AN EXPLORATION {If THE RELATIONSHIP OF HOMEIMANAGERS‘ SELF-ACTUALIZATION TO PARTICIPATION BY FAMILY MEMBERS IN HOME ACTIVITIES Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY VERDA M. DALE 1968 ail-Y ‘ J ' T WT I ' 1 7 Tip-fl IIIIIIIIZIIIIIIIIIIIILIIIflII ' T ”angersicy *- This is to certify that the thesis entitled AN EXPLORATION OF THE RELATIONSHIP OF HOME MANAGERS' SELF-ACTUALIZATION TO PARTICIPATION BY I FAMILY MEMBERS IN HOME ACTIVITIES I presented by VERDA M. MLE has been accepted towards fulfillment I of the requirements for ' PH. D. degree in HOME MANAGEMENT I [I I (,’ .. ’ II. )I‘ '. ’ I. ._ , . . V :L, ,1 /. -, . fl '1’ 4,’ , ,, / i K - . .r Major professor Date September 12, 1968 0-169 I . . :1; ._ . I I . 9. V ,. . .. J , . _,_ A L i . , J _ . ’1 . . .. . . . \ II‘ o Wk.“ I . 4 . t; . . .T. a t J. H ....w H . U l. - J'Kl‘ n A II ’ n . I . p. 3 ; I ID; I n .5 . - . I nu.\ 1 ‘I I -- y a .H , Ametimfi I ,, .5 t 5 :93 .. («An I 3 1995 f. g , . a I v ... . M » .. , L ,.l.fl..,. . . T . . ,. _ . . . , . A . A u . . I. I. e , x. 76; . I s . I I u . . . I . .\ I'll ~ A .1 n t _ .l v N I ‘- law ‘V | A n fitti‘.‘ _Ov*‘ r . O I I... . «I .s .¢ . .1 t. w. _ .. y 3. p I. , . :4 11!, y: .I. .1 in: II! I IL. I I . r .. .J y ABSTRACT AN EXPLORATION OF THE RELATIONSHIP OF HOME MANAGERS' SELF-ACTUALIZATION T PARTICIPATION BY FAMILY MEMBERS IN HOME ACTIVITIES By Verda M. Dale The basic research question in this study is the relationship of the home ' manager's personality to her rnanagement outcomes. A theory of participative , l . 2 , 3 , ‘- management neld by McGregor, LIkert, Mas.ow, and otners postulates That participation of group members in sigmtIcant activities leads to positive achieve- " I 'l d "° t Eh" '~ ’ ment 0. group gca s (managerlc outcomes), an acIIIevenent o Ign Iever ego and self-actualization needs of participating members. Moreover, ccordinr to 4 O O . O ‘ O L . Maslow, paI'tIcrparIve monagemen. depends upon The manager havmg person- ality traits which encourage the development OI: self-esteem and self-actualiza- tion of those whom the manager supervises. The personality traits which permit this individual development of those being supervised are characteristic of self- actualized people. Home activities may be one avenue for self-actualization. it is hypothesized that the self-'actualizing home manager would view her home management activities as positive experiences; there 'ere, she would create an or ‘ o h h F" ‘4' l r ' 'd ‘A'. A ' a I “f _o o envr.onn.ent In t e ome so .crm y memces cou. .cve opportumhes or posItIve, developmental experiences. Data about family member participation in the areas of household tasks, care and control of family members, economic, and social activities were col- lected from two groups of Massachusetts intact famiiies, Groups A and B (N=292. Verda M . Dale Family member participation was scored as to whether the activity was performed by the home manager alone, by the home manager and other members of the fam- ily, or by family members other than the home manager. The home managers of the high and low scoring families were contacted, and the Personal Orientation Inventory (PODSadministered to them. The POI indicates a self-actualization score . The relationships of the family participation scores and the self-actual- ization scores of the home managers were analyzed by simple, partial, and mul- tiple correlations. Analysis by simple correlation showed that no relationship existed between the two scores except in the area of economic activities for Group B, which was at-the .05 level. When the demographic indicators of num- ber of family members, social position of the family, and employment status of the home manager, were added and all of these factors analyzed by partial and multiple correlation, certain relationships were revealed. Two sub-scales of the POI, existentiality (flexibility in application of values) and nature of man (sees man as essentially good) were significantly related to family participation in household tasks at the .OI and .05 levels, reSpectively, and nature of man was significantly related at the .05 level to family participation in care and control activities. Social position was significantly related at the .05 level to family par- ticipation scores and POI scores in economic activity. Both The number in the family and the home managers' employment were influential in the relationship of POI scores to household task participation scores at the .OI level of signifi- Verda M. Dale cance. The number in the family was significantly related at the .OI level and employment status at the .05 level to relationships of self-actualization scores and family participation in care and control of family member activities. Additional investigation indicated that the self-actualization scores of the home managers were positively related at the .05 level to social position as measured by education and occupation of the husband. The findings would suggest that there are some relationships between per- sonality and managerial outcomes, but that more investigation is needed. References IDouglas McGregor, The Human Side of Enterprise (New York: Mc- Graw-Hill, I960). Rensis Likert, New Patterns of Management (New York: McGraw- Hill, I96I). 3Abraham H . Maslow, Eupsychian Management (Homewood, Illinois: Richard D. Irwin, Inc. and Dorsey Press, I965). 4ibid, p. I5I. 5Everett L. Shostrom. EITS Manual-Personal Orientation Inventgy (San Diego, California: Educational and Industrial Testing Service, I966) p. 6. AN EXPLORATION OF THE RELATIONSHIP OF HOME MANAGERS' SELF-ACTUALIZATION TO PARTICIPATION BY FAMILY MEMBERS-IN HOME ACTIVITIES By Verda M. Dale A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Home Management and Child Development I968 ACKNOWLEDGEMENTS Many persons have given me encouragement, guidance, and assistance throughout the period of time this dissertation was in preparation, and to them I am deeply indebted. Foremost have been the persons on my graduate commit- tee. Each member has made a unique contribution to my academic experience: Dr. Beatrice Paolucci, Chairman, who challenged and motivated me to push beyond my own expectations; Dr. Frances F. Magrabi, who raised searching questions and who gave great assistance in putting the research into operation and in analyzing it; Dr. James B. McKee, who gave valuable suggestions about procedure; and Dr. Jean Davis Schlater,who insisted on sharpening ter- minology and methodology. Dr. Mark H . Bert and Dr. Ellis G. Olim have given advice on statistical procedure. Mr. Charles E. Eshbach read the manu- script and made editorial suggestions. I am grateful to Mrs. Gertrude Lashway for her patience and interest in getting the manuscript typed. Special thanks are given to the school personnel and the 4-H staff and leaders who assisted in the collection of data . TABLE OF CONTENTS Chapter Page I. INTRODUCTION ................ . ..... I Obiectives of the study II . CONCEPTUAL FRAMEWORK ................ 7 III. IV. VI. VI. Personality characteristics of home managers as related to family participation Characterrstics of self-actualized managers Measurement of self-actualization Home management outcomes Characteristics of participation in family activities Measurement of family participation REVIEW OF LITERATURE .................. I8 PROCEDURE ....................... 3] Selection of sample Selection of instruments Data collection Data analysis DESCRIPTION OF SAMPLE ................. 45 Social position Number of family members Employment of home managers FINDINGS ........................ 5] Family participation scores Social position and family participation scores Employment status of home manager and family participa- tion scores Number in family and family participation scores Self-actualization scores Self-actualization scores and family participation scores Demographic indicators as related to self-actualization scores and family participation scores Self-actualization scores and social position Life goal orientations of home managers SUMMARY AND CONCLUSIONS .............. 76 LITERATURE CITED ........................ 83 APPENDIXES .......................... 8.7 TABLE OF CONTENTS Chapter Page I. INTRODUCTION ................ . ..... I Obiectives of the study II . CONCEPTUAL FRAMEWORK ................ 7 III. IV. VI. VI. Personality characteristics of home managers as related to family participation Characterrstics of self-actualized managers Measurement of self-actualization Home management outcomes Characteristics of participation in family activities Measurement of family participation REVIEW OF LITERATURE .................. I8 PROCEDURE ....................... 3] Selection of sample Selection of instruments Data collection Data analysis DESCRIPTION OF SAMPLE ................. 45 Social position Number of family members Employment of home managers FINDINGS ........................ 5] Family participation scores Social position and family participation scores Employment status of home manager and family participa- tion scores Number in family and family participation scores Self-actualization scores Self-actualization scores and family participation scores Demographic indicators as related to self-actualization scores and family participation scores Self-actualization scores and social position Life goal orientations of home managers SUMMARY AND CONCLUSIONS .............. 76 LITERATURE CITED ........................ 83 APPENDIXES .......................... 8.7 LIST OF TABLES Table Page I. Methods used in analysis of data . . . ............ 43 2. Social position of families in Group A and Group B ....... 46 3. Comparison of social position and number of persons in families of Group A and B . ................... 48 4. Employment status of home managers and social position ..... 49 5 Activities in which over half the families had similar perform- ances . ........................ 5l 6. Family activities which the home manager performed alone in over half the families .................. 56 7. Family activities which the home manager and others performed in over half the families . ................ 57 8. Family activities performed by someone other than the home manager in over half the families ............. 58 9. Mean scores for family participation in four areas of family ac- tivities by social position . . . . ............ 60 I0. Mean scores for family participation in four areas of family ac- tivities by employment status of home manager ....... 6] II . Mean scores for family participation in four classes of family activities by number of persons in the family ........ 62 I2. Self-actualization scores of home managers .......... 63 I3. Self-actualization mean scores for Group A and Group B . . . . 64 I4. Simple correlation coefficients of participation scores and POI scores ......................... 65 I5. Relation of POI scale scores and demographic indicators to fam- ily participation scores . ................ 67 I6. Correlation of self-actualization sub-scale scores to social po- sition ..................... 69 I7. Life goal orientation and self-actualization of home managers . . 7I I8. Life goal orientation of home managers of families with high and low participation in household tasks .......... 72 I9. Life goal orientations of home managers of families with high and low participation in care and control activities . . . . . 73 20. Life goal orientations of home managers of families with high and low participation in economic activities ..... . . 74 2I . Life goal orientations of home managers of families with high and low participation in social activities. . . . . . . . . . 75 LIST OF ILLUSTRATIONS Figure ’ Page I. Model of method for study of home manager personality and ' relation to management outcome . . . . . . . . . . . . . 6 2. Family participation scores in household tasks . . . . ..... 52 3. Family participation scores in care and control activities . . . . 53 4. Family participation scores in economic activities. . . . . . . . 54 5. Family participation scores in social activities ......... 55 LIST OF APPE NDIXES vi . APPENDIX Page A. Measures of Family Participation and Self-Actualization . . . 87 Family Participation Inventory ............ 88 Personal Orientation Inventory ............ 94 Information Sent to School Superintendents ..... 95 B. Family Participation in Individual Activities ........ 96 Family Participation in Household Tasks, Group A . . 97 Family Participation in Household Tasks, Group B . I00 Family Participation in Care and Control Activities Group A .................. I03 Family Participation in Care and Control Activities ‘ ‘ Group B .................. I05 Family Participation in Economic Activities, Group A . . I07 Family Participation in Economic Activities, Group B . . I08 Family Participation in Social Activities, Group A . . .I09 Family Participation in Social Activities, Group B . . . I II Chapter I INTRODUCTION To gain insights as to what differentiates a successful home manager from an unsuccessful one is an important objective of managerial research. What kinds of information concerning the home manager, as a person, are most significant in differentiating various levels of managerial proficiency? o I I o o f o o WIrth has IndIcated that Single elements or personal characterIstIcs have a poor predictive reliability to managerial outcomes. This suggests that more comprehensive measures of personal characteristics are necessary to im- prove the predictive power. 2 . p o o Maslow has developed the Iaea of the self-actualIzmg person—~a a (I n o q o I I or I I person who IS more fully TunctIcnIng ana IIves a more eancned IITe tncn aoes the average person. Would not a more fully functioning person be a more suc- cessful manager? Maslow's conception of self-actualization is a useful one, for he pro- poses that a person is motivated by needs that are hierarchially arranged. A higher need is not activated until a person has achieved some level of satis- faction of the needs below it. His hierarchy of needs begin with survival, then progresses through safety, belonging, recognition, achievement, to self- actualization. Self-actualization is defined as ongoing actualization of po- IM.E. Wirth, "Pattern Analytics: A Method of Classifying Manager- ial Types," Quarterly Bulletin (Vol. 47, No. 2, Nov. I964), East Lansing, Michigan: Michigan State University Agricultural Experiment Station, p.6. 2Abraham H . Maslow, Motivation and Personality. (New York: Her- per, I964). I 2 tentials, capacities and talents, as fulfillment of mission (or call, fate, des- tiny, or vacation), as a fuller knowledge of, and acceptance of, the persons own intrinsic nature, as an unceasing trend toward unity, integration or syn - ergy within the person. Self-actualization is interpreted by the researcher as being a measure of personality that is sufficiently comprehensive to be relevant for testing its relationship to management outcomes. One measure of management outcome is the amount of family partici- pation in family activities. While some participation might be considered a form of "help" for the home manager, a more important function of participa- tion is the opportunity for family members to learn, through experience, social roles, and to develop individual human potentials. A theory of participative management held by McGregor,4 Likert,5 Maslow,6 and others postulates that participation of group members in signifi- cant activities leads to positive achievement of group goals (managerial out- comes), and achievement of high level ego and self-actualization needs of C O C O 7 O O U partICIpatmg members. Moreover, accordmg to Maslow, partIcrpatIve man- agement depends upon the manager having personality traits which encourage 3Abraham H . Maslow, Toward a Psychology of Being, (New York: Van Nostran, I962) p. 23. - 4Douglas McGregor, The Human Side of Enterprise (New York: MC” Graw-Hill, I960). Rensis Likert, New Patterns ofManagement(New York: McGraw-Hill, I96I) . 6Abraham H. Maslow, Eupsychian Management (Homewoad, Illinois: Richard D Irwin, Inc. and Dorsey Press, I965). Ibid, p. 151. 3 the development of self-esteem and self actualization of those whom the man- ager supervises. The personality traits which permit this individual development of those being supervised are characteristic of self-actualized people. Home activities may be one avenue for selFactualization. It is sugges-a ted that the self-actualizing home manager would view her home management activities as positive experiences; therefore, she would create an environment in the home which would permit her family to participate freely in the activities of managing the home, so they, too, could have opportunities for positive, de- velopmental experiences. Obiectives of the Study The purpose of this study will be to measure the degree of self-actual- ization and the degree of family participation of two groups of home managers and to determine the relationships between these two measures. Specifically, the particular purpose is to determine whether the self-actualizing home man- ager is a more successful home manager as measured by the managerial outcome of higher participation of family members in family activities. Several assumptions underlie this study. I. The wife-mother is the principal manager of the home. 2. Participation in family activities is one measure of man- agement. 3.' Children, age 10-15 years, know who participates in family activities and can give an accurate report of these activities. 4. 4 The personal orientation Inventory is a valid measure of Self-actualization . Obiectives of the study include the following: ’1. To determine the degree of family participation of two groups of intace families through the completion of the Family Participation Inventory by a child (age IO to 15 years) of each family. To classify home managers by their degree of self- actualization through testing with the Shostrom Per- sonal Orientation Inventory. To analyze the relationship of the degree of self-actu- alization of the home managers and the families' par- ticipation in family activities. The following hypotheses are tested in this study: I. A negative relationship exists between the self-actu- alization scores of home managers and the partici- pation of family members in household tasks. A positive relationship exists between the self-actu- alization scores of home managers and the partici- pation of family members in family care and control activities. A positive relationship exists between the self-actu- alization scores of home managers and the partici- 5 pation of family members in economic activities. 4. A positive relationship exists between the self-actu- alization scores of home managers and the participa- tion of family members in social activities. The limitations in this study include the following: I. 2. Family participation is measured by a limited number of family activities. Personal consequences of participation by family mem- bers is not investigated. These are definitions of certain terms that are pertinent to this study: I. Family activities are those acts or functions that are important to the families involved. These activities may take place both within and outside the home boundaries, and may be performed by one or more family members. Family participation is the performance or accomplish- ment of activities by one or more family members other than the home manager. No particular value is attached to performance of the activity by specific family members. Self-actualization, as defined in this study, is a measure of personality that indicates a particular approach to life. The self-actualized individual is considered to be functioning at his fullest potential. HOME MANAGER'S PERSONALITY OBJECTIVE 4 X \ 7 To examine relationships between home manager's personality and managerial MANAGEMENT OUTCOME PARTICIPATION OF FAMILY MEMBERS IN FAMILY ACTIVITIES FAMILY PARTICIPATION INVENTORY outcome SELF—ACTUALIZATION DEFINITIONS PERSONAL ORIENTATION MEASURES INVENTORY < > Figure I . tion to management outcome Model of method for study of home manager personality and rela- Chapter II CONCEPTUAL FRAMEWORK The conceptual framework of this study will be discussed in terms of six basic questions relative to the six concepts outlined in the preceding model (Figure I) . The questions are: (I) What personality characteristics of heme managers seem to be related to family participation? (2) What characterizes a self-actualizing person? (3) How will self-actualiza'rion be measured? (4) What constitutes managerial outcomes as defined in this study? (5) What characterizes participation in family ac- tivities? (6) How will family participation be measured? (I) Personality characteristics of home managers as related to familj participgtion. The personaiity characteristics of the home manager are, thea- retically, reiated to managerial outcomes. When the family is viewed from the symbolic mteractional viewpoint, it is conceived as a unit of interacting a I I o O o o o I a personalities. Members in the family are Viewed as gauging their oehavror by assessing and judging the actions of others . Personality is a dynamic concept in the darto-day interactions in the family. I Jay D. Schwaneveldt, "The Interactional Framework in the Study of the Famiiy," Emerging Conceptual Frameworks in Family Analysis, F. Ivan Nye and FelixM. Berardo,ed.(New Yorszhe MacMilian Co., I966), pp. 97-99. 7 8 Nichols2 has indicated that it is possible to manage the tasks of the household in such a way as to contribute to the family's development through providing experiences of significance, permitting family members to learn ' future roles by acting them out and relating themselves to others. In a study of the effects of good home management on family living, Dickins3 found that families with better manager wives more frequently scored high in cooperation, and less frequently scored low. Many of the better man- agers were checked as being especially strong in "sharing responsibility with other members of the family. " Likert,4 in comparing different modes of industrial management, deline- ated four systems of organization: exploitive authoritative, benevolent author- itative, consultative, and participative group. When many different groups of managers described the highest producing and the lowest producing departments they knew well, many of the highest producing units could best be described as operating under the participative group or the consultative systems. The most striking fact about the descriptions was that, regardless of under which system the high producing units were categorized, the lowest producing units were best described under a system that fell closer to the exploitive authorita- tive system than did the high producing units. 2Acldreen Nichols, "Organizational Processes Eliciting Help, " Jour- nal of Home Economics (Vol . 58, No. 9), 6p. 726 3Dorothy Dickins, "Effects of Good Household Management on Family Living," Bulletin 380 (State College, Mississippi: Mississippi State College Agricultural Experiment Station, I943) p. 26. 4 . . . . Rensrs Likert, The Human Organization: Its Management and Valg, (New York: McGraw-Hill Book Co., Inc., I967) pp. 3-“. , '9 Little is known about the personality characteristics of home managers in relation to the effect on family participation, but MCGr‘egor5 has hypothe- sized and studied a type of participative management in industry that appears to have relevance to this question . MacGregor's Theory X and Theory Y are based on managers holding certain beliefs about the persons whom they super- yise and the methods to be used in managing. Theory X is the traditional view of management, and is based on assump-F tions about the human nature of the average individual: a dislike of work, a reluctance to put forth adequate effort toward the achievement of organiza- tional obiectives, a preference to be directed, a wish to avoid responsibility, and the desire for security. Theory Y has quite different assumptions about human nature . The assumptions of Theory Y include the beliefs that the average human being en- ioys the physical and mental effort in work; that man will exercise self-direc- tion and self-control in the service of obiectives to which he is committed; that commitment to objectives is a function of the rewards associated with their achievement; and the most significant of rewards are the satisfaction of ego and self-actualization needs. Moreover, the average human being learns, under proper conditions, to seek responsibility, and the capacity to function creatively and productively in the solution of organizational problems is widely distributed in the population. 5Douglas McGregor, The Human Side of Enterprise (New York: McGraw-Hill Book Co., Inc. , I960). IO -The principle of integration is derived from Theory Y: the creation of conditions such that the members of the organization can achieve their own goals best by directing their efforts toward the success of the enterprise . The principle of integration is in opposition to the "scalar principle," derived from Theory X, which stresses direction and control through the exercise of authority.6 'Maslow7 believes that the person best suited to be the manager is the one who is the most perceptive about the objective requirements of the situ- ation, and is therefore the most selfless in the situation. The closer a person approaches toward self-actualizing, the better manager he is apt to be in the largest number of situations. Indeed, according to Maslow, participative management depends upon the manager having personality traits that encourage the development of self-esteem and self-actualization of those the manager supervises. The personality traits that permit this are characteristic of self- 'actualized people .8 (2) Characteristics of self-actualized managers. Persons with self- actualizing characteristics have been described by Maslow as "psychologically healthy, " "fully human," and "fully functioning, " but these terms, while sum- marizing the characteristics, include a number of attributes that give a founda- tion to such a personality. The clinically described characteristics of the bible, P- 49. 7Abraham H. Maslow, Eupsychian Management (Homewood, Illinois: Richard D. Irwin, Inc., and the Dorsey Press, I965), pp. 25-32. 8M, p. I5I. II self-actualized individual, as viewed by Maslow,9 are detailed and para- phrased: Superior perception of reality. The self-actualized indivi- dual possesses an unusual ability to judge people correctly and effi- ciently, and to detect the spurious, the fake, and the dishonest. Besides this ability to distinguish the real world‘of nature from the man-made world of concepts, abstractions, expectations, beliefs, and stereotypes, the self actualized individual accepts the unknown without fear, and often is attracted by it. Increased acceptance of self, of others, and of nature. While not self-satisfied, the self-actualized people accept their own nature and themselves without chagrin or complaint, or even thinking much about it. They do not assume a "protective coloring" or "pose;" neither do they appreciate artificialities in others. Self-acceptance is not self-complacency, and the "healthy" individual will feel remorse about discrepancies between what might be or ought to be. Increased spontaneity. Self-actuaiized people can all be described as relatively spontaneous in behavior, in inner life, thoughts, and impulses. This spontaneousness is not necessarily unconventional behavior, but behavior that is marked by simplicity and naturalness. The sponteneity is related to codes of ethics that are relatively autono- mous and individual . 9Abraham H. Maslow, Motivation and Personality (New York: Harper and Row, I954), pp. I99—234. I2 Problem centering . The self-actualized people customarily have some mission in life, some tasks to fulfill, some problem outside them- selves whichenlists much of their energies. They are problem centered rather than ego centered. They are concerned with basic issues and questions of the type called philosophical or ethical. Increased detachment and desire for privacy. The self-actual- ized individuals like solitude and privacy to a greater degree than the average person and can be solitary without harm to themselves or with- out discomfort. They find it easy to be aloof, reserved, calm and serene. The detachment permits an ability for concentration. This detatchment and aloofness can be interpreted as cold, snobbish, un- friendly, or even hostile . Autonomy and resistance to enculturation. Self-actualized people are relatively independent of the physical and social environ- ment. They are dependent on their own potentiality and latent resour- ces for their deveIOpment and continued growth . They have been de- scribed as “self-contained . " Higher frequency of peak experiences. Emotions sometimes get strong enough, chaotic and wide spread enough to be called mys- tic experiences. It is quite important to disassociate this experience from any theological or supernatural reference. It is a feeling of simultaneous power and weakness, wonder and awe. A large propor- tion of self-actualized people report having had these experiences, and some had them fairly frequently. 13 Continued freshness of appreciation, and richness of emotional reaction. Self-actualized people have a capacity to appreciate again and again, freshly and naively, some of the experiences that may have become stale to others. These experiences may be in the realm of beauty, but they choose individually what they consider beautiful ob- jects--nature, children, sex, music, etc. Self-actualized people ap- preciate with pleasure, awe, wonder, and even ecstacy. Increased identification with the human species. Maslow uses the German word, Gemeinschaftsgefuhl, to give the flavor of the feel- ings for mankind expressed by self-actualized people. Self-actualized people have for human beings in general, a deep feeling of identifica- tion, sympathy, and affection, and have a genuine desire to help the human race. However, they can have occasional feelings of anger, impatience, or disgust for individuals. Interpersonal relations. Self-actualized people have deeper and more profound interpersonal relations than most people, but with high selectiveness. One consequence of this is especially deep ties with rather few individuals. Democratic character structure. The self-actualized individuai is democratic in the deepest sense. He finds it possible to learn from anyone who has something to teach him--no matter what other charac- teristics he may have. The self-actualized person has respect for any human being, but selects character, capacity, and talent as measures rather than birth, race, blood, power, etc. l4 GreatlLincreased creativeness. This creativeness is in the ”sense of creativeness of small, naive children, and not of the creative- ness of a Mozart. The self-actualized individual operates as less in- hibited, less constricted, less enculturated, so that a freshness and a certain spirit is upheld in whatever he does. Certain changes in the value system. The value system for the self-actualized person has a firm foundation automatically furnished by the phiIOSOphic acceptance of the nature of his self, of human nature, of much of social life, and of nature and physical reality. This philo- sophic acceptance promotes a comfortable relationship with reality, his Gemeinshaftsgeffihl, his discrimination in regard to means and ends, and his basically satisfied condition. (3) Measurement of self-actualization . In this study, self-actualiza- tion will be measured by the Shostrom Personality Orientation Inventorx, known as the POI. The POI was developed to test dimensions which seem to discriminate self-actualized people from less or non-self—actualized people. Shostrom based the test on Maslow's theory of self-actualization, but also in- . II ' . .. l2 eluded Rersman's system of mner- and otl'teruaarectedness, and May's and IOEverett L. Shostrom, "An Inventory for the Measurement of Self"- Actualization," Educational and Psychological Measurement, (Vol. XXIV, No.2, 1964) pp. 207-18. 1David Reisman, N. Glazier, and Ruel Denney, The Lonely Crowd (New York: Doubleday, I950). ”Rollo May, E. Angel, and H. Ellenberger, Existence (New York: Basic Books, I958). I5 Perls'l3 concepts of time orientation. Besides the inner-other directedress and time orientation sections, the test is composed of ten subscales, each of which measures a conceptually important element of self-actualization. The ten subscales measure beliefs which are classified as self-actualizing value, existentiality, feeling reactivity, spontaneity, self-regard, self-acceptance, nature of man, synergy, acceptance of aggression, and capacity for intimate contact. (4) Home management outcomes. Management outcomes, as defined in this study, are the participation in, or the completion of, certain family activities. These family activities are categorized into four areas: household tasks, care and control of family members, economic, and social. Some home activities are posited to be more prestigeful, and therefore more capable of providing conditions which foster self-esteem and ego-building in family mem- bers. The areas of home activities believed to be more capable of promoting the development of the individual are core and control of family members, economic, and social ac.ivities. It is posited that performance of household tasks may be less prestigeful and therefore less capable of promoting person- L/ aIity development. (5) Characteristics of participation in family activities. Family be- havior can be considered on adiustive process where cues are given and indi- vidual members respond to the stimuli. The ideal family situation would 09 3Frederick Perls, Ego, Hunger and Aggression (London: George Allen and Unwin, Ltd., W47). Frederick Perls, Ralph Hefferline, and Paul Goodman, Gestalt Therapy (New York: Julian, i95l). ..,-. I6 .one in which the stimuli would produce a positive, ioyful, learning experience whereby the individual would increase his stature and grow as an individual. Leel4 speaks of the icy of participation and writes Speaking of the Hopi household. The individual is free to choose ways in which to actualize his responsibility . . . It is evident, then, that a tremendous respect and trust is accorded to the individual . . . This means a great responsibility, and can be seen as a frightening and overwhelming burden. Yet, in- stead of blocking the individual with its immensity, this respon- sibility seems to function as a motivating factor, affording a channel for spontaneity. Instead of cutting off the protruding variation, the idiosyncrasies of the individual; instead of sub- merging the self within a uniform mass, the group encourages individual quality, and enriches itself through it. The signifi- cant place given to each person and the full trust accorded to each means that the group thrives only through the full exer- cise of the individual self. In this study, participation in family activities is viewed as existing on three levels. On one level, the manager herself may perform the activity with no help or assistance from others; a second level is a joint participation of the manager and others either together or separately, in the activity; and a third level is participation by others without the manager taking part in the activity. A particular value is not attached to the level of participation. (6) Measurement of family particigation. Family participation in family activities will be measured by the Family Participation Inventory, an . I C . Instrument adapted from one developed by Onorato. 5 The Instrument contains a list of 85 family activities, divided into the areas of household task, care l4Dorothy Lee, Freedom and Culture, (Englewood Cliffs, N.J.: Pren- tice-Hall, Inc., I959), pp. 24-5. ”The Family Participation Inventory was from working papers for an M.A. thesis by Loretta Onorato. I7 and control of family members, economic, and social. The instrument has provisions for indicating which family members perform the activity, whether the activity is done by someone outside the family, or not done by the family. Chapter III REVIEW OF LITERATURE The influence of the personality of the home manager on managerial outcome is a little known factor. A search of the literature indicated that no previous studies have been directed toward investigating the personality of the home manager. Therefore, it was necessary to look to other areas for clues to personality characteristics that would have relevance for home management. WirthI refers to Nielsen's model of the farm manager, and says that the farm manager is viewed as a behavioral entity, or a goal-directed system seek- ing to produce a desirable goal-state or outcome. The farm manager is symbol- ized as a person with a certain configuration of background experiences and presumably a memory of these; as a person who is directed by certain drives and motivations, which are monitored by a value system; and one who is endowed with certain capabilities or talents such as intelligence, imagination, skills, etc. One could proiect that certain configurations of these characteristics would produce personalities that would influence managerial outcomes. Another way of looking at managerial personality structure is from a viewpoint proposed by Goldfarb. Goldfarb has as a theSIs that socralrzatlon prepares an InleldUOI for lM.E. Wirth, "Pattern-Analytics: A Method» of Classifying Manager- ial types," Quarterly Bulletin of the Michigan Agricultural Experiment Station, Vol. 47, No. 2 (l964fp. l67-68. 2Alvin l. Goldfarb, "Psychodynamics and the Three-Generation Fam- ily, in Social Structure and the Family: Generational Relations, ed. by Ethel Shanas and Gordon F. Streib (Englewood Cliffs, N.J.: Prentice-Hall, Inc. , 1965), pp. 10-45. l8 I9 the successive life roles that will be ascribed to him, or that he will achieve, and that this can be accomplished in two ways. The first provides the indivi- dual with skill, information and psychological and emotional attributes which permit him efficiently and pleasurably to fulfill his roles, and to instill asense of purpose about doing so. This type of socialization, referred to as Type One, leads to the nondependent personality, which this writer: believes is indicative of the self-actualized individual since the characteristics of Type One social- ization are sense of purpose, self esteem, self confidence, and pleasure in the effective consumation of tension-relieving and gratifying behavior. Type Two socialization, which leads to the dependent personality, im- pels the individual toward acceptable social behavior by way of dependency ties and dependent relationships, which act as a social cohesive force and per- mit or force the more or less successful assumption of successive life roles, even in the absence of skills, information, and rational social purposes. The indi- vidual may do what he has to do but does not do it because he wants to, but because he feels pressed or forced to do so. The characteristics of the Type Two personality are a sense of purpose that depends upon winning and control- ling others; self esteem through approval of others sought and won, and pride in self as one who can gain such approval; self-confidence based an ability to identify, search for, and win others; and pleasure from service to or effort toward accomplishment which pleases others. Pleasure in and from achieve- ment is secondary to pleasure from its recognition by others. This writer associates the Type Two socialization personality with the 20 non-seIf-actualized individual because of the above characteristics. When Nichols analyzed organizational processes that elicited help from family members for the home manager, the results suggested that the women re- ceiving more help set up a somewhat different environment for the helpers than did the women who received little help.3 Nichols stated that help is a two way relationship, and that giving help requires that the giver perceive the situation as one in which help is valued and feelings of personal worth or com- petence will not be threatened . It appeared that the low-help homemakers may feel that they themselves were best qualified to do the task, and there- fore shut off possibilities of help. The effect of personality on the interaction within the home was repor- ted by Hawkes;4 he based his discussion on research done at the Fels Institute. When democracy existed in the home, the child was given an opportunity to explore, question, and test reality. Although not specifically stated, it is presumed that participation in family activities provided some of the means for the exploring, questioning, and testing reality. Children from the democratic home were found to be in favored positions in the peer groups, although they were often aggressive and bossy . They were in favored positions because they made these characteristics of aggressiveness and bossiness work for them. The 3Addreen Nichols, "Organizational Processes Eliciting Help," Journal of Home Economics (Vol. 58, May I966), pp. 727-8. Glenn R. Hawkes, "Personality Development--The Special Task of the Family," Family Mobility in Our Dynamic Societl, Iowa State University Center for Agricultural and Economic Development (Ames, Iowa: Iowa State University Press, I965), p. I2] . 2] children also rated high on activities demanding intelligence, curiosity, ori- ginality, and constructiveness. In a study investigating husband and wife relationships, Lopata5 found thatquite different personality developments occurred from the different levels of husband-wife interactions. Five basic "ideal " types of women emerged from the variations of im- portance women assigned to different aspects of the husband-wife relationship, and to the central emphasis of the perceived role of the wife. The five types were: I. The wife is husband oriented. In spite of other roles, she concen- trates her personal identification and life around him. 2. The wife has a cyclical relationship with her husband in which, at the time the wife starts devoting her time and energy to the children and the husband to his career, the primary relationship is pushed into the background. As the children marry and leave home, the primary relationship with the hus- band is resumed. 3. The wife is involved with herself and_l_1_e_[ children. The husband is external to this basic unit, as someone who provides and performs tasks for it, or toward whom certain specific duties must be performed. 4. The wife is one whose basic ties is not with the husband or even with the children, but with the home and her possessions in it. She tends to see people as infringing upon or interfering with this basic relation. 5Helena Znaniecki Lopata, "The Secondary Features of a Primary Re- lationship," Human Organization, XXIV (Summer I965), ll6-23. 22 5. The final type includes women who either stress their roles equally or whose relations seem to be external to themselves. They tend to include obligations to the general society and to be less locatable in space. Lopata found that at least one-third of her sample of 622 Chicago urban and suburban wives tended to see the mother and children as the basic unit of the family; about another third was husband-oriented. A large number of older wives expressed this relation, and thus might indicate a cyclical return to hus- band orientation after other family duties had passed by. Murray investigated the relationship of personality to teacher success. Based on the idea that the answer to the successful teacher will be the discov- ery of certain personality factors, she indicated that studies attempting to de- scribe the successful teacher ended in a list of personality patterns or charac- teristics that frequently coincided with Maslow's definition of the self-actual- izing individual. Therefore, self-actualization was the test for personality. Murray found that the more self-actualized teachers were assessed by students as more concerned than the less self-actualized teachers, and this assessment by students was consistent across the grade levels that they taught. Thus, she found some evidence that the self-actualizing teacher is a successful teacher. In the industrial setting, Margolies7 studied the organizational culture and the degree of self-actualization that emerged under different organiza- 6M.Eloise Murray, "An Exploration of the Relationship of Self-Actual- ization to Teacher Success, " (unpublished M.S . thesis, Pennsylvania State University, I966.) 7Newton Margolies, "A Study of Organizational Culture and the Self- Actualizing Proc 55." (Pa/published Ph.D. Dissertation, University of Cali- forma, Los Ange es,, 905. 23 ' tional environment. Task integration, the degree to which a member's activi- ties were perceived by him as being related to organizational obiectives, was the criterion for defining the culture . High task integration was associated with such things as job enlargement, increased iob scope and iob exchange, while low task integration denoted extreme specialization and the division of labor in the strictest sense. Margolies found that high task integration was associated with a high degree of involvement; with behavioral norms which stemmed primarily from the work group; and with intrinsic value orientations of creativity, achievement, and independence. Low task integration was associated with extrinsic value orientations of economic reward, security, and work conditions; with attitudes which reflected alienation and withdrawal from iob and organization; and with behavioral norms which stemmed largely from formal authority. He found that the culture associated with high task in- tegration was also associated with a higher degree of self-actualization of the membership when compared with the culture associated with low task integra- tion. Both managers and worker groups were included in the study. In the departments where the workers were the more intrinsically value oriented, the managerial personnel were not significantly different from the group mem- bership. In the departments that were classified as being more extrinsic value oriented, the managerial groups held significantly different values than did the other members in those departments. Numerous studies have been made to investigate the degree of family participation in family activities. 24 Herbst,8 using an Australian sample, investigated task differentiation of husband and wife in family activities, and identified six areas of activity: wife's household duties, common household duties, husband's household duties, child control and care, economic activities, and social activities. Herbst found husbands relinquish family activities in the following order: first, the wife's household duties, followed by the common household duties, child care and control, the husband's household duties, and then social activities. If the husband increased his family activities, the opposite ordering of areas applied. Herbst found that, given the number of areas in which the husband participates in the family's activities, one could predict with an 83% accuracy in which of the six areas the husband would or would not participate. The same kind of analysis was made for the wife and for the children, and a definite but differ- ent pattern was found to exist. In the case of the wife, 95% conformed en- tirely to a given pattern. No instance was found in which the wife did not participate in household duties, the care and control of the children, and social activities. Herbst also found that by eight years of age, complete role differentiation by sex had taken place in the children. In a study of four families, Wilkening and Bharodxrrai9 found that divi- sion of farm and family tasks followed certain patterns, but there was a sharing 8P.G. Herbst, "Task Differentiation of Husband and Wife in Family Ac- tivities," A Modern Introduction to the Family, ed. by Norman W. Bell and Ezra F. Vogel (New York: The Free Press of Glencoe, I960), pp. 339-46. 9Eugene A. Wilkening and Lakshmi K. Bharadwai, "Aspirations, Work Roles and Decision-Making Patterns of Farm Husbands and Wives in Wisconsin, " Research Bulletin 266 (Madison, Wisconsin: University of Wisconsin, I966), pp. l0-l3. 25 by the spouses (of various tasks such as supervision of children's activities, re- cord keeping, and business matters. Both farm husbands and wives in this. study adhered to a traditional conception of the woman's role. Field work was primarily the man's domain, and meal preparation Was his wife's iob, al- though there was considerable task overlap. The couple shared child rearing responsibilities. The wife appeared to play a more important role in the de- cisions pertaining to matters within the home. Van Bartel '0 investigated the home management in two socio-economic groups. One of the differences characteristic of the lower socio-economic home managers was a liking to have children help with activities, these home managers spent more time in supervision and in shared housework than did those of the higher socio-economic families. Nichols, II in a study of wives employed in an automotive factory, found that, for the most part, the wives had very little help from other family members in household tasks. However, the wives whose husbands had more education received more help than did wives of husbands with less education. Parker, '2 in a study to determine the basis of task distribution in the family, found that mothers performed the majority of the household tasks, 'ODorothy Greey Van Bartel and Irma H. Gross, "A Comparison of Home Management in Two Socio-Economic Groups," Agricultural Experiment Station Technical Bulletin 240 (East Lansing, Michigan: Michigan State Col- lege, I954), p. 29. "Addreen Nichols, "Person-Centered and Task-Centered Styles of Or- ganization" (unpublished Ph.D. dissertation, Michigan State University, I964). 12Frances J. Parker, "Task Distribution Within the Family," Journal of Home Economics, Vol. 58 (May, I966), pp. 373-75. 26 even though many of the women were employed outside the home. The femi- nine role or sex division was apparent. On the otherhand, Blood and Wolfe, '3 in investigating the contempor- ary pattern of husband and wife divisions of labor, found that the prime de- terminant in the division of work seemed to be the availability of the person to do the household tasks. For a few tasks, the person with the technical know how bad to perform the iob. Most household tasks are humdrum and menial in nature according to Blood and Wolfe, and the chief requirement to accomplish them is time. In a study of the effect of employment of mothers on family structure, Hoffmanl4 found some evidence that children of working mothers participate less in household tasks than children of nonworking mothers. However, the working women indicated that the children helped more than when the mothers were not employed. Hoffman believed this suggested that the personality of the mother who works more likely underlies the child's low participation, since the working mothers in her study were less likely to impose responsibility on their children, used milder discipline, were warmer, more helpful, and more supportive. In turn, the children of the working mothers were more dependent and lower in intellectual achievement. 13Robert O. Blood, Jr. and Donald M. Wolfe, Husbands and Wives: The Dynamics of Married Living (Glencoe, Illinois: The Free Press of Glencoe, I960) p. 73. l4Lois Norma Wladis Hoffman, "Some Effects of the Employment of Mothers on Family Structure" (unpublished Ph .D. dissertation, University of Michigan, I958), pp. 89-93. 27 Johannis, '5 with a sample of I,073 unbroken families in Tampa, Flor- ida investigated patterns of family participation in different family activities. In I8 different household tasks, mothers played the central role in carrying out the selected household tasks, although fathers, daughters and sons also partici- pated. These families followed the traditional sex division of labor. In I6 activities concerning the care and control of children, mothers were actively participating in all of the activities, fathers were not quite as active, and teen-age sons and daughters were relatively inactive participants. In only three activities--seeing that children get dressed, wearing the right clothes, and helping the children with their school work--did a fourth or more teenagers usually participate. Johannis also found that sharing of activities may be shifting. Fathers participated more frequently in activities in which they had face to face contact, and less with activities concerned with early socialization. They were more active in activities concerned with later social- ization. Participation by teenagers was highest for activities concerned with personal care, such as wearing the right clothes, or concerned with formal edu- cation, such as helping younger children with homework. Both Johannis]6 and Parker"7 found that economic activities are for 'STheodore B. Johannis, Jr. , "Roles of Family Members," Family Mo- bility in Our Dynamic Society, Iowa State University Center for Agricultural and Economic Development (Ames, Iowa: Iowa State University Press, I965), pp. 69-79. I6 EDI-d: I PP . 69‘72 . l7Frances J. Parker "Task Distribution Within the Family," Journal of Home Economics, Vol. 58 (May, I966), p. 374. 28 most families reserved for adults primarily, and that little opportunity is given to children to participate in making purchases. An exception is the purchasing of clothes, in which teenage children made some selections themselves. Johannis found that teenage children also purchased groceries. However, after carefully examining the patterns of participation by sons and daughters, Jo- hannisl8 asked, to what extend does the modern child substitute for a servant in the family? Johannis found that the children participate in the simpler tasks, ones which would not take long for the parent to teach . Johannis hy- pothesized that parents relegate the tasks for which there is little recognition to the children, and that the parents reserve the right to do the more complex tasks, those which either bring greater recognitions for being well done, or take considerable time and energy to teach the younger generation to do in a competent fashion. Parker]? found that boys and girls shared in a wide variety of family responsibilities, but their maior responsibilities tended to support the claim that the more menial tasks were assigned to them. When parents were asked about the reason for assigning tasks to their children, very few considered the gaining of experience . 18 Theodore B. Johannis, Jr. , "Roles of Family Members," Family Mo- bility in Our Dynamic Society, Iowa State University Center for the Agricul- tural and Economic Development (Ames, Iowa: Iowa State University Press, I965), p. 75. Frances J . Parker, "Task Distribution Within the Family, " Joumal of Home Economics, Vol. 58 (May, I966), p. 374. 29 Everson and Apps20 found that participation in voluntary organizations by youth in Wisconsin was closely associated with perceived parental interest in having their children ioin clubs and with parent participation in community activities. Regardless of socioeconomic status, youth membership in clubs was highest when parents approved of having their children ioin clubs, when parents belonged to several adult organizations, when parents held leadership positions in youth clubs, when siblings were members of youth clubs, and when parents had been members of youth clubs. In other words, participation was a family trait. Participation by lower socioeconomic youth decreased as size of the family increased. Conversely, highest participation by higher socioeconomic youth occurred among youth from larger families. In summary, then, the literature indicates that little is known about the home manager personality. There are suggestions from other areas that would indicate that the more healthy the personality of the home manager, the more positive is the environment in the home for family members to explore, to grow, and to develop as individuals through participation in meaningful activities. The home manager is concerned about her own fulfillment, and the perception she has of her self influences her behavior. Family participation appears to be related to several out-comes. Family participation may be a specific end--c way of accomplishing work; sometimes it provides a means of expressing cultur- ally approved roles; it can also be a means for optimal development of indivi- 2C:Norman O. Everson and Jerold W. Apps, "Reaching Youth in Low-In- come Areas, " Journal of Cooperative Extension, Vol .V (Winter, I967),pp.209— l0. 3O dual family members by providing avenues for development of self-confidence, for attainment of personal achievement, and for creation of feelings of self- worth . Chapter IV PROCEDURE The procedure used to carry out this study will be discussed in four parts: (I) selection of sample; (2) selection of instruments; (3) data collection; I and (4) data analysis. Selection of Sample For the sample, the researcher used two groups'of Massachusetts intact families with junior-high school children, designated throughout the study as groups A and B. The children were the source of data about family member par- ticipation in family activities. By choosing two groups, the researcher had an opportunity to test the hy- potheses under different conditions. The researcher did not seek extremely low socio-economic groups, but did hope to get a variation in social class. Although there is some belief that self-actualization is not related to social position, the concept of self-actualization would indicate that families of a very low socio- economic standing would have less opportunity to become self-actualized because of the hierarchial organization of human needs. Another reason for not seeking out predominantly lower socio-economic groups was a limitation of one of the instruments, the Personal Orientation Inventory; the instrument has not been validated with lower socio-economic groups. By checking census figures of towns and cities in western Massachusetts, four localities were selected as possibilities for sampling. The town of Amherst, an academic community with a population of approximately I2,000 and a high I . . . Information from a telephone conversation wrth Robert R. Knapp, Educational and Industrial Testing Service. 3] 32 proportion of professional residents, was selected as one area for the investiga- tion. The town had a regional iunior high school, and students come from three surrounding towns as well as from Amherst. When it became clear, during the data collecting period, that it was not feasible to use other school systems as a means of data collection, the re- searcher turned to other sources, and investigated youth organizations as a source of data about family member participation . Examination of records in the Massachusetts state 4-H office indicated that there would be, in the Connecticut Valley, sufficient numbers of families with 12 and I3 year old 4-H members for this purpose. Within the Connecticut Valley are three counties: Franklin, the most rural of the counties in an urban- ized state, and Hampden and Hampshire counties which have within their bounds the standard metrOpolitan area of Springfield, Holyoke, Chicopee, and North— ampton. It was decided to collect data from families living in any location in in Franklin county other than the towns included in the Amherst school system, and from families living in the standard metropolitan areas of Hampden and Hampshire counties. It was posited that such a distribution of families would reflect a cross section of families living in western Massachusetts. The home managers were selected from the families with the extremely high and extremely low scores in family member participation in the four areas of family activities: household tasks, care and control of family members, eco- nomic, and social. The determination of the extremes in high and low scores is discussed in the data analysis section of this chapter. 33 Selection of Instruments Two kinds of information were needed for this study. The first was data about family member participation in family activities. The second was infor- mation about the self-actualization status of the home managers. Onorato2 had devised an instrument to be used for gathering data about family member participation in family activities and in decision-making . By eliminating the section on decision-making, Onorato's instrument provided a satisfactory means for obtaining data about family member participation. The Family Participation Inventory (hereafter called the FPI), adapted from Onorato's instrument, consisted of 85 items, each a question about who participated in a specific family activity. Items I-40 included household tasks; items 41-56, care and control of family members; items 57-69, economic acti- vities; and items 70-85, social activities. Household tasks were those tasks of providing for the physical care and maintenance of the household -- food preparation and serving, cleaning and care of the house and immediate surroundings, laundry activities, etc . Care and control of family members were activities concerned with the nurture, guidance, and socialization of family members. Economic activities included the providing of financial resources and the selection and purchasing of articles for the family. Social activities included family recreation, visiting, and par- ticipation in organizations. A page of demographic information, attached to the FPI, asked ques- tions about the age of the respondent, number of persons living in the family, 2 . . Loretta Onorato developed the instrument for an. M.A. thesus. 34 age of the children, education and occupation of the husband-father, and em- ‘ ployment status of the home manager. The FPI was pretested by administering it to a group of six I2-I5 year old boys and girls who would not be participating in the final sample. On the basis of their reactions, wording of two questions was changed and the direc- tions enlarged and clarified. A copy of the FPI is found in Appendix B. The second instrument selected was the Personal Orientation Inventory (known hereafter as the POI), it was designed to measure values and behavior that seem to be of importance in the development of self-actualization. The test consists of ISO two choice comparative value judgments, chosen from sig- nificant value iudgment problems seen by therapists over a 5 year period4. Shostrom saw the test as being of use to counselors and therapists, but as used in this study it was considered a measure of self-actualization, and no general- izations were made about the mental health of individuals who took the test. The test included two ratio scores and ten subscores. Some items were used in more than one subscore . Shostrom describes the ratio scores and scales for the POI as follows:5 I. Time Ratio: Time Incompetence/Time Competence - measures degree to which one is "present" oriented 3Everett L. Shostrom, "An Inventory for the Measurement of Self-actu- alization,"Educational and Psychological Measurement, " Vol.XXIV, No. 2, I964, pp. 207-23. 4&9qu 207-8 Everett L. Shostrom. EITS Manual-Personal Orientation Inventory (San Diego, California: Educational and Industrial Testing Service, I966) p.6. IO. II. I2. 35 Support Ratio: Other/Inner - measures whether reactivity orien- tation is basically toward others or self Self-Actualizing Value: Measures affirmation of a primary value of self-actualizing people Existentiality: Measures ability to situationally or existentially react without rigid adherence to principles Feeling Reactivity: Measures sensitivity of responsiveness to one's own needs and feelings Sjontaneity: Measures freedom to react spontaneously or to be oneself Self-Regard: Measures affirmation of self because of worth or strength Self Acceptance: Measures affirmation or acceptance of self in Spite of weaknesses or deficiencies Nature of Man: Measures degree of the constructive view of the nature of man, masculinity, femininity Synergy: Measures ability to be synergistic, to transcend dichotomies Acceptance of Aggression: Measures ability to accept one's natural aggressiveness as opposed to defensiveness, denial, and repression of aggression Capacity for Intimate Contact: Measures ability to develop contactful intimate relationships with other human beings, un- encumbered by expectations and obligations 36 Shostrgm6 reported on the reliability of the POI, "Test-retest relia- bility coefficients have been obtained for POI scales based on a sample of 48 undergraduate college students. . . .Reliability coefficients for the major scales ‘ of Time Competence and Inner-Direction are .7I and .84 respectively, and coefficients for the subscales range from .55 to .85. In general, the correla- tions obtained in this study are at a level as high as that reported for most per- sonality measures. " To discriminate between individuals who have been observed in their life behavior touhave attained a relatively high level of self-actualization from those who have not so evidenced such development, is the most important test of validity in the case of the POI, according to Shostrom7. To test the effec- tiveness of the POI to make this discrimination, the test was administered to two groups, oneof "relatively seif—actualized" and the other of relatively "non- self-actualized" adults. Persons in each of these two groups were nominated. by practicing, certified clinical psychologists contacted through societies of clinical psychologists. Differences between the POI scores of the two groups indicate that the POI significantly discriminates between clinically iudged self-actualized and non-self—actualized on II of the I2 scales. Shostrom re- ports the validity of subscores as follows:8 611019., p. 31. 7I_b_i_d., p. 25. Bibi}, p. 26. 37 Critical ratio between self-actualized and non- POI scale self-actualized groups (I) Time Incompetence 4.23“ (2) Time Competence 4.05“ (3) Other Directedness 5.23** (4) Inner Directedness 4.89** (5) Self-actualizing Value 2.92** (6) Existentiality 5.09** (7) Feeling Reactivity 2.43* (8) Spontaneity 3.59** (9) Self Regard 3.96** (I0) Self Acceptance 4.97“ (I I) Nature of Man I.98 (I2) Synergy 3.6 ** (I3) Acceptance of Aggression 3.54” (I4) Capacity for Intimate Contact 5.04“ * Significant at the .05 confidence level ** Significant at the .0I confidence level The third instrument consisted of only one item--an incomplete sen- tence. The incomplete sentence was "For me, personally, the best possible life would be ---." It was designed to reveal information about the focus of the home manager's sense of conditions necessary for self-actualization . 38 Data Collection Teachers administered the FPI to all eighth grade students attending class at the Amherst Junior High School one morning in late November, I966. The teachers read the following statement to the students before they completed ‘ the instrument. "You are participating in some research about families and how they work and play. We know that each family has its own ways of doing things, but we need to know how great or how little the differences are. This information will add to our knowledge, and will be helpful to persons who work with families» "There are no wrong answers. The right answer is what your family does. Your family is different from all others, and you are the only one here who can give the right answer. Please be as accurate as possible. "This information is highly confidential. No one except the researcher will have the record of what you say. Your teachers, your parents, or other students will not be allowed to see the answers. " School superintendents in three other cities where populations seemed fitting were contacted. In one city, it was not the policy of the school to permit social investigations within the school. In another city, the superin- tendent gave his permission but the principal of the junior high school selected had such grave reservations about the parents' reaction that permission was withdrawn. A third school system in another city was contacted, and the superintendent and the two principals gave warm support for data collection in the two iunior high schools. However, charges of invasion of privacy by local citizens were severe enough to cause the school officials to destroy approximately 300 completed instruments. Thus, the climate that seemed to 39 be building up in school communities made it necessary to find other sources for data . To obtain cooperation in collecting data about families of the 4-H members, the researcher personally contacted leaders of the 4-H clubs that had more than one or two members in the I2-I3 year age group. The research- er told the leaders that the research was designed to find out how families di- vided up responsibility and carried out family activities. If certain patterns of carrying on activities developed, mothers of families having those patterns of activity would be sought out by the researcher to find out if the mother's way of thinking had any relationship to the way the family performed activities. The leaders were most cooperative. They administered the instrument to mem- bers at 4-H club meetings, and the completed FPI's were mailed back to the investigator. The FPI's were completed by the 4-H members during April, May, and June, I967. The families who had high and low participation scores in the four areas of activities lived over a wide geographical area . The researcher trained six interviewers to help collect the self-actualization data. The interviewers were women, college graduates, married, and, with the exception of one, had children. The procedure for collecting the self-actualization data was similar for all cases. The researcher or interviewer telephoned the home manager, made an appointment, then visited the home manager to explain the mechanics of answering the POI. After the home manager had completed the POI, she was asked to complete the unfinished sentence written on the back of the POI answer sheet. In most cases, the interviewer waited while the manager com- 4O pleted the POI. In some, she called back to get the completed instrument. The ungraded answer sheets to the POI were turned in to the researcher. The collection of the self-actualization data was completed during June and July, I967. Data Analysis The data from the completed FPI's were transferred to data processing cards, and a preliminary analysis made by computer for frequency distributions of family member participation in each family activity. From this information, six items of activity were removed from the inventory because less than IO percent of the participants in the activity were others than the parents. The items removed were: 37. Who finds the service man to make repairs? 46. Who tells the children and teenagers what time to come in at night? 49. Who teaches the children and teenagers right from wrong and how the family expects them to behave? 60. Who pays the bills? 65. Who buys the household cleaning supplies? Another item, No. 29, who repairs the family car, was removed because over half of the families did not participate in this activity. After these items of activity were removed, family participation scores were calculated for the remaining of activities. Scores for participa- tion in each activity were determined in this manner: 4] Home manager alone performs the activity ....... I Home manager plus other(s) performs the activity . . . . 2 Other person(s) than home manager perform the activity . 3 Histograms of the family participation scores in each area of activity were made for both groups. An arbitrary determination of high, low, and mid- dle scores for each group's family member participation was made, based partly on a natural division in the scores and partly on an estimate of the number of home managers it would be feasible to contact. The arbitrary determination of these scores was as follows: Household tasks High Group A 87 and above Group B 85 and above Law Group A 60 and below Group B 62 and below Care and control High Group A 28 and above Group B 27 and above Low Group A I4 and below Group B I8 and below Economic activities High Group A 27 and above ' Group B 26 and above 7 Law Group A I8 and below Group B I8 and below Social activities High Group A 36 and above Group B 35 and above Law Group A 24 and below Group B 24 and below The POI answer sheets were scored by hand, using templates. After the hand scoring, the scores were transferred to data processing cards. 42 9 . . . The POI Manual recommended that for correlational or other statisti- cal analyses that scores from the Time competence scale and the Inner directed scale be used in preference to the ratio scores, due to the statistical complexi- ties of ratio scores. This recommendation was followed . The analysis for the sentence completions was based on a classification 0 0 I0 ‘I'. . of I2 life goals devused by Buhler. The researcher categorized the completed statements into these I2 classifications. A professor of Human Development independently classified the answers also. Discrepancies between the two sets of classifications were discussed and resolved . The classified answers were then analyzed for relationships to POI scores, and to family participation scores in the four areas of activities. The complete analyses of the data are detailed in Table I. 9Lb_i_c'l., p. 7 loCharlotte Buhler, "The Life Cycle: Structural Determinants of Goal- setting," Journal of Humanistic Psychology, Vol. 6, I966. p. 47 43 mecomuwtoou cota_atoo £95m 95:9 EU caoE utoEft< V 232520“. .2500 xucoavoi m Necaoo xaceaaoi #3230 m0 00.5 :08 E 3.50... cotafiflton. E“. 33:00 we 00.0 :08 c_ 3.59.. cotoawo item pea Bap uEaEmoEoo Em Bab oEaaemoEoo Em 3.08 33:00 .300... com mmion use: 3.60.». b? Ituo 025.300 .5» durum new: 3.00.». .9200 1:0 .800 com emu—V use: 3.50... v7.2 205030; .6”. 0?.— 2:0: E >. .25 .E .: ._ moses? co :3 comaccE 060; +0 33.3 ecoecxo—eEe Cruse..— cw .6383: 60238 1308 2 cote—0.. E 3.00» ea 523.630 homecoE 0E0... *0 3+2» Ewe: {Ac—area $25.3 cm .352: .comxmoa _amoom mo 330 ita> ‘3 0.1.68 ”.0 catamBmoo mug—ace Between..— moszE 9: Loan 26. pea 5m; $253 2 3.60... cota&o_taa .389: >283 we cozaflzflo mumbaca b05822; 80.503 .2258 — _uca otmtaem grace an new: Boo mug—ace Co 039:; 20p *0 mug—ace cm vow: £34.02 . — 033. 8.9320 83. c. 003 803 60:00:: :030500 02 la .23 Luca. i..m:0>.:3 0.2m :0m....0.<.:3 0.9m com...0.<< 300.3032 558:0.— .mamv 5020.... 3055096 35.30.36. cm .02 .co..m.:80o «0.:0m h<...m .0530”. ...<...m> ~_._um.. .... v.0.:000:...m mm... .03.m .800. ~33:02:: 0.3m :0m30.<< Eom....0.<< 558:0.— tom. .1 .02 .tom0N. .00.:300... 00:0.0m .0.0om :0. 0.2.8:. :0.01n.::oU £030.. >0:0m:..:oU .o 8.9.351 0.090.. .<< :0..m 30.3.:800 0;.— :0 0053.8. 0:03 “.2220 c. 00...: 880303. :0.aanU_ m.2200 x0:0:00:n. 00:2:8 000:0..c0ao 0. 9.02650. :o...0N._0200i..8 :o. :o..0>..o<< 30.0...08 5.3050: 030050800 A3:030... .800. :0. 0.3203 n. . . .c0.0...000 :o..0.0: E”. 52.30 .0.08 0:0 ima 0.02.08 0:0 .025. 80:08 .06. 80:08 .D.. .0 0330230”. :o..0m..80>:. 33.5.... 80:08 .0. .:0.0...000 :o.mm0:m0: 0.00 03005 «0:008. .800. :0. 0.320.... n. noE00 0:0 b.>.:00 .0 00:0 030.0...000 5.3.0: ...000 :. 80:08 :o..0n..0.t0n. ..:00 0.3.3:: 0:0 .0.t0n. Eu. m0500m _On_ Chapter V DESCRIPTION OF THE SAMPLE The sample for this study was made up of two groups: families of child- ren attending the 8th grade in Amherst, Massachusetts, an academic community in Hampshire county; and families of 4-H members, chiefly age 12 and T3, living in Franklin, Hampshire, and Hampden counties, Massachusetts. The two groups were designated as Group A and Group B, respectively. All the families included in the sample had both parents living in the ' household and had at least one child in the 10-15 year age group. It was as- sumed that there would be certain common family activities carried out in all the families, although the patterns for performing these activities might be different. It was believed that these two groups of families were somewhat repre- sentative of a cross section of families living in western Massachusetts, since the area in which the two groups lived is of a diversified geographic nature. The area included rural land with both farm and non-farm residences, small towns, and the standard metropolitan area of Springfield, Holyoke, Chicopee, and Northampton which could be classified as urban and suburban. Social Position The social position of each family was determined by the Hollingshead Two Factor Index of Social Position,I which uses occupation and education of 1August 3. Hollingshead, Two Factor Index of Social Position (USA: August B. Hollingshead, T957). 45 46 the husband as determinants of social status. The distribution of the placement of the families into the five classes is shown in Table 2. . Table 2. Social position of families in Group A and Group B Social position classes Group I II III IV V All classes No. °/o No. °/o No. °/o No. °/o N0. % N0. °/o Group A 70 4] I9 I] 34 20 45 26 3 2 T7] 100 Group B 7 6 5 4 20 l7 79 65 TO 8 121 100 Both Groups 77 26 24 9 54 i8 124 43 T3 4 292 TOO Class I was composed of higher executives and maior professionals with correspondingly higher educational attainments. One-fourth of the total fami- lies were in Class I; most of these were from Group A. Class V, which indi- cates unskilled labor occupations and limited education, probably some grade school, had the smallest total number of families. Group B had 65% of its families in Class IV, which indicates skilled laborers, clerical and sales workers, technicians, and owners of small businesses, and an educational level of high school or slightly above. Number of Family Members Another way of describing the groups was to look at the size of the families which were part of the study. Each family included both parents and at least one child. Thus, the smallest number of members in the families was three; the largest number was l3. Group A had families ranging from 3 to 12 47 members, with 5 members being the median number. Group B's range was from 3 to T3, and the median number was 6. There seemed to be no discernable pat- tern between social class and size of family. Table 3 shows the distribution of I size of families for the two groups. Employment of Home Managers Another factor used in describing the families was the employment status of the home managers. This factor was used for the analysis of activities within families. Half of the home managers in each group had a iob, either on a part- time or full-time basis, and thus at least part of their time was unavailable for family activities. In Group A, the percentage of employment decreased as the social position went up, and the higher percentage of employment was associ- ated with the lower class positions. In Group B, the highest percentage of em- ployment was in Classes ll, Ill, and IV, and the lowest in Classes l and V. Table 4 shows the employment status of the home managers. A summary of the predominating characteristics of the two groups follows: I. There were l7l families in Group A, and 121 families in Group B, a total of 292 families. 2. Social placement varied between the two groups. The largest num- ber in Group A, 41%, was in Classlll, and the next largest number, 26%, was in Class IV. Group B had its largest number, 65%, in Class IV, and the next largest number, l7°/o, in Class III. 3. The median number of family members of Group A was 5, and of 48 Table 3. Comparison of social position and number of persons in families of Groups A and B Number of persons in family Social TEal P°"“°“ 4 5 6 IO 12 13 within groups Class I Group A 20 20 2] - - - 70 Group B 2 2 2 - - - 7 Class II Group A 4 5 l l - 19 Group B .. .. .. - 5 Class III Group A I I 8 - - - 34 Group B 6 - - I 20 Class IV Group A 5 12 8 2 - - 45 Group B 13 21 I7 - - - 79 Class V Group A - I I - - - 3 Group B I 2 - - - - IO Sub Total Group A 42 45 42 3 l - I7] Group B 25 3] 24 - - i 121 Grand Total 67 76 66 3 I l 292 Median number of family members in Group A: 5 6 49 .Table 4. Employment status of home managers and social position Employment status of home managers Not Employed - Employed Total for Social employed part time full time group P05; 11°" N0 3:03; No ° :0?pr No ° :0th :lidrsin Class I Group A 43 61 18 26 9 13 70 Group B 4 57 3 43 0 0 7 Class II Group A 10 53 6 32 3 16 19 Group B 2 40 2 4O 1 20 5 Class II Group A 16 47 12 35 6 18 34 Group B 9 45 5 25 6 30 20 Class IV _ Group A 16 36 15 33 14 31 45 Group B 39 49 24 30 I6 20 79 Class V Group A 1 33 0 O 2 67 3 Group B 7 70 1 10 2 20 10 Sub Total Group A 86 50 51 3O 34 20 171 Group B 61 50 35 29 25 21 121 Grand Total 147 50 86 29 59 20 292 Percentages add to less than 100 due to rounding Group B, 6 members. 4. One-half of the home managers in both groups of families were em- ployed outside the home, either on a part-time or a full-time basis. Chapter VI FINDINGS The findings of this study will be discussed in three parts: (I) a descrip- . tion of family members' participation in family activities, which formed the basis for selection of home managers from high and low participating families; (2) a description of the self-actualization scores of the home managers; and (3) the relationship between the self-actualization scores of the home managers and the participation in family activities by their families. Family Participation Scores It was expected that the family activities being investigated would be pertinent to most of the families; this proved to be the case. However, there were variations in how the families participated in these activities. The distribution of the scores of family participation for the areas of family activities are shown in the histograms, Figures 2, 3, 4, and 5 . Examination of scores of individual activities indicated that there were a number of activities for which over half of the families had a similar perfor- mance pattern . Table 5. Activities in which over half the families had similar performance patterns Number of activities performed by Home manager Family mem- Families Home manager and other bers other than alone family members home manage_r_ Group A 12 31 17 Group B 8 39 12 52 ON 3.2: 90wa8: z. 8.00... 20.3.0.5. 5.25 .N .50.. 8 on 8 8 2 o. . - I I. I. . . 0 o W :0. n. a m . .503 m .8 m 3.08 .8 9 8 2 o. 0 u I 0 4 o m A. o— a n n, < 30.0 m :2 n a s .. 2 53 amt-2.54 405.200 024 $30 2. mmmouw zo.h434“. .n manor... mumouw 9. on on o. o 8. .1 o. 1. om m .396 L, o... .r ow < @395 0— ON em on SBI‘IINVJ :JO HBBNON 54 mm..:>.»u< Ufozouw Z. O V A. V m cacao .7 mwmoum 20:56.53 5.24“. 4 $59... wwmoum o 0‘ o— o. 8 < 328 Os L o— ON on 01 sanmvs so aaewnu ‘fiw 55 mm..:>_.pu< ._<_U0m Z. mmuOUm 20:.<.=U:¢4_t~ P: It; 3 u g ~v-4 V ,—J 7—4 U ACTIVITY “N .8 00 >‘ u 3 0 °"“ o o .8 ’63 '3 <0 0381 H H 00 00 >1 p. >18: CCU Q) 0) CO CO Lao—i “Id “9—4 .H 0 I: I: C C cu-H 0.... (”Ha u u u cu m .CEL‘E LEE?“ 2°82 >8 .2: of: 53 23315.1“ 17. Who cleans the living room? 1 2! 3 4 5 6 7 8 18. Who cleans the kitchen? 9 10 11 12 13 14 15 16 19. Who cleans the bedroom(s)? 17 18 19 20 21 22 23 24 20. Who cleans the bathroom? 25 26 27 28 29 30 31 32 21. Who does the family wash? 33 34 35 36 37 38 39 40 22. Who does the family ironing? 41 42 43 44 45 46 47 48 23. Who picks up or puts away clothes? 49 50 51 52 53 54 55 56 24. Who takes care of drying the 57 58 59 60 61 62 63 64 family's clothes? 25. Who does the painting and re- 1 2 3 4 5 6 7 8 decorating inside the home? 26.Who does the painting and re- 9 10 11 12 13 14 15 16 decorating outside the home? 27. Who takes care of pets? 17 18 19 20 21 22 23 24 28. Who washes the family car? 25 26 27 28 29 30 31 32 29. Who repairs the family car? 33 34 35 36 37 33 39 40 30. Who washes windows inside the 41 42 43 44 45 46 47 48 house? 31. Who washes windows outside the 49 50 51 52 53 54 55 56 house? 32. Who makes the school lunches or 57 58 59 60 61 62 63 64 4work lunches? 33. Who helps with heavier cleaning 1 2 3 4 5 6 7 8 inside the home? 34. Who collects and sorts the mail? 9 10 11 12 13 14 15 16 17 l8 19 20 21 22 23 24 35. Who arranges the furniture in the home? a c .a U) ,H C ‘3 .. A 7,: "4 3 ACTIVITY '° E? f: 3 :7 :3 '53.? u >. .o a) >. u : o-A 0" O w-l 'o a O- Q) Q) .0 00 ‘0 mm o o. u u on on >. >. >. Ciu cm a) a) m to Hv—a Lav—i LII-4 o O J: .1: C C QJ-v-J (Du-i QJ'F‘ (DC U U U m w .5 E .s E .c E E m 00 m 0 cu m um um um 0.: 2:: Lu 2 E—i JE-d Ou-a 04-; 04-403..) 36. Who puts up curtains and draperies? 25 26 27 28 29 3O 31 32 37. Who finds the service man to make 33 34 35 36 37 38 39 40 repairs? 38. Who changes storm windows and 41 42 43 44 45 46 47 48 screens? 39. Who does the carpentry work around 49 50 51 52 53 54 55 56 the house? 40. Who regulates the heating_sy§tem? 57 58 59 60 61 62 63 64 41. Who gets the family members up on 1 2 3 4 5 6 7 8 time in the morning? 42. Who sees that the family members 9 10 11 12 13 14 15 16 get washed and dressed? 20 2 4 43. Who sees that family members wear 17 18 19 1 22 23 2 the right clothes each day? 25 26 27 28 2 30 31 32 44. Who sees that the children and 9 teenagers practice good manners? 6 O 45. Who sees that children and teen- 33 34 35 3 37 38 39 4 agers get to school on time? 46. Who tells the children and teen- 41 42 43 44 45 46 47 48 agers what time to come in at night? 47. Who cares for family members when 49 50 51 52 53 54 55 56 they are sick? 48. Who corrects the children and teen- 57 58 59 6O 61 62 63 6“ agers when they do something wrong? 49. Who teaches the children and teen- 1 2 3 4 5 6 7 8 agers right from wrong and how the family expects them to behave? 9 10 ll 12 13 14 15 16 50. Who helps the children and teen- agers with their homework? 9O a CU : c c -a u ((3 .H A .3 La ACTIVITY 3 >. '3 ”a? .‘3 u f; O .,..a v H v—l U u >. .n on >» u 3 o 0"“ O 'H 'U a o m .o a) m m o o. u u co co >. >. >. c >. C CO 0 0) CU W HP. HP“ HF" OH O .13 .r: c: c: m-H m-H cum: cu-H u u u a: CD .6 E .c.‘ E .C: E E B O O CG 0 Q) G) U <0 U ‘0 U ‘0 O (U Z C: [I'd E o H H QMGQu-l 0'44.de 51. Who sees that the children and 17 18 19 20 21 22 23 24 teenagers do their homework? 52. Who helps the teenager choose what 25 26 27 28 29 30 31 32 he or she will do after finishing high school? 53. Who gives the children and teen- 33 34 35 36 37 38 39 40 agers advice? 54. Who cares for the children and 41 42 43 44 45 46 47 43 teenagers when the parents are not at home? ’4 5 51 5' 5 5 5 56 55. Who washes and irons the teen- agers clothes? 8 G 4 56. Who earns money for the family? 57 5 59 6 6L 6; 63 6 2 3 5 8 57. Who selects large household H 4 a 7 equipment; such as, stove, TV, refrigerator, vacuum? 10 l 1 13 1 58. Who goes to the store for g 1 2 4 15 16 groceries? 59. Who shops for furniture and 17 18 19 20 21 22 23 24 other home furnishings? 2 2 2 28 29 3G 31 32 60. Who pays the bills? 61. Who provides the children and 33 34 33 36 37 38 39 40 teenager's spending money? ”I 4 4 4 4 4 w4 4 62. Who shops for clothes for family members? 63. Who plans the savings for the 49 5C 51 52 53 54 55 56 family? 64. Who shops for the family's new car? 57 58 59 6C 6L 62 63 64 l 4 6 65. Who buys the household cleaning supplies? ’1 66. Who buys father's clothes? 9 1C. 11 12 1* 14 15 16 91 c c -a m °r-4 C‘. Q) A -.-4 5... C v—4 A 0‘) Q) '0 >~ La an v u .5: > o ".4 v y—I .—J L) .--A H P5 .0 00 >x H :3 0 W4 ACTIVITY ° '3 o o B 'So '8 o E m a. H La 00 60 >- >« >~. c: u—o C (U QJ O.) to CO H F" H F" H 9“ O O .1: .C C C Q) "'4 Q} "'4 G) -H 0) C u u u C» C) .c: E .c E .1: E E m 0 O N O Q) Q} U N U (U U m 0.: z a m. z a! 94