u on" wuoo~y........,..-...... ---.. .~-...-,_.,-*."! A STUDY OF THE RELATIONSHQPS BETWEEN CERTAIN ASPECTS OF CLOTHING AND THE ABIUTY TO HANDLE SELECTED CLOTHING CONSTRUCTION TOOLS WITH THE DEVELOPMTM LEVflS BY EARLY ADOLESCENT GIRLS Thais éoz {+25 M“ cw? Ed. D. MlCHtGAN 'STATE UNIVERSWY Fem M. Ham 1959 . '.-_..»‘_-;:.;_.-‘ THESI. This is to certify that the thesis entitled "A Study of the Relationships Between Certain Aspects of Clothing and the Ability to Handle Selected Clothing Construction Tools with the Developmental Levels of Early Adolescent Girls" presented bg Fern Mo Horn has been accepted towards fulfillment of the requirements for -_ Ed- e_D-_ degree in WEducati on -/ 1 -. . ’1' 7 1' I“ Major professor Date Mg— A STUDY OF TEE RSLATIOUSHIPS BEdeiN CERTAIN ASPJCTS OF CLOTHING AND THE ABILITY TO HANDLE SELECTZD CLOTHING CONSTRUCTION TOOLS WITH THE DEVELOPMENTAL LEVELS BY EARLY ADOLESCENT GIRLS by Fern Mglfiorn AN ABSTRACT Submitted to the College of Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College of Education Department of Teacher Education Home Economics Education 1959 ‘. .* J. ,4 ‘ Approved -’/ 2 (,L/(J p_ I Z 4" l . ‘/-1/ LL 511/ Fern M. Horn THESIS ABSTRACT Th purpose of this investigation was to study the relationships between certain aspects of clothing and the ability to handle selected clothing construction tools with the developmental levels of early adolescent girls. The principal method of analysis was to treat the developmental levels of early adolescent girls and the occupational group- ings of their fathers as independent variables; interests in certain aspects of clothing and the ability to handle selected clothing construction tools were treated as depen- dent variables. The analysis was guided by the hypotheses that: (1) there are significant differences in the interests of early adolescent girls at different developmental levels in the area of clothinN; (2) there is a positive correlation between spatial perception of early adolescent girls at different. developmental levels and their ability to handle selected clothing construction tools; and (3) there are differences between early adolescent girls, whose fathers are in differ- ent occupational groupings, in relation to their interests in.clothing and their ability to handle selected clothing construction tools. To discover‘whether or not there were such differ- ences, first, an interest inventory was developed which divided the clothing area of the homemaking education curri- culum into six categories: (1) selection, (2) grooming, (3) 2 Fern M. Horn sociological aspects, (4) care, (5) construction, and (6) manaqement. Then, in order to ascertain any differences in ability to handle clothing construction tools, four most com- monly used tools were selected: (1) tracing wheel, (2) sew- ing machine, (3) shears, and (4) needle. Directions for the use of these tools and a rating scale for evaluating the resulting products were developed. Finally, the Differen- tial Aptitude Test for Space Relations was selected to deter- mine if there were a correlation between spatial perception and the ability to handle the selected clothing construction 'tools. Results from the administration of these instruments were obtained from three hundred early adolescent girls from four occupational sroupings: (1) professional, (2) skilled, (3) semi-unskilled, and (4) farmer. The data obtained were compiled, tabulated, analyzed, and reported in the study. .All findings were subjected either to the chi-square test, ‘the product moment method of correlation, or the test for Ernalysis of variance. ~within the limitations of the sample used the find— infis of this research indicated that: (1) there were statistically sirnificant differences between the develop- mental levels and occupational groupings of early adolescent girls in their interests in certain aspects of clothing; (2) there were significant differences between the develOpmental levels and their ability to handle selected clothing 2.07.- . . . . “A. b '... 5:... o. a. u'.‘ . I- - bl... t) on. 5‘ O ' Q :- Jun I . . s q a 0 Q ~. 3 Fern M. Horn construction tools; and (3) there was a positive correlation between spatial perception 0 these early adolescent girls and their ability to handle the selected clothing construc- tion tools. These findings would seem to imply that pro~ visions should be pads in the junior hi~n honemaking educa- tion curriculum for individual differences in interests in hinh and abilities to handle clothing construction tools. A STUDY OF THE RELATIONSHIPS BETWEEN CERTAIN ASPECTS OF CLOTHING AND THE ABILITY TO HANDLE SELECTED CLOTHING CONSTRUCTION TOOLS WITH THE DEVELOPMENTAL LEVELS OF EARLY ADOLESCENT GIRLS by Fern Mleorn A THESIS submitted to the College of Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of Doctor of Education College of Education Department of Teacher Education Home Economics Education 1959 ACKNOWLEDC- 131- LEE? .L S The writer wis es to express SLJCCPB gratitude to Dr. Ila r ' Lee Hurt for her encozu‘age..c;:t and COLll‘lSOl through- out this investigation. Sincere ap;reciation is also w-.pre.-sed to Dr. Carl Gross, Dr. Willa Norris, and Mrs. lfiary Lou Rosencrenz for tieir help. The writer wishes to thank the Singer Sewing Machine Ccmnmny for the use of their stitching charts. She is gnreteful to Mr- John Pa ttc;s n for counsel concerning sta:i.sti cal procetures She perticularl " wishes to thank o‘« J.. .1, ~ .. . 4. .'..,‘J. : 4.1- - ‘ ,n- .1). 4- h w - , LAAQ SD‘JCICLLtS ‘WiIO -YC‘..L‘LJ1.C.L;)O~LJCL-’ UALGlI‘ -lO. .AeA-lkJa‘L ALL; UGO-Cilepb, =1H the other school personnel whose ec0)vrtclon made this Chapter I. II. TABLE OF CONTENTS THE PURPOSE OF THE STUDY . . . . . . . . . Introduction . . . . . . . . . . . . Statement of the Problem . . . . . . . . . Assumptions Basic to the Study . . . . Hypotheses . . . . . . . . . . . . . . . Definition of Terms. . . . . . . . . Some Limitations of the Study . . Method of Analysis . . . . . . . . . . Summary. . . . . . . . . . . . . . REVIEW OF LITERATURE - - - . . . . . . . . . Characteristics of the Adolescent Characteristic Aspects . . . . . . . Motor Ability. . . . . . . . . . . . Vision . . . . . . . . . . . . . . . . Social . . . . . . . . Clo thing Interests of the Adolescent Sociological . . . . . . . Attitudes toward Clothing. Buying Practices . . . . . Care of Clothing . . . . . . tudies of the Clothing Area in the Junie High Curriculum . . . . . . . Interests. . . . . . . . . . . . . Buying . . . . . . . . . . . . . . . Construction . . . . . . . . . . . . Division of Time . Research on Instruments used to Determine Interests and spatial Perception . . . 00.00.3000. Interests. . . . . . . . . . . . . Aptitude Tests . . . . . . . . . . . . Spatial Perception . . . . . . . . . . Rating Techniques Summary................. iii Page *1kade C) 10 \ ll 11 12 14 15 l6 17 18 19 22 22 24 25 25 26 28 28 3o 32 33 iv Chapter Page III. DESCRIPTION OF PRODECURES AND TREAThENT OF DATA . . . . . . . 35 Selection of the Developmental Levels of Early Adolescent Girls . . . . . . . . . 35 Selection of Sample . . . . . . . . . . . . 36 Development, Administration, and Analysis of Instrument for Determining Interests . . 37 Development of Instrument . . . . . . . . 37 Trial of Instrument . . . . . . 39 Administration to Population Sample . . . 4O Anal;sis of Data . . . . . . . . . 40 Development, Administration, and Analysis of Instruments for Determining the Ability to Use Selected Clothing Construction Tools . . . . . . . . . . . . . . . . . . 41 Selection of Spatial Perception Test . . 41 Administration of Space Relations test to Trial Group . . . . . . . . . . . . . 42 Anal;'sis of Data . . . . . 42 Admiliistration to POpulation Sample . . . 42 Selection of Clothing Construction Tools . . . . . . . . . . . . . . . . 43 Development of Rating Scale . . 43 Selection of Materials to Use . . 44 Administration of the Trial Test . . 45 Anal.sis of the Data . . . . . . . . 45 Summary . . . . . . . . . . . . . . . . . . 47 IV. INTERESTS OF EARLY ADOLESCENT GIRLS IN CERTAIN ASPECTS OF CLOTHING . . . . . . . . . . . . . 48 Introduction. . . . . . . . . . 48 Relationship Between the Developmental Levels of Earl; Adolescent Girls and Their Interest in Clothing . . . . . . 49 Interest in Clothing Selection. . . . . . 49 Interest in Grooming. . . . . . . 52 Interest in Sociolos; ical As:ects . . . . 54~ Interest in Care of Clotlzing. . . . . . . 57 Interest in Clothing Construction . 59 Interest in Clothing Management . . . 61 Relationship Betwaen Occupational Groupings of Early Adolescent Girls and Their Interest in Clothing. . . . . . . . . 64 Interest in Clothing Selection . . . . . 64 Interest in Grooming. . . . . . . . 67 Interest in Sociological As; ects. . . . . 70 Interest in Care of Clothing . . . . . . 72 Chapter Interest in Clothinc Interest in Clothing Management Summary . Construction . . . . V} ABILITY OF EARLY ADOLESCENT GIRLS TO HANDLE SELECTED CLOTHING CONSTRUCTION TOOLS . . . . Introduction . Relationship of Spatial Perception and the Aoility to Handle Clothing Construction To ols Review of Selected Research . Anal; sis of Data . . Abilit ty of Early Adolescent Girls to Use Selected Clothing Construction Tools of Selected Research . Analysis of Data Reviev: Summary . VI. SUMMARY OF FINDINGS IMPLICATIONS - Su mmary Findings in Relation to Findings in Relation to Selection. . Findings in Relation to Clothing Grooming- Findings AND CONCLUSIONS WITH Sociological Aspects . . . . . . . Findi11 as in Relation to Interests in Clothing Care . Fin1:win :s in Relation to Construction . Findings in Relation to Clothing Management . . Findings in Relation to Clothing Interests in in Relation to Interests in Interests in the Ability to of Findings and Conclusions . the Hypotheses. . Interests in Interests in Handle Selected Clothing Construction Tools . Implications from the Findinrs for A Junior Hi h Ho;e— making Curriculum in Clothing . . . BIBLIOGRAPHY APPENDIX A APPENDIX B APPENDIX C SOIe Inlplications Imalications for Furtl1er 5t1dy 84 O U 86 8 86 86 90 \O (D \O ‘0 100 102 102 103 105 112 115 220 C33 \r) Interest Inter est Interest Interest Interest Interest Interest Level I Interest Level II Interest Level III Interes+ o Level I Interest .szal II Interest Level Interest Developmental Level I . . Interest III vi LIST OF TABLES in Clothing Selection . . . . . . . . in Grooming . . . . . . . . . . . . . in Sociolo ical Aspects of Clot: 1ir: . in Clothing Care. . . . . . . . . . . in Clothing Construction . . . . . . in the Hana: et‘xent of Clothing . . . . in Clothing Selection by Developmental in Clothing Selection by Development 1 in Clothin; Selection by Develo1;ntal in Grooming by Developmental in Grooming by DeveloJmental in Grooming by DevelOpnental in Sociological ASpecto bv in Sociological Developmental Level II . . . . . . . . . . . . Interest Develogzn Interes a Level I Interest Level II «- Inneres O Level III in Sociological ASpects by ental Level III . . . . . . . . . . . in Clothing Care by Devel pmental in Clothing are by Dev 13 gental in Clothing Care by DevelOpmental fir~ 0e U1 U1 U" O\ x» Q 58 6O 63 65 65 55 68 68 68 7l 71 71 73 73 Interest in Clothing Construction by Develoynental Level I . . . . . . . . . . . . . Interest in Clothinc Construction by Develogmcntal Level II . . . . . . . . . . . . Interest in Clothing Construction by Developmental Level III . . . . . . . . . . . . Ta? Interest in Clothing “anagement by Developmental Level I O O C O C O C O I O I O O O O O O O O 0 Interest in Clothing Management by Developmental Level II o o o o o o o o o o o o o o o o o o 0 Interest in Clothing {azagenent by DevelOpmental L'3‘Vel III 0 o o o o o o o o o o o o o o o o o 0 Ability of Early Aiolescent Girls to Use the Tracing Wheel . . . . . . . . . . . . . . . . . Ability of Early Adolescent Girls to Use the $031111”: 229.017.1118 0 o o o o o o o o o o o o o o 0 Ability of Early Adolescent Girls to Use Silears O O O O O O O O O O O O O O O O O O O 0 Ability of Early Adolescenthirls to Use A Needle . . . . . . . . . . . . . . . . . . . . Selecting Clothes for Special Occasions . . . . Selecting Colors that Are Best for Me . . . . . Selecting Ankle Sox and Stockings . . . . . . . Selecting Clothes to Wear to School . . . . . . Choosing Accessories to go with an Outfit . . . Studying Textiles-~Cotton, Silk, Wool . . . . . Selectinm V Clothes for my Figure Type . . . . . Combining Fabrics of Different Colors and Textures . . . . . . . . . . . . . . . . . . . Determining the Quality of Material . . . . . . Page 76 76 76 79 79 79 87 120 121 4‘ Selecting Clothes How a Fabric is Made . . . . . . . . Studying Finishes on Fabrics . . . . Selecting Panties, Slips Bras, Determining Styles Lost Eeconing to M- Characteristics of Different Fabrics Selecting a Pattern that Fits he - . Selecting Clothes wnich Can Be Worn Occasions . . . . . . . . . . . . . . Choosing Lip-stick, Powder. . . . . . Selecting Clothes that Can Be Mixed Maintaining a Neat Appearance . . . . How a Balanced Diet Affects My Weight Improving My Posture . . . . . . . . Controlling or Elininatinn V Body Odors Manicuring my Nails . . . . - - - . . Selecting Foods for a Good Conglexion Selectin; the Best Hair styles for Me itting Gracefully. . . . . . . . . . Using Different Kinds of Make-up . . Why Cleanliness is Important . . . . Carine V for Lt] Hal r o o o o o o o o o o Caring for my Teeth . . . . . . . . . Caring for my Hands and N"ils . . . . for Different Season for Different Occasions Several o o o o o o o o o o o o o o o o o o o o o o o o o o o o O O O O o o o o o o o o o o O 0 o o o o o o o o Page 121 124 124 124 125 125 126 126 126 127 127 127 128 NJ -Q 0\ O\ H r \o c idem-‘14 f” :d O\ U] 13 (j *3 \O 03 O O) 1”" 1X what to do if my Feet Hurt . . . . . . . . . . . Choosing Different Kinds of Soaps . . . . . . . Making a Teen-age Grooming Check List . . . . . Caring for Ky Body during Menstrual Periods . . Ways in which Extra Hair Can Be Removed. . . . . Caring for My Skin . . . . . . . . . . . . . . . Habits that Spoil my Personal Apyearance . . . . Study of the Latest Styles . . . . . . . . . . . How to Be More Attractive . . . . . . . . . . . Selecting Clothes that other People Will Like. . Studying Fashion Magazines such as ngue . . . . studying Fashion Magazines such as Seventeen . . Creating Original Dress Designs. . . . . . Preparing Exhibits of Dresses and Accessories. . Manners when Shopping. . . . . . . . . . . . . . Choosing Clothes that Are Becoming to Me . . . . Effect of Colors on Me . . . . . . . . . . . . . Careers in the Clothing Field . . . . . . . . . Making Something for my Little Sister or Brother Choosing Clothes that Are Suitable for the Things I Do . . . . . . . . . . . . . . . . . . . . . . Putting Clothes Together so They Look Nice . . . Planning A single Fashion Show . . . . . . . . . lay Clothes Sell for Different Prices . . . . . How Clothes Affect the way I Feel . . . . . . . Sharing the Family Clothing Budget . . . . . . . 134 135 100. 101. 102. 103. 104% 105. 106. 107. 108. 109. 110 o 111. Page Understanding Why I Wish to user Boys Clothes. 138 Decorating Clothes for A Pleasing Effect . . . 138 Learning HOW to Care for my Clothes. . . . . . 139 Washing My Sweaters. . . . . . . . - . - . . . 139 Caring for A Cotton Fabric . . . . . . . . . . 140 Steps to Follow in washing Clothes . . . . . . 140 Ironing Different Types of Clothes . . . . . . 140 Experimenting with Soaps, Starches . . . . . . 141 Darning Ankle Sox. . . . . . . . . . . . . . . 141 Patching My Clothes. . . . . . . . . . . . . . 141 Caring for woolen Clothing . . . . . . . . . . 142 Removing Spots and Stains. . . . . . . . . . . 142 Arranging Storage Space for My Clothes . . . . 142 Daily Care of My Clothes . . . . . . . . . . . 143 Seasonal Care of My ClotheS. . . . . . . . . . 143 Caring for Clothes Made from Nylon, acron . . 143 How to Let out Hems. . . . . . . . . . . . . . 144 How to Clean Clothes Economically. . . . . . . 144 Caring for my Shoes. . . . . . . . . . . . . . 144 Caring for Rayon Articles. . . . . . . . . . . 145 UBing Bleach with Clothes. . . . . . . . . . . 145 Caring for A Garment Made from Silk. . . . . . 145 Using Different Pieces of Sewing Equipment . . 146 Learning to Use A Sewing Machine . . . . . . . 146 Preparing A Fabric before Cutting. . . . . . . 147 Table 112. 113. 114. 132. 133 . 134. xi Making and Attaching A Collar. . Fitting A Pattern. . . . Using the Direction Sheet in A Commercial Pattern. . . . . . . . . . . . . Sewing on Buttons and Snaps Using Different Seam Finishes. . Making Buttonholes with the Machine. Taking Body Measurements . . Different ways of Finishing Hens . Putting in A Zipper. making A Simple Skirt. . Making A Simple Blouse . . . Doing Hand Sewing, such as Easting . Marking Pattern Darts, Tucks . Sewing in Sleeves. . - . . . . . . . Making A Dress . . . . . . . . . . . . Making over A Garment. Matching Plaids. . . . . . . . . . . . Planning A wardrobe. . . . . . . . . . Making A Plan for the Clothes I Need . Making Decisions Whether to Buy or M. ke A Gar} nent o o o o c o o o o o o o o o How Much Mbney to Have for A Clothes Allowance Figuring out the Cost of A‘wardrobe. . Deciding the IIost Suitable Patterns for Me to Hear . . . . . . . . . . 148 148 148 149 149 149 150 150 150 151 151 151 152 152 152 Table 145. 145. 147. 154. 155. 156. 157. 158. xii Studying the Quality in Ready-made Clothes . . . Fitting of Garments . . . . . . . . . . . JUdging How W911 my Garment Is Made . . . . . . Choosing A Suitable Pattern for A Sewing Project Developing A Plan of werk for making A Garment . Deciding When and What Make-up to wear . . . . . learning How to work with Others When Sewing . Wbrking Independently. . . . . . . . . . . . . . Planning the Arrangement of Dresser Drawers. . . Selecting A Fabric Suitable for A Certain Garment. . . . . . . . . . . . . . . . . . . . . Taking Care of A Sewing Machine. . . . Different T?DGS of Stores Which Sell Clothes . . Understanding Information Found on Labels. . . Buying Sewing Equijment. . . . . . . . . . . . . Selecting Clothes for Special Occas ons . . . . Selectinr Colors that Are Best for Me. Selecting Ankle Sex and Stockings. . . . . . . . Selecting Clothes to wear to School. Choosing Accessories to go with an Outfit. . . . Studyiig Textiles-~Cotton, Silk, Wool. . . . . . Selecting Clothes for my Figure Type . . . . . . Combining Fabrics of Different Colors and Textures . . . . . . . . . . . . . . . . Determininr the Quality of Material . Selecting Clothes for Different Seasons . . . . 155 156 156 156 157 157 157 158 163 164 164 170. 171. 172. 173. 174. 175. 176. 177. 178. 179. 180. 181. 182. xiii How A Fabric Is Made . . . . . . . . . . . . . Studying Finishes on Fabrics . . . . . . . . . . Selecting Bras, Panties, Slips . . . . . . . . . Determining Styles Most Becoming to Me . . . . . Selecting Shoes for Different Occasions Characteristics of Different Fabrics . . . . . . Selecting A Pattern that Fits Me . . . . . . . . Selecting Clothes Which Can Be Worn for Several occaSionSO O O I O O C O O O O O O O O O O 0 Choosing Lip-stick, Powder . . . . . . . . Selecting Clothes That Can Be Mixed or Matched . Maintaining A Neat Appearance. . . . . . . . . . How A Balanced Diet Affects My Weight. . . . . . mproving My Posture . . . . . . . . . . . . . . COntollinr or Eliminating Body Odors . . . . . . Manicuring my Nails . . . . . . . . . . . . . . Selecting Foods for A Good Complexion. . . . . . Selecting the Best Hair Styles for he . . . . . Sitting Gracefully . . . . . . . . . . . . . . . Using Different Kinds of Make—up . . Why Cleanliness Is Important ° ° . ~ - . . . - . Caring for My Hair . . . . . . . . . . . . . . . Caring for My Teeth . . . . . . . . . . . . . . Caring for my Hands and Nails . . . . . . . . . What to do if my Feet Hurt . . . . . . . . . . . Par 165 (D 165 166 166 167 167 205. 206. xiv Choosing Different Kinds of Scans Making A Teen-Age Grooming Check List . Caring for my Body during Kenstrual Periods Wars in Which Extra Hair Can Be Removed - . Caring»: for Liv Skin. . . . . . . . . . . . Habits that Spoil my Personal Aprearance . Study of the Latest Styles. . . . . . How to Be More Attractive . . . . . . . . . . Selecting Clothes That Other People Will Like . Studying Fashion Magazines, such as VOgue - . Studying Fashion Kagazines, Creating Original Dress Designs Preparing Exhibits of Dresses and Accessories Manners When Shopping . Choosing Clothes that Are Becoming to Me Effect of Colors on M9. . . Careers in the Clothing Field . Making Sonething for FF Little Brother or Sister. 0 O O O O O O O O O O O O O O O O O 0 Choosing Clothes that Are Suitable for the Things I Do . . . . . . . . . . . . . . . . Putting Clothes Together so They Look Nice . Planning A Simple Fashion Show. . . . . . . . Why Clothes Sell for Different Prices . How Clothes Affect the way I Feel . . . . . Sharing the Family Clothing Budget . such as Seventeen . Page 177 177 178 178 179 179 180 185 186 186 187 187 188 188 212. 213. 214. 215. [U {—1 -4 ii Understanding Why I Wish to Wear Boys Clothes Decorating Clothes for A Pleasing Effect. . Learning How to Care for my Clothes . washing My Sweaters . . . . . . . . . . . Caring for A Cotton Fabric . . . . . . . Steps to Fellow in Washing Clothes . . . . . Ironing Different Types of Clothes . . . . . Exnerimenting with Soaps, starches . . Darning Ankle Sox . . . . . . . . . . . . . Patching my Clothes . . . . . . . . . . . . . Caring for Neolen Clothing . . . Removing Spots and Stains . . . . . . . Arranging Storage Space for my Clothes. Daily Care of My Clothes. . . . . . . . . . Seasonal Care of M? Clothes . . . . . . . . . Caring for Clothes Made from Nylon, Dacron. How to Let out Heme . . . . . . . . . . How to Clean Clothes Economically . . . . Caring for my Shoes . . .'. . . . . . . . . . Caring for Rayon Articles . . . . . . . . . . Using Bleach with Clothes . . . . . . . . . Caring for A Garment Made from Silk . . . Using Different Pieces of Sewing Equipment. Learning to Use A Sewing nachine. . . . . . . Preparing A Fabric before Cutting . . . . . . 197 197 198 198 199 199 200 200 201 xvi Table Page 232. Making and Attaching A Collar . 201 233. Fitting A Pattern . . . . .‘. . . . . . . . . . 202 234. Using the Direction Sheet in A Commercial Pattern . . . . . . . . . . . . . . . . . 202 235. Sewing on Buttons and Snaps . . . . . . . . . . 203 236. Using Different seam Finishes . . . . . . . . . 203 237. Making uttonholes w th the Machine . . . . . . 204 238. Taking Body Measurements. . . . . . . . 204 239. Different ways of Finishing Heme. . 205 240 Putting in A Zipper . . . . . . . . . . . . . . 205 241. Making A Simple Skirt . . . . . . . . . . . 206 242. Making A Simple Blouse . . . . . . . . . . . . 206 243. Doing Hand Sewing, such as Easting. . . . . . . 207 244. Marking Pattern Darts, Tucks. . . . . . . . . . 207 245. Sewing in Sleeves . . . . . . . . 208 246. Making A Dress. . . . . . . . . . . . . . . . . 208 247- Making Over A Garment . . 209 248. Matching Plaids . . . . . . . . . . . . . . . . 209 249. Planning A wardrobe . . . . . . . . 210 250. Making A Plan for the Clothes I Need . . . . . 210 251. Making Decisions Whether to Buy or Make A Garment . . . . . . . . . . . . 211 252. HOW Much Money to Have for A Clothes Allowance. 211 253- Figuring out the Cost of A wardrobe . 212 254. Deciding the Most Suitable Patterns for MB to Wear. . . . . . . . . . . . . . . . . . . . . . 212 xvii Table Page 1255. Studying the Quality in Ready—made Clothes . . . 213 1256. Fitting of Garnents. . . . . . . . . . . . . . . 213 257- Judging How Well My Garment Is Made. . . . . . . 214 2553. Choosing; A Suitable Pattern for‘A Sewing: Project 214 259. Developing: A Plan of Work for Making: A Garment . 215 260. Deciding. When and What Make-up to Wear . . . . . 215 261. Learning How to Work with Others When Sewing; . . 216 262. Workin'j Indenendently- . . . . . . . . . . . . . 216 263. Planning the Arran e1: .te1t of Dresser Draw. ers . . 217 264. Selectinr‘j A Fabric Suitable for A Certain Garment. O O O O O O O O O O O O O O O O O O O O 217 265. Taking Care of A Sewing Machine. . . . . . . . . 218 266. Different Types of Stores which Sell Clothes . . 218 26V7. understandin: Information Found on Labels. . . . 219 26g1. Buyinr Sewing Equipment. . . . . . . . . . . . . 219 269%. Co:relation Between the Differential Aptitude Tee t for Space Relations and the Abilitr to Use Clothing Construction Tools for Developmental Level I. . . . . . . . . . . . . . . . . . . . . 226 270-» Correlation Between the Differential Aptitude Test for Space Relations and the Ability to Use Clothing Construction Tools for DevelOpmental Level II . . . . . . . . . . . . . . . . . . . . 227 271. Correlation Between the Differential Aptitude Test for Space Relations a11d the Aoility to Use Clothing Constrlction Tools for Developmental Level III . . . . . . . . . . . . . . . . . . 228 272- Scores from Rating Scale for the Use of Cloth- ing Construction Tools in Developmental Level I. 229 . ..I gt: ,monfl'e )\,.H110 . tug I .. . r A Table 273- ZTT4. xviii Pafe Scores from Rating Scale for t1e Use of Clothing Construction Tools in Develo1nent 1 Level 11.. . . . . . . . . . . . . . . . . . 250 Scores from Rating Scale for the Use of Clothing Construction Tools in Developmental lave]- III 0 o o o o o o o o o o o o o o o o o o 231 CHAPTER I THE PURPOSE OF THE STUDY Introduction Psychologists have pointed out that early adolescents aure confronted with many new and complex problems. There- fkare, if homemaking teachers are to contribute to the indi- vidual development of adolescents, an understanding of their tetxrrent stage of maturity and immediate needs and interests is necessary. The effectiveness of teaching depends to a large extent upon the ability of the, teacher to recognize signif- icant relations so that the student will organize his exqoeriences into meaningful patterns. Dewey has stated: Teachers succeed in training facility, skill, mastery of the technique of subjects, but unless en- largement of mental vision, power of increased discrim- ination of final values, sense for ideas, and principles accompanies this training, forms of skill ready to put indifferently to any and may be the result.1 Silverman questions why the areas of clothing and Ehpeaqence have received so little attention in research studies despite the ascertained importance for adolescents.2 1John Dewey, How We Think (New Ybrk: D. C. Heath, 1915), p. 62. 2Sylvia S. Silverman, Clothing and_Appearance,Their JPBychological Implications for Teen-Age Girls, Contributions 0 Education No.—912 (New york: Bureau of Publications, Teachers College, Columbia University, 1945), p. 3. 1 2 Biddle and Spencer concluded in a study concerning the interest of Junior high school girls in clothing that early adolescence was a nearly ideal time for clothing construc- tion.1 Finch research has been conducted and many articles have been written concerning the teaching of clothing con- struction, but with the emphasis in homemaking education upon all phases of family living-3, the teacher is challenged to consider the way in which clothing units are related to family problems. The writer of this study was concerned with the dissatisfaction many homemaking teachers expressed in rela- tion to some of the bases used for developing; a clothing curriculum. Since much attention has been given to the differences in the degree of maturity among students in the same class, here seemed to be a need to develop instruments that would serve as a basis for developing a curriculum in the area of clothingr that would be challenging and meaningful . " leendolyn Tucker Biddle and Lilly Hester Spencer, Family Background and Interest as Basis for Clothing In- struction," Journal of Home Economics, LXVI (February, 1954)! p0 106. 3 Statement of the Problem The purposes of this study were: (1) to analyze the relationship between the develop- mental levels of early adolescent girls enrolled in the junior high school grades in selected communities and their interests in the following areas of clothing: (1) selection, (2) grooming, (3) sociological aspects, (4) care, (5) con- struction, and (6) management. (2) to study the relationship between the interests of early adolescent girls in the above areas of clothing and the occupation of their fathers. (3) to analyze the relationship between the develop- ment of spatial perception of early adolescent girls at three developmental levels and their ability to handle the following clothing construction tools: (1) tracing wheel, (2) shears, (3) sewing machine, and (4) needle. (4) to study the relationship between the ability of early adolescent girls to handle the above clothing construc- tion tools and the occupation of their fathers. (5) on the basis of the above, to make recommenda- tions concerning the development of the curriculum in Junior. high homemaking education in the area of clothing. m. \ VII-I." ”.33.. IL” To. . r. pr Assumptions Basic to the Study In undertaking this investigation the writer made three basic assumptions: First, that students in homemaking classes will give tralid information concerning their interests relative to calothing and will be willing to participate in tests to determine their ability in handling clothing construction tuools when they understand that this information is to be used in planning the clothing curriculum. Second, that the develOpment and interests of early adolescent girls do vary. Third, that~information about the develOpmental lervels of early adolescent girls may be of value in develop- irug a more effective curriculum in the area of clothing for Junior high homemaking education classes. Hypotheses The following hypotheses were set up for this study: (1) There are significant differences in the inter- estma of early adolescent girls at different developmental levels in the area of clothing- (2) There is a positive correlation between spatial Perception of early adolescent girls at different develop- mental levels and their ability to handle selected clothing construction tools. (3) There are differences between early adolescent 5 :girls, whose fathers are in different occupational groupings, 111 relation to their interests in clothing and their ability tn: handle selected clothing construction tools. people. Definition of Terms Certain terms may have varying meanings for different Therefore, t was believed necessary to clarify the .neaning which will be used within the framework of this study. Script, Developmental level refers to the modal character- istics of an individual at various stages of devel— opment. The levels used in this study refer to the early adolescent: (l) Quartile I--girls ames 10.4- 12.5, (2) Quartile II--girls ages 12.4-13.9, and (3) Quartile III-—girls ages 13.9-15.6 years of age.1 spatial_perception involves complex coordination of mental and motor ability. It may require activities as tracing a maze, identifying similar forms, or fitting objects of varying sizes and shapes into recesses in a form board. Occupational grouping in reference to the four cate- gories used in this study includes:2 1 C. v. Millard, The Adolescent (unpublished manu- East Lansing, Michigan, 1950 , pp. 32-63. enax F. Beer and Edward C. Roeber, Occupational 1n- gfigflfiflfléfly (Chicago: Science Research Associates, 1951), J. . 9'12. 6 ...° . a? a a ., . '7 '.. _,_ a”: Pr fessional-—Lnose who ale env gen in technical work such as research, redicine, law, teaching, or business promotion. employed in machine trades 0 Skilled workers-—thos where understanding is needed to maintain, ad- just, repair machines, and crafts which includes the planning and performance of tas of hands, tools and ecuipnent. (a ( ) skillful u Semi-unskilled workers which include those employed in such jobs as observational worn-- watching of machines, and manipulative work-- r petitive tasks of sorting or feeding. in the full-time Opera- Q Farmers-—tnose engage .n .0 0.1. a. lac-I‘m. '._h Clothing construction tools refers to tools used n the process of constructing clothing: (1) tracing q wheel, (2;) sen-zing machine, (3) shears, and (1+) needle. Clothing as a Dart of the curriculum was considered A J. no mean all phases of the homemahing education curriculum which dealt with problems related to clothing and is used in this study in reference to: J. Selection-—indicatcs the application of “‘t J principles to choosing cloches, accessories, and textiles, and utilizing consumer information. 7 Groomiw1w——co siders some techniques of r““' self neat and attractive. O ’5 Sociological aspects-~consideration o: . i m ,3 .'. J. ,- 1‘. Va ues, role, and status 'fOnr to clothi1g. Care—-includes such techniques as ironing, in4 and storing of clothes. x...’ .C’aiglllg q ‘1 Q.’\ 7’ Kaae »;\—l - Constraction-—cons is era ti on given to use of the sexin“ machine, coznercial 1 and, -- . .0 egg“, . laLC‘uJ:ll1é-; Oi 0101.11.11.5- Ilanage N-Mt--1aolueec decision-making in p1 to time, ene g3, an clotdn11". g. Housman n; education refers to organised ho. courses which endeavor to promote persona s " l ‘\ ‘I '. " ‘r ‘1' ‘ "fl'r' ‘I' '. 1'. "V. 1‘ r. tion and secarlty a, nelpi the in 1vielal a, ..'.J- . , .11 . )6. e cCI‘hS , (Ana 801118 J. . , .‘3 hey in uJe area 01 .;<:;1111:1_11[; atisfae- tecone a . . .:*., 3.‘ . ”3A,, ., '- n I. .- .1- 0 , 3 ~.An . contrinatlnr “unber l a group. It is dealgneu to te interest in sharinn fanil; respo; Sons Lin tations of the Study ‘,_.v J-‘ "I les Soda Michigan for the purpose 01 ascertaini1 inf orLa tion 131C11- in which . . l"Home Econolics for BO”S ; Eliifltn, and Ifinth Grade 3" (Was: 1111.; to; Security Agency, 19 5;), p. 5. 8 czould be of value in ievelomai g the clothin» area of the (curriculum in 401tnah1ug education 10? Junior high school ruirls. The communities u-re within connutinr 1istance for 1 :- —~- .1- .2 . 1 :1 .2'. -. The lnSquHCHUS are iloce ures dSeh in collecting .1 1 0 r1 .2 “.6 1111:-.1 "1 .;- ”in ”a ,1 C, ,-_ ., J 1 ° .3 J. .\ j r‘ x. pill.) J..-J.OL..'.1,.L:.L131- ll .11 Lil l.) Mel C ...l. 1i out: 90 (11.0.48 111C 1 ‘1 -. ‘- r 9 a ,— 1 T V; J". ' r1 -11. - ~ r-o '" ‘ (j ‘,‘ r "‘17.! ~n ('1 J- ", Q co11..<. ae 3.1.31. .1 v-10 100...]. -.e..e 'IILi; teacher. 1.10 1.1.. ul L1- -3- - ' , »‘- .-' ~-- ~-- 1 q "1 3 ~ ” — r - -' .‘--'. s a v. n rr *r v .3 t“ . ’> 1 1 , U 1" n Y . r . 1 13.1 VD \ffl)‘ 0 0.1.3 J11 UO 3“" lg) CLai O.L.L'\4(L .Lll Cl \g'l\-.'\/t) 08V 0.1, OL‘/-1U, ‘.‘\.‘ N '2' 3 (‘4' 4 f3 (5 . ‘\ 1 I 13 r‘ P: (‘1 D \l ryf‘fl‘b qu¢ls ' A-.—A..‘J k L) D‘AU U _-. .* a. a. U..- .1 h.) \J van; . developwentel levels were 5130 eliminated. After t1ese con- xv‘- I\L -' \J$.J ‘4 4.4 J.‘- . -~ ." A J. , 3 ‘_.. J.‘ ., r s». . Q'tA . . fl n "\ 1'. _-le ‘N u j.‘ (J p _ a _ 7 \ \ 4' Us... b’.‘ h 11"}.7 T.';’t LJLJUJ l {Le-‘1'), ~- “1 (4..) V53). 0 o? 1.1,? LI.” ' ' 7/; 0- 00:: of random sc:tnlir§ as that results were used from C trflrit"-fdifl3 "iric;;}o“ earn oceznnieione ' re" £41", trnus1fiak- - ‘\ ‘. -- 1 ‘N - of one—111:1 lire}. 'girls for each (-evclogz'zestal ‘1‘ J— 1“ ~ ' 0" "V 1 -. V“ O ‘_ ‘ level. TL? data were tuen a .1 red as a no_e thing teacner n wsis for develonint the clothinr o 7 3 .—J ' 1- 1‘ x .4. 6+ 9.) :3 :3 H J " (:3 0 cf. 3' '3 f.) U) 0 :3 (D 00 37":8 of the hornemrik nr; curriculum. The interest irven tor" developed to determin- the interests of e“rl" M01 scent girls in clothin: was limited to six areas: (1) selection, (2) grooming, (3) sociolO“ical 98‘scts, (4) care, (5) constiuction,1d (6) norc~e“c1t The ability to use clothing onst ruction tools was linited to four tests; these included the (l) tracing t J'sllllflli {III I I v J 9 \vheel, (2) sewing machine, (3) shears, and (4) needle. In zzefiition, the Space Re1l ations part of the Di ff-1 en tial Apti- ‘bude Testsj was adrinis tore d in order to determine the corre- ilation between spatial perception and the ability to halidle sselected clothing construction tools at the time of admin— 'istration. Method of Analysis Occnp “tion f the father and the develonrentel ilevels of earlv adolescent girls were tree. ted as izicm per ndent variables; while the interes s in the various areas f cloth- .-~—\ :inf expressed by the rirls and their abilities to handle selected clothing construction tools were considered to be ciermndent variables. To determine the significance of any relationships erui the differences in the pop1la ion semzrlo revealed among 'tne deoendent and indeeendent variaele—s, three statistical ‘- *fl 9 2 tests were ennlored: the Chi-square, the product moment '2 corrolation,’ and the analysis of variance. ¥ 1 1Appenoix C, p. 220. 2 515303 SiOgGl, N nparan trio Statistics (39“ york: IicG‘f‘Ffidv-flill Book Co., 1957), p. 101. 3 .q S 9 o .q I Palmer 0 Jonnson ans Resort u L. Jackson, ntro- 1notion to St:tistical Jetnou (lies Voxlz: Prentice- -Hall, "'/-/‘J 3 1:10 27;. I. 4 _ . . Wilfrid J. Dixon 5.11:1 E’asn: J. I-iasgey: Jr. , Intro- QflQtlon to Statis tic: l Analysis (New Iorh: McG1aw-Hill Book CO., 1937), 1.31/3. 73'— , A; —-:/./- .2"' Fin 0 10 All findings reported in the stud“ i" rels- tiozl to .L.‘A 3. ..,‘ .1. —, ,i. 3. .4." M.“ -n 1 .L‘ - ,.. ‘3 9.519 illtCi)£ S US 04:;jqua Swath J—il U-.ie 8.1. \JLI'LLS Och C-LO Ullllgil {fare OLIK uLJ" .0 ,i J ‘ J. 4.1- ' ‘3 - . .. 4. I..- - - ‘ .0 . .- .1. :‘ d we beL U0 bl;e C.‘ LL—SLL L 2.."‘3 veg} \I O UlllJS 8 OJ 01*01‘1. r-L Ewe .L-.L'.LJ.CCLUCL1 ’ J- x .. ,. . .1 .1 . ,. 1 A a .J- A: 4- ° ' -. ..— .- -5 .1 4. 4» one; here considere- U0 is statissicaild s CniliCCflt at the .E-percent level or oelow. , .—~_-(—-‘-/‘.-.rj r‘ ‘. ‘- 'L The scores obtained on the 8; 38.00 Relations be correlated with the scores obtrined on +"e Clothing construc— UL-\/ 'tion tools test using the proiwct moaent method of correl ’1- L... '1" ‘1 'fl "“1 "‘\ r‘ l“ 1 ' ‘ 2 '0‘! J“ . ‘ " "I" ‘q '."‘ I ‘ ,~~ 'L J‘ .x v else. The d.ti here iartner analeee QCCOIQLHQ b0 one two r- . r ‘r l_“ " ‘1‘ '.' ' .‘ ‘ ‘-‘ . . 1". t‘ '1' . .‘ ‘qu analdsis of v uciance to deterglnc the s1;‘;i;10e3c diiier- ences between the three develoenental levels and the occupa- A tional groupings. Summary ‘ This study res concerned with in estigating the ~ ~ I ,~:\ _ _ a -A o o o o __ .1. IWZlablofldAl s between the interests ann aullltles 11 tne aroe.of clothing of junior hi h schools with reference to the developmental levels of early adolescent girls and the occupational groupilg of their fathers. The scope was de- lizlited to th~ stud? of interests of three hundnec junior hi h school girls in s’x areas 03 clothing and the r ability to handle four tools used in clothing co:1st uct ion. Certa'n ssunptions and delllltlo - of terns were proposed. Limita- tions relate; to tile sa.>le were present in the stu’y The H; was divided into 31" c;"cters with t $0 of these devo- ted to an analysis of the f H. ndings. CHAPTER II REVIEW OF LITZTLTURE The first chapter indicated that this study was con- <3erned with both the interes s of junior high school girls :in the area of clothing and their ability to handle certain clothing construction tools. As a background for this inves- ‘tigation it thus seemed necessary to examine the following ‘types of literature: (1) research concerning the interests and the development of adolescents, (2) studies which descri- ‘bed the clothing area of the curriculum in homemaking educa- tion for junior high school girls, and (3) devices and pro- cedures which other investigators had used which would be jpertinent to the investigation. Characteristics of the Adolescent If educational experiences are to have any meaning for individual students they must be related to the purposes and drives of that student. The adolescent years, according to Millard, even though there may be disagreement as to their exact limits, present a unique series of phenomena. He further states that "this is a time when the individual is neither child nor adult but must perform alternately at each level on adult demand."l His attention must be concentrated on the here and now. One year later, basically, he is quite a different lMillard, op. cit., p. 6 ll 12 person, with new demands, new interests, and new out- looks. It would seem then that the adolescent period encompasses a uniqueness of development that deserves a special consideration and analysis. Characteristic Aspects. One of the characteristic .aspects of the development during adolescence is the individ- zial's emerging self-consciousness about himself in relation 'to the universe. The twelve year old girl reflects standards Ineld by her mother and women teachers. It is at this stage 'that the well-groomed pretty girl comes into her own. She is becoming more discriminating in her social contacts. Pres— ‘tige is determined by such qualities as being friendly, jpretty, tidy, and popular. But many changes in prestige 'values take place by the tine she reaches the ninth grade.2 .Meek further states that: While peer culture may determine what patterns of be- havior will be adopted for the time, the individual's fundamental personality needs will determine what part of the culture of his peers he will emotionally accept and make an.intrinsic part of himself.) In order to describe the relations of development and.behavior of the adolescent, the total sequence has been divided by Millard into quarterly rather than year to year characterizations. He states that there is "more univer- sality to a given behavior at a particular developmental point than at a given chronological age, but on the average —_ —--- 0—.- libid., p. s. 2Lois Hayden Meek, The Personal-Social Development 9£_B0Fs and Girls with Implications for Secondary Education (New Kerk; Progressive Education Ass., 19407] p. 45. 3Ibid., p. 53- 13 :1 given develOpuental point falls at a given chronological age . "l The first quarter begins at 10.4 years of age for gdrls and continues to approximately 12.5 years of age. It is during this period that personal goals come into clearer fecus, and thus the individual gains a new outlook for her- self. She reacts favorably to new experiences and is begin- zaing to assume initiative. These adolescents are intrigued 13y group effort which presents a distinctive challenge to 'them. There is an enthusiasm for mechanical pursuits, and intense interest in skills usually associated with adult life. This is the time for the greatest quantitative learn- inggthat she will ever'experience.2 Integration is the key-note for girls in the second Chiarter of adolescent development which begins around 12.5 shad continues approximately to 13.9 years of age. This is 'the happy stage of adolescence where enerry is abundant. They'are now capable of self-evaluation and possess suffic- ieni.drive to try and try again. Adults are respected, and there is a preference for a group of friends. She may be further characterized by having more consistency in her actions.3 Upon completion of the third quarter which goes from 13-9 years of age to 15.6 years for girls, ninety-eight ¥ ‘1 Millard, 0p. cit., p. 12. 2;big,, pp. 32-42. 3Ibid., pp. 49-63. 14 per cent of the total growth has been achieved. They are 'becoming more tolerable and more interested in people. Fre- (Tuently they are members of gangs and are less inclined to 118 included in family functions. They have order and organ- i.2ation and have a mind that is ordered and under good control. 1 In addition, Hurlock points out that: There are marked individual differences in the pat— terns of adolescent growth and development, not only between the sexes but within the sexes as well. These differences depend largely upon the rates of maturing. The faster maturing individuals have greater spurts of rapid growth; their periods of acceleration and of stopping come quickly. Late maturing individuals, by contrast, have less intense periods of acceleration; their growth is more even and gradual; and it continues for a longer period of films, generally into the later part of adolescence.... Mbtor ability. One of these individual differences is; concerned with the development of motor ability. According tc> Kuhlen there appears to be no generalized motor ability. [knien.various tests were made, it was found that different a ftuactions mature at different rates and reach a maximum at Kdinfferent ages.3 During adolescence many persons (notably Sifirls) not only reach their peak performance in several motor activities but also the peak of their desire to be active.4 hL _ .— lIbid., pp. 63-80. 2 Elizabeth Hurlock, Adolescent Development (New Xbrk: MCGraw-Hill Book 00., 1949), p. 69. 3Raymond G. Kuhlen, The Psychology of Adolescent 222239233 2 (New york: Harper and Bros., 1952), p. 4b. 4Arthur T. Jersild, The Psychology of Adolescence (NEW Xbrk: Hacmillan Company, 1957): 3°461' 15 Training, an opportunity for practice, and absence of envi- ronmental obstacles are all important factors in the develop- ment of motor capacities.1 In addition, Espenschade found that growth in ability to perform motor acts reaches its maximum at approximately fourteen years of ace in girls but continues in boys through the seventeenth year.2 Strang points out that it is important to understand as much as possible about the relationships among the various aspects of the individual's total development, such as growth in height and weight, in intelligence, in achievement, in jphysiological maturity, and in social and emotional adjust- :nent--all considered in the light of environmental influ- ences? she feels that under favorable conditions we can assume that physical efficiency will increase during adoles- cence . Vision. Twelve year olds are concerned about their vision according to Gesell, 115, and Ames. Twelve, visually, now has a better combination of the ability to fixate (which was dominant at ten years and to focus (which was dominant at eleven). Difficulty in achieving this combination may produce a reduced power in focusing or a difficulty in.discriminating, so that his responses to some focus tests may be vague. lHurlock, on. cit., p. 83. 2Anna Espenschade, "Mbtor Performance in Adolescence," Society for Research in Child Development, Mbnograph No. 1, "Washington, D. 0.: National Research Council, 1940), p. 118. 3Ruth Strang, The Adolescent Views Himself (New York: MCGI’aW-Hill Book 00., 1957). p. 22. 4M. p. 227. 16 Each eye tends to respond differently in its focusing ability, but it is expected that the eyes will regain their stability in worEing together and responding more similarly by fourteen. At thirteen the symptoms vary from individual to in- dividual. They are showing a greater power to focus than at eleven and twelve. Though he may fixate beyond the testing target, the visual findings indicate better functioning of his two eyes as a team. Nest thirteens, except the near sighted ones, show a good mobility of their eyes as they follow a moving target and can accomplish this with a high degree of accuracy and ease.2 The fourteen year old can handle the usual visual skills tests quite adeptly. His eye movements in following :1 moving object are good.) Visual fatigue is one of the more common symptoms of the fifteen year old. He tends to be quite well organ- ized visually and his visual skills are usually good. In the reading situation, whereas at fourteen roughly half the group focused their eyes on a point in space closer to them than the printed page, and half focused beyond it, by fifteen the majority are focusing at a point somewhat closer to them. This is a further indication of th ir tendency to draw toward themselves or to inwardize. Social. Preoccupation with social activities and a idesire to win social approval can color the adolescent's lGesell, Ilg, and Ames, Ybuth--The Years from Ten to Sixteen (New York: Harper and Bros., 1956), p. 112. 2Ibid., p. 147. 3Ibld., p. 183. 4M'9 3° 223° 17 outlook on life and influence his behavior according to Hurlock. She found that: Owing to feelings of insecurity, which are almost universally found during the early part of adolescence, the young adolescent is slavishly conventional in his behavior. In his desire to conform to the group pattern the adolescent tries to appear like, behave like, and conform in every conceivable way to the pattern set by the group with which he is identified....1 Characteristically the adolescent is an extremist in whatsoever he does....The style of hairdress, the height or weight of the body, the appearance of skin blemishes on the face, or the clothing she can afford to buy are problems of major importance to a girl...- Clothing Interests of the Adolescent Several investigations indicate that clothing is of {greater importance to adolescents than for other groups. In 'the study by Stone and Barker in 1939, the authors concluded tfinat postmenaracheal girls showed a stronger interest in zuiornment and display of person than did the pre-menarcheal ’ girls.3 Hurlock found that adolescent interest in clothing stcnns from a realization of the importance clothing plays in ngaup status. When dressed like other members of the group, 'Uae individual identifies himself with the group which gives 1th a feeling of security.4 When accepting extreme styles, the adolescent simultaneously satisfies two desires-~that of g lanrlock, on. cit., p. 160. 2Ibid., p. 239. 3Ibld., p. 241. 4Ibid., p. 246. 18 conformity and that of recognition.1 To be in style to wear the latest fashions in clothing, adornment, and hairdress are :frequently more important than becomingness.2 Sociological. Research conducted by Stone and Form {gave support to a hypothesis that: An important element in the purchase of clothing is the social character of its intended use. That is, the symbolic quality of clothing reflects upon and influences the Judgment of the consumer in the purchase and use of clothing. The social and symbolic character of clothing becomes clear when they are considered in relation to significant life events: birth, entering school, marriage, change of occupation, parenthood, and death. All such changes in social positions are accompanied by significant changes in mode of dress. Consequently, when most clothing pur- chases are made, their social usage is an important con- sideration, though durability, fiber composition, and other physical characteristics are also involved.3 Warning conducted a study to determine the implica- 1xions of social class for clothing behavior in the acquisition 91rd use of apparel for girls seven, eight, and nine years of age in three social classes in Des Moines, Iowa. She found that purchases practices showed. clearly the differences be- ‘bween.clothing‘behavior of the members of the three social classes in her sample.4 Wide differences were also found h. 1Ibid., p. 247. 2 3Gregory P. stone and um. H; Form. ClothingLInven- tories and Preferences among Rural and Urban Families, Teche nical Bulletin 245, (East Lansing: Depts. of Sociology and Anthropology, 1955). P- 7- Ibido, p. 4230 margaret Cynthia warning, The ggplications of Social QlEEE for Clothing Behavior, (Unpublished Ph. D. Dissertation, East. Lansing: Michigan State University, 1956), p. 141. 19 in the attitudes of mothers and daughters toward opinions of others, importance given to these opinions, and the recogni- tion of purchasing practices of high—style garments.l Prac- tices in clothing construction and care also differed.2 In addition, the kinds and amounts of social participation (differed in the various social classes and affected the cclothing behavior of social class members. Thus, she con- <3luded that ”this study will cause a thoughtful person to Inave a keener recognition of and respect for the clothing behavior of members of another social class.. .."3 Attitudes toward clothing. One of the most compre- lueneive of studies concerning the adolescent girl and her cilothes was conducted by Silverman and was aimed at discover- ixig the attitudes and feelings of teen-age girls toward c143thing. She devised a questionnaire which was adminis- tered to 1,100 girls in seventh through twelfth grades in a high school in New Jersey. In this questionnaire girls were flaked to select from clusters of three statements the one Btaatement which most nearly represented their viewpoint or feeling. Silverman concluded that: The investigation revealed that clothing and appear- ance are used as much in early adolescence as later to satisfy certain of the girls' needs or desires, such as the need for approval, the desire to be sexually attrac- tive, and the need for self-confidence. This suggests, therefore, that it would serve the interests of adoles- liauu p. 140- Ibid., p. 142. Ibid., p. 145. Uh) 20 cents best if clothing courses geared to help meet these needs were introduced early enough in the curriculum to reach even the youngest adolescents and help them use their clothing and appearance constructively to achieve greater satisfaction in their personal feelings and in their social relationships. However, such courses must be of the functional type, not only acquainting girls with the theoretical foundation of design and the like, but taking up realistic problems of appropriateness, individuality, and suitability to age, and dealing with procedures in grooming to acquaint girls with the correct usage of the practices they wish to employ. As girls in Junior high begin to spend hours on self adornment meek feels that homemaking teachers can contribute to their individual development. Since conformity to a group and having wide selection within the group affects an indi- vidual's success and attitudes toward himself, his tastes may contribute to or hamper his achieving good human relation— ships.2 Thus in experiences with clothing design, selection, construction, remodeling, opportunities arise for helping a girl recognize and feel that what one wears, how it is worn and what one is seeking from clothes is very closely related to one's feeling of adequacy as a person.3 Unsatisfied de- sires for recognition and acceptance may lead a person to seek coveted attention through an over-emphasis on dress. This may result in an exhibition of clothes which is eccen- tric, inappropriate to the occasion or unbecoming to the wearer.4’ Help should be given in a manner which will assist lSilverman, on. cit., p. 119. EMGCR, 020 Cite, p0 190- ’Ibid., p. 191. 4Ibido, Do 1920 21 students to attain those values which they want most as in- dividuals, with the least amount of conflict and the greatest possible gain in understanding themselves as persons.1 Buying practices In a comparison of the buying practices of early adolescents, Gesell points out that shOpping for twelve year olds is a more cooperative venture:_ "we pick them out together." Some girls shop alone but most prefer to have their mothers along; whereas, for many thir-i teen year olds this is the last age when their mothers gen—J orally make the final decision and less important items are frequently purchased alone. By the time they reach fourteen, many girls are allowed to make the final decision but may p/l prefer to have their mothers along. Some also have a clothes ' allowance. Less variation appears in the fifteen year old, but in most cases their mothers still go along to advise while many have at least a partial clothes allowance.2 In a study conducted by Rosencranz "significant relationships were found between the occupation of the father and certain practices in the buying and use of clothes for the 10-, ll—, and lZ—year old daughters.“3 She found.further that: Both wives of manual workers and wives in the low lIbid., p. 193. 2Gose11, op. cit., pp. 318-22. 3Mary Lou Rosencranz, Relevance of Occupation and In- conme'to Mbthers' Selection of Clothinc for+ Daught ers (East' msing: Agr. Experiment Station, M. S. U. ,19561), p. 3. 22 income bracket more often selected their daughter's clothes alone. Mbther and daughter selected the daugh- ter's clothes together in families of white follar workers, as well as in high income families. Care of clothing. Interest in looking nice seldom eaxtends to the care of clothes for the twelve year old saccording to Gesell as clothes frequently are just piled on , laed, couch, or chair. But the thirteen year old has begun tun care for clothes, especially the "best" clothes. By the tzime they are fourteen some girls take all responsibility afloout clothes care including the washing of their own under- unear and sweaters.2 Studies of the Clothing Area in the Junior High Curriculum Relatively few research studies describing the clxathing area of the Junior high homemaking education pro- gram have been reported. Most of those reported were usually comicerned with the curriculum of the ninth grade and per- tadJJed to the proportion of the time in homemaking classes WhJJCh were spent in the area of clothing, the effectiveness 01' clothing construction methods, and the emphasis placed on the; various aspects of the clothing curriculum. many felt tkuit too much emphasis had been given to clothing construction tflnls leaving little time for a variety of other experiences. In a book written for teachers at the turn of the l;b1d., p. 3. 2Geseil, oo. cit., pp. 313-22. AI“ 23 century, Wbolman stated that: If sewing is to add to the mental and moral strength of the children, if a love of the true and beautiful is to come through it, the work must take them into account. The child must not be sacrificed to the model, or gar— ment, by the demand of the teacher for over accurate work, for neat adjustments at an early age, or for the stupid task. The interest and development of the child must be considered in the selection of the course. Setting her to make articles suited to her capacity and considered by her as worth doing is the only sensible method of gaininglher enthusiasm and of bringing out her creative ability. The beginning of sewing is difficult for little hands and the use of the tools needs to be taught slowly.... Judgment and skill are of slow growth, and the demand for them at an early age is always discguraging to the pupil, and often positively harmful.... Much consideration has been given to make the teach- iiig of homemaking more family centered. Teaching keyed un- stalistically may contribute to family tensions as the tmsaching of clothing has sometimes not kept pace with changes -r 111 family practices.) According to Brannan the clothing area may be a contributing factor in a student's ability to achieve optimum growth in ability to make choices and support decisions with logical reasoning, as well as a means of developing skills or achieving aesthetic values, as it provides active participation in class activities through which people learn. lMary Schenck woolman, A SewinggCourse for Teachers (Washington, D. c.: Frederik Hire rnald, 1916), p. 9. 2.12.1.9- , p. 10. 3Day Monroe, "Making the Teaching of Clothing More rhealistic," Journal of Heme Economics, XLV (Nov., 1953). 648. 4Betty Jean Brannan, "A Developmental Approach to the Teaching of Clothing in the Ninth Grade," (Unpublished 3Master's thesis, Stilwater: Oklahoma Agricultural and iMEchanical College, 1955), p. 17. 24 Interests. An investigation was conducted by Biddle and Spencer to determine the Opinions on clothing as ex- jpressed by eighty-three junior high school girls in Florida. In addition a home visit was made with each mother in order 'to gain information regarding her opinion. They reported ‘the following results: Seventh grade girls were interested in selection first; construction second; and care third. Eighth and ninth grade girls named construction as their first interest; selection second; and care of clothes third. Some of the main reasons given by the girls for their interest in clothing selection were: (1) the desire to know how to select the "right" kind of clothes for themselves, (2) disagreements with mothers on cloth- ing selection, (3) preference for selection rather than construction, and (4) pleasure in choosing clothes.1 In a study conducted by Linn, the following extra vetlues pupils wanted to obtain from clothing eXperiences were found: 1. Apply what they learn to better buying and care of clothes. 2. Develop a self confidence in buying. 3. Expand their experiences in planning a costume to the ability to plan a wardrobe. 4. he sewing a well organized home activity so that new clothes are not obtained at the cost of nervous Satigue, eye fatigue and household disruption. In an effort to determine some of the practices followed by teachers in junior high homemaking education lBiddle and Spencer, op. cit., p. 105. 2Alice Linn, “Trends in Teaching Clothing," Practical Home Economics, XXVIII (September, 1950), 331. 25 classes, a survey was conducted by the Hone Economics Educa- ‘tion Branch, Office of Education, Washington, D. C. One school cited attempted to capitalize on the interest in inaking a pleasing appearance by eighth grade girls. Attention is given to the care and arrangement of the hair, care and grooming of the hands, skin care, the use of cosmetics, and posture. ‘Clothing care and repair and the qualities that make clothes suitable for various occasions are studied. Some time is devoted to consid- ering color and line and their relation to the individ- ual's personality and figure.... Buying. In a study conducted by Mayer to determine vflno selects and purchases the clothing for teen-age girls, sine found evidence that girls can well profit from continued 2 help in wardrobe planning. Construction. Yergey in a study of procedures used iri teaching clothing construction concluded that: 1. methods and techniques which encourage the self direction of the student are effective in teaching skills in clothing construction. 2. Learning situations which encourage student initia- tive in solving problems are useful in developing proficiency in skills. 3. The development of creative interest in clothing construction processes affect the ease with which a skill is acquired. 4. Understanding of the reasons for using particular procedures in clothing construction is a contribu- ting factor in retention of skills and ability Bo apply these skills in solving similar problems. 1Federal Security Agency, op. cit., p. 22. Sister Marie Lawrence Mayer, "Clothing Inventories of’4l Teen-Age Girls,"Journal of Home Economics, LXIX (February, 1957) . 124-5-— 3Vivian E. Yergey, "A Critical Study of Procedures in Teaching Clothing Construction," (Unpublished master's thesis IDrexel Institute of Technology, Philadelphia, 1950), p. 32. 26 Division of Time. A study of the programs in reim- 'bursed vocational honemaking programs in twenty-three Michi- ggan schools was oonduced by O'Donnell. A larger proportion of'time spent in the study of persOnal appearance and cloth— ing than in the study of any other phase of homemaking was :reported by the teachers. Less than one-half of the pupils :reported that they had help in understanding their own cloth- zing needs or needs of others and in reducing the cost of clothing.l In addition less than half reported that they lied.received help on personal wardrobe problems, on what to twear on various occasions and on selecting and buying clothes.2 It high percentage of the pupils reported that they had help t41th.hair styles, care of hands, and other aspects of groom— 111g, but that they had considerably less help on certain manqagement problems involved in grooming.3 A high percentage of pupils in beginning and advanced kmnnemaking classes had opportunities to understand character- istics of different kinds of textiles, but a much smaller group reported they had opportunities to make use of this knowledge in applying it to laundering, pressing, and iron- lBeatrice O'Donnell, gaking A Look at What Girls and BO 8 do in Homemaking Classes in Grades 9—12 in Michigan (East Lansing, Michigan: School of Education and School of Home Economics, Michigan State College in Cooperation with the State Board for Vocational Education, June, 1953), p. 77. 21bid., p. 79. 3133341. . p. ‘31. 2? ing of clothing.1 The majority of pupils reported that they had made simple cotton garments,2 but less than one- third reported that after having finished a garment they had made summaries of the cost of the garment, the satisfac- tions gained, and how the garment fits into the wardrobe.3 Upon considering the findings of O'Donnell, little emphasis had been placed on the consumer or management jphases of clothing. As groups have reviewed the findings, ‘they have been concerned by the continued emphasis on cloth- inng construction in view of the persistent findings relating tn: the clothing consumption patterns of the majority of in- dividuals and families.4 A study of clothing in the curriculum in homemaking unis also conducted by Holmblade. She found the curriculum t4) be largely devoted to the construction of garments, an actdvity for which many pupils and parents had taken little or no responsibility in the past year.5 The free responses lIbido , p. 80. 2:219. p. 82. U1 Ibid., p. 83. 4Beatrice O'Donnell, making the Teachingiof Clothing Realistic (East Lansing: School of Education, Michigan State University in COOperation with the State Board of Vocational Education, June, 1957), p. 1. 5Amy Jean Holmblade, "A Comparative Study of the Clothing Area in the Secondary Hememaking Curriculum in A Selected Community and Related Beliefs and Practices of Fanulies in that Community,“ (unpublished Ph. D. Disserta- tion, Nuchigan State university, East Lansing, 1954), p. 194. 28 concerning the choosing and wearing of clothing reflected the pro-occupation of teen-age girls with their own appear— ance.1 In addition, she found that almost all pupils and .parents indicated responsibilities and concerns in choosing and wearing, buying, and caring for clothing. Yet little emphasis had been given to these areas. Research on Tnstruggnts Used toggtermine interests and Spatial Perception In an attempt to determine the interests of early zadolescent girls in the area of clothing and their ability 1:0 handle certain clothing construction tools, devices that kiad been developed and used by other investigators in the suneas of interests and spatial perception testing were Ineviewed so that instruments for this study could be de- veloped. Interests. Just what constitutes the ultimate ruiture of interests is not well understood according to ‘King; They are not as complicated to analyze as many other qualities which compose what is generally called char— acter. That interests can be recognized is not ques- tioned. For instance, an individual may be more inter- ested in one group of subjects than in other groups, in certain subjects of a group rather than in others, in particular aspects of that subject rather than in other aspects. This indication of interests with varying intensities is manife ted by individuals in every phase of human activity.... lIbld., p. 217. 2Lee Hamilton King, Mental and Interest Tests (New ‘york: Bureau of Publications, Teachers College, Columbia University, 1931), p. 40. 29 An interest is a much better indication of the true attitude of an individual when it is the expression of a spontaneous preference rather than when it is an indication of a controlled choice. "In making preferences on the basis of controlled choices, however, greater uniformity, definite- ness and ease of classification are possible and these advan- tages undoubtedly outweigh those which are to be secured by using spontaneous preferences.“1 Interest can be used to .approach a curriculum problem, but not to solve it. In addition Barr, Davis, and Johnson point out that interests are characterized by voluntary self-identification Vfith some activity. Their value for education lies primarily inn motivation and to make subject matter meaningful. one Inay not only be interested in the nature of the quantity of innterests of an individual but also to the extent to which inney are significant. In fact, some interests may be char- acteristic of an individual's stage of development.2‘ Barr, Davis, and thnson state further that such in- formation may be obtained through the use of an inventory ‘which is designed to reveal an individual's typical behavior in connection with various traits of personality, attitudes, and interests. Thus, the purpose of an inventory is that of determining the extent of a trait. This type of instrument 1I2$Q39 P‘ 42' 2Barr, Davis, and Johnson, Educational Research and W (New York: J- B. uppinc—“'ott 00.. 1953). pp. 34-36. 30 is initially scored by a method which is essentially that of counting or totaling values assigned each response with re- ference to the trait to which behavior in the item relates. Interpretation is then made upon the basis of ranking and significance in terms of the trait.1 Edwards has developed some informal criteria for attitude statements. These include: 1. Avoid statements that refer to the past rather than to the present. 2. Avoid statements that are factual or capable of being interpreted as factual. 3. Avoid statements that may be interpreted in more than one way. 4. Avoid statements that are likely to be endorsed by almost everyone or by almost no one. 5. Select statements that are believed to cover the entire range of the affective scale of interests. 6. Keep the language of the statements simple, clear, and direct. 7. Statements containing universals such as all, always, none, and haver often introduce ambiguity and should be avoided. Aptitude tests. Tests of aptitudes or abilities according to Bennett, Seashore, and wesman act only as veri- fiers of what is already known and are valuable only insofar as they enable the next steps to be taken.3 Super adds that 1Ibid., p. 74. 2 Allen L. Edwards, Techniques of Attitudezgcale Cg;- stzuction (New Ybrk: Appleton-Century-Crofts, 1957), p. 13. 3Bennett, Seashore, and wesman, A Casebook for the .DifTerential titude Tests (New York: Psychological Cor— poration, 1951 9 P- 3. 31 'tests should describe a person so that we can see him as he 1J3 at the time of testing; they should predict what he will tee like and what he will do at some future date; they should rue relatively timeless; and they should, like the people they tmest, be multipotential.1 In addition, they should have some vualue as indicators of probable status, behavior, achievement and satisfaction in the future.2 Test batteries and tests, therefore, need to be so constructed that they can be applied to people in a great wreuriety of occupations, and once normed and validated, used twisth each person tested for the evaluation of his promise for a number of different fields.3 Thus the Differential Aptitude Tests were develOped to provided an integrated well s1sandardized procedure for measuring the abilities of boys and girls in Junior and senior high school.4 The item type devised for the Space Relations tests represents a combination of the two former approaches to measurement of the ability to think in spatial terms. (verbal reasoning and abstract reasoning) The capacity to imagine a constructed object from a picture of a pattern has been used frequently in tests of structural visualization. Similarly, the ability to determine how an object would appear if rotated in various ways has been effectivegy used in the measurement of space perception.... 1The Use of MUltifactor Tests in Guidance (Washington D° 0-: American Personnel and Guidance Ass., 195?), p. 3. 2Ibid., p. 3. 3 id., p. 4. 32 Spatial perception. Carr feels that the accurate perception of the spatial attributes of objects is of funda- mental importance for practically all modes of perceptual- motor behavior.l Highly mobile organisms like man are con- tinually moving about among a world of objects, and they must necessarily control their movements in reference to the posi- tion of these objects. A visual object is correctly local- ized when one is able to move the head and eyes so as to see it. more clearly and distinctly, to move the body so as to approach or recede from it at will, or to reach out the hand and move it about as desired.2 Thus visual movement is bound up with the whole process of space perception.3 Rating techniques. According to Barr, Davis, and Johnson this term is used to apply to the expression of opinion or judgment regarding some situation, object or character. Opinions are usually expressed on a scale of values. The effectiveness of measurement requires specif- icity and comprehensiveness of definition. If it is to yield dependable data it is necessary that individuals agree on the classification and meaning of whatever is being measured. Rating scales are usually constructed upon the assumption that the characteristics to be rated will take lHarvey A. Carr, An Introduction to Space Perception (New York: Longmans, Green and Co., 1935), p. 3. 2 3Horace Harlan Corbin, "The Perception of Grouping," ArChives of Psychology, (September, 1942), p. 47. Ibid., p. 30. 33 tflae distribution form of a "normal probability" curve.l Several types of rating scales may be used: (1) Tflie rank order type makes a comparison of members of a group w1;th respect to certain qualities shared in varying degrees; (22) The man-to-man technique involves both ranking and rwiting; and (3) The product scale consists of a series of saunples of the product under Consideration arranged in the coruder of merit. Scores are attached to each indicating reelative degrees of merit. If this rating is accurately made in the case of a specimen of the product, the process of using a product scale results in achievement of a certain amount of objectivity, since the scale may be standardized u on observable characteristics of the product desired. Summary he literature reviewed as a background for this Sttndy was related to the interests and the development of ad<>lescents, to descriptions of the clothing area in home- malcing education for junior high school girls, and to dexrices and procedures which other investigators had used for‘ obtaining similar information concerning other aspects Most of the literature was devoted to secondary home— makdxng education programs. However, a number of studies lBarr, Davis, and Johnson, Op. cit., p;. 74-63. 21bid., p. so. 34 provided evidence concerning the development of adolescents and their interests in clothing, but there was little evi- dence that the results of this research was used in the development of the clothing curriculum for junior high school girls. The majority of the findings of recent re- search indicated that most of the time was devoted to the construction of garments and with considerably less time spent on the study of selecting, buying, and caring for clothing, and with very little time spent on the management and so ciolo gi cal aspects . CHAPTER III DESCRIPTION OF PROCEDURES AND TREATMENT OF DATA In order to give the reader a picture of the proce- dixres for this study a discussion of the selection of the jpc>int of reference for the developmental levels of adoles- ceznt girls used in the study, the selection of the sample, ‘tlle determination of the areas of interest in clothing, the sealection of clothing construction tools, and the development ar1d.administration of the instruments will be included in tliis chapter. Finally attention will be given to the methods by which the data were analyzed. Selection of the Developmental Levels of Early Adolescent Girls Since one of the purposes of the study was to analyze the relationships between the developmental levels of? early adolescent girls and their interest in the area of clthhing, a basis for the establishment and a description of tinese levels was sought. After reviewing research findings 111 the field of adolescent development, the writer decided tO'Iise the quarterly sequence as developed by Millard.l These gave similar characteristics of early adolescent girls as were reported by other authorities, but in addition, Millard stated more specifically the characteristics and ¥ 1Millard, on. cit., p. 12. 35 36 the points of change in their development. Those girls who were selected to participate in this study fell within the first three developmental levels for girls: (1) Quartile I-—lO.4-l2.5 years, (2) Quartile II--l2.5-13.9 years, and (3) Quartile III—-13-9-l5.6 years of age.1 The seventh grade girls who participated ranged firom 11.0-12.5 years; the eighth grade girls ranged from 12.8-13.9 years; and the ninth grade girls ranged from 13.9- 15.6 years of age at the time this study was conducted. Selection of the Sample Four occupational groupings (professional, skilled, semi-unskilled, and farming)2 were selected after reviewing 'trne literature as the categories for the occupations of the farthers of the participating girls. These were chosen in ornier to determine if there were any differences between the EIwbups in relation to interests in the area of clothing or 1:1 the ability to handle selected clothing construction tools. ‘ The instruments used in this study were administered to ggirls enrolled in grades seven, eight, and nine in the selected communities at the beginning of the school year. Random sample‘s, controlled for developmental level and occupational grouping were drawn from those who participated —_ lIhide, pp. 32-63. 2Baer, op. cit., pp. 9-12. 37 so that results from twenty-five girls for.each occupational grouping in each developmental level were obtained for analysis. The size of this sample was determined according to Goode and Hatt in order to have sufficient information that would be valid.1 Thus, to obtain information from three hundred early adolescent girls who would meet the criteria established, /the writer found it necessary to conduct the study in five zoommunities. Those selected were within commuting distance. huletter of request was sent to the superintendent of schools in each community while each homemaking teacher was contacted personally in order to explain the study and to make the necessary arrangements. All indicated their willingness and cooperation for the study to be conducted. Development, Administration, and Analysis of ‘éffistrumen€:TOr Determining Interests in Clothing of Early Adolescent Girls Development of instrument. The next step in order to study the relationship between the developmental levels of early adolescent girls and their interests in clothing and the relationship between the occupational groupings was the development of an interest inventory. All available Junior high homemaking texts and references were reviewed to ascertain those items in the area of clothing that would be 1William J. Geode and Paul K. Hatt. Methods in §gcial Research (New Yerk: McGraw Hill Book 00., 19527, Pp. 225-31. ' 38 of interest to early adolescent girls. In addition, twelve Junior high homemaking teachers who were enrolled in summer school the past summer were interviewed. Finally literature 'which discussed research concerning the interests of adoles- cents in clothing was studied. From this survey there seemed to be an agreement on “the clothing interests of early adolescents. These were 13hen used to provide the framework.for collecting information from the participants and were classified into six categories: (:1) selection, (2) grooming, (3) sociological aspects, (4) czare, (5) construction, and (6) management. This was followed by the compilation of items which Inertained to the six selected categories. Consideration was {given to those items which might be useful to the homemaking tneacher for developing the clothing area of the homemaking (narriculum, those to which the participants could respond vcith accuracy, and those to which they would not hesitate to reply. Etrom these, twenty items which were most frequently (discussed, were selected for each category in order to have each section comparable and so that the instrument could be answered within a reasonable period of time. For example, “Choosing clothes becoming to your figure".was listed under selection, and "Caring for hands and nails" was listed under grooming. These items were then organized into an inventory1 1Appendix B, p.115- 39 with every seventh item returning again to the first category so that items relating to each category would be divided and yet scoring would not be difficult. The participants were (asked to indicate their degree of interest for each item zaccording to: (1) very much, (2) much, (3) little, and (4) riot at all.1 This type of inventory was chosen for two reasons. I?irst, a large number of items could be checked in a reason- sible period of time, and second, the information would be in sauch a form that it could be easily tabulated and analyzed. Trial of instrument. The size of the trial group vvas selected according to Goode and Hatt.2 Therefore, the jgnterest inventory was given to thirty-six girls with three ihcom each of the four occupational groupings thus making a tmptal of twelve girls for each developmental level. The participants were urged to take ample time, rwead each item carefully, and check it as honestly as possi- tfiie. Twenty-five minutes were found to be sufficient for emiministration. specific needs for changes in terminology 'were indicated, but no other changes in the items were suggested by the participants. The data were analyzed using the chi-square test to determine the relationships between the three developmental —__. lTerman and Xiles, Manual for Use of Attitude- lfiterest Analysis Test (New york: McGraw Hill Book Co.,l938). 2Goode and Hatt, op. cit., pp. 225-231. 4O Ilevels for each of the six categories while Fisher's Cri- 1aical value of D test 1 was used to determine the relation- :3hips between the three developmental levels for each item. Efiince the data provided some significant findings, the cilanges indicated in terminology were made, and the instru- population A nuent was then printed for use with the larger sample. Administration togpopulation sample. The interest irrventory was administered during half of a regular sixty Inijiute class period in homemaking in three of the coopera- ‘tiJng schools while the girls in grades seven and eight in tJie other two schools which did nut have homemaking at these E??ade levels took the inventory during another convenient ‘tjgne. In each case the purpose of the inventory was explain- ed by the writer, and both the writer and the regular home- IHEUKing teacher were available throughout the period to aaiswer questions. The writer was pleased with the enthus- iaasm and interest which the girls displayed. A total of three hundred seventy-two girls answered tine interest inventory; out of these three hundred which met tune criteria for developmental level, occupational grouping, axui who had written all parts were selected by random sampling for analysis. Analysis of data. In order for the information ‘which had been obtained to be useful, the data were analyzed 1Siegel, op. cit., p. 256. 41 so that the teachers would have a picture of the differences in interests between the three developmental levels and the (occupational groupings of the participants. Therefore, the Jresponses were tabulated by hand according to developmental ILevel, degree of interest in each item, and occupational grouping. Data resulting from this tabulation were then zarranged in tables and the chi-square test was used to deter- Inine any significant differences in interests between devel- <>pmental levels, occupational groupings, and the various ixtems and categories of the inventory. DevelopmentLAAdministration, and Analysis of Instruments for Determinin the Ability to Usgggelected Clothing Construction Tools The review of literature revealed differences at various ages of early adolescents and the ability of their eyes to focus or perceive objects. Therefore, a further artudy was conducted in order to select an aptitude test unlich might indicate that the ability to handle certain clxbthing construction tools was or was not related to spnatial perception. Such data as could then be gathered VKNJld be of value in determining at what level various tools tuauld.be introduced in clothing construction. In addition, the degree of ability that might be expected in the use of these tools would also be of value to a homemaking teacher. Selection of Spatial Perception test. In order to analyze the relationship between spatial perception of early adolescent girls and their ability to handle selected 1+2 clothing construction tools, various aptitude tests were studied and discussed with several staff members from the Counseling Center and the Department of Administrative and Educational Services in the College of Education. As a zresult the Space Relations part of the Differential Aptitude Tests:L was chosen because it could be used by the writer, could be administered easily to early adolescent girls, could provide valid data, was relatively inexpensive, and could be easily scored. Administration of Space Relations test to trial group. This aptitude test was administered to the same early adolescent girls as were given the previously discussed interest inventory. The test took twenty minutes to complete and was administered during the same period as the interest inventory. Directions given in the manual were closely followed when administering this test. Analysis of data. The scoring of the tests was done by hand; then, the raw scores were correlated using the product moment method of correlation with the scores obtained on the clothing construction tools test and were found to have a positive correlation with the trial group. On the basis of these results a decision was made to use the Space Relations test with the larger pepulation sample. Administration to population sample. The same pro- cedures for administering and analyzing the data as were _ 1Appendix C. p- 220- 43 used with the trial group were followed with the population sample. Selection of clothing_construction tools. To analyze the relationship between the developmental levels of early adolescent girls and their ability to handle clothing con- struction tools, all available books pertaining to clothing construction were reviewed so that tools could be selected that best met this purpose. The writer then chose the following four clothing tools as representative of those most likely to be used by early adolescent girls: (1) sewing machine, (2) tracing wheel, (3) shears, and (4) needle. ngelopment of test for using tools. The next step was a review of the literature in order to find any tests which had been devised for the use of the above four cloth- ing tools or that could be adapted for use with early adoles- cent girls. The literature revealed that such tests had been developed by Todd.1 The writer then revised these to incorporate step by step the procedures which would be followed during the administration.2 Develgpment of rating scale for determining the flility to use clothing tools. The development of a test for using clothing tools was followed by a review of the literature to determine what type of device could be con- structed upon which the results for each girl could be 1 Todd, op. cit., pp. 213-255. h..— 2 Appendix C, p. 220. ' 44 evaluated. According to Barr, Davis, and Johnson rating scales could be constructed for this purpose.1 Therefore, the product scale was selected as it consists of a series of samples of the product under consideration arranged in the order of merit. Suggestions by Army2 were followed in the construction of the rating scale. Scores were attached to indicate relative degrees of merit, and three descriptive categories for each tool were specified.3 Selection of materials for use with clothing tools. LIaterials for use with the tools used in clothing. construc- tion were next selected and prepared. Stitching charts in the form of a circle and a square with additional straight lines were obtained from the Singer Sewing Machine Company as these are representative of those which might be used in the classroom.4 These stitching charts were used for the test to determine the ability to use the sewing machine by those early adolescent girls who participated in the study. Next, half-size patterns of a blouse front were made, and cotton percale in pastel colors was purchased and Prepared for use. The patterns were pinned to the cloth by the writer in order to save time during the period of admin- istration. These materials were provided in order to h 1Barr, Davis, and Johnson, 0 . cit., p. 80. 2Clara Brown Army, Evaluation in Home goonomigg (New York: Appleton-Century-Grofts, Inc., 1953). Pp. 191-213. 3Appendix G, p. 220. 4 Appendix C, p. 220. 1+5 determine both the ability to use the tracing wheel and to cut on straight lines and curves with a pair of shears.l Preparation of a piece of white batiste measuring three by twelve inches followed next, along with the provis- ion of black thread (number 60) and needles (Sharp number 9). These were used to determine the ability to use the rieedle in the spacing of a running stitch. Administration of the trial test for the use of clothing tools. The girls participating were divided into four groups so that all tools would be in use. General dir- ections were given to the entire group (usually about twenty girls) in the homemaking classroom. These were followed by specific instructions and a demonstration for the use of each tool by the writer. Individual questions were also a.nswered by the writer. This test was given to the trial group at a later date following the administration of the interest inventory and the Space Relations test. Since the girls participating were able to follow the directions, were cooperative and enthusiastic, and could complete the series of four tests in one class period, no changes in the tests were made. Therefore, the materials were prepared for use with the larger pOpulation sample, and the same procedures for administration were followed. Analysis of the data for the use of clothing tools. Only the name of the girl appeared on the product from each ‘ lAppendix C, p. 220. 46 test so that the writer could obtain the total score for each individual on the rating scale and be more objective in her scoring. The products were arranged according to the test performed; therefore, all the results from using the tracing wheel were scored by the writer at one time. This teas followed by scoring the results from the use of the sewing machine, the shears, and the needle. After all the products for each test were scored and recorded on the rating scale, the developmental level and the occupational agrouping were recorded for each individual girl for use when analyzing the data. The total score obtained on the rating scale for the use of clothing tools by each individual girl was then correlated with the raw score obtained on the Space Relations test using the product moment method of correlation. This was done for each developmental level of the early adoles- cent girls and was found to have a positive correlation in each case. The scores obtained on the rating scales for the use Of each clothing tool were further analyzed according to the deveIOpmental level and occupational grouping of those par- ticipating in the study. The analysis of variance test was used to determine any significant differences in the ability ’00 use each of the, clothing tools. Some significant differ- enceg were found for the use of each clothing tool either between the developmental levels or the occupational groups 47 of those participating. Summary Instruments that were easy to administer, that could ‘be scored objectively, and that were easy to transport were either selected or developed. Therefore, the Space Relations jpart of the Differential Aptitude Tests was used, an interest inventory was develOped, and the directions for the use of :four clothing tools were develOped for use with early ado- .1escent girls. As the occupational background of the fathers and 'the developmental level of the participants were part of ‘the investigation, such information as their name, age, and tflae occupation of their father was obtained when the inter— east inventory was given. Reasons for obtaining this infor- znation were clearly stated so that the girls would not be less willing to respond. The data obtained were then compiled and analyzed in terwns of the hypotheses stated in the first chapter. CHAPTER IV INTERESTS OF EAR l ADOLESCE"T GIRLS IN CERTAIN ASPECTS OF CLOTHING gptroduction This chapter deals with the dependent variable which vvas concerned with the interests in the various aspects of (zlothing as expressed by he early adolescent girls who per— ‘ticipated in this study. The presentation of the data ELCCO'.DpliSheS three th ngs: first it shows how this variable vnas statistically related to the developmental level of these g;irls; seconr, it shows how it was statistically related to tdie occupational grouping of the same girls; and thirC, it gjsves a comprehensive picture of the itens that were used to txast the hypothesis with respect to the differences in iarterests in clot} ling of early adolescent girls. Each item in the interest inventory was tabulated z1ccor*Mi. to the degree of interest shown and the develOp- rmnital level and occupational grouping of each participant. The rm.nfl.t irLg data were then arrangeC in tables according tx) the six cato ories incluCLed in the inventor; (l) selec- “103. (2) grooming, (3) sociological aspects, (4) care, (5) construction, and (6) management. The detailed SIH1.ar' of . .r be found in Appendix B, while the fi: u11153 from each category will be incorp01ated in the following uGCLlOHS of this chapter. 48 The tables used to present the material in this chapter will be the sane for all items of the interest in- 1rentory depending upon whether the table is concerned with Ciifferences due to developmental levels or occumi tional gpcoupings of the participants. In all cases the chi-square 'tcast we s used to show whether the differences were statis- ‘*1.cally significant. Only those iteis which show a statis- ‘tj.cally signi.‘ ica:1t difference of 5 per cent or less of c>cn3uring strictly by chance will be thus indicated. Relationship Between the Develogxaental Levels of Earl" Adolescent Girls and leeir Interest 7m C10 billll" ‘ This section examines the data with respect to the l (D l ationship between tie develovu ntal levels of early adpfllesccnt girls and heir inter wt in clothing. A brief exniew of research found in the literature will be given for eacfln category of the inventory to indicate any cif ferencos Hilaritios with the findings of this study. I ‘40 or 23 Interwi ts in clothing selection. A study conducted bU'IIiddle and Spencer1 showed that early adolescent girls rateCl selection as their first or second choice. In addi- J. 1 4.. -,‘ r‘ _ q x? ._ . f! 4.1 0.- ' blCnu Silvermand pointed out the importance 0; clothing in - - n -. n ”I” .. n a... -. a: .. g n-e Oi sell-coniidence 01 call, adolescent l 0 1 ’11 " ,7. N“ .’ f. ‘ -3 . _._ _- "7 Bl<.LL.LG ELLA). Dx‘eLlLelfi, J- Con , -)o 10}. 2 . .1 . Silvernan, oe._cis., p. llC 50 girls, but O'Donnell* reported tiat less Chan half the pupils JO. .‘t-h'l- --\,. I. 4“ :7' 1‘ ‘W ‘ -' ‘,\ ‘ " . ;parC1c1gaC up in a SUJQJ 5J0 conducted had received nelp 1n 1 a.“ .-.,.‘ . a 4-, ‘1 ,..p. ‘ TaLle 1 gives a saunar; 01 Che CGVIee o J- ‘A , . .L .. J. ,V 9 J. ‘ . O ‘ o .,. 'fl— 3' r- 4- 1 v the tkeflbJ iCeHs in Cne area of selec Cion as inalcaCed C; '1- ,C 3. .,,.. .4.° .- .L , ° 4.-‘- .L, .2. 0. .1. -n 'tne girls who varCicipaCed in Chis deujo GreaCer inCereCt V \vas e"wr‘ssed in this area by the girls in the first develop— znental level than was indicased b* *lTlS in the other two ILevels of (evelopnent; however, out of the six Cdbbborlvo in O ‘tre inventory, selection ranked second in interest ior the :first develop ental and third for the other Cwo levels. \J TABLE 1 INTEREST IN CLOTHIYG SELECTION Developmental Levels of 38 £13 Ilegree of Adolescent Girls __Inter-st I L II III f. -Ja_r 810 9 718 ‘ g 649 2177 ? (725.67) § (725.67) . (725.67) Lh1crb........; le ‘ 654 . 6Z~6 I (067) (557) (5 67) Little. . . . . . .f 376 441 516 ; (444.33) (444.3? g) § (444.33) Very 1.111011. . . . Not at {111...} 33 I 137 § 199 ' 489 § (163) (163) (163) p..—_, Total....) 2000 2000 2000 6000 ——«L fi-u-fl. #L x2 = 75.234 9.).01 lO'Donnell, on. cit., p. 79. 51 In reviewin; the twenty itens concerned with cloth~ inr selection, the following seven were found to discriminate significantly Letween file three deve101menCal lev vol s: (a) selecting colors that are best for no, (t) selectinQ clothes for special 0 cas'ons, (0) selectan ankle sex and stockian, (d) selecting clothes to wear to school, (e) studyinQ tex- 'tiles, (f) sel OCCin3' clothe for different seasons, and (Q) :selecting eras, ganties, and slips. Items that were of very much interest to all levels iJlCludOd: (a) selectinQ colors that are best for e, (b) :3electinQ clothes for 3; fi ure type, (c)s elect inQ styles est oeco:ninQ to is, ani (d) choosinQ lip-stick ans powder. Selecting clothes for special occasions was of very JNJCh interest to those girls in the first developmental JJZVel. In allition, selection of ankle sex and stockian, -\ bl?as, panties, an; slips, selection of clothes to wear to Scfiuool and for different seasons, shoCs for different occa— Sixsns, and colors which were test for the; were of gore in- ternest to the first deveIOpnental level. The second developmental level exeresse more inter- eCVt in.(a) selectinQ colors that are Zest for re, (b) clothes to Ideaf to school, (c)sci%11 clothes for my figure type, (d) selecting clothes which can be worn for severcl occasions, taxi (e) selectinc clo Ches that can be mixed or raCched. More interest was indicated 3‘ tie third develOp- .Zental level than the other levels in selectinQ colors that 52 q A. , , ,:': 1‘ .L ' .. 4.. .7 _ .'.. ‘ 3.,. _. ,, oesC for me and selecCinQ lees nosC econluQ to he. 0) L‘) r. m C) (Dther items of interest included: (a) selectinQ clothes for in; fig ure t"ee, and (b) selectinQ clothes which can be worn :for several occasions. Lbre Qirls of all levels indicated little or no in- ‘terest in the study of teXCiles, fir .ishes, and textile manu- :factorinQ than in any other ite s. A further analysis of I]. \ C) .40 iihese t.e:uCy itens be found in Tables 29 to 4 i4 IKQpendix 3. Interests n QroominQ. A number of authorities have inqdicated the importance of QrooninQ to the early adolescent :girl. Hurlock mentions this area as presenting major prob- l,1 and O'Donnell reported that a high percen- H {D E)- C O f *1. ’5 tde3 of participatinQ in her study had help with the “j C {L}. H U) vzarious asoects of grooming exce:t for certain meanC ent .L J ‘- J A summary of the replies Co the twenty itens con- Ceinied with grooming is shown in Table 2. Slithly over tvxo—thirds of the responses either indicated very much or nulcixinterest in studyinQ those particular itels. Even thfiwigh mCre Qirls in the firsC developmental level responded Witui very hlUCh interest, all levels were quite interested 111.:roominQ and ranked this category first among the six areeue of interest. \ l L l HLWlOCk, O‘D- Ci U0 , I.) o 2.39 o O'Donnell, 00. cit., p. 81. 53 TABLE 2 INTEREST IN GROOMING ‘f' Developmental Levels of Early Degree of L Adolescent Girls Interest I $ II III Very Much. . . . 1059 , 871 839 2769 (923) ‘ (923) (923) Prion.........' 620 626 654 1900 ' (533-33) , (533-33) (533-32) I;ittle.......; 261 377 367 ‘ 1025 (341.67) (341.67) (341.07) Ihat at a11...‘ 60 126 120 , 306 g (102) (102) (102) Total.....? 2000 ‘ 2000 20cc 6000 X2 = 370277 3;). >00 Significant differences between the developmental lxevels were found in half of the twentn itens upon further arualysis. These were: (a) maintaining a neat apnearance, (t3) improving my posture, (c) controlling or eliminating bcmiy odors, (d) manicuring my nails, (e) selecting the best luliz‘ styles for me, (f) sitting fracefully, (3) why cleanlin- 9853 is important, (h) caring for my teeth, (1) what to do if HK' feet hurt, and (j) caring for my body dur n5 menstrual Periods. Six of the twenty itens were of interest to all levefils. These included: (a) maintaining a neat appearance, C3) selecting the best hair styles for 4e, (0) caring for ny hair» Oi) caring for my skint, (e) habits tnat sooil my 4. 54 (n *— O F) 9.) O O 9 personal appearance, and (f) selecting :ood complexion. In addition to indicating very much interest in the efisove, the first developmental level expressed more interest 111: (a) ieroving my uosture, (b) controlling or elim'na- 'tin{;body odors, (c) manicuring my nails, (d) sitting grace- fiilly, (e) importance of cleanliness, (f) caring for my ixeeth, (g) caring for my hands and nails, and (h) caring for n57 body during menstrual periods. Selecting the best hair styles was of more interest tc: the second developmental level than for the other two lo\,\/l Twelve itens provided significant differences be- tween the three developmental levels; this was more than for euiy' other category. These items were: (a) learning how to carwe for my clothes, (b) washing my sweaters, (c) caring for a ccrtton fabric, (d) steps to follow in washing clothes, (9) irorrina different types of clothes, (f) e'3erinenting with soarus, starches, (g ) arranginv stora e space for my clothes, (h) (iaily care of my clothes, (1) caring for clothes made fronllnylon, dacron, (j) caring for my shoes, (k) caring for rayon articles, and (l) caring for a garment made from silk. No items in this category were of interest to all levels; nor was there much interest indicated for any of the items'bv those in the third developmental level. The second 59 developmental level displayed more interest in daily and seasonal care of clothes and caring for shoes than for any other items. More interest was indicated in the items by the first developmental level with learninf how to care for my clothes, daily care of clothes, caring for shoes, and ironing differ- ent types of clothes receivinr the hithest number of respon- ses. V Little interest was indicated by all levels in darn- ing and patching and caring for specific fabrics. The com— prehensive analysis of data for these items may be found in Tables 89 to 109 in Appendix B. Interests in the construction of clothing. much has been written concerning the interests in construction, th methods used, and the amount of time spent. Biddle and Spencer reported that construction ranked first in interest 93 by eighth and ninth grade girls nd second by seventh grade Firls l The ”“joritv of he pupil" in the s““*r ‘v ' - s.- . stlco.‘ J LLL- legr... 0 - UJGJ DJ 0 Donnell . 9 A 2 replied that they had made simple cotton garments, but Helmblade reported that the pupils in her study had little or no responsibility in this area at home. The construction of clothing ranked fifth in the six Biiflle and Spencer on. cit. to 105. * ’ —-‘—-——_—_ , * 6O catCfiorics of the interest inventory for all developmental levels. Of these, the first developmental level expressed somewhat tore interest than was 3 expected. Table 5 reveals, 1 in addition, a small degree of (i fference in interests H between the three developmental evels. TABLE 5 INTW.ES T IN CLOTHING CONSTRUCTION ] Developmental Levels of Early i Degree of ' Adolescent Girls , Interes I 1 II I III 2 Very Kuch.... 55 f 522 493 _ f 1574 (524.07) (524 67) (324-é7) Much......... 711 _ e42 623 v 1976 (653.67) (058.07) (058.07) ' ‘tle....... 517 523 597 , 1707 (509) (509) (509) Not at 311... 213 24: ‘ 207 ‘ 743 (246. 66) (246.06) (246.66) Total....§ 2000 i 2000 E 2000 ; 6000 x2 29.006 p. >.01 The analysis for each item n v be found in Tables 109 to 129 in Appendix B; significant differences between the developmental levels were found in only three out Of the twenty items. These were: (a) using different pieces 0f Sewing equipment, (b) sewing on bu.ttons and snaps, and (c) taking body measurements. Making a dress received more responses by all three 61 levels than any other iten; while learniHS to use a sewing machine, makin: a simple skirt and blouse, and matching plaids were also of sone interest to all levels. However, some items were of more interest than others for different developmental levels. Mere interest was indicated by the first level in the following items: (a) preparing a fabric before cutting, (b) fitting a pattern, (c) using different sean finishes, (d) sewing on buttons and snaps, (e) taking body measure— ments, and (f) differen ways of finishing hens. The second developmental level revealed the greatest interest in (s) using different pieces of sewing equipment, (b) learnina to use a sewinc machine, (0) using the direction \; sh.et, (d) making buttonholes, (e) making a simple skirt, (f) making a simple blouse, and (5) making a dress. The girls in the third developmental level were nore interested in specific construction techniques, such as, putting in a zipper, making buttonholes, marking darts, and sewing in sleeves. Few items received the degree of interest as was indicated for sons in other categories, but few also re- vealed much diffe ence between levels or little interest by all levels. Interests in the nanafienent of clothing. A number ., of studies dealiné with the purchase of clothing have reported varying differences in practices of social P.) 62 l I classes. ’ Some experiences in cecision nak ng were pa. 1 recommended by Meek.' Gesell also discussed the increase in the number of decisions made in the purchase of clothing as the girl matured. Linn found that pupils wanted to obtain more ability to plan and more confidence in buying5 while others found evidence that girls can well profit from con- tinued help in this area. In sumnarizing the interests of the participants in this study, management of clothing was found to rank fourth out of the six cateoories by all three developmental levels. Table 6 shows that the first developmental level indicated more interest than was expected with both the second and third levels falling somewhat below the expected degree of interest. 3 In this area, also, only three out of the twenty tens in Tables 129 to 149 in Appendix B were found to be statistically significant. These were: (a) making decis- ions whether to buy or make a garment, (b) understanding information found on labels, and (c) buying sewing equip— nent. l . .. Warning, on. 01t., p. 141. 2Rosencranz, on. cit., p. 3. 3T3091* 4 1C ‘ £in ~, 0.). Cite, ‘00 fi/lo . 4 " Gescll, OU- Cito , I O Filo-'22:. : 0 J .0. 63 TABLE 6 INTEREST IN TH; KAEAGAIEIT OF CLOTHING } DevelOpmental Levels of Early Degree of L Adolescent Girls Interest : I L II III I I Very I—IUCI‘I. o . .. €97 608 .. :59 1864 (021-33) (521-33) (521-33) much ......... 745 ’ 694 563 , E 2192 (700-07) (7QC.67) (700°b7)i Little.......é 428 ‘ 487 572 ; 1437 : (495-37) (493-57) ‘ (495.67) * 7 I Not at all...E 130 211 206 t 547 ! (132-33) (132-33) : (152-33) Total..... 2000 I 2000 *’ 2000 6000 1 x2 -_- 64.386 Making decisions planning a wardrobe, and wear were of interest to p. ).01 whether to buy or make a garment, deciding when and what make-up to all three developmental levels. In addition to the above three items, the first developmental level expressed interest in deciding the most suitable patterns for them to wear. Those in the second level revealed interest also in how much money to have for a clothes allowance and deciding the most suitable patterns to wear. Additional interest was expressed by the girls in the third developmental level in selecting a fabric suitable for a certain garment. Understanding information on labels, judging how well a garment is made, and developing a plan of work received 64 the lowest indication of interest of the twenty items in this category. Relationship Between Occuoationa l Gro oup ings of Early Adoles ent Girls and Their Interest in Clothing The second consideration in relation to the data obtained from the interest inventory was the degree of in- terest in each ca aterorv as exoressed bv the followin four occupational grouninos: professional, skilled, semi-un— sLilled, and farmer. The items were arranred in tables with the numb er of p'r Mi inants who indicated very much interest in the item recorded in the hirh column. The remainder of the responses were in the low column unless there were less ban five responses; in which case, replies for both very much and much interest were combined. n crest in clct hi1xtrselection. Girls with form backgrounds indicated more interest in stucvin, the t entv itens r3lat ting to olotluing selection than t one from the other three 0c H"tion. groupinés as is shown in Tables 7, 9, and 9. The difierenccs in interest between the four ooeunationel frou“in s were statisticallv sirnificant for all titre-o :‘evolo ”on xl levels. Il‘t ‘1’”“0 tl-e 32t0"3 in tlis c orv decreased as the girls ‘“*‘“““ In reviewinf the twenty items, eleven discriminated Sidnificartlf between the four oconjational groupinés. These were: (a)8 Ml MC in r: the best c013 P3, (b )3 ' ctinr 65 TABLE 7 INTEREST IN CLOTHING SELECTION BY DEVELOPMENTAL LEVEL I Degree of Iiierest Group . Very Much Much Little None !4# 8* 204 (202.5) 147 (177.75) 985194) { 51 (25 75) ‘500 s 159 (202.5) 199 (177.75) 114 (94) ‘ 28 (25.75 500 U 198 (202 5) 194 (177.75) 94 (94) 14 (25 75) 500 F 249 (202.5) 171 (177.75) 70 (94) 10 (25 75) 500 T 810 711 376 103 2000 x2 = 80.25 p. 7.001 TABLE 8 INTEREST IN CLOTHING SELECTION BY DEVELOPMENTAL LEVEL II Degree STRInterest Group Very Much Much Little None ( P 153 (179.5) 151 (165.5) 128 (110.25) 68 (46.75); 500 s 173 (179.5 164 (165.5) 117 (110.25) 46 (46.75): 500 U 171 (179.5 176 (163.5) 111 (110.25) 42 (46.75). 500 %l_ $§§1179-5) égg (163{§) 42% (110.25) §%(46-7§)2388__ X2 : Z+0.57 p. ).001 TABLE 9 INTEREST IN CLOTHING SELECTION BK DEVELOPMENTAL LEVEL III Degree of Interest Group ___ Very much much Little None P 136 (162.25) 168 (159) 135 (129) 61 (49.75) 500 s 151 (162.25) 145 (159) 125 (129) 81 (49.75) 500 U 145 (162.25) 175 (159) 142 (129) 58 (49.75) 500 §;_ 217 (162.25) 148 (159) 116_(129) 19 (49.75) 500 g; 649 656 516' 119 2000__ *Key: P professional; 5 = skilled; U‘: semi—unskilled; and F = farmer clothes that can be nixed or matched, and (c) selecting .Selecting clothes to was: to school and studying finishes on :fabrics were siéniricant ior tv -nd developmental level. tvere found in (a) selecting ankle sex and stockinfis, (b) ’flaeosinr accessories, (c) combining fabrics, and (d) selec- ti_n: a pattern. Both the second and third levels indicated si.7nificant differences ‘et‘een occxpation- groupings in hrbw a f uric is made end chs recteristics of abrics. STLu 1dying textiles was significant between occupational ‘2” oupin s for all covalOWNcnta levels. A further analysis 0 the twenty items may be found in TaLles 149 to 169 in b . All occupational groupings for the three develop— nerital levels extressed considerable interest in: (2) «-Lu seCLecting lip-stick an1 powder, (b) suitable styles for tnsnn, (e) se eeting colors, d(d) sele ctinfi clothes for SEVscial occasions. Items of particular interest to the farmer grouping fOI" all developmental levels, in addition to the above, weive° (a) selecting ankle sex and stockinrs, (b) selecting elotdres to wear to school, (0) selecting bras, panties, Slips, (d) selectino shoes 0, (e) selecting suitable patterns, EVE? (f) selecting clothes that can be nixed or matched. The professional grouping in addition to t1e aoove 67 four items, revealed interest in (a) clothes for school and for different seasons, (5) choosin? nose (0 series, and (c) selecting clothes for their figure type for the first develOp- mental level. Clothes for school for the second level, selecting shoes for the first level, uitable patterns for the third, and clothes that can be nixed and matched were items that revealed the interests of the skilled grouping. The seni- unskilled groupin: indicated additional interest in clothes for school and for different seasons for the first and sec- ond developmental levels and choosing accessories for the second level. Less interest was indicated in a number of the items by both the professional and skilled groupings than was revealed by he other two occupational groupings. Interest in grooming. The data in this area as presented in Tables 10, ll, and 12 a¢ain indicated differ- ences in interests between the occupational groupings with less difference at the second developmental level. This was the only inst-nee where another group, in this case skilled, replied slightly higher than those from the farner grouping. Eleven items included in Tables 169 to 189 in Arnen- dix B revealed sirnificant differences between the occupa— tional firoupincs. These for the first deveIOpmental level were: (a) controlling body odors, (b) manicuring nails, (0) using make-up and d caring for the bodv durin menstrual * ! i, g 68 TABLE 10 INTEREST IN GROOMING BY DEVELOPMENTAL LEVEL I Group Degree of Interest Very Much Much Little None P’ 255 (255.75) 168 (155) 59 (55.25) 18 (157: 500 s 250 (264.75) 180 (155) 75 (65.25) 17 (15) 500 U' 250 (264.75) 149 (155) 85 (65.25) 18 (15) 500 F 324 (264.75) 123 (155) a 46 (65.25) 7 (15) 500 T 1059 620 261 60 2000 x2 = 48.72 p > .301 TABLE 11 INTEREST IN GROOMING BY DEVELOPMENTAL LEVEL II Group Degree of Interest Very much Much ttle None if‘ 188 (217.75) 147 (15615) 114 (94.25) 51 (51.5) 500 s 256 (217.75) 141 (156.5) 91 (94.25) 52 (51.5) 500 U‘ 215 (217.75) 165 (156.5) 98 (94.25) 22 (51.5) 500 F ! 232 (217.75) 175 (156.5) 74,(94.25) 21_(51.5) 500 T 871 626 377 126 2000 FZjBoOS p0 >000]. TABLE 12 INTEREST IN GROOMING 31 DEVELOPMENTAL LEVEL III' Group Degree of Interest ___ Very Much Much Agittle None P 195 (209-75) 161 (163-5) 100 (95.75) 44 (30) 500 S 164 (209-75) 174 (163.5) 119 (96.75) 43 (30) f 500 U' 203 (209 75) 179 (165.5) 105 (96.75) 15 (30) E 500 E_2 277 (2Q9-75) 140 1163-5) 65 (96-75) 18 (30) ' .500 T 839 654 387 120 2000 x2: 78.86 p. ).001 . in" . .v . HE-....5...-A 69 periods. Significan differences between occupatio1al group- ings for the third developmental level were found in (a) inorovin, posture, (b) importance of cleanliness, (c) caring for the teeth, (d) caring for feet, (e) choosing spa, and (f) removing extra h2ir. There were differences in interest between occupational ”POLIDln”S for both the first and third levels in sitting gracefully. Items of interest to all occupational troupinss for all developmental levels were: (a) maintaining a neat appearance, (b) selecting foods for a good complexion, (c) selecting the best hair sty.les, (d) caring for the hair, (e) caring for the skin, and (f) habits that spoil my personal appearance. In addition to the above, all groupings from the first level were interested in (a) irnprovinr their posture, (b) the importance of cleanliness, (c) caring for their teeth, and (d) caring for hands and nai s. The farmer Crouping at all lev Ml usually indicated :ore interest in tile itelr‘ s in th 13 aet or" In the ite: s concerned with controlling body odors and ma mllCITng nails girls from the professional grouping in the first develog1menta. 1 level eX‘ressed little interest. T 089 from the skill ed [ronni were not ir tere sted in StUdving t e use of make—4p or sitting "rscelxll"° while tne semi-unskilled grouping indicated little interest in care 70 of the body during menstrual periods or in the use of make- up. In this area of grooming no significant differences were found between the occupations groupings in the second developmental level for any of the items. Hewever, in addi- tion to those items which were of interest to all levels, this level indicated interest in using make-up. The third developmental level revealed differences in interest for seven of the items, where in each case the farmer grouping expressed more interest han the other three. These items included: (a) caring for teeth, (b) improving posture, (c) caring for the feet, (d) removing extra hair, and (e) the importance of cleanliness. Little interest was expressed by all in the effect of diets on their weight. Interest in sociological aspects. Except for the second developmental level, the least amount of difference between occupational groupings was found in this category. indicated the As in the othe1 areas, the farner groupiu" l v highest degree of interest with variations found among the ii other groupings and set een the three deveIOpnental levels as suunar'zed in Tables l}, 14, and 1;. Only seven ite s in this category included in Tables 189 to 209 in Appendix B discriminated significantly between the occupational groupings. of these, three occured in the first developmental level: how to be more attractive, 71 TABLE 13 INTEREST IN SOCIOLOGICAL ASPECTS BY DEVELOPMENTAL LEVEL I Group Degree of Interest Very much much (Lyg;itt1e None P 225 (199-5) 154 (17615) 90 (97) 31 (27li 500 s 170 (199.5) 182 (176.5) i 118 (97) 30 (27) 500 U 167 (199.5) 201 (176.5) 107 (97) 25 (27) 500 F 236 (199-5) 159 (176-5) 73 (97) 22 (27) 500 1* 798* ‘7b6? *588i 168? 2066" X2 = 40.57 p. >.001 TABLE 14 INTEREST IN SOCIOLOGICAL ASPECTS BY DEVELOPMENTAL LEVEL II Degree of Ihterest Group 11 Very Much MuEh Little None P 161 (1837* 141 (154.751 134 (109) 64 (55.25) 500 S 199 (183) 133 (154-75) 115 (109) 52 (53-25) 500 U 150 (183) 193 (154-75) 102 (109) 55 (53-25) 500 F 222 (183) 152 (154.75) 84 (109) 42 (53.2514 500 T“ 732 619 436 213 2000 TABLE 15 INTEREST IN SOCIOLOGICAL.ASPECTS BY DEVELOPMENTAL LEVEL III Degree offinterest Group ___, Very much much Little None _g_ P 144'(l68.5) 170 (158) 12451128) , 62 (45.57 506 S 172 (168.5) 142 (158) 156 (128) 50 (45.5) 500 U' 151 (168.5) 165 (158) 142 (128) 42 (45.5) 500 E__ 207 (168.5) 155 (158) 110 (128) 28 (45.5) 500 g:_ 674 652 510 182 2000 2 X 26 = 350 p. > .001 72 creating original dress designs, and how clothes affect the way I feel. Two items which discriminated occured at the second level: choosing suitable clothes and sharing the arily clothing budget. Three items were significant at the third level: manners when shopping, combining clothes, and sharing the family clothing budget. Girls at all levels and for all occupations group- ings in this study expressed much interest in attractiveness, choosing becoming and suitable clothes, combining clothes, and the effect of colors on them. Little irterest was indi- cated toward fashion shows and magazines, designs, the latest styles, and budgets by most of the groupings at all levels. The professior a1 grouping did indicate more interest in fashions and designs than the othe s. Sharing the farzi y budget was of greater interest to the farmer grouping for both the second and th sird develOpmental levels than for the Intere2 t in care of clothing. Considerable differ- ences between occupational groupings and the developmental levels are disclosed in Tables 16, 17, and 13, with regard to interests in the care of clothing. The farmer grouping indicated a greater degree of interest in this category than any other grouping. Considerably more interest for all {gunxpings at the first cev6101mental level we 3 also noted. 73 TABLE 16 INTEREST IN CLOTHING CARE BY DEVELOPMENTAL LEVEL I Group Degree of Interest 1::: Very MMch much Little None P 87 (132-25) 204 (203-5) 136 (126.5) 73 (37-75) 500 S 102 (132.25) 201 (203.5) 154 (126.5) 43 (37.75) 500 U 149 (132.25) 210 (203.5) 122 (126.5) 19 (37.75) 500 F 191 (132-25) 199 (203-5) 94 (126-5) 16 (37-75) 500 T 529 814 506 151 2000__ x2 = 121.65 p. ).001 TABLE 17 INTEREST IN CLOTHING CARE BY DEVELOPMENTAL LEVEL II Group Degree of Interest .1, Very much Much Little None P 68 (94.25)'131 (178.5) 179 (154(75) 122 (72.5) 500 s 92 (94.25) 202 (178.5) 156 (154.75) 50 (72.5) 500 U 81 (94.25) 191 (178.5) 166 (154.75) 62 (72.5) 500 F 136 (94.25) 139 (178.5) 118 (154.75) 56 (72.5) 500 T 377 714 619 290 2000 x?'= 104.48 p. ).001 TABLE 18. INTEREST IN CLOTHING CARE BY DEVELOPMENTAL LEVEL III Group Degree of Interest t_» Very Much Much Little None P 32 (79(5) 159 (158175) 203 (179.75) 101 (72) 500 S 51 (79.5) 157 (163.75) 139 (179-75) 103 (72) 500 U 78 (79.5) 177 (153-75) 194 (179-75) 51 (72) 500 F 157 (79.5) 132 (lCG-7S) 128 1179.75) 33 (72) 500 T 318 675 123 288 2000 2 74 Feirteen iteus included in Tables 209 to £29 in Appendix B discriminated significantly between the four occupational groupings within the three developmental levels. Five of these items, in adcition, revealed differences between two levels. The responses indicating very much interest in this category were so low for thirteen of the twenty tens that the replies for very much and much inter- est were combined in order to complete the statistical analysis so that the chi-squaze test could be meaningfully used. Significant items for the third developmental level were: (a) caring for cotton fam es, (b) caring for woolen clothing, (c) arranging storade space, (d) daily care of clothe s, (e) how to let out hens, (f) caring for rayon articles, (g) caring for garment made from silk, an (h) cleaning clothes economically. In addition, the second and third levels indicated significant differences for the following: caring for clothes made from nylon and dacron, an using bleach with clothes. These items indicated significant differences between occupational groupings for both the first and third developmental levels: (a) patch- ing my clothes, (b) learning to care for my clothes, and (0) darning ankle sex. was -hing my sweaters was significant for the first developmental level only. The data revealed that the first developmental level from the see i- -unsk lied and farmer groupings were more 75 interested in this category, particularly in: (a) learninr to care for clothes, (b) washing sweaters, (c) patching, and (d) darning ankle sex. Caring for garments of different areater interest to the farmer K,’ icorics and mending were of grouping for the third level. The professional grouping followed by the skilled ’: nlice ted the least amount of interest in the majority of items. Caring for woolen clothing, removing spots and stains, caring for a garment male from silk, and arrer -ginr. storage space were the items for which little interest was revealed. Interestin clothing construction. Greater differ- ences between occupational groupings were found in this category except for tr e third developments level for which clothing care was more significant. The skilled groupinF indicated, as shown in Tables 19, 20, and 21, the lowest de re of interest, but this interest increased at the \a U | )J 1151:. levels. In the other groupings, this interest either tD "3 decreased or renaiicu .pproxinately the same at the second and third d.evelopmenta 1 levels. The farmer grouping ex- ed considerably more interest at all developmental ’ C3 '1 9 CO :1) Fifteen items in this category were found to dis- criminate between the occupational groupings of the three “v lepmentel levels. Agnin for eleven item 3, the replies H ndics ”ti nF very much or much interest were combined for \J 76 TABLE 19 INTEREST IN CLOTHING CONSTRUCTION BY DEVELOPMENTAL LEVEL I group Degree of Interest very much much Little Hone P lid 1139.75) 152 (177-75) 137 (129-25) 77 (53-25) 500 S 88 (139.75) 193 (177-75) 147 (129-25) 73 (53.25) 500 U 111 (139-75) 196 (177-75) 150 (129-25) 33 (53-25) 500 F 236 (139-75) 150 (177.75) 7411129-25) 30 £53.25) 500 T 559 711 517 213 2000 m X = 168082 1:). > oOC’l TABLE 20 INTEREST IN CLOTHING CONSTRUCTION BY DEVELOPMENTAL LEVEL II Group Degree of Interest Very much much Little None 107’(130.5) 144 (160.5) 147'(l48.25) 102 (60.75) 500 92 (150.5) 163 (160.5) 190 (148.25) 55 (60.75) 500 132 (150.5) 176 (160.5) 154 (148.25) 38 (60.75) 500 191 (130.5) 159 (160.5) 102 (148.25) 48 (60.75) 500 522 642 593 245 2000 BWCFUI'UW TABLE 21 INTEREST IN CLOTHING CONSTRUCTION BY DEVELOPMENTAL LEVEL III Degree of Intereét Very Much much Little None 51 (123-25) 154 (155175 ’I (149-257 119 (71-75 500 P S 111 (123.25) 157 (155-75) 134 (149-25) 98 (71.75) 500 II' 140 (123-25) 159 (155.75) 153 (149-25) 48 (71.75} 500 3,. T GrouP 191 (123.25) 153 (155.75) 134 (l#9.25) 22 (71.75 500 493 523 597 287 2000 x2 = 174.31 p. 7 .001 77 analysis as few particifants indicated very much interest in this category. Those items revealin sigz1ificant differences be- tween the occunational groupinfis in the first developmental level were: (a) preparing a fabric before cutting, (b) waking and attaching a collar, (0) fitting a pattern, (d) using the direction sheet, (e) sewing on buttons and snaps, (f) using different seam finishes, (g) marking pattern darts,(h) making a dress, and (1) making over a garment. The most interest in all of the items in the category was re- ported by the fa ner groupins; while the skilled grouping, in most instances, indicated the least mount of 111terest Bo uh the skilled and semi—unskilled grouping revealed little interest in the construction of a dress. Significant differences were found between the occunational groupings at the second deve lepmental level for the following: (a) using sewing equipment, (b) learning to use th as sewin" nac‘;1ine, (c) sewin" on buttons and snaps, (d) making machine buttonholes, (e) finishing heme, (f) marking pattern darts, (g ) sewing in sleeves, and (h) making over a garment. For this level also, the farmer grouping indicated more interest in most of the items. Using equipment includ- ing the sewing machine, revealed the least amount of interest by the skilled grouping. Items with significant differences between the occupational ”roupings for the hird dev loannnt.“ level 78 were: (a) using sewing equipment, (b) us1ng one sewing machine, (0) prenaringe fabric for cuttir :, (d) making and attaching a collar, (e) sewing on buttons and snaps, (f) es, and (g) “tkiic a simple blouse. . .1 . 1!.- using different seam 11nis In all of these itens, th professional followed by the skilled grouping indicated the least amount of interest. fibre in terest was revealed b" the far11er grouping at tlmi && Sewinv on buttons and sne.ps, marking, sewing in and making over a garment were of little interest Interest in clothing_nanagenent. Kore differences in inter escs in clothing management were revealed between the occupa tions .1 gaoupings of the three develo; .cncal levels than for any other category. There was a decrease in inter- est for the prof% sional grouping, but the other trre groupings produced variations at di“ferent levels as Tables 22, 23 and 24 denonstracc. Five items showed significant differences in respon- ses between occupational grouping at two levels while one Iwrraaled significant discrimination at three levels, and five more indicated differences at only one level. )) icant items betas: n occupat101al groupings C) I... ‘_ i Q H0 H) for fine first uevrlou.,ncal level were: (a) choosing a suitable pattern, (b) developing a plan 01 work, (c) decid- “$31011 ans what 21a Ice-‘11 to wear , (a) learning to work witn 79 TABLE 22 INTEREST IN CLOTHING MANAGEMENT BY DEVELOPMENTAL LEVEL I Degree of Interest group if Very much Much Little None P 168 (174-25FTI7 (186.25) 97 (107) 58 (32-5) 500 s 127 (174.25) 197 (186.25) 146 (107) 50 (52.5) 500 U’ 150 (174.25) 197 (186-25) 125 (107) 27 (32.5) 500 F 252 (174.25) 1735:186.25) 60 (107), 15 (32.5) 500 T 687 745 428 150 2000_ x? = 125.24 ;p. > .001 TABLE 23 INTEREST IN CLOTHING MANAGEMENT BY DEVELOPMENTAL LEVEL II Degree of Interest group Very much Much Little None P 119 (132) ‘147’(175.5)’ 159 (121-75) ‘75 (52.75) 500 s 140 (152) 175 (173-5) 136 (121-75) 49 (52.75) 500 U 144 (152) 181 (173.5) 121 (121.75) 54 (52.75) 500 F L205 (1521, 191 (173.5) 7l_il21-75) 33 (52-75) 500 T 1608 694 487 211 2000 x2 : 84.46 p. >.OOl ' TABLE 24 INTEREST IN CLOTHING MANAGEBENT BY DEVLLO' 'PMENTAL LEVEL III Group Degree of Interest Very much Much If _Little None P 110 (139-75) 175 (165.7SY’133 (143) 82 (51:5)* 500 109 (139.75) 156 (165.75) 169 (145) 66 (51.5) 500 U‘ 125 (139.75) 183 (165.75),151 (143) 1+1 (51.5) 500 . i 3‘: 215 (1‘9.75 149 (165-75; 119 (14;) 17 (51.5) 500 'r 559 663 i 572 l 206 2000 117.05 p. > .001 4"\r\‘ . 1“ :1", * - I. t I- , _v“ - “‘ .v 1’ 1“ -‘ :A‘ .1 ‘ QUAI’JPL, (e) 0-711111; 101' c. 831.lll».. “tannins, (1) 111-11ers sneinrx‘ , ('5’. -. cLl-fi r~fi vV § ON. Q"N“V ‘. f' S . 149.11 0.11.: 1 2.12131" L~_,l“‘O'L1_-c.111-V .-. .4 o .1. 1 .., .-.4.,.._.r,.1_ - ',°..,; , . .,4. an“ .L‘. 1.111.1C8L UGO. more J. lea: " ., 1.11 ill 010 11111519 l..3.ll' ’ .:e 1. GAIL; 1.11.111 one J.“ A.’ . C 0 111-131‘ P011731 1’- The second developmental level indicated significant a .110 . . x .a.-. ,1. . .- .1 . , 0 . .1-‘ .r- ..- -. ‘ii1erences Mec.een ectujasioqal gr0191ngs 1n cne 1ollOm1l; . ‘L Q o '1 ' c "J. -. a ,q A ‘ o .1 1‘». g, V'. 1t3 s: (e) JJQLIJ 1 w well a Lsilent 13 as c, (e) L “111 .‘ ‘ ‘ ~‘~:r~'r. *‘ f‘,'\v:‘. . ‘ - .-.~ ,-- .‘ .f" ‘ V’ “I“. ' -’\.‘,r\-‘r~ 11 3)u;’u tl 1‘ (c) - dersti .‘1e1_. 1n101mat10n on laocls. . J. 1. .0.- -1, .1 J- .1 .1. A. ‘. 3 .14- . .1. 1, .. , 1 1 Fe“ sue 111st and lass item less 1“ 215st wes 1evetlee e; -f.‘4. _ .. 4-. .9 ,,‘ .‘ . - W 6*, O c a“. 1 J." ‘4 .“‘ w 1‘ q I“ W I‘ the -1o1essiona1 ;:oup1n;, w 1_-e the s1 11ee “rouJinb s; moved tional gr 101n*' for tie third developmental level were: (a) studying quality of readv- made clothes (b ) juad51113 how well a .rncnt is nade, (c) developin; a plan of work, (Q) .9 ".’CI‘kJ.g.".-" U with others, (e) working independer tly, (f) select § a elitaole fab1ic, (g) caring for a s ”11' nacnine, m1d *4. p"; Fl C“ 1 inf ornatie on labels. The for er group- in’ indicated nore interest for these ite s except in judg- :arnent is nade; in this inst an ce, tle skilled 'rouping s} -owed v ry little interest thus iniicatin the siC‘11°ica nt difference. In nanv of the items at this level the skills grouping reported little interes a, wardrobe pl 3313C, see L ng .nCtn r to make or buy I J o 31. , i .1. . _, i..-,".!.il.. '.‘,. .1. : ,‘,~ _ .v. 1 -. a for en», on' deciiin mien one dado ease-u; to wear were fittins of for - :ts, stndriné cuelitf, learniné Dev to work with otLers or independently, en rnterstcncin" information ‘ Q ~. I‘D ‘ v ‘ N v t ' D on laeels except e3 ne Turner grouping. Summarv The writer attemjted to snelvze tie date fiethered in this study in terms of the relation to the hmr otheses to be la]. tested. Attention was fiven to the ntc;rests inr early adolescent firls from 1our occvnr tionsl groupines and at three develoynental levels in regard to the six aspects 0 W O I .4 D i) w H. S O }_J 5. (D Q; i.“ :5 (1” DJ (D F" :4 c+ O "S (D C ) d" H- ’ 3 <: (D :5 d' O "S 1 1‘ were ranked socordine to the following order 1or the first :tsl level: (1) grooming, (2) selection, (3) sociological sseects, (4) management, (5) construction, and (6) care. Beta tno second rnd tllird develorwonccl levels ranked the co eiories similarly: (l) crooning, (2) socio- lohical esnects, (5) selection, (4) nonafiement, (5) con- struction, and (6) care. A few iténs in each catefiory were either of very ruch or little in 1 rest to the majority of the :irls for the occupational groupinfis in each developmental level. Si"“itioont differc11ces in interest: were found between 82 either occuoational groupings or developmentrl level: for other items. Thus, some relevant have implications for those ligh homemaking educa ion. discussed in the final chapt (L rate were uncovered which may planning a curriculum in junior These conclusions will be €I‘o CHAPTER V ABILITY OF EARLY ADOLESCENT GIRLS TO HANDLE SELECTED CLOTHING CONSTRUCTION TOOLS gntroduction The ability of early adolescent girls to handle selected clothing construction tools is the dependent vari- able with which the analysis in this chapter is concerned. The data provides information for testing the second and third hypotheses as stated in Chapter I: first, that there is a positive correlation between spatial perception of early adolescent girls and the ability to handle selected clothing construction tools; and second, that there are differences in abilities of early adolescent girls in differ- ent occupational groupings and at different developmental levels to handle selected clothing construction tools. To determine the significance of any relationships revealed about the dependent and independent variables, two statistical tests were employed: the product moment method of correlation and the analysis of variance. The compila— tion of the data for these two tests may be-found in Appendix C. Prior to the presentation of the data, a brief review of the literature and research having a relationship to the topic under investigation is presented. This review suggests an exploratory hypothesis which was related to the 83 84 basic hypothesis of differences in abilities. Relationship of Spatiallgerception and Ability to Handle Clothing_Construction Tools Review of selected research. The relationship of spatial perception and the ability of early adolescent girls to handle clothing construction tools had not been explored by other research studies. However, several authors pointed out differences between adolescents at various ages and their ability to visualize objects. Millard believed that the development of an‘individual followed a series of patterns with a greater degree of integration and differentiation as he matured.1 Kuhlen stressed that different functions reached a maximum of maturation at different ages.2 The ability to perceive spatially involves complex coordination of mental and motor ability, and tests of per— formance may be administered to predict the ability to per- form physical tasks peculiar to certain vocations according to Barr, Davis, and Johnson.3 They further state that: "Ability in various physical activities is usually best evaluated by noting the physical behavior in which the in- dividual is capable of performing and the product which he can produce.“4 Millard, op. cit., pp. 15-17. Kuhlen, op. cit., p. 44. Barr, Davis, and Johnson, op. cit., p. 20. -k \w n) +4 Ibid., p. 25. 85 Positive correlations, although low, have been found between intelligence and motor ability in adolescents. Coor- dination and skills are generally measured by tests of speed and accuracy according to Hurlock,l but laboratory measure- ments have been few. Those reported did, however, show that improvements were made with age. Much research on the effectiveness of methods in teaching clothing construction and achievement in construc- tion have been conducted, but these factors have been measured by pencil and paper tests, attitudes toward, and the actual construction of a garment. Yergey stated that prac- tice was essential in learning a manual ability in order for it to be effective.2 In addition, several authors, includ- ing Todd,3 have developed tests for the use of clothing tools, but no research was found which produced data for differences in abilities. This research along with others reviewed in Chapter II and statements by Gesell4 provided the exploratory hypo- thesis that spatial perception might have some basis for differences in the ability to handle clothing construction ‘tools by early adolescent girls at different levels of development. 1 Hurlock, Op. cit., p. 86. 2Yergey, op. cit., p. 4. 4 . 663611, 02. cit., pp. 112-223. 86 Analysis of data. Tables 269, 270, and 271 in Appendix C show a detailed summary and analysis of the data acquired from the administration of both the Space Relations test and the test for the use of clothing construction tools. These data were subjected to the product moment correlation test. Positive correlations were obtained for all three developmental levels of the early adolescent girls who par- ticipated in this study. A correlation of .4976 was obtained for the first level; .7965 for the second level; and .6924 for the third developmental level. Ability of Early Adolescent Girls_to Use gelected Clothing Construction Tools Review of selected research. In reviewing the literature, no information was found relating to research concerning the ability of early adolescent girls to use clothing construction tools. Homemaking textbooks revealed four clothing construction tools which seemed to be most frequently used by girls at this level and some tests which could be adapted for use. Results obtained from the tests which were further deveIOped for use in this study will be reported in this section. Analysis of data. In order to determine any differ- ences between develOpmental levels or occupational groupings in the ability to use the selected clothing construction tOols, the data were subjected to the test for the ana ysis 87 of variance. Data used in this analysis were taken:from Tables 272, 273, and 274 in Appendix C. Table 25 indicates that there was a significant difference between the developmental levels in their ability to use the tracing wheel, but no significant differences were found between occupational groupings at the various develOpmental levels. TABLE 25 ABILITY OF EARLY'ADOLESCEKT GIRLS TO USE THE TRACING WHEEL ' Sum o f Me an F Si gni f1: quuares df Square Ratio cance .Among occupations....§ 6.14 3 2.05 2.35 Not 3. Among levels. ....... .§ 6.85 2 3.42 3.93 Signif. Interaction..... ..... g 17.48 6 2.91 3.50 Signif. Within.. ............. § 240.33 288 § 0.83 Error(interaction + E within).. ..... .i 257.81 294 c.87 Total........T 270.80 299 i In determining the differences between the develop- mental levels of early adolescent girls in their ability to use the sewing machine, the data in Table 26 reveal no significant differences. However, a significant difference was found between occupational groupings. Upon closer exam- ination the data showed that the farmer grouping in both the second and third developmental levels obtained higher scores 88 in the use of the sewing machine and the semi—unskilled received considerably lower scores at all levels of development. TABLE 26 ABILITY OF EARLY ADOLESCENT GIRLS TO USE THE SEWING MACHINE Sum of Squares df F I t i mean ‘ F Signifi— Square Ratio canoe 3 E 4.77 . 6-71 Signif. '7 Among occupations..... 14.35 Among levels.... ...... 2.06 i 2 1.03 1.45 Not 5. Interaction.. ......... 7 20.12 i 6 ~ 3.35 5.15 i Signif. Within........ ....... .: 189.61 2288 ' 0.65 Error (interaction + , g 1 within) ...... .. 209.739}294 i 0.71 1 Total......§ 226.12 [299 l i A significant difference between developmental levels ‘was found when analyzing the data in Table 27. Closer exam- ination of the data revealed the third developmental level :reporting considerably more ability in the use of the shears. in: significant differences were found between the occupa- ti onal groupings. 89 TABLE 27 ABILITY OF EARLY ADOLESCENT GIRLS TO USE SHEARS I Sum of If , mean T F i Signifi- I Squares 5 df :Squareg Ratio ' canoe 1 . a. l, - Among occupations...r 1.56 § 3 0.45 : 0.76 ; Not 3. Among levels......... 7.52 ' 2 Q 3.76 6.37 § signif. Interaction.. ....... 4 10.27 6 i 1.71 3.05 ; Signif. within.. ............ 163.09 288 E 0.56 T Error (interaction +5 . I ‘qithinOoooooOo! 173036 294 ' 0.59 l 7 ' Total......d 182.24 g299 E l In Table 28 significant differences were found between the developmental levels, but not between the occupational groupings in the ability to use a needle. Closer examination of the data revealed that the first developmental level received scores considerably lower than the other two levels which rated similarly in ability. 90 TABLE 28 ABILITY OF EARLY ADOLESCENT GIRLS TO USE A NEEDLE 53nm of ’ l Mean 1 F I Signif- (squares. df 5 Square; Ratio icance I u U 7 I 2 3.25 1.08 7 1.89 ‘ Not 3. Among levels.........§ 5.62 DJ Among occupations.... m 2.81 4.93 , Signif. 0\ Interaction..........{ 7.04 . ! 1.17 ' 2.05 ' Signif. Within........... ...§164.89 ; 288 s 0.57 Error (interaction +5 within)......J 171.93 § 294 0.57 Total........ The data were analyzed in terns of the relation to the hypotheses to be tested. Upon examining the findin,s with reeeect to differences in abilities of early adolescent girls to handle clothing construction tools, significsut differences were found in the use of each tool. Significant differences were found between develop— mental love 3 in the ability to use the tra ing wheel, Ashears, and needle. Those girls in the first develOpmental level in this study were found to show more ability in the use of the tracing whee ; while the second and third devel- OQnental levels both showed less ability. However in the 91 the shears, the \J- scale with ‘a‘yf- ab‘uL‘ her on th sting third developme the first and 01 nta- level rated much C‘ UL cond levels almes t COM‘uPLQlC. The second and th 11rd developmental levels Jere converaLle in the ability to use the neelle with level I‘— ‘ 'C.‘ 'mnulhetwca in the use of the sewing machine. higher in the second and third other occapati nal groupings. Tne sinila ‘ Ho grougin; r1; 1 C‘ ' L.) -11113- llAz—I In aluition, a positive Relations te.t $31 the ability to struction tools was obtained for levels. VV‘l develoemen all thre occupational groupings The farmer grouping rated J. tal levels than the ab 0')"- three ocquationa ’** to use the sewing correlation between the Space use these clothing con- e developmental CHAPTER VI SUKNARY OF FINDINGS AND COICLUSIOHS WITH IKPLICATIOKS Summary of Findings and Conclusions Findings in relation to the hypotheses. This study has provided research on a problem in the junior high hone- naking education curriculum: that of interests and abili- ties of early adolescent girls in the area of clothing. Statistical analyses were used to test the hypotheses .0 .1. D t‘ Ont m (1) there are differences between early adolescent 1 .s from different occupational groupings and at different "5 £1 developmental levels in their interests in clothing; (2) there are differences in their ability to handle selected clothing construction tools; and (3) there is a positive correlation between spatial perception of these early adoles- cent girls and their ability to handle selected clothing construction tools. These hypotheses were tested with three hundred early'adolescent girls who met the criteria of developmental level.and occupational grouping. An interest inventory vflrich.was comprised of six categories (i.e., (1) selection, (2) grooming, (5) sociological aSpects, (4) care, (5) con— strwurtion, and (6) mana;enent) was administered to deter- Huxua.if any relationship existed between the dependent and independent variables. In order to further test the rela- tionships between these variables a clothing; construction 92 93 tools test was developed which considered the use of the following tools: (1) tracing wheel, (2) sewing machine, (3) shears, and (4) needle. The scores from these were correlated with scores obtained on the Space Relations part of the Differential Aptitude Tests to determine if spatial perception was related to the abil ty to use these tools. The analysis of the data showed that there were differences among both the developmental levels and the occupational groupings of the early adolescent girls who participated in this study. The data also revealed that there was a positive correlation between Spatial perception of the participants and their ability to handle the selected clothing construction tools. Findings in relation to intereSts in clothing selection. On the basis of the data presented, the follow- ing conclusions are drawn subject to the limitations of this study. 1. Selection ranked second among the categories of interest in clothing by the first developmental ‘ level and third 0* both the second and third develOpmental levels. 2. The early adolescent girls in the first develop- mental level who participated in this study in— dicated more interest in the following items: (a) selecting clothes for special occasions, school, and different seasons, (b) selecting an 94 bras, panties, and slips, and (c) choosing clothes most becoming to them. 3. Selecting clothes that could be worn to school and ones that could be mixed or matched were of interest to the first two develOpmental levels. 4. All three developmental levels were interested in the selection of colors and styles most be- coming to them. 3. Those in the second and third developmental levels revealed interest in selecting clothes suitable for their figure and choosing lip-stick and powder. 6. Little interest was evident for all levels in the study of textile fabrics, characteristics, finishes, and quality. 7. Those girls in the farmer grouping at all levels indicated more interest in this category; while those in the professional grouping from the first and third levels indicated the least interest. Findings in relation to interests in grooming. The findings of this study in relation to interests in grooming were as follows: 1. Mbre participants indicated interest in this category of the interest inventory than in any of the other five. Thus, grooming ranked first 95 for all three developmental levels. Interest was shown by all levels in selecting hair styles and caring for their hair, in estab- lishing good grooming habits, in maintaining a neat appearance, and in choosing foods in order to have a good complexion. Those in the first developmental level indicated very much interest in the following items: (a) improving posture, (b) controlling body odors, (c) manicuring nails, (d) caring for teeth, hands and nails, (e) caring for the skin, and (f) care of the body during menstrual periods. No additional items beyond those which were of interest to all levels were of very much inter- est to either the second or third developmental levels. Little interest was revealed by all levels in caring for their feet, selecting a balanced diet, and developing a grooming check list. The farmer grouping were found to indicate the most interest in this category, and the skilled grouping the least amount of interest except for the second developmental level. The semi- unskilled grouping indicated the least amount of_ interest for only one item--the importance of cleanliness. 96 Findings in relation to interests in sociological aspects. The following conclusions were drawn on the basis of the data collected in relation to the interests of the participants in the sociological aSpects of clothing. 1. This category ranked third among the six areas in the amount of interest expressed by the first developmental level and second for both the sec- ond and third developmental levels. 2. Fewer differences in interest between levels and groupings were expressed for this category by the participants than in any of the other categories. All levels indicated considerable interest in: \H O (a) how to be more attractive, (b) choosing becoming clothes, (0) effect of colors on them, (d) clothes suitable for various activities, (e) combining clothes, and (f) decorating clothes. 4. In addition, the first developmental level was interested in manners when shopping, particularly for the farmer grouping. 5. Neither the second or third developmental levels expressed very much interest in any other items beyond those which were of interest to all levels. 6. Little interest was displayed by all levels in the following: (a) sharing the family clothing budget, (b) planning a simple fashion show, (0) 97 careers in clothing, (d) studying fashion maga- zines, and (e) preparing exhibits of clothes and accessories. The professional grouping expressed the least mount of interest in those item that revealed s'gnificant differences between occupational groupings. The farmer grouping was more inter- ested in budgets and shopping manners than the other occupational groupings. Findings in relation to interests in clothing care. The findings of this study in relation to interests in clothilg care were as follows: 1. PO This category ranked sixth in the degree of interest expressed by all three developmental levels. Daily and seasonal care of clothes were of interest to all levels. Those in the third developmental level wer more interested in removing Spots and stains and cleaning economically than the other two levels. The second and third levels also showed interest in caring for woolens. Washing sweaters was of interest to those in the first developmental level; while ironing differ- 1‘ ent types of clothes was of interest to both the first and second developmental levels. ‘J— o 98 Little interest was etpressed by all levels in patching and darning. Both the second and third developmental levels also indicated little inter— est in washing sweaters, letting out hens, and caring for cottons and synthetics. The farmer groupinm indicated more interest in those items which revealed significant d ffer— ences between developmental levels. The pro- fessional grouping showed the least interest in a number of items. he semi—unskilled at the first developmental level eXpressed interest in care of clothes, darning, and washing sweaters. Findings in relation to interests in clothirgficon- struction. The data from this study appear to justify the following conclusions: 1. Construction ranked fifth in the amount of interest revealed by all three developmental levels. Several items were of interest to all three levels, but the second level indicated more interest in naming a skirt, a blouse, and a dress. The first level showed more inter°st in fitting a pattern and taking measurements; the second level in using the sewing machine and sewing N J-‘ equipment; and the third level in putting in a ent. 99 zipper and sewing in sleeves. Little inteflest was indicated by all levels in sewing on buttons and snaps and in using differ- ent seam finishes. In addition, hand sew ing received few in lications of intere at both the second and third developmental levels. Much interest was indicated by the fa~ner group- in; in most of the items relatino to construc- tion, particularly at the first a1d second levels of development. The professional groupin; of the third developmental level indicated the least amount of interest in hang iters. The skilled and semi-unskilled groupin~s were more alike but were neither high nor low in the degree of interest q1essed. However, both revealed less interest in nrk n5 a dress. Findings in relation to interests in clothing manag- On the basis of the data, the following conclusions "5 Clothinr management ranked fourth in the amount of interest expressed for all three developmen- tal levels. Several itens including the decision as to when and what: -up to wear and whether to bu; or mane a garment were of interest to all develop- mental levels. 5. Those in the first developmental level indicated interest in decisions related to: (a) the most suitable patterns, (b) buying sewing equipment, (0) arrangement of dresser drare s, and (d) plans for clothes needed in their wardrobe. 4. Both the second and third developmental levels were interested in planning a wardrobe. A clothes allowance was also of interest to those in the second level. n 3. little interest was in icated by all levels in understanding information on labels and deter- mining the quality of ready-made clothes. Nei- ther the second or third levels revealed much interest in a plan of work, judging how well a garment is made, buying sewing equipment, or for the sewing machine. 5. Anain the farner grouping expressed more inter- est in this category. The other groupings were similar in indication of interest. Findings in relation to the ability to handle :relected clothirg construction taols. On the basis of the dadni obtained, the following conclusions are presented subject to the limitations of this study. 1.. There were differences between the trees deveion- mental levels in the ability to handle three of the clothing construction tools used in this 101 study: shears, needle, and tracing wheel. A greater difference was found between the occupational groupings in the use of the sewing machine. The farmer erouping in the second and third developmental levels rated higher than the other occupational groupings. These rated similarly in their ability to use the sewing machine at all three developmental levels. These in the third developmental level in this study rated the highest in the ability to use the shears with the first and second levels almost comparable. The second and third levels were comparable in the ability to use the needle with the first developmental level considerably lower in ability. Those in the first develOpmental level were found to rate somewhat higher in the ability to use the tracing wheel. Spatial perception had a positive correlation with the ability to handle the clothing con- struction tools used in this study. 102 Implications from the Findings Some inclications for a junior zigh homenaning education curricu um in the area of clothing. Tne conclu- sions drawn in this study have a number of implications for developing a more meaningful and challeng n5 curriculum in the area of clothing for those who participated in this study. 1. Greater emphasis needs to be placed in the curriculum on the interests and concerns in the selection and sociological aspects of clothing. 2. Since the second developmental level indicated the most interest in actual clothing construction and also demonstrated similar ability to the third level in handling most of the construction tools, simple construction techniques using the sewing machine could be introduced in the curri- culum at this level. 3. fibre attention could be devoted to certain itens concerni 5 the care of clothing (i.e., ironing, daily and seasonal care) at the first developmental level. 4. Concern for itens related to decision-making was expressed by all developmental levels (i.e., whether to buy or make a garment, which to select, and planning a wardrobe). Therefore, more con— sideration needs to be given to this factor 103 when developing a curriculum in clothing. r) 3. Since t1 W81 were diflcrences of interest in some itens from all categories indicated by the occupational :roupings, an understandin; of this ‘ acl round of the students " 0.11115. be of ralue in curricnul :1 planning. 6. Instruments developed for d1is studv could used to ocure information for program planning for other schools which have n .e..ning at Lhis level. 7. Provision for individual differences i1 interests and needs reguire further emphasis in this area of t.-e our 'culum. 111licctions for further studg, The conclusions frow this study an 3e;t a few problems for further xplora- tion. 1. It seen° desirable tna a stud; be made of the factors of farm girls, to their in er of the utliiaa secured by these i11st1une1ts urric ulum one or more 4'... 4.. .1. unis Buddy sts tion of in develop in; specifically in clothing. the data m the schools where t.ine 1t . K)! m J‘ fivr \‘(‘f" \ ‘ n 7 fl ‘. vt‘ +‘N 1.13 SUUQJ also SamQCSbS a lollow—ap 0. one r-- ° - ‘ J' 3' -,3' I‘ '1“ r‘” *P .‘-""."‘ n -. 1" '. ‘3‘ “‘3 "" Same gr013 uo indicace and Cuuncefi in inueiests - .1 . -. J r1 _. 'J- -.:-- J-. J. 2. 4.1 or increases in -ellicy alter cne trial 1 cne curriculum. _0_ . 'Q " - q .0 F It would seem desirao .9 J... 1... ,‘.. J. J. "3‘ Q '3 o :1“. ‘ .t \ insurunents 00 ee ased Wicn olac: acolesc n girls to determine their interests and needs. A further study of the ability to use other kinds and sizes of clothing construction tools would be desirable ir order to obtail a more L! ‘350J comprehensive picture of cne asl;1oy to use these various tools. BIBLIOGRAPHY BIBLIOGRAPHY Alexander, Margaret "The High School Clothing Curriculum," Journal of Home Economics, XLIV (November, 1952), 701- 3 Arlitt, Ada Hart. Adolescent Psychology. New Yerk: American Book Company, 1953. Pp. 246. Arny, Clara Brown. Evaluation in Home Economics. New York: Appleton—Century-Crofts, Inc., 1953. Pp. 576. Beer, Max F. and Roeber, Edward C. Occupational Information. Chicago: Science Research Associates, 1951. Pp. 603. Bane, Allyne. Creative Sewing. New York: McGraw Hill Book company, 19561 Pp. 2—E. Barr, Davis, and Johnson. Educational Research and Apiirai- sal. New Yerk: J. B- Lippincott Co., 1955. Pp. 362. Bennett, Seashore, and Wesman. A Casebook_§or the Differ- ential Aptitude Tests. New York: Psychological Corporation, 1951. Pp. 95. Biddle, Gwendolyn Tucker, and Spencer, Lilly Hester. “Family Background and Interest as Basis for Clothing Instruc- tion," Jburnal of Heme Economics, XLVI (February, 1954): 105’61 Brannan, Betty Jean. "A Developmental Approach to the Teach- ing of Clothing in the Ninth Grade." unpublished Master's thesis, Oklahoma Agricultural and Mechanical College, Stilwater, 1955. Pp. 150. Brew, Margaret L “Development of Clothing Budcets, " Journal of Heme Economics, XLVI (September, 1955), 578—82. Carr, Harvey A. An Introduction to S ace Percention. New York: Longmans, Green and 00%, I935. Pp. 565. Carson, Byrta. How You Look and Dress. New Yerk: McGraw- Hill Book Company, 1949 Pp. '594. Clayton, Nanalee- Youn Livin . Peoria, Ill.: Chas. A. Bennett 00., Inc., ,5 . Pp. 320. Corbin, Herace Harlan. "The Perception of Grouping and Apparent Movement in Visual Depth, “ Archives of Psychology, XLVII (September, 1942), 273. 106 Corter, Harold M. "Factor Analysis of Some Reasoning Tests," Psychological Monographs, V01. 66, No. 8, Washington, D. 0.: American Psychological Ass., 1952. Pp. 51. Dewey, John. How we Think. New Yer}: D. C. Heath Co-, 1910. Pp. 224. Dixon, Wilfrid J. and Massey, Jr., Frank J. ggtroduction to Statistical Analysis. New Yerk: McGraw Hill Book 06., 1957. Pp. 488. Edwards, Allen L. Techniques of Attitude Scale Construction. New York: Appleton-Century—Crofts, Inc., 1957. Pp. 256. Espenschade, Anna. "Motor Performance in Adolescence," Society for Research in Child Development, Monograph No. 1, V, Washington, D. 0.: National Research Council, 1940. Pp. 126. Fleck, Fernandez, and munves. ~§Eploring Home and Family Living. Englewood Cliffs, N. J.: Prentice-Hall Co-. 1959- PP: 395- Foley, A. w. "Appropriate Use of Interest Inventories," Personnel and Guidance JOurnaI, XXXIII (May, 1955), 510-12. Garrison, Karl C. Psychology of Adolescence. New York: Prentice-Hall, Inc., 1951. Pp. 510. Gesell, Ilg, and Ames. Ybuth—-The Years from Ten to Sixteen. New Ybrk: Harper and Bros., 1956. Pp. 532. Goode, William J. and Hatt, Paul K. Methods in Social Research. New York: McGraw Hill Book 00., I952. Hatcher, Hazel M. and Andrews, Mildred E. Adventuring in Heme Livint, Bk. 1. Boston: D. c. Heath and 00?, 1959. Pp. 502. Hatcher, Hazel M. and Andrews, Mildred E. ghe Teaching of Homemaking. New York: Heughton Mifflin Book Co., 19h5. Pp. 484. Havighurst, Robert J. Human Development and Education. New Ybrk: Lbngmans, Green and Co., 1953. Pp. 338. 107 Holmblade, Amy Jean. ”A comparative Study of the Clothing Area in the Secondary Homemaking Curriculum in A Selected Community and Related Beliefs and Practices of Families in that Community." Unpublished Ph. D. dissertation, Michigan State University, East Lansing, 1954. Pp. 262. Home Economics Committee on Research. Family Focus in Heme Economics Teaching. Washington, D. C.: American Vocational Association, 1956. Pp. 36. Home Economics for Boys and Girls in Seventh, mghth, and Ninth Grades. Washington, D. C.: Federal Security Agency, Office of Education, 1952. Pp 49 Hurlock, Elizabeth. Adolescent Develo ment. New YOrk: McGraw-Hill Book 00.,81949. Pp. 556 Huntzicker, Jane. "The Effectiveness of Selected Methods of Clothing Construction Used in Teaching First Year Students at Yakima Senior High School, " Unpublished Master' s thesis, Oregon State College, Corvallis, 1957. Pp. 120. Hurt, Mary Lee. Home-livingiPrograms for the Early Adoles- cent, Professional Series Bulletin No. 26, East Lansing: College of Education, Michigan State University, 1957. Pp. 39. Jahoda, Deutsch, and Cook. Research Methods in Social Relations. New Yerk: Dryden Press, 1951. Pp. 759. Jersild, Arthur T. The Psyphology of Adolescence. New Yerk: Macmillan Company, 1957. PP: 438. Johnson, Palmer 0. and Jackson, Robert W. B. Introduction to Statistical Methods. New Yerk: Prentice-Hall Book 00., 1955T‘PET‘357. Jones, Evelyn G. and Burnham, Helen A Junior Homemakin . New York: J. B. Iippincott Book Co.,1958. Pp. 88. King, Leo Hamilton. Mental and Interest Tests. New YOrk: Bureau of Publications, Teachers College, Columbia University, 1931. Pp. 124. Kuhlen, Raymond G. ghe Psychology of Adolescent Development. New Yerk: Harper and Bros., 1952. Pp. 675. Lewis, Bowers, and Kettunen. Clothing Construction and Wardrobe Planning. New Yerk: Macmillan 00., 1955: Pp. 534. 108 Linn, Alice. "Trends in Teaching Clothing,“ Practical Home Economics. XXVIII (September, 1955}, 331, 362. Mayer, Sister Marie Lawrence. "Clothing Inventories of 41 Teen-Age Girls," JOurnal of Home Economics, XLIX (February, 1957), 124:5. McDermott, Irene E. and Nicholas, Florence w. Homemaking for Teen-Agers. Peoria, Ill.: Chas. A- Bennett Co., 1955' Pp. 4920 Meek, Lois Hayden. The Personal—Social Development of Boys and Girls with Implications for Secondary Education. I New York: Progressive Education Ass., 1946. P5. 233. Millard, C. V. The Adolescent. Unpublished manuscript. East Lansing, Michigan, 1958. Monroe, Day. "Making the Teaching of Clothing More Realis- tic," Journal of Home Economics, XLV (November, 1953). 648-50. O'Donnell, Beatrice. Making the Teaching of Clothing Real- istic. East Lansing, Michigan: School of Education, Michigan State University in Cooperation with the Statz8Board for Vbcational Education, JUne, 1957. Pp. ’. O'Donnell, Beatrice. Taking A Look at What Boys and Girls Do in Homemaking Classes in Grades 9-12iin Michigan. East Lansing, Michigan: School of Education and School of Home Economics, Mighigan State College in Cooperation with the State Board for Vbcational Education, June, 1953. Pp. 126. Oerke, Bess v. gross. Peoria, 111.: Chas. A. Bennett 00-, 1956. Pp- 575° Rosencranz, Mary Lou. Relevance of Occupation and Income to Mothers' Selection of Clothing for Daughters. Technical Bulletin 268. East Lansing: Agricultural Experiment Station, Department of Textiles, Clothing and Related Art, Michigan State university, 1958. Pp. 30. Rothney, Jehn N. and Schmidt, Louis G. "Some Limitations of Interest Inventories,“ Personnel and Guidance Journal, XXXIII (May, 1955), 199-204? Siegel, Sidney. NonparametriggStatistics. New York: McGraw Hill Book Co., 1956. Pp. 312. 109 Silverman, Sylvia S. Clothing and Appearance, Their Paycho- logical Implications for Teen-Agegirls, Contribu- tions to Education No. 912. New York: Bureau of Publications, Teachers College, Columbia University, 1945. Pp. 140. Simmons, Laberta Kugler. "Effect of Selected Sequence of Learnings Upon Achievement in Clothing Construction,” Unpublished Master's thesis, Colorado A & M, Fort Collins, 1955. Pp. 76. Spafford, Ivol. Fundamentals in‘geachingHOme Economics. New YOrk: John Wiley and Sons, Inc., 1952. Pp. 490. Stavrianos, Bertha. "The Relation of Shape Perception to Explicit Judgments of Inclination," Archives of Psychology, ccxvx (March, 1945). 7-94. Stone, Calvin P. and Barker, Roger G. “The Attitudes and Interests of Premenarcheal and Post Menarcheal Girls," Journal of genetic Psyghology, LIV (January, 1939) 9 27-71 0 Stone, Gregory P. and Form, Wm. H- ghe Local Community Clothing Market: A Study of the Social and Social Psychological Contexts of Shopping, Technical Bulletin 262. East'Eansing: Department of Sociology and Anthropology, 1957. Pp. 62. Stone, L. Joseph and Church, Joseph. Childhood and Adoles- cence. New Yerk: Random HOuse, 1957. Pp. 456. Strang, Ruth. Eye Adolescent Views Himself. New York: McGraw Hill Book Co., 1957. Pp. 581. Tacionis, Frances. "This Plan Vitalizes Clothing Education,“ Practical Home Economics, XXXIII (January, 1955), lé:13. Terman, Lewis M. and Miles, Catharine C. manual for Use of Attitude-Interest_Analysis Test. New Ybrk: McGraw Hill Book Co., 1938: Pp. 21. Todd, Elizabeth. Clothes for Girls. New York: D. 0. Heath and COO, 19520 Pp- 211- Use of Multifactor Tests in Guidance. ‘Washington, D. 0.: American Personnel and Guidance Association, 1957. Pp. 91. 110 Vener, Arthur M. "stratification Aspects of Clothing Impor- tance,“ Unpublished Master's thesis, Michigan State University, East Lansing, 1953. Pp. 101- warning, Margaret Cynthia. "The Implications of Social Class for Clothing Behavior," Unpublished Ph. D. Disser- tation, Michigan State University, East Lansing, 1956. Pp. 147. Whitesel, Rita. 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Pp. 42. 111 APPENDIX A COOPERATING- SCHOOLS AND HOI-ZELMII‘IG TLACIflflS COPY OF IETTER TO SUPERINTEIIDEIITS COOPERATING SCHOOLS AND HOMEMAKING TEACHERS Mrs. Gladys Holven Ithaca High School Ithaca, Michigan mrs. Eileen Bell Kingston High School Kingston, Michigan Miss Eileen HOpkins Loyal Public Schools Loyal, Wisconsin Mrs. Betty McGowan Okemos High School Okemos, Michigan Mrs. Jane Colbeck Olivet High School Olivet, Michigan Mrs. Charlotte Frank Williamston High School Hilliamston, Michigan Mrs . Joan Johnson Miss Ruth Tuthill flyoming Park High School Wyoming, Michigan 113 Copy of Letter to A Superintendent October 8, 1958 Mr- Superintendent of Schools , Michigan Dear mr. : I am working toward a doctorate in Home Economics Education at Michigan State University and am at the stage of gather- ing data for my dissertation. my study involves the in- terests and abilities of girls in grades 7-8—9 in the area of clothing. If possible, I would like to do some of my research at . Last summer I spoke to Miss (Homemaking Teacher) about my proposed study, but since then I'have completed the pilot study so can give more complete details. It consists of two written parts which take one full hour and need not be given in the homemaking department, and another part where clothing construction tools are used which takes a full hour and needs to be given in the homemaking department. If you feel that it would be possible for me to do part of my research at , I can come on the morning of October 23 to make arrangements and give any further infor- mation concerning my studY- Sincerely Fern,Horn 114 APPENDIX.B INTEREST INVENTORY--"INTERESTS IN CLOTHING OF JUNIOR HIGH SCHOOL GIRLS" RELATIONSHIP BETWEEN DEVELOPMENTAL LEVELS OF EARLY ADOLESCENT GIRLS AND THEIR INTEREST IN CLOTHING .ELATIONSHIP BETWEEN OCCUPATIONAL GROUPINGS OF EARLX ADOLESCENT GIRLS AND THEIR INTEREST IN CLOTHING 3‘ ea VMMLN engages l l l | Interests in Clothing of Junior High School Girls Name Birthdate Month Day Year Occupation of Father School Grade Date tan-eat Most girls want to be attractive. Some girls like to wear the newest style in clothing while others select clothes in which they can have a good time. But being attractive includes more than being pretty and wearing pretty clothes. Would you like to find out what else is included? Below are some items which relate to the field of clothing. Your school is one which was selected to find out which of these items are of interest to girls in the junior high school grades. Will you help by checking those interests which would be helpful for you to study in your homemaking class this year? Try to mark every item. Work rather rapidly and trust the way you feel about each as you read it. Draw a circle around the letter following the item to indicate how much it interests you. Key VM means ....... Very Much M means ........... a .............. M uch L means ----.__-_---_-- "Little N means Not at all Examples : l. Caring for hands and nails E 33 z 2. Choosing clothes becoming to your figure __ ,. VM l" 2 ****** Selecting clothes for special occasions Maintaining a neat appearance ........................ Study of the latest styles ............... r .............. Learning how to care for my clothes.-s,__,r-_-_--_--___---.---.V 9'95”?!" Uting different pieces of sewing equipment . ,, ._ Selecting colors that are best for me ...... How a balanced diet affects my weight ,, --__---—— ----.~.-__ 309099 How to be more attractive 32:33 33323 rrrrr‘ rr'r't-‘r' 22222 22222 VM VM VM VM VM Planning a wardrobe ............................ VM VM VM VM VM 10. Washing my sweaters ,,,,, V _________________________________________________________________________ , ________________________________________ 116 . . misma- 21. 22. 23. 24. 25. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. Learning to use a sewing machine Making a plan for the clothes I need Selecting ankle sox and stockings Improving my posture Selecting clothes that other people will like Caring for a cotton fabric Preparing a fabric before cutting Making decisions whether to buy or make a garment Selecting clothes to wear to school Controlling or eliminating body odors Studying fashion magazines such as Vogue Steps to follow in washing clothes Making and attaching a collar How much money to have for a clothes allowance Choosing accessories to go with an outfit Manicuring my nails Studying fashion magazines such as Seventeen Ironing different types of clothes Fitting a pattern Figuring out the cost of a wardrobe Studying textiles—cotton, silk, wool Selecting foods for a good complexion Creating original dress designs . . , Experimenting with soaps, starches Using the direction sheet in a commercial pattern .. . , Deciding the most suitable patterns for me to wear A Selecting clothes for my figure type . . Selecting the best hair styles for me Preparing exhibits of dresses and accessories Patching my clothes Sewing on buttons and snaps ,,,,, Studying the quality in ready-made clothes Combining fabrics of different colors and textures Sitting gracefully Manners when shopping Darning ankle sox Using different seam finishes , Fitting of garments Determining the quality of material . Using different kinds of make-up . ,. Choosing clothes that are becoming to me Caring for woolen clothing Making buttonholes with the machine .. A . . Judging how well my garment is made Selecting clothes for different seasons VM VM VM VM VM VM VM VM VM VM VM VM VM VM VM VM VM VM éééé ééééé VM VM VM VM VM VM VM VM VM VM VM VIM VIA VM 33 33333 33333 33333 33333 33333 33 rt-‘r'r'r' 3 33333 33333 a 3?. t‘rr‘r‘r‘ rrr‘rr‘r‘rr‘r‘t—‘rr‘rr‘r‘r‘rrr‘r r‘r‘t‘t‘t“ t‘r‘t‘t‘l" rrr't‘r 56. 57. 58. 59. 60. 6 l. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 117 Why cleanliness is important.--.--_-__----___-. Effect of colors on me Removing spots and stains ............... Taking body measurements Choosing a suitable pattern for a sewing project How a fabric is made Caring for my hair Careers in the clothing fieldw Arranging storage space for my clothes Different ways of finishing hems Developing a plan of work for making a garment Studying finishes on fabrics Caring for my teeth.-- Making something for my little sister or brother Daily care of my clothes Putting in a zipper Deciding when and what make-up to wear Selecting bras, panties, slips Caring for my hands and nails_______ Choosing clothes that are suitable for things I do Seasonal care of my clothes Making a simple skirt Learning how to work with others when sewing, Determining styles most becoming for me What to do if my feet hurt Putting clothes together so they look nice Caring for clothes made from nylon, dacron Making a simple blouse Working independently ........................... Selecting shoes for different occasions--------.- Choosing different kinds of soaps Planning a simple fashion show--______ - How to let out hems.------ Doing hand sewing, such as basting Planning the arrangement of dresser drawers .............. Characteristics of different fabricswm Making a teen—age grooming check list Why clothes sell for different prices”--. How to clean clothes economically____-____-__----- Marking pattern darts, tucks ................. Selecting a fabric suitable for a certain garment Selecting a pattern that fits me Caring for my body during menstrual periods ____________________________________________________________________ _ _____________ How clothes affect the way I feel Caring for my shoes _ - éé ééééé ééééé ééééé Eéééé ééééé Eéééé 33333 33333 33333 33333 33333 33333 33333 33333 33333 E? ééééé VM VM FFFF‘FP‘F‘P‘E‘F‘I‘I‘I‘FF‘l"l"l"‘l"l"‘l"t"l"t"‘t"‘ rrr'r'r‘r‘r'r'r'r' r‘t‘t‘t‘l" 22222 r‘rr'r'r' 22222 22222 22222 22222 22222 22222 22222 22222 :- ‘1.“ ‘.~.;;.‘-.'.. 101. 102. 103. 104. 105. 106. 107. 108. 109. 1 10. 1 11. 1 12. 113. 114. 115. 116. 1 17. 118. 119. 120. Taking care of a sewing machine Selecting clothes which can be worn for several occasions Ways in which extra hair can be removed . . Sharing the family clothing budget . Caring for rayon articles Making a dress..-......__.._- ,- Different types of stores which sell clothes Choosing lip-stick, powder _ Caring for my skin----.-.-. _ _ , _____ Understanding why I wish to wear boys clothes .. .. .. Using bleach with clothes Making over a garment ......... Understanding information found on labels ......................... Selecting clothes that can be mixed or matched Habits that may spoil my personal appearance .- . . - Decorating clothes for a pleasing effect __ Caring for a garment made from silk Matching :‘-“- Buying sewing equipment ......................................................... Others : EEEEE EEEEE EEEEE Eéééé 33333 33333 33333 33333 rrrvrrnrrrr‘r‘rr‘r‘r‘rr‘r‘r‘ RELATIONSHIP EETWEEN THE DEVELOPMENTAL LEVELS OF EARLY ADOLESCENT GIRLS AND THEIR INTEREST IN CLOTHING TABLE :5; ITEM 1: SELECTING CLOTHES FOR SPECIAL OCCASIONSl Degree of Developmental Levels of Early Interest Adolescengugirls t_g I II l III Very Much 56 (46.33) 43 (46.33) 40 (46.33) 139 Much 39 (34.67) 30 (34.57) 35 (34-67) 104 Masses-2419’ Egg 419’ .33 (19) .23 x2 = 19.87 p. ).001 TmBLE jfl) ITEM 7: SELECTING COLORS THAT ARE BEST FOR ME DeveIOpments17fbvels of'Ehrly Degree of Adolescent Girls __gnterest ggg ._;1 I;£_ LL Very Much 53 (54) 52 (54) 57 (54) 162 Much. 40 (32.67) 27 (32.67) 31 (32.67) 98 Little + Non 7 li:.3§) 21 (13-33) 12 (13a33) 40 __Iotal 100 100 100 gggl___ x2 = 10.52 p. >.05 1Items show significant relationships when the Probabilities of: .05 = 9.49; 118 e001 .1 1802+6e 119 TABLE 31 ITEM 13: SELECTING ANKLE SOX.AND STOCKINGS Degree of DeveloPmental Levels of Early Interest Adolescent Girl I II ’ III Very Much 23 (16.33) 13 115-33) 11 (16.33) 49 l 5 MDGh 140 (33-33) 35 (33-33) 25 (33-33) j 100 Little + None 37 (50.34) 50 (50.34) 64 (50.34)“; 151 Total 100 100 100 i #300 x? = 15.31 p. ‘>.01 TABLEIEE ITEM 19: SELECTING CLOTHES TO WEAR TO SCHOOL ‘ fievelopmental Levels of Early Degree of Adolescent girls Interest I II III Very Much 6’ .33 .3 ) 42 .33 153 Much 25 (29-33) 29 (29-33) 34 (29-33) 08 Total 100 100 100 4300 f = 11024 pe >005 TABLE 33 ITEM 25: CHOOSING.ACCESSORIES TO GO WITH AN OUTFIT ZfievelopmentSICLevels of Early :: Degree of Adolescent Girls Interest I II III Very Rush ‘12 (38.67) 1 3 .67) 33 (38.67) 116 much 50 (48) 43 (48) 51 (48) 144 Little + Non 8113.33) 16 (13.33) 16 (13.33) 40 __getel 100 100 100 300 ITEM 31: STUDYING TEXTILES-~COTTON, SILK, WOOL 120 TABLE 3%1 _DEvelopmental Levels of Early Degree of Adolescent Girls Interest I I II III very Much 18 (12.67)‘ 13 (15.67) 5 (12.67) 38 Much E29 (25-33) 20 (25-33) 27 (25-33) 76 Little + Nonet§3(62) 6§fi(62) 68 (62) 186 Total .00 100 100 300 x2 = 11.11 p. 7.05 TABLE 223 ITEM 37: SELECTING CLOTHES FOR MY FIGURE TYPE DevelOpmental Levels of Early Degree of _ Adolescentfigirls Interest I II ; IIIF, _:: fi_ Very MUEh 54 (57-57) 352 (57-67) 57 (57-67 173 much 41 (33.67); 27 (33-67) 1 33 (33.67) ’ 101 Little + Nonj 5 ( 8.66)‘ 11 ( 8.66) l 10 ( 8.66) 26 Total 3 DO 100 100 _300 X2 = 5088 TABLE 36 ITEM'43: COMBINING FABRICS OF DIFFERENT COLORS AND TEXTURES ’—Ifievelopmental;f§véis of Early Degree of Adolescent:g;rls veifitfifiiit 28 I313 24 (grfifi) 72 Much. ' #1 (40.33) 47 (40.33) 33 (40.33). 121 Little + None_2;(35.67))_29 (35.61) 4ZA(35.67) 107 __, Total (100 .100 100 4300 X2 = 9023 121 TABLE 37 ITEM 49: DETERMINING THE QUALITY OF MATERIAL Developmental Levels of Early Degree of Adolescent Girls Interest I II 1 III Very MuCh T 21 (15.33)1 13 (15.33); 12 (15.33) 46 Much ‘ 36 (36.33); 36 (36.33)! 37 (36.33) 109 Little + None‘ 43 (38.34): 51 (40.34) 51 (48.34) 145 Total 100 1100 (100 300 x2 = 4.07 TABLE 38 ITEM 55: SELECTING CLOTHES FOR DIFFERENT SEASONS O Degree of Interest Very MUCh 39 (39) Much 43 (39) 35 (39) 117 x? = 9.66 p. >.05 TABLE 39 ITEM 61: HOW A FABRIC IS MADE Developmental Levels of Early Degree of Adolescent Girls Interest I II III Very Mucn 16 (11.33) 9 (11.33) 9 (11.33) 34 Much 30 (25) 24 (25) 21 (25) 75 little + None; 54 (63.67) 67 (63.67) 70 (63.67) 191 Total 100 100 (100 300 122 TABLE-M3 ITEM 67: STUDYING FINISHES ON FABRICS Developmental Levels of Early Degree of m Adolescent Girls Interest I II III VGry Much 16*( 9533 6 ( 9.33) 6'T‘9-33) 28 Much 29 (26.67) 26 (26.67) 25 (26.67) 80 Little + NOne 55 (64) 68 (64) 69 (64) i 192 Total 100 100 100 ( 300 X? = 9-37 TABLE ‘41 ITEM 73: SELECTING ERAS, EANTIES, SLIPS Developmental Levels of Early T Degree of Adolescent Girls Interest I II III Very Much .1‘2‘T3'O) 28 T—T30 2:6 (357 336 much ‘ 40 (40.67) 39 (40.67) 43 (40.67) 122 Little + Nonef18 (29.33), 33 (29.33) (37 (29.33) 88 Total ‘100 1100 100 Q 300 x? = 15.32 p. ‘>.ol TABLE 1&2 ITEM 79: DETERMINING STYLES MOST BECOMING TO ME Developmental Levels of Early 1 Degree of ::I7Adolescent_girls Interest I II III . Very much 59 (58) 51 (58) ‘ 64U38) 3 17$ Much. 36 (31.67)‘ 36 (31.67); 23 (31.67) 95 Little + None%_5 (10.33):13 (10.33)i l3 (10.33)_T _2; Total ! 100 (100 _3100 ' +300 X2 = 9-17 123 TABLE 1&5 ITEM 85: SELECTIN SHOES FOR DIFFERENT OCCASIONS I‘Developmentalfifevels of Early Degree of Adolescent_g1rls __Interest _j I II III very MUCh ff 51 (45-33). 48TE5-33)’ 37 (45-33) 135 I I much 5 35 (36.33)| 38 (36.33); 36 (36.33) ; 109 Little + NoneLl4 (18.34): 14 (18.34)) 27 (18.34) i 55 r f 1 Total 3100 1100 100 i 300 x2 = 8067 TABLE 44 ITEM.91: CHARACTERISTICS OF DIFFERENT FABRICS Developmental Levels of Early Degree of Adolescent Girls Interest I II III Very Much ( l4 ( 9.67) 7 9- - 7 29 Much 3 35 (29-33) 31 (29-33); 22 (29-33) 5 38 Little + None 51 (61) 62 (61) .4 7O (61) 183 Total (100 100 )100 A 300 X? = 8-97 TABLE 45 ITEM 97: SELECTING A PATTERN THAT FITS ME Developmental Levels of Early 3: Degree of Adolescent Girls I Interest I II I III 1 Very Much 44(53.67) E? (£3.67)? 55 (53.67)? 131 1 l I { Much 37 (34-67); 34 (34-67)? 33 (34.67) g 104 Little + NOnei 19 (21.66)! 24 (21.66); 22 (21.66) . 63 T I 3 Total 1100 100 £100 300 .94 124 TABLE 46 ITEM 103: SELECTING CLOTHES WHICH CAN BE WORN FOR SEVERAL OCCASIONS Developmental Levels of Early I Degree of ' Adolescent Girls 1 Interest I II 1 III ' Very much 50 (48.67) 50 (48.67); 46'(48.67) 3 146‘ Much 40 (37) 33 (37) 38 (37) 111 Little + None 10 (14.33) 17 (14.33), 16 (14.33) % 43 Total 100 100 100 j 300 TABLE 47 ITEM 109: CHOOSING LIP-STICK, POWDER Developmental Levels of Early Degree or Adolescentgirls Interest I II III ; Very Much 5 51 (56) : 60—(356) . 57 (56) 168 Much ‘ 24 (22) 7 23 (22) 19 (22) . 66 Little + None;_25 (22) Q 17 (22) __24 (22) . 66 Total ;100 _)100 .100 1 #300 X2 = 5011 TABLE 48 ITEM 115: SELECTING CLOTHES THAT CAN BE MIXED OR MATCHED ( Developmental Levels of Early Degree of Adolescent Girls Interest I II £III__——:: Munch I 57751) WW) 7 T53" Much 32 (32.67)~ 33 (32.67); 33 (32.67) E 98 Little + Noneyll (16.33)+ 14 (16.33) L24 (16.33); 49 Total : 00 '100 (100 , 300 1 X? = 7-73 Grooming TABLE 16? ITEM 2: MAINTAINING A NEAT APPEARANCE Developmental Levels of Early Digiggegfi ‘_____f.Adolescent_§%:ls ;::I————— very MUCh 70 (59-67) 55 (59-57) 54 (59-67) 179 Much 27 (35) 41 (35) 37 (35) 105 Little + None 3 ( 5-33) 4 (Z2333) 91(_2333) 16 Total 100 100 100 4300 x2 = 9.53 p- >.05 TABLE 50 ITEM 8: HOW A BALANCED DIET AFFECTS MY WEIGHT Developmental Levels of Early Degree of Adolescent Girls Interest I I; 111:; very Much 33 (30-33) 31 (30-33) 27 (30-33) 91 much 38 (38.67) 38 (38.67) 40 (38.67) 116 Little + None 29 (31) _31 (31) 433(31) 93 Total 100 100 100 ‘300 .x? = .94 126 TABLE 51 ITEM 14: IMPROVING MY POSTURE Degree of Developmental Levels of Early Adolescent girls Interest I II L_‘ III very MUCh 51 (45-57) 39 (ZS-67) 37 (45-67) 137 Much 31 (36.67) 37 (36.67) 42 (36.67) 110 Little + None; 8 (17.66) 24 (17.66) 21 (17.66) 53 Total _L100 100 100 300 X2 = 17060 pa >001 TABLE 5%2 ITEM 20: CONTROLLING OR ELIMINATING BODY ODORS Developmental Levels OTEarly Degree of Adolescent Girls ;_ _LInterest I II III very Much 53 (40-33) 35(30-33) 33 (35-33) 121 Much 35 (35) 35 (35) 34 (35) 105 Little + None 11 (24.67) 30 (24.67) 33_(24.67) 70 Total 100 100 100 300 x? = 17.60 p. 3.01 TABLE £15 ITEM 26: MANICURING MY NAILS ( Developmental Levels of Early Degree of ‘ i4Adolescent_girls Interest AlfiI II 7’ III Very Much 50 (Kl-33) 33 (Kl-33)) 36 (41-33) 124 Much 34 (30.33) 27 (30-33) .30 (30-33) 91 Little + Noner_16 (28:34)é 3:(28.34)% 34 (28.34) 85 Total 1100 100 )100 300 x? = 11.65 p. ,>.05 127 TABLE 54 ITEM 32: SELECTING FOODS FOR A GOOD COMPLEXION DEVelopmental Levels of:E§}ly Digiziegi , IAdolescent girls III WMuch 50 (49) 47 749) 50 (693 T157— Much 39 (37-33) 36 (37-33) 37 (37-33) 112 Little + None 11 (13.67 17 (13.67) 13 (13.67) 41 Total 100 100 100 300 x? = 1.60 TABLE 55 ITEM 38: SELECTING THE BEST HAIR STYLES FOR ME 3' DevelopmentalLLevels OTIEerly Degree of Adolescent Girls Interest I II III Very Much 72 (71.67) ‘73777I7677 71. ) 215 Much 27 (24-33) 17 (24-33) 29 (24-33) 73 Little + None? 1 ( 4) 8 ( 4) :3(4) 12 Total (100 100 100 300 x2 = 10.24 p. >.05 TABLE 56 ITEM 44: SITTING GRACEFULLY Developmental Levels 6?:Early Digiggegi IAdolescentfgirls fff”_—_7 Val-3r Much 46 (38) W) '32 738) 2111—“ Much 41 (38.67) 35 (38.67) 40 (38.67) 116 Little + None 13 (23.33) 29 (23-33) 28 (23-33) 70 Total 100 100 100 4300 x? = 10.15 p. i>.05 )t‘flll'I-I'Il if!!!) 128 TABLE 57 ITEM 50: USING DIFFERENT KINDS OF MAKE-UP Developmental Levels of Early Degree of Adolescent Girls Interest I II III Very Much 43(44.67)’ 47 (44.67) 344 (44.67) , 7134 Much 27 (31-57) 31 (31-57) 37 (31-67) | 95 Little + None 30 (23.66) 22 (23.66) 19 (23.66) i 71 1 1 Total 4 100 100 100 ( goo x2 = 4052 TABLE 58 ITEM 56: WHY CLEANLINESS IS IMPORTANT Developmental Levels of_Early T Degree of Adolescent Girls . Interest I II III 1 Very much 58 (42.67) 41 (42.67) 29”(42.67) 128 Much 35 (31.67) 27 (31-57) 33 (31-57) 95 Little + None 7 (25.66)) 32 (25.66) 38 (25.66)) 77 7 __3 Total 100 100 100 i 300 x2 = 32.11 p. > .001 TABLE 5%? ITEM 62: CARING FOR MY HAIR _—7 Developmental Levels of Early Degree of _, Adolescent_Girls , __Interest I II III Very Much 76769.67) 9 9 7 , 615 (69.57) 209 Much 19 (23.33) 25 (23 33)) 26 (23-33) 1 70 Little + NCne' 5 ( 7) 6 ( 7) (_10 ( 7) ‘ 21 _ Total 100 100 (100 300 X2 = 4026 TABLE 129 60 ITEM 68: CARING FOR MY TEETH Developmental Levels of Early Degree of Adolescent Girls _gInterest I II III Very much 58*(46) 42 (46) 38(46)‘ 138 I Much 29 (34) 37 (34) 36 (34) 102 Little + None 13 (20) 21 (20) 26 (20)_ 60 Total 100 100 100 300 x2 = 10028 p0 > 005 TABLE 61 ITEM 74: CARING FOR MY HANDS AND NAILS Developmental levels of: Early Degree of Adolescent Girls Interest I II _IIII Very Much 57 7) 4171??) 43 (4'77 141 Much 33 (35) 37 (35) 35 (35) 105 Little + None 10 (18) 22 (18) 22 (18) :4 Total 100 100 100 200 x9 = 8.79 TABLE 62 ITEM 80: WHAT TO DO IF MY FEET HURT TD—e'velopmental: Levels of My Degree of Adolescent Girls Interest I II III Véry Much 24 (14T67) 11 (IE.67) 4.67) 44 Much 31 (30) 28 (3o) 31 (30) 90 Little + NOne 45 (55°33). 61 (55.33) 60 (§5.33) 166 ___ Total 100 100 100 300 x2 = 12.14 p. >.05 130 TABLE 63 ITEM 86: CHOOSING DIFFERENT KINDS OF SOAPS Developmental Levels of Early Dggizgegi I Adolescentlgirls III Very much ‘35—T35767TM—3I_T30.67) 26 (30.67) 92 Much 29 (32-33) 28 (32-33) 40 (32-33) 97 Little + None 36 (37) f 41 (37) 34 (37) 111 Total 100 100 100 300 x2 = 4.77 TABLE 64 ITEM 92: MAKING A TEENHAGE GROOMING CHECK LIST DeveIopmental Levels of Early Degree of Adolescent_girls _:1)_ veifitfiflifi“ WTégfifl 39 (36367) 107 Much 36 (29) 28 (29) 23 (29) 87 Uittle + None 29 (35.33) 39 (35.33) 38 (33.33) : 106 Total 100 - 100 100 300 x2 = 5.20 TABLE 65 ITEM 98: CARING FOR MY BODY DURING MENSTRUAL PERIODS Developmental Levels of Early Degree of Adolescent Girls _)Interest I II III Very much 62 (49) 44(49) 41 (45) I47 Much 30 (30) 31 (30) 29 (30) 90 Little + None 8 (21) 25 (21) 3O (21) 63 Total 100 100 100 300 X2 = 17099 p0 >001 131 TABLE 66 ITEM lOA: WAYS IN WHICH EXTRA HAIR CAN BE REMOVED Developmental Levels of Early Degree of Adolescent_§irls Interest I II III Very MhCh 44 (35.33) 31 (35.33) 3E (36.33) 109 Much 27 (30.67) 34 (30.67) 31 (30.67) 92 Little + None 29 (33) 35 (33) 35 (33) .1 99 Total 1100 100 100 I 300 x2 = 4008 TABLE 67 ITEM 110: CARING FOR MY SKIN Developmental Levels of EEFI}, Degree of Adolescent Girls __lnterest I II III very Much 69‘7677337L‘66‘767733TT‘67‘767T33) 202 much 23 (22.67) 23 (22.67) 22 (22.67) f 68 Little + None 8 (10) ll (10) 11(10)) ' 30 Total 100 100 100 200 x2 = 069 TABLE (fl) ITEM 116: HABITS THAT SPOIL MK PERSONAL APPEARANCE _—_ ~ Developmental Levels of_EarIy ‘— Degree of Adolescent Girls Interest I II III very MUCh 555(65-33) 5E7(55-33) 57 (55-33) 196 much 26 (26.67) 28 (26.67) 26 (26.67) 80 Little . None 9 ( 8) L 8 (8) 7 ( 8) 24 Total 100 100 100 300 th= .42 Sociological Aspects TABLE 6%) ITEM 3: STUDY OF THE LATEST STYLES "U Developmental Levels of Early Degree of Adolesce§t_Girls Interest I I II III (w Very Much 25 (24) 28 (24) 19 (24) 72 Much 40 (37-67) 33 (37-67) 40 (37-67) 113 Little + None 35 (38.33) 39 (38.33 41 (38.33)_ 115 Total 100 100 100 : (300 x? = 3.10 TABLE 70 ITEM 9: HOW TO BE MORE ATTRACTIVE Developmental Levels of Early Degree of Adolescent Girls Interest I II II;=_ Very Much 70 (70-33) 72 (70-33) 69 (70.33) 211 Much 26 (23.67) 19 (23.67) 26 (23.67) 71 Little + None 4( Q 9 ( 6) 5 ( 6) 18 Total 100 100 100 300 X2 = 3-77 132 133 TABLE 71 ITEM 15: SELECTING CLOTHES THAT OTHER PEOPLE WILL LIKE DevelopmentalEEevels of Early Degree of Adolescent Girls Interest I ‘ II III Very Much 45‘742.67) 42 (42.67) 41 (42.67) 128 MUCh 41 (35-33) 32 (35-33) 33 (35-33) 105 Little + None 14 (22) 26 (22) 26 (22) 66 :gotal 100 100 100 300 x? = 5.94 TABLE 72i ITEM 21: STUDYING FASHION MAGAZINES SUCH AS VOGUE Developmental Levels of Early Degree of Adolescentiggrls 1_1 Interest I II III very Much 23 (23)“ 22 (23) 24 (53) 63; .MUCh 25 (31-33) 33 (31-33) 35 (31-33) 94 Little + None 51 (45.67) 45 (45.67) 41 (45.67) 137 Total 100 100 100 300 TABLE 'K3 ITEM 27: STUDYING FASHION MAGAZINES SUCH AS SEVENTEEN Developmental Levels of Early Degree of Adolescent Girls ___Interest I II III very Mneh 33 3 - 7 55 {36-57) 37 (35.67) 110 :Muoh 36 (31.67) 31 (31.67) 28 (31.67) 95 Little + Non 31 (31.66) 29 (31.66) 35 (31.66) (_95 Total 100 100 100 ( (300 x? = 2.29 134 TABLE 1”} ITEM 33: CREATING ORIGINAL DRESS DESIGNS Developmental Levels of Early Degree of Adolescent Girls Interest 12.2 I II III_ Very Much ~, 31 (31) 27 (31) 35 T31) 93“ Much ? 37 (29.33) 23 (29-33) 28 (29.33) 38 Little + Nonei32(39-57 7 50 (39-67) 37 (39 6711 119 Total 100 100 100 j 300 x? = 8.81 TABLE ‘75 ITEM 39: PREPARING EXHIBITS OF DRESSES AND ACCESSORIES DeveIopmental Levels of Early Degree of Adolescent Girls Interest __ I II III very Much 33 (21.33 14(2l.33) 17(2l.33) 647 :muoh 7 38 (38.67) 42 (38.67) 36 (38.67) 116 Little + None; 29 (40) 44 (40) 47 (40) 120 Total I100 100 100 (300 X2 = 14091 p. >001 TABLE 76 ITEM 45: MANNERS WHEN SHOPPING Developmental Levels of Early Degree of Adolescent Girls (1: Interest I II III very MUch 7447(32.33) 32.33 23 (32.33) 97 JMuch. 41 (37.67) 37 (37-67) 35 (37-67)i 113 Little + NoneiIL 15;(30) 33430) 42 (30) ( 90 Total (100 100 . 100 j 390 135 TABLE 77 ITEM 51: CHOOSING CLOTHES THAT ARE BECOMING TO ME Developmental Levels of Early Degree of Adolescent Girls __Interest I II III Very much 69 (65.33) 63 (65133) 64765.33 196 much 27 (28) 30 (28) 27(28) 84 Little + NoneL: 4 ( 6.67) 7 ( 6.67) 9 (6.67) 20 Total (100 100 100 300 X2 = 2042 TABLE 78 ITEM 57: EFFECT OF COLORS ON ME DevEIopmentaILevels of Early Degree of . Adolescent_§irls ‘_ Interest I II III very Much 57ml 9.33 49‘ (49.3‘3T"48"'(F_T9-33 "IF—‘1 0 MHCh 41 (37-67) 35 (37-67) 37 (37-57) 113 Little + None( 8 (l3) 16_(13) 15 (l3) 1- 39 Total (100 100 100 E 300 X? 2 3°51 TABLE 79 ITEM 63: CAREERS IN THE CLOTHING FIELD Developmental Levels of Early ‘— Degree of Adolescent Girls __Interestr‘5 I II III __ Very much 19 (17.33) 15 (17.33) 18 (17.33) 52 I Much 30 (24.33) 27 (24.33) 16 (24.33) 73 Little + None 51 (58.34) 58 (53223) 66 (58.34) 175 Total 100 100 100 __ (300 __ x?:= 6.89 136 TABLE (K) ITEM 69: MAKING SOMETHING FOR MY LITTLE SISTER OR BROTHER Developmental Levels of EarI§h _ Degree of Adolescent Girls _fir Interest I , ___. II III Very Much 39 (32-67) 35 (32:67) 24 (32.67) 98 Much 29 (29) 28 (29) 30 (29) 87 Little + None 32 (30.33) 37 (38.33) 46 (38.33) 115 Tbtal 100 100 100 300 X2 = 6.38 TABLE EH. ITEM 75: CHOOSING CLOTHES THAT ARE SUITABLE FOR THE THINGS I DO Developmental Levels of Early Degree of Adolescent Girls Veg-$17132? 32 (50.67) 53 (5%377—WT5‘EF‘6'7‘T—T Much 39 (36) 34 (36) 35 (36) 108 Little + None 9 (13.33) 13 (13°33) 18 (l3-33) 40 Total 100 100 100 300 x2 = 3.84 TABLE 5%! ITEM 81: PUTTING CLOTHES TOGETHER SO THEY LOOK NICE Developmental Levels of Early Degree of Adolescent_girls Veifitfifiiit 6i WEBB—(5‘3? 67) 51 ( 56$ 67) 170 Much 33 (31.33) 29 (31.33) 32 (31-33) 94 Little + None 6 (12) l3 (12) 17 (12) 36 Total 100 llOO (100 300 X? = 5-37 ITEM 87: PLANNI 137 TABLE 83 MG A SIMPLE FASHION SHOW Developmental Levels‘of Early Degree of Adolescent Girls Interest I II III very Much 34 (31.33) 30 (31-33) 35 (31.33) 94 Much 29 (23.67) 20 (23.67(' 22 (23.67) 71 Little + None 37 (45) 50 (45) 48 (45) ' I35 Total 100 {100 100 300 x2 = 4.40 TABLE EM+ ITEM 93: UHY CLOTHES SELL FOR DIFFERENT PRICES Developmental Levels of Early Degree of Adolescent Girls __lnterest I II III Very much 21 (17) 19 (I7) 711 (17) 51 Mnoh 38 (34-33) 28 (34-33) 37 (34.33) 103 Little + None 41 (48.67) 53 (48.67)) 52(48.67) 146 Total .100 100 (100 ()1 300 X2 = 6088 TABLE 5E5 ITEM 99: HOW CLOTHES AFFECT THE WAY I FEEL Developmental Levels of Early Degree of Adolescent Girls Interest I II ___. III Very Much 49 (4276—77 “T713 277‘)“. 7 36717.67) 128 Much J 34 (35.33) 35 (35-33)! 37 (35.33) 106 Little + None 17(22) 22 (22) i 27 (22) ' 66 Total 100 100 ((100 11 300 X2 = 4039 ITEM 105: 138 TABLE ENS SHARING THE FAMILY CLOTHING BUDGET ! Developmental Levels of Early Degree of L__ Adolescent Girls Interest I II III very Much 30 (24.33) 24 (24.33) 197(24-33) 73 Much 42 (38) 7 35 (38) 37 (38) 114 Little + Noneg 28(37.67); 41 (37.67) 44 (37.67) 113 Total (100 ((100 ((100 300 x2 = 7001 TABLE 87 ITEM 111: UNDERSTANDING WHY I WISH TO WEAR BOYS CLOTHES Developmental Levels of Early Degree of Adolescent Girls Interest I II 3 III (_ very Much 25 (23:67)” 25 (23.67)) 21 (23.67) 71 much. 31 (28) i 27 (28) 5 26 (28) 84 Little + None 44 (48.33 48 (48.33): 53 (48.33) 145 Total: 100 100 )100 300 X2 3:: 1078 TABLE 88 ITEM 117: DECORATING CLOTHES FOR A PLEASING EFFECT _—“ Afievelopmental Levels of Early Degree of Adolescent Girls _*_ Interest I II III Very Much 45(43.67) 46 (43.67) 45 (43.07) 131 JMuch, 45 (37-33)i 32 (37-33) 35 (37.33) 112 Little + None 10 (19) 22 (19) 25 (I9) 57 __1 Total 100 100 100 300 x2 = 9058 p0 >005 TABLE {5) ITEM 4: LEARNltc How To CARE FOR MY CLOTHES -_'.*7”“ ‘5— Developmental Levels of Early -‘_—_ Degree of %; Adolescent Girls Interest _; I II J III Very men F 46 (36) : 35 (36) 27. (36) 108 much ' 44 (40) l 36 (40) 4o (40) 129 ttle + None 10 (24) ' 29 (24)_ i 33 (24))- 72 __ Total 100 100 1 100 300 x2 = 18.44 p. > .01 TABLE SK) ITEM 10: WASHING MY SWEATERS 1 Developmental Levels of Early ) “”7“— Degree of Adolescent Girls . Interest I 1 II III Very much 25 (16) ll (16) i 12 (16) 48 Moon 43 (42) i 44 (42) I 39 (42) i 126 little .. None 32 (42) ' 45 (42) ’ 49 (42) ; 126 Total 100 100 ) 100 1. 300 X2 = 11.72 p. .>.05 139 ITEM 16: 140 TABLE 91 CARING FOR A COTTON FABRIC DevelOpmental Levels of Early Degree of Adolescent Girls Interest I II III Very Mneh 18(12) 5‘(l2) W13 (12) 36 Much 39 (32.33) 35 (32-33) 23 (BE-)3) 97 Little + None 43 (55.6715 60 (55.67) 64 (55.67) 167 Total 100 100 100 300 x2 2: 15.92 .o- >.01 TABLE 92 ITEM 22: STEPS TO FOLLOW IN WASHING CLOTHES Developmental Levels of Early Degree of Adolescent Girls 1795???? 19 lam??? 15 %%4..3"3T*_§‘%zl+33T 47‘- Nwflh 44 (38) 39 (38) 31 (38) 114 Little + None 37 (47.67) 46 (47.67 60 (47.67) 143 Total {100 100 100 300 x2 = 11.43 p. >.05 TABLE 193 ITEM 28: IRONING DIFFERENT TYPES OF CLOTHES *1 Developmental Levels oT—Eirly TV Degree of Adolescegngirls _lInterest I II III_ Very Much 40 (25.67) 21 (25.67) 16 (25.67) 77 imuch 35 (39-33) 42 (39-33) 41 (3903)} 113 Little + None 25 (35) 37 (35) $3435) 105 Total 100 100 100 Lop x2 = l‘d.02 p. >.01 ITEM 34: 141 TABLE 94- EXPERIHENTING WITH SOAPS, STARCHES Developmental Levels of Early Degree of Adolescent Girls Interest I i II III Very much 16 (IIYBB) 9 (11.33 9 (II733) 34 Eweh. 35 (30) 29 (30) 23 (3O) 90 Little + None 46 (58.67)‘ 62 (58.67) 68 (58.67) 176 Total 100 100 (100 300 x31: 11.09 p.i>.05 TABLE SE5 ITEM 46: DARNING-ANKLE SQX Developmental Levels of Early Degree of Adolescent Girls Interest I II III Very much 13 (9.67) 10 ( 9.67) 6(9.67) 29 much 30 (27) 25 (27) 26 (27) 81 Little + NoneI 57~(63.33) 65 (63:33) 68 (63.33) 190 Total .100 100 100 300 x? = 4.09 TABLE 5H5 ITEM 40: PATCHING MY CLOTHES DeveIEpmental Levels 0? Early Degree of Adolescggt Girls _;i Interest I II III .1 Very Much 15 (IO) 7 (10) 8 (10) 30 Much 40 (37-67) 42 (37-67) 31 (37.67) 113 Little + None 45 (52.33) 51 (52.33) 61 (52.33)_ 157 Total 100 100 100 200 ITEM 52: 142 TABLE 97 CARING FOR WOOLEN CLOTHING Developmental Levels of Early *— Degree of Adolescent Girls . Interest I II ____ III very much 2 21. 7 I9 (21.67) 216121.67) 65 Much 44 (41) 42 (41) 37 (41) 123 Little + None _31 (37.33) 39 (37.33) 42 (37.33) ' 112 Total 100 100 100 300 x2 2 3022 TABLE 98 ITEM 58: REMOVING SPOTS AND STAINS Developmental Levels of Early Degree of Adolescent Girls Interest I II III Very Much 23 (21.67) 21 (21.67) 21 (21.67) 65 Much 44 (38.67) 40 (38.67) 32 (38.67) 116 Little + None 33 (39.66) 39 (39.66) 47 (39.66) 119 Total 100 100 100 #300 TABLE SE? ITEM 64: ARRANGIFG STORAGE SPACE FOR MY CLOTHES _h_ _Developmentai Levels of Early ‘— Degree of Adolescent Girls _Interest I II III.,____...11.___ Very Much 28 (24) 24 (24)» 2O (24) 72 Much 47 (35.67) 33 (35.67) 27 (33.67) 107 Little + None 25 (49.33) 43_(40.33) 33 (40.33) 121 Total 100 100 100 300 x2 17.22 p. >.Cl 143 TABLE 100 ITEM 70: DAILY CARE OF MY CLOTHES DevelSpmentaI'Levels of 56519" ' Degree of Adolescent Girls Interest I _: II III Very Much IT (35) 32 (35) 32 (35) 105 Much 49 (43) 4O (43) 4O (43) 129 Little + None lO_(22) 28 (22) 28 (22) 66 Total 100 100 100 #390 TABLE 101 ITEM 76: SEASONAL CARE OF MY CLOTHES Developmental Levels of Early Degree of Adolescent Girls Interest I II III Very Much 34(30.F7 30 (30.67; 28 (30.67) 92 jMuch 45 (42) 4O (42) 41 (42) 126 Little + None 21 (27.33 30 (27.33 31 (27.33) 82 Total 100 100 100 #390 TABLE 102 ITEM 82: CARING FOR CLOTHES MADE FROM NYLON, DACRON Developmental Levels of Early Degree of Adolescent Girls aLfi Interest (__r I II __E, III very Much 35 (25-67) 24 (25.67) 18 (25.677' 77 Much 43 (39-33) 39 (39-33) 35 (39.33) 118 Little + None 22135) 37 (35) 46 (35) 105 ___ Total 100 100 100 300 __ ITEM 88: 144 TABLE 103 HOW’TO LET OUT HEMS k .1.— Deve10pmenta1 Levels of Early Degree of __: Adolescent Girls Interest I__ ::_: II III 111 Very MUch. 24 (17.33) 17 (17.33) 11 (17.33) 52 Much 32 (29.33) 29 (29-33) 27 (29.33) 88 Little + None 44 (53.34) 54 (53.34) 62 (53.34) 160 Total 100 100 100 300 X2 = 8.36 TABLE 104 ITEM 94: HOW TO CLEAN CLOTHES ECONOIICALLY Developmentalievels of Early Degree of 21: Adolescent Girls Interest I II III Very Much 226722) 23 (22) 2T (22) 66* Ench 40 (39-33) 37 (39-33) 41 (39-33) 118 Little + None. 38 (38.67) 40 (38.67) 38 (38.67) 116 Total (g 100 100 100 300 x2 = 038 TABLE JLES ITEM 100: CARING FOR MY SHOES DeveTopmental Levels of Early Degree of . Adolescent Girls Interest I ‘ II 11:; III very Much 38 (29.33) 31 (29.33) 19 (29-33I 88 Mneh 45 (39-33) 29 (39-33) 44 (39.33) 118 Little + None 17 (31.34) 40_(3l.34) 37 (31.34) 94 Total 100 100 100 300 x2 :3 20035 p. >000]. 145 TABLE 106 ITEM 106: CARING FOR RAYON ARTICLES F Developmental Levels of Early Degree of dolescent Girls Interest I II III Very much 20_(l3.67) 14 (13.67) 7 (13.67) 41 Much i 40 (33.57) 32 (33-67) 29 (33-67) 101 little 4. NoneL40 (52.66) :54 (52.66) 64 (52.66) 158 Total 100 100 100 300 x2 = 13063 p. >001 TABLE SKY? ITEM 112: USING BLEACH'WITH CLOTHES DevelopmentEI Levels of Early Degree of Adolescent Girls Interest I II III Very Mudh 20'(14) 12 (14) IO (I4) 42 MUCh 41 (38-33) 39 (38-33) 35 (33-33) 115 Little + None 39 (47-67) 49 147-57) 55_(47-67) 143 Total 100 100 100 300 X2 = 7022 TABLE! 108 ITEM 118: CARING FOR A GARMENT MADE FROM SILK :DevelopmentalIvaels of Early Degree of ‘ Adolescent girls __Interest I II III very Much 29 (I8.67) . 11 (18.67) 56 mach 34 (30.67) 27 (30.67) 31 (30.67) 92 Little + None) 37 (50.66)__37 (50.66) 8 0.66) 152 Total 100 100 100 300 x2 = 15.59 p. >.01 Construction TABLE 109 ITEM 5: USING DIFFERENT PIECES OF SEWING EQUIPMENT evelopmentalfifgvels oIEarly Degree of Adolescent Girls Interest I II III very much 27 (27.33) 32 (27.33) 3 (27.33) 82 Much 46 (36.67) 33 (36.67) 31 (36.67) 110 Little + None 27 (36) 35 (36) 46 (36) 108 Total 100 100‘ 100 _300 x? e 10.16 p. 3.05 TABLE 110 ITEM 11: LEARNING TO USE A SEWING MACHINE Developmental Levels of Early Degree of J Adolescent Girls ____.- Interest I II III Very Much 36 (37) 45 (37) 30 (37) 111 Much A 38 (35-57) 34 (35-67) 35 (35-57) 107 Little + None 26(27.33) 21 (27.33) 35 (27.33) 82 Total 100 100 100 300 X2 .-.- 7.00 146 147 TABLE 111 ITEM 17: PREPARING A FABRIC BEFORE CUTTING Developmental Levels of Early Degree of 11: Adolescent Girls Interest I II III very much 25 (20.33) 14 (20.33 22 (20.33) 61 Much 41 (36-33) 36 (36-33) 32 (36.33) 109 Little + None 34 (43.34) 50 (43.34) 45 (43-34) 130 Total 100 100 100 300 X2 = 7050 TABLE 112 ITEM 23: MAKING AND ATTACHING A COLLAR ‘fieveIOpmentaIfivaels of Early Degree of Adolescent Girls _kInterest I II III Very Muéfi 21 (19.67) 18 (19.67) 20 (19T67) ’59 much 31 (31.67) 36 (31.67) 28 (31.67) 95 Little + ane 48 (48.66) 46_(48.66) 52 (48.66) 146 Total 100 100 ' 100 300 X2 = 1-55 TABLE 113 ITEM'29: FITTING A PATTERN Developmental Levels of Early ‘6 Degree of I: Adolescent Girls ::, Interest I II III very Much 3 3 .33 (‘28 (3IT33TI"36‘(3IT33) 794: Much 29 (29.33) 24.(29 33) 36 (29.33) 88 Little + None 36 (39.34) 48 (39.34), 34 (39.34) 118 Total 100 100 100 300 x2 = 6.56 148 TABLE 114 ITEM 35: USING THE DIRECTION SHEET IN A COMMERCIAL PATTERN Developmental Levels of Early Degree of Adolescent Girls Interest I II III _«_ Very much 18_(2l) 22 (21) 23 (21)” 63 MUCh 40 (35-33) 38 {36-33) 31 (36.33) I 109 Little + None 42(42.67) 40(42.67) 46 (42.67) i 128 Total 100 (100 100 300 X2 = 2.33 TABLE 115 ITEM 41: SEWING ON BUTTONS AND SNAPS Developmental Levels of Early Degree of Adolescent Girls Interest I II III Very much 21‘(I2:67T‘ 10 2. 7 "‘7‘(I2767) 36 Mach 39 (27.33) 27 (27-33) 15 (27-33) 82 Little + NOne 4O (60) 63 (60)_ 77 (60) 180 Total 100 100 100 300 X2 = 29089 p. > .001 TABLE i116 ITEM 47: USING DIFFERENT SEAM FINISHES Developmentalfifgvels of Early Degree of ‘ Adolescent_Girls Interest I II III Very much “227716) 9(16) 177(16) 48 Much 32 (30.67) 32 (30.67) 28 (30.67) 92 Little + None 46 (53.33) 59 (53.33)7_55 (53.33); 160 Total 100 100 100 ( _300 X2 : 7.38 149 TABLE 117 ITEM 53: MAKING BUTTONHOLES WITH THE MACHINE I Developmental Levels of Early Degree of Adolescent Girls Interest I ‘ II III V_—'Cery Much 182(22) 25 (22) 23 (223 66 Much 35 (31.33) 32 (31.33) 27 (31-33) 94 Little . NOne) 47 (46.67) 43 (46.67) 50 (46.67) 140 Total 100 100 100 300 X? = 2-75 TABLE 118 ITEM 59: TAKING BODY MEASUREMENTS Developmental Levels of Early Degree of . AdolescentGirls Interest I II III Very Mndh 32 (22) 2O (22) 14 (22) 766 Much 44 (37) 32 (37) 35 (37) 111 Little + None 24 (41) 48(41) 51 (41) 123 Total 100 100 100 1300 x2 = 20.42 p. >.001 TABLE 119 ITEM 65: DIFFERENT WAYS 0F FINISHING REES Developmental Levels of Early Degree of Adolescent Girls Interest I II _ III Very MUCh 21 (l7) l4 (17)? 16 (17) 51 3MUCh 35 (30-33) 27 (30-33) 29 (30-33) 91 Little + None 44 (52.67) 59fi(52.67) 55 (52.67) 158 Total 100 100 100 300 X2 = 4096 ITEM 71: PUTTING IN A ZIPPER 150 TABLE 11K) O-‘WMO' _— Developmental Levels of Early Degree of Adolescenttgirls Interest I __E II III Very Much 21 (21.67) 19 (21.67) 25 (21.67) 65 Much 34 (36.33) 37 (35-33) 38 (35.33) 109 Little + None 45 (42) 44 (42) 37 (42) 126 Total 100 100 (100 (300 x? = 2.00 TABLE 121 ITEM 77: MAKING A SIMPLE SKIRT ‘7‘ Developmental Levels of_Early Degree of Adolescent Girls Interest I II III 4; Véry MUCh 38(397 47(39) 32 (397 1 117 MUch 40 (36) 31 (36) 37 (36) l 108 Little + Non 22_(25) 22 (25) 31 (25) 75 Total 100 100 100 4300 x? = 6.25 TABLE 122 ITEM 83: MAKING A SIMPLE BLOUSE Developmental Levels of Early Degree of :2‘7 Adolescent Girls Interest I II III Very Much 37 (387 43 (38) 34 (33) 111; Much 29 (34.33) 32 (34.33) 42 (34.44) 103 Little + None 34 (27.67) 25 (27.67) 24 (27.67) 83 Total 100 100 100 g) 300 x2 = 5.99 151 TABLE 1£ES ITEM 89: DOING HAND SEWING, SUCH AS BASTING Developmental Levels of Early Degree of .12 Adolescent Girls Interest I II III Very Much 24 (18.35 16 (18.33) 15 (18.33) ! 55 Muoh 34 (31) 35 (31) 24 (31) 93 Little + None 42 (50.67) 49 (50.67) 61 (50.67) 152 Total 100 (100 100 500 x2 = 8.68 TABLE 11%) ITEM 95: MARKING PATTERN DARTS, TUCKS Developmental Levels of Early Degree of Adolescent Girls __Interest I II III _1: Very Much 22 (25.67) 27 (25.67) 287(25.67) 77 Much 38 (33-33)! 31 (33-33) 31 (33-33) 100 little + NOn 4O (41) 42 (41) 41 (41) 123 Total 100 100 100 500 x2 = 1083 TABLE 125 ITEM 101: SEWING IN SLEEVES DevelopmentaIILevels 5? Early Degree of Adolescent Girls _*_v Interest I II III Very Much 2O (26) 28 (26) 3O (26) 78’ Much 31 (30.67) 32 (30.67) 29 (30.67) 92 Little + Non 49 (43.33) 40 (43.33) 41 (43.33) 130 Total 100 100 100 #500 x = 3042 152 TABLE 126 ITEM 107: MAKING-A DRESS T Developmental Levels onEmrly 1 Degree of A Adolescent Girls Interest T_' I II III Very MUch g 48 (49.33) 53 (45.33) 9.33) 148 Much i 24 (25.67) 24 (25.67) 29 (25-67) 77 Little + None) 28 (25) 23 (25) 24 (25) 75 Total 100 100 100 300 TABLE 127 ITEM 113: MAKING OVER A GARMENT DevelopmentZl Levels of Early Degree of , AdolescentgGirls Interest I _‘gggI III _ Very Much 29 (24) 23 (24) 2O (24) 72 Much 33 (32) 29 (32) 34 (32) 96 Little + N0ne 38 (44) 48 (44) 46 (44)_ 132 Total 100 100 100 :00 X2 Z: 3046 TABLE Jifi) ITEM 119: MATCHING PLAIDS Developmental)feve1s ofanrly Degree of . Adolescent Girls Interest I II III Very Much 46(40.33) 39 (46.33) 36 (40.33) “121 much 36 (33-33) 30 (33-33) 34 (33-33) 100 Little + None 18 (26.34) 31 (26.34 30 (26.34) 79 Total 100 100 100 300 X2 = 5.814- Management TABLE 129 ITEM 6: PLANNING A WARDROBE Developmentaf“fevels of Early Degree of _T Adolescent Girls Interest I II III very much 44 (49-33) 53 (49-33) 51 (49-33) 148 Mach 43 (33-33) 29 (33-33) 28 (33-33) 100 Little + None l3 (17.34) 18 (17.34) 21 (17.34) 52 Total 100 4100 _ 100 300 x? = 7.01 TABLE 130 ITEM 12: MAKING A PLAN FOR THE CLOTHES I NEED ~——- '-—Developmenta1 Levels of Early Degree of :' Adolescent Girls 005 TABLE 1132 ITEM 24: HOW MUCH MONEY TO HAVE FOR A CLOTHES ALLOWANCE Developmental Levels of Early Degree of Adolescent Girls Interest I II III Very Much 39 (39.33)‘747(39.33) 32 (39-33) 118 much 1 26 (29.67) 30 (29.67) 33 (29.67) 89 K Little + None( 35 (31)_ 23 (31) 35 (31) 93 Total )100 100 100 300 X2 = 6.79 TABLE 133 ITEM 30: FIGURING OUT THE COST OF A WARDROBE ] Developmental Levels of Early Degree of fi__g Adolescent;Girls __Interest I II ( III vary Much '42 (33-33) 28 (33-33) 30 (33.33) 100 MUch 34 (34.67); 38 (34.67) 32 (34.67) 104 little + None) 24 (32) £ 34 (32) 38 (32) 96 Total 100 f100 100 i 300 x2 = 7.23 155 TABLE 13%: ITEM 36: DECIDING THE MOST SUITABLE PATTERNS FOR ME TO WEAR Developmental Levels of Early Degree of Adolescent Girls Interest I II ' III i very MUch 47 (46.33 50 (46.33) 42 (46733) 139 Much ; 35 (34-33)) 31 (34-33) 35 (34.33) 103 Little + None“ 17 (19.34) 191119-34) 22 (19.34) 58 Total )(100 100 100 300 x? = 1.84 TABLE SEES ITEM 42: STUDYING THE QUALITY IN READYBMADE CLOTHES Developmental Levels 6? Early Degree of Adolescent:§irls Interest I II III Very Much 23 (17.67) 15 (17167) 15 (17.67) 53* Much 39 (36) 37 (36) 32 (36) 108 Little + NOne 38 (46.33) 48 (46.33) 53 (46.33) 139 Total 100 100 100 300 X2 = 5-55 TABLE 13%5 ITEM 48: FITTING OF GARMENTS Developmental Levels of Early 73 Degree of 7 Adolescent Girls __f Interest I II III Very much 32 (28) 29 (28) 23(28)’ 84 Much 49 (44) 38 (44)' 45 (44) 132 Little + None 19)(28) 33(_28) 32 (28) 84 Total 100 100 100 300 155 TABLE 137 ITEM 54: J UDGING HOW WELL MY GARMENT IS MADE ( Developmental Levels of Early Degree of L, If Adolescent Girls Interest [ (1 II ‘ III Very Much I 26 (18. 67)* 11 (18.67)) 19 (18.67) 56 I . 14410114009) 40 (39) 37 (39) 117 Little + None_34 (42.33)? 49 (42.33)? 44 (42.33) 127 Total 100 1100 100 300 x2 = 8094 TABLE 138 ITEM 60: CHOOSING A SUITABLE PATTERN FOR A SEWING PROJECT Degree of l DevelopmentaILevels of Early Adolescent Girls Interest A) I | II III Very Much ( 34 (28.67) 27 (28.67) 25 (28.67) 86* Much ' 35 (37.67)! 39 (37 67) 39 (37.67) i 113 1 Little + None :31 (33. 66) 34 (33 .66): 36 (33.66) i 101 Total ;100 2100 1100 i 300 TABLE 139 ITEM 66: DEVELOPING A PLAN OF WORK FOR MAKING A GARMENT ”‘_*w—“_HNHDéVEIBpmental LeveIs of EafIy 3) - Degree of Adolescent Girls _‘4 Interest I - II III 4 very MUch 23 (18) 137(18) 18 (18) g 54 Muoh 37 (33.33)! 33 (33.33)? 30 (33-33) ' 100 little + None! 40 (48.67))_54 (48.67)5 52 (48,67) ‘ 146 I 1 Total 100 .100 100 __300 X2 = 5087 Ba 157 TABLE 140 ITEM 72: DECIDING WHEN AND WHAT MAKE-~UP TO WEAR W 4‘ DevelOpmental Levels of Early Degree of __ )_ Adolescent Girls Interest i I - _ II III _ Very Much 61 (54.67)‘ 51 (SW. 7 “52‘ T54.67Y 164 MhCh 19 (23.67) 27 (23.67) 25 (23.57) 71 Little + None 20 (21.66) 22 (21.66) 23 (21.66) 65 Total 1100 100 100 300 x2 = 2079 TABLE 1A1 ITEM 78: LEARNING HOW TO WORK WITH OTHERS WHEN SEWING Developmental Levels of Early I Degree of Adolescent Girls Interest A I f II III Very.MUch } 31 (26.33) 26 (26.33). 22 (26.33) 79 Much ' 43 (42.33): 40 (4233M 44 (42.33) 127 Little + None(_26 (31.34) 34 (31.34) 34 (31.34) 94 Total .100 (100 100 l 300 X2 = 3011 TABLE IDMB ITEM 84: WORKING INDEPENDENTLY‘ Developmental Levels of Early Degree of Adolescent_Gir1s Interest I II III very Much 27 (25.33)' 25 (25733 24 (25.33) 76 Much 52 (45.33)i 41 (45.33)? 43 (45.33) 136 . ! Little + None 21 (29.34)) 34_(29.34)£ 33 (29.34) 88 Total 100 _jloo (100 J300 158 TABLE: 143 ITEM 90: PLANNING THE ARRANGEMENT OF DRESSER DRAWERS Developmental Levels of Early Degree of Adolescent Girls Interest I II III! Very MuEh 35 (29.34) 9 .34) 24 (29.34) 788 much 34 (29.33) 28 (29.33) 26 (29.33) 88 Little + None 31 (41.33) 43 (41.33) 50 (41.33) 124 Total 100 100 100 300 x? = 7.71 TABLE 1AA- ITEM 96: SELECTING A FABRIC SUITABLE FOR A CERTAIN GARMENT Developmental Levels of Eaify Degree of Adolescent Girls Interest )_ I II III (it Very Much 32 (31.67)‘ 27 (31.67) 36 (31.67) 95 Much 41- (35.33) 35 (35.33)) 27 (35.33) 106 Little + None 24 (33) 1 38 (33) (37(33) 99 Total 100 100 (100 390 x2 = 9007 TABLE JJES ITEM 102: TAKING CARE OF A SEWING MACHINE Developmental Levels of Early Degree of AdolescentGirls .11 Interest I II III Very much 24 (20.67) 24 (20.67) 514 (20.67) 62 Much 37 (31-33) 25 (31-33) 31 (31-33) 94 Little + None (39 (48)) 50 (48) 55 (48) 144 Total 100 100 100 J 300 x2 = 7.95 159 TABLE 146 ITEM 108: DIFFERENT TYPES OF STORES WHICH SELL CLOTHES 7} Developmental Levels of Early Degree of Adolescent Girls 7 Interest )j I II ' III 1 very Much Br 21 (Newman I; 73 Much . 42 (32.67)? 30 (32.67)! 26 (32.67) § 98 Little + None: 37 (43) ; 43 (43) ' 49(43) 129 Total (100 {100 100 1300 x? = 6.68 TABLE JJH’ ITEM 114: UNDERSTANDING INFORMATION FOUND ON LABELS Developmentél Levels of EarIy ] Digigiegi ‘ I Adolesce%%Girls III it Very Much 15—(1633—FWW 49 Much 44 (34.33) 33 (34.33) 26 (34.33) ' 103 Little + None 41 (49.34)_)46 (49.34) 61 (49.34) 148 Total 100 (100 :100 I 300 x2 = 11.31 p. >.05 TABLE 148 ITEM 120: BUYING SEWING-EQUIPMENT Developmental Levels of Early : Degree of Adolescent:Girls ! Interest I II III : very Much 347(23-33) 17 (23-33) 19(23-33) T '85 Much 29 (32> . 38 (32) 4 29 (32) 96 Little + None 37 (44.67);455(44.67) 52 (44.67) . 134 Total 100 (100 (100 (__300 x2 :3 11061 p. >005 RELATIONSHIP BETWEEN OCCUPATIONAL GROUPIKGS OF EARLY ADOLESCEET GIRLS AND THEIR INTEREST IN CLOTHING Selection TABLE 149 ITEM.1: SELECTING CLOTHES FOR SPECIAL OCCASIONSL Developmental Levels of Early Adolescent girls Group I II Interest Interest 2 Interest High Low T High Low T High Low T P* 15 10 25 10 154’ 25 10 15 25 (14) (11) (19.75)(14.2si (10) (15) S 14 11 25 13 12 25 3 17 25 (l4) (11) (10.75)(l4.25 (lo) (15) U 12 15 25 8 17 25 9 16 25 (14) (11) (19.75)(14.25) (19) (15) F 15 10 25 12 13 25 13 12 25 (14) (11) 419.75)(14.25 (19) (15) Total “5 44 100 57 100 A40 450 100 X‘: : .045 X‘ = 2.403 x‘ = 2.332 TABLE 150 ITEM 7: SELECTING COLORS THAT ARE BEST FOR ME 14.25 (11.75 (13) (12) 10.75) s 18 15 10 25 17 8 25 11.75 (13) (12) 14.25 10.75) U 10 15 25 12 13 25 11.75 (13) (12) 14.25 10.75) F 15 10 25 17 8 25 1Items show significant relationships when the probabilities of: .05 = 7.02; .01 = 11.34; and .981 = 16.27 *Key: P = Professional; 8 = skilled; U = semi— Unskilled; and F = Farming. 6 l O 161 TABLE 151 ITEM 13: SELECTING ANKLE SOX.AND STOCKINGS Devéigpmental Levels of Early Adolescent Girls Group I _II ' III Interest Iqterest Interest High” Low ;2: High Low T High Low T__ P 12 13 25 9 16 25 8 17 25 (15.75) (9.25) (12.5) (12.5) (9) (17) S 17 3 25 12 13 25 2 23 25 (15-75) (9-25) (12.5) (12-5) (9) (17) U 18 7 25 12 13 25 13 12 25 (15.75) (9-25) (12-5) (12-5) (9) (17) F 16 25 17 8 25 13 12 25 l5-Z:)o(9-25) (1215) (12.5) (9) (17) Total 6; Q? 100 #59 50 100 36 64 100 TABLE 152 ITEM 19: SELECTING CLOTHES TO WEAR TO SCHOOL Develogmental Levels of EafIy Adolescent Girls Group‘ I II 1:1. III Interest Interest Interest High Low T High Low T High Low T__ P '18 7 25 9 . 16 L 25 13 12 25 WIS-75) (9-25] (14-5) (lO.5) (10.5) (14-5) 5 11 14 25 15 ' 10 25 6 19 25 (15.75) (9.25) (14 5) (19.5) 16.5) (14.5) U' 17 8 25 15 9 h 25 9 16 25 (15-75) (9.25) (14-5) (10.5) (10.5) (14-5) F 17 8 25 18 7 25 14 11 25 $15.75) (9.25# (14.5) (10.5 10.5) (14.5) Total 62 37 100 22: g 42 100 42 58 100 x2 = .5432 x2 = 7.385 p. (.05 x?- = 6.729 *High includes both very much and much for degree of interest 162 *Includes both very much and much TABLE 153 ITEM 25: CHOOSING ACCESSORIES TO GO WITH AN OUTFIT Developmental Levels of Early Adolescent Girls Group II III Interest Interest Interest High Low T High Low T High Low .1. P 15 12 25 8 17 25 7 18 25 (IO-5)(l4-5) (10.25)(l4-75) (8.25)(l6.75) s 16 25 10 15 25 _8 17 25 (109 5)(14.5) (10.25)(l4.75) (o.25)(16.75) U 9 16 25 12 13 25 “4 21 25 (10.5)(14-5) 110-25)(l4-75) (8.25)(16.75) F ll 14 25 ll 14 ' 25 14 11 25 10.5)(14.5) 10.25)(14.75) (8.25)(16.75) Total 42 58 100 41 59 100 33 67 10: x? = 1.804 x? = 1.443 x? = 9.539 p.>.05 TABLE 154 ITEM 31: STUDYING TEXTILE3--COTTON, SILK, WOOL A "“2 Develo ogm mental Levels of IEarlx Adolescent Girls Group _ III Interest Interest ' Interest Higbf*_gow ;3 High“' Low T High*' Low ;g_ P 10 15 25 3 ’ 22 25 3 22 25 (11.75)(13.25) (8.75)(15-25) (8.25)(l5-75) s 9 16 25 M8 17 25 o 17 25 (11.75)(13.25) (9.75)(16 25) (9.25)(16.75) U 13 12 25 12 13 25 .7 18 25 (11.75)(13.25) (9.75)(16-25) (6.25)(16.75) F 15 10 25 12 13 25 15 10 25 111.75) 13.251 9.75);lo.25) 9.25 16.75) _‘I‘gtal 474 5; 100_ L2? '100 33 61 1011 = 8.7d p.>.05 x?.: 9.624 p.>.05 x? = 13.639 p.>.01_ 163 TABLE 155 ITEM 37: SELECTING CLOTHES FOR MY FIGURE TYPE '[ Developmental Levels of_§§rly Adolescent Girls Groupr 117. II III Interest Interest Interest High Low _T: High Low :1_ H1 5311 Low T P 17 8 25 14 11 25: 14 I 11 25 (13.5)(11.5) (15.5) (9.5) ‘(14.25)(10.75) S 10 15 25 16 9 25 18 7 25 (15-5)(llo5) (15~5)i(9-5) (14-25)(10.75) I U 11 14 25 14 ! 11 25 14 11 25 (13-5)(ll-5) (15-5) (9-5) (14°25)(10-75) F 16 9 25 18 7 25 ll 14 25 (13.5) 11.5) (IS-5) 19-5) (14.25)(10.75) Total 54 46 100 62 58 100 57 43 100 x2:= 5.954 x? = 1.864 x? = 4.033 TABLE 156 ITEM 43: COMBINING FABRICS OF DIFFERENT COLORS AND TEXTURES Developmentalvfzveié of EarIy Adolescent Girls Group g; II III; Ifiterest Interest Interest High. IDW' T High Low T High Low T P 6 19 25 5 2O 25 3 22 25 (7) (13) 6(6) (19) (5) (20) s 6 19 25 g 6 19 25 5 20 25 (7) (18) €(6) (l9) (5) (20) U 8 17 25 Z 6 19 25 2 23 25 (7) (13) ’(6) (19) (5) (20) F 8 17 25 7 18 25 10 15 25 (7) (Id) (5) (19) .15) (20) Total 28 72 100 b4 76 100 20 80 100 x2 = 0788 x2 2: 0436 x2 = 90513- >005 164 TABLE“ 157 ITEM 49: DETERMINING THE QUALITY OF MATERIAL Developmental Tevels$9f Early Adolescent Girls Group I I; II; Interest Interest Integest High Lgy T High* Low T High Low T P 6 19 25 8 17 25 11 14 25 (5.25)(19 75) {la-25)(12-75) (12-25)(12.75) s 3 22 25' 13 12 25 9 16 25 (5.25)(19.75) ,12-25)(12.75) (12.25)(12.75) U 6 19 25 13 12 25 12 13 25 (5.25)(19-75) 12.25)(12.75) (12.25)(12.75) F 6 l9 ) 25 15 )( 10 ) 25 17 8 25 5.25 19.75 12.25 12.7 12.2 12.7 1:2 21 {____. Total 21 . 79 100 49 17 51 100 49 51 [100; x2 = 1.752 x2 = 4.278 x2 = 5.558 TABLE 158 ITEM 55: SELECTING CLOTHES FOR DIFFERENT SEASONS DevelgpmentalAL9vels o£_Ea§Iy Adolescent Girls ‘5: Group ‘; A__ I; _ III __ Interest Interest | Interest High Low T High Low T High Low 2 P 12 13 25 7 18 25 11 14 25 (11.75)(13-25) [10.75)(l4.25) (9-5) (IS-5) S 8 17 25 11 14 25 8 17 25 (11.75)(13.25) {10.75)(14-25) (9.5) (15.5) U 13 12 25 13 12 25 7 18 25 (ll-75)(13.25) 10.75)(14-25) (9-5) (15-5) F 14 11 25 12 13 25 12 13 25 $11.15)(13.25) 10.75) 14-2 ) (9-5) 11535) 29331 47 353 100 43 ~_57 00 3a 62 100 x2 = 3.258 x2 = 3.362 x2 = 2.562 * Includes both very much and much 165 TABLE: 159 ITEM 61: HOW’A FABRIC IS MADE Develo mental evels of Early Adolescent Girls Group ;; II 1.1 III Interest Interest Interest HighvfiALow 1 H1512 Low :1 High“ Low T p 4 21 25 ,5 2o 25 1 3 22 25 (12) (13) (6-25)(16.75) [(7.5) (17-5) 3 1o 15 25 ‘7 18 . 25 6 19 f 25 (12) (15) (8.25)(16.75)i (7.5) (17.5). I U 17 8 25 ‘8 ’17 s 25 6 19 g 25 (12) (13) (b.25)(lO-75) (7-5) (17.5) F 17 8 25 13 12 25 15 10 g 25 (12) (13) 8.25) 16.75 (7.5) 117.51.: ggtaI 48 _52 .100 67 100 30 70 3100 x? = 18.908 p. .001 x? = 6.283 x?:= 15.427 p. >.01 TABLE 11%) ITEM 67: STUDYING FINISHES ON FABRICS Developmental Levels of Early Adolescent_girls Group fifi; 3_: II 1, III Interest Interest Interest Higp‘“ Low T High Low 1' High Low T P 9 16 25 2 23 25 g 4 21 25 (ll-25)(15-75) (8) (17) {(7.75) (17.25) S 6 17 25 10 15 25 8 17 25 (ll-25 (IE-751 (3) (17) (7.75) (17-25) U 12 13 ‘ 25 9 16 25 7 18 25 (11.25)(13.75) (8) (17) (7-75) (17-25) F 16 9 25 11 14 25 12 13 25 11.25M(15.7 £8) (17) (7-72) (17°2211____ Totaq 45» _ 55 _too 32 - 68 100 31 69 1100 x?:: 7.223 x? = 9.169 p. 5.05 x?.: 6.121 “Includes both very much and much 166 TABLE 161 ITEM 73: SELECTING ERAS, PANTIES, SLIPS Developmental Levels of Early Adolescent Girls Group I II‘ IIIp 1 Interest Interest Interest % High 7 Low 2_E High Low T High Low T i P i 11 I 14 25 5 20 25 3 22 2" ; (12) * (13) (7) (18) (5) (20) S ‘ 5 20 25 7 18 25 4 21 25 1(12) (13) 3 (7) (18) (5) (20) U g 10 ' 15 l 25 f 5 20 25 5 20 25 '(12) . (13)' 5 (7) (18) (5) (20) F g 16 ' 9 25 , 11 14 25 8 17 25 1(121. (13) ' (7) (181 (5) (201 ._1 Total) 42 58 00 I28 72 100 20 80 100 x? = 11.214 p. .05 x? = 4.759 7x? = 3.5 TABLE 162 ITEM.79: DETERMINING STYLES MOST BECOMING TO ME . Developmental Levels of Early Adolescent Girls Group _.12 I II ' III Interest Interest Interest High Low T High Low T High Low T P 18 7 25 14 11 25 14 11 25 (14.75)(lO-25) 12.75)(12.25) (10) (9) s 11 14 25 12 13 25 17 8 25 414.75)(lo.25) 12-75)(12.25) 3(19) (9) U 13 12 25 12 15 25 i 15 10 25 (14.75)(1c.25) (12.75)(12.25 (1o) (9) F 17 8 25 13 12 25 . 19 7 25 14.75)(10.2") 12.75) 12.25 (lo) (9) Total 59 41 (100 51 49 00 ' 64 A36 100 ITEM 65: *— 157 TABLE 163 SELECTING SHOES FOR DIFFERENT OCCASIONS *Includes both very much and much Develoamental Levels of IEarl3 Adolescent Girls Group‘ I II p__ III Interest Interest Interest High Low T Hng Low T High Low _g_ P 12 13 25 11 14 25 10 15 25 (12.75)(12.25) (12) (13) (9.25)715.75) S 13 12 25 10 I 15 25 I 8 17 ‘ 25 (12.75)(12.25) (12) (13) =(9.25)(15.75)f U 12 13 :25 I 12 13 25 5 20 25 (12.75)(12 25) I (12); (13 I (9.25)(15-75) F 14 11 25 ' 15 10 25 14 11 I 25 12.75)(12-25) (12) _115) (9.251(15.75) Total 51 49 00 48 52 100 I 57 63 100 x2 = .434 x5 = 2.241 x? = 7.331 TABLE 164 ITEM 91: CHARACTERISTICS or DIFFERENT FABRICS Developmental Levels of LEarly Adolescent Girls Group I II III _1. Interest Interest Interest I High'” Low j; ' High“ Low T High“ Low AT P 8 17 25; 5 20 25 3 22 25 (12.25)(12.75); '(9.5) (15.5) (7.5)(17.5) I I s 10 15 ‘ 25I 8 17 25 g 6 19 1 25 (l2-25)(12-75)' (9.5)'(15.5) III I-S )(17.5) f u 13 12 3 2512 I 13 25 I o 17 25 (12.25)(12.75)E (9.5L (15 5) I(7. 5)(17 5) F 18 7 25 12 25 I 13 I 25 (12.25)(12 75) (9.5) 15.5) I17.5)(17.5) I Total 49 51 100 38 62 100 _30 70 _1I100 = 9.08 p. >.05 x? = 6.957 x?;: 10.093 p.,>.05 ITEM 97: 168 TABLE 165 SELECTING A PATTERN THAT FITS ME Developmental Levels of Early Adolescent Girls Group .:2 I !( II 3:: II; Interest Interest TWI Interest High Low T High Low T ngh Low T P 7 18 25 9 16 25 6 19 25 (ll) (14) (12) (13) (ll-25)(13-75) S 10 15 25 7 18 25 12 13 25 (11) (11+) (12) (13) (ll-25)(13.75) U 12 13 25 10 ' 15 25 14 11 25 (ll) (14) (12) (13) (ll-25)(15-75) F 15 10 25 16 9 25 l3 12 25 11) (14) (12) (13) (ll-25 (13-75 Total 44 56 100 42 58 IOOIL 45 _55 100 x2 = 6.332 x2 = 6.421 x2 = 11.035 p. 7.01 TABLE 166 ITEM 105: SELECTING CLOTHES WHICH CAN BE WORN FOR SEVERAL OCCASIONS Developmental.Levels of Early Adolescent Girls Group I II _j_ III Interest Interest Interest High Low T High Low T High Low T P ll 14 25 14 ll 25 9 16 25 (12.5) (12.5) (12.5) (12.5) IF (11.5) (11.5) S l3 12 25 13 12 25 8 17 25 (12-5) (12-5) (12-5) (12.5I (ll-5) (ll-5) U l2 13 25 9 16 25 14 ll 25 (12.5) (12.5) (12.5) (12.5) . (11.5) (11.5) F 14 ll 25 14 11 25 15 10 25 (12.5) (12.5) {12.5) (12.5; (11.5)411;51 Total 50 50 100 50 50 100 46 54 100 ITEM 109: 169 TABLE 167 CHOOSING LIP-STICK, POWDER Develognental Levels of Early Adolescent Girls Group I II III Interest Interest Interest High Low T 1113311 Low T 3 Hi 5311 Low T P 15 10 25 14 11 25 14 11 25 (12.75)(12.25) (15) (10) (14.25)(10.75) S 12 15 25 16 9' 25 14 11 25 (12.75)(12.25) 15) (10) (14.25 (10.75) U 11 14 25 14 11 25 12 13 25 (12.75)(12.25) (15) (10) (14-25)(lO-75) F 13 12 25 16' 9 25 17 8 25 12.75)(12.25) (15); (10) 14.25)(10.75) Total 51 49 00 60 40' 100 57 43 100 x2 = 1.398 x2 = .664 x2 = 2.076 TABLE Jfifis ITEM 115: SELECTING CLOTHES THAT CAN BE MIXED 0R MATCHED Developmental Levels of Earl] Adolescent Girls Group I ‘ II III Interest Interest Interest High Low T High Low T High Low T P 13 12 25 10 15 25 8 17 25 (14-25)(lC-75 (13-25)(ll-75) K10.75)(l4.25 s 13 12 25 15 ' 10 ’ 25 10 15 25 (14.25)(10.75) (13.25)(11.75) (10.75)(14.25) U 10 15 25 10 15 25 10 15 25 (14-25)(10-75) (13.25)(11.75) (10.75)(l4-25) F 21 4 25 l 18 ' 7 I 25 15 . 10" 25 (14.25)(10.75 (13.25)(11.75) 10.75 14.25) 19551 57 43 100 I 53 47 100 43 I 357 I 100 x? = 10.89 p. >.01 x? z 7. 0, p.>.05 x? = .4362 GI'O 0113.11: TABLE 169 ITEM 2: HAIXTAINING.A NEAT APPEARAHCE Developmental Levels of Earl" Adolescent Girls Group _: I ‘ II t__ III “11”. _ Int ere sf Intere st Int ere st High Low T HIgh Low T HiQn Let T P 17 8 25 14 ll 25 l3 12 25 (17.5) (7.5 (13.75)(ll.25) (IE-5) (ll-5) S 16 9 25 17_ 8 25 10 1: 25 (17.5) (7.5) (13.75)(11.2: (1;.5) (1;.:) U 17 8 25 13” 12 25 16 2; (17.3) (7.5) (15.75)<11.25) (1;.:) 11.3) F 20 5 25 ll 14 25 15 10 25 ( 7.5) (7.; 13.7: (11.25) (13.5) (11-5) "301.21 70 30 100 1 55 45 100 54 46 l_'Q_’9_ O O x2 = 1 71 I" = 3.93 x“ = 3.58 TABLE 170 ITEM 6: HOW’A BALANCED DIET AFFECTS My WEIGHT Developmental Levels_g: Early Adolescent Girls __ Group I II III Inte1est Interest Interest High Low T High Low T High Low 3” P 17‘ 25 9 16* 25’ , 7 18' 25 (8.25) (16.73) (7. 75 )(17.25) (6.75)(16.25) S , 7 16 25 8 17 25 f ‘ fi19 25 (2.25) (10.75) (7.75 (17-25) (5.757(16.25) U 9 16 25 3 17 25 10 15 25 (6.23) (16.75) (7.75)(17.25) (6.75%(16. 25) F ‘ 9 16 25 6 19 25 4 21 25 (6.25 (16.75 (7 75 )(17.25) 6.75)(18-25) Total 33 67 100 31 69 100 27 73 100 170 171 TABLE 171 ITEM 14: IMPROVING MY POSTURE Develogmental Levels‘of Early Adolescent‘glrls <_ Group I II III Interest Interest Interest High Low T mm . Low T 15.1311 Low T P 12 13 25 10 15 25 5 2O 25 (15-2S)(9-75) (9.75)(15.25) (9-25)(15-75) S 13 12 25 ’ 9 16 25 6 19 25 K15-25)(9-75) (9-75)(15-25) (9.25)(15.75) U 18 7 25 8 17 25 12 13 25 (15.25)(3-75) (9.75)(15.25) (9-25)(15~75) F 18 7 25 12 13 25 14 ll 25 (15.25 9.75 (9-75)(15-25 (9.25)(15-75) Total 61 _59 100 59 61 100 57 65 100 x2 = 5017 X2 Z 1047 x2 I: 10008 1.). >005 TABLE 172 ITEM 20: CONTROLLING OR ELIMINATING BODY ODORS Developmental Levels of Early Adolescent Girls Group I II __7_ III Interest ' Interest Interest High Low ‘.E=_ High Low T High Low T_ P 7 18 25 ‘ 7 18 25 [9 16 25 «13.25)(11.75) kd.7s)(16.25) (6.25)(16.75) S 15 12 25 ll ’14 25 7 18 25 $13-25)(ll-75) (8-75)(10-25) (3-25)(l5~75) U 15 10 25 ’ 8 17 25 7 18 25 (13.25)K11-75) {o-75)(16.251 (6 25)(16.75) F 18 7 25 _ 9 ’16 25 10 15 25 (13.25)(11.75 d-75)Llo.25 8.25)(16.75) Tots 55 47 100 55 65 100 “_33 67 100 54 ITEM 26: 172 TABLE 173 IKIANICURING LIX NAILS Developmental Levels of Early Adolescentgirls Group 1l_ II III Interest Interest Interest High Low T High Low T Blah A Low T P 9 16 25 9 16 25 8 17 25 (12.5) (12-5) (9-5) (15-5) (9) (l5) s 10 15 25 1O ' 15 25 7 ’ 16 25 (12-5) (12-5) (9.5) (15-5) (9) (10) U 13 12 25 12 13' 25 7 1g 25 (12.5) (12-5) (9.5) (15-5 (9) (iv) F 18 7 25 7 18 25 14 ll 25 r1.1.21.5) (12.5) (9.511155) (9) (16) Total SO BO 100 38 62 100 56 64 100 TABLE 174 ITEM 32: SELECTING FOODS FOR A GOOD COMPLEXION ‘ Develqggentalgfevels of Early Adolescent Girls Group ;r_ :1 II IE; Interest Interest Interest High Low T High Low fig High Low fig_ P 13 12 2 ll 14 25 14 ll 25 (12-5) (12-5) 11.75)(13-25) (12-5) (12-5) 3 11 14 2 11 ' 14 25 10 15 25 (12-5) (12-5) 11-75)(13-25) (12-5) (12-5) U 10 15 2F 13 12 25 13 12 25 (12.5) (12-5) ll-TS)(13-25) (12-5) (12-5) F 16 9 25 12 13 25 13 12 25 (12.5) (12.5) 11.75)(15.25) (12.5) (12-5) Total 50 50 100 47 53 100 50 SO 100 2 X = 3."! X2 :2 ~44 X2 = 1.44 ITEM 30: Developmental 173 TABLE 175 SELECTING THE BEST HAIR STYLES FOR ME I evels of Early Adolescent Girls Group I 1__ II I;;_ Interest Interest Interest H1511 Lowl T H1511 Low T Hi {311 LC w T P 20 5 25 116 f 9 25 2O 5 25 (18) (7) [10.75)(0-25) (l7) (8) S 15 10 25 18- ‘ 7 25 18 7 25 (18) (7) [18-75)(o.25) (l7) (0) U 15 10 25 120 5 25 14 ll 25 (10) (7) (15.75)(5.25) (17) (8) F 22 3 25 21 4 25 16 9 25 (18) I?) (18-75)(§~25) (17) (3) Total 72 28 100 75 25 100 68 32 100 TABLE 176 ITEM 44: SITTING GRACEFULLY Developmental Levels_g£TEarly Adolescent Girls Group I g; t; II III Interest 1 Interest Interest High Low T High Low T Highr Low T P 14 11 25 7 19 25 § 19 25 (11.5) (l:-5) (9) (lo) (0) (l7) s 5 2o 25 9‘ 15 25 7 1s 25 (ll-5) (13.5) (9) (1e) (8) (17) U 15 12 25 9 16 25 5' 2o 25 (ll-5) (13.5) (9) (16) (8) (17) F 14 ll 25 11 14 25 14 11 25 51.5) (13.5) (9) L16) (8) (17) Total 46 54 100 36 64 100 52 68 100 x? _ 9.15 p..>.05 x? 1 1.59 2 = 9.19 p. >.05 ITEM 50: 174 TABLE 177 USIEG DIFFEREHT KINDS OF MAKE-UP Developmental Levels of Early Adolescent Girls Group ::_ II _.: III Interest I Interest Interest __ High Low T High Low T 5h Low T P 15 10 25 10 15 25 ll 14 25 (10.75)(14.25 (11.75)(13-23) (11 (l4) s 15 25 14 10 25 11 14 25 (19.75 (14.25) (11.75)(13.25) (11 (14) U 7 18 25 11 14 25 9 16 25 (10.75)(14-25) (11.75)(15.25) (11) (14) F 14 11 25 12 13 25 13 12 25 (IO-75)(l4-25) (11.75)(13-23) (ll) (14) Tota 43 57 100 47 55 100 44 56 100 x2 = 9.26 p. >.05 x2 = 1.40 x2 .. 1.50 TABLE 178 ITEM 56: 'WHY CLEANLINESS IS IMPORTANT Developmental Levelspg£:Earl; Adolescent Girls Group I, II III Interest Interest Interest High Low T H1151 Low T H1511 Low T P 13 12 25 6 19 25 7 lo 25 (14.5fl(1o.5) (10.25)(14.75) (7.25) (17.75) S 16 9 25 14 ll 25 3 22 25 (14.5)(10.5) K10-25)(14.75) (7.25)(17.75) U 14 ll 25 10 15 25 5 2O 25 (14.5)(1o.5) (16.25)(14.75 {7.25)(1T-75 J F 15 10 25 11 14 25 F 14 11 25 (14.3)(10.5) (10.25 (14-75) 7-25)(l7-75) Total 58 42 100 41 59 oo 29 71 lQQ. 2 x2 = .62 x = 5.42 x2 = 13.56 p. > .01 ITEM 62: 175 TABLE CARING FOR MY HAIR 179 Developmental Levels of Early Adolescent Girls Group I II III Interest Interest { Interest High Low T High Low T Hign Low T P 19 6 25 17 8 25 17 8 25 (19) (0) 717.25) (7.75) (16) (9) S 19 6 25 2O 5 25 15 10 25 (19) (6) (17.25) (7.751 f (lo) (9) U 17 8 25 16 9 25 H 13 12 25 <19) (6) {17.25) (7.75) l (16) (9) F 21 4 25 16 25 19 6 25 119) (0) (17.25) (7-7SX (161 62) Total 76 24 100 69 31 100 64 ‘36 11g TABLE 180 ITEM 6“: CARING FOR MY TEETH , Developmental Levels of Early Ad61escent Girls Group I‘ :35 II‘ ‘1‘; II; IntereEt } Interest Interest High Low T High Low T High _pr T P 12 13 25 5 2O 25 8 17 25 (14-5) (10.3) (10.5) (14-5) (9.5) (15-5) S 14 11 25 12 13 25 3 22 25 (14-5) (10-5) (10-5) (14-5) (9-5) (15-5) U 15 10 25 ll 14 25 10 15 25 (14-5) (IO-5) (10.5) (14.5) (9-5) (15~5) F 17 8 25 14 11 25 17 8 25 114.51 no.5) (2)-5) (14.5 9.5) (15.5) Total 58 42 100 42 58 100 38 62 100 176 TABLE 181 ITEM 74: CARING FOR MY HAEDS 15D NAILS Developmental Levels oitgsrly Adolescent Girls Group I II 5 1 III Interest Interest Interest High Low T High Low T 1 High Low T P 11 14 25 8 17 25; 10 15 25 (14.25 (10.75) (10.25)(14.75) (10.75)(14.25) s 15 10 25 12 15 , 5 8 17 : 25 (14.25)(10.75) (lo-25)(l4-75) (10.75)(l4.25)j U 15 10 25 12 15 25 10 15 . 25 (l4.25)(10.75) 410.25 (14.75) (10.75)(14.25) F 16 9 25 9 16 25 15 10 ; 25 (14.25)K10.751 (10.25)(14.75 (18.75 (14.25){ Total 57 45 100 41 59 100 45 57 _png x2 _ 2.41 x2 = 2.11 x2 z 4 36 TABLE 182 ITEM 80: WHAT TO DO IF MY FEET HURT :pevelopmental Levels o£_§arlj Adolescent Girls GI‘oup‘ 3; II I3]; Interest Interest Interest Highi? Low T Higfi? Low T High’? Low T P 11 14 25 7 18 25 7 18 25 (13.75)(11.25) (9-75) (15.25) (10) {(15) s 11 14 25 9 16 25 ! 6 E 19 25 (15.75)(11.25) (9.75) (15.25) 3(10) ,(15) U 16 9 25 12 15 25 E 9 g 16 25 (15.75)(11.25) (9 75) (15 25) 3(10) €(15) F 17 8 25 11 14 25 18 7 25 13-75)(11-25) (9-73 15.25) TLJO) (15) Total 55 45 100 59 61 100 ;_40 60 100 x2 ._: 4.97 x2 = 2.43 x2 :.- 15.00 p. > .01 *Includes both very much and much 177 TABLE 185 ITEM 86: CHOOSING DIFFERENT KINDS OF SOAPS Developmental Levels o£_§arly Adolescent:§1rls Group ..: I 51* II III Interest" Interest Interest High Low T High Low T High Low T P 10 15 25 8 17 25 ’5 .20 25 (3.75)(16-25) 17-75)(17-25N (6.5)(18.5) s 8 17 25J1 9 16 25 ‘3 22 25 (8.75)(16.25) (7.75)(l7-25M (9-5)(18-5) U 7 18 25 8 17 25 6 19 25 (8-75)(16-25) (7.75)(l7-25) (6-5)(18.5) F 10 15 25 6 19 25 l2 15 25 19.75)(16-25) (7-75)(l7-25) (9-5 (18.5) Total 55 65 100 51 69 100 26 64 100 x2 .. 1.19 x2 = .89 x2 = 1.36 p 2 .05 TABLE: 184 ITEM 92: MAKING A TEEN-AGE GROOMING CHECK LIST Developmental Levels of Early Adolescent Girls Groupl I I; III Interest Interest Interest High Low T High Low :2 High Low _T_ P 12 15 25 6 ’19 25 6 19 3 25 (8-75)(l5-25) (8.25)$16.75) }(9.75)(15.25) s , 5 2o 25 11 14 25 i 11 14 i 25 (9.75)(16-25) (3-25)(16-75) (9~75)(15-25) U 6 19 25 , 5 2O 25 9 16 ~ 25 (8 75)(16.25) (8.25)(16-75) (9-75)(15.25) F 12 15 25 ll 14 25 15 12 25 8.75)(16-2515 (8-25)116o75) (9.75)f15-25) Total 455 65 100 ;55 67 100 59 f 61 100 x? = 7.52 X? = 5.56 X? = 4150 178 . TABLE JIES ITEM 93: CARING FOR MX'BODY DURING MENSTRUAL PERIODS Developmental Levels of Early Adolescenthirls ‘_ Group I i_::II III 8* Interest Interest Interest High Low T High Low T High Low T P 14 ll 25 10 15 25 n 17 25 (15-5) (9-5) (11) (14) (10.25)(14.75) S 14 ll 25 10 15 25 7 18 25 (15.5) (9.5) (ll) (14) (10.25)(14.75) U 12 15 25 9 16 25 ‘ 12 15 25 (15-5) (9-5) (ll) (14) (10-25)(l4-75) F 22 5 25 15 10 25 14 ll 25 ILJS-S) (9-5) (ll) (14) (IO-25)(l4.7§) Total 62 58 100 44 56 100 41 59 100 x?- = 10.02 p. >.05 x2 = 5.57 x2 = 5.42 TABLE 186 ITEM 104: WAYS IN WHICH EXTRA HAIR CAN BE REMOVED Developmental Levels of Early Adolescent_§1r1s Group I II III Interest Interest Interest High Low 2: High Low T High fiLgy T P . 12 13 25 4 21 25 6 l9 . 25 . (ll) (14) 7.75)(l7-25) (8-5) (16-5) 3 i 11 14 25 8 17 25 5 f 20 25 7 (11) (14) 7 75)(17.25 (8.5) (16.5) U ! 9 16 25 8 17 25 8 17 25 (ll) (14) 7-75)(l7.25) H-(8 5) (165) F 12 15 25 ll 14 25 15 f 10 25 Q1) (14) 7- 5 (17-25 H(8 5) Lloo5) Tgtal 44 _56 100 ‘51 69 100 “—54 66 100 x2 = .97 x2 = 4.65 = 10.87 p. >.05 179 TABLE: 187 ITEM 110: CARING FOR MY SKIN iDevglopmental levels of Early Adolescent Girls _ Group ;;_ II III Interest Interest Interest High > Low T High Low T High Low fig_ P 19 6 25 15 IO 25 ’17 8 25 (17-25)(7-75) (10.5)(8.5 (16.75)(3025) S 17 8 25 17 . 8 25 12 15 25 (17.25)(7.75) (16.5)(8-5) (16.75)(8o25) U 15 12 25 18 7 25 18 7 25 (17.25)(7.75) ‘ (16.5)K3-5) (15-75)(8-25) F 20 5 25 16 ‘ 9 25 2O 5 25 lI'L-Aflfym ”(16.515851 fuzz 8-2 __ Tota 69 72. 100 66 j_54 100 67 55 100 x2 = 5.58 x2 = .89 x2 = 6.29 TABI£21188 ITEM.116: HABITS THAT SPOIL MY PERSONAL APPEARANCE Developmental Levels of Early Adolescent Girls group! II t III; t Interest Interes Interes High Low T High Low T High Low T P 15 _1O 25 15 10 25 16 9 25 (1625) (8-75 (16) (9) (16.75) (8.25) S 14 ll 25 15 10 25 15 10 25 (1625) (8-75) (16) (9) (16-75) (8.25) U 15 10 25 15 10 25 16 9 25 (16-25) (8-75) (16) (9) K1635) (8.25) F 21 4 25 19 6 25 2O 5 25 r1625) 8.75) 16) (9) 187511825) Total‘ 65 55 100 64 56 100 H 67 33 100 x? = 5.41 x? = 2.08 X2.= 2.67 Sociolorical Aspects TABLE 189 ITEM 3: STUDY OF THE TEST STYLES Developgcntal levels Ci Early Adolescent Girls Group I II III Inter st Interest Interest Hi {:1 Low T Him L01: T Hi; L: Low T __ P 8' 17 25 5 2O 25 5 22 25 (6.25)(18-T:) (T) (18) (4.75)(29-25) S o 19 25 ll 14 25 8 17 25 (0 25)(18.15) (7) (18) (4-75)(20.25) U 5 22 25 5 19~ 25 4 21 25 (6.23)(18-75) (7) (18) (4 75)(29-25) F 8 17 25 6 19 25 4 21 25 L6.25)(18.75) (7) (16) 4.75 (20.25) Total 25 75 100 28 72 100 19 81 100 x? = 5.57 x? = 4.56 x? = 5.33 TABLE 190 ITEM 9: HOW TO BE MORE ATTRACTIVE -I__ 20 5 5 17 2O 5 (17.5) (7.5) (18) 17-25 7.75) 16 9 2O 5 16 9 _ 5 (17 5) (7.5) (18) 17 25 (7.75) 12 l5 l8 7 l7 8 (17.5) (7-5) (18) 17.25 (7.75) F 22 5 l 25 x2 = 11.24 p. > .05 x2 = 1.19 x2 = 2.01 180 181 TABLE 191 ITEM 15: SELECTING CLOTHES THAT OTHER PEOPLE WILL LIKE Developmental Levels_g§ Early Adolescent Girls Grou 151 II III Interest Interest Interest nghT Low T High Low T High Low fig 1 I P i 13 » 12 g 25 i 5 19 25 8 17 25 3(11-25)(13.75X '(10-5)(l4-5) (10.25)(14.75) s t 10 15 3 25 15 10 25 12 15 25 (11.25)(15.757 (10.5)(14.5) (10.25)(14.75) 1 U 8 17 25 11 14 25 9 16 25 (ll-25)(13-75) (10.5)(14.5) (10.25)(14.75) F j 14 11 25 10 15 25 12 15 25 1(11-25)(13-75) (10.5) (lit-5) (10.25)(14.75 Total 45 55 100 ‘42 _58 100 41 59‘ 100 TABLE 192 ITEM 21: STUDYING FASHION MAGAZINES SUCH AS VOGUE Developmental Levels 9§_Ehrly Adolescent Girls Group I II _;_I Interest Interest Interest High Low T High Low T High Low T P 10 15 25 6 ‘ 19 25 6 19 25 (5-75)(l9-25) (5-5) (19-5) (6) (19) S . 4 21 25 8 17 25 10 15 25 a (5-75)(l9.25) (5-5) (19.5) (6) (19) U 4 21 25 5 22 25 5 2O 25 (5-75)(l9-25) (5-5) (19-5) (6) (19) F 5 2O 25 5 2O 25 5 22 25 (5.75)(l9.25) (5-5) 19-5) (6) (19) Total 25 77 100 . 22 78 100 7 24 76 100 x2 = 5.59 x2 = 5.05 x2 = 5.70 182 TABEE 193 ITEM 27: STUDYING FASHION MAGAZINES SUCH AS SEVENTEEN fievelopmentai_f§vels of:Ear1y Aaolescent Girls Group I 2_5 II III Interest 1 Interest Interest High Low T High Low T High Low T P ”15 12 25 11 14 25 4 1o 15 25 {(0.25)(16.75) (10) (15) (9.25)(15.75) S 6 19 25 12 13 25 H 13 12 25 (8-25)(l6-75) (10) (15) (9.25)(15.75) U 5 2O 25 7 18 25 6 19 25 (8-25)(16.75) (10) (15) (9-25)(15-75) F 9 15 25 10 15 25 8. 17 25 8.25) 16.75) 110) 115) (9-252(15-752 Total <53 67 100 40 60 100 l 37 65 log_ TABLE 194 ITEM 33: CREATING ORIGINAL DRESS DESIGNS wfiévéiopmentsiI’LeveIs oT‘Early AEOlescent Girls Group 15‘ II :‘_ III Interest Interest Interest HIgh Low T High Low T High Low T_ P 14 11 25 8 17 25 7 18 :25 (7.75)(17.25) (5.75)(1a.25) (8.751(16.251 S 5 2O 25 4 21 25 _3 17 25 (7 75)(17.25) (6.75)K1a.25) (6.75)(16-25) U 5 2O 25 5 20 25 7 18 25 (7.75)(17.25) (6-75)(18-25) (8‘75)(16-25) F 7 18 25 10 15 25 13 12 25 17.75)(17.25 (642101825) (6.75 16.25) ggta <51 69 100 27 Z} 100 35 65 100 x2 = 10.23 p. >.05 x2 = 4.61 x2 = 4.35 183 TABLE 195 ITEM 39: PREPARING EXHIBITS OF DRESSES AND ACCESSORIES wfigiréglgpmental Levels of_E§?l; AdSlescent’Glrls Group I II I III Interest Interest ] Interest Highfi: Low T High«- Low T 1 High“ Low T P 20 5 25 9 16 25 9 16 25 (17-75)(7-25) (14) (ll) (13-25)(ll-75) ; 14 11 25 14 ll 25 15 10 25 !(17-75)(7-25). (14) (11) (13.25)(11.75) U i 19 6 5 25 17 a 25 16 9 25 .(17-75)(7-25) (14) (ll) (13.25)(11.75) F ' 18 7 25 16 9 25 15 12 25 [117.751625) 114) Q1) (13.25)(11.75) _ Totali 71 1+ 29 100 56 44 100 53 47 100 X2 = 4.03 X2 = 6.16 _X2 z: 4.61 TABLE 196 ITEM 45: MANHERS :HEI SHOPPING ‘fiévclopmental Levels of Early Adolescent Girls Group g;_ I II III Interest IntereSt Interest Hi gh Low T High Low T H1 511 Low T P l2 13 25 4 21 25 1 24 25 (ll) (14) (7-5)(l7-5) (5-75)(l9-25) s 3 3 17 25 7 18 25 3 22 25 g (11) (14) (7.5)(17-5) (5.751(19-25 U i 10 15 I 25 7 18 25 6 19 25 1 (ll) (14) ‘ (7-5N(l7-fi) (5.75)(19.25) F 14 11 I 25 1 12 13 25 13 12 25 [ (ll) (15) (7-5 (l7;5) 5-721119-25) Total. 44 55 100 39 70 100 23 77 100 X2 z: 3.24 X2 z 6.23 X2 : lu.69 p. > .00.]. *Includes both very much and much 184 TABLE 197 ITEM 51: CHOZSIHG CLOTHES THAT ARE BECOMING TO ME Developmental Levels of Early Adolescent Girls Group I __f II III Interest Interest Interest High Low T 1_High Low T High Low T ' I P 22 3 25‘ 14 11 25 L 17 8 i 25 (17.25)(7 75) ‘(15.75)(9.25) : (16) (9) i I ' r 5 s 15 10 i 25 15 10 25 g 17 8 F 25 (17.25)(7 75) 1(15'75)(9'25) ; (l6) (9) i U 15 10 , 25 16 9 25 5 15 3 10 - 25 (17-25)(7-75)§ (15.75)(9.25)s : (16) (9) ! F 17 “ g 25' 18 7 ’ 25 , 15 10 25 (17.25 7.75); (15 75) 9-25) * 116) (2) 1 a Total 69 31 1100 63 37 100 1 64 36 100 = 6.12 ‘x? = 1.50 x? = .69 TABLE 1525 ITEM 57: EFFECT OF 001023 ON ME Developmental LeveIE of Early Adolescent Girls Group __I II:: III Interest Interest » Interest High Low T High Low T H1921 Low T P 13 12 251 12 13 25 ' 13 I 12 25 (12.75)(12.25) 3(12-25)(12-75) (12) .(1:) s 14 11 25: 14 _ 11 25 1 25 (12.75)<12 25) (12 25)(12 75) (12) :(13) , i: U 10 15 25L 11 7 14 25 a 11 T 14 25 (12.75)(12-25) -<12.25)112-781 g (12) (13) F 14 11 25 i 12 :13 25 ‘ 12 1 13 l 25 (12.75) 12.25) 12.254112.75) 112) (13) 1 Total 51 49 100 49 5151 100 48 1 52 [100 x? = 1.72 x? = .76 x? = .32 ITEM 63: 185 TABLE 199 CAREERS IN THE CLOTHING FIELD Developmental Levels of Early Adolescent Girls Group I ' II III Interest - Interest Int rest High“ Low T j High‘” Low T High Low T I P 11 14 25; 7 18 25 ‘5 20 25 '(12.25)(l2-75) (lO-S)(l4~5) (0-5)(l6-5) s : 211 14 25' 12 13 25 10 15 5 25 312 25)312.75) 310 5)(14-5) (8.5)(16-5)? U ‘ 1213 25 - 9 16 25 10 15 7 25 312 25)312 75) (10.5)(14.5) (8-5)(15-5)| F 3 15 l 10 25! 14 11 25 9 16 ' 25 Total[ 49 J‘ 51 100 42 56 100 34 L 66 100 x? = 1.72 = 4.76 x2 = 3.03 TABLE 200 ITEM 69: MAKING SOMETHING FOR MY LITTLE SISTER OR BROTHER Developmental Levels of Early Adolescent Girls Groupl I i II III Interest 1 . Interest Interest 3 High Low T High Low T High L01: T P ? 12 13 i 25 8. 17 25 4 21 25 '(9.75)(15.25)j (8.75)(16-25) (o) (19); s . 9 16 I 25 g 6 ’19 25 5 20 g 25 . (9°75)315-25)j ‘(3-75)(10-25) (6) g (19) u i 817 § 25% _ 7 18 25 5 F 20 5 25 (9 75)(15 25 )§ i(J-75)(15-25) (5) f (l9)f F 10 ' 15 25 j 14 #11 25 10 15 25 19.751315.25) (8-75) lo 251_ (61. (12) Total 39 L61 100 35 65 100 24 76 100 x? = 1.47 x? = 81 x? = 4.82 *Includcs both very much and 1u0h ITEM 75: CHOOSING CLOTHES THAT ARE SUITABLE FOR THE THINGS I DO 186 TABLE 201 Developmental Levels of Early Adolescent Girls Group .. I g:_ II 3 III Interest Interest ‘ Interest High Low T High Low T High Low T P 15 10 25? IO 15 25 12 13 25 , (15) (12) 13.25 (11.75) (11.75)(13.25) ; l s ’ 12 13 25 17 8 25 11 14 25 I (13) (12) 13.25)(11.75)1 (11.75)(13.25. U l 12 13 25 9 16 g 25 9 16 25 I (13) (12) 15.25)(11.75)i (11.75)(1:.25) 1 J F ! 13 12 25 17 o 25 15 1 1o 25 3_(13) (12) 13.25)(11.75) 11.75)313.25 TotalL 52 48 100! 53 47 100 47 55 100 X2 : .95 X2 = 9.11 p- >.OS X2 = 3.01 TABLE 202 ITEM 81: PUTTING CLOTHES TOGETHER SO THEY LOOK NICE Developme1tal Levels ofEarly Adolescent Girls Gr01p ;_2 I _: II I III Interest Interest ~ Interest Hi g1; Lo w T Hi 1111 Low 1 T 11 Hi 11 Low '1‘ I P 15 IO 25 10 15 ' 25 8 17 25 (15-25)(9-75) (14-5)(lU-5) (12 77)(l2-Z§) S ll 14 25 16 9 25 12 13 25 (15.2:)(9.7:) (14-5)(10.5) (12.7S)(l&-25) U 16 9 25 14 ll 3 25 13 12 25 (13-25 (3.75 (14-5)(lO-5) (12.75)(l2-25) F 19 6 25 18 7 25 18 7 25 (IS-25)(9-75) Ll4-5)(lO-5) (12-75)(l2-25) Tots 61 39 100 _58 42 100 51 49 100 187 TABLE 203 ITEM 57: PLANNING .A SIMPLE FASHION SHOW Developmental Levels 0: Early AdoIgscant Girls Group I II III .1 Interest Interest Interest + High Low T High Lox-z T Hi¢1 Low T P ~ ,11 14 25 8 17. 25 6 19 25 L(o-5)(16.5) (7.5)(17.5) (7.5)(17.5) I s l 1 6 19 25 7 18 25 § 7 18 25 I(0o5)(16-5) -<7.5)<17.5) 4(7.s (17.5) I f u- . fl 7 18 25 . 6 L 19 25 L 10 15 25 {(0.5)(1s.:) (7.5)(17.5) ;(7.5)(17.:) ’ F ' 10 ’15 25 9 16 25 i 7 18 g 25 L(8.5)(lo-5) (7.5)(17-5) 117.5)(17.511 TotalLB 66 100 30 70 100 L 30 70 100 x24 = 3.03 x? = .95 x?:= 1.71 TABLE 204 ITEM 95: WHY CLOTHES SELL FOR DIFFERENT PRICES Developmental Levels oi_§ery Adolescent Girls p“ Grou I II III g_* Interest Interest Interest | 1115134? Low ___T High-3? Low T High"? Low T: P 14 11 25 10 15 25 11 14 25 (14.75)310-25) (11.75)(13o251 (12) (13) S 11 14 25 15 12 ‘25 9 16 25 (14-75)(10-25) (llo751(15-257 (l2) (15) L U 16 9 25 11 J 14 25 f 11 14 25 (14.75)(10 25) (11.751(13-251 '(12) (13) F 18 25 13 L 12 25 17 T, i 25 14.75)110-25 (11.75)(13 ”5‘ (121_ (13) 1 Totall 59 41 100 47 53 100 48 52 L00 x2: 4.42 x2 z 1.68 x2 = 5.77 AInclu ude s both very much and much 188 TABLE} 205 ITEM 39: HOW CLOTHES AFFECT THE WAY I FEEL Develofifigntal Levels of Early Adolescent Girls Group I II I III Interest Interest I Interest Hi {31 Low T- j III g‘n Low T Rig; Low T I P 7 16 25' 11 14 25 = 10 15 25 (12.25)(12.75). 10.75)(l4-25) I9) (16) - I s 11 14 25 10 15 25 I 7 18 I 25 :(12.25)(12.75) 10.75)(l4-25) I (9) (16) u-I 15 12 25 7 18 . 25 l 6 19 25 I<12.25 (12.75) 10.75)(14.25' . (9) (16) ' F g 18 7. 2F 15 10 25 I 15 12 25 412.25) 12.75) (10°75)(14°25I (9) (16) Totafi, 49 51 1o 45 57 1100 I 56 64 100 TABLE 206 ITEM 105: SHARING THE FAMILY CLOTHING BUDGET Developmental Levels ofigerly Adolescent girls I_ Grou; I II III __ Interest Interest Interest High Low T High Low T High Low T P 7 Id 25 6 19 25 l 24 25 (7.5) (17-5) (5) (19) (4.75)(20-2SW S 6 9 25 4 21 25 5 2O 25 (7 5) (17.5) (6) (19) (4.75)(2o.25I u 7 18 {25 ‘5 22 25 4 21 25 (7.5) (17.5): (6) (l9) (4.75)(20.25) F 10 15 I25 11 14 25 L 9 16 25 ,I7.5) (17.5) ' (§l_ (l9)_ (4-75)(20-25) Total 50 7O 00 24 76 100 I9 81 100 ITEM 111: 189 TABLE: 20? UKDERSTAKDIHG way I WISH TO WEAR 5013 CLOTHES I Develgfimental Levels of Early Adolescent 6:113 Group I II III __ Interest Interest Interest H1 {3h Lo w T High Lo 27 i Hi 511 L0 w T P ’ 4 .21 25 ’4 21 25 6 19 25 (0-25)(lJ-73) (0-25)(lb-75) (5-25)(19-75) s 7 _18 25 l/6 19 25 5 22 25 (6.25)(lu-73) (0-25)(10-75) (5-25)(l9-75) U 4 21 25 ,5 20 25 5 22 ‘25 (6-25)(18.7SI (o-25)(18.75) (5.25)K19.75) F 10 15 25 10 15 25 16 25 6.25)(lu-75# (6 25)(18 75) < -25)(19 75) Total 25 75 100 25 75 100 21 79 100 TABLE 208 ITEM 117: DECORATING CLOTHES FOR A PLEASING EFFECT evelfgyental Levels of Early Adolescent Girls Group II III __ Interest Interest Interest 111 {311 Low ‘I‘ High Low T Hi $11 Low T P 13 12 25 11 14 25 5 2O 25 (ll-25)(13-75) (ll-5)(13-3) (10) (15) S 11 14 25 15 . 12 25 9 16 25 (11.25)(13.75) (11.5)Ilzop) (10) (15) U 9 16 25 S 5 17 25 12 13 25 (llo2SIIlE-75) (ll-EMU.» (10) (15) I I I F 12 13 25 14 11 25 14 11 25 (11.25 (1:..75 (11.5)L15.51 10) 115) Total 45 55 100 1 46 54 100 L40 60 100 L 2 , X‘: z: 1.41 X2 = 3.33 X :: 7.06 Care TABLE 209 ITEM 4: LEARNING HOW T0 CARE FOR ME CLOTHES Developmental Levels of Early Adolescent Girls Group I ,II II; III Interest Interest ~ Interest _ Hi {3.11 Low T Hi £311 Lo w T 4 Hi gin Low T P 5 20 25 6 19 25 Z 4 f 21 25 $(ll-5)(13-5) (8) (l7) (6.75)I19-25) s I 9 16 25 5 16 25 § 5 g 22 I 25 ;(1l-5)(lB-5 (b) (17) 46-75)I13~25) I I . U I 15 1o 25 9 19 27 I; 7 j 18 25 I(11.5)(15.5) (o) .(17) -I6.75)418-25) I - I F g 17 8 25 111 14 25 7'13 L 12 25 (11.5)(15-5) ~(8) (l7) uI6-751118-25) Total 46 54 100 52 68 100 ['27 I 75 100 X2 = 14.65 p. >.01 X2 = 3.51 X2 = 12.33 p. > .01 TABLE 210 ITEM 10: WASHING MY SWEATERS Developmental Levels cigarly Adolescent Girls Group I’ ' II III Interest I» Interest Interest High* Low I_T High* Low T 5155* Low T I P 15 10 25 11 14 25 11 14 25 (17) ( 3) (13-75)(ll-25) (12-75)(12-25) s 12 15 25 16 9 25 10 15 25 (17) I( 8I “13.75)(ll-25) (12-75)(12-25) u 22 I 5 25 I 15 10 25 f 14 . 11 I 25 (17) g (3); 513.75)(11-25) 7(12.751(l2-25) F , 19 g 6 25 i 15 12 25 16 9 i 25 (1711 (8) .(13-75)(ll-25) $12.75)(12.251$ Total 68 52 100 55 45 100 51 49 ‘100 *Ihcludes both very 1::u01152nd much 190 191 TABLE 211 ITEM 16: CARING FOR A COTTON FABRIC ngelopmental Levels of Earlx Adolescent girls Group I I II __1, III Interest Interest Interest H1263 Low T High* Low 2, H1gh* Low fig_ P 15 12 25 8 17 25 I 6 19 25 (14-25)(10-75) (10) (15) (9) (16) S 11 14 25 9 16 25 5 20 25 (14-25)(10-75) (10) (15) ' (9) (16) U 16 9 25 11 14 25 10 15 I 25 (14.25)(lO-75) (10) (15) (9) (16) f F 17 8 25 12 ‘ 13 25 15 10 25 14.25 110-75 (10) (151 119) 116) Total 57 43 I100 40 60 100 36 64 100 2 2 x = 5.71 x = 1.66 x2 10.76 p.) .05 TABLE 212 ITEM 22: STEPS TO FOLLOW IN WASHING CLOTHES Developmental Levels of Early Adolescent Girls Group‘ I II III Interest Interest Interesfi mgw mw T mgfi’mw :; mgfi mw T P 14 11 25 9 16 25 8 17 I 25 (15-75)(9-25) 13-5) (ll-5) (10) (15) I S 13 12 25 14 11 25 8 17 I 25 (15.75)(9 25) (15.5) (ll-5) (10) (15) I u 19 6 25 16 9 25 10 15 ’ 25 (15-75)(9-25) (13-5) (ll-5) (10) (15) F 17 8 25 15 10 25 14 11 25 (15.75)(9-25) (13-5) (11.5) 119) 115) Total 65 457 100 54 46 100 40 60 109 “Includes both very much and much 192 TABLE 213 ITEM 28: IRONING DIFFERENT TYPES OF CLOTHES Developmental Levels 0: Early Adolescent Girls Group :9; II III Interest Interest , Interesf=* High* Low T High* Low T High*_ Low T P 15 10 25 13 1 12 25 12 13 25 (Id-75)(5-25) (15-75)(9 :5)! 14-25)(lO-75) S 19 6 25 , 16 12912 13 25 (18.75)(6.25) 115.75)(9 25) 1 {14 25)(10 75) 2 ! U 18 7 25 5 15 10 t 25 15 10 25 (IO-75)(6.25) F15.75)(9. .25) {14-25)(10-75) ! b . F F 23 2 25 19 6 25 18 7 25 (18.75) 5-25) 15-75)(9-22; (14.25)(10-75) Total 75 25 100 - 63 37 100 57 43 199 TABLE 214 ITEM 34: EXPERIMENTING WITH SOAPS, STARCHES Developmental Levels 0? Early AEBlescent GirIs Group. I II III Interest Interest , Interest H131?“ Low T High” Low T High* Low T P 15 10 25 5 20 255 6 19 25 (13.5) (11.5) (9.5) (15.5) g (8) (17) s 12 15 25 10 15 25‘ 8 17 25 (13-5) (ll-5) (9-5) (15.5) ' (8) (17) I U 14 11 25 11 14 25' 8 17 25 (13-5) (11.5) (9.5) (15-5) (3) (17) F 15 12 25 12 15 25i 10 15 25 1113-5) (11.5) 19.5) 15r5) ' (51 (17) Total 54 46 100 38 62 100 32 68 100 2 X2 z: .80 x2 = 4.92 X : 1.47 *Includes both very much and much 193 TABLE} 215 ITEM 46: DARNING-ANKLE SOX Developmental evels of_§arly Adolescent Girls Group I_ II III Interest Interest Interest Him Low T High“ Low T 1111311? Low T P 8 17 25 9 16 25 6 19 25 (13-75)(11-25) (12°25)(12-75) K9~75)(15-25) S 16 9 25 11 14 25 7 18 25 (13-7S)(ll-E5) (12°15)(lE-75) (9-75)(15-25) U 13 12 25 11 14 7'25 11 14 1 25 (l;.75)(11.25) (12-85)(12-75) (9.75)“15.25)§ F 18 7 25 18 7 25 15 10 i 25 (15.75) 11.25) 2.2S)(12.75 115:7: (15-25)! Tg§§l_m55 45 100 49 51 .100 59 61 100 TABL£:216 ITEM 40: PATCHING 1‘de CLOTHES Developmental Levels Q£_Earledolescent Girls 1: Group I II 1 III Interest Interest Intgrest 111511?" Low 21;; mg * Low T High Low T P 9 16 25 6 ’19 25 4 21 25 (lO-TSHM-E’S) (8-75)(l-0-25) (8) (17) S 5 20 25 f 8 17 25 5 2O 25 (10.75)(14.25) (0-75).(16-25) (8) (17) U 14 11 25 8 17 25 ll 14 25 (10.75)(14.25) (8.75)(16-25) (3) (17) F 15 10 25 13 12 25 12 13 25 (10.75)(14.25) F.75M1625) 18) (11') Total 45 57 (100 _ 55 65 100 52 68 #7100 x2 = 10056 p. >005 X2 = 4070 x2 = 9019 p0 >005 *Includes both very much and much 194 TABII:217 ITEM 52: CARING FOR WOOLEN CLOTHING Developmental Levels oi4§arlgAdolescent Girls Group 4__: I _. II III Interest Interest 7 Interest High Low T High» Low 4, T High Low T P 4 21 25 7 18 l 25 1 24 25 . (6.25)(18-75) (4.751(29-25)i (5.25)(19.75) s 5 2O 25 i 4 21 f 25 5 20 . 25 (6-25)(ld~75) (4,75)(20,25). (5-25)(l9-75) I U 8 d 17 25 1 g 24 4 25 6 19 25 (5-25)(15-75) (4-75)¥20-25)E (5-25)(l9-75) F 8 17 25 7 18 f 25 9 16 25 (6-25)(18.75) (4.75)(2o 25 % 5.252(19.75) Total 25 75 100 19 . 81 é1OOA 21 79 100 2 . x2 = 2.72 x2 = 6.45 x = 7.4.39 p. 5.05 TABLE 218 ITEM 58: REMOVING SPOTS AID STAINS . “—fievelopmental Levels qiEarly Adolescent Girls Group! 4;; fl :__¥ II III ’_ Interest Interest Inferest High Low T ’ 5h Low T High Lgy T P 5 20 25 5 22 25 1. 24 25 (5275) (19.25) (5-25)(19 75) (5.25) (19.75) s 4 21 25 4 21 25 5 2O 25 (5-75) (19-25% (5-25)(19-75) (5:25) (19.75) U 6 19 25 6 19 25 8 17 25 (5-75) (19-25) i(5-25)(19-75) (5-25) (19-75) F- 8 17 25! 8 17 25 7 i 18 25 5-75 (19-25) (5-25)(19-Z5 (5°25) (19-75) Total 23 77 100 21 79 100 21 79 100 x2 = 1.97 x2 = 5.55 x2 = 6.93 195 TABLE 219 ITEM 64: ARRANGING STORAGE SPACE FOR MY CLOTHES Developmental_Levels of Early Adolescent Girls aroup‘ I_1 ._1 II III Interest Intérest Inferest‘ High 5 Low T .High Low T High Low T__ P 4 21 25; 4 21 25 2 25 25 (7); (18) g (6) (19) (5) (20) s l 8 ; 17 25g 6 19 25 4 21 25 (7): (18) i (6) (l9) . (5) (20) u i 6 19 25 5 2O 25 4 21 25 7 <7) (16) (6) (19) (5) (20) F 5 10 15 25 9 16 25 | 10 15 25 i .17) (19) $6) 119) (5) (20) 361.5114w 28 72 100 24 76 100 20 80 100 x2 = 5.96 x2 = 5.07 ' x2 = 9.00 p.) .05 TABLE 220 ITEM 70: DAILY CARE OF MY CLOTHES fieveIOpment§17L§vels of_§arly Adolescentfiiris Group I , II. _III Interest Interest Interest H1 Eh Low T H1731 Low T H1 ah Low T P 8 17 25 6 19 25 6 19 25 (10.25)(l4.75) (8) .(17) (8) (l7)1 S 9 16 25 6 19 25 5 2O 7 25 (10.25)(l4-75) (8) I (17) (3) (17) U 10 15 25 7 18 25 6 19 25 (10.25)(14.75) (8) (17) . (8) (17) F 14 11 25 l3 12 25 15 10 25 10-25 (14-75) (9) (17) I (8) (l7) TotaD 41 59 100 1 32 68 4100 32 68 100 \N 196 *Includes both very much end mu 0 11 TABLE 221 ITEM 76: SEASONAL CARE OF MY CLOTHES Developmental Level of EarllpAdolescent Girls Group I _5 II III Interest Interest Interest Hi {:11 1.0 w T H1351 Lo w T Hi {:11 Lo 17 T P ,9 16 25 J 5 20 25 4 21 25 6.5) (IO-5) E (7-5) (17.5) (7) (19) s 8 17 E 25 E 10 15 25 7 18 25 (8-5) (lb-5) E E (7. 5) (17.5) (7) (13) U 10 15 ‘ 254E 6 19 25 6 19 25 (8.5) (16.5) E‘(7.5) (17.5) (7) (18) F 7 18 25] 9 16 25 11 14 25 (3.5) (16-5) l (7.51 (17.5) (7) _118) Total 54 66 1001 #50 70 100 28 72 100 x? = 0.89 2 = 5.24 x?.: 5.16 TABLE 222 ITEM 82: CARING FOR CLOTHES MADE FROM NYLON, DACRON _Qevelopmental Level OfEarly Adolescent_ Girls Group I ;I: III Interest Interest Int? res t Hic 11* Low T High* Low T 5125* Low I. P I7 25 10 15 25 9 16 25 (191:5)E (5 5) 15-75)(9-25) (13-5)(1l-5) I s E 8 25 16 E 9 25 1O 15 25 (19 75) 55) 15.751(9.25) (13.2)(11-5) U 22 , 5 , 25 19 6 25 15 10 25 (19-5) (5-5) E 15.75)(9-25) (13-5)(ll-S) F 21 4 25 18 7 7 25 2O 5 25 (19.5) _15.5 _.kls.751(9.25) (13.5)(11.5) _ E Total 78 22 100 65 a 57 100 54 46_-E199. X2 :3 3096 x2 38036 p. >005 ){2 = 12040 130>001 197 TABLE 225 ITEM 88: How TO LET OUT BEES Developmental vels of Early Adolescent Girls Group I II , A III - Interest . Integest E E Int.rest Hi 5511* LDW T 1 Hi {511 Low T : High Low T E P 11 14 25E 9 16 25 4 21 25 (14) .(11) E(11.5) (15.5 (9.5) (15.5 s 11 14 , 253 11 14 25 9 E 16 25 (14) (11) E E(ll 5) (13-5) (9. 5) (l3. 5) U 15 10 E 23' 1O 15 25 E 10 ' 15 E 25 (14) .(11) E E(11-5)E(15 5) E(9 5) (13.5 E ' . ! ' ' , 6 E 25, 16 I 9 25 E; 15 g 10 E 25 L114) 1111) _E E11115) 113.5) E 19.5 5) 115.5)- TotalE_ 56 44 L100; 46 g 54 100 ii 58 ; 62 100 x? = 7.14 x2:= 4.66 x? = 10.55 p.).05 TABLE 224 ITEM 94: HOsf To CLEAN CLOT: :ES ECO1OMICALLY Developmental Levels of Early Ado escent Girls Group I 212' j: III; Interest Interest Interest H1 311 Low ‘1‘ Hi all Low T High Low T P 22 E 25 E718 25 2 25 25 (3.5) (19.5) :(57 75) 19 25) E: . (19.75) s 19 * 25 5 ' 20 25 5 22 25 5.5) (19.5) ~ 5.75)(l9-25) HE5 25) (19 7 M) E E E I E E u 20 E 25 E 4 21 25 ; 4 21 25 5.5 (19 5) 1(5.75) 19 25) i1: 25) (19 75)f » E E F 8. E 25 7 18 25 12 15 E 2 (5.5) 119-5_ (5375) 1 -2 ) 5.25).(19.75). E ggtal 22 78 LOO g5_ 77 100 21 79 __E100 2 x = 5.05 x2 = 1.52 x = 15.12 p. 5.01 *Includes ootk1 very much and much ITEM 100: 198 TABLE} 225 CARING FOR MY SHOES Developmental Levels of Early Adolescent Girls Group I :_:1 II ¥:_fl III 1 Interest Interest Intgrest l High* Low T High fiLow T High Low 3_ P 18 25; 12 15 25; 16 9 g 25 3(20-75)(4-25) , (15) (10) ;(15,75)(9,25). T 1 L 3 s 22 3 25: 17 1 8 25 12 15 ; 25 l<20.75)(4.25) ; (15) a (10) (15.75)(9.25); U { 2o 25 ! 12 I 13 25 15 1o 5 25 ;(2o.75)(4-25) :(15) (10) (15.75)(9.25); F ! 25 2 25 19 6 25 2o 5 1 25 (20-75)(4-25) ‘(lSJ (10) 15-75)(9-2521 Total Qér_ 17 100 60 40 100 63 37 1100 x? = 4.18 x? = 6.33 x? = 3.61 TABLE 226 ITEM 106: CARING FOR RAYON ARTICLES . Developmental Levels of Early Adolescent Girls Group‘ I II III Interest Interest Interest 1 High‘” Low T H1521” Low T mgfj Low T P 12 13 25 7 18 25 5 2o ‘ 25 (15) (10) (11.5)(13.5) (9) (10) § 3 12 15 25 12 13 25 7 18 i 25 (15) (10) (ll-5)<13-5) (9) (l6) : U‘ 18 7 25 , 13 12 25 9 . 16 E 25 (15) g (10) [(11.5)(lfios ' (9) (16) i F 18 ‘ 7 25 l 14 11 25 15 Q 19 i 25 (15) (10) (11.5) 13.5) (9)_1 (lo) 1 Igtal 6o 40 100 46 54 100 56 1 64 }_100 x2 = 6.00 x? = 4.66 x? = 9.72 p. >.05 *Includes both very much and much 199 TABLE 23?? ITEM 112: USING BLEACH WITH CLOTHES Developmentalievels oi_Earledolescent Girls Group I II III Interest Interest Interest 1&ng“ Low T High* Low T High" Low T‘ P ; 13 12 25, 7 18 25 lo 15 25 ;(15.25)(9 75) .12.75)(12.25) $11-25)(13.75) s i 15 10 25 12 13 25 8 17 25 - (15-25)(9-75) [12-75)(l2025) (ll-25)(13-75) i U 14 11 25 14 11 ' 25 8 17 25 (15-25 (9.75) [12.75)(12-25) (ll-25)(13-75) F 19 6 25 18 ‘ 7 25 19 6 25 (15 25)(9 751 filz.75)(12-25) '(11.25 (13.75) Total 61 39 100_ 51 49 100 45 55 100 x2 = 3.49 x22 a 10.04 p.>.05 x2 = 13.37 p.;.ol TABLE 228 ITEM 118: CARING FOR A GNRHENT MADE FROM SILK _EEVelggpentalifevels of Early Adolescent Girls Group AL. ll 2;; Interest Interest Interest High* Low _2 111ng Low T Hugh“ Low T P 12 13 25 6 19 25 6 19 25 (15.751(9-25) 410-75)(l4-25) (lO-S)(l4-5) s 14 11 25 15 i 10 . 25 9 i 16 25 (15.75)(9 25) 110-75)k14-25) (10 51(14 5) U 20 5 25 10 15 25 11 14 25 (15.75)(9.25) {10.75)(14 25) (10.5)(14-5) F 17 8 25 12 13 25 16 9 25 (15-75)(9-25) WlO-TS) 14-25 (AD-5)(14.5) Total 63 37 100 43 57 100 42 58 100 X2 = 6.30 X2 = 5.97 X2 z: 5.70 p. >005 *Includes both very nucn and much Construction TABLE 229 ITEN 5: USING DIFFERENT PIECES OF SEWING EQUIPMENT Developmental Levels of Early Adolescent Girls Group I II III . Interest Interest Interest 1 Hi {5h Low I Hi 311 Low T 1 H1511 Low T a 1 P i 8 17 25 ' 8 17 25 E 1 24 25 ;.01 201 TABLE: 251 I 17: PREPARING A FABRIC BEFORE CUTTING . o - .M-“ Developmental Levels of Early Adolescent Girls Group I 1“ II 3 III . Interest I Interest 7 ’ Interest ' ;Hgm”_Lmv T Ingl LmzrtTIHufi‘ Imv T .. I I . I P 12 ; ‘13 25 $1114 ' 25 I 6 19 : 25 1(10.3)I.O5 x? = 2.72 x? = 14.33 p. .OI TABLE 232 ITEM 23: MAKING-AND ATTACHING A COLLAR —_ Developmental Levels of Earl; Adolescent Girls- Groupl I III Interest Interest J Interest I H1331“ Low T High“ Low '1‘ ) High" 5 Low I T I I P 13 12 25 10 ; 15 , 25g 6 I 19 I 25 (13.2§)(ll.75I (13-5)(11 5) I (12) I (13)) s 10 15 I 25 , 12- ’ 13 25I 12 E 13 E 25 (13.25)(11.75) :(13-5)(11.5): ; (12) ' (13), I : " “I ' ; U 11 14 f 25 18 . 7 ' 25f 13 ‘ 12 ' 25 (13.25)(11.731 iIlM 5)(11 3) I (12) (13) = , I F 19 6 I 25 . 14 11 25I 17 - 8 25 3.23)(11.7317 ‘(13 3)(11 3) 1 (12 (13) :I Total 53; _ 47IIOO : 54 I 46 ;1OOH 48 52 . 10c *Includes both very much and much 202 TABLE 233 ITEM 29: FITTING A PATTERN Lg Developmental Levels of EarIy Adolescent Girls I— GroupE: I II :t III I Interest” Interest Interest 4 High Low T Higgh Low T High Low T P 10 15 25 6 19 25 3 22 25 (9) (16) 5 (7) (18) (7-5) (17-5) 3 i 5 29 E 25 4 21 25 1 7 18 25 g (9) (10) 3 (7) (18) {(7.5) (17.5) U 6 19 ‘ 25 I 7 18 25 10 15 25 (9). (16) f (7) (18) (7.3) (17.3) F ' 10 25 11 14 25 10 15 25 . (91’ (161 (7) (18) (7 5) (1735) Total 36 1 64 100 28 33372 100 30 7o 25 x2 _ 10 76 p. ).05 x2 = 5.16 x2 -.- .28 TABLE 234 ITEM 35: USING THE DIRECTION SHEET IN A COMMERCIAL PATTERN Develogmental Levels of _Earl3 Adolescent Girls Group E II l III Interest « Interest , Interest Big-1* Low T . Hi 3311* Low T ' H1 5311* Low '1' P 15 10 25 15 10 25 ll 14 25 (14-5) (10.5) (15) (10) (13.5) (11.5) ) s 1015 25 15 I 10 25 14 11 25 . (14 5) (10 5) (13) , (10)| (13 3) (11.3) U 13 I 12 25 ‘ 14 11 25 g 12 13 25 (14.5);(10.5) (15) I (10) “13 5 (ll-5) F 20 i 5 25 16 9 25 7 8 25 _ (14.5) (10.5) 115) (10) (13-5 Ill-5) TotalI 58 L42 £00 jL 60 1+0 100 54 46 199 x? = 3.70 p. >.OS x? = 0.33 x? = .38 *Includes both very much and much 203 TABLE 235 ITEM 41: SEWING ON BUTTONS AND SNAPS Develoggental Levels of Early Adolescent Girls Group] I II III . Interest 1 Interest Interest 11111314 Low T High» Low T High“ Low T P l 8 17 25 3 22 25 2 23 125 !(15) (10) (9.25)<15.75) (5.75) (19.25) I s I 16 9 25 11 14 25 3 22 - 25 [(15) (10) 19.25)<15.75) (5.75) (19.25) I U V 15 1o 2:: 13 12 25 7 18 25 :13) (10) g(€.25)(15-75) (5.75) (192 25' F g 21 4 25 10 15 25 11 25 11151. 110) 9.251(15-75 (2.75 (19 251 Total! 60 40 100 37 63 100 23 77 1100 x? = 14.33 p.;>.01 x? = 9.73 p.>.05 x? = 11.46 p.>.Ol TABLE 236. ITEM 47: USING DIFFERENT SEAN FINISHES Develepmental Levels qglEarly Adolescent Girls GTOEQ) 4;): I ;EI» .31, III nterest Interest Interest H1 {311* L0 w '1‘ H1 511* Low T 2151* Lo w T P 12 13 25 5 2O 25 6 19 25 (13.5)(11.5) (lo-25)(14.75) (11.25)(13.75); s 10 15 25 h 11 14 25 10 15 ! 25 (13-5)(11-5) (10-25)(14-75 (ll-25)(13-75n U l2 13 25g l2 13 i 25} l3 12 i 25 (13.5)(11-5) :(10-25!(l4-75) (ll-25 (l: 75) F 20 5 25, 13 12 25 16 9 25 _113.5)(11.5) 1(10.25)(14.75 (11.25)(13.75) Tgta1 54 46 100! 41 59 100 45 55 100 *Incluics both verv 1'1uch and much ITEM 53: 204 TABLE 237 MAKING BUTTONHOLES WITH THE MACHINE Developmental Levels of Early Adolescent Girls Grou I II" 41 III Interest I Interest 1’ Interest HIgh* Low T 1 High* Low 7 T L H15h* igow T P 9 16 25 l 13 125 j 11 14 25 (13.25)(11.75) (14.25)(1o 75 1 'i(12. )(12.5) H 1 S , 15 1o . 25 7 18 .25 g; 13 f 12 1 25 K13-25)(ll~75) (14.23 (10 75 *}(12-5)K12-5)? H i 1 U 13 12 25 18 7 25 z; 10 ; 15 i 25 (13.25)(11.75); (14-25)(lO-731 e;(l2 5)K12-5); F 16 9 Q 25 19 6 J25 5 16 l 9 i 25 13.25)(ll.7511 14.25) 10.75F i (12.5)(12.5); ' I Total 53 47 i100 57 43 ;100 J 50 50 100 = 4.61 x? = 14 Q1 6.7.01 x? = 3.36 TABLE 238 ITEM 59: TAKING BODY MEASUREMENTS Developmental Levels o§_§arly Adolescent_Girls Group________;£ II, 1 III Interest Interest 1 1? Interest High* Low T 3152* Low T; 111ng Low T P 17 8 25; 9 16 E 25!; 13 i 12 25 (19) (6) {(13) (12) i (12.25)(12.75); s 16 9 25: 14 11 5 25 i 12 13 i 25 . (l9) (6) i(13) (12) ; K12.25)(12.75)i l i ; i U I 20 z 5 25 14 11 ; 25,; 11 14 . 25 ‘ (19 , (6) (13) (12) I K12.25)K12-75)f F 23 i 2 25 15 10 25; 13 i 12 g 2 1191_1 (5) (13) 112) ;(12.25)(l2.75)f Total 76 . 24 100 52 48 100| 49 51 _+100 2 x2: 6.56 x = 3 52 x2 = 6.44 {Includes ooth very much and much 205 TABLE 239 ITEM 65: DIFFERENT HAYS OF FINISHING HEMS Developmental Levels OI Early Adolescent Girls Group I II III Interest Interest ; In¥erest High-1"I Low T H16h*’ Low T High Low T P 12 n 13 25 5 2o 25 7 18 25 (14) : (ll) (10.25)(14.75) (ll-25)(13.75) s 12 ? 13 25 9 16 25 8 17 25 (14) (ll) (10.25)(l4-751 (ll-25)(13-75) U 15 i 10 25 11 14 25 14 11 25 (14) (ll) (IO-25)(14-75) (11.25)(15.75) F 17 8 25 16 9 25 16 9 25 (l4)_1 (ll) (IO-25)(l4-75) (11.25)(13.75) Total 56 ? 44:100 41 59 100 45 55 100 x2 = 2.92 x2 = 10.37 p. >.05 x2 = 9.49 p.>.05 TABLE 240 ITEM 71: PUTTING IN A ZIPPER Developmental Levels of Early Adolescent Girls Grou II III Interest Interest Interest High*' Low T High*' Low T HIEh*' Low T P 13 12 25 15 10 25 14 11 25 (13-75)(ll-25) (14) (ll) (15.75)(9-25) s 10 15 25 11‘ 14 25 15 10 25 (13.75)(11.25) (14) (ll) (IS-75)(9.25) U 15 10 :25 13 12 3 25 16 9 25 (13.75)(ll-25) (14) (ll) 3 7(15-75)(9.25) F 17 6 25 17 8 i 25} 18 7 25 13.75) 11.25) (14) (11) 1 4115.75)(9.25) $9521 55 45; 100 56 44 jlool 63 37 100 x2 = 4.32 x? = 3.24 x2:= *Includes both very much and much 206’ TABLE 241 ITEM 77: MAKING A SIMFLE SKIRT Developmental Levels of Early Adolescent Girls Group I II III #_ Interest Interest IIIterest H1 5311 . Low '1' H1 7511 Low T High Low T P 13 ‘ 12 25 12 13 25 4 21 25 (9.5) (15.5 ' (11.73)( 3.25) (a) (17) s 6 . 19 3 25.! 11 14 25 1o 15 25 (9.5).(15. 5). :Kllo 5)(132 ) (8) (17) U 7 18 ; 25!; 12 13 25 7 18 25 i (9.5) (15.5) i{(11.75)'(13-25) i (8) (17) F i 12 13 = m; 3 25; 11 14 25 ' (9 5) (15.5)!”111175)(13.25 ' (51_ (I?) Total 38 62 [10011 47 53 a 109} 32 68 100 x2 = 6.28 x2 = 0.12 x2 = 5.51 TABI£2242 ITEM 83: MAKING A SIMPLE BLOUSE Developmental Levels of Early Adolescent Girls Group I 3‘:9 II III Interest Interest Interest High Low T High Low T High Low T P 11 14 25 9 16 25 2 23 g 25 (9-2S)(lS-751 (10.75)(14.25 ,(8o5) (lo-5)i s 5 2o 25 7 18 25 3 8 . 17 ; 25 (9.25)(15-751 (10.75)(l4-25) (9o 5)' (16° )2 U 8 17 25 11 14 25 . 10 f 15 ' 25 I (9.25)(15-75] (10.75)(l4-25) (8-5):(16o5), F 13 12 25 16 9 25 . 14 11 25 .49.25)(15.75 (lo-75 (14.25) :(8-§)i(16.5)1 Total 3 3 160 43 .1 37 100 ? 34 i 66 {100 I 1 \"‘£ 7 u. Vr‘; ---r 2 1-. ..., {~ .4; : 1.2011, 4'. = 7090 x : $.10)? 1). >0Jl a 207 TABLE 243 ITEM 89: DOIUG HAND SEWING, SUCH AS BASTING Developpental Levels 01 nEarl; Adolescent Girls :?f Group I” II “I III Interest Intelest Interest H1531"? LOWL T Big-313* Low T i High* Low T l P 11 14 25 lo 15 25 . 5 2o 25 (14.5)(10.5) (12.75)(l2-25) ;KSI 75) (15. 25] 3 § 15 10 25 11 14 25 z. 9 16 25 7(14.5)(lU-5) (12.75)(12-25) .(9-75) (15-25] U ' 13 12 25 14 11 25 ‘ 13 12 25 [(14-5)(10-5) (12.75)(12-25} (9 75) (15.25} I F i 19 6 25 16_ 9 _ 25 ,g_ 13 25 1114.5)(10-5 '112-75) 12-29) 1(9-75) 15.25) TotalL 53 42 100 51 49 100 j 39 61 100 x2 = 5.74 x” = 3.64 x? _ 6.51 TABLE 2¥#+ “5.95: MARKING-PATTERN DARTS, TUCKS Developmental Levels of Early Adolescent Girls Group I II III Interestfi Interest , Interest H1311 Low T High Low T ‘High Low T P 5 2o 25 1 6 _19 25 g 3 22 25 (5.5) (19-5} :(o.75)(ld-25) ‘. (7) . (18) s 3 22 25 g 5- I fi2o ,2 6 g 19 25 (5.5) (19-5] g(6-75)(19-25N ; (7) a (18) u 3 22 25 j ’ 3 22 25 2 9 j 16 25 (5.5) (19.5) 5(0-75)(18-25) (7) 7 (18) H -I F 11 14 ‘ 25 7 13 . ‘12 25 10 g 25 (5.5) (19.5 7(6-75)(18o25) (71 ; 716)! Total 22 78 100 H 27 73 100 i 28 __I 72 llOO x? = 10.02 p.>.05 x? = 11.51 p.>.01 x2 = 5.95 ”Includes sotn very mucn and much 208 TABLE 245 ITEM 101: SEWING IN SLEEVES Develo;3mental Levels of Early Adolescent Girls Group I _ I; III Interest Interest Interest High Low I High Low L T High Low T P 5 20 ’ 25 4 21 g 25 5 20 25 3 (5) (20) (7) (18): 3(7.5) (17.5): i 2 s 3 22 3 25 4 21 25 6 19 3 25 (5) (20) ; (7) 3 (1 ):%3 .(7.5) (17. .5)3 : i U 4 21 . 25 o 17 3 25 3 8 I 25 . (5) (20) 1 F (7) f (16): 3(7.5) (177 5)! 'i 3 : F I 8 17 3 25 12 3 13 . 25 3 11 ' 14 ' 25 (5) L20) 3 (7) 3(19)1 137-5) (17-5); . 3 3 Total 20 l 80 1100 . 2o 3 72 3100 .1 30 70 3 100 x2 = 3 50 x2 = 6.73 p >.05 x2 - 4.00 TABLE 245 ITEM 107: MAKING A DRESS Devgigpmental Levels of Early Adolescent Girls ‘fi Group. I ! II 7 f_ III Interest ‘* Interest ’7 Interest High Low T High. Low T High Low T P 12 13 25 14 11 25 . 9 16 25 ; (12) (13) 313.25)(ll 75) (11.75)(15.25) l s i 9 16 25" 9 , 16 25 12 13 25 3 (12) (13) 3(13.25M(11.75% {(11.75)(13.25) u 3 9 16 25: 14 11 3 25 ’ 12 3 13 25 3 (12) 3 (13) !(15 251(11 75) 7(11.75)713 25) : I 1 l 3 U 3 F 5 18 7 i 25; 16 3 9 325 3 3 a 25 (12) (15) 7:13.251(11.75)' 1(11 75171515325 Total 46 52 100. 53 3 47 100 3 47 3100 209 TABLE 247 ITEM 113: MAKING OVER A GARKENT Developmental Levels of Early Adolescent Girls Group _ I II III Interest 3 Interest 3 Interest M@ 1m: T.m@ Um T tmm Mij P 5 20 ~ 25 5 20 25 2 23 25 (7.25) (17.75) (3,75)(1c,253 (5) s (20) S 5 20 25 3 22 25 4 21 25 (7.25) (17.75) (5-75)(l9-251 3 (5) (20) ) u 5 20 23 4 21 25 ' 6 17 3 25 (7.25) (17.75) (5-75)(19.251 . (5) 3 (20) 5 F 14 11 25 11 14 25 E 6 3 19 ' 25 £7.25) (17-75 (5.75) 19.25) i (5) 129) Total 29 71 100 23 77 100 j 20 80 100 x2 = 11.80 p. >.01 x2 = 8.75 p- >.05 x2 = 5.00 TABLE 248. ITEM 119: MATCHING PLAIDS Developmental Levels of Earlx‘Adolescentig1rls Group I II I III Interest nterest Interest H1 $21 Low T Hi 3311 Low T H1 311 Low T P ll 14 253 8 17 25 4 21 25 (11.5) (13-5) 3(9.75)(15-25) (9) (16) S 9 15 25 3 12 13 25 10 15 3 25 (11.5) (15.5) .(9-75 (15 25) (9) (16) l 1 U 11 14 25‘ 7 16 . 25 11 14 25 (11.5) (13-5 (9 75)(15-25) (9) (16) F 15 10 25 12 13 25 ll 14 25 11.5) (13.51 39.751 15.25) (91 (16) Total 46 54 100 l 39 61 100 36 64 100 x?.: 3.06 x? = 3.48 x? = 5.90 aw". ITAM 0: Management TABLE 249 PLANNING A WARDROB H 210 Develogmental Levels of Early Adolescent Girls Group‘ I II 1 __i. IL;5 Interest Interest Interest High Low ‘1‘ Hi5§ Low T High Low T P 14 11 25 15 12 25 14 ll 25 (11) (14) (13.2S)(11.75} I412.75)(12.25) S 10 15 { 25 14 ll 25 15 12 25 (ll) (14) (IS-25Hll-75} (12-75)(12-25) U 6 19 25 12 15 25 8 17 25 (ll) (14) (13-25)(ll-751 (12.75)(12-25) F 14 11 25 14 ll 25 16 9 25 5511) (14) (13.25) 11.75 (12.75)(12.2515 __ Tots. 44 56 100 <_55 47 100 fi_5; 49 100 x2 = 7.14 x2 = 0.44 x2 = 5.56 TABLE 250 ITEM 12: MAKING A PLAN FOR THE CLOTHES I NEED “*7 Developmental Levels of Early Adolescent Girls Group I 1., II _fi III Interest Interest Interest High Low T High Low T High Low T P 11 14 . 25 6 19 25 18 17 25 (10.5) (14.5) (7.5) (17.5) (9-25) (10.75 S 9 16 25 7 13 25 ,6 19 25 (10.5)( 14.5) (7-5) (17-5) (9-25) (lb-75) U 9 16 25 7 18 25 C 17 25 (IO-5} (14-5} (7-5) (17.5) (3-25) (15-75) F 15 12 25 10 15 25 ll 14 25 10.5) 114-5 117.3) 117.5) 18 25) (16.75) gotal 42 58 100 50 70 100 55 67 100 ITEM 15: 211 TABLE Efifl. MAKING DECISIONS WHETHER TO BUY OR MAKE A GARMENT Develgggental Levels of Early Adolescent Girls Group I at: II III Interest Interest Interest H1 5311 Low T H1 5321 Low '1‘ Hi gh L0 17 T P 18 7 25 9 16 25 13 12 25 (16 (9) (14-5)(10-5) (10.5)(14.5) S 12 15 25 15 10 25 6 19 25 lo) (9) (14.5)(10-5] (lO-S)(l4-5) U 17 3 25L1 16 9 25 9 16 25 (16) (9) (14-5 (10.5} (lO-S)(l4.5) F 17 8 25 18 7 25 14 11 25 11611 19) 114-5)(lO-5 (lO-S)(l4.5) Total 64 56 100, 56 42 100 42 58 1 100 x2 _-. 3.82 x2 = 7.39 x2 = 6.73 TABLE 252 ITEM 24; HOW MUCH MONEY TO HAVE FOR A CLOTHES ALLOWANCE Developmental Levels 0£_£arly Adolescent Gggls Group I5 _I; III Interest Interest Interest H15h Low T High Low T High Low T P 12 15 25 6 19 25 8 17 25 (9.75)(13.251 711.75)(13.25) (a) (17) S 6 19 25 l5 12 25 8 17 25 (9-75)(15-25) (ll-75 (13-25) (8) (17) U' 8 17 25 l5 12 25 ’8 17 25 (9-75)(15-251 (11.75)(l3-251 \8) (17) F l5 12 25 15 10 25 8 17 25 (9.75) 15-25 (11.75 (13-25) (8) (17) Total 59 61 100 47 55 100 52 68 100 x2 = 5.50 x2 = 7.50 x2 = 0.0 212 TABLE: 253 ITEM 50: FIGURING OUT THE COST OF A HARDROBE . Developmental Levels of Early Adolescent Girls Group! A; . II III Interest *gIEterest W11T Interest High Low T High 1 High Low T P 1 10 15 25 : 6 1m19 1 25 5 2O ; 25 { (lO-S)(l4-5) 1 (7) (19) (7.5)g(l7.5) s 9 16 25 ' 9 16 25 5 20 25 (10.5)(14.5) (7) (18) (7.5) (17-5) U 10 15 25 6 19 25 8 x 17 25 (10.5)(14 5) . (7) (18) (7 5) (17. 5) 1 1 1 ‘ F i 13 12 25 fl 7 18 25 1 25 1 _110-5)(14.5) a (7) (18) 172 511(173 .511 Tots1 42 53 100 H 28 72 100 #50 1 70 100 X2 :: 1.48 X2 :: 1.187 X2 : 6.2L} TABI£2254 ITEM 36: DECIDING THE MOST SUITABLE PATTERNS FOR ME TO WEAR Developgental Levels of Ear11 Adolescent Girls Group __5 _‘:II III Interest Interest 1 Interest H1 311 Low T H.151} 1.0111 Q H1 5111 Low T P 11 14 25 . 9 16 25 8 17 25 (12) (13) ;712.5) (12.5) (10.5)s(14.5n :1 1 i S 8 17 25 1 l2 . 15 25 11 1 14 25 <12) <13) 1(12.5) (12.5) (10.5),(14.5> 1 1 U 12 15 25 1 12 15 25 10 15 25 (12) (13) 3(12-9) (12-5) (10.5) (14-5% I F 17 8 25 1 17 ° 25 13 12 25 (12 (13 ‘512. (12.5 110.5) (14.5) Total 48 52 100 J 50 50 100 42 58 100 215 TABLE} 255 ITEM 42: STUDYING THE QUALITY IN READY-MADE CLOTHES “ Developmentalgevels of ggrly Adolescent Girls Group I II II; Interest Iiieresf Interest High“ Low 1T High* Low 51‘ 1115;? Low 3?... P 16 9 25 10 15 25 9 16 25 (15-5) (9-5) (13) (12) (ll-75)(13-25) S 12 13 25 ll 14 25 10 15 25 (15-5) (9-5) (13) (12) 111-75)(13-25) u- 15 1o 25 14 11 25 1 10 15 25 (15-5) (9-5 (13) (12) (ll-75)(13-25) F 19 1 6 25 17 8 25 18 1 7 25 .115.5l(9.5) 113) (12) (11.7 (13.25 gptal 62 38. 100 5:52 48 100 51: 55 109w TABLE ififii ITEM'48: FITTING OF GARMENTS 511 '2. Developmental Levelé of Early Adolescent Girls 555 Group .05 x? = 8.76 p.>.05 TABLE 258 ITEM 60: CHOOSING.A SUITABLE PATTERN FOR A SEWING PROJECT . Developmental Levels of Early Adolescent Girls Group___ 1* I 1_j 11:: 1 III 2:: InterEEt Interest Inferest _fi High 1 Low .fg; High Low _g; High Low T P" 8. 17 25 8. 17 25 4 21 25 (8.5) (16.5) (6.75)(18-25) ; (6.25)(18.75) s 7 18 25 5 20 25 1 5 20 25 (8-5) (16-5) (6.75)(18.25) 1 (6 25)(18.75) U’ 5 20 ' 25 4 21 25 167 18 25 (8-5) (16.5) (6-75)(18.25) 1( 625)(18-75) F 14 11 25 10 15 25 1 9 16 ’ 25 w (8.5) (16.5) (6.751 18.2 (6.25)(18.15) ggtal 54 661 100 27 121100 25 7§__.100 215 TABLE 259 ITEM 66: DEVELOPING A PLAN OF WORK FOR MAKING A GARMENT 1 ngelopment§1figeve1s of Earl: Adolescent Girls Group. I _1 II 1 III ‘" Interest Interest 1 Interest *5 H153 Low T H151? Low “I; 1111511" Low :1_ 1 P 16 9' 25 11 14 25 1 12 15 25 (15) (10) (1.1-5)(l3-5) 1 (12) (13) S 11 14 25 7 18. 25 1 7 18 25 (15) (10) (11.5)(13.5) ; (12) (13) U 12 15' 25 12 15 25 12 15 25 (15) (10) (ll-51(13.5) . (12) (13) F 1 21 4 25 16 9 25 E 17 8. 25 l_) _110) ‘ 111.5)(13- 1 (12) (12; Total 60 40 100 46 54 100 1 48 52 100 x2 = 10.55 p. > .05 x2 = 6.60 x2 .-.-. 8.01 p. > .05 _ TABLE 2K1) ITEM 72: DEGIDING-WHEN AND WHAT MAKE-UP TO WEAR #1 Developmental Levels of Early Adolescent Girls Group' I II .1. III Vfi Inferest IEEerest Interest High Low T High.‘ ygw I High 119w .05 x2 = 5.64 x2 = 5.45 *Includes both very much and much 216 TABLE 261 ITEM 78: LEARNING HOW TO WORK WITH OTHERS WHEN SEWING #5 DevelopmentEfTLevels of Earlx_Adolescent_g$rls __ Group‘ I II III Interest Ififerest Interest High 101»: L High Low 71!: High Low T P 4 21 25 , 4 21 25 5 2O 25 (7-75)(17-25) (6.5)(18-5) (5.5) (19-5) 8 4 21 25 5 2O 25 3 22 25 (7.75)(17.25) (6-5)(18.5) (5-5) (19-5) U 7 18 25 7 18 25 3 22 25 (7-75)(17-25) (5-5)(13-5) (5-5) (19-5) F 16 9 25 10 15 25 ll 14 25 vfi7o75)(l7o25 (6.5)(18.§) 5- 1 (19-5 Total 121* .29 100 26 #74 100 22 78 100 x2 = 18.09 p. 5.001 x2 = 4.56 x2 = 10.02 p. 5.05 TABLE 262 ITEM 8#: WGRKING INDEPENDENTLY ‘5‘ Developmental Levels of Early Adoiescent Girls Group I 7‘:?II __‘ III Interest Interest 7 Interest High Low T High Low T High Low T P 7 18 25 6 19 25 2 23 25 (6.75)(18-25) (6.25)(18.75) (6) (19) S 3 22 25 1 24 25 7 18 25 (5-75)(18-25) (6.25)(18-75) (5) (19) U 6 19 25 8 17 25 4 21 25 (6.75)(13-25) (6.25)(13-75) (6) (19) F 11 14 25 10 15 25 11 14 25 16.75)(18-25) (6.25 (18.75 (5) (19) Tgtal 27 73 100 25: 75 100 24 76 100 X2 : 6.64 X2 = 9.55 p. >.05 X2 :: 10.08 p. >.05 217 TABDE265 ITEM 90: PLANNING THE ARRANGEMENT OF DRESSER DRAWERS favejTopmentaI Levels 0? Early Adolescent Girls Group 31f 1.: II I f III Interest Interest Interest High Low T High Low 3: High Low T P 1 8 17 25], 5 20 25 5 22 25 (6-75)(16.25) i(7-25)(17.75> y (6) (19) i s 7 18 25l 10 15 25 4 21 25 (8-75)(16.25) (7.25)(17.75) (6) (19) U 7 18 25 6 19 25 8 17 25 »~ (8-75)(16~25) (7:25)(17-75) (6) (19) F 13 12 25 8 17 I 25 9 16 25 (8.75 16.25) (7.25 17.75) (6) (19) Total 35 65 100 29 71 100 24 16A lQQ TABLE 264 ITEM’96: SELECTING A. FABRIC SUITABLE FOR A CERTAIN GARMENT afievelonmental feveis 5? EarTl Adolescent Girls Group I I}: I ILL _ Interest Interest Interest High Low T High Low T High Low L P 6 19 25 6 19 25 6 19 25 (8) (17) §(5-75)(13~25) (9) (16) S 7 18 25 - 4 21 25 3 22 25 (8) (17) 1(6.75)(18.25) (9) (16) u 6 19 25 ’ 6 19 25 11 14 25 <8) (17) 7(6.75)<18.25) (9) (16) F 15 12 25 T 11 l 14 25 16 9 25 (8) (l7) 16-75)(18-25) (9) (15) Total _52 68 100 27 73 100 56 64 100 x? = 6.25 x? = 5.42 x? = 17.01 p. 5.001 3 218 TABLE 265 ITEM 102: TAKING CARE OF A SEWING MACHINE Developmental Levels of Egrly Adolescent Girls I" Grou‘ I II III Interest Interest Interest 7 High Low T High Low T High” Low T... P 11 14 25 10 '15 25 7 18 : 25 (15.25)(9-75) (12-5)(12-5) [ll-25)(13-75) S 15 10 25 13 12 25 8 17 25 (15-25)(9-75) (12.5)(12.5) [11°25)(13-75) U 14 ll 25 10 15 25 15 12 25 (15-2S)(9o75) (12-5)(12-5) (ll-25)(13-75) F 21 4 25 17 8 25 17 8 25 (15-25 (9-75) 112-51112;2) 11-25)(13-75) Total 61 _59 100 __59 :59 100 _ 45_ 55 100 x2 = 8.87 p. 5.05 x2 = 5.28 x2 = 10.46 p. ).05 TABLE 266 ITEM 108: DIFFERENT TYPES OF STORES WHICH SELL CLOTHES Developmental Levels of Early Ado escent Girls ‘5 Group _‘f, I II IIII * Interest Interest Interest High Low T High. Low ‘35 High Low ;3_ P 6 19 25 7 -18 25 6 19 25 (5-25)(19-75) (5-75)(18-25) (6.25)(13-75) S 3 22 25 6 19 25 5 2O 25 (5.25)(19.75) (6.75)(18.25) (6.25)(18-75) U 5 2O 25 6 19 25 4 21 25 (5.25)(19.75) (6.75)(18-25) (6-25)(18o75) F 7 18 25 8 17 25, 10 15 25 (5.25)(19.75) 6.75)(18-25) (6.25)(18c75) Total 21 79 100 27 75 100 25 75 ’ 100 x2 = 2.11 x2 = 0.55 x2 = 4.45 “Includes both very much and much 219 TABLE 267 ITEM 114: UNDERSTANDING INFORMATION FOUND ON LABELS Devefégmental Levels of Earii Adolescent Girls Group‘ I ‘, II £l1 Interest Interest Interest' High* Low T High*' Low T High*' Low T P 11 14 25 7 l 18 25 ' 8 17 25 f14o75)(10-25) K1335) (ll-5) (9-75) (IS-25) s 15 12 25 11 14 25 . 7 18 25 $14-75)(10-25) i(l3o5) (ll-5) K9-75) (15.25) U 13 12 25! 15 10 25 8 17 25 (14-75)(10-25) (13-5) (ll-5) (9-75) (15-25) F L 22 3 25 21 4 25 16 9 25 14.75)(10.25;: (15.5)111.5 9.75)}(15.25 1 Total 559 41 100} 21 46 100 9 61 100 x2 = 12.05 13.7.01 x2: 17.25 p.;.001 x2: 8.87 p.).05 TABLE 268 ITEM 120: BUYING SEWING EQUIPMENT 5+ “Bevelopmentsl Levéls of EarIy Adolescent Girls Group' I II Lg; Interest Interest Interest High“ Low T High* Low ig_ High* Low T P 11 14 25 . 10 15 25 8 17 25 (15.75) (9.25) (13.75)(11.25) (12) , (13) s 15 12 25 15 12 25 10 15 25 (15.75) (9.251 (13.75)(11-25). , (12) (13) u 17 8 25 15 10 25* 15 1o 25 415.75) (9.25) (15.75)(11.25) ;.(12) (13) F ' .22 5 25 17 8 25![ 15 g 10 25 15. 5 .2 (12.ZS#(11.25)5 (12) (152 ‘ Tota 65 r 57 100 55 457 100 48 52 100 x2 = 12.14 p.>.01 x2 = 4.52 x2 = 6.09 *Includes both very much and much APPENDIX C DIRECTIONS FOR THE USE OF CLOTHING TOOLS RATING SCALE FOR USE OF CLOTHING TOOLS HALF-SIZE BLOUSE PATTERN CORRELATION BETWEEN THE DAT SPACE RELATIONS TEST AND THE ABILITY TO USE CLOTHING CONSTRUCTION TOOLS SCORES OBTAINED ON RATING SCALE FOR USE OF CLOTHING CONSTRUCTION TOOLS DIFFERENTIAL APTITUDE TEST-~SPACE RELATIONS DIRECTIONS USED IN GIVING TESTS FOR USING CLOTHING CONSTRUCTION TOOLS Sewing Machine Place the paper with the square and straight lines on it under the presser foot. Carefully lower the unthreaded needle into one corner of the square on the paper by turning the balance wheel with your right hand. Make sure the edges of the paper are parallel to the edges of the machine. Care- fully lower the presser foot to the paper to hold it in place. Keep your right hand near the balance wheel so that it will be ready to stop and start the machine as needed. Use your left hand to guide the paper. Do not pull or push the paper as the feed pushes it along at Just the right speed. Slow down as you approach the corner, stopping Just as the needle arrives at the corner. Turn the corner by leaving the needle in the paper, lifting the presser foot, turning the paper until the next edge of the paper is parallel to the edge of the presser foot, and lower the presser foot. Proceed as before, until there is stitching on all four sides. Place the paper with the circle under the presser foot so that the ends of the guide line fall near the presser foot and the circle falls to the left of it. Lower the needle into the paper so that it punctures the end of the line. Swing the paper as needed to make the guide line parallel to the presser foot. Lower the presser foot. Stitch slowly, holding the paper between the thumb and fingers of your left hand and guiding it so that the 221 222 stitching keeps parallel to the curved line. Continue stitching for at least five rows. Shears Use long slashes with the cutting shears in prefer- ence to short choppy ones. Cut exactly along the pattern line. Curves are especially important, so cut them with great care. There are notches on the edge of the pattern to aid in the construction of the garment. It is a good idea to cut them out, when the fabric is cut. Put your left hand near the place you are cutting to help hold the material in place. When cutting around the edge of a pattern, cut as near the pattern as possible, keeping your work flat on the table to prevent it from slipping or stretching out of shape. Have the edge of the pattern to the right and place your left hand on the pattern and cloth near that edge to keep them from slipping on the table while you are cutting. Hbld shears in your right hand, thumb in round handle, fingers in oval handle, and keep them steady by resting the under blade on the table while you cut. Open the shears wide to make each cut a long one. The longer each cut is, the less rough the edge is likely to be and the sooner you will finish. Cut along the edge of each pattern and as near the edge as you can out without cutting the pattern, until you come to the notches. Cut notches out, that is, cut them out into the extra material. When cutting corners or short 223 places, you will find it helpful to cut with the points of the shears. TracingVWheel Run the tracing wheel along the seamlines and dart lines of the pattern. Place a ruler along the straight lines in order to have a more accurate line. Handling the wheel takes some practice, so try it out on the edge of the material. Place the garment section, with the pattern still pinned to it, on a piece of cardboard in order to protect the table top. Run the tracing wheel along the edge of the lines only once. Use a firm, steady motion. Curves are more easily marked if the handle of the tracing wheel is slightly slanted inward toward the center of the curve. Needle You will be given a needle (Sharp number 9), black thread (number 60) about 18 inches long, and a strip of white batiste about 3 inches by 12 inches. Thread the needle and knot the thread. Put on your thimble and hold the cloth so that you can sew from right to left along its longer length. Hold it as though you were about to gather a ruffle. Take even stitches about one-fourth inch in from the upper edge. Make a row of stiches along the edge of the cloth; the quicker you take your stitches, the more even they will be. Fasten the thread at the end and pull out the needle. RATING SCALE FOR USE OF CLOTHING CONSTRUCTION TOOLS Student Grade Date School Score 1 2 3 5 Score TracinggWheel Unable to follow lines accurately on both straight lines or curves. Sewing Machine Unable to follow lines evenly, turn corners, or follow curves. Steps and starts machine with Jerks. Shears Cuts with Jagged uneven strokes. Needle HDlds material, thimble and needle awkwardly and makes uneven stitches. Able to follow straight lines with continuous strokes but not curves. Able to folldw straight lines and turn corners. Unable to follow curves smoothly. Able to cut with straight even strokes on straight edges but has diffi- culty with curves. Awkward in handling needle and thimble, but can hold material. Stitches are some— times uneven. 224 Able to follow both straight and curved lines with continuous strokes. Able to stitch on both straight and curved lines and turn corners without stopping machine and starting again. Able to cut with 3. straight, even strokes on both straight lines and curves. Able to hold material and handle needle skillfully, using thimble. Produces even stitches. 1. 4. 226 TABLE 269 CORRELATION BETWEEN THE DIFFERENTIAL.APTITUDE TEST FOR SPACE RELATIONS AND THE ABILITY TO USE CLOTHING CONSTRUCTION TOOLS FOR DEVELOPMENTAL LEVEL I xa 38% x Y x Y X I 27 8 58 6 17 4 17 6 50 8 56 10 26 10 15 5 35 6 33 7 26 6 28 8 37 4 15 4 28 5 54 11 21 5 22 4 N 50 5 11 7 29 5 22 9 24 8 14 5 15 7 54 7 45 7 62 11 38 8 36 6 l4 5 46 7 61 5 15 7 24 4 l9 7 42 6 45 10 11 5 9 5 48 10 3 7 29 6 l2 6 8 5 40 7 38 5 12 7 ll 5 I 20 7 7 4 1 5 47 5 l7 7 15 5 l7 6 26 7 34 6 1 14 4 l9 4 47 4 9 8 ' l9 5 30 7 19 11 55 6 * 11 7 1 6 ll 5 l4 7 3 5 27 9 25 4 41 10 50 6 52 8 24 7 62 ll 15 5 8 5 9 8 7 5 15 4 25 8 46 6 51 10 40 9 22 5 62 11 42 9 l 36 5 71 13 50 8 l7 6 32 7 29 7 29 10 30 7 33 10 52 9 2 X = 2756 2! = 674 2X! .1 20,168 (X2 = 100,272 2112 = 4964 N = 100 * Raw Scores obtained on Differential Aptitude Test for Space Relations. ** Raw Scores obtained on Rating Scale for the Ability to Use Clothing Construction Tools. 227 TABLE 270 CORRELATION BETWEEN THE DIFFERENTIAL7APTITUDE TEST FOR SPACE RELATIONS AND THE ABILITY TO USE CLOTHING CONSTRUCTION TOOLS FOR DEVELOPMENTAL LEVEL II xs 1** x Y {x I x. I 30 5 19 5 37 9 24 8. 73 12 5 4 5 4 19 4 43 8 43 9 54 7 61 10 89 5 27 8 l9 5 8 5 46 8 29 8 55 8 50 8 28 8 16 5 , l7 6 58 ll 10 5 41 9 3O 6 46 ll 59 10 32 7 52 10 37 8 38 6 44 8 35 7 l6 6 6 7 21 6~ 8 4 ll 5 58 8 38 6- 38 8 8 4 3O 7 l 4 36 7 3 5 9 5 ll 5 38 8 27 8 49 11 62 10 15 4 59 9 25 5 11 6 19 5 36 7 10 5 26 8. 8 4 59 11 41 8 8 5 59 ll 20 4 45 9 5 4 17 6 19 5 54 10 46 8 5 4 l 5 9 4 50 5 6 5 8 5 66 12 49 5 7 4 65 12 46 8 15 5 6 4 3O 8 29 7 51 6 10 6 11 5 10 5 46. 8 32 9 46 8 65 8 24 7 27. 8 i 60 9 I 2x = 2985 £1 = 687 2x): = 25,862 2 x2 = 126,147 £22 = 5201 N’ = 100 r = .7965 * Raw Scores obtained on Differential Aptitude Test for Space Relations. ** Raw Scores obtained on Rating Scale for the Ability to Use Clothing Construction Tools. 228 TABLE 271 CORRELATION BETWEEN THE DIFFERENTIALtAPTITUDE TEST FOR SPACE RELATIONS AND THE ABILITY TO USE CLOTHING CONSTRUCTION TOOLS FOR DEVELOPMENTAL LEVEL.III L X” Y** X. Y X Y # .X Y 35 9 2 5 54 7 56 9 2 5 36 4 43 8 42 8 30 7 27 6 l5 4 21 5 40 8 52 8 l5 9 24 7 13 6 22 5 1 5 34 4 4O 6 66 14 21 9 10 6 38 8 26 7 17 5 55 8 45 8 41‘ 9 12 6 42 7 40 8 3 6 l4 5 12 6 32 6 28 9 49 6 49 11 34 11 44 4 32 7 50 9 8 7 43 7 W 69 11 47 7 79 12 50 8 34 9 47 12 7O 7 64 10 26 6 6O 11 53 7 24 6 13 7 56 11 46 8 58 7 12 5 45 9 62 9 23 6 27 6 12 6 28 9 32 7 24 5 l8 4 63 11 43 4 1 4 49 9 56 8 46 9 43 8 51 ll 39 6 26 5 15 6 38 6 24 7 28 7 5 4 68 10 29 4 37 5 6 6 33 7 58 8 7O 14 53 8 26 5 52 8 3 4 l4 5 69 13 2x = 3539 2! = 731 2:9: = 28.898 E X2 = 161,229 2Y2 : 5875 = 100 * Raw Scores obtained on Differential Aptitude Test for Space Relations. ** Raw Scores obtained on Rating Scale for the Ability to Use Clothing Construction Tools. %9 TABLE 272 GIRLS IN DA ELOPMENTAL LEVEL I SCORES OBTAINED ON THE RATING SCALE FOR THE USE OF CLOTHING CONSTRUCTION TOOLS BY EARLY ADOLESCENT 21./31111111121112211111111 2111111231111121121111111 Needle 1212131312221123122111221 3231111111111121112111111 chine 1~ 411‘ ‘81.; 1232111122132213221112111 Iii. .II 80 12111113219.121211312111112 Shears ‘0‘- "1I Oil) 4|-I CI 2112211211211111121111214 2212132111111121211111122 llil..> [urn-'14-; 8“" D'tti 1:01}. I‘ll. 'L’t ll ‘ ll- Iltnl . i . r WI: 9.332222112142121212131122 2111121231211121122211111 a 1 ’1 3|... unlit :-l|'|l|l-IIJ4 l,'lll||. 1 1213332212313312122211123 I: III'OIIII'II‘. .‘.O,'!’;srtlu.lv :18!‘ll£'t|“or‘ 32221432211211312221113211 I'll. '11 H I’ll 'JI‘EIO'OO' . 2322312233242343312132212 I l‘l‘t I'D'l 2221222221111222231231121 To! 3233442322231232312211242 Tracing_Wheel 3421232111431132311422134 tulll\.‘.‘l 1.4010317 G 41"! .1 'r"-..-tnl.1:.’.|i ’llli. U : Semi-unskilled; ofessional; S = Skilled; Farming P: F: *Key: 230 TABLE 273 SCORES OBTAINED ON THE RATING SCALE FOR THE USE OF CENT IENTAL LEVEL II CLOTHING CONSTRUCTION TOOLS BY EARLY ADOLF GIRLS IN DEVELOP; Needle 2213322121111324121211143 Itlll‘ IlllIIIIO: ll 8 I'll ill! '40 Ill- ‘IEII'l’nl l v. l ' 1112121113212231131111211 ll cl. 2'1l8444IIIOI'Jll-I.-l14 4' .llllOllV 1111321112222121111221121 [I'll ll)! Ir Illllillnl! lulu llllllinbllllll'l- 1132113433131111331213222 ‘10.!" IF: llll‘b‘: .Vltllv Shears 22122111112/11211122121122 F Ill-I. lv.v.ul!i...‘x17‘llullli 1|All.l I.‘ I llllulIIIIlIII 1112111311122122112124111 I ,llllllYOrllCIllIlll 2121111122111121122211232 111.42111—12111211131219.111—9 Machine 231331121.2222334113331252 llllll- .l.‘ lull Irrllllll.4lllv ll .1 111212121113322211322~9111 I’ll} 1.98 o .8! l.ll.' 1121232211212131141229.1112 1122132131221213332.222133 lgflnrufiqflg. .AHHIINIIH u {IHHIIiI - I u - 1111.18.68 Tracing Wheel; 231331.4111211112112221.1112 1112222211.222233123113211 ill" Ilo; .II'IIT‘IlII'll’IlrI-nl II' 1231121141111132121233431 llllll lIIl'l lax—24.91122321112224431211122 U': Semi-unskilled; Skilled; S: Professional; 1“ = Farming P: *Key 2 231 MHE2W- GIRLS IN DEVELOPMENTAL LEVEL III SCORES OBTAINED ON THE RATING SCALE FOR THE USE OF CLOTHING CONSTRUCTION TOOLS BY EARLY ADOLESCENT Needle 221332222111111112419.1222 Ill,’ull’lll.ir l! IlIIII'l III. 122121211113132123111.1112 113131211221.2212121112131 ull1|l8l.l.'lllllllll l l rlIll'l 1113121333223123321111121 II'l .‘l l..- ltl Shears 2222222341223131133212121 l'lll'! l4l ll. 2111213313132322212211211 Illllliv I'll" 0.rQIl!l 1112311211112211213313151 2332132112213222132231122 Machine ll.l.IIIl>llldll.lll llllllE ll 1511432222/32131312321722.439— vllIIlIII Inuit .I 33.1llluinll I....I l 0 'II. Ill- II .Illll. 2121222412122111121211211 3131.422313211221222~321131 A." l 'lll|.llll‘|1lll| IlliIllllJ'IlIlIIl.‘ . | I 21222311214141222211222127) Tracing Wheel 1-1- ulllllnlll 13322.41121212111224111244 11!. I»!!! III IA Ill-ll ul l1lll| 113.-1112122231213221112112 ’1... lull lull In"! I O . . l lI ll- 1.111411313244111122.122.4131 lll' 8| 322/117).2L13111331123112151 U = Semi-unskilled; Skilled; S: P = Professional; F = Farming #Key: laundrgm‘i ° IIIFFERENTHI. ° APTITUDE U TESTS : GeorgeK.Benneu HeroldG.Seubore : Alexander G. Weunan SPACE RELATIONS FORM A Do not open this booklet until you are told to do so. On your SEPARATE ANSWER SHEET, print your name, address, and other requested information in the proper spaces. In the space after Form, print an A. Then wait for further instructions. DO NOT MAKE ANY MARKS IN THIS BOOKLET Copyright 1947. All rights reserved. The Psychological Corporation 304 East 45th Street New York 17. N. Y. Printed In U.$.A. 5543*“ Y Do not make any Mark your answers marks in this on the separate booklet \\ Answer Sheet SPACE RELATIONS DIRECTIONS This test consists of forty patterns which can be folded into figures. For each pattern, five figures are shown. You are to decide which of these figures can be made from the pattern shown. The pattern always shows the outside of the figure. Here is an example: eoWfl A 8 EXAMPLE X E l Which of these five figures—A, B, C, D, E—can be made from the pattern in Example X? A and B certainly cannot be made; they are not the right shape. C and D are correct both in shape and size. You cannot make E from this pattern. — In the test there will always be a row of five figures for each pattern. — In every row there is at least one correct figure. — Usually more than one is correct. In fact, in some cases, all five may be correct. Now look at the pattern for Example Y and the five choices for it. Note that when the pattern is folded, the figure must have two gray surfaces. One of these is a large surface which could be either the t0p or bottom of a box. The other is a small surface which would be one end of the box. EXAMPLE Y i l i i l l Notice—all the "boxes" made from this pattern are correct in shape, but the sides which you see are different. Some of these figures can be made from this pattern while others cannot. Let us look at them. —— Figure A is correct. If the large gray surface is shown as the top, then the end surface of gray can be shown facing towards you. —— Figure B is wrong. The long, narrow side is not gray in the pattern. — Figure C is correct. The two gray surfaces can both be hidden by placing the large gray surface at the bottom and the gray end to the back. — Figure D is wrong. The gray end is all right, but there is no long gray side in the pattern. — Figure B is correct. One can show the box so that the large gray surface is at the bottom (as it was in C), but with the gray end showing at the front. 80, you see, there are three figures (A, C and E) which can be made from the pattern in Example Y, and two figures (B and D) which cannot be made from this pattern. Remember that the surface you see in the pattern must always be the OUTSIDE surface of the completed figure. Now let’s see how we mark our answers on the separate Answer Sheet. A sample is shown here. For Example X we found that only figures C and D could be made, SAMPLE 0F ANSWER SHEET so the spaces under C and D opposite X have been blackened. For X f f E Example Y, A is a correct figure, C is correct, and E is correct, so E‘ > :::::u::. _n-o :zzc—o 7: opposite Y we have blackened in the spaces under A, C and E. Y I In taking the test: — Study each pattern. — Decide which of the figures can be made from the pattern. —- Show your choices on the Answer Sheet by blackening in the little space under the letter which is the same as that of the figure you have chosen in the booklet. — If you decide a certain figure cannot be made from the Pattern, make no mark on the Answer F; Sheet. Do Not Write Anything in This Booklet Use Separate Answer Sheet You Will Be Told When to Begin 7 " Si in 8 A “?¢$$$® e 0 N O. 77; ' ! @flfl.u eases Aééié flaU¢§ A B C D E muses $399” finsflfl «eoOQ 42W I i .I‘ .3. .- ‘35 . ’ .. ‘3 m 7' I a . _ #3" _r. i h h (I . -. ‘ I I 1' \I" r ‘I -“ r I (T v“ 7’" ., 4'!” l V l .; Nu — J 36 ROGM USE ONLY 1W, AUG 4 1391 r? MARI—14864 531‘ AL