . Studying 4.53 2 .07 4 .9 0 1 .91 -2 .4 1 .05 2 3 . Teaehere 4 .9 0 1.96 5.20 1.97 -2 .1 0 .05 2 7 . Iff School A b ility 4 .4 6 1.96 4 .1 4 1.95 2 .1 4 .05 2 8 . O lder Kids 4 .72 2 .06 5.05 1.97 -2 .1 7 .05 2 9 . S tu d en ts W ho Get Poor Grades 4 .4 4 1.98 4.75 1.96 -2 .1 0 .05 157 TABU 9 MEANS, STANDARD DEVIATION, *-SCCRE, LEVEL GF SIGN OR M O W I CONCEPTS— TOTAL ACHIEVEMENT GROUPS (Low , Concept Ntusber E ▼ a 1 u a t 1 o n P Low A chievers A chievers Low A chievers Mean SD Mean SD s Level o f Slg. Mean SD 9 . Taking T esta A. 77 2 .0 7 5.2A 1.89 -2 .9 8 .01 A.97 1 .8 7 13. Grown-Ups 5.15 1.98 A.97 2.03 1.20 N.S. A.3A 2.0 3 1 7 . Hr Grades 5 .10 1 .9 0 5.50 1.72 -2 .7 8 .01 A .59 1 .8 7 19* People W ho Work Very Hard 5 .57 1.79 6 .0 0 1.5A -3 .3 1 .001 A.88 1 .9 9 2 2 . S tudying A.61 2.15 5.09 1.91 -3 .0 3 .01 A.A9 1 .9 7 2 3 . T eaebers 5 .1 9 1.97 5.58 1.75 -2 .7 0 .01 A *A6 1.92 2 7 . t y School A b ility A.69 1.96 A.38 2 .0 1 2 .06 .05 A.29 1 .9 0 2 8 . O lder Kids A .61 2.2A 5.11 2 .12 -2 .9 0 .01 A.72 1.93 2 9 . S tu d e n ts W ho G et Poor Grades A.61 2 .0 1 5.02 1.93 -2 .7 3 .01 A.35 1 .9 1 158 TABUS 9 RE, L E V E L G P SIGNIFICANCE F O R T H E E , P , A F A C T C R S S C O R E S M E N T G R O U P S (Lov A chievers R * 272, Achievers N = 477) P o t e DC J A c t i v i t y Low A chievers A chievers L o w A chievers Aohievere Mean S D Mean S D a Level of S ig. Mean S D Mean S D a Level of S ig . A.97 1.87 5.25 1.77 -2 .0 5 .05 A.67 2 .0 7 5.13 1.92 -2 .9 1 .01 > A.3A 2.03 3.97 2.01 2.A6 .05 A.A8 2.02 A.08 1.98 2.66 .01 A.59 1.87 A.89 1.8A 2.20 .05 A.85 1.85 5.27 1.7A -3 .0 8 .01 L A.88 1.99 5.06 1.97 -1 .2 0 R.S. 5. A O 1.85 5.93 1.56 -A.07 .001 A.A9 1 .97 A.66 1.88 -1 .1 3 N.S. A.50 2 .0 8 A.96 1.92 -2.92 .01 1.92 A.67 1.82 -1.A5 N.S. 5.QA 1.91 5.36 1.7A -2 .2 2 .05 A.29 1.90 A.01 1.83 1.9A N.S. A. A O 2.02 A.03 2.00 2.A6 .05 A. 72 1.93 A.8A 1.88 N.S. A *83 2 .0 0 5.21 1.89 -2.53 .05 A.35 1.91 A.63 1.92 -1 .8 6 N.S. A.35 2 .0 0 A.62 2.00 -1 .8 9 N.S. TABIX 10 M S A IE , S T A H JA R D DEVIATION, s-SCCKE, LEV EL <F SIGMFICAHCS O H M O W I COKEPIS—T O T A L ETHNIC G R O U P S Concept Hdaber A A H •» 537 M A H » 564 s s ig . Mean S D Mean SD 7 . M y F u tu re 4 .7 1 1.94 5.01 1.86 -2 .6 5 .01 16. F i r s t Grade 4 .3 9 2.03 4.65 2.G4 -2 .1 1 .05 19. People W ho Work Very Bard 5.77 1.67 5.53 1.76 2 .3 4 .05 2 0 . Id e a l Teacher 4 .3 6 2.03 4.73 1.97 -3 .0 7 •001 2 5 . Hf B est F rien d s 5.14 1.69 4.92 1.84 2 .0 9 .05 26 . Reading 4.53 1.93 4 .7 6 1.95 -1 .9 9 .05 2 7 . }fy School A b ility 4 .0 0 1 .9 0 4.45 1.94 -3 .8 7 .001 2 8 . O lder Kids 5.26 1.91 4.93 1.96 2 .8 7 .01 2 9 . S tu den ts W ho Get Poor Grades 4.92 1.87 4 .6 1 1.96 2 .6 7 .01 1 5 9 T A B U S 11 MEANS, STANDARD DEVIATION, s-SCGR£, LEVEL CF SIGNIFICI ON M C W I CONCEPTS—TOTAL ETHNIC GROUPS (A nglo-A m erican Concept Number E ▼ a 1 u a t 1 o n A nglo- American Msadcan- Amerioan Anglo- American Mean S D Mean S D s Level o f S ig . Mean SI 7 . H jr F uture 4 .6 7 2.06 5.26 1.84 -4.50 .0001 4.9 3 l.< 16. F ir s t Grade 4 .2 4 2.14 4.85 2.13 -4.80 .0001 4 .5 1 1.1 19* People W ho Work Very Hard 6 .21 1.36 5.77 1.65 4.78 .0001 4 .9 8 l.< 20. Id e a l Teaoher 4 .2 6 2 .18 4.86 2.05 -4.72 .0001 4.63 1 / 25. ty Beat F rien d s 5.46 1.58 5.30 1.77 1.83 N.S. 4 .6 9 1. ' 26. Reading 4 .1 6 2.06 4 .69 2.09 -4.17 .001 4 .82 1 .' 27. Hr Sohool A b ility 4.12 1.95 4 .71 1.96 -5.21 .0001 4 .0 1 1.' 2 8 . Older Kids 5.45 2.02 4.91 2.13 -4.25 .0001 4 .8 4 1.1 29* S tudents W ho Get Poor Grades 5.24 1.83 4.91 1.93 2.92 .01 4 .8 0 1 . 160 T A B U S 11 , L E V E L O P SIGNIFICANCE F O R T H E B, P , A F A C T O R S S C O R E S U PS (Anglo-American H * 537) Mexican-American N = 564) P o t e n o j A c t i v i t y Anglo- American Mexioan- American Anglo- American Mexiean- Amerioan Level of S ig . Mean S D Mean S D s Level of Sig, Mean S D Mean S D s Level of S ig . .0001 A .93 1.68 A.95 1.78 U.S. 4.52 2.05 A*87 1.93 -2 .9 1 .01 .0001 A .51 1.85 A.37 1.96 1.23 M .S. 4.41 2.07 4*72 2.01 -2 .5 8 .01 .0001 A.98 1.93 5.10 1.87 M .S. 6.11 1.38 5.71 1.67 4 .34 .0001 .0001 A.63 1.77 A.57 1.84 N.S. 4.19 2.09 4.76 2.0 0 -4.75 .0001 N.S. A.69 1.72 A.A5 1.81 2.26 .05 5.25 1.66 5.00 1.83 2.35 .05 .001 A.82 1.71 A.78 1.82 R.S. 4.62 1.94 4.82 1.93 -1 .7 7 N.S. .0001 A.01 1.7A A.30 1.85 -2 .5 6 .05 3.87 1.97 4.33 1.99 -3.83 .001 .0001 A.84 1.86 A.87 1.84 N.S. 5.51 1.75 5.02 1.89 4.33 .0001 .01 A .80 1.80 A.4A 1.90 3.18 .01 4.71 1.92 4*48 2.01 2.03 .05 T J l B L E 12 ICiNS, S T A 1 D A R D DEVIATION, t-TEST, IKVEl G P SIGHIFICAHCB O H M O W C O N C E P T S —A C H IE V E M E N T G R O U P IN G S (A chievers H ■ 3 0 , High A chievers R = 30) A A B O Y S B C D H i g h I. Q. Concept Number AohieTers High A chievers t S ig . Mean S D Mean SD 3 . S tu d en ts W ho Get Good Grades 4 .8 0 1 .68 5.84 1.32 -2 .6 3 .01 9 . Taking T ests 4.42 2.0 6 5.68 1.41 -2 .7 3 .01 18. R ich People 3.99 1.83 5.76 1.66 -3 .8 8 .001 2 2 . Studying 4 .1 1 1.99 5.37 1.35 -2 .8 2 .01 23* T eachers 4 .26 1.92 5.70 1.23 -3 .4 0 .001 27 . School A b ility 5.11 1.53 3 .60 1.37 3.95 .001 28 . O lder Kids 4.57 1 .84 6 .0 0 1.35 3 .3 8 .001 29. S tu d en ts W ho Get Poor Grades 3.53 1.61 5.50 1.59 4 .6 9 .0001 TABU 13 WAVS, S T A N D A R D DEVIATION, t-TE ST , LEVEL O F SIGNIFK O N M O W I C O N C S P T S —A C H IE V E M B N T G RO U PIN G S (Achieve; A A B O T S N C D — H IG H Concept Number E v a l u a t i o n A chievers High A chievers A chievers Mean S D Mean S D t L ev el o f S ig . Mean S D 5 . S tudents W ho Get Good G rades 5 .4 8 1 .4 0 6.19 1.05 -2 .2 0 .05 4 .0 8 1 .5 9 . Taking T ests 4 .2 1 2 .2 0 5.78 1.31 -3 .3 1 .001 5.02 1 .7 18. R ich People 3 .9 0 1.93 6.44 1 .19 -6 .0 5 .0001 4.33 1 .6 2 2 . Studying 3 .7 8 2.15 5.72 1.14 -4 .2 9 .0001 4 .9 4 1.6 2 3 . Teachers A * A O 2.1 6 6.10 0.99 -3 .8 7 .001 4 .2 9 1.6 27. V fy School A b ility 5 .2 9 1.55 3.69 1 .44 4 .0 4 .001 4 .8 1 1.4 2 8 . Older Kids 3 .8 8 1.92 6.59 0.82 -6 .9 5 .0001 4 .9 9 l.*J 29. S tu d en ts W ho Get Poor G rades 3 .4 4 1.57 6.02 1.33 -6 .7 5 .0001 3.73 1.5 162 T A B IX 13 LE V E L O F SIGNIFICANCE FO R T H E E , P, A F A C T O R S S C O R E S O U P IN G S (A chievers R = 30, High A chievers N = 30) A BOIS N C D —H IG H I.Q . P o t e n c 7 A c t i v i t y r A chievers High Achievers A chievers High Achieveri i «1 S ig . Mean S D Mean SD t Level o f S ig . Mean S D Mean S D t Level of Sig. )5 4.08 1.50 5.66 1.37 -4 .2 1 .0001 4.83 1.62 5.68 1.46 -1 .9 6 .05 )01 5.02 1.73 5.64 1.42 - 1.50 .05 4.01 2.11 5.62 1.50 -3 .2 4 .01 X)01 4.33 1.66 4 .71 1.82 U.S. 3.72 1.84 6.13 1.37 -5 .8 1 .001 X)01 4.94 1.67 4 .7 0 1.55 U.S. 3.62 1.86 5.69 1.05 -5 .3 2 .0001 X )1 4.29 1.69 5.26 1.22 -2 .5 1 .05 4.09 1.68 5.73 1.31 -3 .9 5 .001 X )1 4.81 1.41 3 .79 1.27 2.89 .01 5.22 1.61 3.32 1.37 4 .8 7 .0001 D 001 4.99 1.73 5.24 1.57 N.S. 4.83 1.69 6.17 1.19 -3 .4 5 .001 D O O l 3.73 1.59 5.39 1.50 -4 .0 5 .001 3.40 1.65 5.08 1.79 -3 .7 2 .001 TABLE U m kIS, STA ID A RD DEVIATION, t-TEST, LEVEL C P SIGNIFICANCE O N M C W I CONCEPTS-^ACHIEVEJ* N T G RO U PIN G S (Low Achievers N = 25, Achievers N • 30) A A BOIS C D Concept Amber L o w I . Q. Lew Achievers Achievers t S ig. Mean SD Mean SD 13. Grown-Ups 4.57 2.08 3.66 2.13 3.89 .001 21. Person I Would Like to Be 5.70 1.84 4.52 2.05 3.22 .01 22. Studying 3.88 2.21 5.62 1.63 -3.29 .01 27. School A b ility 4.93 1.90 3.46 1.91 3.73 .001 29. Students W ho Get Poor Grades 3.58 1.94 5.30 1.92 -2.69 .01 TABLE 1 5 MEANS, STANDARD D E V IA T IO N , t - T E S T , LEVEL OF S IG N IF IC A N ON MCWI CONCEPTS— ACHIEVEMENT GROUPINGS (L o w A e h i e ' AA B O IS CD— LOW I . Q . E v a l u a t i c n Concept Number Low Achievers Achievers Low Achiever Mean SD Mean SD t Level of S ig. Mean SD 13* Grovn-Upe 5.77 1 .5 6 A.27 2.29 2.80 .0 1 5.23 1.73 2 1 * Person I Would Like to B e 6 . A O 1.09 A.57 2.08 A.09 .001 5.52 1.83 22. Studying 3.69 2 .1 2 5.91 1.2A -A.57 .0001 A .A3 1.9*3 27. }ty School A b ility 5.A5 1.60 3.59 1.98 3.65 .001 5.QA 1.63 29* Students Who Get Poor Grades 3.95 2 .1 2 5.50 1.8A -2.83 .01 3.81 1.9J TABLE 15 L E V E L C P SIGNIFICANCE FO R T H E E, P, A F A C T O R S S C O R E S ’ G R O U P IN G S (Low Aohievere N * 25» Aohievere N = 30) A A BOIS C D —L O W I .Q. P o t t n c 7 A e t 1 v i t y Low Achiever* Achiever* Low Achievers Achievers Level of Sig. Mean SD Mean S D t Level of Sig. Mean S D Mean S D t Level of Sig. .01 5.23 1.73 3.33 1.99 3.73 .001 5.29 1.71 3.37 1.99 3.77 .001 .001 5.52 1.83 4.36 2.07 2.19 .05 6.29 1.16 A.63 2.01 3.76 .001 .0001 4.43 1.97 5.06 2.03 N.S. 3.52 2.16 5.88 1.38 -4.15 .001 .001 5.04 1.63 3.53 1.99 3.04 .01 5.33 1.70 3.24 1.74 4.41 .0001 .01 3.81 1.98 5.39 1.89 -2.97 .01 3.71 2 .1 0 5.02 1.99 -2.31 .05 TABU 16 HSA16, STA 10ARD DEVIATION, t-TEST, IEVEL C F SIGNIFICANCE O N M O W CO N CEPTS— 4CHIEVEM 5NT G RO U PIN G S (Low Achievers N * 29, Achievers N * 30) A A B O SS N C D Concept Nuober L o w I . Q. Low Achievers Achievers t S ig . Mean SD Mean SD 7 . Future 5.77 1.59 4.43 1.84 2.94 .01 16. Poor People 3.76 2.11 5.04 1.45 -2.66 .01 21. Person I Would Like to fie 5.95 1.62 4.50 1.73 3.27 .01 27. Ify School A b ility 5.27 1.80 3.78 1.81 3.13 .01 29. Students W ho Get Poor Grades 3.99 2.03 5.40 1.61 -2 .6 8 .01 O ' \n TABLE 1 7 MEANS, STANDARD DEVIATION, t-TEST, LEVEL OF SIGMFICJ O N M O W I CONCEPTS—ACHIEVEMENT GROUPINGS (Low Achie A A BOIS N C D —L O W I . Concept Nunber E v a 1 u a t i o n Low Achievers Achievers Low Achieve! Mean SD Mean SD t Level of S ig . Mean SD 7 . Ify Future 5.95 1.A9 A.30 2.05 3.A9 .001 5.5A 1.57 15* Poor People A .36 2.31 A.29 1.81 N.S. 2.95 1.79 21. Person I Would Like to Be 6.29 1.19 A.63 1 .8 6 A. 02 .001 5 .2 0 2 .1 1 27. }fy School A b ility 5.61 1.67 3.78 2 .0 0 3.7A .001 A.89 1.96 29. Students W ho Get Poor Grades A.07 2 .1 1 5.88 1.36 -3.85 .001 A.09 1 .8 8 166 TABU 17 3T, L E V E L O F SIG K IFICA N CE F O R T H E E, P, A F A C T O R S S C O R E S r G R O U P IN G S (Low Achievers K s 29, Achievers N • 30) A A BO IS N C D —L O W I.Q. I> o t e n c y A c t i v i t y L ow Achievers Achievers Low Achievers Achievers Level of Sig. M ean S D M ean S D t Level of Sig. M ean S D M ean S D t Level of Sig. .001 5.54 1.57 4.66 1.52 2.15 .05 5.83 1.69 4.34 1.91 3.14 .01 N.S. 2.95 1.79 5.06 1.79 -3.89 .001 3.97 1.97 6.24 1.23 -5.89 .0001 .001 5.20 2.11 4.20 1.53 2.05 .05 6.38 1.11 4.67 1.76 4.37 .0001 .001 4.89 1.96 3.78 1.58 2.36 .05 5.32 1.68 3.78 1.83 3.30 .001 .001 4.09 1.88 5.07 1.78 -2.04 .05 3.82 2.11 5.24 1.57 -2 .86 .01 TABUS 1 8 M EA N S, S T A N D A R D DEVIATION, t-TEST, U C V E L (F SIGNIFICANCE O N M C W I C O N C EPTS—A C H IE V E M E N T G R O U PIN G S (Achievers H = 30, High Achievers N * 30) A A Boys C D Concept Nusber H i g h I. Q. Achievers High Achievers Mean SD Mean SD t S ig . 7. M y Future 5.29 1.60 A.12 1.78 2.63 .01 9* Taking Tests A .23 1 .8 8 5.51 1.53 -2.8A .0 1 18. Rich People 3.56 2.03 5 .2 0 1.70 -3.3A .001 21. Person I Would Like to Be 5.89 1.5A A.51 1.A6 3.50 .001 27. M y School A b ility A.83 1 .6 8 3.53 1 .6 6 2.96 .0 1 28. Older Kids A.A7 2 .0 1 5.78 1.A1 -2 .8 9 .01 29. Students W ho Get Poor Grades 3.69 1.72 5.29 1.59 - 3 .6 6 .001 O ' TABUS 1 9 MEANS, STANDARD DEVIATION, t-T E ST , LEVEL OF SIGNIFIC O N M C W I CONCEPTS—ACHIEVEMENT GRCXJPINGS (A chievei AA BOIS CD— HIGH I , Concept Number E v a l u a t i o n A chievers iigh Achievers A chievers Mean SD Mean S D t Level of S ig . Mean SI 7 . tyjr Future 5.49 1.43 3.84 1 .8 6 3.75 .001 5.03 1 .' 9* Taking Testa 4.04 1.99 5.60 1.44 -3.41 .001 4.76 l.< 18. Rioh People 2.73 1.71 5.69 1.73 -6.55 .0001 4.58 l.< 21. Person I Would Idlce to Be 6.17 1.38 4.42 1.63 4.42 .0001 5.30 1 .' 27. Hy School A b ility 5.09 1.58 3 .a 1.58 4.10 .001 4.32 1 .' 28. Older Kids 3.56 1.93 6 .4 2 1.12 •6.85 .0001 5.23 1 .' 29. Students W ho Get Poor Grades 3.70 1.80 5.69 1.43 •4.67 .0001 3.81 l.i 168 T A B L E 19 IEVEL O F SIGNIFICANCE FO R T H E E, P, A FA C T O R S SC O R E S L C O PIN G S (Achievers N = 30, High Achievers N = 30) l BOIS C D —H IG H I .Q. P o t ► » o a a A o t 1 v i t y Achievers High Achievers Achiever High Achieveri rel Sig. Mean SD Mean S D t Level of Sig. Mean SD Mean S D t Level of Sig. )1 5.03 1.78 4.94 1.34 M.S. 5.33 1.57 3.56 1.81 3.96 .001 )1 4.76 1.65 5.48 1.48 -1.75 N.S. 5.50 1.90 5.44 1.67 N.S. X )1 4.58 1.98 4.33 1.40 N.S. 3.36 1.94 5.57 1.63 -4.71 .0001 X)1 5.30 1.77 4.57 1.14 1.87 U.S. 6.19 1.24 4.53 1.57 4.49 .0001 D 1 4.32 1.73 3.81 1.44 1.22 N.S. 5.08 1.62 3.37 1.91 3.71 .001 301 5.23 1.75 4.92 1.48 N.S. 4.61 1.99 6 .0 0 1.15 -3.33 .001 301 3.81 1.65 5.29 1.41 -3.66 .001 3.57 1.72 4 .8 8 1.80 -2.81 .01 TABUS 2 0 M SA N S, S T A FD A R D DEVIATIOFJ, t-TEST, U SV EL <7 SIGNIFICANCE O N M O W I C O N C EPTS—ACHK V EM EN T G R O U PIN G S (Low Achiever8 N = 25# High Achievers N = 30) A A BOIS N C D Concept Nuaber H i g h I. Q. Low Achievers High Achievers Ifean SD Mean SD t S ig. 9 . Taking T ests 4.01 2.17 5.68 1.41 -3.24 .01 18. Rich People 4.00 2.22 5.76 1.66 -3.23 .01 22. Studying 3.56 2.12 5.37 1.35 -3.63 .001 23. Teachers 4.24 2.03 5.70 1.23 -3.08 .01 28. Older Kids 4.25 2.13 6.00 1.35 -3 .4 8 .001 29. Students W ho Get Poor Grades 4.08 1.91 5.50 1.59 -2.91 .01 TA B IZ 2 1 MEANS, STANDARD DEVIATION, t-TEST, LEVEL CF SIGNIFICANT O N M O W I CONCEPTS—ACHIEVEMENT GROUPINGS (Low A ch ievers A A BOIS N C D —HIGH I .Q . Concept Number E v a l u a t i c n Low Achievers High Achievers Low Achievers Mean SD Mean S D t Level of Sig. Mean S D 9* Taking Tests 3.71 2 .2 0 5.78 1.31 -A.06 .001 A.55 2.03 18. Rioh People 3.57 2.23 6 .A A 1.19 5.6A .0001 A*80 2.06 22. Studying 3.1 2 2 .1 0 5.72 1.1A -5.AA .0001 A*52 1.99 23. Teachers A.13 2 .1 0 6 .1 0 0.99 -A .23 .0001 A.19 1.85 28. Older Kids 3 . A O 2.09 6.59 0.82 -7.01 .0001 5.05 1.82 29* Students W ho Get Poor Grades A.19 1.92 6 .0 2 1.33 -3.97 .001 3.96 1.89 170 TABIZ 21 , L E V E L C P SIGNIFICANCE FC R T H E E, P, A F A C T O R S S C O R E S O U PIN G S (Low Achievers N * 25, High Achievers N = 30) A A BOIS B C D —H IG H I.Q . Po tency d A c t i v i t y Lov Achievers High Achieverc /ov Achievers High Achievers Level of Sig. Mean S D Mean SD t Level of Sig. Mean S D Mean S D t jevel rf Sig. .001 4.55 2.03 5.64 1.42 -2.25 .05 3.79 2 .2 1 5.62 1.50 -3.45 .001 .0001 4.80 2.06 4.71 1.62 N.S. 3.61 2.16 6.13 1.37 -5.02 .0001 .0001 4.52 1.99 4.70 1.55 N.S. 3.03 1.97 5.69 1.05 -6 .0 0 .0001 .0001 4.19 1.65 5.26 1.22 -2.42 .05 4.40 2.13 5.73 1.31 -2.69 .01 .0001 5.05 1.62 5.24 1.57 N.S. 4.29 2.18 6.17 1.19 -3.62 .001 .001 3.96 1.89 5.39 1.50 -2.97 .01 4*06 1.92 5.08 1.79 1.96 .05 TABU 22 &A19S, S T A N D A R D DEVI ATI OB, t-TEST, LEVEL CF SIGNIFICANCE O K M O W I C O K C EPTS—A C H IE V E M E N T G R O U PIN G S (Achievers K * 30, High Achievers K * 29) Ml GHUS C D Concept Number H i g h I. Q. Aohievere High Achievers t S ig . Mean SD Mean SD 11. College 5.64 1.76 4.25 1.98 2.79 .01 15. Poor People 4.01 2.11 5.98 1.37 -4.21 .0001 17. tfy Grades 4.72 1.90 6.00 1.59 -2.76 .01 25. Ity Best Friends 5.57 1.65 3.41 1.66 4.93 .0001 26. Reading 4.48 2.01 5.76 1.65 -2.63 .01 29. Students W ho Get Poor Grades 3.35 1.93 5.22 1.46 -4.13 .001 171 TABLE 23 MEANS, STANDARD DEVIATION, t-TEST, LEVEL (F SIQNIFICAN O N M C W I CONCEPTS—ACHIEVEMENT GROUPINGS (A chievers M A GIRIS CD—HIGH I.Q Concept Number E v a 1 u a t 1 o n ' Achievers High Aohlevers Aohlevers Mean S D Mean SD t Level of S ig. Mean SD 11. College 5.62 1.71 5.23 1.93 N.S. 5.92 1.41 1$. Poor People 5.12 2 .1 1 6.24 1 .1 1 -2.52 .05 3.13 1.82 17. Grades 5.36 1.82 6.69 0.69 -3.65 .001 4 .2 0 1.84 25* M y Beat Friends 6.23 1.17 3.47 1 .6 8 7.11 .0001 4.61 1.82 26. Reading 4.79 2.05 6.44 1.05 -3.84 .0001 4.21 1.93 29. Students W ho Get Poor Grades 3.77 2.05 5 .6 6 1.27 -4.22 .0001 3.18 1 .6 8 172 T A B L E 23 I , L E V E L (F SIGNIFICANCE FCR T H E E , P, A F A C T O R S S C O R E S G R O U P IN G S (Achievers N “ 30, High Achievers N s 29) M A GIRLS CD-HIGH I.Q . P o t i m e j A c t 1 v 1 t y Aohlevers High Achievers Achievers High Aohlevers svel r sig . Mean S D Mean S D t Level of Sig. Mean SD Mean S D s Level of Sig. .s . 5.92 1.41 3.62 1.90 5.18 .0001 5.38 2.06 3.91 1.76 2.93 .01 35 3.13 1.82 5.a 1.63 -4.97 .0001 3.78 1.90 6.31 1.12 — 6 .2 0 .0001 301 4 .2 0 1.84 4.71 1.95 N.S. 4.61 1.87 6.59 0.90 -5.09 .0001 3001 A. 61 1.82 3.66 1.51 2.13 .05 5.88 1.43 3.11 1.76 6.50 .0001 3001 4 .2 1 1.93 4.78 1.81 ■1.15 N.S. 4.43 2.04 6.06 1.51 -3.41 .001 3001 3.18 1.68 4.91 1.53 •4.08 .001 3.11 1.99 5.10 1.49 -4.30 .0001 TABUS 2 4 M S A US, STA ID A B D DEVIATION, t-TEST, U B V E L <F SIGNIFICANCE O N M O W I C O N C EPTS—A C H IE V E M E N T G R O U PIN G S (Low Achievers N - 12, Achievers N * 30) M A GIRLS N C D Concept Nonber H i % * I . Q. Low Achievers Achievers t S ig . Mean 46 Mean SD 11. College 3.67 2.14 5.53 1.63 2.62 .01 12. Poor People 6.08 1.42 4.20 1.99 3.35 .001 25. M jr Best Friends 3.16 2.02 5.30 1.75 -3.11 .01 29. Students W ho Get Poor Gfrades 5.10 1.47 3.61 1.88 2.65 .01 TABUS 25 MEANS, STA N D A RD DEVIATION, t-TB ST, LEVEL CP SIGRIFIC. ON M O W I CONCEPTS—ACHIEVEMENT GROUPINGS (Low A chi M A GIRIS N C D —H IG H I . E v a 1 u a t i o Q Concept Nkuiber Low Aohlevers Aohlevers Low Achiever Mean SD Mean S D t Level of S ig . Mean SD 11. College 5.14 1.73 5.69 1.50 -1 .2 9 N.S. 2.69 1*8 15. Poor People 6.03 1.36 5.17 1.78 1.60 N.S. 5.94 1 .6 25. Ify Beet Friends 3.53 2.08 5 .8 6 1.56 -3.35 .001 3.11 1.9 29. Students W ho Get Poor Grades 5.64 1.33 3.73 1.92 3.55 .001 4.42 1 .6 1 7 4 TA B LS 25 , IEVEL C F SIGNIFICANCE FCR T H E E, P, A FA CTCRS SC G R E S 1R0U PIN G S (Low Achievers R = 12, Achievers N » 30) GRIS BCD-HIGH I.Q . P o t e n o 7 c t i v i t jr Low Aohievere Aohievere Low Aohievere Aohievere »vel r s ig . Mean SD Mean S D t Level of S ig . Mean S D Naan S D t Level of S ig . N.S. 2.69 1.89 5.46 1.72 -4.23 .0001 3.17 1.99 5.46 1.66 -3.39 .001 N.S. 5.94 1.64 3.49 1.89 4.07 .001 6.28 1.23 3.93 1.91 4.62 .0001 .001 3.11 1.94 4.67 1.87 -2.30 .05 2.83 2 .0 2 5.38 1.63 -4.24 .0001 .001 4.62 1.65 3.71 1.77 1.19 M.S. 5.25 1.13 3.39 1.94 3.75 .001 TABU 26 ifiANS, S T A N D A R D DOTATION, t-TSST, IEVEL <F SIGNIPICANCS O N M C W I C O N C EPTS—ETHNIC G R O U PIN G S (Anglo-Anerlcan N * 30, Mexican-Anerican N * 30) CD BOIS A c h i e v e r s * —H i g h I • Q* Concept Hunter Angl<Hineriean Mexican- Aneriean Mean SD Mean SD t S ig. 9* Taking Testa 4.23 1.88 5.47 1.59 -2 .7 0 .01 29* Students Vho Get Poor Grades 3.69 1.72 4.93 1.82 -2.67 .01 TABUS 2 7 MBA 1 6 , STANDARD D E V IA T IO N , t - T E S T , IR V E L CP S IG N IF IC A 1 OK MCWI CONCEPTS— ETHNIC GROUPINGS ( A n g l o - A m e r i c a n I CD B O IS — A CH IEV ERS— H IGH Concept Number i T a l u a t i o s Anglo- American Msxican- Amerioan Anglo- American Msan SD Msan SD t Level of S ig . Mean SD 9 . Taking Taata 29* Students W ho Get Poor Grades u.ou 3.70 1.99 1.80 5.42 5.42 1.64 1.76 -3.24 -3.69 .01 .001 4.76 3.81 1.65 1.65 176 TAMS 27 , IfiVEL C T SIGNIFICANCE FCR T H E E, P, A F A C T O R S SCO R ES N G S (Anglo-Aaerican N = 30, Mexican-Amariean N * 30) OIS—A CH IEV ERS—H IG H I.Q . P o t e n c y A o t i v i t f Anglo- American Mexican- Amariean Anglo- Aaeriean Mexican- Araerlcan evel f S ig . Mean SD Mean S D t Level of S ig . Mean SD Mean S D t Level of Sig. .01 4.76 1.65 5.47 1.56 -1.67 N.S. 3.89 1.90 5.51 1.59 -3.56 .001 .001 3.81 1.65 A*81 1.76 -2.22 .05 3.57 1.72 4.74 1.91 -2.46 .05 TABU? 28 M5A®, S T A N D A R D DEVIATION, t-TEST, LEV EL C F SIGNIFICANCE O N M C W I CO N CEPTS—ETHNIC G R O U PIN G S (Anglo-Amarican N = 30, Maxican-Anerioan B e 30) N C D BOIS A c h i e v e r s — H i g h I. Q. Concept Number t Anglo-American Mexioan-American t S ig . Mean SD Mean S D 21. Person I Would lik e to Be 5.93 1.54 4.43 2.10 3.11 .01 22. Studying 1.12 1.99 5.36 1.67 -2.59 .01 27. Jfy School A b ility 5.11 1.53 3.51 1.83 3.61 .001 29. Students W ho Get Poor Grades 3.53 1.61 5.43 1.67 -4.42 .001 30. Id ea l Parents 5.76 1.70 4.49 1.90 2.69 .01 TABIX 29 MEANS, STANDARD DEVIATION, t-T SST , LEVEL OF SIGMFICAt OR M O W I CONCEPTS—ETHNIC GROUPINGS (A nglo-A m erican K N C D BOIS—ACHIEVERS— HIGH E v a 1 u a t 1 o n Concept Number Anglo- American MexLcan- American Anglo- American Mean SD Mean SD t Level of S ig . Mean SD 21. Person I Would Like to Be 6.19 1.35 4.39 2.28 3.68 .001 5.34 1.82 22. Studying 3.78 2.15 5.77 1.45 — 4*07 .001 4.94 1.67 27. V ty School A b ility 5.29 1.55 3.79 1.91 3.30 .001 4.81 1.41 29. Students W ho Get Poor Grades 3.44 1.57 5.67 1.54 -5.44 .0001 3.73 1.59 30. Id e a l Parents 6.37 1.28 4.42 2.05 4.34 .0001 4.97 1.99 1 7 8 TA BU ! 29 , LEV EL O F SIGNIFICANCE FO R T H E E, P, A FA C T O R S SC O R E S N G S (Anglo-American N * 30, Mexlcan-American N * 30) BOIS—A C H IEV ER S—H IG H I.Q . P o t e D C 7 A c t i v i t y Anglo- American Mexican- American Anglo- American Mexican- American Level of S ig. Mean SD Mean SD t Level of Sig. Mean SD Mean S D t Level of Sig. .001 5.34 1.82 4*41 1.89 1.91 N.S. 6.24 1.22 4*48 2.12 3.89 .001 .001 4*94 1.67 4.84 1.84 N.S. 3.62 1.86 5.47 1.84 -4.15 .001 .001 4.81 1.41 3.47 1.72 3.25 .01 5.22 1.61 3.28 1.82 4.28 .0001 .0001 3.73 1.59 5.19 1.85 ■3.22 .01 3.40 1.65 5.42 1.57 -4.76 .0001 .0001 4.97 1.99 4.49 1.87 N.S. 5.94 1.46 4.54 1.80 3.28 .01 TABIE 30 M EA N S, S T A N D A R D DEVIATION, t-TEST, LEV EL C F SIGNIFICANCE O N M C W I C O N C EPTS—ETHNIC G R O U PIN G S (Anglo-American K * 30, Mexican-Amerlcan N * 30) N C D GIRIS Concept Number A c h i e v e r c — H i g h I. Q. Anglo-American Mexican-American t S ig . Mean SD Mean SD 13. Grown-Ups 3.86 2.06 5.31 1.68 -2.92 .01 18. Rich People 5.62 1.78 4.29 • 1.93 2.74 .01 27. ty School A b ility 3.08 1.58 5.07 1.69 -4.62 .001 28. Older Side 5.87 1.69 4*48 1.95 2.92 .01 29. Students W ho Get Poor Grades 5.43 1.56 3.61 1.88 4.01 .001 TABLE 31 MEANS, STA NDARD DEVIATION, t-TEST, LEVEL OF SIGKIFICA1 O N M C W I CONCEPTS—ETHNIC GROUPINGS (Anglo-Am erican 1 N C D GIRLS—ACHIEVERS— HIGH Concept Number E v a 1 u a t i o n Anglo- American Mexican- Amerlcan Anglo- American Mean SD Mean SD t Level of S ig. Mean S D 13* Grown-Upe 4.91 2.01 5.74 1.60 -1.74 N.S. 2.98 1.69 18. Rich People 6.38 1.14 4.07 2.05 5.32 .0001 4*48 2.05 27. Ify School A b ility 3.08 1.59 4.46 1.46 -3.48 .001 3.41 1.49 28. Older Kids 6.78 0.67 3.99 2.16 6.69 .0001 4.66 2.00 29. Students Who Get Poor Grades 5.61 1.45 3.73 1.92 4.18 .001 5.62 1.60 1 8 0 T A B L E 31 31, IflVEL O F SIGN IFICAN CE FC R T H E E, P, A FA C T O R S SC C R E S P IN G S (Anglo-American N = 30, MexicaiHAmerican N = 30) JIRLS—A C H IE V E R S—H IG H I.Q . P o t e n c y A c t i v i t y Anglo- American Mexican- American Anglo- American Mexlcan- American Level of Sig. Mean S D Mean S D t Level of Sig. Mean S D Mean S D t Level of Sig. 1 N.S. 2.98 1.69 5.00 1.68 -4.61 .0001 3.70 2.00 5.18 1.69 -3.06 .01 > .0001 4.48 2.05 4.51 1.78 N.S. 6.01 1.43 4.28 1.94 3.90 .001 s .001 3.41 1.49 4.46 1.76 -2.42 .05 2.76 1.62 5.26 1.67 -5.80 .0001 ) .0001 A.66 2.00 4.99 1.62 N.S. 6.19 1.31 4*46 1.91 4.02 .001 I .001 5.62 1.60 3.71 1.77 4.28 .0001 5.41 1.61 3.39 1.94 4.68 .0001 TABLE 32 M S A M S, S T A N D A R D DEVIATION, t-TEST, IEVEL <F SIGNIFICANCE O N M O W C O N C EPTS—ETHNIC G R O U PIN G S (Anglo-American N = 30, Mexican-Amerlcan N = 29) N C D GIRLS Concept Number A c h i e v e r s — Low I . Q. Anglo-American Mexican-Amerlcan t S ig. Mean SD Mean SD 25. Beat F rle o ls 3.69 1.98 5.30 1.75 -3.29 .01 29. Students W ho Get Poor Grades 5.23 1.63 3.61 1.88 3.51 .001 30. Id e a l Parents 4.08 2.34 5.62 1.68 -2.89 .01 TABLE 33 MEANS, STANDARD DEVIATION, t-T E ST , IEVEL OF SIGNIFICJ O N M O W I CONCEPTS—ETHNIC GROUPINGS (A nglo-A m erican N CD GIRLS—ACHIEVERS— L < E ir a 1 u a t i o n Coooept Number Anglo- American Mexican- Amerlcan Anglo- American Mean S D Mean S D t Level rf S ig . Mean SD 25. H jr Bast Friends 3.93 2.07 5.86 1.66 -A.QA .001 3.61 1.82 29. Students W ho Get Poor Grades 5.67 1.50 3.73 1.92 A.25 .0001 A.7A 1.7! 30. Id ea l Parents 3.29 2.3A 6.20 1.37 -5.86 .0001 5.09 2 . 0: 1 8 2 T A B U S 33 nSST, U S V E L O F SIG K IFICA N CE FCR T H E E, P, A FA C T O R S S C O R E S IU PIN G S (Anglo-American K = 30, Mexlcan-American K - 29) (C D GIRLS— A C H IEV ER S—L O W I.Q . P o t a n o y A c t i v i t 7 Anglo- American Maxican- American Anglo- American Mexican- Amerlcan Laval if Sig. Mean S D Mean S D t Laval of Sig. Mean S D Mean S D t Laval of S ig. f .001 3.61 1.82 A.67 1.56 -2.17 .05 3.51 2.04 5.38 1.87 -3.93 .001 5 .0001 4.74 1.75 3.71 1.77 2.24 .05 5.29 1.53 3.39 1.94 4.17 .001 3 .0001 5.09 2.03 4.82 1.83 • C O • 5 * 5 3.87 2.28 5.84 1.50 -3.90 .001 TA B U S 34 M EA N S, STA 10A RD DEVIATION, t-TEST, 1ZVEL <F SIGNIFICANCE O R M C W I C O N C EPTS—ETHNIC G R O U PIN G S (Anglo-Anerlcan N - 30, Maxican-ABsrican 3 30) C D 6IRIS Cosoapt Nunber A e h l e r e r i i — L o v I . Q. Anglo-Anerloan Mexican-Aaerican t S ig. Msan SD Ifean SD 17. H jr Grades 5.60 1.64 4.21 1.93 2.93 .01 27. School A b ility 3.60 1.88 4.99 1.73 -2.89 .01 29. Students W ho Get Poor Grades 5.42 1.77 3.81 1.86 3.35 .01 TABLE 3 5 MEANS, STANDARD DEVIATION, t-T E S T , LEVEL OP SIGNIFICA! O N M C W I CONCEPTS—ETHNIC GROUPINGS ( A n g l o - A m e r i c a n 1 CD GIRLS— ACHIEVERS— L O W ] E ir a l u a t i c n Concept Nunber Anglo- American Mexican- Amerlcan Anglo- Amerlean Mean SD Mean SD t Level of S ig . Mean SD 17. Hr Grades 6.03 1.39 4.69 1.97 2.96 .0 1 5.11 1.7! 27. M y School A b ility 3.73 2.08 5.33 1.61 -3.25 .0 1 3.74 1 . 6< 29. Students W ho Get Poor Grades 5.89 1.49 3.86 1.94 4.38 .0001 5.30 1 .& 184 T A B L E 35 IEVEL O F SIGNIFICANCE FO R T H E E, P, A FA C T O R S SC O R ES rS (Anglo-American N = 30, Mexican-Amerlcan N = 30) S —A CH IEV ERS—L O W I.Q . P o t e n c 7 A c t i v i t j Anglo- Ameriean Mezioan- American Anglo- American Mexican- American >vel r s ig . Mean SD Mean S D t Level of S ig. Mean SD Mean SD t Level of Sig. .01 5.11 1.72 3.77 1.86 2.83 .01 5.66 1.66 4.17 1.88 3.19 .01 .01 3.74 1.69 4.66 1.82 -2.00 .01 3.33 1.85 4.98 1.70 -3.53 .001 .0001 5.30 1.84 3.86 1.75 3.04 .01 5.06 1.85 3.70 1.89 2.74 .01 TAB1Z 3 6 M EA N S, S T A N D A R D DEVIATION, t-TEST, IEVSL C F SIGNIFICANCE O N M O W I C O N C EPTS—ETHNIC G R O U PIN G S (Anglo-Aaerican N s 22, Msxlcan-Aaarlcan N * 47) N C D GIRLS H i g h Concept lkaber Anglo-American Mexican-Amerlcan Mean SD Mean SD t S ig. 27. }f y School A b ility 3.67 1.64 5.59 1.46 -3.63 .001 29. Students W ho Get Poor Grades 5.44 1.41 3.53 1.96 3.14 .01 TABUS 37 MEAR3, STANDARD DEVIATION, t-TEST, LEVEL CF SIGMFICA O N M CW I CONCEPTS—ETHNIC GROUPINGS (Anglo-Am erican N C D GIRLS—HIGH ACHIEVERS— E v a 1 u a t i o n Concept Number Anglo- American Mexico n- American Anglo- American Mean SD Mean SD t Level of S ig . Mean SD 27. H jr School A b ility 4.09 1.81 5.82 1.23 •3.33 .001 3.38 1.25 29. Students W ho Get Poor Grades 5.91 1 .2 0 4.18 1.95 2 .9 8 .01 5.24 1.43 186 T A B U S 37 5STj L E V E L C F SIGNIFICANCE FCR T H E E, P, A F A C T O R S S C O R E S 3FIM G S (Anglo-American N * 22, Mexican American N = 47) 3IRLS—H IG H A C H IE V E R S —L O W I.Q . P o t e n c y A c t i v i t y Anglo- American Mexican- American Anglo- American Mexican- Amerlcan Level of Sig. Mean S D Mean S D t Level of Sig. Mean S D Mean S D t Level of Sig. .001 3.38 1.25 5.27 1.51 -3.91 .001 3.55 1.73 5.69 1.59 -3.73 .001 .01 5.24 1.43 3 .U 1.87 3.06 .01 5.17 1.49 2.98 1.91 3.61 .001 T A B !* 3 8 «ARS, S T A N D A R D DSVIATIOR, t-TSST, LEV EL C F SIGNIFICANCE O R M O W I C O N C EPTS—ETHNIC G R O U PIN G S (Anglo-Aasrican R “ 30, Mexlcan-Aaerican R * 30) N C D GIRLS Concept Number H i g h A o h i e ▼ e r s — H i g h I. Q. Anglo-American Mexican-American t S ig. Mean SD Mean SD 5. Students W ho Get Good Grades 5.41 1.44 4.15 1 .6 8 3.06 .01 7 . Future 4.19 1.80 5.45 1.46 -2.93 .01 16. F ir s t Grade 4.33 1.80 5.52 1.48 -2.76 .01 18. Rich People 5.62 1.84 4 .0 0 1.69 3.47 .001 20. Id eal Teacher 3 .8 6 1.83 5.02 1.55 -2.61 .01 25. ty Best Friends 4 .8 8 1.46 3.48 1.55 3.53 .001 26. Reading 4.56 1.78 5.71 1.57 -2.62 .01 27. Jfy School A b ility 3.49 1 .6 6 5.46 1.52 -4.72 .001 28. Older Kids 5.76 1.62 4.61 1.73 2.62 .01 M T A B L E 39 MEANS, STANDARD DEVIATION, t-TEST, IEVEL CF SIGNIFICA O N M C W I CONCEPTS—ETHNIC GROUPINGS (A nglo-A asrican N C D GIRLS— HIGH ACHIEVERS— Concept Number E v a 1 u a t i o n Anglo- American Mexican- American Anglo- American Mean S D Mean SD t Level of S ig . Msan SD 5* Students W ho Get Good Grades 5.79 1.23 4.09 1.76 4.23 .0001 4.98 1.56 7 . }fy Future 3 .6 8 1.91 5.70 1.24 -1.47 N.S. 4.81 1.32 16* F ir s t Grade 3.90 1.72 6.23 1 .1 2 — 6.08 .0001 4.87 1.58 18. Rich People 6.76 0.62 3.81 1.83 8.17 .0001 4 .0 0 2 .0 1 20. Id eal Teaoher 3.56 1.92 5.61 1.16 -4.87 .0001 4.71 1.49 25. Best Friends 5.14 1.46 3.76 1.64 3.36 .001 4.54 1.38 26. Reading 4.21 1.84 6.46 1 .2 2 -5.46 .0001 4.77 1.48 27. M y School A b ility 3.61 1.69 5.77 1.35 -5.42 .0001 3.56 1.48 28. Older Kids 6.74 0.61 4.18 1.92 6.81 .0001 4.36 1.76 188 T A B L E 39 , U 5V EL C P SIGNIFICANCE FO R T H E E, P , A FA C T O R S SCO R ES N G S (Anglo-American R - 30, Mexican-Amerlcan N = 30) LS—H IG H A C H IEV ER S—H IG H I.Q . I o t a i c J A c t i v i t 3 r Anglo- American Mexican- Amerlcan Anglo- American Mexican- Amerlcan aval f S ig. Mean SD Mean S D t Level of S ig. Mean S D Mean S D t Level of Sig. .0001 A.98 1.56 4.70 1.36 N.S. 5.46 1.42 3.66 1.73 4.37 .0001 N.S. 4.81 1.32 5.44 1.40 -1.74 N.S. 4.08 1.93 5.20 1.67 - 2 .3 6 .05 .0001 4.87 1.58 4.67 1.37 N.S. 4.21 1.95 5.67 1.50 -3.20 .01 .0001 4 .0 0 2 .0 1 4.59 1.30 -1.34 N.S. 6.09 1.29 3.60 1.76 6 .1 0 .0001 .0001 4.71 1.49 4.16 1.60 N.S. 3.32 1.76 5.30 1.46 -4.65 .0001 .001 4.54 1.38 3.37 1.21 3.37 .001 4.94 1.48 3.32 1.73 3 .8 8 .001 .0001 4.77 1.48 4.82 1.59 N.S. 4.69 1.95 5.84 1.42 -2.59 .01 .0001 3.56 1.48 5.36 1.52 -4.56 .0001 3.29 1.78 5.26 1.66 4.37 .0001 .0001 4.36 1.76 5.37 1.35 -2.44 .05 6.18 1.13 4.28 1.62 5.19 .0001 TABLE AO M EA N S, ST A M )A R D DEVIATION, t-TEST, IEVEL C F SIGNIFICANCE O N M C W I C O N C EPTS—ETHNIC G R O U PIN G S (Anglo-American N * 30, Mexican-Amerlcan N “ 29) C D GIRIS Concept Number H i g h Ac h 1 e v e r s — B 1 g h I. Q. Anglo-American Mexican-Amerlcan Mean SD Mean SD t S ig. 7 . M y Future A.AA 1.89 5.80 1.4-0 -3.11 .01 16. F i r s t Grade A.04 1.95 5.A5 1.77 -2.85 .01 20. Id ea l Teacher 3.82 2.03 5.36 1.50 -3.27 .01 25. ty Best Friends 5.29 1.50 3.A1 1 .6 6 A.48 .001 27. M y School A b ility 3.36 1.75 5.69 1.61 -5.23 .001 189 TABLE 4 1 MEANS, STANDARD DEVIATION, t-TEST, LEVEL CP SIGNIFICANCE O N M O W I CONCEPTS—ETHNIC GROUPINGS (Anglo-Am erican N ; CD G IR L S — HIGH ACHIEVERS— H Il Concept Number E Y a 1 u a t i 0 n Anglo- American Mexican- American Anglo- American Mean S D Mean SD t Level of S ig. Mean SD 7. Future A.20 2.09 5.95 1 .1 0 -4.86 .0001 4.91 1.57 16. F i r s t Grade 3.56 1.97 5.98 1.51 -5.15 .0001 4*40 1.77 20. Id e a l Teacher 3.49 2.03 5.84 1.08 -5.59 .0001 4.50 1.77 25. fy Beat Friends 5.60 2.25 3.47 1 .6 8 5.23 .0001 4.84 1.36 27. }fy School A b ility 3.23 1.75 6.13 1.31 -7.00 .0001 3.71 1 .6 6 190 T A B L E 41 , V m i C P SIGNIFICANCE FC R T H E E, P, A F A C T O R S S C O R E S N G S (Anglo-American N = 30, Mexican-Amerlcan K * 29) U S —H IG H A C H IE V E R S—H IG H I.Q. P o t e n c y A c t i v i t y Anglo- American Mexican- Amerlcan Anglo- American Mexican- Amerlcan Level of Sig. Mean S D M ean S D t Level of Sig. Mean S D Mean SD t Level of Sig. .0001 4.91 1.57 5.80 1.45 -2.24 .05 4.20 1.89 5.64 1.58 -3.13 .01 .0001 4.40 1.77 4.33 1.87 N.S. 4.17 2.02 6.03 1.36 — 4.04 .001 .0001 4.50 1.77 4.54 1.70 N.S. 3.48 2.13 5.67 1.30 -4.71 .0001 .0001 4.84 1.36 3.66 1.51 2.88 .01 5.43 1.59 3.11 1.76 5.36 .0001 .0001 3.71 1.66 5.39 1.62 -3.84 .001 3.12 1.79 5.54 1.79 -5.12 .0001 TABLE 42 M5AIE, S T A N D A R D DEVIATION, t-TEST, LEV EL C F SIGNIFICANCE O N M C W I C O N C EPTS—I.Q . G R O U PIN G S (Low I.Q . N * 30, High I.Q . N * 30) A A B O X S C D A c h i < ▼ e r s Concept Nunber Low I.Q . High I.Q . t S ig . Mean SD Mean SD 9 . Taking Testa 5.62 1 .8 6 4.23 1 .8 8 -2.82 .01 13. Grown-Ups 3.66 2.13 5.04 1.67 2.72 .01 20. Id ea l Teacher 3.69 2.08 5.06 2.03 2.67 .01 21. Person I Would Like to Be 4.52 2.05 5.89 1.61 2.87 .01 22. Studying 5.62 1.63 4.17 1.84 -3.18 .01 27. }fy School A b ility 3.46 1.91 4.83 1 .6 8 2.91 .01 29. Students W ho Get Poor Grades 5.30 1.92 3.69 1.72 -3.37 .01 TABLE A3 M B A MS, STANDARD DEVIATION, t-TEST, LEVEL CF SIGNIFIC O N M C W I CONCEPTS— I .Q . GROUPINGS (Low I.Q . A A B O SS C D —A C H I E V E Concept Number E v a 1 u a t 1 0 n Low I .Q. High I.Q . Low ] .Q. Mean SD Mean SD t Level of S ig. Mean SD 9* Taking Teats 5.69 1.80 A.QA 1.99 3.33 .001 5 .6 6 1.7< 13. Grown-Ups A.27 2.29 5.07 1.87 - l . U N.S. 3.33 1.9* 20. Id e a l Teacher 3.A8 2.03 5.50 1.75 -A .07 .001 3.96 2 . 1! 21. Person I Would Like to Be A.57 2.09 6.17 1.38 -3.42 .001 A.36 2 . 0' 22. Studying 5.91 1.2A 3.98 1.93 A.52 .0001 5.06 2.o: 27. Ify School A b ility 3.59 1.98 5.09 1.58 -3.19 .01 3.53 1 .9 29. Students W ho Get Poor Grades 5.50 1.8A 3.70 1.80 3.81 .001 5.39 1 .8 192 T A B L E A 3 r , LE V E L C F SIGNIFICANCE FO R T H E E, P, A FA C TC R S SC O R E S G R O U PIN G S (Low I.Q . N = 30, High I.Q . N = 30) A A BOIS C D — JL C H IE V B R S P o t e n c y c t i v i t y Lov I.Q . High I.Q . Low I.Q . High I.Q . Level of Sig. Msan S D Mean S D t Level of Sig. Mean S D tfean S D t Level of S ig. .001 5.66 1.79 A.76 1.65 1.99 .05 5.50 2.01 3.89 1.90 3.16 .001 N.S. 3.33 1.99 5.08 1.60 -2.35 .05 3.37 1.99 A.97 1.66 -3.32 .001 .001 3.96 2.15 A.38 1.81 -0.80 N.S. 3.62 2.05 5.31 1.77 -3.36 .001 .001 A.36 2.07 5.30 1.77 -1.86 N.S. A.63 2.01 6.19 1.2A -3.59 .001 .0001 5.06 2.03 A.71 1.63 0.72 N.S. 5.88 1.38 3.81 1.82 A.8A .0001 .01 3.53 1.99 A.32 1.73 — 1.62 .05 3.2A 1.7A 5.08 1.62 -A.20 .0001 .001 5.39 1.89 3.81 1.65 3.38 .001 5.02 1.99 3.57 1.72 2.% .01 T A B IZ 4 4 M EA N S, S T A N D A R D DEVIATION, t-TEST, LEVEL (F SIGNIFICANCE O N M O W I C O N C EPTS—I.Q . G RO U PIN CS (Low I.Q . R = 30, High I.Q . N = 30) A A B O Y S N C D Concept Number A e h l i # ▼ e r s Low I.Q . High I.Q . Mean SD Mean SD t S ig. 20. Id e a l Teacher 3.69 2.08 5.06 2.03 2.67 .01 21. Person I Would Like to Be 4.50 1.73 5.93 1.54 3.32 .01 2 2. Studying 5.55 1*48 4.12 1.99 -3.12 .01 23. Teachers 5.69 1.43 4.26 1.92 - 3 .2 1 .01 29. Students W ho Get Poor Grades 5.40 1.61 3.53 1.61 -4.43 .001 TABLE 45 M5AI6, STANDARD DEVIATION, t-TEST, LEVEL CF SIGNIFI O N M C W I CONCEPTS—I .Q . GROUPINGS (Low I .Q . A A BOYS— N3D—AC HIEV Concept Number E * a l u a t i o n Low I.Q . High I.Q . Low I .Q. Mean SD M»an SD t Level of S ig. Mean SD 20. Id e a l Teacher 3.84 1.87 5.18 2.16 -3.16 .01 4.67 1.38 21. Person I Would Like To Be 4.63 1.86 6.19 1.35 -3.63 .001 4 .2 0 1.53 2 2. Studying 5.93 .98 3.78 2.15 4.90 .0001 4.96 1.85 23. Teachers 6.09 1.15 4.40 2.16 3.74 .001 5.04 1.6 e 29. Students W ho Get Poor Grades 5.88 1.36 3.44 1.57 6.39 .0001 5.07 1.78 194 T A B L E 45 EST, L5V EL (F SIGNIFICANCE FCR T H E E, P, A F A C T O R S SC O R E S !. G R O U PIN G S (Low I.Q . N = 30, High I.Q . N = 30) A A B O Y S —N C D —A C H IEV ERS P 0 t € n c y A c t i v i t y Low I.Q . High I.Q . Low I.Q . High I.Q . Level of Sig. Mean S D Mean S D t Level of Sig. Mean S D Mean S D t Level of Sig. .01 4.67 1.38 4.17 1.89 1.15 N.S. 3.91 1.79 4.76 1.86 -1.77 N.S. .001 4.20 1.53 5.34 1.82 -2.59 .01 4.67 1.76 6.24 1.22 -3.91 .001 .0001 4.96 1.85 4.94 1.67 N.S. 5.77 1.32 3.62 1.86 5.18 .0001 .001 5.04 1.68 4.29 1.69 1.71 N.S. 5.92 1.18 4.09 1.88 4.43 .0001 .0001 5.07 1.78 3.73 1.59 3.01 .01 5.24 1.57 3.40 1.65 4.34 .0001 T A B L E 46 MHAfS, STA ffiA RD DEVIATION, t-TEST, LEVEL C F SIGNIFICANCE O N M O W I C O N C EPTS—SEX G R O U PIN G S (Bqys N = 30, G irls N * 30) A A N C D Concept Number A c h i e v e r a -- H i g h I . Q. Boys G irls t S ig . Mean SD Mean SD 7 . Jfy Future 5.59 1.56 4.15 2.04 3.00 .01 9 . Taking Teste 4 .4 2 2.06 5.79 1.52 -2.88 .01 18. Rich People 3.99 1.83 5.62 1.78 -3.45 .001 23. Teachers 4.26 1.92 5.56 1.64 -2.77 .01 27. School A b ility 5.11 1.53 3.08 1.58 4.96 .0001 28. Older Kids 4.57 1.84 5.87 1.69 -2.82 .01 29. Students W ho Get Poor Grades 3.53 1.61 5.43 1.56 -4.58 .0001 M s O Vl» TABU 47 MEANS, STA N D A RD DEVIATION, t-TEST, LEVEL CF SIGNIFICAF O N M O W I CONCEFTS—SEZ GROUPINGS (Boys N A A N C D — ACHIEVERS— HIGH Concept Number E v a 1 u a t 1 O Il Boys G irls Boys Mean SD Mean S D t Level of S ig . Mean S D 7. Future 5.87 1.33 3.73 2.07 4.71 .0001 5.78 l.W 9 . Taking Teate 4.21 2.20 6.08 1.27 -3.94 .001 5.02 1.73 18. Rich People 3.90 1.93 6.38 1.14 -5.95 .0001 4.33 1.6E 23. Teachers 4.40 2.16 6.38 1.02 -4.47 .0001 4.29 1.6< 27. Hr School A b ility 5.29 1.55 3.08 1.59 5.39 .0001 4.81 1.4] 28. Older Kids 3.88 1.92 6.78 .67 -7.65 .0001 4.99 1.73 29* Students W ho Get Poor Grades 3.44 1.57 5.61 1.45 -5.47 .0001 3.73 1.5« 196 TABU! 4 7 1ST, L E V E L C F SIGNIFICANCE F O R T H E E, P, A F A C T O R S S C C R E S -SEX G R O U P IN G S (Boys N ■ 30, G irls N = 30) ik N C D —A C H IE V E R S—H IG H I.Q. P o t e n c y A c t i v i t y Boys Girls Boys G irls Level of Sig. Mean S D M ean S D t Level of Sig. M ean S D Mean S D t Level of Sig. L .0001 5.78 1.69 5.01 1.60 N.S. 5.62 1.64 3.71 2.16 3.83 .001 I .001 5.02 1.73 5.56 1.68 -1.21 N.S. 4.01 2.11 5.72 1.54 -3.52 .001 5 .0001 4.33 1.68 4.48 2.05 N.S. 3.72 1.84 6.01 1.43 -5.35 .0001 7 .0001 4.29 1.69 4.62 1.75 N.S. 4.09 1.88 5.68 1.57 -3.50 .001 ? .0001 4.61 1.41 3.41 1.49 3.66 .001 5.22 1.61 2.76 1.62 5.80 .0001 5 .0001 4.99 1.73 4.66 2.00 N.S. 4.83 1.69 6.19 1.31 -3.42 .001 7 .0001 3.73 1.59 5.26 1.60 -3.61 .001 3.40 1.65 5.41 1.61 -4.66 .0001 T A B L E 48 M EA N S, S T A N D A R D DEVIATION, t-TEST, LEV EL C P SIGNIFICANCE O N M C W I C O N CEPTS—SEX G R O U PIN G S (Boys N = 29, G irls N = 30) M A N C D Concept Number H i g h A c h i e v e r s — H i g h I.Q. Boys Mean SD G irls Mean SD Sig, 5 . Students Vho Get Good Grades 11. College 16. F i r s t Grade 18. Rich People 19. People W ho Work Very Hard 25. M y Best Friends 27. M y School A b ility 28. Older Kids 5.64 5.33 A.26 5.27 6.10 5.24 3.82 5.74 1.43 1.47 1.76 1.74 1.37 1.41 1.60 1.56 4.15 3.91 5.52 4.00 4.99 3.48 5.46 4.61 1.68 1.73 1.48 1.69 1.39 1.55 1.52 1.73 3.63 3.33 -2.91 2.79 3.05 4*48 -3.97 2.60 .001 .001 .01 .01 .01 .0001 .001 .01 197 TABLE 49 MEANS, STA N D A R D DEVIATION, t-TEST, LEVEL CF SIGNIFICANC O R M O W I CONCEPTS—SEX GROUPINGS (Boy8 K = M A N C D — HIGH ACHIEVERS— HIGH Concept Number E ▼a 1 u a t 1 o n Boys G irls Boys Mean S D M ean S D t Level of Sig. Mean S D 5. Students W ho Get Good Grades 6.00 1.10 4.09 1.76 4.88 .0001 5.24 1.62 11. College 5.70 1.30 4.96 1.68 1.89 N.S. 5.06 1.52 16. F i r s t Grade 3.93 1.78 6.23 1.12 -5.73 .0001 4.69 1.54 18. Rich People 5.80 1.50 3.81 1.83 4.52 .0001 4.41 1.84 19. People W ho Work Very Hard 6.40 1.05 5.30 1.44 3.27 .01 5.52 1.70 25. ty Best Friends 5.61 1.15 3.76 1.64 4.87 .0001 4.70 1.57 27. tty School A b ility 3.82 1.43 5.77 1.35 -5.31 .0001 4.03 1.60 28. Older Kids 6.09 1.32 4.18 1.92 4.37 .0001 5.16 1.81 198 T A B L E 49 T, LE V E L C F SIGNIFICANCE FC R T H E E, P, A F A C T O R S SC C R ES SEX G R O U PIN G S (Boys N = 29, G irls N = 30) D —H IG H A C H IE V E R S—H IG H I.Q. € > O 0 - , n c y A c t i v i t y Boys G irls Boys G irls Level of Sig. Mean S D M ean S D t Level of S ig. Mean SD Mean S D t Level of Sig. .0001 5.24 1.62 4.70 1.36 1.36 N.S. 5.69 1.42 3.66 1.73 4.66 .0001 N.S, 5.06 1.52 3.29 1.52 4.39 .0001 5.22 1.52 3.49 1.49 4.29 .0001 .0001 4.69 1.54 4.67 1.37 N.S. 4.15 1.88 5.67 1.50 -3.40 .001 .0001 4.41 1.84 4.59 1.30 N.S. 5.60 1.54 3.60 1.76 4.56 .0001 .01 5.52 1.70 4.71 1.20 2.08 .05 6.39 1.06 4.96 1.46 4.26 .0001 .0001 4.70 1.57 3.37 1.21 3.52 .001 5.40 1.31 3.32 1.73 5.12 .0001 .0001 4.03 1.60 5.36 1.52 -3.24 .01 3.60 1.74 5.26 1.66 -3.67 .001 .0001 5.16 1.81 5.37 1.35 N.S. 5.97 1.34 4.28 1.62 5.28 .0001 T A B U S 50 M EA N S, S T A N D A R D DEVIATION, t-TEST, LEV EL O F SIGNIFICANCE O N M C W I C O N C EPTS—SEX G R O U PIN G S (Boys N = 30, G irls N ■ 29) M A C D Concept Number H i g h Ac h i e v e r a — H i g h I .Q . Boys G irls t S ig . Mean SD Mean SD 5. Students W ho Get Good Grades 5.89 1.31 A. 84 1.70 2.60 .01 11. College 5.62 1.37 A.25 1.9A 3.02 .01 19. People W ho Work Very Hard 6.29 1.38 5.22 1.43 2.88 .01 25. Jfy Best Friends 5.54 1.39 3.41 1.66 5.22 .001 27. Ify School A b ility 3.69 1.91 5.69 1.61 -4.27 .0001 TABIE 51 MEANS, STANDARD DEVIATION, t-TEST, L E V E L C F SIGNIFICi O N M C W I CONCEPTS—SEX GROUPINGS (B078 ) M A C D —HIGH SC HI EVERS—H ! Concept Number E v a 1 u a t i 0 n Boys G irls Boys Mean SD Mean S D t Level of Sig. Mean S D 5. Students W ho Get Good Grades 6.09 1.14 4.76 1.82 3.34 .001 5.64 1.38 11. College 5.92 1.27 5.23 1.93 1.58 N.S. 5.38 1.46 19. People W ho Work Very Hard 6.56 .84 5.32 1.39 4.06 .001 5.62 1.93 25. fy Best Friends 5.84 1.18 3.47 1.68 6.11 .0001 5.19 1.54 27. Ify School A bility 3.56 2.01 6.13 1.31 -5.75 .0001 4.12 1.79 200 TA BU 5 51 TEST, LEVEL O F SIGNIFICANCE FOR T H E E , P, A FA C TO R S SCO RES S--SEX GRO U PIN G S (Boys N s 3 0, G irls N ■ 29) A C D —HIGH SCHIEVERS—HIGH I.Q . P 0 t e n c y A c t i v i t y Boys G irls Boys G irls Level of S ig . Mean SD Maan SD t Level of S ig . Mean SD Mean SD t Level o f S ig . .001 5.6A 1.38 5.13 1.35 1.30 N.S. 5.93 1.37 A.6A 1.86 3.00 .01 N.S. 5.38 1.A6 3.62 1.90 3.91 .001 5.56 1.32 3.91 1.76 3.99 .001 .001 5.62 1.93 A.93 1.38 1.56 N.S. 6.69 .77 5. A O 1.A9 A.12 .001 .0001 5.19 1.5A 3.66 1.51 3.73 .001 5.58 1.37 3.11 1.76 5.96 .0001 .0001 A.12 1.79 5.39 1.62 -2.81 .01 3.39 1.86 5.5A 1.79 -A.A1 .0001 TABLE 52 M EA N S, S T A N D A R D DEVIATION, t-TEST, LEVEL C F SIGNIFICANCE O N M C W I C O N CEPTS—SEX G R O U PIN G S (Boys N ■ 30, G irls H = 30) M A N C D Concept Number A c h i e ▼ e r e — H i g h I.Q • Boys G irls Mean SD Mean SD t S ig. 20. Id e a l Teacher A.Q4 2.QA 5.38 1.79 -2.65 .01 21. Person I Would Like to Be A.A3 2.10 5.79 1.72 -2 .7 0 .01 27. M y School A b ility 3.51 1.83 5.07 1.69 -3.37 .001 29* Students W ho Get Poor Grades 5. A 3 1.67 3.61 1.88 3.89 .001 TABLE 53 M3ANS, STA N D A RD DEVIATION, t-TEST, LEVEL OP SIGNIFIM O N M O W I CONCEPTS—SEX GROUPINGS (Boys 1 H A N O D ACHIEVERS—HIGH Concept Number E V & 1 u a t i o a Boys G irls Boys Mean S D Msan S D t Level of Sig. Msan S D 20. Id eal Teacher 3.94 2.05 5.90 1.61 -4.05 .001 4.60 1.82 21. Person I Would Like to Be A.39 2.28 6.38 1.12 -4.23 .0001 4.41 1.89 27. }fy School A b ility 3.79 1.91 5.49 1.46 -3.86 .001 3.47 1.72 29. Students W ho Get Poor Grades 5.67 1.54 3.73 1.92 4.20 .0001 5.19 1.85 202 T A B L E 53 t-TEST, L E V E L O F SIGNIFICANCE FC R T H E E, P, A F A C T O R S S C O R E S PTS—SEX G R O U P IN G S (Boys N = 30, G irls N = 30) W l N C D A C H IE V E R S—H IG H I.Q. P o t s n c y A c t i v i t 7 Boys G irls Boys G irls Level of Sig. Mean S D Msan S D t Level of Sig. Mean S D M ean S D t Level of Sig. 5 .001 A .60 1.82 4.72 1.84 N.S. 3.58 2.13 5.51 1.72 -3.77 .001 3 .0001 4.41 1.89 4.71 2.12 N.S. 4.48 2.12 6.28 1.21 -4*03 .001 & .001 3.47 1.72 4.46 1.76 -2.16 .05 3.28 1.82 5.26 1.67 -4.30 .0001 0 .0001 5.19 1.85 3.71 1.77 -3.13 .01 5.42 1.57 3.39 1.94 4.39 .0001 203 D e s c r ip tio n o f F a cto r S core P lo t t in g s The d a ta a n a l y s i s p r e v io u s ly r e p o r te d u t i l i z e d th e sums o f t h r e e s e v e n - p o in t b i p o l a r a d j e c t i v a l s c a le s f o r e a c h o f th e f a c t o r s o f e v a lu a t io n , p o te n c y , and a c t i v i t y . The s tu d e n ts s c o re s on each o f th e th r e e s c a le s f o r e a c h f a c t o r ra n g e d from a p o s s i b le minimum o f one to a maximum o f se v en p o i n t s . F or each l e v e l o r group th e s c a l e s w ere summed, s c a l e means c a l c u l a t e d , th e n f a c t o r means com puted. The l e v e l o r group means f o r each c o n c e p t and f a c t o r w ere th e n c a l c u l a t e d and r e p o r te d i n T ab les 6 th ro u g h 53. The f a c t o r means were th e n u t i l i z e d to p l o t th e g ra p h s i n T a b le s 5 M - th ro u g h 6*+. The extrem e l e f t s i d e o f th e g ra p h s were a s s ig n e d v a lu e s d e n o tin g judgm ents w h ich w ere u n f a v o r a b le , w eak, and p a s s iv e . F a v o ra b le , p o t e n t , and a c t i v e judgm ents w ere in d ic a te d on th e extrem e r i g h t . I n th e d is c u s s io n w hich f o llo w s , th 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 re s i s p re s e n te d u n d e r th e t e n m a jo r taxonomy a r e a s o n ly where c o n c e p ts proved to d i s c r i m i n a t e . T h is s e p a r a te a n a l y s i s was made f o r th e t o t a l group com p a r is o n s f o r th e a c h ie v e m e n t and e th n ic v a r i a b l e s o n l y . A chievem ent L evel T o ta l Group Com parisons A rea 1 . 0 0 — A s s o c ia tio n s C o g n itiv e Domain. T a b le 5^ d e n o te s d i f f e r e n t i a t i o n on s i x o f th e e i g h t c o n c e p ts u t i l iz e d to t e s t t h i s a r e a . In r e f e re n c e to th e s e s i x c o n c e p ts 20*f a l l t h r e e f a c t o r s d i s c r i m i n a t e d e x c e p t th e e v a l u a t i v e f a c t o r f o r two c o n c e p ts , Number 5 and 1 3 , g i v i n g a t o t a l o f s i x t e e n d i f f e r e n t i a t i o n s . The h i g h e r l e v e l s o f a c h ie v e m e n t 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 i r t e e n o f t h e s e s i x t e e n d i f f e r e n t i a t i o n s . The e x c e p ti o n s w ere a l l t h r e e f a c t o r s f o r th e c o n c e p t "Grown-Ups" and th e p o te n c y f a c t o r o f t h e c o n c e p t " R ic h P e o p le ." A rea 2 .0 0 — A s s o c ia ti o n s S o c ia l Dom ain. T a b le 55 d e n o t e s d i f f e r e n t i a t i o n on two o f t h e f o u r c o n c e p ts u t i l i z e d to t e s t t h i s a r e a . I n r e f e r e n c e to t h e s e two c o n c e p ts o n ly t h 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 d i f f e r e n t i a t e d g i v i n g a t o t a l o f f o u r d i f f e r e n t i a t i o n s . The h i g h e r l e v e l s o f a c h ie v e m e n t s c o re d s i g n i f i c a n t l y h i g h e r on a l l f o u r o f th e s e d i f f e r e n t i a t i o n s . A rea 5 .0 0 — P e r c e iv e d U t i l i t y o f S ch o o l E x p e r i e n c e . T a b le 56 d e n o te s d i f f e r e n t i a t i o n on a l l f i v e o f th e f i v e c o n c e p ts u t i l i z e d to t e s t t h i s a r e a . In r e f e r e n c e t o th e s e f i v e c o n c e p ts th e two f a c t o r s e v a l u a t i o n and a c t i v i t y , d i s c r i m i n a t e d on a l l f i v e , th e p o te n c y on o n ly o n e , " R e a d in g ," g i v i n g a t o t a l o f e le v e n d i f f e r e n t i a t i o n s . The h i g h e r l e v e l s o f a c h ie v e m e n t s c o re d s i g n i f i c a n t l y h i g h e r on n in e o f th e s e e l e v e n , th e e x c e p ti o n s b e in g 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 o f th e c o n c e p t "My S c h o o l A b i l i t y . " I t sh o u ld be n o te d t h a t th e h i g h e r l e v e l s o f 205 a ch iev em en t r a tin g s i g n i f i c a n t l y h ig h e r th e c o n c e p ts " A r ith m e tic ," " S ch o o l," " S tu d yin g," and "Reading" on b o th th e e v a lu a t io n and a c t i v i t y f a c t o r s i s an im p o rta n t fin d in g . I t s e r v e s to v a lid a t e th e M O W I when a p p r o p r ia te c o n c e p ts are s e l e c t e d , a s ca p a b le o f d e f in in g th o s e a t t i t u d e s t h a t h ig h ly c o r r e la t e w ith academ ic a c h ie v e m e n t. A rea 6 .0 0 — S u c c e ss P a t t e r n s . T ab le 57 d e n o te s d i f f e r e n t i a t i o n on two o f the s i x c o n c e p ts u t i l i z e d to t e s t t h i s a r e a . In r e f e r e n c e to th e s e two c o n c e p ts , a l l t h r e e f a c t o r s d is c r i m in a te d g iv in g a t o t a l o f s i x d i f f e r e n t i a t i o n s The h i g h e r l e v e l s o f ac h ie v e m e n t c o n s i s t e n t l y s c o re d s i g n i f i c a n t l y h ig h e r on a l l s i x . Area 7 .0 0 — A u th o r ity R e la t io n s h ip s . T able 58 d e n o te s d i f f e r e n t i a t i o n on one o f th e two c o n c e p ts u t i l i z e d to t e s t t h i s a r e a . In r e fe r e n c e to t h i s one c o n c e p t th e e v a lu a t io n f a c t o r d id n o t d is c r im in a te r e s u l t i n g in two d i f f e r e n t i a t i o n s . The lo w er l e v e l o f a ch iev em en t sc o r e d s i g n i f i c a n t l y h ig h e r in term s o f p o te n c y and a c t i v i t y . T h is fin d in g co n firm s th e r e v ie w o f l i t e r a t u r e con c lu s io n t h a t low a c h ie v e r s have g r e a te r dependency n e e d s . Area 8 .0 0 — Goal D ir e c t io n . T ab le 59 d e n o te s d i f f e r e n t i a t i o n on one o f th e fo u r c o n c e p ts u t i l i z e d to t e s t t h i s a r e a . In r e fe r e n c e to t h i s one c o n c e p t th e e v a lu a t io n and a c t i v i t y f a c t o r s d is c r im in a te d r e s u lt i n g in two 2 0 6 d i f f e r e n t i a t i o n s . The h i g h e r l e v e l s o f a c h ie v e m e n t s c o re d s i g n i f i c a n t l y h i g h e r on h o th . E th n ic G roupings T o ta l 5-roup C om parisons A rea 1 .0 0 — A s s o c i a t i o n s C o g n itiv e Domain. T a b le 60 d e n o t e s d i f f e r e n t i a t i o n on two o f th e e i g h t c o n c e p ts u t i l i z e d to t e s t t h i s a r e a . In r e f e r e n c e to t h e s e two c o n c e p ts 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 d i s c r i m i n a t e d on b o th , an d t h e p o te n c y f a c t o r on o n e , " S tu d e n t s Who Get P o o r G r a d e s ," r e s u l t i n g i n f i v e d i f f e r e n t i a t i o n s . The A n g lo - A m erican g ro u p s c o re d h ig h e r on t h r e e and th e M exican- A m erican g ro u p on tw o . A rea 2 .0 0 — A s s o c i a t i o n s S o c i a l Domain. T a b le 61 d e n o t e s d i f f e r e n t i a t i o n on two o f th e f o u r c o n c e p ts u t i l i z e d to t e s t t h i s a r e a . I n r e f e r e n c e to t h e s e two c o n c e p ts t h e e v a l u a t i o n f a c t o r d i s c r i m i n a t e d on o n e , " O ld e r K id s ;" t h e p o te n c y f a c t o r d i s c r i m i n a t e d on o n e , "M ftr B e s t F r ie n d s " ; an d t h e a c t i v i t y f a c t o r on b o t h , r e s u l t i n g i n f o u r d i f f e r e n t i a t i o n s . The A nglo-A m erican g ro u p 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 a l l f o u r . A rea 5 .0 0 — P e r c e iv e d U t i l i t y o f S c h o o l E x p e r ie n c e . T a b le 62 d e n o te s d i f f e r e n t i a t i o n on two o f th e f i v e co n c e p t s u t i l i z e d to t e s t t h i s a r e a . I n r e f e r e n c e to th e s e two c o n c e p ts 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 207 d is c r im in a te d on b o th and th e p o te n c y f a c t o r on o n e , "My S chool A b i l i t y ," r e s u l t i n g i n f i v e d i f f e r e n t i a t i o n s . The M exican-A m erican group sc o re d s i g n i f i c a n t l y h ig h e r on a l l f i v e . Area 6 .0 0 — S u c c e ss P a tt e r n s . T able 63 d en o tes d i f f e r e n t i a t i o n on one o f th e s i x c o n c e p ts u t i l i z e d to t e s t t h i s a r e a . In r e fe r e n c e to t h i s one c o n cep t 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 d is c r im in a te d , r e s u lt i n g in two d i f f e r e n t i a t i o n s . The M exican-A m erican group sco red s ig n if ic a n t ly h ig h e r on b o th . Area 8 .0 0 — Goal D i r e c t i o n . T ab le 61 * d e n o te s d i f f e r e n t i a t i o n on two o f th e s i x c o n c e p ts u t i l i z e d to t e s t t h i s a r e a . In r e f e r e n c e to th e s e two c o n c e p ts th e e v a lu a t i o n and a c t i v i t y f a c t o r s d i s c r i m i n a t e d , r e s u l t i n g in fo u r d i f f e r e n t i a t i o n s . The A nglo-A m erican group sc o re d s i g n i f i c a n t l y h ig h e r on two and th e M exican-A m erican group on tw o. Summary o f th e C h a p te r T his c h a p te r p r e s e n te d and d is c u s s e d th e f in d in g s f o r th e ac h ie v e m e n t, e t h n i c , c u l t u r a l , i n t e l l i g e n c e , and sex g ro u p in g s r e l a t i v e to th e t h i r t y c o n c e p t s c o re s and th e n i n e t y f a c t o r s c o re s i n v e s t i g a t e d th ro u g h th e u se o f th e MOWI. The c o n c e p ts c o m p ris in g th e m e asu rin g in s tru m e n t were o rg a n iz e d i n to te n main a r e a s o f a t t i t u d e i n v e s t i g a t i o n : A s s o c ia tio n s C o g n itiv e Domain, A s s o c ia tio n s S o c ia l 208 Ta b le 54 PROFILE OF ACHIEVEMENT LEVELS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 1. 00 - ASSOCIATIONS COGNITIVE D ACCORDING TO TOTAL ACHIEVEMENT GROUPINC MOWI Concept 3 4 5 6 5. Students Who Get Good Grades E P A 13. Grown-Ups E P A 15. Poor People E P A Low A chievers Average A chievers High Achievers I 2 0 8 T a b l e 5 4 PROFILE O F ACHIEVEM ENT LEVELS PLOTTINGS O F MOWI MEAN FACTOR SCORES T t i t u D E A R E A 1 . 0 0 - ASSO CIA TIO NS COGNITIVE DOMAIN ACCORDING TO T O T A L ACHIEVEM ENT GROUPINGS M e a n F a c t o r S c o r e s 3 4 5 t5 7 L A H 5. 40 5. 63 5. 68 4. 47 4. SO 5. 12 5.08 5.28 5. 43 5. 15 4.97 5. 12 4. 34 3.97 3. 87 4. 48 4.08 4. 27 >. 82 5. 15 5. 54 3. 86 4. 17 4. 67 4. 22 4. 45 4. 95 i > - j > 209 MOWI Concept T ab le 54 (c o n tin u e d ) PROFILE OF ACHIEVEMENT LEVELS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 1.00 - ASSOCIATIONS COGNITIVE DOMAIN ACCORDING TO TOTAL ACHIEVEMENT GROUPINGS 18. Rich People E P A 23. Teachers E P A 29. Students Who Get Poor Grades E P A Low A chievers Average Achievers- High A chievers 209 T a b l e 54 ( c o n t i n u e d ) PR O FILE O F A C H IEV EM EN T LEVELS »LOTTINGS O F MOWI M EAN FACTOR SCORES E A REA 1.00 - ASSOCIATIONS COGNITIVE DOMAIN )RDING TO T O T A L A CH IEV EM EN T GROUPINGS M e a n F a c t o r S c o r e s 4 5 6 7 L A H 4. 36 4. 76 5. 46 4. 69 4. 57 4. 52 4. 61 4. 77 5. 26 5. 19 5.58 5 .87 4. 46 4. 67 4. 86 5. 04 5. 36 5. 59 4.61 5.02 5.48 4. 35 4. 63 4. 83 4.35 4. 62 4.75 210 T a b le 5 5 PROFILE OF ACHIEVEMENT LEVELS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 2.00 - ASSOCIATIONS SOCIAL DOMAIN ACCORDING TO TOTAL ACHIEVEMENT GROUPINGS MOWI Concept 3 4 5 6 7 12. How My Classm ates See Me E P A 28. Older Kids E P A Low A chievers A verage A chievers High A chievers T a b l e 55 PROFILE O F ACHIEVEM ENT LEVELS PLOTTINGS O F MOWI MEAN FACTOR SCORES rUDE AREA 2 .0 0 - ASSOCIATIONS SOCIAL DOMAIN 30RDING TO TO TAL ACHIEVEM ENT GROUPINGS M e a n F a c t o r Sc o r e s 4 5 6 7 L A H 5.04 4. 63 5. 37 5. 59 4. 60 4. 61 4. 94 5.18 5.29 ------ 4.61 5. 11 5. 72 \ --------------------------------------- --------------------------------------------------- ------ 4. 72 4. 84 4. 95 / / / f 4.83 5.21 5. 65 211 T a b le 56 PROFILE OF ACHIEVEMENT LEVELS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 5.00 - PERCEIVED UTILITY OF SCHOOL EXPERI ACCORDING TO TOTAL ACHIEVEMENT GROUPINGS MOWI Concept 3 4 5 6 7 8. Arithmetic E P A 10. School E P A 22. Studying E P A Low A chievers A verage A chievers High A chievers 2 1 1 T a b l e 56 PROFILE O F ACHIEVEM ENT LEV ELS PLOTTINGS O F MOWI M EAN FACTOR SCORES R.EA 5.00 - PERCEIVED UTILITY O F SCHOOL EXPERIENCE XDRDING TO TO TAL ACHIEVEM ENT GROUPINGS M ea n F a c t o r S c o r e s 4 5 6 7 L A H 4.04 4.41 4.84 !.«8 5 . 0 ’ 4.87 4.27 4. 62 4.95 4.60 5. 14 5.32 4. 73 4. 64 4. 57 4. 66 5. 02 5. 29 4. 61 5. 09 5. 61 4. 49 4. 66 4. 50 4. 50 4. 96 5. 39 212 T a b le 56 (c o n tin u e d ) PROFILE OF ACHIEVEMENT LEVELS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 5.00 - PERCEIVED UTILITY OF SCHOOL EXPEH ACCORDING TO TOTAL ACHIEVEMENT GROUPINGS MOWI Concept 3 4 5 6 7 26, Reading E P A 27. My School Ability E P A Low A chievers A verage A chievers High A chievers 212 T a b l e 56 ( c o n t i n u e d ) PROFILE O F ACHIEVEM ENT LEVELS PLOTTINGS O F MOWI MEAN FACTOR SCORES l REA 5 .0 0 - PERCEIVED U TILITY O F SCHOOL EXPERIENCE CORDING TO TO TA L ACHIEVEM ENT GROUPINGS 4 5 6 7 M ean L F a c t o r S c o r e s A H 4. 32 4. 64 4. 79 4. 94 -9 4 . '2 V \ . . / / \ 4. J3 1. 55 5. 12 4. 49 4. 38 4.27 4.29 .0 4.27 f. 40 4.03 4.00 2 1 3 T able 57 PROFILE OF ACHIEVEMENT LEVELS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 6.00 - SUCCESS PATTERNS ACCORDING TO TOTAL ACHIEVEMENT GROUPINGS MOWI Concept 3 4 5 6 7 E 9. Taking T ests P A 17. My Grades E P A Low A chievers A verage A chievers High A chievers I 213 I I T a b l e 5 7 PROFILE O F ACHIEVEM ENT LEVELS PLOTTINGS O F MOWI MEAN FACTOR SCORES ATTITUDE AREA 6.00 - SUCCESS PATTERNS DORDING TO TO TAL ACHIEVEM ENT GROUPINGS M e a n F a c t o r S c o r e s 4 5 6 7 L A H 4. 77 5.24 5.59 \ 1 / \ / 1. 97 5. 25 5. 35 / A / / / 4. 67 5. 3 5. 28 5. 10 5. 50 5. 85 4.59 4.89 5. 11 A X ------------\ 4. 85 5. 27 5. 75 2lV T ab le 58 PROFILE OF ACHIEVEMENT LEVELS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 7.00 - AUTHORITY RELATIONSHIPS ACCORDING TO TOTAL ACHIEVEMENT GROUPINGS MOWI Concept 3 4 5 6 7 13. Grown-Ups E P A Low Achievers Average Achievers High Achievers T a b l e 58 PROFILE O F AC H IEV EM ENT LEV ELS PLOTTINGS O F MOWI M EAN FA CTO R SCORES TTITUDE AREA 7.00 - AUTHORITY RELATIONSHIPS ACCORDING TO TO T A L ACH IEVEM ENT GROUPINGS 4 5 6 7 M ean L F a c t o r Sc o r e s A H 5. 15 4. 97 5. 12 — ....... r' 4. 34 4. 48 3.97 3.87 4. 08 4. 27 2 1 5 Table 59 PROFILE OF ACHIEVEMENT LEVELS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 8.00 - GOAL DIRECTION ACCORDING TO TOTAL ACHIEVEMENT GROUPINGS MOWI Concept 3 4 5 6 7 19. People Who Work Very Hard E P A Low Achievers Average Achievers High Achievers 215 T a b l e 59 PR O FILE O F A C H IE V E M E N T L E V E L S PLOTTINGS O F MOWI M EA N F A C T O R SC O RES A T T IT U D E A R E A 8 .0 0 - G O AL D IR E C T IO N WORDING TO T O T A L A C H IE V E M E N T GROUPINGS M e a n F a c t o r S c o r e L A H 5. 57 6.00 6. 23 4. 88 5.06 5.07 5. 40 5. 93 6. 17 2 16 T ab le 60 PROFILE OF ETHNIC GROUPS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 1.00 - ASSOCIATIONS COGNITIVE DOMAIN ACCORDING TO TOTAL ETHNIC GROUPINGS MOWI Concept 3 4 5 6 7 E 20. Ideal Teacher P A 29. Students Who Get Poor Grades A nglo-A m erican --------- M ex ican -A m erican--------- 2 1 6 T a b l e 60 PROFILE O F ETHNIC GROUPS PLOTTINGS O F MOWI M EA N FA C T O R SCORES fDE AREA 1.00 - ASSOCIATIONS CO G NITIVE DOMAIN ACCORDING TO TO TA L ETH NIC GROUPINGS M e a n F a c t o r S c o r e s AA MA 4.26 4. 63 4. 19 4. 86 4.57 4.76 5.24 4. 80 4. 71 4.91 4. 44 4. 48 217 MOWI Concept Table 61 PROFILE OF ETHNIC GROUPS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 2.00 - ASSOCIATIONS SOCIAL DOMAIN ACCORDING TO TOTAL ETHNIC GROUPINGS 25. My Best Friends E P A 28. Older Kids E P A Anglo-Am erican ---------- M exican-A m erican---------- 217 T a b l e 61 PR O FILE O F ETHNIC GROUPS PLOTTINGS O F MOWI M EA N FA C TO R SCO RES TTUDE A R E A 2 .0 0 - ASSOCIATIONS SO CIA L DOM AIN ACCORDING TO T O T A L ETHNIC GROUPINGS M e a n F a c t o r S c o r e s AA MA 5. 48 4. '9 5.25 5.30 4. 45 5.00 5.45 4. 84 5.51 4.91 4.87 5.02 218 Table 62 PROFILE OF ETHNIC GROUPS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 5.00 - PERCEIVED UTILITY OF SCHOOL EXPE ACCORDING TO TOTAL ETHNIC GROUPINGS MOWI Concept 3 4 5 6 7 E 26. Reading P A E 27. My School Ability P A Anglo-American — Mexican A m e r ic a n ---------- 2 1 8 T a b l e 62 PR O FILE O F ETHNIC GROUPS PLOTTINGS O F MOWI MEAN FA C TO R SC O R ES A R E A 5 .0 0 - PERCEIVED U T ILITY O F SCH O O L EX PER IEN CE ACCORDING TO TO T A L ETHNIC GROUPINGS 4 5 6 7 M e a n F a c t o r AA S c o r e s MA 4. 16 4.69 4. 82 4. 78 7 ................. A fiO 4. 12 4.01 3. 87 4.71 4.30 4.33 219 T able 63 PROFILE OF ETHNIC GROUPS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 6.00 - SUCCESS PATTERNS ACCORDING TO TOTAL ETHNIC GROUPINGS MOWI Concept 3 4 5 6 7 16. First Grade E P A Anglo-American ~ Mexican-American — ------ 219 T a b l e 63 PROFILE O F ETHNIC GROUPS PLOTTINGS O F MOWI M EAN FACTO R SCORES A T TIT U D E AREA 6.00 - SUCCESS PA TTER N S ACCORDING TO TO TA L ETHNIC GROUPINGS M e a n F a c t o r S c o r e s AA MA 4.24 4. 85 4.51 4. 37 4.4.1 4. 72 i 2 2 0 Table 64 PROFILE OF ETHNIC GROUPS PLOTTINGS OF MOWI MEAN FACTOR SCORES ATTITUDE AREA 8.00 - GOAL DIRECTION ACCORDING TO TOTAL ETHNIC GROUPINGS MOWI Concept 3 4 5 6 7 7. My Future E P A 19. People Who Work Very Hard E P A Anglo-American ---------- M exican-A m erican---------- 2 2 0 T a b l e 64 PROFILE O F ETHNIC GROUPS PLOTTINGS O F MOWI M EAN FACTOR SCORES A T TIT U D E AREA 8 .0 0 - GOAL DIRECTION ACCORDING TO TO TA L ETHNIC GROUPINGS M e a :. F a c t o r S c o r e s AA MA 4. .'7 4.93 4. 52 5.21 4. 95 4.87 c .21 4.98 5. 77 5. 10 5. 71 Dom ain, A d u lt A p p ro v a l, M oral and S o c ia l V a lu e s , P e r c e iv e d U t i l i t y o f S ch o o l E x p e r ie n c e , S u c c e ss P a t t e r n s , A u th o r ity R e l a t i o n s h i p s , G oal D i r e c t i o n , S e lf - C o n c e p t, and I n t e r e s t s . 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 e r l e v e l s o f a c h ie v e m e n t w ere r e p o r t e d f o r f o u r t e e n c o n c e p ts i n f i v e o f th e a r e a s o f i n v e s t i g a t i o n f o r t h e t o t a l g ro u p c o m p a ri s o n . 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 in g th e h ig h e r l e v e l s o f a c h ie v e m e n t w ere a l s o r e p o r te d f o r f o u r t e e n c o n c e p ts i n f i v e o f th e a r e a s o f i n v e s t i g a t i o n f o r th e c e l l c o m p a riso n s. S i g n i f i c a n t f i n d i n g s b etw een th e two e t h n i c g ro u p s w ere r e p o r t e d f o r n in e c o n c e p ts i n f i v e a r e a s o f i n v e s t i g a t i o n , t o t a l g ro u p c o m p a riso n , and f o r s i x t e e n c o n c e p ts i n se v e n a r e a s o f i n v e s t i g a t i o n f o r th e c e l l c o m p a ris o n 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 b etw e en th e two c u l t u r a l g r o u p s . S i g n i f i c a n t f i n d i n g s b etw een th e two i n t e l l i g e n c e l e v e l s w ere r e p o r t e d f o r e i g h t c o n c e p ts i n s i x a r e a s o f i n v e s t i g a t i o n i n th e c e l l c o m p a ris o n s . In th e se x co m p a riso n s i g n i f i c a n t f i n d i n g s b etw e en t h e two g ro u p s w ere r e p o r t e d f o r f o u r t e e n c o n c e p ts i n s i x a r e a s o f i n v e s t i g a t i o n i n th e c e l l c o m p a ris o n s . T hese f i n d i n g s w ere r e p o r t e d in d e t a i l and d i s c u s s e d u n d e r a l l t e n o f th e taxonomy a r e a s . A g r a p h ic i l l u s t r a t i o n o f th e s i g n i f i c a n t E , P , A mean f a c t o r s c o r e s f o r th e m ajo r g ro u p in g s was p r e s e n te d and d is c u s s e d . The fo llo w in g c h a p te r p r e s e n t s a summary, c o n c lu s i o n s , and recom m endations. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary The P roblem T h is i n v e s t i g a t i o n d e a l t w ith th e o f te n - d is c u s s e d problem o f d i f f e r e n c e s betw een a c a d e m ic a lly s u c c e s s f u l p u p ils and t h e i r l e s s s u c c e s s f u l o r u n s u c c e s s f u l p e e r s . S p e c i f i c a l l y th e s tu d y i n v e s t i g a t e d th e v a r i a b l e s r e l a t e d to ac h iev e m en t o r l a c k o f a c h ie v e m e n t a s m easured by d i f f e r e n ces i n th e p e r c e iv e d m eaning o f c o n c e p ts w hich, a s i n d i c a te d by p re v io u s r e s e a r c h , a r e r e l a t e d to ach iev em en t m o tiv a tio n . The m a jo r o b j e c t i v e o f t h i s s tu d y was to m easure and a n a ly z e th e d i f f e r e n c e s i n th e m eaning o f t h i r t y con c e p ts r e l a t e d to t e n taxonom y a r e a s f o r th r e e l e v e l s o f a c h ie v e m e n t, two l e v e l s o f i n t e l l i g e n c e , two c u l t u r a l g ro u p s , two e t h n ic g r o u p s , and two s e x e s o f se v e n th g rad e s t u d e n t s . The se m a n tic d i f f e r e n t i a l te c h n iq u e was used to a n a ly z e th 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. The s p e c i f i c in s tr u m e n t d e s ig n e d to m easure th e s e v a r i a b l e s was 223 th e Meaning o f Words In v e n to r y (MOWI) 22b The Sample The sam ple c o n s i s t e d o f 1,101 se v e n th -g ra d e p u p ils o f th e Los A ngeles and E l Rancho sc h o o l d i s t r i c t s o f Los A ngeles C ounty. The s u b j e c t s were grouped in to th r e e l e v e l s o f a c h ie v e m e n t, two e th n ic g r o u p s , two c u l t u r a l g ro u p s , two l e v e l s o f i n t e l l i g e n c e , and two sex g ro u p s . A chievem ent l e v e l was d e te rm in e d by grade p o in t a v e ra g e : h ig h a c h i e v e r s — G .P.A . 2 .8 to *+.0— N = 352; av e ra g e a c h ie v e r s — G .P .A . 2 .1 to 2 .7 — N = *+77; low - a c h ie v e r s — G .P.A . 2 .0 and below —N = 272. E th n ic g ro u p s , 537 A nglo-A m erican and 56M - M exican-A m erican, were d e t e r mined by one o r more o f th e f o llo w in g c r i t e r i a : c u m u la tiv e re c o rd p h o to g ra p h , f a m ily surnam e, m other*s maiden name, lan g u ag e sp o k en , and b i r t h p l a c e o f p a r e n t s . The sample was r e s t r i c t e d to th o s e p u p i l s who were b o rn and ed u c ate d in th e U n ite d S t a t e s . C u l tu r a l group was d eterm ined by cumu l a t i v e re c o rd o f th e p r i n c i p a l wage e a r n e r 's o c c u p a tio n and c o n v e rs io n to Warner r a t i n g s o f s o c i a l s t a t u s : n o n c u l- t u r a l l y d is a d v a n ta g e s , N = 555, c l a s s 5 o r h ig h e r; c u l t u r a l l y d is a d v a n ta g e s , N = 5*+6, c l a s s e s 6 and 7. I n t e l l i gence l e v e l was b a se d on t o t a l s c o re C.T.M .M ., s h o r t form 1951 7 e d i t i o n : h ig h i n t e l l i g e n c e , I.-* . 100 and ab o v e, N = 562; low i n t e l l i g e n c e , I .w . 99 and b elo w , N = 539. F i n a l l y , th e sam ple was f u r t h e r s u b d iv id e d on th e b a s is o f 225 se x g ro u p in g s b o y s , N s 5 5 9 * g i r l s , N = 5^2. T h is s u b d i v i d i n g r e s u l t e d i n f o r t y - e i g h t c a t e g o r i e s ( s e e T a b le b ) . M ethodology F i r s t , a re v ie w o f th e r e s e a r c h l i t e r a t u r e r e l a t e d to m o t i v a t i o 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 o f a c h ie v e m e n t was c o m p le te d to p ro v id e c o n c u r r e n t v a l i d a t i o n f o r th e s e l e c t i o n o f t h i r t y c o n c e p ts r e l a t e d to t e n m a jo r a r e a s o f i n v e s t i g a t i o n : ( 1 ) A s s o c ia ti o n s C o g n itiv e Domain; ( 2 ) A sso c i a t i o n s S o c ia l Domain; ( 3 ) A d u lt A p p ro v a l; (*+) M oral and S o c ia l V a lu e s ; ( 5 ) P e r c e iv e d U t i l i t y o f S chool E x p e r ie n c e ; (6 ) S u c c e ss P a t t e r n s ; ( 7 ) A u th o r ity 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 lf - C o n c e p t; (1 0 ) I n t e r e s t s . The MOWI, c o n s i s t i n g o f th e 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 t s , was a d m in is te r e d to th e sam ple and su b j e c t s w ere r e q u i r e d to d i f f e r e n t i a t e th e c o n c e p ts on a s e r i e s o f n in e b i p o l a r a d j e c t i v a l s c a l e s . S t a t i s t i c a l P ro c e d u re s To a c c o m p lis h th e a n a ly s e s r e p o r t e d i n C h a p te r IV s c o r e s w ere com puted f o r e a c h s u b j e c t on th e n in e s c a l e s o f e a c h c o n c e p t. T hese 270 mean s c a l e s c o r e s f o r e a c h o f th e 1 ,1 0 1 s u b j e c t s w ere re d u c e d to n i n e t y mean f a c t o r s c o r e s th e n t o t h i r t y mean c o n c e p t s c o r e s f o r e a c h s u b j e c t . S ta n d a rd d e v i a t i o n s and s ta n d a r d e r r o r s were a l s o com puted f o r e a c h o f th e t h r e e s e t s o f m eans. The n i n e t y mean 226 f a c t o r s c o r e s and t h i r t y c o n c e p t mean s c o r e s f o r e a c h su b j e c t w ere th e n s o r t e d a c c o r d in g to th e f o r t y - e i g h t c a t e g o r i e s o f sam ple s u b d i v i s i o n . I n a d d i t i o n , th e t o t a l g ro u p was com pared i n a s e p a r a t e a n a l y s i s by s o r t i n g th e s c o r e s a c c o r d in g to th e t h r e e l e v e l s o f a c h ie v e m e n t, th e n a c c o r d i n g to th e e t h n i c g r o u p in g s , and th e n a c c o r d in g to th e c u l t u r a l g r o u p in g s . The z s c o re o f d i f f e r e n c e b etw e en mean s i g n i f i c a n c e was u s e d f o r th e t o t a l g ro u p c o m p a ris o n s and th e t - t e s t r a t i o o f s i g n i f i c a n c e o f mean d i f f e r e n c e f o r th e f o r t y - e i g h t c e l l c o m p a ris o n s , t o d e te rm in e w h e th e r mean d i f f e r e n c e s e x i s t e d b etw e en th e v a r io u s c o m p a riso n s on e a c h o f th e n i n e t y v a r i a b l e s ( f a c t o r s c o r e s ) o r t h i r t y v a r i a b l e s (mean s c o r e s ) e m p lo y ed . S in ce th e n a t u r e o f th e d a t a i s n o t f u l l y p r e s e n te d by th e s e s t a t i s t i c a l p r o c e d u r e s a d e s c r i p t i v e a n a l y s i s i n th e form o f p l o t t i n g mean f a c t o r s c o r e s f o r th e t o t a l g ro u p c o m p a riso n s was an a d d i t i o n a l ac c o m p li shmen t • The f i n d i n g s w ere th e n a n a ly z e d a c c o r d in g t o th e t e n m a jo r a r e a s o f i n v e s t i g a t i o n . Ma.ior F in d in g s and D is c u s s io n T h is s tu d y was d e s ig n e d to an sw e r e i g h t 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 a s f o llo w 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 e e n th e th r e e a c h ie v e m e n t l e v e l s i n t h e i r p e r c e p t i o n o f th 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 f o r th e te n taxonomy a r e a s ? 2 . Are th 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 th e two c u l t u r a l g ro u p s i n t h e i r p e r c e p tio n o f th 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 f o r th e te n a r e a s ? 3 . Are th 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 th e two e th n ic g ro u p s i n t h e i r p e r c e p tio n o f th e ac 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 th e te n a re a s ? Does i n t e l l e c t u a l l e v e l c o n t r i b u t e to th e d i f f e r e n c e s in p e r c e iv e d m eaning o f th e a c h ie v e ment r e l a t e d c o n c e p ts f o r th e t e n a r e a s ? 5. To what e x t e n t d o es sex i n f l u e n c e p e r c e iv e d m eaning o f th 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 f o r th e te n a r e a s ? 6 . Which c o n c e p ts a r e m ost r e l e v a n t f o r p u rp o se o f d is c r i m in a tio n ? 7 . What v a r i a b l e s i n th e te n taxonom y a r e a s m ost c l e a r l y r e l a t e to a c h ie v e m e n t o r la c k o f ac h ie v e m e n t? 8 . Can a t t i t u d e s be i d e n t i f i e d a t t h i s age l e v e l t h a t can be changed o r enhanced le a d in g to g r e a t e r a c h ie v e m e n t? M ajor F in d in g s i n Answer to Q u e stio n 1 Were th 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 etw een th e th r e e a c h iev e m en t l e v e l s in p e r c e p tio n o f th e c o n c e p ts ? 228 I n v e s t i g a t i o n A rea 1 .0 0 —A s s o c ia tio n s C o g n itiv e Domain. E ig h t c o n c e p ts were u sed to m easure a t t i t u d e s in t h i s a r e a . Six c o n c e p ts d is c r im in a te d w ith s i g n i f i c a n c e , f iv e i n th e e x p e c te d d i r e c t i o n . A d if f e r e n c e was found in f a v o r o f th e h ig h e r le v e l o f ach iev em en t on a i l t h r e e f a c t o r s , 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 o r th r e e c o n c e p ts ; T e a c h e r s . Poor P e o p le . S tu d e n ts Who Get Poor G ra d e s . A d i f f e r e n c e i n fa v o r o f the h ig h e r l e v e l on th e E and A f a c t o r s was found f o r th e con c e p t R ich P eople and on th e P and A f a c t o r s f o r th e con cep t S tu d e n ts Who Get Good G ra d e s . Two c o n c e p ts , I d e a l T eacher and I d e a l P a re n t d id n o t d i s c r i m i n a t e . The c o n c e p t Grown-ups d is c rim in a te d w ith s ig n i f ic a n c e on th e P and A f a c t o r s in f a v o r o f th e low - ach iev em en t l e v e l . I n v e s t i g a t i o n A rea 2 .0 0 —A s s o c ia tio n s S o c ia l Domain. P our c o n c e p ts were used to m easure a t t i t u d e s in t h i s a r e a . Two c o n c e p ts d is c r i m in a te d w ith s ig n i f ic a n c e in fa v o r o f th e h ig h e r l e v e l o f a c h ie v e m e n t. A d if f e r e n c e on th e E and A f a c t o r s in fa v o r o f th e h ig h e r l e v e l was fo u n d f o r c o n c e p ts How M y C lassm ates See M e and O lder K id s . No s i g n i f i c a n t d i f f e r e n c e was found on any f a c t o r f o r th e c o n c e p ts My P e s t F r ie n d s and Most P e o p le . A d i f f e r e n c e in f a v o r o f th e lo w er l e v e l was found on th e E 229 and A f a c t o r s f o r th e c o n c e p t M y B e st F rie n d s i n th e c e l l c o m p a ris o n s . I n v e s t i g a t i o n A rea ^ .0 0 — A d u lt A p p ro v a l. No s i g n i f i c a n t d i f f e r e n c e was found on any f a c t o r f o r th e c o n c e p t P i s c i n l i n e . th e c o n c e p t u se d to m easure a t t i t u d e s i n t h i s a r e a . I n v e s t i g a t i o n A rea *+.00— M oral 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 c e was found on any f a c t o r f o r th e c o n c e p t R u le s . t h e c o n c e p t u se d to m easure a t t i t u d e s i n t h i s a r e a . I n v e s t i g a t i o n A rea 5 .0 0 — P e rc e iv e d U t i l i t y o f School E x p e r ie n c e . A ll f i v e c o n c e p ts u se d to m easure a t t i tu d e s i n t h i s a r e a d i s c r i m i n a t e d , f o u r in f a v o r o f th e h ig h e r l e v e l o f a c h ie v e m e n t. A d i f f e r e n c e on th e E and A f a c t o r s i n f a v o r o f th e h ig h e r l e v e l was fo u n d f o r c o n c e p ts A r i th m e t ic . S c h o o l, and S tu d y in g . A d i f f e r e n c e on th e E , P, and A f a c t o r s i n f a v o r o f th e h ig h e r l e v e l w as found f o r th e c o n c e p t R e a d in g . A d i f f e r e n c e on th e E and A f a c t o r s i n f a v o r o f th e lo w e r l e v e l was fo u n d f o r th e c o n c e p t M y School A b i l i t y . I n v e s t i g a t i o n A rea 6 .0 0 — S u cce ss P a t t e r n s . S ix c o n c e p ts were u s e d to m easure a t t i t u d e s i n t h i s a r e a . Two d is c r i m in a te d in th e e x p e c te d d i r e c t i o n . 230 A d i f f e r e n c e was found i n f a v o r o f th e h i g h e r l e v e l on a l l t h r e e f a c t o r s , E , P , and A, f o r th e c o n c e p ts T ak in g T e s t s and Kv G ra d e s . No s i g n i f i c a n t d i f f e r e n c e was found on any f a c t o r f o r th e c o n c e p ts S u c c e s s , Homework, P i r a t G ra d e « and C o l l e g e . I n v e s t i g a t i o n A rea 7 .0 0 — A u th o r ity R e l a t i o n s h i p s . Two c o n c e p ts w ere u s e d to m easure a t t i t u d e s i n t h i s a r e a . One d i s c r i m i n a t e d i n f a v o r o f th e lo w e r l e v e l o f a c h i e v e m ent • A d i f f e r e n c e was found i n f a v o r o f th e lo w e r l e v e l on th e P and A f a c t o r s f o r th e c o n c e p t G row n-ups. No s i g n i f i c a n t d i f f e r e n c e was found on any f a c t o r f o r th e c o n c e p t I d e a l P a r e n t s . I n v e s t i g a t i o n A rea 8 .0 0 — Goal D i r e c t i o n . P o u r co n c e p t s w ere u s e d to m easure a t t i t u d e s i n t h i s a r e a . One d i s c r i m i n a t e d i n f a v o r o f th e h ig h e r l e v e l o f a c h ie v e m e n t. A d i f f e r e n c e was found i n f a v o r o f th e h i g h e r l e v e l on t h e E and A f a c t o r s f o r th e c o n c e p t P eo p le Who Work V ery H a rd . No s i g n i f i c a n t d i f f e r e n c e on any f a c t o r was fo u n d f o r t h e c o n c e p ts Kv P u t u r e . C o l le g e . P e rs o n I Would L ik e to Be. Some d i f f e r e n c e s on th e s e c o n c e p ts w ere found i n th e c e l l c o m p a r is o n s , a s p r e v io u s l y r e p o r t e d , h u t th e d i r e c t i o n 2 3 1 was m ix ed . I n v e s t i g a t i o n A rea 9 .0 0 — S e lf -C o n c e p t. No s i g n i f i c a n t d i f f e r e n c e was fo u n d on any f a c t o r f o r th e two con c e p t s , Me and P erso n I Would L ike to B e. u sed to m easure a t t i t u d e s in t h i s a r e a . I n v e s t i g a t i o n A rea 1 0 .0 0 - - I n t e r e s t s . No s i g n i f i c a n t d i f f e r e n c e was found on any f a c t o r f o r th e c o n c e p t C lubs and O r g a n iz a tio n s u se d to m easure a t t i t u d e s i n t h i s a r e a . Ma.ior F in d in g s i n Answer to Q u e stio n 2 Were th 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 th e two c u l t u r a l g ro u p s i n t h e i r p e r c e p tio n o f th e c o n c e p ts? No s i g n i f i c a n t d i f f e r e n c e was found betw een th e two c u l t u r a l g ro u p s on any f a c t o r o r th e t h i r t y c o n c e p ts . Ma.ior F in d in g s in Answer to Q u e s tio n 3 Were th 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 th e two e t h n ic g ro u p s in t h e i r p e r c e p tio n o f th e c o n c e p ts? I n v e s t i g a t i o n A rea 1 .0 0 — A s s o c ia tio n s C o g n itiv e Domain. Of th e e i g h t c o n c e p ts u se d to measure a t t i t u d e s i n t h i s a r e a , two d is c r i m in a te d w ith s i g n i f i c a n c e . A d i f f e r e n c e in fa v o r o f th e M exican-A raericans was found on th e E and A f a c t o r s f o r th e c o n c e p t I d e a l T e a c h e r. 232 A d i f f e r e n c e i n f a v o r o f th e A n glo-A m ericana on a l l t h r e e f a c t o r s , E , P and A, f o r th e c o n c e p t S tu d e n ts Who G et P o o r G r a d e s . No s i g n i f i c a n t d i f f e r e n c e b etw e en th e two g ro u p s w as fo u n d on any f a c t o r f o r th e c o n c e p ts T e a c h e r s , Grown u p s . I d e a l P a r e n t s , R ic h P e o p le . P o o r P e o p le , and S tu d e n ts Who G et Good G ra d e s . A mixed p a t t e r n o f d i f f e r e n c e s betw een th e two e t h n i c g ro u p s f o r th e above c o n c e p ts was found i n th e c e l l c o m p a r is o n s . I n v e s t i g a t i o n A rea 2 .0 0 — A s s o c ia ti o n s S o c ia l Domain. A d i f f e r e n c e i n f a v o r o f th e A nglo-A m ericans was fo u n d on th e P and A f a c t o r s f o r th e c o n c e p t My B e s t F r ie n d s and on t h e E and A f a c t o r s f o r th e c o n c e p t O ld e r K id s . A d i f f e r e n c e i n f a v o r o f th e AA group was a l s o found on th e E and A f a c t o r s f o r th e s e two c o n c e p ts i n th e c e l l c o m p a ris o n s . No s i g n i f i c a n t d i f f e r e n c e was found b etw een th e two g r o u p s on any f a c t o r f o r th e c o n c e p ts How My C la s s m a te s See Me and Most P e o p le . I n v e s t i g a t i o n A rea 3 .0 0 — A d u lt A p p ro v a l. No s i g n i f i c a n t d i f f e r e n c e was found b etw een th e two e t h n i c g ro u p s f o r a n y f a c t o r f o r th e c o n c e p t D i s c i p l i n e u s e d to m easu re a t t i t u d e s in t h i s a r e a . I n v e s t ig a t io n Area *+.00— M oral and S o c ia l V a lu e s . 233 No s i g n i f i c a n t d i f f e r e n c e was fo u n d b etw e en t h e two e t h n i c g r o u p s f o r any f a c t o r f o r th e c o n c e p t R u le s u s e d t o m easu re a t t i t u d e s i n t h i s a r e a . I n v e s t i g a t i o n A rea 5 .0 0 — P e r c e i v e d U t i l i t y o f S ch o o l E x p e r i e n c e . Of th e f i v e c o n c e p ts r e l a t e d to t h i s a r e a , two d i s c r i m i n a t e d betw een th e two e t h n i c g r o u p s . A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e M A g ro u p was fo u n d on th e E f a c t o r f o r th e c o n c e p t R e a d in g and on th e E , P , an d A f a c t o r s f o r t h e c o n c e p t M y S c h o o l A b i l i t y . T h is d i f f e r e n c e was s u p p o rte d f o r th e s e two c o n c e p ts i n th e c e l l c o m p a r is o n s . No s i g n i f i c a n t d i f f e r e n c e was fo u n d b e tw e e n th e two e t h n i c g ro u p s on any f a c t o r f o r t h e c o n c e p ts S c h o o l. A r i t h m e tic . and S tu d y in g . I n v e s t i g a t i o n A rea 6 .0 0 - - S u c c e s 3 P a t t e r n s . Of th e s i x c o n c e p ts r e l a t e d to t h i s a r e a , one d i s c r i m i n a t e d b e tw e e n th e two e t h n i c g ro u p s . A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e M A g ro u p was fo u n d on th e E and A f a c t o r s f o r t h e c o n c e p t F i r s t G ra d e . In th e c e l l co m p ariso n s s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e M A g ro u p was found o n th e E and A f a c t o r s f o r th e c o n c e p ts T aking T e s t s , and F i r s t G r a d e . an d on th e E , P , and A f a c t o r s f o r th e c o n c e p t My G r a d e s . 23*+ No s i g n i f i c a n t d i f f e r e n c e was found betw een th e two e th n ic g ro u p s on any f a c t o r f o r th e c o n c e p ts S u c c e s s . Home w o rk , o r C o lle g e . I n v e s t i g a t i o n A rea 7 .0 0 —A u th o r ity 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 c e was found b etw een th e two e t h n ic g ro u p s on any f a c t o r f o r th e c o n c e p ts Grown-ups and I d e a l P a r e n t s . I n v e s t i g a t i o n A rea 8 .0 0 — G oal D i r e c t i o n . Two o f th e f o u r c o n c e p ts in t h i s a r e a d i s c r i m i n a t e d betw een th e two e t h n ic g ro u p s . A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e HA g ro u p was found on th e E and A f a c t o r s f o r th e c o n c e p t M y F u t u r e . A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e AA gro u p was found on th e E and A f a c t o r s f o r th e c o n c e p t P eo p le Who Work Very H ard . In th e c e l l c o m p ariso n s a s i g n i f i c a n t d i f f e r e n c e in f a v o r o f th e M A group on th e E and A f a c t o r s was found f o r th e c o n c e p t M y F u tu re and a s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e AA group on th e E and A f a c t o r s f o r th e c o n c e p t P e rso n I Would Like to B e. No d if f e r e n c e betw een th e two g ro u p s on any f a c t o r was found f o r th e c o n c e p t C o lle g e . I n v e s t i g a t i o n Area 9 .0 0 — S e lf - C o n c e p t. The o n ly s i g n i f i c a n t d i f f e r e n c e on any f a c t o r f o r th e two c o n c e p ts 235 i n t h i s a r e a was in th e c e l l co m p ariso n s f o r th e c o n c e p t P e rso n I Would Like to Be a s r e p o r te d a b o v e . I n v e s t i g a t i o n A rea 1 0 .0 0 — I n t e r e s t s . No s i g n i f i c a n t d if f e r e n c e on any f a c t o r was found betw een th e two g ro u p s f o r th e c o n c e p t C lubs and O r g a n iz a tio n s , r e l a t e d to t h i s a r e a . Ma.ior F in d in g s i n Answer to Q u estio n V Did i n t e l l e c t u a l l e v e l c o n t r i b u t e to th e d i f f e r en c es i n p e rc e iv e d m eaning o f th e c o n c e p ts ? I n v e s t i g a t i o n A rea 1 .0 0 — A s s o c ia tio n s C o g n itiv e Domain. When th e a c h ie v e m e n t, e t h n i c , c u l t u r a l and sex v a r i a b l e s were c o n t r o l l e d , f o u r o f e i g h t c o n c e p ts i n t h i s a r e a d is c r im in a te d betw een th e two i n t e l l i g e n c e l e v e l s . A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e h ig h e r l e v e l was found on th e A f a c t o r f o r th e c o n c e p t Grown-ups and on th e E and A f a c t o r s f o r th e c o n c e p t I d e a l T e a c h e r. A s i g n i f i c a n t d if f e r e n c e i n f a v o r o f th e lo w er l e v e l was found on th e E and A f a c t o r s f o r th e c o n c e p t T e a c h e rs and on th e E , P , and A f a c t o r s f o r th e c o n c e p t S tu d e n ts Who Get P oor G ra d e s. The o th e r c o n c e p ts r e l a t e d to t h i s a r e a d id n o t d is c r i m in a te betw een th e two l e v e l s o f i n t e l l i g e n c e . I n v e s t ig a t io n Area 2 .0 0 — A s s o c ia tio n s S o c ia l 236 Dom ain. I n v e s t i g a t i o n A re a 3 .0 0 - - A d u l t A p p ro v a l. I n v e s t i g a t i o n A re a *».00— M oral and S o c ia l V a l u e s , No s i g n i f i c a n t d i f f e r e n c e b etw e en th e two l e v e l s o f i n t e l l i g en ce 9 o n an y f a c t o r , f o r an y c o n c e p t r e l a t e d to t h e s e a r e a s , w as fo u n d . I n v e s t i g a t i o n A rea 5 .0 0 — P e r c e i v e d U t i l i t y o f S ch o o l E x p e r ie n c e . Of th e f i v e c o n c e p ts u s e d to m easu re a t t i t u d e s i n t h i s a r e a two d i s c r i m i n a t e d b etw een th e two l e v e l s o f i n t e l l i g e n c e . A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e lo w e r l e v e l w as fo u n d on th e E an d A f a c t o r s f o r th e c o n c e p t S tu d y in g . A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e h i g h e r l e v e l was fo u n d on t h e E an d A f a c t o r s f o r th e c o n c e p t My S ch o o l A b i l i t y . The o t h e r c o n c e p t s , S c h o o l, R e a d in g , and A r i th m e t ic . r e l a t e d to t h i s a r e a , d id n o t d i s c r i m i n a t e b etw een t h e two l e v e l s o f i n t e l l i g e n c e . I n v e s t i g a t i o n A re a 6 .0 0 — S u c c e s s P a t t e r n s . Of th e s i x c o n c e p ts u s e d t o m e a su re a t t i t u d e s i n t h i s a r e a o n ly one d i s c r i m i n a t e d b e tw e e n th e two l e v e l s o f i n t e l l i g e n c e . A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e lo w e r 237 l e v e l was found on th e E and A f a c t o r s f o r th e c o n c e p t T aking T e s t s . I n v e s t i g a t i o n A rea 7 .0 0 — A u th o rity R e l a t i o n s h i p s . Of th e two c o n c e p ts r e l a t e d to t h i s a r e a , one d is c r im in a te d betw een th e two l e v e l s o f i n t e l l i g e n c e . A s i g n i f i c a n t d i f f e r e n c e in f a v o r o f th e h ig h e r l e v e l was found on th e A f a c t o r f o r th e co n cep t G row n-ups. I n v e s t i g a t i o n A rea 8 .0 0 — Goal D ir e c t io n . Of th e f o u r c o n c e p ts u se d to m easure a t t i t u d e s i n t h i s a r e a one d is c r i m in a te d betw een th e two l e v e l s o f i n t e l l i g e n c e . A s i g n i f i c a n t d i f f e r e n c e in f a v o r o f th e h ig h e r l e v e l was found on th e E, P , and A f a c t o r s f o r th e c o n c e p t P e rso n I Would Like to B e. I n v e s t i g a t i o n A rea 9 .0 0 — S e lf-C o n c e p t. The one co n c e p t r e l a t e d to t h i s a r e a t h a t d id d is c r im in a te i s r e p o r t e d above u n d e r a r e a 8 .0 0 . I n v e s t i g a t i o n A rea 1 0 .0 0 — I n t e r e s t s . The one con c e p t , C lubs and O r g a n iz a tio n s , r e l a t e d to t h i s a r e a d id n o t d i s c r i m i n a t e betw een th e two l e v e l s o f i n t e l l i g e n c e . Ma.ior F in d in g s i n Answer to Q u e stio n 5 Did se x in f lu e n c e p e rc e iv e d m eaning o f th e a c h ie v e ment r e l a t e d c o n c e p ts ? 238 I n v e s t i g a t i o n A re a 1 .0 0 — A s s o c ia tio n s C o g n itiv e D om ain. When t h e a c h ie v e m e n t, e t h n i c , c u l t u r a l , an d i n t e l l i g e n c e v a r i a b l e s w ere h e ld c o n s t a n t , f i v e o f th e e i g h t c o n c e p t s r e l a t e d to t h i s a r e a d i s c r i m i n a t e d b etw e en t h e two s e x g r o u p s . A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f b o y s w as fo u n d on t h e E an d A f a c t o r s f o r th e c o n c e p t S tu d e n ts Who G et Good G r a d e s . A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e b o y s on th e E a n d A f a c t o r s f o r one c e l l (MA, NCD, h ig h a c h i e v e r s , h ig h i n t e l l i g e n c e ) an d i n f a v o r o f th e g i r l s on th e E and A f a c t o r s f o r one c e l l (AA, NCD, a v e ra g e a c h i e v e r s , h ig h i n t e l l i g e n c e ) was fo u n d f o r th e c o n c e p t R ich P e o p le . A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e g i r l s was fo u n d o n t h e E and A f a c t o r s f o r th e c o n c e p ts I d e a l T e a c h e r an d T e a c h e r s . A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e b o y s o n th e E , P , a n d A f a c t o r s f o r one c e l l (MA, NCD, a v e ra g e a c h i e v e r s , h ig h i n t e l l i g e n c e ) and in f a v o r o f th e g i r l s on th e E , P , an d A f a c t o r s f o r one c e l l (AA, NCD, a v e ra g e a c h i e v e r s , h ig h i n t e l l i g e n c e ) w as found f o r th e c o n c e p t S t u d e n t s Who Get P o o r G ra d e s . I n v e s t i g a t i o n A rea 2 .0 0 — A s s o c ia tio n s S o c i a l D om ain. Of th e f o u r c o n c e p ts r e l a t e d to t h i s a r e a two d i s c r i m i n a t e d b etw e en th e se x g r o u p s . 239 A s i g n i f i c a n t d if f e r e n c e in f a v o r o f th e hoys was fo u n d on th e E , P , and A f a c t o r s f o r th e c o n c e p t M y B e st F r i e n d , A s i g n i f i c a n t d if f e r e n c e in f a v o r o f th e hoys on th e E and A f a c t o r s f o r one c e l l (MA, NCD, h ig h a c h ie v e m ent, h ig h i n t e l l i g e n c e ) and in f a v o r o f th e g i r l s on th e E and A f a c t o r s f o r one c e l l (AA, NCD, a v e ra g e a c h ie v e m e n t, h ig h i n t e l l i g e n c e ) was found f o r th e c o n c e p t O ld er K id s . I n v e s t i g a t i o n Area 3 ,0 0 — A d u lt A p p ro v a l. I n v e s t i g a t i o n A rea W.00— M oral 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 c e betw een sex g ro u p in g s was found on any f a c t o r f o r any o f th e c o n c e p ts r e l a t e d to th e s e two a r e a s . I n v e s t i g a t i o n Area 5 .0 0 — P e rc e iv e d U t i l i t y o f S chool E x p e rie n c e . One co n cep t o u t o f th e f i v e r e l a t e d to t h i s a r e a d is c r im in a te d between th e sex g ro u p s. A s i g n i f i c a n t d if f e r e n c e i n f a v o r o f th e g i r l s was found f o r th r e e c e l l s on th e E, P , and A f a c t o r s f o r th e c o n c e p t M y S chool A b i l i t y . However, i n a n o th e r c e l l , a s i g n i f i c a n t d if f e r e n c e was found in f a v o r o f th e boys on th e E , P , and A f a c t o r s f o r th e same c o n c e p t. I n v e s t i g a t i o n Area 6 .0 0 - -S u e c e s s P a t t e r n s . T hree o f th e s i x c o n c e p ts r e l a t e d to t h i s a r e a d is c r i m in a te d 2^-0 betw een th e sex g ro u p s . A s i g n i f i c a n t d i f f e r e n c e in f a v o r o f th e g i r l s was found on th e E and A f a c t o r s f o r th e c o n c e p ts T ak in g T e s ts and F i r s t G rade. A s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e boys was found on th e P and A f a c t o r s f o r th e c o n c e p t C o lle g e . I n v e s t i g a t i o n Area 7 .0 0 —A u th o r ity R e l a t i o n s h i p s . The two c o n c e p ts r e l a t e d to t h i s a r e a d id n o t d i s c r i m i n a t e betw een th e two sex g ro u p s. I n v e s t i g a t i o n A rea 8 .0 0 — -Goal D i r e c t i o n . A ll f o u r c o n c e p ts r e l a t e d to t h i s a r e a d is c r im in a te d betw een th e two se x g ro u p s . A s i g n i f i c a n t d if f e r e n c e in f a v o r o f th e boys was found on th e E and A f a c t o r s f o r th e c o n c e p ts M y F u tu re and P e o p le Who Work Very Hard and on th e P and A f a c t o r s f o r th e c o n c e p t C o lle g e ■ A s i g n i f i c a n t d if f e r e n c e i n f a v o r o f th e g i r l s was found on th e E and A f a c t o r s f o r th e c o n c e p t P e rso n I Would L ike to B e. I n v e s t i g a t i o n Area 9 .0 0 — S e lf - C o n c e p t. R e s u lts f o r th e one c o n c e p t, P e rso n I Would Like to Be. w hich d i s c r i m i n a te d in t h i s a r e a i s r e p o r te d abo v e. I n v e s t ig a t io n Area 1 0 .0 0 — I n t e r e s t s . The one 2*+l c o n c e p t u se d to m easure a t t i t u d e s i n t h i s a r e a , C lubs and O rg an i z a t io n a . d id n o t d i s c r i m i n a t e b etw e en th e two se x g r o u p s . Ma.ior F in d in g s i n Answer to Q u e s tio n o Which c o n c e p ts w ere m ost r e l e v a n t f o r p u rp o se o f d i s c r i m i n a t i o n ? A chievem ent l e v e l s — S ix te e n C o n c e p ts . Those con c e p t s m ost r e l e v a n t f o r d i s c r i m i n a t i n g betw een th e th r e e l e v e l s o f a c h iev e m en t w ere: f o u r te e n i n f a v o r o f th e h i g h e r l e v e l — S tu d e n ts Who Get Good G ra d e s . P oor P e o p le . R ic h P e o p le T T e a c h e r s . S tu d e n ts Who G et P o o r G ra d e s . How M .v C la s s m a te s See Me. O ld er K id s . A r i t h m e t i c . S c h o o l. S tu d y i n g . R e a d in g . T aking T e s t s . M y G ra d e s , and P eo p le Who Work Very H a rd : two i n f a v o r o f th e lo w e r l e v e l — Grown-ups and My S c h o o l A b i l i t y . E th n ic Groups— S ix te e n C o n c e p ts . Those c o n c e p ts m ost r e l e v a n t f o r d i s c r i m i n a t i n g b etw een th e two e t h n i c g ro u p s w ere: e i g h t i n f a v o r o f th e A nglo-A m erican g ro u p — S tu d e n t8 Who Get P oor G ra d e s. My B e st F r i e n d s . O ld e r K id s . P e o p le Who Work Very H a rd . S tu d e n ts Who Get Good G ra d e s . R ic h P e o p le . O ld er K id s , and P erso n I Would L ik e to Be: e i g h t i n f a v o r o f th e M exican-A m erican— I d e a l T e a c h e r . R e a d in g . My School A b i l i t y . F i r s t G ra d e . My F u t u r e . 2b 2 G ro w n -u p s. S tu d y in g . T ak in g T e a t s , I n t e l l i g e n c e L e v e ls — E ig h t C o n c e n ts . Those c o n c e p t s m o st r e l e v a n t f o r d i s c r i m i n a t i n g b e tw e e n th e two l e v e l s o f i n t e l l i g e n c e w ere: f o u r i n f a v o r o f t h e h i g h e r l e v e l — Crown - u p s . I d e a l T e a c h e r . My S c h o o l A b i l i t y , an d P e r s o n I Would L ik e to Be: f o u r i n f a v o r o f th e lo w e r l e v e l — T e a c h e r s , S tu d e n ts Who Get P o o r G ra d e s « S tu d y in g . T a k in g T e s t s . Sex G ro u p in g s— E le v e n C o n c e p ts . Those c o n c e p ts m ost r e l e v a n t f o r d i s c r i m i n a t i n g b e tw e e n th e two se x g ro u p s w e re : f i v e i n f a v o r o f b o y s— S tu d e n ts Who G et Good G r a d e s . My B e s t F r i e n d s . C o l l e g e . My F u t u r e . P e o p le Who Work Very H a rd : s i x i n f a v o r o f g i r l s — I d e a l T e a c h e r . T e a c h e r s . My S ch o o l A b i l i t y . T ak in g T e s t s . F i r s t G ra d e . and P e r s o n I Would L ik e to B e. Summary. C o n s id e r in g th e f o u r v a r i a b l e s r e l a t i v e to w h ich c o n c e p ts d i s c r i m i n a t e d , a c h ie v e m e n t, e t h n i c , i n t e l l i g e n c e and s e x , f o u r c o n c e p ts w ere e f f e c t i v e i n d i s c r i m i n a t i n g on a l l f o u r — S tu d e n ts Who G et P o o r G r a d e s . M y S c h o o l A b i l i t y . T ak in g T e s t s , and P e r s o n I Would L ik e to Be. Ten d i s c r i m i n a t e d on t h r e e v a r i a b l e s — G ro w n -u p s. T e a c h e r s « I d e a l T e a c h e r . R ic h P e o p le . S tu d e n ts Who Get Good G ra d e s . Mv B e s t F r i e n d s . S tu d y in g . My F u t u r e . O ld e r K id s , and P e o p le Who Work Very H a rd . F o u r d i s c r i m i n a t e d on two 2 ^ 3 v a r i a b l e s — R eading. M y G rad es. F i r s t G rade, and C o lle g e . F iv e d is c r im in a te d on one v a r ia b le — I d e a l P a r e n ts . Poor P e o p le . Hoy M y C la ssm a tes See Me. S c h o o l, and A r ith m e tic . Seven c o n c e p ts did n o t d is c r im in a te on any v a r i a b l e - - Most P e o p le . D i s c ip l i n e . R u le s . S u c c e s s . Homework. Me, and Clubs and O r g a n iz a tio n s, Ma.ior F in d in g s in Answer to Q u estio n 7 Which v a r i a b l e s i n th e te n taxonom y a r e a s o f in v e s t i g a t i o n most c l e a r l y r e l a t e to a c h ie v e m e n t o r la c k o f ac h ie v e m e n t? T h is q u e s tio n c a n n o t be an sw ered w ith a c c u ra c y on th e b a s i s o f t h i s r e s e a r c h s in c e d i f f e r i n g number o f con c e p ts w ere u se d to t e s t each a r e a , a ra n g e o f 1 - 8 . How e v e r , i n te rm s o f th e a r e a s m ost e f f e c t i v e in d i s c r i m i n a t in g b etw een th e th r e e a c h iev e m en t l e v e l s , A reas 1 .0 0 — A s s o c ia tio n s C o g n itiv e Domain, and 5 .0 0 — P e rc e iv e d U t i l i t y o f S chool E x p e rie n c e , a p p e a r to c o n t a i n th e v a r i a b l e s most c l e a r l y r e l a t e d to a c h ie v e m e n t o r l a c k o f a c h ie v e m e n t. A reas 2 .0 0 — A s s o c ia tio n s S o c ia l Domain, and 6 .0 0 — S u c c e ss P a t t e r n s a p p e a r to be second i n im p o rta n c e w ith 7 .0 0 — A u th o r ity R e l a t i o n s h i p s , 8 .0 0 — Goal D i r e c t i o n , and 9 .0 0 — S e lf -C o n c e p t, t h i r d . On th e b a s i s o f t h i s r e s e a r c h , a r e a s 3 .0 0 — A d u lt A p p ro v a l, ^ . 0 0 — M oral and S o c ia l V a lu e s , and 1 0 .0 0 — I n t e r e s t s , a p p e a r to c o n t a i n no v a r i a b l e s r e l a t e d to a c h ie v e m e n t o r la c k o f a c h ie v e m e n t Ma.ior F in d in g s i n Answer t o Q u e s tio n 8 T h is q u e s tio n c o n c e r n in g a t t i t u d e s w hich ca n be e n h a n ce d o r changed l e a d i n g to h i g h e r a c h ie v e m e n t i s d i s c u s s e d u n d e r th e s e c t i o n o f t h i s c h a p t e r d e a lin g w ith reco m m en d a tio n s. H ow ever, th e o b v io u s c o n c lu s io n i s t h a t th e a t t i t u d e s r e p r e s e n t e d by th e f o u r t e e n c o n c e p ts p e r c e iv e d i n a more p o s i t i v e , a c t i v e , and s t r o n g e r f a s h i o n by th e h ig h e r a c h ie v e m e n t l e v e l n e e d to be c u l t i v a t e d i n th e low a c h i e v e r . B a s ic H y p o th eses A l a r g e p a r t o f th e f i n d i n g s o f t h i s s tu d y p e r t a i n s to th e t h r e e n u l l h y p o th e s e s s t a t e d i n C h a p te r I . The a c c e p ta n c e o r r e j e c t i o n o f ea ch h y p o t h e s i s was l i m i t e d to t h e d i f f e r e n c e s i n c o n c e p t o r , p r i m a r i l y , f a c t o r mean s c o r e s w hich were fo u n d to be s i g n i f i c a n t a t th e .0 5 l e v e l f o r th e t o t a l g ro u p c o m p a riso n an d a t th e .01 l e v e l f o r th e c e l l c o m p a riso n s. H y p o th e s is 1 T here a re no s i g n i f i c a n t d i f f e r e n c e s b etw e en th e t h r e e l e v e l s o f a c h ie v e m e n t a s shown by t h e i r r e s p e c t i v e r a t i n g s o f b o th t h e MOW I c o n c e p ts and 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 t o r s f o r e a c h o f th e te n a r e a s i n v e s t i g a t e d . 2k5 A rea 1 .0 0 — A s s o c i a t i o n s C o g n itiv e Domain. The h y p o t h e s i s was r e j e c t e d i n t h i s a r e a . As p r e v i o u s l y d e s c r ib e d th e h ig h l e v e l o f a c h ie v e m e n t o b ta in e d s i g n i f i c a n t l y h i g h e r s c o r e s o n two o r more f a c t o r s f o r f i v e co n c e p t s — T e a c h e r s . P o o r P e o p l e . S t u d e n t s Who G et P o o r G ra d e s . R ic h P e o p le , and S t u d e n t s Who G et Good G ra d e s . P o u r o f th e s e c o n c e p ts d i s c r i m i n a t e d a t o r beyond th e .001 l e v e l o f s i g n i f i c a n c e and one a t th e .01 l e v e l . A rea 2 .0 0 — A s s o c i a t i o n s S o c i a l Domain. The h y p o th e s i s was r e j e c t e d i n t h i s a r e a . The h i g h e r l e v e l o f a c h ie v e m ent o b ta in e d s i g n i f i c a n t l y h i g h e r s c o r e s on two f a c t o r s f o r two c o n c e p ts , How My C la s s m a te s See Me. .0 5 l e v e l , and O ld e r K i d s , beyond .0 0 1 l e v e l . A rea 3 .0 0 — A d u lt A p p r o v a l. The h y p o th e s is was a c c e p te d i n t h i s a r e a . The one c o n c e p t , D i s c i p l i n e . d id n o t d i s c r i m i n a t e . A rea *f.00— M oral an d S o c i a l V a lu e s . The h y p o t h e s i s was a c c e p te d i n t h i s a r e a . The one c o n c e p t, R u l e s . d id n o t d i s c r i m i n a t e . A rea 5 .0 0 — P e r c e i v e d U t i l i t y o f S ch o o l E x p e r i e n c e . The h y p o th e s is was r e j e c t e d i n t h i s a r e a . The h i g h e r l e v e l o f a c h ie v e m e n t o b ta in e d s i g n i f i c a n t l y h i g h e r s c o r e s on two o r more f a c t o r s f o r f o u r c o n c e p t s — S c h o o l. .0001 l e v e l , 2 *fr6 R e a d in g . .01 l e v e l , A r i t h m e t i c . .001 l e v e l , and S tu d y in g . .0001 l e v e l . A rea 6 .0 0 — S u c c e s s P a t t e r n s . The h y p o th e s is was r e j e c t e d i n t h i s a r e a . The h i g h e r l e v e l o f a c h ie v e m e n t o b ta in e d s i g n i f i c a n t l y h i g h e r s c o r e s on a l l th r e e f a c t o r s f o r two c o n c e p ts , T a k in g T e s t s . .001 l e v e l , and My G ra d e s . .0001 l e v e l . A rea 7 .0 0 — 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 th e s is was r e j e c t e d i n t h i s a r e a . The lo w e r l e v e l o f a c h ie v e m e n t o b ta in e d s i g n i f i c a n t l y h i g h e r s c o r e s on two f a c t o r s f o r th e c o n c e p t G row n-ups. T h is d i f f e r e n c e was i n th e e x p e c te d d i r e c t i o n s in c e th e s u r v e y o f th e r e s e a r c h l i t e r a t u r e i n d i c a t e d t h a t a c h i e v e r s te n d to be s e l f - s u f f i c i e n t and in d e p e n d e n t r e l a t i v e to a d u l t s . A rea 8 .0 0 — G oal D i r e c t i o n . S in c e a s i g n i f i c a n t d i f f e r e n c e i n f a v o r o f th e h ig h e r l e v e l o f a c h ie v e m e n t was found on two f a c t o r s f o r th e c o n c e p t P e o p le Who Work V ery H a rd . .0001 l e v e l , th e h y p o th e s is o f no d i f f e r e n c e was r e j e c t e d r e l a t i v e to t h i s a r e a . A rea 9 .0 0 — S e l f - C o n c e p t. A rea 1 0 .0 0 — I n t e r e s t s . The h y p o th e s is was a c c e p te d f o r t h e s e two a r e a s s in c e no s i g n i f i c a n t d i f f e r e n c e was found on any f a c t o r f o r th e t h r e e c o n c e p ts in v o lv e d . 2k 7 In one c e l l co m p ariso n th e c o n c e p t P erso n I Would L ike to Be was s i g n i f i c a n t on th e two f a c t o r s , .001 l e v e l , i n f a v o r o f th e lo w e r l e v e l o f a c h ie v e m e n t. H y p o th e s is 2 T here 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 betw een th e two c u l t u r a l g r o u p in g s in p e rc e iv e d m eaning a s shown by t h e i r r e s p e c t i v e r a t i n g s o f b o th th e M OW I c o n c e p ts and th e E , P, A f a c t o r s f o r e a c h o f th e te n a r e a s i n v e s t i g a t e d . T h is h y p o t h e s i s was a c c e p te d i n a l l te n a r e a s a s no f a c t o r f o r th e t h i r t y c o n c e p ts d is c r im in a te d betw een th e two g ro u p s . F o u r te e n c o n c e p ts fa v o re d th e NCD group and s ix t e e n th e CD g ro u p . H y p o th esis 3 T here 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 betw een th e two e th n ic g ro u p in g s i n p e r c e iv e d m eaning a s shown by t h e i r r e s p e c t i v e r a t i n g s o f b o th th e M OW I c o n c e p ts and th e EPA f a c t o r s f o r e a c h o f th e te n a r e a s i n v e s t i g a t e d . A rea 1 .0 0 — A s s o c ia ti o n s C o g n itiv e Domain. The h y p o th e s is was r e j e c t e d f o r t h i s a r e a . A d if f e r e n c e s i g n i f i c a n t a t th e .0001 l e v e l on two f a c t o r s f o r th e c o n c e p t I d e a l T e a c h e rs was fo u n d i n f a v o r o f th e M exican-A m erican g ro u p . The A nglo-A m erican group o b ta in e d s i g n i f i c a n t l y h ig h e r s c o r e s on a l l th r e e f a c t o r s f o r th e c o n c e p t S tu d e n ts 2»*8 Who G et P o o r G ra d e s . ,01 l e v e l . A rea 2 .0 0 — A a a o o la tio n a S o c ia l Domain. The h y p o th e s i s was n o t s u s t a i n e d f o r t h i s a r e a . The AA g ro u p o b ta in e d s i g n i f i c a n t l y h i g h e r s c o r e s on two f a c t o r s e a c h f o r th e two c o n c e p ts My B e s t F r i e n d s . .0 5 l e v e l , and O ld e r K id s . .0001 l e v e l . A rea 3 .0 0 — A d u lt A p p ro v a l. A rea *+.00— M oral and S o c i a l V a lu e s . The h y p o t h e s i s was t e n a b l e f o r th e two c o n c e p ts i n t h e s e two a r e a s r e l a t i v e to th e two e t h n i c g r o u p s . A rea 5 .0 0 — P e r c e i v e d U t i l i t y o f S chool E x p e r ie n c e . 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 iv e d s c h o o l e x p e r i ence was r e j e c t e d . The M A g ro u p o b ta in e d a s i g n i f i c a n t l y h i g h e r s c o r e o n one f a c t o r f o r th e c o n c e p t R e a d in g « .0 0 1 l e v e l , and on t h r e e f a c t o r s f o r th e c o n c e p t My S ch o o l A b i l i t y . .0 0 1 , .0 5 an d .0 0 1 l e v e l . T h is f i n d i n g was n o t i n th e d i r e c t i o n e x p e c te d . Much o f th e r e s e a r c h l i t e r a t u r e d e p i c t s th e M A p o p u l a t i o n a s f e e l i n g l e s s p o s i t i v e a b o u t t h e i r s c h o o l a b i l i t y . A rea 6 .0 0 — S u c c e s s P a t t e r n s . The h y p o th e s is o f no d i f f e r e n c e was a c c e p te d f o r f i v e c o n c e p ts i n t h i s a r e a b u t r e j e c t e d f o r t h e c o n c e p t F i r s t G ra d e . The M A g ro u p o b ta in e d a s i g n i f i c a n t l y h i g h e r s c o r e 2 ^ 9 on two f a c t o r s f o r th e c o n c e p t F i r s t G ra d e. .0001 an d .01 l e v e l . A rea 7 .0 0 — 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 b e tw e e n th e two e t h n i c g ro u p s was s u s t a i n e d f o r t h i s a r e a . A rea 8 .0 0 — G oal D i r e c t i o n . The h y p o th e s is was r e j e c t e d f o r t h i s a r e a . The M A g ro u p o b ta in e d a s i g n i f i c a n t l y h i g h e r s c o r e on two f a c t o r s f o r th e c o n c e p t My F u t u r e . .0001 an d .01 l e v e l , and th e c o n c e p t P e o p le Who Work V ery H ard d i s c r i m i n a t e d i n f a v o r o f th e AA g ro u p on two f a c t o r s , .0 0 0 1 l e v e l . A rea 9 .0 0 — S e l f - C o n c e p t . A rea 1 0 .0 0 — I n t e r e s t s . The h y p o th e s is was s u s t a i n e d f o r b o th o f t h e s e a r e a s . S u p p le m e n ta ry F in d in g s As d i s c u s s e d i n C h a p te r IV th e s u b d i v i s i o n o f th e sam ple by i n t e l l i g e n c e and sex r e v e a l e d f u r t h e r s i g n i f i c a n t d i f f e r e n c e s . R e l a t i v e to i n t e l l i g e n c e , o t h e r v a r i a b l e s h e l d c o n s t a n t , th e h i g h e r l e v e l o b ta in e d s i g n i f i c a n t l y h i g h e r s c o r e s on a t l e a s t two f a c t o r s f o r f o u r c o n c e p ts , G row n-ups. .0 0 1 l e v e l , I d e a l T e a c h e r . .001 l e v e l , My S chool A b i l i t y . .0 1 l e v e l , an d P e rs o n I Would L ik e to B e . .001 l e v e l . 250 H ow ever, d i f f e r e n c e s f a v o r i n g th e lo w e r l e v e l w ere a l s o fo u n d on a t l e a s t two f a c t o r s f o r f o u r c o n c e p ts — T e a c h e r s . • 001 l e v e l , S tu d e n ts Who G et P o o r G-rades. ,001 l e v e l , S t u d y i n g . .0001 l e v e l , and T ak in g T e s t s . .001 l e v e l . I n t e l l i g e n c e d o e s n o t a p p e a r to be a m e a n in g fu l d i s c r i m i n a t o r f o r t h i s sa m p le . R e l a t i v e to s e x g r o u p in g s , t h e r e was no c o n s i s t e n t p a t t e r n o f d i f f e r e n c e s f o r any a r e a . F iv e c o n c e p ts , S tu d e n ts Who G et Good G ra d e s . M .Y B e s t F r i e n d s . C o l l e g e . My F u t u r e . and P e o p le Who Work V ery H a r d , s i g n i f i c a n t l y f a v o r e d th e boys on a t l e a s t two f a c t o r s . S ix c o n c e p t s , I d e a l T e a c h e r . T e a c h e r s , My S chool A b i l i t y . T ak in g T e s t s . F i r s t G ra d e . P e rs o n I Would L ik e to B e . s i g n i f i c a n t l y f a v o r e d th e g i r l s on a t l e a s t two f a c t o r s . The p a t t e r n o f t h e s e d i f f e r e n c e s was d is c u s s e d i n C h a p te r IV and e a r l i e r i n t h i s c h a p t e r u n d e r Q u e s tio n 5. R e la te d C o n c lu s io n s On th e b a s i s o f d a t a p r e s e n te d i n t h i s s tu d y th e f o l l o w i n g c o n c lu s io n s a p p e a r to be a p p r o p r i a t e . 1 . The f a c t t h a t M OW I d i s c r i m i n a t e d b etw e en th e t h r e e a c h ie v e m e n t l e v e l s i n se v e n o f th e t e n m a jo r a r e a s i n v e s t i g a t e d in t h i s s tu d y p r o v e s th e v a lu e o f 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 , s p e c i f i c a l l y th e MOWI, i n i d e n t i f y 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 c o r r e l a t e s to a c h ie v e m e n t. F a ilu r e to d is c r im in a te i n th e o th e r t h r e e a r e a s a p p e a rs to be due to i n s u f f i c i e n t number o r in a p p r o p r ia te c h o ic e o f co n c e p ts r a t h e r th a n due to inadequacy o f th e in s tr u m e n t• The f in d in g t h a t th e M OW I found d i f f e r e n c e s in p e r c e p tio n o f th e two e th n ic g ro u p s f o r seven o f th e te n m ajor a r e a s i n v e s t i g a t e d dem onstrates i t s v a lu e i n i d e n t i f y i n g th e p a r t i c u l a r a t t i tu d e s and v a lu e s o f th e M A and AA g ro u p s t h a t c o r r e l a t e w ith achievem ent o r la c k o f a c h ie v e m ent. The f in d in g s h e re were n o t a s c o n c lu s iv e a s th o s e r e l a t i v e to th e achievem ent l e v e l s b u t s u f f i c i e n t l y c l e a r to su g g e st t h a t a r e v is e d M O W I would be even more e f f e c t i v e r e l a t i v e to i d e n t i f y i n g a t t i t u d e s in th e s e two g ro u p s t h a t co u ld be changed o r enhanced le a d in g to g r e a t e r a c h ie v e m e n t. The M OW I i n i t s p r e s e n t form d id n o t d i s c r i m i n a te e f f e c t i v e l y on th e i n t e l l i g e n c e o r sex v a r i a b l e . However, th e f a c t t h a t i t d id d i s c rim in a te i n s i x a r e a s o f th e te n i n v e s t i g a t e d , i n d i c a t e s t h a t th e problem i s n o t t h a t more d i f f e r e n c e s do n o t e x i s t o r t h a t th e M OW I c a n n o t m easure them . The m ost p ro b a b le 252 e x p l a n a t i o n i a t h a t th e c o n c e p ts u t i l i z e d w ere to o n e b u lo u s to be f r u i t f u l . k . The f a i l u r e to f i n d d i f f e r e n c e s on an y v a r i a b l e i n a r e a s 3 .0 0 — A dult A p p ro v a l. *+.00— M oral and S o c ia l V a lu e s , and 1 0 .0 0 — I n t e r e s t s a p p e a r s to be due to u s in g o n ly one c o n c e p t to m e a su re in e a c h r e s p e c t i v e a r e a . A n o th e r p o s s i b l e e x p la n a t i o n i s t h a t d i f f e r e n t l e v e l s o f a c h ie v e m e n t o f th e two e t h n i c g ro u p s f e e l e q u a l l y f a v o r a b ly o r u n f a v o r a b ly i n th e s e a r e a s . 5. The M OW I i s n o t y e t s u f f i c i e n t l y r e f i n e d f o r i n d i v i d u a l d ia g n o s tic p u rp o s e s b u t t h i s r e s e a r c h d o es d e m o n stra te i t s a b i l i t y t o i d e n t i f y some o f th 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. S u b je c ts p e r c e p t i o n o f c o n c e p ts ca n be m easured and th u s i n d i c a t e t h e i r u n d e r l y i n g a t t i t u d e s tow ard s e l f and e n v ir o n m e n t, w hich have s i g n i f i c a n c e f o r acad em ic o r s c h o l a s t i c a c h ie v e m e n t. Recom m endations On th e b a s i s o f t h i s i n v e s t i g a t i o n re c o m m en d a tio n s a r e p r e s e n t e d r e l a t i v e to th r e e p r o v in c e s : ( 1 ) recom m enda t i o n s r e g a r d i n g im provem ent o f th e p e r c e p t i o n s and a t t i tu d e s o f th e lo w - a c h ie v in g s tu d e n t; ( 2 ) rec o m m e n d a tio n s in te rm s o f f u r t h e r r e s e a r c h ; (3 ) reco m m en d atio n s r e l a t i v e to 253 r e v i s i o n o f th e MOWI. Recommendations a s a 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 a r e e a sy to make h u t d i f f i c u l t to im plem ent* I t i s r e c o g n iz e d t h a t th e sem antic d i f f e r e n t i a l te c h n iq u e i s j u s t one o f many ap p ro ac h es t h a t may be u se d to u n d e rs ta n d b e t t e r th e m u lt iv a r ia b le problem o f a c h ie v e m e n t, how ever, t h i s s tu d y does b r in g i n t o fo c u s some o f th e p e r c e p tio n s and u n d e r ly in g a t t i t u d e s of th e low a c h i e v e r , so recommen d a t i o n s se e n a p p r o p r i a t e . G eneral Recommendations 1 . Good c u rric u lu m a lo n e i s n o t enough to a s s u r e th e s tu d e n ts ’ p o s it iv e i d e n t i f i c a t i o n w ith th e sch o o l program . The l i f e sp ace o f th e low a c h ie v e r and the M exican-A m erican n e e d s to be c l a r i f i e d i n term s of p o s i t i v e a t t i t u d e s and an e f f o r t made to c o n s t r u c t a sc h o o l program i n term s o f th e s e n e e d s . The lo w e r e v a lu a t io n o f many o f the achievem ent r e l a t e d c o n c e p ts by th e low a c h ie v e r and M exican-A m erican i n d i c a t e s t h a t a sc h o o l m o tif th e y would f e e l l e s s a l i e n t o , o r more p o s it iv e a b o u t , co u ld le a d to a g r e a t e r r e a l i z a t i o n of t h e i r academ ic p o t e n t i a l . 2 . A program , based on a th o ro u g h know ledge o f th e socioeconom ic s t r u c t u r e o f th e com m unity, should be i n s t i t u t e d f o r p a r e n ts who have p o o r a t t i t u d e s tow ard sc h o o l and s c h o l a s t i c a c h i e v e m en t. T h is i s a n e c e s s a r y p r e lu d e to im p ro v in g th e a t t i t u d e s o f t h e i r c h i l d r e n . A program d e sig n e d f o r t e a c h e r s n e e d s to be i n s t i t u t e d to h e lp them u n d e r s ta n d how p r o h i b i t i v e n e g a t i v e p e r c e p tio n s and a t t i t u d e s c a n be to academ ic a c h ie v e m e n t. T e a c h e rs c a n change a t t i t u d e s i n lo w - a c h ie v in g s t u d e n t s and d e v e lo p program s f o r slo w e r s t u d e n t s who c a n n o t cope w ith th e p ace o f th e r e g u l a r c la s s r o o m . T each e r s m ust be inform ed o f th e a t t i t u d e s w h ich t h i s s tu d y shows to be a p a r t o f th e p e r c e p t i o n s o f h ig h e r - a c h ie v in g s t u d e n t s and c r e a t e a c la s s ro o m atm o sp h ere t h a t w i l l e n c o u ra g e th e g ro w th o f th e s e a t t i t u d e s . T e a c h e rs n e e d to u n d e r s ta n d th e dynam ics o f M ex ican -A m erican p a s s iv is m and d ev elo p m ethods to cope w i t h i t . T e a c h e rs m ust m a in ta in an i d e n t i f i c a t i o n w ith th e p a r e n t s o f M exican-A m erican s t u d e n t s and d e v e lo p a s t y l e o f r e l a t i o n s h i p s t h a t i n d i c a t e s a n a p p r e c i a t i o n f o r th e M exican c u l t u r e . C o u n se lin g w ith th e low a c h i e v e r i s a l s o n e c e s s a r y i n o r d e r to d i s s i p a t e f e e l i n g s o f dom ina t i o n , l e s s e n h o s t i l i t y to w a rd th e s c h o o l e n v iro n m e n t, to enhance h i s s e l f - v a l u e , and to 2 5 5 c o n f r o n t him w ith h i s r e s p o n s i b i l i t y o f s e l f d ev e lo p m e n t • 5. The p u b lic a s a w hole n e e d s to u n d e r s ta n d t h a t low a c h ie v e m e n t i s a p ro b lem b u t n o t a s tig m a f o r l i f e . The low a c h i e v e r n e e d s to be i d e n t i f i e d , n o t f o r p u n i t i v e p u r p o s e s , b u t i n o r d e r to d i s c o v e r h i s u n iq u e p e rs o n and a b i l i t i e s , and to i d e n t i f y th e ty p e o f e n v iro n m e n t t h a t w i l l be c o n d u c iv e to h i s m a t u r i t y . R ecom m endations f o r F u tu re R e s e a rc h 1 . F u r t h e r r e s e a r c h t h a t w i l l e x p e rim e n t w ith d i f f e r e n t g ra d e l e v e l and a g e s , d i f f e r e n t c o n c e p t s , and d i f f e r e n t o r a d d i t i o n a l a r e a s r e l a t e d to a c h ie v e m e n t i s n e e d e d . 2 . The n e b u lo u s f i n d i n g s w ith r e s p e c t t o se x and i n t e l l i g e n c e s u g g e s t a s tu d y w ith more f o c u s on th e s e two v a r i a b l e s i s n e e d e d . 3 . A s tu d y w ith a n a d d i t i o n a l e t h n i c g r o u p , p e r haps N eg ro , u t i l i z i n g th e MOWI, sh o u ld p ro v e v a l u a b l e • *+. S in c e th e c u l t u r a l v a r i a b l e d id n o t d i s c r i m i n a t e , a s tu d y w ith t h r e e c u l t u r a l l e v e l s , b ased on a more d e t a i l e d d e f i n i t i o n th a n a f f o r d e d by W a rn e r's S c a l e , c o u ld be a t te m p te d . 5 . A s tu d y w i t h a d i f f e r e n t s t a t i s t i c a l d e s i g n , u s i n g a n a l y s i s o f v a r i a n c e , w ould be v a l u a b l e f o r c o m p a ra tiv e p u r p o s e s . R ecom m endation f o r MOW I R ev isio n s^ The f o llo w in g c h a r t i s d e s ig n e d to s u g g e s t s e v e r a l new c o n c e p ts r e l a t e d to th e t e n a r e a s o f i n v e s t i g a t i o n . I t i s ho p ed t h a t f u t u r e t e s t i n g m ig h t i n c l u d e th e s e c o n c e p t s . A t e s t c o m p ris e d o f f i f t y c o n c e p ts i s s u g g e s te d . AREAS OP INVESTIGATION CONCEPTS USED CONCEPTS PROPOSED AREA 1 .0 0 — ASSOCIATIONS COGNITIVE b6MAIN 1 .1 0 — R e l a t i o n s h i p s w i t h T e a c h e rs 1 •2 0 — R e l a t i o n s h i p s w i t h P a r e n t s T e a c h e rs P a r e n t s Mom and Dad 1 . 3 0 — R e l a t i o n s h i p s w ith O th e r A d u lts l . * + 0 - - A b i l i t i e s o f T e a c h e rs 1 • 5 0 — A b i l i t i e s o f P a r e n t s 1 .6 0 — A b i l i t i e s o f O th e r A d u lts 1 .7 0 — A b i l i t i e s o f P e e r s 1 .8 0 — A t t i t u d e s o f P e e r s Grown-ups I d e a l T e a c h e rs I d e a l P a r e n t s R ich P e o p le P o o r P e o p le S tu d e n ts Who Get Good G rades S tu d e n ts Who Get P o o r G rad es S m art T e a c h e r s S h arp P a r e n t s S u c c e s s f u l P e o p le B r a in s Bookworms 2 5 7 AREAS OP IN V ESTIG A TIO N CONCEPTS USED CONCEPTS PROPOSED AREA 2 .0 0 — ASSOCIATIONS SOCIAL DOMAIN 2 .1 0 — P e e r A cceptance B e in g L ik ed 2 .2 0 — P e e r R e l a t i o n s h i p s How M ty C la s s m a te s My Gang See M e B e s t F r ie n d s O ld e r K ids 2 .2 1 — Age P r e f e r e n c e o f P e e rs 2 .2 2 — S ocioeconom ic L e v e l o f P e e rs 2 .3 0 — S o c ia l A ccep tan ce Most P e o p le 2.^-0— L e a d e rs h ip R o les P o o r K ids R ic h K id s M eetin g New F r ie n d s P o p u l a r i t y C la s s L e a d e r AREA 3 .0 0 — ADULT APPROVAL 3 . 1 0 - - A d u lt A pproval o f P erfo rm an c e 3 .2 0 — A d u lt A pproval o f F r ie n d s 3 .3 0 — R e a so n a b le E xpec t a t i o n s D i s c i p l i n e B ein g G raded P e o p le i n Chaige K id s L ik e d by G row n-ups P le a s in g A d u lts AREA .0 0 — M ORAL AND S 6 6 i i l i Va T O E s - - - - - - - **.10— A cc ep ta n ce o f R u les S o c i e t a l Value S ystem *+.20— A s s o c ia tio n w ith C iv ic and Humani t a r i a n O rg a n iz a tio n s R e sp e c t S e rv in g O th e rs 258 AREAS OP INVESTIGATION CONCEPTS USED CONCEPTS PROPOSED AREA M-.00— C ontinued * + .3 0 — Del inquency *+.*+0— Tendency to D eceive *+.50— C hurch P a r t i c i p a t i o n P o lic e O f f ic e r s Honor W orship AREA 5 .0 0 — PERCEIVED UTILITY OP SCHOOL EXPERIENCE 5 .1 0 — Freedom from Boredom 5 .2 0 — Im portance o f S chool 5 .3 0 — S a t i s f y i n g E x p e rie n c e s 5.1+0— C h a lle n g in g E x p er ie n c e s 5 .5 0 — C o m p etitio n 5 .6 0 — L e a rn in g f o r L e a r n in g 's Sake S chool R eading A rith m e tic K eeping Busy in S chool L e a rn in g New T hings B e st C la ss Top S tu d e n t S tu d y in g l^y S chool A b i l i t y Wisdom G e ttin g B e t t e r G rades AREA 6 .0 0 — SUCCESS ~ P A a w m s ---------------------------- 6 .1 0 — P e r s i s t e n c e 6 .2 0 — S tu d y H a b its 6 .3 0 — Academic S u ccess S u ccess Homework G e ttin g Work Done S tu d y in g Doing W ell 6 .3 1 — S uccess fcjy G rades th ro u g h P erfo rm an ce T aking T e s t s 259 AREAS OP INVESTIGATION CONCEPTS USED CONCEPTS PROPOSED AREA 6 .0 0 — C o n tin u ed 6.^-0— P r e v io u s Academic S u c c e s s 6 .5 0 — F u tu r e Academic S u c c e s s F i r s t Grade C o lle g e P a s t G rad es N ext Y e a r 's G rad es AREA 7 .0 0 — AUTHORITY RELATIONSHIPS 7 .1 0 — Freedom from D ependency 7 .2 0 — Freedom from E x c e s s iv e C o n f l i c t s 7 .3 0 — Freedom from F e e l i n g s o f R e je c tio n G row n-ups I d e a l P a r e n t s B ein g on My Own D oing f o r b ty se lf W orrying At Home My F am ily AREA 8 .0 0 — GOAL DIRECTION 8 .1 0 — F u tu re Income A s p i r a t i o n s 8 .2 0 — A b i l i t y to Work Long and Hard 8 .3 0 — E d u c a tio n a l A s p i r a t i o n s 8 .L-0— C a re e r A s p i r a t i o n s 8 . 50— I n t e r n a l i z e d G o als 8 .6 0 — Im p u lse C o n tro l My F u tu re P e o p le Who Work V ery H ard C o lle g e B ein g R ic h H aving Money S ta y in g a t I t G ra d u a tin g My H igh S c h o o l D iplom a E a r n in g Money My F u tu re Jo b My S e c r e t Hopes C o n t r o l l i n g M y se lf D oing What I Want 260 AREAS OP INVESTIGATION CONCEPTS USED CONCEPTS PROPOSED AREA 9 .0 0 — SELF-CONCEPT Me 9 .1 0 — S e lf -C o n fid e n c e 9 .2 0 — Freedom from F e e l i n g s o f I n f e r i o r i t y 9 .3 0 — Freedom from E x c e s s iv e F e a r s and A n x ie tie s P e rs o n I Would L ik e to Be B e lie v in g i n lty s e lf How I R e a lly Am B eing A f r a id AREA 1 0 .0 0 — INTERESTS 10 • 10— S p o n tan e o u s I n t e r e s t s C lu b s and O rg a n i- T h in g s I Want z a t i o n s to Do F ree Time 1 0 .1 1 — L e is u re Time A c t i v i t i e s H obbies B I B L I O G R A P H Y BIBLIOGRAPHY Adams, B. 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P a tte r n s o f p a ren t b eh a v io r in flu e n c in g academ ic a ch iev em en t in th e ju n io r h ig h s c h o o l. D is s e r t a t io n a b s t r a c t s . 1 9 6 1 , 2 2 , I 5 l* + -l5 l5 . (U n p u b lish ed P h .D . d i s s e r t a t i o n , U n iv e r s ity o f I l l i n o i s , 1 9 6 1 ) 2 73 T a y lo r , R. G. P e r s o n a lity t r a i t s and d is c r e p a n t a c h ie v e ment: a r e v ie w . J . c o u n s e l. P s y c h o l. . 1 9 6 b (N o. *f), 1 1 , 7 6 -8 1 . , and Farquhar, W . P e r s o n a lity m o tiv a tio n and a ch iev em en t: t h e o r e t ic a l c o n s t r u c t s and e m p ir ic a l f a c t o r s . J . c o u n s e l. P s y c h o l. . 1965 (N o. 2 ; , 1 2 . 1 8 6 -1 9 1 . T e r r e l l , G ., J r . , and IHirkin. K. S o c ia l c l a s s and th e n a tu re o f th e in c e n tiv e in d is c r im in a t io n le a r n in g . J . abnorm. s o c . P sv c h o l. . 1959* 52» 2 7 0 -2 7 2 . T esh a n , J . E. P a re n ta l a t t it u d e s and c o l l e g e s u c c e s s . J . ed u c . P s v c h o l. . 1963* 10*f-109. T h o rn d ik e, R. L . The co n cen ts o f o v e r and u n d e r a c h ie v e m ent. New York: Bureau o f P u b lic a t io n s , T each ers C o lle g e , Columbia U n iv e r s ity , 1 9 6 2 . __________. The 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. New York: Bureau o f P u b lic a t io n s , T each ers C o lle g e , Columbia U n iv e r s ity , 1963• Todd, P . J . , e t a l . D iffe re n c e s betw een n o rm al and u n d e r a c h ie v e r s o f s u p e rio r a b i l i t y . J . a p p l . P s y c h o l. . 1 9 6 2 , lf6 , 1 8 3 -1 9 0 . T o r r a n c e . E . P . W ho i s th e u n d er a ch iev er? NEA J . . 1 9 6 2 . i l , --------- T r a c e y , E . K. A su rvey o f th e c h a r a c t e r i s t i c s o f th e i n t e l l e c t u a l l y g if t e d c h ild and th e e d u c a tio n a l f a c i l i t i e s f o r th e g if t e d s tu d e n t i n s e v e r a l c a r e f u l l y s e le c t e d secondary s c h o o ls on Long I s la n d . D is s e r t a t io n a b s t r a c t s . 1963* 2*t, 6 3 5 . (Unpub- lis h e d P h.D . d is s e r t a t io n , Fordham U n iv e r s it y , 1 963) W alsh, A. M. S e l f c o n c e p ts o f b r i g h t boys w ith l e a r n i n g d i f f i c u l t i e s . New York: B ureau o f P u b l i c a t i o n s , T e a c h e rs C o lle g e , Columbia U n i v e r s i t y , 1 9 5 6 . W arner, L. W., e t a l . S o c ia l c l a s s in A m erica. C hicago: S c ie n c e r e se a r c h a s s o c ia t e s , 19^9* W ea th erfo rd , R. R. P eer r e la t io n s and academ ic a ch iev em en t. U npublished d o c to r a l d i s s e r t a t i o n , The Ohio S ta te U n iv e r s it y , 196*f. 27*+ W ellin g to n and W e llin g to n . The u n d era ch iev e r: c h a lle n g e s and g u i d e l i n e s . C hicagos band M cNally, 1 9 6 5 • W e s t f a ll, P. S e le c te d v a r ia b le s in th e achievem ent o r non ach ievem en t o f th e a c a d e m ic a lly ta le n te d h ig h school s tu d e n t. U np u b lish ed E d.D . d i s s e r t a t i o n , U n iv er s i t y o f Southern C a lif o r n ia , 1 9 5 8 . W illia m s, M. P . A ccep tan ce and perform ance among g i f t e d e le m e n ta r y -sc h o o l c h ild r e n . Eduo. R es. B u l l . . 1 9 5 8 , 3 2 , 2 1 6 -2 2 0 . W ilso n , R. C ., and Morrow, W. R. S ch ool and c a r e e r a d j u s t ment o f b r ig h t h ig h -a c h ie v in g and u n d e r -a c h ie v in g h ig h sc h o o l b o y s . J . g e n e t . P s y c h o l. . 1 9 6 2 , 1 0 1 , 9 1 -1 0 3 . Wing, L. P . The e f f e c t s o f d i f f e r e n t e x p e c ta n c ie s fo llo w e d by f a ilu r e on th e p erform an ce, p r e fe r e n c e , and g o a ls o f t a s k - o r ie n t e d and fa ilu r e - a v o id a n t c h i l d ren . D is s e r t a t io n a b s t r a c t s . 1 9 6 2 , 2 2 , M+0*+. (U n p ub lish ed P h.D . d i s s e r t a t i o n , Syracuse U n iv er s i t y , 1961) W in ter, W. D. V a lu es and ach ievem en t in a freshm an p sy ch o lo g y c o u r s e . J . ed u c. R e s. . 1961 (N o. 5 ) , 3* + , 183-186. Wrenn, C. 6 . The c o u n s e lo r in a ch an gin g w o rld . W ashington, D• C. : American P erso n n el and G uidance A s s o c ia t io n , 1 9 6 2 . A P P E N D I C E S A P P E N D I X A INSTRUCTIONS FOR ADMINISTRATION OP THE M OW I INSTRUCTIONS: (To be read silently while examiner reads aloud.) This i s a t e s t to measure the meaning o f words. The same words may often mean d iffe r e n t things to d iffe r e n t people. Mark each item according to what i t means to you. O n each page o f th is booklet you w ill fin d two words or groups o f words, one a t the top and one in the middle o f the page. Beneath each o f them i s a se t o f s c a le s. Here i s how you are to use th ese sc a le s: I f you f e e l th a t what you are judging i s very clo se to one end of the sc a le you should mark out the number as follow s: FAIR ^ 2 1 0 1 2 3 UNFAIR FAIR 3 2 1 0 1 2 UNFAIR I f you f e e l th at the word or words are quite c lo se to one or the other end o f the s c a le , (but not very c lo s e ), you should mark out the number as fo llo w s: ST R O N G 3 •* * » I 0 I 2 3 W EAK S T R O N G 3 2 1 0 1 3 W EAK I f what you are judging seems only s lig h t ly rela ted to one or the other end of the s c a le , you should mark out the number as fo llo w s: A C T IV E 3 2 0 I 2 3 P A S S IV E A C T I V E 3 2 I 0 - t - 2 3 P A S S IV E I f you f e e l that what you are judging i s as c lo se to one end o f the w sc a le as the o th e i, or th at the sca le has nothing to do with what you are ^ judging, then mark out the number in the middle space. S W E E T 3 2 I I 2 3 S u l iR IM P O R T A N T FAIR 5 2 1 0 12 UNFAIR I f you f e e l th at the word or words are quite clo se to one or the other end o f the s c a le , (hut not very c lo s e ), you should mark out the number as fo llo w s: S T R O N G 3 I 0 I 2 3 W EAK S T R O N G 3 2 10 I 3 W EAK I f what you are judging seems only s lig h tly related to one or the other end of the s c a le , you should mark out the number as follow s: AC TIVE 3 2 ■ * - 0 I 2 3 PASSIVE AC TIVE 3 2 I 0 « ♦ “ 2 3 PASSIVE I f you f e e l that what you are judging i s as clo se to one end o f the sca le as the o th e i, or th at the sc a le has nothing to do with what you are judging, then mark out the number in the middle space. SWEET 3 2 I " G " I 2 3 S o u r IM P O R T A N T 1. Make your marks through the number in the middle of the spaces, not on the boundaries. 3 2 I 0 2 this 3 2 I ° I 2 not this 2. Be sure to check every scale for every word. 3. Never put more than one mark on a lin e . U. Each item should be judged sep arately. Sometimes you may f e e l as though you have had the same item before on the t e s t . This w ill not be the ca se, so do not look back and forth through the item s. Do not tr y to remember how you checked sim ila r items e a r lie r in the t e s t . 5. Do not spend too much time on any item . I t i s your f i r s t impres sio n s, the immediate fe e lin g s about the items th at we want. O n the other hand, p lease do not be ca reless because we want your true im pressions. 3 3 Do not omit any. 277 A P P E N D I X B MEANING OP W ORDS INVENTORY it i n i t i n i r ■■r !■■■■■* ■■ i i i * i l ■ V m w ,i r f /1 ■ V .41 41 ' ■ r <«■■; < ie ■r !■■■&■■■■■ J E C T T E H T I B L NEWTON S. M ET FE SSEL, Ph. D. , P rin cip a l Investigator D irecto r, Bureau of Educational R esea rch U n iv ersity of Southern C alifornia MEANING - J L ie t- ■ JX t i c r v n n f c NEWTON S. M ET FE SSEL, Ph. D. , P rin cip a l Investigator D irecto r, Bureau of Educational R esearch U n iv ersity of Southern C alifornia MEANING OF WORDS INVENTORY ro 3 T h ese te st m a te ria ls m ay be reproduced only with p e r m issio n of the D irecto r, Bureau of E ducational R e sea rch , U n iv ersity of Southern C alifornia. No further reproduction p erm itted , without w ritten p e r m issio n from the sam e sou rce. a l> 2 J> s m > z 2 O £ m m ro a c: r ~ r> O ( O ' r\o > o < m ro c z - d r m > (/> z C * I ro *» > r o o o o o o r y > < -< ro o a JO ro </) X > X T 3 ro i/> s s> ro < rn ro t il m > ui t> z <** JO o r o > JO r o x > W n n o z U r n H r o r -< *» z < > z in S m x in z i 5 o r " J z -< o c in x H o o z > z a r o o JO £> R z r o > < -< > z o C D r > o X C D m in c X r o - i 0 z t> X r o -< 0 c X z > X X in i m JO CD h-* C D C D C T C D O o 3 ) m a» Jc z z m a Z c z o O -n i I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I H I I I I I N I II II 0 8 3 YOU WISH TO CHANGE. SHEET ONLY MEANING OF [WORDS I IBM H 91296 FAIR 3 2 WEAK 3 2 UN P L E A S A N T 3 2 A C TIVE 3 2 L A R G E 3 2 DULL 3 2 S W E ET 3 2 LIGHT 3 2 FAST 3 2 N V E N T O R Y SOUR 3 2 HEAVY 3 2 SLOW 3 2 P LE A S A N T 3 2 S M ALL 3 2 SH ARP 3 2 UNFAIR 3 2 STRONG 3 2 P A S S I V E 3 2 FILL IN GRADE - 1st 2nd 3rd 4 th 5th 6 th 7th 8th 9 th SUCCESS t o t i o I I O I t O t I O I I O t I 0 r - I 0 L I 0 : • RULES i o i t a t i o t t o t : i o i - i o t I o t i o i -t O t- 2 3 UNFAIR 2 3 STRON G 2 3 PLE ASA NT 2 : 3 - PASSIVE 2 3 SM ALL 2 3 : SH ARP 2 3 ' SOUR 2 3 HEAVY 2 3 SLOW 2 : 3 SW EET 2 3 LIGHT 2 3 - FAST 2 3 UHPLEASANT 2 3 LARGE 2 3 DULL 2 3 : f a i r 2 3 WEAK 2 3 A C T I V E ^3636660401^^1114133360603663686 NAME . DATE . FIRST . A G E _ T E A C H E R . G24C0 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK ERASE COMPLETELY ANY A N SW E R S YOU WISH TO CHANGE. . GRADE- .SCHOOL SEX_ _________________ DATE OF B IR T H ________________________________ M OR F YEAR MONTH DAY . C I T Y . N C U 0 M D B E E R P N u u P M i B L 1 IDEN TIFIC ATIO N NUMBER 2 5 4 5 6 5 6 5 6 ON FIRST SHEET ONLY FILL IN SEX FILL IN GRADE: BOY GIRL FAIR I if 2 nd 3 rd 4 fh MOST PEOPLE & 5th G fh 7fh Bfh 9 th 3 UNFAIR MEANING OF [WORDS WEAK 3 : U N PL EA SAN T 3 A CTIVE 3 L A R G E 3 DULL 3 SW EET 3 L IG H T FAST 2 2 2 2 Q & 0 O 2 2 2 2 2 3 STRONG 3 PLE ASANT 3 PASSIVE ' 3 SMALL 3 - SHARP 3 ' SOUR 3 HEAVY 3 SLOW ro co F A IR 3 WEAK 3 : U N PL EA SAN T 3 AC TIVE 3 L A R G E 3 DULL 3 SW EET 3 MEANING LIGHT FAST O F IWORDS INVENTO RY SOUR 3 HEAVY 3 SLOW 3 P LE A S A N T - 3 SM AL L 3 SH ARP 3 2 UNFAIR 3 STRONG 3 IBM H 91296 P A S S I V E 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 MOST PEOPLE O I 2 3 UN FAI R 0 t 2 3 STRONG G t 2 3 PLE ASANT O ( 2 3 PASSIVE 0 I 2 3 SMALL G I 2 3 SHARP 0 I 2 3 SOUR 0 I 2 3 HEAVY 0 t 2 3 SLOW HOMEWORK 0 1 2 3 SWEET 0 1 2 3 l i g h t 0 1 2 3 FAST O I 2 3 UNPLEASANT 0 1 2 3 LARGE 0 1 2 3 DULL 0 1 2 3 FAIR 0 I 2 3 WEAK 0 I 2 3 A C T I V E NAME L A S T MIDDLE FIRST D A T E AGE _ YEAR MONTH DAY T E A C H E R . 03400 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK ON ERASE COMPLETELY ANY A N S W E R S nRST YOU WISH TO CHANGE. FAIR : 3 : WEAK 3 UN P L EA S A N T $ AC TI VE S L A R G E 3 DULL 3 SW EET 3 MEANING O F IWORDS CRADF SEX DATE OF BIRTH M OR F YEAR MONTH DAY SCHOO r . i T Y m IDENTIFICATION NUMBER N 0 N M I 2 3 . . 4 3 - • 6 7 - B : : : : : 9 : : : v 0 0 E M B E R 0 2 - 3 m—m4 3 :::: 6 : : 7 -' 0 -: 9 ’ :: P N 0 2 ■ 3 . - 4 M M 3 : - : 7 : : .: 8 - - :: 9 : P M _ i L E R 0 2 : 3 : 4 3 6 : :: 7 ::: B ' 9 r-::: 0 ::: : 2 - 3 : 4 ::::: 5 -: •: 6 : ::: 7 8 - - 9 FILL IN SEX BOY GIRL FILL IN G R A D E :"” 1 st 2nd 3rd STUDENTS WHO GET GOOO GRADES 2 I O t 2 3 UNFAIR 2 I C I 2 3 STRONG 2 I O t 2 3 PL E ASA NT 2 I o t 2 3 PASSIVE 2 I O I 2 3 SM ALL 2 I o I 2 3 SHARP 2 I 0 t 2 3 SOUR 2 t 0 t 2 3 HEAVY 2 I 0 i 2 3 SLO W MEANING OF IWORDS 3 IBM H 91296 FAIR 3 2 WEAK 3 2 UN P L EA S A N T 3 2 AC TIVE 3 2 L A R G E 3 2 D U LL 3 2 SWEET 3 2 LIG H T 3 2 FAST 3 2 N V E N T O R Y SOUR 3 2 HEAVY 3 2 SLOW 3 2 P LE A SA N T 3 2 SM ALL 3 2 SH ARP 3 2 UNFAIR 3 2 STRONG 3 2 P A S S I V E 3 2 STUDENTS WHO GET GOOO GRADES : t O 1 2 : 3 UNFAIR ------ ■ t 0 1 2 - 3 STRONG ------ T 0 t 2 : :3 - PLEASANT ------ 1 0 f - 2 - 3 PASSIVE ------ t 0 t 2 3 : SM ALL ------ 1 0 1 2 : 3 ^ SH ARP ------ 1 0 1 2 ; - 3 - SOUR ------ t 0 : 2 : 3 : HEAVY ------ 1 0 3:-- t~ 3 : SLOW ------ 1 DISCIPLINE ------ i- 0 t 2 3 SWEET -t: C I • 2 : 3 LIGHT ------ t 0 I 3 : FAST — L 0 t 2 3 UNPLEASANT ------ 1 0 t 2 3 LARGE — t - 0 t 2 3 DULL ------ t : 0 t 2 3 f a i r ------ T 0 t : 2 : 3 WEAK ------ ■1- 0 1 2 : - 3 : ACTIVE = NAME L A ST MIDDLE FIRST D A T E __________________________________________________________ A G E _ YEAR MONTH DAY T E A C H E R ____________________________________________________________ 04400 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK E R A SE COMPLETELY ANY A N S W E R S YOU WISH TO CHANGE. ON FIRST SHEET ONLY FAIR WEAK U N P L E A S A N T - 3 AC TI VE LA R G E DULL MEANING OF IWORDS SWEET LIGHT FAST . GRADE- . SCHOOL c u O M D B E E R N U M B E R S E X . . DATE OF BIRTH. C I T Y . IDEN IFICAT'ON NUMBER 5 6 FILL IN SEX BOY GIRL FILL IN GRADE” :: ::::: 1st 2nd 3rd MY FUTURE 2 I O I 2 3 UNFAIR 2 I O t 2 3 STRONG 2 I o I 2 3 PLEASA NT 2 I o ! 2 3 PASSIVE 2 I O I 2 3 SM ALL 2 I O I 2 3 SHARP 2 I O I 2 3 SOUR 2 I 0 S 2 3 HEAVY 2 I 0 I 2 3 SLOW r ^9990999999999999 MEANING OF IWORDS 4 IBM H 91296 F A IR 3 2 WEAK 3 2 U N P L EA S A N T 3 2 A CTIVE 3 2 L A R G E 3 2 DULL 3 2 SW EET 3 - 2 LIGHT 3 2 FAST 3 2 NV EN TORY SOUR 3 2 HEAVY 3 2 SLOW 3 2 P LE ASA NT 3 2 S M ALL 3 2 S H ARP 3 2 UNFAIR 3 2 STRONG 3 2 P A S S I V E 3 2 MY FUTURE 2 : 2 3 : UNFAIR 3 STRONG 3 PL EASA NT 3 - PASSIVE 3 SM ALL 3 SH ARP 3 SOUR 3 HEAVY 3- SLOW O - & a G : o 2 2 2 3 SWEET 3 LIGHT 3 FAST 3 - U N P L E A S A N T 3 LARGE 3 DULL - 3 FAIR 3 WEAK - 3 : A C T I V E NAME L A ST MIDDLE FIRST D A T E __________________________________________________________ AGE — TEAR MONTH OAT T E A C H E R .___________________________________________________________ n ^ ^ n n U v j '- t V - . ' J BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK ERA SE COMPLETELY ANY A N S W E R S fir" t YOU WISH TO CHANGE. FAIR 3 - WEAK 3 U N P L E A S A N T 3 ACTIVE 3 L A R G E 3 DULL 3 SW EET 3 MEANING LIGHT 3 FA ST :-3" . G RAD E. SCHOOL N c u 0 M D 8 e e R P N U T “ L I SEX_ . DATE OF B IR T H . C I T Y . ID EN TIFIC A TIO N NUMBER 3 4 5 6 F ILL IN SEX BOT GIRL F i l l IN GRADE l at 2nd TAKING TESTS 2 t O I 2 3 UNFAIR 2 ( 0 I 2 3 STRONG 2 I O I 2 3 PLEASAN T 2 | o I 2 3 PASSIVE 2 t O I 2 3 S M A L L 2 I O t 2 3 - SHARP 2 1 0 ( 2 3 - SOUR 2 I 0 ! 2 3 HEAVY 2 I 0 ! 2 3 - SLOW MEANING OF [WORDS 5 IBMH9IZ96 F A IR 3 2 WEAK 3 2 UN P L EA S A N T 3 2 ACTIVE 3 2 L A R G E 3 2 DULL 3 2 SW EET 3 2 LIGH T 3 2 FA ST 3 2 N V E N T O R Y SOUR ■ 3 2 HEAVY 3 2 SLOW 3 2 P LE AS A NT 3 2 SM AL L ' 3 2 SHARP 3 2 UNFAIR 3 2 STRONG 3 2 P A S S I V E 3 2 TAKING TESTS o I O I o t & I O I O I O I O I 0 - i SCHOOL © u c r 0 o 0 0 0 Q 3 ; UNFAIR 3 STRONG 3 PLE ASANT 3 PASSIVE 3 SM ALL 3 SH ARP 3 ‘ SOUR 3 HEAVY 3 ‘ SLOW 3 SWEET 3 LIGHT 3 FAST 3 U N P L E A S A N T 3 LARGE 3 DULL 3 FAIR 3 WEAK 3 ACTIVE 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 108703668307774133^36666^343^^ NAM E L A S T MIDDLE FIRST D A T E __________________________________________________________ A G E - YEAR MONTH OAY t e a c h e r ______________ !_____________________________________________ 05400 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK ON E R A SE COMPLETELY ANY A N S W E R S nRST YOU WISH TO CHANGE. SH EET ONLY FAIR WEAK U N P L E A S A N T 3 A C T IV E L A R G E DULL MEANING O F IWORDS SWEET LIGH T FAST . G RAD E. .SCHOOL S E X . . DA TE O F B IR T H . N c u 0 M 0 B E E R C I T Y . IDENTIFICATION NUMBER 3 4 5 S N FILL IN SEX FILL IN GRADE: BOY GIRL 2nd 3rd 5fh 6 fh 7th 8 th COLLEGE 2 I 0 t ; 2 5 UNFAIR 2 I O f 2 3 STRONG 2 I O t 2 3 PL EASA NT 2 I o ! 2 3 PASSIVE 2 I 0 t 2 3 SM ALL 2 I O t 2 3 SH ARP 2 I 0 ! 2 3 SOUR 2 I 0 t- 2 3 HEAVY 2 : T 0 I 2 3 SLOW WEAK UN PLEA SAN T ACTI VE LA R G E DULL SW EET LIGHT FAST IN VEN TO RY SOUR HEAVY SLOW PL E ASA NT S M A LL SHARP UNFAIR STRONG P A S S IV E COLLEGE 3 UNFAIR 2 2 ?- 2 3 STRONG 3 PL E ASA NT 3 ' PASSIVE 3 SM ALL 3 SH ARP 3 SOUR 3 HEAVY : 3 : SLOW HOW MY CLASS- MATES SEE ME o o o 3 SWEET 3 LIGHT 3 FAST 3 UNPLEASANT 3 LARGE 3 d u l l 3 FAIR 3 WEAK 3 ACTIVE 40004000^687^^^^^0877007105770 NAME L A S T MIDDLE FIR S T D A T E _________________________________________________________________AGE _ YEAR MONTH DAY T E A C H E R ___________________________________________________________________ r> “ 7 r. ^ r \ C / 4 u 0 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK E R A SE COMPLETELY ANY A N S W E R S YOU WISH TO CHANGE. ON f i r s t s h e e t ONLY FAIR 3 WEAK 3 U N P L E A S A N T 3 A CTIVE . : : 3 " L A R 6 E 3 DULL 3 S W E ET 3 MEANING LIGHT - 3 ' FA ST 3 - ' . GRAD E. . SCHOOL N c u 0 M 0 8 £ E S E X . . DATE O F B IR T H . p i u I T C I T Y . ID EN TIFIC A TIO N NUMBER 2 3 2 3 2 3 2 3 2 3 f i l l IN SEX .................... BOY GIRL FILL IN GRADE !»» 2 n d GROWN UPS 2 t O 2 I O 2 I 0 2 I O 2 I G 2 I & 2 t 0 2 I 0 2 t O ' 2 3 UNFAIR 2 3 STRONG 2 3 - PL EASA NT 2 3 PASSIVE 2 3 SM ALL 2 3 SH ARP 2 3 ■ SOUR 2 3 HEAVY 2 3 SLOW ^99909^9999999999 WEAK U N P LE A S A N T A C T IV E L A R G E DU LL SW EET LIG H T FAST INVENTORY SOUR HEAVY SLOW P LE ASA NT S M A L L SHARP UNFAIR STRONG P A S S IV E GROWN UPS I O I I 0 I I 0 I I O I- I O I I O I t o r I O I I 0 ! CLUBS AND ORGANIZATIONS I o t I O I I O I r -l 0 I I O I I 0 t I 0 I I 0 I I 0 I 3 UNFAIR 3 STRONG ! 3 PLEASANT 3 PASSIVE 3 SMALL 3 SH ARP :3 SOUR - 3 : HEAVY 3 ' SLOW - 3 SWEET 3 : LIGHT 3 FAST 3 UNPLEASANT 3 LARGE 3 d u l l 3 FAIR 3 WEAK 3 ACTIVE ro oo O ' i : I i 2 2 2 2 2 2 2 'I 2 2 2 2 2 2 2 2 2 2 ^^^9060907^97712313674113114^7 NA M E L A S T MIDDLE FIR S T D A T E ___________________________________________________________ AGE — YEAR MONTH DAY T E A C H E R _____________________________________________________________ CB400 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK E R A S E COMPLETELY ANY A N S W E R S YOU WISH TO CHANGE. ON FIRST SHEET ONLY M EAN IN G FAIR 3 WEAK U N P L E A S A N T 3 - A C T IV E L A R G E D U LL SW EET L IG H T OF WORDS FAST 3 G R A D E - SCHOOL N C U 0 M D 9 E E R _ P * U u P M 1 B L E R S E X _ . DA TE O F B IR T H . C I T Y - ID EN TIFIC ATION NUMBER 3 4 5 6 3 4 3 ‘ ' 4 F IL L IN SEX .............. BOY GIRL FILL IN GRADE i«t 2nd POOR PEOPLE 2 I O t 2 3 UNFAIR 2 I 0 I 2 3 STRON G 2 I O I 2 3 P LE ASA NT 2 ! O : 2 3 PASSIVE 2 I 0 I 2 3 SM ALL 2 I 0 I 2 3 SH A RP 2 I 0 I 2 3 SOUR 2 ! 0 I 2 3 HEAVY 2 I 0 t 2 3 ‘ SLOW 1 FAIR -3 WEAK 3 U N P L E A S A N T 3 - A C T I V E 3 L A R G E 3 DU LL 3 S W E ET 3 MEANING LIGHT FAST O F IWORDS I NV ENTO RY SOUR 3 HEAVY 3 SLOW 3 P LE A S A N T 3 S M AL L 3 SH A R P 3 Q UNFAIR 3 STRONG 3 X8M H 9 IS 9 G P A S S IV E 3 2 2 2 21 2 2 2 2 2 2 2 2 2 2 2 2 2 2 POOR PEOPLE 2 2 2 2 3 - ' UNFAIR 3 : STRONG 3 - - PLEASA NT ' 3 - PASSIVE 3 SM ALL 3 SH ARP 3 SOUR 3 HEAVY 3 SLOW FIRST GRADE 0 0 o Q 3 SW EET 3 LIGHT 3 FAST 3 U N P L E A S A N T 3 LARGE 3 DULL 3 FAIR 3 WEAK 3 ACTIVE NAME L A S T MIDDLE FIRST D A T E _________________________________________________________________ A G E _ YEAR MONTH DAY T E A C H E R . ___________________________________________________________________ 0 S 4 0 0 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK E R A SE COMPLETELY ANY A N S W E R S YOU WISH TO CHANGE. ON FIRST SHEET ONLY FAIR 3 WEAK 3 U N P L E A S A N T 3 AC TIV E 3 L A R G E 3 DULL 3 O F IWORDS S W E ET LIGHT FAST O R A H F <;f x DATE OF BIRTH M OR F YEAR MONTH DAY S C H O O L CITY IDENTIFICATION N 0 mmm i 2 3 4 3 6 7 e 9 0 0 e W 9 E R 0 I 2 3 4 5 6 7 B 9 u N 0 1 2 ' 3 4 t m m 3 6 7 6 9 p M a E R L 0 mmm I 2 3 4 3 6 7 8 9 0 M M | 2 3 4 3 6 7 8 9 FILL IN SEX : BOY GIRL FILL IN GRADE' l i t 2 n d MY GRADES 2 I O I 2 3 UNFAIR 2 I 0 I 2 3 STRONG 2 I 0 I 2 3 PL E ASA NT 2 I O t 2 3 p a s s i v e 2 I 0 I 2 3 SM ALL 2 t 0 t 2 3 SH ARP 2 1 0 ( 2 3 SOUR 2 t 0 t 2 3 HEAVY 2 l 0 I 2 3 SLOW I------------------------------------------------------------------1 MEANING OF IWORDS 9 I B M H 9 I 2 9 6 F A I R 3 2 WEAK 3 2 U N P L E A S A N T 3 2 A C T IV E 3 2 L A R G E 3 2 DULL 3 2 S W E E T 3 2 LIGHT 3 2 FA ST 3 2 NV E N T O R Y SOUR 3 2 H E A V Y 3 2 SLOW 3 2 P L E A S A N T 3 2 S M ALL 3 2 SH A R P 3 2 UNFAIR 3 2 STRONG 3 2 P A S S IV E 3 2 MY GRADES 2 2 3 UNFAIR 3 STRONG 3 PL EASA NT 3 PASSIVE 3 SM ALL 3 SH ARP 3 SOUR 3 HEAVY 3 SLOW RICH PEOPLE o o 3 SWEET 3 LIGHT 3 FAST 3 U N P L E A S A N T 3 LARGE 3 DULL 3 FAIR 3 WEAK 3 ACTIVE NAME L A S T MIDDLE FIRST D A T E AGE _ YEAR MONTH DAY T E A C H E R ____________________________________________________________________ 10400 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK E R A S E COMPLETELY ANY A N S W E R S YOU WISH T O CHANGE. ON FIRST SHEET ONLY FAIR 5 WEAK 3 : U N P L E A S A N T 3 A C T I V E -3- L A R G E 3 DU LL 3 MEANING O F IWORDS SW EET LIGH T FAST GRADE SCHOO <;ry DATE OF BIRTH M OR F T.ITY YEAR MONTH DAY 3 3 ID E N TIFIC A TIO N 4 4 NUMBER 5 6 5 G c 0 D E N U M B E R 0 1 0 1 mmm 2 2 7 8 7 a 9 9 P N II 0 1 2 3 4 m m m 3 6 7 8 9 P M __! L E R 0 M M 1 2 3 ■ 4 5 . 6 y e 9 0 tm m 1 2 ' 3 4 3 6 7 8 9 FILL IN SEX BOY GIRL FILL IN GRADE lit 2nd PEOPLE WHO WORK VERY HARD 2 t O I 2 3 UNFAIR 2 I 0 I 2 3 STRON G 2 I O I 2 3 P L E A S A N T 2 I » O I 2 3 PASSIVE 2 I O i 2 3 SM AL L 2 I o I 2 3 - SH A RP 2 I 0 t 2 3 - SOUR 2 I 0 t 2 3 HEAVY 2 I O I 2 3 SLOW r MEANING O F IWORDS 1 0 I B M H 9 I 2 9 6 FAIR 5 2 WEAK 3 2 U N P L E A S A N T 3 2 A C TIV E 3 2 L A R G E 3 2 DU LL 3 2 S W E ET 3 2 LIGH T 3 2 FA ST 3 2 NV E N T O R Y SOUR 3 2 HEAVY 3 2 SLOW 3 2 P L E A S A N T 3 2 SM ALL 3 2 SH ARP 3 2 UNFAIR 3 2 STRONG 3 2 P A S S IV E ‘ 3 2 PEOPLE WHO WORK VERY HARP IDEAL TEACHER & o o o 2 2 2 2 2 2 3 UNFAIR 3 STRON G 3 PL E AS A NT 3 PASSIVE 3 SM AL L 3 - SH A RP 3 : SOUR 3 - HEAVY 3 SLOW 3 - SW EET 3 - LIGHT 3 FAST 3 U N P L E A S A N T 3 LARGE 3 DULL 3 FAIR 3 WEAK 3 - AC TI VE 41419^^^32^1283735603897^76799 NAME . DATE . LAST MIDDLE FIRST . A G E _ . GRADE- . SCHOOL S E X . ____________________DATE OF BIR T H ____________________________________ M OR F YEAR MONTH DAY _________________________ C I T Y _____________________________________ T E A C H E R . 11400 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK E R A SE COMPLETELY ANY A N S W E R S YOU WISH TO CHANGE. N c u 0 M D B E E R P N U u : “ l s IDENTIFICATION NUMBER ---------------------------------- 12 3 4 5 6 7 8 9 ON FIRST SHEET ONLT FILL IN SEX FILL IN GRADE: BOY GIRL I tf 2nd 3rd 4 th MEANING O F IWORDS THE PERSON ! WOULD LIKE TO BE FAIR 3 2 1 O 1 WEAK 3 2 t O 1 UN P L E A S A N T 3 2 1 0 t AC TIV E 3 2r ! 0 1 L A R G E 3 ? 1 0 t DULL 3 2 L : n t S W EET 3 2 • o t LIGHT 3 2 1 O 1 FAST 3 2 ! 0 1 5th 6 1h 7th 8th 9 th 2 3 UNFAIR 2 3 STRON G 2 3 P LE ASA NT 2 3 PASSIVE 2 3 SM ALL 2 3 SH ARP 2 3 s o u r 2 3 HEAVY 2 3 s l o w ro \o o 9909999999999999^ MEANING O F IWORDS I I IBM H 91296 FAIR 3 2 WEAK 3 2 U N P L E A S A N T 3 2 A C T IV E 3 2 L A R G E 3 2 DULL 3 2 S W E ET 3 2 LIGHT 3 2 FA ST 3 2 N V E N TO R Y SOUR 3 2 HEAVY 3 2 SLO W 3 2 P L E A S A N T 3 2 SM AL L 3 2 SH ARP 3 2 UNFAIR 3 2 STRONG 3 2 P A S S IV E 3 2 i n t rtn^wn • WOULD LIKE TO BE ( © I t O I I O I ! O I t o t I :: O t I 0 t I 0 I I 0 - I STUDYING i o t I O I t O I I 0 < I o t I 0 t I 0 I I 0 I I 0 t 3 : u n f a i r _____ 5 STRON G H - 3 : P L E ASA NT “ 3 PASSIVE “ 3 SM ALL “ 3 SH ARP ” 3 : SOUR “ r o VO o 3 HEAVY ” 3 SLOW ” 3 - SW EET ~ 3 : LIGH T “ 3 FAST “ 3 - U N P L E A S A N T ” 3 LARGE “ 3 DULL “ 3 FAIR ” 3 WEAK ~ 3 A C T IV E “ 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 NAME L A S T MIDDLE FIRST D A T E _________________________________________________________________ AGE — T E A C H E R . 12400 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK E R A S E COMPLETELY ANY A N S W E R S YOU WISH TO CHANGE. ON FIRST SHEET ONLY FAIR 3 WEAK 3 U N P L E A S A N T 3 A C T IV E 3 L A R G E 3 DULL 3 S W EE T 3 MEANING LIGH T 3 F A S T 3 . GR AD E. . SCHOOL S E X . DATE O F BIRT H. N C U O M d e E E R C I T Y . IDENTIFICATION NUMBER 3 4 5 6 FILL IN SEX FILL IN GRADED BOY GIRL 7th 8th TEACHERS 2 I O I 2 3 UNFAIR 2 I 0 I 2 3 STRONG 2 I O I 2 3 P L E ASA NT * 2 ' I o I 2 3 PASSIVE 2 t O ! 2 3 SM ALL 2 I 0 t 2 3 SH A R P 2 I 0 I 2 3 SOUR 2 I 0 i 2 3 HEAVY 2 f O ! 2 3 SL O W 79983877^1877117^29393 MEANING O F IWORDS 12 IBM H 91296 F A I R 3 2 WEAK 3 2 U N P L E A S A N T 3 ' 2 A C T IV E 3 2 L A R G E 3 2 DULL 3 2 S W E ET 3 2 LIGHT 3 2 FA ST 3 2 N V E N T O R Y SOUR 3 2 H E A V Y 3 - 2 SLOW 3 2 P L E A S A N T 5 2 S M A L L 3 2 SH A RP 3 2 UNFAIR 3 2 STRONG 3 2 P A S S IV E 3 2 TEACHERS © 0 < 3 (3 O O 0 o 0 ME o o o o a o o o o 3 ' UNFAIR 3 ; STRONG 3 PL EASA NT ■3' PASSIVE 3 SM ALL 3 SH ARP 3 SOUR - 3 : HEAVY 3 : SLOW 3 SWEET 3 LIGH T 3 FAST 3 U N P L E A S A N T 3 LARGE 3 DULL 3 f a i r 3 WEAK 3 - : A C T IV E 2 2 2 2 2 2 2 ■2 - 2 2 2 2 2 2 2 2 2 2 N A M E L A S T MIODLE FIRST D A T E _________________________________________________________________ AGE _ YEAR MONTH DAY T E A C H E R . ___________________________________________________________________ 13400 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK E R A SE COMPLETELY ANY A N S W E R S YOU WISH T O CHANGE. ON FIRST SHEET ONLY FAIR 3 ^ WEAK U N P L E A S A N T 3 A C T IV E 3 LA R G E DU LL MEANING OF IWORDS SW EET LIGH T FAST 3 : G R A D E S E X _________________________ D A T E O F B I R T H M OR F YEAR MONTH DAY s c h o o r.iTY * IDEN IFIC ATION NUMBER 3 6 c N U M 0 J w m m a z 3 7 ' 8 9 - :.: D E B E R 0 1 2 : 3 — 5 . : : 6 7 - 8 9 p u p N U M 0 I 2 ' :: 3 — 3 6 7 8 9 L E R 0 1 . 2 3 3 . : 6 : 7 8 ' 9 ' -: - 0 M B | 2 3 5 : 6 7 8 9 FILL IN SEX : :::: BOY GIRL FILL IN GRADE-: I st 2 n d MY BEST FRIENDS 2 t O I 2 3 UNFAIR 2 I 0 I 2 3 STRON G 2 I 0 ! 2 3 P LE A S A N T 2 I o I 2 3 p a s s i v e 2 I O t 2 3 SM ALL 2 I O I 2 3 SH A R P 2 I 0 ! 2 3 SOUR 2 I 0 I 2 3 HEAVY 2 I 0 i 2 3 SLOW 63^6636616969696707016 MEANING OF IWORDS 13 IBM H 91296 F A I R 3 2 WEAK 3 2 U N P L E A S A N T 3 2 A C T I V E 3 2 L A R G E 3 2 DU L L 3 2 S W E E T 3 2 LI GH T 3 2 FA S T 3 2 N V E N T O R Y SOUR 3 2 HEAV Y * 3 - 2 ■ SLO W 3 2 P L E A S A N T 3 2 S M A L L 3 2 S H A R P 3 2 UNFAIR 3 2 STR ON G 3 2 P A S S IV E 3 2 M Y B E S T F R I E N D S t <3- I 2 3 : UNFAIR t 0 t 2 3 STRON G : t 0 t 2 3 P LE A S A N T t ■ 0 t 2 3 " PA SSIVE : t : 0 t 2 3 SM ALL t O t 2 3 SH A RP 0 1 2 3 ; SOUR X 0 t 1 3 : HEAVY - 1 0 1 2 3 : SLOW R E A D I N G <3 t 2 3 SW EET 0 t 2 3 L I G H T O 1 2 3 FAST t 0 X 2 3 U N P L E A S A N T t 0 1 2 3 LA RGE i 0 I 2 3 DULL i 0 t 2 3 FAIR 0 1 2 3 WEAK 0 t 2 3 AC TIVE ^313^18957079776977474177774^^ N A M E DA TE . F IR ST - A G E _ T E A C H E R . 14400 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK E R A S E COMPLETELY ANY A N S W E R S YOU WISH TO CHANGE. ON FIRST SHEET ONLY FAIR WEAK U N P L E A S A N T 3 A C T I V E 3 L A R G E 3 DULL 3 MEANING O F IWORDS SWEET LIGHT FAST . GRADE. .SCHOOL S E X . D A T E O F B I R T H . N C U O M D 6 E E R C I T Y . IDENTIFICATION NUMBER 3 4 3 : 6 9 e 9 e 9 - 8 9 FILL IN SEX BOY GIRL FILL IN GRADE: 2nd 3rd 4 th 5th 6th 7th 8th 9th MY SCHOOL ABILITY ? t O I 2 3 UNFAIR 2 I 0 I 2 3 STRON G 2 t Q t 2 3 P L E A S A N T 2 I O I 2 3 PASSIVE 2 I 0 i 2 3 SM ALL 2 t O t 2 3 SH A RP 2 ; 0 I 2 3 SOUR 2 I 0 t 2 3 HEAVY 2 I O I 2 3 SLOW 99999999999999^9^ < m 3 ) o z o c z T > 7 } 01 X £> 3) “D r > 0 1 > z 0 1 r o $ X m t* z < m z H O 3 ) Cl X a c r > C l m < m T l r m > i/i i> z > gj G J G J O i GJ O* GJ GJ no ro ro no ro n o N> P O PO ho ho Q »s> > o < m f S > * m i> x O ro < * > o o GJ h s > N> G J O r v O h o G J _ _ o 2 r o m ® 0 ! 3 ) o o o o o o o o 0 r c KIDS ga K c r IS ) IV w ro ro ro IV ro r > i > 4 * S O S" on S O ss <* < io ■ n O r e -n r C O 0 1 X 01 0 ) O l t* c j> z > $ r P I o X 2 5 r 3) r” 0 ) < 7 1 m o c J » j> r O » -i X m € < 3 3 X r m c/» » — 4 H -< 13 r~ < m u r m t> 0 ) > z 33 O > 3) III 111IIIIIII1111 Mill II11 III III 11 llllll 1111 III INI 11IIIIII111111111II111IIIIII £62 N A M E L A S T MIDDLE FIRST D A T E AGE _ YEAR MONTH DAY T E A C H E R ________________________________________________________________ 15400 BE SURE TO MAKE YOUR MARKS HEAVY AND BLACK E R A S E COMPLETELY ANY A N S W E R S YOU WISH TO CHANGE. FAIR 3 w e a k 3 U N P L E A S A N T 3 AC TIV E 3 L A R G E 3 DULL 3 SWEET 3 MEANING LIGHT 3 F A S T 3 ON FIRST SHEET ONLY . GRADE- .SCHOOL N c u 0 M 0 B E E R P N U u P « 1 B L % S E X . DA T E O F B IR T H . CITY- IDEN IFICATION NUMBER 5 : :: 6 0 9 8 9 8 9 a - s 8 : 9 FILL IN SEX BOY GIRL FILL IN GRADE ' :: : :: :: — I st 2nd 3rd 4 th 5th € th 7th 8th STUDENTS WHO GET POOR GRADES 2 t O I 2 3 UNFAIR 2 ; 0 I 2 3 STRONG 2 I O I 2 3 P LE ASA NT 2 I O I 2 3 PASSIVE 2 [ O I 2 3 SM ALL 2 t O t 2 3 S H A R P 2 I O t 2 3 SOUR 2 I O I 2 3 HEAVY 2 I 0 ! 2 3 SL O W MEANING OF (WORDS 1 5 I B W H 9 I2 9 6 FAIR 3 2 w e a k 3 2 UNPLEASANT 3 2 ACTIVE 3 2 LARGE 3 2 DULL 3 2 SWEET 3 2 LIGHT 3 2 FAST 3 2 NVENTORY SOUR 3 2 HEAVY 3 2 SLOW 3 2 p l e a s a n t 3 2 SMALL 3 2 SHARP 3 2 UNFAIR 3 2 STRONG 3 2 P A S S I V E 3 2 STUDENTS WHO GET POOR GRADES IDEAL PARENTS a o o Q 2 2 2 2 2 2 3 : UNFAIR 3 STRONG 3= P LE AS A NT 3 - PA SSIVE 3 SM AL L 3 : SH A R P 3 : SOUR : 3 - HEAVY - 3 : SLOW 3 SW EE T - 3 - LIGHT 3 : FA ST 3 U N P L E A S A N T 3 LA RGE 3 DULL 3 f a i r 3 WEAK 2 3 ^ A C T I V E

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Asset Metadata

Creator Adams, Bill Asher (author)

Core Title A Semantic Differential Investigation Of Significant Attitudinal Factors Related To Three Levels Of Academic Achievement Of Seventh Grade 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

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Metfessel, Newton S. (committee chair), Doughtie, Eugene B. (committee member), Lovell, Constance (committee member), Wilbur, Leslie (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-120089

Unique identifier UC11359891

Identifier 6706487.pdf (filename),usctheses-c18-120089 (legacy record id)

Legacy Identifier 6706487.pdf

Dmrecord 120089

Document Type Dissertation

Rights Adams, Bill Asher

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