ACADEMIC MOTIVATION IN JEWISH AND NON-JEWISH HIGH SCHOOL STUDENTS”: ' Thesis for theCDegr” of‘ Ph. D; - MICHIGAN STATE UNIVERSITY ,Uri Rueveni ~ x 196.6 I “£55“ Date _M§Y 9 . 1966 «I mun? I‘ LIB R AR Y 9 Michigan Stguc University . __._._ 'I-l _._ ————— This is to certify that the thesis entitled Academic Motivation in Jewish and Non-Jewish High School Students presented by I Uri Rueveni has been accepted towards fulfillment of the requirements for Ph.D. degree in Education Major professor I 23W}; ‘ ...::-/é *2 c) ABSTRACT ACADEMIC MOTIVATION IN JEWISH AND NON-JEWISH HIGH SCHOOL STUDENTS by Uri Rueveni The purpose of this study was (1) to explore differences in academic motivation and aptitude between Jewish and non— Jewish high school students; (2) to ascertain what differences exist in academic motivation, achievement, aptitude, and parental socio-economic status between Jewish Conservative, Orthodox, and Reform students; (3) to investigate the rela- tionships existing between academic motivation, achievement, aptitude, and parental socio-economic status; and (A) to explore the underlying factorial structure of academic motiva— tion for Jewish students. The sample consisted of 388 Jewish and 369 non—Jewish male and female students selected from four high schools. Motivational, achievement, and aptitude scores were obtained from each. The motivation scores were Obtained on the Michigan M-Scale develOped by Farquhar and associates. Achievement scores consisted of the students' ninth and tenth grade point average (GPA). Aptitude scores consisted of transformed Z scores Obtained as follows: the Differential Aptitude Test-Verbal Reasoning (DAT—VB) for the Jewish Con- servative and Reform Students; the School College Ability Test-Verbal (SCAT-V) for the Jewish Orthodox females; the Uri Rueveni College Board Scholastic Aptitude Test—Verbal (SAT-V) for the Jewish Orthodox males; and the Minnesota Scholastic Aptitude Test (MSAT) for the non-Jewish males and females. Parental socio-economic scores were obtained from the Jewish students only. Four procedures were used to analyze the data: (1) analysis of variance, (2) analysis of co-variance, (3) the Scheffé test for differences between means, and (A) correlational and regression analysis. The results of the analysis of variance indicated that the four male groups differ significantly in academic motivation and aptitude. The four female groups differed significantly in the GSCI and aptitude only. The analysis of co—variance indicated that when aptitude was controlled the four male groups differed significantly in academic motivation while, except for the Generalized Situational Choice Inventory (GSCI) and the M-Scale total, the four female groups did not differ in academic motivation. The Scheffé test revealed that the Jewish male groups exceeded the non-Jewish males in academic motivation and aptitude, while except for the GSCI the Jewish females did not differ in academic motivation from the non-Jewish females. Differences between the Jewish groups indicated the Orthodox male and female groups, each, to exceed the Con- servative and Reform groups in academic motivation, achieve— ment and aptitude, while the Reform male and female groups each exceeded the Conservative and Orthodox groups in parental socio—economic status. Uri Rueveni Correlational analysis revealed that for the Jewish male and female students a significant relationship was found between academic motivation, aptitude, and achievement. Parental socio-economic status was not found to be signifi- cantly correlated with either academic motivation, aptitude, or achievement. The regression analysis indicated that for both the Orthodox male and female students, academic motiva- tion, when added to an aptitude measure increased signifi- cantly the precision of prediction of academic achievement. For the Conservative and Reform males the same was the case except for the PJCS. For the Conservative females only the GSCI and total M-Scales increased the precision of prediction of academic achievement while for the Reform females adding the M-Scales to aptitude did not increase significantly the precision of predicting academic achievement. From the factorial structure of the GSCI for both the Jewish male and females, five male and four female factors were identified and labeled. The factorial structure supported the substan- tive findings that the Jewish male and female students were highly academically motivated. The study supported the polar theory of academic motiva- tion and indicated the M—Scale to be a useful instrument for the study of academic motivation with Jewish and non-Jewish students. ACADEMIC MOTIVATION IN JEWISH AND NON—JEWISH HIGH SCHOOL STUDENTS By Uri Rueveni A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College Of Education Department of Counseling, Personal Services, and Educational Psychology 1966 ACKNOWLEDGMENT The author wishes to express his sincere appreciation to the many people who made possible the completion of this study: To Dr. William W. Farquhar, Chairman of the doctoral guidance committee for his interest, help, and assistance in obtaining and analyzing the data; TO Dr. Norman Abeles, Dr. Gregory Miller, and Dr. William Mehrens for their cooperation as members of the doctoral committee; To Rabbi David Weinbach, Mr. Martin Lilker, and Mr. George Grisdel for making it possible to obtain the data; To Dr. LeRoy Olson and Dr. Herman Rubin for their help in the statistical analysis; To Dr. William Ruble, Mr. Roy Gilbert, and Mrs. Jackie Musel for their help in computer programming; To Mrs. Ann Brown for the typing and to Eugenie Philbrick for the editing of the manuscript; To my wife, Mira, for her understanding and encour— agement throughout the study, and to my children Roni and Deena for their patient waiting. 11 TABLE OF CONTENTS ACKNOWLEDGMENT . . . . . . . . . . . LIST OF TABLES . . . . . . . . . . . . . Chapter I. II. III. IV. THE PROBLEM . . . . . . . . . The Purpose of the Study. . . . . Theory. . . . . . . . Research HypOthesis . . . . . Overview . . . . . REVIEW OF LITERATURE . . . . Sources of Academic Motivation and Achievement in Jewish Children . . Review of Research Studies . . . . . Summary . . . . . . . . . . . DESIGN AND METHODOLOGY . . . . . Sample Selection . . . . Nature of Data . . . Academic Motivation Achievement . . Aptitude . Parental Socio- Economic Status (SES). Reliability Analysis--M- -Scales. . . Achievement Criterion Reliability. Analysis Procedure. Analysis of Variance and Co— Variance. Scheffé Test for Multiple Comparisons Correlation and Regression Analysis Factor Analysis. . . Null Hypothesis. Summary . ANALYSIS OF DATA . . . . . . . . Results of the Analysis of Variance The Male Analysis of Variance for Academic Motivation and Aptitude between Jewish Conservative, Ortho- dox, Reform and Non—Jewish Students 111 Page ii vii AA Chapter The Female Analysis of Variance for Academic Motivation and Aptitude between Jewish Conservative, Ortho- dox, Reform and Non-Jewish Students The Male Analysis of Variance for Parental Socio—Economic Status between Jewish Conservative, Orthodox, and Reform Students The Female Analysis of Variance for Parental Socio-Economic Status between Jewish Conservative, Orthodox, and Reform Students Results of Analysis of Co-Variance The Male Analysis of Co-Variance for Academic Motivation between Jewish Conservative, Orthodox, Reform and Non-Jewish Students . The Female Analysis of Co-Variance for Academic Motivation between Jewish Conservative, Orthodox, Reform and Non- Jewish Students Results of the Scheffé Test. . Results of the Scheffé Test Comparing Academic Motivation and Aptitude between Jewish and Non-Jewish Male Groups . . Results of the Scheffé Test Comparing Academic Motivation and Aptitude between Jewish and Non-Jewish Female Groups. Results of the Scheffé Test Comparing Adjusted Means of Academic Motiva- tion between Jewish and Non-Jewish Males . Results of the Scheffé Test Comparing Adjusted Means of Academic Motiva— tion between Jewish and NOn-Jewish Females. . Results of the Scheffé Test Comparing Academic Motivation, Achievement, Aptitude, and Parental SES between the Jewish Male Groups. . Results of the Scheffé Test Comparing Academic Motivation, Achievement, Aptitude, and Parental SES between the Jewish Female Groups . Results of Correlational Analysis. Intercorrelations between Academic Motivation, Achievement, Aptitude, and Parental SES for Jewish Conser- vative, Orthodox, and Reform Males. iv Page A6 A8 A8 50 50 52 52 52 56 58 61 62 68 71 71 Chapter Intercorrelations between Academic Motivation, Achievement, Aptitude, and Parental SES for the Conserva— tive, Orthodox, and Reform Female Students . . Results of Regression Analysis . . Regression Analysis for the Jewish Conservative, Orthodox, and Reform Male Students Regression Analysis for the Jewish Conservative, Orthodox, and Reform Female Students Summary V. RESULTS OF THE FACTOR ANALYSIS Results of the GSCI Forty-Five Item Factor Analysis--Jewish Males. . . Results of the GSCI Thirty Item Factor Analysis--Jewish Females . Summary VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. Summary Conclusions. . . . . . . . . Recommendations . . . . . . . . BIBLIOGRAPHY APPENDICES Page 77 83 83 88 9O 90 97 103 106 106 112 123 12A 128 Table l. 3. 3. 3. l 3 II 5 3.6 A. A. 3 )4 LIST OF TABLES Summary of the Polar Theory of High and Low Academic Achievement . . . . . . Summary of Sample Characteristics . . . . Summary of Motivation, Aptitude, and Achievement Measures . Reliability Estimates of Total M-Scales and Sub-Scales for Jewish and Non—Jewish Male Samples . . . . . . . . Reliability Estimates of Total M-Scales and Sub-Scales for Jewish and Non-Jewish Female Samples . . . . . . . . . Achievement Criteiron Reliability for Ninth, Tenth Grades and Total GPA Jewish Conservative, Orthodox, and Reform Females. . . Achievement Criterion Reliability for Ninth, Tenth Grades and Total GPA Jewish Conservative, Orthodox, and Reform Males Analysis of Variance for Academic Motivation and Aptitude between Jewish Conservative, Orthodox, Reform and Non-Jewish Males. Analysis of Variance for Academic Motivation and Aptitude between Jewish Conservative, Orthodox, Reform and Non-Jewish Females . Analysis of Variance for Socio-Economic Status (SES) Conservative, Orthodox, and Reform Males . . . . . . . . . Analysis of Variance for Parental Socio- Economic Status (SES) between Jewish, Conservative, Orthodox, and Reform Females. . . . . . . . . . vi Page 30 3A 35 36 37 A5 A7 A9 A9 Table A.5 A.6 14.7 Analysis of Co-Variance for Academic Motiva- tion for Jewish Conservative, Orthodox, and Reform and Non-Jewish Males. . . Analysis of Co-Variance for Academic Motiva- tion for Jewish Conservative, Orthodox, Reform and Non-Jewish Females . . . The Scheffé Test Comparing Mean Academic Motivation and Aptitude for Jewish Con— servative, Orthodox, and Reform Males, each, with Non-Jewish Males . The Scheffé Test Comparing Mean Academic Motivation and Aptitude for Jewish Con- servative, Orthodox, and Reform.Females, each, with Non-Jewish Females . . . . The Scheffé Test Comparing Adjusted Mean Academic Motivation for Jewish Conserva- tive, Orthodox, and Reform Males, each with Non—Jewish Males . . . . The Scheffé Test Comparing Adjusted Mean Academic Motivation for Jewish Conserva- tive, Orthodox, and Reform Females, each with Non-Jewish Females . . The Scheffé Test Comparing Mean Academic Motivation, Achievement, Aptitude and Parental SES between Jewish Conservative, Orthodox, and Reform Males The Scheffé Test Comparing Mean Academic Motivation, Achievement, Aptitude, and Parental SES between Jewish Conservative, Orthodox, and Reform Females. Intercorrelations between Motivation, Aptitude, Achievement and Parental SES for Jewish Male Conservative Students. Intercorrelations between Academic Motiva- tion, Aptitude, Achievement and for Parental SES Jewish Orthodox Male Students . . . . . . Intercorrelations between Motivation, Aptitude, Achievement, and Parental SES for Jewish Male Reform Students. vii Page 51 53 55 57 6O 63 67 7O 72 7A 76 Table )4.16 Intercorrelations between Motivation, Aptitude, Achievement, and Parental SES for Jewish Female Conservative Students. Intercorrelations between Motivation, Aptitude, Achievement, and Parental SES for Jewish Female Orthodox Students Intercorrelations between Motivation, Aptitude, Achievement, and Parental SES for Jewish Female Reform Students. Tests of Significance of Increase in Preci- sion of Academic Motivation Sub- and Total M-Scale to Aptitude to Estimate Achievement for Conservative, Orthodox, and Reform Males . . . Tests of Significance of Indrease in Preci— sion of Academic Motivation, Sub- and Total M-Scale to Aptitude to Estimate Achievement for Conservative, Orthodox, and Reform Females. Item Loading for the GSCI Jewish Male Responses: Factor I--Planned versus Impulse Activities. . . . . . . Item Loadings for the GSCI Jewish Male Responses: Factor II-Unique versus Common Accomplishments Item Loadings for the GSCI Jewish Male Responses: Factor III--Long-Term versus Short-Term Accomplishments . . . Item Loadings for the GSCI Jewish Male Responses: Factor IV—-Maximum versus Minimum Effort Item Loading for the GSCI Jewish Male Responses: Factor V--Competition With versus East of Meeting a Standard. . Item Loading for the GSCI Jewish Female Responses: Factor I-—Immediate versus Long-Term Gratifications. Item Loading for the GSCI Jewish Female Responses: Factor II--Abstract versus Materialistic Values viii Page 78 80 82 8A 87 91 93 95 96 97 98 100 Table 5.8 5.9 5.10 5.11 Item Loading for the GSCI Jewish Female Responses: Factor III--East versus Difficulties of Accomplishment Item Loading for the GSCI Jewish Female Responses: Factor IV--Unique versus Common Accomplishments. . . . Interpretive Emphasis Of the Male General- ized Situational Choice Inventory Factors Interpretive Emphasis of the Female Generalized Situational CHoice Inventory Factors. . . ix Page 101 102 10A 105 CHAPTER I THE PROBLEM Each ethnic group has its own traditional beliefs and exerts differing cultural influences upon its members. Research studies indicate that each ethnic and racial group in the United States differs significantly in its outlook upon life, its values, aspirations, and achieve- ment motivation. Members of various ethnic groups may differ in orientation and values and hence in the need to excel educationally, to achieve a higher socio-econcmic status, to compete, to be socially mobile, and to instill in thier children motivation for intellectual and academic achievement. This study focuses on one such American sub—culture-- the Jews. Jewish parents have traditionally placed a high value upon educational and intellectual attainments, par- ticularly for their children. The dominant assumption in the literature about Jewish education suggests that the Jewish student is motivated to succeed academically, to pursue a higher educational and vOcational goal, and later in life to improve his status educationally and economically and become upwardly mobile. Whether these assumptions are empirically valid is unclear. Academic motivation among 1 D. L‘ Jewish students has not been studied to date. The relation~ ship between academic motivation, achievement, and aptitude among Jewish students subscribing to different religious orientations, such as Conservative, Orthodox, or Reform, has not been delineated. Answers to the following questions are unknown: Are Jewish male or female students higher in academic motivation than non—Jewish male or female students? Are Jewish students who subscribe to different religious orientations, such as Conservative, Orthodox, or Reform, different in academic motivation and achievement? What relationship exists between the studen 3' academic motiva— tion, achievement, aptitude, and parental socio—economic status? What are the factors underlying academic motiva— tion for Jewish students? This study is designed to explore further these questions and relationships. The Purpose of the Study The basic purpose of this study is to determine whether Jewish and non-Jewish high school students differ in academic motivation and aptitude. In addition, emphasis is directed toward exploring the factors underlying academic motivation in Jewish students, as well as to assess whether Jewish students subscribing to different religious orien- tations differ in academic motivation, aptitude, achieve— ment, and socio-economic status. An attempt is also made to investigate the strength of the relationships between s... academic motivation, achievement, aptitude, and parental socio-economic status. Theory McClellandi maintained that the need for achieve— ment could be observed from the subjects' responses to certain Thematic Apperception Test (TAT) cards which introduced three interpretive constructs based upon the subjects' concern for long—term involvement, unique accom— plishment, and competition with a standard of excellence. Farquhar2 viewed academic motivation in terms of objective measurements. He defined academic motivation as "a combination of forces which initiate, direct, and sustain behavior towards a scholarly goal." Farquhar added three alternate constructs to those of McClelland. They are: (1) snort-term involvement, (2) common accom- plishment, and (3) a ma.ima1 and minimal competition or competition with a standard of excellence. The first two constructs were the antithesis of McClelland's hypothesis. The third one was conceived as 1D. McClelland, T. Atkinson, R. Clark, and E. Lowell, The Achievement Motive (New York: Appleton—Century-Crofts, 1953), pp. 110-113. 2William W. Farquhar, A Comprehensive Study of the Motivational Factors Underlying Achievement of Eleventh Grade High School Students, Research Project No.48A6 (8A50), supported by the U. S. O-fice of Education in COOperation with Michigan State University, 1963. a continuum with both extreme low and high motivated sub— jects having either maximal or minimal competition. (See Table 1.1). A summary of the polar theoretical dimensions of academic achievement formulated by Farquhar and associates can be found in Table 1.1. TABLE 1.1--Summary of the polar theory of high and low academic achievement. High Achievement Motivation Low Achievement Motivation 1. Long term involvement 1. Short term involvement 2. Unique accomplishments 2. Common accomplishments 3. Competition with maximum 3. Competition with a standard of excellence minimal amount of excellence From this polarized dimensional theory of achievement motivation, Farquhar developed the Motivations Scale (M- Scale) to serve as an objective instrument for measuring academic motivation which can increase the precision of predicting high school grade-point average when added to an aptitude measure. The M-Scales consists of: l. The Generalized Situational Choice Inventory (GSCI), which measures the student's need for academic achievement. U1 2. The Preferred Job Characteristic Scale (IJCS), which measures the occupational aspirations of the subject. 3. The Word Rating List (WRL), which measures the student's self-concept in an academic setting. A. The Human Trait Inventory (HTI) which measures the personality characteristics of high- and low-motivation students in an academic situation. The research by Farquhar1 has presented evidence which empiracally demonstrates that academic motivation is a syndrome composed of non—intellectual factors such as the need for academic achievement, self-concept, occupational aspirations and academic personality factors. Further support to the fact that self-concept, occupational aspirations and personality traits are related I) to achievement were given by the studies of Payne,2 Taylor,3 5 Duetsch,l4 Green, and Kipfmueller.6 1William W. Farquhar, A Comprehensive Study of the Motivational Factors Underlying the Achievement of Eleventh Grade High School Students, Research Project No.—8A6 (8A50), supported by the U. S. Office of Education in cooperation with Michigan State University, 1959. 2David A. Payne and William W. Farquhar, "The Dimensions of an Objective Measure of Academic Self—Con— cept,” Journal of Educational Psychology, LIII, No. A (February, 1962), pp. 187-192. 3Ronald G. Taylor and William W. Farquhar, "The Validity and Reliability of the Human Trait Inventory Designed to Measure Under and Over Achievement," Th3 Journal of Educational Research, LIX, No. 5 (January, 1966), pp. 19-21. “Martin Deutsch, "Minority Group and Class Status as Related to Social and Personality Factors in Scholastic This study presents a further attempt to use an ob- jective measure of academic motivation (the M-Scale) with a sample of eleventh grade male and female Jewish and non- Jewish students. Research Hypothesis 1. Jewish Conservative, Orthodox and Reform male or female students each will exceed the non—Jewish male or female students in academic motivation and aptitude. 2. Jewish Conservative, Orthodox and Reform male or female students each will exceed the non-Jewish male or female students in academic motivation, when aptitude is controlled for. 3. Jewish Orthodox male or female students will each exceed the Conservative and Reform male or female students in academic motivation, achievement, and aptitude. A. Jewish Reform male or female students will each exceed the Conservative and Orthodox male or female stu- dents in parental socio-economic status (SES). Achievement," Society for Applied Anthropology and Person- ality Factors in Scholastic Achievement (Society for Applied Anthropology, No. 2, 1960), pp. 1-32. (Mimeo- graphed.) 5Robert Lee Green and William W. Farquhar, "Negro Academic Motivation and Scholastic Achievement," Journal of Educational Psychology, LVI, No. 5 (September, 1965), pp. 2u1-2u3. 6Mark Kipfmueller, "The Predictability and Factored Dimensions of the M-Scale for Eleventh Grade Parochial School Students" (unpublished Ph.D. dissertation, Michigan State University, 1963), pp. 22-29. 5. There is a significant relationship between each of the following variables: academic motivation sub- and total M-Scale scores, achievement, aptitude, and parental socio-economic status for the Jewish Conservative, Orthodox and Reform male or female students. 6. Academic motivation sub- and total M-scale scores, when added to an aptitude measure, will increase the precision of prediction of academic achievement (GPA) for the Jewish Conservative, Orthodox and Reform male or female students. 7. The factor analysis of the Jewish male or female students' responses to the General Situational Choice Inventory (GSCI) will yield an interpretable structure supportive of the polar theory of academic motivation. Overview The general plan of the dissertation is as follows: In Chapter II, a review of the literature pertaining to academic achievement motivation of Jewish students. Chapter III is an account of the methodology used in collecting and organizing the data and the statistical methods used for analyzing them. Results of the analysis of variance, difference between means, correlational and regression analysis appear in Chapter IV. Results of the factor analysis is reported in Chapter V. The summary, conclusions, and recommendations appear in the final chapter. CHAPTER II REVIEW OF LITERATURE Sources of Academic Motivation and Achievement in Jewish Children Jews have traditionally placed a high value upon education and intellectual attainment or achievement. The Jewish parent was expected to provide as much education as the sons showed themselves capable of absorbing. Learning was considered to give the Jew prestige, respect, authority, and a chance for a better marriage. The European "shtetle" (town) status came primarily from two sources: The amount of traditional learning one mastered and how available money was used, i.e., whether it was used for socially approved purposes. Immigrant parents recognize that the accomplishments that bring status here are beyond their achievement. They recognized therefore, that they will gain their status from how well their children achieve in America and train their children to strive for the status which was so meaningful for them (Hurvitz, 19611). lNathan Hurvitz, "Sources of Motivation and Achieve- ment of American Jews," Jewish Social Studies, XXIII, (December, 1961), pp. 217-23A. Warner and Srole2 state that the immigrant Jewish parent "is extremely ambitious for his children." This point is made also by Barrabee and Von Mering3 (1955) who state that Jewish boys are pressed by their parents to get ahead. Jewish. . . boys are continuously urged to achieve good school marks, to obtain higher education, and to be upwardly, socially mobile. The underlying reason is that the Jewish boy is essentially oriented by his parents to satisfy the personal ambition needs of his parents, particularly the mother . . . Jewish boys experience stress when they are unable to fulfill parental expectations regarding education and mobility. They see themselves as having failed in respect to values which they do not question because such values seem to be in complete accord with the highly esteemed American value of education and success. There may be reason to doubt that the Jewish boy is motivated primarily by his mother's needs, as Barrabee and Von Mering suggest. Status in the Jewish family comes from the position achieved by the man. Especially in the first generation family, it is the status gained by the son that gives status to the father. Therefore, the son's achieve- ment is felt more acutely by the father, who may express his anxiety and shame about his son's lack of achievement within the family, and especially to the mother who is the intermediary between her husband and her son. The mother 2Lloyd W. Warner and U. E. Srole, The Social Systems of American Ethnic Groups (New Haven: Yale University Press, 19A5), p. 1A7. 3Paul Barrabee and Otto Von Mering, "Ethnic Variations in Mental Stress in Families with Psychotic Children," in Arnold Rose, Mental Health and Mental Disorder (New York: Wiley and Sons, 1933), p. 10 has the daily, on-going relationship with the son, and she interprets the importance of achievement to him. In short, it is more likely that it is the father's needs that are being satisfied rather than the mother's. Hurvitz (1962) has suggested that in their relation- ship with their children the parents foster achievement by pointing out that winning the rewards of achievement is not harmful to others, by suggesting that it helps develop a way of life in which it is not necessary to be dependent upon the non-Jews, and by revealing that it offers ways to overcome non—Jewish adversaries in more subtle ways than the prohibited direct aggression. Thus, in training the child for achievement, awards and honors are subjects of family discussion and the significance of the child's peers, neighbors, and relatives are held up as examples to be emulated. The parents emphasize that they regard achieve- ment as the good child's fulfillment of their expectations. The inability of the child to fulfill his parent's achieve— ment expectations may be met with disprOportionate response, which exerts considerable pressure on the child not to give up the goals his parents set for him. For example, a child who decides to stop going to high school before he graduates may be met by the mother's cries that "she will die of shame," and the father's exclamations that "he will have a heart attack." Miller and Swanson1 (1958) have suggested that achievement training of the first-generation American Jewish child takes place in a family which uses an "indi— viduated-entrepreneurial" versus a "welfare—bureaucratic" pattern of child training. The first-generation American Jews are associated with "individuated—entrepreneurial" settings which are marked by small size, single division of labor, small capitalization, and provision for mobility and income through risk taking and competition. Children raised in such homes "will be encouraged to be highly rational, exercise self-control, be self-reliant, and to assume an active manipulative stand to their environment." The American Jewish family is comparable to the "American" family which entered the mobility pattern a generation ago. Hurvitz (1961) hypothesized that the American—born Jewish child accepts the direction set out for him by his parents because the parents' values are given early and are constantly reinforced, because it is the most comfortable response of the child to the parents' training and manipu- lation, and because the child can demonstrate his love for his parents by accepting their values. The growing child becomes aware that he is a member of a community or move— ment which supports his parents' achievement expectations. These expectations are fostered not only by his friends 1Daniel R. Miller and Guy E. Swanson, The Changing American Parent (New York: Wiley and Sons Co., 1958), ppe 32-35. 12 and relatives and the institutions of the Jewish community, especially the Hebrew school, but also by the public high schools. As he matures, the young adult identifies more com- pletely with the parents' values and expectations because he recognizes that these are the values and expectations of the prevailing culture and they mean success for him. In relation to the first-generation American Jewish family, Hurvitz further points out that although among American Jews family stability and solidarity are greater, there are psychological strains and tensions stemming from the following common sources: 1. Socio—historical factors--which are sources of the middle—class value orientation of modern Jews. 2. Culture conflict between European—born parents and their children. 3. The repression of aggressive and hostile feelings in the American-born Jewish child. These tensions are resolved by achievement expected from the child, and for which he is trained. Dimontl suggests that the abstract God idea was a great factor in the development of and the stress put upon the intellect, the logic, the abstract, and the symbolic ideas among Jews since early times. lMax Dimont, Jews, God and History (New York: Simon and Schuster, 1962), p. A5. l3 Strodtbeck,l when discussing some aspects of the Eastern European Jewish culture, suggests that the Jewish beliefs appear congruent with a belief in rational mastery of the world. "For the Jew there was always the expectation that everything could be understood." Emphasis on learning as a means of control was strong. "The mind was the great tool for the Jew, but ever under discipline and purposeful direction. In the early morning prayer, the mind turned to sacred matters, on the Sabbath to non-business matters." The Jews typically have urged their children to leave home if in so doing they faced better opportunities. The Euro- pean Jewish society, from which most American Jewry is descended, vigorously stressed the importance of planning and working for the future. The tradition was that the parents save for many years to improve their son's vocational Opportunities. Levinson,2 who concerned himself with the impact of the Jewish subculture upon the emotional reactions and thinking of the Orthodox Jew, suggests that "book learning is of paramount importance among Jews who have always been called 'the people of the Book'." According to Levinson, the religious dictum to study in order to become wise, as lFred L. Strodtbeck, "Family Interaction, Values and Achievement," in D. McClelland, Talent and Society (New York: Van-Norstrand, 1958), p. 12. 2Boris M. Levinson, "Some Research Findings with Jewish Subjects of Traditional Background," Mental Hygiene, XLVII, (January, 1963), pp. 129-137. 1A well as pious, has evolved into a tremendous love and respect for learning and knowledge "for its own sake." Consequently, says Levinson, it may be expected that children from tradi- tional Jewish homes will show "increasing development of verbal abilities." Furthermore, says Levinson, in the Jew- ish traditional home the boy is expected to transmit the traditions of the family, religion, and nation. Landes and Zborowski,l discussing the question of independence from parental control, suggest that in the Jewish culture intellectual matters, individuality, and independence are highly valued. They refer mainly to the Eastern European Jewish culture and observe that the Jewish child was taught to question authority in his schooling, since even the divine law is subject to interpretation, and in intellectual matters independence was encouraged. Discussion What then can one conclude from the literature dealing with the sources of academic motivation and achievement in Jewish children? One point is repeatedly stressed. The American Jew represents a distinct ethnic group or sub— culture with values, aspirations, cultural traditions, and beliefs, all of which have a unique influence upon the achievement motivation of the Jewish child, and are directed lRuth Landes and Mark Zborowski, Mark, "Hypothesis Concerning the Eastern European Jewish Family," Psychiatry, IV, ( January, 1953) p. 2“. l5 toward rational mastery, higher educational and vocational achievements, status, and mobility. Some interesting questions, not dealt before in the literature arise. Would Jewish students subscribing to different religious orientations differ in academic moti- vation and achievement? Would the Orthodox male or female student be higher academically motivated than the Conser- vative or Reform male or female students? Would there be differences in aptitude, achievement, and parental socio- economic status between these groups of students? The descriptive assumptions reviewed suggests that there may be a difference in the direction of a higher academic motivation and achievement on the part of the Orthodox male students, but not on the part of the Orthodox females. Another question which arises from the above dis— cussion, is whether or not Jewish and non—Jewish students differ in academic motivation and achievement? To what extent would the Jewish male or female Conservative, Orthodox and Reform students differ from the non-Jewish male or female students in academic motivation and achievement? An attempt will be made in this study to explore further some of these- questions. Review of Research Studies Most of the earlier studies concerned themselves with comparing the intelligence of Jewish to non-Jewish students. The type of question usually asked was, "Are Jewish students 16 superior to non-Jewish students in intelligence test scores?" Cohen1 was concerned with the scores of 193 Jewish and non— Jewish native white freshmen who entered Ohio State Univer— sity in the Fall of 1925. On the Ohio State University Psychological Examination the average score made by the Jew- ish men was 52, by the Jewish women 60, by the non-Jewish men A7, and by the non-Jewish women A5. The difference between the scores made by the Jewish women and the non- Jewish women was statistically significant, as was the difference between the total Jewish and the total non-Jewish scores. Garrett2 found the Columbia College Jewish freshmen superior to the Protestant and Catholic freshmen on the Thorndike Intelligence Examination for High School Graduates. On this test, the average score of the 75 Jewish boys was 87, that of 136 Protestant boys 79, and that of 58 Catholic boys 77. The above two studies did not control for socio— economic status and there was no evidence concerning the adequacy and reliability of the statistical method used. Held3 compared scores obtained on the American Council Psychological Examination by Jewish and non—Jewish college 1I. L. Cohen, Intelligence of Jews as Compared to Non—Jews (Columbus: Ohio State University Press, 19277, p. A3. 2H. E. Garrett, "Jews and Others," Personality Journal, VII, (October, 1927), p. A3. 3Omar C. Held, "A Comparative Study of the Performance 17 freshmen. For each student there was computed a linguistic score, a quantitative score, and a gross total score. The statistical analysis consisted of percentile ranks and sigma difference for the mean of two groups. No socio- economic controls were employed. The results indicate that the non—Jewish boys had a lower score on the linguistic portion of the test. Shuey'l administered the American Council Psychological Examination to a large sample of new Catholic, Protestant, and Jewish students entering Washington Square College. After controlling for age, place of birth, and occupation, her results did not uphold Cohen's or Garrett's findings that Jewish college students are superior to non—Jewish sub- jects on intelligence tests. The statistical method in Shuey's experiment consisted of comparing mean standard devi- ation and employing the critical ratio. Brown2 found the following methodological inadequacies in most of the research in this field: (1) Failure to con- trol socio-economic status in most of the experiments, (2) Failure to show evidence that reading disability has been of Jewish and Gentile College Students in the American Council Psychological Examination," Journal of Social Psyr chology, XIII, (November, 19A1), pp. AO7-All. 1A. M. Shuey, "Differences in Performance of Jewish and Non-Jewish Students on the American Council Psychological Examination," Journal of Social Psychology, XXV, (January, 19u2), pp. 221-2u3. 2Fred Brown, "A Comparative Study of the Intelligence of Jewish and Scandinavian Kindergarten Children," Journal of Genetic Psychology, LXIV, (February, 19AA), pp. 67-92. 18 eliminated, (3) Failure to weed out problem children, (A) The small sample size, (5) Failure to use adequate statisti- cal controls, and (6) Failure to define clearly what is meant by non-Jewish. Using the analysis of variance and controlling for such variables as age, sex, and socio-economic class, Brown administered the Stanford-Binet to a sample of 32A second- generation Jewish kindergarten children. His results inci— cate that 1. No difference in general mental level between the two groups of children exists when socio-economic status is controlled for in parents' occupation. 2. Neither group exceeds the other in general vocabulary score, basal age, or chronological age. How- ever, Jewish children surpass Scandinavian children on tests which require counting pennies, comprehension, naming coins, and giving dates, 3. Scandinavian children surpass Jewish children in drawing a square and copying a diamond, and A. Scandinavian male and female children surpass Jewish male and female children on tests of motor control. On the other hand, Jewish females surpass Scandinavian females on verbal experiential tests. Clarkl examined the records of 6,77A freshmen at Northwestern University. He divided the students into 1Edward L. Clark, "Motivation of Jewish Student," Journal of Social Psychology, XXIX, (September, 1949), pp. 113—117. 19 Jewish and non—Jewish groups and took the scores they achieved on a scholastic aptitude test as a measure of their ability, and their first semester grade point ratio as a measure of their achievement. For the first five classes the American Council on Education Psychological Examination was used, while the test scores for the re- maining five classes were obtained from the Ohio State University Psychological Examination. The author had A0 groups with 20 comparisons to make by computing the corre— lation between test scores and grades for 20 non—Jewish sex—class groups. He set up regression equations for pre— dicting grades by means of test scores, using each one of these equations once for predicting the expected grades of the Jewish group from their average test scores. He then compared the average obtained by the regression equation with the average grades made by each Jewish group. Clark's study was weak on several counts. The problem was not clearly specified, no hypotheses were formulated, and the method of sampling was not clearly specified. No attempt was made to clarify what was meant by "Jewish Stu- dent" with regard to religion orientation (Conservative, Orothodx, and Reform), and no evidence of reliability of grades as a criteria means was given. Because no hypotheses were formulated, the statistical analysis which is necessary for a valid test of the hypothe- ses was not satisfied. The conclusions derived were logi— Cally deduced and limited to the population studied. 20 His results indicate that there is a tendency for Jewish students to make better freshmen grades than the non- Jewish students, aptitude test scores being held constant; this tendency was not entirely established for Jewish women, although the author points out that it was probable that Jewish women did a little better than their test scores would predict. Clark interprets his data as evidence that the Jewish students, as a group, are better motivated to achieve higher grades as freshmen. Rosenl investigated differences in motivation, values, and aspirations of six racial and ethnic groups. The sub- jects were mothers and their sons, ranging in age from 8 to 1A. Data was collected from the children's responses on a projective instrument (TAT cards) and from interviews with the mothers concerning their achievement value orientations, educational-vocational aspirations for their sons, and the degree to which they trained them to be independent. Rosen's findings pertaining to Jews were as follows: 1. Jews expect earliest evidence of self-reliance from their children (mean age 6.18). Ethnicity and social class were significant at .01 level. 2. The mean for achievement motivation scores was second highest for Jews (10.53) and highest for Greeks. _¥ lBernard C. Rosen, "Race, Ethnicity, and the Achieve- rnent Syndrome," American Sociological Review, XXIV, (December, 1959). pp. A7-60. 21 However, differences between Greeks, Jews, and Protestants were not significantly different. 3. For the Jewish sample, achievement scores were inversely related to social status. A. The mean ethnic value scores (from a value index based upon interviews with mothers) were the highest for the Jewish mothers, 5.5A. The scores for Jews, Protestants, and Greeks did not differ significantly higher than the scores for Italians. 5. Data derived from the vocation aspiration index (mothers ask to respond to a list of occupations) indicate that the mean scores for the Jews were significantly higher. than the scores for Protestants and Greeks. Bieri1 analyzed differences in social mobility in a sample of 96 Jewish and Catholic men, ranging in age from 19 to A0 years, in terms of their responses to questions measuring (1) The generation of their parents (foreign or native born), (2) Self—concept, (3) Acceptance of authority, (A) Parental identification, (5) Family power relations, and (6) Education and Intelligence. His results indicate that (1) Jewish subjects are more mobile than Catholic subjects, (2) Subjects with foreign- born fathers are more mobile than those with native-born fathers, (3) Feelings of dominance are inversely related to lJames Bieri, Robin Lobeck, and Harold Plutnick, ”Psychosocial Factors in Differential Social Mobility," glournal of Social Psychology, LVIII, (June, 1962), pp. 22 mobility, especially for lower-class Jewish subjects, (p.<.O2), (A) In contrast to Catholic subjects, Jewish subjects are less accepting of authority, report less external forms of parental discipline, and perceive their parents as less controlling, (p.<.O5), (5) Parental identi— fication is more related to occupational choice than mo— bility, and (6) Education and intelligence are primary factors in these mobility differences. Jewish subjects tend to excell over Catholic subjects both in amount of education and in intellectual attainment. Levinsonl paired A7 Jewish subjects with Irish and Italian subjects of the same age, attending the same grades in parochial schools, and of identical W.I.S.C. full scale I.Q. Among the Jewish subjects the difference between the verbal and the performance scale was significantly higher, statistically, than among the Irish and Italian subjects. In another study, Yeshiva College freshmen (N=A8) were found to have a significantly higher interest on the Kuder Preference Record in scientific, literary, and social areas, and significantly lower interest in mechanical, compu- tational, artistic, and musical areas than a comparable college freshmen group (N=1A26).2 lBoris M. Levinson, "Subcultural Variations in Verbal and Performance Ability at the Elementary School Level," Journal of Genetic Psychology, XCVII, (July, 1960), pp. 2Boris M. Levinson, "The Vocational Interests of Yeshiva College Freshmen," Journal of Genetic Psychology, XCIX, (September, 1961), pp. 235-2uu. K) LA) Discussion of Research Studies 3 and The studies reported by Cohen,1 Shuey,2 Brown, Clark“ did not deal directly with the question of achieve- ment motivation. The main emphasis was on comparing intelli- gence test scores of Jewish students to a sample of non- Jewish students. Thus the results, even if they were con- sistent (and they were not), are only indirectly related to the question of academic motivation and achievement. Except for one study (Brown), these experiments were lack- ing in adequate controls of such factors as socio-economic class and the sampling procedures were inadequately ex- plained. In all these studies the conclusions, as far as achievement motivation is concerned, appear to be logical rather than empirical. Theoretical formulations were lack- ing or inadequate. In the experimentally more sophisticated studies of 6 7 Rosen,5 Strodtbeck, and Bieri, a better control of such important variables as socio—economic class was attempted. lCohen, op. cit., p. A3. 2Shuey, op. cit., pp. 22l—2A3. 3Held, op. cit., pp. AO7-All. ”Brown, op. cit., pp. 67-92. 5Clark, op. cit., pp. 113-117. 6Rosen, op. cit., pp. A7-60. 7 8 Strodtbeck, op. cit., p Bieri, Lobeck, and Plutnick, op. cit., pp. 183-220. 2A Also, an attempt was made to formulate apriori or apos- teriori theoretical structure, and to use more reliable and careful statistical analysis, as well as to formulate the hypotheses adequately. However, no study has dealt with the high school Jewish student, no attempt has been made to compare his academic motivation to that of the non- Jewish student, no study has attempted to account for any differences in academic motivation and achievement between Jewish students subscribing to different religious orien- tations. No study has attempted to investigate what re— lationship exists, if any, between academic motivation achievement, aptitude and parental socio-economic status for Jewish Conservative, Orthodox and Reform male and female students. Summary Theoretical speculation and experimental studies which dealt with the problem of Jewish achievement, although scant, have generally indicated a pattern of higher achievement needs on the part of Jews. To account for these differences in motivation achievement some suggest such factors as parental stress upon educational and intellectual attainment, expectation of higher academic and intellectual achievement, higher status for the child as perceived by his parents, and reinforcement of the values of academic achievement by the school and community, especially the Jewish community 25 (Hurvitz). Others (Strodtbeck) suggest the European in- fluences that prevailed among the first-generation Jewish parents--the stress on early independence, mastery of the rational and logical, and the attainment of high intel- lectual curiosity (particularly of the written word), the stress on learning, success and achievement-—as means for higher academic achievement and socio—economic status. Levinson suggests that the pressures on the Orthodox youth to transmit the cultural heritage are another factor in higher academic achievement. Early experimental studies compared intellectual capacities of Jews and non-Jews. Although not all the studies were in agreement there is some indication that the Jewish student or child scored higher on tests that measured intellectual attainment, particularly on the verbal skills. These studies lacked controls, were poorly designed and the statistical techniques were unsophisticated. Recent studies (Rosen, Bieri) have been more directly related to the problem at hand. Rosen found that compared to other ethnic groups (Greeks), Jewish parents do expect earlier self-reliance from their children, Jewish children did score higher on achievement measures, and tended to excel over Catholic students both in amount of education and intellectual attainment. In reviewing the literature, it was observed that no study has attempted to investigate the relationships between aptitude, achievement, and academic motivation among Jewish high school students. No 26 attempt has been made to investigate the difference if any in academic motivation between Jewish and non-Jewish male and female high school students. The possibilities of differences in academic motivation and achievement among Jewish students who subscribe to different religious orien- tations (Conservative, Orthodox, Reform) have not been ex- plored. Such factors as parental socio-economic status and its relationship to the students academic motivation and achievement have not been explored as yet. CHAPTER III DESIGN AND METHODOLOGY The design of this study is described under three headings: (1) Sample Selection, (2) Nature of Data, and (3) Analysis Procedure. Sample Selection The samples selected for this study consisted of 388 Jewish male and female students and 369 non—Jewish male and female students. The Jewish samples were selected from one Detroit and two New York high schools; the non- Jewish sample1 was selected from a Duluth, Minnesota, high school. All students were in the eleventh grade. The Jewish sample consisted of six sub-samples with Conservative, Orthodox, and Reform male and female groups (see Table 3.1). Nature of Data The following data was gathered on each student: (1) Academic Motivation Scores, (2) Achievement Scores, (3) Aptitude Scores, (A) Parental Socio—economic Status. 1The data for the non-Jewish sample was taken from an existing study conducted by Dr. William W. Farquhar, Michigan State University. 27 28 TABLE 3.1--Summary of sample characteristics. “ w Sample Size Religious Geographical N Sex Affiliation Grade Location 61 Male Conservative 11 Detroit, Michigan A3 Male Reform 11 Detroit, Michigan 59 Female Conservative 11 Detroit, Michigan A7 Female Reform 11 Detroit, Michigan 97 Male Orthodox 11 New York, New York 81 Female Orthodox_ 11 New York, New York 179 Male Non-Jewish ll Duluth, Minnesota 190 Female Non-Jewish ll Duluth, Minnesota 29 Academic Motivation The objective measures of motivation were based upon the Michigan M—Scales. This Scale consists of four sub— scales: (1) Generalized Situational Choice Inventory (GSCI), (2) Preferred Job Characteristic Scale (PJCS), (3) Word Rating List (WRL), and (A) Human Trait-Inventory (HTI). (For a detailed description of the Scales, see Appendix A.) Achievement The achievement measures consisted of the students' grade point average (GPA) in the ninth and tenth grades as well as the combined total grade point average of the two grades. (For a detailed description of GPA,See Appendix B.) Aptitude Aptitude scores for the Jewish Reform male and female students were obtained from the Differential Aptitude Test- Verbal Reasoning (DAT-VR).l Aptitude scores for the Orthodox male students were obtained from the Scholastic Aptitude Test-Verbal (SAT-V).2 Aptitude scores for the Orthodox female students were obtained from the school College Ability Test-Verbal (SCAT-V).3 Aptitude scores for the non-Jewish 1Manual for the Differential Aptitude Tests (New York: The Psychological Corporation, l959), pp. 2-A. 2"Scholastic Aptitude Test," College Entrance Examina- tion Board Scoring Manual (Princeton, New Jersey: Educational Testing Service, 1965), p. 10. 3"School College Ability Test," Manual of Interpreta- tion (Princeton, New Jersey: Educational Testing Service, 1957), pp- 5-7. 3O om om >Ielpmm9 WOHME NOUOEPHO QWHzmha mczpfipgd OHPWNHOEOW mucoospm om om >ueuomoe oflosoe xoooceao amazes apaaaoa owoaaoo Hoocom mucoUSQm camsom can mama Show om om m>IBlpmoe tom 6cm o>fium>homcoo amazoh opsufiud< Hmfipnopommfio mucovzpm cacao“ one came nmfizmhlcoc was amazon HH< mma mma Hence mamomnz mucocsum camsmu cum cams nmfizmhlco: can nmfizmh HH< mm mm Hem ngpco>CH pawns cmssm mpcmGSQm mamsmu one made zmfizmhlcoc cam amazed HH< m: me am: pmfiq wcflpmm who: mucoBSum onEou new mass masom oapmfi amazmhuco: use nmfizoh HH< mm om momm [nooomnmco ooh vohpmmcpm mucoUSpm panama use case smooco>cH oofiono nmfizmhlcoc use cmHZoh HH< om m: Homo HoseaumSQHm pomfiampocco oaaemm moadEom mmamz vcowoq pmme mmpoom 3mm mdafimmom pmmnwam .monSwon pcm8m>oanow and .oospfipdm .20pr>fipoe no massesmulm.m mqmae 31 one came Showom pcm-xooonpno .o>fipm>pomcoo amazoh.afi¢ moamsmm Ucm monE amazohucoz oHQEmm mucovspm onEom oo.m mmamsom mmmoom 2mm oo.m mmamz oaoammom pacemam ¢ pcaom mpmnmazpcoe 6cm cucfiz MpCmEm>oH£o< some coopapoa oapmmaosom mpomoccfiz some Umscfiucoollm.m mqmdB 32 male and female students were obtained from the Minnesota Scholastic Aptitude Test (MSAT).l All aptitude scores were normalized (Z-transformation) uSing the means and standard deviations of eleventh grade norms for each apti— tude measure used. Parental Socio-Economic Status (SES) To obtain an estimate of parental socio—economic status all students were asked to complete a data card responding to (l) the highest educational level attained by their father, (2) the highest educational level attained by their mother, (3) their father's occupation, and (A) their mother's occupation. Information from 1, 2, and 3 was used to develop a parental socio-economic status (SES) index. The procedure was the same used by Farquhar2 and McDonald.3 (For derivation of SES index and description of the socio-economic questionnaire and weights, see Appendix C.) Reliability AnalySiS--M-Scales To obtain reliability estimates for the M-Scales and the sub-scales for each of the groups of Jewish students, lMinnesota Scholastic Ability Test (MSAT), Student Counseling Bureau, University of Minnesota, 1965. 2Farquhar, op. cit., 1963, pp. 99-100. ( 3Keith H. McDonald, "The Relationship of Socio— Economic Status to an Objective Measure of Motivation," The Personnel and Guidance Journal, XLII, no. 10 (June, 196A):— pp. 997-1002.. 33 Kuder~Richardson Reliability Estimate Formula No. 20 was employed. The reliability estimates are given in Tables 3.3 and 3.A. The total MeScale reliability estimate ranged from .90 to .9A for the male groups, and from .88 to .9A for the female groups. Sub-scales reliability estimates for males ranged from .55 to .9A for females, .57 to .95 for males. The reliability of the GSCI for both the Orthodox males and females was somewhat lower than all other sub- scales--.55 for males and .57 for females. Except for the GSCI for these two groups, the reliability estimates obtained indicate that the total as well as the sub—tests' reliability for the Jewish male and female group was acceptable. Achievement Criterion Reliability To obtain an estimate of achievement criterion reli- ability, intercorrelations between pip£h_ and pppph grades GPA were calculated for the Conservative, Orthodox, and Reform male and female students. Intercorrelations for the ninth and tenth grade GPA attained for the Conservative males were .69, for the Orthodox males .51, and for the Reform males .67. Intercorrelations between ninth grade GPA were .75 for the Conservative females, .81 for the Orthodox females, .69 for the Reform females (see Tables 3.5 and 3.6). 3A TABLE 3.3--Reliability estimates of total M-scales and sub— scales for Jewish and non—Jewish male samples.l Conservative Orthodox Reform Non—Jewish Variable N=6l N=97 N=A3 Sample7 GSCI2 .73 .55 .71 .8A (N-A5) PJCS3 .69 .67 .67 .89 (N-20) vat” .89 .89 .92 .98 (N=A8) HTIS .68 .77 .90 .78 (N=23) Total M—Scale6 .91 .90 .9A .9A (N=2A) 1 Based on Kuder—Richardson Formula No. 20. 2Based on A5 items for males and 30 items for females. 3Based on 20 items for males and 33 items for females. “Based on A8 items for males and A8 items for females. 5Based on 26 items for males and 25 items for females. 6Based on 139 items for males and 136 items for females. 7Items from Farquhar's study using his analysis of variance reliability estimate. TABLE 3.A--Reliability estimates 35 l of total M—scales and sub- scales for Jewish and non—Jewish female samples. Conservative Orthodox Reform Non—Jewish Variable N=59 N=81 N=A7 Sample7, GSCI2 .67 .57 .86 .90 (N=30) PJCS3 .89 .75 .88 .83 (N-23) WRL“ .88 .88 .90 .88 (N=A8) HTI5 .72 .6A .90 .76 (N=23) Total M—Scale6 .92 .88 .95 .93 (N=2AO) 1Based on Kuder-Richardson Formula No. 20. 2Based on A5 items for males and 30 items for females. 3Based on 20 items for males and 33 items for females. “Based on A8 items for males and A8 items for females. 5Based on 26 items for males and 25 items for females. 6Based on 139 items for males and 136 items for females. 7Items from Farquhar's study using his analysis of variance reliability estimate. 36 3mm.o *sw.o *mm.o ¢mu opmaw space $03.0 emo.o *mw.o eHm.o *mm.o ems.o ado oomaw cocaz Hpm>mmmcoo .mmHmEmm Epomom cam .xooonpmo .o>Hum>pomcoo amazon ado Herod one noooam cocoa .cocac poo soaaaoeaaop coapooano ecce6>oacoalum.m mamas 37 *mw.o tom.o 200.0 oaeoa menz emuz Houz wmamz Emommm mmamz xooonpno moan: o>Hum>hmmcoo 'ln.) .moame Epomom paw nxooozppo .o>Hpm>somcoo amazoh ado Hmooo one access scoop .cbcac doe soaflaooaaos coatopapo ocoEo>oacoalum.m mamas 38 Analysis Procedure Four procedures were used to analyze the data: (1) analysis of variance and co—variance, (2) Scheffé test for multiple comparisons between means, (3) correlational and regression analysis, and (A) factor analysis. Analysis of Variance and Co-Variance The analysis of variance1 model was used to test differences in academic motivation and aptitude between Jewish Conservative, Orthodox, and Reform students and non- Jewish students. In addition, the analysis was used to test differences in parental socio—economic status between the Jewish groups. An analysis of co—variance2 was used to test whether or not academic motivation scores differ between the Jewish and non-Jewish groups when aptitude is controlled. Scheffé Test for Multiple Comparisons3 To test whether or not mean scores of academic motiva- tion and aptitude differ between the Jewish and non-Jewish group the Scheffé test was employed. The Scheffé was also 1Michigan State University, Least Square Routine Programs, CDC 3600 Computer Service, 1965. 2Michigan State University, Least Square Routine Programs, Modified for Analysis of Co-Variance by William Rubel, 1965. 3Henry Schaffé, The Analysis of Variance (New York: John Wiley and Sons, 1959), pp. 66-67. 39 used to test whether or not the Jewish groups differ in academic motivation, achievement, aptitude, and parental socio—economic status. The one—tail test with a = .05 level was determined as the region for rejecting the Null Hypothesis. Correlation and Regression Analysis Zero order correlation coefficients1 were computed for each of the Jewish male and female groups separately to estimate the strength of the relationship existing be— tween academic motivation, achievement, aptitude, and parental socio—economic status. A regression analysis was used to test whether or not the M-Scale when added to an aptitude measure increased the precision of the estimation of student achievement (Grade Point Average). Each of the M-Scale sub—tests was added separately to the aptitude measure in regression estimation of the grade point average criterion. Beta weights of the resultant regression equation were obtained by using the Michigan State University, CDC 3600 computer, the least square routine programs. Factor Analysis To understand the academic motivational structure of the Jewish male and female students, all forty—five male 1Data was analyzed by using the Michigan State University CDC 3600 Computer, the Least Square Routine Programs. A0 items and all thirty female items of the Generalized Situational Choice Inventory (GSCI) were factor analyzed. Procedure.—-A sample of one hundred male and one hundred female students were selected randomly from the existing pool of 388 Jewish students. In each sample, the proportion of students subscribing to each of the three Jewish religious orientations was as follows: forty Conservative, twenty Orthodox, and forty Reform students.:L Rotation of factors.--Forty—five male items and thirty female Generalized Situational Choice Inventory items were factor analyzed separately. The principle axis solution was used for the unrotated factors. The Quartimax method of rotation2 was used with a minimum eigen value of one as the criteria for rotating a factor. Each factor had to have loadings of n-l items (n = number of factors) before rotation was completed. In addition, the content had to make psychological sense. The factors, their content and factor loadings are presented in Tables A.l through A.5. 1Based on the assumption that the three Jewish religious orientations among American Jews approximate these proportions. 2Factor Analysis, Technical Report No. 31, Computer Institute for Social Science Research (East Lansing, Michigan: Michigan State University, 1965). Al Null Hypotheses There is no difference in academic motivation and aptitude between Jewish Conservative, Orthodox, and Reform male or female students, each, and non—Jewish male or female students. 1a. Jewish Conservative, Orthodox, and Reform male or female students, each, will not exceed the non—Jewish male or female students in academic motivation and aptitude. There is no difference in academic motivation (when aptitude is controlled for) between the Jewish Con— servative, Orthodox, and Reform male or female students and the non-Jewish male or female students. 2a. Jewish Conservative, Orthodox, and Reform male or female students, each, will not exceed the non-Jewish male or female students in academic motivation when aptitude is controlled for. There is no difference in academic motivation, achievement, and aptitude between the Jewish Conserv- ative, Orthodox, and Reform male or female students. 3a. Jewish Orthodox male or female students, each, will not exceed the Conservative and Reform male or female students in academic motivation, achievement, and aptitude. There is no difference in parental socio—economic status (SES) between the Jewish Conservative, Orthodox, and Reform male or female students. A2 Aa. Jewish Reform male or female students, each, will not exceed the Conservative and Orthodox male or female students in parental socio— economic status. 5. There is no relationship between each of the following variables: academic motivation, sub— and total M— Scale scores, achievement, aptitude, and parental socio—economic status for the Jewish Conservative, Orthodox, and Reform male or female students. 6. Adding the sub— or total M—Scale scores to an aptitude measure will not increase the precision of estimating achievement (GPA) for the Jewish Conservative, Orthodox, and Reform male or female students. 7. The factor analysis of the Jewish male or female students pooled responses to the Generalized Situa- tional Choice Inventory (GSCI) will not yield an interpretable structure supportive of the polar theory of academic motivation. Summary A sample consisting of 388 Jewish male and female 369 non-Jewish male and female eleventh grade students were selected from three different high schools. Motivational, achievement, aptitude, and parental socio-economic status scores were obtained for each of the Jewish students. Estimate of reliability for the total M—Scale ranged from .90 to .9A for males and from .88 to .9A for females. “3 Four statistical procedures were used to analyze the data: (1) analysis of variance and co—variance, (2) the Scheffé test for multiple comparison between means, (3) correla- tional and regression analysis, and (A) factor analysis. Seven Null Hypothesis were formulated. CHAPTER IV ANALYSIS OF DATA In this chapter will be presented the following: (1) results of the analysis of variance, (2) results of the analysis of co-variance, (3) results of the Scheffé multiple range test, and (A) results of the correlation and regression analysis. Results of the Analysis of Variance The Male Analysis of Variance for Academic Motivation and Aptitude between Jewish Conservativg,L Orthodox, Reform and Non—Jewish Students Between and within sum of squares, mean squares, and F ratios are presented in Table A.1. The null hypothesis tested was: Hol: There is no difference in academic motivation and aptitude between Jewish Conservative, Orthodox, and Reform male or female students, each, and non—Jewish male or female students. Inspection of Table A.l reveals significant F's at the .01 level between the four male groups in the GSCI F = 27.2, PJCS F = 7.A, WRL F 6.7, HTI F = 36.2, total M—Scale F = 3.3, and aptitude F 100. 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coozoom mmm m mohmsvm cmoz Eooompm mo mommsum mo 85m mosmfimm> ho condom manmfihm> .xooocpbo .o>Hpm>pomcoo mompwoa .monE Epomom cam Ammmv mapmpm oasocoooIOHoom pom mocmfipm> mo mfimzamcoa 00. on» on pcooaeacmamce .Hosoa H0. one so psooaaacwame II mum II :.HomsHH Hapoe I: mam H.mm 0.0000HH soaam a=.m m Hm: m.mm:a camomlz Hobos in mum In m.mm:s Hmpoe II mam 0.5H :.msmm poanm am.om . m mmm H.mmOH Hem II mum II :.smosm Hepoe I: cum 0.s0 H.0m00m aopam asm.m m o.mom m.moo um: nu mam In 0.Hm:mm Hobos II mum m.m H.m~:m ponmm em.m m m.mm 0.0a momm II mum In o.mmwoa Hmpoa II mum H.0m s.mmzoa boppm am.: m H.maa m.omm Home m Eopoopm mo moopwom osmzdm cmoz moamsvm no Esm mHanpm> -.monE nmfizmhtco: one Epomom .xoponuso .m>fipm>smmcoo amazoh pom cofipm>fipos ofisoomom pom mocmfimw>uoo mo mfimzamcallm.z mqm I l. n.i.fl.n.lt.filunlll.l.l .HL . .Ho>oH H0. be» so assessacmame II msm 1| m.~o>m Hmpoe II mum H.5H o.am:o gophm am.mH m o.mH: m.mmma mamomnz Hmpoe I- 0am .. 3.000s acooe II msm m.ma m.mHon poapm 00.H m A.AN m.m0 Hem II 05m In m.oomom Hapoe In mam H.mm m.mmoom hoppm m:.o m H.Nm 5.0H am: In mam II m.zmoaa Hmpoe II mum m.mm m.m:oHH nopmm om.o m m.mH H.w: mohm II mum In m.maooa Hepoa In mam m.mm w.mmwm noppm ao.m m H.mma m.:mm Homw m Eocommm mo mooLMoo shadow and: moLmSUm mo 83m manmflam> .onmEmm cmazohlcoc 6cm anmmm .xooocumo .o>fipm>aomcoo nmfizoh mow sofipm>fipos anmpmom mom mocwfipm>loo mo mammamcoa m0. on» us pesoauacwamoc .Ho>oa Ho. 02» an undoauacwawu um.m e m.HH :.mH m.H m.mH u:.: s m.HH :.ma H.m .m.om um.m : m.HH :.ma ~.~ n.5H ouspaun< .0.mH e m.0m ~.H0 0.:m :.s0 .A.0H = m.0m 5.00 :.mm s.mafi .m.mH : m.0m ~.00 :.:m c.00H Hobos unnome oo.: = m.: :.0H m.m m.ma .m.: : 0.: :.0H 0.: :.:m um.o = m.: :.0H m.s o.om Ha: om.m : m.~ o.mm m.m m.mm am.o = m.» o.mm m.o m.:m om.o : m.» o.mm m.m w.am ax) om.m : ~.m o.wa 5.: m.oa .:.m : m.m c.0a m.m m.ma ofl.o = m.m o.mH m.a c.~n mohm .m.m me :.0H m.mm 0.0 m.:m .:.: mam :.0H m.mm m.~ 0.mm .—0.m 0mm :.0H m.mm «.0 ~.wm Home a H a H a H vacuum cam: ohmscm cam: phenom coo: vacuum cam: vacuum coo: vacuum and: m an new: ado: m up com: com: m up new: new: manuahd> pouum uounm coshm poppm ponum uonum Shoumm I : xouocpbo I o>aua>pomcoo nmdzmh coz nmazoh cmfizoh :0: amazon cmfizmh :oz cm«30h moan: moan: mafia: .mtfims cmfizowIcoc 20H: .como .monB Epouwm use .xooocopo .o>«pm>uomcoo cmfizow boa mosnfioum new cofium>fiooe oasoomom some mafipwaeoo ammo vuuocom ozBII~.: mqmoH 00. on» so accoHuHemHmoo .Ho>oH H0. on» be acaoHuchHm- nH.m : 0.H 0.0 H.H 0.00 u0.m = 0.H 0.0 :.0 .0.0H .00.0 s 0.H 0.0 0.0 0.0H oosuaud< uH.0H : H.0H 0.00 0.0H 0.00 .0.:0 s H.0H 0.00 m.H0 0.00H .0.00 : H.0H 0.00 0.00 0.00 Hobos . oHaomI: -.m a 0.0 H.0H m.m H.0H -0.0 s 0.0 H.0H 0.0 0.0H uo0.0 = 0.0 H.0H 0.0 0.0H Ha: 0.0.0 : 0.: H.00 0.: H.00 -0.0 = 0.: o. 0 0.0 0.00 -0.0 s 0.: 0.00 0.0 0.00 am: --0.0 c H.0 H.00 0.:. 0.00 0.0.0 = H.0 0.:0 :.0 0.00 .00.0 = H.0 0.:0 0.0 0.00 0000 --0.0 000 0.: H.o0 0.0 m.00 -0.0 000 0.: H.00 0.0 0.00 -0.0 0:0 0.: H.00 0.0 :.00 Home .0 H 0 H a H ohmscm cam: opuscm cat: ohmscm cam: vhmnwm :moz ouwsam cam: upmscm ado: m up cum: cum: 0 an cam: C005 0 up coo: cum: cHanum> sebum Locum sebum toppm uousm Locum Epouom . xooozupo o>Hoa>uomcoo cuHsouncoz cmHzo0 cmHzmnIcor cmH3o0 zmHzonIcoz cmHzon monEom mmHmaoa monEom .mmHmeou cmHzobucoc nqu .como .anmL0M ahouom and .xouonuuo .o>Hum>mecoo :wH3o0 Lou mospHudm 0cm :oHpm>Hpos oHEmumom came wchmasoo umou wuumcom oceII0.: mqmcH 00. one a. accoHuacmHm0. .Ho>oH H0. on» as ucaoHuficmHm0 0:.0H : 0.00 0.00 0.00 0.:0 00.0: e 0.00 0.00 0.00 0.0HH 00.0H s 0.00 0.00 0.00 0.00H Hobos wamomlz 000.0 s 0.: 0.0H H.m 0.0H 0:.: = 0.: 0.0H 0.: H.:0 0H.0 = 0.: 0.0H H.0 0.00 000 000.0 s 0.0 0.:0 0.0 0.00 0H.0 s 0.0 0.:0 0.0 H.:m 00.0 = 0.0 0.:0 :.0 0.00 403 0.0.0 = 0.: 0.0H 0.: H.0H 00.0 = 0.: 0.0H 0.0 0.0H 0.0.0 = 0.: o.0H 0.0 0.0H 0000 000.0 H00 0.0 0.00 0.0 0.00 .:.m 000 0.0 0.00 0.0 0.00 0.0.0 000 0.0 0.00 0.0 H.0m H000 0 H 0 H 0 H mumzam cmoz muwsom :00: 000300 cwr: msmscm cam: chmzum cam: season :00: m an coo: cap: a 00 cat: :00: 0 00 cam: :00: cHoaHas> hOhLm LOLLw LOLLM LOLLm ROLLM behhm I Enoumm .o Is : xovonpho I o>Hum>powcoo cmH300 coz cmH300 itszn lo: cszmm zmeon coz 20H300 mon: an02 monz 3 .mmee Epouwm new .xonocopo .m>Hpm>cmmcoo cmHzmm L00 .mmHmE mHzmecoc cqu .2000 C oHum>HpoE 0HEoomow cams cmp030cm wchdeoo pwou wuumnom szII0.: mqm<9 61 Results of the Scheffé Test Compgring Adjusted Means of Academic Motivation between Jewish and Non-Jewish Females Adjusted means and F ratios for the Jewish and non— Jewish females are presented in Table A.10. The null hypothesis tested was: Ho2a: Jewish Conservative, Orthodox, and Reform male or female students, each, will not exceed the non—Jewish male or female students in academic motivation when aptitude is controlled for. Jewish Conservative versus non-Jewish femaleS.-- Inspection of Table A.10 reveals significant F's at the .05 level for the GSCI F = 2.6 in favor of the Jewish Conserva- tive females. Null Hypothesis 2a was rejected concluding that when aptitude was controlled the Jewish Conservative females exceeded the non-Jewish females in the GSCI sub-test only. Insignificant F's were obtained for the PJCS F = 1.9, WRL F = 1.6, HTI F = 1.7, and M-Scale total F = 1.5. Null Hypothesis 2a was accepted concluding that when aptitude was controlled the Jewish Conservative females did not exceed the non—Jewish females in academic motivation (except GSCI). Jewish Orthodox versus non—Jewish females.-—Inspection of Table A.10 reveals significant F's at the .01 level in GSCI F = 3.5 and M-Scale total F = 3.A in favor of the Jewish Orthodox females. 62 Null Hypothesis 2a was rejected concluding that when aptitude was controlled the Jewish Orthodox females exceeded the non-Jewish females in the GSCI and total M—scale scores only. Insignificant F's were obtained for the PJCS F = 2.1, WRL F = 2.0, and HTI F = 2.2. Null Hypothesis 2a was accepted concluding that when -% aptitude was controlled the Jewish Orthodox females did not Aid” exceed the non—Jewish females in academic motivation (except ‘ in GSCI and M-Scale total). A, .A Jewish Reform versus non—Jewish females.——InSpection of Table A.lO reveals significant F's at the .05 level for the GSCI F = 2.6 in favor of the Jewish Reform females. Insignificant F's were obtained for the PJCS F = 2.2, WRL F = 2.1, HTI F = 1.9, and M-Scale total F = 1.3. Null Hypothesis 2a was rejected concluding that when aptitude was controlled the Jewish Reform females exceeded the non-Jewish females in GSCI only. Null Hypothesis 2a was accepted concluding that when aptitude was controlled the Jewish Reform females did not differ in academic motiva- tion (except GSCI), from the non-Jewish females. Results of the Scheffé Test Comparing Academic Motivation, Achievement; Aptitude, and Parental SES between the Jewish Male Groups Means and F ratios for the Jewish Conservative, Orthodox, and Reform males are presented in Table A.11. The null hypotheses tested were: 63 .1... 3} .Ho>oH 00. on» on unaoHuHewH000 .Hp>cH H0. or» a. acmoHuHcmHm. m.H = 0.0H 0.H0 0.:H .0.00 0:.0 s 0.0H 0.H0 0.0H 0.00 0.H = 0.0H 0.H0 0.00 0.00 Hauoa Oddomlt 0.H e 0.0 0.HH 0.0 H.0H 0.0 = 0.0 0.HH 0.0 0.0H 0.H e 0.0 0.HH H.0 0.0H Ha: H.0 e 0.: 0.:0 0.: H.H0 0.0 a 0.: 0.:0 H.: 0.00 0.H e 0.: 0.:0 :.0 H.00 Hz: 0.0 . e 0.0 0.:0 0.: 0.H0 H.0 : 0.0 0.:0 0.0 0.00 0.H e 0.0 0.:0 0.0 0.:0 0000 000.0 000 H.: 0.00 0.0 H.:0 00.0 000 H.: 0.00 0.0 H.00 000.0 0:0 H.: 0.00 0.0 0.00 Home 0 H 0 H 0 H vacuum :00: opwzcm cam: mumscm cam: mumscm cwmz cannon :00: ohmsam can: 0 so :00: use: a do :00: use: 0 00 cam: :00: oHnaHua> nonum Hopnm Hoppm poppm Hoppm hoppm Epoumm I xonocoso o>Hpm>uomcoo zmazmnIcoz cmH3o0 :mszw :oz 20H300 zmeonlcoz zmeoh mmHmeom mmHmEom nonaom .oH0Emu cmHzmnIco: csz .2000 .mmHmEom Enoumm 0cm .xovocupo .m>Hum>me:oo cmHzmn Lou coHum>HpoE oHEmomom cmoE smu030om MCHHmQEoo ummp vhuocom onBIIoH.: m4m<9 6A Ho : There is no difference in academic motivation, achievement, and aptitude between the Jewish Conservative, Orthodox, and Reform male or female students. The alternate hypothesis was: Ho3a: Jewish Orthodox male or female students, each, will not exceed the Conservative and Reform students in academic motivation, achievement, and aptitude. The hypothesis testing parental SES was: HOA: There is no difference in parental socio- economic status (SES) between the Jewish Con- servative, Orthodox, and Reform male and female students. The alternate hypothesis was: HOAa: Jewish Reform male or female students, each, will not exceed the Conservative and Orthodox male or female students in parental socio— economic status. Jewish Orthodox versus Conservative males.--Inspection of Table A.11 reveals significant F's at the .01 level in GSCI F = A.2, M-Scale total F = l7.A, and aptitude F = 3.7 in favor of the Orthodox males. Significant F's at the .05 level were obtained in PJCS F = 2.7, WRL F = 2.1, HTI F): 2.8, and achievement F = 2.9 in favor of the Orthodox males. 65 Null Hypothesis 3 was rejected concluding that there were significant differences in academic motivation, achievement, and aptitude between the Conservative and Orthodox males. Null Hypothesis 3a was rejected concluding that the Jewish Orthodox males exceeded the Conservative males in academic motivation, aptitude, and achievement. Insignifi— ;.ll -. =Fn' ', IIW’ cant F's were obtained for parental SES F = 1.7. Null Hypothesis A was accepted concluding that there was no difference in parental SES between the Conservative 5g and Orthodox males. Jewish Conservative versus Reform males.-—Inspection of Table A.ll reveals significant F's at the .01 level in M-Scale total F = 8.7 in favor of the Conservative males. Significant F's at the .05 level were obtained in GSCI F = 2.6, WRL F 2:7, HTI F = 2.5, achievement F = 2.2, and 2.9 in favor of the Conservative males. aptitude F Null Hypothesis 3 was rejected concluding that there were significant differences in academic motivation, aptitude, and achievement between the Conservative and Reform males. Null Hypothesis 3a was rejected concluding that the Jewish Conservative males exceeded the Reform males in academic motivation, aptitude, and achievement. Insignificant F was obtained for PJCS F = 1.9. Null IUpothesis 3 was accepted concluding that for the PJCS 66 there were no significant differences between the Conserva- tive and Reform males. A significant F at the .01 level was obtained for parental SES F = 10.8 in favor of the Reform males. Null Hypothesis A and Aa were rejected concluding that the Con— servative and Reform males differed in parental SES, and that the Reform males exceeded the Conservative males in 3L0. parental SES. Jewish Orthodox versus Reform maleS.——Inspection of “A Table A.11 reveals significant F's at the .01 level in GSCI F = 5.A, PJCS F = 3.9, WRL F = 7.A, HTI F = 5.8, M-Scale total F = 13.7, and aptitude F = A.l in favor of the Orthodox males. Significant difference at the .05 level were obtained for achievement F = 2.7. Null Hypothesis 3 was rejected concluding that the Orthodox and Reform males differed significantly in academic motivation, achievement, and aptitude. Null Hypothesis 3a was rejected concluding that the Jewish Orthodox males exceeded the Reform males in academic motivation, aptitude, and achievement. A significant F at the .01 level was obtained for parental SES F = 10.5 in favor of the Reform males. Null Hypothesis A and Aa were rejected concluding that there was a significant difference in parental SES between the Orthodox and Reform males and that the Reform males exceeded the Orthodox males in parental SES. 67 .COHum>Huoe oHEmomom sou came cmumsno< .Ho>oH mo. 0:» .Ho>oH Ho. 0:» ». accoHuchHm0. 0. 0500353. . . H .0.0H .. 0.0H H.00 0.0H H.00 00.0H .. 0.0H H.00 H.0H 0.H0 0.H .. H.0H 0.H0 0.0H H.00 mum 0H.= z 0.H 0.0H H.0 0.00 0.0.0 = 0.H 0.0H 0.0 .0.0H 00.0 a 0.0 0.0H H.0 0.00 ousuHun< 0.0.0 s 00. 0.H 0.H 0.0 000.0 s 00. 0.H 00. 0.H 000.0 g 00. 0.H 0.H 0.0 anus Iobono< .0.MH : 0.00 0.:0 0.00 0.0HH 00.0 = 0.00 0.:0 0.00 0.moH 0:.0H s 0.00 0.00H 0.00 0.0HH Hauoa oHaome 00.0 : H.m o.0H 0.: . H.:0 0.0.0 : H.m o.0H H.0 0.00 0.0.0 : H.0 0.00 0.: H.:0 H9: .:.0. s 0.0 0.00 0.0 H.:m 0.0.0 : 0.0 0.00 :.0 0.00 0.H.0 = :.0 0.00 0.0 H.:m Hm: 00.0 c 0.: H.0H 0.0 0.0H 0.H s 0.: H.0H 0.0 0.0H 000.0 s 0.0 0.0H 0.0 0.0H 0000 .:.0 00H 0.0 0.00 0.0 0.00 000.0 00H 0.0 0.00 0.0 H.00 00.: 00H 0.0 H.00 0.0 0.00 Home a H 0 H a H . chcscm cam: mumsum :00: 000300 c002 mumscm cam: mumscm cam: ohmsom :00: m up cam: :00: 0 an cot: cam: m up cam: cam: oHanum> uopum poppm poppm pousm uopgm ponpm Epouom xouocppo spoumx w>Hpm>Hmmcoo o>Hum>ummcoo xouozuuo memz 0thz mon: .miHmE £00090 0:: .xoruau 9 .w>Hum>mecoo ( :mHzmh cmozuon mmw Haucmbma new onanpum .pcmsh>tHcom ”.200000Huou UHEmpmom came wcHHmano umcu wuumzom chIIHH.: mqm¢u 68 Results of the Scheffé Test Comparing Academic Motivation, Achievement, Aptitude, and Parental SES between the Jewish Female Groups Means and F ratios for the Jewish Conservative, Orthodox, and Reform females are presented in Table ”.12. Jewish Orthodox versus Conservative females.——Inspec- tion of Table H.12 reveals significant F's at the .01 level in GSCI F = 3.1, M-Scale total F = 7.8, and aptitude F = 3.8 in favor of the Orthodox females. Significant F's at g the .05 level were obtained in PJCS F = 2.7, WRL F = 2.6, $5 HTI F = 2.5, and achievement F = 2.5 in favor of the Orthodox females. Null Hypothesis 3 and 3a were both rejected concluding that the Orthodox females differed significantly from and exceeded the Conservative females in academic motivation, achievement, and aptitude. An insignificant F was obtained in parental SES F = 1.8. Null Hypothesis 4 was accepted concluding that there was no difference in parental SES between the Orthodox and Conservative females. Jewish Conservative versus Reform females.--Inspection of Table 4.12 reveals significant differences at the .01 level in WRL F = 3.1 and M—Scale total F = 3.3 in favor of the Conservative females. Significant differences at the .05 level were obtained in GSCI F = 2.3, PJCS F = 2.5, and aptitude F = 2.8 in favor of the Conservative females. The HTI F = 1.6 and achievement F = 1.1 were not significant between the two groups. Parental SES was significant at the .01 level F = 6.3 in favor of the Reform females. Null Hypothesis 3 and 3a were rejected concluding that the Conservative females differed significantly from and exceeded the Reform females in academic motivation (except HTI) and aptitude. a Null Hypothesis 3 was accepted concluding that the {fi_.¢ Jewish Conservative and Reform females did not differ in HTI and achievement. 2 Null Hypothesis 4 and 4a were rejected concluding F? that there was a significant difference in parental SES between the Conservative and Reform females, and that the Reform females exceeded the Conservative in parental SES. Jewish Orthodox versus Reform females.-—Inspection of Table 4.12 reveals significant F's at the .01 level in the GSCI F = 4.6, WRL = 3.6, PJCS F = 4.3, M-Scale total F = 11.2, and aptitude F = 4.5 in favor of the Orthodox females. Significant F's at the .05 level were obtained in HTI F = 2.7 and achievement F = 2.7 in favor of the Orthodox females. Null Hypothesis 3 and 3a were rejected concluding that the Orthodox females both differed from and exceeded the Reform females in academic motivaton, achievement, and aptitude. Significant F at the .01 level was obtained for parental SES F = 12.3 in favor of the Reform females. '70 .coHum>Huos oHEoomom Lou cape omomzwo< .~m>ma mo. on» a. annouuucuamo. a .Hm>od Ho. on» ». acauuuucuum. .m.0H = ~.~H m.m~ 0.m~ c.mm .m.o ; ~.~H n.ms m.:H H.0o m.a = m.=a H.ow ~.ma o.mm mun .m.= : A.A 0.>H 3.0 o.mH ..m.0 L H.H 0..” m.0 u.wH .m.m : m.0 m.o~ 3.0 o.ma ooauauq< ..~.0 : A.A 0.H 0.H m.0 H.H : H.H 0.H 0.H m.H ..m.0 : 0.H m.H 0.H m.~ ucofi I0>0ano< .0.HH = 0.:H 0.0“ c.m~ 0.0m .m.m z 0.:H 0.0. 5.00 c.0m .m.~ = 5.00 c.0m o.ma 0.0m Hauoa ouaomnl 305.0 g N.m H.HH m.m m.ma 0.H : 0.m H.MH H.m 0.0H o.m.m = H.N w.NH m.m m.ma H8: .o.m = 0.: o.H0 H.= m.o0 .H.m = 0.: 0.Hm :.o H.m0 ..o.0 = a.o H.m0 H.a a.m~ gm. om.= : N.: 0.Hm m.m 0.00 .um.m : 0.: 0.Hz n.o m.:m ..~.N = m.o m.=m N.m m.om mohm $0.: ”NH m.N H.=m m.© H.mm ..m.n mow m.m H.2m ~.m m.mm .H.m mm“ n.m m.mm m.m H.am Homo . , m. up ohmsom coo: opwzom com: m on «bosom lama opmzcm cam: m up mpmzcm cam: upwscm coo: .HWM .me mm... mm...“ mm” .mfl .32.: Shouom xooocopo Epouom m>fiom>pmmcoo o>aum>uomcou xoconupo mwamsom monEmm monEmm .MMMMHMM Eboumm ocm .xonocupo .o>Hom>mecoo coaxmn cmmzumo mmm Hmocopwo cam .ocsoauom .Fuufio>mficom «cofiom>«poe oHEmomom come wcahmoEoo ammo muumcom ochuuma.z mqm<9 71 Null Hypothesis 4 and 4a were both rejected concluding that there was a difference in parental SES between the Orthodox and Reform females and that the Reform females exceeded the Orthodox females in parental SES. Results of Correlational Analysis Intercorrelations between Academic Motivation, Achievement, Aptitude, and Parental SES for Jewish Con— servative, Orthodox and Reform Males Intercorrelations for the Jewish Conservative, Ortho- dox, and Reform males are presented in Table 4.13-4.15. The null hypothesis tested was: H05: There is no significant relationships between each of the following variables: academic motivation, sub- and total M-Scale scores, achievement, aptitude, and parental socio— economic status for the Jewish Conservative, Orthodox, and Reform male students. Intercorrelations for Jewish Conservative males.-— Intercorrelations for the Conservative males are presented in Table 4.13. Inspection of the table reveals correlations signifi- cant from zero at the .01 level between academic motivation sub-scales ranging from .39 to .54, and between sub-scales and M—Scale total ranging from .39 to .84. 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