THE SEPARATE AND COMBINED EFFECTS ' OF MODELS, REINFORCEMENT, AND ‘ ATTENTIONAL VARIABLES ON ‘- ADOLESCENT VOCATIONAL BEHAVIORS V ' Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY NEAL KENNETH LaFLEUR . 1970 .’ 114:9"; LIBRA R Y Michigan State University This is to certify; that the thesis entitled THE SEPARATE AND COMBINED EFFECTS OF MODELS, REINFORCEMENT, AND ATTENTIONAL VARIABLES ON ADOLESCENT VOCATIONAL BEHAVIORS presented by Neal Kenneth LaFleur has been accepted towards fulfillment (f \ of the requirements for Ph.D. degree in Education Date 4/17/70 0-169 -’ G"? If? 5'5"“ ABSTRACT THE SEPARATE AND COMBINED EFFECTS OF MODELS, REINFORCEMENT, AND ATTENTIONAL VARIABLES ON ADOLESCENT VOCATIONAL BEHAVIORS BY Neal Kenneth LaFleur The purpose of this study was to investigate the combined and separate effects of models, reinforcement, and attentional factors on vocational behavior. The theoretical foundation for the investigation was Bandura's propositions regarding observational learning principles. In order to test the effects of these three vari- ables of interest, treatment booklets were constructed Of the following four types: Model, Model-Attentional,‘Model— Reinforcement, and Model-Reinforcement-Attentional. A fifth active control booklet was constructed to be used as a control for the Hawthorne effect. All four of the experi— mental booklets presented a description of a student performing four vocational information—seeking behaviors. The description was accompanied by cartoon stick figures depicting the behaviors described. The Model booklet only presented the description and the cartoon figures. Neal Kenneth LaFleur The Model-Attentional booklet had an additional page of "pre-organizers" before the presentation of the description and cartoon figures. The Model-Reinforcement booklet had the description and the cartoon figures plus a page de- scribing and depicting the student receiving valuable information as a result of his information-seeking behaviors. The Model-Reinforcement-Attentional booklet had the description and cartoons, the "pre-organizers," and the reinforcement material. All of the treatment booklets had the same cover page. The subjects in the investigation were 140 students from the tenth and eleventh grades at Williamston High School, Williamston, Michigan. The subjects were grouped by sex and grade level and randomly assigned to one of the five treatment groups. The treatments were administered individually in group settings to permit subject inde- pendence. A 5 x 2 x 2 data matrix with treatments, sex, and grade level completely crossed with each other. The data matrix had equal cell frequencies of seven subjects. Nine days following the administration of the treatments the criterion measures were collected. The criterion measures were of three types: Knowledge, Per- formance, and Interest. To measure the acquisition of the modeled behaviors, an open-ended questionnaire was completed by the subjects. To measure the performance of the modeled behaviors, tallies of the number of post cards mailed, 3 :THFTSIQ Neal Kenneth LaFleur library requests deposited, counselor appointment requests deposited, and speaker request forms deposited were col- lected. To measure the level of interest in information— seeking behaviors, the subjects completed a 23-item scale constructed for the experiment. Both a multivariate and univariate analysis procedure was completed using planned contrasts to test seven specified hypotheses. The results of the hypothesis testing are: (l) the treatment and subject variables did not interact in any first and higher order comparisons, (2) the presence of reinforcement did not produce a greater performance of the modeled behaviors compared to the absence of reinforcement, (3) the presence of attentional factors produced a greater performance of the modeled behaviors than the absence of attentional factors, and (4) the experimental treatments produced a greater performance and knowledge of the modeled behaviors as well as a greater interest level in information-seeking activities than did control procedures. The implications of the results of this investi— gation indicate that the use of models and attentional factors provide a viable tool for the teaching of behaviors to individuals. For practicing counselors, the use of model procedures with attentional factors provides an effective means to aid students in the solving of their presenting problems. THE SEPARATE AND COMBINED EFFECTS OF MODELS, REINFORCEMENT, AND ATTENTIONAL VARIABLES ON ADOLESCENT VOCATIONAL BEHAVIORS BY Neal Kenneth LaFleur A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling, Personnel Services and Educational Psychology 1970 ACKNOWLEDGMENTS The writer wishes to express his appreciation to the following individuals: To Dr. Richard G. Johnson, committee chairman and major advisor, who exhibited an active interest in my doctoral program of study and this research project, stimu— lated an interest in experimental research in counseling, and was freely available for constructive advice and encouragement. To Dr. Gregory A. Miller, committee member, who as major advisor during the beginning of my graduate study and member of my doctoral committee offered advice and guidance. To Dr. Andrew C. Porter, committee member, who gave freely of his time and knowledge during the program development and research stages of my graduate study. To Dr. Andrew M. Barclay, committee member, who offered support and guidance. To Drs. Bob Winborn, Norman Stewart and William Farquhar, faculty members, who gave valuable instruction, provided opportunities for professional growth, and assumed an active interest in my training program. ii TABLE OF CONTENTS Chapter Page I. THE PROBLEM, RATIONALE, AND REVIEW OF RESEARCH . . . . . . . . . . . . . 1 Problem . . . . . . . . . . . . 1 Review of the Literature. . . . . . . 4 Learning in Counseling . . . . . . 4 Decision-Making in Counseling . . . . 5 Role of Information . . . . . . . 6 Social Model Learning. . . . . . . 8 Symbolic Models. . . . . . . ll Attentional Variables (Coding). . . . 12 Counseling Models . . . . . . . . 13 Summary . . . . . . . . . . . . 17 II. EXPERIMENTAL DESIGN AND PROCEDURES . . . . 19 Overview . . . . . . . . . 19 Statement of the Hypotheses. . . . . . 20 subjects 0 O O O O O O O O O O O 22 Experimental Treatments . . . . . . . 25 Criterion Measures. . . . . . . . . 26 Experimental Procedures . . . . . . . 29 Treatment Procedures . . . . . . . . 30 Follow-Up Procedures . . . . . . . . 31 Experimental Design . . . . . . . . 32 Statistical Procedures . . . . . . . 32 III. RESULTS 0 O O O O O O O O O O O O 34 Results of the Test of Hypothesis I . . . 34 Results of the Tests of Hypotheses II-IV o o o o o o o o o o o o o 39 Results of the Tests of Hypotheses V-VII o o o o o o o o o o o o o 45 Summary of the Tests of Hypotheses . . . 48 Results of Supplementary Tests for Main Effects. . . . . . . . . . . 51 iii r— ‘ ., cmssm Chapter IV. SUMMARY, DISCUSSION, AND IMPLICATIONS . . Summary . . . . . . . . . . . Discussion . . . . . . . . . . Implications . . . . . . . . . Implications for Research . . . . Implications for Practice . . . . BIBLIOGRAPHY. . . . . . .. . . . . . APPENDICES Appendix A. Model Treatment Booklet. . . . . . . B. Model-Attentional Treatment Booklet. . . C. Model-Reinforcement Treatment Booklet . . D. Model-Reinforcement-Attentional Treatment Booklet . . . . . . . . . . . . E. Active Control Treatment Booklet. . . . F. Vocational Planning Strategies Measure. . G. Information-Seeking Interest Measure . . H. Treatment Instructions . . . . . . . I. Post Card . . . . . . . . . . . J. Counselor Appointment Request Form . . . K. Library Book Request Form . . . . . . L. Speaker Request Form. . . . . . . . iv Page 58 58 62 64 64 65 68 75 81 88 98 109 114 115 118 119 120 121 122 m..-" I ,t, “we" I 10. ll. 12. LIST OF TABLES Number of Subjects Present at Both Adminis— tration and Follow-Up Procedures . . . Hoyt's Reliability Estimate for Information- Seeking Interest Scale . . . . . . Cell Means for Knowledge, Performance, and Interest by Treatment, Sex, and Grade Level . . . . . . . . . . . . Multivariate and Univariate Tests for Treatment x Sex Interaction. . . . . Multivariate and Univariate Tests for Treatment x Grade Interaction . . . . Multivariate and Univariate Tests for Grade x Sex Interaction . . . . . . . . Multivariate and Univariate Tests for the Interaction Treatments x Grade x Sex. . Mean Knowledge, Performance, and Interest Scores by the Treatment for the Experi— mental Groups . . . . . . . . . Cell Means for Reinforcement and Non- Reinforcement Treatment Groups. . . . Multivariate and Univariate Tests of Means for Reinforcement and Non-Reinforcement Groups 0 O O O O O O O O O O 0 Cell Means for Attentional and Non- Attentional Treatment Groups . . . . Multivariate and Univariate Tests of Means for Attentional and Non-Attentional Treatment Groups . . . . . . . . Page 24 29 35 36 37 38 39 4O 4O 41 42 43 Table l3. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Discriminant Analysis of Significant Canonical Variate for the Tests of Hypotheses III and IV . . . . . . . Weighted Cell Means for Experimental and Control Treatment Contrasts . . . . . Multivariate and Univariate Tests of Weighted Means for the Experimental Versus Control Treatment Contrasts. . . . . . . . Discriminant Analysis of the Significant Canonical Variate for the Tests of Hypotheses V-VII o o o o o o o o 0 Cell Means of Dependent Variables for Treatment Effects . . . . . . . . Multivariate and Univariate Tests of Means for Treatment Effects . . . . . . . Discriminant Analysis of the Significant Canonical Variate for the Test for Treatment Main Effects. . . . . . . Cell Means of Dependent Variables for Sex Effects. 0 O O O O O O O O O O Multivariate and Univariate Tests of Means for Sex Effects . . . . . . . . . Discriminant Analysis of the Significant Canonical Variate for the Test for Sex Main Effects 0 O O O O O O O O 0 Cell Means of Dependent Variables for Grade Effects 0 O O O O O I O O O O O Multivariate and Univariate Tests of Means for Grade Effects . . . . . . . . Discriminant Analysis of the Significant Canonical Variate for the Test for Grade Main Effects . . . . . . . . . . vi Page 44 45 46 47 51 52 53 53 54 54 55 56 57 _ imtsxs ra CHAPTER I THE PROBLEM, RATIONALE, AND REVIEW OF RESEARCH Problem The "world of work" in contemporary American society is complex. Rapid and massive changes in the occupational structures of the social system demand that the employed individual of the future be knowledgeable about the "world of work" and skilled in the decision-making process involved with occupational choice. The emerging American technostructure and the ability of the individual to effectively operate within the technostructure have placed increased demands on educational systems to ade- quately prepare students for entry into the adult world (Gailbraith, 1967). The responsibility for this preparation has been assumed by the existing educational institutions. Edu- cational systems must meet the needs of the student to acquire the essential skills required in making individu- alized decisions (Grandstaff, 1969). The expanded needs for vocational-educational counseling has been the concern of educators. Tyler (1961), Brammer and Shostrom (1968), .y'gwmsu Goldman (1961), and Shertzer and Stone (1968), among others, have suggested that vocational counseling presents one of the most necessary functions of an educational system. The intensity and amount of attention that educational systems are giving to occupational and educational guidance are evident from reviews of the methods of teaching and presenting of occupational and educational units in the schools (Sinick, Gorman, & Hoppock, 1967; Sinick & Hoppock, 1953a, 1953b, 1956, 1959, 1961, 1964; Hoppock, 1967). It was the purpose of this study to explore procedures which presented methods of obtaining occupational and educational information that would be of use in vocational-educational counseling settings. It was assumed that if students were to learn effective methods of obtaining occupational and educational information, then their ability to make vital and continued decisions regard- ing vocational choice would be enhanced. The research presented in this study is an investi— gation of various subject and treatment variables with the use of social modeling techniques to stimulate educational and vocational information-seeking behaviors. The subject variables were sex and grade level. The treatment variables were the presence of models, reinforcement, and attentional factors. The study attempted to answer the following several specific questions: Does the grade level or the sex of the subject have an effect on the learning of the information-seeking behaviors taught via social modeling? Do the separate and combined presence of models, rein- forcement, and variables of attention in the modeling presentation have an effect on the acquisition of the modeled behavior? On the performance of the modeled behavior? Theoretical propositions and some research have been presented concerning various aspects of the questions posited but they have not been investigated thoroughly. The need for more experimental research in the area of counseling has been suggested by Krumboltz (1967), Samler (1968), Thoresen (1969a, 1969b), Whiteley (1967), and others. The demand is for controlled experimental studies to evaluate the cause-effect relationships of counseling procedures on specific behaviors of the clients. Studies of this nature require that the treatments be well-defined and criterion measures be actual client behaviors following the treatments. In the area of vocational counseling or career exploration and planning Brayfield and Crites (1964), Borow (1961), Holland (1964), Sinick and Hoppock (1961), and Super, Tiedeman, and Borow (1961) have urged the conducting of experimental studies in the general area of vocational planning and the use of occupational information. The present study was formulated and executed to meet these stated needs. r. ,cmesvs Review of the Literature Learning in Counseling As a focal point, counseling should help clients learn skills to solve their presenting problems and can be utilized to formulate solutions for future problems (Krumboltz, 1965). The role of the counselor is to assist the client in making behavioral changes that effectively will solve the problem for which he seeks help. McGowan and Schmidt (1962) offer the following definition of counseling: "It is a social learning interaction between two people, the methods and purposes of which range between the extremes of simple advising and intense long-term psychological.treatment" (p. 3). Thoresen (1969b) states that counseling . . . is a variety of procedures systematically under- taken by a counselor to promote specific changes in the behavior of clients. These changes are directly rele- vant to goals which have been mutually established between the client and counselor (p. 844). Arbuckle (1967), in describing the process of counseling clients, comments that clients "need help in learning how to be different, in learning how to become the people they want to become" (p. 219). Patterson (1966), Bandura (1962), Bijou (1966), Michael and Meyerson (1962), Woody (1969), and Wrenn (1962) support the View that the central purpose of counseling is to assist in mutually accepted behavioral changes. The leading proponent of "behavioral counseling" has been Krumboltz (1964, 1965, 1966a, 1966b, 1967). Krumboltz (1965) states: The central purpose of counseling, then, is to help the client resolve those problems for which he requests help. If a client terminates his contact with a counselor and is still bothered by the same problem that brought him to the counselor in the first palce, that counselor has failed. If, on the other hand, the client has either solved the problem he brought to the counselor or planned a course of action that will eventually lead to a resolution of his problem, then the counselor has succeeded. Within limits, it is each client's wishes that dictate the criteria of success for that client (p. 384). Thoresen (1969b) posits the View that counselors should approach "counseling as an applied behavioral scientist" and that this approach will "permit us (counselors) to get on with the task of more effectively helping a wide variety of clients with their many different kinds of problems" (p. 847). The behavioral approach views counseling as a learning situation in which the counselor assists the client in learning specified behaviors which are necessary for the solution of the presenting problems. The purpose of this study was to explore methods by which information— seeking behaviors can be taught to a select population of high school students. Decision-Making in Counseling The importance of learning viable decision-making behaviors in the counseling process has been supported by a growing number of guidance and counseling personnel. Boocock (1967), Gelatt (1962), Gelatt and Clarke (1967), Katz (1963, 1966), Wrenn (1962), and others have recognized the prominent position that the learning of effective decision—making behaviors holds in the guidance-counseling setting. Samler (1968) states that "counseling should be regarded as a learning experience, and exposure to decision— making in the context of the working world" (p. 238). Goldman (1961) writes that: An almost universal characteristic of counseling . . . is that it deals with decisions and plans . . . and is usually to give help in making decisions and plans for the future and in choosing among alternative courses of action in the world of reality (p. 25). Krumboltz (1965) and Clarke §t_al. (1965) suggest that as its major emphasis counseling should assist clients in the learning of effective decision-making methods. Thoresen and Mehrens (1967) present the question: "What counseling procedures can be employed that will help clients learn how to become effective decision-makers" (p. 166)? As seen from a behavioral counseling approach, decision-making is a skill that is learned and one that can be later generalized to exacting the solutions for future problems. Role of Information The role of information in decision-making is an important factor. It has been proposed by Gelatt (1962), Gelatt and Clarke (1967), Krumboltz (1966b), and Slocum (1965) that the development of effective decision-making behaviors must include skills in the collection and analysis of pertinent information. Clarke gt_31. (1965) suggest that the major decision theories that have been presented all stress the need for information-seeking skills and that sound decisions could not be made in the absence of relevant information. Thoresen and Mehrens (1967) argue for the need to explore different methods to teach the necessary information seeking skills for decision- making. Guidance and counseling activities involved in assisting individuals solve problems concerning educational- vocational decisions make constant use of information. Baer and Roeber (1964), Calia (1966), Norris et_al. (1966), Rusalem (1954), and others place the use of relevant and accurate occupational and educational information as an essential ingredient in meaningful counseling. Super and Overstreet (1960), reporting on the vocational exploration of ninth-graders, report that more than one-half had not been involved in adequate information- seeking behaviors on which to establish their vocational plans. O'Hara (1968) suggests that vocational counseling must consist of the developing of a sense of vocational development with the individual as well as job facts. Jordaan (1963), writing from a "self-concept" framework, argues that exploratory behavior will lead to increased knowledge about the individual and his environment which will be of assistance in future decision-making. ,4 J'HK'SI A number of studies have been conducted in which subjects were given experience in simulated job exercises to aid their decision-making abilities in the general area of vocational choice (Baker, 1967; Hamilton & Krumboltz, 1969; Johnson, 1967; Jones, 1966; Sheppard, 1967). Youst (1969) presented vocational information to individuals via slides to stimulate information seeking behaviors and aid the vocational decision—making process. The present study examined methods of stimulating information-seeking behaviors and teaching viable strategies to obtain vocational and educational information. Social Model Learning Social model learning has been referred to in the social science literature as imitative learning, vicarious learning, indirect learning, observational learning, identification, and matched dependent behavior. Reports of recent research based on the tenets of social learning theory (Bandura, 1965a, 1969; Bandura & Walters, 1963) have shown that observers of social models imitate the behaviors of the models. The research reported indicates that the observation of models can facilitate the learning of spe- cified behaviors. The basic assumption of social model learning is that behavior can be learned by exposing the individual (observer) to a social model. The present study explored the application of social model learning to increasing information-seeking behaviors. 2. (TN [‘1' Early studies in social model learning were reported as matched dependent behavior by Miller and Dollard (1941). The studies reported involved the use of social models and reinforcement of the observer for matching the modeled behaviors. These studies were not able to distinguish between the treatment effects of the social model and the reinforcement. The necessary conditions for social model learning theory as posited by Miller and Dollard (1941) included motivated observers and the appli— cation of positive reinforcement directly to the observer for correctly matched behaviors. A "proprioceptive feedback concept" in imitative learning was proposed by Mowrer (1960). Mowrer argues that imitation occurs only when reward for himself for imitating the modeled behaviors is perceived by the observer. It is this proprioceptive concept that leads Mowrer to associate imitative learning with classical conditioning. The emotional or motivational rewarding feedback can be achieved by either directly rewarding the observer or by having the learner observe the model's behavior rewarded. According to Mowrer's theory of imitative learning, positive rein— forcement associated with the desired behavior must be included for imitation to occur. The present study examined the combined and separate effects of modeling and rein- forcement on increasing the information-seeking behaviors of observers. The use of reinforcement in this study . Tanner 10 followed Mowrer's proprioceptive feedback concept and by being applied directly to the model was applied vicariously to the observer. Bandura (1962, 1965b, 1969) criticizes the con- ceptual use of Miller and Dollard's (1941) need for observer reinforcement and Mowrer's (1960) proprioceptive feedback principle. Bandura separates the learning of behaviors through observation of social models into two categories: the acquisition of the behavior and the performance of the behavior. A contiguity theory of observational learning has been proposed by Bandura (1965, 1969). According to this theory, contiguity of sensory stimulation is the sole requirement for the acquisition of most forms of matching responses. This process is independent of motivation, reinforcement, and overt practice of the modeled behavior. It is suggested that the acquisition of imitative responses may depend solely upon observing the performance of a social model and does not necessarily entail the opportunity to perform the model's behavior or any reinforcement applied to either the model or the observer. The contiguity theory of Bandura also suggests that the closer the approximation of the modeled behaviors to the behavior being taught, the more likely it will be that the sensory stimulation elicited by the model will aid the learning of the behavior by the observer. Bandura postu- lates that the performance of the behaviors should 11 be reinforced. Research evidence is offered (Bandura & Walters, 1963) that the acquisition of imitative learning is not dependent on reinforcement. Data from an experiment by Bandura . . . strongly suggests that the acquisition of imitative responses results primarily from the contiguity of sensory events whereas response consequences to the model or to the observer have a major influence on the performance of imitatively learned responses (Bandura & Walters, 1963, p. 57). The main research study upon which the above statement rests was a study in which children observed agressive responses of a model. During the beginning stage of the experiment the children did not practice the model's behavior and were not directly reinforced. Any of the learning that took place during this beginning stage was solely on an obser— vational or vicarious basis. Following this beginning stage, the children were rewarded for imitating the modeled behaviors and the imitation of the observers who viewed a non-consequence treatment procedure were equal to the imitation of observers who viewed model reinforcement treatment procedures. No research of this type has been conducted in counseling. It was the purpose of this study to examine the combined and separate effects of model learning with and without reinforcement on both the per— formance and acquisition of information-seeking behaviors. Symbolic Models Symbolic models are forms of physically present models that are presented on audio tapes, video tapes, r . .‘V'T’IWF'SI o 12 films, slides, cartoons, and other media. Reports (Bandura & Walters, 1963) of recent studies (Bandura, Ross & Ross, 1963; Lovaas, 1961; Walters §E_§1,, 1962) have provided evidence that symbolic models may be equally as effective as behavior influencing agents as physically present models. Studies using models presented in cartoon form have demonstrated that this format is an effective method to present social models. Lovaas (1961), Munsen and Rutherford (1961), and Siegel (1956) concluded that the cartoon format of model presentation was effective in the increasing of aggressive behaviors by the observers. The present study used the cartoon format to present the models. The cartoon models used were stick figures in an attempt to control for age and sex variables of the model. Attentional Variables (Coding) The presentation of appropriate cues to the observer either prior to the model presentation or during the pres— entation of the model can facilitate the mental coding processes of the observer (Bandura, 1969). Permitting the observer to gain some cues or "pre-organizers" prior to the presentation of the model behaviors enhances the opportunity for the observer to learn the desired modeled behaviors and extend the generalizability of the modeled behaviors to multiple situations. The effect of these coding cues is to focus the attention of the observer on the exact behaviors 31.1149 13 that are being taught. One of the purposes of this study to examine the separate effects of presenting coding cues prior to both modeling and model-reinforcement treatments on the information-seeking responses of high school students. It is suggested by Bandura (1969) that the input of attention-directing variables into modeling situations may eliminate the need to attempt to match observer and model characteristics together. Some research has presented evidence that the characteristics of the model were important but it is proposed by both Bandura (1969) and Kagan (1967) that these variables of model characteristics may serve only as attention-getting devices. The models used in the present study were cartoon stick figures and were introduced to each of the observers as being "someone just like yourself." The only intended characteristics which the models in the present study had were those given to it by the observer. CounselingfiModels In the general area of learning via the observation of models much research has been completed. In summary, the evidence of the research findings indicates that observation of a social model is an effective method to teach desired behaviors. The use of symbolic models has been shown to be as effective as the presentation of physically present models. Bandura (1969) has presented a . {HF-.9 O 14 comprehensive review of research that has been conducted which was based on the tenets of model learning in a variety of situations. Since the focus of the present study was in the field of counseling, the review of sup- portive research will be centered on the investigations conducted to date in counseling settings. In recent years, new procedures based on the principles of social model learning theory have been developed for use in counseling. The use of social model learning techniques form a viable source for the development of new counseling procedures (Thoresen, 1969b). The majority of the research studies conducted to date has been directed by Dr. J. Krumboltz at Stanford University. These studies investigated the effect of symbolic social modeling procedures in conjunction with systematic verbal rein— forcement on the promotion of information-seeking behaviors among high school students. In the studies reported by Krumboltz and Schroeder (1965), Krumboltz and Thoresen (1964), Krumboltz, Varenhorst and Thoresen (1967), Thoresen and Krumboltz (1968), and Thoresen, Krumboltz, and Varenhorst (1967) the criterion measures were: (1) the frequency of information—seeking behaviors outside the experimental setting, and (2) the variety of information-seeking responses outside the experimental setting. Each study used reinforcement procedures in the form of rewarding the model, reinforcing '. THFES 15 the experimental subject, or both conditions. In each study the criterion measures were taken either two or three weeks following the initial experimental counseling session and were based on the self-reports of the experimental subject. A random selection of the self-reports of the experimental subjects were investigated for validation purposes and in each case no serious invalidation of the self-reports was indicated. The model was presented by either video or audio tape and in each study the tape presented was a record of a counseling session in which the model student was reporting his information seeking behaviors to an experimental counselor. Additional research has been conducted to evaluate the effectiveness of social model presentations to promote career planning. Stewart (1969) reports that group modeling procedures were effective in the promotion of vocational exploration. Krieger (1969) evaluated the effects of model-reinforcement counseling with a group of eleventh and twelth-graders classified as educable retarded individuals and found that the experimental model—reinforcement audio tape procedures produced a greater frequency and variety of information-seeking behaviors than were produced via a placebo control procedure. The model-reinforcement treatments in Krieger's study also produced a higher level of vocational interest than was produced in the placebo control treatments. The investigation reported in the 16 present study used a measure of interest in information- seeking as an attempt to obtain a measure of treatment effect that was more sensitive to small changes than the behavioral measures used. The results of the studies cited above indicate the following: (1) symbolic social modeling either in indi- vidual or group form and either in audio or Video taped presentation is more effective than active and inactive control procedures, and (2) the vicarious reinforcement (reinforcing the model) is an effective means of presenting reinforcement to the subject. In the counseling studies conducted to date, the separate effects of modeling and reinforcement have not been investigated. The modeling procedures used have involved a model telling about the performance of an information-seeking behavior rather than actually performing the modeled behavior. The effect of attention variables on the acquisition and performance of modeled behaviors has not been investigated. The unique aspects of this study are: (l) investigation of the effect or presenting attentional variables with modeling and model-reinforcement procedures, (2) investigating the separate as well as the combined effects of modeling and reinforcement, (3) investi- gating the effects of modeling and modeling-reinforcement on both the acquisition and performance of the modeled behaviors, and (4) the presentation of models for counseling research in a form other than audio or video tape. . Prime J 17 Summary It has been indicated that the counseling setting is essentially a situation in which the counselor assists the client in the learning of desired behaviors. In educational-vocational counseling a central issue is the learning of decision-making behaviors of which the infor— mation seeking actions are a prerequisite. Recent liter- ature has reported studies which demonstrate that the use of social models both actual and symbolic is effective methodology to teach observers behaviors. Bandura has postulated that the acquisition of a behavior via social models does not require the reinforcement actions on the model or the observer. He does state that the performance of the observed behavior via social model learning requires the presence of reinforcement. Educational-vocational counseling procedures to promote information seeking behavior among high school students have been developed by a group at Standord Uni— versity. The procedures that they have developed are based on the theory of social symbolic model learning and use only the performance aspect of Bandura's concept of contiguity. Studies have been directed by Dr. John Krumboltz to evaluate the effectiveness of the developed counseling procedures. In each study the dependent vari- ables were the frequency and variety of information—seeking behaviors outside the counseling setting. The studies were experimental and the effects of counselor attentiveness, 18 counselor prestige, levels of athletic and academic success of the models, sex of the models and the experimental counselors, and the sex of the model and experimental students were evaluated for possible interaction effects with the major treatment groups. It was the purpose of this study to conduct an experimental research investigation to study the combined and separate effects of models, reinforcement, and attentional variables. The criterion measures were the acquisition and performance of information—seeking behaviors and the information-seeking interest level of tenth and eleventh-graders. The models presented to the various treatment groups were in cartoon format and depicted a model actually performing the various information-seeking behaviors and were accompanied by a description of the behaviors of the model. The exact hypotheses stated in testable form, a description of the treatments, and the definitions of the terms utilized are provided in the next chapter. CHAPTER II EXPERIMENTAL DESIGN AND PROCEDURES Overview The major purpose of this study was to investigate effective methods to stimulate information-seeking behaviors. The three treatment variables: the presence of models, reinforcement, and attention factors were studied. Also, the two subject variables of sex of the subject and grade level of the subject were investigated. The use of social modeling to stimulate information- seeking behaviors has been found to be effective in several counseling research studies. The majority of the work in this area has been performed by a group at Stanford Uni- versity directed by Dr. J. Krumboltz. The previous research did not investigate the separate effects of models and reinforcement on the criterion measure of the frequency of the modeled information-seeking behaviors. Separate measures on the acquisition of the behaviors and the per- formance of the behaviors were not included in previous research investigations. The effect of the presence of attentional variables was similarly not included in the research studies conducted to date. 19 (I ,‘I‘TT‘ 20 The separate and combined effects of the treatment variables on the acquisition and performance of modeled behaviors were the major areas investigated in the present study. The experimental treatment procedures were based on social model learning theory. Of particular interest in the formulation of the treatments used in the present study were the concepts of Mowrer's "proprioceptive feedback," Bandura's "contiquity of sensory stimulation,‘ and Bandura's separation of observational learning into the two cate- gories of the acquisition and the performance of the modeled behaviors. This study was conducted with the tenth and eleventh-graders. The criterion measures were the frequency of modeled information-seeking behaviors, information— seeking interest, and the knowledge of the modeled vocational planning strategies. Statement of the Hypotheses One of the major purposes of the present study was to examine the effectiveness of particular treatments for specific students. For this reason, the interactions of treatment and subject variables are of particular interest. To examine these interactions, the following hypothesis was formulated: I. The variable of treatments will not interact with the subject variables on each of the dependent variables. 21 All first and higher order interactions of treatments x sex, treatments x grade, grade x sex, and treatments x sex x grade were tested in the null form. Bandura (1969) suggests that the presence of rein— forcement will raise the performance of a behavior learned through observation. To test this proposition, the following directional hypothesis was formulated: II. Students who receive treatment procedures which include the presence of reinforcement will perform a greater frequency of modeled behaviors during a nine-day period following the administration of the treatment than students who receive treatment procedures that do not include the presence of rein— forcement. The presence of coding or attentional variables in observational learning procedures produces greater per- formance in terms of the acquisition and the performance of the modeled behavior (Bandura, 1969). To test this prop— osition, the following two directional hypotheses were formed: III. Students who receive model or model— reinforcement treatment procedures which include attentional variables will perform a greater frequency of modeled information— seeking behaviors during a nine—day period following the administration of the treatments than students who receive model or model- reinforcement treatment procedures which do not include attentional variables. IV. Students who receive model or model— reinforcement treatment procedures which include attentional variables will know more of the modeled vocational planning strategies at the end of a nine—day period following the administration of the treatments than 22 students who receive model or model- reinforcement treatment procedures which do not include attentional variables. To investigate the effect of the four experimental treatments as opposed to another active control procedure the following hypotheses in directional form were formu- lated: V. Students receiving either model or model- reinforcement treatment procedures both with and without the presence of attentional vari— ables will indicate a higher level of information-seeking interest at the end of a nine-day period following the administration of the treatments than students who receive an active control treatment procedure. VI. Students receiving either model or model— reinforcement treatment procedures both with and without the presence of attentional vari- ables will perform a greater frequency of the modeled behaviors during a nine-day period following the administration of the treatments than students who receive an active control treatment procedure. VII. Students receiving either model or model- reinforcement treatment procedures both with and without the presence of attentional vari- ables will know more of the modeled vocational planning strategies at the end of a nine-day period following the administration of the treatments than students who receive an active control treatment procedure. Subjects The experiment was conducted at Williamston High School, Williamston, Michigan. This high school is located in a town fifteen miles southeast of Lansing, Michigan. The high school serves a district which is generally rural and suburban. The district includes homes of farmers and some business executives and faculty of Michigan 23 State University. The families in the school district come from each of the three major socio-economic classes. It was chosen because it was desirable to find a school that seemed representative of the general population. The original subject pool for the experiment was all of the tenth and eleventh grade students in the school during the day of the administration of the various treatment procedures and during the day of the follow-up procedures nine days later. The entire student population of the tenth and eleventh grades (188) was divided into four groups based on sex and grade level of the subjects. On the morning of the administration of the treatment pro- cedures, the students who were absent from school on that day were removed from the subject pool. The students who remained in the four sub-groups of the subject pool (167) were randomly assigned to one of five possible treatment groups. The treatments of model, model-reinforcement, model-attentional, model-reinforcement-attentional, and active control were then randomly assigned to one of the five randomly equivalent groups within each of the four sub-groups mentioned above. This assignment resulted in a twenty-cell matrix with the subject variables and treatment variables completely crossed. On the day of the follow-up procedures, the subject pool was further reduced. This second reduction in the subject pool was completed by removing all of the subjects who were present during the administration of the treatment 24 procedures but absent during the day of the follow-up procedures. The reduced subject pool included 149 subjects. The subjects were distributed within the twenty-cell matrix as illustrated in Table 1. Table l.——Number of Subjects Present at Both Administration and Follow-Up Procedures. Grade 10 Grade 11 Male Female Male Female Model 8 7 , 8 7 Model-Attentional 9 9 7 7 Model-Reinforcement 7 7 7 7 Model-Reinforcement- Attentional 7 8 7 7 Active Control 8 8 7 7 The subject pool was further reduced by randomly withdrawing subjects from all of the cells that had a subject frequency greater than seven, the smallest cell frequency in the twenty-cell matrix. The resulting matrix had equal cell frequencies of seven. The 140 subject remaining in the twenty-cell matrix were considered the sample (Cornfield & Tukey, 1956). A comparison was conducted of the tests of hypothe— ses for this study using matrices having unequal and equal cell frequencies. This comparison indicated that the results of the hypotheses testing were not significantly 25 altered using the matrix with equal cell frequencies. The statistical analyses reported in this paper used the data matrix with equal cell frequencies. Experimental Treatments To permit individualized treatment administration within a group setting thus facilitating subject inde- pendence, the treatment materials were constructed in booklet form. This format permitted each subject to receive a treatment individually while in a classroom setting. The five booklets that were constructed were based on social model learning theory and included the following content: Model Booklet: This treatment booklet included a stick figure cartoon model performing the four information- seeking behaviors of requesting a library book, mailing a post card, requesting to hear a speaker talk about educational-vocational opportunities, and requesting to see a counselor. A verbal, written description of the behaviors accompanied the presentation of the cartoon figures. The cartoon figures depicted the performance of the actual behavior being modeled (Appendix A). Model-Attentional Booklet: This treatment booklet was the same as the Model Booklet except that it included a page presenting "pre-organizers" to the subject. The "pre-organizers" constituted the attentional variable and were presented in an attempt to give the subject some 26 specific material on which to focus his attention while reading the booklet (Appendix B). Model-Reinforcement Booklet: This treatment booklet was the same as the Model Booklet with the ex- ception that included in this booklet was information that explained that the model was rewarded for his information- seeking behaviors by getting valuable information from the sources (Appendix C). Model-Reinforcement-Attentional Booklet: This booklet was the same as the Model-Reinforcement Booklet with the exception that the same "pre-organizers" that were used in the Model-Attentional Booklet were included (Appendix D). Control Booklet: This treatment booklet contained information taken from the Occupational Outlook Handbook, 1968. Models were absent and no mention was made in the material included about information-seeking tasks (Appendix E). At the beginning of each booklet except the Control Booklet the subject was informed that the following pages contained information about a student just like himself. In this manner, the only characteristics attributed to the model stick figure cartoons were those placed on the model by the observer. Criterion Measures The purpose of this study was to investigate effective methods to stimulate information-seeking 27 behaviors, increase interests in information—seeking, and increase the knowledge of vocational planning strategies. As a measure of the acquisition of the modeled behaviors, the knowledge of the modeled behaviors was measured for each of the subjects. A tally of the number of modeled information-seeking behaviors performed during a nine-day period following the administration of the treatments was used as a measure of performance. The responses of each subject on a twenty—three item scale of interest in information-seeking was used as a measure of information— seeking interest. Frequency of Information-Seeking Behaviors (Per- formance): The number of modeled information-seeking behaviors that were performed by the subject during a nine- day period following the administration of the treatments was assumed to arrive at a measure of performance. These behaviors were counted by collecting the following data at the end of the nine-day period: (1) post cards mailed to a specified post office box for educational-vocational information, (2) requests to see a counselor for an interview about educational-vocational planning, (3) requests to hear a speaker talk about career opportunities, (4) requests to read library books on reserve about educational-vocational opportunities. 28 Vocational Planning Strategies (Knowledge): To obtain a measure of the acquisition of the modeled be— haviors, the subjects were asked to suggest possible ways to receive educational-vocational information. The number of responses to this open—ended questionnaire (Appendix F) which were those modeled during the treatments were counted. The total number counted was used for the Knowledge de— pendent variable. Information-Seeking Interest (Interest): To obtain a measure of the level of interest the subject had in information-seeking activities, a scale was constructed (Appendix G). The constructed scale consisted of twenty— three items which described various information-seeking activities. The subject was asked to rate his level of interest for each of the activities that was presented. Five levels of interest, from "definitely interested" to "definitely not interested,’ were available for the sub— ject's rating. A reliability estimate was taken for the instrument using Hoyt's measure of internal consistency (Hoyt, 1941) and calculated by means of a computer program designed by Baker (Wright & Porter, 1968). The reliability of the instrument was estimated at .91 using the Hoyt procedures (Table 2). 29 Table 2.--Hoyt's Reliability Estimate for Information- Seeking Interest Scale Sum of Mean Source D.F. Squares Square F R and S.E. IND 1.39 1.076 7.740 1.085 9.078-001 Item 2.20 6.889 3.131 4.389 3.962+000 Error 3.06 2.181 7.134 0.000 0.000+000 Total 3.22 3.946 Experimental Procedures The various aspects of the experiment were completed according to the following schedule during the winter and spring of 1970: 1. Identification of the school and subjects—— January 19-23. Meetings with the superintendent of the school district, the high school principal, and the classroom teachers involved to determine the dates for the administration of the treatment and follow-up procedures--January 26-February 4. Division of the subjects into groups based on sex and grade 1evel--February 5. Reduce the subject pool by withdrawing the absent students--February 10. Assignment of subjects to treatment groups and treatments to treatment groups--February 10. 3O 6. Administration of the treatment procedures—— February 10. 7. Conduct the follow-up procedures and collect the data--February l9. 8. Distribute the request for speaker, library books, and counselor appointment forms to the appropriate school personnel for disposition-- February 20—27. 9. Forward the students' post cards to the ap- propriate agencies--February 20. Treatment Procedures The tenth-grade subjects received their treatments during the Biology classes and the eleventh—grade subjects received their treatments during the American history classes. These classes are required for each of the grade levels respectively. In this manner, all of the tenth and eleventh graders would be reached for treatment adminis- tration procedures. The presentation of the booklets as the treatment media permitted the administration of the treatments to the individual subjects in each of the classroom settings. In each of the treatment administrations, the experimenter gave standard instructions (Appendix H) and proceeded to distribute the treatment booklets to the students. At the end of the administration of the treatments, the experimenter collected the treatment 31 booklets from the subjects and distributed the Vocational— Educational Planning Packet to each of the subjects. Included in this packets were the four instruments that were used for the criterion measure of Performance. These were: (1) post card pre-addressed to a post office box number in Williamston, Michigan which could be used to obtain educational and/or vocational information (Appendix I), (2) request form to make an appointment with the school counselor (Appendix J), (3) request form to read reserve books in the school library (Appendix K), and (4) request form to attend a session in which a person would speak on the skills of career planning (Appendix L). The individual who administered the treatments in each of the classrooms was the experimenter. The treatment administration took 25 minutes and the entire set of treatment procedures took 35 minutes. Follow-Up Procedures Nine days following the administration of the treatment procedures each student in the Biology and American History classes was given the Vocational Planning Strategies instrument. When completed, these forms were collected and the Information-Seeking Interest instrument was distributed and completed by each individual subject. The second instrument was then collected when it was completed. The entire follow-up procedure for each classroom took about 30 minutes. 32 Experimental Design This investigation used the "post-test only" design strongly suggested for educational research (Campbell & Stanley, 1963). The random assignment of subjects to treatment groups permitted the absence of pre-test measures. A 5 x 2 x 2 factorial design with five levels of treatments, two levels of grade, and two levels of sex was used as the basic matrix. A total of 140 students were included in the experiment analysis procedures and the subjects were distributed within the twenty-cell matrix equally so that each cell had a subject frequency of seven. Statistical Procedures Data were keypunched and verified at the Michigan State University Computer Center. The statistical analyses were calculated on the Control Data 3600 computer using a multivariate analysis of variance program developed by Finn (1967). A multivariate analysis of variance with the dependent variables of information-seeking interest, frequency of information-seeking behavior, and knowledge of vocational planning strategies was computed to test hypothesis I. The effects of the independent variables of treatments, subject sex, and subject grade level as well as all first and higher order interactions were examined. The complete 5 x 2 x 2 factorial design matrix was used to test this hypothesis. 33 Planned comparisons were used to test the remaining hypotheses, Hypotheses II through VII. A multivariate analysis of variance was computed and the univariate analysis of variance for each of the three dependent vari— ables examined was used to test the specific hypothesis under investigation. The results of these various analyses procedures to test the specific hypotheses of interest in this study are reported in the next chapter. CHAPTER III RESULTS The first hypothesis of interest in the study was a non-directional hypothesis and was tested in the null form. The remaining hypotheses were directional and were tested by planned comparison techniques. A 5 x 2 x 2 data matrix was constructed for the tests of the hypotheses. The cell means by treatment, sex, and grade level for the three dependent variables used in this study are displayed in Table 3. An alpha level of .05 was chosen to determine the statistical significance for reporting this study. Results of the Test of Hypothesis I The test for the effects of all first and higher order interactions of treatmehts, subject sex, and subject grade level on the dependent variables was made for Hypothesis I. A multivariate analysis of variance pro- cedure was used to test Hypothesis I with the knowledge of the modeled behaviors (Knowledge), performance of the modeled behaviors (Performance), and level of information- seeking interest as the dependent variables. 34 35 .ummuoucH u H “mocmEHoHumm n m “mmponocm u xx Hum.Hm ooo.~ 5mm.o mmv.vh nmm.H mvH.o VH>.mm NvH.H mmv.H Hum.nn an.H nmm.o Honucoo o>Huo< 5mm.mm mmm.m 5mm.H www.mm ooo.m mmN.H ooo.mn an.~ Hum.m wmv.Hm Hum.m mmv.H HmcoHucouu< lucmEmoHOHchm IHmpoz wmv.nm mvH.m NvH.H an.mm mvH.N Hum.o NVH.mm «Hn.m mmN.H mmm.mm nmm.H nmm.o ucmEmOHOHCHom IHmUoz www.mm mmm.m mm~.H th.Hm 5mm.H mmv.H NvH.mm «Hn.m mvH.m www.mm mvH.N hmm.H HmcoHucmuu< IHmcoz Hum.vm Hmm.m Hum.o 5mm.om Hum.H bmm.o mmN.Hm Hum.m «Hh.H www.mm NvH.N mmN.H Hmpoz H m M H m x H m M *H an «M meEom mHmz mHmEmm mHmz OH mpmuo HH mpmuw .Hm>0H mpmuw paw .xmm Lucmfiumone an umoumucH pew .mocmEHOHme .mmpmH3ocx HOH memos HHmUII.m mHQMB 36 The interaction of treatment by sex was not sta- tistically significant (p < .0603). A summary of the results of the multivariate and univariate tests of the mean vectors for the treatment by sex interaction is reported in Table 4. Table 4.--Multivariate and Univariate Tests for Treatment x Sex Interaction.* O Multivariate D.F. = 12 and 312.4902 F-Ratio = 1.7266 p < .0603 Univariate Between p Less Variable Mean Squares Univariate F Than Knowledge 1.4179 1.3690 .2488 Performance 0.8571 .' 1.9355 .1090 Interest 112.0607 0.5999 .6635 D.F. for Hypothesis = 4 D.F. for Error = 120 The interaction of treatments and the grade level of the subject was not statistically significant (p < .8680). The results of the multivariate and univariate analysis of variance tests for this interaction are sum- marized in Table 5. 37 Table 5.--Multivariate and Univariate Tests for Treatment x Grade Interaction. Multivariate D.F. = 12 and 312.4902 F-Ratio = 0.5673 p < .8680 Univariate Between p Less Variable Mean Squares Univariate F Than Knowledge 0.8107 .7828 .5386 Performance 0.3500 .7903 .5337 Interest 69.6679 .3729 .8276 D.F. for Hypothesis = 4 D.F. for Error = 120 The interaction of the grade level of the subject was cant (p < .2422). The results univariate tests for the grade marized in Table 6. sex of the subject and the not statistically signifi— of the multivariate and x sex interaction are sum— The interaction of treatments x grade x sex was not statistically significant (p < .5396). A summary of the results of the multivariate and univariate tests for the 38 Table 6.--Multivariate and Univariate Tests for Grade x Sex Interaction Multivariate D.F. = 3 and 118 F-Ratio = 1.4141 p < .2422 Univariate Between p Less Variable Mean Squares Univariate F Than Knowledge 0.1143 .1103 .7404 Performance 0.7143 1.6129 .2066 Interest _ 154.3500 .8262 .3652 D.F. for Hypothesis = l D.F. for Error = 120 interaction of treatments x grade x sex is displayed in Tmfle7. Hypothesis I stated that the treatment variables would not interact with the subject variables on the dependent variables. This hypothesis was not rejected. All first and higher order interactions between treatments, sex, and grade level were not statistically significant at the .05 level. 39 Table 7.——Multivariate and Univariate Tests for the Inter- ‘action Treatments x Grade x Sex. Multivariate D.F. = 12 and 312.4902 F—Ratio = .9076 p < .5396 Univariate Between . . p Less Variable Mean Squares [Univariate F Than Knowledge 0.9893 .9552 .4349 Performance 0.2857 .6452 .6314 Interest 91.6179 .4904 .7428 D.F. for Hypothesis = 4 D.F. for Error = 120 Results of the Tests of Hypotheses II-IV The tests for the second, third, and fourth hy- potheses were completed using the techniques of planned comparisons. A multivariate analysis of variance was computed and the particular univariate measures were used to determine whether the specified hypotheses were rejected. The cell means summed across sex and grade level of the subject for each of the three dependent variables by the fourttreatment groups of interest in the tests for Hy- potheses II-IV are reported in Table 8. 40 Table 8.--Mean Knowledge, Performance, and Interest Scores by the Treatment for the Experimental Groups. Knowledge Performance Interest Model 1.10675 2.21375 86.64250 Model-Attentional 1.67800" 2.24950 84.78225 Model—Reinforcement .96375 2.21375 86.89225 Model-Reinforcement- 85.03550 Attentional 1.78525 2.64250 Hypothesis II was based on the proposition of Bandura (1969) that the presence of reinforcement will raise the frequency of the performance of modeled behaviors com- pared to the absence of similar reinforcement. A planned comparison of the means of the groups that received rein- forcement verses the means of the groups that did not receive reinforcement was completed to test Hypothesis II. The cell means used for this comparison for all three of the dependent variables is reported in Table 9. Table 9.--Cell Means for Reinforcement and Non- Reinforcement Treatment Groups. Knowl- Per- edge formance Interest Total Non-Reinforcement 2.23214 1.39285 85.61425 89.33928 Reinforcement 2.42857 1.37500 85.96428 89.76786 41 Both a multivariate and univariate analysis com— paring the groups receiving reinforcement and the groups not receiving reinforcement were computed. A summary of the results is displayed in Table 10. Of particular interest in the test of Hypothesis II is the univariate analysis of the effect on the variable Performance. Table 10.--Multivariate and Univariate Tests for Means for Reinforcement and Non-Reinforcement Groups. Multivariate D.F. = 3 and 106 F-Ratio = .7341 p < .4279 Univariate Between p Less Variable Mean Squares Univariate F Than Knowledge 1.0804 1.0894 .2990 Performance .0089 .0154 .9014 Interest 1.7500 .0103 .9195 D.F. for Hypothesis = l D.F. for Error = 108 Hypothesis II was rejected because the univariate analysis comparing the groups receiving reinforcement and the groups not receiving reinforcement on the dependent variable Performance was not statistically significant (P < .9014) . 3 114' 42 Hypotheses III and IV were formulated to test the proposition of Bandura (1969) that the presence of at— tentional or coding factors in observational learning would increase the knowledge and the performance of the modeled behaviors. A planned comparison of the means of the groups that received attentional factors with the groups that did ruyt receive the attentional factors was completed to test IHypotheses III and IV. The cell means for this comparison for all three of the dependent variables as well as the combined total score of the three measures is reported in Table 11. Table ll.--Ce11 Means for Attention and Non-Attentional Treatment Groups. Knowl- Per- _ edge formance Interest Total Non-Attentional 2.21429 1.03571 86.81786 90.01786 Attentional 2.44643 1.73214 84.91071 89.03928 Both a multivariate and univariate analysis of variance was computed comparing groups receiving attentional factors and the groups not receiving attentional factors. A summary of the results of these analyses is reported in Table 12. The univariate analysis of variance fqr the effect of the attentional factors on the dependent variable of Performance is of interest in the test for Hypothesis III. The univariate analysis of variance for the effect Q:- . _ I. 43 zattentional factors on the dependent variable Knowledge (xf interest in the test for Hypothesis IV. lea 12.--Multivariate and Univariate Tests of Means for .Attentional and Non-Attentional Treatment Groups Multivariate D.F. = 3 and 106 F-Ratio = 10.5938 p < .0001 Univariate Between p Less ‘Variable Mean Squares Univariate F Than Knowledge 1.5089 1.5215 .2201 Performance 13.5804 23.4803 .0001 Interest 96.5714 .5669 .4532 D.F. for Hypothesis = l D.F. for Error = 108 One canonical variate was significant in the sting of HypotheSes III and IV and it accounted for the tire variance. The discriminant analysis of this ca— nical variate is reported in Table 13. Hypothesis III was not rejected because the uni— miate analysis comparing the mean of the group receiving tentional factors with the mean of the group not Keiving attentional factors indicated that on the de— andent'variable of Performance the groups differed in the 44 vlez 13.--Discriminant Analysis of Significant Canonical ‘Variate for the Tests of Hypotheses III and IV. Discriminate Function Coefficients ‘Variable Raw Coefficient Standardized Knowledge -0.007780 -0.0077 Performance -1.424141 -1.0831 Interest 0.044031 ' 0.5747 I_i rection hypothesized to a degree that was statistically gnificant (p < .0001). The groups that received the tentional factors performed more of the modeled formation-seeking behaviors during a nine-day period ullowing the administration of the treatments than did the 'oup that did not receive the attentional factors. Hypothesis IV was rejected. The univariate analy- .s comparing the mean of the group receiving attentional iCtOIS with the mean of the group not receiving at- :ntional factors for the dependent variable Knowledge was >t statistically significant (p < .2201). The presence of attentional or coding factors had a.effect on the performance of the observed modeled fluwiors. It did not have an effect on the knowledge of he modeled behaviors. 45 Results of Tests for Hypotheses V—VII The tests for the fifth, sixth, and seventh xytheses were completed using the techniques of planned mgarisons. Planned comparisons of the means of the four perimental treatment groups with the mean of the active ntrol treatment group on each of the three dependent riables of this study were computed. Each of the pothesis of interest compared the experimental treatment cups with an active control group on a particular de— ndent variable. In the computatiOn of the planned comparisons for Le tests of Hypotheses V-VII, the four experiment reatment group means were weighted one-fourth and the :tive control treatment group mean was weighted one. The :ans summed across sex and grade for the experimental come ared with the control treatments for each of the dependent ariables in this study and the combined total measure of me three variables are reported in Table 14. The means sported in Table 14 are the weighted means used in the lanned contrasts. able l4.--Weighted Cell Means for Experimental and Control Treatment Contrasts. Knowl- Per- edge formance Interest Total .xperimental 2.33038 1.38392 85.83928 89.55358 xmtrol 1.67857 .82143 79.32143 81.82143 46 A multivariate and univariate analysis of variance Icedure was completed to test Hypotheses V-VII. A sum- ’y of the results of these analyses is displayed in >le 15. The univariate analysis for the dependent vari— .e Interest was of interest in the test of Hypothesis V. t test of Hypothesis VI used the univariate analysis for : dependent variable Performance. The univariate analysis ' the dependent variable Knowledge was used to test >othesis VII. >1e 15.--Multivariate and Univariate Tests of Weighted Ins for the Experimental Versus Control Treatment Con- trasts. Multivariate D.F. = 3 and 133 F-Ratio = 6.1886 p < .0006 Univariate Between p Less Variable Mean Squares Univariate F Than (nowledge 9.5161 9.2280 .0029 Performance 7.0875 12.4957 .0006 Interest 951.6071 5.3264 .0226 D.F. for Hypothesis = 1 D.F. for Error = 135 47 One canonical variate was significant in the rting of these hypotheses. It accounted for the entire :iance. The discriminant analysis of this canonical riate is reported in Table 16. >1e l6.--Discriminant Analysis of the Significant Ca- nonical Variate for the Tests of Hypotheses V—VII. Variance of Canonical Variate = 0.1396 Percentage of Canonical Variation = 100 Discriminant Function Coefficients Variable Raw Coefficient Standardized Knowledge -0.542376 -0.5508 Performance -0.878597 —0.6617 Interest -0.010663‘ —0.l425 L_fi Hypothesis V was accepted because the difference tween the means of the experimental and control groups on e variable of Interest was statistically significant < .0226) in the direction hypothesized. Hypothesis VI 5 accepted due to a statistically significant (p < .0006) fference between the means of the experimental and control oups on the dependent variable Performance in the desired rection. The last hypothesis of this study, Hypothesis I, was accepted because the difference between the means fthe experimental and control groups for the dependent miable Knowledge was statistically significant (p < .0029) .T'T—I‘ a 48 the direction that was hypothesized. Since the control oup was active, the results of the tests for Hypotheses VII indicate that the differences between the groups was e to the treatments rather than the Hawthorne effect. Summary of the Tests of Hypotheses Five of the seven specified hypotheses in this udy were accepted. In the case of the other two hy- theses, the differences were not statistically signifi— nt. A summary of the testing results for each of the pothesis of this study follows a restatement of the ecific hypothesis. Hypothesis I was not rejected. It stated: I The variables of treatments will not interact with the subject variables on each of the dependent vari- ables. 1 first and higher order interactions of the independent riables of treatments, sex of the subject, and grade vel of the subject were not statistically significant. 3 levels of significance were: treatment x sex inter- tion (p < .0603); treatment x grade interaction (p < 680); grade x sex interaction (p < .2422); and treatment grade x sex interaction (p < .5396). Hypothesis II was rejected. It stated: Students who receive treatment procedures which include the presence of reinforcement will perform a greater frequency of modeled behaviors during a nine-day period following the administration of the treatment than students who receive treatment procedures that do not include the presence of reinforcement. 49 a difference in the means of the groups receiving rein- rcement and the groups not receiving reinforcement was t statistically significant (p < .9014) in the direction pothesized. Hypothesis III was not rejected. It stated: Students who receive model or model-reinforcement treatment procedures which include attentional variables will perform a greater frequency of modeled information- seeking behaviors during a nine-day period following the administration of the treatments than students who receive model or model—reinforcement treatment pro- cedures which do not include attentional variables. a difference between the means of groups receiving at- ntional factors and the groups not receiving the tentional factors was in the direction hypothesized and s statistically significant (p < .0001). The subjects 0 received attentional factors performed a greater equency of the modeled behaviors than did students who d not receive the attentional factors in the treatments. Hypothesis IV was rejected. It stated: Students who receive model or model—reinforcement treatment procedures which include attentional variables will know more of the modeled vocational planning strategies at the end of a nine—day period following the administration of the treatments than students who receive model or model-reinforcement treatment pro- cedures which do not include attentional variables. e difference between the means of the groups receiving e attentional factors and the groups not receiving ,tentional factors on the dependent variable Knowledge was . the direction hypothesized but was not statistically gnificant (p < .2201). 50 Hypotheses V, VI, and VII were not rejected. They ated: V. Students receiving either model or model- reinforcement treatment procedures both with and with- out the presence of attentional variables will indicate a higher level of information-seeking interest at the end of a nine-day period following the administration of the treatments than students who receive an active control treatment procedure. VI. Students receiving either model or model— reinforcement treatment procedures both with and with- out the presence of attentional variables will perform a greater frequency of the modeled behaviors during a nine-day period following the administration of the treatments than students who receive an active control procedure. VII. Students receiving either model or model- reinforcement treatment procedures both with and with- out the presence of attentional variables will know more of the modeled vocational planning strategies at the end of a nine-day period following the adminis- tration of the treatments than students who receive an active control treatment procedure. a differences on the dependent variable Interest between 3 experimental and control groups was in the direction pOthesized and was statistically significant (p < .0226). a differences between the experimental and control groups the dependent variable Performance were in the direction pothesized and were statistically significant (p < .0006). : differences on the dependent variable Knowledge were in a direction hypothesized and were statistically signifi— it (p < .0029). 51 Results of Supplementary Tests for Main Effects Although not specific hypotheses of this study, sts for the main effects of treatments, sex of the bject, and grade level of the subject on the dependent riables were completed. The test for each of the three in effects was completed using a multivariate analysis of riance procedure. The cell means of the treatment groups mmed across subject sex and grade level for each of the ree dependent variables are reported in Table 17. ble 17.--Ce11 Means of Dependent Variables for Treatment Effects. Knowledge Performance Interest I—v del 1.10675 2.21375 86.64250 del-Attentional 1.67800 2.24950 84.78525 del-Reinforcement .96375 2.21375 86.89225 del-Reinforcement- tentional 1.78525 2.64250 85.03550 tive Control .82100 1.67825 79.32100 |____ The effect of the treatments on the dependent riables was found to be statistically significant < .0001). Statistically significant differences were und for the dependent variable Knowledge (p < .0160) and rformance (p < .0001). Table 18 summarizes the results both the multivariate and univariate tests for the fects of treatments. 52 tfle 18.--Multivariate and Univariate Tests of Means for Treatment Effects. Multivariate D.F. = 12 and 312.49 F-Ratio = 5.0379 p < .0001 Univariate Between p Less Variable Mean Squares Univariate F Than {nowledge 3.2964 3.1828 .0160 >erformance 5.2786 11.9194 .0001 Interest 262.4821 1.4051 .2365 D.F. for Hypothesis = 4 D.F. for Error = 120 One canonical variate was significant in the ting for the main effect of treatments. The discriminant .1ysis of this significant canonical variate is displayed Table 19. The cell means for the variable of sex summed across atments and grade level of the subjects are displayed Table 20. The multivariate analysis of variance test for the act of the sex of the subject was statistically signifi- t (p < .0018). The female subjects in the experiment formed more of the modeled behaviors than the males to 53 1e l9.——Discriminant Analysis of the Significant Ca- nical Variate for the Test for Treatment Main Effects. Variance of the Canonical Variate = 0.4798 Percentage of Canonical Variance = 85.95 Discriminant Function Coefficient Variable Raw Coefficient Standardized Knowledge —0.246292 -O.2507 Performance —l.558733 -l.0373 Interest 0.031452 0.4299 1e 20.--Ce11 Means of Dependent Variables for Sex Effects. Knowledge Performance Interest dale 1.05670 2.08530 83.81390 ?emale 1.48520 2.31380 85.25670 54 Egree that was statistically significant (p < .0003). >1e 21 reports a summary of the results of the multi- 'iate and univariate tests for the effects of sex. 1e 21.--Multivariate and Univariate Tests of Means for Sex Effects. Multivariate D.F. = 3 and 118 F-Ratio = 5.339 p < .0018 Univariate Between p Less Variable Mean Squares Univariate F Than nowledge 1.8286 1.7655 .1865 erformance ' 6.4286 14.5161 .0003 nterest 72.8643 0.3900 .5335 D.F. for Hypothesis = 1 D.F. for Error = 120 One canonical variate was significant in the test the effect of sex. The discriminant analysis of this nificant canonical variate is displayed in Table 22. The cell means of each of the three dependent vari- es for the variable of grade level of the subject summed ass treatments and sex are displayed in Table 23. 55 >le 22.--Discriminant Analysis of the Significant Ca- nonical Variate for the Test for Sex Main Effects. Variance of the Canonical Variate = 0.1358 Percentage of Canonical Variance = 100 Discriminant Function Coefficient Variable Raw Coefficient Standardized Knowledge -0.187230 -0.1905 Performance -l.575867 -l.0487 Interest 0.024895 0.3403 rle 23.--Cell Means of Dependent Variables for Grade Effects. Knowledge Performance Interest Grade 11 1.5424 2.2281 86.1852 Grade 10 .9995 2.1710 82.8854 56 The multivariate analysis of variance test for the fect of grade was statistically significant (p < .0001). e subjects in the eleventh grade performed more of the deled behaviors than did the subjects in the tenth grade a degree that was statistically significant (p < .0001). summary of the results of both the multivariate and the ivariate tests for the effect of grade level of the bject is reported in Table 24. ale 24.--Mu1tivariate and Univariate Tests of Means for Grade Effects. Multivariate D.F. = 3 and 118 F-Ratio = 7.9105 p < .0001 Univariate Between p Less Variable Mean Squares Univariate F Than Knowledge 0.1143 0.1103 .7404 Performance 10.3143 23.2903 .0001 Interest 381.1500 2.0403 .1558 D.F. for Hypothesis = l D.F. for Error = 120 57 One canonical variate was significant in the test cn'grade effects and it accounted for the entire variance. he discriminant analysis of this significant canonical ariate is reported in Table 25. able 25.-—Discriminant Analysis of the Significant Ca- nonical Variate for the Test for Grade Main Effects. Variance of the Canonical Variate = 0.2011 Percentage of Canonical Variance = 100 Discriminant Function Coefficient Variable Raw Coefficient Standardized Knowledge 0.123913 0.1261 Performance -l.601889 , -l.0660 Interest 0.009738 0.1331 CHAPTER IV SUMMARY, DISCUSSION, AND IMPLICATIONS Summary The purpose of this study was to investigate the Dmbined and separate effects of models, reinforcement, and ttentional factors. It examined the use of these three ariables in stimulating and teaching effective methods of 1formation-seeking with adolescents. Research completed 7 a group of counseling psychologists at Stanford Uni- :rsity under the direction of Dr. John Krumboltz has resented evidence that the use of social models and rein- vrcement is an effective manner to stimulate information— eking behaviors. The previous research in counseling using models d reinforcement did not investigate the separate effects these two variables. Completed counseling research did I: investigate the effects of these variables on the garate measures of the acquisition of the behaviors and ajperformance of the behaviors. Bandura (1969) has )posed that the presence of attention or coding factors :th1 the presentation of model will enhance the 58 59 ‘probability that the behaviors observed during the model presentation will be acquired and performed by the observer. The present research study investigated the separate and cambined effects of the presence of models, reinforcement, and attentional factors on the informationeseeking be- haviors of tenth and eleventh grade students. Separate :measures were taken on the acquisition and the performance of the modeled behaviors. The basic design of the study was an experimental "post-test only" design suggested for educational research by Campbell and Stanley (1963). Subjects in this study were randomly assigned to one of five treatment groups and then the five treatments of the study were randomly assigned to one of the groups. The five treatments in the study were: (1) Model, (2) Model-Attentional, (3) Model- Reinforcement, (4) Model-Reinforcement-Attentional, and (5) Active Control. The treatments were administered in booklet form which permitted individual administration of the treatments within a grouped classroom setting. The treatment administration procedures took 35 minutes. Nine days following the treatment administration a follow-up session was conducted with the subjects. During the follow-up session the subjects completed an information— seeking interest scale and a measure of the acquisition of the modeled behaviors. 60 The subjects for the present study were 140 tenth and eleventh grade students. The subject pool was divided by the sex of the subject and the grade level of the subject. The two subject variables were completely crossed with the five treatment variables of the study. Within the 5 x 2 x 2 matrix, the subjects were equally distributed with the twenty-cell design matrix having equal cell subject frequencies. The criterion measures used in this study were formulated to examine the separate portions of observational learning: acquisition and performance. A third measure was a level of information-seeking interest. The measure of performance was obtained by counting the total number of modeled behaviors that were performed by the subjects during a nine-day period following the administration of the treatment procedures. Standard opportunities to perform these modeled behaviors were presented to the subjects of all of the treatment groups. The measure of the acquisition of the modeled behaviors was obtained by asking each subject to suggest methods of receiving educational or occupational information. The measure of the level of interest in information—seeking was taken through a paper-pencil scale that was constructed for the study. It was hypothesized that subjects who received reinforcement would perform more of the modeled behaviors during the nine—day period following the administration of 61 the treatments than would the subjects that did not receive the reinforcement. It was also hypothesized that the subjects that received the attentional factors would acquire and perform more of the modeled behaviors that would the subjects not receiving the attentional factors. The active control treatment was included in the study to control for the Hawthorne effect. It was hypothesized that subjects receiving the experimental treatments would obtain higher scores on all of the criterion measures than would the subjects who received the active control treatment. All first and higher order interactions between the subject variables of sex and grade level and the treatment vari- ables were also investigated. The data were analyzed using a multivariate analy- sis of variance to examine the test for interactions. The separate and combined effects of models, reinforcement, and attentional factors on each of the three dependent variables were investigated through planned contrast techniques which utilized a univariate analysis of variance. The differences between the experimental and active control treatments also were investigated using the univariate analysis of variance procedure with planned comparisons. When the subjects who received the attentional factors were compared with the subjects who did not receive the attentional factors, those receiving the factors per— formed more of the modeled behaviors (p < .0001). Subjects who received treatments which included Vicarious 62 reinforcement did not perform more of the modeled behaviors tflnan did subjects who did receive treatments without the \nicarious reinforcement. On all three of the criterion measures, the students who received the experimental treatments scored higher than the subjects who received the active control Izrocedure. The differences between the experimental and control groups were significant on the variable of Knowledge (p < .0029), Performance (p < .0006), and Interest (p < .0226). The treatment variables and the subject variables did not interact. Statistically significant effects were found due to treatments (p < .0001), subject sex (p < .0018), and subject grade level (p < .0001). The female subjects performed more of the modeled behaviors (p < .0003) and the eleventh-graders performed more of the modeled behaviors (p < .0001) than did the males and tenth- graders respectively. Discussion Bandura (1969) proposes that the presence of symbolic coding or attentional variables with social modeling will aid the observer in the mental coding processes utilized in learning. The presence of at— tentional factors will provide the observer with clues which will be useful during both the acquisition and performance stages. Once acquired, the observed behaviors 63 will be more readily accessible for performance purposes if attentional factors have been included in the model presentation. In the present study, the presence of at- tentional or coding factors did not effect the knowledge of the modeled behavior to a degree that was statistically significant (p < .2201). The presence of the attentional factors in the treatments did produce a statistically significant difference on the performance of the behaviors that were modeled (p < .0001). The presence of the coding or attentional factors made the knowledge of the behavior more accessible for the purposes of performance of the modeled behaviors. It is also proposed by Bandura (1969) that the presence of reinforcement will increase the performance of the modeled behavior. Previous reSearch has demonstrated that the application of reinforcement variables to the model will act a vicarious reinforcement to the observer. The variable investigated in the present study was the effect of reinforcement of the model on the performance of the modeled behaviors by the observer. The differences produced by the presence of reinforcementwere not sta— tistically significant (p < .9014). A possible explanation for this finding is that the observers may have found that the rewarding consequences of the models actions were self- evident. The posSibility that the rewarding consequences of the modeled behavior were self-evident to both the 64 reinforced and non-reinforced groups would tend to eliminate the differences between the two types of treatments. This is a probable explanation for the inability of finding differences in the performance of the modeled behavior the reports of rewarding consequences present in the reinforced group. Implications ‘ The implications of this investigation must be interpreted in terms of the population used in the study and the materials employed in the treatments as well as the criterion measures. The range of generalizability in light of these facts is to be determined by the reader. Implications for Research Social modeling, reinforcement, and the presentation of attention factors have been shown to have the effect of increasing the knowledge, performance, and interest in information-seeking behaviors. Research using different types of criterion measures could indicate the efficacy of using these variable to teach and increase different types of behavior. The models in this study were characteristicless. The models were cartoon stick figures and the only intended characteristics placed on the models were by the observer. The observers were informed that the model was "someone just like you." Future research could investigate the 65 similarities of the observer's characteristics and those attributed to the model by the observer. The investigation of the use of animated cartoon stick figures by video presentation could prove to be of benefit in attempts to find the best way to present models to particular students. Attention in future research could also be given to presenting the reinforcement in varied methods. The criterion measures in this study were all collected within a nine-day period following the adminis- tration of the treatment procedures. An examination of the effects of the treatments over a longer period of time would be of benefit. Future research could also investigate whether performing information-seeking behaviors were of benefit to the subjects in terms of aiding them in the construction of viable plans for the future. Implications for Practice Stewart (1969) suggests that counselors need to find an effective method to motivate and stimulate students to explore and obtain information regarding educational and vocational planning. The present study demonstrated that one such effective method is the presentation of models in conjunction with reinforcement and attentional factors. The booklets constructed for the treatments in this experiment were effective in attempts to increase the 66 interest, knowledge of, and performance of information— seeking behaviors. Students desire help in locating information. The counselors could in effect save timefor other activities if a program similar to the one used in the treatment materials of this study was used in the school setting. The behavioral approach to counseling views the counseling setting as one which includes the teaching of efficient‘ behaviors which are of use in determining the solutions to problems. The materials used in this study have that utility. The procedures used in this study were completed in group settings. The fact that the treatment procedures were only 35 minutes and large numbers of students were contacted during a relatively short period of time is evidence that the manner of teaching information—seeking behaviors used in the present study were efficient. Group procedures using booklets may be as effective as the counseling procedures used in the research studies com- pleted at Stanford University under the direction of Dr. Krumboltz. The research completed in this study demonstrated that the use of attentional or symbolic coding factors is facilitative in the learning and performing of behaviors. The application of this knowledge to educational settings other than counseling situations could be beneficial. 67 The classroom and counseling settings have been established to help the student learn about himself and his environ- ment. The application of principles of learning theory appear to be viable and efficient methods to effectively reach this end. BIBLIOGRAPHY BIBLIOGRAPHY Arbuckle, D. Kinds of Counseling: Meaningful or Meaning— less. Journal of Counseling Psychology, 1967, 14, 219-225. Baer, M. F., & Roeber, E. C. Occupational Information: The Dynamics of its Nature and Use. Chicago: Science Research Associates, 1964. Baker, R. D. 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Journal of Abnormal Social Psychology, 1961, 4;, 461-464. Norris, W., Zeran, F., & Hatch, R. The Information Service in Guidance: Occppational, Educational, Social. Chicago: Rand McNally & Company, 1966. O'Hara, R. A Theoretical Foundation for the Use of Occupational Information in Guidance. Personnel and Guidance Journal, 1968, 44, 636-640. Patterson, C. H. Theories of Counseling and Psychotherapy. New York: Harper & Row, 1966. Rusalem, H. New Insights on the Role of Occupational Information in Counseling. Journal of Counseling Psychology, 1954, 4, 84-88. Samler, J. Psychosocial Aspects of Work: A Critique of Occupational Information. Personnel and Guidance Journal, 1961, 43, 458-465. Samler, J. The Counselor in Our Time. Rehabilitation " Counseling Bulletin (Special Issue), 1968, 44 Sheppard, L. E. Effects of a Problem-solving Procedure for Stimulating Vocational Exploration. Unpublished doctoral dissertation, Stanford University, 1967. Shertzer, B., & Stone, 8. Fundamentals of Counseling. Boston: Houghton Mifflin Company, 1968. Siegel, A. Film-mediated Fantasy Aggression and Strength of Aggressive Drive. Child Development, 1956, 41, 365-378. 73 Sinick, D., Gorman, A., & Hoppock, R. Research on the Teaching of Occupations 1963-1964. Personnel and Guidance Journal, 1966, 44, 591-595. Sinick, D., & Hoppock, R. Research on the Teaching of Occupations 1945-1951. Personnel and Guidance Journal, 1953(a), 4;, 147-150. Sinick, D., & Hoppock, R. Research on the Teaching of Occupations 1952-1953. Personnel and Guidance Journal, 1953(b), 33, §§-89. Sinick, D., & Hoppock, R. Research on the Teaching of Occupations 1954-1955. Personnel and Guidance Journal, 1956, 3;, 155-160. Sinick, D., & Hoppock, R. Research on the Teaching of Occupations 1956-1958. Personnel and Guidance Journal, 1959, 48, 150-155. Sinick, D., & Hoppock, R. Research on the Teaching of Occupations 1959-1960. Personnel and Guidance Journal, 1961, 42, 164-168. Sinick, D., & Hoppock, R.’ Research on the Teaching of Occupations 1961-1962. Personnel and Guidance Journal, 1964, 42, 504-507. Slocum, W. L. OCcupational Careers in Organizations: A Sociological Perspective. Personnel and Guidance Journal, 1965, 44, 858-866. Stewart, N. Exploring and Processing Information About Educational and Vocational Opportunities in Groups. In Krumboltz, J., & Thoresen, C. (eds.), Behavioral Counseling} Cases and Techniques. New York: Holt, Rinehart and Winston, Inc., 1969. Super, D., & Overstreet, P. The Vocational Maturity of Ninth Grade Boyg. New York: Columbia University, Teachers College Bureau of Publications, 1960. Super, D., Tiedeman, D., & Borow, H. Vocational Develop- ment--A Symposium: Some Unresolved Issues in Vocational Developmental Research. Personnel and Guidance Journal, 1961, 4Q, ll-15. Thoresen, C. Relevancy and Research in Counseling. In Thoresen, C. (ed.), Review of Educational Research (Guidance and Counseling), 1969(a), 42, 264-282. 74 Thoresen, C. The Counselor as an Applied Behavioral Scientist. Personnel and Guidance Journal, 1969(b), 42, 841-848. Thoresen, C., & Kumboltz, J. Similarity of Social Models and Clients in Behavioral Counseling: Two Ex— perimental Studies. Journal of Counseling Psy- chology, 1968, 4;, 393-401. Thoresen, C., Krumboltz, J., & Varenhorst, B. Sex of Counselors and Models: Effect on Client Career Exploration. Journal of Counseling Psychology, 1967, 44, 503-508. Thoresen, C., & Mehrens, W. Decision Theory and Vocational Counseling: Important Concepts and Questions. . Personnel and Guidance Journal, 1967, 44, 165-172. Tyler, L. The Work of the Counselor. New York: Appleton- Century—Crofts, 1961. Walters, R., Llewellyn, T., & Acker, C. Enhancement of Punitive Behavior by Audio-visual Displays. Whiteley, J. Refocus of Counseling Research. In Whiteley, J. (ed.), Research in Cgpnseling, Columbus, Ohio: Charles E. Merrill, 1967, 261-278. Woody, R. Behavioral Problem Children in the Schools: Recognition, Diagnosis, and Behavioral Modification. New York: Appleton-Century-Crofts, 1969. Wrenn, C. G. The Counselor in a Changing World. Washing- ton, D.C.: American Personnel and Guidance Association, 1962. Wright, D., & Porter, A. An Adaptation of Frank B. Baker's Test Analysis Package for Use on the Michigan State University CDC 3600 Computer. Occasional Paper No. 1. Office of Research Consultation, School for Advanced Studies, College of Education, Michigan State University, 1968. Youst, D. B. Stimulating Vocational Exploratory Behavior Through Use of Life-Career Studies. Unpublished ‘ doctoral dissertation, Michigan State University, 1969. APPENDICES APPENDIX A MODEL TREATMENT BOOKLET CAREER INFORMATION 76 Making decisions concerning what to do after finishing high school often becomes a difficult task. The tenth grade is a good time to collect educational and occupational information which would be valuable in planning which courses to take while in high school. The eleventh grade is a good year to collect occupational and educational information to be used in making after-high school plans. The following story is about a student just like you. The student is in the same grade as you are and must make some decisions regarding what courses to take next year and what to do after finishing high school. 77 It was suggested to the student that one way to obtain educational and occupational information was to send for the information through the mails. The student was given an addressed CAREER INFORMATION post card that was P. O. Box Williamston, Michigan already stamped. PLEASE SEND ME THE INFORMATION CHECKED BELOW: 0“ the back of the Post Ilege ____ Name of the College __ .mations Name of the Occupation __ card the Student wrote ational Training aral Career Information ___ h nf w at i ormation was PLEASE PRINT YOUR NAME AND ADDRESS: desired and where the information should be sent. “----—-“»-_-__‘--I——--—— When the post card was filled out, the student put the card in a mail box. 78 It was announced that a special speaker was going to visit the school. The speaker was going to give a talk about post-high school educational and occupational opportunities. The announcement also stated that the speaker would answer students questions after the talk had been finished. A sign-up sheet was given to each of the students in the class to permit the students to sign up to hear the speaker. SPEAKER SIGN-UP SHEET Check the appropriate boxex below: DO you wish to hear the speaker? YES NO PLEASE PRINT YOUR NAME GRADE The student checked that it was desired to hear the speaker. When the form was completed, the student handed it in to the teacher. Reading books and pamphlets about possible occupational and educational opportunities after high school may provide information useful in making plans. The student saw a list of books and pamphlets which had occupational and educational information. These materials were being held on "reserve" in the school \ Q \ library. A "Library Request Form” was given to the student. This form was to be LIBRARY REQUEST FORM used to be able Circle the numbers of the materials you want: I. II. III. IV. to look through Please Print Your Name Grade and read the ——_-_-..._ materials. The student completed the "Library Request Form" and then put it in the REQUEST DEPOSIT box in the school library. 80 It was announced that the counseling staff would be available during the next few weeks to talk to students about educational and occupational planning. The student thought that a counselor might be able to give some relevant information which would be useful in making decisions. A "Counselor Appointment Request Form" to be used to see a counselor COUNSELOR APPOINTMENT REQUEST FORM I would like to talk about (check the areas desired): Occupational Information ___ College Programs ___ the student Vocational Training ___ Course Planning ___ was given to in a class. The best time for me to see a counselor is: Days _‘___4______.____ Times ___ .__ PLEASE PRINT YOUR NAME GRADE __ The student filled in the form by checking that a meeting with a counselor was desired and stating a suggested time for the meeting. When the form was completed, the student put it in the REQUEST DEPOSIT box which was a , in the school PEDaes‘r library. DEPOSIT APPENDIX B MODEL-ATTENTIONAL TREATMENT BOOKLET CAREER INFORMATION 82 As you read the story on the next pages of this booklet, take special notice of the four major activities that were used to obtain educational and occupational information. The four activities to notice in the story are: 1. Mailing a post card for information 2. Listening $2.3 speaker talk about educational and occupational opportunities 3. Reggesting library materials about educational and occupational planning on reserve in the school library 4. Making 4 counseling appgintment to talk about occupational and educational Opportunities. 83 Making decisions concerning what to do after finishing high school often becomes a difficult task. The tenth grade is a good time to collect educational and occupational information which would be valuable in planning which courses to take while in high school. The eleventh grade is a good year to collect occupational and educational information to be used in making after-high school plans. The following story is about a student just like you. The student is in the same grade as you are ' and must make some decisions regarding what courses to take next year and what to do after finishing high school. 84 It was suggested to the student that one way to Obtain educational and occupational information was to send for the information through the mails. The student was given an addressed CAREER INFORMATION post card that was P. O. Box Williamston, Michigan already stamped. PLEASE SEND ME THE INFORMATION CHECKED BELOW: 0“ the back of the post .lege ____ Name of the College _ [pations Name of the Occupation card the Student wrote Itional Training era]. Career Information . . "" what information was PLEASE PRINT YOUR NAME AND ADDRESS: desired and where the information should be sent. “----.—-“"-_--m-_---“ __ When the post card was filled out, the student put the card in a mail box. ‘0 Q. 85 It was announced that a special speaker was going to visit the school. The speaker was going to give a talk about post-high school educational and occupational opportunities. The announcement also stated that the speaker would answer students questions after the talk had been finished. A sign-up sheet was given to each of the students in the class to permit the students to sign up to hear the speaker. SPEAKER SIGN-UP SHEET Check the appropriate boxex below- Do you wish to hear the speaker? YES NO PLEASE PRINT YOUR NAME GRADE The student checked that it was desired to hear the speaker. When the form was completed, the student handed it in to the teacher. Reading books and pamphlets about possible occupational and educational opportunities after high school may provide information useful in making plans. The student saw a list of books and pamphlets which had occupational and educational information. These materials were being held on ‘::::::T "reserve" in the school library. // A "Library Request Form" was given to the student. This form was to be LIBRARY REQUEST FORM used to be able Circle the numbers of the materials you want: I. II. III. IV. to look through Please Print Your Name Grade and read the ——.__-...- materials. The student completed the "Library Request Form" and then put it in the REQUEST DEPOSIT box in the school library. 87 It was announced that the counseling staff would be available during the next few weeks to talk to students about educational and occupational planning. The student thought that a counselor might be able to give some relevant information which would be useful in making decisions. A ”Counselor Appointment Request Form" to be used to see a counselor was given to the student in a class. COUNSELOR APPOINTMENT REQUEST FORM I would like to talk about (check the areas desired): Occupational Information ___ College Programs ___ Vocational Training Course Planning ___ The best time for me to see a counselor is: Days‘__ Times PLEASE PRINT YOUR NAME “ GRADE __ The student filled in the form by checking that a meeting with a counselor was desired and stating a suggested time for the meeting. When the form was completed, the student put it in the REQUEST DEPOSIT box which was a in the school P5005? library. DEPOSIT APPENDIX C MODEL-REINFORCEMENT TREATMENT BOOKLET CAREER INFORMATION 89 Making decisions concerning what to do after finishing high school often becomes a difficult task. The tenth grade is a good time to collect educational and occupational information which would be valuable in planning which courses to take while in high school. The eleventh grade is a good year to collect occupational and educational information to be used in making after-high school plans. The following story is about a student just like you. The student is in the same grade as you are and must make some decisions regarding what courses to take next year and what to do after finishing high school. 90 It was suggested to the student that one way to obtain educational and occupational information was to send for the information through the mails. The student was given an addressed post card that was already stamped. P. O. Box ' CAREER INFORMATION Williamston, Michigan [— PLEASE SEND ME THE INFORMATION CHECKED BELOW: Jllege ____ Name of the College :upations Name of the Occupation :ational Training 1era1 Career Information PLEASE PRINT YOUR NAME AND ADDRESS: ‘0 9a On the back of the post card the student wrote what information was desired and where the information should be sent. - 91 In about two weeks the student received in the mail the information which [E was requested. The information that came in the mail was read by the student and it provided valuable [::] facts and ideas for ‘h‘ making course choices and ' :’ after-high school plans. r 7 92 It was announced that a special speaker was going to visit the school. The speaker was going to give a talk about post-high school educational and occupational opportunities. The announcement also stated that the speaker would answer students questions after the talk had been finished. A sign-up sheet was given to each of the students in the class to permit the students to sign up to hear the speaker. SPEAKER SIGN-UP SHEET Check the appropriate boxex below- Do you wish to hear the speaker? YES NO PLEASE PRINT YOUR NAME GRADE The student checked that it was desired to hear the speaker. When the form was completed, the student handed it in to the teacher. 93 With other classmates, the student went to hear the speaker who came to school. The speaker talked about educational and occupational possibilities after finishing high school. At the end of the talk, the speaker agreed to answer questions that the students wanted to ask. The information that the speaker gave and the answers to the questions asked by the student and the classmates was helpful. The student was glad that the Speaker had come to the school and that the classmates had attended the program. Reading books and pamphlets about possible occupational and educational opportunities after high school may provide information useful in making plans. The student saw a list of books and pamphlets which had occupational and educational information. These :==:====P materials were being held on ‘::::::‘ "reserve" in the school ‘~.~“‘ library. A "Library Request Form" was given to the student. This form was to be LIBRARY REQUEST FORM U59d to be able Circle the numbers of the materials you want: I. II. III. IV. to look through Please Print Your Name Grade and read the -——._-...__ materials. The student completed the "Library Request Form" and then put it in the REQUEST DEPOSIT box in the school library. 95 The student looked through some of the materials that he had requested to read in the school library. Valuable information was found in the library materials. The information was very helpful in making plans for the future. The student was happy that the idea of requesting the library materials held on "reserve" had been suggested. 96 It was announced that the counseling staff would be available during the next few weeks to talk to students about educational and occupational planning. The student thought that a counselor might be able to give some relevant information which would be useful in making decisions. A "Counselor Appointment Request Form" to be used to see a counselor was given to the student in a class. 4 COUNSELOR APPOINTMENT REQUEST FORM I would like to talk about (check the areas desired): Occupational Information ___ College Programs ___ Vocational Training ___ Course Planning ___ The best time for me to see a counselor is: Days‘__ Times PLEASE PRINT YOUR NAME ___ GRADE __ The student filled in the form by checking that a meeting with a counselor was desired and stating a suggested time for the meeting. When the form was completed, the student put it in the REQUEST DEPOSIT box which was ‘3 in the school P500857 library. WIT 97 The student met with the counselor and discussed opportunities that were possible after finishing high school. The counselor explained what the requirements were for entering particular training programs which interested the student. Jobs and college programs which interested the student were also discussed. The student was happy that the meeting with the counselor had been arranged. The information that the counselor provided would be very helpful in making course choices for next year and in the making of plans for the year after finishing high school. APPENDIX D MODEL-REINFORCEMENT-ATTENTIONAL TREATMENT BOOKLET CAREER INFORMATION 99 As you read the story on the next pages of this booklet, take special notice of the four major activities that were used to obtain educational and occupational information. The four activities to notice in the story are: Mailing g'post card for information Listening gg a speaker talk about educational and occupational opportunities Requesting library materials about educational and occupational planning on reserve in the school library Making a counseling appointment to talk about occupational and educational opportunities. 100 Making decisions concerning what to do after finishing high school often becomes a difficult task. The tenth grade is a good time to collect educational and occupational information which would be valuable in planning which courses to take while in high school. The eleventh grade is a good year to collect occupational and educational information to be used in making after-high school plans. The following story is about a student just like you. The student is in the same grade as you are . and must make some decisions regarding what courses to take next year and what to do after finishing high school. 101 It was suggested to the student that one way to obtain educational and occupational information was to send for the information through the mails. The student was given an addressed CAREER INFORMATION post card that was P. O. Box Williamston, Michigan already stamped. [L_ PLEASE SEND ME THE INFORMATION CHECKED BELOW: 0“ the back of the Post Illege _"""_Name of the College __ .upations Name of the Occupation __ card the Student wrote Rational Training Leral Career Information what information was PLEASE PRINT YOUR NAME AND ADDRESS: desired and where the information should be sent. “----'——-‘---—-—m-‘-.—“ When the post card was filled out, the student put the card in a mail box. 102 In about two weeks the student received in the mail the information which was requested. __ I ~ ~ The information that came in the mail was read by the student and it provided valuable [::1 facts and ideas for “1‘ making course choices and A ;' after-high school plans. V 7 103 It was announced that a special speaker was going to visit the school. The speaker was going to give a talk about post-high school educational and occupational opportunities. The announcement also stated that the speaker would answer students questions after the talk had been finished. A sign-up sheet was given to each of the students in the class to permit the students to Sign up to hear the speaker. SPEAKER SIGN-UP SHEET Check the appropriate boxex below: Do you wish to hear the speaker? YES NO PLEASE PRINT YOUR NAME GRADE The student checked that it was desired to hear the speaker. When the form was completed, the student handed it in to the teacher. 104 With other classmates, the student went to hear the speaker who came to school. The speaker talked about educational and occupational possibilities after finishing high school. At the end of the talk, the speaker agreed to answer questions that the students wanted to ask. The information that the speaker gave and the answers to the questions asked by the student and the classmates was helpful. The student was glad that the speaker had come to the school and that the classmates had attended the program. 105 Reading books and pamphlets about possible occupational and educational opportunities after high school may provide information useful in making plans. The student saw a list of books and pamphlets which had occupational and educational information. These materials were being held on "reserve" in the school \ Q \ library. A "Library Request Form" was given to the student. This form was to be LIBRARY REQUEST FORM used to be able Circle the numbers of the materials you want: I. II. III. IV. to look through Please Print Your Name Grade and read the ___--...__ materials. The student completed the ”Library Request Form" and then put it in the REQUEST DEPOSIT box in the school library. 106 The student looked through some of the materials that he had requested to read in the school library. Valuable information was found in the library materials. The information was very helpful in making plans for the future. The student was happy that the idea of requesting the library materials held on "reserve" had been suggested. 107 It was announced that the counseling staff would be available during the next few weeks to talk to students about educational and occupational planning. The student thought that a counselor might be able to give some relevant information which would be useful in making decisions. A ”Counselor Appointment Request Form" to be used to see a counselor COUNSELOR APPOINTMENT REQUEST FORM I would like to talk about (check the areas desired): Occupational Information ___ College Programs ___ the student Vocational Training ___ Course Planning ___ was given to The best time for me to see a counselor is: Days'__ Times in a class. PLEASE PRINT YOUR NAME ___ GRADE __ The student filled in the form by checking that a meeting with a counselor was desired and stating a suggested time for the meeting. When the form was completed, the student put it in the REQUEST DEPOSIT box which was ‘3 in the school P500857 library. DE-PosIT 108 The student met with the counselor and discussed opportunities that were possible after finishing high school. The counselor explained what the requirements were for entering particular training programs which interested the student. Jobs and college programs which interested the student were also discussed. The student was happy that the meeting with the counselor had been arranged. The information that the counselor provided would be very helpful in making course choices for next year and in the making of plans for the year after finishing high school. APPENDIX E ACTIVE CONTROL TREATMENT BOOKLET CAREER INFORMATION 110 Choosing a career is one of the most important decisions 3 young person will ever make. This choice depends on an appraisal of his interests and abilities, as well as on a knowledge of the economic and other factors that are likely to affect his future career and employment opportunities. Among these factors are changes in the composition of the country's work force and in its businessess and industries, as well as changing occupational trends. These developments in the economy are ceaseless and ever present. They affect the kinds of work that people will do and determine the changes in education and training that are required to prepare individuals for different kinds of work. The ability of young people to maximize the opportunities that await them will depend to a great extent on their education and training. There is a need for workers to be broadly educated so that they can more readily adapt to changing job requirements and absorb the training and retraining that may be necessary to permit them to switch jobs. Workers who have completed the most education generally have the highest incomes. Yet, experience has shown that the amount of money one 111 can earn over a lifetime should not be the compelling consideration in choosing a career. Job satisfaction and the many other personal rewards that flow from the right choice of a career may be even more important than monetary considerations. It follows, therefore, that a young person must first of all consider his own interests, talents, and abilities in making alternative occupational choices. About 40 percent of our total population is working to provide our growing national requirements for food, clothing, shelter, and services. More than a third of these workers (27.2 million) are women . MOst people work for someone else, either for a salary or a wage. Yet 1 out of every 7 workers is either self-employed or contributing his services to a family enterprise. The majority of workers are employed in private industry, and about 13 percent work for Federal, State, and local government. 112 Despite the long-term shift away from employment in goods producing industries to employment in the service industries, manufacturing is still the largest employer among the major industry divisions. About 19 million persons worked in manufacturing in 1965. The second and third largest industries, trade and services accounted for nearly 14 and 13 million workers, respectively. In general, employment growth will be fastest among those occupations requiring the most education and training to enter. The completion of a high school education has become standard for American workers. Employers are seeking people with higher levels of education because job content is more complex and requires higher levels of skill. Many rapidly growing jobs in the clerical, sales, and service fields reflect this trend. Even among unskilled workers, an occupational group which is not expected to increase at all during the next decade, roughly one-half million jobs will need to be filled to replace workers who die or retire. Semiskilled workers have, on the average, about a year and a half less education that the typical American worker. Though the growth rate anticipated for this group is relatively low, 4 million semiskilled jobs 113 are expected to be available over the next decade. Service workers are a very diverse group and include workers with both high and low levels of education and skill. Service jobs requiring high levels of educational attainment will account for most of the projected growth of about 3 million workers. Nevertheless, die to the size of this group, another 3 million job openings will arise because of replacement needs. Note: The above information was taken from the Occupational Outlook Handbook, U. S. Department of Labor, 1968-69 Edition, pp. 13-18. APPENDIX F VOCATIONAL PLANNING STRATEGIES MEASURE VOCATIONAL PLANNING STRATEGIES Directions: If a friend of your's wanted some educational or occupational information, could you give some suggestions where to get it? In the space below, list as many of the suggestions as you can. Number your suggestions. 114 APPENDIX G INFORMATION-SEEKING INTEREST MEASURE INFORMATION-SEEKING INTEREST The statements given on the following pages describe actual activities for seeking information about educational and occupational opportunities. You are to decide whether you are interestgg or g2; interested in each of the activities. Think of each of the activities that is presented as being available to you. Following each of the statements presented on the following pages, place a check mark (X) in the box that best describes your level of interest in the activity. There are five possible answers to each of the activities. Each of the answers has a number from S to l which indicates the following levels of interest: 5 I am definitely interested in this activity 4 = I am interested in this activity. 3 = I am gentral g; undecided_about my interest in this activity. 2 = I am not interested in this activity. l = I am definitely not interested in this activity. Read each statement and then check the box that best describes your level of interest in the activity. Youxmust mark an answer to each statement. Turn to the next page and begin. 115 116 .ummnmuCn n:o% mo new onwnooam m usonm acnumEnowcH manpmmm .NH .umonoucH n30» mo oonHoo no Hoozom m wcnvcouum zfiucwmonm ocoofiom nuns waanmH .HH .umonoucH n:o% mo oonHoo no HOOSCm m manunmn> .oH .aonumasooo onmnooam m unopm muooEom nun3 wcanmH .m .Hmnocow an mCOHumasooo usonm cenumEnOMCn now wanunnz .m .mEmnwonm HmGOHumosvo Hoonom smnsnumoa usonm coaumEnOMCH manomom .n .woumonouCn onm 50% songs on non m mo conga may wanunmn> .o .umonOucH nsoa mo conumnsooo am an non noEE:m no menuuunma w wanxme .m . .Hmnocom an mCOHummsooo usonm meu noxwoam o On mcncoumnq .¢ .umonoucw n50% we now m an manxno3 maucmmona oaooEom Anna wanxame .m .Hmnocmw an cowumoovo Hoozom nmwnuumom unonm conumEnomcn now wanuwnz .N .Hmnoaow an moonumasooo “zoom conumEnoman wanvmom .H n emumonoucH uoc snmuncnmmo N voumonOucH no: Annmnoum _m pownoomsb no Hmnnsoz q nonwonoucH nnnwnoum m woumonouaH maounanmom 117 .umonoucn n50» mo Emnwono Hmconumoswm owwnooom m usonm xamu noxmoam m on cmumnd .mm .umwnoucn n30» mo conummaooo onwnooam m usonm xamu noxmomm m cu mancoumna .NN .Hmnmcow an mEmnwona Hmconumoswo Hoonom nwnfinumom usoom CGOmEom fiuna meH .HN .Hmnoamw an msmnwona HEEOHumosvm Hoozom £Mn£uumom usonm meu noxmoam m on coumnq .oN .uwon0uaw n50% mo oonHoo no Hoocom onmnomam m usonm cennmEnomcn manwmom .mH .GOHumanooo onmnooam m noono COHumEnomcn now wanunnz .mH .ummnoucH n:o% mo omoHHoo no Hoozom m usonw ocooEOm nuns wanxnme .NH . .noooam m o>nm ummnoucn n50» mo ooh m an manxnos hHucommnm ocoosom on wCHCOumnA .oH .zoomam m o>nw maoHHoo no Hoosom onwnoomm m wan -wcouuw kflucomona mn 0:3 oaooEow on mancmumnq .mH .omoHHoo no Hoonom onmnommm m usosm conumEnowdn nom manunnz .qa .Hmnmcow an muonumaoooo usoam ocooEOm suns manxame .MH H woumonwucH uoc —.snmuncnumo N woumonoucH no: zapmnonm m vovnoovc2 no Hmnusoz q woumonoucH Anamaoum m woumonouaH snouncnuma APPENDIX H TREATMENT INSTRUCTIONS I am a student at Michigan State University and I am in your school today to help the school staff with a project. I have some booklets for you. When you receive your booklets, please write your name, grade, and ses on the cover and begin to read the booklet carefully. When you have finished reading the booklet, raise your hand. 118 APPENDIX I POST CARD PLEASE SEND ME THE INFORMATION CHECKED BELOW: College Name of the College Occupations Name of Occupation Vocational Training General Career Information PLEASE PRINT YOUR NAME AND ADDRESS: Stamped post card addressed to: Career Information P. O. Box 58 Williamston, Michigan 48895 119 L———”—m__ —-_ _— APPENDIX J COUNsELOR APPOINTMENT REQUEST FORM If you would like to talk to a counselor about future occupational and educational planning, complete this form and put it in the "REQUEST DEPOSIT BOX" located $3 the school library. PLEASE PRINT YOUR NAME I would like to talk about (check the areas desired): Occupational Information ___ College Programs ___ ‘ Vocational Training ____ High School Course Planning ___ The best time for me to see a counselor is: DAYS TIMES 120 APPENDIX K LIBRARY BOOK REQUEST FORM ANNOUNCEMENT The following materials are being held on reserve in the school library. Careers I2 Depth - this is a series of books which describes the history, types of jobs, training requirements for the jobs, physical and educational requirements for the jobs, and places to write for more information. Aim High Vocational Series - this series of talks about careers is presented in general terms with specific facts about a number of common jobs and occupations included. Encyclopedia 9: Careers and Vocational Guidance (1) Vol. I (Planning) presents the need to find out about your interests, how to find a job, predictions about the "job market", and descrip- tions of over 30 occupations. (2) Vol. II (Careers & Occupations) presents detailed descriptions of jobs in the occupational areas of clerical, technical, semi-skilled, unskilled, and skilled. Occupational Outlook Handbook - this government publication presents ways to get information, predictions for the "job market", and descriptions of over 70 jobs. If you would like to read any of the materials listed above when they are available about one week from now, circle the numbers of the materials you wish to have. 7': 7': >'c 7': 9c 7': 7': PLEASE PRINT YOUR NAME GRADE I would like to read the materials circled when they are available: I. Careers ;§_Depth II. Aim High Vocational Series III. Encyclopedia 9: Careers and Vocational Guidance IV. Occupational Outlook Handbook When you have completed this form, put it in the "REQUEST DEPOSIT BOX” located in the school library. 121 APPENDIX L SPEAKER REQUEST FORM A special speaker will be available in the school to talk about educational and occupational planning. Following the talk, the speaker will answer student questions about specific jobs, training programs, and colleges. If you want to attend the session with the speaker, please fill out the form below and put it in the "REQUEST DEPOSIT BOX" in the school library. PLEASE PRINT YOUR NAME AND GRADE BELOW: Name Grade What topics would you like to hear the speaker talk about? 122 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII llLLIHLIILLllLlLllHLlLLILLLLILLLLILHILIH