Rnfifi USE OMY Robert M. Nagle SIS analyses found moderately high internal consistency coefficients among the items contributing to the SL, ST, and CI scales. Negative partial correlation coefficients were obtained between all three pairs of scales, attaining statistical significance in two instances and barely falling short in the case of CI vs. ST. Thus, it appears that SIS scoresneaningfulLydiscriminate between gifted students with dissimilar intellectual orientations. Comparisons of the SIS and SPC classifications suggested much agreement, but also suggested that the SPC was less useful in terms of placing too many students in the currently pOpular "Creative Intellectual" grouping. Multiple Agreement Analysis (MAA) was the technique of choice for analyzing the groupings of family units on the CR1 and the SPQ. A defective computer program, however, resulted in findings which might be argued as attributable to chance, so a supplementary analysis of variance (AOV) was carried out. Both the MAA and AOV analyses disclosed that the SIS-SL,ST, and CI groupings revealed significant differences between the family units on the CRT Achievement Pressure, Manifest Rejection, and Overprotective scales and also on the SPQ Rejection (R) factor. While all three CRIscales;yielded differences significant at the .005 level, only one of the two SPQ factors, R, yielded differences significant at the .10 level. The SIS also yielded more definitive groupings of the family units according to the child—rearing measures, than did the SPC. Robert M. Nagie Of several independent variables investigated, including socioeconomic-status, only child's IQ and parental education level (EL) were statistically related to the SIS groupings. Child's IQ correlated positively with CI score and negatively with SL scores. Parental EL also correlated negatively with child's CI scores of those children in the CI group ’ (fl=9); mother's EL also correlated positively with the STA scores of the children in the ST group (M=l9), but father's EL correlated negatively with children's ST scores (fl=18). The highly significant linkages observed between familialchile rearingteliefs and the self-identity of those ninth grade gifted children, suggests that it will be fruit— ful to examine these relationships more definitively. Such clear results among a sample based upon children with a very limited IQ range suggests that more dramatic findings may obtain when these instruments are used with a more representative pOpulation. /fl’flmué[ flldttzg/ /‘/é'9/ ”v CHmW%4:i CEMrv CHILD REARING ATTITUDES OF PARENTS AND CHILDREN AMONG THREE GROUPINGS OF GIFTED CHILDREN By Robert M. Nagle A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Psychology 1965 ACKNOWLEDGMENTS My grateful thanks are extended to Dr. John R. Hurley, my committee chairman. His-constructive criticisms, encour- agement, permission to use the Child Relations Inventory, and support, even through a 600 mile separation were mainly responsible for the completion of-this thesis. I would also like to express my appreciation to Dr. R. McMichael for his many critical evaluations which improved this study greatly and to Dr. E. Drews for her initial advice which was essential in the deveIOpment of the ideas for this study. My thanks are also offered to Dr. E. Drews for allowing me to use the two types of Student Interest Surveys which she has deveIOped and are the very life blood of this research. Dr. C. L. Winder and Dr. Lucy Rau are thanked for their permission to use the Stanford Parent Questionnaire. Special acknowledgment is made to Mr. Carl L. Derr, the school psychologist at Wilson Junior High School who gained the necessary permission from school authorities for the study and made the initial contact with the children and parents who were the subjects in this study. I would like to thank the children and parents who took part in this study and hope that their time was well Spent. 11 This thesis is dedicated to my wife, Carol, whose support, loving encouragement, and hours*upon hours of work‘ were all that kept me going, even during the darkest hours of despair. iii TABLE OF CONTENTS ACKNOWLEDGMENT LIST OF TABLES Chapter I. II. III. IV. V. INTRODUCTION. Statement of Problem and Procedure METHOD. Subjects Procedure for Testing. SIS and SPC . Child Relations Inventory Stanford Parent Questionnaire Statistical Analysis RESULTS Reliability and Correlation of Groupings. . Child Rearing Attitudes SIS Versus SPC Groupings. Independent Variables. DISCUSSION Validity of the Scales Child Rearing Attitudes CR1 and SPQ Independent Variables. SIS Versus SPC Groupings. SUMMARY FOOTNOTES. REFERENC S APPENDICES iv the Three Page ii Table 6. K. 0 IO. IIA. IIB. Comparison Among the Mean IQ of the Three Groups, the Mean IQ of Boys and Girls Over— all Groups, and Mean IQ of Boys and Girls Within Each Group . . . . . . . . . Comparisons of the Three Groups on Father EL, Mother EL, SES, and Mother Occupation Pearson Product-Moment Correlation of the 3 SIS Scales and Partial Correlations Holding Out Each Scales Effect on the Other Two. Number of Paired Agreements by Fathers and Sons; Mothers and Daughters; and Mothers, Fathers, Sons, and Daughters on the SPQ and CRI as Separate d by the SIS and SPC Analysis of Variance of Child Rearing Attitudes of Mothers, Fathers, Sons, and Daughters as Grouped by the SIS and SPC on the Scales of the CRI . . . . . . . . . . Mean Scores of all SIS and SPC Groupings on CRI Scales Analysis of Variance of Child Rearing Attitudes of Mothers and Daughters, Fathers and Sons as Grouped by the SIS or Tn? Main Factors of the SPQ. Mean Scores All SIS and SPC Groupings on SPQ Factors t"' Comparison of SIS and sPC Groupings. Pearson Producthoment Correlations 'Between IQ and Scores on Each Scale isr Every Person Pearson Product«Moment Correlation Between EL of Parents and Child's Highest Scale Score. ”r elation Between SES Pearson Product~Moment Col cale Score, and SES and and Child‘s Highest S EL of Parents Pearson Product-Moment Correlations Between IQ and SES, and IQ and EL ci Parents. V Page 13 15 28 3O 31 CHAPTER I INTRODUCTION Some researchers charge that the concept of giftedness as measured by IQ tests is misused (Liverant, 1960). There appear to be many types of abilities needed for various types of problems, and IQ represents the measurement of only one of these areas. Guilford (1956b) in a factor analysis of many different types of intellective tests found 40 separate factors, but no first or second order factor that could have been called global intelligence. Therefore, a differen— tiation among gifted persons at many levels of ability and personality must be made. The focus of much of the research has now been shifted from persons with gifted IQ scores to those persons who produce creatively in various areas of endeavor. Several studies have produced impressive evidence that creativity and IQ are only minimally related (Getzels and Jackson, 1962; Taylor, 196A). On the other hand it should not be forgotten that there may be other facets of gifted people equally as important as creativity, e.g., leadership. Elizabeth Drews has been one of those investigators whose interest has been captured by the problem of the intellec— tually superior child. She believes that IQ tests do not measure many of the dimensions which are intrinsic in the personality of the gifted (Drews, I961). Drews asserted "Gifted Students have a greater range of interest, more depth of response, and even more internal contradictions and inconsistencies than other students" (1961, p. 48). In an attempt to depict some basic categorization among high IQ adolescents, Drews pragmatically developed 3 differing descriptions of the gifted as she believed they exist. These types were" "The Studious” (ST), ”The Social Leaders” (SLs), and "The Creative Intellectuals” (CIs).l Drews Student Profile Check (SPC) devised to separate the three aforementioned categories has been subjected by her to several attempts at validation. In one attempt at validation, Drews compared all subjects from samples of 10th, llth, and 12th graders on Grade Point Average, critical thinking, dogmatism, rigidity, an item analysis of the scales on the Omnibus Personality Inventory, and on the Allport— Vernon-Lindsey study of values (Drews, 1961). The criteria for subjects on the above studies were an IQ of 120 or above on the California Mental Maturity Scale and superior reading ability on the California Reading Test, Advanced Level. How— ever, Drews noted that some students below 120 IQ were used who had reading scores 2 years above their grade placement (Drews, 1961). Based on the SPC and the findings of the other instru- ments used, Drews designed a 60 question, many parted Student Interest Survey (SIS). After other unpublished studies had been conducted using the SPC and the SIS, a Revised SPC and a Revised 39 question multiple parted Student Interest Survey (SIS—V) were designed. This was done by using only those sentences which one group checked significantly more often (p .05) than the other 2 groups on the SIS. The questions on the SIS and the sentences in the SPC deal with many areas of a teenager's life including his extracurricular activities, hobbies, social interests, future plans, character traits, attitudes, and all aspects of school life. The SPC yielded test—retest reliability estimates of SL=.81, ST=.83, C=.9l using tetrachoric r with an N of 106 in 1961 and 1962 (Drews, 1962). In 1962 and 1963 after correction for attenuation with the Spearman-Brown prophecy formula, the reliabilities were: SL=.56, ST=.ZAO, C=.A0 (Drews, 1962). Drews obtained informa- tion on the relative affect of the independent variables of socio—economic status, education and occupation of fathers and mothers, and position and number of children in the family. Drews SPC and SIS seek to measure 3 different ability and attitudinal groupings found among the gifted using bio— graphical items and self ratings. This type of scale has been found to be an efficient and accurate way of identifying creative people. Taylor (196“) stated that simple check lists of background, preferred activities, experiences, goals, and kinds of desired attainments have produced validity (concur- rent) even in cross validation from .30 to .55. Holland (1961) in a study using many varied measures to identify creative adolescents found that a list of hobbies and activities assumed to demand original behavior was the best single measure of creative performance (r = .23 to .37). Smith (1961) found that personal history questions correlated .52 with creative production of engineers (concurrent validity). Two difficulties which every experimenter must face in this area are: (l) The complete absence of studies giving the predictive validity of various measures used to identify creativity. (2) Every test or scale devised to measure something must be related in some way to other scales that purport to measure the same or similar things. Relationships between one scale and another like it are indicated in various ways, the relationships indicated here will be between findings of other studies ostensibley similar to the content of Drews' scales. Getzels and Jackson (1962) found creatives were not highly success oriented, their fantasies contained more wit and violence than a matched group of high IQ children and they had more diffuse and a greater number of goals in life. Holland (1961) found boys rated as creatives correlated from .37 to .15 with breadth of interests, self ratings of orginality and independence, and self ratings of complexity. Girls rated as creative correlated .A3 to .16 with breadth of interests, complexity, self ratings of originality, sense of destiny, and self evaluation. MacKinnon (1962) found that creatives had good opinions of themselves, were independent, individualistic, and enthusias— tic. The creatives had many feminine interests, preferred being aware of things by intuition rather than by sense of perception, and were more concerned with meanings and impli- cations. Taylor (1962) described creatives as having the capacity to be puzzled, the ability to sense ambiguities, broadly diffused attention, the ability to toy with ideas, and a need for variety. Haggard (1957) found high achievers or studious 7th graders to be antagonistic to adults, low in originality, channelizing anxiety into intellectual activities, persistent and competitive. He also found that the high achievers were social leaders. Marks (1957) pointed out that high school girl leaders were significantly higher in science interests, athletic leadership, attractiveness, popularity, prestige, prominence and style setting. Boy leaders were significantly higher in social interests, acceptability, athletic leader- ship, popularity and prominence. Jarecky (I959) described socially gifted adolescents as policy makers, non defensive, stimulating production in others, gay, charming, and they were accepted by almost everyone they knew. He also found that IQ and social giftedness correlated nearly zero. Getzels and Jackson's (1962) moral adolescents had higher achievement scores than their highly adjusted group. The adjusted group was more satisfied with school and peOple in it than the moral group. The moral group was sensitive, felt rejected, had superficial values, saw learning as personal fulfillment, and were annoyed with teachers who were too easy. The adjusted adolescents were active and outgoing, accepted people as they found them, and really enjoyed peOple. Instead of using a criteria of creativity the present research used parent raising attitudes as a type of construct validity (Cronbach and Meehl, 1955) of the SIS and the SPC. Sears, Maccoby and Levin (I952) stated that even a small corre- lation between child personality and child raising attitudes is good evidence for a true relationship because of the plethora of other conditions existing that also shape child personality. There are a few studies which also give some specific results concerning parental attitudes and the deveIOpment of creativity, or leadership, or studiousness. Taylor (1964) reported that parental attitudes are a poor predictor of creativity. Getzels and Jackson (I962) insisted that mothers of high IQ children as opposed to mothers of creative children showed greater conformity to conventional standards, greater child centeredness, greater pressure on the child to do well scholastically, were more insecure, and were less accepting of children. MacKinnon (I962) asserted that parents of creative children had great respect for their children and confidence in their ability to do what was appropriate. There was a lack of closeness with one of both parents, discipline was consistent and predictable, personal ethical codes were stressed rather than formal religious ties, and there was a lack of strong pressure towards a particular career. Barr (1957) discovered that high school leaders were given many work assignments in and out of home, shared in family planning and discussion, attended church regularly with parents, and didn't prefer quiet sedentary activities. Davis (1947) in talking about middle class socialization sounded as if he might be describing parents of studious children. He stated that middle class society stressed care and pride in property, stressed careful child training with emphasis upon renunciation and sacrifice for future gains, long and arduous education, and has placed marked emphasis on attainments through institutionalized procedures. Statement of Problem and Procedure If child rearing attitudes are of importance in the child's development of creative, studious, or leadership attitudes, then each grouping of children and their parents have separate patterns of child rearing attitudes. In order to find if attitudinal differences do exist among the groupings, a scoring system for the SIS has been developed. This allowed an examination of the usefulness and adequacy of each of the three scales. There was also some scrutiny of the evidence as to which of the two interest surveys was most valid. Since many other variables might have had an effect on scale choice such elements as child's IQ, parents educational level (EL), socioeconomic status (SES), ages of parents and children, number of children in the family, the position of the child in the family, and the sex ratio were investigated. It was also possible to compare the results of the two different child rearing attitudinal scales used. This com— parison gave some idea as to what type of scale is more likely to be useful when dealing with the types of groupings mentioned above. CHAPTER II METHOD Subjects Eighty-one ninth grade Caucasian boys and girls with an IQ of 115 or above on the Otis Quick Scoring Mental Ability Test, New Edition, Beta Form (Otis) were selected by the school psychologist at Wilson Junior High School, Berks County, Pennsylvania. This IQ level was chosen as the dividing line between gifted and nonvgifted "intellie gence." All of the students who met this criterion IQ were chosen from a ninth grade pOpulation of 325. After being contacted by a letter from the school psychologist, sixtyeone father—mother-child family units were eventually able to be utilized which constituted 75% of the family units contacted.2 Since this was to be an exploratory study there were few restrictions placed on the use of subjects for the study. The only requirement for a parent to be used was that he or she had to fill out the majority of the questions on one of the two child rearing attitudinal scales. The requirements for the children were the same on the attitudinal scales, but they also had to fill out the SIS and SPC with relative completeness. There were three fathers missing \L} lO completely: one being deceased, one separated from his family, and one divorced from the wife. There Were seven families which had divorced, separated, and/or widowed parents. In four of these there had been remarriages. The total sample was comprised of 37 girls and 24 boys, and their 61 mothers and 58 fathers. The criterion IQ was decided upon to approximate as nearly as possible Drews'samples as to intelligence level. All but two of the students participating in the study were tested in the Spring of 1962 when they were in the 8th grade. The Otis correlates highly with other group and individual intelligence tests such as the ACE,ré .85 (North, 1958), The Stanford-Binet, E: .60 (Roberts, 1961). The Otis, Beta form, has a Split-half reliability of .93 (North, 1956). The reason for choosing an IQ of 115 rather than 120 which was Drews'criterion IQ can be explained by the characteristics of the Otis. As several studies have found (Roberts, 1961 and North, 1958), the Otis tends to underestimate IQ, eSpeciaIIy approaching its ceiling, by an average of from 6 to 15 points. In almost no cases does it overestimate intelligence. Therefore, those 19 cases below an IQ of 119 on the Otis probably exceed an IQ of 119 on most other tests. The two cases not tested by the Otis had received the California Test of Mental Maturity, I957s—form (CTMM) at other schools in the eLghth grade. The CTMM correlates highly with the WISC (Altus, 1955), and the Stanford-Binet (Sheldon and Manolakes, 195A). 11 These students were all well above their grade level in reading achievement, averaging better than an eleventh grade reading level. Their parents were above the national average in socio—economic status (SE8); SE8 = 3.27 compared to a 5.21 national average using U. S. census data of ten occupation levels as an index of SES. Lawson and Boeck (1960) said that the father's occupational status is as good an index of social class as any combination of other measures. In this method the highest rating was 0 (professional and technical) and the lowest was 9 (nonfarm laborer) (U. S. Bureau of Census Abstract, 1963). Educational Level (EL) for both mothers and fathers averaged better than a high school education, whereas the national averages for white adults was only a tenth grade education. However, these parents were at about the median of parents of ninth graders at Wilson Jr. High School in SES and EL. The families were larger than the average U. S. family (A.56 members in the groups to 3.65 members for the national average) (U. S. Bureau of the Census, 1950). The divorce rates for both mothers and fathers were slightly higher than the national average; whereas, the separation and widowed rates were somewhat lower. Comparing the groups, it was found that 15.2% of the 33—SLS‘ came from broken homes, 10.5% of the l9-ST came from broken homes and 0% of the 9—CIs came from broken homes. These family units were exceptional also in the per cent participating in the study voluntarily through 12 the mails. A comparison would be a recent study done by Hurley (1964) in which 20% of those contacted took part as compared to 75% in this study; therefore, not quite as much of a problem was presented in the present study as to the structure of those who did not take part in the study. By definition, the children in these family units were exceptional in IQ. Table 1 indicates the differences in IQ among the means of the three groupings, the means of boys and girls over all groupings, and the means of boys and girls intra-grouping. In all these comparisons there were only two significant differences. The CIs had significantly higher mean IQs than SLS. and ST. On the other hand, Table I also shows that the variances between SLS. and CIs were quite different. An F max.test using these two variances showed that they were approaching heterogeneity of varience (F max. = 2.22; p.> .05). An examination of the variances showed that the variance of CIs was much larger than those of the other two groupings. This could, however, have been the result of the one extreme score in this grouping coupled with the small sample size. In— Spection of the variances for boys and girls, and boys and girls within groups, revealed that heterogeneity of variance existed between boys and girls over all groupings, and between ST boys and girls, and betweenCH boys and girls. The boys had significantly higher variances in each case, but the same caution applied, namely that there were one or two extreme 13 TABLE 1.——Comparisons Among the Mean IQ of the Three Groups, the Mean IQ of Boys and Girls Over All Groups, and Mean IQ of Boys and Girls Intra Group. Variances and N's Given in Each Case. 2 N t-test values —SL-ST SL-CI ST-CI xl CD SL 120.33 22.94 33 1.82* 2.95*** 1.34 Groups ST 122. 5 31.06 19 CI 126.22 51.00 9 Boys 122.u2 A9.83 2A Sex .29 Girls 121.95 22.11 37 SL ST 01 SL Boys 119.36 19.60 11 B—G B—G B—G SL Girls 121.14 24.1A 22 1.00 .26 .69 Sex -———————— . A . With_ ST Boys 123 38 8 71 8 in ST Girls 122.64 21.80 11 GPOUP CI Boys 127.60 90.00 01 Girls 12u.50 9.33 JE'U'I * p (.10 by the two-tailed test. *** p <.01 by the two-tailed test. NOTE: For t tests with heterogeneity of variance, Welch's Correction for df should be applied; however, the t values where this applied did not approach statistical significance, so Welch's correction was not used. 14 scores coupled with very small sample sizes. However, it does appear that gifted boys showed significantly greater variance in IQ scores than gifted girls. As EL and SES have been found to be important vari- ables in attitudes concerning child raising (Miller and Swanson, 1960), IQ (Kagan and Freeman, 1963; Burchinal, 1959; Haller and Thomas, 1962), and Creativity studies (Reid, 1959), it was necessary to find the influence of those variables in the present study. Table 2 discloses comparisons among all the groups on fathers' education, mothers' education, fathers' occupation (SES), and mothers' occupation. Appendices A—1 and A-2 give the categories of EL and SES used in this study along with the score for each category and the numbers of each criterion grouping in every category. Only in fathers' education was there a signifi— cant difference with the CIs'fathers having significantly more education than the SLs' fathers and ST'fathers. The groups were also compared on motherS' occupation which was divided into housewife, part-time working, and full-time working. A Chi—Square test of the frequencies found no significant differences. Further comparisons were made between the ages of fathers and mothers intra-and inter-grouping, of children's ages among the groupings, of the sex ratio in each grouping, of the position of the child in the family (only, youngest, middle, and oldest) among the groupings, and of the number i \I ‘ s- r ..V d 'V A 1 "v 15 TABLE 2.—-Comparisons of the Three Groups on Fathers' E1 and SES,'Mothers' El, and Mothers' Occupations. tvtest values Category Group " s2 N SLeST SLvCI STeCI Father EL SL 4.53 1.59 53 .83 2.08** 2.29** ST 4.22 2.22 18 CI 5.55 2.00 9 Mother EL SL 4.36 1.25 33 .03 .54 .49 ST 4.37 1.39 19 CI 4.11 2.50 9 SES SL 3.39 7.69 33 .17 .50 .37 ST 3.22 4.24 18 CI 2.89 5.50 9 Mother Occ. SL 5.73 5.78 33 .85 55 1.00 ST 5.11 8.56 19 CI 6.22 5.50 9 ** p<.05 using the two-tailed test. 16 of children in each family among the groupings. No signifi- cant differences were found in any of the comparisons. Procedure for Testing The letter sent to the 81 families whose children met the criterion IQ had an attachment to be filled out and turned into the school psychologist, if the student and his or her mother and father wished to volunteer to take part in the study. The full text of the letter is given in Appendix B—l. Another letter was then sent to those 68 families who had volunteered for the project; along with the letter was sent one copy of the Stanford Parent Question- naire,*M. S. U. form (SPQ), and the Child Relations Inventory (CRI), for each parent. Appendix B—2 illustrates the exact details of this letter. The parents were asked to have their questionnaires completed by the time the children were to be tested. Only seven fathers and six mothers returned their questionnaires after the children had been tested. Both fathers' and mothers' child rearing attitudes were used in the research since several studies have found that fathers' attitudes were also necessary to account for child personality (Eron, Banta, Walder, Laulicht, 1961; and Hoffman, 1961). Appendix C shows the complete instructions to the children on the day of testing. To avoid any fatigue and order effects on any one or more questionnaire, the question— naires were handed out in groups of four with sex also con- sidered. Each boy and each girl in one of the same sex groups 17 of four were given a different questionnaire. The first person in each group received the SPC, timesecond person received the .SIS, the third person was given the CRI, and the fourth person was handed the SPQ. The instructions for filling out the child raising attitude inventories appear to the writer to have elicited more nearly the child's attitudes rather than some mixture of parental attitudes, social mores, and their own ideas. This con— fusion would apparently have been elicited if the instruc- tions were that the children should answer as they think their parents would. The first person finished took 1 1/2 hours and the last person finished took 2 3/4 hours. Those children who were not present on the day for group testing were sent all four questionnaires with copies of the above instructions. They each were instructed as to the order in which the questionnaires were to be completed. All questionnaires were returned within 1 month of the group testing. The child rearing attitudes of the children have been measured as an aid in differentiating the groupings, to see how closely they approximate their parents' attitudes, and to see if there are differences among the groupings in their relationships to their parents' attitudes. SIS and SPC Both the SIS and the SPC were administered to the ninth graders involved in the study with the belief that the SIS would prove to be the better instrument in l8 classifying the groups. Since the SIS had never been used to discriminate among the groups a valid and reliable technique for this purpose had to be evolved. The reasons for the 818's use were the poor consistency of test—retest reliability coefficients with the SPC (Drews, 1962, and 1963) along with the experimenter's believe that such an overly simplified technique as the SPC could lead to grave errors in classification. The division into the three criterion groups was easily accomplished with the SPC- The number of checks in each category was the number of people in that category. However, the grouping with the SIS was more complicated. Since there were disparate number of questions for each category (SL-24, ST—18,CI 31) some new means of comparing scales by weighting total scores was needed. The simplest method was utilized in which each scale was weighted inversely to its number of questions (8L: .32, ST: .43,CI= .25). There may be more accurate ways of separating the groups, e.g., some method of multiple regression, but the method used in this study does appear to be the most efficient in terms of accuracy versus time Spent. After the weights for each person's score on each scale were obtained, the person was assigned to the group on which he obtained the highest weighted score whether it was by one weighted point or more. There was only one tie between an SL and an ST score which was decided arbitrarily in favor of the SL scale since that had 19 the highest raw score. The SIS separated the groups with 33 SLs, 19 ST, and 9 CIs,the SPC give 18 SLs, 24 ST, and 19 CIs. Neither method of grouping gifted students closely approximated Drews' findings. Drews found 10 to 24% SL whereas the SIS separated 54% SL and the SPC yielded 30% SL. Drews found 5A to 63% ST, where the SIS and the SPC showed 31% and 40% respectively. Drews found 18 to 24% C, but the SIS and the SPC gave 15% and 30% respectively. Appendix D—l gives a complete copy of the SIS and Appendix D-2 shows the SPC. Child Relations Inventory The Child Relations Inventory (CRI) is a scale of 55 items following the general format of the Shoben Scale (Hurley, 1962). It uses rather general items pertaining to child rearing practices. The first thirty items are a scale called the Manifest Rejection (MR) index which measures the liklihood of parents endorsing a ”tough” disciplinary policy toward their children. Items 30 to 40 and 51 to 55 are labeled Achievement Pressure (AP) questions which show the parents' tendency to use force of various kinds to elicit middle class achievement behavior. Items A1 to 50 constitute the Overprotection (OP) scale. These items u measure the tendency for parents to resist cutting the "cord between them and their children. This test is more or less 20 rationally based rather than making use of some statistical outcome such as factor analysis as a basis for its composi- tion. The (MR) index utilized a variation of the "reversed subscales" procedure shown effective in restraining the influence of the acquiescence (Zuckerman, 1959) and social desirability (Taylor, 1962) response sets. The AP and the 0P scales did not use the "reversed subscales" procedure. All questions except one must be agreed with to score high on AP. All OP questions must be disagreed with to score high on OP. A minimum of instructions are given. The subjects are told there are no right or wrong answers and that they should circle the answer which best represents their own view and opinion. Mothers, fathers, boys and girls answered this questionnaire. The choice of answers were modified from Hurley's original form to accommodate the use of a computer. The category, neither agrees nor disagrees, was dropped leaving strongly agree (SA), agree (A), disagree (D), and strongly disagree (SD). The rationale for this type of questionnaire is given by Shoben (19A9). Appendix E contains a complete copy of the test. Hurley (1962) found a highly inverse relationship between AP scores of the parents of college students and grades. Hurley (1964) found that IQ scores of teenage children were inversely related to the rejection scores of their parents. These two studies partially validate the MR and AP scales of the CRI. 21 Stanford Parent Questionnaire The Stanford Parent Questionnaire (Form M. S. U. ) (SPQ) was developed by Winder and Rau (1962). It is a scale with a form of 302 items for mothers and one of 315 items for fathers. It attempts to use items concerned with relatiVely specific situations, actions, feelings, and attitudes; and to organize such items into scales according to existing information on the dimensions of child rearing practices and attitudes. The choice of variables was partly based on previous studies of parental antecedents of various child behaviors. Thus Winder and Rau believe that findings of predicted relationships between the SPQ and aSpects of child behavior would be the primary basis in which to evalu— ate the meaningfulness and validity of the scales. The selection of items for retention in this revised version of the original scale was based purely on their internal I consistency with the scale to which they were originally assigned. Every item included correlated at least .30 with its total score from an administration to a sample of 108 fathers and 118 mothers of preadolescent boys. It was suggested by the developers of this scale that possibly different scales for each age group, sex, and sub— culture might have to be developed. In this study adolescent boys and their fathers were administered the SPQ (fathers form) and adolescent girls and their mothers were adminis- tered the SPQ (mothers form). Since the scales were developed 22 for preadolescent boys there might have been some error introduced in its use with adolescent boys and girls. However, the questionnaire seemed to lend itself well enough to extension with the groups mentioned so that little is lost? and possibly much is gained by its use. Six main scales were developed and each of these main scales was broken into from 3 to 7 subscales. The six main scales are ambivalence, strictness, aggression and punitive— ness, parental adjustment, models, and mastery. In the order given above the reliabilities using the Kuder-Richardson internal consistency formula are: mother (M): .63 and father (F)= .67, M: .86 and F: .89, M: .73 and F: .70, M= .69 and F= .72, M: .48 and F: .61, M: .87 and F: .85. Since these questionnaires were to be answered by adolescents it was thought better to drop 15 questions from the mothers form and 17 questions from the fathers form pertaining to sexual matters. This left 298 questions on the fathers form of the SPQ and 287 questions on the mothers form of the SPQ. All of the questions cut out were in the subscale "sex anxiety" except for one each on the fathers and mothers forms which were in the "punitiveness and physical punishment” subscale. One other question from the mothers forms was in the "self— esteem" subscale and two questions from the fathers forms were in the "positive father—mother relation" subscale. The questions on the test were concerned only with boys, but there were boys and girls in the sample; therefore, the words 23 her, she, or daughter were inserted within parentheses after each masculine counterpart of those words. The different questions of the subscales are generally fairly well scattered throughout the entire test. The subject is asked to indicate by a check mark the extent to which each item is characteristic of his own atti- tudes and behavior by selecting one of four alternatives- strongly agree (SA), agree (A), disagree (D), and strongly disagree (SD). The subjects are asked to mark every state— ment even though some might not appear to pertain to them. The person is asked to respond with a particular child in mind. Each individual is asked not to think too long about any one question. A copy of both the mothers and fathers questionnaire is in Appendix F-l and F—2. Rau, in two unpublished papers has carried out factor analyses of the father and mother questionnaires using the Kaiser-Varimax rotation. The two main factors used in the present study for both fathers and mothers were positive demands for self sufficiency (SS) and acceptance-rejection (R). Only those subscales which loaded .60 or higher on the factors were used. The subscales used in mothers' posi- tive demands for self-sufficiency were: rewarding indepen— dence, achievement standards, reasoning, consistency, con- tingent reward, and democracy. The subscales used in mothers' and fathers' acceptance-rejection were rejection, self-esteem, and inconsistency. The subscales used in 24 fathers' positive demands for self—sufficiency were the same as the mothers' except inconsistency was substituted for affection demonstrated. These particular factors were chosen because they appeared to be somewhat like Hurley's (CRI) AP and MR scales. Winder and Rau (1962) predicted aggression and made associations with types of aggression and parental attitudes using the SPQ with parents of preadolescent boys. Statistical Analyses Two separate statistical methods were used to analyze the results in this study. It had been hoped that the major method of analysis would be a pattern analytic method- Multiple Agreement Analysis (MAA). MAA should have grouped those people together who had identical responses on one or more questions in the CRI and SPQ. In this way the three classifications obtained by use of the 'SIS could have been independently validated. If the SIS was a valid instrument, a statistically significant number of people in each category should have been grouped together as opposed to groupings consisting of mixed categories when the Chi—Square technique was applied. For a further rationale of MAA and pattern analytic techniques see Appendix G—l. Since the SPQ has a form for mothers and another for fathers it was necessary to analyze boys and fathers separately from girls and mothers when the SPQ and CRI reSponses were 25 analyzed together. When the CRI reSponses were considered alone, mothers, fathers, boys and girls could be analyzed together. This permitted three separate, though not mutually exclusive, analyses of the data. Unfortunately a faulty computer program produced only small subject classes who agreed on large numbers of items rather than large subject classes who agreed on a relatively few items. The subject classes were, therefore, too small since it had been hoped that most of the persons who fell into each one of the three groupings (SL, ST, CI) would agree with each other on at least a few questions. In fact most of the results were in the form of pairs of persons who agreed on large numbers of items. To take advantage of this, the number of pairs of SLs, ST, and CIs as well as cross pairings were counted, with parents of the children in any one grouping simply being counted as part of that grouping. Chi-Squares were computed in order to find if persons in the same grouping agreed significantly more often than those of cross groupings. A rationale for this is given by McQuitty (1957a) who stated that the smaller a grouping the more valid it was found to be, although it was not as reliable as the larger classes. Appendix G—2 gives a fuller discussion of the method used to handle MAA results. On the other hand counting agreement pairs leaves room for criticism on a statistical basis since only .01 to .03 of the possible pairs occurred. Therefore, the argument 26 could be raised that any combination of paired agreements could occur by chance alone. The counter argument to this would be that it is not just pairs of persons agreeing on one item that are counted, but pairs of persons agreeing on many items with the smallest number of items used being statistically significant. (See Appendix G—2) However, a supplementary analysis was thought to be adviseablefknlthe reasons given above. A group within treatments analysis of variance was utilized, of which the simplified form is given by Lindquist (1956). The CRI and SPQ scales were used as the criterion variables. The main point of interest in these analyses was the overall signifi- cant differences among the groups on each of the criterion variables. With this design some further results were also compared, i.e., sex differences, differences among fathers, mothers, boys, and girls, and the observation as to which criterion variables appeared to be the most valuable for this research. The .10 level of statistical confidence was chosen for all analyses since it was believed that any differences achieving or bettering this probability level would reflect findings which were meaningful in view of both the limita- tions of the measuring devices and the relatively small sub— groups utilized. CHAPTER III RESUDTS Reliability and Correlation of the Three Groupings It would seem that each of the scales did possess sufficient homogeneity, as measured by the Kuder—Richardson internal consistency formula, to be useful for the purposes of this study (SL= .77, N= 24; ST= .56, N= 18; CI= .69, N= 31). Pearson product-moment correlations among the three sets of RSIS scales are shown in Table 3. Since the questions for all three scales were answered as though they comprised one scale it was decided to partial out the affect of each scale on the relationship between the other two. Table 3 also presents these partial correlations. The highly significant and negative relationships between SL and Cl,and SL and ST would apparently indicate that these scales were approaching the opposite ends of two independent con— tinua. The scales ST andCIIwere not significantly correlated and apparently reflect attitudes which are not appreciably related. m Kl 28 TABLE 3.--Pearson ProducteMoment Correlations of the Three RSIS Scales and Partial Correlations Holding Out Each Scales Effects on the Other Two. (N=61). Pearson Productv Partial Moment Correlation Correlation Groupings r_ 3 SL vs ST v.32** «.38*** SL vs CI $.53*** _.55*** ST vs CI .00 v.21 ** p<.05 using the twoetailed test. *** p<.01 using the two—tailed test. 29 Child Rearing Attitudes I. MAA Findings.——Table 4 shows the results of the Chi—Square tests using the frequencies of intra-and inter- group (SL—SL, ST-ST,(IL4IISL«ST, SL-CI.ST—C) agreement by the three sets of MAA results separated by the SIS.3 The frequencies for the three sets of SIS groupings were all significant at better than the .001 level. This would indicate that the three sets of intra—group agreements and inter—group agreements occured significantly more often and less often, respectively, than could be accounted for by chance. (Appendices H—l to H—6 report the number of pairs of agreements by fathers and sons on the SPQ and CRI, by mothers and daughters on the SPQ and CRI, and by parents and children on the CRI.) A more detailed analyses of the SIS intra~group agreements (SL—SL, ST—ST,(IL%I[)which were of main interest, was given in terms of binomial probabilities and showed that only one out of nine intra—group agreements in the RSIS sets was non—significant and this would have been significant if only one more pair of CI~CI had been found in the mother—daughter set.“ The findings support the belief that the separate RSIS groupings do have different child rearing attitudes. 2. Analysis of Variance Findings.——Table 5 presents the results of an analysis of variance which indicated differences across the groupings (including parents and 30 TABLE A.-—Number of Paired Agreements by Fathers and Sons; Mothers and Daughters; Mothers, Fathers, Sons, and Daughters on the SPQ and CRI as Separated by the SIS and SPC. SPQ and CRI CRI SIS Fathers Mothers & Mothers, Fathers, Agreements & Sons Daughters Sons and Daughters X X X SL-SL 25 49 91 ST—ST 12 15 28 CI—Cl 5 3 9 SL-ST 3O 28 85 ST—CI 8 10 26 SL—CI 22 15 3 x2 42.88 75.09 108.59 p .001 .001 .001 SPC SL-SL 8 24 23 ST—ST l7 16 36 01—01 19 ll 30 SL—ST 15 23 2- ST—CI 23 24 bf) oL;Cl )0 22 59 X5 35.09 57.11 29.13 p .001 .001 .001 NOTE: The agreements do not indicate agreements within the same family since this occurred only in a few cases. J wasp :pH3 o Snaps» we olonamzn oongsmin : ow Uzié .nHSHw . (pr .haoumsmaoo pogocflnco: we: ooHHHEnm macaw pin No we“ can Moron m .Ham opui powertomon .YHx nsflflao maflctflw org. xmBovm . Ho .VQ n m mmoo.vd u U Mao.vq u o mHo.vQ n n mmo.vq u m moa.va u mm 1.. I . o .. 0 .\J 1, c 1 \1 o _ . .. ,1/ o. . . a- o «J l c 1 we .. .1 “3.1 p i as m :a a o,» s .fi S cm a; .4 .2 4c s:e so ems o o o o Ao.:s. 3.:csosze wNH rNH :hH wFH .H 11111111 1 r- 1, ,- -- - mo oonzom m a m D a z m w m Q-w z m a m Q a z m ocmsom coo: Eoomomm mo moonwoa 7 .0mm map do mpOpomm some 02p co mflzw ocp an oodsonw mo moon one mnonpmm .mpopnwzmo ocm mconpoz mo mooSppr< wcflcmom oafino mo oocmfismb no mflmzflmc p SA. SA SA SA SA SA SA SA SA SA SA asfee so Tend to Agree 9 fl her his agrees: _. p- e-' n- n- n» p- p» or an n- p- n- e- .p- a- no on n- n- a». a? n- e- p~ e-lend.to Dis E3 Strongly Disagree g; SD SD SD SD SD SD an SD SE SI SI SD SL SI SE SI 26. 27. 28. 29. 3o. 31. 32. 33- 31+. 35. 36. 37- 38. 39- ho. hl. ’42. M3. 1.2.. #5. 1+6. #7. MB. 1.9. so. 51. 52. 53- 5b.. 55. When parents speak, children should obey Sneakiness in children is usually caused.by poor training methods. Children are happier under strict training than they are under lenient training. Very strict discipline may destroy what might have developed into a fine personality. Mbst children need more kindness than they usually receive. Children should be neat and orderly at all times. The sooner children are toilet trained, the better Most children should have music or other special lessons. Children tend to neglect their school work if parents do not keep after them. When children do not eat well it helps to tell them.how nicely other children eat. .Early'weaning and toilet-training are important in preparing children for life. For their own sake children should be pressed to excel in school. ' Children should be trained early to keep their toys in order. The sooner children realize that they must fight their own battles, the better. Almost any child who is not plain lazy can do good school work if he/she tries. Older children are more fun than babies. Children should generally be encouraged to choose their own playmates. Few parents worry about hurting their babies while handling them. Children should be permitted to have secrets from.parents. women who like parties often make good mothers. Children who always obey parents do not grow up to become the most desirable kind of adults. Even the best of parents make many mistakes in dealing with their children. . By the age of 7, most children are old enough to spend part of summer away from.home at a camp. Young people should choose Jobs which.they really like regardless of their parents' feelings. Children.must learn to do things on their own without always waiting for parents' approval. It is the duty of parents to make certain their children play only with theSright class" of youngsters. Children who do not keep up with their classmates usually need special tutoring more than anything else. It is foolish to push children to stand upon their own feet at the earliest possible age. The sooner that children are weaned from.emotional ties to their parents, the better they will handle their own problems. Special after-school activities are of greater character- building value to the child than is ordinary neighborhood play. JRH: #51 SA SA SA SA SA SA SA SA SA SA SA SA SA SA E SA p-encoun-sun-nooaoonaoamonaemnnanooo SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD APPENDIX F 89 III.‘ II Ii! 1! .1 flfl/Zf/V Z7 / /( A“ ’/ Mw’flM STANFORD PARENT QUESTIONNAIRE INSTRUCTIONS: Please give the following information. Your full name (print): List your children, beginning with the oldest: Name Age 1. g. School you completed (For example: 8th grade, Graduated from high school, Graduated from college, Completed 1 1/2 years of college, 11th grade and 1 year of mechanics school in the army or navy, Graduated from medical school, etc.): Marital status (For example: married, Separated, Divorced, Divorced for the second time, Widow, Widow and now married for the second time, etc.): Age: 0 NOTICE: As soon as you return this questionnaire, this page will be removed and kept in a separate locked file. Your answers will not be identified with your name. So, you can be very frank on this questionnaire and your answers will be kept completely confidential. Your code number is given below. CODE NUMBER: When you have given the information requested on this page, go on to the next page. You will find more instructions there. STANFORD PARENT omglomm (Mother's Form M.S.U.) The following statements have been made by parents about themselves, their children, and their families. Please read each statement and decide how it applies to you. Look at the next page of this questionnaire for a minute and you will see that there are four columns on the right hand side of the page. On the left side of the page there are statements. You should put one check mark next to each statement. You may put the check mark under SA or A or D or SD. SA means you agree strongly with the statement. .A means you agree with the statement more than you disagree with it. D means you disagree with the statement more than you agree with it. SD means that you strongly disagree with the statement. If you agree strongly with the statement or feel sure that it applies to you, put a check mark in the column marked SA. SA means Strongly Agree. If you are sure that a statement does not apply to you or you strongly disagree with the statement, put a check mark in the column marked SD. SD means Strongly Disagree. Use the A (Agree) or D (Disagree) columns for statements you are less sure about or feel less strongly about. Please mark every statement, even though some may not seem to describe you or your family. For example, there might be a statement about brothers and sisters and you may have only one child. Give the answer according to what you believe you would think or feel or do if the statement did apply, or the situation did come up. If you have more than one child, please mark the statements as they apply to your son . This questionnaire is for mothers; so if you are a man please ask for a different questionnaire. Wbrk as quickly as you can. You do not need to think about each statement too carefully -- just give your impression about it. In other words, answer every one, but do not think too long about any one. Start with number 1 and do each one in order. Give your impression of each statement quickly and go on to the next one. CODE NUMBER: n_ r,A;,.D__.§R.T 1. Holding back some of his privileges is the best way I have of discinlining him. L 2. I would like him to have some interest in art, music, and culture. 3. We‘ve pointed out to him that there are people who seem friendly but are not and that it's always wise to approach any person you don't know with-somS' re¢erve. 4. I don't believe in them standing up for themselves -iy picking on some other kid. ___ _-___.1 5. The most effective punishment seems to be when we i really take him in tow and either give him a spanking .or a lone talkzmg to. Taking'away some privilese doesn't.wizh.nsnrly as well. , 6. He knows when he's been spanked -- it's not just a tap on the wrist. 7. I always try to give the reasons why he should or should not do certain things. 8. When he gets angry and starts throwing things, we stop it the minute it happens. 9. we look for as many opportunities, legitimate oppor- tunities, to praise hhm as we can find. 10. I think he takes after me. 11. I turn off the TV in the middle on one of his programs“ or I tell him to leave the dinner table because he's been misbehaving. 12. He thinks he knows everything, but he doesn't. He'll stand there and argue that white is black, even when i you try to explain things to him. ‘ 13. He's a kid who's hard to please; he's just contrary. 1 14. We pretty much allow him to make a lot of noise in the house. 15. we don't use people as examples for the kids of how or not to behave. 16. He's often kept in the house and prevented from going out to play by way of punishment. .— ._—. IC-Z A D S];T 17. We've told them definitely never to even go to the door unless they were dressed. 1 18. I try very hard to be firm about certain things; I ‘ really believe in it, but it's been a little bit hard. 19. He got cut off on Cub Scouts and television for a month; [ there when his school-work went down. L 20. I usually say to him, “If you're going to act like that, son, go on to your room until you've finished panting and sulking, end then come on out and join us. 21. He's just like me in temperament. 22. At times when he is really rambunctious, we tell him that he is just like a little kid we know who is the epitome to us of how a child should not act. 23. We try to explain.why we ask him to do something. 24. We either play whatever game he wants to play or read if he wants me to read something to him. 25. We praise him whenever he behaves well. 26. If he leaves home he is definitely required to let us know where he is and we set a time for him to be back. 27. When he was younger, we always used to pick him up the second he fell. 28. Sometimes I think that the big trouble with a lot of children is nobody reasons with them as to why they shouldn't do things or why they should. 29. I would say that and I aren't as happy with each other as we might be. dr‘d‘ 30. ‘maybe thinks I get too upset over things that he might want to do. 31. Iim sure that tells me whenever there is anything bothering him. 32. Let's say he does something I didn't want hum to do. I tell him I still love him but I have to punish him. 33. We don't allow'him.to stay out too long on these chilly afternoons even though most of the other kids stay out later. “—2.322. 34. Frankly, I'm just away from him too much of the time, and this is not good. 35. Sex is something we don't talk about at all in front of the children. 36. He knows that I‘m.going to paddle his fanny if he does something wrong. 37. He normally appears to be very cautious about being tempted. If it's something that we feel is wrong, why _ .he usually doesn't go along with the show. 38. Be is inclined to be meticulously honest, except as his own feelings about something distort the truth. 39. The first two years of 's life are sort of a blur -- I don't remember very much about them. 40. Usually when I'm around and he wants attention I'm not so busy but what I can at least answer him. I may not be able to do what he wants but I feel I at least owe him an answer. 41. From the very beginning we started teaching him to always be dressed. 42. He's not as aggressive as he might be at times. 43. I'd like my son to be smarter than.me. 44. He's always fascinated with new'experiences. 45. We show our affection for each other -- we're not reserved about it at all. 46. Usually I feel that if it's worth a parent giving a direct order to a child the parent should see the child! does it right away. 47. I've told him, "If you think you’re right and the other fellow's trying to run over you, son, you slug him. Or if something happens to be yours and somebody tries to take it away from you, you fight for it." 48. I tell him he has to fight his own battles and not come rattling to me. 49. He's past the age of spanking. 50. If there has been a quarrel I tell him if he can't fight his own battles he will have to stay in his own house. .JL_.JL. 51. I wish I knew how close feels to me. 52. I think I get talked into things. 53. It hurts me when he talks back to me. 54. I really enjoy reading to before he goes to bed. 55. I don't believe that you should teach a child to fight. 56. Sometimes he seems to do things just to annoy me and I find this hard to understand. 57. Iawould only step-in to stop a fight if he started using a stick or some other object to hit another child. 58. I don't like to see quarreling and fighting in any kid. 59. I think it is tremendously important for to develop a clear idea of right and wrong. 60. He did mention some dirty joke he heard from the children. I told htm not to play with those children and not to listen to those things. 61. We've always tried to explain to him why you shouldn't do this or why you should do that. 62. I feel that he definitely knows the difference between right and wrong. I think a certain amount of explaining about these things does rub off eventually. 63, Once or twice I took him in, pulled down his pajamas and beat hhm‘with my hand. 64. He knows that we love him. 65, I feel quite close to him because he'll generally come to me and put his arms around me and things like that, 66. I'd say that in past years I have showed my affection too much. Now I try not to overdo it. 67. Sometimes I think I understand pretty well but then there are some things he does that I don't under- stand at all. 68. I have never had any arguments with our neighbors. 69, we have discouraged him from kissing his brother on the mouth. 70. I think I've always huggedrand kisud~hm,'and if' he cliuhed up in my lap, I'd hold him for a while. M-S 71. I hate to see him in a fight. If I see him fighting, I'll stop it. 72. I certainly wouldn't want him to play with dolls and such. 73. Every once in a whil I take the occasion to tell him I'm proud of his improvement. 74, A lot of times I take him to a picture show or some-t; .4 thing on weekends. 75. I'd like him to stick up for his own rights. 76, We praise him when we think he would appreciate it and bubble over it -- not just for school work or if his room is kept or his shoes are shined. 77. They're not allowed to roughhouse or jump on the fur- niture, but we fight it all the time and the moment my back's turned they do it. 78. For his own self-protection, he should know how to handle himself. 79. I'm sort of inept at playing with babies. 80. Parents should make lots of things available for kids to try out and let the kids try lots of things. ..= m... w"... W.,... ........._....JL........ ~— 81. He may be tempted, but he's very cautious and so he doesn't do it. 82. I think has to stand up for himself. 83. I set myself up as a model for him to follow in manners and things like that. 84. It's like when he learned to dress himself, I never did sit down and give him nice little instructions as to how to do it. lie just sort of assimilated the process. 85. It's pretty hard to have a set rule about bedtime, because he has questions to ask, drinks of water to be had, the bathroom to go to and any number of things. 86. I explain to him that it is not proper to be telling 11e8. ,« A A- .q..- w‘fir-‘--—-..~ -¢.-... ‘— C‘ we feel that he should not say something or do some- ' would correct them. I would say that this is a word not to use. 87. thing and then tell us an untruth about it. 88. I try to make a nice impression on everyone I meet. 89. He has likes and dislikes and we consider them in making the rulew. 90. It's good for him to have lots of ways of keeping busm on his own.” 91. A child should obey right away. 92. When he was small, we got a kick out of seeing hhm running around naked and enjoying himself. 93. I try to treat people the way I'd want to be treated. 94. We've been trying to develop suitable chores for each child so that they all contribute a little bit. 95. I spend probably a half hour a day or more on an aver- age school day helping him work his homework. 96. A.lot of times he’ll say he can't do something, it's too hard for him.and start asking questions about it. well, we try to help him come up with the answers and then show him that it isn't very difficult and that he . can work these things. i 97. we did explain to himnthat that was his privates and { not to be played with. 98. I suppose I should give more consideration to his safety when he's out playing but I don't. 99. He knows why he's been punished. You don't have to smooth things over. If he hadn't done it in the first place, everything would have been all right. I think you should let it go at that. 100. I'm firm enough that he knows that I mean it when I - tell him I don't want him to do something. 101. I feel it's important for to apologize if he has been angry at another child. 102. I think a child can be taught never to lie. 103. Soon as I found out he was picking up cuss words, I 104. I've never stopped him on any TV program he wanted to see. 105. Actually, I haven't paid much attention to fighting or name calling. ' 106. I feel he's too inclined to hold things within himself --- it's good to be able to show anger. 107. If he gives us his word that he didn't do something, I take his word for it. 108. I don't approve of a quick temper. I think a person should try his hardest to be understanding. 109. I would say we are pretty good at carrying through. but he gets away with things sometimes. 110. we have a very companionable marriage -- we like the same things pretty well. 111. He's got to learn that he has to close the door when he goes to the bathroom. 112. I think that a boy his age ought to be able to mow the lawn and perform similar chores. 113. He's sort of accepted his role as a person in the household; he doesn't seem to want as much attention as when he was smaller. 114. If he gets angry at me, I just let him express it as much as he wants to and I explain my position and that's it. 115. I want him to do something and I am not ready to go into the reasons why I expect him to do it. 116. Sometimes I'm.so puzzled by what he does, you know, that I don't do anything too concrete until I think on it a little. 117. I think we cooperate on big decisions. 118. When boys and girls are somewhat older there are prob- ably some differences in their activities, but they all seem pretty much alike to me now. 119. I tell him that if he gets pushed around, he should just turn around and push back. 120. I want him to grow up to be happy. I'd rather not hold ' { him to what I want. 121. we don't have very strong connections with out neighbors --- there's no real personal relationship. 122. I try to kiss him and he'll back away fromnme. 123. To my way of thinking, he seems to want an extraordin- ary amount of attention. 124. I'll say that some of the pretty violent scenes I've had with him were absolutely uncalled for on my part. 125. I'm not as tolerant as I should be, I feel. 126. He hasn't been very difficult to bring up. 127. we don't have and particularly close friends -- we keep pretty much to ourselves. 128. I think he likes attention and, believe me, it's lavish- ed on him. 129. I don't get irritated very easily. I learned to control my temper years ago. 130. I hope he'll be better able to go out and sway people than I can. I hOpe he'll have more chance than I have. 131. He constantly tests the rules to see how empty they may be. 132. We don't plan their evenings, more or less let them do what they want to. ' 133. Most of all I want him to do something he really loves doing, and not to study something or go into something for other reasons than that he really likes it. 134. wasn't very affectionate when he was younger. 135. As a punishment, he may be deprived of a dessert at the table or of going to the Saturday show. 136. If he plays with his genitals, we just say, "Don't do that. You might hurt yourself," and drop the subject. 137. If I've punished him and he goes to his bedroom and cries, I've insisted he stay there if he's going to cry. formal education. 138. I feel he can't be tempted very much if he knows it's i something that's not really safe to do. 139. We should tell him once and then make darn sure that he does it, instead of repeating ourselves. 140. I object very strenuously to gang-type activities that may get out of bounds. 141. He doesn't have to tell us where he's going even if “ he's going out of the imediate neighborhood. 142. He seems kind of young to try to explain things to h like the consequences of some things he might do. 143. I think the thing that works best in trying to get him to behave the way I want him to is to talk to him; I — always talk things over with him. 144. He can be tempted very easily by other children. 145. I fear I don't help him as much as I should 146. I generally get along pretty well with people. 147. I think he should stand up for himself. 148. I'm an independent person -- I know how to make my way in the world. 149. Whenever he goes oue to play, we want him to watch himself and be very careful. 150. We sometimes use some of the neighborhood kids as an example to him. We try to show him how good he could be if he would only do this and such. 151. We try very much not to use the other kids as an example for him to follow. We make a point of trying not to do that. 152. I think he'd be fairly gullible with other children and go along with them. 153. If somebody feels they could pick on you and you're not going to do anything about it, they'll pick on you that much more. 154. I told him if anybody starts a fight with him. he should put them in their place. 155. I'd like to see him go ahead and get an extensive e a. - QHO' . e e -‘ ‘ s a op. ... ' - .. . ‘ . . - " . I e I ' n I l.‘ -. .. .. OI . . s . ‘ . s C . .- . . \ ~ . _ . .- C I . . "" .v-n I §. I. .s\ .-- . . -n . . A.) I e - . .. ...., . .',. I I - . a..., . ‘ so u v .e . ~ I :L), I . ‘0 l ‘ ‘~ . a ‘ I h A . w . . e , 4 fl ~ ' . . ‘ I a . . . 1 I 5‘ I ‘. . ' a x . . ~ " ‘ . '1 L . ‘ \ . _ e I‘. A l s 'm _ ' . , C ' .. . - s . a l ' ’ b .' . . _ " ' I . ‘ ‘ t ".-.-.A_ ~- A u. , '7 w I a a 'l ' \ ' ‘ "'l~o. es ‘ . ,s . . ..~ r - . . a " . ‘ H .I' . '.\ - l 1 ' - . e . ‘ . . . .Qa I v - . '. e . . . I \ ‘u ' . I t . -~ 0‘4 ‘ . ,. .. . . . . . . j...” 4.- M910 SA. A D SD 156. He wants to try lots of grown-up things and as long as I feel they won't hurt him in any way, I let him go ahead and do it. It's never been a problem. 157. A If deliberately starts quarreling or mane-calling; I think I should do something to stop it. 158. -—.*—o‘7 Even if I'm hostile in my mind toward someone , I won't show it. 159. I'd like him to have a little more drive, spirit, initiative. 160. All my life, I have loved people. 161. When he's done something especially nice I always let him know how much I appreciate it. 162. I'd like him to be masculine in regard to sports and hobbies and reading material and so forth. 163. If I see he's hitting his brother hard, trying to hurt then I paddle his bottom. 164. Sometimes I'm at my wits and trying to figure out what to do with that boy. 165. We've tried to show him that we plan ahead on things like meals and if there are particular things he wants he must ask ahead of time. And so a couple of times when he has asked ahead, we've tried if possible to do it at that time. 166. I certainly don't want to have the feeling that he had as little to do with what went on in the family as I did when I was growing up. 167. He's not allowed to cross a busy street without some older person walking with him. 168. I've pointed out to him that we each have a job to do. His father's job is to go to work and bring home the money, his mother's job is to keep up the house and his job is to keep his room up. 169. There are some times when it's just not convenient to let him do things and I don't let him, but I like to let him try. 170. I know that it's only healthy for a boy to fight. 171. I feel that probably I have been a little bit lacking in that knack of getting down to his level on a lot of things. 172. I often tell him, "well, Daddy wouldn't do something like that," or "Momma wouldn't do something like that." Hell SD 173. I think it's very important for a child to learn to do things for himself within the limits of his capabili- ties. we try to make it possible for him to do as many things as he can. 174. we always tell him, "Look, when you get to be old enough to earn your own living, then you can do what you wish. Just now you take your orders from your mom and dad." ”Ag 175. we never object to where he's going as long as he lets us know. 176. I would like him to be sure of himself in strange situations. 177. The thing that makes me maddest of all is to be treated unfairly or to be unjustly accused. 178. I feel our best time is when we just sit and talk. 179. Quite often when we try to do something for him, he doesn't seem to appreciate it and we kind of feel he should. 180. We're always after him to keep the noise down, to tone it down. 181. If the weather's good we punish him by keeping him.in: the house -- that probably bothers himbmore than any- thing else. 182. I feel that probably I have been a little bit lacking in that knack of getting down onto his level on a lot of things. 183. If he and the other kid are the same size, I let them fight it out. 184. Usually if someone treats me unfairly, I just feel injured. I like to avoid unpleasantness if possible. 185. I'm pretty quick-tempered. 186. If you talk to your children ahead of time and you can anticipate what“will happen you can often eliminate lots of problems when they come and tell you what they want to do. M-12 187. When ____and I have disagreements we always kiss and make up -- we both feel better if we do this. 188. You have to take people as they are -- you have to learn to get along with them. 189. 'When they lie, when it' s a proveable lie, I get very angry about it and I've occasionally gone so far as to take a belt to them about this. ---1 190. I don't like it when he comes and asks me things while I'm meeting, and I get annoyed. 191. The kids get to hear words I have no business saying around the house because I get angry. 192. We like having friends over to the house to play cards or just to visit. 193. When I'm angry about something, I like to get it out in the open and get it over with. 194. I don't like to have scenes with people. 195. Any time I have ever whipped , I've always made it a point to set him down and tell him exactly why. And then I feel that afterwards we probably have been closer than we ever were. 196. If we see him playing with his genitals we try to distract him somehow. 197. Whenever some neighbor needs help with something, I'll always offer it. 198. We think it's important that children learn how to work, learn how to do things, tackle things more than just play. 199. We often held up his brother or sister as an example for him. 200. He feels by crying, I suppose, he'll get what he wants. We tell him it won't do him much good to cry. 201. I think he should have some little chores that he must do so that he learns that there are certain things in life that you have to do. 202. I leve my son intensely. ‘ 203. Probably we, to a certain extent, live within the family too much. We should be out mixing more, having more friends and the like. 204. I would expect himhto take on more yardwork as he gets older, but not housework. 205. we frequently have to call his attention to the fact that he should not interrupt our conversations and that he should be quiet. 206. has lied to me a couple of times and I have really whipped him. I don't think he ever will again. 207. I would like to see him more outspoken in school. 208. I have sever encouraged him.to use his fists to :- defend himself. 209. I shomey affection very openly no matter’where we are. 210. I would say that for everything that we have forbidde or scolded him about, he was perfectly aware of the reason. 211. we found out that children don't know what you're talking about when you explain things to them. It's wasted talk so we don't do it. 212. I don't think boys should do housework type of chores -- I think they should do things like carrying newer- papers out at doing something in the yard or running errands. 213. I don't think that he should do things like setting the table, hanging curtains or washing dishes, unless he wants to, but this should not be required or.en- couraged. 214. I think that boys should have more manual chores than girls, such.as mowing the lawn; I wouldn't expect that of a girl. 215. we keep close track of , -- we always know where he is. 216. I think he should obey but I don't think you should expect a child to do it on a moment's notice. But then, speak to them once, then speak to them a couple or three times in succession, it should register on them. _. _&d_14L_7.Jl_TJHL_ 217. We might encourage him in new activities other than what he wants himself but if we knew he was resisting __ us, we certainly wouldn't continue to push him. 218. It's more important for boys than for girls to find out early what they're interested in and follow it through. 219. Calm, reasoned chastisement is the most effective punishment. 220. we have to help him finish up a lot of his homework. 221. we keep awful close track of our kids. 222. He's supposed to be in bed by a certain time. It's very flexible. 223. I don't think he should start fights, but if someone else starts one I think he should finish it even if he has to come home with two black eyes. 224. I don't try to stop from getting into fights; I try to figure out whether he's justified or not. 225. has been left alone very little. There's always some member of the family in the house. 226. I feel it's important for to apologize if he has hurt another child. 227. He had one boy friend that was slightly coarse and we didn't particularly approve of him so we told to try and steer clear of him. 228. Sometimes you have to come out and lay down the law to him. Talk can only go so far. 229. We told him that we didn't want him to play with his genitals because it would hurt him later on. 230. If he started the fight, I'd explain to him'what was ‘wrong about what he was doing and tell him to apol- ogize to the boy. 231. we've trained our children to respect each others' privacy in the bathroom. 232. He doesn't do too much that we can praise him for. 233. we punish him by holding back a privilege, something he had his heart set on. 234. He's got to learn to think before he acts and not just say he's sorry afterward. 235. The church plays an important part with us and we generally point out people in the congregation as good examples for to follow. 236. If I take him out someplace, say, to a novie -- and he sits quietly during this particular movie, I'll saw "I'm glad you came along with me, we'll have to go again." 237. We don't allow any fighting or hurting anybody, things like that. They can't get rowdy. 238. I'm a very social, very group-minded person. 239. I don't think _____was born at the best time in our marriage. 240. They'll mind us at the time, when we're right there but we don't correct them in such a way that they're afraid to do it next time. 241. I can't think of anything I would like him to be I wouldn't expect in a girl. 242. We both flare up. He probably learned it from me. — ~- “-1 243. I think that children, within their own group of ‘ T friends, have to work out their own differences. ...d, 244. I hope will have qualities of leadership and { initiative. 245. We've always warned him about talking to strangers. He knows he's not supposed to let a stranger come up .“ talk to bus , 246. I'm not as strict as I should be. .247, He's a very cheerful guy, he's an exuberant guy and I tend to be exuberant, too. 248. I think that a boy or a girl can have very similar responsibilities. I wouldn't say any longer that it's strictly a women's work maintaining a home. 249. We're trying to being him up so that he's pretty much responsible to himself. 250. I can't figure him out sometimes -- I don't know what makes him tick. SA M-16 .A D 3D 251. we give him.an allowance and he doesn't have to work for it at all but if he wants to earn extra money there are some chores that he can go ahead and do and come and tell me about them. 252. Kids should reapect authority and when they're told to do something, they should do it and not give you a big argument. 253. I get upset when he teases other children. 254. I always try to tell him the reasons each time. 555. He's supposed to report in just before he goes some- where. 256. If I told him I was going to discipline him, the only things that would keep me from following through would be one of the other children being in bad trouble or something like that. £37. ‘ r—l—v—r I would like for him to go through college and I think he's capable of it, but if hcechooses to do something for which he does not have to go to school, I'm cer- tainly not going to put up a fuss about it. L”- ~---1 258. I don't think there's any too big a difference between boys and girls as far as responsibility in the home goes. 259. Mostly I'd like him to grow up to be a person who liked to do what he's doing. 250. I'm very easily swayed by him‘when he comes in to me and apologizes for something he did. 261. we feel very strongly against him.taking something that belongs to someone else. 262. I think it's a good idea for children to have regular jobs around the home because it gives them a sense of belonging and a sense of importance. 263. I.might give in on some things with the children because I am not at all happy in doing something that someone else doesn't really want to do. 264. When I flip my lid, I flip, and I flip whether the children happen to be there or a group of peeple, and get it off my chest. 265. I would like him to be more aggressive in taking care of himself. 266. I'd like him to obey imadiately because usually when I ask him to do something, it'a something that I feel should be done imediately. M917 A. 267. Ifeel that it's important for a boy to learn to stand up for himself. 268. I think you should teach them to be as self-sufficient as possible. I think they need lots of love and care but they should be self-sufficient. 269. I think most of his efforts to act grown-up are pretty reasonable and I hope he can do these things. -...-.- 270. You know, you take your annoyances out on the children unfortunatily. 271. We've explained about how intercourse will bring about the birth of a child, where the baby is carried, and .0 fonhe 272. I ignore a certain amount of name calling and quarrel- ing because I think kids can work their things out for themselves. 273. My husband doesn't discuss things -- talk things over -- as much as I would like. 274, As far as rules go, I just simply can't be firm enough to please my husbnad. 275. I think feels closer to his father than to me because his father is more lenient with him. 276. My husband is indifferent and doesn't show affection, and I sometimes think may turn out to be like him. 277. My husband thinks I nag too much because I do keep at him sometimes. 278. Ilia father isn't strict with him at all. He tells he knows he didn't mean it, he wouldn't do it again, so he isn't strict with him. 279. If my husband had punished unwisely and was in the right then I would tell I thought he was isn't» right. 280. Barfeels he-.has tovbave- his .own way, and that's like my husband, and I don't feel that's a very good trait. ._._.__J 8-18 .1; D 281. He's smart like his father; he's got a good head on his shoulders. 282. If my husband's disciplining him, I don't step in, and if I am, he doesn't step in. 283. I wouldn't like him to pick up my husband’s bad habits.H 284. Once he did come home with a dirty word and I knew someday it would come and yet I guess I did get kind of shaky about it. 285. I think to some extent I don't want him to be quite as easy-going as my husband. 286. My husband wants everything ship-shape and done 1'18": now and he is the biggest procrastinator you ever saw. w < #4:: — fir— :fiiwi-WWBWW ”my 4 287. I don't think I understand my husband very well; I don't understand what brings on his moods. 288. His father has always been very good at playing games with him and keeping him amused and doing most any- thing for him. 289. My husband ridicules him quite often. 290. If my husband disciplines him, I never interfere with it, or if I discipline, Ila never interferes. 291. I just can't think of anything where I should say he should not be like my husband, because I think he's "’ fine. 292. fly husband has a real, genuine affection and he's a good father. 293. My husband is too much on the defensive, too meek. He doesn't oppose things he doesn't like. 294. By husband's a great one for making mountains out of molehillfl. 295. I'd like him to be considerate and thoughtful -- sentimental, to a degree, more so than his father is in some respects. 296. According to what I know about my husband, __ seems to be very much like he was at that age. 297: my husband isn't there so often, I usually make most of the decisions. Right or wrong, I'm stuck with t Usuallypas far as the children are concerned, since ‘ 298. When my husband's here, 1.7. the boss. I guess it's because I try to get busy with housework and leave them to him when he's here. I usually do the fidihhipflining. If it's something that happens when my hisband's around, then he does it. 300. I usually discipline -- because I'm there more than his father is. 301. Tuaually say, "Well, we'll wait until your Dad comes home and we'll see what he says about it." I leave it up to Ibtr. (stilt. 302. Mostly we do things Ttogether, but I guess I make more decisions than my husband does. I.— AWE/MM F-Z FAT/7154’ STANFORD PARENT QUESTIONNAIRE INSTRUCTIONS: Please give the following information. Your full name (print): List your children, beginning with the oldest: Names Ages 6. v—fi School you completed (For example: 8th grade, Graduated from high school, Graduated from college, Completed 1 1/2 years of college, 11th grade and 1 year of mechanics school in the army or navy, Graduated from medical school, etc.): Marital status (For example: married, Separated, Divorced, Divorced for the second time, Widow, Widow and now married for the second time, etc.): NOTICE: As soon as you return this questionnaire, this page will be removed and kept in a separate locked file. Your answers will not be identified with your name. So, you can be very frank on this questionnaire and your answers will be kept completely confidential. Your code number is given below. CODE NUMBER: When you have given the information requested on this page, go on to the next page. You will find more instructions there. STANFORD PARENT QUESTIONNAIRE (Father's Form 11.8.0.) The following statements have been made by parents about themselves, their children, and their families. Please read each statement and decide how it applies to you. Look at the next page of this questionnaire for a minute and you will see that there are four columns on the right hand side of the page. On the left side of the page there are statements. You should put one check mark next to each statement. You may put the check mark under SA or A or D or SD. 8A means you agree strongly with the statement. A means you agree with the statement more than you disagree with it. D means you disagree with the statement more than you agree with it. SD means that you strongly disagree with the statement. 11 7°“ a8!:ee strongly with the statementsor feel sure that it applies to you, put a check mark in the column marked SA. SA means Strongly Agree. If you are sure that a statement does 993; apply to you or you strongly disagree with the statement, put a check mark in the column marked SD. SD means Strongly Disagree. Use the A (Agree) or D (Disagree) columns for statements you are less sure about or feel less strongly about. Please mark every statement, even though some may not seem to describe you or your family. For example, there might be a statement about brothers and sisters and you may have only one child. Give the answer according to what you believe you would think or feel or do if the statememt did apply, or the situation did come up. If you have more than one child, please mark the statements as they apply to your son , This questionnaire is for fathers; so if you are a woman please ask for a different questionnaire. Work as quickly as you can. You do not need to think about each statement too carefully -- just give your impression about it. In other words, answer every one, but do not think too long about any one. Start with number 1 and do each one in order. Give your impression of each statement quickly and go on to the next one. CODE WE: Holding back some of his privileges is the best way I have of disciplining hum. I don't believe in them standing up for themselves by picking on some other kid. The most effective punishment seems to be when we really take him in tow and either give him a spankiDS or a long talking to. Taking away some privilege doesn't work nearly as well. 4. He knows when he's been spanked -- it's not just a tap on the wrist. 5. I always try to give the reasons why he should or should not do certain things. 6. When he gets angry and starts throwing things, we stoP it the minute it happens. 7. I thought a lot of times that my parents were standing on their rights as adults and that they actually didn't reason or consider a lot of facts. I hope we avoid that with him. we look for as many opportunities, legitimate oppor- tunities, to praise him as we can find. I think he takes after me. I'd hate to have him be like me all the time; I'm no shining example. 11. It's very important for a boy to think and to learn how to use his brain -- more so than for a girl. 12. If he's going to act that way, he can't expect me to do things for him, and the next time he wants some a money to go to a show or something like that, why we'll remember it. 13. I hOpe my son is going to have a social, outgoing personality. W—qb—m 14. He thinks he knows everything, but he doesn't. He'll stand there and argue that white is black, even when you try to explain things to him. 15. He's a kid who's hard to please; he's just contrary. 16. we pretty much allow him to make a lot of noise in the ' house. -n Ha} ————--_~._.--— ._ .— -s- _—-‘ chilly after-noons even though most of the other kids stay out later. v w '.‘—-r«“--——' «-1‘” A D 82, i i._1_.. 17. we don't use people as examples for the kids of how to behere or not to behave. 18. He's often kept in the house and prevented frou.going out to play by way of punishment. l9. we've told them definitely never to even go to the door unless they were dressed. 20. I try very hard to be firm about certain things; I really believe in it, but it's been a little bit hard. 21. He got cut off on Cub Scouts and television for a month there when his school-work went down. 22. When he was smaller we had the clothes-hooks low so he could hang his things up and his toys were in boxes and drawers that were low so it was easy for him.to put things away by himself. [ 23. I would hate for him to be effeminate. 24. He's just like me in temperament. “""1 25. .At times when he is really rambunctious, we tell him that he is just like a little kid we know who is the . epitome to us of how's child should not act. ! 26. We try to explain why we ask him to do something. } l 27. we either play whatever game he wants to play or read I if he wants me to read something to him. 28. We praise him whenever he behaves well. 29. If he leaves home he is definitely required to let us know where he is and we set a time for him to be back. 30. I would say that and I aren't as happy with each other as we might be. 31. I‘wish he felt as close to me as I do to him. 32. maybe thinks I get too upset over things that he might want to do. 33. I'm sure that tells me whenever there is any- thing bothering him. 34. we don't allow him to stay out too long on these aoV--~. ~_ * SA A D 33) $5, Frankly, I'm just away from him too much of the time, and this is not good. 36. Sex is something we don't ulkjboutjt all in front of the children. 37. He knows that I'm going to paddle his fanny if he does something wrong. 38. Be normally appears to be very cautious about being tempted. If it's something that we feel is wrong, why he usually doesn't go along with the show.‘ 39. Be likes for me to be at home as much as possible; not to go out. 40. Usually when I'm around and he wants attention I'm not so busy but what I can at least answer him. I may not be able to do what he wants but I feel I at least owe him an answer. 41. From the very beginning we started teaching him to always be dressed. 42. He's not as aggressive as he might be at times. 43. He's always fascinated with new experiences. 44. We show our affection for each other -- we're not reserved about it at all. 45. Usually I feel that if it's worth a parent giving a direct order to a child the parent should see the child does it right away. if 46. I've told him. "If you think you're right and the other , fellow's trying to run over you, son, you slug him. 3 Or if something happens to be yours and somebody tries ! to take it away from you, you fight for it." l 47. I tell him he has to fight his own battles and not come tattling to me. 48. lb's past the age of spanking. 49. I wish I knew how close feels to me. L _ I 1 50. A lot of times he comes and asks me how to do things, or when I'm doing something, he'll always come and want to help. 51. I think I get talked into things. r-4 SA A D 31;; 52. It hurts me when he talks back to me. * 'I 53. I don't believe that you should teach a child to fight. 5 54. Sometimes he seems to do things just to annoy me and I i find this hard to understand. 3 55. When He was a baby, I used to walk around the room with} him when he was crying. 56. We're at them continually not to jump -on the furniture 9 but they do anyway. 57. I don't like to see quarreling and fighting in any kid. 58. I think it is tremendously important for to develop a clear idea of right and wrong. 59. He did mention some dirty joke he heard from the children. I told him not to play with those children and not to listen to those things. . 60. We've always tried to explain to him why you shouldn't : do this or why you should do that. 5 "”‘é 61. I feel that he definitely knows the difference between i right and wrong. I think a certain amount of explain- ing about these things does rub off eventually. 62. I would like for him to care what other people think about him. 63. Once or twice I took him in, pulled down his pajamas { and beat him with my hand. , -._.4..-..__.._§ 64. He knows that we love him. ' 65. I feel quite close to him because he'll generally come ‘ to me and put his arms around me and things like that. A“: 66. I'd say that in past years I have showed my affection too much. Now I try not to overdo it. 67. Sometime I think I understand pretty well but then there are some things he does that I don't under- stand at all. 68. I have never had any arguments with our neighbors. 69. We have discouraged him from kissing his brother on the mouth. SA long as they're not doing something that might hurt them. 70. I think I've always hugged and kissed him, and if he climbed up in my lap, I'd hold him for a while. 71. I hate to see him in a fight. If I see him.fighting, I'll stop it. i 72. Every once in a while I take the occasion to tell him I'm proud of his improvement. 73. I'd like him to stick up for his own rights. I 74. we praise him when we think he would appreciate it and f bubble over it -- not just for school work or if his i room is kept or his shoes are shined. 2 7S. They're not allowed to roughhouse or jump on the fur- ' niture, but we fight it all the time and the moment ' my back's turned they do it. 76. For his own self-protection, he should know how to handle himself. 77. He may be tempted, but he's very cautious and so he doesn't do it. 78. I set myself up as a model for him to follow in mannerd and things like that. 79. It's like when he learned to dress himself, I never did sit down and give him nice little instructions as to how to do it. He just sort of assimilated the process. 80. It's pretty hard to have a set rule about bedtime, because he has questions to ask, drinks of water to be had, the bathroom to go to and any number of things. .81. I give him just so long to eat his dinner and if he doesn't he just goes to bed. 82. I explain to him that it is not prOper to be telling lies. 83. we feel that he should not say something or do some- thing and then tell us an untruth about it. 84. He has likes and dislikes and we consider them in making the rules. 85. The kids pretty much have a free rein in the house as because he wants to do them, not because he's been told to do them. __ 3L I)1 SD 86. It's good for him to have lots of ways of keeping busy on his own. 37. A child should obey right away. I g 88. When he was small, we got a kick out of seeing him ' g ‘- running around naked and enjoying himself. E 89. We try to keep him.away from those things that I know 1 would be way out of capability, but he used the jig-saw’ p the electric drill, and the sender with help. i i 90. I try to treat people the way I'd want to be treated. i g g a :‘F L 91. we've been trying to develop suitable chores for each ; l ; child so that they all contribute a little bit. g 5 92. I spend probably a half hour a day or more on an average[ E school day helping him.work his homework. I 93, A lot of times he'll say he can't do something, it's too hard for him and start asking questions about it. well, we try to help him come up with the answers and then show him that it isn't very difficult and that he can work these things. 94. We did explain to him that that was his privates and ~ I not to be played with. l 95. I suppose I should give more consideration to his safe- ty when he's out playing but I don't. 96. we've had some very violent explosions over lying. 97. He knows why he's been punished. You don't have to smooth things over. If he hadn't done it in the first place, everything would have been all right. I think you should let it go at that. 98. I'm firm enough that he knows that I mean it when I tell him I don't want him to do something. 99. I feel it's important for to apologize if he has been angry at another child. .J 100. Soon as I found out he was picking up cuss words, I would correct them. I would say that this is a word not to use. 101. we subscribe to the theory that he should do things 102. I've never stopped him on any TV program he wanted to see. 103. I ask if he is sure that that is the truth, I ' kid him to a certain extent on it, it sounds far- fetched, and I try to show him that the story doesn't sound right, that I question is at least -- not that I absolutely disbelieve him. 104. If he gives us his work that he didn't do something, I take his word for it. 105. I don't approve of a quick temper. I think a person should try his hardest to be understanding. 106. We never have any disagreements in front of the kids. 107. We have a very companionable marriage -- We like the same things pretty well. 108. He's got to learn that he has to close the door when he goes to the bathroom. 109 After we've punished him, we usually let him get ovsr it on his own or, after a while , put him to work sums- where, doing something. 110. I think that a boy his age ought to be able to mow the lawn and perform similar chores. 111. He's sort of accepted his role as a person in the house- hold; he doesn't seem to want as such attention as when he was smaller. 112. I want him to do something and I am not ready to go into the reasons why I expect him to do it. 113. Sometime I'm so puzzled by what he does, you know, .- thst I don't do anything too concrete until I think on it a little. 114. I think we cooperate on big decisions. 115. When he has come into the bedroom while one or the other or both of us were undressed, we've never made an issue about it or told them that they shouldn't or anything like that. 116. I tell him that if he gets pushed around, he should just turn around and push back. F-8 ‘sn 111. When he asked if he could have some chores to do, we agreed that it would be a good time to start an allow- ante. 118. When he wants to start playing with something differ- ent I remind him that he can't very well start playing a there if the space is towered with other things. then ‘. I usually offer to help him pick thinks up. 119. I want him to grow up to wbe happy. I'd rather not I hold him to what I want. i 120. We don't have very strong connections with our neigh- . bors -- there's no real personal relationship. . 121. I try to kiss him and he'll back away from me. ' 122. To my way of thinking, he seems to want an extra- 1: ordinary amount of attention. E 123. I'll say that some of tte pretty violent scenes I've | had with him were absolutely uncalled for on my part. g 124. I'm not as tolerant of him as I should be, I feel. ’ 125. We don't have any particularly close friends -- we i keep pretty much to ourselves. -' i ‘9 126. I think he likes attention and, believe me, it's ; lavished on him. ! 127. I don't get irritated very easily. I learned to ‘ control my temper years ago. ‘ 128. I hOpe he'll be better able to go out and sway people ' than I can. I hOpe he'll have more chance than I ha 129. When he was a baby and he cried, we felt that there was something that demnded attention and attempted to ‘ console him. 3 130. He constantly tests the rules to see" how empty they I my 1380 131. We don't plan their evenings, more or less let them do what they want to. 132. Most of all I want him to do something he really loves doing, and not to study something or go into something for other reasons than that he really likes it. 133. wasn't very affectionate when he was younger. and go along with them. 134. As a punishment, he may be deprived of a dessert at t 1 ‘ table or of going to the Saturday show. .' 135. If he plays with his genitals, we just say, "Don't do i that. You might hurt yourself ," and drop the subject. # 136. We should tell him once and then make darn sure that i he does it, instead of repeating ourselves. J“ 137. I object very strenuously to gang-type activities that i may get out of bounds. i 138. He doesn't have to tell us where he's going even if he's going :out of the innediate neighborhood. J 139. I think the thing that works best in trying to get him 1 to behave the way I want him to is to talk to him; I always talk things over with him. 140. He can be tempted very easily by other children. 141. I like to hear him talk and, in fact, I kind of delight in seeing him arguing or debating a little with his fathers 142. I fear I don't help him as much as I should. 143. I generally get along pretty well with peOpla. 144. I think he should stand up for himself. 145. Whenever he goes out to play, we want him to watch himself and be very careful. 146. We sometimes use some of the neighborhood kids as an example to him We try to show him how good he could ‘ be if he would only do this and such. 147. We hold him down an the amount of noise he can make in the MUBCs 148. We try very such not to use the other kids as an examph for him to follow. We make a point of trying DOC to d0 thfics 149. We have given him very careful instructions about how to do things. Then we let him be the leader when we are together and he learns the way to do things. 150. I think he'd be fairly gullible with other children P-IO 151. If somebody feels they could pick on you and you're not going to do anything about it, they'll pick on you that much more. 152. I told him if anybody starts a fight with him, he ' should put them in their place. 153. I'd like to see him go ahead and get an extensive formal education. _. _. Jim“.-. If deliberately starts quarreling or name-call- ing, I think I should do something to stop it. All my life, I have loved people. When He's done something especially nice I always let him know how much I appreciate it. I'd like him to be masculine in regard to sports and hobbies and reading material and so forth. If I see he's hitting his brother hard, trying to hurt then I paddle his bottom. Sometimes I'm at my wits and trying to figure out what to do with that boy. We've tried to show him that we plan ahead on things like meals and if there are particular things he wants he must ask ahead of time. And so a couple times whe he has asked ahead, we've tried if possible to do it at that time. 161. I certainly don't want to have the feeling that he had as little to do with what went on in the family as I did when I was growing up. 162. I've pointed out to him that we each have a job to do. His father's job is to go to work and bring home the money, his mother's job is to keep up the house and his job is to keep his room up. 163. There are some times when it's just not convenient to let him do things and I don't let him, but I like to let him try. 164. I would say he has never acted too grownup; he likes to imitate adult activities but I don't think he would try to use the things that are only for adults and have been strictly forbidden for him. 165. I know that it's only healthy for a boy to fight. 166. I feel that probably I have been a‘ little bit lacking in that knack of getting down to his level on a lot of things. P-ll 167. I often tell him, "th1, uddy wouldn't do something ‘ } like that," or "Ho-s wouldn't do something like that." 168. I think it's very important for a child to learn to do things for himself within the limits of his capabilitiej Us try to make it possible for him to do as may diffe ent things as he can. 169. If I go away for a week on ; trip, he doesn't really miss me too much. 170. for instance, he has helped in the backyard planting flowers and such so when he is ther with a bunch of kids he kind of makes sure they don't trssp through the flower bad because he feels they are his too. 171. We always tell him, "Look. when you get to be old enough to earn your own living, then you can do what you wish. Just now you take your orders from your mom and dad." 172. lb never object to where he's going as long as he lets us know. I73. I would like him to be sure of himself in strange .1cut1me 174. “the thing that ukes me uddest of all is to be treat- ed unfairly or to he unjustly accused. 175. I feel our best time is when we just sit and talk. 176. Quite often when we try to do something for him, he doesn't seem to appreciate it end we kind of feel he CWde 177. We're always after him to keep the noise down, to tone it down. 178. If the weather's good we punish him by keeping him in the house-that probably bothers him more than anything else. 179. Our kids are supposed to behave always. 180. I feel that probably I have been a little bit lacking in that knack of getting down onto his llvel on a lot of things. SD 181. If he and the other kid are the same size, I let them fight it out. 182. I'm pretty quick-tempered. 183. If you talk to your children ahead of time and you can anticipate what will happen you can often eliminate lots of problemm when they come and tell you what they want to ace 184. When and I have disagreements we always kiss and- make up -- we both feel better if we do this. 185. Yen have to take people as they are -- you have to ' learn to get along with them. 186. When they lie, when it's a proveable lie, I get very angry about it and I've occasionally gone so far as to take a belt to them.about this. 187. As far as taking revenge on a person, I don't think it's right under any circumstances. 188. The kids get to hear words I have no business saying around the house because I get angry. 189. He's seen the way we react to situations and that's certainly going to make some impression on him. Whether it will turn out that he doesn't want to do it the same way or whether he thinks its a good way to do it, I think we have a lot of influence on how they grow up. 190. We like having friends over to the house to play cardsh or just to visit. 191. I don't like to have scenes with people. 192. Any time I have ever whipped , I've always made it a point to set him down and tell him exactly why. And then I feel that afterwards we probably have been closer than we ever were. 193. If we see him playing with his genitals we try to distract him somehow. 194. Whenever some neighbor needs help with something, I'lh always offer it. 195. we think it's important that children learn how to work, learn how to do things, tackle things more than just play. ' . 4’!!! P-13 196. We often held up his brother or sister as an example for him. 197. I think he should have some little chores that he must do so that he learns that there are certain things in life that you have to do. 198. I am constantly warning him of all kinds of dangere: _g. like electricity and knives and streets and everythinsu 199. I love my son intensely. 200. Probably we, to a certain extent, live within the family too much. We should be out mixing more, having more friends and the like. 201. I don't make it a practice to ignore him or refuse to speak to him if he's been had. 202. I take the first opportunity, after I've cooled down ‘ and I'm sure that he has cooled down, to re-cement relationships. 203. has lied to me a couple of times and I have really whipped him. I don't think he ever will again. 204. I would like to see him more outspoken in school. 205. I expect that he will occasionally take something that belongs to someone else or tell an untruth, though of + course I don't approve of it. 206. I have never encouraged him to use his fists to defend himself. 207. I show my affection very openly no matter where we are. 208. I make him do his homework over when it's sloppy. 209. Whenever it comes to taking a little vacation or going on a trip, we have a conference with the kids and try to arrive at a joint decision on where to go and what to dOe 210. I would say that for everthing that we have forbidden or scolded him about, he was perfectly aware of the reason. 211. we found out that children don't know what you're talking about when you explain things to them. It's wasted talk so we don't do it. 212. I don't think boys should do housework type of chores -- I think they should do things like carrying news- papers out or doing something in the yard or running errands. F-14 .19.. .11 213. I don't think that he should do things like setting the table, hanging curtains or washing dishes, unless he wants to, but this should not be required or en- couraged. 214. I think that boys should have more manual chores than girls, such as mowing the lawn; I wouldn't expect that of a girl. 215. We keep close track of he is. -- we always know where 216. I think he should obey but I dOn't think you should expect a child to do it on a moment's notice. But then, speak to them once, then speak to them a couple or three times in succession, it should register on them. 217. We'might encourage him in new activities other than what he wants himself but if we knew he was resisting us, we certainly wouldn't continue to push him. 218. Sometimes I am a little bit reticent and I think he probably picks it up from me. 219. It's more important for boys than for girls to fing out early what they're interested in and follow it through. 220. I think that I'm a better qualified judge of human nature than the average person. 221. Sometimes I think I may be squelching some of his independence. 222. We have to help him finish up a lot of his homework. 223. We keep awful close track of our kids. 224. He's supposed to be in bed by a certain time. It's very flexible. 225. I don't think he should start fights, but if someone else starts one I think he should finish it even if he has to come home with two black eyes. P-15 226. I don't try to stop from getting into fights; I try to figure out whether he's justified or not. 227. __ has been left alone very little. There's always some member of the family in the house. 228. I feel it's important for to apologize if he has hurt another child. 229. He had one boy friend that was slightly coarse and we didn't particularly approve of him so we told to try and steer clear of him. 230, Sometimes you have to come out and lay down the law to him. Talk can only go so far. 231. We told him that we didn't want him to play with his genitals because it would hurt him later on. 232. If he started the fight, I'd explain to him what was wrong about what he was doing and tell him to apologis to the boy. 233, We've trained our children to respect each others' privacy in the bathroom. 234. He doesn't do too much that we can praise him for. 235, We punish him by holding back a privilege, something he had his heart set on. 236. He's got to learn to think before he acts and not just say he's sorry afterward. 237, The church plays an important part with us and we L generally point out people in the congregation as good examples for to follow. 238. He's got an inquisitive nature and I've always liked to learn things. 239. If I take him out someplace, say to a movie -- and he sits quietly during this particular movie, I'll say, "I'm glad you came along with me, we'll have to go again soon." 240. We don't allow any fighting or hurting anybody, things like that. They can't get rowdy. 241. I'm a very social, very group-minded person. F-16 242. They'll mind us at the time, when we're right there, but we don't correct them in such a way that they're afraid to do it next time. 243. Whenever I've given him a spanking, I've always gone in and talked to him afterwards, told him the reason ‘ 1 why he had the spanking. . ‘ l 244. I can't think of anything I would like him to be I 5 § wouldn't expect in a girl. 1 a “‘1' 245- We 90th flare Up. He probably'learned it from me. I E : a. 246. I think that children, within their own group of friends ; ; have to work out their own differences. ! 247. I hope will have qualities of leadership and initiative. 248. I can tell just how he's going to feel about things. 249. We've always warned him about talking to strangers. He knows he's not supposed to let a stranger come up and talk to him. 250. I think that a boy or a girl can have very similar responsibilities. I wouldnt say any longer that it's strictly a women's work maintaining a home. 251. We're trying to bring him up so that he's pretty much responsible to himself. : 9 i 252. I can't figure him out sometimes -- I don't know what i ' makes him tick. l ' 253. we give him an allowance and he doesn't have to work ‘ for it at all but if he wants to earn extra money there 1 are some chores that he can go ahead and do and come and tell me about them. . 254. Kids should respect authority and when they're told to I do something, they should do it and not give you a big ! argument. I 255. I get upset when he teases other children. I == w J 256. I think he's about as adept for his age as any child ' I have observed, if not more so than.many. 257. I get tired of the whole darned brood, not just , but the whole bunch. 258. He's pretty much a Momma's boy. and i-v—vfid 259. #jflL_ He's supposed to report in just before he goes some- where. F-17 260. I may not always go into the explanation at the time, but I have always given him the reason why. 261. If I told him I was going to discipline him, the only things that would keep me from following through would be one of the other children being in had trouble, or something like that. 262. mostly I'd like him to grow up to be a person who like to do what he's doing. 263. I'm very easily swayed by him when he comes in to me and apologizes. 264. we feel very strongly against him.taking something that belongs to someone else. 265. I think it's a good idea for children to have regular jobs around the home because it gives them.a sense of belonging and a sense of importance. 266. I‘would like him to be more of an athlete. 267. When I flip my lid, I flip, and I flip whether the children happen to be there or a group of people, and get it off my chest. 268. I would like him to be more aggressive in taking care of himself. 269. I'd like him to obey immediately because usually when I ask him to do something, it's smething that I feel should be done immediately. 270. I feel that it's important for a boy to learn to stand up for himself. 271. I think you should teach.them to be as self-sufficient as possible. I think they need lots of love and care but they should be self-sufficient. 272. I think most of his efforts to act grown-up are pretty reasonable and I hape he can do these things. 273. You know, you take your annoyances out on the children, unfortunately. 274. we've explained about how intercourse will bring about the birth of a child, where the baby is carried, and so forth. F-18 M ._A_‘._D—. 275. When my wife was pregnant with , we had a hell of a time -- We really got on one another's nerves. 276. I've had a rough schedule for quite a while now, work- ing pretty hard and not having adequate relaxation and not having a chance to get away from the house and the family and all that. 277. If my wife and I have a difference of opinion on some matter with regard to raising , I'm stumped -- I don't quite know how to settle it. 278. I don't think I took as much care of him when he was a baby as a father should. 279. 1'8 say there's a lot of room for improvememt when it comes to my wife and I understanding each other. 280, I can't understand how my wife canvmake certain deci- sions without consulting me. 281. I have felt that my wife and I aren't as sexually compatible as I thought we should be. 282. I'm more? concerned about appearances than my wife is. She doesn't care what people are going to say or think about her. 283. As far as getting irritated with my wife is concerned, I'd say it probably happens daily to some degree. 284. If I'm irritated at my wife, I can't hit her and I can't yell at her and so I resort to sarcasm. 285, My wife and I don't spend much time together -- only when the whole family gets together. 286, Things that will bother my wife will not bother me. 287. It's been very, very seldom that a fight or an argument between my wife and“ myself lasted overnight.' ' .288. My wife and I have arguments when it comes to and how to handle him. 289. If my wife gets irritated with me, I try to kid her ("It Of its 290. If I'm a little lax on some of my duties, my wife gets a little irritated and wants them done right away. 291, My wife ridicules quite often. F-19 can't see too many of my or my wife's characteristics reflected in him. _ SA A n so 292. My wife's probably a little stricter than I am with him. 293. I just can't think of anything where I should say he should not be like my wife, because I think she's fine. 294. My wife loves the children and she wanted both of them. 'r "'1 295. My wife is pretty tied down with housework and various activities and I don't think she has much time for _: other than taking care of his needs. 3 296. I don't think that my wife and I have ever had a serious argument. _ ........... T.-. 297. My wife is too much on the defensive, too meek. She W doesn't oppose things she doesn't like. 298. My wife's a great one for making mountains out of molehills. 299. When he's upset, he'll go to his mother more than he "11]. to me 300. I never took care of him when he was a baby unless his mother wasn't feeling well or she was going out some- -' place or something like that. 301. He feels closer to his mother than he does to me. 302. I think he shows me more affection than he shows his mother. 303. When there are these father-daughter outings or father- son affairs, I try to make them. 304. I rough-house with the children quite a little bit, . and we fight, hitting in the body, and so I suppose E automatically I have encouraged him to use his fists, at least so he knows how to use them. 305. He'll come to his mother more than he will to me when he's upset. 306. I try to avoid saying that I'm right because I'm his father. 307. He seems pretty much like an individual to me. I F-20 = he; Jl SD 308. My mother tells me, "By golly, is just like 4 you were when you were a kid." 309. I'd like him to be a little less cautious than.my wife. 310. Usually I discipline if I'm around. 311. I decide this is the way we're going to do something and we do it. 312. I.make most of the big decisions and my wife makes most of the decisions having to do with the kids. L ‘ 313. My wife does more of the disciplining than I do. 314. I would say that my wife makes more of the decisions than I dOs 315. I never fed him or changed his diapers much.when he was a baby -- I don't think that's a father's role. APPENDIX G 135 - _',~ ,‘Y' ~. fir. APPENDIX G-l RATIONALE OF MAA The rationale behind pattern analytic techniques and MAA specifically is given by McQuitty.(1957a, 1957b) and Hemmingway (1961). Pattern analytic methods are not restricted to linear relationships and they are able to take in the possibility of a given responSe having a dif- ferent meaning in a different context. Both of these traits would appear extremely important in any analysis of the results in this study. McQuitty and Hemmingway believe that types exist and are determinants of differential behavior. This last sentence actually states the major. premise of this study. The specific technique, MAA, was chosen for use since it is the only pattern analytic tech- nique with a built—in cutting point for terminating class size. Hemmingway (1961) states that the criterion for terminating any obtained class is-: if inclusion of‘a subject into a class adds information, the class is said to be better defined. If it causes loss of information, the class is less well defined. Information is defined_as subjects x items. Multiple classification of subjects is~ allowed as well as multiple use of responses with the restriction that the same response cannot be used more than once for the same subject. The criterion for inclusion 136 137 in any class becomes increasingly stringent. For a subject to become the nth member of a class of size n—l defined by m characteristics he must agree on at least 2%; of the m responses to qualify for membership. APPENDIX G-2 EXPLANATION OF PAIRING The individual scores from the CRI and SPQ were put onto IBM cards and analyzed by the CDC 3600 computer. The program was one improved by Hafterson from-Hemmingway's original thesis. The analysis by items produced mostly pairs of agreements by persons instead of the larger person groupings which probably would have been discovered in an analysis by persons. The largest grouping was seven persons, but on the three sets of MAA results there were only twenty- nine agreement groupings out of 495 with more than two persons agreeing. Appendices H-1, H-2, H-3, H-4, H-5, and H-6 report the number of pairs of agreements by fathers and sons on the SPQ and CRI,by mothers and daughters on the SPQ and CRI, by mothers, fathers, sons, and daughters on the CRI. All combinations of agreements have occurred (fathers with fathers, sons with sons, etc.) and the groupings (SL, ST, and C) have been separated in the first three tables by the RSIS and on the last three tables by the RPSIS. There were 102 agreement pairs for fathers and sons, 120 agreement pairs for mothers and daughters, and 273 agreement pairs for fathers, mothers, sons, and daughters. The lowest number of items agreed on was 32 out of‘a total of 353 items 138 139 (agreement score = 64 - 2 x 32), 30 out of a total of 3N2 items (agreement score = 60 - 2 x 30), and_7 out of a total of 55 items (agreement score = 1A - 2 x 7) respectively. These cut off agreement scores are significantly greater than chance occurrences at the .05 level using binomial tests of probability. Therefore, each individual paired agreement from the lowest agreement scores (6“, 60, and l“) to the highest (U96, 5H9, 115) has agreed on a statistically significant number of items. APPENDIX H 1140 .lAl mum as NH w Hm m mm m m Hm m: A1 14.3%q -1,g. 71.1? ,1. .32 2.53 ..t« ruwsc 1 1 ; 1 141.15 5‘.1; 25.3 114.11 1.a~ .3? ?.C: 2-6“ Family members L A UPON? 12 12 1. LE 03.4? 134.6‘ 13.45 153.19 .73 i..t .6? 2.36” ’FV '" 3) \ .. s u w w PM dau htar-FU l . . . 1- . . -. ..2 - 1-; 5 w s- 3 . 2 3 5?... 333.2u a . 3 225.:o .33 ... ..~. 3 a. ?? sons-PU 3 . J I 9 _ 13, q -._7, .- 33,87 _1, ,,~ "2 .35 'A' H 3.. 1 v. .. . r , .1 »_ . .t . 8 FMqD-FUHGS, ; . g P £2.11 .1..~7 7.34 .dr.c- .tj ;.u .i- 7.*~ A . A ;. FHqS-FU 1 ’ . _ ‘ 131.F' ; 7 j 11.j1 34?.HP 1.”? -.9. .}5 ¥.t~‘ A W SC FMHD-FU I “ F ‘ ’Oh.34 38.19 9.’5 ._3.;» 1..; .77 .67 ..?W N - 3 - PH S-FU J j . ; . 63.27 174..” .44 16.51 .?‘ 1.6‘ .FF .2 x w c ' - -' '— ., - SSXFU of 3;. 1. 4« 5 ~ 1; .— 5” z 12 5H UL,MQ 3s PU or 3.. r 1 . »r ..‘.t: ~' 5: 21. u 2 1~ A .1 v F‘J Or 3 ‘F W '— [o 1"- rl "4 1 l‘ :5 re 1‘- sw . c 1, . _ .- , _ , . 8 PM S-FU G-SL 33 “4 “4 11 11- 33 9 ', 2 71 7.3: sw w w SsxFMwD-FUWZ-SL 6: :4 6. 31 1-2.11 9:. 3 17,9; 9,.o5 stFHNS-FVWG—ST 18 13 1e 1e 98.=; u _§7 .., g uu.yg 53 FM D-PU G-‘T 3- .1 ‘4 «3 _LI 7, .. 3t 11 ., "h “1 n’ W 'af , 85 ?” S-FU G-C l" 1 . & l 1' j .'- 1 .7 ' 'A' I"- . 85 FM D-ths-c a 1 - : ‘ .3 A; - 1 3 "« ~« 'A' 'A' ’0' 3 ”F1 r; 3 1 s l ‘ 1,“ 1 ' 1.~ « i c 1 a q A' 5' TOTAL 1" .Tu -‘h - . o . ..1 FM groups (F3 1) ' L ' ’ --'. 4 «1.3* ].'A ~.. 4 . 1 " - . d ‘I" F1 “3' 1 2 2 32 14 “C 7J 4. . -4. 3 4 . 7 1 - . w o .. . - - J . “ Fydflst W 5 3 J liw-EC 337.3‘ . u 4'~.~ 1 . 1 - T 1 FMJGC 2 Q 2 235.12 1(3.33 75 44.~“ "' - ~’ Ss‘FMHSS, 03 :2 92 49 ‘11.r7 63 3- 1: 1; r. M? A-J stFfiwfist 51 53 50 64 117.93 L7 77 21.39 53.66 stFMch 24 23 33 53 104.78 65.39 12.40 63.41 \.U 1 I 'U A . (_ ‘J ,_. 1 aa I pt.lO; a - p<.05; b . p<.325; c . p<.Ol; d - p<.03 NOTE: The family units are separated into PU of boys and PU of girls; F2 3 is a separate analysis of variance with boys and girls families not considered separately. on CHI 4‘ ‘ I" .4. mb 9 SPC family m d ,\ .1 AllSIS a 13" U1. OPE‘S 5 v U) o$< ~3 cJN m nflm -H “others I. I AA hers Q [\d‘ O NKD ON :I' O\ H r-ir-i Ln Chm Or—i Ln \Or-i r—i r—im (‘0 MC) bx— '\ Q LIW (.h I... m 00 u) r~ r—i r—1 if n ur [x m cu “J 7 N f o 5 0') mm m (‘J C) ‘Q LO Q O O I ’3\ CD [*~ (“\J (Y) ("1 HT [\ KL; \Q‘ R1 r“ m KL) LPN L.“ \L‘) L.‘ F" (“J Lfl f» (D LA 0 \0 LI\ \0 \0 Ln (\J \O O\ 03 3' [\— r-i (\J UN \0 \D U) U) £4 i4 (1) d) +3 7.5—) .CI_ 4 I: hm U) U) E10 :3 f2 :3 Cd 0 Li! D U) Q 18.50 17.05 16.86 18.25 O Ln 0 m L! :I m m 62.71 65.00 ST Sons Daughters 15.80 18.40 2-".0C* KO (\1 61.80 59.40 Li'\ C (*1 Ln —:r W} (\J O H m :1' (‘1 Q C) m m \D r—1 0:) 1‘ L0 (‘0 ("7 (*1 O (D Q 0') (\J (\J (\1 moo M 01 rm U} U) £4 £4 (1) Q) P u .C #3 S: how (I) hi) 3 C :3 CU 0 CU Q 0’) Q ST Sons 147 24.00 \0 (‘3 -50 29 31.00 (1") 26.6 33 35.00 APPENDIX J 148 149 .mqm mom no meenpoe anz monHmcm ohm mam mHeHw new memzpoe ..o.H no: coxonm one muHc: mHHemm .pmspo one see mam 0mm on» mo Seem one opmHQEoo oHsoo amass cho moch “meoz mo.AQ u.v mmmo.vQ u o mmo.vQ u 9 mGH.vQ n w Hm Hm mm mm Hmuoe mm.mmH oo.wem me.eeH mH.emm me me mm mm examzmm ae.mwm mH.mmm em.mm .mm.emm HH HH a m Heio no.2ezmm .ms.H=m .mm.Hmm mm.omH He.me mm mm em em swim co :mzmm He.mHH mH.Hmm .mm.emH me.mwm am mm mm mm 3 . smue no as mpoomoom mm. mm. .eo.H mm.H .em.om mm.wom mm.mm me.mem m, m m m Houuzzm ,ee.H.mm.H mw.H HH. .ee.mme mm.mem mo.wem em.mH m m m m emumzzm omH.m Ho. omH.m om. mm.:He me.e mo.mme em.em m m m m qmiozzm so.m we. mmm.H mm. mm.mem ww.meH oe.mmm mo.mmm e m e m Hessevo cHSon machete zHHEmm mme.m mm.- mee.m omo. 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