MW 312 w \ uurtr PLACE IN RETURN Box to remove this checkout from your record. To AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE DATE DUE IBM 2;; Q 6/01 c:/C|RC/DateDue.p65—p4 1 5 A STUDY OF THE BELIEFS AND ACADEMIC BEHAVIOR OF FRESHHAN ENGINEERING STUDENTS AT PURDUE UNIVERSITY BY WILLIAM STIELSTRA AN ABSTRACT OF A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College of Education l96l ABSTRACT A STUDY OF THE BELIEFS AND ACADEMIC BEHAVIOR OF FRESHHAN ENGINEERING STUDENTS AT PURDUE UNIVERSITY by William Stielstra This study is primarily concerned with the beliefs of Purdue University freshman engineering students and the relationship of these beliefs to the subjects“ perseverance in the engineering program, academic over-achievement and under-achievement and performance in terms of grade point averages. It is also concerned with the identifying of those specific items in the measurement instrument which are related to students staying in or leaving engineering, over-achievement or under-achievement and receiving high or low grades. The Inventory 21 Beliefs, Form I was administered to approxi- mately eight hundred beginning engineering students in the fall of I958. Of these, seven hundred and twenty-seven were used in the study. The students were classified into the various personality syndromes identified by the inventory of Beliefs and were assigned to one of the three sub-groups in each of the following three categories: (i) stay in engineering, transfer to another curriculum, withdraw from the university, (2) over-achievers, achievers, and under-achievers, and (3) high grades, medium grades, low grades. A chi square analysis was performed to determine the significance of the relationship of personality syndrome to the categories mentioned. I \. I i < I ' » ‘1' _ ‘ I ' I V i - ’ ' . l -I V .l ‘— 1' .' Kl _‘ ‘ ( V ‘l '1 f I 5- " x. ‘ i l t l e . H ' l l « .l -i l I v ‘1‘ ~ l. , l \ ' \ I | \ t I , _ H s William Stieistra An item analysis was made to determine which of the items in the Instrument are related to staying in or leaving engineering, Over-achievement or under-achievement and high grades or low grades. Another analysis was made to identify the items on which there was a consensus of student agreement and those on which there was a consensus of disagreement. The study indicated that persistence in engineering studies, over-achievement and high grades are not related to the various personality syndromes identified by the Inventogz g: Beliefs. A number of items in the Inventory.gj Beliefs do discriminate between those staying in and leaving the engineering curriculum, between those over-achieving and under-achieving and between those with high and low grades. While the discriminating items are about equally divided between liberal and conservative beliefs there is a tendency for the students staying in engineering, over-achieving and receiving high grades to demonstrate skepticism (tend to disagree) and to support a "management", as contrasted with a "labor, viewpoint. Composite scores based on items discriminating between students receiving high and low grades resulted in small but significant relationships with first semester grades for the two cross-validation groups (a hold-out group selected from the original sample and a second group tested one year later). No significant relationship was found either year between the William Stieistra Over-achiever Beliefs Scales and classification of students as over-achievers or under-achievers. The Stay Beliefs Scale was significantly related to persis- tence in engineering for the hold-out group, but this relationship was not statistically significant for the group tested the following year. A STUDY OF THE BELIEFS AND ACADEMIC BEHAVIOR OF FRESNMAN ENGINEERING STUDENTS AT PURDUE UNIVERSITY BY WILLIAM STIELSTRA A THESIS Sub-luau to Michigan State University In partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administrative and Educational Services 1961 41'2" ACKNOWLEDGMENTS The author is deeply indebted to many people. Although it is not possible to give acknowledgment to all whose cooperation and interest have made possible this study, it is fitting that special recognition be given these who have made special contri- butions. Dr. Walter F. Johnson, Chairman of the writer‘s Guidance Committee, has been a source of constant encouragement and invaluable guidance. His wise counsel and unstinting help are greatly appreciated. Dr. Raymond Hatch, Dr. Walker H. Hill and Dr. Madison Kuhn have been inspiring teachers, wise counselors and helpful critics. They have always been quick to lend assistance and give direction. The writer wishes to express sincerest thanks to Dr. William LeBold whose enthusiasm was contagious and whose considerable help with the statistical treatment of the data was of great value. Grateful acknowledgment is due Dr. George A. Hawkins, Dean of Engineering, Purdue University, Dr. Albert R. Spaiding, Head of the Department of Freshman Engineering, Purdue University and Dr. Herman H. Remmers, Director of the Division of Educational Reference at Purdue, all of whom were actively interested in the study. Through their interest and efforts the financing of the study was made possible. Thanks is due to the staff of the Purdue Statistical Laboratory for advice and assistance that went beyond the call of duty. The writer has deferred to last recognition of five people to whom he probably owes most: his wife, Angeiyn, and his children, Diane, Jonathan, Philip and Ellen. They have inspired him. in a sense, it was for them the work was done. iii WILLIAM STIELSTRA Candidate for the degree of Doctor of Education Final Examination: November 8, i96l, College of Education Dissertation: A Study of the Beliefs and Academic Behavior of Freshman Engineering Students at Purdue University . A .;‘.T-.~..,1..—--a,-, .. -. Outline of Studies: Major Subject: Counseling and Guidance 1 Minor Subject: Higher Education Cognate Area: History Biographical Items: Born: December S, l918, Holland, Michigan Undergraduate Studies: Calvin College, l937-H2 Graduate Studies: University of Michigan, l9U6-h7 Michigan State University, 195l-56, l96l Experience: Military: United States Army, enlisted man and officer, l9h2-h6 Education: Teacher of History, Grand Rapids Christian High School, Grand Rapids, Michigan, iSUZ; instructor and Assistant Professor of History, Alma College, Alma, Michigan l9#7-Sl; Dean of Men, Alma College, l95l-56; Assistant Dean of Men, Purdue University, 1956-60; Director, Office of Student Loans, Purdue University, since 1960 Member of American College Personnel Association and American Personnel and Guidance Association TABLE OF CONTENTS ACKNWLEDGEMEflll-S O O O O O O O O O O O O O O O O I O O O O O 0 LIST OF TABLES O O O O O O O O O O O 0 O O O 0 O O O O O 0 LIST OF APPENDICES. . . . . . . . . . CHAPTER I. INTRODUCTION Purpose of the Study . . . . Background of the Study . . Statement of the Problem . . Limitations of the Study . . Definition of Terms . . . . Plan of the Study . . . . . ii. METHODS AND PROCEDURES Selection of the Sample . . Collecting the Data . . . . Methods of Analysis . . .. . iii. RESULTS Discussion of the Results . Significance of the Results IV. SUMMARY AND SUGGESTIONS FOR FURTHER RESEARCH O O The PrOblem O O O O O O O O C O O O O O O O Page ii P ERSONAL DATA 0 O O O O O O O O O O O O O O O O O O I O O 0 O 0 iv ...vi . vii lO ll i3 '7 i8 i9 2i 26 45 46 The Findings 0 O O O O O O C O O O O O O 0 O O 0 O O [*6 implications for Further Study . . . . . . . . . . . 48 3' BL' OGRAPHY O O O O O O O O O O O O O O O O O O O O O O O O C so __ __.__.._.._._AL-.-; ‘1‘“. u... Table VI VII VIII XI XII LIST OF TABLES A Conceptual Framework for the inventory gj Beliefs Distribution of Original Experimental Sample into Sub-Groups Relationship Between Personality Syndromes of Freshman Engineering Students and Curricular Persistence Relationship Between Personality Syndromes of Freshman Engineering Students and Over- Achievement, Achievement and Under-Achievement Relationship Between Personality Syndromes of Freshman Engineering Students and Grades Inventory‘gj Beliefs Items Discriminating Between Students Staying in an Engineering Curriculum and Those Leaving it Inventory 2: Beliefs items Discriminating Between Engineering Students with High Grades and Low Grades inventory 2: Beliefs items Discriminating Between Over-Achievers and Under-Achievers in an Engineering Curriculum Summary of the Results of Cross-Validation of the Scales items on Which Seventy-Five Percent or More of Students Agree Items on Which Seventy-Five Percent or More of Students Disagree Items on Which Forty-Five to Fifty-Five Percent of Students Agree or Disagree vi Page 27 28 29 3] 33 35 38 39 hi 1+2 LIST OF APPENDICES APPENDIX A. INVENTORY OF BELIEFS Sample Copy of Form T . . . . . . . . . . . . . Form T Scoring Rationale . . . . Form T Scoring Key . . . . . . . Form T Classification Grid . . . Instructions to the Instructor . SUMMARIES 0F PERSONALITY PARAMETERS OUTLINED Stern, G. 6., Stein, H. |., and Bloom, B. S. (mm. 193. 198). Thessyndrmeeeeeeeeeeaeee The N Syndrome . . . . . . . . . . . . . . The R Syndrome . . . . . . . . . . . . . . PERCENTAGE AGREEING WITH EACH ITEM OF THE INVENTORY OF BELIEFS . . . . . . . . . . . Page 57 58 59 60 6] 62 63 .65 CHAPTER I INTRODUCTION Purpose of Study The many ancient scholars who sought the "why" of human behavior have been eagerly joined in modern times by legions who, i using more sophisticated techniques and refined tools and having ., available a greater body of functional knowledge, pursue essentially I the same goal. The behavioral “why" of prime concern to modern educators has to do with the causes of students' success and failure in academic actiVIties. The problem has many facets, has been approached by psychologists, singly and in teams, from many angles. It is the contention of some that the academic behavior of college students is closely related to the organized set of beliefs or values held by the students. it is further thought that the values and beliefs held by an individual reflect and give definition to his personality structure. Using a test designed to measure personality in terms of ideologies, it is the purpose of this investi- gation to study the relationship to academic behavior of the ideo- logical syndromes of students in a freshman engineering curriculum. Background of the Study The sadomasochistic or authoritarian character has been the subject of study by modern scholars for more than three decades. 2 The struggle against fascism during World War II gave new impetus to the study. The comprehensive work by Adorno and colleagues (I), entitled the Authoritarian Personality, was published In 1950. The California ercaie was devised by Adorno and associates as an instrument to measure the ethnocentrism or fascism of individuals. Fromm (27) in attempting to understand fascism contends that the authoritarian suffers from frustration and regression of dependency needs. Christie (I7) claims that "cultural sophistication" reduces the individual's tendency to conformity and found, along with others (1, 2i), that there is a low negative correlation between authoritari— anism and intelligence and length or amount of education. Rokeach, alone (60, 61, 62) and collaborating with others (63, 6h, 65), extensively studied dogmatism and rigidity of thinking. These studies revealed that dogmatism and rigidity are related to the learning process, especially in problem solving confrontations. Obviously, these findings had special significance to those interested in the relationship of personality structure to the learning process. The American Council on Education's Cooperative Study of Evaluation in General Education developed an l20-item questionnaire called the inventory 2: Beliefs (i9). It was the intention of this group to devise an instrument which would measure effectively the outcomes of general education. It was their contention that the beliefs which people hold are reflections of their values and that the feelings and responses prompted by basic beliefs help to define the personality of the individual. The Inventory‘gj Beliefs was designed to measure the belief-reactions of students toward a wide a lift"? .. ~ ’ . - e I I l I I r \ K ' m . I ( . I I . . I l I e u E i 1 .. e , , ‘ , I, g l 1 .a e ‘ . _ ,, - I I l l I I I l _ , I l _ - _ - u - e x . i I I a b I < v u ‘ l I .c l l v n _ l I . , ‘ ( ‘ < , o ‘ , i I a I . I J ..o , , l . e I v I i .4 ' I I I l -4 l l . . I .. I ’ .. I I _ , I . \ I I I I 7 ,‘ ~ I - _, i I l ‘\ I _ , ~ ., l , , a- . I _ , I . . l , l l > . - l _ I t I l I , l I l I I I l I I L I i l ' ‘l I..- 'I \k I e ‘ I ‘ . pt . ' I A I I l e l I 7 _ I u I 4 I - l ’ ’ ’ l 3 variety of topics including labor, business, modern art, literature, movies, international relations, nationalism, and religion. It was their intent that the personality dimension of a student could be determined by the nature of his responses to statements dealing with ideas and intellectual abstractions, with self, with others, and with social organizations. Studies of the differences between extreme low and extreme high scorers on the test supported the conclusion that the inventory 2: Beliefs does indeed measure personality structure. Further, significant differences were found favoring the high scorers with respect to curricular choice in the areas of the Social Sciences, Humanities, and English; significant differences were found favoring the high scorers with respect to achievement in comprehensive examinations in the Social Sciences, and the Humanities; a significantly larger number of low scorers withdrew from school by the end of the first year; the interest of the high scorers was significantly higher than that of the low scorers in the Artistic, Musical, and Social Science areas (using the Kuder Preference Record), but lower for the computational and clerical areas; high scorers preferred occupations involving interpersonal, expressive, and abstract activity whereas the low scorers preferred more impersonal, concrete, status-oriented vocations such as engineering, medicine, or law; religiously, low scorers differed from high scorers in that they tended to be associated to a greater extent with orthodox or fundamentalist groups; high scorers seemed to prefer activities which involved independent behavior, abstract and analytical intellectual interests and aesthetic experiences while low scorers' preferences indicated aspiration towards security, financial status, compulsive orderiiness and submissive behavior. The invento:y,gfi Beliefs, a generic descendant of the scales developed by Adorno and the California group, derives much of the form and substance of the stereopath syndrome from the characterization of the authoritarian personality by the California group. The lnvento;1,gj Beliefs went further in that its items sampled a much larger range of attitudes than those covered in the E, F, and PEC scales. Although the test was intended to measure personality along a stereopath-non-stereopath axis, it soon became apparent that whereas there seemed to be a high degree of homogeneity among those subjects who accepted the items of the inventory, there was no such sameness of characteristics among those who reflected them. Among those who were other than stereo- pathic there seemed to be two distinguishable groups with distinc- tive characteristics. Thus, in addition to the S (stereopath) syndrome and the N (non-stereopath) syndrome there emerged a group known as the R (rational) syndrome. Whereas the stereopaths endorsed items reflecting nativist-fundamentalist conservatism and the non-stereopaths, rejecting the ideas subscribed to by the stereopaths, contrariiy held to or endorsed beliefs which were more liberal, urban, and relativistic, the rationals seemed to refuse either position, probably because of their extremism. Stern, Stein, and Bloom (74) modified the Inventogyigf Beliefs to compen- sate for what was to them a shortcoming in the earlier edition. i - \ .. l/ _ . . "_-‘i_. i- -l' _ - The original form of the inventory was composed solely of the S-type generalized statements. Whereas it had been assumed that endorsement of such statements implied stereotypy and the rejection of them the opposite, non-stereotypy, it was the opinion of Stern and colleagues that the acceptance or rejection of the items might indicate no more than an indiscriminate prone- ness to acquiesce or to disagree. To the extent subjects were victims of response set (the tendency to agree or to disagree) the old edition of the Inventory would give a confused classifi- cation of the subject. in form T an effort was made to remove the influence of such possible response set so that such tendencies would not be confounded with the authoritarian or stereopathy dimension. in the new form T items were introduced with contents that represented the inverse of the authoritarian statements. Hhereas half of the items of the new form were identical with the earlier form, the other half was now composed of statements which were acceptable only to the N syndrome. The new test contained 109 items. Quite neatly, the stereopathic subjects could be recognized by their acceptance of the authoritarian type items and reflection of the non-authoritarian type opposites. Conversely, the N subjects accepted the N-type statements while rejecting the S-type statements. The R syndrome rejected both kinds of extreme generalizations. Form T of the Inventog o_f Beliefs was used in studies in different sections of the country in a wide variety of institutions - - e ' e ' ‘r 1 s I I a I - l L .1 . - .1 . - . I \ _ ' - . -I V \ - I i. . ' i x i l .. , ‘ I l I, 4! . I . a - ._ i - I . .. l ' - i A l D - I a' .1 . I - l ‘-|l\ . I . . I - - —. . . .. V. l I_ I l ' ..i o .1 ’ e ., II I. _ _, i Q B , ._' - I- i l '1 I I . a fi . . . - ‘ .l ll ’ ' . . - _ i o l n c. . I - - . - .- / ‘ I . i - . . . '3 ‘f \ ' f K. -I .. ll _ Owl .. ‘ . ’ | r. - ,- - o a i. ' ( .’. J,, ' ‘ _ l n I ‘- ‘1 \ . I . - ‘ . - IIJ I I I v.4 ' .4 t I an . - . . -‘ n '.t\ I - 4 I I . . . v e, e _ .e . A l .(I i ‘ s L I. - - e . r-\ , . , - . JIQL i I s in I I i. _ I i \ _ l- I D . II n \ I l - 'ul ’ I 1' ed .. I .. ( I \ t u ’ .0 \ II l .‘-- D an I- , . i I . .I il--- l ., _ VJ I i l i.Ii of learning. There was a considerable variance in terms of the preponderance of the different syndromes found at different institutions. Whereas, the highest percentages of R's were found at a northern college, a group dynamicists school, and a liberal seminary, the highest percentage of S's were found in a high school and a military academy. Stern et al. found that colleges known for their unique characteristics tend to attract ' a students compatible with the goals and characteristics of the institution. Thus, the military academy, the engineering school, or the college of medicine would tend to attract those of the S syndrome, whereas the liberal arts school or the liberal seminary would tend to attract the student of the N or R syndrome. Consistent with this, it was found that the S who found himself in a liberal arts college was more apt to do poorly and was quicker to withdraw or transfer from that school than would be his opposite number. Likewise, the N syndrome attending the military academy or the technical school was more likely to receive poorer grades and to withdraw from such an institution. Further, it was hypothesized that R's are more likely to attend schools where there is a pre- ponderance of N's rather than schools where S's are in the mmjority. That there are marked differences between colleges was attested to by Jacob (#5) in his study of college values and the impact of college teaching. - In attempting to identify the source of creative and scientific talent Knapp (#7) in the study of the student population of an .,- - FWE” "T \L . 71 l I .. ..___,_‘ 7 eastern university found that one-third of their scientists came from families whose livelihood was earned in non-white collar occupations and another sixty percent came from essentially low middle class homes while only approximately nine percent came from upper middle class or higher class families. In contrast to this, students graduating from the social studies area tended to be drawn from the upper middle class families and the families of professional men. The students of the humanities, arts, and literature were drawn from the socio-economic extremes. This holds significance if it is true that "beliefs” are related to economic, cultural and demographic factors. In a study directed at measuring the change in students‘ beliefs, reactions, and attitudes in general, Howard (39) found that after one year's exposure to college teaching, of the several major groups studied, the groups showing the least amount of ideological change were the engineering group, the elementary education, and the group composed of pre-medical, pre-dental, pre- veterinarian, and pre-nursing students. He concluded that the students in the more inflexible and rigid curricula such as engineering and the pre-professions were those who gained the least from a years' exposure to a program of general education. Using Form T of the Inventogy‘gj Beliefs Egner and Obeisky (25) studied the belief structures of 2l8 students at a small liberal arts college. Of this group, special study was made of 20 high and 20 low scorers who were equated for intelligence. It was the purpose of the study to see if a significant correlation existed between the high and low scorers on this test and performance in the different subject areas. In this investigation the non- stereotype student clearly performed better in the humanities and in the social science subjects while the stereotype student was superior in mathematical and natural science studies. In the biological sciences both groups did about equally well. It was found that the students most likely to succeed in courses involving flexibility of outlook were the non-stereotype students. The stereotype student showed increasing evidence of frustration, and frequently academic failure, as studies involved a movement from the concrete to the abstract. Howard and Harrington (#0) were concerned with a measurement of change in beliefs and attitudes of students during exposure to four years of college instruction and also to determine the relationship between student beliefs and attitudes and academic success. This study was carried on at a large midwestern university. Using the Inventory gj Beliefs, the sample was tested in the fall of their freshman year and again in the last term of their senior year. It was found that beliefs and attitudes changed significantly in both the male and female students during their freshman year and also between their freshman year and graduation. The study seems to indicate that students are receptive to new ideas and able to revise previously held concepts through the entire four years of a college program. The study indicated that there was no apparent relationship between the performance on the Inventogx g! Beliefs 9 and the academic performance of the senior male student and only a slight positive relationship for the female students. Similarly, there was no significant relationship between the change in the Inventory gjmggjjgj scores and the academic performance of the seniors. Using an unselected group drawn from several areas of study and not identified according to area of study, the authors concluded that there is little relationship between flexibility ‘ ; or adaptability and academic success. ‘ In a doctoral research project Lorimer (53) studied twenty- four students who scored above average in aptitude and reading ability but half of whom scored low and half of whom scored high on the inventory gj Beliefs. They were asked to respond to literary selections which were appropriate for use in freshman courses in the humanities or literature. The selections were hand picked so as to provoke value reaction and individual attitude judgments toward intellectualism, practicality, authority, conformity, responsibility, social well being, behavior standards, etc. The outcomes of the study seemed to confirm much of the conclusions of Stern et al. in that the low scorers had a tendency to prefer practical vocations as opposed to intellectual vocations, to distrust theorists and trust the practical practitioner, to lean on authority, to avoid decision making, to conform to sanctions, and to resent criticisms. 0n the otherhand, high scorers indicated faith in the theorists and in higher education in general, respect for the intellectual, highly valued a hierarchy of values as a base for -I - "l , _ _ l 1 '. ~I -l ‘ n n I ‘, | _ I .1 , ‘ - \ _ ‘ I . . .I . A I .' \a. l . .l . I ‘4 . , . -‘ _— “ t LI I l . 7- .‘l- - 'i judgments, sought independence of thought and appreciated criticism. Statement of the Problem The general concern of this study is the better understanding of the beginning student of engineering at Purdue University. A fuller comprehension of the relationship of student personality factors and academic behavior may contain meaningful implications for the programs of admissions counseling and academic counseling and may give direction to curriculum evaluation and change. Specifically the investigation attempts to find answers to the following questions: 2. 3. 5. Is there a relationship between the various Inventory 2: Beliefs ideologies and the students' persistence in Purdue's engineering programfl is there a relationship between these ideologies and over- and under-achievement in engineering stud i es?! Is there a relationship between these ideologies and the grades received in engineering studies the first semester? which items in the Inventory of Beliefs are related to staying or leaving the engineering curriculum, over- or under-achieving, or receiving high or low grades? With which items in the inventory of Beliefs, if any, do engineering students have a consensus of agreement . i l i ‘l , L. . i ‘l . . , .. I i . - I ,. - . 3 / » ‘ ‘ i ' \ .. I , . I I . , . ., | . i A I i . .. o .' x - . . - in I - t.' . ‘ l - . ..-. I . ..,\.i . ., 'l 1 1.! 1‘ . . o . i A ’ I i . - . . . . , and with which do they have a consensus of disagreement? 6. Do composite scores based on discriminating items which differentiate students (those who stay in engineering versus those who leave, over-achievers versus under-achievers, those with high grades versus those with low grades) correlate with the status, achievement, and grades of a hold-out group selected from the original sample, and a second group of freshman engineering students tested and analyzed the following year? Limitations of the Study in this investigation no attempt is made to study possible differences of freshmen and more advanced students nor to measure the differences between the freshman engineer and the freshman of other schools within the university, nor yet to compare this population with a parallel group on another campus. The study is confined to a population drawn from a single class (Freshman), a single curriculum (Engineering), within a single educational institution (Purdue University). Because of these limitations the findings have most significance for the people whose concern is principally directed toward these restricted groups. The results should not be promiscuously generalized. What is true of Purdue engineering freshmen may not be true of those Purdue freshmen majoring in Art and Design or Forestry. What is characteristic of l2 the Purdue engineering freshman may not be characteristic, in kind or degree, of the Purdue engineering senior. Similarly, Purdue freshman engineers may differ significantly from their counterparts elsewhere. The study was confined to students who were in the first semester of studies. They had been on campus about two months, thus had been exposed only briefly to the influences of college ' a life. .: The study is restricted to student ideologies as measured only by the Inventogy‘gj Beliefs Form T. No attempt is made to study the characteristics of the university within which these students find themselves nor yet to study the personality characteristics of the subjects through the use of other instru- ments of measurement. The study makes no attempt to examine the home or community background from which the students come. It is recognized that sixty-four percent are residents of the state of Indiana and that the remaining thirty-six percent come from the other forty-nine states. A preponderance of the non-resident students are products of mediumrto-large cities. The study includes no data regarding the religio-soclo- economic family background of the population. The study may be influenced by shifting social phenomena and public moods. Economic and cultural problems on the regional and national level and political and ideological tensions in the sphere of international affairs may significantly affect the students| responses to the statements of the test instrument. Definition of Terms The Inventory 91 Beliefs is a diagnostic instrument designed by the Attitudes Sub-Committee of the Cooperative Study of Eval- uation in General Education of the American Council on Education and has as its function the assessment of the degree of acceptance or rejection of a set of essentially anti-democratic attitudes and values. From a pool of more than 3,000 items the committee made its final selection of l20 items on the basis of the dimensions summarized by Dressel and Hayhew (23:217-2l8) in Table i. TABLE 1. A conceptual Framework for the Inventogx.gf Beliefs Level Content Variables or Dimensions 1. Ideas and institu- l.l Philosophy l.il Haterialistic, tions (ideocentrism) manipulative, power, cynical 1.2 Religion l.2l Mystical, ritual- istic, nonpersonal l.3 Arts l.3l Romantic, antisen- sual, anti-intellect- ual, anticultural l.“ Sciences l.hl Application, limita- tion, antirational l.5 Politics, 1.51 Dependence, adher- economics ence to outmoded ideas, distrust, denial of conflicts TABLE l - Continued Level Content 2. Social groups 2.i Out-groups (ethaocentrisno (Negroes, Jews, other minorities, foreigners) 2.2 In-groups (Americanism) 3. individuals, 3 I Family (parents) interpersonal 3 2 Schoei (teachers) relations (so- 3.3 Church (minis- CIecentrisno ters) 3 # State (public officials) 3.5 Business and con- sumer relations (tradesmen) 3.6 Friends, peers, siblings h. Self (ego- “.1 Self-concept, centrisno self-evaluation Variables or Dimensions 2.ll Personal charac- 2.2 3.1 h.l N teristics (offen- sive, immature, threatening, in- trusive, seclusive) Solutions (pseudo- democratic: segre- gation, limited participation; antidemocratic: elimination, exclu- sion; insoluble: fatalism, despair, cynicism. Uncritical accep- tance of values, exclusive pride in memberships, blind- ness to or dismissal of shortcomings to 3.i6 irrational acceptance of ex— ternal authority, unwillingness to assume personal re- sponsibility to others, blaming others for failure (extra-puni- tive), resistance to departure from tradi- tion, depersonaliza- tion of relationships, sentimentality (mom- ism, etc.) Perception of external world as threatening, as manipulatable, sub- mission and aggression, rigidity and compulsion, superstition and stereo- type, destructiveness and cynicism, free- floating anxiety, pre- occupation with health and sex; overspiritual- ization, denial, and fear (self, others), de- personaiized sexuality .. . I. ...-' .3”- . (J I I; I .I I \- ‘l cl! .. " l . _ I. ' . i" ., - UI~ . I II I. ’ x I; l-l - .., . A .. . .l. , -. Z , . J 'l; I. II. I- u . . l4 :: , . ..' .( -' I -. U -. ...l I I. .."I .. l- . l.‘i ‘ 1,. .i o;.'- . .- I I. ‘ .5 l- . , {,iu _ I . . .. . l7 I_.l . . . , . I. '— 1 1' l.” 5...“... .c i :'| ~i ‘i .H I; :.~ , I f .‘I- -. -‘ n-21‘1l .-_ . UL; .u .‘l 4-, .5 4 ,- . I.IIi ‘ {.i , LL} . ' '-. p . _... ll -. (‘I ;( O .. .| .. / .1 i I 1", .. ‘, , -h“- I (\ .m1 1 'i L1 - T-I . u.’ 'I. . ‘i . A... _:| ‘L I- 7‘ I . \, -. , -I . l4 1 I .- - ‘-'. 'l C . 'fi.‘ . , l- l ~ . l 1;. . .'I .IIII'-l./l-il L’ - ‘~- I _- g .I . 'I .. ( -I C; ‘. ..I ‘,’ t: .u. .I. f; ..i r. ' A‘ l I i: ..Ii ' Ii All I ,.v . . . .. II ' z; 1 / ..‘I .~ 'i .. '.'. .‘ “i ‘x.l . .'I l, ' III 3| ., a‘l ~ .. ., I I ‘ -‘ ., .' ..J. . .- C' 4.1 'i ‘i l \— I-, .,-i .‘l. I. lt' It , l.( .. ii .. ,r ii'i .l .‘l I C1 'I ..I m: ' ['5' I l5 fggg‘l of the Inventory gj Beliefs was a modification of the original instrument (7h:i98-20l) by Stern and others at the University of Chicago. It differed from the earlier version in that one-half of its items were new and it contained an equal number of S—type statements and N-type statements. In form T the response set is not confounded with the authoritarian or stereo- pethy dimension. Another characteristic of this modified lnstru- H ment is the possibility of classifying respondents of extreme groups into a larger number of ideologies (Rational and Irrational as well as Stereopath and Non-Stereopath). A sample of the loo- item instrument may be found in Appendix A. Stereopgthsl(s) are individuals who accept authority as absolute, prefer that social relationships be depersonalized and codified, deny or inhibit impulses, expect rigid conformity of behavior in themselves and others and otherwise exhibit nativist- fundamentalist conservativism. Non-Stereopaths'(N) are individuals who are polar to the stereopaths in that they reject authority figures, prefer social relationships that are personalized and informal, are Impulsive and tend to be non-conforming, hold to beliefs that are urban and liberal. Rationalsl(R) are those who reject the extremist beliefs of both the stereopaths and non-stereopaths, prefer social relation- IAppendix B contains Stern, Stein and Bloom's (7h:190,l93.l98) summaries of the main personality parameters for the Stereopath(S), Non-Stereopath(l), and Rationai(R) syndromes. . , _ . I i I l . , l , I I i l _ L- i l y l i \ f 9 ' m t w i I l . i i l I .. ‘ -‘ . ~ n l l i \ - I , d l ( l i ~i i I I . l i I a i‘l " \ .i _ l 4 VJ I 7 l i a ~l. . v I .1 ‘ t i ‘ ‘ '1‘ l ,l , l .i L i6 ships that are detached and impersonal and prefer the companion- ship of ideas to that of people. Irrationais(l) are those who without apparent reason indiscri- minately embrace the beliefs of both the stereopaths and the non- stereopaths, seemingly not aware of the inconsistency of such behavior. Score #1 in the scoring rationale of Form T indicates the measure of the stereotypy - non-stereotypy dimension according to the acceptance of the N items and rejection of the S items (non- stereotypy) or the acceptance of the S items and rejection of the N items (stereotypy). Score £2 indicates the measure of the rationality-irration- ality dimension, according to the rejection of both the S and N items (rationality) or the acceptance of both types of items (Irrationality). S321 students are those who remained in the engineering curriculum after the first semester. Transfer students are those who left engineering to metri- culate in some other program within the university. Withdraw (leave) students are those who did not return to Purdue after the first semester. Over-achievers (0A) are students whose first semester grade point averages (indexes) were 0.6 semester index points above that predicted by a regression equation based on high school rank in deciles and raw score on the Purdue Mathematics placement test. l7 Achievers are students whose first semester grade point averages were within 0.6 index points in either direction of their predicted indexes. Under-achievers are those whose first semester grade point averages fell 0.6 of a grade point below the predicted performance. fligh,ggggg index is that which is h.5 or higher on a scale where A equals 6.0. Medium grade index is that which lies between 3.5 and 4.h. ng grade index is that which falls below 3.5. Plan of the Study The first chapter states the purpose and examines the back- ground of the study. It also contains a statement of the problem and notes the scope and limitation of the investigation. Basic terms are defined. The second chapter treats the methods and procedures used. The third chapter discusses the results and significance of the study. The fourth chapter summarizes and contains suggestions for further research. The bibliography contains a list of references germane to the study, some of which themselves contain exhaustive reference lists related to the subject. The appendix contains materials important to the study. was CHAPTER II METHODS AND PROCEDURES Selection of the Sample The sample population used for the purposes of this study was selected from the 1,573 students beginning their engineering studies at Purdue in the fall of l958. Both men and women students were g‘j‘ included. During the third week in November the lnventogx 2f Beliefs, ' ~213§ Form T was administered to the students of eleven sections in the _ £;f required one credit hour orientation course "Engineering Lectures". 3; Slightly more than sixty percent of the entire beginning freshman engineering population was enrolled in these eleven sections. These Sections were chosen because of the familiarity of the section in- structors with this type of testing program and their willingness to participate in it and because of scheduling convenience. The student population in these sections was not known to differ from that of other sections, all students having been assigned to sections indiscriminately by the datatron computer. From the eleven sections there were 828 respondents, of which eleven were women. Those respon- dents who did not complete the test, those who were inaccurate in the use of their answer sheets and those who were not classified as be- ginning freshmen were not included in the analysis. After the elimi- nation of these, the remaining 727 were used in the study. This sample represents approximately forty-six percent of the total number of new students entering Purdue to begin their engineering studies. l i l , l \_.l I_. ll . i ‘ l l '4 i. e a I" (..e_ - i i i i l r‘ l l 19 Collecting the Data The answer sheets were hand-scored for Score #i and Score #2 and the scores were entered on the subjects' answer sheets. The classification of the subjects into ideological syndromes was determined by the plotting of the two scores of each subject on a classification grid which had been designed for use with the Inventogx. Thus a subject was classified as Stereopath($), Non- StereOpath(N), Rationai(R), lrrational(l), Non-StereOpath/Rational(N/R), Non-Stereopath/irrationai(N/l), Stereopath/lrrational(S/I), Stereo- path/Rational(S/R), or Unclassified(U). A sample copy of the scoring key and scoring rationale are included in the Appendix. After the subjects' classifications were determined they were recorded on their answer sheets. After the conclusion of the first semester the status (stay, transfer, withdraw) and the grade point indexes of the subjects were obtained from the records of the Office of the Registrar. At this time the following information was gang-punched into IBM cards: the student's number, his Score #l and Score #2, his grade point index for the semester, his status (stay, transfer or withdraw), his syndrome classification, his responses to the lOO items of the inventory, the division number of the Engineering Lectures course in which he was enrolled, his raw score on the Purdue Mathematics Placement Test and his high school rank by deciie. Since the investigation is concerned with the relationships, if any, between the various ideologies and the over-achievement, achievement, and under-achievement of students in engineering studies and also between the ideologies and the high, medium and low academic performances of these students it was operationally necessary to define the following sub-groups: over-achievers, achievers, and under-achievers, and high, medium and low grade point index subjects. A regression equation developed and validated by the Freshman Engineering Department of Purdue University one year prior to the initiation of this study was used as the criterion for determining achievement. The formula for this equation is as follows: Y - l.523 + .0280 Xm + .0l627 th Xm - raw score on the Purdue Mathematics Training Test - Arithematic 32g Algebra. th - subjects' high school rank in deciles Y I predicted index, which when correlated with the semester grade indexes had a multiple .R of .60. On the basis of the above equation the subjects were placed in one of the three groups, over-achiever, achiever, or under-achiever. An over-achiever was a subject whose actual grade index for the semester was 0.6 index points above the index predicted for him. An under-achiever's index was 0.6 points below his predicted index and an achiever was one whose index was within 0.6 index points of that predicted for him. The 0.6 index point deviation was selected because it was thought that this would result in approximately twenty- five percent of the sample falling in the over-achievement and under- achievement groups, respectively. The categories of high and low grade indexes were obtained by . v. H. . . I , .i .. . .. . n . \ . .. I I .. .l . . 1i .. .s. I I a u . .I .. “I . . .I . I n _. r .i . I . .I I . . . _ .l al .i. c I I on e _. . .. . . . i n n. I . d l I .i . i a . . I .J . . . .I m\ . I y _ _ .1. . . . . cl ._ I . I . . I . . ~I .I . i I I -I .l .. E .l . . e .I . I .I u _ -I .I d a _ . C I . . . .. .I L _ . ..I .I l _ . . . .IiII. 2i placing those subjects with first semester indexes of #.5 or better in the high index group and those with a first semester index of 3.4 or less in the low index group. This scheme was used because it was thought that it would result in approximately twenty-five percent being classified as high grade subjects and twenty-five percent as low grade subjects. The stay-leave dichotomy was easily defined, the subjects assigned to the stay category being those who remained in the engineering program after the conclusion of the first semester and those assigned to the leave category being the students who trans- ferred to another curriculum within the university and those who withdrew or did not enroll for further study at Purdue. For the purpose of cross-validation a hold-out group of ten percent was extracted from the original sample by random procedures. Further, the Inventogy was administered to a second cross-validation group of l03 beginning engineering students in the fall of l959. Methods of Analysis The frequencies were determined for each of the ideological syndromes within the various sub-groups comprising the major groups identified as Status, Achievement and Grades. From these frequencies chi square values were calculated so as to obtain answers to the questions raised concerning the relationship of ideologies to students' perseverance in engineering studies, to students' achievement and to students' grades. For the purpose of analysis these questions were framed as null hypotheses in the following manner: mas. s. .2 22 Hypothesis: There is no significant relationship between the Inventogyigj Beliefs ideologies and students| persistence in a freshman engineering program. Hypothesis: There is no significant relationship between the Inventogx 21 Beliefs ideologies and over- achievement and under-achievement in freshman engineer- ing studies. Hypothesis: There is no significant relationship between the Inventogy g: Beliefs ideologies and the grades received by students in a freshman engineering program. The chi square technique was applied. The null hypotheses were tested by comparing observed frequencies with expected fre- quencies. Chi square measures the deviation from the expected fre- quency of the actual frequency. The following formula is used to obtain the expected frequencies for the cells: feij I f0 f0: N feij - expected frequency of the cell in the i row and the j column { foi - the sum of the observed frequencies in row i 5" f0] - the sum of the observed frequencies in column j N - the total number of observations in the table The chi square is obtained by the following formula: x2 .2 foij - fem?" feij X2 - chi square foij - observed frequency of the cell in the i row and the j column feij - expected frequency of the cell in the i row and the j column 23 Further analysis of the Inventogyigf Beliefs was made by observing those items which seemed to discriminate in a statistical Sense between people who stayed in engineering and those who left, between the over-achievers and the under-achievers, and between those with high grades and those with low grades. This was done via the following procedure. Starting with the stay and leave subjects of the original group, an item count was made for each of the lOO items in the Inventogy. Those item counts, or numbers, were converted to percentages indicating the percentage of those staying in engineer- ing who agreed with each item and similarly the percentage of those leaving the program who also agreed with the same items. Because the total number of subjects in each of the sets of dichotomies differed, a scale to test the significance of differences between two percentages, developed by Lawshe and Baker for use at Purdue University, was employed. Items concerning which there was difference of opinion significant at the .05 and .0l levels were drawn out and identified as discriminating items. Thus an Inventogx g: Beliefs I§5311nggg scale was obtained. items which discriminated between over-achievers and under- achievers, and between students receiving high grades and those receiving low grades were similarly identified and an Over-achieve- ment-Under-achievement Scale and a High Grade-Low Grade Scale were constructed. wuss: .J—s “aw '1 r , 01w" ‘ ( I i ._J I ‘ l _\w _ i 2# As mentioned earlier, a ten percent random sample (N - 70) had been held out of the original population and the test had been administered to a second experimental group (N - l03) one year later. The answer sheets of these two cross-validation groups were scored using the three scoring keys derived from the discriminating item scales. Thus the answer sheets of the over- i achievers and under-achievers in the cross-validation groups were I i Scored with the over-achievement score key which contained items 5 which had shown the ability to differentiate between the over- achievers and under-achievers in the item analysis of the original group. The other sub-groups of the two cross-validation samples were similarly scored with the scale keys which had been faund to differentiate between their counterparts in the item analysis of the original group. The number of items chosen was correlated with the proper sub-group population which had chosen them. Three corre- lations were obtained. Because the Stay-Leave and the Over-achieve- ment-Under-achievement groups were treated as dichotomies, biseriai correlations were obtained. For the High-Grades-Low Grades group, however, the variability factor introduced by the wide range of first semester grades indicated a Pierson product moment correlation. The first semester indexes were correlated with the item scale scores and a product-moment correlation obtained. Finally, an attempt was made to identify those items on which there was substantial agreement, both by the group as a whole and by each of the sub-groups, those items on which there was substantial disagreement and those items on which there was a substantial difference .fl, . , I I ‘ ’ l l ‘ ' l , 1 ‘ t . . ~ _ I . J I a, 2 ‘ . i ‘I - ‘ . A .H i l H i 1 I: a I . A ‘ ' . \ . g ‘ x Q ‘ l‘ a I . I l ' O -’ I i“ 1‘ . I I ‘ r i i l r a ' ‘. i L L M I} ,1 l - i _ L! , ‘ ‘ - H L ‘ i r ' l l 25 of Opinion. This was accomplished by observing the percentages of agreement discussed earlier. Items on which seventy-five percent or more of the students agreed were considered "sub- stantial agreement" items. items on which seventy-five percent or more of the students disagreed were considered "substantial disagreement" items. Those items on which forty-five to fifty- . l five percent of the students either agreed or disagreed were considered "controversial" items. _- w... i “ m CHAPTER III RESULTS Discussion of the Results in discussing the results of the study it is wise to begin by observing the characteristics of the population with which we are concerned. Table il shows the distribution of the original experimental sample into the various sub-groups of the three major divisions. Of special significance is the high rate of attrition in the freshman engineering program. 0f the 727 subjects more than one-third either withdrew from school or transferred to another curriculum in the university. Table ill sunnmrizes the results of the study of the various ideologies and their relationships to perseverence in the program. Using the chi square test of the null hypothesis stated earlier in this discussion, namely that there is no significant relationship between the Inventogx g: Beliefs ideologies and student persistence in the engineering curriculum at Purdue, we conclude that the hypothesis must be accepted because the calculated chi square, li.73, is less than the actual number, l8.3,taken from the Table of Chi Square. Table IV shows the relationship of the personality syndromes and over-achievement, average achievement and under-achievement. Again, applying the chi square test to the null hypothesis, namely, that there is no significant relationship between the lgggggggxigj Beliefs ideologies and over-achievement, average achievement and 26 27 TABLE Ii. Distribution‘gj Original Experimental Sample into Sub-Groups N - 727 31 STATUS GROUP Stay Sub-group -------------------------------- #82 Transfer Sub-group ---------------------------- 150 Withdraw Sub-group ---------------------------- 95 ACHIEVEMENT GROUP Overachievement Sub-group --------------------- l03 Average Achievement Sub-group ----------------- 463 Underachievement Sub-group -------------------- l6] GRADES GROUP High Grades Sub-group ------------------------- 262 Medium Grades Sub-group ----------------------- 327 Low Grades Sub-group -------------------------- i38 28 TABLE 111. Relationship Between Personality Syndromes 2f Freshman Engineerigg Students and Curricular Persistence STATUS SYNDROMES* Total Stayed Transf. Withdraw F % F %. F ‘% F % U(Unclassified) 293 40.5 182 37.8 61 #0.7 50 52.6 5(Stere0paths) 55 7.5 3# 7.1 in 9.3 7 7.u R(Rationals) 13% 18.5 96 19.9 26 17.3 12 12.6 S/R(Stereopath/ 186 25.6 131 27.2 36 2h.0 19 20.0 Rationals) N/R(Non-Stereopath/ 32 h.h 22 “.6 8 5.3 2 2.1 Rationals) S/l($tere0path/ 26 3.6 16 3.3 5 3.3 5 5.3 lrrationals) Number of Cases 726 #82 150 95 Percent of Total 100 66 21 13 Chi Square (Prob) 11.73 (P - .32) *No students were classified as N (non-stereopath) or as NI (non- stereopath/irrational) syndromes and only one case of the i (irrational) syndrome was observed but is not included in the analysis. 29 TABLE IV. Relationship Between Personality Syndromes 2f Freshman Engineering Students‘ggg Over-Achievement, Achievement and Under-Achievement ACHIEVEMENT SYNDROMES* TOTAL Over- Under- Achiev. Achiev. Achiev. F 3%, F 11 F' ii f" 2L... U(Unclassified) 293 40.5 38 36.9 184 39.7 71 44.1 S(Stereopath5) 55 7.5 10 9.7 30 6.5 15 9.3 R(Rationals) 134 18.5 20 19.u 86 18.6 28 17.4 S/R(Stereopath/ 186 25.6 26 23.3 126 27.2 36 22.4 Rationals) N/R(Non-Stereopath/ 32 4.4 7 6.8 17 3.7 8 5.0 Rationals) S/|(Stereopath/ 26 3.6 4 3.9 19 4.1 3 1.9 lrrationals) Number of Cases 726 103 463 161 Percent of Total 100 14 64 22 Chi Square (Prob) 8.18 (P - .64) *No students were classified as N (non-stereopath) or as Ni (non- stere0path/irrational) syndromes and only one case of the i (irrational) syndrome was observed but is not included in the analysis. Ul- 30 under-achievement in freshman engineering studies, we conclude that the hypothesis is supported because the calculated chi square value, 8.18, is less than the actual number, 18.3 taken from the Table of Chi Square. Similarly, the third hypothesis, namely, that there is no significant relationship between the Inventogy‘gj Beliefs ideologies and the grades received by students in a freshman engineering pro- gram, is supported by the chi square test. The calculated chi square value, 13.9, being less than actual value, 18.3, taken from the Table of Chi Square, the hypothesis must be accepted. Table V summarizes the relationships of the ideologies to subjects with high grades, medium grades and low grades. It is interesting to note that the data shown in Tables Iii, IV and V do confirm one of the contentions of Stern, et a1, namely that institutions do tend to attract students of either the N or S syndrome, but ggt,bg£h. Not a single student of the entire sample had scores such that he should be classified as an N syndrome or as an N/I. Only about twenty-six percent fit into the extreme categories of S (7.5%) and R (18.523. Further analysis of the inventogy 21 Beliefs was made by observing which items discriminate between people who stay in engineering and those who leave it, those who over-achieve and those who under-achieve and those who receive high grades and those who receive low grades. The results of this analysis can be found in entirety in appendix C. /-\ TABLE V. Relationship Between Personality Syndromes gj Freshman Engineering Students ggg Grades GRADES IN INDEX GROUPINGS SYNDROHE$* TOTAL .5+ 3. ' . . - F % X F X F U(Unclassified) 293 40.5 88 33.6 141 43.1 64 46.4 5(5tereopaths) 55 7.5 20 7.6 26 8.0 9 5.8 R(Rationa1s) 134 18.5 57 21.8 55 16.8 22 16.0 S/R(Stereopath/ 186 25.6 79 30.2 74 22.6 33 23.9 _____Bsthuufls) N/R(Non-Stereopath/ 32 4.4 12 4.6 14 4.3 6 4.3 Rationals S/I(Stereopath/ 26 3.6 6 2.3 16 4.9 4 2.9 lrrationals) Number of Cases 726 262 327 138 Percent of Total 100 36 45 19 Chi Square (Prob) 13.96 (P - .19) *No students were classified as N (non-stereopath) or as NI (non- stereopath/irrationai) syndromes and only one case of the I (irrational) syndrome was observed but is not included in the analysis. recs ill E1 VI in “cap 32 Table VI gives the items which discriminate between students who stay in engineering and those who leave the curriculum. It is interesting to note that nine out of the twelve items are keyed "Disagree", indicating the Rationalism dimension. The three exceptions are: 'The main thing about good music is lovely melody" (Item 2) 'Whe best assurance of peace is for the United States to have the strongest army, navy, and air force, as well as the atom and hydrogen bombs.“ (item 28) "Business enterprise, free from government inter- ference, has given us our high standard of living.” (Item 37) (See Table Vi). They are, however, about equally divided between the Stereopath and Non-Stereopath dimension, hence do not represent extreme liberal or conservative views. Table VII gives the items discriminating between students receiving high grades and low grades during their first semester in Engineering. Results of Table VII are similar to those of Table VI in that thirteen of the seventeen items are keyed "Disagree", the exceptions being: "Lowering tariffs to admit more foreign goods into this country tends to raise our standard of living." (Item 3) ”Business enterprise, free from government interference, has given us our high standard of living.” (item 37) 'Whe minds of many youth are being poisoned by bad books." (item 45) "Labor unions don't appreciate all the advantages which business and industries have given them.” (item 57) _J-ms TABLE VI. 25. 27. 28. 37. 38. 42. 33 inventory 2! Beliefs Items Discriminating Between Students Staying jg 33 Engineering Curriculum 32g those leaving 13 Item Literature should not question the basic moral concepts of society. The main thing about good music is lovely melody. Europeans condemn the United States for being too material- istic, but such criticism is only to cover up their reali- zation that American culture is far superior to their own. Raising our standard of living requires government regulation of business enterprise. Foreigners usually have peculiar and annoying habits. The best assurance of peace is for the United States to have the strongest army, navy and air force, as well as the atom and hydrogen bombs. Business enterprise, free from government interference, has given us our high standard of living. Art cannot exist for its own sake, independent of social issues. You can't do business on friend- ship: profits are profits, and good intentions are not evidence in a law court. % Agreeing Stay Leave 24 34** 1+7 38* 38 48** 30 44** 20 30** 45 35** 61 119“ 37 46* 38 48* Stay £923.52! Disagree Agree Disagree Disagree Disagree Agree Agree Disagree Disagree *Significant Difference at .05 level. **Significant Difference at .01 level. 34 TABLE VI. Continued 12.1! 50. Ministers, priests and rabbis should not preach about economic and political problems. 54. No intelligent man today can really believe in God. 91. As young people grow up, they ought to get over their radical ideas. % Agreeing figgy Leave 25 35** 3 7** 46 54* Stay Score Key Disagree Disagree Disagree *Significant Difference at .05 level. **Significant Difference at .01 level. 1,, TABLE VII. 25. 33. 37. 38. 35 inventogy,gj Beliefs Items Discriminating Between Engineering Students with High Grades Egg Lg! Grades item Literature should not question the basic moral concepts of society. Lowering tariffs to admit more foreign goods into this country tends to raise our standard of living. No task is too great or too difficult when we know that God is on our side. A work of art which provides only entertainment is useless. Organized labor has done more to further economic progress than business and industry. The scientist who really counts is the one who turns theories into practical use. Raising our standard of living requires government regulation of business enterprise. Being a successful wife and mother is more a matter of instinct than of training. Business enterprise, free from government interference, has given us our high standard of living. Art cannot exist for its own sake, independent of social issues. % Agreeing HEIDI-fl 19 36** 23 15* 75 85* 10 19* 23 39*” 45 65** 30 43* 25 39* 66 50** 30 45** High Grade Score Key Disagree Agree Disagree Disagree Disagree Disagree Disagree Disagree Agree Disagree *Significant Difference at .05 level. **Significant Difference at .01 level. 14H m e o m e e u z I . i ll 1 II . a _ \ .lO I . . e a . . 1 . . . . 1 u e . I I o I . . _ a. a i _ ill 1 a . . I . . . e .. I . , (I , . A I l r .1 .1 .I d O a _ I l a . —| . . . I p c . I . I I. , I e a. . .x . ~ 1.! B. 1. r . . '4‘ cl 36 TABLE V11. Continued 45. 57. 74. 85. 86. 91. 97. item The minds of many youth are being poisoned by bad books. Labor unions don‘t appreciate all the advantages which business and industries have given them. A lot of teachers, these days, have radical ideas which need to be carefully watched. Both beauty and purpose can be found in all modern paintings. There may be a few exceptions, but, in general, members of a racial group tend to be pretty much alike. As young people grow up, they ought to get over their radical ideas. if a person is honest, works hard, and trusts in God, he will reap material as well as spiritual rewards. % Agreeing High ‘59! 64 54* 72 60* 38 49* 27 40** 41 60** 41 55** 70 80*- High Grade Score Kgy Disagree Agree Disagree Disagree Disagree Disagree Disagree *Significant Difference at .05 level. **Significant Difference at .01 level. H. m _ . \ . . i . 1 I I .4 I i _ I e r ‘ ~‘I i 1 /\ m \ _ l l I m I , I . i ’ . I I- l 1 i - ~,- 1 . “1 C ( J a .- i I I 1 ' ’ . l ' e _. i , e . ’ e .. I < 1 l y 0 I ' ‘ , I , A . . I . 1 e | . c " ‘ ‘ I I i - I - s l . I ‘ , 1 1 . - l - I 0 I l ( I 4 l I 37 Again discriminating items are about equally divided between liberal and conservative views. Table VIII gives items discriminating between over-achievers and under-achievers in their first semester of engineering studies. Again, a similar pattern results, with items equally divided be- tween liberal and conservative views. 0n six of the eight items the over-achievers tended to disagree more often than the under- achievers, the two exceptions being: "Strikes are caused by the unwillingness of an employer to meet the needs of his employees." (item 3]) "There are too many pe0ple in this world who do nothing but think about the opposite sex." (Item 87) The discriminating items suggest a "middle of the road" type of orientation with a slight skepticism apparent (note the disagreement responses). There is in evidence in each of the groups a marked tendency to support a “management" position as contrasted with a "labor" viewpoint. Using the discriminating items in Tables VI, VII, and VIII as keys for obtaining composite scores on the Inventory 2: Beliefs three scale scores were obtained, respectively, "Stay Beliefs", "Over-achiever Beliefs", and "High Grade Beliefs" for two cross- validation groups. Table IX summarizes the results of the cross- validation studies. A very significant positive relationship was found between the Stay Beliefs Scale and the Stay-Leave status of the hold-out group. The relationship was not significant, however, 38 TABLE VIII. lnventogx‘gj Beliefs Items Discriminating Between Item 3. Lowering tariffs to admit more foreign goods into this country tends to raise our standard of living. IS. Organized labor has done more to further economic progress than business and industry. 3l. Strikes are caused by the unwill- ingness of an employer to meet the needs of his employees. 33. Being a successful wife and mother is more a matter of instinct than of training. 53. The successful merchant can't allow sentiment to affect his business decisions. 85. Both beauty and purpose can be found in all modern paintings. 87. There are too many people in this world who do nothing but think about the opposite sex. ' 9l. As young people grow up, they ought to get over their radical ideas. 98. The welfare of others is more important than one's own self- interests. % Agreei g; 27 23 37 2] 38 50 39 n9 9; 37* 25* 36** 50* 36* 52* 58** Over- Achievement Score Key Agree Disagree Agree Disagree Disagree Disagree Agree Disagree Disagree *Significant Difference at .05 level **Slgnificant Difference at .0l level _o>o_ _oo. um oococomw_a ucmu_w_cm_m¥## _o>o_ .c. an ooeocoww_a ucmo_m_cm_ma¥ _o>o_ mo. um oocouowm_n ucmo_m_cm_m¥ mm. .a ..eu .ucN .eowuooaum vcm >mo_o;o>nm :_ no_un_umum .oueosoucau ..m .w .vc0m__:c .N mum .a ..uu .acw .co_umu:um vcm >mo_o;o>nm c, nu_un_umum _uueoEov::m ..m .5 .vcom__:u .. "mug «co—u o_oum Ame—Izv Aculz no_oeuou acoeox ounce zomnwvocu ;m_z sNN. «an. unavocm cont-om amo__on mo amoueo>c. a: a: A3mlz Amulzv o_oum :o.: :N. _co_um_ocuou ueoso>o_nuc _m_uom .n umo__ou Hm xuo»co>c_ Ame—Izv Aonlzv .co_um_oLLOu o.ooMIW>oo4n>oum m_. as¥~m. _o_com .n umo__ou mo xuouco>e_ msoca ucos_comxm maOuc anew—o: mmnmmm_ in o_uw_uoum o_oom .o_.um o; e co_saa__u>-..otu Hm .u_=.o¢ mum.mm.xuoas=m .x. usn , ' ‘ I . I I I W — , i i 7 I . . I v a f i _ ‘ > , I . I II , - ~ I . . ‘ ., I' - .. I . , . ‘J , I I ‘ e “I » I . y - ‘ ‘ A . I . - s I p. v y 7 ‘ ‘ v‘ 'u ' . I I . ' I -l I I o. . ‘ ' m I i I I I n ‘ .v . g V ._ n v a I l -| I ' ‘ ' ~ ‘ I — . s ' ‘I L . - ..A . “ , #8 Implications for Further Study Since the number of discriminating items is shown to be small the reliability of the test is necessarily limited. It seems that a study of the content and nature of the discriminating items could profitably lead to a desired proliferation of addi- tional items, similar in nature which could be substituted for the items which did not prove useful. Further study seems indicated to determine a wider range of beliefs which might be profitably included in an instrument of the kind used in this study. A "modernizing” of the tapics and the semantics used in the test seems in order. Beliefs related to technological, scientific, social, economic and political topics, both broader in scape, more contemporary in application and more current in parlance would provide greater insight into the value orientation of college students seeking general and professional education. Whereas this study included only first semester freshmen, a follow-up study performed three years later using the same pepulation might afford new insights and give additional informa- tion regarding the effects of a prolonged exposure to the study of engineering on students' belief structures. This study made no attempt to relate vocational goals and belief structures to the socio-economic orientation of the papula- tion studied. An investigation of the relationship of family and community orientation to the beliefs of students and their academic behavior might prove insightful. Similarly, a study of a student's beliefs and the characteristics of the college he attends might be #9 related to student academic behavior. This study was not concerned with students other than those in the engineering program. A broader study including samples from each of the several schools within the university might reveal important relationships. ‘ .: :‘Tffi‘ 9. l2. 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H., "Demographic, Cultural and Personality Attributes of Scientists", in The Identification of Creative and Scientific Talent, C. Taylor, Editor, Sale Lake City: University of Utah Press, 1956. Knapp, R. H. and Goodrich, H. B., Origins 2: American Scientists, Chicago: University of Chicago Press, 1952. Krulee, G. K. and Hadier, E. B., "Studies of Education for Science and Engineering: Student Values and Curriculum Choice", 1§§ Transactions 23 Engineering Nana ement, EM-7zih6-158, 1960. I: v '1 O . l i ( ,‘.. 11.. l. O ‘1'. D (..‘d'r. ( i -- 1 \i . IL-i .l ' Q t. _ .Dl - .C #flal I l a. . ,— 4 K V _ u . -. , I n i Q ' T I l ( i t 'AI i.‘ 'i .771 31‘. 1 r \7 ‘ C \ l l ( m .l C t O i 1 _, ‘ i a. .— l v. I :. ll e . l l a , ...‘ | u. . , I v I k (r- l _. . l I I . 7 \ l l u ‘ f. it 0 ‘v a i I I t t a i 1 ._ I -l . g l . - —i “ J 9 .l‘ 4‘ 0 O ‘1 - I t .1 ‘: . e a. l i t m ‘ I t ‘ ‘ ’ 1-1 _ . , '1 . l \ ., ‘ n O "z ik r-. l L.,. > ‘I I l n “'J a l C '3. J . 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WT." 25... ‘ “-— . “T .. . . . 1. i , - .5 , _- . t ‘1 ’ . .; t .1 a _ ":1“. . . , L . . . , . : .z: “r a . ( ,. . - ‘1 ‘i .,‘..i‘z ' . "1-11. ~l 477i cl 1‘ C. I _ r I- ‘1 - '. . . n. I fl - ‘ .l _ . ‘. ‘Ir 17~ _. \— .: -l.1( I l ‘__.L ‘k. l (a '1 , ‘j . 9 «l I . ‘l. I-l -l-l\ .. o J I.5 t: -l '1 :4 -I - z .1 ’ I ‘ I I i -I n n 9 ‘— l l 1-] . ( . g ‘ ‘I ‘ .l -I . . o < - .1 a ' - I “l J . , . .- l l ‘ g I I ( l L. I l . . l i a Q - ' ‘1 (.3 . ‘1 a _4 t; l . L t .. -l ( l ; l L. I - . E . : \' n ‘ .. l 4 I I A l: f - I i a I - I l i . a ; - ' . n ( , { \ '. . . . 1 i I l i l l I 0 r3 ‘r ‘ \ . - l I - -' ‘1 ‘ 0 h c I L 0 O Q ‘ . t » t’.l. . i H C. .-Llh - ‘l ‘ I (.t t. -' . ( . _ I ( ' u k j l I l - I r . .‘l < J l I ' k a l .1 :. (.4 ‘ I . Q . t I r -l O o 1’ .. ' -l . “l t '- l .3 l . ..z \’ l .1 - ‘ ' ‘ . ‘ r v ‘ - r A \ e ( - l R.— l l 9 K1 I I t l - l \o l I \ .9 ‘ . f l ' ‘ IV C I ,~ I f, A - - I I ' l. t x l l x- Ly ' _ l u f { l I 1 € . | t I I ,, . ‘ ‘ -, _ I ‘ , ' \ , , 0 d p I l‘ o 4 {I J t I» l I I ( l - o I ‘ i I ‘ ’ f ‘:"v I ( K. g a .( '. l 9 .l J l ( ' ' ‘ K . 62. 63. 69. 70. 7'. 72. 73. 55 Rokeach, H., "Political and Religious Dogmatism: An Alternative to the Authoritarian Personality", Psycho- le ical Monographs, Vol. 70, No. l8, Whole No. 25 a , I953. Rokeach, H., and Eglash, A., "A Scale for Measuring intellectual Conviction", gournal.gf Social Psychology, khzl35-lhl, I956. Rokeach, H. and Fruchter, B., ”A Factorial Study of Dogmatism and Related Concepts", Journal.gfi'5bnormal.ggg Social Ps cholo . 53:356-360, l956. Rokeach, H., HcGovney, H., and Denny, H., "A Distinction -Ietween Dogmatlc and Rigid Thinking", Journal‘gj Abnormal 35; Social Ps cholo , 5i:87-93, l955. Ryan, Francis J., "Personality Differences Between Under- and Over-Achievers in College“. (Unpublished doctoral dissertation, Columbia University, New York City, l95i.) Sanford, Nevitt, "Personality Development During the College Years", gournallgijocial Issues, Xilzi70, l956. Siegelman, H., "Distinctive Personality Patterns in Three Vocational Groups as Measured by the Stern Activities index". (Unpublished doctoral dissertation, University of Texas, l957.) . Sklff, Stanley, "A Study of Some Relationships Between Personality Traits and Learning Ability". (Unpublished doctoral dlssertation, University of Kentucky, 1950.) Spacle, Edwin G., "The Structure of Beliefs Among Selected College Freshmen". (Unpublished doctoral dissertation, lichigan State University, l956.) Stern, George G., "Congruence and Dissonance In the Ecology of College Students", Student Hedicine, 8:30h-339. l960. Stern, George G., "Student Values and Their Relationship to the College Environment", an address (mimeographed) given at an Institute on lnstitutional Research.gg Students, sponsored by the Hestern Interstate Commission for Higher Education and the Center for the Study of Higher Education, University of California at Berkeley, July, l960. Stern, George G. and Scanlan, J. 5., "Pediatric Lions and Gynecological Lambs", gournai.g£ Hedical Education. 33 Part 2: l2-l8, l958. . '1 (‘1 .. . o a l L \;I I .. ‘_ l I r‘. uh a l I l ,. 6 Il ll K i / TI i l l 1; L, 7! ( l a l: [I A I‘l- ‘ o ( Q (1 I ‘l t I ( “‘i I -I t .I ( ‘1 l o l R 'l_ L \ V... (01% 'i I (. .--I 't (a ;. i‘i ‘ , \‘. I -i -ll -iI' (‘ ' ‘0 .'\ t. l I. l;f,a l n D Q I ( k. 7h. 75. 76. 77. 73. 56 Stern, G. G., Stein, I. l.. and Bloom, B. S., Methods.lg Personality Assessmen , Giencoe, Illinois: Free Press, 1956. Thistlethwaite, D. L., "College Environments and the Development of Talent", Science, l30:7l-76, l959. Thistlethwaite, D. L., "College Press and Student Achieve- Inmt", Journal‘gf Educational Ps cholo , 50:183-l9l, l959. Hedge, Bryant H.,‘Ihg Psychological Problems‘gj College‘ggg, New Haven: Yale University Press, 1958. Zuckerman, H., Norton, J., and Sprague, D. S., “Acquiescence and Extreme Sets and Their Role in Tests of Authoritarianlsm and Parental Attitudes", Psychiatric Research Reports, l0:28- #5, l958. I P a l4 : ‘I r - APPENDIX A INVENTORY OF BELIEFS Form T This inventory consists of 100 statements which range over a wide variety of topics. As you read each statement, you are asked to indicate quickly your agreement or disagreement with it in terms of the key given at the top of each page. PeOple have different reactions to these state- ments. This is not a test in which there are "right" and "wrong" answers. What is wanted here is your own quick personal reaction. You should be able to finish taking the inventory in 30 minutes or less. In reSponding to these statements, you will notice that there is no way provided for indicating a neutral position. It is desired that you indicate a tendency toward either agreement or disagreement even though you may prefer to remain undecided. It is important that you respond to every one of the 100 statements. Before beginning work, put your name, student number, today's date, and Inventory of Beliefs on your answer sheet. When the proctor gives the signal, Open your examination booklet and begin work. The key you are to use is reproduced at the t0p of each page. Note that you will never use the E response on your answer sheet. Adapted in part by G. G. Stern, Department of Psychology, Syracuse . University, from the Inventory of Beliefs copyrighted by the CoOperative . Study of Evaluation in General Education of the American Counc11 on Education, 1951. 954 9-12-58 WI 57 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. -2- KEY: . I strongly agree or accept the statement. I tend to agree or accept the statement. I tend to disagree or reject the statement. . I strongly disagree or reject the statement. caravan- Literature should not question the basic moral concepts of society. The main thing about good music is lovely melody. Lowering tariffs to admit more foreign goods into this country tends to raise our standard of living. When things seem black, a person should not complain, for it may be God's will. Science is infringing upon religion when it attempts to delve into the origin of life itself. Literature which questions the basic moral concepts of our society is good. In our present society only a wartime economy can provide full employment. A man's conscience is an unreliable guide to right and wrong. No task is too great or too difficult when we know that God is on our side. A work of art which provides only entertainment is useless. A person gets what's coming to him in this life if he doesn't believe in God. Young peOple today are in general more immoral and irresponsible than young people of previous generations. More playgrounds and fewer strict fathers would eliminate juvenile delinquency. The many different kinds of children in school these days force teachers to make a lot of rules and regulations so that things will run smoothly. Organized labor has done more to further economic progress than business and industry. Poverty can be eliminated. Europeans condemn the United States for being too materialistic, but such criticism is only to cover up their realization that American culture is far superior to their own. The worst danger to real Americanism during the last 50 years has come from foreign ideas and agitators. The scientist who really counts is the one who turns theories into practical use. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. -3- 3 KEY: . I strongly agree or accept the statement. I tend to agree or accept the statement. I tend to disagree or reject the statement. . I strongly disagree or reject the statement. U 0 w > There is only one real standard in judging a novel or play--that it convey a message of social significance. Nudist colonies are a threat to the moral life of a nation. Allowing more immigrants of all kinds into this country will improve our cu l ture . No world organization should have the right to tell Americans what they can or cannot do. Despite the material advantages of today, family life now is not as wholesome as it used to be. ' ! Raising our standard of living requires government regulation of bus- iness enterprise. - 5 The United States doesn't have to depend on the rest of the world in order to be strong and self—sufficient. Foreigners usually have peculiar and annoying habits. The best assurance of peace is fix the United States to have the strongest army, navy, and air force, as well as the most atom and hydrogen bombs. It is only natural and right for each person to think that his family is better than any other. Any man can find a job if he really wants to work. Strikes are caused by the unwillingness of an employer to meet the needs of his employees. American films emphasize sex more than foreign films do. Being a successful wife and mother is more a matter of instinct than of training. The only way to eliminate prejudice is through forceful legislation. A person often has to get mad in order to push others into action. There is only one real standard in judging art works-~each to his own taste. Business enterprise, free from government interference, has given us our high standard of living. Art cannot exist for its own sake, independent of social issues. The existence of poverty is an infallible sign of apoorly organized society. wrn’uzqfi m, _4 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. " ”_— . - “‘1 0 A}?! ‘— w—=— w.’ -4- KEY: . I strongly agree or accept the statement. I tend to agree or accept the statement. I tend to disagree or reject the statement. I strongly disagree or reject the statement. COW» Many social problems would be solved if we did not have so many immoral and inferior people. Picket lines ought to be respected and never crossed. You can't do business on friendship: profits are profits, and good intentions are not evidence in a law court. A person has troubles of his own; he can't afford to worry about other people. Books and movies should start dealing with entertaining or uplifting themes instead of the present unpleasant, immoral, or tragic ones. The minds of many youth are being poisoned by bad books. Speak softly, but carry a big stick. Military service should be by choice rather than by conscription. Peace can only be achieved when the United States abandons its attempt to establish military superiority. Honesty, hard work, and trust in God ensure neither material nor Spiritual rewards. Ministers, priests and rabbis should not preach about economic and political problems. Each man is on his own in life and must determine his own destiny. The moral good or evil of people has little bearing on any possible destruction of the world by divine intervention. The successful merchant can't allow sentiment to affect his business decisions. No intelligent man today can really believe in God. The United States should make no attempt to exercise control over any world organization. Religious leaders who preach socialistic ideas are a disgrace to their church. Labor unions don't appreciate all the advantages which business and industries have given them. We should impose a strong censorship on the morality of books and movies. European criticism of the United States is quite justified. 60. 61. 62. 63. 65. 66. 67. 68. 69. 70‘. 71. 72. 73. 74. 75. 76. 77. 78. 80. _5- KEY: I strongly agree or accept the statement. I tend to agree or accept the statement. I tend to disagree or reject the statement. I strongly disagree or reject the statement. DOCU> If we allow more immigrants into this country, we will lower our standard of culture. Modern paintings look like something dreamed up in a horrible nightmare. The greatest contribution to real Americanism during the last fifty years has come from the intermingling of foreign immigrants and native-born. What a person gets in this life has little to do with whether he believes in God or not. Voting determines whether or not a country is democratic. In our society, a person's first duty is to protect from harm himself and those dear to him. Europeans have no faults as bad as the provincial smugness and intolerance of Americans. a, Members of so-called racial minorities are no more alike than any other group of American citizens. A belief in divine guidance is of little help in meeting difficulties. Those who can, do; those who can't, teach. Philosophers on the whole act as if they were superior to ordinary people. We would be better off if people would talk less and work more. Most intellectuals would be lost if they had to make a living in the realistic world of business. Science will eventually explain the origin of life. A lot of teachers, these days, have radical ideas which need to be care- fully watched. Now that America is the leading country in the world, it's only natural that other countries should try to be like us. Prayer does little toward relieving one's problems. Capital punishment does not serve to lower the crime rate. Foreign films emphasize sex more than American films do. Our rising divorce rate is a sign that we should return to the values which our grandparents held. Pride in craftsmanship and in doing an honest day's work is a rare thing these days. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. -6- KEY: I strongly agree or accept the statement. I tend to agree or accept the statement. I tend to disagree or reject the statement. I strongly disagree or reject the statement. unw> The United States may not have had much experience in international deal- ings, but it is the only nation to which the world can turn for leadership. A sexual pervert is an insult to humanity and should be punished severely. Labor, since it represents the majority, should be given a greater voice in a democracy than capital. The actions of the United States in world politics clearly demonstrate its unfitness for world leadership. Both beauty and purpose can be found in all modern paintings. There may be a few exceptions, but, in general, members of a racial group tend to be pretty much alike. There are too many people in this world who do nothing but think about the opposite sex. Modern people are superficial and tend to lack the finer qualities of manhood and womanhood. It is more important for a book or movie to be realistic than to be pleasant. Members of religious sects who refuse to salute the flag should be punished for their lack of patriotism. As young people grow up, they ought to get over their radical ideas. The twentieth century has not had leaders with the vision and capacity of the founders of this country. Books on tragic and sordid themes help youth to face the world of reality. There are a lot of things in this world that will never be explained by science. The world will get so bad that some of these times God will destroy it. Other countries don't appreciate as much as they should all the help that America has given them. If a person is honest, works hard, and trusts in God, he will reap material as well as Spiritual rewards. The welfare of others is more important than one's own self-interests. Nothing but profit to our country would result from the relaxation of our present strict immigration laws. No censorship on the presumed morality of books and movies can be justifiei Inventory of Beliefs Form T aézé Emu; Scoring Rationale rely. Score 1 Non-Stereotypy (N): Rejection of S items, acceptance of N items Stereotypy (S): Acceptance of S items, rejection of N items Score 2 ' i Rationality (R): Rejection of S and N items Irrationality (I): Acceptance of S and N items t CE i Score #2 lea-5;: 0.0. 0.0100 100 7 Score #l :y- 0 58 Score No. l - Score AB or CD, as keyed Score No. 2- Score all C or D reSponses 20. 22. 23. 24. 25. 26. 27. 28. 29. 30. CD CD AB CD CD AB AB AB CD AB CD CD AB CD AB AB CD CD CD AB CD AB CD CD AB CD CD CD CD CD 3‘. 32. 33. 3h. 35. 36. 37. 38. 39. 40. hi. 42. #3. M. 45. 46. “7. 48. 49. 50. Si. 52. 53. 5h. 55. 56. 57. 58. 59. 60o AB AB CD AB CD CD CD AB AB CD AB CD CD CD CD CD AB AB AB CD CD AB CD AB AB CD CD CD AB CD inventory of Beliefs Form T Key 59 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 7|. 72. 73. 7h. 75. 76. 77. 78. 79. 80. BI. 82. 83. 84. 85. 86. 87. 88. 89. 90. (Maximum: (Maximum: CD AB AB CD CD AB AB AB CD CD CD CD AB CD CD AB AB CD CD CD CD CD AB AB AB CD CD CD AB CD 100) 100) 9]. 92. 93. 95. 96. 97. 98. 100. CD CD AB CD CD CD CD AB AB AB 60 I8 0.1005 ‘__, -.m mu L ‘J A. C. D. INSTRUCTIONS TO THELINSTRUCTOR The Inventory 9; Beliefs is to be administered in class, preferably during the last thirty minutes of the class peried. Before any testing materials are distributed the following preliminary announcement should be made: "Purdue University constantly seeks ways of improving the educational program it offers its students. In order that we may do so, we are interested in obtaining a better understanding of you and your interests, your values, your beliefs. From time to time you will be asked for information about yourselves. Today we plan to administer an instrument frequently used to obtain a better under- standing of college students and their values. The information you give is confidential and will only be related to other data for research purposes. We urge you to be as sincere and as honest as possible. By doing this you can help to improve Purdue's educational program, not only for yourselves but also for those who will come after you." Distribute the materials. (The inventories, answer sheets and pencils have been arranged in groups of thirteen to facilitate distribution). After materials are distributed, make the following announcements: 1. 2. 3. 4. 5. 6. Please do not mark on the test booklets. Mark only on the answer sheets. Please use only the special marking pencils provided. Fill in as completely as possible the information requested on the top of the answer sheet (including name, date, school choice, home town, date of birth, age, sex, classification, instructor, and name of the test ”Inventory of Beliefs"). Indicate your student number in the upper left hand corner of the answer sheet, above your name. (Your student number 18 a six.digit number that can be found on your passport or number four schedule card.) After you have completed the inventory, please turn in your marking pencil, answer sheets and test booklets. After you have read the instructions on the cover page, open the booklets and begin. Please collect the inventories, answer sheets, and pencils separately. The pencils and inventories will be used again. 61 ulna-r: ' um" 'm‘l “F APPENDIX B 5. The S Syndrome* Reactions to Others Depersonalization of relationships. Perception of authority figures as omnipotent, threatening, and Impregnable. Coping Mechanisms Submission to authority. Overwhelming unconscious hostility, displaced externally. Aggression expressed extrapunitively In attempted dominance and control. Impulse Acceptance Inhibition and denial of Id Impulses. Depersonallzed sexuality. Impulse Control Strong, punitive superego structure, not necessarily Interna- Iized. Anxiety and guilt associated with unconscious hostility. Control of unacceptable impulses In order to avoid criticism or disapproval of parent or parent-surrogate is incomplete, -- resulting in Impulse-ridden physical outbursts. Such explosions are non-cathartic, only increasing anxiety and guilt. Energy Level Ineffectual liberation of effective tension and continual free-floating anxiety drains off energy otherwise available for goal-directed activity. Compensated for by autistic thinking in goal-behavior and fantasled achievement. ‘ ‘ ' Balance Predominantly exocathective-extraceptive: manipulating things and people as external objects through practical, concrete physical action. Conformity and adaptation to reality as given for more-or-less Immediately tangible ends, emphasizing money and property. Counter-cathective rejection of sensuality, introspection, intraception, and verbal-emotional-artistic expressiveness. Egocentric (Infantile) perception: animism, anthropomorphism, mysticism, superstition. Self-maintenance Repression, Inhibition, projection, paranoia, escapism, masochism, sadism. Denial of negative aspects of self. Concern with physical symptoms, appearance. Organization and Integration Sphincter morality, emphasizing obedience, order, punctuality. Despite stress on arrangement and detail, activities tend to be diffused and conflicted due to uncontrolled anxiety. Rigid set and outlook; inaccessible to new experience. Resistance to departure from tradition. Rigid and compulsive. *Reproduced from Methods In Personality Assessment, by Stern, G. 6.. Stein, H. I., and Bloom, 3. 5.. Glencoe. Illinois; The Free Press. l956 62 3. 5. The N Syndrome* Reactions to Others Highly personalized relationships. Perception of author- ity figures realistically, frequently as overprotective or overpossessive. Ceping Mechanisms identification with cathected objects. Conscious rebellion and overt rejection of negative or ambivalent cathexes. Aggression expressed freely and directly in attempt to maintain Inviolacy, autonomy, and Independence. Generally characterized by maintenance of good contact and rapport with others. Impulse Acceptance Acceptant of Id impulses. Capable of direct sentient and sexual representations, as well as their sublimations. Impulse Control Balanced ego-id-superego demands. Anxiety associated with conscious hostility more focussed, more readily verbalized and dissipated. Internalized superego. Conflict conscious and verbalized. Capable of resPonsibilIty and emotional maturity. Energy Level Capable of sustained effort for remote goals. Autonomous-Homonomous Balance Predominantly other-directed, placing great emphasis on Interpersonal relationships. Identification with "underdog". and capacity for dramatic, idealistic social action. Sen- suous, introspective, intraceptive. Verbal-emotional- artistic sublimations. Self-Maintenance Counteraction. Exhibitionism and self-dramatization. Capacity for realistic self-appraisal, introspection. Organization and Integration Behavior plastic and labile. Capacity for spontaneity. impulsiveness. Mobile and intense emotional responsiveness. Flexible, adaptable to changing Circumstances. *Reproduced from Methods in Personality Assessment, by Stern, G. G., Stein, M. I., and Bloom, B. S., Glencoe, Illinois; The Free Press, I956 63 n i I -, _ -- . c It I 1 l i ' ' r . I . v I ' ‘J ' — l - . 1 I l 4 'I . A , g I- ‘i ( I I i i l e l I i r . I A _ e - a v - ,, . a _, - - . . .t... I v i e i I . u . i e u i I 4 g -. l I _ ii . _ _, I - ‘ ‘4 i G - I, i I . , a i _r ‘ - i . 1 . . , ., “i- A ( , t g m a i, l ' - ' l ' " ' e . l - - I . f i . 1 f i . . . i . a i l l i "‘ ' - A e . e 'a’ l - ( l . x 3. 5. 7. 8. The R Syndrome* Reactions to Others Little emotional involvement in personal relationships. Perception of authority figures as distant, vulnerable and fallible. Caping Mechanisms Passivity, autonomous detachment. Hostility expressed verbally, In cynicism and criticism. Impulse Acceptance Passive resignation to Id impulses, frequently sublimated following conscious inhibition. Impulse Control Weak ego-id resolution. Highly intellectualized control. Diffuse anxiety. Energy Level Moderate to strong, directed chiefly toward abstract pursuits, sometimes impractical in content. Autonomous-Homonomous Balance Predominantly Inner-directed. placing major stress on endocathective processes. This may be oriented extra- ceptively, taking the form of speculative abstraction and discussion about external objects, events and systems, emphasizing data collection, experimentation, and inductive reasoning. Alternatively the orientation may be in terms of an intraceptive preoccupation with private experience; psycho- logical, Spiritual, esthetic, or metaphysical truth; intro- spective and deductive reasoning. The major emphasis in either event is on disinterested intellectualization: analysis, abstraction, and synthesis for the sake of conceptualization rather than action. Self-Maintenance Avoids situations which might result in frustration or failure. or submits with resignation and passivity. Blows to self-esteem parried with rationalization of futility of apposition. Open conflict concerning adequacy. Organization and integration Behavior alternately purposeful and integrated, uncoor- dinated and diffuse. Restrained emotional responsiveness, affect frequently flattened. *Reproduced from Methods in Personality Assessment, by Stern, G. G., Stein, M. |.. and Bloom, B. 5.. Glencoe, Illinois; The Free Press, 1956 64 was «A | I . _ h I ‘ ‘ l I I . ‘ . o c , y r ‘ c I 5 | H i f I. I i ‘0 l O . | I- T '7 . ‘ II I_ _ 1| 4 l j a l l ( _ Q t . l I .‘V . 7 ‘5‘ . z A! | . A . J —. I I ‘i' l A l ' _ I . . ‘ _ I i . . . APPENDIX C 65 .co_uom_uno>e_ n.5u c. vmvs_0c_ oa_3co;uo won an. I zv acooc_mco cascadem mo enacm «coco; cm nuconocaoc :z: anecm ten Axum I zv o_asen _nc_m_co on» mo mecca _mu0u ecu mucouocaoc :h: 430cc ._o>o_ _o. no oococoem_a acau_m_em_mh« ._o>0_ mo. an oueocom$_o uceu_w_cm_m# mN mN mm _m on @— mm mm am. mm mm a: «son m. 04 .2 ”ovate mu .N _N on mw mu mm om «0. mm N: w: :m mu .m: .8 .>:u< m~ mu .5 mm mN m. No mm m. mm «mm m: seam :N .3 m aauuum .cmcm mm mu ow Nu «ac _N 0: mm mm NN o: a: #5 mm I h _aaoLu Ao_nso __aw ou_>oca coo xeo:ouo oE_ucm3 a >_co >uo_u0w anemone Lao c. Auomuon Lao mo wuaoucou _mcos o_uon ocu aco_uno:v no.5: ucsuacou_4 any .m_ouu_ um__ mo c.m_co on» cue. o>_ov o» «unsouua u. :05: co.m__0c con: mc_mc_cmc_ n. ooco.om AS .2... a.uoo on >me a. cam .:_o_aeou uoc u_:o;u cannon o .xom_n soon «me—cu cos: A__ mo ocuvcauu Lao on_ac cu nucou >cucaou «_cu owe. auOOm :m_oc0m ocos u.Euo cu www.cou mc_cozo4 on .>vo_oe >_o>o_ a. o_uae poem usona m:_cu :_aE och Anv .>uo_uoa mo nuaoueou _acos U—nwn 0:0 CO_HQ0:U HO: U—DOLG OLSUOLOH—J sou. Emu. comm no.3 mc_oocm< uuuomnzm mo omnucoucom och .m .m I . r . , \ , I I \ . -... — . I v. I 0 l I ‘ ’ . C D . L . I'. I . I l I . . - -3 . v _z .. M, ‘ . . . I . - . -. . ' l .I u v s- ' I -1 , . .— ‘ N- 'I ’- '\ l - —r I II .- 1' y a‘ i I , n I A I], .- .. . --- . I —; l - . . ._‘ ' I n ‘ q . v —— . I I c v . O r"\ I- 66 III: I. . _ ._o>o_ _o. as ooeouomm_a acou_m_em_m¥t ._o>o_ no. u- oucocomm_a aceu_$_em_m¥ —0 mm mm mm :@ ow no om Aav .>_suoosu :35 ___x nae—su use» an u:o_u~_:moc van «o_ac me no. a aon on whosonou coco» n>uv oaosu _oozua a. cotu__;o co .uc_x scat-cc_u sea: as» .s. cu m. Q. :~ m. a_ n_ n. A=~ ou.=_a__o u_=oz mecca-m no.5». cozew ecu «vasecm>-_e one: .m— m. mu m. m. ON ON cu oN Aav .weo_uncecom a:o_>oca mo o_aaaa meuo> cosu o—‘_ucoewocc_ u:- _ucoes_ one: _ococom :— ecu >ev0u o_noon mcao> .u. mu mu NN :u nu ma «to on any .uoa :— o>o__on u.:aoou 0; m. am__ n.5u :. 5.; ou me_lou u.u-sz anon cannon < ..— am. 2 a. : m. i to m. 3 .323: zone-£3.35 >_co «av—>0cn 30.x: age we xcox < .o. emu mm an as am on no em Any ..u.. .:o :o .. you saga see; u: cos: u_:o_mm_v can no unocm no» a. so.» oz .m 3 mm an :N mm mu 8 on 3 .95.... 2.- »sm... 3 ov_:u o_aa__oL:: :- a. ou:o_uneoo n.cafi < .m 3 _z :5"... .5 m x h as: not-co .>;u< wan-um asocu .meu sou. zoom ;u_3 m:_005m< uuoomnsm mo omaucoocom och 67 ..o>o_ .0. an oucocomm.a ue-u_$_em_mi¢ ._o>o_ me. no oucacawm_n uceu_m_em_ms an an «N m— aamw m: n: o: N: um 04 .3 non-ca an an :N _N co :m «3 mm _n mm _m an «so an any .¢o_uoc . mo oc__ _ocoa ecu ou unseen - ecu ae_co~oo un.t=z as aw ow «a Ao>eou u. was» i >o_a co _o>oc - m:_mv:n :— vcevcaua _ooc oeo >_co a. ocash mm :m 0: mm any .ou: _-o_uunca can. no.coo;u ages» an; ace 0;» a. aucsou >_.a0c oz: ua_uco_uu ash m: N: mm a: any .acou-u_mc use unau— cm_acom seem aloe no; use.» em uuu_ ecu m:_c:v aa_eeo.coa< _aac a» cement uncut och «an: an as _: on .czo c_o;u ou co_coa:a com a. easy—nu coo—col< yoga eo_u-n__-oc 5.0;» a: co>ou o» >_eo a. ea_u.u_cu scan as; .u_un__a_cauas oou me.oa com non-um tau—c: as» :soueou accoaocau _: _: o: _: Auco>om mm _n ma mm Acuw:e:_ veo «nee—ass can» unecmocn o_soeouo cosucsm on ocol seat no: cone. now—cameo .>4 m x H sau— wsuaum nsoca .cmem so». comm ;u_3 mc_ooLm< «unmanam mo omnucoocom ash ._N .m— O“— .m— .m— v-r LL . nif- it.) a d 68 ...so. _o. a. uncut-cc_a acou_c_=m.ma¢ ...so. me. a. oucotocc_a acou_c_cm.mu mm m: ma _N w_ m— an: em um mm mm mm mw mu 04 _: nos-ca an MN ON on m: m— w— mm “m aamn m: aaOM ON a. a. «as: on mm mm an N: _m nu .>4 m nan-um .cmem o: N: mu an m o. as an mm am «ans .4 mm mN : H usage any .aasoa comoce>g van sou- uuos ecu no __03 an .0050» c_o tee .>>n: .>Ece uuomeocun osu o>as ou now-um tau—e: 0;» tom a. ounce mo eueecauu- anon ash Aav .nu_ao; me_>oeeo vac 5...:ooa «>0: >__-:u: wanna—econ gov .uco_u_mm:num_on tea meocuw as ea coves :— v_coz osu we and; ecu co accent on o>~s u.eaoot non-um tau—e: 0:» “<9 .aa_ca icouco anon—nan mo eo_ua_:mec ueOEcco>om neg—:aac me.>__ mo vc-vcnuu Lao mc_a_-¢ on .03 cu van: a. an ozone—0:3 no you a. 30: ow._ >—_Iom .>~vou we nan-uea>vo _o_couos as» ou_anoa fine ..a uoee-u co ecu >05» can: ac-u_co:< __ou on usm_c ecu o>os o_sosu eo_uou_eomce o_coz oz Aocel_ ___3 >gueaou n.5u cue. ave—x __a mo nae-cm_ss. egos me.xo__< mama Eva. :omm no.3 mc_oocm< auuumnam mo omnucoucom och .mN .MN .NN _— Vows; ‘. . '8 . . . . o a ,. ‘ \ O a u. . .. >7. '\ v- I i A I a . . . _ ,2 l . ’ I I _J " _,' I , O _.. - . ... . I \ ’ ,. , I ,I . . I l l ,.. . _, r ‘ I .. ._ l . --. , ... O Q ..a».. _o. u. oucocaem.a neuo_m_em.mia ._o>o_ me. an aueacomm_a acne—m.:m_ms mm mm «m «m mm an em mm Rev .eo_uoa one. acosuo gaze on Lotto :— ads «on cu an; eouwo canton < .mm a. m h m m n «a o A03 >_co ash .:m «an mu «eon _~ um on m: an ace .m:_c_-cu co easy uo=_uae_ co Luau-a - aces a. canvas tea om.3 _smnaouuau a me.on .mm N. m __ __ m. o. n. __ Ao_asu u_: we nose: as» none 0» co>o_aso :- mo uau:me..-.32: asu >3 nous-o ec- aox_cum ..m 69 me am am am mm am am mm Au. .xcoz on .»=.2 >__~ac o: m. sea a ve_u coo cos >=< .om no no mm me No a“ so as “av .taguo >c- can“ couuoa a. >__som a_; page xc_su o» canton sun. com ago—c ve- _ac:u-c >_eo a. u. .m~ as _= augflaum. ammunnm. z a mama. ace-cu .>su< nan-um usage .Lacu so». zoom ;u_z mc_oocm< auuoqaam mo amoucoucom ash urn-9" .. — . v w 7O ._o>o_ _o. as ooeocomm_a neou_m_cm_mat ._o>o_ me. u. oueeuomw_a u:-u_w_em_ms :: on :~ A. om om um mu «am: on aaom mo _w _w 04 _: non-cu MN :N mm a: nu an «m no aw mm .0: .ae .>;u< an: an «m n— nm mm mm on ac: um I? 5 _w on «umllum nay-um .meu mm _: mm mm mm _n cu 0: mm ow nacho any .ucaou In. a e. oucou_>o no: ac- neo_ue0u:_ soon vac .au_woLe one nu_mocn ”n.5uvco_cm co naoe_a:n op u.:qu 30> Aoc tee vouooauoc as ou usaao no:__ uoxu_m any .o_aooe co_eom:_ can _acoas_ >eu§ on a>us uoe v_u or m. ve>_on as 3.393 nee—no»: _e_u0n xcox «(v .>uo_oon van.:omco >_coon a mo cm_u o_a___-mc_ :- n. >uco>oa mo avenue—x0 ash A__ we weave-u. sm_s use a: eo>_u no; .oueocowcoue_ aeoteuo>om 60cm oocm .on_cecoueo none—nan any .ouuau :30 «.3 0» gone I usual ug- m:_mv:n c. vcnveouu _-05 0:0 >_:o a. check ecu. 60». zoom ;u_3 me_oacm< nuoomnam mo omaucoucom ash o—*fl . —n ' I. a u ...I o ‘ I I .— I A. . ' A —. A . / . . _ ‘ \ a _ . . . v I . . J .— .__ - , I ~ I v _ I I ’ , , > i u . I a — m . '- . z . ' /’\ c I V. ._o>e_ _o. u- ooeocamm_a uc-o_m_cm_mas ._o>o_ mo. an oueocomm_a acao.m_cm_mi o. m. mm m. Auaoee: .m: . m o o~ h Au_co.cea:n >L-u___n nu__neuuo A “ ou waldo». nu. enema-nu neuuum tau—e: A . onu can: vo>o_noe on >_co coo eon-m .w: mm an an o: mm ma RN _m Aa can» tony-c oo_onu >3 an u_:ona ou_>caa >c~u__.x .m: _N am on an :n #5 mm :s any .xu_ua m_n - >cc-o nan .>_umon xooam .m: «am no mm mm :m co co mm «av .axoon van >n wagon—on mn.on 0c. nuaox >e-I we nee.: onh .m: 7| mm mm mm «m m: cm as am fine ..oco o_m-cu co ..ecoss. .ueeuno_aea usage»; an» we vacanc— aaaonu me_um__a: co m¢_e_-ucoueo nu.3 me._eou acou- v-aonu na_>os one execs .3: m. m. m. m. m. m. u a. nae ...aooa tango uses. >ccoz a» stacc- u.ceu on “eke a_n we no_n:oLu nan cannon < .n: on :n a: no ">4 .m x h sou. novacu .>nu< gnu-um aaocu .cmcu Emu. nuom no.2 m:_oocm< uuuoanaw mo omoucounom onh ob 72 ..26. S. a. 853:3 23:22:... ..o>a. mo. an eoeocawm.o unou.m.cm.ms «m :m cm mm m m :: mm .M on mm mm :m mu on .: nouoca mm mm «cm mm a mm mm mm .m cm :m .m mm mm «as m m: 0: mu «m mm mm «emu m~ qumnlqw «nu-um .cmeu mm mm mm mm m : mm m: «ase .m 5» mm mm m~ = h usage an. .nucsnu c.0nu ou ou-cma.v a one near. o.uu..a.oon nuance an: unease. a:¢.m..o¢ Ae- no>o .ocueoo on.ocoxa ou unsouu- on one: t.:ono nan-um vou.:: anh Ao..on >..ooL coo >avou cos u:¢m...0ue. 02 An. .ueo.n.uau auoe.u:n a.n uuemmo a» u:¢l.ueou 3o... u.eoo ueenucos .smuuouusa onh «(v .eo.ue0>c0uc. oc.>.v >3 v.59: onu mo =o_uo:cuuov 0.3.anoe >eo co me.caan a.uu.. nan o.aaon mo ..>e to moon .ncos on» An. .>c.un03 e30 u.n oe.lc0uov anal ve- am.. e. ezo a.n no a. can nuom Ac. .aaa.noca .ao.u..oa tee o.eo:ouo uaono none»; no: v.:ona w.nn-c v:- auno.ca .ucauu.e.x muwd so». numm nu.3 mc.oocm< auuoqnam mo omoucoucom unp omm .mm 93m .mm .Nm ..m .om /'\ r t o. _. , ~ . . . . .. ,l . i . ., .. . .m . .. . r ., a I . 73 ...so. _o. a. oocoto.._a »=.o_c.:m_maa ..o>o. mo. an aueoLOmm_a u:~0.m.cm.m¥ mm mg no mm mu ma 0: an mm mm {om an o. ..z nuance .o no no no mu «N a: u: an mm am am «flmlqum .>nu< mm me so an .m mu 3 a. mm mm no so qnmlnqm nan-um .Lmem aka 3e mm ow on NN mm n: om no : h usage A.une ve- aueonm_sl. nm.ocom mo me..mc.snouc. onu seem osou nan nuqo> >um.» was. onu m:.c:v En. ne-u.co£< .eoc ou co.u:n.cu=eu uaou-OLm anh an. .o;a§»nm.e o.n.cuon a c. a: teenage ne.nu030u ox.. nee. umc.ue.na :Lovox an. .onsu.:u mo acute-aw Lao Logo. ...3 o: .>Lu::oo a.nu ouc. nun-cm.sl_ one: 30..~ o: w. .<. .uo...u.=. uu_=c .. now-um vou.:= any we lu.o.u.cu congenau Ac. .no.>oe can «soon we >u..-no£ on» no n.nncoucao mean». a emcee. v.=ona 03 An. .sonu eo>.m o>an a0.cua=un. vc- uaoe.u:n nu.n3 unmouco>ta on» ..a oua.oocana u.¢ov aco.:: non-4 mumq Emu. nuuu nu.3 mc.ooLm< «unamnam mo omoucoucom onh .nm 7h ..o».. _o. a. .u:o.o...a a:ou...cm_m«« ..o>o. mo. an 00:050.».a u:uu.m.em.ms m. .— om mm o. 0. NR mm mu .N oN om 0. .3 «ounce :— m. co m: mm mu on «N mm on .0: .mo .>nu< m. :. mm cm a. m mm mu nu ma nu mu ")4 .m uauuum .nmcu ow :— no om cm as n. mm : h nacho Emu. numm nu.3 mc.oocm< .<. ..u_»_=o_.c.u m:.uooe :. ._o; o.uu._ .o .. one-n.3m oc.>_v c. ..._o. < “(V .aea~.u.u cau.nos< mo aaocm conuo >eo e-nu ox... one: on one «0.».coc.s .e.uac vu..auu0u mo econ-o: Aocn any no son an au.=-m o: a>an uc-oaocsm «a. .l.n 0» Loop anon» we. p.0na.n scan seam unauoga on a. >uav uue.m a.eoucea - .>uo.uoo can a. An. .u.uucuaeou a. >Luesou - no: no Lennon: nae—Ecouov mc.uo> Ao..an on canuonz nu.: on o» o.uu.. won a... a.nu e. auom conga: - pan: mama auoOanam mo omeucoucom on» ohm .mo omo 0M0 75 ..o».. _a. u. oucoeoa._a acou_._cn_maa ..o>o. mo. an 00:050.».a ue-u.m.eu.w¥ mm mm am: an m: um mm mm mm mm :m N: ow :. o. .: not-co mm w: m: .: a: cm 9: on um «w an mm m. o. «flmlljuq .>no< mm mm on :m .9. .u: ox.. on o» >cu v.=onn no.cu::ou conuo u-nu .enau-e >.eo w.u. .v.nox on» e. >cueaeu 5:.voo. any a. ou.gos< uonu so: a: m: mm a: An. .vonuu-3 >..:mocao on on you: nu.n3 auov. .eo.uoc o>an .a>-v sauna .aconu-ou .0 ac. < _m m: as.» on .<. .o... .o :.m.co on» e.u.nxo >..a=uea>o ...3 oueo.om :m mm «as on «a. .naoc.a=n we e.noz o.ua..ooc on» e. m¢.>.. a onus 0» van >anu ». ago. on v.30: a.n:uoo..ouc. one: aw ow no co .5. .ocos x503 we. and. x.-u v.39: o.noae a. we. nauuan on v.5o3 03 um mm mm on An. .o.aooa >n~e.uno on co.caa:u one: >onu m. a. uua o.on3 any :0 neonaoao..na m. :— m. 0. An. .nueou .u.eou on; anon» .ov .eao on3 onenh «>4 .m z b ecu. «nu-um nacho .umcw so». nuou no.3 mn.oocm< auuoqnam we emoucoucam onh .mn .. 4....-. ccutcto< uuuofinam mo chHCOULom Oth 76 ...so. _o. a. oocoto.c_a acau_c.cm.maa ...so. mo. ». oucoco.._a u:.»...cm_m« n: .a mm mm N: m: mm Nw o: .: o. w 0. .: non-ta NJ NM om ms N. m. .0: _oo .>nu< 0: mm on om an N: j nan-um .cmem N: mm ON as cm on N: .3 «mm m z b mecca an. .u.nucovuo. no» can» ecu 1.593 on» nu.n3.ou co.uoe >.co any a. a. wan .wmn..eou .aco.uecnoue. e. coco.noexo nos: van o>an no: >es ecu-um vau.e: onh an. .u>-v anon» m:.nu one» a a. x50: u.>-v uuoeon no mc.oo c. we. e.nneesauu-uu e. at... an. .u.on wagon-aveocm use nu.n3 no:.-> onu on ensue. v.:onu a: non» en.u - a. can» ouco>.v me.n.n use an. .ev as... e-u.coa< conu anal x0. an.aonelo as... em.ocom Acau uo: moot u:¢§nu.esn .au.aeu Ao..oc uc-xeu o.»u.. aoov cox-cm mmma sou. numm no.3 mc.oonm< uuuoanam mo amoucoucom unh o—w ea” .mN .NN owh ...so. _o. a. ou:o.o...a “can...ca_mgc ..asa. me. an aucanowm.a ueeu.m.eu.ma a: N: «on em a: 4: mm m: an. .xea au_aoaae on» ozone xe.nu was n¢.nuoc ow 0:3 a.c93 n.nu e. a.aoaa >eal co» and oconh .Nw mac» .: om Nm :m cm >: Nm an. .ox..- nose >uuona an on we.» 330cm .a.u-c - .0 agents: ..acoeom :. .uan .ueo.unauxa so. a on >98 oconh .ow «so: NN so: oN NM an NN NM .<. ..ac_uc..a ctovos __- c. acne. on ecu oneness we. >usaon noon .mm N. m a. m. n. a so a. .<. .a.;.c.vao_ u_tox to. aaoeu.>cs nu. onenuaeoaov >.c-o.u «0.»..oa u.eoz c. neuoum vou.c= onu mo aeo.uuu anh .J» 77 mm mN mm mN mm on NN Nm Auocualan a e. au.o> Lou-ecu - eo>.m on v.303 .>u.coaas onu auconOLQoL a. ouc.a .conun .mw mm mm mm mm _: mm ON NM .a. .>_oto>o. ua:..=:a on v_=o;. as. >u.eoa:n on u.:ue. :- a. unused: .aaxan < .Nw on .3 .u: nae “>4 an x b so». non-nu .>nu< nay-um anona .emcw Emu. nuom nu.3 mc.oocm< auoomnam mo ommucoocom onh L- ...s.. .o. .- ougo.....a u:.u...=m.m¢c ..osa. me. an coconow>.a ueeu.>.em.ms :N mm MN mm N> we ac: on an. .euea.un >3 va¢.-.axo on no>oc ...3 uenu v.50) u.nu e. nmc.nu me «o. a cue econ» .nm am am om mm am am mm :m .<. .>u..ooc me u...3 an» on.» o» nuao> c.0n unsung v.veoa van o.ma.u co axoon .mm m. N. N. m. a. N. «ac o. .9. .>cu::oo ..nu ma acovcao. onu mo >u.ooeou an. co.n.> any nu.3 «conso— v-n ue: nan >csueou nuo.ue03u anh .Nm «amm .: aNm mm «am m: o: a: An. .uaov. .au.vec c.0nu c.»0 you on unmao >onu .a: 30cm o.nooa meao> a< ..m NN 4N .N NN :N NN m. «N .a. .aa.»o..uon ma non. ..on» no» vena.:ae on 1.:ena me.m onu nun—ea ww ou «an... on: nude. «so.m..oL mo unease: .om on a: an N: NM N: mm .s .<. ..c...... o. a. a... u........ on a. o.>as ca noon a com un-ucoas. one: a. a. .mw m 3 ..N mm mm ..m NN a .3 685.32. a... wanna-s mo no.u..o=r co:.m on» non. on many an. .-.u..coa:a an. a.meoe agave: .m@ .04 .z “a... «no .>4 an x h so». ecu-ca .>nu< any-um aneco .euew sou. numm nu.3 mc.oonm< auoofiszm mo omoucooeom onh \ v ..‘r mic-E ,- .’ I . O . D I O Q . 9 i O O . \' h ', \ Q ' ‘ O i h 1 I I . ._ ’ u ‘ F I o 0 ~ . I .— f‘. b ‘ . v f . f O (, I' ~ I .- ~- _.. . I _ . - . r' . a o v . . - . - \ ~ ’ I . __ . . ' ‘ l , . I ' O . a r A . ' .— - M - ‘ . I ' 1 - fil ’ ..' 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