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Investigation Of A Self-Report Method In The Study Of Underachievement Among Elementary School Children

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Investigation Of A Self-Report Method In The Study Of Underachievement Among Elementary School Children

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Content This dissertation has been 64-2564 microfilmed exactly as received BELLEAU, George Samuel, 1931- INVESTIGATION OF A SELF-REPORT METHOD IN THE STUDY OF UNDERACHIEVEMENT AMONG ELEMENTARY SCHOOL CHIU5REN. University of Southern California, Ph.D ., 1963 Education, psychology U niversity M icrofilms, Inc., A nn A rbor, M ichigan C o p y rig h t by GEORGE SAMUEL BELLEAU 196/* INVESTIGATION OF A SELF-REPORT METHOD IN THE STUDY OF UNDERACHIEVEMENT A M O N G ELEMENTARY SCHOOL CHILDREN by George Samuel B e lle a u A D i s s e r t a t i o n P re s e n te d t o the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In P a r t i a l F u l f i l l m e n t o f th e R equirem ents f o r th e Degree DOCTOR OF PHILOSOPHY (E d u c a tio n a l Psychology) June 1963 UNIVERSITY O F S O U T H E R N CALIFORNIA GRADUATE SC H O O L UNIVERSITY PARK LOS ANGELES 7. CA LIFO R N IA This dissertation, written by under the direction of A.1.8...Dissertation C om mittee, and approved by all its members, has been presented to and accepted by the Graduate School, in partial fulfillment of requirements fo r the degree of D O C T O R OF P H I L O S O P H Y Dean Date...: DISSERTATION COMMITTEE 'hair man ACK NO W LEDG M ENTS The w r i t e r would l i k e to e x p re s s a p p r e c i a t i o n to t h e A d m in is tr a tio n and g o v e rn in g Board o f the Rowland School D i s t r i c t f o r t h e i r a s s i s t a n c e in making t h i s r e s e a r c h p o s s i b l e , and to th e t e a c h e r s , p r i n c i p a l s , and members o f the Guidance D epartm ent who c o n t r i b u t e d so e f f e c t i v e l y to th e e x p e rim e n ta l phase o f th e stu d y . i i TABLE O F CONTENTS Page ACKNOWLEDGMENTS ...................................................................................... 11 LIST OF T A B L E S ..................................................................................... v C hapter I. THE PROBLEM, DEFINITION OF TERMS USED, METHODOLOGY, AND ORGANIZATION OF THE STUDY........................................................................................... 1 S tatem en t of th e Problem Need f o r the Study Scope and L im ita tio n s of the Study D e f i n i t i o n of Terms Method o f I n v e s t i g a t i o n O rg a n is a tio n o f Remaining C hapters I I . A REVIEW OF THE LITERATURE........................................ 18 Level a t Which P a t t e r n s of Under- achlevem ent Develop The Use o f P e r s o n a l i t y T ests to D i f f e r e n t i a t e U n d erach iev ers from A chievers S y n th e s is of Major A reas Summary I I I . DEVELOPMENT OF THE INITIAL INSTRUMENT . . . . $0 A s s o c ia tio n s S o c ia l A dult A pproval Moral and S o c ia l Values P e rc e iv e d U t i l i t y o f School E x perien ce Success P a t te r n s A u th o r ity R e la tio n s h ip s Goal D ir e c tio n S e lf Concept Spontaneous I n t e r e s t s Summary H i C hapter Page IV. THE PILOT STUDY 75 A s s o c ia tio n s S o c ia l A dju stm ent A dult A pproval Moral and S o c ia l Values P e rc e iv e d U t i l i t y o f School E x p erien ce P a t te r n s o f P re v io u s Success A u th o rity R e la tio n s h ip s Goal D i r e c tio n S e lf Concept Spontaneous I n t e r e s t s V, FINDINGS AND DISCUSSION................................................... 95 The W ilcoxon M a tc h e d -P a irs Slgned-Ranks Test I n t e r - c o r r e l a t i o n s The t T e s t Item A n a ly s is Summary VI. SIMMARY, CONCLUSIONS, AND RECOMMENDATIONS FOR FURTHER RESEARCH 178 Summary C o n clu sio n s Recommendations f o r F u r th e r R esearch APPENDICES BIBLIOGRAPHY 206 iv LIST O P TABLES T ab le Page 1. O u tlin e o f the R esearch Study of Under a c h ie v in g C h ild re n ........................................ 17 2. Wilcoxon M a tch e d -P a lrs Slgned-Ranks T est o f T o ta l ISA Scores fo r th e P i l o t Study . . . . 77 3* D i s t r i b u t i o n of Matched P a i r s by Sex and Grade L e v e l .......................................................................... 96 !|. Summary o f Wilcoxon M atch ed-P alrs S lg n ed - Ranks T e sts f o r T o tal UA S c o r e s ................ 98 5 . I n t e r - c o r r e l a t i o n s Between ISA V a r ia b le s f o r a l l U n d e r a c h i e v e r s .......................................... 105 6 , I n t e r - c o r r e l a t i o n s Between ISA V a ria b le s f o r a l l A c h i e v e r s ................................................... 106 1* C o r r e la tio n s Between ISA Scores o f Under a c h ie v e r s and A c h i e v e r s ..................................... 107 8 . Summary o f t T est R e su lts I n d i c a t i n g L evel o f Confidence a t Which D if f e re n c e s Were A ccepted as S i g n i f i c a n t ........................................... 113 9. S ig n if ic a n c e o f th e D iffe re n c e Between Mean ISA Scores: A ll P a i r s .................................. lllj 10. S ig n if ic a n c e of th e D iffe re n c e Between Mean ISA S co res: G i r l s ............................................ 115 11. S ig n if ic a n c e o f the D iffe re n c e Between Mean ISA S co res: B o y s ............................................ 116 12. S ig n if ic a n c e o f th e D iffe re n c e Between Mean ISA Sco res: Grades Three and Four . . * 117 13. S ig n if ic a n c e o f th e D iffe re n c e Between Mean ISA S co res: Grades Five and S ix . . . . 118 v T able Page llj. S i g n if ic a n c e o f t h e D iffe re n c e Between Mean ISA S c o re s : Grades Seven and E ight , , 119 15* S ig n if ic a n c e o f t h e D iff e r e n c e Between Mean ISA S c o re s: I.Q . 89 or l e s s ............................ 120 16 . S i g n if ic a n c e o f th e D if f e r e n c e Between Mean ISA S c o re s : I.Q . 9 0 - 1 1 0 ...................................... 121 17. S ig n if ic a n c e o f th e D if f e r e n c e Between Mean ISA S c o res: I.Q . I l l or o v e r .................... 122 18. Summary o f Item A n a ly sis f o r T o ta l S cores . . 128 19* Wilcoxon M a tc h e d -P a lrs Slgned-Ranks T est of ISA S co res: Area 1: A s s o c i a t i o n s ..................... 212 20. W ilcoxon M a tc h e d -P a irs Signed-R anks T est of ISA S co res: Area 2: S o c i a l .................................... 213 21. Wilcoxon M a tc h e d -P a lrs Slgned-R anks Test o f ISA S co res: Area 3: A dult A pproval . . . . 214 22. Wilcoxon M a tc h e d -P a lrs Signed-R anks T est o f ISA S co res: Area M oral and S o c ia l V alues 215 23. Wilcoxon M a tc h e d -P a lrs Slgned-R anks T est of ISA S co res: Area $: P e rc e iv e d U t i l i t y of School E x p erien c e ............................................................. 216 2\\. W ilcoxon M a tc h e d -P a irs Signed-R anks T est o f ISA S co res: Area 6 : Success P a t t e r n s . . . 217 25. W ilcoxon M a tc h e d -P a irs Signed-R anks T est o f ISA S co res: Area 7: A u th o r ity R e la ti o n s h ip s 218 26. Wilcoxon M a tc h e d -P a irs Signed-R anks T est of ISA S c o res: Area 8 : Goal D ir e c tio n . . . . 219 27. Wilcoxon M a tc h e d -P a irs Signed-R anks T est of ISA S co res: Area 9: S e l f Concept • • • • • 220 28. Wilcoxon M a tc h e d -P a irs Signed-R anks Test o f ISA S cores: Area 10: Spontaneous I n t e r e s t s 221 2 9. Wilcoxon M a tc h e d -P a irs Slgned-R anks T est of T o ta l ISA S c o res: Grade T h r e e .............................. 225 v i T a b le Pago 3 0 . W ilcoxon M a tc h e d - P a lr s S lg ned-R an ks T e s t o f T o ta l ISA S c o re s : G rade P o u r ......................................... 227 3 1 . W ilcoxon M a tc h e d - P a lr s Slgned-R anks T e a t o f T o ta l ISA S c o re s : G rade F i v e ...................................... 228 3 2 . W ilcoxon M a tc h e d - P a lr s S lgned-R anks T e s t o f T o ta l ISA S c o r e s : Grade S i x ...................................... 230 3 3 . W ilcoxon M a tc h e d - P a lrs S lgn ed -R ank s T ea t o f T o ta l ISA S c o r e s : Grade S e v e n ................................. 232 3ij* W ilcoxon M a tc h e d - P a lr s S lg ned-R an ks T e s t o f T o ta l ISA S c o r e s : Grade E i g h t ................................. 2314 3 5 . W ilcoxon M a tc h e d - P a lr s S lgned-R anks T e s t o f T o ta l ISA S c o re s : A l l P a i r s 235 3 6 . I n t e r - c o r r e l a t i o n s Between ISA V a r ia b l e s f o r A ll P a i r s ......................................................................... 2140 37* I n t e r - c o r r e l a t i o n s Between ISA V a r ia b l e s f o r G i r l s ................................................................................... 2I4I 3 8 . I n t e r - c o r r e l a t i o n s Between ISA V a r ia b l e s f o r Boys ......................................................... 2I4 2 39* I n t e r - c o r r e l a t l o n s Between ISA V a r ia b l e s f o r G rades T h ree and Pour • . • ............................ 21*3 140. I n t e r - c o r r e l a t i o n s Between ISA V a r ia b le s f o r G rad es Five and S i x ............................................... 2I4I4 1 41 . I n t e r - c o r r e l a t l o n s Between ISA V a r ia b le s f o r G rades Seven and E i g h t .......................................... 2I45 I42• I n t e r - c o r r e l a t l o n s Between ISA V a r ia b l e s f o r Low A b i l i t y S u b j e c t s ............................................... 2I46 143. I n t e r - c o r r e l a t i o n s Between ISA V a r ia b l e s f o r A verage A b i l i t y S u b j e c t s .................................... 2I47 I4I4. I n t e r - c o r r e l a t l o n s Between ISA V a r ia b le s f o r High A b i l i t y S u b j e c t s .......................................... 2I48 4 5 . Item A n a ly s is o f R e sp o n se s, T h ir d Grade G i r l s (N ■ 10 J ......................................................................... 250 v l i T a b le Page ^ 6 . Item A n a ly s is o f R e sp o n se s, F o u r t h G rade G i r l s (N ■ 6 ) .......................................................................... 253 i|7* Item A n a ly s is o f R e sp o n se s, F i f t h G rade G i r l s (N • 0 ) ............................................................................... 256 148* Item A n a ly s is o f R e sp o n se s, S i x t h G rade G i r l s <N ■ 1 0 ) ................................................................... 259 i|9 • Item A n a ly s is o f R e sp o n se s, S e v e n th G rade G i r l s (N ■ 1 2 ) ..................................................................... 262 5 0 . Item A n a ly s is o f R e sp o n se s, E ig h t h G rade G i r l s (■ = [ * ) .................................... 265 £ l . Item A n a ly s is o f R e sp o n se s, T h ir d G rade Boys (N a 2 3 ) ............................................................................ 268 52. Item A n a ly s is o f R e sp o n se s, F o u r th G rade Boys (N » 1 3 ) ........................................................................... 271 $3* Item A n a ly s is o f R e sp o n se s, F i f t h Grade Boys (N » 2 3 ) ........................................................................... 21k 5 k • Item A n a ly s is o f R e sp o n se s, S i x t h G rade Boys (N ■ 1 3 ) ........................................................................... 277 55* Item A n a ly s is o f R e sp o n se s, S e v e n th Grade Boys (N « 2 1 ) ........................................................................... 280 £6 , Item A n a ly s is o f R e sp o n se s, E ig h t h Grade Boys (N » I4) 283 57• Item A n a ly s is o f R e sp o n se s, T h ir d G rade (N » 3 3 ) ...................................................................................... 286 5 8 # Item A n a ly s is o f R e sp o n se s, F o u r th G rade (N ■ 1 9 ) ..................................................................................... 289 59 . Item A n a ly s is o f R e sp o n se s, F i f t h G rade (N = 3 1 ) ..................................................................................... 292 6 0 , Item A n a ly s is o f R e sp o n se s, S i x t h G rade <N = 2 3 ) ..................................................................................... 295 6l • Item A n a ly s is o f R e sp o n se s, S e v e n th G rade (N = 3 3 ) ..................................................................................... 2 98 v i i i T a b le Page 6 2 . Item A n a ly s is o f R e sp o n se s, E i g h t h Grade (N - 8 ) ....................................................................................... 301 6 3 , Item A n a ly s is o f R e sp o n se s, A ll G i r l s (N « 5 0 ) ................................................................................. 301* 6I4. Item A n a l y s i s o f R e sp o n se s, A l l Boys (N - 9 7 ) ................................................................................. 307 6 5 . Item A n a l y s i s o f R e sp o n se s, T o t a l Sample (N - l i j 7 ) .................................................................................. 310 i x CHAPTER I THE PROBLEM, DEFINITION OF TERMS USED, METHODOLOGY, AND ORGANIZATION OF THE STUDY The f a i l u r e o f youth a t a l l l e v e l s of i n t e l l i g e n c e to develop and make use of th e i n t e l l e c t u a l p o t e n t i a l which th ey p o s s e s s i s a phenomenon t h a t has long t r o u b l e d e d u c a to r s . Y et, an a d eq u a te u n d e rs ta n d in g o f t h i s problem h as been e l u s i v e . What c au ses underachievem ent? What a re th e v a r i a b l e s r e s p o n s i b l e f o r a c h i l d ' s f a i l u r e to become a l l t h a t he is cap ab le o f becoming? Are t h e r e a few key f a c t o r s , o r i s the e t i o l o g y of u n d erachiev em en t so complex t h a t i d e n t i f i c a t i o n i s im p o ssib le ? C e r t a i n l y , no one re a so n can be g iv e n fo r a c h i l d 's f a i l u r e t o a c h ie v e in s c h o o l. Any s i n g l e v a r i a b l e which h a s been I s o l a t e d may be found among a c h ie v in g p u p i l s as w e ll as among u n d e r a c h ie v e r s . P re v io u s r e s e a r c h s t u d i e s have c l e a r l y I n d i c a t e d t h i s to be t r u e . S ta te m en t of th e Problem The m ajo r purpose of t h i s r e s e a r c h , s t a t e d in 1 2 g e n e r a l term s, was to c o n t r i b u t e to a g r e a t e r u n d e r s ta n d in g of th e achievem ent m o tiv e . More s p e c i f i c a l l y , th e o b j e c t i v e s o f t h i s stu d y were t o c o o r d i n a te p re v io u s r e s e a r c h f i n d i n g s I n to a s y s te m a tic p a t t e r n o f v a r i a b l e s p r e v i o u s l y found to be s i g n i f i c a n t l y r e l a t e d to th e a chievem ent m o tiv e and to d e v elo p a com p rehensive e x p e r i m e n ta l in s tr u m e n t to s tu d y th e s e v a r i a b l e s . T his a p p ro a c h would f a c i l i t a t e th e e x p l o r a t i o n o f what i s h e r e advanced a s th e f i r s t p a p e r - a n d - p e n c l l in s tru m e n t d e s ig n e d to a s s e s s th e m u l t i p l e c o r r e l a t e s of ach ievem ent and u n d erach ievem ent. To a t t a i n the m ajor o b j e c t i v e fo u r s e q u e n t i a l s u b - o b j e c t i v e s were e s t a b l i s h e d : 1 . To d e te rm in e th e m ajor a r e a s fou nd by p re v io u s i n v e s t i g a t i o n s to be s i g n i f i c a n t l y r e l a t e d t o u n d e ra ch ie v em en t. 2. To dev elop a p i l o t In stru m e n t w i t h a r e a s and item s v a l i d a t e d a g a i n s t t h e s e r e s e a r c h f i n d i n g s . 3* To a s s e s s and e v a lu a te s u b j e c t r e s p o n s e s t o th e p i l o t in s tru m e n t f o r th e p u rp o se o f d e v elo p in g a f i n a l and more r e f i n e d i n s t r u m e n t . ij. To a s s e s s and e v a l u a t e th e d i f f e r e n t i a l re s p o n s e s o f a c h i e v e r s and n o n - a c h ie v e r s to th e f i n a l in s tr u m e n t. Need f o r th e S tudy 3 To p r o p e r l y g r a s p th e s i g n i f i c a n c e o f t h i s i s s u e and th e im p a ct w hich i t i s h a v in g upon Am erican e d u c a tio n and s o c l e t y , i t m u st be view ed in t h e l i g h t o f th e p o l i t i c a l e v e n ts o f r e c e n t y e a rs * E d u c a to r s and p s y c h o l o g i s t s h a v e t r a d i t i o n a l l y been c o n c e rn e d w ith t h e l e a r n i n g p r o c e s s and w i t h im p ro v in g e f f i c i e n c y t h e r e i n . However, w ith th e S o v i e t t e c h n o l o g i c a l a d v a n c e s o f r e c e n t y e a r s t h e r e h a s come a f l o o d o f com m entary, c o n t r o v e r s y , and p r e s s u r e not p r e v i o u s l y e x p e r i e n c e d . Much o f th e a g i t a t i o n h as b e en s p e c i f i c a l l y d i r e c t e d to w ard th e a c a d e m ic a lly t a l e n t e d u n d e r a c h i e v e r . A lth o u g h th e e x p e r i m e n t a l p h a se o f t h i s s tu d y was b ro a d e n e d to I n c lu d e p u p i l s a t a l l l e v e l s o f a b i l i t y , th e l i t e r a t u r e re v ie w d e a l t p r i n c i p a l l y w ith t a l e n t e d y o u n g s t e r s , Gowan o b se rv e d th e p r e s s f o r t e c h n i c a l advancem ent when he w r o t e : In r e c e n t y e a r s , as manpower r e s e r v e s o f t a l e n t f o r s c i e n t i f i c and p r o f e s s i o n a l o c c u p a tio n s have become d e p l e t e d , more and more a t t e n t i o n i s b e in g d i r e c t e d t o th e s a l v a g i n g o f a s i g n i f i c a n t p o r t i o n o f o u r a b l e s t y o u th who q u a l i f y f o r th e t i t l e o f g i f t e d u n d e r a c h i e v e r s . • • . Our c o u n tr y c a n n o t a f f o r d t h i s w a s te o f i t s m ost v i t a l r e s o u r c e s — t a l e n t , (55*98) C u tts and M oseley, i n th e same y e a r , w r o te : The w id e s p r e a d em ph asis on th e n eed t o I d e n t i f y a l l b r i g h t p u p i l s and to see t h a t th e y c o n ti n u e t h e i r e d u c a t i o n i s th e r e s u l t o f a c u t e and grow ing k s h o r t a g e s o f p r o f e s s i o n a l p e rs o n n e l* Most p ro m inence has b een g iv e n t o t h e s h o r t a g e o f s c i e n t i s t s , m a th e m a tic ia n s , e n g i n e e r s , and t e c h n i c i a n s b e c a u s e th e s h o r t a g e p o s e s a two f o l d t h r e a t to o u r way o f l i f e , (2)4 :i|) I t k l n c o n d u c te d a s u rv e y o f s c h o o l p s y c h o l o g i s t s who w ere members o f t h e A m erican P s y c h o lo g ic a l A s s o c i a t i o n in 1959 ( 6 7 : 5 )« r e p o r t e d t h a t th e problem o f u n d e r- a c h ie v e m e n t among g i f t e d s t u d e n t s was se co n d on th e l i s t o f m ost v i t a l l y needed r e s e a r c h . V a rio u s e s t i m a t e s o f th e o c c u r r e n c e o f u n d e r a c h ie v e m e n t have been made. A r e c e n t j o i n t p u b l i c a t i o n o f th e N a tio n a l E d u c a tio n A s s o c i a t i o n a n d th e Am erican P e r s o n n e l and G uidance A s s o c i a t i o n d e a l i n g w ith the pro b lem o f u n d e ra c h ie v e m e n t among g i f t e d s t u d e n t s , d e c l a r e d t h a t i n many s c h o o l sy ste m s th e e x t e n t o f u n d e r a c h ie v e m e n t r e a c h e s 25 p e r c e n t and t h a t in some c a s e s th e i n c i d e n c e i s ev en h i g h e r ( 6 0 : 3 7 )« U n f o r t u n a t e l y , t h e r e has been a ten d e n cy t o l o s e s i g h t o f th e i n d i v i d u a l s t u d e n t . U nderach ievem en t m ust be view ed n o t o n l y i n te rm s o f th e r e p r e s e n t e d l o s s t o s o c i e t y , b u t i n term s o f th e p e r s o n a l u n h a p p in e s s w hich r e s u l t s when a n i n d i v i d u a l s t o p s s h o r t o f h is p o t e n t i a l d e v e lo p m e n t. At t h i s p o i n t the c o n c e p ts o f " f u l f i l l m e n t " and " s e l f a c t u a l i z a t i o n " ta k e on v i t a l m ea n in g . A lth o u g h he r e c o g n i z e d th e p o t e n t i a l l o s s t o s o c i e t y , F ra n k e l p o i n t e d o u t t h a t " f a i l u r e t o a c h ie v e a t t h e l e v e l o f t h e i r 5 a b i l i t y o f t e n le a d s t o a d e p r e c i a t i o n o f s e l f - w o r t h acco m panied by u n h a p p in e s s a n d f r u s t r a t i o n . 1 ' (4 3 : 1 7 3 ) T his m ore b a l a n c e d a p p ro a c h a v o id s s u c h c r i t i c i s m a s G e tz e ls l e v e l e d when he w r o t e : E x c e p ti o n a l c h i l d r e n a r e coming to be lo o k e d upon, n o t a s I n d i v i d u a l s o f s p e c i a l a b i l i t i e s t o be g iv e n free d o m a n d o p p o r t u n i t y f o r t h e i r own s e l f - r e a l i z a t i o n , b u t a s a so u rc e o f m a n p o w e r~ manpower t h a t i s f a i r game f o r t r a i n i n g , s t o c k p i l i n g , a n d d i r e c t i n g , i f n o t c o n s c r i p t i n g , i n t o th e s e r v i c e o f e f f i c i e n c y and p r o d u c t i o n . ( 4 6 : 6 0 ) Scope and L i m i t a t i o n s o f t h e Study The s c o p e o f t h i s r e s e a r c h was l i m i t e d t o th e s t u d y o f a number o f v a r i a b l e s which p r e v i o u s r e s e a r c h h a d r e p o r t e d t o be s i g n i f i c a n t l y r e l a t e d to t h e p ro blem o f u n d e ra c h ie v e m e n t. No a t t e m p t was made t o u se th e e x p e r i m e n ta l I n s t r u m e n t , e n t i t l e d " I n v e n t o r y o f S e l f A p p r a i s a l , " d i a g n o s t i c a l l y . Only f u r t h e r v a l i d a t i o n an d r e f i n e m e n t w i l l I n d i c a t e w h e th e r o r n o t t h e ISA h a s d i a g n o s t i c v a l u e . The m a jo r l i m i t a t i o n o f th e r e v i e w o f t h e l i t e r a t u r e was th e l a c k o f e x t e n s i v e r e v ie w o f s t u d i e s d e a l i n g w i t h n o n - g l f t e d p u p i l s . The p r i n c i p a l l i m i t a t i o n of p o p u l a t i o n was th e c o n t r o l o f so c io e c o n o m ic l e v e l . The r e l a t i o n s h i p betw een s o c io e c o n o m ic l e v e l a n d s c h o o l a c h ie v e m e n t h as b een w e ll e s t a b l i s h e d . (B arbe, 1955; B o n s a l l, 1955; D avidson an d B a ld u c c i, 1 9 5 6 ; F r a n k e l , i 9 6 0 ) T h e r e f o r e , i t was d e c id e d t o c o n t r o l t h i s v a r i a b l e and t o l i m i t t h e e x p e r im e n ta l r e s e a r c h t o a s tu d y o f d i f f e r e n c e s b etw een a c h i e v e r s and u n d e r a c h i e v e r s a t th e lo w e r so c io e c o n o m ic l e v e l o n l y . D e f i n i t i o n o f Terms E x p e c ta n c y . — The e x p e c te d l e v e l o f a c h ie v e m e n t f o r a g i v e n p u p i l com puted by t h e Horne Form ula u s i n g t h e r e s u l t s of t h e C a l i f o r n i a T e s t o f M ental M a t u r it y and t h e C a l i f o r n i a A chievem ent T e s t s . C A T .- - C a l i f o r n ia A chievem ent T e s t , Form W. CTMM. — C a l i f o r n i a T e s t o f M ental M a t u r i t y , S h o r t Form, (a g ro u p I .Q . t e s t ) A c h i e v e r . — P u p il who h a s a t t a i n e d a t o t a l CAT g r a d e p la c e m e n t s c o r e a t o r above e x p e c ta n c y . U n d e r a c h ie v e r — P u p i l who h a s a t t a i n e d a t o t a l CAT s c o r e one f u l l g r a d e l e v e l below e x p e c ta n c y . Low a b i l i t y . — CTM M I.Q . o f 09 o r b e lo w . A verage a b i l i t y . — CTM M I .Q . o f 90 t o 110. High a b i l i t y . — CTM M I .Q . o f 111 o r a b o v e . M atched p a i r . — An u n d e r a c h i e v e r and an a c h i e v e r m atch ed f o r : ( 1 ) se x , (2 ) age ( w i t h i n s i x m o n th s ). 7 (3 ) I.Q . ( w ith in f i v e p o i n t s ), and (I4) socio eco n o m ic l e v e l (lo w er)* U,A. s c o r e , - - S t e n c i l s u se d t o s c o r e th e e x p e r i m e n ta l in s tr u m e n t w ere c u t i n t h e d i r e c t i o n In w hich u n d e r a c h i e v e r s were e x p e c te d t o respond* Ih e number o f t im e s a p u p i l re s p o n d e d in t h i s d i r e c t i o n was r e c o r d e d f o r th e t e n s u b t e s t s and f o r th e t o t a l t e s t and l i s t e d a s U.A* s c o r e s . D if f e r e n c e s c o r e . — The d i f f e r e n c e betw een th e U,A. s c o r e o f an u n d e r a c h ie v e r and th e a c h i e v e r w i t h whom he was matched* Where th e a c h i e v e r 's U.A* s c o r e i s t h e h ig h e r o f th e two* t h e d i f f e r e n c e s c o re i s a m inus o r n e g a t i v e q u a n ti t y * D e v ia tio n s c o r e , — Each p u p i l to whom th e e x p e r i m e n ta l in s tr u m e n t was a d m i n i s t e r e d was a sk e d t o i n d i c a t e w h e th e r o r n o t th e s t a te m e n t s were t r u e f o r h im s e lf * The number o f 1 1 l i k e me" r e s p o n s e s were r e c o r d e d f o r th e p u rp o se o f o b t a i n i n g an ite m a n a l y s i s . The d i f f e r e n c e b e tw een th e number o f tim e s u n d e r a c h ie v e r s I n d i c a t e d " l i k e me" a n d th e number o f tim e s a c h i e v e r s i n d i c a t e d " l i k e me," i s r e p r e s e n t e d by th e d e v i a t i o n s c o r e . D e v ia tio n s c o r e s w ere o b t a i n e d i n tw e n ty -o n e c a t e g o r i e s f o r each o f t h e one h u n d red ite m s . In c a s e s w here th e d e v i a t i o n was in th e o p p o s i t e d i r e c t i o n from t h a t e x p e c te d , i t I s l i s t e d a s a n e g a t i v e q u a n tity * 8 Method o f I n v e s t i g a t i o n Review o f th e l i t e r a t u r e .- - A re v ie w o f th e l i t e r a t u r e was c o n d u c te d to d e te rm in e w hat p r e v io u s m ethods and I n s tr u m e n ts h ad b een used t o stu d y u n d e r a c h ie v e m e n t, what v a r i a b l e s w ere found to be s i g n i f i c a n t , and a t what age l e v e l s d i f f e r e n c e s a p p e a re d . I n i t i a l q u e s t io n s p osed and developm ent o f h y p o t h e s e s . — The n e x t s te p was to l i s t a s e r i e s o f s p e c i f i c q u e s t io n s b a se d upon p r e v io u s r e s e a r c h f i n d i n g s . These were d e v elo p ed In to te n m ajo r a r e a s w ith sub c a t e g o r i e s l i s t e d under e ac h . An i n i t i a l s e t o f e x p e c ta n c i e s o r t e n t a t i v e h y p o th e s e s w ere th e n f o r m u la te d . Development o f th e i n i t i a l I n s t r u m e n t . — An i n i t i a l l i s t o f s e l f - r e p o r t item s was d e v elo p ed b ased on th e v a r i a b l e s which p r e v io u s r e s e a r c h (u sin g v a rio u s I n s t r u m ents and age g ro u p s ) r e p o r t e d to d i s c r i m i n a t e a c h i e v e r s from u n d e ra c h ie v e r s . These w ere r e - a s s e s s e d and re -w o rd e d s e v e r a l tim e s . A ll members o f th e g u id a n c e s t a f f o f th e d i s t r i c t in w hich t h e stu d y was co n d u cted made c o n t r i b u t i o n s to th e e x p e r im e n ta l l n s t r u n e n t . One h u n d red and n i n e t y item s w ere com p iled . I t was d e c id e d to p r e s e n t t h e s e In two s e p a r a t e form s, one f o r boys and one f o r g i r l s . Item s w ere i d e n t i c a l w ith th e e x c e p tio n o f names w hich were used to I n c r e a s e t h e chances o f a p u p i l ' s 9 I d e n t i f y i n g w ith t h e ite m . Exam ples o f Ite m s a r e : "John t r i e s t o p l e a s e h i s t e a c h e r " (boys* fo r m ), and "Mary i s v e ry happy when sh e does w e l l In s c h o o l" ( g i r l s 1 fo rm ). Two b o x e s w ere p l a c e d a t t h e r i g h t - h a n d s i d e o f t h e p a g e . Above t h e f i r s t was th e q u o t a t i o n " l i k e me" and above th e second was t h e q u o t a t i o n " n o t l i k e m e." Hie p u p i l was a s k e d t o p l a c e a ch ec k i n th e s q u a r e w hich would i n d i c a t e w h e th e r th e s t a t e m e n t was t r u e f o r h i m s e l f ( l i k e me) o r n o t t r u e f o r h i m s e l f ( n o t l i k e m e ). The i n i t i a l i n s t r u m ent was e n t i t l e d " P u p i l S e l f R e p o rt I n v e n t o r y ." (See A ppendix A) The p i l o t s t u d y . — A. S e l e c t i o n o f t h e sam ple A lth o u g h a l l s c h o o ls i n t h e d i s t r i c t were i n c l u d e d in t h e f i n a l t e s t i n g , one s c h o o l was s e l e c t e d f o r t h e p i l o t s tu d y a s a m a t t e r o f c o n v e n ie n c e . S t a n d a r d i z e d t e s t r e s u l t s w ere a n a l y z e d . A t o t a l o f f o r t y u n d e r a c h i e v e r s and one h u n d re d and tw e n ty -o n e a c h i e v e r s w ere i d e n t i f i e d . An a t t e m p t was th e n made to m atch e a c h u n d e r a c h i e v e r w i t h an a c h i e v e r o f t h e same s e x , ag e ( w i t h in s i x m o n th s ), i n t e l l i g e n c e ( w i t h i n t h e s t a n d a r d e r r o r o f th e i n s t r u m e n t w h ich i s f i v e I .Q . p o i n t s ) , an d so c io ec o n o m ic l e v e l a s d e te r m in e d by f a t h e r ' s o c c u p a tio n e v a l u a t e d a c c o r d i n g to W a r n e r 's I . S . C . (In d e x o f S t a t u s C h a r a c t e r i s t i c s ) . Seven t e e n m a tc h e d p a i r s w ere i d e n t i f i e d . T hree i n d i v i d u a l s were 10 111 d u rin g the t e s t i n g p eriod# P i n a l t e s t r e s u l t s fo r th e p i l o t s tu d y were o b t a i n e d on f o u r t e e n m atched p a i r s . B. A d m in is tr a tio n of th e I n s tru m e n t The p i l o t in s tru m e n t was a d m in is te r e d t o s i x m atched p a i r s o f t h i r d g r a d e r s , f o u r m atched p a i r s o f f o u r t h g r a d e r s , one m atched p a i r o f f i f t h g r a d e r s , and t h r e e m atched p a i r s o f s i x t h g r a d e r s # Four of th e f o u r te e n m atched p a i r s were g i r l s ( t h r e e i n th e t h i r d grade and one i n th e s i x t h g ra d e )# T e s t item s were r e a d to m ost o f the t h i r d g ra d e c h i l d r e n . S tu d e n ts in g rad es f o u r , f i v e , and s i x were a b l e to re a d th e t e s t items th e m se lv e s w ith o c c a s io n a l e x p la n a t i o n o r h e lp # A ll t e s t i n g was done by th e r e s e a r c h au th o r# S tu d e n ts were t e s t e d i n th e m u lti- p u r p o s e c a f e to r lu m , in an empty c la ss ro o m , o r in sm all rooms a d ja c e n t to th e n u r s e s ' s u i t e # C# A n a ly sis o f th e p i l o t s tu d y r e s u l t s Data from th e p i l o t stu d y were a n a ly z e d in two ways. An item a n a l y s i s was r u n . R e s u l ts were t r e a t e d s t a t i s t i c a l l y by th e W ilcoxon M a tc h e d -P a irs Signed-Ranks T e s t. I t was f e l t t h a t a lth o u g h th e d i r e c t i o n of d i f f e r e n t i a l re s p o n s e had been s u g g e s te d by th e l i t e r a t u r e , t h e e x p e rim e n t w ith a new in s tr u m e n t d id not w a rra n t a fo rm al l i s t o f r e s e a r c h h y p o th e s e s a t t h i s p o i n t . Thus, th e use o f a t w o - t a i l e d s t a t i s t i c a l t e s t was im p lie d . The n u l l h y p o t h e s is s t a t e d t h a t no d i f f e r e n c e would be found betw een th e r e s p o n s e s o f u n d e ra c h ie v e rs and a c h i e v e r s . D e ta ile d 11 r e s u l t s of th e p i l o t s tu d y a r e d is c u s s e d In C hapter IV, R efinem ent of th e I n s t r u m e n t .--T h e n i n e t y Item s which a p p e a re d to have th e l e a s t d i s c r i m i n a t i v e v a lu e were dropp ed , l e a v in g a t o t a l o f one h u n d red item s In th e In stru m en t* The t i t l e was changed from " P u p il S e l f R eport In v e n to ry " t o " I n v e n t o r y o f S e l f A p p r a i s a l ," u sin g t h e c a p i t a l l e t t e r s ISA* The o r i g i n a l te n a r e a s of th e PSRI had been a s s i g n e d Roman num erals* These were changed to l e t t e r s which r e p r e s e n t e d th e a re a c o v e re d . The form at o f the in v e n to r y was a l s o changed. A s i n g l e answ er s h e e t was developed* Each page o f th e i n v e n to r y was c u t one column s h o r t e r th a n th e p re c e d in g page* Thus, as p ag es were tu r n e d a new column o f th e answ er 3 h e e t was uncov ered . Because p u p i l s had t r o u b l e l i n i n g up the t e s t item s w ith th e answ er b o x e s, a b ro k en l i n e was p la c e d from th e end of th e s ta te m e n t to th e answ er columns* Numbers c o r r e sp ond ing w ith each Item were a l s o p la c e d on t h e answer s h e e t In f r o n t o f the a p p r o p r i a t e colum ns. (See Appendix C) Development of h y p o th e s e s .- - T h e d l r e o t i o n o f e x p e c ta n c ie s were d ev elo p ed I n t o form al h y p o th e s e s on th e b a s i s o f th e l i t e r a t u r e a g a i n s t which the Item s were o r i g i n a l l y v a l i d a t e d and the p i l o t stu d y fin d in g s * In t e s t i n g t h e h y p o th e s e s f o r th e f u l l stu d y the o n e - t a i l e d t e s t was em ployed, s in c e th e d i r e c t i o n of re s p o n se b o th to a r e a and to each item was p r e d ic te d * 12 S e l e c t i o n o f th e f u l l sa m p le . — The g ro u p in c l u d e d i n th e f i n a l s tu d y w ere p u p i l s a t t e n d i n g g r a d e s t h r e e th ro u g h e i g h t i n t h e Rowland S choo l D i s t r i c t , a n e le m e n ta r y d i s t r i c t o f e i g h t s c h o o l s and a p p r o x im a te ly 6 ,0 0 0 s t u d e n t s l o c a t e d a t t h e e a s t e r n edge o f t h e g r e a t e r Los A n g e les a r e a . S e l e c t i o n o f th e group was done on t h e f o l l o w i n g b a s i s . A n a ly s is o f th e d i s t r i c t ' s s t a n d a r d i z e d t e s t d a t a o r i g i n a l l y i d e n t i f i e d a p p r o x im a te ly f i v e h u n d re d t a l e n t e d y o u th , o f which n i n e t y - f o u r ( o r a b o u t 20 p e r c e n t ) were a c h i e v i n g a t a l e v e l one f u l l s t a n d a r d d e v i a t i o n or more below e x p e c ta n c y . A f t e r th e d e c i s i o n t o in c lu d e s t u d e n t s o f a v e ra g e and low er a b i l i t y , s t a n d a r d i z e d t e s t r e s u l t s w ere r e - a n a l y z e d . U n d e ra c h ie v e rs w ere i d e n t i f i e d and an a t t e m p t was made t o f i n d a p u p i l a c h i e v i n g a t o r above e x p e c ta n c y w hich c o u ld b e m atch e d a c c o r d in g to t h e c r i t e r i o n p r e v i o u s l y l i s t e d . About two h u n d re d p a i r s w ere i d e n t i f i e d . Some o f t h e s e h ad to be e l i m i n a t e d b e c a u s e o f f a i l u r e t o c o m p le te t e s t i n g . T e s ti n g r a n l a t e i n t o th e S p rin g o f 1962. B ecause a m is u n d e r s ta n d in g in s c h e d u l i n g o c c u r r e d , th e e i g h t h g r a d e r s a t one o f th e two j u n i o r h i g h s c h o o ls in t h e d i s t r i c t were n o t t e s t e d . T h is s e r i o u s l y re d u c e d th e s i z e o f t h e sam ple a t t h e e i g h t h g r a d e l e v e l . Com plete t e s t r e s u l t s were o b t a i n e d f o r a t o t a l o f one h u n d re d f o r t y - s e v e n m atched p a i r s . 13 A d m i n is tr a t io n o f th e I n s t r u m e n t . — The a d m i n i s t r a t i o n o f t h e I n s tr u m e n t was done p r i m a r i l y by th e r e s e a r c h a u t h o r w ith a s s i s t a n c e b e in g r e n d e r e d by th e p r i n c i p a l i n some o f t h e s c h o o l s . T e s tin g was c a r r i e d o u t in th e l a r g e m u l t i - p u r p o s e c a f e t o r i u m o r i n th e s c h o o l l i b r a r y . T e s t i n s t r u c t i o n s w ere r e a d a lo u d t o a l l s t u d e n t s . The f u l l t e s t was r e a d a lo u d t o a l l t h i r d g r a d e r s . O th e r s t u d e n t s w ere a s s i s t e d w ith th e r e a d i n g and d e f i n i t i o n o f any te rm s w hich th e y d i d n o t u n d e r s ta n d . The t e s t s w ere a d m i n i s t e r e d d u r in g th e S p rin g o f 1 9 6 2. S c o rin g and t a b u l a t i o n o f r e s u l t s . - - S c o r i n g s t e n c i l s were c u t i n th e d i r e c t i o n i n w hich th e u n d e r a c h i e v e r s w ere e x p e c te d t o re s p o n d . U.A. ( u n d e r a c h ie v e m ent) s c o r e s were o b t a i n e d f o r a l l p a r t i c i p a n t s . S e p a r a te s u b - s c o r e s f o r eac h o f th e t e n a r e a s w ere a s s i g n e d a s w e ll a s a t o t a l s c o r e . S t a t i s t i c a l t r e a t m e n t f o r t h e f u l l s t u d y . — S t a t i s t i c a l a n a l y s i s was done i n s e v e r a l ways. The W ilcoxon M a tc h e d -P a lrs S igned-R anks T e s t was made f o r th e t o t a l g ro u p o f one h u n d re d and f o r t y - s e v e n m atch ed p a i r s . The t e n s u b t e s t s c o r e s p l u s th e t o t a l s c o r e f o r b o th u n d e ra c h ie v e r and a c h i e v e r w ere c o n s id e r e d c o l l e c t i v e l y a s tw e n ty -tw o s e p a r a t e v a r i a b l e s * I n t e r - c o r r e l a t l o n s were o b t a i n e d betw een th e t e n s u b t e a t and lit t o t a l scop es f o r th e u n d e ra c h ie v e rs and a ls o f o r th e a c h i e v e r s . C o r r e la tio n s betw een th e mean s c o re s o f under a c h ie v e r s and a c h ie v e r s on each s u b t e s t a s w e ll a s t o t a l t e s t were o b ta in e d . The t t e s t , using th e form ula f o r m atched p a i r s (^ 6 :2 2 8 ), was computed f o r the s u b t e s t and t o t a l sc o re s as f o llo w s : 1. F u ll sample (llj? matched p a i r s ) 2. G i r l s o n ly (50 m atched p a i r s ) 3« Boys on ly (97 m atched p a i r s ) Lower g ra d e s ( t h i r d and f o u r t h ) (52 m atched p a i r s ) 5. Middle g ra d e s ( f i f t h and s i x t h ) (5i| matched p a i r s ) 6 . Upper g ra d e s (s e v e n th and e ig h th ) (I4I m atched p a i r s ) 7. Low a b i l i t y (I.Q .8 9 o r l e s s ) (16 matched p a i r s ) 8 . Average a b i l i t y (I.Q . 90-1 1 0 ) (100 matched p a i r s ) 9. High a b i l i t y ( l .Q . I l l or above) (31 matched p a i r s ) The K uder-R ichardson form ula 21 (i|5 s3 ^ l) was computed to e stim a te r e l i a b i l i t y o f t o t a l t e s t s c o r e s . S u b te st r e l i a b i l i t y was e stim a te d from th e Spearman Brown form ula (1j5 "3ij3 ) • 15 F i n a l l y , an ite m a n a l y s i s was made s e p a r a t e l y by s e x and g ra d e l e v e l . O r g a n iz a tio n o f Remaining C h a p te rs The b a la n c e o f th e r e s e a r c h r e p o r t w i l l be o r g a n iz e d a c c o rd in g to t h e f o llo w in g o u t l i n e . In C h a p te r I I a summary o f th e l i t e r a t u r e and r e l e v a n t r e s e a r c h h a s b een made. D is c u s s io n was g u id e d by th e f o l lo w in g t h r e e q u e s t i o n s : 1 , What p r e v io u s m ethods o r i n s t r u m e n t s have been used t o stu d y u n d e ra ch ie v em en t? 2 . What v a r i a b l e s s t a n d out a s m aking a d i f f e r e n c e in a ch iev em en t p a t t e r n s ? 3* At w hat age l e v e l s and u n d e r w hat p r o c e d u r e s have th e s t u d i e s b e e n con d u cted ? C h a p te r I I I p r e s e n t s th e s p e c i f i c q u e s t i o n s w hich were f o r m u la te d t o g e t h e r w ith th e o r i g i n a l ite m s d e v e lo p e d to answ er t h e s e q u e s t i o n s . In C h a p te r IV th e p i l o t stu d y f i n d i n g s and th e form al h y p o th e s e s w hich were d e v e lo p e d a r e c o n s i d e r e d . C h a p te r V th en p r e s e n t s and d i s c u s s e s th e f i n d i n g s o f th e f u l l s t u d y c o n d u c te d d i s t r i c t - w i d e . Summary, c o n c l u s i o n s , an d recom m endations f o r f u r t h e r r e s e a r c h have b e e n i n c lu d e d in C h ap ter V I. F i n a l l y , a b i b l i o g r a p h y and a p p e n d ix c o n c lu d e th e r e p o r t . 16 An o u t l i n e o f t h e c o m p le te s t u d y may be fo u n d i n T a b le 1 . S e c t i o n I p r e s e n t s th e c o m p le te l i s t o f v a r i a b l e s i n t o w h ic h t h i s s tu d y was o r g a n i z e d . The d i r e c t i o n o f d i f f e r e n c e s b e tw e e n a c h i e v e r s and u n d e r a c h i e v e r s i s l i s t e d i n S e c t i o n I I . The o p e n in g end o f a b r a c k e t I n d i c a t e s t h e d i r e c t i o n of e x p e c ta n c y b a s e d on th e f i n d i n g s o f th e a u t h o r s l i s t e d . F or e x am p le , u n d e r A rea l . a , two a u t h o r s (Hobbs and MacCurdy) r e p o r t e d t h a t p u p i l s a c h i e v i n g a t e x p e c ta n c y (AE) d e v e lo p s t r o n g e r , m ore m e a n in g f u l , r e l a t i o n s h i p s w i t h t e a c h e r s t h a n do p u p i l s n o t a c h i e v i n g a t e x p e c ta n c y (NAE). The p i l o t s t u d y d e s i g n a n d r e s u l t s may be fo u n d in S e c t i o n I I I o f t h e o u t l i n e . S e c t i o n IV c o n t a i n s an o u t l i n e o f t h e f o r m a l h y p o t h e s e s w h ich w ere d e v e lo p e d , t h e t e s t a r e a an d ite m num bers d e s i g n e d to t e s t t h e s e h y p o t h e s e s , a n d th e s t a t i s t i c a l s i g n i f i c a n c e o f th e d i f f e r e n c e s b e tw ee n t h e r e s p o n s e s o f a c h i e v e r s and u n d e r a c h i e v e r s . C a r e f u l e x a m in a t io n o f T a b le 1 w i l l p r o v i d e t h e r e a d e r w i t h a b a s i c o v e rv ie w o f t h e e n t i r e s t u d y . I , t r i i i o f ( n t a i t l | i t l M 1, M ln f t t l t l o h l a . fn n eh ara A ttitu d e * 4 m s e l i t i i A f t i u t y « r • H M t l U l II.Direction In d ic a te d b f M iu r c h L l t i n U r i 2 . U elal ft. AMI •««* A M l f t v | o ■ ion*" cloaa poor r e la tio n ! I « . P o o d f O T (| group a — b i n h l a | d . Ago o r f r l a ^ l a d u lt a p p ro v a l ♦ A pproval a b > bab (f? o ft:a,o l» ao a d d ra a B aeC urdj.19561 Ag>i*B ( S u t c l i f f e , 19581 (M cC u rd y , l# 5 o l a b > ia e (O e lle rfta r and C re a to r, 1957) AK>PAt 'D u rr and C o l l t a r ) tn i l a t l e o f t l t e ,i 9S* Al>MAg (ftle h to n , 19571 IC u tta ft f te a a lo t,) (A tlllO 'M , 1156) AB >PAS ( f t u t a l l f r o , 1 9 5 6 ) I AB>RAB (L a a a tn g a r an d ■ a r tln a o n , 1161) o tm .i* c o r T fii pulabcr irw o r WOCPACHIIVItO C rtlL M tS^ 111* P i l o t_ 1 n v e a tlg a tlc n D lro e tlo n lif t I U f tlla a a o n l a p o e t ad A roa I ia a t o . Teat fleaaoM ftie B apoctitlooj M oral and A o a la l Valuai P e rc e iv e d U t i l i t y o f la h o o l K ip irta n a a AS>RAI (D rava, 1957) (C u tta ft fto e o lo y . ] 1957) Ifta rra tt.iftiT ) (uion.lPftft ) (T o ro n to S ec o n d a ry U h o o la .lftftft ) * l > U l (S te v a n a , 1956) (K ru a a a o iiv io ) AK RAP (Ryan, 1957) (P aeo n , 1958) (Rathe, lv»l) A*>«AB i AK>PAI A I>V A I AB>PAK AK > IA I I AK>PAK AI>KAK A K >MAK AK>RAB llSA lO I U 1 I*A 1 I U 1 I U 1 I U L I U 1 ft. C o o a tr u c tl* | p u rp o al *a « . f a r a e n a ll p re v e rtin g I . D l a a a t l a r i o u n aK allan g o a . C a a p a tl l li n 4 6 . Sucecaa r a t t a m a 7 . A u th o rity R a la tlo n a h tp a . Dependency, a o n r i l a t . Ind aelalo n 1 ft» fo a l r a j a c t 8 . Ooal D ir e c t >n I w r AC> MA| < Mann. l?s: ft. l a i r p ra a a ifre AK>M*S a . Long ran g * c a a la d . V o c a tio n a l p r a p a r o tto i o . I n t a r n a l l d p a r e n ta l n 9 . S e lf Concept a . Can a ta n d a lo n e - e e l f c >nf id a n e a r'a« r o f f a i l u r e 1 0 .Ip o n tan ao u a I n ta r a a t a A K U I (Oooan. 1955) A K > M A I ( ■ e lth , 1956) ( C u tta ft fto a a la j; A I> U B l lr o v n ft t o l t l a m ) A I < P A B (O rc ea e l ft O roboo, 1 9 5 6 ). A K > l A l (C u tta ft H o e a lo y , 1957) (Roaan, 1959) A I > V A K (oacC urdy, 1956) (B la h te n . 1957) AB<HAC ( A ro a tro n r. 1955) (B la n to n . 1957) l io e d le d , 1959) d A K U | (O o U b a p p .iftfti) ( * l e f t a l l , l > 5 ) ) O o a a n , 1955) ( e a lc h , 1996) (U sb fta.alT co a d d ra A O H A B ( Q rave, 1957) ftUahat) A K K A I ( P ra n c e ), 196?) AK>MA1 l a ( lo h l , 1953) (R oaan, 1959) AB>UK ( a tit,to n . ) 9 5 H (O urr • C o l l t a r ) (Rarnec, lft6l) A K K A I (K lo to all, 1953) ( I h a a .n to a o o id r a a ( tr le h a o n , > 5. 3 6 ) AB>KAB (Maaon. 1956) AB >N A I (S utcliffe, 1959) AB<PAK m v 76-79 AB>PAB I U 60.81 7) AB>RAB 111 V 67 AB<MAB I U V 63-65 Ak>H At ISA V 66-90 A K < H A f c AB>BAB i) A t > tU K AB • M A B AB ■ BAB AB <RAB I A l s U P A B > M A B 1-11 17.13 lia-Lft 19*31 jr -b u u 5 -( |6 36 69-57 So-bO 61-75 l u vt vl*13i 1 U V Q 1107-14 xu v n ju s-ib i C .Q l 13 < - 0 9*5 C .0 1 < . ‘ J1 <*011 \ iu mi uz tu mi U i3 -i^ lBA VU4146-B 1 o * v u i ru nil 167 152 I U I I U K jl6 > 7 ft 5.! < . 0 1 t IV. full Im ra e tW e tlo n M y^othaaaa R cvlaed I U A raaa r a v . J»A I tu P o J * RbftAX«AB « J lA t< A l A 1 .2 H .tA la At H|BAR< A B A 3 (fta v la e ta a o A H n tl M f f i S k ^1"* '• 6^PAB = AI H|«AK<AB 5 5 -1 0 l l . S l t a A K R|PAK< AB fl 11-16 p _«a k « ab Hj IA K A K 8 1 9 .2 0 Dropped M a PAB a A B i ff|BAK< AB 2 1 .2 7 , N RAKoAK H fU K <A B A A 2 3.2b t . U I n l l N^RAB<AI V3V 75-37 j l U l lB a A i H1MAt>AO H -U K aA B , N|«AB<AB U U 3 3.3b 35 M U I > 1 B m | m a i< ak H,RAIsAK rTm a o a b K*MABbAB nJ p a k a b u u u 36 17,36 1 9 -b t 1 1 N0l iB = A B JR j MAKAB r ■ \ 9P ! 1 Re UK=AK 1 H?NAB>AK j * A R 5 ? - M ; i K.MAa jbAB < K^M AR >AK A M fc j-7 . i | N MA2* A K i M?MAI<AI Dftoppad Q 75 H0MAE-AE I N|MAE<AB 1 0 ?6»?T j| Dropped I . h0 i a b » ab l|H jU K >A C | 1 ! 0 73 K 0 IUE»AE h j UV <AK j iH .M lfc s ll jN ju i> A K f 79-97 !lf KAS = Ak )H ° U d > A i ' Ih^ u a s k a : H,SUS<AK 1 a l b 6 - n o C H A PTER I I A REVIEW OP THE LITERATURE The o b j e c t i v e s o f t h i s p h a se o f th e I n v e s t i g a t i o n w ere t h r e e : (1) t o d e te rm in e th e a p p ro x im a te l e v e l a t w hich p a t t e r n s o f u n d e ra c h ie v e m e n t d e v e lo p , (2) to d e te r m in e t h e m ethods and I n s tr u m e n ts w hich h ave b een em ployed i n s t u d i e s o f u n d e ra c h ie v e m e n t, a n d (3) t o i d e n t i f y t h e m a jo r a r e a s o r v a r i a b l e s which h a v e been fo u n d t o be s i g n i f i c a n t l y r e l a t e d t o t h i s p ro b lem . L evel a t Which P a t t e r n s o f U nderachievem ent D ev elo p " Much o f th e l i t e r a t u r e h a s c o n c e rn e d i t s e l f w ith u n d e ra c h ie v e m e n t a t th e c o l l e g e l e v e l . In 1957 Gowan c o n s i d e r e d two g ro u p s : th o s e who n ev er r e a c h c o l l e g e and more p a r t i c u l a r l y th e 3 0 p e r c e n t i n th e to p d e c i l e in i n t e l l i g e n c e t h a t go t o c o l l e g e and do n o t su cceed (5 5 * 9 8 -1 0 1 ). A number o f a u th o r s have e x p r e s s e d th e o p in io n t h a t th e p roblem o f u n d e ra c h ie v e m e n t does n o t d e v e lo p w i t h i n t h e c o l l e g e s e t t i n g , b u t t h a t s t u d e n t s b r i n g t h e p ro b lem w ith them when th e y e n t e r . B ro e d el, i n 1 9 5 9* c o n s i d e r e d t h a t th e problem o f u n d e ra ch ie v em en t 18 19 among h i g h s c h o o l sophom ores was n o t a s u r f a c e phenomenon w hich I s e a s i l y m o d i f i a b l e , b u t r a t h e r I s r e l a t e d to th e b a s i c p e r s o n a l i t y m a t r i e s o f t h e I n d i v i d u a l , He f u r t h e r c o n s i d e r e d t h a t I f I t I s t r u e t h a t a ca d em ic u n d e r a c h ie v e - m ent I s r e l a t e d t o b a s i c p e r s o n a l i t y s t r u c t u r e , th e n such b e h a v i o r I s l i k e l y t o o c c u r d u r i n g t h e e le m e n ta r y s c h o o l y e a r s ( 1 2 ) , B a r r e t t (1957) fo u n d th e u n d e ra c h ie v e m e n t p a t t e r n o p e r a t i v e by g r a d e f i v e ( 5 :1 9 2 - 1 9 ^ ) * Shaw a n d McCuen, I n 19&0, c o n c lu d e d t h a t th e m ost o b v io u s i m p l i c a t i o n o f t h e i r s tu d y was th e n e ed f o r e a r l i e r I d e n t i f i c a t i o n o f u n d e r a c h i e v e r s . They s t a t e d : At t h e p r e s e n t tim e v e r y l i t t l e d e l i b e r a t e i d e n t i f i c a t i o n o f su c h s t u d e n t s I s t a k i n g p l a c e . The work t h a t i s b e in g done te n d s t o b e go ing on a t t h e h ig h s c h o o l l e v e l . (1 0 1 :1 0 3 ) In 1958 Shaw and Grubb s t u d i e d h o s t i l i t y in a b l e h i g h s c h o o l u n d e r a c h i e v e r s . They c o n c lu d e d t h a t th e p ro b le m was b r o u g h t w ith them i n t o th e s c h o o l s e t t i n g (100:266). F l i e g l e r h a s s u g g e s t e d t h a t t h e r e a r e two d i f f e r e n t k i n d s o f u n d e ra c h ie v e m e n t. He s p e a k s of l o n g te rm u n d e ra c h ie v e m e n t and s i t u a t i o n a l u n d e ra c h ie v e m e n t. The l o n g - t e r m u n d e r a c h i e v e r was c o n s i d e r e d t o have p ro b le m s p r e d o m in a n tly stem m ing from t h e home s i n c e c h i l d h o o d , However, t h e s i t u a t i o n a l u n d e r a c h i e v e r 's p roblem s w ere b e l i e v e d t o s p r i n g p r i m a r i l y from t h e sc h o o l e n v iro n m e n t (3 9 * 5 3 3 -5 3 6 ). 20 The Use o f P e r s o n a l i t y T e s ta to 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 '" Prom A c h ie v e r s E dw ards P e r a o n a l P r e f e r e n c e S c h e d u le (EPPS)* — O ebhard a n d Hoyt (147: 1 2 5- 1 2 6 ) and Krug ( 714: 1 3 3- 1 3 6 ) fo u n d t h a t th e EPPS had som e u s e f u l n e s s i n d i f f e r e n t i a t i n g b e tw ee n e x tr e m e o v e r a c h i e v e r s and e x tre m e u n d e r a c h i e v e r s when a d m i n i s t e r e d t o c o l l e g e s t u d e n t s * The r e s u l t s o f t h e two s t u d i e s w ere n o t i d e n t i c a l * McNemar h a s c r i t i c i z e d t h e w id e s p r e a d u s e o f e x tre m e g r o u p s in h y p o t h e s i s t e s t i n g on t h e b a s i s t h a t su c h t e s t s o f s i g n i f i c a n c e a r e m i s l e a d i n g and may r e p r e s e n t o n l y a s m a l l d e g r e e o f r e l a t i o n s h i p b e tw e e n t h e two v a r i a b l e s ( 6 2 : 2 9 5 - 3 0 0 )* K a z m le r, i n 19&1, I n v e s t i g a t e d t h e r e l a t i o n s h i p s b e tw een t h e EPPS s c a l e s a n d a c r i t e r i o n o f a c a d e m ic a c h ie v e m e n t when s c o r e s o f a l l s u b j e c t s w ere u t i l i z e d — n o t j u s t t h o s e o f e x tre m e g ro u p s* A c o e f f i c i e n t o f m u l t i p l e c o r r e l a t i o n o f *3 ^ 5 f o r t h e e x p e r i m e n t a l g ro u p was o b t a i n e d * However, when t h e same s c a l e s w e re u s e d f o r a c r o s s v a l i d a t i o n g ro u p t h e v a l u e o f t h e c o r r e l a t i o n c o e f f i c i e n t was f o u n d to b e - .0 5 6 * K azm ier c o n c lu d e d t h a t h i s s t u d y d id n o t n e c e s s a r i l y i n d i c a t e a l a c k o f u s e f u l n e s s f o r th e EPPS, b u t t h a t i t d i d h i g h l i g h t th e s h o r tc o m in g s o f many o f t h e r e s e a r c h s t u d i e s w h ic h have 21 r e p o r te d su ccess In p r e d ic tio n w ith the EPPS s c a le s (71:195-198). C a lif o rn ia P sy c h o lo g ic a l In v en to ry (C P I).— In 1955 Gough concluded th a t achievem ent and underachievem ent among g i f t e d s tu d e n ts a re forms o f s o c ia l b eh a v io r and t h a t underachievem ent i s a k in to d e lin q u e n t b e h a v io r. His stu d y Involved an a tte m p t to c o n s tru c t and v a l i d a t e an achievem ent s c a le based on the C a lif o rn ia P sy ch o lo g ical In v en to ry and was c a r r i e d o u t on a la rg e number o f h ig h school and c o lle g e s tu d e n ts ($2), In 1 961 L essin g er and M artinson, using the C a lif o rn ia P sy ch o lo g ical In v en to ry w ith g i f t e d p u p ils in C a lif o r n ia , found t h a t g i f t e d e ig h th grade s tu d e n ts had p e r s o n a lity in v e n to ry p r o f i l e s which more c lo s e ly approxim ated those of g i f t e d h ig h school s tu d e n ts and a d u l ts than p r o f i l e s of t h e i r own age m ates. They concluded t h a t g i f t e d e ig h th g ra d ers and g i f t e d high school s tu d e n ts d id n o t c o n s t i t u t e a p eer group w ith t h e i r own age m ates. They s t a t e th a t i t i s n ec e ssa ry to c o n s id e r the m a tu ra tlo n a l l e v e l of the in d iv id u a l g i f t e d p u p il in p sy c h o lo g ic a l as w ell as I n t e l l e c t u a l a re a s when p la n n in g f o r t h e i r school e x p e rien ces ( 7 5 : 5 7 2- 5 7 5 )* M innesota M u ltlp h aslc P e r s o n a lity Inventory (MMPI). —McQuary and Traux, in 1955# attem p te d to 22 c o n s t r u c t an u n d e ra c h ie v e m e n t s c a l e fro m t h e MMPI ( 8 3 : 3 9 3 - 3 9 9 ) . In i 9 6 0 H a c k e tt r e p o r t e d on a f o l l o w - u p s t u d y i n w h ic h an a t t e m p t was made t o work o u t a s c a l e of MMPI Ite m s t h a t w o u ld y i e l d m e a n in g f u l p r e d i c t i o n s o f a c h i e v e m ent i n c o l l e g e f o r h i g h s c h o o l m a l e s . He c o n s i d e r e d h i s r e s u l t s t o b e e n c o u r a g in g f o r f u r t h e r work an d a l s o f o r th e u t i l i z a t i o n o f o t h e r i te m s o u t s i d e th e MMPI. However, he s t r e s s e d t h a t l i m i t a t i o n s o f h i s s t u d y I n v o lv e d a s m a ll e x p e r i m e n t a l gro u p and th e u s e o f m a le s o n ly ( 5 9 : 2 1 5 - 2 1 7 ) . O t h e r .- - M c C l e l l a n d e t a l ., i n 1953* a t t e m p t e d t o c o n s t r u c t h i s own i n s t r u m e n t w hich he c a l l e d th e MAMS (M c C le lla n d A chievem ent M o t i v a t i o n S c a l e ) . I n a s t u d y o f c o l l e g e m a le s i t was h y p o t h e s i z e d t h a t s c o r e s w ould be a f f e c t e d b y c h i l d r e a r i n g p r a c t i c e s o f p a r e n t s . They w ere a b l e t o i s o l a t e c e r t a i n d i f f e r e n c e s b e tw e e n s u b j e c t s who r e c e i v e d h i g h s c o r e s and t h o s e who r e c e i v e d low s c o r e s ( 8 1 ) . However, Shaw and McCuen h a v e p o i n t e d o u t t h a t th e I n s t r u m e n t u s e d i n t h e M c C le lla n d s t u d y h a d n o t been v a l i d a t e d a s a p r e d i c t o r o f a cad em ic a c h ie v e m e n t. They a s s e r t e d t h a t s h o u l d a cad em ic u n d e ra c h ie v e m e n t be fo u n d in th e e a r l i e s t s c h o o l y e a r s a n d w ith some c o n s i s t e n c y th r o u g h o u t t h e s c h o o l e x p e r i e n c e , m ore c r e d e n c e c o u ld be p l a c e d in t h e g e n e r a l f i n d i n g s o f M c C le lla n d e t a l . a s th e y r e l a t e t o a cad em ic u n d e ra c h ie v e m e n t ( 1 0 1 :1 0 1 - 1 0 3 ) . 23 As h a s been p r e v io u s ly n o ted , p a t t e r n s o f un der achievem ent have been found d u rin g th e e a r l y g ra d e l e v e l s . T h is fin d in g has been p a r t i c u l a r l y c o n s i s t e n t in t h e c a s e o f boys. Other app ro ach es to th e s tu d y o f th e u n d e ra c h ie v e r have in c lu d e d a study of m o tiv a tio n in r e l a t i o n s h i p to th e p r e p a r a t i o n o f te a c h e r s f o r g i f t e d c h il d r e n c o n d u cted by W ilson in 1953 (1 1 6 :7 8 -8 0 ), and a stud y of th e problem o f m easuring ach ievem en t m o tiv a tio n p r o j e c t i v e l y which was r e p o r t e d by L ow ell (79)« The r e s e a r c h l i t e r a t u r e has ten d e d to I n d i c a te more p o s i t i v e f i n d in g s in th e c a se of a c h i e v e r s , w h ile u n d e ra c h ie v e rs show up more n e g a t iv e l y on the v a r i a b l e s under c o n s i d e r a ti o n . However, in th e c ase o f f o r t y - f i v e g i f t e d c h i l d r e n a t th e U n iv e rs ity o f Chicago L a b o ra to ry School s t u d i e d by Haggard over a f i v e y e ar p e r i o d and r e p o r t e d in 1 9 5 7* s e r io u s n e g a tiv e a s p e c ts w ere foun d in th e p e r s o n a l i t y v a r i a b l e s o f th e a c h ie v in g s t u d e n t s . Haggard r e p o r t e d t h a t t h i r d g rad e c h ild r e n of h ig h achievem ent w ere s e n s i t i v e to s o c i a l i z a t i o n p r e s s u r e s , and f e l t t h a t t h e i r p a r e n t s w ere o v e r p r o t e c t l v e , p r e s s u r i n g f o r achievem ent, and la c k in g in e m o tio n al warmth (6 0: 3 8I4— 1|li4). This r e p o r t was c o n t r a r y to th e f i n d in g s of o t h e r s t u d i e s such as th e one co n d u cted by W alsh in 1956. She fo und t h a t in th e case o f a c a r e f u l l y m atched group o f boys from g ra d e s two th ro ugh f i v e th e 2l< a c h i e v e r s saw th e m s e lv e s a s f r e e r t o make c h o ic e s and f r e e r t o com m unicate w i t h t h e i r p a r e n ts * They p r e s e n t e d f e e l i n g s o f b e lo n g in g n e s s i n r e l a t i o n s h i p t o t h e i r p a r e n t s and a view of th e m s e lv e s a s b e in g en g ag ed i n c o n s t r u c t i v e , p u r p o s i v e , and r e s o u r c e f u l a c t i v i t i e s (111)* The H aggard s tu d y w ent on t o r e p o r t t h a t by th e s e v e n th g r a d e the a c h i e v e r s had an a n t a g o n i s t i c a t t i t u d e to w ard a d u l t s a lt h o u g h t h e y g o t a lo n g b e t t e r w i t h t h e i r p a r e n t s , t e a c h e r s , and p e e r s t h a n th e low a c h i e v i n g g i f t e d s t u d e n t s . F u r t h e r , th e h ig h a c h i e v e r s showed a m arked i n c r e a s e in l e v e l o f a n x i e t y and a d e c r e a s e in I n t e l l e c t u a l o r i g i n a l i t y and c r e a t i v i t y betw een g r a d e s t h r e e and seven ( 6 0 : 3 8(4- ^ 1(4 )• In i 960 U h lin g e r a tte m p te d t o d e v e lo p an e x p e r i m e n ta l s tu d y b a s e d on fo rm e r ones b u t e x te n d in g them* In r e p o r t i n g h e r f i n d i n g s sh e s t a t e d : Most p e r p l e x i n g a n d v e x in g o f a l l has been th e i n a b i l i t y t o r e l a t e a c t u a l a c h ie v e m e n t to m ea su re s o f m o t i v a t i o n to a c h ie v e * Such a r e l a t i o n s h i p would seem v i r t u a l l y t a u t o l o g i c a l ; b u t the d a ta have f a i l e d , n e v e r t h e l e s s , t o c o n firm such a r e l a t i o n s h i p w ith c o n s is te n c y * The s t u d i e s t h a t have s u p p o r te d th e h y p o t h e s i s (£ . G* B u rg e ss, 1956; L l v e r a n t , 1958* Morgan, 1952) have been c o u n t e r b a la n c e d by t h o s e w ith c o n t r a d i c t o r y r e s u l t s ( £ . G. L o w ell, 1950; M c C le lla n d , A tk in s o n , C la rk , an d L o w ell, 1953* P a r r i s h an d R e t h l l n g s h a f e r , 1 9 5 4 ). (110:26115 I t was c o n c lu d e d t h a t a lt h o u g h some Im p o r ta n t i m p l i c a t i o n s w ere s u g g e s te d , a . I t can r e a s o n a b l y be assum ed t h a t t h e r e h a s n o t y e t been an a d e q u a te t e s t of th e 25 r e l a t i o n s h i p betw een a ch iev em en t m o ti v a ti o n and academ ic a c h ie v e m e n t; and b , The p r e d i c t i v e v a l i d i t y o f t h e m easu res w hich have been u se d i n p re v io u s r e s e a r c h i s v e ry much t o be q u e s tio n e d . ( 1 1 0 : 2 6 5 ) S y n th e s is of M ajor A reas At t h i s p o i n t i t was d e c id e d t h a t a f r e s h ap p ro ach would have to be made to th e problem o f u n d e r ach iev em en t i f th e r e l a t i o n s h i p betw een v a r i a b l e s was to be s u c c e s s f u l l y a s s e s s e d . I t was d e c id e d to a tte m p t t o a s s e s s th e r e l a t i o n s h i p betw een u n d erach ievem ent and a group o f c a r e f u l l y s e l e c t e d v a r i a b l e s th ro u g h th e developm ent o f a new s e l f r e p o r t in s t r u m e n t . Hie i n v e n to r y item s were t o be o r i g i n a l l y v a l i d a t e d a g a i n s t p r e v io u s r e s e a r c h . An a tte m p t was made t o c o n s o l i d a t e th e many r e s e a r c h s t u d i e s i n t o s p e c i f i c v a r i a b l e s o f the m o tiv a tio n complex w ith s u b - a r e a s o r g a n iz e d u n d er e a c h one o f t h e p r i n c i p a l v a r i a b l e s . Nine s p e c i f i c a r e a s were s u g g e s te d t o g e t h e r w ith a t e n t h a r e a w hich, in e s s e n c e , s u g g e s te d t h a t some c h i l d r e n a c h ie v e sim ply b e c a u se th e y e n jo y d o in g s o . T h is t e n th v a r i a b l e was l a b e l e d "S po ntaneou s I n t e r e s t s . " The t e n v a r i a b l e s w ere: 1 . A s s o c ia tio n s 2 . S o c ia l 3• A dult A pproval k- Moral and Social Values Perceived U t i l i t y of School Experience 6. Success P attern s 7. A uthority R elationships 8. Goal D irectio n 9. S elf Concept 10, Spontaneous I n te r e s ts These ten areas were organized together with th e ir sub headings Into the follow ing o u tlin e : 1. A ssociations a) Teachers b) A ttitu d e of a s so c ia te s c) A b ility of a sso c ia te s 2. Social a) A b ility to "get along" b) Close peer r e la tio n s c) Need fo r group membership d) Age of frie n d s 3. Adult Approval a) Approval b) Reasonable expectations 4. Moral and S ocial Values Perceived U t i l i t y of School Experience a) Boredom b) C onstructive, purposive c) P ersonally rewarding d) D i s s a t i s f i e d , u n c h a lle n g e d e) C om p etition 6 . S uccess P a t t e r n s 7. A u th o r ity R e la ti o n s h ip s a) Dependency, c o n f l i c t , in d e c is io n b) F e e ls r e j e c t e d 8 . Goal D ir e c tio n a) Money b) S e l f p r e s s u r e c) Long ra n g e g o a ls d) V o c a tio n a l p r e p a r a t i o n e) I n t e r n a l i z e d p a r e n t a l g o a ls 9* S e l f Concept a) Can s t a n d a lo n e , s e l f c o n fid e n c e b) I n f e r i o r c) F e a r o f f a i l u r e 10, Spontaneous I n t e r e s t s Because th e ite m s making up th e e x p e rim e n ta l in s tr u m e n t were d e r iv e d d i r e c t l y from th e c o n ce p ts and f i n d i n g s e x p re s s e d by th e v a rio u s r e s e a r c h s t u d i e s , th e re m a in d e r o f th e s e c t i o n d e a lin g w ith a rev ie w o f th e l i t e r a t u r e w i l l fo llo w th e above o u t l i n e and w i l l in t u r n be fo llo w e d in t h e n e x t c h a p te r by th e f o r m u la tio n o f s p e c i f i c q u e s t io n s I n d i c a t i n g d i r e c t i o n o f e x p ec ta n cy t o g e t h e r w ith t h e developm ent o f th e i n i t i a l item s used in th e e x p e rim e n ta l in s t r u m e n t . A s s o c ia tio n s a ) T eachers Hobbs, In an a d d re s s g iv e n to th e George Peabody C o lle g e f o r T e a c h e rs, c o n c lu d e d t h a t t e a c h e r s a r e r e a l l y th e m ajo r m o ti v a to r s o f achievem en t (61|)« MacCurdy, In 195&, co n d u cted a s u rv e y In an a tte m p t t o I d e n t i f y th e c h a r a c t e r I s t i c s o f s u p e r i o r s c ie n c e s tu d e n ts * He a c h ie v e d an 8$ p e r c e n t r e t u r n on i n q u i r i e s m a ile d to t h r e e hund red 1952 and th r e e h u n d red 1953 h ig h sc h o o l g r a d u a te s re s p o n d in g t o a s c ie n c e t a l e n t search* F o r ty freshm en and f o r t y sophomores w ith I*Q* 120 o r above and s i m i l a r i n a g e, sex , and e d u c a ti o n a l l e v e l were used a s c o n tr o ls * Of t h r e e h u nd red item s exam ined one hund red and tw e n ty - f iv e w ere found s i g n i f i c a n t a t th e *01 l e v e l o f c o n fid e n c e , one hundred and t h i r t y - o n e were n o t s i g n i f i c a n t , and th e re m a in d e r were s i g n i f i c a n t a t t h e *02 and »0£ l e v e l s o f co nfiden ce* He co n clu d ed t h a t th e more than one hundred Item s b u i ld i n g a p o r t r a i t o f s u p e r i o r s c ie n c e s t u d e n t s c o u ld be re d u c e d to e i g h t c a t e g o r i e s * Among th e s e i t was foun d t h a t th e s c ie n c e t e a c h e r o f th e s t u d e n t s s e rv e d a s a f a t h e r 29 f i g u r e . He h ad a good p e r s o n a l i t y , was w e ll t r a i n e d , e x p e r ie n c e d , p r o f e s s i o n a l In a t t i t u d e , and was a p e r m is s iv e and p r o g r e s s i v e e d u c a to r ; in g e n e r a l , a good example to i m i t a t e ( 8 0 : 6 7- 7 1 ) . b) A t t i t u d e o f a s s o c i a t e s S u t c l i f f e , in a 1958 d o c t o r a l r e s e a r c h s tu d y , a tte m p te d ( 1 ) to d e te rm in e re a s o n s which c o n t r i b u t e to low s u b j e c t marks o f some p u p i l s w ith above a v e ra g e i n t e l l i g e n c e , and ( 2 ) t o d e te rm in e th e im p l i c a ti o n s o f th e r e s u l t s o f th e f i r s t p a r t o f t h e stu d y to sc h o o l a d m i n i s t r a t o r s . The f o llo w in g q u e s t io n s w ere a s k e d : (1) Are t h e r e s p e c i f i c f a c t o r s w hich te n d to c a u s e low s u b j e c t m a t t e r marks on th e p a r t o f some p u p i l s of above a v e r a g e m en tal a b i l i t y ? (2) I f so , w hat a r e the f a c t o r s ? (3 ) I f such f a c t o r s a re found, i s i t p o s s i b l e f o r sc h o o l p e rs o n n e l th ro u g h th e s c h o o l program to e l i m i n a t e some o f them? (J|) I f so, what are the changes in d ic ate d ? 30 Two g ro u p s o f m ale p u p i l s whose I n t e l l i g e n c e q u o t i e n t s w ere above 110 were s e l e c t e d from t h i r t y - t h r e e Los A ngeles C ity S e n io r H igh S c h o o ls. E ig h ty - n in e under a c h i e v e r s (th o s e w ith a v e ra g e o r below a v e ra g e s u b j e c t m a t t e r m arks) and one h u n d re d a n d two a c h i e v e r s (th o s e w ith A or B s u b j e c t m a t t e r a v e r a g e s ) w ere s e l e c t e d . Data was c o l l e c t e d by means o f a c h e c k l i s t c o n ta in i n g n in e ty -o n e I te m s. Item s w ere s e l e c t e d w ith the a s s i s t a n c e of a j u r y of e d u c a ti o n a l s p e c i a l i s t s from th e Los A ngeles C ity Schools and were d e sig n e d t o prove or d is p r o v e th e h y p o th e s e s d ev elo p ed f o r each a r e a o f th e s t u d y . A c tu a l p e rc e n ta g e d i f f e r e n c e s betw een the numbers o f answ ers g iv e n , r a t h e r th an s t a t i s t i c a l d i f f e r e n c e s , were used in making c o m p a riso n s. S u t c l i f f e c o n clu d ed : Some o f th e f a c t o r s which seem e s p e c i a l l y t o hav e a p o s i t i v e I n f lu e n c e a r e good a t t i t u d e s o f p u p i l ' s p e e r s tow ard s c h o o ls , s t u d y i n g , and t h e i r homes; . . . some o f th e f a c t o r s which seem to a f f e c t s u b j e c t m arks n e g a t i v e l y a r e p e e r a t t i t u d e s tow ard the w o rld (b ein g d i s s a t i s f i e d ) . ( 1 0 6 : 2* > 5 ) A nother o f the e i g h t m ajo r f i n d i n g s o f M acCurdy's stu d y m en tio n ed above was t h a t a c h ie v in g s c ie n c e s t u d e n t s were h i g h l y 31 in f lu e n c e d by t h e i r a s s o c i a t e s . They had had p r e v io u s c o n t a c t w ith s c i e n t i s t s and had e n jo y e d s c i e n t i f i c a c t i v i t i e s w ith f r i e n d s . They h ad s c i e n t i f i c f r i e n d s and r e c o g n iz e d th e in te r - d e p e n d e n c y of th em se lv e s and t h e i r a s s o c i a t e s in s c ie n c e (8 0 :6 7 -7 1 )• A number o f s t u d i e s d e a l i n g w ith th e a t t i t u d e s o f th e p u p i l ' s im m ediate fa m ily , s p e c i f i c a l l y h i s p a r e n t s , a p p e a r to have im p o r ta n t i m p l i c a t i o n s f o r s c h o o l a c h ie v e m e n t. In th e p r e s e n t o u t l i n e t h i s i s c o n s id e r e d under th e h e a d in g "A d u lt A p p ro v a l," a lth o u g h i t i s re c o g n iz e d t h a t t h e r e i s c o n s i d e r a b le o v e rla p in t h a t " A t t i t u d e o f a s s o c i a t e s " m ight be e x te n d e d h e re t o in c lu d e " a t t i t u d e of p a r e n t s . " c) A b i l i t y o f a s s o c i a t e s In 1957 G a lla g h e r and Crowder s t u d i e d tw enty boys and f i f t e e n g i r l s in g r a d e s two t o f i v e in a m ld w estern c i t y o f l e s s th an 100,000 p o p u l a t i o n . A ll had I . Q . ' s o f 15>0 or above a s m easured by th e S ta n f o r d B i n e t . The community h ad a h i g h l y f a v o r a b l e s o c i a l , eco n o m ical, and e d u c a ti o n a l l e v e l , a s th e m ajor I n d u s t r y was th e u n i v e r s i t y . Among o t h e r f i n d i n g s i t was l e a r n e d t h a t c h i l d r e n coming from s c h o o ls w here t h e r e were few b r i g h t c h i l d r e n f o r them to a s s o c i a t e w ith showed more m o t i v a t i o n a l problem s th a n th o s e coming from s c h o o ls w here t h e r e were many o t h e r b r i g h t s t u d e n t s (I|i|:3 0 6 -3 1 2 ). S o c i a l a) A b i l i t y t o ’’g e t a lo n g " D urr and C o l l i e r fo u n d t h a t a c h i e v e r s te n d e d t o g e t a lo n g b e t t e r w ith o t h e r s th an u n d e r a c h ie v e r s ( 3 0 : 163- 1 6 9 )• T h i s t l e t h w a i t e , in 1959* s t u d i e d s o c i a l r e c o g n i t i o n f o r 1 ,3 0 2 m atch ed p a i r s o f b e g in n in g c o l l e g e s t u d e n t s . I t was fo u n d t h a t th e a b i l i t y to g e t a lo n g w ith o t h e r s and s o c i a l r e c o g n i t i o n c o n s i d e r a b l y i n c r e a s e d th e f a v o r a b l e n e s s o f a t t i t u d e s to w a rd i n t e l l e c - t u a l i s m and c a r e e r p la n s ( 1 0 9 *1 1 1- 1 1 6 ). b) C lose p e e r r e l a t i o n s In 1957 B ls h to n a tte m p te d t o d e te rm in e t h e r e l a t i v e Im p o rta n ce o f c e r t a i n s o c i a l and p s y c h o l o g ic a l f a c t o r s i n th e c o n s i d e r a t i o n o f academ ic u n d e ra c h ie v e m e n t. He s t u d i e d the i n t e r - r e l a t i o n s h i p s betw een t h i r t y - o n e v a r i a b l e s . Prom t h e s e , s i x t e e n o r th o g o n a l f a c t o r s emerged when s u b m itte d t o s t a t i s t i c a l t r e a t m e n t . Among th e s e was c l o s e p e e r 33 r e l a t i o n s h i p s (9*203 - 2 0 7 ) . C u tts and Moseley e x p re s s e d the o p in io n t h a t n o t o n ly c lo s e , b u t v a lu e d p e e r r e l a t i o n s h ip s a re n e c e s s a r y t o e m o tio n a l w ell b e in g and t h a t f a i l u r e to s a t i s f y the need f o r th e s e c lo s e p e e r r e l a t i o n s and f o r r e c o g n i t i o n o f i n d i v i d u a l w o rth le a d s t o making o n e s e l f " c o n sp ic u o u s i n o th e r w ays, p e rh a p s by g o in g to e x tre m e s i n some p a r t i c u l a r , f o r exam ple, in n o t w orking*" (2^ : 1148) A s i g n i f i c a n t r e l a t i o n s h i p between c l a s s room a c c e p ta n c e and academ ic p erfo rm ance f o r over one h u n d re d g i f t e d c h i l d r e n was n o te d by W illiam s in 1958* More than f o u r out o f f i v e who were h i g h in t o t a l a c c e p ta n c e a c h ie v e d w i th in o r beyond e x p e c ta n c y . More th an t h r e e o u t of f i v e who were low in a c c e p ta n c e a c h ie v e d below e x p ectan cy (III 4: 2 1 6- 2 2 0)• c) Need f o r group m em bership The s tu d y con d u cted by S u t c l i f f e (19^8) has b een m en tio n ed above und er " A t t i t u d e s of a s s o c i a t e s , ” I t was found i n t h i s s tu d y t h a t 8I4 p e r c e n t o f the c o n t r o l g ro u p f e l t t h a t t h e i r b e s t f r i e n d s l i k e d sc h o o l as c o n t r a s t e d w ith the same re s p o n se f o r o n ly £0 .5 p e r c e n t of th e e x p e rim e n ta l group# T h is was in harmony w ith h i s r e v ie w o f th e l i t e r a t u r e w hich s u g g e s te d t h a t th e need to p a r t i c i p a t e a s a member of th e gro u p can sw ing m o t i v a t i o n e i t h e r way, e . g . e i t h e r to w ard h i g h e r a c h ie v e m ent or to w a rd I n t e r e s t s w hich p r e c l u d e good s c h o o l a c h ie v e m e n t ( 1 0 6 ) . d) Age o f f r i e n d s L e s s i n g e r a n d M a rtin s o n fo u n d t h a t th e a c h i e v i n g g ro up te n d e d to a s s o c i a t e w ith p e e r s o l d e r th a n th e m s e lv e s (7 5 :5 7 5 )* A d u lt A pp ro val a ) A pproval In 1957 E l i z a b e t h Drews s t a t e d t h a t a c h ie v e m e n t i s s t r o n g l y i n f l u e n c e d by a p p r o v a l from a d u l t s ( 2 7 : 5 ) . A p p ro v al may ta k e th e form o f g e n e r a l a p p ro v a l o f th e c h i l d ' s a c t i v i t i e s and o f e d u c a tio n in g e n e r a l , as w e l l as s p e c i f i c a p p r o v a l o f h i g h g r a d e s . A s tu d y c o n d u c te d by t h e T o ro n to S ec o n d ary S c h o o ls i n 1955 in v o lv e d f i f t y - t w o g i f t e d s t u d e n t s . Pour s p e c i f i c home p a t t e r n s were found i n c l u d i n g a n e u t r a l and u n i n t e r e s t e d view o f e d u c a ti o n on th e p a r t o f p a r e n t s , a s w e ll a s lukew arm and i n d i f f e r e n t a t t i t u d e s to w a rd the c h i l d 35 h i m s e l f . Thus, a d u l t a p p ro v a l may ta k e t h r e e form s: (1) a p p r o v a l o f th e c h i l d h i m s e l f , (2) a p p ro v a l o f e d u c a tio n g e n e r a l l y , and (3) a p p ro v a l o f t h e c h i l d ' s s p e c i f i c e f f o r t s in e d u c a tio n (1 0 6 ). O ther i n v e s t i g a t o r s who have found s i g n i f i c a n t r e l a t i o n s h i p s betw een p a r e n t s ' a t t i t u d e s tow ard e d u c a tio n and th e d e g re e o f a ch iev em en t a t t a i n e d by t h e i r c h i l d r e n i n c l u d e B a r r e t t (5) e n d Nason (8 7 ). b ) R easonable e x p e c t a t i o n s E r i c k s o n 's " i n d u s t r y s ta g e " has been u sed as a fram ew ork in c o n s i d e r a t i o n o f t h i s problem . Couched i n p s y c h o a n a ly tic te r m i n o lo g y , th e v a r i o u s p i t f a l l s o f t h i s s ta g e have been c o n s id e re d * These a p p e a r t o c e n t e r aro u n d th e problem o f in ad e q u ac y and i n f e r i o r i t y w hich d e v e lo p s in c h i l d r e n when p a r e n t s a r e a t e i t h e r extrem e o f th e continuum . The o p in io n was e x p r e s s e d t h a t p a r e n t s who a re to o a u t o c r a t i c , d o m in an t, p r o t e c t i v e , o r l a z y - f a i r a r r e s t th e c h i l d ' s developm ent as he l e a r n s t h e Joy o f r e a l work and accom plishm ent a s an a id t o s t a t u s g e t t i n g among h i s p e e r s and o u ts id e a u t h o r i t y f i g u r e s . W hile th e g i f t e d a c h i e v e r 's b ack g ro u n d in v o lv e s c o n s t a n t 3 6 b u t n o t s e v e r e d i r e c t i o n tow ard t a s k s and r e s p o n s i b i l i t i e s w hich a r e p e r c e i v e d by th e c h i l d a s s e c u r i t y o r a f f e c t i o n p ro d u c in g and w hich a r e n e i t h e r c a p r i c i o u s l y a d m i n i s t e r e d n o r I m p o s s ib le t o a t t a i n , th e g i f t e d u n d e r a c h i e v e r a p p e a r s t o be a kind o f I n t e l l e c t u a l d e l i n q u e n t who w ith d raw s from g o a l s , a c t i v i t i e s , and a c t i v e s o c i a l p a r t i c i p a t i o n g e n e r a l l y . Thus, a ch iev em en t and u n d e ra c h ie v e ment i n th e g i f t e d may be view ed as s o c i a l and a - s o c i a l r e s p o n s e s o f th e i n d i v i d u a l t o p ro p e r s t i m u l a t i o n r e g a r d i n g d e v e lo p m e n ta l t a s k s e i t h e r t e n d e r e d or d e n ie d by th e p a r e n t a l and e d u c a t i o n a l e n v iro n m e n ts , (3 7 : l 6l ) S t l e v e r s (1958) s t u d i e d t h e problem o f m o t i v a t i o n f o r c o l l e g e and h ig h s c h o o l boys* His sam ple, drawn from a h ig h s c h o o l in a m id w e ste rn town o f ^ , 0 0 0 , c o n t a i n e d f o r t y - o n e boys an d f o r t y - f i v e g i r l s in th e top 25 p e r c e n t o f t h e t e n t h grade* S o c i a l c l a s s was d e te r m in e d by W a rn e r's I .S .C . (In d e x o f S t a t u s C h a r a c t e r i s t i c s ) , " D e s ir e t o a c h ie v e " was gau ged by M c C le lla n d 's p ro c e d u re and o t h e r m e a s u r e s . F in d in g s w ere s i m i l a r t o th o s e w hich M cC lellan d (1953) had o b t a i n e d and i t was co n clu d ed t h a t the g o a ls seemed t o be a r e s u l t n o t so much o f m id d le c l a s s s o c i a l i z a t i o n In g e n e r a l , b u t more as a p a r t o f c e r t a i n e x p e r i e n c e s v i t h p a r e n t s , t e a c h e r s , c la s s m a te s and o t h e r s who, a s e a r l y as e le m e n ta r y sc h o o l d a y s , s e t c o l l e g e as a s t a n d a r d o f a c h ie v e m e n t f o r t h e s t u d e n t s (103:31*1-350). As h a s been p r e v i o u s l y n o te d , t h e r e i s c o n s i d e r a b l e o v e r la p betw een s e v e r a l o f t h e c a t e g o r i e s o f t h i s o u t l i n e , p a r t i c u l a r l y w i t h i n th e s u b - a r e a s , S t l e v e r ' s c o n c lu s io n s may have been c l a s s i f i e d u n d e r l , b " A t t i t u d e s o f a s s o c i a t e s , " M oral and S o c i a l V alues Ryan, i n a 1957 d i s s e r t a t i o n r e s e a r c h , s t u d i e d p e r s o n a l i t y d i f f e r e n c e s betw een u n d e r a c h i e v e r s and o v e r a c h i e v e r s in c o l l e g e . Among o t h e r f i n d i n g s , he showed t h a t t h e d e g re e t o w hich c e r t a i n m oral and s o c i a l v a lu e s a r e a c c e p te d was r e s p o n s i b l e f o r p e r s i s t e n c e in making good g r a d e s . In 1958 Nason c o n c lu d e d t h a t i d e a l s and r e l i g i o n p la y a p a r t in th e ach ievem ent m o tiv e o f s t u d e n t s ( 6 7 ), In 1961 R aths c o n s i d e r e d b o th the f a i l u r e o f some v e ry b r i g h t c h i l d r e n to a c h ie v e a t a l e v e l com m ensurate w ith t h e i r a b i l i t y a n d a l s o 38 w hat he saw a s a d e c l i n i n g moral r e s p o n s i b i l i t y . As examples o f t h e l a t t e r , he p o i n t e d t o th e tim e o f th e Korean c o n f l i c t when some Am erican s o l d i e r s s ig n e d away f a m ily , home, c o u n tr y , and even r e l i g i o n fo r food and c o m fo rt. Ho a l s o m en tio n ed the d o m estic problem o f young men and women co m m ittin g d a s t a r d l y crim es w ith l i t t l e m o tive or re w a r d . He c o n s id e r e d th e s e a l l t o be p a r t o f an i n c r e a s i n g l y p rom inen t con cern o f t h e American p u b l i c . The q u e s t io n was r a i s e d a s t o w h e th er o r n o t t h e r e i s a r e l a t i o n s h i p betw een u n d e r- a ch iev em en t i n se co n d a ry sc h o o l s t u d e n t s and t h e i r a c q u i s i t i o n o f v a l u e s . T his stu d y was d e s ig n e d to t e s t th e i d e a t h a t u nderachiev em en t i s not m e re ly a s i t u a t i o n in w hich i n t e l l i g e n t s t u d e n t s a re r e c e i v i n g poor g ra d e s , b u t t h a t i t i s a symptom of s t u d e n t s ' f a i l u r e to a c q u i r e a s e t o f v a lu e s f o r th e m s e lv e s . I t was h y p o th e s iz e d t h 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 tu d e s , p u rp o s e s , a s p i r a t i o 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 u n d erachiev em en t w i l l wan. R e s u lts o f the s tu d y i n d i c a t e d t h i s t o be t r u e . I t was con cluded t h a t : To te a c h s t u d e n ts e f f e c t i v e l y th e s u b j e c t m a tte r deemed Im p o rta n t a t th e seco n d ary l e v e l , t h e i r a t t i t u d e s and b e l i e f s must be c l a r i f i e d . (91 ) I t was f u r t h e r co n clu d ed t h a t i f a s tu d e n t had n o t had th e o p p o r tu n ity t o dev elo p h is v a lu e s in the home or in th e church or e ls e w h e re , th e sch o o l must p ro v id e e x p e rie n c e to do so . Since a one to one m ethodology as used in th e experim ent would be i m p r a c t i c a l and s in c e form al c l a s s e s in the a r e a seem to be i n e f f e c t i v e , i t was co nclud ed t h a t th e most e f f e c t i v e way to a cco m p lish t h i s would be f o r q u e s tio n s of v a lu e to perm eate th e whole c u rric u lu m . T his ap p roach was t o be t e s t e d a t the campus s c h o o l , . U n iv e rs ity o f W isconsin, in Milwaukee (91:422-^2l*). P e rc e iv e d U t i l i t y o f School E xp erien ce a ) Boredom A number o f a u th o r s have commented upon th e c o n d itio n s o f boredom and la c k of in volvem ent which seem to e x i s t in th e case o f g i f t e d u n d e ra c h ie v e rs . S ev eral a u th o r s have s u g g e ste d t h a t boredom a lo n g w ith a la c k o f m o tiv a tio n and home problem s a r e th e m ajor c a u se s of t h i s c o n d it i o n . Gowan, in 1957* 1 + 0 s t r e s s e d th e im p o rtan c e o f a d e q u a te s tim u l a t i o n o f th e g i f t e d d u rin g th e p rim a ry g rad e s i n s t e a d o f f a r c i n g them to re m a in b o re d and I n a c t i v e (5 5 *9 8- 1 0 1 )* b) C o n s t r u c ti v e , p u rp o s iv e Ann Walsh s t u d i e d two c a r e f u l l y m atched g ro u p s of tw enty h ig h a c h ie v in g and twenty low a c h ie v in g boys from g r a d e s two th ro u g h fiv e * She found t h a t h ig h a c h i e v e r s p e r c e i v e d them s e lv e s a s b e in g engaged i n c o n s t r u c t i v e , p u r p o s iv e , and r e s o u r c e f u l a c t i v i t i e s ( 1 1 1). C u tts and M oseley (1957) n o te d th e f e e l i n g among th e g i f t e d u n d e ra c h ie v e r s t h a t th e s u b j e c t s th e y were s tu d y in g had no im p o rtan ce f a r l i f e . They co n clu d ed t h a t ” t h e r e i s no d l s c e r n a b l e common den o m in ato r in u n d e ra c h ie v e m ent, b u t h ig h a ch iev em en t is alw ays accom panied by p u r p o s e ." (2^ : 1 5 0 ) c) P e r s o n a l ly rew ard in g An I n s tr u m e n t was d e v e lo p e d by Brown and Holtzman in 1956. They e n t i t l e d i t SSHA (Survey o f Study H a b its and A t t i t u d e s ) . I t was d e v elo p ed on c o l l e g e freshm en and u sed to stu d y h ig h s c h o o l s e n io r s * They fo u n d t h a t un derach iev em en t was d i r e c t l y r e l a t e d t o th e f a c t t h a t s t u d i e s have n o t been re w a rd in g enough to p ro v id e f u r t h e r m o tiv a tio n (13:2114- 218). d) D i s s a t i s f i e d , u n c h a lle n g e d D ressel and Grabow, in 1953, found th a t g i f t e d underachievers tend to fe e l d is s a t i s f i e d with t h e i r school experience and to fin d i t unchallenging (26:39^“393)* e) Competition C u tts and M oseley (1957) c o n s id e r c o m p e titio n t o h a v e a u s e f u l p l a c e and urge th e u se o f th e a s p e c t s o f m e r i t and the a v o id a n c e o f th e n e g a t i v e . They have s u g g e s te d t h a t th e id e a o f p ro v in g o n e s e l f a g a i n s t s tr e n u o u s c o m p e titio n c e r t a i n l y indu ces th e i n d i v i d u a l to e x e r t g r e a t and p ro lo n g e d e f f o r t ( : 19^4) • A stu d y was made s p e c i f i c a l l y o f r a c e , e t h n i c i t y , and th e ach ievem ent syndrome by B e rn ard Rosen i n 1959* He co n clu d ed t h a t n o t o n ly c o m p e titio n w i t h in th e c la ss ro o m , b u t c o m p e titio n f o r g e n e r a l upward s o c i a l m o b i l i t y s t r o n g l y i n f l u e n c e s a ch iev e m e n t. He s t a t e d t h a t : A lthough s o c i a l c l a s s and e t h n i c i t y i n t e r a c t i n i n f l u e n c i n g m o ti v a ti o n , v a lu e s , and a s p i r a t i o n s ; n e i t h e r c an p r e d i c t an i n d i v i d u a l 's s c o r e . (9 2 : 6 0 ) A number o f r e a s o n s have been o f f e r e d to e x p l a i n t h e d i f f e r i n g r a t e s o f s o c i a l m o b i l i t y among v a r io u s g ro u p s , Rosen p o in te d o u t t h a t many o f t h e s e have te n d e d to o v e rlo o k the i n d i v i d u a l ' s p s y c h o lo g ic a l need to e x c e l, h i s d e s i r e t o e n t e r th e c o m p e titiv e r a c e fo r s o c i a l s t a t u s , a n d h i s i n i t i a l p o s s e s s io n o f a w i l l i n g n e s s to a d o p t th e h i g h e r v a lu a ti o n p l a c e d upon p e r s o n a l a ch iev em en t and su c c e s s w hich f o r e i g n o b s e r v e r s have c o n s id e r e d an im p o r ta n t f a c t o r in the re m a rk a b le m o b i l i t y o f i n d i v i d u a l s in Am erican s o c i e t y . Data f o r h i s s tu d y was c o l l e c t e d from a sam ple of n in e h u n d red and f i f t y - f o u r s u b j e c t s r e s i d i n g i n s i x t y - tw o com m unities and f o u r n o r t h e a s t e r n s t a t e s , Rosen c o n clu d ed t h a t th e b e h a v io r o f p eo p le w ith h ig h achiev em ent m o ti v a ti o n i s c h a r a c t e r i z e d by p e r s i s t e n t s t r i v i n g and g e n e r a l c o m p e titiv e n e s s ( 9 2 :Jj7 - 6 0 ) . S u c cess P a t t e r n s The s tu d y c o n d u c te d by MacCurdy which h a s been p r e v i o u s l y d i s c u s s e d , fo und t h a t e a r l y s u c c e s s f u l e x p e rie n c e o p e ra te d to m o tiv a te s t u d e n t s t o a c h ie v e (8 0 :6 7 -7 1 )* In th e stu d y c o n d u cted by B ia h to n in 1 9 5 7, the g e n e r a l f a c t o r o f p r e v i o u s a c h ie v e m e n t a p p e a r e d to be s i g n i f i c a n t . He s u g g e s t e d t h a t a c h i e v e r s " f e e l " t h a t t h e y a r e d o in g w e l l In s c h o o l (9 = 2 0 7 ). A u t h o r i t y R e l a t i o n s h i p s a ) D ependency, c o n f l i c t , i n d e c i s i o n In 1955 A rm stro n g fo und t h a t g i f t e d u n d e r a c h i e v e r s w ere more e a s i l y i n f l u e n c e d by o t h e r s i n t h e i r o c c u p a t i o n a l c h o ic e s and g o a l s ( 1 ) . B is h to n s t r e s s e d t h a t u n d e r a c h i e v e r s f e e l an e m o tio n a l c o n f l i c t o f n e e d in g to depend on o t h e r s b u t a l s o w a n tin g s t a t u s and r e c o g n i t i o n (9:206). A s l i g h t l y d i f f e r e n t a s p e c t o f th e a u t h o r i t y r e l a t i o n s h i p p i c t u r e was m e n tio n e d by G oodlad i n 1959 ( 5 1 ) . He e x p r e s s e d th e o p i n io n t h a t a r e l a t i o n s h i p e x i s t s b etw een m o t i v a t i o n t o a c h ie v e m e n t and the f a c t t h a t a t e a c h e r "knows a b o u t" and u n d e r s t a n d s t h e s t u d e n t i n v o lv e d . B a r r e t t , in 1957* fo u n d d i s t u r b e d a u t h o r i t y r e l a t i o n s h i p s in t h e c a s e o f u n d e r a c h i e v e r s i n t h a t homes r e p r e s e n t e d showed e v id e n c e o f c o n f l i c t , a u t h o r i t a r i a n i s m by t h e p a r e n t , o r d o m in a tio n by th e c h i l d ( 5 : 1 9 3 ) . G o ld b e rg , i n 1959* fo u n d u n d e r a c h i e v e r s f r e q u e n t l y to be c y n i c a l p e r s o n s who kk f e l t v i c t i m i z e d by a d u l t a u t h o r i t y a n d who p e r c e i v e d t h e i r own f a m i l y s i t u a t i o n a s h a v in g p o o r m o r a le a n d s t r o n g p a r e n t a l d o m in a tio n (5 0 :3 1 * ,3 5 ). A s t u d y c o n d u c te d by th e T o ro n to S e c o n d a ry S c h o o ls i n 1955 r e v e a l e d l a c k o f c o o p e r a t i v e s p i r i t i n t h e f a m i l y , c o n f l i c t , a u t h o r i t a r i a n i s m , a n d d o m in a tio n o f t h e c h i l d t o be s i g n i f i c a n t ( 1 0 6 ) , Prom an " a u t h o r i t y r e l a t i o n s h i p s " p o i n t o f view F l i e g l o r e x p r e s s e d th e o p i n i o n t h a t th e home a n d s c h o o l a r e t h e two m o st I m p o r ta n t a r e a s w here u n d e r a c h ie v e m e n t may be a c o n s e q u e n c e o f i n t e r a c t i v e f a c t o r s i n t h e e n v ir o n m e n t (3 9 :5 3 6 )* b) F e e l s r e j e c t e d In 1953 K im b a ll f o u n d a r e l a t i o n s h i p b e tw ee n u n d e ra c h ie v e m e n t and I n a d e q u a t e f a t h e r - c h i l d r e l a t i o n s h i p s t o e x i s t ( 7 2 : 1 *0 6 - 1 *1 5 ) . Go wan, r e p o r t i n g on a number o f u n p u b l i s h e d s t u d i e s w r i t t e n p r i o r t o 1 9 5 5 , fo und t h a t u n d e r a c h i e v e r s w ere a n x io u s t o c h o o se a v o c a t i o n and t o g e t away from th e p a r e n t a l fa m ily * In g e n e r a l , t h e p a t t e r n t h a t em erges i s one o f i n d i f f e r e n c e an d r e j e c t i o n on t h e p a r t o f t h e p a r e n t o r a t l e a s t o f b e h a v i o r w h ich i s s i g n i f i c a n t l y 45 more o f t e n I n t e r p r e t e d in t h i s m anner by t h e u n d e r a c h i e v e r . ($4*248) W alsh i n d i c a t e d t h a t t h e a c h i e v e r s f e l t f r e e r t o com m unicate w ith t h e i r p a r e n t s ( 1 1 1 ) . 8. G oal D i r e c t i o n a ) Money Money was fo u n d t o be a s i g n i f i c a n t g o a l o b j e c t i v e by Nason i n 1958 ( 8 7 )• b ) S e l f p r e s s u r e Hobbs fo u n d t h a t s e l f p r e s s u r e in t h e way o f i n t e r n a l i z e d re w a r d s a n d p u n ish m e n ts a c t u a l l y makes a d i f f e r e n c e i n t h e m o t i v a t i o n t o a c h ie v e m e n t on t h e p a r t o f g i f t e d s t u d e n t s (6 4 ). c ) Long r a n g e g o a l s A c co rd in g t o M i t c h e l l , i t h a s n e v e r been d o u b te d t h a t g o a l - s e t t i n g b e h a v i o r i s s t r o n g l y i n f l u e n c e d by t h e o r g a n i z a t i o n o f p e r s o n a l i t y . He p o i n t e d o u t t h a t s e v e r a l i n v e s t i g a t o r s have t r i e d t o f e r r e t o u t t h e s i g n i f i c a n t v a r i a b l e s o f p e r s o n a l i t y t h a t a r e t h e m a jo r d e t e r m i n a n t s o f g o a l - s e t t i n g b e h a v i o r . To sum m arize h i s a p p ro a c h , t h e p ro b le m o f u n d e ra c h ie v e m e n t among g i f t e d s t u d e n t s i s s e e n a s a f u n c t i o n o f g o a l - s e t t i n g ; g o a l - s e t t i n g b e h a v i o r i s s e e n a s a f u n c t i o n o f p e r s o n a l i t y ; and p e r s o n a l i t y 1*6 v a r i a b l e s t h a t d e te r m i n e , o r a t l e a s t c o r r e l a t e w i t h , g o a l - s e t t i n g b e h a v i o r hav e b e e n i n v e s t i g a t e d p r e v i o u s l y by P ran k (1935)* G ard n er ( I 9I4O), S e a r s ( I 9I4I ) , a n d G ruen (191*5) (81*! 93-101*). Drews a l s o i n d i c a t e d t h a t a c h i e v e r s e s t a b l i s h a n d work to w a rd lo n g r a n g e g o a l s ( 2 8 :3 3 2 ) . d) V o c a t i o n a l p r e p a r a t i o n F r a n k e l , i n 1953, fo u n d t h a t u n d e r a c h i e v e r s i n c o l l e g e t e n d t o s e e t h e i r e d u c a t i o n a s im m ed iate v o c a t i o n a l p r e p a r a t i o n , w h ile a c h i e v e r s t e n d to s e e i t a s a t r a i n i n g s t e p w i t h p l a n s t o go on to g r a d u a t e work (1 * 3:172- 180). e ) I n t e r n a l i z e d p a r e n t a l g o a l s In 1953 Kahl f o u n d t h a t th e t r a i n i n g o f p a r e n t s who a r e d i s c o n t e n t e d w ith t h e i r own a c h ie v e m e n ts a c t s a s an I n t e r n a l i z e d v a lu e t h a t c a u s e s boys t o be m o t i v a t e d to p e rfo r m w e l l i n s c h o o l an d t o a s p i r e t o c o l l e g e ( 6 9 :1 8 6 - 2 0 3 ) . A c c o rd in g t o R osen, a c h i e v e r s e x p e r i e n c e two k in d s o f s o c i a l i z a t i o n p r a c t i c e s ; th e f i r s t o f w hich i s t h e m ost i m p o r t a n t . He c a l l s t h i s " a c h ie v e m e n t t r a i n i n g . " The p a r e n t s , by Im posing s t a n d a r d s o f e x c e l l e n c e upon t a s k s , by s e t t i n g h ig h g o a l s f o r t h e i r c h i l d , a n d by I n d i c a t i n g t h e i r h i g h e v a l u a t i o n o f h i s com petency t o do a t a s k w e l l , communi c a t e t o him t h a t t h e y e x p e c t e v id e n c e s o f h ig h a c h ie v e m e n t ( 9 2 : 4 7 - 6 0 )• S e l f C oncept a ) Can s t a n d a lo n e , s e l f c o n fid e n c e Among t h e r e s u l t s o f B i s h t o n 's 1957 s tu d y was th e f i n d i n g t h a t a c h i e v e r s f e e l more a b le t o s t a n d a lo n e . B ased on E r i c k s o n 's c o n c e p t o f d e v e lo p m e n ta l s t a g e s , t h i r t e e n a r e a s w ere c o n s i d e r e d r e l e v a n t t o th e problem o f t h e a c h i e v e r v e rs u s th e u n d e r a c h i e v e r . Among t h e s e , dom inance, p e r s u a s i v e n e s s , and s e l f c o n f id e n c e v e r s u s t h e i r o p p o s i t e s were l i s t e d ( 9 : 2 0 6 ,2 0 7 ) . A ccording t o E ric k s o n ( 1 9 5 0), s k i l l s and a t t i t u d e s a r e c o n n e c te d w ith c o g n i t i v e ego d ev elo p m en t and s i n g u l a r l y r e l a t e d to v a r i o u s d e v e lo p m e n ta l s t a g e s o f c h ild h o o d . As each new a d a p t a t i o n i s r e s o l v e d s u c c e s s f u l l y , a new s t r e n g t h and v i t a l i t y i s I n c o r p o r a t e d I n to th e ego (31)* Morgan, In 1 9 5 2, d e s c r i b e d th e g i f t e d a c h i e v e r a s p o s s e s s i n g f i v e c h a r a c t e r i s t i c s among w hich s e l f c o n f id e n c e was l i s t e d ( 6 5 :2 9 2 -2 9 8 ). The g i f t e d a c h i e v e r , a c c o rd in g to D urr, seemed to have g r e a t a e l f - u n d e r s t a n d ln g and c o n fid e n c e {3 0 : 163- 1 6 9 ). In a s tu d y p u b lis h e d in 19&1, K arnes s t u d i e d a group o f n in e hun dred c h i l d r e n e n r o l l e d In two l a r g e e le m e n ta ry s c h o o ls in w h ite m ld d le c la s s socioeconom ic l e v e l n e ig h b o rh o o d s. He s t u d i e d extrem e groups o f o v e ra c h ie v e r s and u n d e ra c h ie v e rs and fo u n d t h a t th e o v e ra c h ie v in g g i f t e d c h i l d r e n ten d e d to p e r c e iv e th em se lv e s as b e in g more a c c e p te d and i n t r i n s i c a l l y v a lu e d . They were a l s o more r e a l i s t i c in t h e i r s e l f c o n c e p t (70:167 -1 75)* b) I n f e r i o r In 1953 B arb ara K im ball c o n d u cted an i n t e n s i v e stu d y o f tw enty a d o le s c e n t boys in r e s i d e n c e a t a p r e p a r a t o r y sc h o o l, a l l o f whom w ere u n d e ra c h ie v in g . She foun d, i n a d d i t i o n to poor f a t h e r - s o n r e l a t i o n s h i p s , t h a t th e n o n - a c h ie v e r s u f f e r e d from s tr o n g f e e l i n g s o f i n f e r i o r i t y (7 2 :lj0 6- ( j l$ ) . The s e l f c o n c e p t o f th e i n d i v i d u a l s tu d e n t was a l s o se e n a s an im p o r ta n t v a r i a b l e by Shaw and McCuen (1 0 1 :1 0 1 -1 0 3 ). c) Fear o f f a i l u r e Among Nason1s f i n d i n g s f e a r o f f a i l u r e was l i s t e d a s a s i g n i f i c a n t c h a r a c t e r i s t i c o f u n d e r a c h ie v in g c h i l d r e n ( 8 7 : 6 7 ). 1 0 . S p o n ta n eo u s I n t e r e s t s S u t o l l f f e c o n c lu d e d t h a t sp o n ta n e o u s I n t e r e s t s a r e i n t r i n s i c to m o t i v a t i o n to s u c c e e d i n s c h o o l ( 1 0 6 ). Summary An e x t e n s i v e r e v ie w o f th e l i t e r a t u r e d e a l i n g w ith th e p rob lem o f u n d e ra c h ie v e m e n t, p a r t i c u l a r l y among g i f t e d p u p i l s , was c o n d u c te d . The u s e f u l n e s s o f v a r i o u s p s y c h o l o g i c a l i n v e n t o r i e s f o r s tu d y in g u n d e ra c h ie v e m e n t was re v ie w e d . The age l e v e l a t w hich s e r i o u s p a t t e r n s o f u n d e ra c h ie v e m e n t b e g in t o be m a n i f e s t was a l s o i n v e s t i g a te d . The f i n d i n g s o f p r e v io u s r e s e a r c h s t u d i e s were o r g a n i s e d i n t o a s e r i e s o f m a jo r a r e a s and s u b - a r e a s . Ten s p e c i f i c a r e a s p r e v i o u s l y fo u n d to be s i g n i f i c a n t l y r e l a t e d t o u n d e ra c h ie v e m e n t w ere i d e n t i f i e d . These w ere: (1) A s s o c i a t i o n s , (2) S o c i a l A d ju stm e n t, (3) A d u lt A p p ro v a l, (i|) M oral and S o c i a 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 rie n c e , (6) S u ccess P a t t e r n s , (7) A u t h o r i t y R e l a t i o n s h i p s , (8 ) Goal D i r e c t i o n , (9 ) S e l f C on cep t, and (10) S po ntaneous I n t e r e s t s . C H A PTER I I I DEVELOPMENT OP THE INITIAL INSTRUMENT The p r i n c i p a l o b j e c t i v e o f t h i s c h a p t e r v a s t o t r a c e th e dev elopm ent o f t h e o r i g i n a l e x p e r im e n ta l i n s t r u m en t. Each o f th e te n m a jo r a r e a s under i n v e s t i g a t i o n i s l i s t e d t o g e t h e r w ith (1) s p e c i f i c q u e s t io n s i n d i c a t i n g th e d i r e c t i o n o f e x p e c ta n c y 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 , an d (2 ) the s p e c i f i c ite m s In c lu d e d in th e one h u n d red n i n e t y Item s used i n the o r i g i n a l i n s t r u m e n t . Two form s o f the i n v e n t o r y were d e v e lo p e d : one f o r boys and one f o r g i r l s . S p e c i f i c names w ere g iv e n w ith eac h s t a t e m e n t . T his was done under th e a ssu m p tio n t h a t i t would h e lp p u p i l s t o i d e n t i f y w i t h th e c o n c e p t e x p r e s s e d . The m a s c u lin e t h i r d p e rs o n pronou n has been s u b s t i t u t e d i n th e t e x t i n th e i n t e r e s t o f s i m p l i c i t y . 1 . A s s o c ia t io n s l . a T ea ch e rs Q u e s tio n — Are t e a c h e r s r e a l l y m ajo r m o t i v a t o r s t o a c h ie v e m e n t a s s t a t e d by Hobbs? (6ij) Q u e s tio n — Does t h e t e a c h e r who h a s s e rv e d 50 51 a s a f a t h e r f i g u r e s e rv e to m o tiv a te s t u d e n t s as MacCurdy s u g g e sts f o r s c i e n c e s t u d e n t s and te a c h e r s ? ( 6 0 ) S e lf R ep o rt In v e n to r y Item s 1. He t r i e s h a rd In sc h o o l b e cau se he l i k e s h i s t e a c h e r . 2 . He t r i e s t o p l e a s e h is t e a c h e r . 3 . He works h a rd b e ca u se he I s a f r a i d o f h is t e a c h e r . if. He l i k e s th e way h i s t e a c h e r te a c h e s and t h in k s she i s very i n t e r e s t i n g . 5 . He d o e s n 't l i k e h i s t e a c h e r very w e ll. 6. He t r u s t s h i s t e a c h e r and would do alm ost a n y th in g th e te a c h e r ask ed . 7. His t e a c h e r a lm o st seems l i k e a f a t h e r o r m other to him. 6 . He does w e ll because he h a s a good te a c h e r . 9 . He l i k e s h i s t e a c h e r b e cau se he (she) I s s t e r n b u t f a i r . 10. He t h in k s h i s te a c h e r I s one of the b e s t f r i e n d s he e v er had. 11. He would l i k e to h u r t h i s te a c h e r i f he c o u ld . b A t t i t u d e o f a s s o c i a t e s Q u e stio n —»Is th e s t u d e n t ' s i d e n t i f i c a t i o n w ith o t h e r p e o p le around him i n t r i n s i c to m o tiv a tio n a s su g g e ste d by S u t c l i f f e ? ( 1 0 6 ) Q u e stio n — Does I n f lu e n c e of a s s o c i a t e s a c t to m o tiv a te s tu d e n ts to a c h ie v e as s u g g e s te d by MacCurdy from h is stu d y o f s c ie n c e s t u d e n ts ? ( 6 0 ) S e lf R e p o rt I n v e n to r y Item s 12, He w ants to be l i k e someone he a lr e a d y knows when he grows up, 13* works h a rd in sc h o o l so he can grow up to be j u s t l i k e someone he knows and a d m ire s, c A b i l i t y o f a s s o c i a t e s Q u e stio n — Is th e m o tiv a tio n to achievem ent o f b r i g h t c h i l d r e n d i r e c t l y r e l a t e d to t h e i r a s s o c i a t i o n or la c k o f a s s o c i a t i o n w ith o t h e r b r i g h t c h il d r e n as foun d by G a lla g h e r and Crowder? (4^ ) S e lf R e p o rt I n v e n to ry Items 14* He u s u a l ly goes around w ith the s m a r te r k i d s , 15* He th in k s th e k id s t h a t alw ays g e t good g ra d e s a r e n o t f r i e n d l y . l 6 . He f e e l s o u t of p la c e w ith th e r e a l sm a rt k i d s . 17* He l i k e s to be w ith o ld e r k i d s . 18. Most o f h i s f r i e n d s do w e ll in s c h o o l. S o c ia l 2 .a A b i l i t y to " g e t along" Q u e s tio n —Are a c h i e v e r s b e t t e r a b le t o g e t a lo n g w ith o t h e r s th an u n d e ra c h ie v e rs a s s u g g e s te d by Durr and C o l l i e r ? (3 0 ) Q u e stio n — Does s o c i a l r e c o g n i t i o n a c t u a l l y s t i m u l a t e s t u d e n ts a s I h i s t l e w a i t e was a b le to show f o r a group o f h ig h sc h o o l s tu d e n ts ta k in g a c o l l e g e a p t i t u d e t e s t ? ( 1 0 9 ) S e l f R ep o rt I n v e n to ry Item s 1 9 . He g e t s a lo n g good w ith a l l the k i d s . 20. He l i k e s m ost o f th e o t h e r s i n h i s c l a s s . 21. He d o e s n 't g e t alon g to o good w ith some o f th e k id s a t s c h o o l. 22. He d o e s n 't l i k e a l o t of th e k i d s . 23. He f e e l s th e o th e r k i d s d o n 't l i k e him v e ry w e l l. 54 9 2 4 . He t h i n k s th e t e a c h e r o r p r i n c i p a l s h o u ld make th e o t h e r k i d s q u i t p ic k in g on him, 2 5 . He l i k e s m ost o f th e k id s a t sc h o o l b u t f e e l s t h e y d o n 't l i k e him. 26 . He g e t s a lo n g w e ll w ith h i s t e a c h e r . 2 7 . He does n o t t h in k h i s t e a c h e r i s alw ays f a i r . 2 8 . He h a s many good f r i e n d s a t s c h o o l . 2 9 . He h as a few v e ry c lo s e f r i e n d s . 3 0 . He l i k e s t o p la y w i t h a l l th e k i d s . 3 1 . He l i k e s a few k id s a t sc h o o l b u t d o e s n 't l i k e most o f them . 2 .b C lose p e e r r e l a t i o n s Q u e s tio n — Have a c h i e v e r s d e v elo p ed c lo s e p e e r r e l a t i o n s h i p s a s s t a t e d by B ish to n ? (9) Q u e s tio n — I s th e need f o r r e c o g n i t i o n and s t a t u s among p e e r s an Im p o rta n t c o n d i t i o n o f m o ti v a ti o n as s t a t e d by C u tts and M oseley? (24) Q u e s tio n — I s t h e r e a s i g n i f i c a n t r e l a t i o n s h i p betw een c la s s ro o m a c c e p ta n c e and academ ic p erform ance a s found by W illiam s? (114) 5S S e l f R epo rt In v e n to ry Items 3 2 . He h a s o n ly one o r two r e a l good f r i e n d s . 33* He f e e l s l i k e h e ' s d i f f e r e n t th a n m ost k i d s . 3lj. He d o e s n 't g e t along v e ry good w ith o t h e r s . 3 5 . He l i k e s to be th e c e n t e r of t h i n g s . 3 6 . He f e e l s i t ' s v e ry im p o rta n t to be one o f th e gan g , 37* H© i s u s u a l ly cho sen q u ic k ly by o t h e r s . 38 . (s e e below) 39* O ther k i d s come to him fo r h e l p . i|0 • He d o e s n 't need to show o f f . i j l . He t h in k s o t h e r s are to o b o s s y . 2 .c Need f o r group membership Q u e stlo n - - I s th e s t u d e n t 's need to p a r t i c i p a t e a s a member o f th e grou p i n t r i n s i c to m o tiv a tio n a s s t a t e d by S u t c l i f f e ? (106) S e l f R e p o rt I n v e n to r y Items 2 . He f e e l s o t h e r s a re i n t e r e s t e d in h i s h o b b ie s . i)3* He knows why o t h e r s g e t mad a t him. ijlj, He f e e l s he c a n ' t t a l k to anyone a b o u t h ie problem s, 5 . He w ould l i k e to b e lo n g t o a c lu b . 146* He i s o f t e n chosen t o be l e a d e r , I47* He knows how to a c t a t p a r t i e s , 4j6. He f i n d s i t easy to make f r i e n d s , 2 ,d Age o f f r i e n d s Q u e stio n — Do a c h ie v e r s tend t o a s s o c i a t e w ith o l d e r c h i l d r e n as L e s s in g e r and M a rtin so n found to be th e case f o r g i f t e d s tu d e n ts ? (7$) S e l f R e p o rt In v e n to ry Items 3 6 . He u s u a l ly p la y s w ith o ld e r k i d s . A dult Approval 3 , a A pproval Q u e stio n —Are a c h ie v e r s s t r o n g l y I n f lu e n c e d by a p p ro v a l from a d u l t s as I n d i c a t e d by Drews? (27) Q u e stio n — Do home p a t t e r n s t h a t su g g e st n e u t r a l o r u n i n t e r e s t e d view s o f e d u c a tio n on t h e p a r t o f p a r e n t s i n f lu e n c e achievem ent as found in a number o f s t u d i e s in c lu d in g th o se con d u cted by B a r r e t t ( 6 ) , Nason (87)» and by th e T o ronto Secondary Schools? ( 108 ) 57 S e l f R e p o rt I n v e n to r y Itema 149. Hia p a r e n t s g iv e him money o r some o t h e r rew ard when he does w e ll In s c h o o l. 5 0 . H is p a r e n t s o r someone e l s e p r a i s e him when he does w e ll in s c h o o l. 5 1 . H is p a r e n t s t h i n k a good e d u c a ti o n I s im p o r ta n t. 5 2 . His p a r e n t s a r e v e ry happy when he does w e ll i n s c h o o l . 53. He i s v e ry happy when h i s p a r e n ts o r t e a c h e r t e l l him how w e ll he d i d . 54• He does b e t t e r in s c h o o l when some one e n c o u ra g e s him and is g la d when he does w e l l . 55* He f i n d s i t fu n to r e a c h th e g o a ls p a r e n t s o r t e a c h e r s have s e t . 56• His p a r e n t s and t e a c h e r a r e happy w ith th e work he d o e s. 57. He f i n d s i t h a rd to do w e ll j u s t to p l e a s e o t h e r s . 3 .b R easo n ab le e x p e c t a t i o n s Q u e s tio n — Does m o ti v a ti o n f o r h ig h ach iev em en t d e v elo p when a c h i l d can compete s u c c e s s f u l l y w ith s t a n d a r d s o f e x c e lle n c e t h a t p e o p le Im p o rta n t to him 58 s e t o f t e n b e g in n in g e a r l y i n l i f e a s s t a t e d by S t i v e r s ? (103) S e l f R ep o rt In v e n to ry Item s £ 8 . He d o e s n 't have anyone to t e l l him how w e ll he h a s done. 59* No one seems to c a r e i f he does w e ll o r n o t . 60. No m a t t e r how h a r d he t r i e s th e y a r e never s a t i s f i e d . i|. M oral and S o c ia l Values Q u e stio n — I s the d e g re e to w hich c e r t a i n m oral an d s o c i a l v a lu e s a r e a c c e p te d r e s p o n s i b l e f o r p e r s i s t e n c e in making good g ra d e s a s shown by Ryan? Q u e stio n — Do i d e a l s and r e l i g i o n p lay a p a r t in th e ach iev em en t m o tiv e s as found by Nason? (87) Q u e stio n — I s t h e r e a r e l a t i o n betw een u n d e ra ch ie v em en t and f a i l u r e t o a c q u ir e a s e t o f v a lu e s as R aths (91) found f o r se c o n d a ry s tu d e n ts ? S e l f R eport In v e n to ry Item s 61. He t h in k s i t i s v e ry im p o rta n t to have a p e r s o n a l f a i t h o r b e l i e f . 62. He d o e s n 't t h in k t h a t i t ' s n e c e s s a r y to alw ays be h o n e s t . 59 6 3. He alw ays t r i e s to be a good f r i e n d t o o t h e r s . 6 ^ 4 • He f e e l s v e ry s t r o n g l y t h a t you sh o u ld n e v e r l i e to a f r i e n d . 6 5 . He f e e l s t h a t b e in g h o n e s t and l o y a l a r e ab out the m ost Im p ortant t h in g s In l i f e . 6 6 . He n ev er c h e a ts on a t e s t . 6 7 . He has n e v er taken a n y th in g t h a t d i d n ' t b e lo n g t o him. 68. He u s u a lly goes to Sunday S chool. 6 9. He alw ays t r i e s to be k in d and t h o u g h tf u l o f o t h e r s . 70. He n ever l i e s to h i s p a r e n t s o r t e a c h e r . 71. He sometimes c h e a ts on sc h o o l work. 72. He n e v er goes to church o r Sunday School o r Temple. 73. He has been ta u g h t t h a t i t i s v e ry Im p o rta n t to be th e r i g h t k in d o f p e rs o n . 7i4. He h as a s tr o n g c o n s c ie n c e . 75. He th in k s money Is th e most Im p o rta n t t h in g in the w o rld . P e rc e iv e d U t i l i t y o f School E x p erien c e £ . a Boredom Q u e stio n — Do g i f t e d u n d e ra c h ie v e r s f e e l b o re d as Gowan s u g g e s ts ? ($$) S e l f R epo rt In v e n to ry Item s 7 6 . He t h i n k s h i s sc h o o l a c t i v i t i e s a r e fu n , i n t e r e s t i n g and u s e f u l . 7 7* He does not se e any p u rp o se or v a lu e in h i s sc h o o l s u b j e c t s . 73. He i s r e a l l y k in d o f b ored w ith s c h o o l. 7 9* He f e e l s t h a t the t h in g s he is supposed to l e a r n i n sc h o o l w i l l have no r e a l Im p ortan ce f o r l i f e . 5 .b C o n s tr u c tiv e , p u rp o s iv e Q u e stio n — Do h ig h a c h i e v e r s see th e m se lv e s a s b e in g engaged in c o n s t r u c t i v e , p u rp o s iv e and r e s o u r c e f u l a c t i v i t i e s a s Walsh (111) h as s t a t e d ? Q u e stio n — Do u n d e ra c h ie v e r s f e e l t h a t t h e i r s c h o o l s u b j e c t s have no im portance f o r l i f e a s C u tts and M oseley (2lj) su g g e st? S e l f R eport In v e n to r y Item s 80, He f i n d s h i s sc h o o l work a snap (e a sy to d o ). 8 1 . He I s d i s s a t i s f i e d w ith school b e c a u se th e y j u s t do t h e same o l d th in g s over and o v e r . c P e r s o n a l l y re w a rd in g Q u e s tio n — I s u nd erach ievem ent d i r e c t l y r e l a t e d to t h e f a c t t h a t s t u d i e s have n o t been rew ard in g enough t o p ro v id e f u r t h e r m o tiv a tio n a s s t a t e d by Brown and Holtzman? (13) S e l f R e p o rt I n v e n to r y Item s 82. He t h in k s th e t e a c h e r s a r e too e a sy and d o n 't g iv e you h a r d enough work, d D i s s a t i s f i e d , u n c h a lle n g e d Q u e s tio n — Do s t u d e n ts t e n d t o f e e l d i s s a t i s f i e d w ith t h e i r sc h o o l e x p e rie n c e and t h a t i t i s u n c h a lle n g in g as D re s s e l and Grabow (26) found to be th e c a se f o r g i f t e d u n d e ra c h ie v e rs ? S e l f R ep ort In v e n to r y Item s 83. He co u ld p ro b a b ly do b e t t e r b u t a l r e a d y g e ts p r e t t y good g rades w ith o u t w orking to o h a r d . 8)4, He d o e s n 't see any r e a s o n to work h a r d in s c h o o l. 62 85* He f e e l s t h a t you h a r d l y e v e r g e t to do a n y th in g new, fu n , o r e x c i t i n g a t s c h o o l. 5 . e C o m p etitio n Q u e stlo n --D o a c h i e v e r s have a s t i m u l a t i n g f e e l i n g o f c o m p e titio n a s C u tts and M oseley (2i|) s u g g e s t? Q u e s tio n — I s th e h ig h a ch iev em en t m otiv e accom panied by p e r s i s t e n c e , s t r i v i n g , and g e n e r a l c o m p e titiv e n e s s a s s t a t e d by Rosen? (92) S e l f R e p o rt I n v e n to r y ItemB 8 6 , He t h i n k s sc h o o l would be more fun and c h a l le n g i n g I f t h e r e was a l i t t l e more h e a l t h y c o m p e titio n . 87. He o f t e n t r i e s to g e t th e b e s t g ra d e s In c l a s s . 68. He t r i e d h a r d t o b e a t some p a r t i c u l a r p e rs o n In h i s c l a s s . 8 9 * He u s u a l l y t r i e s to do b e t t e r th a n he d id on h i s l a s t p a p e r. 9 0 . He t h in k s sc h o o l I s more I n t e r e s t i n g and e x o i t i n g i f y o u 'r e t r y i n g t o b e a t someone. S u c c e s s P a t t e r n s Q u e s t i o n — Does e a r l y s u c c e s s f u l e x p e r i e n c e o p e r a t e t o m o t i v a t e s t u d e n t s t o a c h i e v e a s MacCurdy ( 6 0 ) I n d i c a t e s f o r s c i e n c e s t u d e n t s ? Q u e s t i o n — Do a c h i e v e r s f e e l t h a t t h e y a r e d o in g w e l l I n s c h o o l a s B l s h to n ( 9 ) h a s I n d i c a t e d ? S e l f R e p o r t I n v e n t o r y Ite m s 9 1 . He f e e l s he I s d o in g p r e t t y good In sc h o o l* 9 2 * He u s u a l l y g e t s good g ra d e s * 93* He h a s a lw a y s done w e l l In s c h o o l* 9)4* He f e e l s he d o e s n o t do w e l l In sc h o o l* 9 5 . He d o e s n ' t do a s w e l l now a s he u s e d to* 9 6 , He se ld o m g e t s good g ra d e s * 97* He d o e s b e t t e r now t h a n h e u se d to I n s c h o o l* 9 6 * He so m e tim es g e t s p o o r g r a d e s * 99* He h a d g o o d t e a c h e r s and he d id w e l l when h e f i r s t b e g a n s c h o o l* 100* He i s g o o d i n j u s t one s u b j e c t * 1 0 1 . Ho t h o u g h t f i r s t g r a d e was v e ry h a rd * 102. He l i k e s s c h o o l b e c a u s e he d o es w e ll* 103. He i s u s u a l l y neap th e to p o f h i s c l a s s * IOI4. O th e r k i d s t h i n k he i s s m a r t. 105* He c a n ' t seem t o do a n y th in g r i g h t . 1 0 6 . He i s n e v e r s u r e i f h e ' s r i g h t o r n o t* A u t h o r i t y R e l a t i o n s h i p s 7 . a Dependency* c o n f l i c t * i n d e c i s i o n Q u e s tio n — Are u n d e r a c h i e v e r s more e a s i l y i n f l u e n c e d by o t h e r s in t h e i r o c c u p a t i o n a l c h o i c e s and g o a l s a s A rm strong (1) fou n d ? Q u e s tio n — Do u n d e r a c h i e v e r s f e e l an e m o tio n a l c o n f l i c t o f n e e d in g to depend on o t h e r s b u t a l s o w a n tin g s t a t u s and r e c o g n i t i o n a s B is h to n (9) s u g g e s t s ? Q u e s tio n — I s t h e r e a r e l a t i o n s h i p betw een m o t i v a t i o n t o a c h ie v e m e n t a n d t h e f a c t t h a t a t e a c h e r knows a b o u t t h e s t u d e n t i n v o lv e d a s s t a t e d b y Goodlad? ( £ l ) S e l f R e p o r t I n v e n t o r y Ite m s 107* He f e e l s h i s t e a c h e r d o e s n ' t r e a l l y u n d e r s t a n d him . 65 X06. He f e e l s t e a c h e r s d o n ' t e x p l a i n t h i n g s w e ll* 109* He I s a f r a i d o f p olicem en* 110. He w is h e s h i s t e a c h e r r e a l l y u n d e r s t o o d him . 111. He f i n d s I t h a r d t o t a l k to t e a c h e r s . 112. He t h i n k s h i s t e a c h e r I s a lw ay s r i g h t . 11 3. He g r e a t l y a d m ire s t e a c h e r s . l l i j • He g e t s a n g ry a t gro w n u p s. 115. He l i k e s o t h e r s to t e l l him w hat to do b e c a u s e I t ' s h a r d t o make up h i s m ind so m e tim es. 116 , He w is h e s o t h e r s w o u l d n 't alw ays d e c id e t h i n g s f o r him . 117* He u s u a l l y makes up h i s own m ind a b o u t t h i n g s . 118. He I s u s u a l l y t o l d w h at to d o . 1 1 9 . He f e e l s i t ' s r i g h t when e v ery b o d y e l s e does i t . 120. He f e e l s grownups t a k e a d v a n ta g e of him . 121. He w is h e s grownups w ere more f a i r . 122. He w is h e s p a r e n t s c o u ld see h i s s i d e . t o o . 66 123. He can t a l k t h i n g s oven w i t h h i s p a r e n t s , 12I4. He t h i n k s he h a s to o many c h o r o s . 7 .b P e e ls r e j e c t e d Q u e s tio n — Is t h e u n d e r a c h i e v e r f r e q u e n t l y a c y n i c a l p e r s o n who f e e l s v i c t i m i z e d by a d u l t a u t h o r i t y a s s u g g e s t e d by G oldberg? (5 0 ) Q u e s tio n — I s t h e r e a r e l a t i o n s h i p betw een u n d e ra c h ie v e m e n t and in a d e q u a te f a t h e r - c h i l d r e l a t i o n s h i p s a s e x p r e s s e d by K im b all? (7 2) Q u e s tio n — Do c h i l d r e n who i n t e r p r e t p a r e n t a l b e h a v i o r a s b e in g i n d i f f e r e n t o r r e j e c t i n g te n d to u n d e r a c h ie v e a s s u g g e s te d by Gowan? (55) Q u e s tio n — Do h ig h a c h i e v e r s s e e th e m s e lv e s a s f r e e r t o make c h o ic e s and f r e e r to com m unicate w i t h p a r e n t s a s fo u n d by W alsh? ( I l l ) S e l f R e p o rt I n v e n t o r y Item s 125* He t h i n k s h i s p a r e n t s a r e t o o h a rd on him . 126. He f e e l s l i k e you can n e v e r p l e a s e g ro w n u p s• 1 2 7 . 1 2 8. 129. 1 3 0. 13 1. 13 2. 133. 13 i|. 1 3 5 . 1 3 6 . 137. 138. 1 3 9 . 67 He w is h e s h i s p a r e n t s d i d n ' t make him s t u d y so much. He w is h e s h i s p a r e n t s w o u ld do more t h i n g s w ith him . He t h i n k s h i s p a r e n t s a r e to o s t r i c t w i t h him . He g e t s p u n is h e d to o much. He can g e t away w ith d o in g t h i n g s h e s h o u l d n ' t . He h a s fo u n d m o st t e a c h e r s a r e p r e t t y n i c e . He g e t s blam ed f o r t h i n g s somebody e l s e d i d . He h a s I t coming when h e g e t s p u n is h e d . He f e e l s p e o p le e x p e c t to o much o f him . He w is h e s h i s p a r e n t s w ould q u i t t r e a t i n g him l i k e a b a b y . He w is h e s h i s p a r e n t s w ould ta k e more i n t e r e s t In th e t h i n g s he d o e s . He w is h e s h i s f a t h e r w ould pay more a t t e n t i o n t o him . He f i n d s h i s p a r e n t s a r e u s u a l l y to o b u s y t o sp e n d tim e w i t h him . 68 lijO. He f e e l s h i s p a r e n t s lo v e him v e r y much« l i | l . He g e t s a lo n g w e l l w i t h h i s f a t h e r * 8 . G oal D i r e c t i o n 8 . a Money Q u est i o n — Does money i d e n t i f i e d by Nason (8 7 ) a s one o f t h e s o u r c e s o f i n s p i r a t i o n t o s t u d e n t s a c t a s a m o t i v a t i o n t o a c h ie v e m e n t? S e l f R e p o r t I n v e n t o r y Item s 1 4 2 . He t h i n k s i t ' s i m p o r t a n t t o do w e l l i n s c h o o l so you can g e t a good jo b an d make l o t s o f money* 8*b S e l f p r e s s u r e Q u e s t i o n — Does s e l f p r e s s u r e i n th e way o f r e w a r d s a n d p u n is h m e n ts a c t u a l l y make a d i f f e r e n c e i n th e m o t i v a t i o n to a c h ie v e m e n t a s Hobbs ( 6I4) fo u n d f o r a g ro u p o f g i f t e d s t u d e n t s ? S e l f R e p o r t I n v e n t o r y Ite m s li|3* He f e e l s b a d when he g e t s a p o o r grad e * 1 JL (tf• He i s a n g r y w i t h h i m s e l f when h e d o e s n ' t s t u d y a n d do w e l l . Iij5* He i s v e r y h a p p y when h e d o e s w e l l i n s c h o o l* 6 9 8 . c Long ra n g e g o a la Q u e s tio n — Do a c h i e v e r s e s t a b l i s h and w o rk to w a rd lo n g r a n g e g o a ls a s s u g g e s t e d by Drews? ( 2 9 ) Q u e s tio n — I s g o a l s e t t i n g b e h a v io r s e e n a s a f u n c t i o n o f p e r s o n a l i t y b y M i t c h e l l (84) s i g n i f i c a n t to p a t t e r n s of a c h ie v e m e n t? S e l f R e p o rt I n v e n t o r y Item s 1 4 6 . He w ould l i k e to go to c o l l e g e . 1 4 7 • ( s e e below ) I 4 d . He knows w hat he w an ts to do when he f i n i s h e s sc h o o l* 1 4 9 • He w orks h a r d in s c h o o l so he c a n g e t a good j o b . 1 5 0 . He d o e s n 't know w hat he w ants t o b e . 151. He h as a d e f i n i t e g o a l i n l i f e * 8 . d V o c a t i o n a l p r e p a r a t i o n Q u e s tio n — Do u n d e r a c h i e v e r s te n d to s e e t h e i r e d u c a t i o n a l a c t i v i t y a s im m e d ia te v o c a t i o n a l p r e p a r a t i o n w h i l e the a c h i e v e r s te n d t o s e e i t a s th e t r a i n i n g s t e p w i t h p la n s f o r f u r t h e r e d u c a ti o n a s s t a t e d by F r a n k e l? (43 ) 70 S e l f R e p o r t I n v e n t o r y Ite m s llf?* He i s a n x io u s t o g e t t h r o u g h s c h o o l a n d go t o w ork. 8 . e I n t e r n a l i z e d p a r e n t a l g o a l s Q u e s t i o n — Does t h e t r a i n i n g o f p a r e n t s who a r e d i s c o n t e n t e d w i t h t h e i r own a c h ie v e m e n ts a c t a s a n i n t e r n a l i z e d v a l u e t h a t c a u s e s b o y s t o be m o t i v a t e d t o p e r f o r m w e l l i n s c h o o l an d a s p i r e t o c o l l e g e a s s t a t e d b y K ahl? (6 9 ) Q u e s t i o n — Are p a r e n t s 1 e x p e c t a t i o n s f o r h i g h a c h ie v e m e n t i n t e r n a l i z e d by s t u d e n t s a s s u g g e s t e d by Rosen? (9 2 ) S e l f R e p o r t I n v e n t o r y Ite m s 1^2* H is f a t h e r w ould l i k e him to do w e l l i n s c h o o l so h e can g e t f a r t h e r a h e a d i n l i f e th a n he d i d . 1 5 3 * He w a n ts t o go t o o o l l e g e . 9 . S e l f C o n c ep t 9«a Can s t a n d a l o n e , s e l f c o n f i d e n c e Q u e s t i o n — Do a c h i e v e r s f e e l more a b l e to s t a n d a l o n e a s fo u n d by B ls h to n ? ( 9 ) Q u e s t i o n — Do a c h i e v e r s h a v e g r e a t e r s e l f u n d e r s t a n d i n g and s e l f c o n f i d e n c e a s D u rr a n d C o l l i e r (3 0 ) s u g g e s t e d f o r t a l e n t e d a c h i e v e r s ? Q u e s tio n — Are a c h i e v e r s more r e a l i s t i c g e n e r a l l y In t h e i r s e l f c o n c e p t th a n u n d e r a c h i e v e r s , s e e i n g th e m s e lv e s a s more v a lu e d a n d a c c e p t e d I n d i v i d u a l s a s s u g g e s t e d by K a rn e s? (70) b I n f e r i o r Q u e s tio n --D o n o n - a c h i e v e r s h a v e s t r o n g f e e l i n g s o f i n f e r i o r i t y a s K im b all (72) fo u n d t o be t r u e f o r n o n - a c h ie v in g a d o l e s c e n t s ? Q u e s tio n — I s th e s e l f c o n c e p t o f the s t u d e n t s an i m p o r t a n t f a c t o r in m o t i v a t i o n t o s u c c e s s a s s e e n by Shaw? (9 9 ) Q u e s tio n — Do u n d e r a c h i e v e r s p r e s e n t a s i g n i f i c a n t l y g r e a t e r p i c t u r e o f f e e l i n g s o f in a d e q u a c y and i n f e r i o r i t y th a n a c h i e v e r s a s s u g g e s t e d by E r ik s o n ? (3 7 ) c P e a r o f f a i l u r e Q u e s tio n — Does f e a r o f f a i l u r e d r i v e a c h i e v e r s t o g r e a t e r l e v e l s o f a c c o m p lish m e n t a s found by Nason? ( 8 7 ) S e l f R e p o rt I n v e n t o r y Item s He f e e l s i m p o r t a n t . 1 5 5 . He i s s t r o n g and h e a l t h y . 72 156. He i s goo d l o o k i n g . 157, He i s p r e t t y s a t i s f i e d w ith h i m s e l f j u s t th e way he is * 156. He w is h e s t h in g s c o u ld be d i f f e r e n t * 159# He i s g l a d he i s h i m s e l f . 160• He w ish e s he was s m a r te r i n sc h o o l* 16 1. He w ish e s he h ad more f r i e n d s . 162. He w ish e s he was somebody e l s e . 163. He d o e s n 't t h i n k h e i s as sm a rt a s m ost p e o p le . 1614. He f e e l s m ost p e o p le l i k e him . 165* H is f e e l i n g s a r e e a s i l y h u r t . 1 6 6 • He can u s u a l l y come up w i t h t h e r i g h t a n s w e r. 1 6 7 . He w ish e s he c o u ld make f r i e n d s more e a s i l y . 16 8 . He w i l l s t i c k t o h i s id e a i f he t h in k s he i s r i g h t . 1 6 9 . He w o r r i e s a b o u t h i m s e l f . 170. He f e e l s lo nesom e. 171* He d o e s n ' t mind b e in g a l o n e . 172, He f e e l s i n f e r i o r — t h a t i s , t h a t o t h e r s a r e b e t t e r th a n he i s . 173, He f e e l s v e ry bad when he f a i l s . 17i4. He i s a f r a i d h e w o n 't be good enough. 73 1 7 5 . He w o r r i e s when he d o e s n 't n e ed to 1 7 6 . He t h i n k s he i s a n i c e p e r s o n . 1 7 7 . He i s good a t d o in g t h i n g s . 1 7 8 . He u n d e r s t a n d s t h i n g s e a s i l y . 1 7 9 . O th e rs l i k e him a l o t . 180. He l i k e s to s tu d y a l o n e . 181. He f e e l s a t e a s e in a g r o u p . 182. He g e t s u p s e t e a s i l y . 10* S p o n ta n eo u s I n t e r e s t s Q u e s tI o n - - A r e th e s t u d e n t s ' s p o n ta n e o u s i n t e r e s t s i n t r i n s i c to m o t i v a t i o n a s s t a t e d by S u t c l i f f e ? (106) S e l f R e p o r t I n v e n t o r y Item s 163* He t h i n k s good s c h o o l s a re I m p o r ta n t. I 8I4. He i s alw ays c o l l e c t i n g t h i n g s . 18£« He l i k e s m ost o f th e t h i n g s th e y do in s c h o o l . 1 8 6 . He t h i n k s s c h o o l i s a l o t o f f u n . 18 7. He h a s many h o b b i e s . 1 8 8 . He l i k e s t o e x p l o r e new t h i n g s and i d e a s . 1 8 9 . He l i k e s to go to s c h o o l . 19 0. He l i k e s t o t r y new t h i n g s . Summary 7k The o b j e c t i v e o f C h a p te r I I I was t o t r a c e th e d e v elo p m e n t o f t h e e x p e r i m e n t a l I n s tr u m e n t em ployed In t h i s s t u d y . The t e n m a jo r a r e a s u n d er I n v e s t i g a t i o n t o g e t h e r w ith s u b d i v i s i o n s o f t h e s e a r e a s w ere l i s t e d . V a r i a b l e s s u g g e s t e d by t h e r e s e a r c h w ere p h r a s e d a s q u e s t i o n s . F o llo w in g e a c h q u e s t i o n t h e s p e c i f i c Item s i n c l u d e d i n th e i n i t i a l i n v e n t o r y were l i s t e d . The t o t a l one h u n d re d n i n e t y Ite m t e s t was d e v e lo p e d In t h i s m an n e r. CHAPTER IV THE PILOT STUDY The p u r p o s e o f t h i s p h a se o f t h e s t u d y was to a n a l y z e t h e p i l o t s t u d y f i n d i n g s an d to f o r m u l a t e a f o r m a l l i s t o f h y p o t h e s e s . S e v e n ty o f t h e o r i g i n a l one h u n d r e d n i n e t y i te m s a p p e a r e d t o h a v e d i s c r i m i n a t i v e v a l u e f o r s e p a r a t i n g a c h i e v e r s fro m u n d e r a c h i e v e r s . I n o r d e r t o r e t a i n a t o t a l o f o n e h u n d re d t e s t i t e m s , t h i r t y a d d i t i o n a l ite m s w hich a p p e a r e d t o h a v e a l e s s e r d e g r e e o f d i s c r i m i n a t i n g v a l u e w e re c h o s e n . S c o r in g s t e n c i l s w e re c u t a n d u t i l i z e d i n o b t a i n i n g a U.A. s c o r e ( u n d e r a c h ie v e m e n t s c o r e ) f o r e a c h o f t h e t w e n t y - e i g h t p u p i l s . D i r e c t i o n o f e x p e c ta n c y was a l t e r e d in o n l y two c a s e s . (Aider t h e f i r s t o f t h e t e n a r e a s , " A s s o c i a t i o n s , " p r e v i o u s r e s e a r c h h a d i n d i c a t e d t h a t a c h i e v e r s a s s o c i a t e w i t h h i g h e r a b i l i t y p e e r s . How ever, one o f t h e e x p e r i m e n t a l ite m s w as fo u n d t o be d i s c r i m i n a t i n g in t h e o p p o s i t e d i r e c t i o n . T h is was number li{, " - u s u a l l y g o e s a r o u n d w ith t h e s m a r t e r k i d s . " The f i n d i n g was a c c o u n te d f o r b y r e v i s i n g t h e s t a t e m e n t o f e x p e c ta n c y t o 75 76 " c o m p a r a tiv e a b i l i t y . " T hus, i t was s u g g e s te d t h a t u n d e r* a c h i e v e r s s e e t h e i r a s s o c i a t e s a s c o m p a r a t i v e l y b r i g h t e r t h a n t h e y a r e . Under t h e a r e a e n t i t l e d "G oal D i r e c t i o n , " p r e v i o u s r e s e a r c h (N ason, 1958) h a d fo u n d t h a t money r e p r e s e n t e d an in d u ce m e n t t o a c h i e v e . N a s o n 's s tu d y i n v o lv e d h ig h s c h o o l s t u d e n t s . D i f f e r e n t i a t i o n on t h i s p o i n t was n o t e x p e o te d f o r t h e age l e v e l i n c l u d e d i n t h i s s t u d y . C o n tra ry t o e x p e c ta n c y , t h e i te m s d i d d i f f e r e n t i a t e b etw een u n d e r a c h i e v e r s and a c h i e v e r s i n th e d i r e c t i o n w hich Nason h a d f o u n d . Two o t h e r s u b - a r e a s u n d e r "G o al D i r e c t i o n " w ere d ro p p e d b e c a u s e ite m s d e s ig n e d t o t e s t them w ere fo u n d n o t t o d i s c r i m i n a t e i n t h e p i l o t s t u d y . These two s u b - a r e a s w ere " S e l f p r e s s u r e " and " V o c a t i o n a l p r e p a r a t i o n . " The W iicoxon M a tc h e d - P a ir s S ig n ed -R an k s T e s t was u s e d t o s t a t i s t i c a l l y a n a l y s e r e s u l t s . E x a m in a tio n o f T a b le 2 r e v e a l s t h a t a c u t - o f f p o i n t o f t h i r t y - s i x a p p e a r e d t o s e p a r a t e a c h i e v e r s from u n d e r a c h i e v e r s . T here was some o v e r l a p on a s c o r e o f t h i r t y - s i x . Only one o f t h e f o u r t e e n a c h i e v e r s r e c e i v e d a s c o r e h i g h e r th a n t h i r t y - s i x . In t h i s c a s e th e d i r e c t i o n o f d i f f e r e n c e was o p p o s i t e from t h a t a n t i c i p a t e d . Two u n d e r a c h i e v e r s r e c e i v e d a s c o r e o f t h i r t y - s i x . A ll o t h e r s r e c e i v e d s c o r e s betw een t h i r t y - s i x and s i x t y - f o u r . One a c h i e v e r r e c e i v e d a s c o r e o f f o r t y - n i n e * Two a c h i e v e r s r e c e i v e d 77 TABLE 2 WILCOXON MATCHED-PAIRS SIGNED-RANKS TEST OF TOTAL ISA SCORES FOR THE PILOT STUDY UA s c o r e Rank Rank w ith M atched u n d e r- UA s c o r e o f l e s s f r e q u e n t p a i r a c h i e v e r s a c h i e v e r s d d s i g n 1 62 9 53 14 2 37 26 11 25 3 42 49 -7 1 4 55 36 19 5 .5 5 44 15 29 11 6 40 27 13 4 7 47 36 11 2 . 5 8 55 12 43 12 9 64 16 48 13 10 36 17 19 5 .5 11 40 24 24 7 12 47 21 26 9 13 36 11 25 8 14 56 28 28 10 T = 1 78 s c o r e s o f t h i r t y - s i x . A l l o t h e r s c o r e s f o r a c h i e v e r s r a n from t w e n t y - e i g h t down t o n i n e . The sum o f t h e r a n k s w i t h t h e l e s s f r e q u e n t s i g n e q u a l e d 1 . R e f e r r i n g t o T a b le G i n S i e g e l (1 0 2 ) , i t was fo u n d t h a t f o r N o f f o u r t e e n , a T o f 1 a llo w e d t h e r e j e c t i o n o f t h e n u l l h y p o t h e s i s w e l l beyond t h e .0 1 l e v e l o f c o n f i d e n c e , u s in g a t w o - t a i l e d t e s t . T h is p r o c e d u r e was r e p e a t e d f o r e a c h o f t h e t e n s u b t e s t s , i t was c o n c lu d e d t h a t a s f a r a s th e l i m i t e d sam ple o f th e p i l o t s tu d y i n d i c a t e d , a l l t e n a r e a s w ere fo u n d t o be s i g n i f i c a n t . The r e m a in d e r o f t h i s c h a p t e r w i l l exam ine th e p i l o t s tu d y f i n d i n g s u n d e r e a c h o f t h e a r e a s and s u b - a r e a s o f t h e d e s i g n . Each o f t h e t e n a r e a s w i l l i n c l u d e a s t a t e m e n t o f th e h y p o t h e s i s f o r t h a t a r e a . 1. A s s o c i a t i o n s P i l o t S tu d y F in d in g s l . a T e a c h e rs Two o f th e e l e v e n o r i g i n a l ite m s s u g g e s t e d w ere fo u n d t o show d i s c r i m i n a t i v e v a lu e . These w ere: No. 7 " - t e a c h e r a lm o s t seems l i k e a f a t h e r t o him" No. 10 " - t h i n k s h i s t e a c h e r i s one o f th e b e s t f r i e n d s he e v e r had" U n d e r a c h ie v e rs te n d e d t o r e s p o n d i n a n e g a t i v e d i r e c t i o n t o b o th o f t h e s e i te m s . 79 l . b A t t i t u d e s o f a s s o c i a t e s Two ite m s w e re s u g g e s t e d u n d e r t h i s c a te g o r y * One o f them was f o u n d t o show d i s c r i m i n a t i o n * No* 12 " • w a n t s t o b e l i k e som eone he a l r e a d y knows when h e grow s up" U n d e r a c h ie v e r s te n d e d t o r e s p o n d i n a n e g a t i v e d i r e c t i o n * l . c A b i l i t y o f a s s o c i a t e s One o f t h e f i v e o r i g i n a l ite m s show ed some d i s c r i m i n a t i o n * T h is w as: No* 14 " • u s u a l l y g o e s a r o u n d w i t h t h e s m a r t e r k i d s " U n d e r a c h ie v e r s te n d e d t o r e s p o n d i n a p o s i t i v e d i r e c t i o n , w h ich was c o n t r a r y t o e x p e c t a t i o n * One e x p l a n a t i o n f o r t h i s may be t h a t u n d e r a c h i e v e r s t e n d to s e e t h e m s e lv e s a s l e s s c a p a b l e t h a n m o st o f t h e i r a s s o c i a t e s . Thus, t h e a r e a was r e v i s e d t o r e a d "co m para~ t i v e a b i l i t y . " H y p o th e s is T h ere i s a p o s i t i v e r e l a t i o n s h i p b e tw e e n p e r c e i v e d a t t i t u d e s and a b i l i t i e s of a s s o c i a t e s ( i n c l u d i n g t e a c h e r s , p a r e n t s , p e e r s , e t c . ) a n d a c h i l d ' s m o t i v a t i o n t o a c h ie v e m e n t* S o c i a l A d ju stm e n t P i l o t S tu d y F i n d i n g s 2 . a A b i l i t y t o " g e t a lo n g " T h i r t e e n ite m s w ere d e s ig n e d t o t e s t t h i s a r e a . S ix showed some d i s c r i m i n a t i v e v a l u e . U n d e ra c h ie v e rs r e s p o n d e d n e g a t i v e l y t o : No. 20 " - l i k e s m o st o f t h e o t h e r s in h i s c l a s s " No. 29 " - h a s a few v e r y c l o s e f r i e n d s " No. 30 " - l i k e s to p l a y w ith a l l th e k i d s " They re s p o n d e d p o s i t i v e l y t o : No. 22 " - d o e s n ' t l i k e a l o t o f th e k i d s " No. 23 " - f e e l s th e o t h e r k i d s d o n ' t l i k e him v e r y w e ll" No. 2£ " - l i k e s m o st o f t h e k i d s a t s c h o o l b u t f e e l s t h e y d o n 't l i k e him" 2 . b C lo se p e e r r e l a t i o n s E ig h t o f t h e o r i g i n a l t h i r t e e n ite m s w ere fo u n d to show some d i s c r i m i n a t i o n . Under a c h i e v e r s re s p o n d e d n e g a t i v e l y t o : No. 37 " - i s u s u a l l y c h o sen q u i c k l y by o t h e r s " No. 39 " - o t h e r s come t o him f o r h e l p " No* 1|2 " - f e e l s o t h e r s a r e I n t e r e s t e d In h i s h o b b le s " No* i|9 " - d o e s n ' t need t o show o f f " They I d e n t i f i e d w ith t h e f o l l o w i n g Ite m s : No* 33 " - f e e l s l i k e h e ' s d i f f e r e n t th an m o st k i d s " No* 3k " - d o e s n ' t g e t a lo n g v e ry good w i t h o t h e r s " No* " - t h i n k s o t h e r s a r e to o b o ssy " No* 4^4 " - f e e l s he c a n ' t t a l k to anyone a b o u t h i s p ro b lem s" 2*c Need f o r g ro u p m em bership Two o f th e f o u r Item s p r o p o s e d showed some d i s c r i m i n a t i v e v alu e* U n d e ra c h ie v e rs r e j e c t e d No* i|6 " - I s o f t e n c h o se n t o be a l e a d e r " No* i|6 " - f i n d s i t e a s y t o make f r i e n d s " 2*d Age o f f r i e n d s Only one Item was o r i g i n a l l y I n c l u d e d In t h i s c a t e g o r y a n d was n o t fo u n d t o d i f f e r e n t i a t e * H y p o th e s is T here I s a n e g a t i v e r e l a t i o n s h i p b etw een a r e a s o f s o c i a l a d ju s tm e n t a n d p a t t e r n s o f u n d e ra c h le v e m e n t w hich can be a s s e s s e d by t h e s e l f r e p o r t I n s tru m e n t* A d u lt A p p ro v al P i l o t S tud y F in d in g s 3 . a A p p ro v a l Two o f t h e n in e o r i g i n a l Ite m s showed some d i s c r i m i n a t i v e v a l u e . U n d e r a c h ie v e rs te n d e d to r e j e c t b o t h . No. 55 " - f i n d s i t fun t o r e a c h th e g o a l s p a r e n t s o r t e a c h e r s have s e t " No. 56 " - h i s p a r e n t s a n d t e a c h e r a r e happy w i t h th e work he does" 3 .b R e a s o n a b le e x p e c t a t i o n s Two o f t h e t h r e e o r i g i n a l item s showed some d i s c r i m i n a t i o n . U n d e ra c h ie v e rs i d e n t i f i e d w i t h : No. 58 " - d o e s n ' t have an y o n e t o t e l l him how w e l l h e h as done" No. 6 0 " - n o m a t t e r how h a r d he t r i e s th e y a r e n e v e r s a t i s f i e d " H y p o th e s is A s i g n i f i c a n t r e l a t i o n s h i p e x i s t s b etw een a d u l t a p p ro v a l and u n d e ra c h ie v e m e n t, w h ich can be d e t e c t e d b y th e ISA. M oral and S o c i a l V a lu e s P i l o t Study F in d in g s Of f i f t e e n o r i g i n a l Item s e i g h t showed aorae p r o m is e . U n d e r a c h ie v e r s te n d e d to r e j e c t No* 63 " - a lw a y s t r i e s t o be a good f r i e n d t o o t h e r s " No* 64 " - f e e l s v e r y s t r o n g l y t h a t you s h o u ld n e v e r l i e to a f r i e n d " No* 66 " - n e v e r c h e a t s on a t e s t " No* 6 6 " - u s u a l l y g o e s to Sunday School" No* 71 " -s o m e tim e s c h e a t s on s c h o o l work" No* 7^ " - h a s a s t r o n g c o n s c ie n c e " They te n d e d t o i d e n t i f y w i t h : No. 70 " - n e v e r l i e s t o h i s p a r e n t s and t e a c h e r s " No* 72 " - n e v e r goes to c h u rc h or Sunday S c h o o l o r te m p le " T h e re was no im m ed iate e x p l a n a t i o n a s t o why u n d e r a c h i e v e r s te n d e d t o a d m it c h e a t i n g on t e s t s b u t d e n ie d e v e r t e l l i n g l i e s to p a r e n t s o r t e a c h e r s . I t was f u r t h e r n o t i c e d t h a t w h ile u n d e r a c h i e v e r s te n d e d to r e j e c t th e s t a t e m e n t " - n e v e r c h e a t s on a t e s t " th e y a l s o te n d e d to r e j e c t t h e s t a t e m e n t "-so m e tim e s c h e a t s on s c h o o l work*" I t i s p o s s i b l e t h a t t h e r e v e r s i n g d i r e c t i o n o f th e i n v e n t o r y Item s may h av e b e en c o n f u s i n g . The l i m i t e d sam ple may a l s o h a v e p ro d u c e d a c h a n c e r e v e r s a l o f d i r e c t i o n . R e s u l t s o f th e f u l l s t u d y s u g g e s t t h i s t o be t h e c a s e . H y p o th e s is T h ere Is a s i g n i f i c a n t n e g a t i v e r e l a t i o n s h i p betw een f a i l u r e t o a c c e p t c e r t a i n m o r a l and s o c i a l v a l u e s an d a c h ie v e m e n t i n s c h o o l . P e r c e i v e d U t i l i t y o f Schoo l E x p e rie n c e P i l o t Study F in d in g s B ecause o f th e h i g h l y o v e r l a p p i n g n a t u r e o f th e s u b - a r e a s , t h e y w i l l be d e a l t w ith a s a g r o u p . The s u b - a r e a s s u g g e s t e d by th e r e s e a r c h w ere (a) Boredom, (b ) C o n s t r u c t i v e , p u r p o s i v e , (c ) P e r s o n a l l y r e w a r d i n g , (d) D i s s a t i s f i e d , u n c h a l le n g e d , and (e) C o m p e titio n . F i f t e e n ite m s w ere o r i g i n a l l y p ro p o s e d u n d e r S e c t i o n 5 . Of t h e s e , n in e showed d i s c r i m i n a t i v e v a l u e . U n d e ra c h ie v e rs t e n d e d to r e j e c t th e f o l lo w in g i te m s : No. 80 " - f i n d s h i s s c h o o l work a snap ( e a s y t o do)" No. 83 " - c o u l d p r o b a b l y do b e t t e r b u t a l r e a d y g e t s p r e t t y good g r a d e s w i t h o u t w o rk in g t o o h a rd " No. 87 " - o f t e n t r i e s t o g e t t h e b e s t g ra d e i n c l a s s " 85 No. 89 " - u s u a l l y t r i e s t o do b e t t e r th a n h e d id on h i s l a s t p a p e r " U n d e ra c h ie v e rs te n d e d to I d e n t i f y w ith th e f o l lo w in g I te m s : No. 78 " - I s r e a l l y k i n d o f b o r e d w ith s c h o o l" No. 79 " - f e e l s t h a t th e t h i n g s he I s su p p o s e d t o l e a r n i n s c h o o l w i l l h a v e no r e a l im p o r ta n c e f o r l i f e " No. 81 " - i s d i s s a t i s f i e d w i t h s c h o o l b e c a u s e th e y j u s t do th e same o l d t h i n g s o v e r an d o v e r" No. 85 " - f e e l s t h a t you h a r d l y e v e r g e t t o do a n y th i n g new, f u n , o r e x c i t i n g a t s c h o o l" No. 89 " - t h i n k s t h a t s c h o o l w ould be m ore fu n an d c h a l l e n g i n g i f t h e r e was a l i t t l e m ore h e a l t h y c o m p e ti t io n " Of t h e s e , numbers 80 and 83 showed d i s c r i m i n a t i o n i n t h e o p p o s i t e d i r e c t i o n t h a n e x p e c te d . A p o s s i b l e e x p l a n a t i o n s u g g e s t s t h a t t h i s i s t r u e b e c a u s e th e ite m s w ere o r i g i n a l l y i n te n d e d to d i f f e r e n t i a t e b e tw e e n o n ly g i f t e d a c h i e v e r s and u n d e r a c h i e v e r s . H y p o th e s is T h ere I s a n e g a t i v e r e l a t i o n s h i p b e tw ee n p e r c e i v e d u t i l i t y o f s c h o o l e x p e r i e n c e and t h e te n d e n c y t o u n d e ra c h ie v e m e n t• P a t t e r n s o f P r e v io u s S u c c e ss P i l o t S tu d y F in d in g s S i x t e e n Ite m s w ere o r i g i n a l l y p ro p o s e d u n d er S e c t i o n 6 , A c c o rd in g to t h e r e s u l t s o f the p i l o t s tu d y n i n e showed d i s c r i m i n a t i v e v a lu e . One was ad d ed a s a q u e s t i o n a b l e Item . U n d e r a c h ie v e rs te n d e d t o r e j e c t th e f o llo w in g Ite m s: No* 91 11- f e e l s he I s doing p r e t t y good In s c h o o l" No. 92 " - u s u a l l y g e t s good g r a d e s " No* 93 " - h a s alw ay s done w e l l In s c h o o l" No. 99 " - h a d good t e a c h e r s an d d i d w e l l when h e f i r s t began s c h o o l" No* 102 " - l i k e s s c h o o l b e c a u s e he does w e ll" No. 103 " - I s u s u a l l y n e a r t h e to p o f h i s c l a s s " They te n d e d t o I d e n t i f y w ith th e f o l l o w i n g : No. 96 " - s e ld o m g e t s good g r a d e s " No. 90 " -so m e tim e s g e t s p o o r g ra d e s " No. 101 " - t h o u g h t f i r s t g r a d e was v e ry h a r d " No. 105 " - c a n ' t seem t o do a n y th i n g r i g h t " D i f f e r e n t i a t i o n was i n th e d i r e c t i o n e x p e c te d i n a l l c a s e s . H y p o th e s is T h ere i s a n e g a t i v e r e l a t i o n s h i p b etw een p a t t e r n s o f s u c c e s s an d t h e te n d e n c y t o u n d er a c h i e v e . A u t h o r i t y R e l a t i o n s h i p s P i l o t Study F in d in g s 7 . a D ependency, c o n f l i c t , i n d e c i s i o n E ig h te e n i te m s w ere d e s ig n e d t o t e s t t h i s a r e a . Seven show ed d i s c r i m i n a t i v e a b i l i t y . S ix more were a d d ed a s p o s s i b l y s i g n i f i c a n t . U n d e ra c h ie v e rs te n d e d t o r e j e c t t h e f o l lo w in g i t e m s : No. 112 " - t h i n k s h i s t e a c h e r i s a lw a y s r i g h t " No. 113 " - g r e a t l y a d m ire s t e a c h e r s " No. 117 " - u s u a l l y makes up h i s own mind a b o u t t h i n g s " No. 123 " - c a n t a l k t h i n g s o v e r w ith h i s p a r e n t s " 88 U n d e ra c h ie v e rs i d e n t i f i e d w ith the f o llo w in g ite m s : No. 107 " - f e e l s h i s t e a c h e r d o e s n 't r e a l l y u n d e r s ta n d him" No. 108 " - f e e l s t e a c h e r s d o n 't e x p la in t h i n g s w e ll" No. 109 " - i s a f r a i d o f policem en" No. I l l " - f i n d s i t h a r d t o t a l k to te a c h e r s " No. l l £ " - l i k e s o t h e r s to t e l l him what t o do b e ca u se i t ' s h a r d t o make up h i s mind som etim es" No. 118 " - i s u s u a l l y t o l d what to do" No. 120 " - f e e l s grownups ta k e a d v a n ta g e o f him" No. 121 " - w is h e s grownups were more f a i r " No. I 2I4 " - t h i n k s he h a s too many c h o re s" A ll ite m s d i s c r i m i n a t e d in th e d i r e c t i o n p r e d i c t e d . 7 .b P e e ls r e j e c t e d S e v e n te e n ite m s were d e s ig n e d to t e s t t h i s a r e a . Seven o f them showed f a i r d i s c r i m i n a t i v e v a lu e and t h r e e a d d i t i o n a l ite m s were I n c lu d e d a s b e in g p o s s i b l y s i g n i f i c a n t . 89 U n d e rac h ie v e rs r e j e c t e d th e fo llo w in g Item s: No* 129 1 1 - t h i n k s h i s p a r e n t s a r e too s t r i c t w ith him" No* 134 " - h a s i t coming when he g e ts p u nished" No* llfO " - f e e l s h i s p a r e n t s love him v e ry much" They te n d e d to i d e n t i f y w ith the f o llo w in g i t e m s : No* 126 " - f e e l s l i k e you can n e v er p l e a s e grownups" No* 128 " -w is h e s h i s p a r e n ts would do more t h in g s w ith him" No* 130 " - g e t s p u n ish e d to o much" No* 135 " - f e e l s p e o p le e x p e c t to o much o f him" No* 136 " -w is h e s h i s p a r e n t s would q u i t t r e a t i n g him l i k e a baby" No. 137 " -w is h e s h i s p a r e n t s would tak e more i n t e r e s t in th e t h in g s he doe s" No* 136 " -w is h e s h i s f a t h e r would pay more a t t e n t i o n t o him" D i f f e r e n t i a t i o n was in th e d i r e c t i o n p r e d ic te d * 90 H y p o th e sis There I s a p o s i t i v e r e l a t i o n s h i p betw een a breakdown In a u t h o r i t y r e l a t i o n s h i p s and u n d e ra ch ie v em en t p a t t e r n s * 8* Goal D i r e c t io n P i l o t Study F in d in g s 8*a Money Only one ite m was d e sig n e d t o t e s t t h i s are a* C o n tra ry t o e x p e c t a t i o n i t d id show d i s c r i m i n a t i v e value* A c h iev e rs i d e n t i f i e d w ith th e Item* No* 1^2 " - t h i n k s i t ' s im p o rta n t to do w e ll In sc h o o l so you can g e t a good job and make l o t s o f money" Q.b S e l f p r e s s u r e None o f th e t h r e e item s d e sig n e d t o t e s t t h i s a r e a a p p ea re d to d i f f e r e n t i a t e betw een u n d e ra c h ie v e r s and a c h i e v e r s , 8*c Long ran g e g o a ls Two o f s i x item s in th e o r i g i n a l i n v e n t o r y showed some prom ise o f d i f f e r e n t i a t i o n * Under a c h i e v e r s te n d e d t o r e j e c t number li|6 , "-w ould l i k e to go to c o l l e g e , " and to i d e n t i f y w ith number lf>0, " - d o e s n 't know what he w ants to b e ." 8 . d V o c a t i o n a l p r e p a r a t i o n O nly one Ite m was i n c l u d e d In t h i s a r e a and was n o t fo u n d t o d i f f e r e n t i a t e . 8 . e I n t e r n a l i z e d p a r e n t a l g o a l s One Item was i n c l u d e d i n t h i s a r e a an d d id show some d i f f e r e n t i a t l o n a l a b i l i t y . U nder a c h i e v e r s te n d e d t o i d e n t i f y w ith number l £ 2 , " - h i s f a t h e r w o u ld l i k e him t o do w e l l in s c h o o l so he can g e t f a r t h e r a h e a d i n l i f e t h a n he d i d . " The d i r e c t i o n o f d i f f e r e n t i a t i o n was o p p o s i t e t h a t e x p e c te d . H y p o th e s is T h ere i s a p o s i t i v e r e l a t i o n s h i p b e tw e e n t h e e s t a b l i s h m e n t o f lo n g r a n g e g o a l s a n d a c a d e m ic a c h ie v e m e n t. S e l f C o n cep t P i l o t S tu d y F i n d i n g s Due t o t h e o v e r l a p p i n g n a t u r e o f th e s u b c a t e g o r i e s no a t t e m p t was made to d i f f e r e n t i a t e th e i te m s c o n s t r u c t e d t o m easu re t h e a r e a o f s e l f c o n c e p t . T w e n ty -n in e ite m s w ere o r i g i n a l l y c o n s t r u c t e d . Twelve o f them showed f a i r d i s c r i m i n a t i v e a b i l i t y . An a d d i t i o n a l se v e n ite m s w ere a l s o i n c l u d e d i n t h e f i n a l one h u n d re d ite m t e s t . 92 U n d e ra c h ie v e rs te n d e d t o r e j e c t th e f o l lo w in g i t e m s : No. 154 " - f e e l s I m p o rta n t" No. 156 " - i s good lo o k in g " No. l£ 9 " - i s g l a d he i s h i m s e l f " No. 1 6I4 " - f e e l s m ost p e o p le l i k e him" No. 166 " - c a n u s u a l l y come up w ith t h e r i g h t answ er" No. 168 " - w i l l s t i c k to h i s i d e a i f h e t h i n k s he i s r i g h t " No. 171 " - d o e s n ' t m ind b e in g a lo n e " No. 176 " - t h i n k s h e i s a n i c e p e rso n " No. 178 " - u n d e r s t a n d s t h i n g s e a s i l y " No. l8 0 " - l i k e s t o stu d y a lo n e " No. l S l " - f e e l s a t e a se i n a group" They te n d e d t o i d e n t i f y w i t h t h e f o l lo w in g i t e m s : No. l £8 " - w is h e s t h i n g 3 c o u l d be d i f f e r e n t " No. l 6l " - w i s h e s h e had more f r i e n d s " No. 162 " - w i s h e s h e was somebody e l s e " No. 167 " - w i s h e s h e c o u ld make f r i e n d s m ore e a s i l y " No. 169 " - w o r r i e s a b o u t h im s e l f " No. 170 " - f e e l s lonesom e" 93 No* I 7I4 11- i s a f r a i d he w o n 't b e good enough" No, 175 " - w o r r i e s when he d o e s n 't need to " D i f f e r e n t i a t i o n was i n th e d i r e c t i o n e x p e c te d i n a l l c a s e s . H y p o th e s is T here i s a n e g a t i v e r e l a t i o n s h i p b etw een an a d e q u a te s e l f c o n c e p t and u n d e ra c h ie v e m e n t. 10. S p o n ta n e o u s I n t e r e s t s P i l o t Study F in d in g s Two o f th e e i g h t ite m s o r i g i n a l l y p ro p o s e d show d i s c r i m i n a t i v e v a l u e . A t h i r d ite m was added t o th e f i n a l I n s tr u m e n t a s i t demon s t r a t e d some p o t e n t i a l . U n d e ra c h ie v e rs te n d e d t o r e j e c t : No, 185 " - l i k e s m o st o f t h e t h i n g s th e y do in s c h o o l" No. 186 " - t h i n k s s c h o o l i s a l o t o f fun" No. 188 " - l i k e s t o e x p l o r e new t h i n g s and id e a s " H y p o th e s is T h ere i s a p o s i t i v e r e l a t i o n s h i p betw een s p o n ta n e o u s I n t e r e s t i n academ ic a r e a s , i n c l u d i n g e x p l o r a t i o n o f new i d e a s , and s u c c e s s i n s c h o o l . 9l| Summary The r e s u l t s o f th e p i l o t s t u d y w ere d i s c u s s e d In C h a p te r IV. S e v e n ty o f t h e o r i g i n a l one h u n d re d n i n e t y ite m s a p p e a re d t o show m ore th a n chance d i s c r i m i n a t i v e p o t e n t i a l b etw een a c h i e v e r s and u n d e r a c h i e v e r s . T h i r t y q u e s t i o n a b l e ite m s were ad ded t o t h e s e . When r e s u l t s w ere s u b j e c t e d to t h e W ilcoxon M a tc h e d -P a irs S ig ned-H ank s T e s t d i f f e r e n c e s w ere fo u n d t o b e s i g n i f i c a n t b eyon d th e .0 1 l e v e l o f c o n f i d e n c e . The f i n a l i n v e n t o r y was made up o f th e one h u n d red ite m s showing t h e g r e a t e s t p ro m is e a c c o r d in g t o t h e r e s u l t s o f th e p i l o t s t u d y . CHAPTER V FINDINGS AND DISCUSSION The p u r p o s e o f t h i s c h a p t e r was t o p r e s e n t In d e t a i l th e r e s u l t s o f th e a d m i n i s t r a t i o n o f th e " I n d e x o f S e l f A p p r a is a l " t o a d i s t r i c t - w i d e g ro u p o f c h i l d r e n . Com plete r e s u l t s w ere o b t a i n e d f o r one h u n d re d f o r t y - s e v e n m a tc h e d p a i r s e n r o l l e d In g r a d e s t h r e e th r o u g h e i g h t . T able 3 shows t h e d i s t r i b u t i o n o f th e sam ple by se x a n d g ra d e l e v e l * Nine o f t h e t e n a r e a s u n d e r s t u d y w ere fo u n d t o be s i g n i f i c a n t a t o r bey ond th e .0 1 l e v e l o f c o n f i d e n c e . The n u l l h y p o t h e s i s was r e j e c t e d and t h e r e s e a r c h h y p o t h e s e s were a c c e p t e d f o r A re as 2 th r o u g h 10 . The n u l l h y p o t h e s i s was a c c e p t e d and t h e r e s e a r c h h y p o t h e s i s r e j e c t e d f o r A rea 1, " A s s o c i a t i o n s . " S e v e ra l m ethod s o f s t a t i s t i c a l a n a l y s i s w ere u s e d . The W llcoxon M a tc h e d - P a lr s S lg n e d -R a n k s T e a t The W llcoxon t e s t was com puted f o r t o t a l s c o r e s i n s e v e r a l w ays. The s c o r e s w ere t r e a t e d s t a t i s t i c a l l y f o r th e sam p le as a w h o le , f o r g i r l s o n l y , f o r b o y s o n ly , and 96 TABLE 3 DISTRIBUTION OF HATCHED PAIRS BY SEX AND GRADE LEVEL G ra d e G rade G rade G rade G rade G rade 3 if 5 6 7 8 T o t a l G i r l s 10 6 8 10 12 k $0 Boys 23 13 23 12 20 I4 97 T o t a l 33 19 31 22 32 8 li+7 97 f o r each o f t h e s i x g r a d e l e v e l s s t u d i e d . R e s u l t s a r e sum m arized In T a b le if. I t was n e c e s s a r y t o com pute Z f o r g ro u p s c o n s i s t i n g o f more th a n t w e n t y - f i v e p u p i l s . T o ta l ISA s c o r e s w ere I d e n t i c a l f o r t h r e e o f th e one h u n d re d f o r t y - s e v e n p a i r s . In t h i r t y - f i v e c a s e s th e d i f f e r e n c e b e tw een s c o r e s was I n th e o p p o s i t e d i r e c t i o n t h a n t h a t p r e d i c t e d . In one h u n d re d n i n e c a s e s the u n d e r a c h i e v e r ' s U.A. s c o r e was h i g h e r th an t h e a c h i e v e r 's U.A. s c o r e a s p r e d i c t e d . R e s u l t s w ere s i g n i f i c a n t w e ll beyond t h e .0 1 l e v e l o f c o n f i d e n c e . T h is i n d i c a t e s t h a t i t i s e x tr e m e ly u n l i k e l y t h a t th e d i f f e r e n c e b etw een th e r e s p o n s e s o f u n d e r a c h i e v e r s and a c h i e v e r s o c c u r r e d by c h a n c e . T h ir d g r a d e . Ten p a i r s o f t h i r d g ra d e g i r l s w ere t e s t e d . U.A. s c o r e s r a n g e d b e tw e e n tw e n ty a n d f i f t y - s e v e n f o r u n d e r a c h i e v e r s and betw een tw e lv e a n d f o r t y - o n e f o r a c h i e v e r s . In o n ly one c a s e was t h e U.A. s c o r e lo w e r f o r t h e u n d e r a c h i e v e r th a n f o r th e m a tc h e d a c h i e v e r . T h is e x c e p t i o n r e p r e s e n t e d a h ig h a b i l i t y p a i r . T h re e o f th e u n d e r a c h i e v e r s o b t a i n e d s c o r e s lo w er t h a n t h i r t y - s i x . Only one a c h i e v e r o b t a i n e d a s c o r e h i g h e r th a n t h i r t y - s i x . S i g n i f i c a n c e was beyond t h e *025 l e v e l o f c o n f i d e n c e . T w e n ty - th r e e p a i r s o f t h i r d g r a d e boys were t e s t e d . U.A. s c o r e s w ere fo u n d t o be low er f o r th e u n d e r a c h i e v e r s i n s i x c a s e s . One o f t h e s e was low i n a b i l i t y . 98 TABLE 4 SUMMARY OF WILCOXON MATCHED-PAIRS SIGNED-RANKS TESTS FOR TOTAL U A SCORES Grad© 3 Grade k G rade 5 G rade 6 G rade 7 G rade 8 N 10 6 6 10 12 k n r— 1 T 7 0 7 1 0 .5 1 2 .5 1 f t o P .0 2 5 .0 0 5 NSD .0 5 .0 2 5 ( s m a ll N) N 23 13 23 12 20 4 0 11 o CQ T J*5 6 57 0 9 7 .5 0 P .0 0 5 .0 0 5 .0 1 .0 0 5 NSD ( s m a l l N) 0 1 N 33 19 31 22 3 2 8 i— I 8 26 at -p T 81 99 1 5 5 1 o b ~ * Z - 3 . 8 - 2 . 9 - 2 .0 3 P .0 0 0 0 7 .0 0 5 .0 0 2 .0 0 5 .0 2 5 .0 1 99 t h r e e were a v e ra g e I n a b i l i t y , and two w ere h i g i in a b i l i t y . E le v en o f t h e u n d e r a c h ie v e r s r e c e i v e d U.A. s c o r e s o f l e s s th a n t h i r t y - s i x . Two a c h i e v e r s r e c e i v e d U.A. s c o r e s h i g h e r th a n t h i r t y - s i x . D i f f e r e n c e s f o r t h i r d g ra d e boys w ere s i g n i f i c a n t beyond t h e .005 l e v e l o f c o n f id e n c e . For a t o t a l o f t h i r t y - t h r e e p a lp s o f t h i r d g r a d e r s d i f f e r e n c e s w ere found to be s i g n i f i c a n t w e ll beyond th e .01 l e v e l o f c o n f i d e n c e . F o u rth g r a d e . S ix p a i r s o f f o u r t h g ra d e g i r l s were t e s t e d . U.A. s c o r e s w ere h i g h e r f o r a l l u n d e r a c h i e v e r s . In no c a se d id a n u n d e ra c h ie v e r o b t a i n a s c o r e l e s s th a n t h i r t y - s i x . In o n ly one c a s e d i d an a c h i e v e r o b t a i n a s c o r e h i g h e r th a n t h i r t y - s i x . D i f f e r e n c e s were s i g n i f i c a n t beyond th e .005 l e v e l o f c o n f id e n c e . T h i r t e e n m atched p a i r s o f f o u r t h g r a d e boys were t e s t e d . U n d e ra c h ie v e rs r e c e i v e d low er s c o r e s th a n th e a c h i e v e r s w ith whom th e y w ere m atch ed in two c a s e s . Both o f t h e s e w ere f o r a v e ra g e a b i l i t y s t u d e n t s . In f o u r c a s e s th e U.A. s c o r e s f o r t h e u n d e r a c h ie v e r s w ere l e s s than t h i r t y - s i x . In no c a s e was th e U.A. s c o re f o r a c h i e v e r s h i g h e r th a n t h i r t y - s i x . D i f f e r e n c e s were s i g n i f i c a n t beyond th e .0 0 5 l e v e l o f c o n f id e n c e . F i f t h g r a d e . E ig h t p a i r s o f g i r l s and tw e n ty - t h r e e p a i r s o f boys w ere t e s t e d a t th e f i f t h g ra d e l e v e l . 100 T o t a l s c o r e s f o r t h r e e p a i r s o f g i r l s w e re In t h e o p p o s i t e d i r e c t i o n t h a n t h a t p r e d i c t e d ; one e a c h f o r lo w , a v e r a g e , a n d h ig h a b i l i t y p a i r s . In two c a s e s u n d e r a c h i e v e r s r e c e i v e d a U.A* s c o r e l e s s t h a n t h i r t y - s i x . In two c a s e s a c h i e v e r s r e c e i v e d a U.A. s c o r e m ore t h a n t h i r t y - s i x . W ith t h r e e o f t h e e i g h t s e t s o f s c o r e s g o i n g i n th e o p p o s i t e d i r e c t i o n th a n p r e d i c t e d , no s i g n i f i c a n t d i f f e r e n c e was f o u n d s t a t i s t i c a l l y . S even o f t w e n t y - t h r e e p a i r s o f b o y s showed d i f f e r e n c e s i n t h e o p p o s i t e d i r e c t i o n fro m t h a t p r e d i c t e d . Of t h e s e , f i v e w ere o f a v e r a g e a b i l i t y a n d two w ere o f h i g h a b i l i t y . Nine u n d e r a c h i e v e r s w ere f o u n d t o h a v e U.A. s c o r e s lo w e r t h a n t h i r t y - s i x . F iv e a c h i e v e r s w e re fo u n d t o h a v e U.A. s c o r e s h i g h e r t h a n t h i r t y - s i x . D i f f e r e n c e s f o r f i f t h g r a d e b o y s w ere s i g n i f i c a n t b e y o n d th e .0 1 l e v e l o f c o n f i d e n c e . S i x t h g r a d e . A t o t a l o f tw e n ty - tw o m a tc h e d p a i r s w e re t e s t e d a t t h e s i x t h g r a d e l e v e l . Ten p a i r s w ere g i r l s a n d tw e lv e p a i r s w ere b o y s . D i f f e r e n c e s c o r e s f o r g i r l s w ere i n t h e o p p o s i t e d i r e c t i o n fro m t h a t p r e d i c t e d i n two c a s e s . B o th r e p r e s e n t e d a v e r a g e a b i l i t y . T h re e o f th e t e n u n d e r a c h i e v e r s r e c e i v e d U.A. s c o r e s o f l e s s t h a n t h i r t y - s i x . Two o f t h e t e n a c h i e v e r s r e c e i v e d U.A. s c o r e s o f more t h a n t h i r t y - s i x . D i f f e r e n c e s f o r s i x t h g r a d e g i r l s w ere s i g n i f i c a n t b e y o n d t h e .0 5 l e v e l o f c o n f i d e n c e . 101 D i f f e r e n c e s c o r e s f o r boya w ere I n th e d i r e c t i o n p r e d i c t e d i n e v e r y c a a e . Two o f t h e u n d e r a c h ie v e r a were f o u n d t o have U.A. a c o r e a o f l e a a t h a n t h i r t y - s i x . Four o f th e a c h i e v e r a h a d U.A. a c o r e a h i g h e r t h a n t h l r t y - s i x . D i f f e r e n c e a f o r a l x t h g r a d e boya w ere a i g n i f i c a n t b ey o n d th e *00$ l e v e l o f c o n f i d e n c e . S e v e n th g r a d e . T h i r t y - t w o p a l r a o f a e v e n th g r a d e r a w ere t e a t e d . Twelve o f t h e a e w ere g i r l a and tw e n ty w ere b o y a . D i f f e r e n c e a c o r e a f o r g i r l a w ere i n th e o p p o a l t e d i r e c t i o n fro m t h a t p r e d i c t e d in t h r e e c a a e a . A ll o f t h e a e r e p r e a e n t e d a v e r a g e a b i l i t y . U.A. a c o re a f o r a e v e n th g r a d e g i r l a te n d e d t o be g e n e r a l l y low. F iv e u n d e r a c h i e v e r a r e c e i v e d a c o r e a o f l e a 8 t h a n t h l r t y - a i x . Only one a c h i e v e r r e c e i v e d a a c o r e h i g h e r th a n t h l r t y - a i x . D i f f e r e n c e a b e tw ee n t h e r e a p o n a e a o f u n d e r a c h ie v e r a a n d a c h i e v e r a w ere a i g n i f i c a n t beyond t h e .0 2 5 l e v e l o f c o n f i d e n c e . The a e v e n th g r a d e boya r e p r e a e n t th e one g ro u p f o r w h ic h t h e ISA h a d a p p a r e n t l y no d i a c r l m i n a t i v e a b i l i t y . S c o re a f o r e le v e n o f th e tw e n ty p a i r s o f a e v e n th g r a d e boya t e a t e d w ere i n t h e o p p o a lt e d i r e c t i o n from t h a t p r e d i c t e d . Nine w ere in t h e p r e d i c t e d d i r e c t i o n . One showed no d i f f e r e n c e betw een t h e U.A. a c o r e o f th e u n d e r- a o h l e v e r an d t h e a c h i e v e r w ith whom he was m atch e d . One o f t h e e le v e n p a l r a w h ich showed n e g a t i v e d i f f e r e n c e 102 s c o p e s r e p r e s e n t e d low i n t e l l i g e n c e . S ix o f th e p a i r s r e p r e s e n t e d a v e r a g e i n t e l l i g e n c e , and f o u r o f them r e p r e s e n t e d h ig h i n t e l l i g e n c e * E le v e n of th e tw e n ty u n d e r a c h i e v e r s t e s t e d o b t a i n e d U.A. s c o r e s o f l e s s t h a n t h i r t y - s i x , w h ile se v e n o f th e tw e n ty a c h i e v e r s o b t a i n e d U*A. s c o r e s h i g h e r th a n t h i r t y - s i x . The ISA was a b l e to show no s i g n i f i c a n t d i f f e r e n c e s b e tw ee n th e r e s p o n s e s o f u n d e r a c h i e v in g an d a c h i e v i n g boys a t t h e s e v e n th g r a d e l e v e l . E ig h th g r a d e . Due t o th e m is u n d e r s ta n d in g in s c h e d u l i n g w hich h a s p r e v i o u s l y b een m e n tio n e d , o n l y e i g h t p a i r s o f e i g h t h g r a d e r s w ere t e s t e d * Four o f t h e s e w ere g i r l s a n d f o u r w ere boys* Only one o f th e f o u r d i f f e r e n c e s c o r e s f o r g i r l s was fo u n d t o be i n th e o p p o s i t e d i r e c t i o n from t h a t p r e d i c t e d * I t r e p r e s e n t e d th e s m a l l e s t d i f f e r e n c e s c o r e o b t a i n e d by th e f o u r p a i r s of g i r l s * D i f f e r e n c e s betw een U.A. s c o r e s o f u n d e r a c h i e v e r s and a c h i e v e r s among boys w ere i n th e d i r e c t i o n p r e d i c t e d i n a l l c a s e s * Two u n d e r a c h i e v in g g i r l s r e c e i v e d ISA s c o r e s lo w e r th a n t h i r t y - s i x * Two a c h i e v i n g e i g h t h g ra d e b o y s r e c e i v e d U*A. s c o r e s g r e a t e r th a n t h i r t y - s i x * D i f f e r e n c e s f o r t h e e i g h t p a i r s o f e i g h t h g r a d e r s w ere s i g n i f i c a n t beyond th e *01 l e v e l o f c o n fid e n c e * The W llco xon t e s t s a r e i n c l u d e d i n A ppendix D. 103 The W llcoxon M a tc h e d - P a ir s S ig n e d -R an k s T e s t o f d i f f e r e n c e s b e tw ee n t h e ISA s c o r e s o f u n d e r a c h i e v e r s and a c h i e v e r s was made f o r t o t a l s c o r e s o f th e gro u p a s a w hole and f o r t o t a l s c o r e s s e p a r a t e l y by s e x an d g r a d e l e v e l * However, I t was n o t u s e d i n a n a l y z i n g t h e r e s u l t s o f t h e t e n i n d i v i d u a l s u b t e s t s * S u b t e s t r e s u l t s w ere a n a l y z e d by two o t h e r m ethods w hich a r e d i s c u s s e d i n th e n e x t s e c t i o n * Summary. D i f f e r e n c e s b etw een th e r e s p o n s e s o f u n d e r a c h i e v e r s and t h o s e o f a c h i e v e r s were fo u n d t o be s i g n i f i c a n t a t o r beyond t h e *01 l e v e l o f c o n f i d e n c e in m ost c a s e s . No s i g n i f i c a n t d i f f e r e n c e s (NSD) w ere fo u n d f o r f i f t h g r a d e g i r l s . S i g n i f i c a n c e was betw een t h e *05 a n d .0 1 l e v e l s f o r s i x t h and s e v e n t h g ra d e g i r l s . The m ost s t a r t l i n g e x c e p ti o n t o t h e g e n e r a l l y p o s i t i v e r e s u l t s was n o te d i n th e c a s e o f s e v e n th g r a d e b o y s . I n t e l l i g e n c e l e v e l d id n o t a p p e a r to make a d i f f e r e n c e . H ig h er U.A. s c o r e s w ere fou nd i n th e c a s e o f t h e a c h i e v e r s a t a l l t h r e e l e v e l s o f i n t e l l i g e n c e and a t a p p r o x i m a t e ly t h e same r a t i o * The g r e a t e s t n u a b e r of d e v i a t i o n s i n th e o p p o s i t e d i r e c t i o n from t h a t e x p e c te d was f o r p a i r s o f a v e r a g e a b i l i t y p u p i l s . T h is was e x p e c te d a s i t r e p r e s e n t s t h e m a jo r p o r t i o n o f th e sa m p le . A g a in , t h e w eakn ess o f th e ISA a s a d i a g n o s t i c i n s t r u m e n t i n i t s p r e s e n t form i s p o i n t e d o u t . Using a lolf c u t - o f f s c o r e o f t h i r t y - s i x , a p p r o x i m a t e ly o n e - s i x t h o f th e a c h i e v e r s w ould h ave b een m i s - d ia g n o s e d as u n d e r a c h i e v e r s * A p p ro x im a te ly o n e - t h i r d o f t h e u n d e r a c h i e v e r s w ould h a v e been m is s e d . I n t e r - c o r r e l a t i o n s an d th e t T e s t I n t e r - c o r r e l a t i o n s , u t i l i z i n g th e P e a rs o n r , f o r t h e U.A. s c o r e a were o b t a i n e d i n th e f o l l o w i n g c a t e g o r i e s : (1) i n t e r - c o r r e l a t i o n s betw een s u b t e s t and t o t a l t e s t s c o r e s f o r u n d e r a c h i e v e r s , (2) i n t e r - c o r r e l a t i o n s betw een s u b t e s t a n d t o t a l t e s t s c o r e s f o r a c h i e v e r s , a n d (3) c o r r e l a t i o n s b e tw ee n t h e s u b t e s t and t o t a l t e s t s c o r e s o b t a i n e d by u n d e r a c h i e v e r s and th o s e o b t a i n e d by a c h i e v e r s . R e s u l t s a r e sum m arized i n T a b le s 5 an d 6 . These i n t e r - c o r r e l a t i o n s a r e p r e s e n t e d s e p a r a t e l y by s e x , g r a d e l e v e l , and i n t e l l i g e n c e l e v e l in A ppendix E. A summary o f th e c o r r e l a t i o n s b e tw e e n s c o r e s o f u n d e r a c h i e v e r s and a c h i e v e r s p r e s e n t e d s e p a r a t e l y i n th e n in e c a t e g o r i e s may be fo u n d i n T ab le 7. C o r r e l a t i o n s b etw een t h e U.A. s c o r e s o f a c h i e v e r s and u n d e r a c h i e v e r s w ere f o r th e m ost p a r t low o r n e g a t i v e . F o r ty w ere p o s i t i v e , one was a t 0 , and f i f t y - e i g h t w ere n e g a t i v e . C o r r e l a t i o n s w i l l be d i s c u s s e d b r i e f l y u n d e r e a c h o f th e t e n s u b t e s t s and f o r t o t a l s c o r e s . TABLE 5 INTER-CORRELATIONS BETWEEN ISA VARIABLES FOR ALL UNDERACHIEVERS A 3 AA MSV u SP AR G SC SI T o ta l A .Oij .0 6 .19 .1 2 - .0 9 .1 1 .09 ♦ 16 S .2 8 .05 .1 2 .3 5 .2 1 .1 2 .5 8 AA .07 .3 5 4 1 .29 .09 4 2 .13 .57 MSV • Oil - . 0 2 .0 6 .07 .0 1 .09 .17 U 4 1 .28 .2 8 .34 .37 .5 9 SF .19 . 4 .5 3 .24 •64 AR .13 .33 .19 .5 6 G .13 .1 6 .34 SC .25 .8 0 SI 4 7 o \n TABLE 6 INTER-CORRELATIONS BEWEEN ISA VARIABLES FOR ALL ACHIEVERS A S AA M SV u SP AR G SC S I T o ta l A .0 0 - .0 9 -.01* -114 .1 0 .1 0 - .0 1 .1 6 S .1*1 .09 .1 9 .33 .2 6 .07 .6 2 AA .0 6 .23 .3 8 .23 • 06 .33 .2 3 .5 0 M SV - . 0 0 - . 0 7 - . 11* - .0 3 .0 5 .0 2 .0 9 U .36 •60 .19 .3 2 .5 0 .6 6 SP .32 . 11* .4 5 .3 8 .65 AR .15 .49 .5 0 .75 G .1 6 .2 1 .2 5 SC .37 .77 SI .6 1 o O ' TABLE 7 CORRELATIONS BETW EEN ISA SCORES OF UNDERACHIEVERS AND ACHIEVERS V a ria b le . A ll SEX G i r l s Boys I.Q . I l l INTELLIGENCE I .Q . I .Q . 9 0 -1 1 0 -8 9 3 & 4 GRADE LEVEL 5 & 6 7 * 6 A -.1 0 0 2 -.1 0 2 7 - .1 1 9 0 - .0 2 0 1 -.1 5 0 3 .0 000 - .1 2 4 6 r.0 4 4 3 - .2 5 0 6 S - .0 1 2 0 -.0 4 4 3 - .0 8 0 1 - .0 3 6 8 - .0 0 6 4 - .1 6 5 9 - .0 1 9 2 -.0 2 8 7 - .0 6 0 3 AA - .1 1 8 9 - .0 5 3 0 .1219 - .1 1 1 2 .2135 - .1 6 9 8 -.0 8 0 9 .1755 .2721 MSV - .1 4 6 8 -.0 9 2 2 -.1 6 5 1 - .4 2 4 1 -.0 7 0 7 - .1 8 4 1 -.2 7 7 1 - .1 6 9 5 - .0 2 0 4 U - .1 1 7 2 -.2 2 3 7 - .1 6 0 8 .0 6 5 2 - .1 1 6 1 - .3 3 1 2 - .0 5 7 9 - .0 9 4 7 - .1 8 2 8 SP .1 3 2 6 - .2 6 2 0 .1 0 7 6 .0 0 1 1 .12 1 1 .2273 .3133 .1085 -.1 4 7 1 AR -.0 3 4 3 .0371 - .1 1 1 9 .0535 - .0 3 0 8 -.2 2 3 1 .0030 .0395 -.2 7 1 9 G .1475 .1 081 .0537 .3431 .1707 - .4 4 2 6 .2353 .1535 .06 5 2 SC -.0 3 7 3 - .1 4 6 2 .0623 -.0 4 7 3 - .1 3 1 9 .3073 -.1 554 .1132 -.1 7 7 2 SI .1 8 1 0 .2 8 7 6 .0153 .5453 -.0 1 7 4 .2663 .0314 .3083 .0685 T o ta l -.0 0 8 7 -.1 5 1 3 .0049 .0960 -.0 7 8 1 .1623 - .0 2 2 5 .1344 - .1 6 6 9 108 1. A s s o c i a t i o n s C o r r e l a t i o n s betw een U.A. s c o r e s o f u n d e r a c h i e v e r s and a c h i e v e r s w ere g e n e r a l l y low and n e g a t i v e , A c o r r e l a t i o n of ,0000 was o b t a i n e d f o r low I n t e l l i g e n c e p a i r s and a c o r r e l a t i o n o f - .2 5 0 6 was o b t a i n e d f o r u p p e r g ra d e p a i r s . 2. S o c i a l C o r r e l a t i o n s w ere low an d n e g a tiv e i n a l l c a s e s . They ra n g e d from -*00611 f a r a v e ra g e I.Q . s t u d e n t s t o - .1 6 5 9 f o r low I .Q . s t u d e n t s . 3 . A d u lt A pproval The c o r r e l a t i o n was n e g a t i v e f o r t h e group a s a w h o le. Low p o s i t i v e c o r r e l a t i o n s w ere o b ta in e d f o r boys* a v e r a g e I n t e l l i g e n c e p a ir s * and f o r m id d le and u p p e r g r a d e p a i r s . The h i g h e s t c o r r e l a t i o n was .2 7 2 1 f o r u p per g ra d e p a i r s . If. M oral and S o c ia l V alues C o r r e l a t i o n s w ere c o n s i s t e n t l y n e g a t i v e . N e g ativ e c o r r e l a t i o n s w ere a s h ig h as -.1)2 f o r h ig h i n t e l l i g e n c e p a i r s and - .2 7 f a r low er g ra d e p a i r s . 5* P e r c e iv e d U t i l i t y o f School E x p e rie n c e C o r r e l a t i o n s w ere c o n s i s t e n t l y n e g a t i v e w i t h th e e x c e p ti o n o f h ig h a b i l i t y p a i r s w hich showed a low p o s i t i v e c o r r e l a t i o n o f . 0 6 5 2 . 109 6* S u c c e s s P a t t e r n s C o r r e l a t i o n s w e re g e n e r a l l y low and p o s i t i v e . N e g a tiv e c o r r e l a t i o n s w ere o b t a i n e d f o r g i r l s and f o r u p p e r g r a d e p a i r s . The h i g h e s t c o r r e l a t i o n was .3 1 3 3 f o r lo w e r g r a d e p a i r s . T h is r e l a t i v e l y h i g h e r c o r r e l a t i o n may b e r e f l e c t i v e o f a l e s s e r d e g r e e o f e x p e r i e n c e f o r lo w e r g r a d e s t u d e n t s . 7 . A u t h o r i t y R e l a t i o n s h i p s The c o r r e l a t i o n was g e n e r a l l y low and n e g a t i v e . S m all p o s i t i v e c o r r e l a t i o n s w ere o b t a i n e d f o r g i r l s , f o r h i g h a b i l i t y p u p i l s , a n d f o r l o w e r an d m id d le g r a d e p u p i l s . A l l o f t h e s e were .0 $ o r l e s s . 6 . G oal D i r e c t i o n C o r r e l a t i o n s w e re g e n e r a l l y p o s i t i v e w i t h t h e e x c e p t i o n o f t h e c o r r e l a t i o n f o r lo w e r a b i l i t y p u p i l s w h ic h was - . 141426. T h is g ro u p no d o u b t r e p r e s e n t s t h e g r e a t e s t d e f i c i t i n t h e e s t a b l i s h m ent o f lo n g r a n g e g o a l s . The h i g h e s t c o r r e l a t i o n was .31431 and was o b t a i n e d f o r t h e h i g h e r a b i l i t y s t u d e n t s . 9 . S e l f C o n cep t C o r r e l a t i o n s w ere g e n e r a l l y low a n d n e g a t i v e . Low p o s i t i v e c o r r e l a t i o n s w ere o b t a i n e d f o r boys and f o r m id d le g r a d e s t u d e n t s . A c o r r e l a t i o n o f •3073 was o b t a i n e d f o r lo w e r a b i l i t y p a i r s . 110 1 0 . S p o n ta n eo u s I n t e r e s t s T his a r e a showed t h e lo w er d i s c r i m i n a t i v e a b i l i t y a n d th e h i g h e s t c o r r e l a t i o n s betw een r e s p o n s e s o f u n d e r a c h i e v e r s and a c h i e v e r s . C o r r e l a t i o n s r a n g e d from - . O I 7I4 f o r a v e r a g e i n t e l l i g e n c e p a i r s to .5 4 5 3 f o r h i g h i n t e l l i g e n c e p a i r s . T o t a ls The c o r r e l a t i o n b e tw ee n t o t a l t e s t s c o r e s o f u n d e r a c h i e v e r s a n d a c h i e v e r s was - . 0 0 8 7 . T h is may b e i n t e r p r e t e d a s v i r t u a l l y no c o r r e l a t i o n a t a l l . Low n e g a t i v e c o r r e l a t i o n s w ere o b t a i n e d f o r g i r l s , f o r a v e r a g e i n t e l l i g e n c e p a i r s , a n d f o r lo w e r and u p p e r g r a d e p a i r s . Low p o s i t i v e c o r r e l a t i o n s w ere o b t a i n e d f o r b o y s , f o r h i g h a n d low I .Q . p a i r s , an d f o r m id d le g r a d e p a i r s . The s t r o n g e s t c o r r e l a t i o n s were fo u n d betw een " S e l f C oncept" a n d o t h e r s u b t e s t a r e a s . T h is may be e x p e c te d a s th e e s s e n c e o f s e l f c o n c e p t p e rv a d e s th e whole i d e a of s e l f a p p r a i s a l . C o r r e l a t i o n s b e tw ee n " S e l f C oncept" a n d o t h e r a r e a s were a s f o l l o w s : .ij2 f o r " A d u lt A p p r o v a l," .3^1 f o r " P e r c e i v e d U t i l i t y o f School E x p e r i e n c e ," .5 8 f o r " S u c c e s s P a t t e r n s , " an d .33 f o r " A u t h o r i t y R e l a t i o n s h i p s . " O th e r a r e a s t h a t showed r e l a t i v e l y h i g h c o r r e l a t i o n s w e re th o s e o f " A d u lt I l l " A p p ro v a l1 ' and " P e r c e i v e d U t i l i t y o f S c h o o l E x p e rie n c e * " " A d u lt A p p ro v a l" c o r r e l a t e d *35 w i t h " P e r c e i v e d U t i l i t y o f School E x p e rie n c e * " *ifl w i t h " S u c c e s s P a t t e r n s * " a n d *4j2 w i t h " S e l f C oncept*" " P e r c e i v e d U t i l i t y o f School E x p e r ie n c e " c o r r e l a t e d *1|1 w i t h " S u c c e s s P a t t e r n s * " .3 if w i t h " S e l f C oncept*" and *37 w i t h " S p o n ta n e o u s I n t e r e s t s . " C o r r e l a t i o n s b etw een i n d i v i d u a l s u b t e s t s c o r e s an d t o t a l t e s t s c o r e s r a n b e tw ee n *ij7 and *80 w ith th e e x c e p t i o n o f • l 6 f o r " A s s o c i a t i o n s * " *17 f o r "M o ral an d S o c i a l V alues*" and *3l| f o r "G o a l D i r e c t i o n . " A n a ly s is o f i n t e r - c o r r e l a t i o n s f o r a c h i e v e r s r e v e a l e d a h i g h e r num ber o f c o r r e l a t i o n s r a n g i n g from *30 t o *6 0 * However* th e r e l a t i v e l y h i g h e r nunber o f l a r g e r i n t e r - a r e a c o r r e l a t i o n s i s l e s s s i g n i f i c a n t h e r e a s th e i n v e n t o r y was d e s i g n e d to s tu d y u n d e r a c h ie v e r s * I t i s i n t e r e s t i n g t o n o t e t h a t i n t e r - c o r r e l a t i o n s betw een s u b t e s t an d t o t a l s c o r e s f o r u n d e r a c h i e v e r s an d a c h i e v e r s were s i m i l a r * The r e l i a b i l i t y o f t h e " i n v e n t o r y o f S e l f A p p r a i s a l " was e s t i m a t e d from t h e KR 21 fo rm u la and was fo u n d t o b e *87* R e l i a b i l i t y c o e f f i c i e n t s f o r s u b t e s t s w ere e s t i m a t e d from t h e Spearm an Brown fo rm u la u t i l i z i n g t h e t o t a l t e s t c o e f f i c i e n t * B iey r a n g e d from *17 to *6 l* d e p e n d in g upon t h e number o f s u b t e s t item s* The t T e s t 112 N i n e ty - n i n e s e p a r a t e t t e s t s w ere com puted in o r d e r t o d e te r m in e t h e s i g n i f i c a n c e o f t h e d i f f e r e n c e s betw een mean s c o r e s o f u n d e r a c h i e v e r s and a c h i e v e r s f o r e a c h o f t h e t e n s u b t e s t a r e a s an d f o r t h e t o t a l t e s t u n d e r n in e s e p a r a t e c a t e g o r i e s . The f o r m u la u sed was t h a t f o r r e t e s t i n g th e same g ro u p o r f o r use w i t h m atch ed p a i r s . • f c - Ni-Mt_____________ V Cfa* +Orti — 2r»a O h % = Mean s c o r e o f u n d e r a c h i e v e r s Mi = Mean s c o r e o f a c h i e v e r s 0 r \ = S ta n d a rd e r r o r o f th e mean T a b le 8 su m m arizes th e f i n d i n g s . T a b le s 9 t h r o u g h 17 p r e s e n t t h e r e s u l t s i n d e t a i l . I t s h o u ld b e n o t i c e d t h a t i n m o st c a s e s t was f a r g r e a t e r th a n n e e d e d to be s i g n i f i c a n t a t t h e .0 1 l e v e l o f c o n f i d e n c e . 1. A s s o c i a t i o n s Tlie o n l y a r e a i n w h ich t h e ISA ite m s d i d n o t a p p e a r t o d i s c r i m i n a t e betw een u n d e r a c h i e v e r s and a c h i e v e r s was A rea 1 . In e v e r y c a s e , w ith th e e x c e p ti o n of h i g h a b i l i t y p u p i l s , no s i g n i f i c a n t d i f f e r e n c e s w ere fo u n d . A s i g n i f i c a n t d i f f e r e n c e was TABLE 8 SU M M A R Y OP t TEST RESULTS INDICATING LEVEL OF CONFIDENCE AT W HICH DIFFERENCES W ERE ACCEPTED AS SIGNIFICANT V a r ia b le A ll P a ir s G ir ls Boys Grade 3 & It Grade 5 & 6 Grade 7 * 8 I.Q . -89 I .Q . 9 0 -1 1 0 I .Q . 111- A NSD NSD NSD NSD NSD NSD NSD NSD S .0 1 .0 1 .0 1 .0 1 .0 1 .0 1 .0 5 .0 1 .0 1 AA .0 1 .0 1 .0 1 .01 .0 1 .0 1 .0 1 .0 1 .0 5 MSV .0 1 NSD .0 1 NSD NSD NSD NSD NSD .0 1 U .0 1 .0 1 .0 1 .0 1 .0 1 .0 1 .0 1 .0 1 •01 SP .0 1 .0 1 .0 1 .0 1 .0 1 .0 1 .0 1 .0 1 • 01 AR .0 1 .0 1 .0 1 .0 1 .0 1 NSD .0 5 .0 1 NSD G .0 1 .0 1 .0 1 .0 1 .0 1 .0 1 NSD .0 1 .0 1 SC .0 1 .0 1 • 01 .0 1 .0 1 .0 2 .0 1 .0 1 • 01 SI .0 1 .0 1 .0 1 .0 1 .0 1 .0 1 .0 1 .0 1 .0 5 T o ta l .0 1 .0 5 .0 1 .0 1 .0 1 NSD NSD .0 1 .0 1 1 NSD: No s i g n i f i c a n t d if f e r e n c e 113 ill* TABLE 9 SIGNIFICANCE OF THE DIFFERENCE BETWEEN MEAN ISA SCORES: ALL PAIRS V a r ia b le M1 m2 M1-M2 r t P A 1 .8 8 1 .9 0 - . 0 2 - .1 0 0 2 .50 NSD S 6 ,0 5 i| , 6 2 l.i*3 - .0 1 2 0 18.91* .0 1 AA 1 * 1| 6 .7 i| .7 2 - .1 1 8 9 17.5 6 .0 1 MSV 3 .0 1 2 .8 6 .1 5 - . I I 468 2.73 .01 U 3 .6 7 2 .1 6 1 .5 1 - . 1 1 7 2 2 0 .6 8 .0 1 SP i| . 3 2 2 .3 4 1 .9 8 .1 3 2 6 2 ^ .0 6 .0 1 AR 9 .5 2 2 .3 i| 7 .1 8 - T C "l 0 . 1 3 0 .8 2 .0 1 G 1 . 6 l 1 .3 1 .3 0 .111 75 8 .5 7 .0 1 SC 7 .5 5 5 .3 5 2 .2 0 - .0 3 7 3 1 6 .6 6 .0 1 S I .8 0 .3 7 • i*3 .1 8 1 0 9 .8 6 .0 1 T otal 3 9 .5 2 2 8 .li| 1 1 ,3 8 .0087 9.55 .01 115 TABLE 10 SIGNIFICANCE OF THE DIFFERENCE BETWEEN MEAN ISA SCORES: GIRLS V a r ia b l e Mj Mg ^ 1 “M 2 r t p A 1 .8 6 1 .9 2 - . 0 6 - .1 0 2 7 .6 1 NSD S 6 .7 0 14.88 1 .8 2 -.01443 7.74 .01 AA I . I 4O .7 6 • 64 -.0 5 3 0 * 1 0 .3 2 .01 MSV 2 .8 6 2 .7 6 .1 0 -.0 9 2 2 1 .3 0 NSD U 2 .9 6 2.114 . CD ro -.2 2 3 7 4 .3 8 .0 1 SP 14.72 2 .3 0 2 .4 2 - .2 6 2 0 14.58 .0 1 AR 8 .7 0 6 .I42 2 .2 8 .0371 3 .1 3 .01 G 1 .6 0 I . I 4O .2 0 .1081 3 .7 7 .01 SC 7.714 6 .1 2 1 .6 2 - .1 4 6 2 3 .4 4 •01 S I .8 0 .3 2 .4 8 .2876 4.53 .01 T otal 38.6i| 2 8 .7 4 1 0 .1 0 -.1513 2. 38 .05 116 TABLE 11 SIGNIFICANCE OF THE DIFFERENCE BETWEEN M EAN ISA SCORES: BOYS V a r ia b le Mi m2 mx- m2 r t p A 1 .8 9 1 .9 1 - . 0 2 - . 1 1 9 0 .37 NSD S 5 .6 3 4 .5 7 1 .0 6 - .0 8 0 1 1 3 .7 6 .0 1 AA 1.149 .7 2 .77 .1 2 1 9 1 5 .7 1 .0 1 MSV 3 .1 1 2 .8 9 .2 2 - . 1 6 5 1 3 .4 3 .0 1 U 3 .8 5 2 .3 7 1 .4 8 - .1 6 0 8 1 3 .7 0 .0 1 SP 14.01 2 . 146 1 .5 5 .1 0 7 6 2 0 .9 4 .0 1 AR 9 .7 3 6 .8 2 2 .9 1 - .1 1 1 9 6 .0 4 .0 1 G 1 .6 0 1 .2 8 .3 2 .05 3 7 1 3 .3 3 .0 1 SC 7 . 2I4 5 .1 6 1 .0 8 .0623 1 0 .4 8 .0 1 SI .7 6 .43 .33 .0153 2 7 .5 0 .0 1 T otal 39.014 28.67 10.37 .0049 5 .6 l .01 117 TABLE 12 SIGNIFICANCE OF THE DIFFERENCE BETWEEN MEAN ISA SCORES: GRADES THREE AND FOUR V a r ia b le M 2 M 2 * l ”* ® 2 r t p A 1 .6 9 1.67 .0 2 - .1 2 4 6 .2 6 NSD S 6 .0 0 4 .6 0 1.4*0 - .0 1 9 2 7 .7 2 .0 1 AA 1.37 .8 5 .52 - .0 8 0 9 8.4*4* .0 1 M3V 3 .2 0 3 .0 0 .2 0 -.2 7 7 1 1 .5 1 NSD U 3 .7 1 1.73 1 .9 8 -.0 5 7 9 1 8 .3 0 .0 1 SP M 6 2 .1 0 1 .9 6 .3133 9 .7 5 .0 1 AR 8 .9 6 5 . 1*2 3.54* .00 3 0 10.77 .0 1 G 1 .6 0 1 .3 8 .22 .2353 4 *.69 ,0 1 SC 7 .8 5 4 *.87 2 .9 7 -.1554* 8 .9 7 .0 1 SI .6 9 .23 •4*6 .0314* 2 3 .0 0 .0 1 Total 39.33 2$.68 13.4*5 -.0 2 2 5 5 .64 .01 118 TABLE 13 SIGNIFICANCE OF THE DIFFERENCE BETWEEN KEAN ISA SCORES: GRADES FIVE AND SIX V a r la b le Mi m2 Mx-Mg p t P A 1 .9 6 1.87 .0 9 - .0 4 4 3 1 .9 2 NSD S 6 .1 7 4 .7 6 1 .4 1 .0 2 8 7 8 .2 8 .0 1 AA 1 .5 9 .74 .8 5 .175 5 1 0 .3 0 .0 1 MSV 3 .0 6 2 .8 1 .2 5 - .1 6 9 5 1 .9 6 NSD U 3 .7 0 2 .2 6 1 .4 4 - .0 9 4 7 1 3 .7 9 .0 1 SP i|.6 9 2 .5 9 2 .1 0 .1 0 8 5 3 2 .8 1 .0 1 AR 10.91* 7 .0 0 3 .9 4 .0395 5 .0 3 .0 1 G 1.51* 1 .3 0 .2 4 .1 5 3 5 4 .5 5 .0 1 SC 7.91* 5 .0 5 2 .0 9 .1 1 8 2 8 .5 9 .0 1 SI .91* .39 .5 5 .3083 5 .2 4 .0 1 T o ta l 4 1 .3 3 29.56 1 1 .7 7 .1 3 5 5 3 .8 2 .0 1 119 TABLE II4 SIGNIFICANCE OF THE DIFFERENCE BETWEEN MEAN ISA SCORES: GRADES SEVEN AND EIGHT V a r ia b le Ml m2 Mi-M2 r t P A 2 .0 2 2 . 21* - . 2 2 - .2 5 0 5 - 1 .0 8 NSD S 5 .9 5 1 .5 0 -.0 6 0 3 4 .8 1 • 01 AA 1.39 .6 1 .7 8 .27 2 1 6 .7 6 .01 MSV 2 .7 1 2 .7 3 - . 0 2 1 . 0 ro 0 -fc- .31 NSD U 3 .5 9 2 .5 9 1 .0 0 — .1028 4 .3 5 • 01 SP I*.17 2 .3 2 1 .6 5 -.11471 8 .2 7 . 0 AR 8.3^4 7 .3 9 .9 5 - .2 7 1 9 1 .2 2 NSD G 1 .7 1 1 . 2i| .1*7 .0 652 1 1 .4 1 .0 1 SC 6 ,6 6 5 .2 9 1 .3 7 - .1 7 7 2 2 .7 0 .0 2 SI .76 .51 .25 .0685 5.73 .0 1 T otal 37*39 2 9 ,1 5 8.24 -,1 6 6 9 1 .4 7 NSD 120 TABLE 15 SIGNIFICANCE OF THE DIFFERENCE BETWEEN MEAN ISA SCORES: I.Q . 89 OR LESS V a r ia b le Mi m2 mx- m2 . r t P A 2 .0 0 2 .1 3 - .1 3 .0000 -1.1*9 NSD S 6.13 1 .6 9 - .1 6 5 9 2.1*9 .0 5 AA 1 .5 0 .7 5 .7 5 - .1 6 9 8 3.91* .0 1 MSV 3 .0 6 2 .8 8 .18 - . 181*1 .82 NSD U * 13 2 ,0 0 2.13 - .3 3 1 2 5 .5 6 .0 1 SP 5 .0 6 3 .5 6 1 .5 0 .2273 17.67 .0 1 AR 9 .6 9 6 .6 3 3 .0 6 - .2 2 3 1 2 . 1*8 .0 5 G 1 .8 1 1 .3 8 .1*3 - . 1 *1*26 2 .0 2 NSD SC 9 .0 6 6 .3 1 2 .7 5 .3073 3.51* .0 1 SI .8 8 .3 8 .50 .2663 3 .6 2 .0 1 T o ta l 1*3-31 3 0 .3 1 13.00 .1623 1 .3 9 NSD 121 TABLE 16 SIGNIFICANCE OF THE DIFFERENCE BETWEEN MEAN ISA SCORES: I .Q . 9 0 - 1 1 0 V a r ia b le Ml M 2 M i - m2 r t p A 1 .6 9 1 .83 .0 6 - .1 5 0 3 1 .0 6 NSD S 6 .1 6 4 .9 1 1 .2 7 - .0 0 6 4 1 2 .3 9 • 01 AA 1 .6 2 .7 6 .8 6 .2 1 3 5 1 2 .6 8 .0 1 MSV 2 .9 4 2 .8 9 .0 5 - .0 7 0 7 .9 8 NSD U 3 .7 6 2 .0 3 1.73 - .1 1 6 1 1 9 .2 2 .0 1 SP 4 .5 2 2 .2 2 2 .3 0 .1 2 1 1 2 7 .6 8 .0 1 AR 10 .0 7 6 .5 0 3 .5 7 - .0 3 0 8 1 1 .6 2 .0 1 G 1 .5 3 1 .2 9 .24 .170 7 5 .8 3 .0 1 SC 7 .7 2 5 .3 7 2 .3 5 - .1 3 1 9 1 0 .0 5 .0 1 S I .7 8 .3 6 •42 - .0 1 7 4 2 4 .8 8 .0 1 T o t a l 4 o .4 5 2 8 .0 9 1 2 .3 6 - .0 7 8 1 5 .3 8 .0 1 122 TABLE 17 SIGNIFICANCE OF THE DIFFERENCE BETWEEN MEAN ISA SCORES: I .Q . I l l OR OVER V a r ia b le «1 M 2 M^-Mg r t P A 1 .6 1 2 .0 3 - . 2 2 - .0 2 0 1 - 2 .9 6 - S 5 .5 8 3 .7 7 1 .8 1 - .0 3 6 8 8 .6 1 .0 1 AA .90 .6 8 .2 2 - .1 1 1 2 2 .4 4 .0 5 MSV 3 .2 1 2 .7 4 .47 -.4 2 4 1 5 .0 1 .0 1 U 3 .1 6 2 .5 5 .6 1 . 06$2 6 .9 1 .0 1 SP 3 .2 9 2 .1 0 1 .1 9 .0 0 1 1 7 .2 3 .0 1 AR 7 .6 5 6 .6 8 .97 .0535 1 .7 8 NSD G 1.74 1 .3 5 .3 9 .3431 2 .9 7 .0 1 SC 6.23 4*77 1 .8 5 - .0 4 7 3 4 .5 3 .0 1 S I .84 .39 •45 .5453 2 .3 7 .05 T o ta l 3 4 .5 8 2 7 .1 9 7 .8 4 .0960 5 .0 6 .0 1 123 fo u n d f o r h i g h a b i l i t y p u p i l s , b u t was i n th e o p p o s i t e d i r e c t i o n th a n p r e d i c t e d . T his i s n o t I n t e r p r e t e d a s i n d i c a t i n g t h a t a s s o c i a t i o n s do n o t make a d i f f e r e n c e , b u t o n ly t h a t the ISA f a i l e d t o I n d i c a t e t h i s . 2 . S o c i a l D i f f e r e n c e s b e tw ee n mean s c o r e s o f u n d e r a c h i e v e r s a n d a c h i e v e r s w ere s i g n i f i c a n t beyond th e .0 1 l e v e l o f c o n f i d e n c e f o r e i g h t o f t h e n in e c a t e g o r i e s . S i g n i f i c a n c e was a t t h e #0$ l e v e l f o r low a b i l i t y s t u d e n t s . 3 . A d u lt A p p ro v al D i f f e r e n c e s b e tw ee n t h e mean s c o r e s f o r u n d e r a c h i e v e r s a n d a c h i e v e r s w ere s i g n i f i c a n t beyond th e .0 1 l e v e l o f c o n f i d e n c e , w i t h t h e s i n g l e e x c e p t i o n o f h i g h a b i l i t y s t u d e n t s w here s i g n i f i c an c e d ro p p e d t o . 0 5 * ij. M oral and S o c i a l V a lu es D i f f e r e n c e s b e tw ee n th e mean s c o r e s o f u n d e r a c h i e v e r s an d a c h i e v e r s w ere s i g n i f i c a n t beyond t h e .0 1 l e v e l o f c o n f i d e n c e f o r th e g ro u p a s a w h o le . R e s u l t s w ere a l s o s i g n i f i c a n t beyond th e •01 l e v e l o f c o n f i d e n c e f o r t h e boys a s a gro u p and f o r h i g h a b i l i t y p u p i l s . For a l l o t h e r g ro u p 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 . Item 1214 a n a l y s i s a d d ed t o an u n d e r s t a n d i n g o f t h i s a r e a and i s d i s c u s s e d l a t e r * 5* P e r c e i v e d U t i l i t y o f S c h o o l E x p e r ie n c e D i f f e r e n c e s b e tw ee n t h e mean s c o r e s o f u n d e r a c h i e v e r s a n d a c h i e v e r s w ere fo u n d t o be s i g n i f i c a n t a t t h e *01 l e v e l o f c o n f i d e n c e i n a l l c a t e g o r i e s * T h is a p p e a r s t o be one o f t h e m o st s i g n i f i c a n t o f th e v a r i a b l e s u n d e r c o n s i d e r a t i o n * 6 . S u c c e ss P a t t e r n s D i f f e r e n c e s b e tw een t h e mean s c o r e s o f u n d e r a c h i e v e r s and a c h i e v e r s w ere fo u n d to be s i g n i f i c a n t beyond t h e *01 l e v e l o f c o n f i d e n c e in e v e r y i n s t a n c e * 7* A u t h o r i t y R e l a t i o n s h i p s D i f f e r e n c e s b etw een t h e mean s c o r e s o f u n d e r a c h i e v e r s an d a c h i e v e r s w ere fo u n d to be s i g n i f i c a n t beyond th e *01 l e v e l o f c o n f i d e n c e i n s i x of th e n in e c a t e g o r i e s * T h is a r e a was s i g n i f i c a n t a t th e *05 l e v e l f o r low a b i l i t y p u p i ls * 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 f o r h i g h a b i l i t y p u p i l s o r f o r u p p e r g ra d e p u p ils * 6 * Goal D i r e c t i o n D i f f e r e n c e s b e tw ee n t h e mean s c o r e s o f u n d e r a c h i e v e r s an d a c h i e v e r s w ere fo u n d t o be s i g n i f i c a n t beyond th e .0 1 l e v e l o f c o n f i d e n c e f o r e v e ry g ro u p e x c e p t t h e low a b i l i t y p u p i l s . T h is may 125 r e f l e c t t h e u n r e a l i s t i c g o a l s w hich low a b i l i t y p u p i l s a r e I n c l i n e d t o s e t . 9 . S e l f C o n cep t D i f f e r e n c e s b e tw e e n th e m ean s c o r e s o f un d er* a c h i e v e r s and a c h i e v e r s w ere fo u n d t o be s i g n i f i c a n t beyond t h e .0 1 l e v e l o f c o n f i d e n c e f o r a l l b u t t h e u p p e r g r a d e l e v e l g ro u p w h ere s i g n i f i c a n c e was a t t h e .0 2 l e v e l . I t a p p e a re d t o be one o f t h e m o s t s i g n i f i c a n t a r e a s s t u d i e d . 1 0 . S p o n ta n e o u s I n t e r e s t s D i f f e r e n c e s b e tw ee n t h e mean s c o r e s o f u n d e r a c h i e v e r s and a c h i e v e r s w ere fo u n d t o b e s i g n i f i c a n t bey ond t h e .0 1 l e v e l o f c o n f i d e n c e f o r a l l g ro u p s e x c e p t t h e h i g h a b i l i t y g r o u p . However, t h e number o f ite m s i n th e a r e a was v e r y l i m i t e d and d i f f e r e n c e s w ere f r a c t i o n a l . T o t a l s D i f f e r e n c e s b e tw ee n th e mean s c o r e s o f u n d e r a c h i e v e r s and a c h i e v e r s w ere fo u n d t o be s i g n i f i c a n t beyo nd t h e .0 1 l e v e l o f c o n f i d e n c e f o r t h e t o t a l sam ple o f one h u n d re d f o r t y - s e v e n m atch ed p a i r s . R e s u l t s were a l s o 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 th e boys a s a g r o u p , f o r lo w e r a n d m id d le g r a d e g r o u p s , a n d f o r a v e r a g e and h i g h i n t e l l i g e n c e g r o u p s . R e s u l t s w ere s i g n i f i c a n t a t t h e .0 5 l e v e l o f c o n f i d e n c e f o r t h e g i r l s a s a 1 2 6 group* No s i g n i f i c a n t d i f f e r e n c e a p p e a r e d f o r u p p e r g r a d e l e v e l p u p i l s a s a g ro u p , o r f o r low a b i l i t y p u p i l s a s a group* I n su m m arizin g t h e f i n d i n g s o f t h i s s t a t i s t i c a l a n a l y s i s i t m u st be n o te d t h a t mean s c o r e s f o r some o f th e s u b t e s t s were v e r y low and d i f f e r e n c e s b e tw e e n t h e s e mean s c o r e s f o r u n d e r a c h i e v e r s and a c h i e v e r s w ere f r a c t i o n a l * T hese d i f f e r e n c e s a r e s i g n i f i c a n t b e c a u s e v e r y s m a ll s t a n d a r d d e v i a t i o n s an d s t a n d a r d e r r o r s e x i s t e d . However, i t i s r e c o g n i z e d t h a t c a u t i o n m u st b e e x e r c i s e d a g a i n s t p l a c i n g e x c e s s i v e c o n f i d e n c e i n th e d i a g n o s t i c a b i l i t y of th e s e i n v e n t o r y i t e m s . Ite m A n a l y s i s In o r d e r t o make f u r t h e r use o f th e r e s u l t s o b t a i n e d from a d m i n i s t r a t i o n o f th e ISA to th e one h u n d re d f o r t y - s e v e n m atch e d p a i r s an d t o ta k e i n i t i a l s t e p s to w a rd r e f i n i n g th e i n s t r u m e n t , an ite m a n a l y s i s o f e a c h r e s p o n s e was m ade. The m ethod o f c o m p le tin g th e ite m a n a l y s i s was a s fo llo w s * F o r each o f th e one h u n d re d ite m s th e p o s i t i v e or ’’l i k e me” r e s p o n s e s made by u n d e r a c h i e v e r s were r e c o r d e d . T h is p r o c e s s was r e p e a t e d u n d e r tw e n ty -o n e s e p a r a t e c a t e g o r i e s a s f o l l o w s : ( 1 ) t h i r d g r a d e g i r l s , (2 ) f o u r t h g r a d e g i r l s , (3 ) f i f t h g r a d e g i r l s , (ij) s i x t h g ra d e g i r l s , (£) s e v e n t h g r a d e g i r l s , ( 6 ) e i g h t h g ra d e 127 g i r l s , ( 7 ) t o t a l g i r l s , ( 6 ) t h i r d g r a d e b o y s , ( 9 ) f o u r t h g r a d e b o y s , ( 1 0 ) f i f t h g r a d e b o y s , ( 1 1 ) s i x t h g r a d e b o y s , ( 1 2 ) s e v e n t h g r a d e b o y s, ( 1 3 ) e i g h t h g r a d e b o y s , ( 114) t o t a l b o y s , ( 1 5 ) a l l t h i r d g r a d e r s , ( 1 6 ) a l l f o u r t h g r a d e r s , (17) a l l f i f t h g r a d e r s , ( 1 8 ) a l l s i x t h g r a d e r s , ( 1 9 ) a l l s e v e n t h g r a d e r s , ( 2 0 ) a l l e i g h t h g r a d e r s , a n d ( 2 1 ) a l l one h u n d r e d f o r t y - s e v e n u n d e r a c h i e v e r s . T h is p r o c e s s was th e n r e p e a t e d , r e c o r d i n g th e p o s i t i v e o r " l i k e me" r e s p o n s e s made by t h e one h u n d re d f o r t y - s e v e n a c h i e v e r s . The n e x t s t e p w as to o b t a i n t h e d i f f e r e n c e b e tw e e n th e number o f p o s i t i v e r e s p o n s e s made b y u n d e r a c h i e v e r s and a c h i e v e r s . T hese d i f f e r e n c e s w ere r e c o r d e d a s p o s i t i v e i f th e y w ere i n t h e d i r e c t i o n e x p e c t e d , and a s n e g a t i v e i f t h e y w ere in t h e d i r e c t i o n n o t e x p e c t e d , (S ee A ppen dix D) F o llo w in g i s a d i s c u s s i o n o f t h e r e s u l t s o f t h i s a n a l y s i s f o r e a c h o f t h e ISA i t e m s . T a b le 18 su m m arizes r e s u l t s f o r a l l p a i r s , 1 , A s s o c i a t i o n s ( f o u r i te m s ) No, 1 " - t e a c h e r a lm o s t seem s l i k e a f a t h e r o r m o th e r t o h im ," T h is i te m was r e j e c t e d b y a b o u t t w o - t h i r d s o f t h e t o t a l g ro u p an d show ed no d i s c r i m i n a t i v e a b i l i t y . A lth o u g h one o f t h e o r i g i n a l s e v e n ty - o n e ite m s t h a t a p p e a r e d t o show d i s c r i m i n a t i o n , t h e t o t a l d e v i a t i o n s c o r e was 128 TABLE 18 SUMMARY OP ITEM ANALYSIS FOR TOTAL SCORES Item Number Number o f "L ike Me" R esponses D e v ia tio n Score U n d e ra c h ie v e rs A c h ie v e rs 1 51 49 -2 2 83 68 5 3 79 82 3 4 52 55 -3 5 125 i3S 9 6 28 16 12 7 51 39 12 8 50 33 17 9 108 103 -5 10 109 115 6 11 $ 31 15 12 28 11 17 54 84 30 14 51 67 l 6 15 70 75 5 16 48 41 7 17 70 79 9 18 54 39 15 19 40 59 19 20 110 124 14 21 79 109 30 22 89 123 34 23 42 31 11 21| 44 21 23 25 139 141 2 26 101 127 26 27 102 114 12 28 75 74 -1 29 8? 99 -1 0 30 31 -23 31 40 29 11 32 90 98 8 33 69 36 33 34 40 8 32 35 59 86 27 36 6o 24 36 37 6o 90 30 38 54 25 29 39 85 81 4 4o 102 118 16 TABLE 1 0 - - C o n tin u e d 129 Number o f " L ik e Me" R e sp o n se s Ite m D e v i a t i o n Number U n d e r a c h ie v e r s A c h i e v e r s S co re 4 i 131 90 94 h i h% 2 7 60 46 04 h i 109 48 40 h9 75 50 42 51 41 52 55 *3 56 54 ?3 55 66 56 85 57 P 5Q 69 59 103 60 72 61 68 62 83 63 103 64 41 65 50 66 66 67 43 6 8 44 69 67 70 49 71 61 72 76 73 67 74 122 75 125 76 114 77 60 78 121 79 68 80 70 81 72 142 11 123 33 133 3 ? 101 34 30 30 70 x4 125 16 17 23 102 27 91 49 12 29 32 23 20 36 12 11 38 28 9? 10 94 19 56 13 1 20 56 16 38 30 46 37 117 14 20 21 23 27 5? 8 14 -2 9 *4 30 8 6 1 28 21 55 6 65 11 53 14 138 16 142 17 139 25 51 9 129 - 8 78 10 76 6 54 18 62 83 I 86 87 88 89 90 91 92 3 $ 9Z 98 99 TABLE 1 8 — C o n tin u e d Number o f M L lk e Me” R eaponaea U n d e ra c h ie v e rs A c h ie v e rs 121 13$ 86 62 37 12 101 118 87 81 $8 l l 6 132 6o iiO 22 89 88 6 1 * 1 * 1 63 53 8 9 ' 115 87 110 9i4 90 87 91* 107 130 100 l ll \ 12$ 139 131 - 2 . T h is I n d i c a t e d t h a t a l t h o u g h a c h i e v e r s were e x p e c te d t o I d e n t i f y w ith t h e ite m w h ile u n d e r a c h i e v e r s w ere e x p e c te d to r e j e c t i t , th e o p p o s i t e was s l i g h t l y t r u e . The ite m was a c c e p t e d by f i f t y - o n e u n d e r a c h i e v e r s a n d by f o r t y - n i n e a c h i e v e r s . The ite m te n d e d to show s l i g h t d i s c r i m i n a t i o n in a r e v e r s e d i r e c t i o n a t th e s e v e n t h g r a d e l e v e l . I t was c o n c lu d e d t h a t t h i s was n o t a s i g n i f i c a n t i te m and s h o u ld be o m it t e d from f u t u r e s c o r i n g s t e n c i l s . No. 2 " - t h i n k s h i s t e a c h e r i s one o f th e b e s t f r i e n d s he e v e r h a d ." T h is item was a c c e p t e d by a p p r o x im a te ly h a l f o f th e t o t a l g r o u p . R a t i o s w ere s i m i l a r th r o u g h o u t th e tw e n ty -o n e c a t e g o r i e s . Some d i s c r i m i n a t i v e a b i l i t y was shown f o r g i r l s , p a r t i c u l a r l y a t th e t h i r d g r a d e l e v e l . I t may be I n c lu d e d i n f u t u r e s c o r i n g s t e n c i l s f o r g i r l s o n l y , a l t h o u g h i t m u st be c o n s i d e r e d an e x tr e m e ly weak ite m . No. 3 " - w a n ts t o be l i k e someone he a l r e a d y knows when he grows u p ." A t o t a l d e v i a t i o n o f 8 f o r g i r l s and f o r b o y s was fo u n d f o r t h i s i te m . I t was a c c e p t e d by a p p r o x i m a t e ly h a l f o f th e p u p i l s . 132 I t shoved s l i g h t d i s c r i m i n a t i v e a b i l i t y f o r g i r l s , a lt h o u g h i t te n d e d to r e v e r s e d i r e c t i o n in g ra d e s f i v e and s e v e n . F o r boys some d i f f e r e n t i a t i o n a b i l i t y was n o te d in g r a d e s f i v e and s i x . However, t h i s was i n th e o p p o s i t e d i r e c t i o n from t h a t p r e d i c t e d . T h e r e f o r e , i t i s s u g g e s te d t h a t t h i s item be r e t a i n e d f o r g i r l s o n ly and t h a t i t be d ro pped from th e b o y s ' s c o r i n g s t e n c i l s . No. I) " - u s u a l l y goes a ro u n d w ith th e s m a r te r k i d s . " T his ite m showed d i f f e r e n t i a t i o n a b i l i t y f o r g i r l s i n th e d i r e c t i o n which had been o r i g i n a l l y p r e d i c t e d , a n d changed a s a r e s u l t o f t h e p i l o t s t u d y . D i f f e r e n t i a t i o n f o r boys was in th e d i r e c t i o n p r e d i c t e d w ith th e e x c e p tio n o f th e f o u r t h g rad e l e v e l . T his ite m may h a v e p r e d i c t i v e a b i l i t y in one d i r e c t i o n f o r g i r l s and in t h e o p p o s ite d i r e c t i o n f o r b o y s. Thus, th e im p o rtan c e o f se x d i f f e r e n c e s may be i l l u s t r a t e d . W hile u n d e ra c h ie v in g g i r l s may see th e m se lv e s a s a s s o c i a t i n g w ith l e s s c a p a b le com panions, the u n d e ra c h ie v in g boys may te n d to see a l l p e e rs as s u p e r i o r in a b i l i t y to th e m s e lv e s . I t i s su g g e s te d t h a t s c o r i n g s t e n c i l s be c u t i n a " n o t l i k e me" d i r e c t i o n f o r g i r l s and i n a " l i k e me" d i r e c t i o n f o r b o y s. S o c i a l ( s i x t e e n ite m s ) No. 5 " - l i k e s m o st o f th e o t h e r s i n h i s c l a s s . " T h is ite m was f o u n d by th e p i l o t s t u d y t o have l i t t l e d i f f e r e n t i a t i n g a b i l i t y and c o n t i n u e s t o show o n l y s l i g h t , a l t h o u g h con s i s t e n t , d i f f e r e n t i a t i o n in t h e d i r e c t i o n p r e d i c t e d . The ite m te n d e d t o be a c c e p t e d by t h e m a j o r i t y o f s t u d e n t s . No. 6 " - d o e s n ' t l i k e a l o t o f th e k i d s . " T h is i t e m was a l s o one o f th e q u e s t i o n a b l e i t e m s . R e s u l t s i n d i c a t e t h a t i t t e n d e d t o be r e j e c t e d by m o st p u p i l s . However, i t d i d show a d e v i a t i o n s c o r e o f 12 i n t h e d i r e c t i o n p r e d i c t e d . G r e a t e s t s t r e n g t h a p p e a r e d to be f o r f i f t h g r a d e b o y s . No. 7 " - f e e l s t h e o t h e r k i d s d o n ' t l i k e him v e r y w e l l . " T h is i te m was a l s o one o f th e t w e n t y - n i n e q u e s t i o n a b l e i t e m s . I t showed s l i g h t , b u t f a i r l y c o n s i s t e n t , d i s c r i m i n a t i v e a b i l i t y in th e d i r e c t i o n p r e d i c t e d . G r e a t e s t s t r e n g t h was f o r f o u r t h and s i x t h g r a d e g i r l s a n d f o r t h i r d g r a d e b o y s . I t i s s u g g e s t e d t h a t i t be 131^ r e t a i n e d f o r a l l g ro u p s. No. 6 " - l i k e s most o f th e k i d s a t sch o o l b u t f e e l s th e y d o n 't l i k e him ." A d e v i a t i o n sc o re o f 6 f o r b oys, 11 f o r g i r l s , and a t o t a l of 17 was found f o r t h i s ite m . D is c r im in a tiv e a b i l i t y was m ild ly c o n s i s t e n t in th e d i r e c t i o n p r e d i c t e d w ith th e e x c e p tio n o f t h i r d grade g i r l s . I t is s u g g e s te d t h a t i t rem ain as c u t in the s c o r in g s t e n c i l s . No. 9 " - h a s a few v e ry c lo s e f r i e n d s . " T o ta l d e v ia ti o n s c o r e s f o r t h i s item were in th e o p p o s ite d i r e c t i o n from t h a t p r e d i c t e d . However, f a i r l y good d i s c r i m i n a t i v e a b i l i t y was found f o r g ra d e s t h r e e and f o u r , and i t i s s u g g e ste d t h a t th e item rem ain as o r i g i n a l l y c u t f o r th e low er g r a d e s , and t h a t i t be o m itte d from m id dle and upper g ra d e s t e n c i l s . No. 10 " - l i k e s to p la y w ith a l l th e k i d s . " T his item was one o f th e q u e s tio n a b le item s and a p p e a rs to have d i f f e r e n t i a t i n g a b i l i t y a t the i n te r m e d ia te l e v e l o n ly . No. 11 " - f e e l s l i k e h e 's d i f f e r e n t th a n m ost k i d s ." T his item ten d ed to be r e j e c t e d about tw o - t h ir d s o f th e tim e . I t d id m a n if e s t m ild 135 d i s c r i m i n a t i v e a b i l i t y c o n s i s t e n t l y w ith one e x c e p tio n o f s e v e n th g ra d e boys* T o ta l d e v i a t i o n s c o re was l £ . No* 12 " - d o e s n 't g e t a lo n g v e ry w e ll w ith o t h e r s . " T his item showed m ild and c o n s i s t e n t d i f f e r e n t i a t i o n a b i l i t y th ro u g h o u t a l l g ra d e l e v e l s w ith no e x c e p tio n s . T o ta l d e v ia ti o n sc o re was l 6 . No. 13 " — I s u s u a l l y chosen q u ic k ly by o t h e r s . " A ltho ugh t h i s item was one of th e q u e s t io n a b le items* r e s u l t s o f th e f u l l s tu d y I n d i c a t e d t h a t i t had s tr o n g d i s c r i m i n a t i v e v a lu e e x c e p t f o r g ra d e s f o u r and s i x . D e v ia tio n s c o r e s were 0 f o r t h e s e two g r a d e s . T o ta l d e v i a t i o n sc o re was 3 0 . No. li| "O th er k id s come to him f o r h e lp ." This ite m showed c o n s i s t e n t d i f f e r e n t i a t i n g a b i l i t y w ith th e e x c e p tio n o f s e v e n th g ra d e b o y s. T o ta l d e v i a t i o n s c o r e was l 6 . The item te n d e d to be r e j e c t e d by ab o u t two- t h i r d s o f th e gro u p . No. 15 " - d o e s n 't need to show o f f . " R e s u lts were i n c o n s i s t e n t . T his item d id 136 n o t a p p e a r to have d i s c r i m i n a t i v e a b i l i t y . Thus, i t i s s u g g e s t e d t h a t i t be d ropp ed from t h e s c o r i n g s t e n c i l s . No. l 6 " - t h i n k s o t h e r s a r e to o b o s s y ." T h is ite m was one o f the q u e s t i o n a b l e ite m s an d c o n ti n u e d t o show i n c o n s i s t e n t r e s u l t s . I t i s s u g g e s t e d t h a t i t be d ropp ed from th e s c o r i n g s t e n c i l s . No. 17 " - f e e l s o t h e r s a r e i n t e r e s t e d in h i s h o b b l e s . " T his ite m was r e j e c t e d by a b o u t t w o - t h i r d s o f th e g r o u p . I t showed s l i g h t d i s c r i m i n a t i v e a b i l i t y f o r g i r l s , b u t r e s u l t s w ere i n c o n s i s t e n t f o r b o y s . I t may be r e t a i n e d on th e g i r l s ' s c o r i n g s t e n c i l s o n ly , a l t h o u g h even h e r e i t a p p e a r s to be a weak i te m . No. 13 " - f e e l s he c a n ' t t a l k t o anyone a b o u t h i s p r o b le m s ." R e s u l t s w ere c o n s i s t e n t and f a i r l y s t r o n g f o r g i r l s r e s u l t i n g in a d e v i a t i o n s c o r e o f 1 2 . However, t h e ite m was i n c o n s i s t e n t f o r boys r e s u l t i n g i n a d e v i a t i o n s c o r e o f o n ly 3* I t i s s u g g e s t e d t h a t i t be r e t a i n e d on s c o r i n g s t e n c i l s f o r g i r l s o n ly . No. 19 " - i s o f t e n c h o se n t o be l e a d e r . " R e s u l t s showed c o n s i s t e n t d i s c r i m i n a t i v e a b i l i t y t h r o u g h o u t a l l tw e n ty -o n e c a t e g o r i e s w ith th e e x c e p t i o n o f a d e v i a t i o n o f - 1 f o r s e v e n th g r a d e b o y s . T o t a l d e v i a t i o n sc o re was 1 9 , No. 20 11- f i n d s I t e a s y to make f r i e n d s . " T h is ite m te n d e d to be a c c e p t e d by m ost o f t h e g r o u p . A lth o u g h one o f th e q u e s t i o n a b l e ite m s , i t d id show m ild b u t c o n s i s t e n t d i s c r i m i n a t i v e v a lu e th r o u g h o u t th e tw e n ty -o n e c a t e g o r i e s w ith t h e e x c e p t i o n o f - 1 f o r f i f t h g ra d e boys and - 2 f o r s e v e n th g ra d e b o y s. T o ta l d e v i a t i o n s c o r e was lij. A d u lt A p p ro v al ( f o u r ite m s ) No. 21 " - f i n d s i t f u n t o r e a c h th e g o a ls p a r e n t s o r t e a c h e r h a v e s e t . " T his ite m was a c c e p t e d by a b o u t h a l f of t h e u n d e r a c h i e v e r s and a b o u t t w o - t h i r d s o f th e a c h i e v e r s . I t showed c o n s i s t e n t d i s c r i m i n a t i v e v a lu e r e s u l t i n g i n a t o t a l d e v i a t i o n s c o r e of 3 0 . No. 22 " P a r e n t s and t e a c h e r a r e h ap py w i t h th e work he d o e s ." R a tio o f a c c e p t a n c e f o r t h i s ite m was s i m i l a r to t h a t o f ite m number 21 r e s u l t i n g i n a t o t a l d e v i a t i o n s c o r e o f 3^4 • D e v ia tio n s c o r e s were i n t h e d i r e c t i o n p r e d i c t e d in e v e r y c a s e . No. 23 ’’- d o e s n ' t have anyone t o t e l l him how w e l l he h a s d o n e ." D i s c r i m i n a t i v e v a lu e was d e m o n s tr a te d f o r b o y s o n l y . D e v i a t io n s c o r e s w ere - 1 f o r g i r l s and 12 f o r b o y s . I t i s s u g g e s t e d t h a t i t be r e t a i n e d in th e s c o r i n g s t e n c i l s f o r boys o n l y . No. 2I4 "No m a t t e r how h a r d he t r i e s , th e y a r e n e v e r s a t i s f i e d . " A n a l y s i s showed a d e q u a te d i s c r i m i n a t i n g a b i l i t y th r o u g h o u t th e v a r i o u s c a t e g o r i e s . T o t a l d e v i a t i o n s c o r e was 23. I t te n d e d to be a r e j e c t e d ite m . I t was a c c e p t e d by m ore t h a n t w i c e a s many u n d e r a c h i e v e r s a s a c h i e v e r s . M oral and S o c i a l V alues ( e i g h t i te m s ) No. 25 " - a lw a y s t r i e s t o be a good f r i e n d t o o t h e r s . " T h is ite m was a c c e p t e d by m o st p u p i l s t a k i n g t h e t e s t and showed no d i s c r i m i n a t i v e v a l u e . I t i s s u g g e s t e d t h a t i t be o m itte d from s c o r i n g s t e n c i l s . No. 26 " - f e e l s v e r y s t r o n g l y t h a t you s h o u ld n e v e r l i e to a f r i e n d . " 139 A lthough a q u e s t io n a b le item b e ca u se o f a ten d e n cy f o r a l l p u p i l s t o i d e n t i f y w ith i t , i t d i d show r e l a t i v e l y s t r o n g d i f f e r e n t i a t i o n a b i l i t y . T o ta l d e v i a t i o n sc o re was 2 6. No. 27 " - n e v e r c h e a ts on a t e s t . " T h is item te n d e d to be a c c e p te d by th e m a j o r i t y of s t u d e n t s . However, i t d id show d i s c r i m i n a t i v e v a lu e c o n s i s t e n t l y f o r th e g i r l s , b u t o n ly f o r s e v e n th and e i g h t h g ra d e b o y s. Thus, i t i s s u g g e s te d t h a t i t be o m itte d from th e s c o r in g s t e n c i l s o f low er and m idd le g ra d e b o y s. No. 28 " - u s u a l l y goes to Sunday S c h o o l." This item was a c c e p te d by a b o u t h a l f o f th e p u p i l s an d showed no d i s c r i m i n a t i v e a b l l l t y . No. 29 " - n e v e r l i e s to h i s p a r e n t s or t e a c h e r ." T his item r e v e r s e d d i r e c t i o n i n th e f i n a l stu d y showing p r e d i c t i v e a b i l i t y in th e d i r e c t i o n o r i g i n a l l y s u g g e s te d . No. 30 "-so m etim es c h e a ts on sc h o o l w ork." A lthough a q u e s t io n a b le ite m , i t was found to have c o n s i s t e n t d i f f e r e n t i a t i n g a b i l i t y in th e o p p o s ite d i r e c t i o n c u t In th e s t e n c i l . Both item n un b ers 29 and 30 r e v e r s e d d i r e c t i o n from t h a t shown by t h e p i l o t s tu d y . In so d o in g , t h e y become c o n s i s t e n t w ith e x p e c ta n c y a s o r i g i n a l l y d e s i g n e d . F u r t h e r , th e y no l o n g e r c o n t r a d i c t ite m number 2 7 . No. 31 " - n e v e r goes to ch u rch o r Sunday School o r Tem ple." A lth o u g h t h i s ite m was found to h av e no d i s c r i m i n a t i v e v a lu e f o r g i r l s , i t was fo u n d to d i s c r i m i n a t e c o n s i s t e n t l y betw een u n d e r a c h i e v i n g and a c h i e v i n g b o y s . D e v ia tio n s c o r e s w ere -2 f o r g i r l s a n d 13 f o r b o y s . I t i s s u g g e s te d t h a t i t be o m itte d from s c o r in g s t e n c i l s f o r g i r l s . No. 32 " - h a s a s t r o n g c o n s c i e n c e ." T h is item te n d e d to be c o n fu s in g and many s t u d e n t s a sk e d th e m eaning o f th e word " c o n s c i e n c e ." However, d i f f e r e n t i a t i o n was weak b u t c o n s i s t e n t w ith th e e x c e p tio n o f s e v e n th g ra d e b o y s, where a d e v i a t i o n s c o r e o f -3 was o b t a i n e d . P e r c e iv e d U t i l i t y o f School E x p e rie n c e (n in e i t e m s ) No. 33 " - i s r e a l l y k in d o f b o r e d w ith s c h o o l ." S tro n g d i f f e r e n t i a t i o n was shown f o r a l l l/jl groups w ith th e e x c e p tio n o f s e v e n th g ra d e bo y s, where a d e v i a t i o n sc o re o f -3 was o b tain ed * T o ta l d e v i a t i o n s c o re was 33* No. 3 I4 " - f e e l s t h a t th e t h i n g s he I s supposed t o l e a r n In sc h o o l have no r e a l Im portance f o r l i f e . " T his Item was fo u n d to be one o f th e s t r o n g e s t Item s on th e t e s t , d i f f e r e n t i a t i n g c o n s i s t e n t l y th ro u g h o u t a l l tw e n ty -o n e c a t e g o r i e s and y i e l d i n g a t o t a l d e v i a t i o n sc o re o f 3 2 . No. 35 " - f i n d s h i s sc h o o l work a snap (e a sy t o d o )." T h is Item showed s tr o n g and c o n s i s t e n t d i f f e r e n t i a t i n g a b i l i t y w ith th e e x c e p tio n o f f i f t h g rad e g i r l s , where a d e v i a t i o n of -3 was o b ta in e d . T o ta l d e v i a t i o n s c o r e was 27. No. 3 6 " - i s d i s s a t i s f i e d w ith sc h o o l b e c a u se th e y J u s t do th e same o ld t h in g s o v e r and o v e r." T his ite m was fo u n d to be one of th e s t r o n g e s t item s in t h e i n v e n to r y , d i f f e r e n t i a t i n g c o n s i s t e n t l y and s t r o n g l y th ro u g h o u t a l l tw e n ty -o n e c a t e g o r i e s w ith th e e x c e p tio n o f th e s e v e n th g r a d e , where a d e v i a t i o n o f -1 was fo u n d . T o ta l d e v i a t i o n sc o re was 3 6 . 1 1 * 2 No, 37 ’’-c o u ld p ro b a b ly do b e t t e r but a lr e a d y g e ts p r e t t y good g ra d e s w ith o u t w orking too h a r d . ” This Item c o n tin u e d to d i s c r im i n a t e s t r o n g l y in th e d i r e c t i o n o p p o s ite t h a t o r i g i n a l l y p r e d i c t e d f o r i t . T o ta l d e v ia tio n s c o re was 3 0 , No. 38 " - f e e l s t h a t you h a r d l y g e t to do a n y th in g new o r e x c i t i n g a t s c h o o l .” This item c o n tin u e d to show s tr o n g d i f f e r e n t i a t i n g a b i l i t y w ith the e x c e p tio n o f se v e n th grade bo ys, f o r whom a d e v i a t i o n o f -2 was found. T o ta l d e v ia ti o n sc o re was 29* No. 39 " - t h i n k s sch ool would be more fun and c h a lle n g in g I f t h e r e was a l i t t l e more h e a l t h y c o m p e titio n ." This item showed an I n t e r e s t i n g p a t t e r n o f d i f f e r e n t i a t i o n . I t was o r i g i n a l l y p r e d ic te d t h a t u n d e ra c h ie v e rs would I d e n t i f y p o s i t i v e l y w ith t h i s ite m . This was tr u e f o r the middle and upper g rad e b o y s. However, i t c o n s i s t e n t l y r e v e r s e d d i r e c t i o n f o r th e m idd le and upper g rad e g i r l s . Thus, i t i s su g g e ste d t h a t i t be r e t a i n e d in th e o r i g i n a l d i r e c t i o n f o r in te r m e d i a t e and j u n io r h ig h boys, t h a t i t be c u t i n a n e g a tiv e d i r e c t i o n fo r i n te r m e d i a t e and j u n i o r h ig h g i r l s , and t h a t i t be dropped from th e s c o r i n g s t e n c i l s of low er g ra d e s t u d e n t s . No, 1|0 " - o f t e n t r i e s to g e t th e b e s t g r a d e s in c l a s s , " T h is item was fo u n d to d i f f e r e n t i a t e m il d l y b u t f a i r l y c o n s i s t e n t l y in th e d i r e c t i o n p r e d i c t e d w ith th e e x c e p ti o n o f s i x t h g ra d e p u p i l s , where d e v i a t i o n s o f -1 f o r g i r l s and -3 f o r boys w ere fou n d . No. 1|1 " - u s u a l l y t r i e s to do b e t t e r th an he did on h i s l a s t p a p e r ." T h is item was o r i g i n a l l y c o n s i d e r e d to be a weak ite m . I t c o n tin u e d t o show l i t t l e o r no d i f f e r e n t i a t i n g a b i l i t y f o r g i r l s , b u t c o n s i s t e n t l y d i f f e r e n t i a t e d f o r b o y s. P a t t e r n s o f P re v io u s S uccess ( t e n ite m s ) No. 42 " - f e e l s he i s doing p r e t t y good in s c h o o l." D i f f e r e n t i a t i o n was s t r o n g th ro u g h o u t a l l c a t e g o r i e s . A d e v i a t i o n s c o r e o f 33 was o b t a i n e d . No. " - u s u a l l y g e t s good g r a d e s . " T h is item d i f f e r e n t i a t e d s t r o n g l y and c o n s i s t e n t l y th r o u g h o u t a l l tw e n ty -o n e c a t e g o r i e s w ith o u t e x c e p t i o n . Ikk No. iflf " - h a s a lw ay s done w e ll I n s c h o o l . " T h is Item a l s o d i s c r i m i n a t e d w e l l t h r o u g h o u t a l l c a t e g o r i e s w i t h t h e f o l lo w in g e x c e p t i o n s : f i f t h and e i g h t h g r a d e g i r l s and s i x t h g r a d e boys showed a d e v i a t i o n s c o r e o f 0 , and e i g h t h g r a d e boys showed a d e v i a t i o n s c o re o f - 2 , T o t a l d e v i a t i o n s c o r e s w ere Ilf f o r g i r l s an d 20 f o r b o y s, w ith a t o t a l o f 3lf» No. k S " -s e ld o m g e t s good g r a d e s . " T h is ite m a l s o d i s c r i m i n a t e d c o n s i s t e n t l y and w e l l , a s w ould be e x p e c te d , s i n c e i t i s th e r e v e r s e o f ite m number If3 . T o ta l d e v i a t i o n s c o r e was 3 0 . I t may be s u g g e s te d a t t h i s p o i n t t h a t in f u t u r e d ev elo p m e n t o f t h i s i n s t r u m e n t a number o f t h e s e ite m s w hich r e v e r s e d i r e c t i o n may be b u i l t i n t o th e i n v e n t o r y , a n d a s t e n c i l c u t w hich w i l l i n d i c a t e r e l i a b i l i t y o r t h e c o n s i s t e n c y w ith w hich a p u p i l e v a l u a t e s h i m s e l f . No. if6 " -s o m e tim e s g e t s p o o r g r a d e s . " I n t e r e s t i n g l y enough, t h i s ite m was l e s s a c c u r a t e i n s e p a r a t i n g u n d e r a c h i e v e r s from a c h i e v e r s th a n w ere ite m num bers if3 and if£. S e p a r a t i o n , ho w ev er, was c o n s i s t e n t w ith t h e e x c e p ti o n o f t h e e i g h t h g r a d e , w here d e v i a t i o n ii»5 s c o r e s o f -1 were o b t a i n e d by b o th boys and g i r l s . No. I|7 " - h a d good t e a c h e r s and d i d w e ll when he f i r s t began s c h o o l . " S e p a r a t i o n a p p e a re d s t r o n g enough to c o n s i d e r t h i s a u s e f u l ite m , a l t h o u g h t h e r e w e re s e v e r a l n e g a t i v e d e v i a t i o n s c o r e s . Among g i r l s a d e v i a t i o n s c o r e o f - 1 was o b t a i n e d a t t h e f o u r t h g r a d e l e v e l . Among b o y s a d e v i a t i o n s c o r e o f -Aj was o b t a i n e d a t th e t h i r d g r a d e l e v e l and - 2 a t th e s e v e n t h g ra d e l e v e l . However, t o t a l d e v i a t i o n s c o r e s w ere 9 f o r g i r l s , 5 f o r b o y s, o r a t o t a l o f llj. No. L |8 " - t h o u g h t f i r s t g r a d e was v e ry h a r d . " T h is item d i s c r i m i n a t e d a d e q u a t e l y . T o ta l d e v i a t i o n s c o r e was 2 3 . No. ij9 " - l i k e s s c h o o l b e c a u s e h e does w e l l . " T o ta l d e v i a t i o n s c o re on t h i s ite m was 2 9 . A n e g a t i v e d e v i a t i o n s c o re o f -1 was o b t a i n e d by f o u r t h g r a d e g i r l s , and by e i g h t h g ra d e bo y 3 . No. $0 " - i s u s u a l l y n e a r th e to p o f h i s c l a s s . " T h is ite m a p p e a r e d t o be one o f th e s t r o n g e s t . I t y i e l d e d t o t a l d e v i a t i o n s c o r e s o f 23 f o r g i r l s and 26 f o r b o y s , o r a t o t a l o f i|9 * The one a r e a i n which i t d id n o t a p p e a r t o d i s c r i m i n a t e was f o r s e v e n th and e i g h t h g ra d e b o y s , w here d e v i a t i o n s c o r e s o f 0 were o b t a i n e d . No. $1 " - c a n ' t seem t o do a n y th in g r i g h t . " D i s c r i m i n a t i o n was c o n s i s t e n t th r o u g h o u t a l l c a t e g o r i e s w ith a t o t a l d e v i a t i o n s c o r e o f 2 9 . A u t h o r i t y R e l a t i o n s h i p s ( tw e n t y - t h r e e ite m s ) No. 52 " - f e e l s h i s t e a c h e r d o e s n 't r e a l l y u n d e rs ta n d h im ." T h is item a l s o a p p e a re d t o show s t r o n g d i s c r i m i n a t i v e v a lu e w ith th e e x c e p ti o n o f s e v e n th g ra d e b o y s . A t o t a l d e v i a t i o n s c o r e o f 23 was o b ta in e d in s p i t e of a d e v i a t i o n o f -9 a t th e s e v e n th g r a d e . No. 53 " - f e e l s t e a c h e r s d o n 't e x p la in t h i n g s w e l l . " D i s c r i m i n a t i o n was s t r o n g w ith th e p o s s i b l e e x c e p tio n o f th e e i g h t h g r a d e , where a d e v i a t i o n s c o r e o f - 1 was o b t a i n e d f o r g i r l s and 0 f o r b o y s. T o ta l d e v i a t i o n s c o r e s were 10 f o r g i r l s and 26 f o r b oy s, o r a t o t a l o f 3 6 . No. 59 " - i s a f r a i d o f p o lic e m e n ." li|7 D i s c r im in a tio n was s l i g h t b u t c o n s i s t e n t w ith th e e x c e p tio n o f a -3 f o r f i f t h g rad e b o y s . T o ta l d e v i a t i o n sc o re was 11. No. 55 " - f i n d s i t h a rd to t a l k to t e a c h e r s . " This a p p e a re d t o be a f a i r l y s t r o n g ite m . However, i t f a i l e d to d i s c r i m i n a t e betw een g ro u p s o f s i x t h g r a d e g i r l s , s i x t h g ra d e b o ys, and se v e n th g ra d e b o y s. In s p i t e o f n e g a tiv e s c o r e s o f - 1 , - 3 . and -2 in th o s e t h r e e c a t e g o r i e s r e s p e c t i v e l y , d e v i a t i o n s c o r e s were s t i l l li f o r g i r l s and 2i\ f o r b o y s, o r a t o t a l o f 2 8. No. 56 " - t h i n k s h i s t e a c h e r i s alw ays r i g h t . " This item a p p e a re d to have d i s c r i m i n a t i v e v a lu e f o r boys o n ly . D e v ia tio n s c o r e s were -3 f o r g i r l s , 13 f o r boys, o r a t o t a l o f 1 0. Thus, i t i s s u g g e s te d t h a t i t be dropped from th e g i r l s ' s c o r i n g s t e n c i l s . No. 57 " - g r e a t l y a d m ires t e a c h e r s ." D i s c r im in a tio n was a d e q u a te w ith th e e x c e p tio n o f s e v e n th g rade boys and p o s s ib l y o f e i g h t h g rad e s t u d e n t s . As has been p r e v i o u s l y i n d i c a t e d , i t i s d i f f i c u l t t o make g e n e r a l i z a t i o n s r e g a r d i n g e ig h th g ra d e s t u d e n t s b e ca u se of th e l i m i t e d s i z e of N. llj8 In a p i t e o f th e n e g a t iv e d e v i a t i o n sco p es o f -1 f o r e i g h t h g rad e g i r l s , -3 f o r s e v e n th g rad e b o y s, and 0 f o r e ig h th g ra d e b oy s, d e v i a t i o n s c o r e s w ere 10 f o r g i r l s and 9 f o r b o y s. No, 58 " - l i k e s o t h e r s to t e l l him w hat t o do b e c a u se I t ' s h a rd to make up h i s mind som etim es," T his ite m showed a d e g re e o f I n c o n s i s t e n c y in d i s c r i m i n a t i n g a b i l i t y , b u t may h av e some v a lu e . Sm all n e g a t iv e d e v i a t i o n s c o r e s were o b ta in e d by b o th boys and g i r l s a t t h e f i f t h and s e v e n th g rad e l e v e l s . T o ta l d e v i a t i o n sc o re was 1 3 * No. 59 " - u s u a l l y makes up h i s own mind a b o u t t h i n g s . " D i s c r i m i n a t i o n was r e l a t i v e l y good w ith th e e x c e p ti o n o f s e v e n th g r a d e boys, w here a d e v i a t i o n s c o r e o f -3 was o b t a i n e d . In s p i t e o f t h i s n e g a t i v e s c o r e , d e v i a t i o n s c o r e s were 9 f o r g i r l s and 8 f o r boys, w ith a t o t a l o f 17* No, 6 0 " - i s u s u a l l y t o l d w hat to d o ." A gain d is c r im in a t io n ap p ears ad eq u ate w ith th e e x c e p tio n o f se v e n th g rad e b o y s, where a 149 d e v i a t i o n sc o re o f -2 was o b ta in e d . T o ta l d e v i a t i o n sc o re was 1 6. No. 6 l " - f e e l s grownups ta k e ad v an tag e o f h itt." T his ite m showed m ild d i s c r i m i n a t i v e a b i l i t y f o r g i r l s w ith t h e e x c e p tio n o f th e t h i r d g r a d e , where a -2 was o b ta in e d . I t m a n i f e s t s tr o n g d i s c r i m i n a t i v e a b i l i t y f o r b o y s, p a r t i c u l a r l y a t th e low er and m iddle g ra d e l e v e l s . D e v ia tio n s c o r e s were 6 fo r g i r l s and 24 f o r b o y s, o r a t o t a l o f 3 0 . No. 62 " -w is h e s grownups were more f a i r . " T his ite m was one o f th e s t r o n g e s t i n th e in v e n t o r y . I t y i e l d e d p o s i t i v e d e v ia ti o n s c o r e s th ro u g h o u t a l l c a t e g o r i e s w ith the e x c e p tio n o f a -4 f o r s e v e n th g ra d e b oys. T o ta l d e v i a t i o n s c o r e s were 17 f o r g i r l s , 17 f o r b oy s, o r a t o t a l o f 3 4 * No. 63 " - c a n t a l k t h i n g s ov er w ith h i s p a r e n t s . " A lthough th e p i l o t s tu d y d id n o t i n d i c a t e t h i s to be a d i s c r i m i n a t i n g item , i t d id show m ild d i s c r i m i n a t i v e a b i l i t y r e s u l t i n g in d e v i a t i o n s c o r e s o f $ f o r g i r l s and 9 f o r boys, o r a t o t a l o f 150 No. 6l| “ - t h i n k s he h a s to o many c h o r e s ." D is c r im in a tio n was g e n e r a l l y p o s i t i v e w ith t h e e x c e p tio n o f th e f i f t h g ra d e where d e v i a t i o n s c o r e s o f 0 were o b ta in e d f o r g i r l s and -2 f o r b o y s . T o ta l d e v i a t i o n s c o r e s were 7 f o r g i r l s and lij f o r b oy s, o r a t o t a l o f 2 1 , No, 65 " - f e e l s l i k e you can n ever p l e a s e grow nups." T his ite m showed p o s i t i v e d i s c r i m i n a t i v e a b i l i t y w ith th e e x c e p tio n o f se v en th g rad e b o y s, where a d e v i a t i o n of - 6 was o b ta in e d . D e v ia tio n s c o r e s w ere 9 for* g i r l 3 and lij f o r b o y s, o r a t o t a l o f 2 3 . I t may be n o te d t h a t th e d e v i a t i o n sc o re f o r boys w ould have r i s e n to 20 w ith th e o m issio n o f the s e v e n th g ra d e l e v e l . The g r e a t e s t s t r e n g t h of t h i s item a p p e a re d t o be a t t h e lower and m iddle g rad e l e v e l s . No. 6 6 " -w is h e s h i s p a r e n ts would do more t h in g s w ith him ." T his item showed s tr o n g d i s c r i m i n a t i v e a b i l i t y f o r b o th se x e s a t t h e low er g rad e l e v e l s . However, d i s c r i m i n a t i o n was weak and i n c o n s i s t e n t in d i r e c t i o n f o r g ra d e s f i v e , s i x , se v en , and e i g h t . Thus, i t would be s u g g e s te d 151 t h a t i t be i n c l u d e d in th e sc o p in g s t e n c i l s f o r th e lo w e r g r a d e s o n l y . No. 67 " - t h i n k s h i s p a r e n t s a r e to o s t r i c t w i t h h im ." T h is ite m r e v e r s e d d i r e c t i o n from t h a t e x p e c te d a s a r e s u l t o f th e p i l o t stu d y in e i g h t e e n o f th e tw e n ty -o n e c a t e g o r i e s . Of th e t h r e e re m a in in g c a t e g o r i e s two showed d e v i a t i o n s o f 0 ( s i x t h and e i g h t h g ra d e g i r l s ) and one showed a d e v i a t i o n o f 2 ( f i f t h g ra d e g i r l s ) . T o ta l d e v i a t i o n s w ere -9 f o r g i r l s an d -2 0 f o r b o y s, o r a t o t a l o f - 2 9 , i n d i c a t i n g t h a t t h e ite m does have d i s c r i m i n a t i v e v a lu e b u t in the o p p o s i t e d i r e c t i o n from t h a t in w hich th e s c o r i n g s t e n c i l was c u t . R e fe re n c e t o th e l i t e r a t u r e and p r e v io u s r e s e a r c h g iv e p o s s i b l e e x p l a n a t i o n s f o r t h i s v a r i a t i o n . I t may be r e c a l l e d t h a t s e v e r a l a u t h o r i t i e s have I n d i c a t e d t h a t t h e p a r e n t s o f a c h i e v i n g c h i l d r e n a r e more a u t h o r i t a r i a n an d s t r i c t w ith them . P a r t i c u l a r l y was t h i s p o i n t e d o u t in t h e Haggard s t u d i e s (1 6 0 ). From t h i s p o i n t o f view we would e x p e c t th e a c h i e v e r s t o be more l i k e l y t o i d e n t i f y w ith t h i s ite m . However, when th e " s t r i c t n e s s " r e a c h e s t h e p o i n t o f c o n f l i c t , h o s t i l i t y , and 152 r e j e c t i o n as p e r c e i v e d by th e y o u n g s te r , we would e x p e c t th e u n d e r a c h ie v e r t o be more a p t t o I d e n t i f y w ith t h i s Item . I t may a l s o be r e c a l l e d t h a t o t h e r s t u d i e s I n d i c a t e d t h a t u n d e ra c h ie v e r s f e l t th e m se lv e s to be m anipu l a t e d by a d u l t s , to have l e s s freedom to e x p re s s t h e i r i d e a s , and to be l e s s f r e e to communicate w ith a d u l t s g e n e r a l l y . These l a t t e r c o n s i d e r a t i o n s would a p p e a r to e x p la in th e te n d e n c y f o r u n d e r a c h ie v e r s to be more l i k e l y to i d e n t i f y w ith t h i s ite m as i n d i c a t e d by th e f u l l s tu d y . No. 68 " - g e t s p u n ish e d to o much." D is c r i m i n a t i o n was r e l a t i v e l y s tr o n g and no n e g a tiv e d e v i a t i o n s c o r e s were o b ta in e d . However, d e v i a t i o n s o f 0 were o b t a i n e d a t g ra d e s t h r e e , f i v e , and e i g h t by th e g i r l s . T o ta l d e v i a t i o n s were 7 f o r g i r l s and 23 f o r bo y s, or a t o t a l o f 3 0 . ^o. 69 " - h a s i t coming when he g e t s p u n is h e d ." T his item had a p p a r e n t l y no d i s c r i m i n a t i v e v a lu e f o r low er g ra d e c h i l d r e n and a c t u a l l y was more a p t t o d i s c r i m i n a t e in th e o p p o s ite d i r e c t i o n from t h a t which was p r e d i c t e d . I t showed v e ry m ild d i s c r i m i n a t e v a lu e f o r m iddle 153 and upper g r a d e p u p i l s who o b t a i n e d d e v i a t i o n s c o r e s o f 6 , 0 , 0, and 2 fo r g r a d e s f i v e th ro u g h e i g h t r e s p e c t i v e l y . I t i s s u g g e s te d t h a t I t may be r e t a i n e d e x p e r im e n ta lly on s c o r in g s t e n c i l s f o r i n t e r m e d i a t e and upper g r a d e s , b u t m ust be c o n s id e r e d a weak item* No* 70 " - f e e l s p e o p le ex p ec t to o much o f him ." A ltho ugh t h i s ite m showed l i t t l e p o t e n t i a l v a lu e on th e p i l o t s t u d y , i t d i d ap p ea r t o have f a i r d i s c r i m i n a t i v e a b i l i t y a c c o rd in g to th e f u l l s tu d y r e s u l t s . However, i t d id n o t d i s c r i m i n a t e f o r s e v e n th g rad e b o y s. D e v ia tio n s c o r e s were 7 f o r g i r l s and l/j f o r boys, w ith a t o t a l o f 2 1 * No. 71 " - w is h e s h i s p a r e n ts w ould q u i t t r e a t i n g him l i k e a b a b y ." D is c r i m i n a t i o n was s tr o n g o n ly a t th e t h i r d g ra d e l e v e l . I t tended t o be n e u t r a l a t f o u r t h and f i f t h g r a d e l e v e l s and to be i n c o n s i s t e n t a t the s i x t h , s e v e n th , and e i g h t h g rad e l e v e l s . I t i s s u g g e s te d t h a t i t be r e t a i n e d on lo w er g r a d e s t e n c i l s only* No* 72 " - w is h e s h i s p a re n ts w ould t a k e more i n t e r e s t in th e t h i n g s he d o e s ." 151* T h is ite m showed no d i s c r i m i n a t i v e v a lu e a t a l l f o r g i r l s . D e v i a t io n s c o r e s w ere 0 f o r a l l s i x g r a d e l e v e l s . I t d i d , how ever, show f a i r l y good d i s c r i m i n a t i o n f o r b o y s, p a r t i c u l a r l y a t th e lo w e r and m id d le g r a d e l e v e l s . D e v i a t io n was n e g a t i v e f o r s e v e n t h g r a d e boys only* D e v i a t io n s c o r e s w ere 0 f o r g i r l s and 11 f o r boys* No. 73 " - w i s h e s h i s f a t h e r w ould pay more a t t e n t i o n to h im ." D i s c r i m i n a t i v e a b i l i t y was good a t t h e lo w er g r a d e l e v e l s . The ite m showed some i n c o n s i s t e n c y a t th e m id d le a n d u p p e r g r a d e l e v e l s . At th e f i f t h g r a d e d e v i a t i o n s w ere 1 f o r g i r l s , b u t -3 f o r boys* At t h e s i x t h g ra d e d e v i a t i o n s w ere - 2 f o r g i r l s , b u t 2 f o r b o y s . D e v i a t io n s w ere 0 a t t h e s e v e n th g ra d e l e v e l and -1 f o r e i g h t h g r a d e g i r l s . However, th e d e v i a t i o n s c o r e was f o r e i g h t h g r a d e b o y s . I t s h o u ld be n o te d t h a t t h i s r e p r e s e n t e d p e r f e c t d i s c r i m i n a t i o n f o r th e sm a ll sample* D e v i a t io n s c o r e s w ere 6 f o r g i r l s and 10 f o r b o y s, o r a t o t a l o f l 6 . No. 7I4 " - f e e l s h i s p a r e n t s lo v e him v e r y much•" 155 D i s c r i m i n a t i v e a b i l i t y was b a r e l y more th a n n e u t r a l f o r g i r l s , a lt h o u g h i t a p p e a re d t o be a d e q u a te f o r boys* D e v i a t io n s c o r e s w ere 2 f o r g i r l s an d Ilf f o r b o y s , o r a t o t a l o f 1 6 . 8 * G oal D i r e c t i o n ( f o u r ite m s ) No* 75 " " t h i n k s i t ’s i m p o r t a n t t o do w e ll in s c h o o l so you can g e t a good jo b and make l o t s o f money*" T his ite m was d e s i g n e d t o t e s t N a so n 's f i n d i n g t h a t money r e p r e s e n t e d a p o s i t i v e g o a l w hich a c h i e v i n g s t u d e n t s worked tow ard* As h a s b e en i n d i c a t e d , i t was n o t e x p e c te d to d i s c r i m i n a t e a t e le m e n t a r y and j u n i o r h ig h s c h o o l l e v e l s * However, p i l o t s tu d y f i n d i n g s i n d i c a t e d t h a t i t d i d h av e w o r th , a n d th e f u l l s tu d y s u b s t a n t i a t e d t h a t f in d in g * No n e g a t i v e d e v i a t i o n s c o r e s w ere o b ta in e d * D e v i a t io n s o f 0 w ere o b t a i n e d by s e v e n t h and e i g h t h g r a d e g i r l s * A l l o t h e r c a t e g o r i e s showed weak o r a d e q u a te d i s c r i m i n a t i o n i n th e p r e d i c t e d d i r e c t i o n * D e v i a t io n s c o r e s w ere 6 f o r g i r l s , 11 f o r b o y s , o r a t o t a l o f 17• No* 7 6 " -w o u ld l i k e t o go t o c o l l e g e * 1 ' D i s c r i m i n a t i o n was c o n s i s t e n t and a d e q u a te th r o u g h o u t e i g h t e e n o f t h e tw e n ty -o n e 156 c a t e g o r i e s . D e v ia tio n s o f 0 were o b ta in e d by f i f t h grade boys and g i r l s . As m igh t be e x p e c te d , d i s c r i m i n a t i o n was h i g h e s t f o r upper g rad e s t u d e n t s . I n t e r e s t i n g l y enough, i t was a l s o f a i r l y s tr o n g f o r t h i r d and f o u r t h g rade s t u d e n t s . T o ta l d e v i a t i o n s were 12 f o r g i r l s and 13 fo r b oy s. No* 77 " - d o e s n 't know what he wants to b e ." D i f f e r e n t i a t i o n was a d eq u a te and in the e x p e c te d d i r e c t i o n f o r boys. However, d e v ia tio n s c o r e s f o r g i r l s were in a n e g a tiv e d i r e c t i o n w ith o u t e x c e p tio n . This would i n d i c a t e t h a t th e item had d i s c r i m i n a t i v e v a lu e f o r b o th boys and g i r l s , b u t in a r e v e r s e d d i r e c t i o n . A ccording to the r e s u l t s o f t h i s s tu d y , u n d e ra c h ie v in g boys i n d i c a t e d t h a t they d id n o t know what th e y wanted to b e , w h ile a c h ie v in g g i r l s were more a p t t o e x p re ss t h a t t h i s was tr u e f o r them . There i s no Immediate e x p la n a tio n f o r t h i s f i n d i n g . D e v ia tio n s c o r e s w ere -12 f o r g i r l s and l£ f o r b oys. I t i s s u g g e ste d t h a t th e item may be k e p t e x p e r im e n ta lly and t h a t s c o rin g s t e n c i l s f o r g i r l s may be c u t in a r e v e r s e d i r e c t i o n . No. 78 " - f a t h e r would l i k e him to do w e ll in s c h o o l so he can g e t f a r t h e p a h e a d In l i f e t h a n h e d i d . " T h is ite m showed c o m p le te i n c o n s i s t e n c y . I t i s s u g g e s t e d t h a t i t was to o c o m p l i c a t e d t o b e p e a d i l y u n d e r s t o o d . In g e n e r a l , d i f f e r e n t i a t i o n t e n d e d t o b e in t h e o p p o s i t e d i r e c t i o n fro m t h a t p r e d i c t e d f o r lo w e r g r a d e b o y s and f o r a l l s t u d e n t s a t th e u p p e r g r a d e s . D e v i a t i o n s c o r e s w ere - 1 f o r g i r l s and - 7 f o r b o y s , or a t o t a l o f - 6 . I t i s s u g g e s t e d t h a t t h e ite m b e d r o p p e d from f u t u r e s c o r i n g s t e n c i l s . S e l f C oncept ( n i n e t e e n i t e m s ) No. 79 " - f e e l s i m p o r t a n t . " Some p ro m is e o f d i f f e r e n t i a t i o n was i n d i c a t e d f o r g i r l s . However, d i s c r i m i n a t i o n was i n c o n s i s t e n t f o r b o ys and r e s u l t e d i n d e v i a t i o n s c o r e s o f - 1 , - 1 , 5 , -iw 2 , a n d - 1 f o r t h e s i x g r a d e s r e s p e c t i v e l y . T o t a l d e v i a t i o n s w ere 1 0 f o r g i r l s , 0 f o r b o y s , o r a t o t a l o f 1 0 . I t i s s u g g e s t e d t h a t ite m number 79 be r e t a i n e d f o r g i r l s o n l y . No. 80 " - i s go od l o o k i n g . " Item a n a l y s i s i n d i c a t e d a p p r o x i m a t e l y t h e same p a t t e r n o f r e s u l t s f o r t h i s i t e m a s f o r ite m number 79* D e v i a t io n s c o r e s w ere 9 f o r 158 g i r l s , -3 f o r b o y s, o r a t o t a l o f 6 . b o th h a d been fo u n d t o be weak i te m s . I t i s s u g g e s t e d t h a t i t b e r e t a i n e d f o r g i r l s only* No* 81 " - w i s h e s t h i n g s o o u ld be d i f f e r e n t . " D i f f e r e n t i a t i o n was a d e q u a te and con s i s t e n t e x c e p t f o r u pp er g r a d e boys* D e v ia tio n s o f - 6 f o r t h e s e v e n th g ra d e boys and - 2 f o r th e e i g h t h g r a d e boys w ere o b ta in e d * T o ta l d e v i a t i o n s c o r e s were 11 f o r g i r l s and 7 f o r b o y s , o r a t o t a l o f 1 8 , I t i s s u g g e s te d t h a t t h i s item be o m it t e d from s c o r i n g s t e n c i l s f o r upper g r a d e b o y s. No, 82 " - i s g l a d he i s h i m s e l f , " D i s c r i m i n a t i o n was m ild b u t c o n s i s t e n t th ro u g h o u t* S e v e r a l o f t h e d e v i a t i o n s c o r e s were 0 b u t none o f them w ere n e g a tiv e * D e v ia tio n s c o r e s w ere 9 f o r g i r l s and £ f o r b o y s , o r a t o t a l o f lij. No. 83 " - w is h e s h e had m ore f r i e n d s . " A lth o u g h t h i s was one o f th e s u p p le m e n ta ry item s d i s c r i m i n a t i o n was g e n e r a l l y a d e q u a te * N e g a tiv e d e v i a t i o n s c o r e s o f 2 f o r f o u r t h g ra d e g i r l s and 1 f o r e i g h t h g ra d e g i r l s w ere o b ta in e d * T o ta l d e v i a t i o n s c o r e s w ere 6 f o r g i r l s and 18 f o r b o y s , or a t o t a l o f 2lj* 159 No* 8 1 4 " -w is h e s he was somebody e l s e . " T h is was one o f t h e s t r o n g e r Item s r e s u l t i n g In c o n s i s t e n t l y p o s i t i v e d e v i a t i o n s f o r a l l grou ps e x c e p t e i g h t h g ra d e g i r l s , f o r whom d e v i a t i o n w as 0 . A lth o u g h s i m i l a r t o ite m num ber 8 1, t h i s ite m a p p e a re d t o be a b l e t o d i f f e r e n t i a t e f o r s e v e n t h and e i g h t h g r a d e b o y s, w h e rea s i t e m number 81 h a d f a i l e d to do so* D e v ia tio n s c o r e s w ere 13 f o r g i r l s and 12 f o r b o y s , o r a t o t a l o f 2 5 * No. 85 " - f e e l s m ost p e o p le l i k e h im ." D e v ia tio n s w ere c o n s i s t e n t and a d e q u a t e , p a r t i c u l a r l y f o r boys* D e v i a t io n s c o r e s w ere ^ 4 f o r g i r l s and 13 f o r b o y s , o r a t o t a l o f 1 7 * No* 86 " -c a n u s u a l l y come up w i t h th e r i g h t answ er*" T h is was one o f th e s t r o n g e r ite m s* No n e g a t i v e d e v i a t i o n s o c c u r r e d , a l t h o u g h d e v i a t i o n s of 0 w ere o b t a i n e d f o r e i g h t h g r a d e r s o f b o th se x es* D e v ia tio n s c o r e s w ere 12 f o r g i r l s and 20 f o r b o y s , w ith a t o t a l o f 3 2 . No* 87 " - w is h e s he c o u ld make f r i e n d s more e a s i l y . " D i s c r i m i n a t i o n was a d e q u a te , p a r t i c u l a r l y i n th e c a s e o f boys* D e v i a t i o n s c o r e s were 6 i6o f o r g i r l s a n d 17 f o r b o y s , o r a t o t a l o f 2 3 * No. 6 8 " - w i l l s t i c k t o h i s I d e a s I f he t h i n k s he I s r i g h t . " D i f f e r e n t i a t i o n was a d e q u a te f o r b o y s . R e s u l t s f o r g i r l s w ere v i r t u a l l y n e u t r a l , a l t h o u g h no n e g a t i v e d e v i a t i o n s w ere o b t a i n e d . D e v i a t i o n s c o r e s w ere 3 f o r g i r l s an d 13 f o r b o y s , o r a t o t a l o f l 6 . No. 89 " - w o r r i e s a b o u t h i m s e l f . " D i f f e r e n t i a t i o n was s l i g h t b u t g e n e r a l l y c o n s i s t e n t . S e v e n th g r a d e b o y s r e p r e s e n t th e s i n g l e e x c e p t i o n . A d e v i a t i o n o f - 5 was o b t a i n e d f o r th em . D e v i a t io n s c o r e s w ere 6 f o r g i r l s and 10 f o r b o y s , o r a t o t a l o f 1 6 . When th e I n f l u e n c e o f t h e s e v e n t h g r a d e boys I s ( k n itte d , d e v i a t i o n s a r e 6 f o r g i r l s a n d 15 f o r b o y s , o r a t o t a l o f 2 1 . I t I s s u g g e s t e d t h a t th e Ite m may e i t h e r be k e p t e x p e r i m e n t a l l y f o r a l l g r o u p s , o r t h a t I t may be o m i t t e d from t h e s c o r i n g s t e n c i l s f o r u p p e r g r a d e b o y s . No. 90 " - f e e l s lo n e s o m e ." D i s c r i m i n a t i o n a g a i n was m il d o r n e u t r a l f o r a l l g ro u p s e x c e p t s e v e n t h g r a d e b o y s, w here a n e g a t i v e d e v i a t i o n o f - 2 was o b ta in e d * l 6 l D e v i a t i o n s c o r e s w ere 7 f o r g i r l s and 11 f o r b o y s , or a t o t a l o f 18 . Ite m 91 ’'- d o e s n ’ t m ind b e in g a l o n e . " T h is ite m w as d e s i g n e d t o t e s t th e c o n c e p t o f s e l f s u f f i c i e n c y e x p r e s s e d f o r a c h i e v i n g s t u d e n t s . I t d i d a p p e a r t o show d i s c r i m i n a t i o n i n t h e p r e d i c t e d d i r e c t i o n f o r m id d le and u p p e r g r a d e b o y s . However, i t c o n s i s t e n t l y r e v e r s e d d i r e c t i o n , a l t h o u g h m i l d l y s o , f o r g i r l s . E x p l a n a t i o n s f o r t h i s r e s u l t w ould be p u r e l y h y p o t h e t i c a l . D e v i a t i o n s c o r e s w ere - 9 g i r l s and 8 f o r b o y s . I t i s s u g g e s t e d t h a t th e ite m may be k e p t i n t a c t f o r m id d le and u p p e r g r a d e boys o n l y , and t h a t i t may be c u t i n a r e v e r s e d i r e c t i o n f o r g i r l s . No. 92 " - i s a f r a i d he w o n 't be good e n o u g h ." D i s c r i m i n a t i o n was a d e q u a t e , p a r t i c u l a r l y f o r b o y s . I t showed s t r o n g d i s c r i m i n a t i v e v a lu e a t t h e t h i r d g r a d e o n ly f o r g i r l s . D e v i a t i o n s c o r e s w ere 6 f o r g i r l s , 17 f o r b o y s , o r a t o t a l o f 2 3 . No. 93 " - w o r r i e s when he d o e s n ' t n e e d t o . " T h is ite m show ed I n c o n s i s t e n t r e s u l t s b u t some p a t t e r n was n o t e d . I t a p p e a r e d t o d i s c r i m i n a t e f o r lo w e r g r a d e g i r l s and f o r a l l boys w i t h t h e e x c e p t i o n o f s e v e n t h g r a d e r s . 162 T o t a l d e v i a t i o n s w ere 0 f o r g i r l s and 10 f o r b o y s , o r a t o t a l o f 10* A d e v i a t i o n o f - 7 was o b t a i n e d b y s e v e n t h g r a d e boys* I f t h i s s c o r e I s o m it t e d , d e v i a t i o n r i s e s to 17 f o r boys* I t w ou ld be s u g g e s t e d t h a t I t be o m it t e d from th e s c o r i n g s t e n c i l s o f u p p e r g ra d e b o y s , e x c e p t t h a t I t t e n d e d t o show p o s i t i v e r e s u l t s f o r e i g h t h g r a d e b o y s . Of th e f o u r u n d e r a c h i e v e r s , t h r e e I d e n t i f i e d w ith th e Item w h ile o f th e f o u r a c h i e v e r s , t h r e e o f them r e j e c t e d I t . No* " - t h i n k s h e Is a n i c e p e r s o n ." I n t e r e s t i n g l y enough, t h i s was one o f t h e s t r o n g e r I te m s , show ing n e u t r a l o r a d e q u a te d i s c r i m i n a t i o n th r o u g h o u t a l l c a t e g o r i e s I n c l u d i n g s e v e n t h g r a d e b o y s . I t I s s u g g e s t e d t h a t t h e I n c o n s i s t e n c y o f r e s u l t s fo u n d f o r s e v e n th g r a d e boys may be r e f l e c t i v e o f a d e f e n s e a g a i n s t p e r c e i v e d w eakness on th e p a r t o f u n d e r a c h i e v e r s . Thus, In term s su c h a s Item number 9 3 , t h e y r e j e c t th e w eakness o f " w o rry in g n e e d l e s s l y . " However, In Item s such a s 9I4 a n d 95 w hich a r e m ore n e u t r a l o r w hich a c t u a l l y may s u g g e s t w eakness In t h a t th e y s u g g e s t d o in g th e " r i g h t " o r "good" t h i n g , th e v e r y n a t u r e o f th e d e f e n s e works 163 to s e p a r a t e them from t h e a c h i e v e r s . D e v i a t io n s c o r e s f o r ite m number 9^4 w ere 1$ f o r g i r l s a n d 11 f o r b o y s , o r a t o t a l of 2 6 , No* 95 " - u n d e r s t a n d s t h i n g s e a s i l y . " D i s c r i m i n a t i o n was a d e q u a te w i t h th e e x c e p t i o n o f a d e v i a t i o n o f - 1 f o r f i f t h g r a d e g i r l s . D e v i a t i o n s c o r e s w ere 8 f o r g i r l s and 15 f o r b o y s , o r a t o t a l o f 2 3 . No* 9 6 " - l i k e s t o s t u d y a l o n e . " R e s u l t s f o r t h i s ite m w ere i n c o n s i s t e n t . T h is f i n d i n g i s i n a g re e m e n t w ith p i l o t s tu d y f i n d i n g s * I t was d e s i g n e d t o m e a su re th e c o n c e p t i n d i c a t i n g t h a t a c h i e v e r s w ere more a b l e to s t a n d on t h e i r own a n d to work more i n d e p e n d e n t l y . However, i t showed a te n d e n c y to r e v e r s e d i r e c t i o n i n t h e m id d le and u p p e r g r a d e s . D e v i a t i o n s c o r e s by g ra d e l e v e l f o r g r a d e s f i v e th r o u g h e i g h t w ere - 2 , - 2 , - 2 , and - 2 . T h is ite m may be t a p p i n g t h e s o c i a l a r e a e v a l u a t e d in S e c t i o n 2 of t h e i n s t r u m e n t . I t i s s u g g e s t e d t h a t i t b e d ro p p e d fro m f u t u r e s c o r i n g s t e n c i l s . No* 97 " - f e e l s a t e a s e i n a g r o u p ." R e s u l t s w ere e n t i r e l y I n c o n s i s t e n t f o r g i r l s , a l t h o u g h some d i s c r i m i n a t i v e v a l u e was shown f o r boys* D i s c r i m i n a t i o n in th e l6 i| p r e d i c t e d d i r e c t i o n was a t th e t h i r d * f o u r th * an d f i f t h g ra d e l e v e l s f o r boys* D e v i a t io n s c o r e s w ere -1 f o r g i r l s and 8 f o r b o y s , o r a t o t a l o f 7« B e ca u se o f t h e i n c o n s i s t e n c y o f t h e Item* i t i s s u g g e s t e d t h a t i t be d ro p p e d fro m f u t u r e s c o r i n g s t e n c i l s * 10* S p o n ta n eo u s I n t e r e s t s ( t h r e e ite m s ) No* 96 " - l i k e s m ost o f th e t h i n g s th e y do i n sc h o o l* " T his ite m showed n e u t r a l o r a d e q u a te d i s c r i m i n a t i o n th r o u g h o u t a l l c a t e g o r i e s . D e v ia tio n s c o r e s w ere 9 f o r g i r l a and lif f o r boys* or a t o t a l o f 2 3 , No* 99 " - t h i n k s s c h o o l i s a l o t o f fu n * " D i s c r i m i n a t i o n te n d e d t o be n e u t r a l o r weak f o r g i r l s w i t h a d e v i a t i o n o f -2 a t th e e i g h t h g r a d e l e v e l * However, i t showed m ild p o s i t i v e d i s c r i m i n a t i o n f o r boys* D e v i a t io n s c o r e s w ere 3 f o r g i r l s and 11 f o r boys* o r a t o t a l o f lif* No* 100 " - l i k e s t o e x p lo r e new t h i n g s and i d e a s , " This ite m showed g r e a t e s t p ro m is e f o r lo w e r and m id d le g r a d e g i r l s and f o r m id d le g ra d e b o y s . D e v ia tio n s c o r e s w ere 10 f o r g i r l s and if f o r b o y s , o r a t o t a l o f 1 if* 165 Summary o f t h e Item a n a l y s i s . — Of th e o r i g i n a l l y p ro p o s e d one h u n d re d n i n e t y ite m s , s e v e n ty - o n e h a d been fo u n d by t h e p i l o t s t u d y t o show p o s i t i v e d i s c r i m i n a t i v e a b i l i t y . E x a m in a tio n o f t h e s e r e v e a l e d t h a t two of them w ere a lm o s t i d e n t i c a l . They d e a l t w i t h th e d e s i r e t o go t o c o l l e g e and w ere I n c l u d e d u n d e r S e c ti o n 6 , "G oal D i r e c t i o n . " One o f t h e s e was d ro p p e d l e a v i n g a t o t a l of s e v e n ty ite m s w hich y i e l d e d d e v i a t i o n s c o r e s o f 3 o r more f o r the f o u r t e e n m a tc h e d p a i r s I n c lu d e d i n th e p i l o t s t u d y . T h i r t y a d d i t i o n a l ite m s w ere ad d ed w hich t h e o r i g i n a l Item a n a l y s i s s u g g e s te d m ig h t be d i s c r i m i n a t i v e , a t l e a s t in some c a t e g o r i e s . Item a n a l y s i s on th e f u l l s t u d y was done s e p a r a t e l y by sex and g r a d e l e v e l , s e p a r a t e l y by s e x a lo n e , s e p a r a t e l y by g r a d e l e v e l a l o n e , a n d by t o t a l s c o r e . An ite m a n a l y s i s was p e rfo rm e d f o r eac h o f tw e n ty -o n e s e p a r a t e c a t e g o r i e s . Of th e o r i g i n a l s e v e n t y ite m s t h a t a p p e a r e d to be s i g n i f i c a n t , n i n e t e e n showed s t r o n g o r v e r y s t r o n g d i s c r i m i n a t i v e v a lu e i n a l l c a t e g o r i e s . Of th e t h i r t y a d d i t i o n a l o r s u p p le m e n ta r y ite m s , s i x showed s t r o n g o r v e ry s t r o n g d i s c r i m i n a t i o n th r o u g h o u t a l l c a t e g o r i e s . A t o t a l o f t w e n t y - f i v e ite m s showed s tr o n g o r v e ry s t r o n g d i s c r i m i n a t i v e v a lu e i n a l l c a t e g o r i e s . D i s t r i b u t i o n o f t h e s e s t r o n g ite m s w ere as f o l l o w s : t h e r e w ere none i n A rea 1, one i n A rea 2 , two in A rea 3, none i n Area 1|, s i x i n A rea 5, e i g h t i n A rea 6, t h r e e in A rea 7# 166 one in Area 8, t h r e e in A rea 9* and one in A rea 10. I t may be se e n t h a t s t r o n g ite m s w ere fo u n d i n a l l a r e a s w ith t h e e x c e p ti o n o f A rea 1, " A s s o c i a t i o n s , " and A rea 1|, "M oral and S o c i a l V a lu e s ." T h i r t y - f o u r item s show ing a d e q u a te and c o n s i s t e n t d i s c r i m i n a t i o n may be a d d e d t o t h e s e t w e n t y - f i v e s t r o n g i t e m s . These w ere s c a t t e r e d th r o u g h a l l a r e a s w ith t h e e x c e p ti o n o f A rea 1, " A s s o c ia t i o n s . " T h is r e p r e s e n t s a t o t a l o f f i f t y - n i n e item s w hich showed c o n s i s t e n t d i f f e r e n t i a t i n g a b i l i t y s i g n i f i c a n t enough to be I n c l u d e d f o r b o th se x e s and a t a l l s i x g r a d e l e v e l s . Of t h e a d d i t i o n a l t h i r t y - f o u r ite m s, t w e n t y - f o u r h a d been in c l u d e d in th e s e v e n ty s u g g e s t e d by th e p i l o t s t u d y , w h ile te n w ere s u p p le m e n ta ry i t e m s . T hus, i t may b e se e n t h a t f o r t y - t h r e e o f th e s e v e n t y ite m s found s i g n i f i c a n t by t h e p i l o t s t u d y showed a d e q u a te o r s t r o n g d i s c r i m i n a t i o n in a l l c a t e g o r i e s . S i x t e e n o f th e t h i r t y s u p p le m e n ta r y ite m s showed s t r o n g o r a d e q u a te d i s c r i m i n a t i o n i n a l l c a t e g o r i e s . Of th e r e m a in in g f o r t y - o n e ite m s in th e one h u n d re d ite m I n v e n to r y , e i g h t w ere f o u n d t o have no d i s c r i m i n a t i v e v a lu e a t a l l , w h i l e s i x more w ere fo u n d to be v e r y weak o r n e u t r a l i te m s . Of th e e i g h t found to have no d i s c r i m i n a t i v e v a lu e , s i x w ere from th e s e v e n ty p o s i t i v e ite m s , w h ile two were from t h e t h i r t y s u p p l e m e n ta ry i te m s . Of th e s i x weak Ite m s , f i v e w ere from th e o r i g i n a l s e v e n ty , w h ile one was from th e s u p p le m e n ta ry 167 t h i r t y i t e m s . In a l l , f o u r t e e n o f th e o n e h u n d re d i te m s a p p e a r e d t o h a v e l i t t l e o r n o t d i s c r i m i n a t i v e a b i l i t y an d w ere p r o b a b l y w o rk in g t o c o n f u s e r e s u l t s and lo w e r t h e a c c u r a c y o f t h e i n v e n t o r y . E le v e n o f t h e s e h a d b e en s u g g e s t e d a s v a l u a b l e by t h e p i l o t s t u d y , w h i l e t h r e e w ere from t h e s u p p le m e n ta r y ite m s w h ich w ere i n c l u d e d . T w e n ty -se v e n o f th e one h u n d r e d ite m s w ere fo u n d t o h a v e d i s c r i m i n a t i v e v a lu e in s p e c i f i c c a t e g o r i e s . E le v e n o f t h e s e ite m s w ere from t h e s u p p le m e n ta r y l i s t o f t h i r t y ite m s w hich had n o t shown p a r t i c u l a r d i s c r i m i n a t i n g a b i l i t y on t h e p i l o t s t u d y . I t may be n o te d t h a t o f th e t h i r t y ite m s w hich d i d n o t show p ro m is e a c c o r d i n g t o t h e p i l o t s t u d y , s i x t e e n w ere fo u n d t o be s t r o n g o r a d e q u a te i t e m s , e l e v e n w ere fo u n d t o d i s c r i m i n a t e i n s p e c i f i c c a t e g o r i e s , w h ile o n ly t h r e e w ere f o u n d to be o f l i t t l e o r no v a l u e . F o r t y - t h r e e o f t h e s e v e n t y ite m s t h a t lo o k e d go od on th e p i l o t s t u d y w ere f o u n d to be o f s t r o n g o r a d e q u a te v a l u e , s i x t e e n w ere f o u n d t o be o f v a l u e i n s p e c i f i c c a t e g o r i e s o n l y , w h i l e e l e v e n w ere fo u n d to h a v e l i t t l e o r no v a l u e . T hus, o f t h e one h u n d re d ite m s i n c l u d e d i n t h e " I n v e n t o r y o f S e l f A p p r a i s a l , " f i f t y - n i n e ite m s a p p e a r e d t o show s t r o n g o r a d e q u a t e d i s c r i m i n a t i v e v a l u e , w h ile a n o t h e r t w e n ty - s e v e n show ed some p r e m is e i n s p e c i f i c a r e a s . T h is g av e a t o t a l o f e i g h t y - s i x ite m s show ing 168 d i s c r i m i n a t i v e a b i l i t y b etw een u n d e r a c h i e v e r s and a c h i e v e r s . F o u r te e n o f t h e one h u n d re d ite m s d id n o t a p p e a r t o be s i g n i f i c a n t . S e v e r a l o f t h e tw e n ty - s e v e n s p e c i a l i z e d ite m s showed s t r o n g d i s c r i m i n a t i v e a b i l i t y t h r o u g h o u t a l l c a t e g o r i e s w ith th e e x c e p t i o n o f th e s e v e n th g ra d e b o y s . O th e rs showed v a r y i n g d e g r e e s o f v a lu e by s e x and g r a d e l e v e l . F o llo w in g I s a summary by a r e a and ite m number o f th e r e s u l t s o f t h e item a n a l y s i s . F o llo w in g th e ite m n u n b e r a p l u s o r m inus w i l l I n d i c a t e w h e th e r th e u n d e r a c h i e v e r s w ere e x p e c te d t o a c c e p t or r e j e c t th e ite m . A rea 1. A s s o c i a t i o n s 1. - No d i s c r i m i n a t i o n . 2 . - Weak d i s c r i m i n a t i o n f o r g i r l s o n ly . 3 . - Weak d i s c r i m i n a t i o n f o r g i r l s o n ly . ij. + Weak d i s c r i m i n a t i o n f o r boys in t h e p r e d i c t e d d i r e c t i o n . F a i r d i s c r i m i n a t i o n f o r g i r l s in a r e v e r s e d i r e c t i o n . A rea 2 . S o c i a l 5 . - Weak d i s c r i m i n a t i o n . 6 . + A dequate d i s c r i m i n a t i o n a t t h e low er g ra d e l e v e l s . Weak d i s c r i m i n a t i o n a t m id d le and u p p e r g r a d e l e v e l s . 7 . 4 A dequate d i s c r i m i n a t i o n . 169 6 . + A d e q u ate d i s c r i m i n a t i o n * 9* - D i s c r i m i n a t e d a t lo w e r g r a d e l e v e l s o n l y . 10* - D i s c r i m i n a t e d f o r f i f t h and s i x t h g r a d e boys o n l y , 11* + A d e q u ate d i s c r i m i n a t i o n * 12* ♦ A d e q u ate d i s c r i m i n a t i o n * 13# - S tr o n g d i s c r i m i n a t i o n * llj. - A d eq u ate d i s c r i m i n a t i o n w i t h t h e e x c e p t i o n o f s e v e n t h g ra d e b o y s . 15* - No d i s c r i m i n a t i o n * 16* + No d i s c r i m i n a t i o n * 17* - Weak d i s c r i m i n a t i o n f o r g i r l s only* 18* + A d e q u ate d i s c r i m i n a t i o n f o r g i r l s on ly* 19* - A d e q u ate d i s c r i m i n a t i o n * 20* * A d e q u ate d i s c r i m i n a t i o n * A rea 3 . A d u lt A p p ro v a l 21* - S t r o n g d i s c r i m i n a t i o n * 22* - S tr o n g d i s c r i m i n a t i o n * 23* ♦ A d eq u ate d i s c r i m i n a t i o n f o r b o y s o n ly * 2i(. 4 A d e q u a te d i s c r i m i n a t i o n . A rea ij. M oral a n d S o c i a l V a lu es 25* - No d i s c r i m i n a t i o n * 2 6 . - A d eq u ate d i s c r i m i n a t i o n * 27. 28 . 29 . 3 0 . 3 1 . 3 2 . Area $ 3 3 . 3 1*. 3 5 . 3 6 . 3 7 . 3 8 . 3 9 . 170 A d eq u ate d i s c r i m i n a t i o n f o r g i r l s and f o r j u n i o r h ig h b o y s . No d i s c r i m i n a t i o n . + D i s c r i m i n a t i o n a d e q u a te b u t in th e o p p o s i t e d i r e c t i o n from t h a t fo u n d on th e p i l o t s t u d y . D i s c r i m i n a t i o n a d e q u a te b u t in th e o p p o s i t e d i r e c t i o n from t h a t fo u n d on th e p i l o t s t u d y . However, d e v i a t i o n s c o r e s f o r b o th ite m s 29 and 3 0 w ere i n th e d i r e c t i o n o r i g i n a l l y a s s i g n e d . ♦ A dequate d i s c r i m i n a t i o n f o r boys o n l y . Weak d i s c r i m i n a t i o n . P e r c e i v e d U t i l i t y o f S cho ol E x p e rie n c e + S tro n g d i s c r i m i n a t i o n . ♦ Very s t r o n g d i s c r i m i n a t i o n . S tr o n g d i s c r i m i n a t i o n . ♦ Very s t r o n g d i s c r i m i n a t i o n . S tro n g d i s c r i m i n a t i o n . 4 Very s t r o n g d i s c r i m i n a t i o n . 4 A dequate d i s c r i m i n a t i o n f o r m id d le i and u p p e r g r a d e boys i n th e d i r e c t i o n p r e d i c t e d . A deq uate d i s c r i m i n a t i o n f o r m id d le and u p p e r g r a d e g i r l s in a r e v e r s e d i r e c t i o n . 1 |0. i l l . A rea 6 42. 4 3 . 44* 45. 46. 4 7 . 4 6 . 49. 5 0 . 51. A rea 7 5 2 . 5 3 . 54. 55. 5 6 . 5 7 . 5 6 . 171 A dequate d i s c r i m i n a t i o n . A dequate d i s c r i m i n a t i o n f o r b o y s. Weak d i s c r i m i n a t i o n f o r g i r l s . P a t t e r n s o f P r e v io u s S u c c e ss "• S tro n g d i s c r i m i n a t i o n . Very s t r o n g d i s c r i m i n a t i o n . Very s t r o n g d i s c r i m i n a t i o n . 4 S tro n g d i s c r i m i n a t i o n . 4 A dequ ate d i s c r i m i n a t i o n . - A d equate d i s c r i m i n a t i o n . 4 S tro n g d i s c r i m i n a t i o n . S tro n g d i s c r i m i n a t i o n . Very s t r o n g d i s c r i m i n a t i o n . 4 S tro n g d i s c r i m i n a t i o n . A u t h o r i t y R e l a t i o n s h i p s 4 S tr o n g d i s c r i m i n a t i o n w ith t h e e x c e p ti o n o f s e v e n th g ra d e b o y s. 4 S tro n g d i s c r i m i n a t i o n . 4 A dequate d i s c r i m i n a t i o n f o r g i r l s . S tr o n g d i s c r i m i n a t i o n f o r b o y s. 4 A d eq u ate d i s c r i m i n a t i o n . •* A d eq u ate d i s c r i m i n a t i o n f o r boys o n l y . S tr o n g d i s c r i m i n a t i o n w i t h th e e x c e p t i o n o f s e v e n t h g ra d e b o y s . 4 A dequate d i s c r im i n a t i o n . S tr o n g d i s c r i m i n a t i o n w i t h th e e x c e p ti o n o f s e v e n th g r a d e b o y s . A dequate d i s c r i m i n a t i o n w i t h t h e e x c e p t i o n o f s e v e n t h g r a d e b o y s . A dequate d i s c r i m i n a t i o n f o r g i r l s . S tr o n g d i s c r i m i n a t i o n f o r b o y s . Very s t r o n g d i s c r i m i n a t i o n . A dequate d i s c r i m i n a t i o n . A dequate d i s c r i m i n a t i o n . S tro n g d i s c r i m i n a t i o n w ith t h e e x c e p t i o n o f s e v e n th g r a d e b o y s . A dequate d i s c r i m i n a t i o n f o r lo w e r g ra d e l e v e l o n l y . A dequate d i s c r i m i n a t i o n b u t in a r e v e r s e d i r e c t i o n . S tro n g d i s c r i m i n a t i o n . Weak d i s c r i m i n a t i o n f o r m id d le and u p p e r g r a d e s o n l y . A d eq u ate d i s c r i m i n a t i o n . A dequate d i s c r i m i n a t i o n f o r lo w e r g r a d e l e v e l o n l y . A dequate d i s c r i m i n a t i o n f o r b o y s. G i r l s n e u t r a l . A dequate d i s c r i m i n a t i o n . Adequate d i s c r im i n a t i o n . 173 Area 8 . Goal D i r e c tio n 75* * * Adequate d i s c r im in a tio n * 7 6 * - S tro n g d is c r im in a tio n * 77* 4 A dequate d i s c r i m i n a t i o n f o r boys in th e p r e d i c t e d d i r e c t i o n * Adequate d i s c r i m i n a t i o n f o r g i r l s in a r e v e r s e d i r e c t i o n * 78* 4 No d is c r im i n a t io n * Area 9« S e l f Concept 79* r Adequate d i s c r i m i n a t i o n f o r g i r l s o n ly . 80* - Adequate d i s c r i m i n a t i o n f o r g i r l s only* 81* 4 Adequate d i s c r i m i n a t i o n w ith t h e e x c e p tio n o f s e v e n th and e i g h t h grade boys* 62* - Adequate d i s c r i m i n a t i o n . 83. 4 A dequate d is c r im i n a t io n * 8Jj* 4 S tro n g d is c r im in a tio n * 85* - Adequate d i s c r i m i n a t i o n . 86* - S tro n g d i s c r i m i n a t i o n . 87* 4 Adequate d is c r im i n a t io n * 88* * • Adequate d i s c r i m i n a t i o n . 8 9* 4 Adequate d i s c r i m i n a t i o n w ith th e e x c e p tio n of se v e n th g rad e b o y s. 90* 4 Adequate d is c r im in a t io n . 17 k 91. - A dequate d i s c r i m i n a t i o n f o r m id d le and u p p e r g ra d e boys i n t h e d i r e c t i o n p r e d i c t e d . A dequate d i s c r i m i n a t i o n f o r g i r l s in a r e v e r s e d i r e c t i o n . 9 2 . * A dequate d i s c r i m i n a t i o n . 93• + A dequate d i s c r i m i n a t i o n f o r boys o n ly w ith th e e x c e p tio n o f s e v e n th g ra d e b o y s. 9I4. - S tro n g d i s c r i m i n a t i o n . 95* - A dequate d i s c r i m i n a t i o n . 9 6 . - No d i s c r i m i n a t i o n . 9 7 . - No d i s c r i m i n a t i o n . Area 1 0 . S p o ntaneous I n t e r e s t s 9 8 . - S tro n g d i s c r i m i n a t i o n 99* “ Weak d i s c r i m i n a t i o n f o r g i r l s . A dequate d i s c r i m i n a t i o n f o r b o y s. 1 0 0 . - A dequate d i s c r i m i n a t i o n f o r g i r l s . Weak d i s c r i m i n a t i o n f o r b o y s. Summary S e v e r a l m ethods o f a n a l y z i n g th e d a ta were employed in t h i s s t u d y . The KR 21 fo rm u la y i e l d e d an e s t im a t e d r e l i a b i l i t y c o e f f i c i e n t o f .8 7 f o r th e t o t a l t e s t . The W ilcoxon M a tc h e d -P a irs S igned-R anks T e s t was 175 em ployed a s a n o n - p a r a m e t r i c s t a t i s t i c a l t e s t f o r e a c h g r a d e and s e x s e p a r a t e l y a n d f o r th e t o t a l group* F i n d in g s i n d i c a t e d th e s i g n i f i c a n c e o f d i f f e r e n c e s b e tw ee n t h e r e s p o n s e s o f a c h i e v e r s a n d u n d e r a c h i e v e r s on t h e t o t a l I n v e n t o r y f o r a l l g r o u p s w i t h th e e x c e p t i o n o f s e v e n t h g r a d e boys and p o s s i b l y o f f i f t h g r a d e g i r l s . I t was p o i n t e d o u t t h a t th e i n v e n t o r y was d e s ig n e d p r i m a r i l y t o s tu d y ( 1 ) t h e I n f l u e n c e of th e t e n v a r i a b l e s upon u n d e ra c h ie v e m e n t, an d ( 2 ) th e f e a s i b i l i t y o f u s in g a s e l f r e p o r t I n v e n t o r y t o s tu d y u n d e r a c h i e v e r s . To a t t e m p t t o use th e i n v e n t o r y a3 a d i a g n o s t i c i n s t r u m e n t f o r u n d e r - a c h ie v e m e n t would be a m is u se o f i t , and would l e a d to g r o s s e r r o r i n d i a g n o s i s . However, th e e x p l o r a t i o n o f t h i s p o s s i b i l i t y th r o u g h f u r t h e r r e s e a r c h an d a n a l y s i s s u g g e s t s c h a l l e n g i n g a r e a s f o r f u t u r e s t u d y . F o llo w in g th e p r o c e d u r e s e t f o r t h i n S i e g e l (1 0 2 :7 5 -0 3 ) t & T was o b t a i n e d f o r eac h s e t o f m a tc h e d p a i r s . Where a number o f p a i r s was l e s s t h a n t w e n t y - f i v e , s i g n i f i c a n c e was d e te r m in e d sim p ly by e n t e r i n g T a b le G. S in c e t h e d i r e c t i o n o f d i f f e r e n c e h a d b e e n p r e d i c t e d , th e f i g u r e s f o r a o n e - t a i l e d t e s t w ere u s e d . Where th e number o f p a i r s was more th an t w e n t y - f i v e , z was com puted and s i g n i f i c a n c e was th e n d e te r m in e d th r o u g h r e f e r e n c e to T a b le A. The fo rm u la f o r co m p u tin g z was: ~ _ T - _ T" — . < r T ~ V 176 I n t e r - c o r r e l a t i o n s were o b t a i n e d betw een th e sub t e s t s f o r b o th u n d e r a c h ie v e r s and f o r a c h i e v e r s . C o r r e la t i o n s b etw een th e s c o r e s o f u n d e r a c h ie v e r s and a c h i e v e r s on the t e n s u b t e s t s and on th e t o t a l t e s t were o b t a i n e d . The t e s t s f o r e a c h of th e two h u n d red n i n e t y - f o u r s u b j e c t s i n c lu d e d in th e s tu d y w ere s c o r e d by h a n d . Each i n d i v i d u a l was a s s i g n e d e le v e n s c o r e s , one f o r each of the t e n s u b t e s t s p l u s a t o t a l s c o r e . These s c o r e s were th en punched i n t o IBM c a rd s a s tw e n ty -tw o s e p a r a t e v a r i a b l e s , i . e . e le v e n U.A. s c o r e s f o r th e u n d e r a c h ie v e r and e le v e n U.A. s c o r e s f o r th e a c h i e v e r w ith whom he was m atch ed . Nine s e p a r a t e s e t s o f c a r d s were a n a ly z e d a s f o llo w s : a l l p a i r s , g i r l s o n ly , boys o n ly , h ig h i n t e l l i g e n c e p a i r s , a v e ra g e i n t e l l i g e n c e o n ly , low i n t e l l i g e n c e o n ly , lo w er g ra d e s o n ly , m id d le g r a d e s o n ly , and upper g ra d e s o n ly . The mean, s ta n d a r d e r r o r o f th e mean, s t a n d a r d d e v i a t i o n , a n d i n t e r - c o r r e l a t i o n s w ere computed f o r each of t h e tw e n ty -tw o v a r i a b l e s u n d e r e a c h o f t h e s e n in e c a t e g o r i e s . From t h e s e r e s u l t s t t e s t s w ere computed, u s in g t h e fo rm u la f o r m atched p a i r s and e q u i v a l e n t g ro u p s ( 1 *6 : 2 2 6 ) to t e s t th e s i g n i f i c a n c e o f t h e d i f f e r e n c e betw een th e mean U.A. s c o r e s o f u n d e r a c h ie v e r s and a c h i e v e r s . N in e ty - n in e s e p a r a t e t t e s t s w ere computed, o n e f o r each o f th e t e n s u b t e s t s and f o r th e t o t a l t e s t u n d e r e a c h of th e n in e c a t e g o r i e s . When a l l p a i r s were c o n s i d e r e d as a w ho le, d i f f e r e n c e s were s i g n i f i c a n t f o r a l l 177 a r e a s w i t h th e e x c e p tio n o f A rea 1, " A s s o c i a t i o n s . " D i f f e r e n c e s were s i g n i f i c a n t beyond th e .0 1 l e v e l o f c o n fid e n c e f o r a l l o th e r a r e a s . F i n a l l y , an ite m a n a l y s i s was made o f a l l one hundred ite m s u s e d in th e in v e n to ry * A ccordin g to th e r e s u l t s o f th e ite m a n a l y s i s , t w e n t y - f i v e o f th e one h u n d red item s showed s t r o n g d i f f e r e n t i a t i o n betw een th e re s p o n s e s of u n d e r a c h ie v e r s and a c h i e v e r s . T h i r t y - f o u r showed a d e q u a te d i s c r i m i n a t i o n betw een th e two g ro u p s . An a d d i t i o n a l tw e n ty -s e v e n ite m s a p p e a re d t o d i s c r i m i n a t e betw een u n d e r a c h ie v e r s and a c h i e v e r s f o r s p e c i f i c g ro u p s , b u t n o t f o r a l l p u p i l s t e s t e d . Only f o u r t e e n item s a p p e a re d t o be o f d o u b t f u l v a lu e a c c o r d in g to the item a n a l y s i s . Of t h e s e , s i x a p p e a re d t o show c o n s i s t e n t b u t v e ry weak d i s c r i m i n a t i o n . E ig h t o f th e ite m s a p p e a re d t o have no v a lu e a t a l l . S p e c i f i c recom m endations were made f o r c u t t i n g f u t u r e s c o r i n g s t e n c i l s f o r t h e ISA on t h e b a s i s o f t h i s ite m a n a l y s i s . I t i s recommended t h a t , r a t h e r t h a n a l t e r th e t e s t I t s e l f , ch an ges may be made on th e s c o r i n g s t e n c i l s , th u s e l i m i n a t i n g some o f th e ite m s f o r c e r t a i n g ro u p s* T h is a p p ro a ch would p r e s e r v e a l l one hundred ite m s f o r f u t u r e r e s e a r c h a n d a n a l y s i s . CHAPTER VI SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS POR FURTHER RESEARCH Summary The p ro b le m . —-The m a jo r p u rp o s e o f t h i s r e s e a r c h , s t a t e d In g e n e r a l te r m s , was to c o n t r i b u t e t o a g r e a t e r u n d e r s ta n d in g o f th e a c h ie v e m e n t m o tiv e . More s p e c i f i c a l l y , th e o b j e c t i v e s o f t h i s s tu d y w ere to c o o r d i n a te p r e v io u s r e s e a r c h f i n d i n g s i n t o a s y s te m a t i c p a t t e r n o f v a r i a b l e s p r e v i o u s l y fo u n d to b e s i g n i f i c a n t l y r e l a t e d t o th e a c h ie v e m e n t m otiv e and to d e v e lo p a com prehensive e x p e r im e n ta l in s tr u m e n t to s tu d y t h e s e v a r i a b l e s . This a p p ro a c h w ould f a c i l i t a t e th e e x p l o r a t i o n o f what i s h e re ad v an c ed a s th e f i r s t p a p e r - a n d - p e n c i l in s tr u m e n t d e s ig n e d t o a s s e s s th e m u l t i p l e c o r r e l a t e s o f a c h ie v e m e n t and u n d e ra c h ie v e m e n t. Four s u b - o b j e c t i v e s w ere s e t f o r t h : (1) t o d e t e r m ine th e m a jo r a r e a s fo u n d by p r e v io u s i n v e s t i g a t i o n to be s i g n i f i c a n t l y r e l a t e d t o u n d e ra c h ie v e m e n t, ( 2 ) t o d e v e lo p a p i l o t i n s t r u m e n t w ith a r e a s and item s v a l i d a t e d a g a i n s t t h e s e r e s e a r c h f i n d i n g s , (3 ) t o a s s e s s an d 176 179 e v a l u a t e s u b j e c t r e s p o n s e s t o th e p i l o t in s tr u m e n t f o r t h e p u rp o se o f d e v e lo p in g a f i n a l an d more r e f i n e d in s trim ie n t, and (4 ) t o a s s e s s and e v a l u a t e th e d i f f e r e n t i a l re s p o n s e s o f a c h i e v e r s and u n d e ra c h ie v e r s t o th e f i n a l l n s t r u n e n t . M ethodology. — A co m p reh en sive 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 was c o n d u c te d and a p a t t e r n o r o u t l i n e o f th e p r i n c i p a l v a r i a b l e s p r e v i o u s ly found to be s i g n i f i c a n t l y r e l a t e d t o u n d e r a c h ie v e r s was o rganized * Ten m a jo r v a r i a b l e s and t w e n ty - f o u r s u b - c a t e g o r i e s were f o r m u la te d i n t o a b a s lo d e s ig n . (See T able 1 , p . 17) From t h i s d e s ig n a s e r i e s o f f o r t y - n i n e s p e c i f i c q u e s t io n s were phrased* Based on th e s e q u e s t i o n s , one h u nd red n in e ty s ta te m e n ts t o which a c h i e v e r s and u n d e ra c h ie v e r s resp o n d ed " l i k e me" o r " n o t l i k e me" were proposed* These were o rg a n iz e d i n t o a p i l o t in s tr u m e n t and a d m i n i s t e r e d to a p i l o t gro u p o f f o u r te e n m atched p a i r s o f a c h i e v e r s and u n d e ra c h ie v e r s in g r a d e s t h r e e th ro u g h six* M atohlng was on t h e b a s i s o f a g e , g ra d e , s e x , I . Q . , and soeloeconom lo l e v e l* The e x p e r im e n ta l in s tr u m e n t was r e v i s e d on th e b a s i s o f p i l o t s tu d y f i n d i n g s an d a d m in is te r e d t o a d i s t r i c t - w i d e sample o f one h u n d red f o r t y - s e v e n m atched p a i r s . F i n a l s t e p s o f th e s tu d y in c lu d e d s t a t i s t i c a l a n a l y s i s o f t e s t r e s u l t s , item a n a l y s i s o f s u b j e c t r e s p o n s e s , and e v a l u a t i o n o f t h e f i n d i n g s . Sam ple, — The f i n a l sam ple c o n s i s t e d o f one hun dred f o r t y - s e v e n m atched p a i r s o f a c h i e v e r s and u n d e r a c h i e v e r s from low er socioeco nom ic l e v e l homes in an e le m e n ta ry s c h o o l d i s t r i c t o f e i g h t s c h o o ls and 6 ,0 0 0 p u p i l s , l o c a t e d on th e e a s t e r n f r i n g e o f th e g r e a t e r Los A ngeles a r e a . P u p ils r e p r e s e n t e d g ra d e s t h r e e th ro u g h e i g h t a s f o llo w s : t h i r d g ra d e g i r l s , te n m atched p a i r s ; t h i r d g ra d e b o y s, tw e n ty - th r e e m atched p a i r s ; f o u r t h g rad e g i r l s , s i x m atched p a i r s ; f o u r t h g ra d e boys, t h i r t e e n m atched p a i r s ; f i f t h g ra d e g i r l s , e i g h t m atched p a i r s ; f i f t h g ra d e b o y s, t w e n ty - t h r e e m atched p a i r s ; s i x t h g rad e g i r l s , t e n m atched p a i r s ; s i x t h g ra d e b o ys, tw e lv e m atched p a i r s ; s e v e n th g ra d e g i r l s , tw e lv e m atched p a i r s ; s e v e n th g ra d e b o y s, tw e n ty m atched p a i r s ; e i g h t h g ra d e g i r l s , f o u r m atched p a i r s ; and e i g h t h g rad e b o y s, f o u r m atched p a i r s . Review o f t h e l i t e r a t u r e , — A rev ie w o f th e r e s e a r o h l i t e r a t u r e s u g g e s te d a t h r e e f o l d o r g a n i z a t i o n . F i r s t l y , b a s i c t o th e problem o f u n d e ra ch ie v em en t I s a c o n s i d e r a t i o n o f th e d e v e lo p m e n ta l p hase o f a y o u n g s t e r 's l i f e m ost v u l n e r a b le t o th e e t i o l o g i c a l v a r i a b l e s o f u n d e ra c h ie v e m e n t. Many v ie w p o in ts w ere e x p r e s s e d , b u t a c o n sen su s o f o p in io n a p p e a rs t o I n d i c a t e t h a t b a s i c p a t t e r n s o f a c h ie v e m e n t and u n d e ra ch ie v em en t a r e form ed e a r l y in th e p u p i l ' s school e x p e r ie n c e and even in p r e sc h o o l y e a r s . Secondly, a number o f a tte m p ts have been made to a s s e s s the a ch iev e m e n t m otive w ith s ta n d a rd p e r s o n a l i t y t e s t s su c h as t h e EPPS, t h e CPI, and th e MMPI. R e s u l ts have been c o n t r a d i c t o r y and in c o n c lu s iv e . T h ir d ly , th e s p e c i f i c f i n d in g s of many fragm ented s t u d i e s showed c e r t a i n s i m i l a r i t i e s which s u g g e s te d t h a t th e y be grouped u n d e r s e v e r a l b a sic v a r i a b l e s . The ten m a jo r a re a s t h a t a p p e a re d t o a f f e c t the a ch iev em en t m otive were: ( 1 ) t h e In f lu e n c e of b o th p e e r s and a d u l t s w ith whom a y o u n g s te r a s s o c i a t e d ; ( 2 ) s o c i a l m a tu r ity and a d ju s tm e n t; ( 3 ) th e p re se n c e o f a d u l t a p p ro v a l and encouragem ent; (ij) t h e e s ta b lis h m e n t o f m oral and s o c i a l v a lu e s as an im p o rta n t and i n t e g r a t e d p a r t o f l i f e ; (5 ) a c o n c e p t u a l i z a t i o n o f the sc h o o l e x p e rie n c e a s r i c h , rew ard in g , e x c i t i n g , and p u rp o s iv e ; ( 6 ) e x p e rie n c e w ith su c c e s s and w ith b e in g s u c c e s s f u l; ( 7 ) warm, a c c e p tin g , s a t i s f y i n g r e l a t i o n s h i p s w ith a u t h o r i t y f i g u r e s ; ( 8 ) the e s ta b lis h m e n t of lo n g range g o a ls w hich e d u c a tio n w i l l h e lp th e i n d i v i d u a l to r e a l i z e ; (9 ) a h e a l th y , p o s i t i v e s e l f c o n c e p t; and ( 1 0 ) a n a t u r a l c u r i o s i t y and i n t e r e s t in new t h in g s and I d e a s . Upon t h i s d e s ig n o r p a t t e r n the whole s tu d y was b u i l t . P i l o t s t u d y . — A p i l o t stu d y was co n d u cted i n o r d e r to t e s t th e pro posed in v e n to r y item s and th e p ro c e d u re o f 182 a d m i n i s t r a t i o n and d a t a p r o c e s s i n g . Ite m a n a l y s i s a i d e d i n th e r e d u c t i o n o f t h e num ber of i t e m s from one h u n d re d n i n e t y t o one h u n d red * R e s u l t s w ere t r e a t e d s t a t i s t i c a l l y b y t h e n o n - p a r a m e t r i c W ilcox on M a tc h e d - P a ir s S ig n e d -R a n k s T e s t* A t w o - t a i l e d t e s t o f t h e s i g n i f i c a n c e o f d i f f e r e n c e s was em ployed* D i f f e r e n c e s b e tw ee n th e r e s p o n s e s o f a c h i e v e r s and u n d e r a c h i e v e r s w ere fo u n d t o be s i g n i f i c a n t a t or b e y o n d t h e .0 1 l e v e l o f c o n f id e n c e * F i n d i n g s a n d d i s c u s s i o n . — A m ore c o m p re h e n s iv e m od el was u s e d in t h e a n a l y s i s o f r e s u l t s o f t h e f i n a l t e s t i n g w i t h th e r e v i s e d in s tr u m e n t* The r e l i a b i l i t y o f t h e i n s t r u m e n t was e s t i m a t e d b y means o f th e KR 21 fo rm ula* A r e l i a b i l i t y c o e f f i c i e n t o f *67 was o b t a i n e d . T e s t r e s u l t s w e re a n a l y z e d s t a t i s t i c a l l y b y th e W ilcoxon t e s t a n d t h e t t e s t . S t a t i s t i c a l s i g n i f i c a n c e was d e te r m in e d by th e o n e - t a i l e d t e s t s i n c e th e d i r e c t i o n o f r e s p o n s e d i f f e r e n t i a t i o n was p r e d i c t e d . I n t e r - c o r r e l a t i o n s b e tw e e n s u b t e s t s w e re a l s o c o m p u te d . F i n a l l y , a c o m p le te ite m a n a l y s i s was ru n u n d e r tw e n ty -o n e s e p a r a t e c a t e g o r i e s . The n o n - p a r a m e t r i c W ilcoxon t e s t was d e s i g n e d t o t e s t th e d i f f e r e n c e s b e tw ee n s c o r e s o f I n d i v i d u a l p a i r s an d t o t a k e i n t o a c c o u n t t h e s i z e o f t h e d i f f e r e n c e . A n a l y s i s o f th e t o t a l ISA s c o r e s was made f o r th e g ro u p a s a w hole and s e p a r a t e l y b y se x and g r a d e l e v e l . R e s u l t s a p p e a r e d t o be s i g n i f i c a n t beyond t h e *01 l e v e l o f 183 c o n fid e n c e w ith the e x c e p ti o n o f r e s u l t s f o r f i f t h g ra d e g i r l s and s e v e n th g ra d e b o y s. R e s u l t s f o r e i g h t h g ra d e boys and g i r l s s e p a r a t e l y w ere n o t c o n c l u s i v e b e c a u se N was s m a ll . However, s i g n i f i c a n c e f o r t h e boys and g i r l s combined a t th e e i g h t h g ra d e l e v e l was beyond the .0 1 l e v e l o f c o n f i d e n c e . S u b t e s t s c o r e s w ere n o t s t u d i e d by th e W ilcoxon t e s t . In o r d e r to s tu d y th e e f f e c t s o f a g e , s e x , and i n t e l l i g e n c e upon s u b t e s t and t o t a l s c o r e s , n i n e t y - n i n e t t e s t s were com puted. These w ere f o r t h e t e n s u b t e s t and t o t a l t e s t s c o r e s f o r a l l p a i r s , g i r l s o n ly , boys o n ly , h i g h , a v e r a g e , and low i n t e l l i g e n c e , and f o r lo w e r, m id d le , a n d u p p er g r a d e l e v e l s . A ccording to t h e s e f i n d i n g s I t was n e c e s s a r y t o a c c e p t th e n u l l h y p o t h e s is and to r e j e c t th e r e s e a r c h h y p o t h e s is f o r A rea 1, " A s s o c ia t i o n s . " However, th e n u l l h y p o t h e s is was r e j e c t e d and th e r e s e a r c h h y p o t h e s i s a c c e p t e d beyond th e .0 1 l e v e l of c o n fid e n c e f o r th e re m a in in g n in e a r e a s c o v e re d by th e in v e n t o r y . There w ere c e r t a i n e x c e p tio n s when r e s u l t s w ere c o n s i d e r e d s e p a r a t e l y u n d e r th e e i g h t s p e c i f i c c a t e g o r i e s . F or exam ple, a lth o u g h A rea If, "M oral and S o c i a l V a lu e s ," was a c c e p t e d t o be s i g n i f i c a n t beyond t h e .0 1 l e v e l o f c o n f id e n c e f o r a l l p a i r s , th e n u l l h y p o t h e s is had to be a c c e p t e d when t t e s t s o f t h e s i g n i f i c a n c e betw een th e means was computed f o r th e g i r l s o n ly . 184 R e s u l t s o f an I te m a n a l y s i s w ere s t u d i e d u n d e r t w e n ty - o n e s e p a r a t e c a t e g o r i e s . F in d in g s i n d i c a t e d t h a t f i f t y - n i n e ite m s h a d d i s c r i m i n a t i v e v a l u e f o r a l l p u p i l s a n d t h a t t w e n ty - s e v e n a d d i t i o n a l i te m s had d i s c r i m i n a t i v e v a l u e f o r s p e c i f i c g r o u p s . F o u r t e e n o f t h e one h u n d r e d ite m s a p p e a r e d t o have o n l y m a r g i n a l v a lu e f o r d i s c r i m i n a t i n g b e tw e e n u n d e r a c h i e v e r s and a c h i e v e r s . T w e n ty - f iv e ite m s d e m o n s tr a te d p a r t i c u l a r s t r e n g t h i n d i f f e r e n t i a t i n g b e tw ee n a c h i e v e r s and u n d e r a c h i e v e r s . D e v i a t io n s c o r e s f o r t h e s e i te m s r a n b e tw e e n t w e n t y - t h r e e a n d f o r t y - n i n e * A d e v i a t i o n s c o r e o f t h i r t y i n d i c a t e s t h a t t h i r t y more u n d e r a c h i e v e r s th a n a c h i e v e r s r e s p o n d e d t o t h e ite m i n t h e d i r e c t i o n e x p e c t e d o f u n d e r a c h i e v e r s . (S ee A ppend ix G) The d e v i a t i o n s c o r e (DS) i s l i s t e d w i t h e a c h ite m t o g e t h e r w i t h th e r e s p o n s e u n d e r a c h i e v e r s were e x p e c t e d t o m ake. (IM, " L ik e Me"; o r NI/4, "N o t L ik e Me") A rea 1 . A s s o c i a t i o n s (A) (no ne) A rea 2 , S o c i a l (S) 1 3 . " - i s u s u a l l y c h o se n q u i c k l y by o t h e r s . " (DS*30) NLM A rea 3* A d u lt A p p ro v a l (AA) 2 1 , " - f i n d s i t f u n t o r e a c h t h e g o a ls p a r e n t s and t e a c h e r s have s e t . " (DS=30) NLM 2 2 , " - p a r e n t s a n d t e a c h e r a r e happy w i t h th e work h e d o e s . " (DS=3i*) NLM 185 A rea lj. M oral and S o c i a l V alues (MSV) (none) A rea 5* P e r c e i v e d U t i l i t y o f S cho ol E x p e r ie n c e (U) 3 3 * " - i s r e a l l y k in d o f b o r e d w ith s c h o o l . 1 1 (DS-33) LM 3ij. “ - f e e l s t h a t th e t h i n g s h e i s su p p o se d t o l e a r n i n s c h o o l w i l l have no r e a l im p o rta n c e f o r l i f e . 1 1 (DS«32) L M 3 5 * “ - f i n d s h i s s c h o o l work a sn a p ( e a s y t o d o ." (DS-27) N L M 3 6 . “ - I s d i s s a t i s f i e d w ith s c h o o l b e c a u s e th e y j u s t do th e same o l d t h i n g s o v e r and o v e r ." (DS=36) L M 3 7 * “ - c o u l d p r o b a b l y do b e t t e r b u t a l r e a d y g e t s p r e t t y good g r a d e s w i t h o u t w orking to o h a r d . " (DS=30) N L M 3 8 . " - f e e l s t h a t you h a r d l y e v e r g e t t o do a n y th in g new, f u n , o r e x c i t i n g a t s c h o o l . " (DS-29) LM A rea 6 . P a t t e r n s o f P r e v io u s S u c c e ss (SP) i|2 . " - f e e l s he i s d o in g p r e t t y good in s c h o o l . " (DS*33) N L M 143. " - u s u a l l y g e t s good g r a d e s . " (DS»39) N L M I4I4. “- h a s a lw ay s done w e l l in s c h o o l ." (DS=3l*) N L M 1|5* " - s e ld o m g e t s goo d g r a d e s . " (DS=30) L M 186 148, ’’- t h o u g h t f i r s t g ra d e was v e ry h a r d . ” (DS-23) LM 4 9 * " " l i k e s s c h o o l b e c a u se h e does w e l l . ” (DS-27) NLM 5 0 . " - i s u s u a l l y n e a r th e to p of h i s c l a s s . " (D3«49) NLM 5 1 • " - c a n ' t seem t o do a n y t h i n g r i g h t . " (DS*29) LM A rea 7« A u t h o r i t y R e l a t i o n s h i p s (AR) 5 3 * " - f e e l s t e a c h e r s d o n 't e x p la in t h i n g s w e l l . " (DS=36) LM 6 2 . " - w i s h e s grow nups were more f a i r . " (DS=37) LM 6 8 . " - g e t s p u n is h e d to o m uch." (DS53 0 ) LM A rea 8 . Goal D i r e c t i o n (GD) 7 6 . "-w o u ld l i k e t o go to c o l l e g e . " (DS=2£)NIM A rea 9* S e l f C oncept (SC) 8i|. " - w i s h e s he was somebody e l s e . " (DSs2£)LM 8 6 . " - c a n u s u a l l y come up w i t h th e r i g h t a n s w e r." (DS*32) NLM 94# " - t h i n k s he i s a n ic e p e r s o n . " (DS*26)NLM A rea 1 0 . S po ntaneous I n t e r e s t s (S I) 9 0 . " - l i k e s m ost o f t h e t h i n g s th e y do i n s c h o o l . " (DS*23) NLM O th e r ite m s showed v a r y i n g d e g re e s o f 187 d i s c r i m i n a t i v e a b i l i t y . Some w e re r e l a t i v e l y s t r o n g show ing d e v i a t i o n s c o r e s over t w e n t y - f i v e , b u t f a i l e d f o r s e v e n th g ra d e b oys o r w ere o t h e r w i s e l i m i t e d t o s p e c i f i c g r o u p s . The ab o v e t w e n t y - f i v e item s showed c o n s i s t e n t d i s c r i m i n a t i o n f o r a l l g ro u p s. I t may be n o t e d t h a t some of t h e s e ite m s o f f e r " c o n s i s t e n c y " o r " r e l i a b i l i t y " c h e c k s , {numbers I43 and 1 ) $ ) I m p l i c a t i o n s . — The f i n d i n g s o f t h i s s t u d y s u g g e s t e d a number o f i m p l i c a t i o n s w h ic h a p p ea r s i g n i f i c a n t t o an i n c r e a s e d u n d e r s t a n d i n g o f u n d e r a c h i e v e r s . Both i m p l i c a t i o n s a3 t o the s i g n i f i c a n c e of s p e c i f i c a r e a s and i m p l i c a t i o n s f o r h a n d lin g u n d e r a c h i e v e r s a r e sum m arized. The u n d e r a c h i e v e r i s n o t b a s i c a l l y h o s t i l e to w a rd h i s p e e r s , a t l e a s t i n h i s own e y e s . These c h i l d r e n a n d y o u th l i k e o t h e r s b u t f e e l u n l i k e d , l e f t o u t, a n d r e j e c t e d by th em . They f in d I t d i f f i c u l t to m ake f r i e n d s . A v i c i o u s c i r c l e o f u n a c c e p t a b l e h a b i t p a t t e r n s and f u r t h e r r e j e c t i o n may be o p e r a t i v e . An a l t e r n a t e h y p o t h e s i s s u g g e s t s p e r s e v e r a t i o n o f t h e i n d i v i d u a l ' s p e r c e p t i o n o f a p o r t i o n o f h i s l i f e s p a c e to t h e t o t a l e n v ir o n m e n t. R e t r a i n i n g and r e c o n d i t i o n i n g may a s s i s t t h e s e i n d i v i d u a l s t o d e v e lo p s o c i a l l y . R esp o n ses t o A rea 3» " A d u lt A p p ro v a l," s u g g e s t e d t h a t u n d e r a c h i e v e r s s e e t h e i r e f f o r t s a s u n a c c e p ta b le a n d 188 t h a t th e y f e e l t h a t t h e y can n e v e r q u i t e p l e a s e . I m p l i c a t i o n s f o r c o u n s e l i n g w ith p a r e n t s and p e rh a p s w ith t e a c h e r s a r e s u g g e s t e d . The n e e d f o r a s s i s t a n c e t o b u i l d a b a s i c s y s te m o f m o ra l a n d s o c i a l v a l u e s was a l s o I n d i c a t e d , The home and t h e s c h o o l s h a r e a r e s p o n s i b i l i t y h e r e . P e rh a p s a p o r t i o n o f th e s c h o o l 's r e s p o n s i b i l i t y I s t o c o u n s e l w i t h p a r e n t s c o n c e rn in g t h e Im p o rta n c e of t h i s a r e a a s shown by o b j e c t i v e r e s e a r c h s t u d i e s . Two o f t h e s t r o n g e s t s e c t i o n s o f th e i n v e n t o r y s u g g e s t e d t h a t u n d e r a c h i e v in g c h i l d r e n a r e n o t b e in g r e a c h e d in term s o f m a t e r i a l s an d id e a s t h a t a r e m ean in g f u l and s t i m u l a t i n g o r i n term s o f p r o v i d i n g o r b u i l d i n g c o n f id e n c e th ro u g h s u c c e s s . They a r e u s e d to f a i l u r e and a r e b o r e d w ith s c h o o l . They have q u i t t r y i n g . F u r t h e r , t h i s p a t t e r n te n d s t o o r i g i n a t e from t h e b e g in n i n g o f t h e i r s c h o o l e x p e r i e n c e . T hese c h i l d r e n s t a r t e d w ith f a i l u r e . U n d e r a c h ie v e rs do n o t e s p e c i a l l y l i k e t e a c h e r s o r f e e l l i k e d by th em . They a p p e a r t o b e g e n e r a l l y f e a r f u l o f a u t h o r i t y f i g u r e s a n d to f e e l t h a t th e y a r e n o t u n d e r s t o o d o r t r e a t e d f a i r l y . They te n d t o be c o n fu s e d a n d I n d e c i s i v e and o f t e n c ra v e g u id a n c e , u n d e r s t a n d i n g , and warmth from s i g n i f i c a n t a d u l t s . R e s u l t s o f t h i s s t u d y f u r t h e r i m p l i e d t h a t u n d e r a c h i e v e r s h av e f a i l e d t o e s t a b l i s h m e a n in g fu l g o a l s . 189 In a d d i t i o n , th e w hole a r e a of s e l f c o n c e p t p e rv a d e s t h e o t h e r v a r i a b l e s s t u d i e d . U n d e ra c h ie v e rs a r e g e n e r a l l y n e g a t i v e in t h e i r f e e l i n g a b o u t th e m s e lv e s to t h e p o i n t t h a t th e y w ish th e y w ere n o t th e m s e lv e s a t a l l , b u t some body e ls e * R a th e r th a n more i n t e n s i v e t r a i n i n g in b a s i c s k i l l a r e a s and p r e s s u r e t o work an d b eh av e and c o n fo rm , th e r e s u l t s o f t h i s s tu d y I n d i c a t e th e need f o r i n t e n s i v e and t h e r a p e u t i c a t t e n t i o n t o p r o v i d i n g o r r e s t o r i n g a b a s i c b e l i e f in th e m s e lv e s and in t h e i r own s t r e n g t h s and s e l f w orth* A s s i s t a n c e t o e n jo y new i d e a s and p r o v i s i o n s to e x p lo r e s p o n ta n e o u s i n t e r e s t s w hich a r e e x p r e s s e d were s u g g e s t e d a s p o s i t i v e l y c o r r e l a t e d w ith s c h o o l a c h i e v e ment* F i n a l l y , th e im p o rta n c e o f e a r l y i d e n t i f i c a t i o n o f u n d e r a c h i e v e r s an d a t t e n t i o n to t h e i r s p e c i f i c needs was i m p l i e d . The p r e s e n c e o f th e f u l l s c a l e o f v a r i a b l e s i n th e c a s e o f e v e r y u n d e r a c h i e v e r was n o t I m p lie d . Thus, f u r t h e r d e v elo p m e n t o f d i a g n o s t i c s k i l l s in i d e n t i f y i n g th e v a r i a b l e s s p e c i f i c a l l y a f f e c t i n g th e a c h ie v e m e n t m o tiv e in o r d e r to g u id e t h e r a p e u t i c s t e p s i s g r e a t l y needed* C o n c lu s io n s 190 The f o l lo w in g c o n c l u s i o n s w ere drawn a s a r e s u l t o f t h e s tu d y c o n d u c te d : 1 . The r e s e a r c h c o n d u c te d h a s i n d i c a t e d t h e s i g n i f i c a n c e o f a num ber o f s p e c i f i c v a r i a b l e s t o th e g e n e r a l p ro b le m o f u n d e ra c h ie v e m e n t. 2 . The f e a s i b i l i t y o f a p a p e r - a n d - p e n c l l t e s t o f t h e a c h ie v e m e n t m o tiv e h a s b e e n d e m o n s t r a t e d . 3 . A f t e r t r e a t i n g t h e r e s u l t s by s e v e r a l d i f f e r e n t m e th o d s , i t was c o n c lu d e d t h a t th e s i g n i f i c a n c e o f a t l e a s t n i n e o f th e v a r i a b l e s u n d e r s t u d y h a d b e e n d e m o n s tr a te d by t h e 1 1 I n v e n t o r y o f S e l f A p p r a i s a l . " if. R e s u l t s o f t h i s s t u d y d e m o n s tr a te d t h e n e c e s s i t y o f a d a p t i n g a m u l t i - v a r i a b l e p o i n t o f view to w a rd th e p ro b le m o f u n d e r a c h i e v e m en t. I t was c o n c lu d e d t h a t t h e r e i s no s i n g l e r e a s o n f o r c h i l d r e n ’s f a i l u r e t o make u se o f p o t e n t i a l a b i l i t i e s an d t h a t a n a l y s i s o f a n y s i n g l e f a c t o r w i l l d e m o n s tr a te i t s p r e s e n c e in t h e c a s e o f b o t h u n d e r a c h i e v e r s and a c h i e v e r s . However, i t i s s u g g e s t e d t h a t a m u l t i - v a r i a b l e s u r v e y w i l l i n d i c a t e t h e p r e s e n c e o f d i s t u r b a n c e s in a l a r g e r number o f t h e s e f a c t o r s , or t h a t more s e v e r e d i s t u r b a n c e s w i t h i n t h e s e a r e a s w i l l be fo u n d f o r u n d e r a c h i e v e r s . A lth o u g h t h e ISA a t p r e s e n t l a c k s d i a g n o s t i c a b i l i t y , t h i s t y p e o f a p p r o a c h may have s i g n i f i c a n t v a l u e in h e l p i n g t o i d e n t i f y u n d e r - a c h i e v e r s and t o l o c a t e s p e c i f i c a r e a s c o n t r i b u t i n g t o t h a t u n d e r a c h ie v e m e n t. Only c o n s i d e r a b l e r e s e a r c h a n d e x p e r i m e n t a t i o n w i l l i n d i c a t e w h e th e r o r n o t such v a lu e e x i s t s . The f a i l u r e o f t h e " I n v e n t o r y o f S e l f A p p r a i s a l " t o d i s c r i m i n a t e b e tw ee n u n d e r a c h i e v i n g and a c h i e v i n g s e v e n t h g r a d e boys i s n o t e a s i l y e x p l a i n e d . I t may r e f l e c t a g r e a t e r d e f e n s i v e n e s s on t h e p a r t o f boys e n t e r i n g th e j u n i o r h i g h s c h o o l . I t may r e f l e c t b o th p h y s i o l o g i c a l and p s y c h o l o g i c a l c h a n g e s t a k i n g p l a c e . At any r a t e , t h e u s e f u l n e s s o f t h e ISA f o r t h i s g ro up i s n o t r e j e c t e d , b u t w i l l r e q u i r e f u r t h e r a n d a n a l y t i c s t u d y b e f o r e more d e f i n i t e c o n c l u s i o n s can be r e a c h e d . 192 R eco m m en d atio n s f o r F u r t h e r R e s e a rc h A d d i t i o n a l r e s e a r c h s t u d i e s w ith th e 1 1 I n v e n t o r y o f S e l f A p p r a i s a l " a p p e a r w o r th y o f I n v e s t i g a t i o n . S ix o f t h e s e a r e l i s t e d . 1 . New a n d s e p a r a t e s c o r i n g s t e n c i l s may be u t i l i z e d f o r s p e c i f i c g ro u p s a s s u g g e s t e d i n t h e t e x t . (S ee A p p e n d ix G) S tu d y o f t e s t r e s u l t s a f t e r s c o r i n g w ith t h e new s t e n c i l s a p p e a r s to b e a n im m e d ia te a r e a o f f r u i t f u l r e s e a r c h . 2 . A n o th e r i m p o r ta n t s t e p m ig h t b e t a k e n by a d m i n i s t e r i n g th e i n v e n t o r y t o a random s e l e c t i o n o f s t u d e n t s . McNemar p o i n t e d o u t th e w e a k n e s s e s i n h e r e n t in s t u d y i n g e x tre m e g ro u p s ( 8 2 ) . A d m i n i s t r a t i o n o f t h e i n v e n t o r y to a ran d o m sa m p le p r i o r t o a n a l y s i s o f o t h e r t e s t d a t a a v a i l a b l e w ould a d d c o n s i d e r a b l y to th e u s e f u l n e s s o f t h i s i n s t r u m e n t . 3h o u ld r e s u l t s c o n t i n u e t o b e s i g n i f i c a n t . 3 . S p e c i f i c s t u d y o f J u n i o r h i g h s t u d e n t s , p a r t i c u l a r l y o f s e v e n t h g r a d e b o y s , a p p e a r s t o be a n a r e a e s p e c i a l l y i n n e e d o f f u r t h e r r e s e a r c h . 14. O th e r r e s e a r c h p o s s i b i l i t i e s t h a t s u g g e s t th e m s e lv e s i n c l u d e t h e s tu d y o f a d d i t i o n a l a g e and g r a d e l e v e l s a n d th e u s e o f v a r i o u s m e th o d s o f d e t e r m i n i n g u n d e r a c h ie v e m e n tf s u c h a s t h e u s e o f g r a d e p o i n t a v e r a g e o r t e a c h e r s r a t i n g s r a t h e r th a n o r In c o m b in a tio n w i t h a c h ie v e m e n t t e s t r e s u l t s . The u se o f f a c t o r a n a l y s i s t o s t u d y and p u r i f y t h e s e p a r a t e a r e a s o f t h e m o t i v a t i o n com plex e v a l u a t e d by t h e i n v e n t o r y w ould a d d s i g n i f i c a n t l y t o i t s u s e f u l n e s s . F i n a l l y , t h e a d d i t i o n an d t e s t i n g o f new ite m s a n d / o r a r e a s s u g g e s t s p o s s i b i l i t i e s f o r many y e a r s o f r e s e a r c h . BIBLIOGRAPHY BIBLIOGRAPHY A rm stro n g , M a rlo n E. "A C o m p ariso n o f t h e I n t e r e s t s a n d S o c i a l A d ju s tm e n ts o f U n d e r a c h le v e r s a n d N orm al A c h ie v e r s a t t h e S e c o n d a ry S c h o o l L e v e l ," U n p u b lis h e d P h .D . d i s s e r t a t i o n , U n i v e r s i t y o f C o n n e c t i c u t , 1955* A sh e r, E. J . , and G ray, F. E. " R e la t io n s o f P e r so n a l H is t o r y Data t o C o lle g e S u c c e s s ," J o u r n a l o f E d u c a tio n a l P s y c h o lo g y , 3 1 : 5 1 7 - 5 2 6 7 ”I 9 B a rb e , W . " E v a l u a t i o n o f S p e c i a l C l a s s e s f o r G i f t e d C h i l d r e n ," E x c e p t i o n a l C h i l d r e n . 2 2 : 6 0 - 6 2 , 1955* B arr, A r v il S . , D a v is , R ob ert A ., and J o h n so n , P a lm e r 0 , E d u c a t i o n a l R e s e a r c h a n d A p p r a i s a l . New Y o rk : J . B. L l p p i n c o t t Company, 1953• B a r r e t t , H a r r y . "An I n t e n s i v e S tu d y o f T h i r t y - t w o G i f t e d C h i l d r e n , " P e r s o n n e l a n d G u id a n ce J o u r n a l . 3 6 :192-1 914. 1 9 5 7 . __________ • " U n d e ra c h ie v e m e n t, a P r e s s i n g P ro b le m ," B u l l e t i n o f th e O n t a r i o S e c o n d a ry S c h o o l T e a c h e r s ' F e d e r a t i o n , Oshawa, O n t a r i o , v o l . 3 6 , 1 9 5 6 . B e r g e r , 0 . T , a n d S u tlc e r, A, R. “ The R e l a t i o n s h i p o f E m o tio n a l A d ju s tm e n t a n d I n t e l l e c t u a l C a p a c ity t o A cadem ic A c h ie v e m e n t o f C o lle g e S t u d e n t s , " M e n ta l H y g ie n e . i|0 :6 5 -6 7 # 1 9 5 6 . B ir c h , Jack W. " E a r ly S c h o o l A d m ission f o r M e n ta lly Advanced C h ild r e n ," E x c e p t io n a l C h ild r e n . 2 1 :814- 8 7, 1951*. B l s h t o n , R oger C. "A S tu d y o f Some F a c t o r s R e la te d t o A c h ie v e m e n t o f I n t e l l e c t u a l l y S u p e r i o r E ig h t h G rade C h i l d r e n ," J o u r n a l o f E d u c a t i o n a l R e s e a r c h . 5 1 :2 0 3 - 2 0 7 . 1 9 5 7 . 10. 11. 12. 1 3 . I k . 1 5 . 16. 1 7 . 18. 1 9 . 2 0. 2 1. 196 Bloom, Benjam in S . Taxonomy o f E d u c a tio n a l O b j e c t i v e s . New Y o rk : Longm ans, G reen an d Company, 1 9 5 6 . B o n s a l l , M a r c e l l a , a n d S t e l l f r e , B. " H ie T em pera m en t o f G i f t e d C h i l d r e n ," C a l i f o r n i a J o u r n a l o f E d u c a t i o n a l R e s e a r c h . 6 : l 6 2 - l & 5 , 1 9 5 5 . B r o e d e l, J . , O h ls e n , M ., and P r o f f , P . "The E f f e c t s o f G roup C o u n s e lin g on G i f t e d A d o le s c e n t U nder a c h i e v e r s . " P a p e r r e a d t o A m erican P sy ch o l o g i c a l A s s o c i a t i o n , W a s h in g to n , D. C ., A u g u st 2 9 , 1 9 5 8 . Brown, W. P . , and H o ltsm a n , W. H. "U se o f t h e S u rv e y o f S tu d y H a b i ts a n d A t t i t u d e s f o r C o u n s e lin g S t u d e n t s . " The P e r s o n n e l a n d G u id a n c e J o u r n a l . 3 5 ! 2 1l4- 2 l 8 , 1 ^ 5 ^ B u r g e s s , E lv a . " P e r s o n a l i t y F a c t o r s o f Over a n d U n d e ra c h la v e m e n t in E n g i n e e r i n g ," J o u r n a l o f E d u c a t i o n a l P s y c h o lo g y . 1+2:87— 9 9 , 195b* B u r n sid e , L. H. " P s y c h o lo g ic a l G uidance f o r G if t e d C h ild r e n ," J o u r n a l o f C o n s u ltin g P sy c h o lo g y . 6 J223-228, C a l i f o r n ia S t a t e D epartm ent o f E d u c a tio n . E d u c a t i o n a l P ro g ra m s f o r G i f t e d P u p i l s . A R e p o r t t o t h e C a l i f o r n i a L e g i s l a t u r e . S a c ra m e n to s C a l i f o r n i a S t a t e D e p a rtm e n t o f E d u c a tio n , 1 9 6 1 . C a l i f o r n i a T e s t B u re a u . 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Apt and L. B e lia k ( E d i t o r s ) , P r o j e c t i v e P s y c h o lo g y . New York: K nopf, 1 9 5 0 , PP. 357-1402. S c h u lt z , 0 . G. and G reen , B. F . , J r . " P r e d ic tin g Academ ic A ch ievem en t With a New A t t i t u d e - I n t e r e s t Q u e s tio n n a ir e ," E d u c a tio n a l P sy c h o lo g y M easurem ent. 1 3 *5 4 - 614, 1 9 5 3 . S e a r s , P a u lin e S . " L e v el o f A s p ir a t io n In R e la t io n to Some V a r ia b le s in P e r s o n a li t y : C l i n i c a l S t u d i e s ," J o u r n a l o f S o c i a l P s y c h o lo g y . 114: 3 1 1 - 3 3 6 , T 9I 4I . Shaw, M e r v ille C ., and Brown, Donald J . " S c h o la s t ic U n derachievem en t o f B r ig h t C o lle g e S tu d e n ts ," P e r s o n n e l and G uidance J o u r n a l. 3 6 :1 9 5 - 1 9 9 . 1 9 5 T . Shaw, M e r v ille C ., and Grubb, J . " H o s t i l i t y and A b le H igh S c h o o l U n d e r a c h ie v e r s." 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New Y ork: G rune a n d S t r a t t o n , 1 958 . 106. 1 0 7 . 108. 1 0 9 . 110. 111. 112. 1 1 3 . lit* . 115. 116. 117. 2 0 1 * S u t c l i f f e , C h a r le s £ • F a c t o r s R e l a t e d t o Low A c h iev e m e n t b y H igh S c h o o l P u p i l s o f H ig h M e n ta l A b i l i t y I U n p u b lish e d P h .D . d i s s e r t a t i o n , U n i v e r s i t y o f S o u th e rn C a l i f o r n i a , 1958. Term an, L. M. " E a rm a rk in g t h e T a l e n t e d ," S c ie n c e N e w s l e t t e r . 195>t* ( A p r il 3 ) , p . 211*. T o ro n to S e c o n d ary S c h o o ls , "A s t u d y o f F i f t y - t w o G i f t e d S t u d e n ts o f th e T o ro n to S e c o n d a ry S c h o o ls ." T o ro n to , C anada, 1955* T h i s t l e t h w a i t e , D onald L. " E f f e c t s o f S o c i a l R e c o g n itio n Upon t h e E d u c a tio n a l M o ti v a t i o n o f T a le n te d Y o u th ," J o u r n a l o f E d u c a tio n a l P s y c h o lo g y . $ 0 : l l l - l l 6 , 19^9• U h lln g e r , C a ro ly n A ., a n d S te p h e n s , Mark W. " R e l a t i o n o f A ch iev em en t M o tiv a tio n t o A cadem ic A ch iev em en t in S t u d e n ts o f S u p e r i o r A b i l i t y , " J o u r n a l o f E d u c a tio n a l P s y c h o lo g y . 5 1 : 2 5 9 -2 o 6 , 1 9 8 0 . W alsh, Ann M. S e l f C o n c ep ts o f B r i g h t Boys w i t h L e a rn in g D i f f i c u l t i e s . New Y ork: 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 , C olum bia U n i v e r s i t y , 1 9 5 6 . W arn er, W. L . M. M eek er, a n d E e l l s , K. S o c i a l C la s s i n A m e ric a . C h ic a g o : S c ie n c e R e s e a rc h A s s o c i a t e s , 19^9* W h ite , Mary A l i c e , a n d H a r r i s , Myron W. The S c h o o l P s y c h o l o g i s t . New Y ork: H a rp e r a n d B r o t h e r s , I 9S 1: W illia m s , M eta F, " A c c e p ta n c e a n d P e rfo rm a n c e Among G i f t e d E le m e n ta ry S c h o o l C h i l d r e n ," E d u c a tio n a l R e s e a rc h B u l l e t i n . 3 7 :2 1 6 - 2 2 0 . 1 9 5 8 . W ils o n , F ra n k T ., an d Brambaugjh, F l o r e n c e . S t u d i e s i n M o tiv a tio n a n d th e E d u c a tio n o f the G i f t e d . I . P re v ie w , V ork: H u n te r C o lle g e , 195>7» W ilso n , F ra n k T. " P r e p a r a t i o n f o r T e a c h e rs o f G i f t e d C h ild r e n i n t h e U n ite d S t a t e s , " E x c e p ti o n a l C h i l d r e n . 2 0 :7 8 - 8 0 , 1 9 5 3 . W ilso n , R o b e r t C. " D e v e lo p in g C r e a t i v i t y i n C h i l d r e n ," E d u c a tio n . 8 1 :1 9 -2 3 , 1 9 6 0 . 205 118. 1 1 9 . W itty , P au l* "A S tu d y o f t h e G ra d u a te s o f th e 'Q u iz K i d s ' P ro g ra m ,” E d u c a tio n a l A d m i n is tr a t io n a n d S u p e r v i s i o n . 3 0 s 2 5 7 - 2 tl* 1 9 ^ ^ . W rig h ts to n e , J . W. "The D is c o v e ry an d S t i m u l a t i o n o f C u l t u r a l l y T a le n te d Y outh, T e a c h e rs C o lle g e , Rec. 1950» 60, No. 1 , p p . 2 3 -2 8 . APPENDICES APPENDIX A PUPIL SELF REPORT INVENTORY PUPIL SELF REPORT INVENTORY 1. Mary tries hard in school because she likes her teacher. 2. Jane tries to please her teacher. 3. Betty works hard because she is afraid of her teacher. 4. Judy likes the way her teacher teaches and thinks she is very interesting. 5. Linda doesn't like her teacher very well. 6. Ruth trusts her teacher and would do almost anything the teacher asked. 7. Carol's teacher almost seems like a father or mother to her. 8. Ann does well because she has a good teacher. 9. Sandy likes her teacher because he (she) is stem but fair. 10. Diane thinks her teacher is one of the best friends she ever had. 11. Jane would like to hurt her teacher if she could. 12. Betty wants to be like someone she already knows, when she grows up. 13. Judy works hard in school so she can grow up to be just like someone she knows and admires. 14. Ruth usually goes around with the smarter kids. 15. Carol thinks the kids that always get good grades are not friendly. 16. Ann feels out of place with the real smart kids. 17. Mary likes to be with older kids. 18. Most of Linda's friends do well in school. 19. Diane gets along good with all the kids. 20. Sandy likes most of the others in her class. 21. Carol doesn't get along too good with some of the kids at school. 22. Betty doesn't like a lot of the kids. 23. Ann feels the other kids don't like her very well. 24. Linda thinks the teacher or principal should make the other kids quit picking on her 25. Sandy likes most of the kids at school but feels they don't like her. 26. Diane gets along well with her teacher. 27. Judy does not think her teacher is always fair. 28. Betty has many good friends at school. 29. Ann has a few very close friends. 30. Carol likes to play with all the kids. 31. Jane likes a few kids at school but doesn't like most of them. 32. Mary has only one or two real good friends. 33. Ruth feels like she's different than most kids. 34. Sandy doesn't get along very good with others. 35. Diane likes to be the center of things. 36. Carol feels it's very important to be one of the gang. 37. Ann is usually chosen quickly by others. 38. Ruth usually plays with older kids. 39. Other kids come to Mary for help. 40. Judy doesn't need to show off. 41. Betty thinks others are too bossy. 42. Jane feels others are interested in her hobbies. 43. Mary knows why others get mad at her. 44. Ruth feels she can't talk to anyone about her problems. 45. Sandy would like to belong to a club. 46. Carol is often chosen to be leader. 47. Diane knows how to act at parties. 48. Ann finds it easy to make friends. 49. Mary's parents give her money or some other reward when she does well in school. 50. Linda's parents or someone else praise her when she does well in school. Like me Not like me 51. Jane's parents think a good education is important. 52. Judy's parents are very happy when she does well in school. 53. Betty is very happy when her parents or teacher tell her how well she did. 54. Ruth does better in school when someone encourages her and is glad when she does w ell. 55. Linda finds if fun to reach the goals parents or teacher have set. 56. Carol's parents and teacher are happy with the work she does. 57. Judy finds it hard to do well just to please others. 58. Ann doesn't have anyone to tell her how well she has done. 59. No one seems to care if Jane does well or not. 60. No matter how hard Ruth tries, they are never satisfied. 61. Betty thinks it is very important to have a personal faith or belief. 62. Diane doesn't think that it's necessary to always be honest. 63. Mary always tries to be a good friend to others. 64. Sandy feels very strongly that you should never lie to a friend. 65. Ruth feels that being honest and loyal are about the most important things in life. 66. Carol n ever cheats on a test. 67. Ann has never taken anythi ng that didn't belong to her. 68. Sandy usually goes to Sunday school. 69. Diane always tries to be kind and thoughtful of others. 70. Linda never lies to her parents or teacher. 71. Judy cheats sometimes on school work. 72. Betty never goes to church or Sunday school or temple. 73. Jane has been taught that it is very important to be the right kind of person. 74. Mary has a strong conscience. 75. Linda thinks money is the most important thing in the world. 76. Ruth thinks her school activities are fun, interesting, and useful. 77. Carol does not see any purpose or value in her school subjects. 78. Ann is really kind of bored with school. 79. Diane feels that the things she is supposed to learn in school will have no real importance for life. 80. Sandy finds her school work a snap (easy to do). 81. Mary is dissatisfied with school because they just do the same old things over and over. 82. Jane thinks the teachers are too easy and don't give you hard enough work. 83. Betty could probably do better but already gets pretty good grades without working too hard. 84. Judy doesn't see any reason to work hard in school. 85. Linda feels that you hardly ever get to do anything new, fun, or exciting at school. 86. Ruth thinks school would be more fun and challenging if there was a little more healthy competition. 87. Carol often tries to get the best grade in class. 88. Ann tries hard to beat some particular person in her class. 89. Diane usually tries to do better than she did on her last paper. 90. Sandy thinks school is more interesting and exciting if you're trying to beat someone. 91. Mary feels she is doing pretty good in school. 92. Ruth usual ly gets good grades. 93. Jane has always done well in school. 94. Carol feels she does not do well in school. 95. Ann doesn't do as well now as she used to. 96. Betty seldom gets good grades. 97. Linda does better now than she used to in school. 98. Sandy sometimes gets poor grades. 99. 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 1 1 0 . 1 1 1 . 1 12 . 113. 114. 115. 116. 117. t s 118. 119. 120. 1 2 1 . 1 2 2 . Diane had good teachers and did well when she first began school. Jane is good in just one subject. Mary thought first grade was very hard. Judy likes school because she does well. Betty is usually near the top of her class. Other kids think Mary is smart. Linda can't seem to do anything right. Diane is never sure if she's right or not. Carol feels her teacher doesn't really understand her. Ann feels teachers don't explain things w ell. Ruth is afraid of policemen. Sandy wishes her teacher really understood her. Mary finds it hard to talk to teachers. Linda thinks her teacher is always right. Betty greatly admires teachers. Carol gets angry at grown-ups. Ann likes others to tell her what to do because it's hard to make up her mind sometimes. Sandy wishes others wouldn't always decide things for her. Judy usually makes up her own mind about things. Mary is usually told what to do. Linda feels it's right when everybody else does it. Carol feels grown-ups take advantage of her. Ruth wishes grown-ups were more fair. Ann wishes parents could see her side too. Like me slot like me 123. Betty can talk things over with her parents. 124. Jane thinks she has too many chores. 125. Ann thinks her parents are too hard on her. 126. Mary feels like you can never please grown-ups. 127. Jane wishes her parents didn't make her study so much. 128. Betty wishes her parents would do more things with her. 129. Judy thinks her parents are too strict with her. 130. Linda gets punished too much. 131. Ruth can get away with doing things she shouldn't. 132. Carol has found most teachers are pretty nice. 133. Ann gets blamed for things somebody else d id . 134. Diane has it coming when she gets punished. 135. Sandy feels people expect too much of her. 136. Jane wishes her parents would quit treating her like a baby. 137. Mary wishes her parents would take more interest in the things she does. 138. Sandy wishes her father would pay more attention to her. 139. Ann finds her parents are usually too busy to spend time with her. 140. Carol feels her parents love her very much. 141. Diane gets along very well with her father. 142. Mary thinks it's important to do well in school so you can get a good job and make lots of money. 143. Jane feels bad when she gets a poor grade. 144. Betty is angry with herself when she doesn't study and do w ell. 145. Judy is very happy when she does well in school. 146. Linda would like to go to college. 147. Ruth is anxious to get through school and go to work. 209 148. 149. 150. 151. 152. 153. 154. 155. 156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 166. 167. 168. 169. 170. 171. 172. Carol knows what she wants to do when she finishes school. Ann works hard in school so she can get a good job. Sandy doesn't know what she wants to be. Diane has a definite goal in life. Jane's mother would like her to do well in school so she can get farther ahead in life than she did. Betty wants to go to college. Mary feels importdnt Sandy is strong and healthy. Diane is good looking. Ann is pretty satisfied with herself just the way she is. Carol wishes things could be different. Ruth is glad she is herself. Linda wishes she was smarter in school. Judy wishes she had more friends. Betty wishes she was somebody else. Jane doesn't think she is as smart as most people. Mary feels most people like her. Sandy's feelings are easily hurt. Mary can usually come up with the right answer. Diane wishes she could make friends more easily. Jane will stick to her idea, if she thinks she's right. Carol worries about herself. Betty feels lonesome. Ann doesn't mind being alone. Judy feels inferior - that is, that others are better than she is. Like me Mot like me - - ; 173. Ruth feels very bad when she fails. 174. Linda is afraid she won't be good enough. 175. Jane worries when she doesn't need to . 176. Carol thinks she is a nice person. 177. Mary is good at doing things. 178. Ann understands things easily. 179. Others like Ruth a lot. 180. Betty likes to study alone. 181. Judy feels at ease in a group. 182. Linda gets upset easily. 183. Sandy thinks good schools are important. 184. Mary is always collecting things. 185. Ann likes most of the things they do in school. 186. Judy thinks school is a lot of fun. 187. Linda has many hobbies. 188. Carol likes to explore new things and ideas. 189. Ruth likes to go to school. 190. Jane likes to try new things. APPENDIX B WILCOXON MATCHED-PAIRS SIGNED-RANKS TABLES FOR THE PILOT STUDY 212 TABLE 19 WILCOXON MATCHED-PAIRS SIGNED-RANKS TEST OP ISA SCORES: AREA 1: ASSOCIATIONS M atched p a i r U A s c o re u n d e r a c h i e v e r s U A s c o r e a c h i e v e r s d Rank o f d Rank w ith l e s s f r e q u e n t s ig n 1 2 3 -1 2 .5 2 .5 2 * 1 1 3 10 3 2 2 0 h 3 1 2 6 .5 5 1 1 0 6 3 2 1 2 .5 7 2 1 1 2 .5 8 2 0 2 6 .5 9 3 0 3 10 10 2 0 2 6 .5 11 3 3 0 12 3 0 3 10 13 1 2 -1 2 .5 2 .5 llj 3 1 2 6 .5 T « 5 213 TABLE 20 WILCOXON MATCHED-PAIRS SIGNED-RANKS TEST OP ISA SCORES: AREA 2 : SOCIAL DA s c o r e Rank Rank w ith M atch ed u n d e r - U A s c o r e o f l e s s f r e q u e n t p a i r a c h i e v e r s a c h i e v e r s d d s i g n 1 6 2 4 10 2 9 3 6 12 3 12 9 3 8.5 k 1 9 - 2 5.5 5.5 5 7 1 6 12 6 7 6 1 2 7 7 8 - 1 2 2 8 9 1 8 14 9 11 5 6 1 2 10 6 h 2 5.5 11 5 2 3 8.5 12 5 3 2 5.5 13 3 5 - 2 5.5 5.5 1 * 4 6 5 1 2 T = 13 2114 TABLE 21 WILCOXON MATCHED-PAIR3 SIGNED-RANKS TEST OP ISA SCORES: AREA 3 : ADULT APPROVAL U A s c o r e Rank Rank w ith M atched u n d e r- UA s c o r e o f l e s s f r e q u e n t p a i r a c h i e v e r s a c h i e v e r s d d s i g n 1 l 0 1 2 .5 2 l 0 1 2 .5 3 2 2 0 4 3 1 2 8 5 3 0 3 1 2 .5 6 2 0 2 8 7 2 0 2 8 8 2 0 2 8 9 2 1 1 2 .5 10 2 0 2 8 11 3 0 3 1 2 .5 12 2 0 2 8 13 1 0 1 2 .5 14 3 1 2 8 T = 0 215 TABLE 22 WILCOXON MATCHED-PAIRS SIGNED-RANKS TEST OP ISA SCORES: AREA * 4: MORAL AND SOCIAL VALUES UA s c o r e Rank Rank w ith M atched u n d e r- U A s c o r e o f l e s s f r e q u e n t p a i r a c h i e v e r s a c h i e v e r s d d s ig n 1 6 0 6 13 2 k 2 2 3.5 3 3 6 -3 8.5 k k 1 3 8.5 5 5 2 3 8.5 6 2 2 3.5 7 3 3 0 8 h 2 2 3.5 9 5 2 3 8.5 10 k 1 3 8.5 11 b 2 2 3.5 12 b 1 3 8.5 13 2 3 - 1 1 1I 4 6 2 12 T » 9 .5 216 TABLE 23 WILCOXON HATCHED-PAIRS SIGNED-RANKS TEST OP ISA SCORES: AREA £ : PERCEIVED UTILITY OF SCHOOL EXPERIENCE M atched p a ir U A s c o r e un der a c h ie v e r s U A s c o r e a c h ie v e r s d Rank o f d Rank w ith l e s s fr e q u e n t s ig n 1 * 4 0 * 4 9 2 2 3 -1 1 1 3 2 6 -*4 9 9 * 4 7 1 6 12 5 3 3 0 6 * 4 1 3 6 7 2 2 0 8 * 4 1 3 6 9 6 2 * 4 9 10 2 0 2 3 11 * 4 9 2 3 12 * 4 2 2 3 13 3 0 3 6 1 * 4 5 0 5 11 T ■ 10 217 TABLE 2i| WILCOXON MATCHED-PAIRS SIGNED-RANKS TEST OF ISA SCORES: AREA 6 : SUCCESS PATTERNS UA s c o r e Rank Rank w ith M atched u n d er- UA s c o r e o f l e s s fr e q u e n t p a ir a c h ie v e r s a c h ie v e r s d d s ig n 1 10 1 9 13 2 3 2 1 2 .5 3 5 6 -1 2 .5 k 6 3 3 6 .5 5 6 1 5 10 6 k 2 2 5 7 6 5 1 2 .5 8 6 l 5 10 9 8 0 8 12 10 2 2 0 11 ’ 6 2 k 8 12 7 2 5 10 13 k 1 3 6 .5 1 1 4 6 7 - 1 2 .5 T = 5 218 TABLE 25 WILCOXON MATCHED-PAIRS SIGNED-RANKS TEST OP ISA SCORES: AREA 7 : AUTHORITY RELATIONSHIPS M a tch e d p a i r U A s c o r e u n d e r a c h i e v e r s U A s c o r e a c h i e v e r s d Rank o f d Rank w i t h l e s s f r e q u e n t s ig n 1 15 0 15 1 1 + 2 9 6 3 6 3 8 12 -1+ 7 7 1 + 1 1 + 8 6 8 5 5 1 + l 2 .5 6 5 6 « 1 2 .5 2 .5 7 9 8 l 2 .5 8 1 1 + 3 11 12 9 16 3 13 13 10 6 1 + 5 11 10 9 1 2 .5 12 11 1 + 7 9 13 11 2 9 1 0 .5 ll+ il+ 5 8 1 0 .5 T = 9 .5 219 TABLE 2 6 WILCOXON MATCHED-PAIRS SIGNED-RANKS TEST OF ISA SCORES: AREA 8 : GOAL DIRECTION — i a a a « s c ! M a a g a a « r a B 8 g M s s a a a g , . i ■ , ..s a a s a U A s c o r e Rank Rank w ith M atched u n d e r - U A s c o r e o f l e s s f r e q u e n t p a i r a c h ie v e r a c h ie v e r s d d s i g n 1 3 0 3 11 2 1 1 0 3 2 0 2 9 k 1 1 0 5 3 1 2 9 6 h 2 2 9 7 2 1 1 k 8 2 1 1 k 9 2 1 1 k 1 0 1 2 -1 k n 1 1 0 12 2 1 1 k 13 2 1 1 k li* 1 0 1 k T s 1 } 220 TABUS 27 W ILCOXON MATCHED-PAIRS SIGNED-RANKS TEST OP ISA SCORES: AREA 9 : SELF CONCEPT U A aeore Rank Rank w ith M atched u n d er- U A s c o r e o f le a a f r e q u e n t p a i r a c h ie v e rs a c h ie v e rs d d s ig n 1 13 l 12 13 2 k 8 -4 5 .5 3 7 3 5 .5 k 10 10 0 5 9 3 6 8 6 7 6 1 1 .5 7 12 8 h 5 .5 8 11 3 8 1 0 .$ 9 10 2 8 1 0 .5 10 8 k k 5 .5 11 11 3 8 1 0 .5 12 9 8 1 1 .5 13 9 1 8 1 0 .$ 1 14 10 7 3 k T * 5 . 5 221 TABLE 28 WILCOXON MATCHED-PAIRS SIGNED-RANKS TEST OP ISA SCORES: AREA 1 0 : SPONTANEOUS INTERESTS M atch e d p a i r UA sc o p e u n d e r a c h i e v e r s UA s c o r e a c h i e v e r s d Rank o f d Rank w i t h l e s s f r e q u e n t s i g n 1 2 0 2 6 2 0 0 0 3 0 3 -3 9 9 h 0 1 -1 2 2 5 2 0 2 6 6 0 0 0 7 2 0 2 6 8 1 0 1 2 9 1 0 1 2 10 2 0 2 6 11 0 0 0 12 0 0 0 13 0 0 0 li* 2 0 2 6 T = 11 APPENDIX C ISA INVENTORY OP SELF APPRAISAL Z i i ■ !» • ,P!'- m m rn:-- ? 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Ii*!f APPENDIX D WILCOXON MATCHED-PAIRS SIGNED-RANKS TABLES FOR THE FULL STUDY TABLE 29 W IL C O X O N MATCHED-PAIRS SIGNED-RANKS TEST O F TO TA L ISA SCORES: G R A D E T H R E E U A s c o r e I .q . o f Rank o f d Rank o f p a i r M atched u n d e r U A s c o r e - d w ith - d p a i r a c h i e v e r s a c h i e v e r s d p a i r s G i r l s Boys T o ta l G i r l s B oys T o ta l I 30 19 11 3 1 1 .5 2 j*7 12 35 10 33 3 1 * 1 21 20 6 22 k 20 -2 1 H igh 7 2 1 * 7 2lj 5 i+? 3 6 3 1 3 .5 6 36 27 9 2 9 7 51 21 30 8 30 8 29 13 k 15 9 57 23 3 1 * 9 3 ? 10 33 19 15 5 16 1 .5 1 .5 11 26 27 -1 Low 1 .5 1 .5 12 36 25 11 1 1 .5 13 28 33 -5 A ve. 7 6 7 ail 33 27 6 7 8 15 1 * 9 17 32 23 31 16 39 15 h 5 .5 17 35 2? 10 8 10 18 35 16 19 1 5 .5 2 0 .5 1 3 .5 1 8 .5 19 15 32 -1 7 A ve. 1 3 .5 1 8 .5 20 23 35 -1 2 A ve. 1 0 .5 1 3 .5 1 0 .5 1 3 .5 21 35 18 1 3 .5 1 8 ,5 22 3 ? 23 16 12 17 1 23 h i 17 29 2 1 .5 2 8 .5 r\j ru V A TABLE 29— C on tin u ed M atch ed p a i r U A s c o r e u n d e r a c h i e v e r s U A s c o r e a c h i e v e r s d I .Q . o f - d p a i r s Rank o f G i r l s Boys d T o ta l Rank o f p a i r w ith - d G i r l s Boys T o ta l 2 1 + 1+ 2 23 1 5 .5 2 0 .5 25 28 A 1 + 1+.5 5 .5 26 37 1+ 9 -1 2 H igh 1 0 .5 1 3 .5 1 0 .5 1 3 .5 27 51 26 25 1 9 .5 2 6 .5 28 35 38 -3 H igh 3 3 .5 3 3 29 50 29 21 1 7 .5 21 * 30 22 21 1 1 .5 1 .5 31 6 l 32 29 2 1 .5 2 8 .5 32 57 36 21 1 7 .5 21* 33 52 27 25 1 9 .5 2 7 .5 T -7 T=45 T -81 N*1Q N»23 N*33 .0 2 5 p < .0 0 5 P<.0 1 ro ro o TABLE 30 W ILCOXON MATCHED-PAIRS SIGNED-RANKS TEST OP TOTAL ISA SCORES: GRADE POUR M atched p a i r UA s c o r e u n d e r a c h i e v e r s U A s c o r e a c h i e v e r s d I .Q . o f - d p a i r s Rank o f G i r l s Boys d T o ta l Rank o f p a i r w ith -d G i r l s B oys T o ta l 31* 43 19 5 14 35 53 45 3 1 5 36 43 30 13 2 7 3 I 48 20 28 6 17 36 ? 9 19 20 3 .5 1 0 .5 39 4 i 21 20 3 .5 1 0 .5 40 27 14 6 8 43 16 27 11 16 42 37 18 19 7 9 43 20 16 4 3 3 44 23 27 -4 Ave. 3 3 3 3 W 10 5 6 46 26 26 0 47 52 29 23 8 12 46 37 34 3 l 1 49 54 30 24 9 .5 14 50 50 26 9 .5 14 5 i 29 33 -4 Ave. 3 3 3 3 52 45 16 29 12 18 t= o t =6 t =6 N=6 N=13 N*19 .0 0 5 p < .o o 5 p < .o o 5 227 TABLE 31 WILCOXON MATCHED-PAIRS SIGNED-RANKS TEST O P TOTAL ISA SCORES: GRADE FIVE U A s c o r e w . /o 9 0 Rank o f d Rank o f p a i r M atched u n d e r U A s c o r e - d w ith - d p a i r a c h i e v e r s a c h i e v e r s d p a i r s G i r l s B oys T o ta l G i r l s Boys T o ta l 53 1 + 3 22 21 6 23 5 1 + 5 1+ 6 6 3 8 .5 55 29 3 1 + -5 Low 2 7 2 7 56 51 58 -7 A ve. 1 + 10 1 + 10 57 20 22 -2 H igh 1 3 1 3 58 1 + 3 28 15 5 17 59 1+ 5 22 23 7 21+.5 60 57 23 3 1 + 8 6 i 27 s+ 3 3 .5 4 .5 1 .5 1 -5 62 29 30 -1 A ve. 1 .5 1 .5 63 35 60 -2 5 A ve. 20 27 20 27 6 1 + 32 29 3 3 .5 1+.5 65 30 20 10 8 12 66 60 26 3 1 + 22 2 9 .5 67 ? ° 33 17 15 20 66 M + 20 21+ 19 26 69 1 + 9 12 37 23 31 70 23 20 1 7 22 71 36 17 19 16 21 9 .5 1 3 .5 1 1 72 23 35 -1 2 A ve. 1 3 .5 $ 1+ 8 6 6 8 .5 7l+ 36 50 -il+ H igh 1 2 .5 1 8 .5 1 2 .5 1 8 .5 ' 228 TABLE 3 1 —•C ontinued M atch ed p a i r U A s c o r e u n d e r a c h i e v e r s U A s c o r e a c h i e v e r s d I .Q . o f - d p a i r s Rank o f G i r l s Boys d T o ta l Rank o f p a i r w ith - d G i r l s Boys T o ta l 75 27 35 -8 H ig h 7 11 Z 76 33 37 - 1 * Ave. 5 6 5 6 77 1*1 11* 27 21 28 78 36 37 -1 Ave. 1 .5 1 .5 1 .5 1 .5 79 39 27 12 9 -5 1 3 .5 80 31 23 18 2 k .5 81 ho 21* 16 11* 1 0 .5 82 31* 21 13 11 15 83 1*0 26 11* 1 2 .5 16 T=7 T*57 T=99 N=8 N=23 N=31 p (NSD) p < .0 1 p < .0 5 ro ru v O 85 86 87 88 89 90 91 92 9? 9k 9 Z 96 97 98 99 100 101 102 103 lOi* TABLE 32 WILC0X0N MATCHED-PAIRS SIGNED-RANKS TEST OF TOTAL ISA SCORES: GRADE SIX U A s c o r e I .Q . o f Rank o f d R ank o f p a i r u n d e r - U A s c o r e - d wl t h a c h i e v e r s a c h i e v e r s d p a i r s G i r l s Boys T o ta l G i r l s Boys T o ta l 56 20 36 10 22 31 11 20 8 u* 37 32 5 3 k 30 26 k 1 .5 2 .5 3 6 16 7 1 2 .5 3 6 k o A ve. 1 .5 2 .5 13 3 5 -2 2 A ve. 9 15 51 k l 8 jj 6 ? 2 39 13 0 9 .5 u 31 11 5 7 .5 53 23 30 18 35 19 16 1 2 .5 3 ? 13 9 .5 62 28 35 20 28 22 6 5 59 30 29 17 51 {4° 11 7 .5 51 I48 3 l 19 35 21 28 13 15 11 37 10 27 16 1 .5 9 2 .5 15 230 TABLE 3 2 — C on tin u ed M atched p a i r H A s c o r e u n d e r a c h i e v e r s U A s c o r e a c h i e v e r s d I .Q . o f Rank o f d - d p a i r s G i r l s Boys T o ta l Rank o f p a i r w ith - d G i r l s Boys T o ta l 105 J|8 16 32 19 106 42 1*2 0 T = 10.5 T=0 T = 1 7 .5 N=10 N=12 N=22 p < .0 5 P < .0 0 $ p < .0 0 5 ro U J 107 108 109 110 111 112 113 111* U ? 116 117 118 119 120 121 122 123 12k 125 126 127 128 TABLE 33 WILC0X0N MATCHED-PAIRS SIGNED-RANKS TEST OP TOTAL ISA SCORES: GRADE SEVEN U A s c o r e I .Q . o f Rank o f d Rank o f p a i r u n d e r - U A s c o r e - d w ith - d a c h i e v e r s a c h i e v e r s d p a i r s G i r l s Boys t o t a l G i r l s Boys t o t a l 1 3 .5 26 22 -1 3 A ve. 3 .5 1 3 .5 3 .5 39 26 13 3 . 5 1 3 .5 ?7 21 34 10 2 9 .5 7 2k 22 7 2 3 .5 65 18 47 12 32 16 45 -2 9 A ve. 8 26 8 48 17 31 9 2 7 .5 20 12 8 2 6 46 11 35 11 31 33 13 20 5 .5 1 9 .5 30 35 -5 Ave. l 1 .5 l 53 33 20 5 .5 1 9 .5 24 33 -9 Low 6 .5 8 .5 6 .5 21 31 -1 0 H igh 8 10 8 53 22 21 1 5 .5 2 1 .5 22 21 1 l 1 .5 26 35 -9 A ve. 6 .5 8 .5 6 .5 44 17 27 18 25 56 22 34 20 2 9 .5 23 23 0 28 45 -1 7 A ve. 13 17 13 21 52 -3 1 A ve. 19 2 7 .5 19 1 .5 8 .5 10 8 .5 17 2 7 .5 232 TABLE 3 3 — C o n tin u e d la tc h e d p a i r U A s c o r e u n d e r a c h i e v e r s U A s c o r e a c h i e v e r s d I .Q . o f - d p a i r s Rank o f d G i r l s Boys T o ta l Rank o f p a i r w ith - d G i r l s Boys T o ta l 129 27 38 -1 1 H igh 9 .5 1 1 .5 9 .5 1 1 .5 130 39 -1 5 A ve. 1 1 .5 1 5 .5 1 1 .5 1 5 .5 131 ^9 27 22 17 2 3 .5 132 1*1 22 19 11* 18 133 3 8 53 -1 5 A ve. 1 1 .5 1 5 .5 1 1 .5 1 5 .5 13J| 1*0 19 21 1 5 .5 2 1 .5 135 50 58 - 8 A ve. 5 -5 6 (*.5 6 136 21* 32 - 8 H igh , i*.5 6 1*.5 6 137 *7 11* 3 2 3 138 36 1*2 - 6 H igh 3 1 * 3 1 * 139 Ho 29 11 9 .5 1 1 .5 T = 12.5 T -9 7 .5 T=lS5 N=12 N-20 N-32 p < .0 2 5 p<(NSD) p < .0 2 ro O J V * ) TABLE 31* WILCOXON MATCHED-PAIRS SIGNED-RANKS TE3T OP TOTAL ISA SCORES: GRADE EIGHT H A s c o r e I .Q . o f Rank o f d Rank o f p a i r M atch ed u n d e r U A s c o r e - d * w ith - d p a i r a c h i e v e r s a c h i e v e r s d p a i r s G i r l s Boys T o ta l G i r l s Boys T o ta l li*0 23 30 -7 A ve. 1 1 1 1 M*1 32 2i* 8 2 2 1*2 1*1 25 17 3 5 1*3 16 23 1 * 6 1*1 * 6 l 26 35 1 * 8 1*5 55 29 26 3 7 li*o 51 1*1 10 1 3 1*7 52 39 13 2 1 * T*1 T=0 T=1 N=i* N31| N-8 p< .0 1 ro w TABLE 3 5 235 WILCOXON MATCHED-PAIRS SIGNED-RANKS TEST OP TOTAL ISA SCORES: ALL PAIRS UA s c o r e M a tch e d u n d e r U A a c o r e R ank o f Rank o f p a i r p a i r a c h i e v e r s a c h i e v e r s d d w ith - d 1 30 19 11 5 7 .5 2 57 12 3 5 3 51 21 20 89 5 20 - 2 1 95 95 5 ? 36 13 57 o 36 27 9 3 8 7 51 21 30 1 2 3 .5 8 52 29 13 57 9 57 23 35 6 5 .5 10 33 19 15 11 26 27 -1 2 .5 2 .5 12 36 25 11 5 7 .5 13 28 33 - 5 2 0 .5 2 0 .5 15 33 27 6 25 59 17 32 16 39 15 25 107 17 35 2 ? 10 k 2 18 35 16 19 h 19 15 32 -1 7 78 78 20 23 35 -1 2 5 2 .5 5 2 .5 21 35 18 7 8 22 23 16 7 3 .5 23 56 17 29 1 2 0 .5 25 52 23 1? 83 25 28 5 15 26 37 59 -1 2 5 2 .5 5 2 .5 27 51 26 25 111 28 35 3 8 -3 8 .5 a . s 29 50 29 21 95 30 22 21 1 2 .5 31 6 l 32 29 1 2 1 .5 32 57 3 6 21 95 33 ? 2 27 25 i l l 35 53 2L 107 35 53 55 8 33 36 53 30 13 59 37 58 20 28 118 3 8 39 19 20 89 39 5 i 21 20 89 TABLE 3 5 — C on tin u ed 236 M atched p a ir U A s c o r e u n d er a c h ie v e r s U A s c o r e a c h ie v e r s d Rank o f d Rank o f p a ir w ith -d jt° I*1 27 14 6 5 .5 4 l 1+ 3 16 27 1 1 5 .5 3 7 18 19 83 20 16 4 15 44 23 27 -4 15 1+ 1 3 ^ - 10 42 1*6 26 26 0 52 29 23 102*5 48 37 34 3 8 .5 49 5 1 + 3 9 24 107 50 5 0 26 107 51 29 33 -4 15 15 52 1+5 16 29 1 2 0 .5 5? 1+ 3 22 21 95 54 52 1+6 6 25 55 29 3 4 - 5 2 0 .5 2 0 .5 56 51 58 -7 2 9 .5 2 9 .5 57 20 22 - 2 5 5 58 1+ 3 28 15 6 9 .5 59 1+5 22 23 1 0 2 .5 6 o 57 23 34 6 l 27 24 3 8 .5 62 29 3 ° -1 2 .5 2 .5 93 35 60 -2 5 i l l i l l 61* 3 2 29 3 8 .5 65 30 20 10 42 66 60 26 34 67 33 17 78 68 44 20 24 107 69 1+9 12 37 70 **3 23 20 89 71 36 17 19 83 72 23 -1 2 5 2 .5 5 2 .5 73 54 48 6 25 7 1 + 36 50 -14 6 5 .5 6 5 .5 75 27 3 5 - 8 33 33 76 ?3 3 7 -4 15 15 77 41 14 27 H 5 . 5 78 36 37 -1 2 .5 2 .5 79 39 27 12 5 2 .5 80 51 + 31 23 1 0 2 .5 TABLE 3 5 — C o n tin u ed 237 M atched p a ir U A s c o r e u n d er a c h ie v e r s U A s c o r e a c h i e v e r s d Rank o f d Rank o f p a ir w ith -d 81 5 ? 25 16 7 3 .5 82 35 21 13 59 8? 50 26 15 6 5 .5 85 56 20 36 8? 31 11 20 89 86 37 32 5 2 0 .5 87 3 0 26 5 15 88 P 3 6 16 7 3 .5 89 3 6 50 -5 15 15 90 13 35 -2 2 99 99 91 51 53 8 33 92 P 39 13 ? 7 93 52 3 1 11 S 7 .5 95 53 23 3 9 1 2 3 .5 95 3 5 19 16 7 3 .5 96 P 39 13 59 97 62 20 35 98 28 22 6 25 99 59 ? ° 29 1 2 0 .5 100 51 50 11 5 7 .5 101 51 58 3 8 .5 102 55 19 35 6 9 .5 103 28 13 15 6 9 .5 105 ? 7 10 27 H 5 .5 10$ 58 16 32 106 52 52 107 22 3 5 -1 3 59 59 108 39 26 59 109 57 23 35 110 56 25 22 99 111 l 8 57 112 16 55 -2 9 1 2 0 .5 1 2 0 .5 U 3 56 17 31 126 115 20 12 8 33 115 56 11 35 116 33 13 20 89 117 3 0 35 -5 2 0 .5 2 0 .5 118 53 33 20 89 119 25 33 -9 3 8 38 120 21 31 -1 0 P 52 121 53 22 31 126 TABLE 3 5 — C o n tin u ed 238 U A a c o r e H a tch ed u n d er- U A s c o r e Rank o f Rank o f p a ir p a ir a c h ie v e r s a c h ie v e r s d d w ith - d 122 22 21 1 2 .5 123 26 3 5 - 9 3 8 38 1214 * 4 * 4 17 27 1 1 5 .5 125 56 22 3* 4 126 23 23 127 28 *45 -1 7 78 78 128 21 52 -3 1 126 126 129 27 3 8 -1 1 *47.5 *47.5 130 39 -1 5 6 9 .5 6 9 .5 131 *49 27 22 ?9 132 *41 22 19 83 6 9 .5 133 3 8 53 -1 5 6 9 .5 135 *40 19 21 95 135 50 58 - 8 33 33 136 2 *4 3 2 - 8 33 33 137 1 7 1 *4 3 8 .5 138 36 *42 - 6 25 139 *40 29 11 *47.5 2 9 .5 iL o 23 3 0 - 7 2 9 .5 1 U1 } 2 2*4 8 33 l {|2 *4l 2S 17 78 1*43 39 16 23 102 1 * 4 * 4 61 26 3 5 1*45 5 5 29 26 113 1*46 51 *4l 10 *42 1*47 52 39 13 59 T al5 5 7 * 0 * 7 .3 p» . 00003 APPENDIX E INTER-CORRELATIONS BETW EEN ISA VARIABLES 2i|0 TABLE 3 6 INTER-CORRELATIONS BETWEEN ISA VARIABLES FOR ALL PAIRS A S AA MSV U SP AR G SC S I T o ta l U N D E R A C H I E V E R S A .Ok .0 6 .1 9 .1 2 - . 0 9 .1 1 .0 9 .1 6 S .2 8 .0 5 .1 2 .3 5 .2 1 .12 •k ? .5 8 AA .0 7 • k l • 22 .0 9 .1 3 .5 7 MSV .Olj - . 0 2 .0 8 .0 7 .0 1 .0 9 .1 7 U . 1*1 .2 8 .2 8 •3i* .3 7 SP .1 9 • Ik .5? • 2k , 6h AR .1 3 .3 3 .1 9 •5 o G .1 3 .1 6 •314 SC .2 5 .6 0 S I A C H I E V E R S A .00- -.0 9 - . 0I4 .I k .1 0 .1 0 - .0 1 .1 6 S • I jl .0 9 .1 9 .3 3 .2 6 .0 7 .62 AA .0 9 .2 3 .3 8 .2 3 .0 0 .3 3 .2 3 .5 0 MSV U - .0 0 -31 - . 11* .6 0 - .0 3 .0 5 .32 .0 2 .5 0 :8 SP .3 2 • Ik .3 8 .6 5 AR .1 5 • k9 .5 0 .7 5 G .1 6 .2 1 .2 5 SC .3 7 .7 7 S I .6 1 2 i|l TABLE 37 INTER-CORRELATIONS BETWEEN ISA VARIABLES FOR GIRLS A S AA MSV U SP AR G SC S I T o t a l U N D E R A C H : I E V E R S A .1 9 - . 0 0 - 1 ? .2 2 - .0 3 .1 2 .0 3 .2 0 3 .1 8 .2 6 .3 6 .3 0 .3 2 .0 7 .7 0 A A .Olj .3 1 .3 1 .2 0 -•O I4 .2 3 - . 0 6 .3 5 M SV .0 9 .0 3 .1 3 - .0 3 .00 .1 3 U .3 0 • 31( .1 3 .3 6 .2 9 • 66 SP .1 2 .1 1 .5 0 • 08 .5 5 AR - . 0 8 .3 3 .1 9 • 5 5 G .2 6 - . 0 1 .2 6 SC .1 3 • 80 SI .3 8 A C H I E V E R S 1 A - . 2 0 - .3 9 • 00 - .0 3 - . 1 8 •? ? .0 8 - . 0 5 S . 1(6 .0 0 .5 2 .3 9 •i|6 .1 6 .7 2 AA - .0 4 •4 4 .3 9 .2 9 . 0I4 .3 0 .1 7 . 4 6 M SV - .2 9 - . 1 8 - .1 3 - . 1 3 .1 5 - . 1 0 .0 5 U .6 8 .6 0 .2 7 .6 7 .6 1 .8 8 SP .3 1 .1 7 •Uo •4 5 • 66 AR .1 2 .6 2 .4 0 .7 7 G .16 .3 7 .2 9 SC • 44 • 8I4 SI 2 i\2 TABLE 38 INTER-CORRELATIONS BETWEEN ISA VARIABLES FOR BOYS A S A A MSV u SP AR G SC S I T o ta l U N D E R A C H I E V E R S A - . 0 2 .1 2 .2 3 - . 0 2 • 09 .1 3 .1 9 S .3 7 .Oij .0 6 .2 8 .1 6 .1 5 .5 1 AA .1 3 .2 7 .4 5 .2 9 .1 7 .5 1 .3 0 •64 M SV .0 2 - .0 3 .0 6 .1 2 .0 5 .0 7 .1 7 U •1|6 .2 7 •3i| .3 8 .5 8 SP .2 5 .2 0 .6 0 .3 6 .6 8 AR .2 6 .3 6 .2 3 .5 8 G .0 6 .2 8 .3 8 SC .3 6 .8 0 S I .5 7 A C H I E V E R S A .1 1 .0 8 - . 0 7 .1 7 .1 8 . l l | - .0 7 S .3 8 .0 5 .1 0 , 1|0 .2 0 .0 2 .6 0 AA .0 8 .3 0 .4 4 .3 2 .1 0 . 1 | 1 | •3 l| .5 ? MSV -.O il - .0 3 - . 2 0 • Ol| - . 0 0 .0 3 .0 4 U .3 8 .5 9 .2 5 .2 2 .4 6 .6 1 SP .3 9 .0 9 .5 7 .4 5 .7 3 AR .2 0 .4 4 .5 2 .7 5 G .1 6 .2 2 • 2 5 SC .43 .7 6 SI .6 5 21|3 TABLE 39 INTER-CORRELATIONS BETWEEN ISA VARIABLES FOR GRADES THREE AND FOUR A S AA MSV U SP AR G SC S I T o t a l U N D E R A C H I E V E R S A ■ • o u> - . 1 2 •3i# .01* - . 2 3 - . 0 1 .1 8 .0 1 S .1 0 - . 1 0 - .0 7 .2 7 •x7 .0 0 .1*3 AA - . 0 1 .2 5 .2 6 .1,6 - . 0 5 •3 5 .2 7 .5 1 MSV - .0 3 - . 0 0 -.11* .2 5 - . 0 5 - . 1 0 .0 9 U • 35 .2 0 .3 2 .1*1 .3 0 • 53 SP .1 2 .2 1 .5 9 . 31* . 6h AR .1 5 . 1*0 .2 6 • 60 G .1 5 .1 0 .3 5 SC .5 9 . 81* S I .5 5 A C H I E V E R S A .0 6 - . 0 8 .1 3 .3 1 .1 7 .0 8 .1 3 .2 6 s .2 8 .2 6 .0 3 • 17 .1 9 ' - .0 6 .6 2 AA .0 9 - . 0 7 .3 5 - . 0 9 - .0 9 .1 8 - . 0 1 .2 9 MSV - . 0 7 - . 0 8 - . 1 7 - .1 1 .0 5 - . 1 2 .1 3 U .23 • 1 *1 * .0 3 .1 9 .1 2 • 50 SP .1 5 - .0 3 .1 9 .5 6 AR .1 1 •1 *1 * .2 9 .6 8 G - . 1 5 .09 . 01* SC .1 6 .63 S I •3m TABLE 40 INTER-CORRELATIONS BETWEEN ISA VARIABLES FOR GRADES FIVE AND SIX A S AA MSV U SP AR G SC S I T o ta l U N D E R A C H I E V E R S A • 10 .1 3 • 23 .1 9 .0 8 -li# - . 1 0 .2 6 S .1 3 - . 0 1 .1 1 .31* .1 1 .1 3 AA • 03 .3 0 . Ik - . 0 0 .1*5 - . 1 1 .1*6 MSV .0 5 - . 0 8 .2 2 - .1 5 - .0 3 .2 0 .1 4 U .3 6 .21* .1 2 .23 .2 6 .5 3 SP .1 3 - .0 2 .5 9 .1 2 .6 3 AR .1 2 .2 1 .0 7 G .2 0 .0 5 .3 2 SC .0 9 .8 0 S I .3 7 A 1 C H I E V E R S A .0 0 - .0 3 - . 0 0 .0 8 .2 0 .3 0 .0 9 .3 1 S • Si* .0 6 .2 7 .1 9 •141 .6 8 AA • 05 .2 7 .3 9 .2 7 • 06 •ii3 .1 8 .5 6 MSV - . 0 8 - . 2 1 - . 2 8 - .2 1 .0 8 - . 0 2 .0 0 U .3 5 • 66 .3 0 .3 9 .5 0 • 6 6 SP .1*2 .3 3 • ? 3 .5 5 .7 1 AR .1 7 • ^ 2 .5 0 .7 2 G .314 .2 8 •h 2 SC .5 3 .8 2 S I .6 9 245 TABLE ifl INTER-CORRELATIONS BETWEEN ISA VARIABLES FOR GRADES SEVEN AND EIGHT A S AA MSV U SP AR G SC S I T o ta l U N D E R A C H I E V E R S A • Oi| .Oil .1 7 -.114 .1 9 .1 7 .2 2 S .6 0 .2 8 .2 9 •43 • 2i| .4 8 •7 4 AA .2 1 .5 0 .5 2 4 9 .3 3 .5 0 .7 3 M SV .1 1 .0 3 .1 0 .0 7 .0 7 .1 5 .2 5 U • 54 .3 6 .3 8 .7 0 .7 1 SP .3 3 .2 6 .5 8 .3 5 .6 8 AR .2 5 .5 3 .8 2 G .0 5 .4 5 • 3 ? SC .2 1 .7 6 S I .6 1 A C H I E V E R S A - . 1 6 - • 0 9 - . 2 6 - .1 3 - .1 9 - . 21* - .2 3 - . 2 0 S .3 8 - . 0 8 .2 8 • 1»3 4 1 - . 1 9 .6 1 AA .0 9 .6 2 .i|3 .5 9 .3 0 .3 7 .5 8 • 7 ? - MSV .2 4 .2 0 .1 0 .2 6 .0 4 .2 1 ' 2\ U .$ 2 .6 3 .3 1 • ? 2 • 7 f .7 8 SP .3 5 .0 9 •4 4 •3 4 .6 7 AR .2 3 .5 9 • P f .8 3 G .2 1 .2 6 .2 8 SC .2 7 .7 3 S I .6 5 TABLE 42 INTER-CORRELATIONS BETWEEN ISA VARIABLES FOR L O W ABILITY SUBJECTS A S A A MSV u SP AR G SC SI T otal U N D E : r a c h : I E V E R S A - • O I4 - • 05 - .2 0 . 0J 4 - .3 3 .28 -.0 7 .06 S .31 .27 .01 .3 5 .10 •1*7 •Ui AA •47 . 1*6 .73 .66 •V? • 66 • k k .03 MSV .09 .20 .13 .12 .3 1 .06 .37 U .33 .57 .$ 8 •25 .5 9 SP .58 •1|6 . 6I 4 •5o .73 AR .30 .7 5 .55 .85 G .3 0 .35 .57 SC .71 .88 S I • 6i| A C H I E V E R 1 A - .1 2 - .1 9 - .3 7 .3 9 .22 .61 .11 . 4J 4 s .22 .3 6 .21 .0 6 -.1 3 .01 .47 A A .30 - .1 0 .1 6 - . i 5 -.J»9 .15 .31 MSV - .3 5 - .0 3 - .7 0 -•3 2 • 06 - .1 1 -.1 3 U .0 $ .52 - .0 6 .3 6 .52 .62 SP .12 - .2 8 •i*5 .52 .56 A R - .0 7 .1 8 .35 G < -.1^9 - .2 6 - .2 8 SC .69 .76 SI .80 247 TABLE 43 INTER-CORRELATIONS BETWEEN ISA VARIABLES FOR AVERAGE ABILITY SUBJECTS A S AA MSV u SP AR G SC S I T o ta l U N D E R A C H I : E v E R S A .10 .09 .24 .11 -.0 1 .12 .0 5 .24 S .3 5 .02 .1 5 •37 .2 4 .06 .46 .6 2 AA .05 .3 8 .44 .21 m li .23 .5 8 MSV .11 .0 3 .1 3 .0 8 •06 .07 .21 U .3 7 .22 .24 •3 2 .53 .5 8 SP .1 5 .1 7 .54 • 3 * • 63 AR .08 .27 .16 .5 1 G .1 3 .24 .3 3 SC .3 5 .80 S I .55 A C H I E V E R S A - .0 3 - .1 8 - .0 6 .11 .01 .02 - .0 2 .09 S • 42 .1 0 .2 3 .3 9 .26 .12 .64 AA .02 .24 .4 1 .20 .16 .2 8 .1 7 .46 MSV .0 3 - .1 2 - . 0 9 - .0 1 .10 .04 .1 3 U .3 6 • 64 .12 .3 5 .5 0 .68 SP .3 1 .2 3 .(45 .33 • 64 AR .20 .4? .52 •7 ? G .34 .2 8 .3 6 SC .3 0 .7 7 S I .5 8 TABLE kk INTER-CORRELATIONS BETWEEN ISA VARIABLES FOR HIGH ABILITY SUBJECTS A S AA MSV U SP AR G SC SI T o ta l U N D E R A c h : I E V E R S A - .1 1 - .0 2 .27 .16 -.3 7 - .OI4 . 21* - .1 0 S - .0 8 .06 . o k .25 .10 .1 5 .53 AA .07 .03 -.1 6 .31* -.li* -.3 5 -.1 1 .16 MSV -.1 7 - . 2 1 4 -.0 7 - .0 0 -.2 7 .15 -.oil U .50 .35 .39 .23 .22 .58 SP .08 .06 .62 .11 .51* A R .35 .32 .31 .72 G .08 • O I4 .39 SC .03 .70 SI . 1*1 A C H I E V E R £ t A .19 .20 .15 .12 .26 .17 - .0 5 .29 s .*43 - . l i t .21 .29 • 1 * 1 * -.0 3 .67 AA .20 , k o .53 .17 .1*4 •1*9 .69 MSV .06 .07 - .1 0 .08 -.1 9 .00 .02 U .65 .53 .31 *19 .43 • 61| SP .51 .07 .ao • 51 .73 AR .08 .67 .51* .85 G -.0 3 .29 .16 SC . 1*8 .76 SI .69 APPENDIX P ITEM ANALYSIS 250 TABLE 1*5 ITEM ANALYSIS OF RESPONSES THIRD GRADE GIRLS (N ■ 1 0 ) Number o f " L ik e Me” R eaponaea Item D e v ia tio n number U n d e r a c h ie v e r s A c h ie v e r s s c o r e 1 6 2 I I 4 2 % 8 6 2 7 3 8 3 9 6 10 5 n 4 12 1 13 3 1 15 3 16 3 17 3 18 4 19 2 20 8 21 7 22 5 23 3 24 2 2 5 10 26 5 27 4 28 8 29 6 30 2 31 0 32 3 33 4 34 35 a 36 o 37 5 38 4 7 1 ? 1 * o 2 1 * -2 7 - 1 1 1 4 - 1 6 -3 6 0 6 1 l 3 l 0 7 4 5 4 4 1 l 2 5 2 5 - 1 4 2 8 0 6 - 1 8 3 7 -4 1 * -2 9 - 1 10 5 1 0 6 8 0 10 - 4 0 -2 0 0 k 1 1 3 0 3 9 5 0 o 9 4 0 4 TABLE ^ - - C o n t i n u e d 251 Number o f " L ik e Me" R e sp o n se s Ite m D e v ia tio n num ber U n d e r a c h ie v e rs A c h ie v e r s s c o r e 39 4 2 2 5 ° 8 7 -1 4 l 10 10 0 42 7 10 3 43 6 10 4 5 9 4 45 6 2 4 46 5 3 2 h i 7 9 2 48 l 1 0 1*9 6 10 4 5o 3 8 5 51 2 0 2 52 5 0 5 53 3 0 3 54 55 2 1 1 5 2 3 56 9 9 0 57 5 9 4 58 6 3 1 59 4 8 4 60 8 4 4 61 2 4 -2 62 5 3 2 63 9 7 -2 64 3 1 2 3 0 3 66 6 2 4 67 4 0 -4 68 1 1 0 69 7 3 -4 70 3 1 2 71 7 2 5 72 4 4 0 73 7 3 4 74 10 10 0 75 9 10 1 76 7 10 3 77 4 6 -2 78 9 8 1 79 5 4 -1 TABLE 4 5 - C o n tin u ed 2$2 Number o f "L ik e Me" R e sp o n se s Item D e v ia tio n number U n d e r a c h ie v e r s1 A c h ie v e r s s c o r e 80 5 5 0 81 6 1 5 83 9 9 0 83 9 2 7 81* 5 0 5 8? 7 5 - 2 86 7 9 2 87 8 2 6 88 9 10 1 89 5 2 3 90 4 1 3 91 7 7 0 92 6 1 5 9? 6 4 2 94 7 8 1 0 9 3 96 6 7 1 9 5 -4 98 8 10 2 99 8 8 0 100 7 9 2 TABLE ij 6 2$3 ITEM ANALYSIS OF RESPONSES FOURTH GRADE GIRLS (N 3 6 ) Number o f ”L ik e Me" R e sp o n se s Item D e v ia tio n number U n d e r a c h ie v e r s A c h ie v e r s s c o r e 1 2 2 0 2 3 3 0 3 2 5 3 5 1 3 -2 5 5 0 o l 0 1 7 h 1 3 8 5 1 3 9 2 5 2 10 5 5 -1 n l l 0 12 5 l 5 13 l 2 1 lit 3 3 0 15 5 5 0 16 3 l 2 17 3 2 -1 18 3 1 2 19 2 3 1 20 3 5 2 21 3 5 2 22 5 5 1 2? 5 l 3 25 3 l 2 25 6 6 0 26 k 5 1 27 1 5 5 28 3 3 0 29 3 5 -1 30 3 2 -1 31 1 1 0 32 3 3 0 33 2 1 1 35 2 0 2 35 0 5 5 3b 3 0 3 37 2 3 1 3 8 2 1 1 TABLE 1*6--C o n tin u e d Ite m num ber Number o f " L ik e He” R e s p o n s e s D e v i a t io n s c o r e U n d e r a c h ie v e r s A c h ie v e r s 39 2 1 1 So 1 * 5 1 S1 5 6 1 42 2 k 2 f t 2 6 k kk 1 1 4 3 k5 1 | 1 3 S6 6 3 1 S7 1 * 3 -1 ha 5 0 5 k9 S 3 -1 50 1 3 2 51 3 0 3 £2 s 0 3 1 2 5k 0 0 0 55 3 1 2 56 5 k -1 57 S 5 1 58 3 2 1 59 5 6 1 60 s 3 1 61 3 1 2 62 6 2 4 63 i* 6 2 6 1 | 1 0 1 65 2 l 1 66 1 4 2 2 67 2 0 -2 68 2 0 2 69 2 3 1 70 0 0 0 71 3 3 0 72 2 2 0 V 3 1 2 7k 5 6 1 75 5 6 1 76 5 6 1 77 2 ii -2 78 5 3 2 79 l 2 1 TABLE I 46— C o n tin u ed 255 Ite m number Number o f " L ik e U n d e r a c h ie v e r s Me" R e sp o n se s A c h ie v e r s D e v ia tio n s c o r e 80 2 3 1 81 1 0 1 82 4 6 2 83 2 4 - 2 81* 2 0 2 8 5 2 3 1 8 6 2 5 3 87 3 2 1 88 4 5 1 89 3 2 1 9 0 1 0 1 91 3 2 -1 92 2 1 1 V 3 1 2 94 2 6 4 9 5 2 4 2 9 6 1 * 4 0 97 2 2 98 99 10 0 1 jl 6 0 2 2 256 TABLE 4 7 ITEM ANALYSIS OF RESPONSES FIFTH GRADE GIRLS (N « 8) Num ber o f ’’L ik e Me” R e s p o n s e s Ite m D e v i a t io n num ber U n d e r a c h ie v e r s A c h ie v e r s s c o r e 1 1 2 1 2 6 6 0 I 4 1 2 4 -2 -3 5 6 3 2 6 2 2 0 7 3 4 -1 8 2 3 -1 9 7 3 - 4 10 6 0 0 11 3 l 2 12 1 0 1 2 4 2 l 4 2 3 1 15 i| 4 0 16 1 1 0 17 1 4 3 18 4 2 2 19 1 4 20 £ 6 1 21 4 8 4 22 6 7 1 2 } 1 1 0 24 2 1 1 25 7 8 1 26 5 6 1 27 6 7 1 28 6 4 -2 29 6 6 0 30 3 2 - 1 31 0 2 ->2 32 4 4 0 33 4 2 2 34 4 0 4 3 $ 7 4 -3 36 2 1 1 37 3 5 2 257 TABLE 4 7 — C o n tin u ed Item number Number o f "L ik e U n d erac h iev e rs Me" R esponses A c h ie v e rs D e v ia tio n sc o re 30 3 1 2 39 4 6 - 2 4 0 4 6 2 I * 1 3 7 - 1 7 6 - 1 w 5 7 2 44 5 5 0 6 1 5 46 6 4 2 |*7 6 7 1 48 1 0 1 49 2 5 3 50 2 2 0 51 0 0 0 52 5 0 5 53 3 1 2 54 U 3 0 3 2 i ••1 1 57 58 59 1 4 2 -2 -1 60 3 1 61 3 3 0 62 6 2 4 63 5 6 1 64 2 2 0 4 2 2 66 3 2 1 0 2 2 68 1 1 0 69 4 5 1 70 3 2 1 71 3 2 1 72 4 4 0 7? 4 3 1 74 7 0 1 7? 8 3 76 4 7 1 77 5 -1 2£8 TABLE if7 -•C o n tin u e d Number o f " L ik e Mei" R e s p o n s e s Ite m D e v ia tio n num ber tJ h d e r a c h ie v e r s A c h ie v e r s s c o r e 78 7 7 0 79 4 5 1 80 2 l -1 81 6 3 3 62 4 8 4 8? 4 3 3 1 04 0 3 8I 4 5 1 86 3 7 4 87 2 3 - l 88 7 7 0 89 2 2 0 90 3 2 i 91 6 4 -2 92 3 4 -1 9? 2 4 -2 94 5 6 1 95 5 4 -1 96 3 2 97 6 L -2 98 6 6 0 99 5 5 0 100 5 8 3 259 TABLE 4 6 ITEM ANALYSIS OF RESPONSES SIXTH GRADE GIRLS (N ■ 1 0 ) Number o f " L ik e Me " R e s p o n s e s Ite m num ber D h d e r a o h le v e r s A c h ie v e r s D e v ia tio n s c o r e 1 3 5 2 2 4 5 1 3 k 8 4 4 3 l 2 5 6 10 2 6 2 1 1 7 6 9 8 2 i 3 0 0 10 7 -1 n 3 1 2 12 2 0 2 13 2 3 1 14 2 5 3 15 5 4 -1 16 5 5 0 17 3 2 - l 18 4 1 3 19 i 1 0 20 7 6 1 21 7 6 -1 22 o 7 1 23 2 2 0 24 2 1 1 25 10 10 0 26 27 26 7 I 8 I 1 0 0 29 5 8 -3 3 0 5 3 - 2 31 2 2 0 32 6 6 0 33 4 3 1 34 2 0 2 3 ? 4 5 1 3 6 3 l 2 37 3 7 4 260 TABLE 4 8- -C o n tin u e d Ite m num ber N w tber o f " L ik e Me U n d e r a c h ie v e r s " R e sp o n se s A c h ie v e rs D e v ia tio n s c o r e 3 8 3 2 1 3 9 6 7 - 1 k ° 6 5 - 1 k l 9 10 1 5 9 1 * 6 10 k 1*5 3 7 k 3 0 3 8 5 1 * 5 9 5 i|0 0 l -1 49 5 7 3 50 0 5 5 51 3 2 1 52 k 5 -1 2 2 0 55 § 2 1 7 0 * 2 -3 -1 57 0 7 1 58 5 2 3 59 7 9 2 60 2 3 — i 6 l 5 0 k 62 5 3 2 63 8 9 1 64 5 2 2 6$ 1 1 0 66 3 5 - 2 67 0 0 0 68 3 0 3 69 5 5 0 70 3 0 3 71 3 6 -3 72 5 k 0 7 ? 3 5 - 2 I k 8 9 1 75 8 9 1 76 10 10 0 77 2 6 -5 Z9 60 81 82 83 ai* 8 5 86 87 88 89 90 91 92 V 4 96 97 98 99 2 6 l TABLE ii8— Continued Number o f " L ik e Mo” R e s p o n s e s D e v ia tio n U n d e r a c h ie v e r s A c h ie v e r s s c o r e 7 8 -1 3 7 1 1 0 k 5 -1 3 8 0 k 1 n 2 2 6 7 1 7 9 2 0 7 -1 8 8 0 k 3 1 2 2 0 7 5 -2 k 5 -1 k 5 -1 2 7 £ 6 7 1 6 a •2 6 6 0 6 10 4 9 9 0 8 10 2 262 TABLE 99 ITEM ANALYSIS OF RESPONSES SEVENTH GRADE GIRLS (N s 1 2 ) Number o f wL lk e Mg1 ' R e sp o n se s Ite m D e v ia tio n num ber I f tid e r a c h le v e r s A c h ie v e rs s c o r e 1 6 2 -9 2 3 I 6 5 l - l 9 3 6 -3 5 11 12 1 6 2 2 0 7 6 9 2 6 8 2 6 9 a 8 0 10 7 10 3 11 5 3 2 12 0 0 0 13 2 7 5 19 5 7 2 15 5 8 3 16 3 9 -1 17 9 7 3 18 7 1 6 19 2 6 9 20 10 11 l 21 7 11 9 22 o 11 5 23 1 2 - l 29 9 0 9 25 12 12 0 26 6 10 2 27 10 9 -1 28 6 o 0 29 7 6 1 30 9 6 2 31 3 2 1 32 7 8 1 3? 0 1 5 39 3 1 2 3 5 5 9 9 36 3 1 2 37 6 9 3 263 TABLE 4 9 " " C on tin u ed N tn b o r o f " L ik e Me" R e s p o n s e s Ite m D e v ia tio n num ber O b d e r a c h le v e rs A c h ie v e r s s c o r e 38 5 0 5 39 s 7 ■3 So 7 11 1 4 S1 12 12 0 S2 6 11 5 S3 9 12 3 I t 5 5 7 8 1 7 * 0 k7 0 10 k S8 3 0 3 5 10 5 $0 1 9 8 51 5 l 1 4 3 52 L 1 0 2 S 5S 55 1 0 l 6 h 2 56 7 k "3 $ 1 7 10 3 58 5 6 - 1 9 10 1 60 5 k 3 1 6 i 5 1 62 7 s 3 63 8 10 2 6L 2 0 2 65 i4 2 2 66 6 6 0 67 6 l - 5 68 i 2 2 69 10 11 1 70 j* 1 4 0 71 3 1 72 6 1 * 6 0 7? 1 4 0 7U 12 11 - 1 12 12 0 76 7 11 k 77 5 3 2 TABLE 4 9 — C o n tin u ed 264 Ite m num ber Number o f " L ik e Me" R e s p o n s e s D e v ia tio n s c o r e U n d e r a c h ie v e r s A c h ie v e r s 76 9 11 -2 79 3 7 4 60 5 11 0 81 7 5 2 82 10 12 2 83 6 6 0 84 1 0 1 7 10 3 86 8 9 1 87 6 0 0 88 10 11 1 89 8 6 2 90 4 2 2 91 8 6 -2 92 $ 3 2 9? 0 5 1 94 7 11 4 95 9 10 1 96 7 5 - 2 97 7 10 3 98 10 12 2 99 9 12 3 100 12 2 0 265 TABLE 50 ITEM ANALYSIS OF RESPONSES EIGHTH GRADE GIRLS (N « J|) Number o f wL lk e Me” R e sp o n se s Item D e v ia tio n nunber U h d e r a c h ie v e r s A c h ie v e r s s c o r e 1 2 1 -1 2 4 2 -2 3 0 2 2 4 l 2 -1 4 4 0 6 l 0 1 7 0 i -1 8 i 0 1 9 2 3 1 10 4 4 0 11 0 0 0 12 1 0 1 13 0 4 4 14 2 3 l 1? 0 1 l 16 0 0 0 17 1 3 2 18 1 l 0 19 1 3 2 20 4 4 0 21 22 3 2 1 1 23 1 0 1 24 1 0 1 25 4 3 -1 26 4 4 0 27 3 3 0 28 3 1 29 4 3 1 30 3 1 -2 31 1 - 1 32 4 4 0 3? i - 1 34 l 0 1 35 2 2 36 l 0 1 37 3 2 -1 266 TABLE 5 0 — C o n tin u ed Ite m num ber N tv b e r o f " L ik e tf tid e r a c h ie v e r s He" R e s p o n s e s A c h ie v e r s D e v i a t io n s c o r e 38 2 1 1 39 1 3 -2 (*° 1 + U 0 k l 1 + 1 * 0 3 2 0 2 1 + 4 51 3 3 0 0 0 0 {*6 2 3 - 1 3 1 + 1 1 0 1 1+ 9 1 1 + 3 50 0 1 + 1 + 51 1 0 1 52 1 1 0 53 0 1 - 1 5 1 + 1 0 1 55 3 2 1 56 1 2 1 57 3 2 - 1 58 3 1 2 59 2 1 + 2 60 2 0 2 6 l 1 0 1 62 3 1 2 63 3 i+ 1 61+ 0 0 0 65 1 0 1 66 1 2 -1 67 0 0 0 68 0 0 0 69 3 2 -1 70 1 0 1 71 1 2 -1 72 1 1 0 V 1 2 -1 7k 3 3 0 75 1 + i+ 0 76 1 1 + 3 77 2 1 1 TABLE 5 0 --C o n tin u e d 267 Number o f " L ik e Me" R e s p o n s e s Ite m D e v ia tio n num ber U n d e r a c h ie v e rs A c h ie v e rs s c o r e 78 2 3 - 1 79 2 3 1 60 0 3 3 81 2 1 1 82 2 3 1 8? 3 2 - 1 8M 0 0 0 Q5 a 0 8 6 k a 0 87 2 1 1 88 1 4 a 0 89 1 2 - 1 90 0 0 0 91 1 4 2 - 2 92 1 1 0 2 a - 2 5 a 0 95 1 3 2 96 3 3 0 97 3 ,3 0 98 3 a 1 99 a 2 - 2 100 3 a 1 266 TABLE 51 ITEM ANALYSIS OF RESPONSES THIRD GRADE BOYS (N = 2 3 ) Number o f " L ik e Me" R e a p o n se a Ite m D e v i a t io n num ber U n d e r a c h ie v e rs A c h ie v e ra a c o r e 1 11 10 -1 2 17 16 -1 3 15 16 2 5 13 9 5 5 17 21 5 6 7 2 5 7 9 3 6 8 7 6 l 9 18 22 5 10 20 19 - l n 7 7 0 12 5 1 3 1? 9 15 6 i5 11 -2 15 15 10 -5 16 7 6 1 17 12 15 3 18 5 8 "3 19 9 10 1 20 12 20 8 21 17 17 0 22 13 21 8 23 12 7 5 2{l 7 3 5 2 5 22 21 - l 26 18 16 -2 27 17 i5 -3 28 15 3.5 -1 29 17 18 -1 30 8 5 -5 31 6 5 i 32 17 17 0 33 13 5 9 35 7 2 . 5 3? 11 17 5 6 36 11 6 37 11 15 3 TABLE 5 1 — C o n tin u ed 269 Number of ”Like M e” Responses Item D eviation number Uhderachievers Achievers score 38 ?9 5° 17 k i 4 * 18 11 11 i*6 6 h i 22 k9 i£ 50 10 51 7 52 8 10 5k 2 55 11 56 18 H U| 58 11 59 15 60 13 61 12 62 13 63 17 64 8 65 8 66 16 67 6 68 9 69 15 70 7 71 13 72 13 7? 13 I k 19 7§ 1 9 76 18 77 11 5 0 16 2 21 1 4 22 3 19 5 23 5 15 £ 11 0 6 0 18 -k 2 5 16 0 18 8 1 6 3 5 1 9 2 0 2 9 20 2 18 k 6 5 20 5 10 3 7 5 7 0 18 1 I I 9 7 2 3 6 13 -2 3 ( 4 9 ij 10 3 7 6 22 3 23 k 21 3 8 3 TABLE 5 l- - C o n t ln u e d 270 Number of 1 1 Like M e” Responses Item D eviation number Underachievers Achievers score 78 15 22 -7 79 15 15 -1 80 12 11 -1 81 13 7 6 82 20 22 2 83 16 13 3 & 6 3 3 21 7 86 15 21 7 87 13 11 2 88 16 20 1 4 89 10 7 3 90 9 5 5 91 15 13 -2 92 10 5 5 93 10 7 3 95 16 18 2 95 15 18 3 96 l i -1 97 14 16 2 98 17 23 6 99 18 20 2 100 22 20 -2 2 71 TABLE 52 IT E M ANALYSIS O F RESPONSES F O U R T H G R A D E B O Y S (N ■ 13) Nunbar of 1 1 Like M e” Responses Item Deviation number underachievers Achievers score 1 3 4 1 2 I 11 7 3 10 2 -1 0 ~3 % 11 12 1 6 2 1 1 7 3 6 -3 8 3 3 0 9 10 10 0 10 12 10 -2 11 3 3 0 12 4 3 1 13 8 7 -1 14 2 7 5 1? 6 0 0 16 3 3 0 17 8 7 -1 18 6 2 4 19 6 7 1 20 10 10 0 21 8 10 2 22 11 11 0 23 2 0 2 24 3 1 2 25 11 13 2 26 6 12 6 27 9 9 0 28 0 3 -3 29 8 7 1 30 3 2 -1 31 8 3 5 32 9 12 3 33 7 5 2 34 5 0 5 3$ 3 5 2 36 6 1 5 37 5 7 2 272 TABLE 52— Continued Number o f 1 1 L ik e Me" R e sp o n ses Item D e v ia tio n nu nb er U n d e r a c h ie v e r s A c h ie v e r s s c o r e 0 4 6 0 13 13 3 12 3 12 2 10 4 5 1 4 4 13 4 2 2 11 2 10 4 2 1 2 2 1 1 2 0 1 4 10 - l 6 3 5 3 9 -1 7 0 1 7 1 2 10 0 0 2 1 4 2 2 0 -3 2 1 6 -1 0 5 3 1 6 0 3 l 12 3 13 2 13 3 5 0 I TABLE 52— C o n tin u ed 273 Member o f "Like M e1 1 Responses Item D eviation number ttaderachievere Achievers aoore 78 12 13 -1 V 6 5 -1 80 10 7 -3 81 4 4 0 82 10 12 2 8? 6 4 2 84 3 2 1 8 5 11 11 0 86 5 12 7 87 8 4 4 88 8 12 4 89 3 2 l 90 4 1 3 91 7 7 0 92 5 2 3 93 5 2 3 94 ? 9 0 96 o 6 9 10 ? 97 4 10 o 98 10 12 2 99 5 12 7 100 12 13 1 TABLE 53 IT E M ANALYSIS O F RESPONSES FIFTH G R A D E B O Y S (N = 23) Number o f "Like M e" Responses Item number Underachievers Achievers D eviation score 1 9 8 -1 2 3 12 13 2 - 5 5 8 7 l % 19 0 6 5 3 1 7 7 6 1 0 8 5 5 9 16 17 l 10 15 20 5 n 6 7 l 12 5 9 5 0 i 5 5 Ill 6 10 2 15 10 12 2 16 6 9 -3 17 15 9 -5 18 7 9 -2 19 7 10 3 20 20 -1 21 10 16 6 22 17 21 5 2 } 5 7 -2 2 5 8 5 , 5 25 22 22 0 26 17 21 5 2 Z 18 i 2 8 9 8 - l 29 15 16 - l 30 7 7 0 31 9 o 15 3 32 13 1 33 11 5 6 3 5 6 l 5 3? 11 13 2 36 9 2 7 37 9 13 5 275 TABLE 53— C o n tin u ed Item nunber Number o f "L ike U b d e r a c h le v e r s He" R e sp o n ses A c h ie v e r s D e v ia tio n s o o r e 38 8 5 k 39 12 7 kO 18 18 0 i*i 22 23 1 5 2 16 18 2 17 18 1 10 16 6 5? 7 k 3 56 ik 13 1 57 15 19 5 58 8 5 3 i»9 10 15 5 50 5 17 13 51 k 3 1 52 5 5 0 9 l 8 56 3 6 -3 55 13 5 8 56 13 19 6 57 10 11 1 58 9 10 -1 59 16 19 3 6o 12 9 3 6l 11 8 3 62 16 10 6 63 l 6 17 1 £5 5 7 *2 65 11 3 8 66 3 10 -7 67 8 k 68 8 2 6 69 10 15 5 70 9 5 5 71 9 8 i 72 15 12 3 9 12 -3 75 18 20 2 20 21 1 7o 20 22 2 77 8 5 3 276 TABLE 53— C o n tin u e d Number o f " L ik e Me1 1 R e sp o n se s Item D e v ia tio n number U h d e r a c h ie v e r s A c h ie v e r s s c o r e 78 22 20 2 79 11 16 80 12 13 81 13 8 82 20 21 83 12 9 3 2 85 15 1? 86 15 lb 87 12 8 88 18 19 89 11 6 90 5 5 91 12 15 92 10 7 93 10 7 9i| 15 18 95 17 18 96 19 15 -4 97 12 i t 2 98 20 20 0 99 16 15 -1 100 20 22 2 277 TABLE S k ITEM ANALYSIS OF RESPONSES SIXTH GRADE BOYS (N ■ 1 3 ) Number o f " L ik e Me” R e sp o n se s Item D e v ia tio n number U n d e r a c h ie v e r s A c h ie v e r s s c o r e 1 2 I 7 8 9 10 11 12 13 3 16 17 18 19 20 21 22 23 21 21 1 1 29 30 31 32 M 36 37 6 9 7 13 1 5 5 11 10 7 2 8 6 7 12 1 3 2 9 11 1 0 7 8 9 1 9 I I I 8 10 0 1 13 12 11 I 0 1 I I 3 1 9 6 4 3 -1 0 2 3 -2 -1 6 2 - 1 2 2 6 3 2 1 2 I 0 6 -2 3 7 0 3 3 1 TABLE 5 4 - - C o n tin u ed 278 Item number Number o f "L ik e U n d e ra c h ie v e rs Me" R esponses A c h ie v e rs D e v ia tio n s c o re 38 8 1 7 & 10 7 3 5 ° 12 9 3 11 12 1 5 9 4 3 10 7 p I 10 I 0 2 2 47 10 12 2 40 5 1 4 49 jj 9 5 50 6 7 l 51 6 1 5 52 8 it 4 53 8 3 5 54 2 0 2 55 7 3 4 56 5 4 - l 3 7 4 I 50 59 9 7 o 11 60 7 4 3 6 1 62 63 S 8 3 2 12 I 64 6 1 5 $ 5 1 L 66 10 6 4 67 7 0 -6 68 69 5 l 4 8 6 0 70 8 3 5 71 6 7 - I 72 10 4 6 73 7 5 2 74 11 13 2 7 ? 11 12 1 76 12 12 0 77 5 2 3 TABLE - - C o n tin u ed 279 ItO tt nu nb er Nunber o f " L ik e Me" R e sp o n ses D e v ia tio n s c o r e O tad erach levers A c h ie v e r s 7 8 12 11 1 7 9 7 3 - 4 8 0 7 6 - l 81 9 5 4 82 11 11 0 83 9 3 6 8k 5 2 3 85 9 10 1 86 o 8 2 8 7 9 4 5 8 8 11 13 2 8 9 8 2 6 9 0 | 1 4 91 6 7 l 9 2 8 6 2 93 6 2 6 94 6 7 1 9 5 6 9 3 9 6 8 8 0 9 7 7 6 - 1 9 8 8 10 2 9 9 7 8 1 1 0 0 11 13 2 260 TABLE 55 ITEM ANALYSIS OP RESPONSES SEVENTH GRADE BOYS (N ■ 2 1 ) Num ber o f " L ik e Me” R e sp o n se * Ite m D e v ia tio n num ber U n d e ra c h ie v e r* A c h ie v e r s s c o r e 1 5 3 • 2 2 8 - 1 2 1^ 14 7 0 1 5 20 20 0 6 2 3 - 1 7 5 5 0 8 2 2 0 9 16 11 - 5 10 16 15 " i 11 4 6 - 2 12 l l 0 13 10 10 0 14 7 3 - 4 xl 10 10 0 16 7 9 - 2 17 13 12 - 1 18 5 4 1 19 4 3 - 1 20 20 18 - 2 21 9 l 6 7 2 2 13 16 3 23 2 2 0 24 3 4 - 1 2? 20 21 1 26 19 19 0 27 14 17 3 28 0 9 1 29 12 12 0 3 0 9 4 - 5 31 5 4 l 32 14 n -3 33 5 8 -3 34 4 2 2 3 5 7 7 0 3 b 7 6 - 1 3 7 6 13 7 TABLE 5 5 — C on tin u ed 2 81 Humber o f " L ik e Me1 1 R e sp o n se s Item D e v ia tio n n u nb er U n d e r a c h ie v e r s A c h ie v e r s s c o r e 38 7 ? 9 14 So 11 f* 1 S2 ifi 15 s s 6 5 4° 12 s z 19 48 5 1*9 12 50 0 51 4 52 5 53 7 54 3 55 6 56 4 57 11 58 7 59 20 6o 6 6 l 9 62 9 63 15 64 5 6§ i 66 /I7 I 6 1 0 6 69 ijt 70 4 71 6 72 9 7? 8 75 19 75 19 76 17 77 9 9 -2 12 2 17 - 6 19 0 5 18 3 16 8 0 5 12 0 17 •2 4 1 11 -1 8 0 2 I 2 -4 3 0 3 8 -2 10 6 8 -3 8 -1 17 -3 8 -2 8 1 10 -1 1 -1 1 - 2 9 -2 4 —2 2 4 13 * -1 - 5 - 2 10 - 2 8 0 20 1 20 1 21 4 5 4 78 Z9 80 81 82 8 86 87 88 89 90 91 92 9? 94 9? 96 9Z 98 99 TABLE 5 $ — C o n tin u ed 2 62 Number o f “L ik e Mew R e sp o n se s D e v ia tio n U tad erach ievera A c h ie v e r s s c o r e 17 20 - 3 10 12 2 12 13 1 6 12 - 6 19 19 0 11 9 2 4 1 3 16 19 1 14 17 3 10 8 2 18 20 2 5 10 - 5 1 3 - 2 12 17 5 7 3 4 4 11 -7 14 17 3 n 15 4 14 14 0 14 15 l 13 17 4 14 13 - l 19 18 - l 28 3 TABLE 5 6 ITEM ANALYSIS OF RESPONSES EIGHTH GRADE BOYS (N a I 4) Num ber o f " L ik e Me" R e s p o n s e s Ite m num ber U n d e r a c h ie v e r s A c h ie v e r s D e v ia tio n s c o r e 1 0 1 1 2 1 1 2 2 0 4 2 - 1 2 0 | 3 4 1 6 2 0 2 7 1 0 1 8 3 0 3 9 4 2 -2 10 1 3 2 11 1 0 1 12 3 0 3 0 4 4 1I4 0 2 2 15 2 3 1 16 3 1 2 17 2 4 2 18 3 2 1 19 0 1 1 20 2 4 2 21 1 3 2 2 2 1 2 1 23 4 2 2 2k 2 1 1 25 2 3 1 26 2 4 2 27 0 3 3 28 2 1 - 1 29 1 1 0 30 3 0 -3 3 1 1 2 - 1 3 2 2 it 2 33 3 2 1 34 2 1 1 1 2 1 30 3 2 1 37 2 2 0 28 it TABLE 5 6 — C on tin u ed Item number Number o f H I*ike Me" R e sp o n ses D e v ia tio n s c o r e Ttoder a c h l e v e r a A c h ie v e r s 3 8 3 1 2 39 1 2 - 1 ko 2 2 0 5 1 2 it 2 2 3 1 1 3 2 it5 3 1 - 2 55 1 1 0 1*6 2 3 - 1 5Z 3 5 1 0 1 - 1 § 9 2 1 - 1 50 1 1 0 51 3 0 3 52 2 2 0 3 3 0 55 2 1 1 5 5 3 2 1 5b 1 2 1 57 2 2 0 5 8 1 1 0 3 3 0 60 2 1 1 6 l 2 1 1 62 2 1 1 63 0 it it 65 3 0 3 65 2 2 0 66 3 3 0 67 2 1 - 1 68 2 0 2 69 2 it 2 70 2 1 1 71 2 2 0 72 3 2 1 73 5 0 it 75 1 it 3 2 k 2 7^ 1 2 1 77 3 1 2 TABLE 5 6 — C on tin u ed 2 8 5 Number o f " L ik e Me" R e sp o n se s Ite m num ber U n d e ra c h ie v e rs A c h ie v e rs D e v ia tio n s c o r e 78 4 3 1 79 1 0 • I 80 2 2 0 81 82 83 1 if 3 5 l *2 0 2 sij 1 0 1 91 if if 0 86 2 2 0 87 2 2 0 86 3 3 0 89 0 0 0 90 2 1 1 91 2 3 1 92 3 3 0 93 3 1 2 9k 2 if 2 9? 3 if 1 96 3 1 -2 97 3 1 -2 98 1 1 0 99 1 if 3 100 2 if 2 286 TABLE 57 ITEM ANALYSIS OF RESPONSES THIRD GRADE (N « 33) Item ntmbep Number o f "L ike U h d e r a c h ie v e r s Me" R e sn o n ses A c h ie v e r s D e v ia tio n s c o r e 1 17 17 0 2 3 22 18 25 22 I k 15 13 2 5 25 28 3 6 9 3 6 7 12 7 5 8 10 12 ->2 9 2i» 28 if 10 25 25 0 11 11 8 3 12 5 2 3 13 12 22 1 l*f lif 16 2 15 17 iU - 3 16 10 7 3 17 15 20 5 18 9 13 -5 19 11 14 3 20 20 28 8 21 26 23 - 1 22 i3 29 11 23 15 H* 1 2§ 9 7 2 32 3 9 - 2 26 23 26 3 27 21 2 1 * 3 28 23 22 - 1 29 23 26 - 5 30 1 0 if • 6 31 6 5 1 32 2 0 21 1 3 ? 17 5 12 10 2 8 35 15 26 11 36 17 5 12 37 16 23 7 TABLE 57— C o n tin u e d 2 8 7 Item n u b e r Number o f "Like U n d e ra c h ie v er s Me" R e sp o n ses A c h ie v e r s D e v ia tio n s c o r e 38 9 5 4 18 18 0 4 ° 25 28 3 h i 2 9 32 3 ? 21 29 33 8 9 n 1 6 24 8 f t 17 13 4 4© 11 9 2 ii 2? 27 -2 £ itl Q 22 2^ 50 13 26 13 51 9 1 8 52 13 3 10 13 1 12 54 4 3 1 55 16 4 12 56 27 29 2 57 19 27 8 58 15 9 6 19 28 9 60 2 1 14 7 61 11 3 62 18 10 8 63 2 6 2? -1 64 11 4 7 65 11 4 7 66 2 2 11 11 67 1 0 2 - 8 68 10 4 6 69 22 16 - 6 70 10 4 6 71 2 0 11 9 72 17 14 3 73 2 0 10 10 74 22 32 3 75 2 8 33 5 76 2 5 3 ? - 6 77 15 14 1 TABLE 57— C o n tin u ed 288 Number o f "L ika Me” R e sp o n se s Item D e v ia tio n number U n d e r a c h ie v e r s A c h ie v e r s s c o r e 78 2i* 30 -6 79 20 18 -2 80 17 16 -1 81 19 8 11 82 29 31 2 83 25 15 10 85 11 3 8 8? 21 26 5 86 21 30 9 87 21 13 8 88 25 30 5 89 1$ 9 6 90 13 5 8 91 22 20 ••2 92 16 6 10 9? 16 11 5 % 23 26 3 9? 21 27 0 96 21 21 0 91 23 21 -2 98 25 33 8 99 26 28 2 100 29 29 0 289 TABLE 58 ITEM ANALYSIS OF RESPONSES FOURTH GRADE (N ■ 1 9 ) Number o f " L ik e Me" R e s p o n s e s Ite m D e v i a t io n num ber U n d e r a c h ie v e rs A c h ie v e r s s c o r e 1 5 6 1 2 i k 13 -1 3 12 3 k h 9 - 5 5 16 17 l 6 3 1 2 7 7 7 0 8 7 if 3 9 12 Ik 2 10 17 Ik -3 11 4 k 0 12 9 k 5 13 9 9 0 lif 5 10 5 15 10 10 0 15 6 if 2 17 11 9 -2 18 9 3 6 19 8 10 2 20 13 15 2 21 11 i f if 22 15 26 11 23 6 1 5 2k 6 2 5 25 17 19 2 26 10 7 27 10 Ik if 26 9 6 -3 29 11 11 0 30 6 if - 2 31 9 if 5 3 2 12 15 3 33 9 6 3 34 7 0 7 3 9 6 3 6 9 1 8 37 7 10 3 TABLE 5 0 — C on tin u ed 290 Number o f "L ike He" R esp o n ses Item ntxnber U n d e r a c h ie v e r s A c h ie v e r s D e v ia tio n s c o r e 3 0 6 1 5 39 6 7 1 ko 13 18 5 15 x9 4 4? 11 16 5 12 18 6 7 lC 7 4 ? 10 6 4 4 ° 12 7 5 4 7 13 16 3 k& 9 2 7 49 13 H* 1 50 7 13 6 51 52 0 8 2 2 * 5? 5 2 3 54 2 2 0 55 0 2 6 56 16 14 • 2 9 13 4 58 11 7 4 I 9 15 15 0 60 11 10 1 61 11 2 9 62 9 3 6 63 14 16 2 64 3 0 3 65 7 2 5 66 8 4 4 6 7 5 0 - 5 60 5 2 3 69 9 9 0 70 5 0 5 71 7 6 1 72 0 8 0 3 7 Ik i ll I 7I 16 19 3 76 15 19 4 77 7 9 - 2 TABLE 5 8 — C o n tin u ed 291 Ite m Number o f " L ik e Me" R e s p o n s e s D e v i a t io n n u n b e r U n d e r* e h le v e r* A c h ie v e r s s c o r e 78 17 16 1 79 7 7 0 80 12 10 - 2 81 5 Jl 1 82 28 k 8 8 0 6k 5 2 3 65 13 U» 1 86 7 3.7 10 87 11 6 5 08 12 17 5 89 6 if 2 90 5 1 4 91 10 9 -1 92 7 3 it 93 8 3 5 9k 11 15 k 8 96 10 Ik h 97 6 Ik Q 98 1$ 17 2 99 8 18 9 100 16 19 3 292 TABLE 59 ITEM ANALYSIS OF RESPONSES FIFTH GRADE (N ■ 31) Number o f " L ik e M e*1 R e sp o n se s Item D e v ia tio n nunber U b d e r a c h le v e r s A c h ie v e r s s c o r e 1 10 2 18 | 7 17 i 10 8 10 9 23 10 21 11 11 12 5 13 11 14 10 15 14 16 7 17 15 18 11 19 8 20 2? 21 22 14 23 23 6 2k 10 25 29 26 22 2I 24 28 15 29 21 30 10 31 9 32 17 33 15 34 10 35 18 36 11 37 12 10 0 2 0 2 1 0 - 7 11 - 2 27 2 5 1 10 0 7 3 2 0 -3 2 6 5 8 4 3 1 i 3 7 13 3 16 2 10 -3 13 - 2 11 0 1 5 7 2 5 0 2k 10 2 8 5 8 - 2 5 5 3 0 l 27 5 26 2 1 2 -3 2 2 I - 1 - 1 1 1 8 1 7 8 1 9 17 - 1 3 8 18 6 TABLE 5 9 - - C o n tin u ed 293 Number o f " L ik e Me" R e s p o n s e s I te m D e v i a t io n n u n b e r U b d e r a c h le v e rs A c h ie v e r s s c o r e 3 8 10 5 6 3 9 23 18 5 2 2 2 14 2 3 0 3 0 0 23 2 I4 1 2 2 25 3 kk 1 5 21 6 13 5 8 i*6 20 3 k7 21 26 9 (48 9 5 h i|9 12 20 6 5 0 6 19 13 51 5 3 1 52 10 5 5 53 12 2 10 5U 6 6 0 55 16 9 7 5 6 17 2h 7 57 15 IQ 3 58 13 16 -3 59 21 23 2 60 16 12 4 61 14 11 3 62 22 12 10 63 21 23 2 6L 7 9 - 2 65 15 5 10 66 6 12 - 6 67 6 6 - 2 68 9 3 6 69 I k 20 6 70 12 7 5 71 12 10 2 72 19 16 3 7? 13 15 - 2 7C 25 26 3 7? 2 5 29 k 76 26 29 3 77 12 10 2 TABLE 5 9 - -C o n tin u e d Number o f "Like Me 1 1 R esponses Item D ev ia tio n nunber U nderachievers A ch iev ers sco re 78 2 2 Z9 80 s 81 19 82 2ii % 16 6 8? 19 86 18 87 ill 86 25 89 13 90 8 91 18 92 13 9? 12 94 20 9? 22 96 22 97 18 98 26 99 21 100 25 27 2 21 6 14 0 11 8 29 12 2 { 24 5 23 5 11 3 26 l 8 5 7 1 19 1 11 2 11 1 24 4 22 0 20 -2 18 0 26 0 20 - 1 30 5 2 9 5 TABLE 60 ITEM ANALYSIS OF RESPONSES SIXTH 0RADE (N ■ 23) Number o f n L lk e Me" R e s p o n s e s Ite m n u n b e r U to d e ra c h le v e rs A c h ie v e r s D e v i a t io n s c o r e 1 6 9 3 2 10 ^4 4 3 13 13 0 4 10 5 5 21 2 2 l b 3 2 1 I 9 10 9 19 17 5 3 - 2 10 18 18 0 11 10 2 8 12 4 0 4 10 10 0 14 8 13 5 12 13 1 1 6 12 6 4 17 9 11 2 18 ? 4 5 19 0 16 7 l 2 0 3 21 11 14 3 22 10 17 7 2? 7 2 5 24 9 2 7 2 5 23 23 0 26 13 20 7 Zl 20 18 -2 28 10 15 $ 29 10 16 -b 30 9 3 - 6 31 7 3 4 3 2 14 3 3 ? 14 6 8 34 3 1 2 3 5 10 4 3 6 3 7 I 4 13 5 5 TABLE 60 — C on tin u ed 296 Number o f "Like M e" Resbonsee Item D ev ia tio n number tibderachlevers A ch ievers so ore 38 11 3 8 16 14 2 5 ° 18 14 - 4 20 22 2 10 18 8 9 20 11 44 10 14 4 9 4 5 4® 18 12 6 4 7 15 21 6 48 5 2 3 49 8 16 8 50 6 11 5 51 9 3 6 52 12 9 3 53 10 5 5 54 55 4 0 7 4 1 58 12 10 - 2 57 9 14 5 58 14 I 6 59 14 20 6 60 9 7 2 61 13 2 11 62 13 5 8 63 16 21 5 64 10 3 7 & 6 2 4 66 13 11 2 67 6 0 - 6 68 8 1 7 69 13 13 0 70 11 3 8 71 9 13 72 14 8 6 73 10 10 0 74 19 22 3 75 19 21 2 76 2 2 22 0 77 7 8 - 1 TABLE 60— C ontinued 297 Number o f "Like Me” R esponses Ite m D ev ia tio n num ber Uhderach le v e r s A ch iev ers sco re 78 19 19 0 79 10 10 0 80 8 7 - 1 81 13 10 3 82 19 0 83 7 7 $ 9 5 8? 15 17 2 86 13 17 k 87 15 11 k 88 19 21 2 89 12 5 7 90 7 3 k 91 13 13 - 1 92 V 12 11 1 12 7 5 9k 8 l i 6 95 12 16 4 96 1 1 4 12 - 2 97 13 12 - 1 98 lL 20 6 99 16 17 l 100 19 23 k 298 TABLE 61 ITEM ANALYSIS O F RESPONSES SEVENTH GRADE (N • 3 3 ) Nunber o f M Llke Me” R esponses Item D ev ia tio n number TJhderachievera A ch ievers sc o re I 11 5 - 6 2 15 l i 0 3 2 0 19 - 1 k 1 1 13 - 2 3 1 32 1 6 5 5 - 1 7 11 9 2 8 10 5 6 9 25 19 - 5 10 23 25 2 11 9 9 0 12 1 1 0 12 17 5 l i 12 10 -2 15 15 18 3 16 10 13 -3 17 17 19 2 18 12 5 7 19 6 9 3 20 3 9 29 • 1 21 16 27 11 22 19 27 8 23 3 U - 1 2$ 7 5 3 2? 3 2 33 2 26 27 29 2 27 2i 2 6 2 28 ii* 15 1 29 19 18 1 30 13 10 -3 31 8 6 1 32 21 19 -2 33 11 9 2 35 7 3 k 12 16 5 36 10 9 1 3 7 12 22 10 TABLE 6l — C o n tin u ed 299 Number o f "Like Meu R esponses Item D ev ia tio n number tibd eraeh levers A ch iev ers sc o r e 3 8 12 6 3 18 - 1 5 ° 16 26 10 3 1 3 1 0 20 3 0 10 24 3 0 6 13 2i* 11 10 1 9 $ 19 19 0 25 27 2 6 it it k9 17 21 5 50 9 17 Q 51 9 3 6 52 9 10 - 1 P 3.3 6 0 I 5 5 12 12 0 56 11 lit 3 57 18 18 0 58 12 lit ■2 29 27 •2 60 11 12 -1 61 13 11 2 62 16 lit 2 8 23 7 1 1 3 6 6 0 66 13 15 - 2 n 12 10 * 69 % 2 ? 0 70 8 13 - 5 71 10 11 - 1 72 U* 16 • 2 7? 12 12 0 7i| 31 31 0 75 3 1 32 1 76 2i + 3 2 ? 77 lit 8 0 TABLE 6l — C o n tin u ed 300 Item n w b er Number o f "Like Men R esponses D ev ia tio n sco re U bderachievers A ch ievers 70 2 6 31 29 13 6 80 17 2f* 7 81 13 17 -it 82 29 31 2 83 17 15 2 efi 5 1 it 85 25 29 it 86 22 2 b it 87 16 li* 2 88 2 8 31 3 89 13 16 -3 90 5 5 0 91 2 0 23 3 92 12 6 0 9? 10 10 • 6 9k 21 28 7 9? 20 25 5 96 21 19 - 2 97 2 1 25 if 98 23 29 6 99 23 25 2 100 3 1 30 -1 1 2 | 7 8 9 10 11 12 3 II 19 20 21 22 l\ I t 27 28 29 3 0 31 32 1 1 35 3 6 37 301 TABLE 62 ITEM ANALYSIS OF RESPONSES EIGHTH GRADE (N ■ 8 ) Number o f "Like Mew R esponses D ev ia tio n Ukideraehlevere A ch ievers score 2 2 0 5 2 -3 2 6 it 3 - 1 7 6 1 3 0 3 1 l 0 5 0 it 6 5 -1 5 7 2 l 0 1 it 0 it 0 8 3 2 5 3 2 5 2 3 i 2 7 it 1 1 L 3 6 0 2 3 6 3 4 6 2 5 2 3 3 l 2 6 6 0 6 8 2 3 6 3 5 k 0 5 k 1 6 l - 5 1 3 - 2 6 8 2 3 3 0 3 1 2 1 it 3 iJ 2 2 § it -1 TABLE 6 2 — C o n tin u ed 302 Number o f " L ik e Me1 1 R e sp o n se s Item D e v ia tio n number U k id eraeh levere A c h ie v e r s s c o r e 38 11 2 56 2 £ 51 52 53 A 55 58 57 58 5 2 6 6 5 I l 8 6 2 1 6 8 1 5 5 0 i 1 { 2 7 1 1 2 8 0 2 5 1 0 6 1 1 4 3 2 7 8 6 2 3 -3 0 2 1 1 4 -2 0 -2 2 0 2 H 0 - l 2 2 2 - 1 2 2 3 2 3 5 3 1 - 1 - 1 2 1 2 - 1 1 3 3 2 1 4 3 TABLE 6 2 - -C o n tin u e d 303 Nunber o f " L ik e Me" R e sp o n se s Item nunber U n d e r a c h ie v e r s A c h ie v e r s D e v ia tio n s c o r e 78 6 6 0 1 1 81 3 2 3 3 t 0 3 - 1 62 o 7 1 6 5 1 6 k 1 0 1 65 8 8 0 86 6 6 0 87 k 3 1 88 7 7 0 89 1 2 -1 90 2 1 1 91 6 c j - 1 92 k a 0 93 5 5 0 9k 6 8 2 9? 7 3 96 6 1 * - 2 97 6 1 * -2 98 k 5 1 99 5 6 1 100 5 8 3 30i| TABLE 63 ITEM ANALYSIS O F RESPONSES ALL GIRLS (N = 50) Item num ber Num ber o f " L ik e Me" R e s p o n s e s D e v ia tio n s c o r e T Jh d er& ch lev ers A c h ie v e r s 1 20 19 - 1 2 27 31 4 3 20 28 8 4 11 20 - 9 42 4 6 4 0 10 6 4 7 21 16 5 8 22 16 6 9 33 32 - l 10 35 37 2 11 17 7 9 12 10 2 8 10 27 17 14 15 26 11 15 21 25 4 16 15 12 3 17 15 23 8 10 23 11 12 19 9 22 13 20 37 42 5 21 30 ? 9 9 22 30 4 2 12 2) 12 13 -1 24 14 7 7 25 49 4 8 -1 26 33 10 Zl 31 41 10 28 31 30 - 1 29 31 37 - 6 30 20 *4 -6 31 6 6 - 2 32 27 29 2 33 20 9 11 34 15 1 14 35 20 33 13 36 16 3 15 37 22 3 5 13 TABLE 6 3 --C o n tin u e d 3 05 Humber o f 1 1 Like M e" Reaponaea Item D ev ia tio n n tuber U nderachievers A ch ievers sco re 30 19 39 21 41 4 8 30 3 0 44 22 24 4 6 3 2 3 1 48 11 49 22 50 7 51 14 52 23 17 54 9 *5 21 56 33 57 30 58 24 59 3 2 60 25 61 17 62 32 63 37 64 12 & 67 15 23 12 68 11 69 31 70 14 71 21 72 21 7? 22 74 (♦* 75 4? 76 36 77 19 5 14 26 - 5 3 8 5 49 l 43 13 4 ? 3 6 14 5 24 8 4 2 11 2 9 39 17 30 23 3 11 7 16 7 10 1 8 17 4 ? ° -3 4 0 10 20 4 4 1 17 11 6 15 17 5 5 7 0 9 19 4 3 -9 4 7 29 -2 7 7 16 3 21 0 18 4 47 2 49 6 48 12 25 - 6 306 TABLE 63 — C o n tin u e d Me" R e s p o n s e s Ite m num ber Number o f " L ik e D e v ia tio n s c o r e T fo d e ra c h le v e rs A c h ie v e r s 78 79 3 50 28 - 1 1 0 80 15 25 9 81 26 15 1 1 82 37 56 9 83 29 23 o 85 15 2 13 2? 30 35 5 86 31 53 12 87 27 21 6 88 52 55 3 89 2? 17 o 90 15 7 7 91 35 26 - 9 92 21 15 o 9? 23 23 0 95 27 5 2 15 95 29 3 7 8 96 29 28 - 1 97 33 t*2 - 1 9 8 38 57 9 99 39 ^ 2 3 100 39 59 10 307 TABLE 6I 4 ITEM ANALYSIS OF RESPONSES ALL BOYS (N = 9 7 ) Number o f "L ike Me" R eaponaea Item D e v ia tio n number tta d e r a c h le v e r a A c h ie v e r a a c o r e 1 31 30 -1 2 56 57 1 3 -5 5 35 0 5 63 88 5 6 18 10 8 7 30 23 7 6 28 17 11 9 7? 71 10 7I 4 78 11 30 2 1 * 6 12 18 9 9 s jft n 13 5 15 1 * 9 50 l 16 33 29 1 * 17 55 56 l 18 31 28 3 19 31 37 6 20 73 82 9 21 1 * 9 70 21 22 59 61 22 23 30 18 12 2fi 30 11* 16 25 90 3 26 68 16 27 71 2 28 kk 1 * 1 * 0 29 5 8 3j* 62 - i 30 17 -17 31 21 1} 32 63 1 * 9 69 6 33 27 22 3ll 25 7 18 3? 39 53 11* 36 1*2 21 21 37 38 55 17 TABLE 6I 4--C on tin u ed 308 Number o f “L ike Me” R esponses Item D ev ia tio n number U hderachlevers A ch ievers sco re 38 J? 39 64 4 0 69 i*l 83 42 60 I*? 64 44 4 ? 45 36 52 78 48 29 49 53 50 35 51 27 52 32 S § 5 3 ? 14 4 5 5o 52 57 45 58 4 5 59 71 60 47 61 51 62 51 ? 66 29 65 3 5 66 43 el 31 O O 69 70 p 71 40 72 55 73 45 74 77 75 82 76 78 77 41 20 15 55 9 80 11 23 10 do 20 84 20 65 20 25 11 6 83 5 15 14 63 10 61 26 9 18 25 7 13 26 11 3 21 24 65 13 54 9 36 9 79 8 39 8 27 24 3 1 20 75 9 15 !4 17 18 39 4 11 -2 0 10 23 59 3 21 14 ?7 3 44 11 35 10 91 14 93 11 91 13 26 15 3 09 TABLE 6I 4— C o n tin u ed Number o f "Like Me 1 1 R esponses Item D ev ia tio n number U nderachievers A ch ievers sc o re 78 82 89 -7 79 50 50 0 80 55 52 -3 81 u 6 39 7 82 oii 89 5 83 57 39 18 2 2 10 12 85 71 6b 13 86 56 75 20 87 5k 37 17 88 7k 87 13 89 90 n 27 15 10 11 91 5k 62 8 92 26 17 9? 5° 30 10 9k 52 73 11 95 ? 8 73 15 96 6 ? 62 -3 97 5k 62 8 98 69 83 ik 99 61 72 11 100 86 90 k 1 2 I 7 8 9 10 11 12 13 4 I f 16 17 18 19 20 21 22 23 2u 25 26 27 28 29 30 31 32 S U 37 310 TABLE 65 ITEM ANALYSIS OP RESPONSES TOTAL SAMPLE (N * l i |7 ) Number o f ”Llke M e" R esponses D ev ia tio n U hderachievers A ch ievers sco re 51 49 -2 83 38 5 79 82 3 52 -3 125 134 9 28 16 12 51 3 9 12 50 33 17 108 103 - 5 109 115 6 i 31 15 11 17 54 9 k 3 0 51 67 16 7 ° 75 5 4 8 41 7 70 79 9 5 k 39 15 ko 110 124 14 79 109 30 89 123 34 31 11 kk 21 23 139 i 4 i 2 101 127 26 102 114 12 P 74 -1 89 99 -1 0 31 -2 3 £o 22 11 9° 98 8 89 36 33 1*0 8 32 59 86 27 60 24 36 6 o 90 30 TABLE 65--C o n tin u e d 311 Ite m Number o f " L ik e Me" R e s p o n s e s D e v i a t io n num ber T Jb d erach i e v e r a A c h ie v e r s s c o r e 3 8 54 25 29 39 85 81 4 I4O 102 118 16 5 1 131 142 11 9 0 123 33 ?4 133 3 ? 45 67 60 101 35 5 5 30 3 0 4 6 5 7 84 109 70 125 g 4$ 49 1|0 17 23 75 102 27 5 0 4 2 91 4 9 51 4 1 12 29 52 5 5 32 23 §3 56 20 3 6 55 23 12 11 55 6 6 3 8 28 56 85 9 ? 10 57 75 94 19 58 69 56 13 59 103 120 x 7 60 6 l £ 1 56 3 ? 16 3 0 62 83 4 6 37 63 103 117 14 65 4 1 20 21 55 50 23 27 66 6 6 58 8 67 14 -2 9 68 45 x4 3 0 69 67 88 1 70 49 2 8 21 71 61 55 6 72 76 65 11 7? 67 53 l k 75 1 2 ? 138 16 75 125 l 52 17 76 114 139 25 77 6 0 51 9 312 TABLE 6 5 - -C o n tin u e d Ite m num ber Number o f " L ik e Me" R e s p o n s e s D e v ia tio n s c o r e tJ h d e r a c h ie v e r s A c h ie v e rs 78 121 129 - 8 79 6 8 78 10 80 70 76 6 81 72 $k 18 82 121 135 I k 83 86 62 2k 85 37 12 25 85 101 118 17 86 87 3 2 87 61 58 22 88 1 16 132 16 89 6 0 U i4 16 90 i ° 22 18 91 h 88 - 1 92 61* 5 l 23 93 63 53 10 9k 89 115 2 6 95 87 110 23 9 6 9k 9 0 - k 97 87 9k 1 98 107 130 23 99 100 111* 100 125 139 11* APPENDIX G SCORING KEYS SUGGESTED BY T H E ITEM ANALYSIS INVENTORY OF SELF APPRAISAL ANSWER SHEET K R t PRIMARY OIRLS W * I VM k ife«B Name Birthdate_ Teacher_ School Grade Date of Test Guidance: GSB:kv 5/22/62 A S AA MSV U SP A R G SC S I Total Like Not Like Me , 76. i !' 77. :i 1 i 78, I 80. !i 81 | i: 82. ji 83. | 84. | • * 85.i! tj 86. fj 87 I |< 8 8 .il 89. | 9 0 .i 9 1 . | 92. | 93. i; « . i 11 95. |i •i 96. ji 97. 98. j: i; 99.1: • * 1 0 0 .!! T it I •i I I I ii u • i it fi i. ii I I :i ii i1 !' i: Ii I I I 51 52 J 53. | 54. | 55. | 56.1! 57. || 58 I 59. ii 60. | 61J 6 2 .| It 63.1! 6 4 .| 6 5 .| 66.| 6 7 .| 68.| 69.ij 70. | 71. | 72. 73. I 74.il 7 5 .ji i: ;i • - I |: i! i: ii *&• i I ;i i: I i* 26. ii • j 27 Ji 28. || 29.!! 30.1 '! 31 .ii j! 32.1; 42.it 43.!! 44.11 45*| 4 6 . j 47.ij 48. I 49.|! .ike Not Like Me Me 2. 3. Ii 4 . ■ « ' •: i: i — 1 33.| ♦ j ii • if 3 4 .| u J j ■ 35.!; 1 3 6 .| « * j! ! ! Ii 1 37. !| 1 1 J ! 38. | s i 1 * • ! 39.|| ii •: •i 4 0 .J i ii 41 '• • f i • i| i i • . h J ! I I so.jj I • t I I 5. i • 6. 7. 8 . 9. I I I 1 0 . i» I 1 1 . 12- | i' 13. ii u j M 15. i- • i :: 16. > ;i 17. is 18. I 19. ii 20. I 2 1. I 22. 23. 24. I 25. ii • I !i fi INVENTORY OF SELF APPRAISAL ANSWER SHEET K EY: IN TER M ED IA TE A N D JUNIOR H IG H GIRLS w ■ a weak ite m Name Birthdate_ T eacher_ School Grade Date of Test Guidance: GSB:kv 5 /2 2 /6 2 A S AA MSV U SP A R G SC S I Total Like Not Like Me .. A /W 76. i! I I 77. :i •I • « 78. i 79 ! ! 1 80. |j 81 | . i 82.. ji 83. | 84. | 85. ji It 86. jj 87. | 88.'! 89. | 9 0 .1 91. 92. 93. 94. 95. 96. 97. 98. 99. 1 0 0 I • 1 I » i' I ii :: i! I I I II Ii • I I I Jt •l il I I n t i I I I f i 5 1 . 1 i! it 5 2 . 1 ;; •.I 5 3 . | it 11 ii 5 4 . | ti 5 5 . | !i «• 5 6 & 5 6 . i; It ii ii 5 7 . jj 1 5 8 . | i: i« !! 5 9 , i j 6 0 . | 1 1! !• 6 1 . | i; 6 2 . j ij * t I* 6 3 . ; ! 1 6 4 . 1 !’ . Ii 6 5 . 1 ii m 6 6 . j i it !i 6 7 . | J! ii 6 8 . | ii ii t* i] 6 9 . j i ! ♦ | w 7 0 . | i! ii 7 1 . Si 1! n 7 2 . j j i! J' Ii 7 3 . | il I * «: 7 4 . ! } 1 75. ii H is Nol i i ik< I I 26. ii 27 J i 28. ji 29.|| 3 0 .| 31. il 32.il 33. | 3 4 .| 35. 3 6 .| ii 37 « * ! 3 8 .| 39. jj •: 40. ii 41 '* • 4| — ir 42. i| 43.11 44.1! 45. | 4 6 .| 47.11 48. I 49. j! 50.il I H i! ii I i S i I T I I i , a i • i» I I I 2 . j! 3. I S 4. !' vJ Like Not Like Me Me 6 . 7. 8 . 1t 9. i| 10. n . l 12. I r 13. ii ti 14. ij 15. i- * » 1 1 16. ii 17. I * 18. I '• ! 19. 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Asset Metadata

Creator Belleau, George Samuel (author)

Core Title Investigation Of A Self-Report Method In The Study Of Underachievement Among Elementary School Children

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), Harvey, Herman M. (committee member), Hopkins, Kenneth D. (committee member), Meyers, Charles Edward (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-295837

Unique identifier UC11358804

Identifier 6402564.pdf (filename),usctheses-c18-295837 (legacy record id)

Legacy Identifier 6402564.pdf

Dmrecord 295837

Document Type Dissertation

Rights Belleau, George Samuel

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