NON-ACADEMIC VARIABLES AS THEY 'RELATE TolAcmgwc Acmmmamori ~ . V *MALERLACK morom CANDIDATES ‘ ‘ ‘ r4- . ‘i‘hesisfor‘lheflegree offing. 1 .mcmemsrm UNIVERSITY ‘ LEON F. BURRELL ’ ' 1971Af This is to certify that the thesis entitled NON-ACADEMIC VARIABLES AS THEY RELATE TO ACADEMIC ACHIEVEMENT 0F MALE BLACK DOCTORAL CANDIDATES presented by Leon F. Burrell has been accepted towards fulfillment of the requirements for Ph.D. degree in Education Date_lun§ 11. 1971 mum- L" $rfia-qu-4 qr - —..J.._.a.;..— v———_'.-- t— M-—— nan-b: s.” ABSTRACT NON-ACADEMIC VARIABLES AS THEY RELATE T0 ACADEMIC ACHIEVEMENT OF MALE BLACK DOCTOBAL CANDIDATES By Leon F. Burrell The primary purpose of this study was to investigate the motivational patterns of black and white doctoral candidates. or the four variables tested for validity as predictors of graduate grade point average. only the Miller Analogies Test Score was significant. The motivation measurement tools used failed to reveal any noticeable difference in family background or motivational patterns between the black and white groups. The instruments used were the Miller Analogies Test Score. the undergraduate grade point average, and the graduate grade point average. which are academic instruments: and the Demographic Information Scale and Attitudinal Motivation Scale, which are non-academic instruments. The non-academic instruments were developed by the writer for use in this study. Their purpose was to measure level of motivation and determine Leon F. Burrell which elements in a student's background may have contributed to motivation. The population of this study consisted of doctoral can- didates in the College of Education. Michigan State University. A random sample of 28 white students was chosen for comparison with the 28 black students of the population. The respondent group of 56 was categorized with respect to undergraduate grade point average. Miller Analogies Test Score. graduate grade point average, Demographic Information Scale score. and Attitudinal Motivation Scale score. The data were analyzed for the validity of UGPA. MATS. DIS and ANS in predicting GGPA. for the validity of the DIS and AMS as measurement tools. and for unpredicted relationships. The hypotheses predicted: Black advanced graduate students are more highly motivated than are white advanced graduate students. Black advanced graduate students' demographic informa- tion will differ from that of white advanced graduate students. White advanced graduate students are more successful than black advanced graduate students with regard to academic criteria. Academic variables will help predict success for white advanced graduate students. Academic variables will help predict success for black advanced graduate students. Leon F. Burrell Academic variables will help predict success for both black and white advanced graduate students. Non-academic variables when used in conjunction with academic variables will give better prediction than academic variables alone for black advanced graduate students. Non-academic variables when used in conjunction with academic variables will give better prediction than academic variables alone for white advanced graduate students. hon-academic variables when used in conjunction with academic variables will give better prediction than academic variables alone for both (combined) black and white advanced graduate students. The hypotheses were tested by application of 3 tests to all five variables to determine statistically significant difference between responses of the black and white groups. An‘fi test was used in determining if the correlation coeffi- cients obtained were significantly different from zero when using the ANS. DIS. MATS and UGPA in predicting GGPA. The following relationships were found significant at the .05 level. 1. MAT scores of the two groups E\) . GGPA scores of the two groups 3. UGPA + MATS in predicting GGPA of black students a. UGPA + MATS in predicting GGPA of white students 5 . UGPA + MATS in predicting GGPA of the combined group Leon F. Burrell The findings in this study have potential as the basis for future research in the areas of admissions policies for black students and improvement of the Attitudinal Motivation Scale and Demographic Information Scale as tools for assess- ing academic abilities. NON-ACADEMIC VARIABLES AS THEY RELATE TO ACADEMIC ACHIEVEMENT OF MALE BLACK DOCTORAL CANDIDATES ni ” r 2. Leon R. Burrell A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education Higher Education and Administration 1971 @Copyright by LEON FREDERICK BURRELL 1971 PLEASE NOTE: Some Pages have indistinct print. Filmed as received. UNIVERSITY MICROFILMS To my mother. Mrs. Edna Burrell. and to my brothers and sisters. 11 ACKNOWLEDGMENTS Gratitude is eXpressed to Dr. van Johnson. Guidance Committee Chairman. for his sincere interest in guiding the progress of this study. I wish to thank Dr. Walter W. Scott. Coordinator of Michigan State University Graduate Student Affairs. for his coOperation in making the necessary data available. Special thanks should be extended to Dr. William W. Farquhar and Dr. Wilbur B. Brookover for the use of their studies. which provided valuable insight in the develOpment of my own scales. Dr. Andrew Porter and his graduate assistant. Mr. James Mass. of the Office of Research Consultation in the College of Education. deserve special mention for their help in statistical analysis. Sincere appreciation is extended to Janet Crawford. my typist. for her suggestions on format and her steadfast loyalty through the completion of this study. 111 .ABSTRACT DEDICATION . . . .ACKNOWLEDGMENTS . TABLE OF CONTENTS ’DABLE OF CONTENTS . . . . . . . . . . . . . . LIST OF TABLES . LIST OF APPENDICES . . . . . . . Chapter I. THE PROBLEM . . . . . . . . . Need for the Study . . . . . Statement of the Problem . . Hypotheses . . . . . . . . General Definition of Terms Theory . . . . . . . . . . . Overview . . . . . . . . . II. REVIEW OF THE LITERATURE . . . . . Background Information and Previous Studies . . Established Predictors . . EXperimental Predictors Motivation . . . . . . . . Summary . . . . . . . . III. DESIGN AND METHODOLOGY . . . . . . Description of POpulation and Sample . . . . . . Instruments . . . . . . . . Development of Non-Academic Information . . . . . . Collection of the Data . . . Testable Hypotheses . . . . Scoring and Analyzing Data . Summary . . . . . . . . . . iv 0 O O O I O O I O O Page ii iii iv vi vii 2h 26 27 28 31 33 Page IV. ANALYSIS OF THE RESULTS . . . . . . . . . . 35 General Results of Black and White Advanced Graduate Students on the Five variables Used . . . . . . . . . 36 Findings Related to the Hypothesis . . 38 Discussion of Results . . . . . . . . b3 Testable Hypotheses . . . . . . . . . #4 Summary . . . . . . . . . . . . . . . 46 V. SUMMARY. CONCLUSIONS. DISCUSSION AND IMPLICATIONS FOR FURTHER RESEARCH . . 48 O O O O “8 Summary . . . . . . . . Conclusions . . . . . . I . . . . : : 50 Discussion . . . . . . . . . . . . . . 51 Implications for Further Researc . . 55 BIBLIOGRAPHY O O O O O O O O O O O O O O O O O O O O O 58 APPENDICES O O O O O O O O O O O O O O O O O O O O O O 63 LIST OF TABLES Table Page 1. DISTRIBUTION OF SAMPLE BY DIVISION . . . . . . 26 2. MEAN. STANDARD DEVIATION. AND CORRELATION COEFFICIENT FOR WHITE. BLACK AND COMBINED GROUPS ON THE FIVE VARIABLES . . . 37 3. 3 TEST ANALYSIS FOR HYPOTHESIZED RELATION- SHIPS BETWEEN TOTAL SCORES ON THE FIVE VARIABLES O O O O O O O I C O O O O I O I O 39 u. ‘2 TEST ANALYSIS OF 5 OF VARIABILITY IN GGPA ”EXPLAINED” BY VARIABLES USED . . . . #2 . WORK PATTERN OF STUDENTS . . . . . . . . . . . 69 . LENGTH OF WORK EXPERIENCE BETWEEN DEGREES . . . 7o 5 6 7. EDUCATIONAL LEVEL OF PARENTS . . . . . . . . . 71 8. WORK PATTERN OF PARENTS . . . . . . . . . . . . 72 9 . SIBLINGS . . . . . . . . . . . . . . . . . . . 73 10. ATTITUDE TOWARDS COLLEGE . . . . . . . . . . . 74 11. TYPE OF HIGH SCHOOL ATTENDED . . . . . . . . . 75 12. BLACK ACADEMIC AND NON-ACADEMIC VARIABLES SCORES WITH ITEMIZATION OF DEMOGRAPHIC INFORMATION SCALE SCORES .'L'T'T'T'Z'. . . 76 13. WHITE ACADEMIC AND NON-ACADEMIC VARIABLES SCORES WITH ITEMIZATION OF DEMOGRAPHIC INFORMATION SCALE SCORES . . . . . . . . . 78 IN. BLACK NON-ACADEMIC SCORES WITH ITEMIZATION OF ATTITUDINAL MOTIVATION SCALE SCORES BY ASPECT OF MOTIVATION . . . . . . . . . . 86 15. WHITE NON-ACADEMIC SCORES WITH ITEMIZATION OF ATTITUDINALAMOTIVATION SCALE SCORES BY ASPECT OF MOTIVATION . . . . . . . . . . 88 16. ATTITUDINAL MOTIVATION SCALE NUMERICAL MNKING OF SCORES O I O O O C C O O O O O O 90 1?. VARIABLES SCORES . . . . . . . . . . . . . . . 91 vi LIST OF APPENDICES Page "DEMOGRAPHIC INFORMATION SCALE” DEVELOPMENT AND TABULATED RESULTS . . . . . . . . . . 63 ”ATTITUDINAL MOTIVATION SCALE” DEVELOPMENT AND TABULATED RESULTS . . . . . . . . . . 80 LETTERS AND FORMS USED TO LOCATE POPULATION OF STUDY . O O O O O O O O O O O O C O O 93 vii CHAPTER I THE PROBLEM Need for the Study Graduate schools are an increasingly important part of educational structure in America. To meet the increasing social and technological needs of this society. accelerated growth has been required of graduate schools. Graham indicates that if present trends continue. by 1975 close to a million graduate students will be enrolled for credit in the United States.1 Bryant. Program Advisor for the Office of Special Projects of the Ford Foundation. conducted a survey of black Ph.D.s during 1969. The findings of this survey supported the previous assumption that less than 1 per cent of the doctorates are 2 According to Crossland this figure is not eXpected black. to change in the immediate future. Since less than 1 per cent of the doctoral candidates were black during the academic year 1967-68.3 Because of this scarcity. the pressure for 1Graham. Jane. ”A Guide to Graduate Study Programs Leading to the Ph.D. Degree." (Washington, D.C:1965). p. 10. 2 Bryant. James W.. A Survey of Black American Doctorates. (New York:1969). p. 3. 3Crossland. Fred E.. ”Graduate Education and Black Aggricans.” A Survey of Black American Doctorates. (New York: 9 . p. 3. -2- recruitment of black Americans in advanced graduate schools is on the increase in the colleges and universities through-' out the United States. The issue to be discussed concerns the selection of those black students for admission to advanced work who show the greatest promise of success in their work. Confronting those reaponsible for admissions and establishing standards at the doctoral level presents the question of what contributing factors a black student must possess in order to successfully complete a doctoral program. The highly selective nature of the doctoral program makes this indeed a critical area. particularly when admitting black candidates whose credentials are below accepted traditional standards. That is. their undergraduate and graduate grade point average and test scores may not be as high as their white counterparts. In Stricker and Huber's article on predictors of success in graduate school. they cited Kelly and Fiske's study which found that the academic accomplishment at the graduate level could be approximated with some reliability through the use of the Graduate Record Examination and undergraduate grades.“ The Miller Analogies Test is considered by Hyman to have little correlation with other measures of academic achievement.5 Hyman's study dealt with an extremely homogeneous intellectual “Stricker. George and J.T. Huber. ”The Graduate Record Examination and Undergraduate Grades as Predictors of Success in Graduate School." Journal of Education Research. Vol. 60. No. 10. July-Aug. 1967. P. . 5Hyman. Sidney R.. "The Miller Analogies Test and University of Pittsburgh Ph.D.s in Psychology". American Psychologist. Vol. 12. 1957. p. 36. group. This finding must also be remembered since many tests which are taken by blacks have a cultural bias which is detri— mental to them. Platz. McClintock and Katz established that the under- graduate grade point average has been a dubious predictor. On the other hand. Roaden and Owens. and Herbert. in studying the relationships between selected predictors and success in the Master's degree program. found that the undergraduate grade point average was the most useful single predictor of 7'8 Herbert further discovered that academic achievement. undergraduate average in educational courses was also a worthy predictor. However. his study was limited to a single institution. Stricker and Huber. in the doctoral program for clinical psychology. have tried to determine the correlation between graduate record examination scores and undergraduate perform- ance. and grades earned in graduate courses.9 Their results indicated that there was only a minor relationship between the criteria and graduate grade point average. 6Platz. A.. C. McClintock. and D. Katz. "Undergraduate Grades and Miller Analogies Test as Predictors of Graduate Success." American Psychologist. Vol. 14. 1959. pp. 285-289. 7Roaden, Arliss L. and Thomas R. Owens. "Predicting Academic Success in Master's Degree Programs in Education," Journal of Educational Research. Vol. 60. No. 3. Nov. 1966. pp. 125-125. 8Herbert. David J.. “A Predictive Study of Quality Point Averages in Graduate Education Courses,” Journal of Educational Research. Vol. 60. No. 5. Jan. 1967. pp. 218-220. 9Stricker and Huber. ob. cit.. p. 467. The findings of other studies have discerned that non- academic variables combined with academic variables can be used as accurate forecasters of academic success. Asher and Gray. Leif. and watley. in their analyses of personal history data which was used in conjunction with academic data. reported that personal data can be depended upon in predicting college achievement.10'11'12 The results of Grieneeks and Jones and White-Gaier-Cooley indicate that the “self-concept of ability measure” has been as effective or more effective than common academic appraisals.13’1u Malloy and Ivanoff used Malloy's Life Experience Inventory as an evaluator. This checklist delved into the subject's school experiences. self-appraisals. family relationships. and choice and type of friends.15 This study indicated that 1O Asher. E.J. and F.E. Gray. “Relation of Personal History Data to College Success.” Journal of Psychology. 1 . 1Lief. C.T.. "Prediction of College Success.” Journal of Experimental Education. Vol. 8. 19#O. pp. 303-307. 12Watley. Donivan J.. ”The Effectiveness of Intellectual and Non-Intellectual Factors in Predicting Achievement for Business Students.” Journal of Educational Research. Vol. 57. No. 8. April 1964. p. 405. 13Grieneeks. Laurobeth and John G. Jones. "Measures of Self-Perception as Predictors of Scholastic Achievement." Journal of Educationa;_Research. Vol. 63. No. 5. Jan. 1970. pp. 200-503. in White. William F.. Eugene L. Gaier. and Gary M. Cooley. ”Selected Personality Characteristics and Academic Performance of Adult Evening College Students.” Journal of Educational Research. Vol. 59. No. 8. April 1966, p. 3&1. ' 15Malloy. John P. and John M. Ivanoff. "Further Use of the Life EXperience Inventory in Predicting College Achieve- ment." Journal of Educational Research. Vol. 57. No. 10. July-Aug. 1963. pp. 522-52u. -5- the two most important predicting variables were rank in the high school graduating class and Life Experience Inventory scores. They also came to the conclusion that the Life EXperience Inventory score contributed more to accurate prediction than any other single variable. including rank in high school class. Furthermore. another purpose of this research was to examine the Life Experience Inventory in comparison with two other non-academic predicting measures. the Mental Health Analysis and Z—Inventory. an outgrowth of Hickett's study using MMPI items. The Life Experience Inventory was found to be far superior in calculating academic success to the other two. Brookover. Paterson. and Thomas researched. developed and tested a scale to assess self-concept of seventh grade students in relation to their academic achievement.16 The scale indicated that a student's self-concept does not have a direct correlation to a student's measured intelligence in predicting academic achievement. However. a student's achieve- ment possibly may be improved if his self-concept is fostered and enhanced. Brookover's self-concept scale also helped the researcher in formulating his own Attitudinal Motivation Scale. Farquhar's study in assessing the identifying motivational factors of eleventh graders in relation to their academic Brookover. Wilbur 8.. Ann Paterson and Shailer Thomas. Self-Concept of Ability_and School Achievement. (E. Lansing. Mich: 1962). P- 75- achievement. concluded that a validated instrument can be constructed.17 However. he emphasized that construction of the instrument should be derived from the theory taken from the projective field and previous tests and studies. From the four functioning tests used in his study, Farquhar's Generalized Situational Choice Inventory best fits this research. Farquhar's test provided guidance and insight in the development of the researcher's Attitudinal Motivation Scale. The aforementioned studies have alluded to the fact that construction of all non-academic criteria must be care- fully planned and administered. Most research on predicting success at the graduate level states that the undergraduate grade point average. the Miller Analogies Test score, and the Graduate Record Examination are the most reliable predictors. However. a major part of research on predicting under-graduate level of success supports the use of non-academic variables in addition to the academic criteria. If non-academic variables can be used as predictors of academic achievement at the undergraduate level. there are possibilities that they could also be used as success predictors at the graduate or advanced graduate level. Statement of the Problem Black students have not succeeded as well as white students in pre-doctoral programs. The undergraduate and 1 7Farquhar. William w.. Motivation Factors Related to Agademic Achievement. (E. Lansing. Mich: 1953). Master's program grade point averages and test scores (such as Miller Analogies. Graduate Record Examination. etc.) of many black students would discourage them from participating in a doctoral program. Consideration of this phenomenon has led to the following questions: Do white and black advanced graduate students differ with reapect to background or motivation? Does the level of success of black students differ from the level of success of white students in the doctoral program? Do non-academic considerations. i.e. background, motivation to succeed. etc.. predict black students' academic success on the doctoral level? Do non-academic considerations predict white students' academic success on the doctoral level? Are academic records a valid consideration in predicting success on the advanced level? Can non-academic variables be used in conjunction with academic records in recruiting peOple for advanced studies? Hypotheses The following hypotheses will be investigated by this study. Black advanced graduate students are more highly motivated than are white advanced graduate students. Black advanced graduate students' demographic information will differ from that of white advanced graduate students. White advanced graduate students are more successful than black advanced graduate students with regard to academic criteria. -8- Academic variables will help predict success for white advanced graduate students. Academic variables will help predict success for black advanced graduate students. Academic variables will help predict success for both black and white advanced graduate students. Non-academic variables when used in conjunction with academic variables will give better prediction than academic variables alone for black advanced graduate students. Non-academic variables when used in conjunction with academic variables will give better prediction than academic variables alone for white advanced graduate students. Non-academic variables when used in conjunction with academic variables will give better prediction than academic variables alone for both (combined) black and white advanced graduate students. The researcher hypothesizes that the most important non- academic consideration (characteristic) which may differentiate black doctoral candidates from their white counterparts is motivation. This study has attempted to support this statement. General Definition of Terms Black American: A person who perceives himself as being black. generally with Afro-American characteristics (appearance). as defined according to this society. and is a citizen of the United States. White American: A person who perceives himself as being white. generally with Anglo-Saxon—American characteristics (appearance). as defined according to this society. and is a citizen of the United States. Advanced Studies: Any higher education program beyond the Master's degree level. such as Ed.D.. Ph.D.. Post Ph.D. Advisor: A person reSponsible to his advisee for direction. guidance. and advice in setting up and maintaining an academic program. Attitude: I'A manner of acting. feeling or thinking that shows one's disposition or Opinion."18 Motivation: ”Some inner drive. impulse. intention. etc. that causes a person to do something or act in a certain way."19 See also Chapter II. page 20. Grade Point Average (GPA): A person's average of the total grades earned during a particular period of one's formal education. In this study. undergraduate GPA = total grade point earned on bachelor's program. Graduate GPA = accumulated grade point earned during doctoral studies. to date of study. Miller Analogies Test: See Chapter II. page 16. Graduate Record Examination: See Chapter II. page 16. 18 Webster's New World Dictionary. W.P.. Cleveland and New York. 1962. p. 960. 191bld. p. 95. -10- Attitudinal Motivation Scale: A self-made questionnaire used to assess a person's diaposition or Opinion in reapect to his behavior or state of mind concerning life eXperience in general. Demographic Information Scale: A self-made questionnaire used to assess information concerning a person's background. such as family setting. student education level and work pattern. and parents' work pattern and education level. Theory Because of the prevalent discriminatory practices against blacks and other minorities. tests and evaluative measures designed for the major white segment of society have indicated that blacks are inferior or lacking in certain desirable intellectual characteristics. However. if blacks are given the opportunity to participate in higher educational programs (with assistance when needed). they can achieve as well as white participants. Yet. previous tests and measurements would have predicted that these students would fail. In Edgerton's survey as reported by Green regarding Southern Illinois University's support program for a high risk group. their counseling and testing office predicted average grades for the group of 74 students would be 2.2 (a very low D) on a five point scale. and only one student would achieve a 3.0 20 (C). However. 65 of the 7% students have earned higher than 20 Green. Robert L.. “The Black Quest for Higher Education: An Admissions Dilemma.” Personnel and Guidance Journal. May 1969. p. 908. -11- anticipated grade points. Thirty were at or above a C level. including 12 who averaged 3.5 or better. and only five were below 2.0 (D). What factors cause blacks to succeed when they are labeled as having a predisposition for failure? Is it the wish to enter and be accepted by the predominant society? Is it anger against this society and the desire to gain the necessary power and knowledge to fight it? Whatever the motivations are. the important element is the accessibility to a higher education. Although black doctoral candidates have completed Bachelor's and Master's degree programs. many still score lower on the Miller Analogies Test than do their white counterparts. Yet. many perform as well as. or better than white doctoral students. Why is this? The author's assumption is that black doctoral candidates have had to hurdle blockades of existing social. economic. political and educational institutions in order to attain the doctoral level. In doing so. many blacks have found it nec- essary to play a dual role. the complacent role of pleasing the white-oriented institutions while attempting to retain an individuality as a black person. The methodology of the doctoral ’program. with its freedom of study and acceptance of individual abilities. allows the black student to abandon the assimilated role of complacency and to fully develOp his individuality. The pressure of maintaining this dual personality is relaxed and the black can now devote his entire energy towards his intellectual interests. In the research report 1-70 of Sedlacek -12- and Brooks. it was indicated that ”self-concept has been positively related to the academic performance of blacks and conformity has been negatively related to black performance."21 No previous studies have been found pertaining to the non-academic variables influencing the success of black doctoral candidates. Studies have been made in the area of the transition between high school and college of black students. and from these studies one can imply certain similar non-academic factors which will be relevant to doctoral students as well. Overview The need for this study. its purpose. its hypotheses. and the theory were explained in Chapter I. A review of the pertinent literature. i.e. background information and previous studies. established predictors. eXperimental predictors and motivation. will be presented in Chapter II. Chapter III will include the study's design and methodology. i.e. description of population and sample. instru- ments. collection of the data. method of administering question- naires. testable hypotheses and scoring and analyzing data. The findings will be presented and analyzed in Chapter IV. Chapter V will contain a summary of the results. conclusions and implications. 21 Sedlacek. William E. and G.C. Brooks. Jr.. Colle e Admissions and the Black Student: Result of a NatIonaI Survey. Research Report 1-70. March 1970. p. 7. CHAPTER II REVIEW OF THE LITERATURE This chapter will discuss background information regarding admissions policies and previous studies concerning predicting academic success. established methods of predicting success in graduate programs. eXperimentaI predictors which have been developed. and motivation towards scholastic achievement. Background information and previous studies Present requirements for admission to graduate studies emphasize scholastic achievement as the major criteria. Cowles's Guide to Graduate Schools states: ”At most graduate schools. the main considerations governing admissions are the applicant's (1) scholastic record in college and in any previous graduate work; (2) scores on one or more of the Graduate Record Exam- inations (GRE). on the Miller Analogies Test (MAT). or on the apprOpriate professional-school examination...: (3) letters of recommendation; (A) performance in one or more interviews: and (5) personal qualities and characteristics."22 Standards vary greatly between universities and among departments of a single university. Until recently at the College of Education. Michigan State University. which is the 22 Cowles' Guide to Graduate Schoolg. (New York:1968). p. xi. -14- population of interest in this study. admissions standards to advanced graduate work included minimum scores on the GRE or MAT in the 35th percentile. (Recently this college has been eXperimenting with relaxed admissions standards.) Livesay and Robbins state that "it must be noted that the reason for...lack of uniformity in entrance examination re- quirements is the divergence of Opinion on the relative value of these tests as predictors of success in graduate study."23 Many studies have been done on prediction of academic success. from the levels of high school to college through the Master's level. These studies are discussed in Chapter I. One study was found which considered Ph.D. candidates. by Hyman at the University of Pittsburgh. This study was con— cerned with Ph.D.s in Psychology and explored the use of the Miller Analogies Test. Hyman found the MAT to be reliable within a highly select group. i.e. Ph.D.s in Psychology. but further states that '...with...more heterogeneous measures (i.e.. with those whose final 'scores' apparently rests on the interaction of many more 'nonverbal' variables than are thought. on an a priori basis. to be involved in the UPE measures) the MAT fails as a reliable predictor for our Ph.D. 24 pOpulation.' He further states: ”...should similar results 2 3Livesay. Herbert B. and Gene A. Robbins. Guide to American Ggaduate Schools. (New York:1967). p. xvii. 2h Hyman. Sidney R.. “The Miller Analogies Test and University of Pittsburgh Ph.D.s in Psychology.” American Psychologist. Vol. 12. 1957. p. 36. -15- be found to hold with the typical graduate school pOpulation. it seems that serious doubt would be cast upon the discrim- inative efficiency of the MAT in predicting certain criteria of scholastic and professional competence for individuals seeking advanced degrees."2 The results of this study and of others discussed in Chapter I indicate the deficiency of existing examinations as predictors of success. ESpecially difficult for admissions officers is the black student whose scores on the MAT and GRE are generally lower and whose undergraduate GPA may be lower as well. Green and Farquhar eXplored academic motivation and scholastic achievement among eleventh-grade blacks. and found that ”...there is no correlation between verbal aptitude and achievement (GPA) for Negro males...".26 while ”both verbal aptitude and the motivation scales correlate significantly with achievement for the white male...samples."27 Established predictors It is a premise of this study that previous academic records and currently used measurements of predicted success 25Hyman. ob. cit.. p. 36. 2 6Green. Robert Lee and William W. Farquhar. "Negro Academic Motivation and Scholastic Achievement.” Journal of Educational Psychology. Vol. 56. No. 5. 1965. p. 2 2. 27Ibid. p. 2&2. -16- are not valid for all students. The established aptitude tests used for admission to the Ph.D. program are the Miller Analogies Test and the Graduate Record Examination. In discussing the Miller Analogies Test, Graham states: ”The Miller Analogies Test (MAT) has been described as a high- level test of scholastic aptitude apprOpriate for advanced students. It is a fifty-minute test of information and reasoning ability based on verbal analogies. It yields a measure of verbal ability. which has been found to be one of the most important factors contributing to success in graduate school."28 Lane. Penn and Fischer have shown that practice on the MAT results in higher scores for each retesting.29 This would indicate the NAT to be somewhat unreliable as a measurement tool. Since retesting results in higher scores. the instrument could reject a student at one time and accept the same student at a later date. Graham describes the Graduate Record Examination as offering ”...both an aptitude test and a series of advanced tests.... The former is a two and one-half hour test of scholastic ability which yields two scores: verbal ability 30 and quantitative (or mathematical) ability.” Stricker and 28Graham. Jane. §_Guide to Graduate Stud Pro rams Leading to thegh.D. Degree. (Washington. D.C: 196%). p. 25. 29Lane. Robert G.. Nolan E. Penn. and Robert F. Fischer, "Miller Analogies Test: A Note on Permissive Retesting.” Journal of Applied Psychology. Vol. 50. No. 5. pp. 409-“11. BoGraham. ob. cit.. p. 25. -17- Huber tested the validity of the GRE with doctoral students in Clinical Psychology at Adelphi University. They found that grades received in undergraduate Psychology courses were much more reliable than the GHE or undergraduate GPA as predictors.31 The discussion also states: "...the seven GEE scores showed very little relationship to any of the criteria. The wide usage of the GRE for selection must be questioned in the light of these data. (These results)...suggest the neces- sity for research by each institution into the usefulness of the GRE. rather than its acceptance at face value.”32 EXperimental predictors Because of questions raised concerning the validity of the GRE and MAT as predictors, attempts have been made to develop new and more reliable tools for selection of graduate students. Malloy has deve10ped the Life EXperience Inventory (LEI) for use with high school students. Malloy and Ivanoff tested its use with college undergraduates. They found that '...the LEI explores unique criterion variance over and above that presently accounted for by the more traditional intellec- tive tests and measures. From the results of this study. the 31Stricker. George and J.T. Huber. “The Graduate Record EXamination and Undergraduate Grades as Predictors of Success in Graduate School.“ Journal of Educational Research. Vol. 60. No. 10. July-Aug. 1967. pp. #66- 321bid. p. 467 -13- conclusion can be drawn that the Life EXperience Inventory does contribute to the prediction of college achievement over and beyond the help supplied by rank in high school class.... The LEI. which samples from the area of school experience. self-appraisal. family relationships. and choice and type of friends. significantly increases the prediction of college marks over that of commonly used intellective measures and previous achievement in high school. The Life Experience Inventory demonstrates that student characteristics. other than scholastic aptitude and achievement. that contribute to college performance can be identified."33 A study by Watley indicated that '...personality variables do appear useful as predictors of academic achievement with business students.'3u White, Gaier and Cooley explored personality characteristics and academic achievement among adult evening college students and found that groups with high academic records indicated '...a positive self-concept and were 'very sure' of obtaining a degree....”35 These students averaged ”...27.6 years of age. had already been 33Malloy. John P. and John M. Ivanoff. “Further Use of the Life Experience Inventory in Predicting College Achieve- ment.” Journal of Educational Research. Vol. 57. no. 10. July-Aug. 1933. PP. 523-524. 3“Watley. Donivan J.. ”The Effectiveness of Intellectual and Non-Intellectual Factors in Predicting Achievement for Business Students.” Journal of Educational Research. Vol. 57. no. 8. April 1964. p. 505. 35White. William F.. Eugene L. Gaier. and Gary M. Cooley. ”Selected Personality Characteristics and Academic Performance of Adult Evening College Students.“ Journal of Educationgl Research. Vol. 59. No. 8. April 1966. p. 351. -19- matriculating from four to ten years to reach departmental acceptance. had been in military service. had assumed family responsibilities. and had persevered the rugged competitive— ness of earning a livelihood...”.36 These students indicated that desire was the most important contributing factor to earning the degree. “The 'on-going ego' of the male adult evening college student acts as if it will never admit defeat."37 Grieneeks studied self-perception as it relates to achieve- ment. She compared academic achievement with academic apti- tude. self-expectations. self-concept of ability. and degree of identity deve10pment. and reported that “Brookover's scale on the self-concept of ability as a student proved the most effective and consistent predictor. even better than the SAT (Scholastic Aptitude Test. used to measure academic aptitude). The self-concept of ability measure has been particularly effective in predicting scholarship both at the high school and college level. in both cases having equal or better pre- dictive ability than standard measures of intelligence and aptitude."38 The Brookover scale mentioned above was deve10ped to measure self-concept in Junior high students and his study 36 37 White. Gaier. and Cooley. ob. cit.. p. 3&1. Ibid. p. 341. 38Grieneeks. Laurobeth. ”Measures of Self-Perception as Predictors of Scholastic Achievement.” Journal of Educational Research. Vol. 63. No. 5. Jan. 1970. p. 203. -20- indicated that ”...self-concept of ability functions independ- ent of measured intelligence in predicting school achieve- ment."39 Farquhar explored motivation factors related to academic achievement. He defined motivation as ”...a combination of forces which initiate. direct. and sustain behavior toward a scholarly goal)!"0 In assessing motivation. he deve10ped a battery of instruments from which four were chosen as valid. He found that '...motivational extremes report a number of #1 significant differences in demographic information." . and '...the assumption that a significant discrepancy between predicted and actual performance is. in part. explained by #2 motivation as a defensible and useful operationalism.” Motivation No other study directly concerned with motivation as an academic predictor was found. Several authors have discussed motivation in relation to the teaching task. Frymier defines the basis of motivation as values plus personality structure resulting in curiosity. He developed a motivational measure- ment instrument including these three characteristics. and 39Brookover. Wilbur B.. Ann Paterson and Shailer Thomas. Self-Concept of Ability and School Achievement. (E. Lansing. Mich: 19 . p. 7 . quarquhar. William W.. Motivation Factors Related to Acadegic Achievement. (E. Lansing. Mic : 1963). p. 169. #1 #2 Ibid. p. 179. Ibid., p. 181. -21- indicated that motivational patterns change very slowly if at all. Among factors influencing motivation he found that self-concept. parental influence. level of aspiration. sense of involvement. and social adjustment were important.“3 Zintz discussed motivation as a condition or state of mind which the teacher can create.uu but Frymier states that while '(m)otivation to do good work in school is a learned behavior'us. '...motivation is something which a student has. It is not something which a teacher dogs to his students directly."46 Kuslan and Stone outlined the following factors that affect the desire to learn: '1. The desire to be accepted and reSpected by parents and other adults; 2. The desire to be different: 3. The desire to emulate an admired model: h. Anticipation of failure or success; 5. Anxiety arising from learning conflict: 6. Work standards; 7. Attention; 8. Curriculum structure: and. 9. Curiosity.'u7 Farquhar deve10ped four scales for measurement of moti- vational characteristics. They are the Word Rating List. Human Trait Inventory. Generalized Situational Choice Inventory. qurymier. Jack R.. The Nature of Educational Method. (Columbus. Ohio: 1965). “uZintz. Miles V.. The Reading Process. (Dubuque. Iowa: 1970). “5 Frymier. ob. cit.. p. 107. u6Ibid. p. 113. '47 Kuslan. Louis I. and A. Harris Stone. Teachin Children Sciezoe: An Inquiry Approach. (Belmont. Calif: 1958). pp. 7-700 _ -22- and Preferred Job Characteristic Scale. Male factors of each are: Word Rating List: 1. academician 2. educationally resistive Human Trait Inventory: agitation academic compulsivity academic negativism purposelessness success driv . normlessness 9 GNU-PUMP e e e e Generalized Situational Choice Inventory: 1. unique versus common accomplishment 2. immediate versus long-term gratification 3. .competitigs with versus ease of meeting a standard. Preferred Job Characteristics Scale: 1. high versus low job involvement 2. long term versus short term Job involvement 3. unique acgpmplishment versus avoidance of education Summary Although university graduate schools rely upon the Miller Analogies Test. Graduate Record Examination. and undergraduate 48Farquhar. ob. cit.. p. 138. #9 5oIbid. p. 157. 51 Ibid. p. 168. Ibid. p. 1&7. -23- grade point average as criteria for acceptance to their programs. previous studies would indicate that these tools are ineffective as measurements of academic ability. Various approaches have been attempted in the develOpment of new measurement and predictive tools. The study of motivation appears to be the most hOpeful as motivation seems to be the most important factor to success. CHAPTER III DESIGN AND METHODOLOGY Description of POpulation and Sample The Population The population of this study included all students who have completed 18 graduate hours or more on a doctoral program in a college of education. excluding any programs in which no black students are enrolled. The Sample The sample included all male students enrolled in a doctoral program in the College of Education. Michigan State University. as of June 8. 1970 and preceding terms to and including the 1969 summer session. and with the following qualifications: 1. No limit was placed regarding age. professional eXperience. etc. 2. Been enrolled in one of nine divisions of the four departments of the College of Education, including: a. Elementary and Special Education b. Secondary Education and Curriculum c. Administration and Higher Education -25- d. Counseling Personnel Services and Educational Psychology 3. All black students 4. A random selection of white students to create an equal number of students in each category (black and white) and in each division of the College of Education. Method of Selecting Random Sample All foreign students. Mexican-Americans, and American Indians were excluded from the sample. so that the white sample included only white Americans. The sample was taken from a computer print-out sheet. made June 8. 1970, from the College of Education. On June 10. 1970. the researcher sorted the students by division and advisor's name. During the two weeks following June 22. 1970. the researcher visited each advisor to determine which indi- viduals would fit under the criteria of this study. i.e. black American males and white American males. After determining the number of black male students in each division, a random selection was made by using a table of random numbers of the white male students so that an equal number of black and white students would be included under each division. A total of 28 students from each category (black and white) was used. The distribution of the sample by division in the College of Education is presented in Table 1. Table 1 DISTRIBUTION OF SAMPLE BI DIVISION Division Blacks Whites % of Total 1. Counseling Guidance 1 1 3.6 2. Higher Educ. & Administration 9 9 32.1 3. Educational Administration 8 8 28.6 4. Curriculum 2 2 7.1 5. Secondary Education 3 3 10.7 6. Adult Education 2 2 7.1 7. Special Education 1 1 3.6 8. Elementary Education ‘ 1 1 3.6 9. History. PhiloSOphy. Sociology _l _l_ ._;1d§ of Education Total 28 28 100.0 Instruments Detail for this study was obtained through the use of five instruments. under two categories which are Academic and Non-Academic. The academic instruments include the under- graduate grade point average. the Miller Analogies Test scores (MSU rankings). and the graduate grade point average. The non-academic instruments used include the Demographic Infor- mation Scale and the Attitudinal Motivation Scale. both of which were deve10ped by the researcher. -27- Development of Non-Academic Information Demographic Information Scale The Demographic Information Scale was developed in an attempt to determine which historical factors could provide the researcher with insight into an individual's motivation (and drive to succeed. The data desired included the family setting. including the educational level and work pattern of the parents and the number of older and younger siblings; the ‘work pattern of the subject from his elementary years through his pre-doctoral work: the educational setting of the subject. including the type of high school attended. his secondary ranking (general); and the future plans of the subject while in high school concerning college attendance. 20 Questions were deve10ped which would obtain the needed information. The Demographic Information questionnaire is found in Appendix A. page 63. Attitudinal Motivation Scale The development of the Attitudinal Motivation Scale began with ten questions. which were discussed with Dr. Walter W. Scott. Coordinator of Graduate Student Affairs. Dr. Wilbur B. Brookover. College of Education. and Dr. William W. Farquhar. College of Education. Investigation of studies by Brookover and Farquhar provided insight and eight aspects of motivation were deve10ped (see Appendix B. page 83) with 30 questions designed to explore these aspects. -28- A pilot study was done during the summer of 1970 under the guidance of Dr. Farquhar. six questions were added. and the resultant 36 questions were administered to six students. three white and three black. These were new enrollees in the doctoral program of the College of Education who would not be qualified for the actual study. Their reSponses were analyzed for constructive validity and four more questions were added. bringing the total to 40 questions. These 40 questions became the Attitudinal Motivation Scale. The Attitudinal Motivation Scale is found in Appendix B. page 80. Collection of the Data This section will discuss the process involved in contact- ing the sample students and of administering the two non-aca- demic questionnaires. Method of Obtaining Sample Addresses An attempt was made to obtain the addresses and phone numbers as well as the needed academic information (under- graduate grade point average. Miller Analogies Test scores. and graduate grade point average) through the computer files at the Data Processing Center. Dr. Scott. of the Graduate Student Affairs Office. gave his permission to obtain the information from the files of the Graduate Student Affairs Office. When the information was not available from these files. contact was made with the student's academic advisor. -29- The information obtained included the current address and phone number of each student. and the undergraduate grade point average. Miller Analogies Test score. and graduate grade point average. Method of Administering Questionnaires Contact was made by mail if the student was residing in another city. and by telephone to students residing in the Greater Lansing area. Mailing Eighteen members of the sample were contacted by mail. Each person was mailed the following: 1. Cover letter with stamped. self-addressed return envelope 2. Historical Data Questionnaire 3. Attitude Questionnaire Two types of cover letter were used. the second one for use in later mailings. These forms may be found in Appendix C. pages 97 and 101. By October 20. a 76.5% return had been received on the questionnaires. On October 20. follow-up letters were mailed to four individuals who had not returned the questionnaires. These letters included a return post card to be used if the questionnaires had been mislaid. (See Appendix C. pages 98-100) By October 29. a 90.5% return had been received. and it was -30- decided to discard the one remaining sample student and select at random a substitute sample member. A 100% return was received for the black sample and with the replacement of the one white non-reSpondent. a 100% return was received for the white sample. This replacement was done because a 100% return was necessary to the study. Personal Contact Thirty-seven students were on campus. and contact with them began on September 2b and was concluded on November 2. Initial contact was made by telephone. at which time an appointment was made to administer the questionnaires. The researcher was present during the administration of the questionnaires. Before the individual began completing the questionnaires. a brief explanation. comparable to the explana- tion given in the mailings. was made. After the questionnaires had been completed and returned to the researcher. any questions which the sample student had were answered. so that any remarks made by the researcher would have no bearing on the results of the student's responses to the questionnaires. Identification of Questionnaires As each questionnaire was returned. whether by mail or from personal contact. it was assigned a code number and letter. in the order in which it was returned. and if the student was black or white. That is. the first questionnaire to be returned was assigned #1 and the last was assigned #28. with -31- ”W” or ”B' to indicate race. The code number was placed with the individual's name on a separate listing. which included the academic information necessary to the study. A separate list was maintained for black and white students. Thus. a correlation between academic and noneacademic information on each individual could be made for tabulation purposes. TestableHypotheses The testable hypotheses utilize the five variables and two categories (black and white). The five variables used are Attitudinal Motivation Scale (AMS). Demographic Information rScale (DIS). undergraduate grade point average (UGPA). graduate grade point average (GGPA). and Miller Analogies Test Score (MATS). 1. The black advanced graduate students' mean score on . the AMS differs from that of the white advanced graduate students. 2. The black advanced graduate students' mean score on the DIS differs from that of the white advanced graduate students. 3. The black advanced graduate students' mean score on the MATS differs from that of the white advanced graduate students. 4. The black advanced graduate students' mean score on the UGPA differs from that of the white advanced graduate students. -32- 5. The black advanced graduate students' mean score on the GGPA differs from that of the white advanced graduate students. 6. The multiple correlation coefficient obtained when predicting black advanced graduate students' GGPA from the UGPA and MATS is different from zero. 7. The multiple correlation coefficient obtained when predicting white advanced graduate students' GGPA from the UGPA and MATS is different from zero. 8. The multiple correlation coefficient obtained when predicting both black and white advanced graduate students' GGPA from the UGPA and MATS is different from zero. 9. The multiple-partial correlation coefficient obtained when predicting black advanced graduate students' GGPA from AMS and DIS controlling for UGPA and MATS is different from zero. 10. The multiple-partial correlation coefficient obtained when predicting white advanced graduate students' GGPA from AMS and DIS controlling for UGPA and MATS is different from zero. 11. The multiple-partial correlation coefficient obtained when predicting both black and white advanced graduate students' GGPA from AMS and DIS controlling for UGPA and MATS is different from zero. Two types of test were used: Hypotheses 1-5 used the t test analysis to test for the hypothesized difference between means of the two groups on -33- each of the five variables. The level of significance for each test was .05. See table 3. page 39. An analysis of variance E test for significance of the multiple correlation coefficient was used in testing hypoth- eses 6-8. The level of significance for each test was .05. See table 4. page 42. An analysis of variance 5 test for significance of the multiple-partial correlation coefficient was used in testing hypotheses 9-11. The level of significance for each test 'was .05. See table 4. page 42. Scoring and AnalyginggData The AMS and DIS were hand scored. The Monroe Desk Calculator was used in calculating the 2 statistics for test- ing differences between means of black and white advanced graduate students on the AMS. DIS. MATS. UGPA, and GGPA. The MATS. UGPA and GGPA grades and scores were obtained from the Graduate Student Affairs office of the College of Educa- tion. The data were put on computer cards for use with the Stepwise Linear Regression part of the 1130 Statistical System program (1130-CA-06X). This program calculated the multiple correlation coefficient along with means. standard deviation. first order of correlation coefficient. etc. The computer used was located in the College of Education. Erickson Hall. Michigan State University. -3h- Summary The sample for this study included 28 black and 28 white advanced graduate students from the College of Education. Michigan State University. The instruments used were the academic instruments undergraduate grade point average. graduate grade point average. and Miller Analogies Test Score. The non-academic instruments were the Attitudinal Motivation Scale and the Demographic Information Scale. which were deve10ped by the researcher for this study. Academic data were collected from the Michigan State University Graduate Student Affairs office of the College of Education and from the academic advisor of each student of -the sample. Non-academic data were collected by the adminis- tration of two questionnaires to each of the students. The researcher administered the questionnaires personally to local students and by mail to students not currently in the Lansing area. As completed questionnaires were returned they were identified by race and order returned. The questionnaires were hand scored the data of the five variables were tabulated by the Monroe Desk Calculator. and then were computer programed. Eleven hypotheses were deve10ped. relating to the two tests used. the five variables. and the two categories of the sample. I The results of the scoring and analyzing of the data will be presented in Chapter 4. \ CHAPTER IV ANALYSIS OF THE RESULTS The researcher hypothesizes that the most important non- academic consideration which may differentiate black doctoral candidates from their white counterparts is motivation. The analysis of the data will either support or reject this statement. Also included in this chapter are the findings as related to the hypothesis and discussion of the results. The responses to the Demographic Information Scale (Appendix A. pages 63-65) were analyzed separately to determine what historical factors may have a bearing on greater motiva- tion. Each question was analyzed separately and its relevancy to this study was determined by comparing responses of black students with white students. If both groups (black and white) answered a question with the same frequency of response. the question was considered as irrelevant in determining factors contributing to greater or less motivation of one group over the other. The Attitudinal Motivation Scale (Appendix B. pages 80- 82) was answered on a four point continuum form. which was #1 strongly agree. #2 agree. #3 disagree. and #4 strongly dis- agree. Eight aspects of motivation were chosen and questions measuring each aspect of motivation were included in this -36- questionnaire. High motivation was indicated by answers of #1 on questions 1-3. 6-9. 12-15. 17-20. 22. 24-28. and 30-34. High motivation was indicated by answers of #4 on questions 4-5. 10-11. 16. 21, 23. 29. and 35-40. A discussion of each of the eight aspects of motivation chosen is included in Appendix B. pages 84-85. The hypothesis will be supported if white students' frequency of response is scored towards low motivation and if black students' frequency of response is scored towards high motivation. A.£ test was applied to see if there was a statistically significant difference be- tween responses of the two black and white groups. An 3 test was used in determining if the correlation coefficients obtained were significantly different from zero. General Results of Black and White Advanced Graduate Students on the Five Variables Used The mean. standard deviation. and correlation coefficient for white. black and combined groups on the AMS. DIS. MATS. UGPA and GGPA are shown in Table 2. page 37. The results reported in Table 2 indicate that UGPA might be the best academic variable used in predicting white doctoral candidates' GGPA. The best non-academic variable appears to be the AMS in predicting GGPA for white students. :.li'll‘.i{||lll -37- mm 4) n z esseaa masseuse 0: .mm H 2 no emueadcaeo max new mfipefiwm>ecs one: med: 0 u a a.» use peace oempm cuesesnm cmmzpmn sowueaoucoo n a .u. 00., am. m©.m 00.? aw. Nw.m oo.e m. m>.m gmoo mo. m. om.w hm.1 hm. om.w Fe. Ne. Nm.m «mom m. b.0m w.wm Om. b.mr w.me mw. n.0N w.mm xume mme mme zo manomo omszzoo gee xoeam .weem: moa .ezmHoeaamoo zeseeamemoo 92¢ .oneeH>ma omaozaem .zemz N candy -38- In predicting the GGPA for black doctoral candidates. it also looks as if the UGPA might be the best academic variable to use. The DIS seems to be the best non-academic variable to be used in predicting black students' GGPA. In predicting the GGPA for the combined black and white groups. as indicated by the results. only one of the four academic and non-academic variables might possess some relia- bility as a predictor. The academic variable that can be used as an appraisal in predicting GGPA for both groups is the MATS; it had the highest correlation coefficient. Elndings Related to the Hypothesis In order to ascertain if the black and white pOpulations differed significantly with respect to AMS. DIS. UGPA. MATS. or GGPA. five paired 2 tests were used. each withcx = .05.52 As indicated by the results reported in Table 3. page 39. three of the five separate 2 tests between black and white doctoral candidates showed no statistically significant difference at the .05 level. The only variables that showed a statistically significant difference were the Miller Analogies Test Score and the undergraduate grade point average. The MATS glof 5.33 and the GGPA t of 2.23 were significant. 2 5 Hays. William L.. Statistics, (New York: 1963). p. 335. -39- .mmm .a ..»«o .po .msumm oHQaHHa>wcs mam) moaoom vmmh wofimOHmcd pofiafiz w m In mamas: co HH manna. .mam who.mu mm.m um m x x u 3 «mac m2 N810.“ 3.. pm m x a u 3 «no: .Mam omo.~u mm.m Pm m x 3 n 3 .xmeaz m2 mmo.uu on. em m x a n 2 men m2 Nmo.~H me.w- em m x 3 u 3 mza no. as Hosea .mam .usau> m eoapue m as ax « om uoapuatus 8492.55 warm BE. zo goom 4589 zmgm mHmQOHejmm QMNHmnmmeomMm mom Eggs: 9mg. » m canes -bO-. In Table h. page #2, the correlation coefficients are subscripted with M. U. A. D. and G. The subscripts represent the following: M = MATS. U = UGPA. A = AMS, D = DIS, and G = GGPA reSpectively. To determine whether the UGPA and MATS aid in the prediction of GGPA. the multiple correlation coefficient RG-UM was tested under the null hypothesis Ho 3 8.0.11“ = 0 and the alternative hypothesis H]_ 8 ngm>0 by means of an analysis of variance test for significance at “K = .05. The‘g test formula for a multiple correlation coefficient is: R2 N N = number of pairs F = ______2_ (___:_§_) K = number of variables 1 - K - 1 R = correlation coefficient As indicated in Table h, RGoUM was found to be signifi- cantly different from zero for all three populations considered. For the white pOpulation. the correlation was .5356; for the black population, .5488; and for the combined pOpulation. .3631. To determine whether the DIS and AMS helped in the prediction of GGPA above and beyond the UGPA and MATS, the multiple-partial correlation coefficient RG(DA)'UM was tested under the null hypothesis Ho 8 Bcum-um = 0 -u1- and the alternative hypothesis Hi ‘ RG(DA)'UM >0 by means of an analysis of variance test for significance at °<= .05. The E test formula for a multiple-partial correlation coefficient is: 2 a N-5 F= (--———-—) 1-32 As indicated in Table 4, RG(DA)-UM was not found to differ from zero for all three pOpulations considered. For the white population, the correlation was .4017; for the black pOpulation. .3237; and for the combined pOpulation. .3817. Using the significance level of .05. in the white student section of Table 4, the UGPA and MATS variables explained a significant percentage of the variability in GGPA. The calculated E of BG-UM was 3.82. In the black student section of Table 4, the UGPA and MATS variables eXplained a significant percentage of the variability in GGPA. The calculated 3 of BG°UM was 4.09. The white and black combined section of Table u also indicates that the variables UGPA and MATS eXplained a significant percentage of variability of the GGPA. The RG-UM calculated 3 was 3.12. ooaaofiuwaaa new venue» pox“ brawn. Iaeoz moaoom moan-swag ease-seeming nemme-S announce. o-ofim N -. sands -77- mm mop mu ova mm 0pm mbw masuoh .-| «I .-| «I ml ml «I. 3.. 1.“ R S u v w n m m as w—- m.w Po an N m w e o m— o. 00- w.m be om - m u o o - S. we- o.m Pu mm m m w v m q Q h-- w.m mm «m m .- m m .9. m .. .2 RN one: 3 m m u q o m- m- mo" m.m Po mm m m a m o m- 0- mp- w.w as «N m m — m w m a mop -.m no 0N N m a b m m m- 00- o.m 0m @— w q a c m 0- o m—w now no m- m e - w v a or new v.m osoz be m m N w v o m mm— m.w co @- e o w m (M N F ofimom oHeom oasoneo cascaded m m e o m N- -- e-a m.w m- me m u - e a e- m- was q.m em «- m m m a e m m a-s a.m mm m- m e m a m m m- m- m.w mm m- w n - m e e b «or o.m mm Fe m m u m w _- w no. m.m mm o- m a w m o m 0 mo- w.~ we a u a u e w a w woo q.~ mm m u q - m o m q «0- -.m m- e m e m o u q a be. u.m an o m a m m m w o- 00- -.m as m m m m e e m 0 mo- u.~ -o e m G - o m a m- woe m.~ e- n w m m m o e .- qo- b.m no N m m - e m m m- oma o.m mo a e o -m .- n N - oaeom oaeom ago .meep owoom ea: nonasz an HeQOfiumsaomcH oasaeamoson Heaoap esmz vsepavm nu>apoz aoaoom nmandfiumb owfiopmodlcoz meaneahmb oafioveo< maHmz mw OHnee a bow me mm- em- 00- Few easpoe mu: man mu: m mun “:1 mun oe- a.m we mm m u p h m m o- no" q.w no em N a w m m e «a wee w.m -m cm F q - w m w v woo w.m wm mm P m a m m m ma ow" w.m mm «m m w w u m m or op” w.m mm mm m m w v m m w mop F.~ mm mm m a - v q me m- «m- m.m b» -N N m a m m m 5 amp P.m we om N -. a m a w mp mop mom Om m.— — m N 4 N m- m- m: Q.N S m- N m a m m m or moo b.m Nu be N F u o q 0- we was w.m me be h o u q n N P camom ofleom owsmvwo owfiovmom APPENDIX B ATTITUDINAL MOTIVATION SCALE DEVELOPMENT AND TABULATED RESULTS ATTITUDE QUESTIONNAIRE DIRECTIONS: Read each statement carefully. disagree with each statement. you currently feel. not how you felt in the past. making a decision. make a check (X) mark in the column that best describes your reaction to the statement. best football team in the Big Ten. NOW BEGIN: 1. It is important to me to do better than anybody around me. I enjoy the opportunity to have my ideas heard. Learning a new skill is important to me. I do not like to make small decisionm. I do not like to make major decision Even if I make a mistake. I would rather try again without taking directions from others. Earning a doctorate is only one step in my life goal. I try to achieve a balance between studying and my social life. I have to really trust somebody befo I would consider asking them for hel Decide how much you agree or Answer all statements with how After SA A D 8D Key: SA = Strongly Agree. A = Agree. D = Disagree. SD = Strongly Disagree EXAMPLES: 1. I am a student at Michigan State University. 2. I am a student at the University of Michigan. 3. Michigan State University has the Cm q: 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25a -81 - SD It really bugs me to have to post- pone something I would enjoy doing today in order to reach a long-range goal. I am satisfied when I perform as well as most of my classmates. How well I am doing is more important to me than what others think about what I am doing. How I feel about what I am doing is more important than what others think or feel about what I am doing. I will not be satisfied until I have completed all the goals I have set for myself. Achieving good grades is less impor- tant to me than doing my best. I would be satisfied if I completed a few of my goals. I am more competitive than my class- mates. It is important to be consistent in decision making even if I work myself into a dilemma. When I begin a task. I expect to complete it successfully. I keep the promises that I make. I leave everything to the last minut I prefer to do things my own way. I value the opinions of others about the decisions that I make. I am a stubborn person. When confronted with a problem. I would rather work it out myself than let others help me. Ll_mmflw-nflna.hn 26. 27. 28. 290 30. 31c 32c 31%. 35. 36. 37. 38. 39. 40. -82 .. r311 SD r__ Peeple around me have always ex- 1 pressed the highest confidence in my ability to succeed. I get a secret pleasure out of havin my associates underestimate me. My friends come to me for advice. I feel uncomfortable at social func- tions when I don't know many people. Ever since I started college. I knew I wanted a doctorate. Ever since I started graduate school I knew I would complete a doctorate. Regardless of how others might grade me. it is my Opinion of my work that counts. I will earn a doctorate degree. I could not get by unless I had enough money. I would take a job with less pay if I knew I could enjoy the work. I am not always proud of the things that I do. I would take a job for less pay if I knew that others would respect me on the job. I know I should work hard on my stud- ies. but I just put out enough effort to get by. I lean on my close friends as I would expect my close friends to lean on me It isn't important to do my best as long as I get the job done. I. II. III. IV. V. VI. VII. VIII. -33- ASPECTS OF MOTIVATION Desire to be unique Delayed gratification vs. immediate gratification Competitive drive vs. ease of meeting a standard High vs. low task commitment Independence vs. dependence in problem solving Perception of others (self-fulfilling prOphecy) Self-concept What is apprOpriate and necessary to succeed II: III: IV: -su- ASPECTS OF MOTIVATION-ANALYSIS The highly motivated individual has a strong desire to be unique in the area of a special skill or ability and welcomes decision-making as evidence of his unique- ness. This aspect is measured by questions 2-5 and 39. Questions 7-8 and 10 measure the individual's ability and desire to forego immediate gratification in favor of long-term or delayed gratification. The highly motivated individual is able to plan and work for goals which may take time to materialize. A strong competitive drive is essential to motivation and questions 1. 11. 14-17. and 38 measure this drive as opposed to the desire to work only as hard as is necessary to meet an external standard. The desire to complete a task successfully is an aspect of high motivation which is measured in questions 18-21. The highly motivated individual fulfills promises and supports decisions which he makes. whereas the low motivated individual will indicate a lack of commit- ment to his decisions and goals. VI: VII: VIII: Questions 6. 9. and 22-25 measure the desire to solve problems independently of external help. This desire is an aSpect of high motivation. The highly motivated individual is able to perceive how significant others feel about his abilities and is confident of himself in unfamiliar surroundings. He values highly the recognition of his abilities by his associates and friends. Perception of others is measured in questions 26-29. A strong self-concept is a characteristic of the highly motivated individual and self-concept is measured in questions 13. 30-33. and 36. In order to succeed the individual must be able to determine what goals are worthy of his attention. Motivation must be accompanied by a sense of what is appropriate and necessary to succeed and this aSpect is measured in questions 34-35. 37, and 40. -86- on om e- we e- an e- ea ow- mm m- o- e- e- u- o- e- mo we moo mm «a o- C- be e- e_ mm m- o- m- mm me mo o_ as o- m- mm mo ea mw- oe - m- an e- m- mo ow - m- an em - o- a, m_ e- u- m- ao we o- mm on -- ma m- e- w- -m so u- m-- on a m- m- m- m- o- w- as n. so- mm m we e- N- ha m- an do me am- mw s o- we m- m- e- mm P- we se- an o -- ma we «a -- om o- e- co" mm m r- me e_ «a e- em or a- ewe me e o- «a e- ea m- be we <- oo- «m m we we q- ma e- «N we be Fm- an N mo e- «a me FF ow oo m- «0- on e m e c m e m m a H33 H38 toas- .3 eon-sis- ao 62-3- .3 88m a: Mo oas- Roe-5m 55m «- canes -87- -.eeeev e- eases mOm «we moo mom emm new mcm «we eaeaoa o- e- man N- -a MM. ma: ma: eo- om mm o- m- m- N- - -q 00 me -- Gm em 0- ea m- N- an L- so e- 00- «m mm o- e» e- t- m- ow no u- w- -e on -- aa a- 00 we on m- e- a-- mm em m. to- e- e- - mu e- be -m- mm mm 4 m- ea - we a. m» a” mo- mm mm m- e- o- as 0- ea 0- ma mes mm an o- m- as we e- s- so m- mo- ON ON 0- me e- o- -- cm 00 e- 00- am a- m" we «a «P m- ow or be m- -m we 0- up w- u- m- 0m 00 a. map «m be be me up or me m- mo om mma mm or m e o n q n m - Hence fleece posses an eo-aeeaeoz no eeooee so eeoom was man oaez paces-m -88- 0- we 0- ae ma om as m- are cu m- oo we we we me mm am we -e- mm «a - me m- as 0- mm -P me he- mm m- mo m- a. be NP ow oe ha m-- «m m- an m- N- me -e 0- mo we mo- on - on m- «a c- we m- 00 m- no” mm or mo m- ma s- - s- o- e- mo- an a on m- m- mo 0- a 00 mp woo mm m we «a e- m- -a w- 00 me mow am a mo s- m_ or e- am so m- s- mm o o- m- m- m- e- me so we eo- «e m on m- m- «a o- o- o- «a «0- mm s so o- e_ «a m- be or Me mo- on m 0- N- m. m- we @- or @- #o- m N 00 Pm me v- «- mm do we ON? on P m s o m e m m e Hevoe fleece bonssz an aoaoe>auoz «o poode< Hm oaoom mz< mHo usez unoosam meHmz mp manna -89- cam mmv 0mm sou Pmm New -sm one Q... flu T. 2 W! m: E... win. 0: R mm o- as m- m, m- m- we a mo- am em 0- s- w- w- o- -m so e- -e- mm «N we - m- m- o- m- mo e- was mm mm or om «a m- m- cm so (a om- -m «w mo me as m- Fe om -- a. o-- om mm o- a N“ m- o- ow op m- mo- mm mm mo m- as s- m- mm Ne om «m- on em 0- m- s- a- me am .a be ewe mm om w- a -e m- mo m- mo - mo- .m @- ao m- e- m- m- o- - m- m- oe m- oo me 4- me 00 we we we moo mm b- n- m- n- m- P- om o- m- Nee on we m e o m e m m - Hence fleece uoaaaz an ceases-pox do eooeee an oeeem mze mHo oaez aeoeaam A.usoov me edges -90- Table 16 ATTITUDINAL MOTIVATION SCALE NUMERICAL RANKING OF SCORES BLACKS WRITES 098 0 100 032 096 103 104 102 104 102 105 102 106 103 107 104 109 105 109 105 110 107 108 111 108 112 109 113 110 115 110 115 111 117 111 117 112 118 113 119 114 120 115 121 117 121 117 121 120 121 120 122 123 127 124 134 3164 a 28 = 113.04 3073 e 28 = 109.75 -91- oe.m e.« on mm era «a m.e o.« -o mm moo we oo.e s.m mm mm u-a ma oo.e m.~ as mm «me me oa.m m.w mm em new m- m..m m.m on oe mm- m- oo.e o.m mm on mos -- 00.4 m.m econ em -a as mm.m m.e we mm sop as c .m m.m we mm o-- or mo.m N.“ me em mo- a mm.m m.m eo om m-e a m.m e.m mm on coo m ae.m m.m 0- mm eoe w ew.m -.m m- em mo- e om.m o.m 00 am «we a pm.m m.e so Na na- m mw.m e.m e an be- e oo.e -.m we we 00- m 00.4 o.m we mm co- m oo.e s.m Fe «N mo- e o-.m o.m oeoz me am- e <0.m m.m be on wo- m o~.m o.m a. an ac- m oo.m s.m mo mm «or m mm.m q.m «o an em- m mq.m o.m do on owe - Oman o.m em on «0- F S8 :8 Es- So as. goes: as S8 Es- Es- So as wen-a2- .3 osmz psecsvm esez anevsvm ma-mz aoeqm mmmoom.mmqm hp manna e.m me mm o- mm me.m e.m an em «as mm e.u no on mo- em mm.m m.m -o «m P-F em ~.m -m an -- em mn.m m.~ be em 00- em m.~ mm mm boo “N me.m e.m -m -e m- mm m.u am am ow- em e~.m w.~ mo Nu s- w m.~ me an o- mm me.m e.~ oeoz em PN- mm a.~ em mm mo- NW on. m.m Po on mo- mm m.m be oe em- aw Fw.m m.w so mm m-- «m -.m as mm ems om mm.m -.m so ow mo- ow w.m 0m em mo- 0- en.m o.m em on 00- @- e.m Fe as m- we mm.m m.~ so am new we s.~ we mm moo be ow.m q.m ocoz «m m-- e- w.m m- on m-a or ms.m m.m mo mm mwe be m.~ me 04 q- me mm.m o.~ oeoz on our “- e on wees was was toaaaz an «ace eses was: use use senses an oeez eeoeaam oaez aeoeaem meHma geese A.aeeev e- eabee APPENDIX C LETTERS AND FORMS USED TO LOCATE POPULATION OF STUDY . 11:11! -93- MICHIGAN STATE UNIVERSITY ammo.mcmmw«szs COLLEGE O! EDUCATION 0 BRICKSON HALL August 28. 1970 Dear Leon Burrell is a doctoral candidate in the College of Education at Michigan State University. He is now working on his Ph.D. research. His population of interest is doctoral students in the College of Education. He will randomly select approximately eighty doctoral students out of this population to be used as samples in his research. The title of his research is: "Non- Academic variables as They Relate to Academic Achievement of Black Doctoral Candidates.“ In order for him to successfully complete his research. it would be highly necessary that he be given the following student information: Undergraduate GPA. Masters GPA. credits earned. Miller Analogies Test score and/or Graduate Records Examination score. address and phone number. and any other pertinent informa- tion. He has my permission to use your facilities. Thank you for your cooperation and interest. Very truly yours. Walter W. Scott. Coordinator MSU Graduate Student Affairs -9u- MICHIGAN STATE UNIVERSITY EAST LANSING - moms/m 13823 OFFICE OF THE REGISTRAR - ADMINISTRATION BUILDING Date: September 17, 1970 W. F. Scott, Coordinator To: For: Leon Burrell MSU Graduate Student Affairs College of Education Erickson Hall From: James V. Stoneman gégéwyyl-x Office of the Registrar . ' Attached is a copy of the release of Registrar's data that has been forwarded to the Data Processing Department. Additional arrangements regarding the format or specifications, and the timing of its completion should be arranged directly with the Data Processing Department. For additional information, please refer to the attached Special Request Guide Sheet. -95- MICHIGAN STATE UNIVERSITY EAST LANSING . MICHIGAN I332; OFFICE O! THE REGISTRAR - ADMINISTRATION BUILDING Date: September 17, 1970 To: Frank Martin, Director Data Processing Department From: James V. Stoneman 4”,,4..-’ Office of the Registrar /"‘"§//- The following data may be released from the files of the Office of the Registrar: For: Data: Purpose: W. F. Scott, Coordinator For: Leon Burrell MSU Graduate Student Affairs College of Education Erickson Hall Campus List and/or deck of Undergraduate and Master GPA's showing latest address and phone number (Spring 1970 if not enrolled for Summer 1970) for a selected group of College of Education students. (Names to be supplied by Mr. Burrell.) Special department project. Details of the project, the timing of its completion, and the distribution of the final data should be arranged directly with the persons originating the request. For Data Proc. Dept. Use: Date Received Project Code Account Number -96.. DNTA PROCESSING DEPARTMENT MICHIGAN STATE UNIVERSITY SPECIAL REQUEST GUIDE SHEET TO: (name) (areaIT FROM: ./ dz _/ (namST (area) (date) (timeI This sheet is designed for your information. It is the standard guide for requesting data through the Data Processing Department. This guide will help you expedite the data you desire more effectively. and it will help facilitate proper data processing documentation. Because of necessary priorities and various scheduling cycles. a minimum of , three working days is needed to process each special request. Depending. upon the complexity of the data you desire. additional time may be needed. Please call 353-4420 at any time concerning any question. A typewritten memorandum is required by the Data Processing Department for every special request. The memorandum addressed to the Data Processing Department should contain aE IeasE Efie following information: 1) Requestee's Name 10) Detailed Description of Data 2) Bequestee's Department Name Desired 3) Requestee's Campus hailing 11) Other Information: Address AI Sequence of data (examples: a Re uestee's Telephone Number student number order. or 5) logoun: Number alpha order. or zip code 6) Project 9293 (If Known) order. etc.) 7) Date Due B) Type of data (examples: 8) TitlemEEd Sigggture cards. or labels. or 9) Purpose of Data listings. etc.) C) Quantity of data (examples: how many sets of labels. or how many capies of listings. etc.) There are governing conditions when a release of data is required for a special request. when applicable. a typewritten release must be obtained. by the department and individual making the special request. for the source data from the authorizing authority. A capy of the Data Processing memorandum sent by the requestee to the authorizing authority should heIp In preparing the release. The release specifies the data that may be used and the information that may be produced. (Unless otherwise specified on the release. all listings will only contain name and student number.) The authorizing authority will send a copy of the release to the requestee and will send a copy of the release to the Data Processing Department. The Data Processing par ment must receive their copy of the release before the memorandum will be considered for processing. May 1. 1969 -97- MICHIGAN STATE UNIVERSITY am LANsING - moment «um COLLEGE OP EDUCATION - DEPARTMENT OP ADMINIS‘I'EATION AND HIGHER EDUCATION EEICKSON HALL October 2, 1970 Dear I am Leon F. Burrell, a doctoral candidate in the College of Education at Michigan State University. I am now working on my Ph.D. research. My pOpulation of interest is doctoral students in the College of Education at Michigan State University. You were among the approximately eighty doctoral students that were randomly selected out of this population to be used as samples in this research. Your chairman, . provided me with your address. This research will attempt to assess what attitudes, values, etc.. are functioning in determining the success of students in advanced graduate studies. In order for me to successfully complete my research, I would sincerely appreciate your c00peration in com- pleting the two accompanying questionnaires: "Historical Data Questionnaire” and ”Attitude Questionnaire". The two forms will require a maximum of 15 minutes of your time. Please return it to me in the enclosed postage paid, self-addressed envelOpe as soon as possible. The decisions that you make in answering each question will be kept in strictest confidence. In fact, the tabulated responses will not be used individually but collectively only in statistical relationships. Thank you very much for your cooper tifiu »wd interest. Yours sincerely, Leon F. Burrell Advanced Graduate Student Higher Education and Administration Encl.: 3 items -93- MICHIGAN STATE UNIVERSITY m LANsING . mGI-nGAN 43323 COLLEGE OP EDUCATION . DEPAETKENT OI ADIIINISTEATION AND HIGHER EDUCATION EEICKSON HALL October 20, 1970 Dear I am writing this letter with the hOpe of encouraging you to complete the two questionnaires sent to you on October , 1970, with an en- closed postage paid, self-addressed enve10pe. If by any chance you didn't receive the original questionnaires or you have inadvertently miSplaced them, please make a check mark on the Space indicated on the back of the accompanying self-addressed, postage paid postal card and return it to me at your earliest convenience. After receiving the postal card. I will send you another set of questionnaires. Disregard this letter if the questionnaires are in return transit. I realize being a family man, a professional educator, and working on your Ph.D. doesn't actually allow you too much spare time; how— ever. I would definitely appreciate your consideration in squeezing out a maximum of 15 minutes of your time to complete the question- naires. After you have read and completed the questionnaires. I feel. and I think you will agree, that your time was well Spent. In order to make this research a success, one-hundred per cent par- ticipation is essential. The earliest I receive your completed questionnaires the sooner I can start tabulating the data and writ- ing up the findings. Let me restate a paragraph from my previous letter. ”The decisions that you make in answering each question will be kept in strictest confidence. In fact, the tabulated reSponses will not be used individually but collectively only in statistical relationships". If by any chance. I can be of any help to you in reSpect to your Ph.D. research, please feel free to let me know. You have my address, and my telephone number is 1-517-351-9360. Thank you again for your cooperation and interest. Sincerely yours, Leon F. Burrell Advanced Graduate Student Higher Education and Administration Encl.: 1 item I A POSTAGE PAID RETURN POSTAL CARD r- Mr. Leon F. Burrell 251 River Street. Apt. 103 East Lansing, Michigan #8823 Please send another set of QUESTIONNAIRES M ----.. -..-_ m»... --....._.4. -100- MICHIGAN STATE UNIVERSITY ms? mama-memo»: 48823 COLLEGE OF EDUCATION . DEPARTMENT OF ADMINISTRATION AND HIGHER EDUCATION EIUCKSON HALL October 28, 1970 Dear In response to the returned post card dated, October , 1970, I am forwarding you a second set of .uestionnnires. Phenk you very much for requestiaz another set. when you have completed the two questionnaires, please return than in the postage pild, self-addressed envelope within one or two c=Vs. Sincerely yours, Leon F. Burrell Advanced Graduate Student higher Education and Administration Encl.: 3 items -101- MICHIGAN STATE UNIVERSITY am LANSING . nuances 4am COLLEGE OF EDUCATION 0 EEICKSON HALL October 28. 1970 Dear I am Leon P. Burrell. a doctoral candidate in the College of Education at Michigan State University. I am now working on my Ph.D. research. My population of interest is doctoral students in the College of Education at Michigan State University. You were among the approximately eighty doctoral students that were randomly selected out of this population to be used as samples in this research. Your chairman. . provided me with your address. This research will attempt to assess what attitudes, values, etc.. are functioning in determining the success of students in advanced graduate studies. In order to make this research a success, one- ; hundred per cent participation is essential. I would sincerely ”' appreciate your cooperation in completing the two accompanying questionnaires: ”Historical Data Questionnaire" and ”Attitude Questionnaire”. I realize being a family man, a professional educator, and working on your Ph.D. doesn't actually allow you too much spare time; how- ever. I definitely would appreciate your consideration in squeezing out a maximum of 15 minutes of your time to complete the question- naires. After you have read and completed the questionnaires. I feel, and I think you will agree that your time was well spent. Please return the questionnaires within one or two days in the enclosed postage paid, self-addressed envelope. The earlier I receive your completed questionnaires the sooner I can start tabulating the data and writing up the findings. The decisions that you make in answering each question will be kept in strictest confidence. In fact, the tabulated responses will not be used individually but collectively only in statistical relationships. If by any chance. I can be of help to you in respect to your Ph.D. research. please feel free to let me know. You have my address, and my telephone number is 1-517-351-9360. Thank you very much for your coOperation and interest. Sincerely yours, Leon F. Burrell Advanced Graduate Student Higher Education and Administration Encl.: 3 items M'CIWI‘IBIU‘IHIITIWIWEII flWi‘TllElm‘sl'lT‘Vyll WW 3 1293 0306] 3909