ASTRACT A PILOT FACTOR ANALYTIC STUDY OF ACADEMIC )DTIVATION AND ACHIEVEMENT IEVEIS IN ELEVENTH GRADE MALE STUDENTS by Virgil B. Sterling The basic problem of the study was concerned with academic motivation. An objective measure of motivation was developed for the Parquhar research pro) ect1 based on a three dimensional bi-polar extension and modification of McClelland' s2 theory of motivation. The measure (Generalized Situational Choice Inventory) was administered to and tested on eleventh grade students. The relationship between each of the 200 items and academic achievement (Grade Point Averages) was studied through the major hypothesis that big: achieving students would reveal high motivation and low achieving student a would reveal low motivation. The motivation of students was defined and examined as independent of academic aptitude (Differential Aptitude Test - Verbal Reasoning). Each item was examined as a unit measure of motivation or as pre- dictive of GPA independent of DAT-VR on 192 male students who varied on GPA but who were equal on DAT-VII. Forty-five of the original 200 items were accepted through the validation procedure and cross-validated on 100 male students who varied on GPA with DAT-VB disregarded. Twenty- eight items were accepted through the cross-validation procedure and added together to form an inventory. The inventory was enmined on 180 male students from one school with GPA and DAT-VB through correlation methods. The motivation inventory was a predictor of achievement independent of DAT-VB in a norml group of male eleventh grade students with a 6601 intercorrelation with GPA of .39. An estimte of inventory internal N..,.-—- . -... . .. Virgil 8. Sterling consistency indicated acceptable reliability (.76). The 28 valid and reliable it ems were intercorrelated and the 378 product moment item coefficients of intercorrelations were factor analyzed by the principle axis method and rotated by the varimx method. The interpretation was nude that the inventory was functioning on the basis of eight dimnsions named as follows: 1. Long term academic involvement versus short term academic involvement. 2. Chance-taking versus no chance-taking. 3. Active experiencing versus passive experiencing. 1.. Long term work challenge versus short term ~work challenge. . 5. Abiding rewards interests versus terminal rewards interests. 6. Long term mental activity versus short term mental activity. 7. Maximum confidence versus minimum confidence. 8. Individuality versus anonymity. l. Parquhar, William W. and associates, _A_ Cmrshensive Study a; Motivational Factors Underlying Achievement of Eleventh Grade High School Students (Research Project No. m Tupported by the 0.8.035” of Education, in cooperation with Michigan State University, 1959). 2. McClelland, David and J. Atkinson et. a1. _'I_'_h_g Achievement Motive Appleton-Century-Crofts, N. I. New York. 1953. Copyright by Virgil Bernard Sterling 1963 A PILOT FACTOR ANALYTIC STUDY OF ACADEMIC mTIVATION AND ACHIEVEMENT LEVELS IN ELEVENTH GRADE MALE STUDENTS by Virgil Bernard Sterling A THESIS Submitted to Michigan State University in partial fulfillment of the requiremezts for the degree of DOCTOR OF PHILOSOPHY College of Education 1962 & 2593f JUN/$3 ACW Grateful acknowledgement is ma. to the following people: To Dr. Hilliam H. Parquhar, director of this research, for his advice, assistance and encouragement expressed throughout the course of this study. To Dr. Gregory Miller, chainan of w coinittee, for his counsel and direction. To Dr. Bill Roll for his time and encouragement. To Dr. William Durr for his encouragement and effort. And to my fellow graduate students, and particularly Dr. David Payne, for their numerous aids. ii TABLE OF CONTENTS Chapter I. SETTING OF THE PROBLEM . . . . . . . . . . . . . .1. Need for the Study Purpose of the Study Specific Problems Hypothesis Organisation of the Study: II REVIEW OF THE LITERATURE . . . . . . o . . . . . . . III THEORYANDDESIGNooooooeo’ooooooooo Design Instrument Empirical Steps in G801 Construction Population and Sample Procedure Item.Validation Cross-Validation Inventory'Validation Factor Analytic Method Summary Iv M1318 0F TEE DATA 0 C O O O O O O O O O O O O O 0 Section I: Item Validation and Partial Cross-Validation Section 11: Inventory Validation and Estimation of Reliability Section III: Factored Dimensions of the Motivation Inventory Summary ~ V SUMMARY, CONCLUSIONS AND RESEARCH IMPLICATIONS . . . The Problem Theory and Instrumentation The Design and Procedure The Analysis Factor Analysis Conclusions Research Implications BIBLIWIHOCOOOOOOOOOOOOOOOOOOO iii Page 0‘ ##WNH Table 3.1 lul h.2 h.3 Ink as t.6 m the 4.9 mo lull R12 LIST OF TABLES Sunmary of a Bi-Polar Theory of High and Low Academic Nud-Achievement Intercorrelations for DAT-VR, GPA and 6301 Partial Intercorrelations for DAT-VB, GPA and 6801’ For Any Two With The Third Partialled Out Rotated 28 6361 Items on Eight Accepted Factors The Rotated 6301 Items Loading Above .50 on Eignt Factors which Provided the Factor Interpretations Item Content of Factor I Item Content of Factor I] Itm Content of Factor III Item Content of Factor IV Item Content of Factor V Item Content of Factor VI Item Content of Factor VII Item Content of Factor VIII iv Page 15 ‘31 33 33 3h 35 36 36 37 Figure LIST OF FIGURES Example of a Two-Hay Classification Table . . . . Page 19 LIST OF APPENDICES Content of Appendix Page Generalized Situational Choice Inventory . . . . . . . . 50 Rounded Intercorrelation Matrix For 28 Items of GSCI . . 71 Unrotated 28 Ital.Loadings and Sum of Squares. . . . . . 72 CHAPTER I SETTING OF THE PROBLEM Need for the Study writing in l9hh, Wechsler argued for the development of more aggregate or global measures of behavior.1 In the discussion, he con- trasted "intellective" to "non-intellective" factors and concluded: ”What are needed are not tests from.which the non-intellective factors have been eliminated (even if that were possible), but, on the contrary, tests in.which these factors are clearly present and objectively apprais- able."2 'Wechsler tried to keep motivation out of measures of intelligence but not out of psychology. He expressed the need for measures of motiva- tion as "non-intellective" factors. Later, (1953) Wechsler's ”non-intellective" factors were discussed in a limited context by McClelland3 as he attempted to develop a measure of motivation via fantasy. McClelland's research led to a measure of - need for achievement based on a projective technique and a theory. The measure was developed in relation to experimentally varied ”arousal conditions," indicating McClelland.was interested in motivation as it changes over short periods of time. By extending the McClelland theory, Farquhar and associatesh'woro l. wochsler, David. {Thg’Measurement g£_Adult Intelligence, hltmm , 19M. 2. Ibid, p - 11. 3. McClelland, David and J. Atkinson et. a1. gh_o_ Achievanent Motive, Appleton-CenturybCrofts, N.Y., New York, 1953. 1.. William W. Farquhar, A Comprehensive Study 2; 3.113 Motivational Factors Underlyigg the Achievement o E eventh Grade High School Students, Research Project No. 8&6 (BASS); Supported by the U.S. Office of Education, in cooperation with Michigan State University, 1959. l »2 able to develop an objective measure of motivation as an academic pre- dictor variable which pointed to motivation which endured over an academic year. Thus, Farquhar added Wechsler's admonitions to McClelland's theoretical conceptions to fill the need for an objective measure of academic motivation with a theoretical base. This measure should enhance the understanding of the motivation of students in the educational process and, most particularly, be an interpretive aid to the teacher and counselor. The measure of Farquhar and associates was validated on over- and underachievers; the students who had not achieved as predicted from aptitude scores. Motivation was invoked to account for the discrepancy between predicted and obtained achievement. Students were used with the greatest aptitude-achievement discrepancies (over and underachievers) but this did not eliminate the aptitude with achievement correlation. The correlation between the aptitude scores and the achievement criterion of either or both over- and underachievers may still be significant and thus contaminate the motivation measure. Purpose of the Study The purpose of this study was to develop a valid measure of motivation which was capable of predicting academic achievement over a period of a year or more. In other studies within the Farquhar project, motivation was invoked to account for the discrepancies between the grades predicted from.aptitude and the achieved grades. Students with little or no discrepancies between the predicted and achieved grades were eliminated in developing the motivation measure. Students with the largest discrepancies between the aptitude predictor and achievement, over- and underachievers, were used as they had contributed most to the 3 error variance of the aptitude predictor. It is not clear whether the motivation instrument, as developed, measured motivation independent of or in combination with aptitude. The methodology for this study was selected with the purpose of testing the significance of motivation items as predictors of achieve- ment, and at the same time insure the independence of motivation and aptitude. Both the concept of motivation and the instrument to measure it are to be independent of rather than be intercorrelated with aptitude. The achievement criteria of grades has the purpose of demanding a more enduring motivation than that captured.by McClelland's "arousal con- ditions". To have achieved highly, a student's grades must have been high for more than a year. The factors basic to the enduring, aptitude- freo motivation were sought. The data from.the Farquhar research project will be examined in search of items which identify the aptitude-free motivation. The search will be continued to find the identity and structure of the factors within the motivation. Specific Problems The first problem of this investigation was to eStablish the validity of objective items from 200 items developed for the larger Farquhar project in relation to academic achievement with the con- tribution of academic aptitude partialled out. A second problem was to appraise the concurrent validity and reliability of the valid items when combined into an inventory. The concluding problem was to interpret the inventory. To accomplish the latter, the item.rcsponses were factor analyzed and rotated to ascertain (l) the functional item groupings or sub-scales of the total inventory, (2) the relatively independent factors A contributing to the groupings, and (3) the relationship of the independent factors to the hypothesized dimensions of the theory. Hypothesis The basic assumption was made that if aptitude could be par- tialled out, the students who achieve high grades were endowed with high motivation and that low grades were related to low motivation. It was also assumed that the basic dimensions of academic achievement were to be found by studying the teacher's evaluation and not the student's performance. Items which had been developed by Farquhar and associates to empirically test the hypothesized dimensions of the theory on over- and underachievers were used. The same items were used but with a differ- ing methodology. The differing methodology was used to empirically test the same hypothesized dimensions on students with differing levels of achievement but the same aptitude. It was hypothesized that: 1. Students with high achievement would choose the alternative related to high motivation more often than students with low achievement. 2. The items reflecting differing motivation by differing achievers may be added together to constitute a reliable measure of motivation which correlates with grade point averages. 3. The iteme may be factored into interpretable sub-groups. Organization of the Study The review of the literature on factorial studios of non-intellectual . variables as academic predictors is presentedin Chapter II. The theory and instrumentation used as an attack on these problems are discussed in Chapter III. The analysis of the data (Chapter IV) contains three sections: A) Item.validation; B) Inventory validation; and C) Factor analysis of the inventory. The summary, conclusions and implications are presented in Chapter V. CHAPTER II REVIEW OF THE LITERATURE Factor Analytic Studies of Motivation and Achievement Motivation, when viewed as psychological variables which initiate and sustain activity, has been assessed by a variety of methods. One way of conveying the meaning of the motivational concept is to isolate the operational definition used in the research. Stern, Stein and Bloom; have discussed the problem of assessment methodologies: their methods of classifying the various methodologies are listed to facilitate the discussion of motivation research related to this study. ”All four methodologies are based on the proposition that assessment can be conducted.most adequately and accurately if attention is paid to both the individual and the environment in their trans~ .actional relationship..........(p-57) ”The first of these four methodologies-othe analytic-is based upon the most thorough elaboration of a transactional orientation, and is in fact the fundamental paradign from which the ether three methodological alternatives can be derived. The analytic design involves several stages. It begins with a thorough situational analysis based upon the observations of the assessment staff aided by the faculty or significant others, from which the functional roles are clarified. A criterion is derived from‘this.material by translating the functional roles into descriptive personality models of hypothetically effective performers. This is followed by a selection of tests on the basis of which the personalities of the individuals to be assessed are diagnosed. Finally, assessment staff conferences are held in which data from.the analysis of environment and individuals are integrated and predictions made..(pps, 57-58) "The three alternative approaches suggested here-egpirical, sygthetic, and configggational-each represent a modification of the analytic methodology intended to increase its applicability to concrete situations requiring improvement in the prediction of performance. ( p—lBh). - l. Stern, George G., Morris I Stein and Benjamin S. Bloom. Mpthods‘;g,Personalitz Assessment The Free Press, Glencoe Illinois. 1956. "The empirical approach takes as its starting point already differentiated groups of subjects and seeks to find further bases for discriminating between themu The configurational approach is more concerned with isolating discriminable clusters than it is with understanding the dimensions which distinguish them.” (pe135) The definitions of the three alternative approaches are circular and interdependent upon the purpose for which the methods are used. The empirical method as described above uses the technique of statistical inference in determihing the acceptance or rejection of relationship between test and criteria. The statistical tests are legend in psychology. The configurational method uses statistical techniques like factor analysis for identifying clusters. The purpose of any investigation, broadly conceived, tends to determine the structure of the methodology used. When the configurational method is used, it serves a dual purpose by also determining the method of factor analysis, the method of rotation and the values inserted in the diagonal of the matrix which provides the intercorrelations. There simply is not a method of factor analysis which yields all answers. For the purposes of this review, not only will the operational definitions employed in the relevant research be identified but the appropriateness of the statistic employed for either the empirical or configurational method will be assessed. Both Thorpe1 and Taylor2 discussed factor analytic procedure in relation to motivation. To date, only a few factor analytic studies on motivation have been reported and in each, the factor analysis had l. Thorpe, Marion D. The Factored Dimensions 2; 93 Objective Academic Achievement Inventory _i_x_1_ Eleventh Grade High School Males. Unpublished Doctoral Dissertation. Michigan State University. 193i. 2. Taylor, Ronald G., Pegscnalitz Factors Associated With Scholastic Achievement. Unpublished Doctoral Dissertation. Michigan State University. 9 2. a different purpose. For example, McQuary's 1 investigation stated two hypotheses: l) achievement in college is significantly related to certain non-intellectual variables, and 2) the non-intellectual variables can be grouped into several factors. The first hypothesis suggested that the empirical method was to be used. Achievement was an established cri- terion differentiated by grades, and measures (nonpintellectual variables) were sought which would reproduce these criteria. The second hypothesis appeared to require the configurational method to arrange the non-intellec- tual variables into functional sub-groups. The methods used, however, were different from.those suggested by the hypotheses. ‘McQuary's sample was one hundred seventy four male first semester University of Wisconsin students who had come to the counseling center for service. The students were selected for the sample only if complete data on 23 random variables were available; e.g., test scores, size of home community and educational level of mother. The data were factor analysed by the multiple group method and rotated to an oblique solution. McQuary concluded that l) a highly 'satisfactory solution was obtained which was interpretable and 2) two factors were given to account for the grade point averages. McQuary may not have completely reported his investigation. How- ever, from.what was reported, it would appear that the first hypothesis remained untested because no empirical method.was used to indicate that the non-intellectual variables were validly and reliably related to college achievement. The same non-intellectual variables provided the intercorrelations used to check the second hypothesis. The configurational l. McQuary, John P. "Some Relationships Between Non-Intellectual Characteristics and Academic Achievement," Journal‘gbeducational Ps cholo , April, 1953, 1.0: 117-120. 9 method was used to discover the factors underlying the variables. The factoring could be done because mathematics are available which will factor analyze any matrix if the numbers are in appropriate formu That the factors were interpretable was subjectively evaluated evidence. The configurationally validated conclusion was that the 23 variables might more efficiently be considered as a lesser number of variables. The relationship of non-intellectual variables to motivation remains un- clear because of lack of theory and empirical validation. Middleton and Guthriel employed the configurational technique of transposed factor analysis for selecting sub-groups of individuals from.a non-homogeneous population. Their goal was to establish fun- ctional unities among persons rather than among items. Middleton and Guthrie used a sample of 28 business students, lb with grade point averages of 2.5 or above and 1h with grade point averages below 2.0. The obtained subject intercorrelations were based upon responses to a 300 item questionnaire designed to measure 18 of the needs in Murray's system. All of the students had done equally well in high school. The higher grade point group had significantly higher scores on a college aptitude test than the lower grade point group. Thus, the criterion of grades was initially confounded in school level and aptitude. The subject's intercorrelations were factor analyzed. The resulting factor loadings (structure values) were correlated with Murray's scales. Only 21 subjects (10 and 11 from high and low respectively) were assigned to one or more sub-groups. The interpretations of personality syndromes iwere based on the Murray scale which correlated with a factor. Thus, high achievers are described as having subgroups which have needs for 1) Power; 1. Middleton, George, Jr. and Gutherie, George M., "Personality Syndromes and Academic Achievement," Journal g£,Educational Psychology, Vol. 50 No. 2 1959 (April) 66—69. ’ ' 10 II) Resentment; III) Dependence; IV) Social Acceptance; and V) Aggression. Contrarily, low achievers have subgroups with needs for I) Pleasure Seeking; II) Extroversion; III) Denial of Normal Shortcomings; and IV) Power. The factor of Power appeared in both groups which indicated that it does not differentiate groups but is a factor common to both groups. Middleton and Guthrie's study contained no empirical evidence of validity or reliability coeffecients. The centroid factor solution was used without designating the method of rotation. No statistical inference to either a peopled population or an item population was warranted. Twentya one students were assigned to one or more subgroups by factoring and then related to one or more of Murray's personality needs. The strength of the study was in its attempt to provide sub-groups on an objective basis from.a non-homogeneous group. Some of the sub-groups correlate higher with criteria than the total non-homogeneous group. ' An investigation with more subjects but with less purpose was reported by Michael, Jones and Trembly.1 Using a sample of 236 males and 131 females from a required American History course at the Univerv sity of Southern California, answers were obtained to a 3h item.inven- tory on study methods and attitudes. The subject's scores on an aptitude test and the grade average from courses which are based on comprehensive examinations were added. The 36 items were factor analyzed by the principle axis method and rotated to simple structure analytically by the varimax method. In the search for factors, aptitude and achievement were included as two of the 1. Michael, W. B., R. A. Jones and‘w. A Trembly, ”The Factored Dimensions of a Measure of Motivation for College Students, " Educational and Psychological Measurement, 1959, 19, 667-671. 11 items and followed through the procedure into the respective factor groupings as marker items. However, instead of two factors, ten male factors and 12 female factors were produced. The marker items thus lost their identity in the numbers of factors, seven of which were interpreted. Motivation, it was concluded, is a highly complex group of variables. ‘ Both the principle axis method and the varimax.method are precise in structuring factors. It was the empirical methodOIOgy that was lacking in the Michael, Jones and Trembly study. as evidence of validity or reliability was Iresented nor was there a theory to clarify the raw data. Research on the configural basis like the Michael study was not to test but to suggest hypotheses. Thorpe1 recently completed a study of motivation on over- and under— achievers (eleventh grade high school males). His purpose was to advance motivation theory and its measurement. Thorpe developed items from theory which were validated and cross-validated by empirical methods and then the configural mthods were applied. Through the principle axis method of analysis and the quartimax rotational procedure, the 22 validated items revealed a base of five factors; I) Chance-taking versus no chance-taking; II) n-acadamic.Achievement; III) Intrinsicness versus Extrinsicness; IV) Speed versus Thoroughness; and'V) Situational Involve- ment. The factors were used to clarify the theory. Therpe's methodology was acceptable with one exception. Beth Thorpe and Taylor introduced a procedure for appraising the significance of 1. Thorpe, lhrion D. T}; Factored _D_imensio_n_s_ _o_1; a_n_ Obgective Academic Achievement Inventogy in Eleventh Grade EEEE §_g_hoel Males. npublished Doctoral Dissertation. Michigan State University; 196i. l2 factors that was based on fallacious reasoning. To test the "signi- ficance' of the factors, both Thorpe and Taylor generated random factors from tables of random numbers which were correlated with the obtained factors. To be considered "significant", the obtained factors'mggtflggt correlate with the random factors. Both Thorpe and Taylor apparently failed to recall that the mean correlation between random numbers and any set of numbers equal zero. They substituted the logic that one set of random.numbers will correlate with another set of random numbers. This procedural error distorted the conclusion that the factors were due to chance. Thorpe's study was a part of the Farquhar research project which developed 200 items from the extension of McClelland's theory and then empirically tested the items on over and underachievers. The present study used the same extension of McClelland's theory, the same 200 items and the same population of high school subjects as Thorpe's. However, the methodology of the present study selected a different sample of subjects and the aptitude, motivation and achievement relationships were different from.Thorpe's. In this study, stress was placed on maintaining independence between aptitude and motivation. The items were examined empirically with aptitude controlled instead of handling aptitude through sample selection. The configurational methods.of factor analysis and rotation were used to rearrange and.aid in the interpre- tation of the inventory. Summary A comparison of the results of these studies was not indicated in that only Thorpe's study contained an empirical validation of items purporting to measure motivation and achievement. His items were based 13 on high school students in contrast to the others which were based on college students. Also, only Thorpe presented a theory base. The studies of McQuary and Michael, Jones and Trembly suggested that factor analytic procedures provided an objective and helpful method of arranging the data into relevant groups. Thorpe, in a similar plan, used the factor method to rearrange his inventory. Middleton and Guthrie used the factor analytic method to arrange the subjects, but Thorpe accomplished the grouping of subjects by sample selection. No generalisation was indicated.) The present investigation was most like Thorpe's. CHAPTER III THEM AND D3310! McClellandl experimented with selected and similarly constructed Theutie Apperception cards in developing measures of motivation. His procedure was similar to that used in the Thnatic Apperception Test but the test situation was structured to be variously relaxed, neutral or achievement-oriented. The subject's stories were scored in accord- ance with a special set of criteria. These criteria, McClelland hy- pothesised, enveloped achievement motivation (Achievement Imagery) into the dimensions of 1)l t__e__rn involvement; 2) 92913.! accgplieh- _ne_r_1_t_; and 3) cgmtition with 3 standard 2; excellence. Farquhar and associates2 extended and modified these three disen- sions and. postulated that each dimension was a continuum. Two of McClelland's dimensions were logically extended. The third dimension, competition with a standard of excellence, was first modified to competition with a maximal standard of excellence and then extended. The opposite or low n-achievement would then be reflected by I.) M tern involvwent; 5) season acgplisluent; and 6) cognition with 3 minimum standard 2; excellence. iv, 1. McClelland, 0. (1%.) Studies .1}: Motivation, Appleton- Century-Crofts, New York, New York. 1955. 2. Farquhar, willie: W. _A_ Lonprehensive Stu Us; of t_h_e Motivational Factors Underlggg Achievement of“ Eleventh Grade High School Students 'ae'Teer—e'h Project New 33 'eoo"' pe' r—etio'fith the—U.S' '. Officeo Education. 1h 15 The theoretical base for the present study is presented in Table 3.1. Table 3.]. Sunny of a Bi-Polar Theory of High and Low Academic Need-Achievnent High Academic n-Achisvement Low Academic n-Achievement 1. Hood for long term It. Need for short term involvement. involvement. 2. Need to compete with 5. Need to conpete with a maximum standard of a minimm standard of excellence. excellence. 3. Need for unique 6. Need for common accomplishment. accomplishment. The contemporaneous aspect of the theory was also modified. McClelland structured the test situation to modify motivation; the amount of motivation modification was measured. The bi-polar theory (high n—achievement versus low n—achievemmit) assumes a more enduring motivation. Thorpe ,1 for example, developed a measure from the bi- polar theory with students who had either over- or underachieved for more than a year. ’ DESIGII The empirical method with an objective instrument was used to verify the bi-polar dimensions as a continuum free of qualifying test conditions and free of aptitude. 2;th To empirically test the postulated dimensions, it was assumed 1. Thorpe, Marion D. 213 Factored Dimensions of an Objective Acadmaic Achievement Inventory i3 Eleventh Grade High School Males. Un"'pu'b"1""isn" ed"'"""'ooeto"""'ra1 Dissertation. Mi—mchiganhsute Unimver si tyTTfiZl. 16 that the bi-polar dimensions could be expressed as statement s and administered as a forced choice inventory. For this purpose, [.00 statements were constructed into 200 pairs; one statement of each pair logically relating to one, two or all three dimensions thecr etically descriptive of high n-achievemmt and the other statement contrastingly related to low n-achievemsnt. The 200 forced choice items were com- bined into the Generalized Situational Choice Inventory (6301). The instrument of Farquhar and associates was objectively scored as either choice a or b. No special test situation was structured in an attempt to elicit the achievement motive. The paper, and pencil in- ventory could be administered alone or as one of a group of tests. mg; £29.23. i_n_ Q9; Construction The testing of the 0601 as an appropriate instrument involved the following considerations: (1) logically, high or low needs for academic achievement mould be reflected by behavior which, in most schools, is measured cs- assessed by a coma grading system. (2) The term ”academic” as his used in this study does not include all behavior which is school related but is restricted to courses of learning which require outside-of-class preparation or home-work assimments. (3) Achievement varies‘ in quality and quantity and was thus described by the gnu... d' A, s, C, D and P. The grades constituted the criteria with which the 6601 was to covary. Intellectual instruments are available which covary with the academic grades criteria. The intellectual measures have been re- fined into specific instruments for academic aptitude prediction, like the California Test of Mental Maturity (CM) and the "aa \. ' g. “a.” “g...“ 17 Differential Aptitude Test (DAT). The question was whether a non- intellectual measure like the GSCI could predict grade point averages and remain independent of the already established intellectual measures. Population ing m The following steps were taken to establish the variables: 1) Nine schools in eight Michigan cities which had 9th grade Differentfial Aptitude Test scores available on their current 10th graders were asked to cooperate in the study. 2) A second aptitude measure was obtained so that reliable estimates of academic aptitude could be made. California Tests of Mental maturity were administered while the students were in the 10th grade. Administration was necessary in all but one of the schools. 3) Grade point averages (GPA) were calculated using grades in 9th and 10th - grade subjects. Only academic subjects were included. Activities courses were eliminated from the calculations. 1.) The DAT-Verbal Reasoning and Chm-Language sub-tests scores were used in obtaining a stable estimate of academic aptitude after empirically examining possible DAT and CTMH sub—score combinations. 5) A pilot study was conducted to appraise the relative pre- dictor value of the DAT-VB and the CM-L sub-test scores. The correlation of the DAT-V13 with GPA was found at +.65 and the CTHM—L with GPA to be +.50. 6) Because HeClelland's theory was most valid with males, the female subjects were not used. 18 7) In order to enhance the stability of the intellectual variable, regression lines were established for each school, assuming a correlation of +1.00 between DAT-YR and CTMH—L. Separate equations were calculated for each school because a pilot study indicated that one was not applic- able across schools. Only those individuals who fell within one standard error of estimate above and below the regression line were included in the item-validation samples. For the purposes of this study, the requirement was made that the motivation instrument must not relate to already developed intellectual instruments. Therefore, attention was paid to intellectual instruments within the sampling procedure and in the validation steps. Procedure The validation of the instrument consisted of three separate procedures; item.validation, partial cross-validation and inventory validation. The interpretation of the valid instrument was facilitated.by factor analysis. ltgg'Validation It was assumed that two criteria (aptitude and grade point averages) would rank the individuals in the sample. The search was far a third criteria of ordering academic motivation. The specific statistical hypothesis stated in null form.to test the validity of item.selection was: Hypothesis I There is no difference in preference for the alternative designated as related to high n- achievement by the higher achievers than lower achievers when aptitude is controlled. One hundred and fifty male subjects were selected at random from the total population of all nine schools. Based on this sample, the 25th, 50th and 75th percentile points on both aptitude and GPA were established. Percentile points were used in making a lé-cell tdeway 19 classification table with achievement quartiles as columns and aptitude quartiles as rows. . The scores of all male subjects from.all nine schools were searched to fill the corner cells representing the greatest scarcity of subjects within the extreme classification; i.e., highest quartile mtitude, lowest quartile GPA and lowest quartile aptitude, highest quartile GPA. The search established.that 12 subjects were available for the corner cells. The remaining cells of the twoaway classification table were filled with 12 randomly selected subjects. The percentage of each group of 12 subjects choosing the alter- native of each item designated as related to high n-achievement was entered into each cell. Two hundred two-way classification tables (one table for each item) were constructed. An example of the tables is shown in Figure I. CPA Scores _ 25th 50th 75th 75th DATAVR Scores 50th 25th “‘ Note-fie percentage of individuals choosing the high motivation alternative was entered in each cell and the rows were ranked. Figure 1. Example of a Two-Hay'Classification Table .The percentage figures were ranked in each row, resulting in a control of the aptitude criterion in that the means of ranks in each row were equal. W Because the extreme groups of the population of available subjects were exhausted by the method of validation sample selection, only a modified cross-validation could be attempted. As 4 a partial cross-validation, a sample of 100 subjects was drawn on a stratified random basis to obtain 25 subjects on each of four grade point levels; A, B, C and D. Within these groups, aptitude scores were disregarded. The umber of subjects choosing the alternative of each item designated as related to a high n-achievement was entered into the appropriate cell of a four-fold contingency table and tested by the chi square analysis. Only items which were established as significant in the first validation step were retested. The level of significance or the probability of a Type I error for validation was set at .20 and for cross-validation at .10. Inventory Validation As a further empirical check on ttm grouped significant items (inventory) all the male students from one high school were treated as a samle. The student' s responses to the significant items were extracted and scored on a l or 0 “basis. If the response was predictive of high n-achievement it was scored 1; the reverse was scored 0. By simple addition of the 1 scores, each subject was given a score on the shortened (Form 3) motivation. inventory. The students' sca' es were used to test hypothesis II in relation to DAT-VB and GPA. Hypothesis II The items resulting from.the choices will not . correlate with achievement when aptitude is partialled out. ’ m Mic W The principle axis method of factor analysis developed by Hotelling1 was used because it gives the smallest number of factors which extract the maximum.amount of variance with a mathe- matically unique solution. Because unities were used in.the diagonal of the matrix, all variance, reliable and unreliable, was factored. The results of the factoring method include all variance in the sample with the unreliable variance randomly distributed among factors. The factors do not refer to the population but to the empirically function— ing components within the sample. The components describe the source of the variance. The principle axis method gives a unique resolution of the common factors or components for each sample when unities are inserted in the diagonal. These common factors, based on empirical observation, aid in the interpretation of the inventory, which to this point was based on face falidity items developed from the earlier presented theory. 0 The further facilitation of an interpretation is offered by rotation. The criteria used in this study were that the sum of the square of the loading of all items on a factor must exceed unity (the variance expected of one item) before a factor was included in the rotation and that an item.must load on a factor to at least .hO. l. Hotelling, H. "Simplified Calculation of Principle Components," Psychometrika. Vol. 1, 1935. pp 27-35. 22 The purpose of the rotation was to transform the initial factor solution to a "preferred" solution to achieve simple structure, factor invariance and interpretability. Mathematically, each solution is correct but psychologically, certain solutions are preferred as being more interpretable. Two objective methods of rotation were available: the Quartimax method of Wrigley and Neuhauel and the Varimax method of Kaiser.2 Both methods attempt to achieve simple structure principles based on the following criteria of Thurston.3 _ 1. Each row of the factor matrix should have at least one zero. 2. If there are m comaon factors, each column of the factor matrix should have at least 5 acres. 3. For every pair of columns of the factor matrix then should be several whose entries vanish in one column but not in the other. 1.. For every pair of colums of the factor matrix, a large proportion of the variables should have vanishing entries in both colums when there are four or more factors. 5. For every pair of columns of the factor matrix there should be only a small number of variables with non-vanishing entries in both columns. In contradistinction to the Quartimax method, which stresses the simplification of each row or variable, the Varimax method places emphasis on the simplification of factors. To quote Harman,“ 'The 1. Wrigley, c. on J. o. Neuhaus, rm. Quartimax Method: An Analytical Approach to Orthogonal Simple Structure, " British Journal 9_f_ Statistical Pneholog, Vol. 7, 1951., pp. 81-91. 2. Kaiser, Henry F. "The Varimax Criterion for Analytic Rotation in Factor Analysis,” Ed. Psych. Measurement, 19 (1959), 1.13-20. 3. Thurston, L.L., Hultige Factor Analysis. Chicago: University of Chicago Press. 191.7. 1.. Harman, Harry H. Modern Factor Analysis. The University of Chicago Press, Chicago, 37. 1930. 23 Varimax method proposed by Kaiser is a modification of the Quartimax method which more nearly approximates simple structure." ' For the above reasons, the principle axis and the varimax methods were applied to the data. m The bi—polar theory of high and low academic need for achievement includes (1) Need for long term involvement versus short term involve- ment, (2) Need to compete with a maxim standard of excellence versus a minimum standard of excellence, and (3) Need for unique accomplishment versus common accomplishment. An instrument was developed for the Farquhar mtivatim project from the bi-polar theory and subjected to verification procedures which treated aptitude as coincident and independent. The instrument was developed as a predictor of grade point averages -- the criterion variable of academic achievement. The steps preparatory to testing such an instrument include population and sample selection, item development and validation, inventory validation, estimate of internal consistency reliability and the factor analysis of the inventory. The analysis, results are presented in the fourth chapte r. CHAPTER IV ANALYSIS OF THE DATA The analysis of the data is presented in three sectiorm. The validation and partial cross-validation of items in relation to achieve- ment with aptitude controlled, based on selected samples of subjects, is presented in section I. The degree and significance of the con- current validity of the resulting inventory in relation to a chieve- ment and aptitude is presented in section II. The evidence in section II was based on a normal group and also provided an estimate of internal consistency reliability. The chapter is concluded in section III which contains the factor analysis results, similarly based on the selected items and the same group as in section II. Section I: Item Validation and Partial Cross-Validation Item validation was tested through the null hypothesis pertain- ing to motivation and achievement. Hypothesis 1. There is no difference in preference for the high item alternative by the higher achievers than the lower achievers when aptitude is controlled. Subjects from each quartile on aptitude within each quartile on grades were extracted from the total population. Thus, 16 groups of 12 subjects each were selected to represent aptitude and grades equally in the 16 combinations. The percentage of subjects in each group choosing the high motivation alternative were ascertained. These percentages were ranked and tested to ascertain if item choices covaried with grades 21. 25 across the equalised aptitude. The test of significance which was applied is described by Edwards1 as either Analysis of Variance of Ranks for a Two-Hay Classification or the Coefficient of Concordance (we). The level of significance or probability of a Type I error was set at .20. This statistical analysis indicated that 52 items were signifi- cant in relation to CPA with DAT-VR controlled; 1.5 in the firedicted direction and 7 counter to prediction. grogngalidation One hundred different subjects containing 25 each of A, B, C and D grade level students were picked on a strati- fied random basis without regard to aptitude and entered in a four- fold contingency table. The independence of the item choices in relation to grade groups was examined with the chi square statistic. The level of significance required was .10. Twentybeight of the AS items remained as significantly related to the grade point criteria through this partial cross-validation procedure. These 28 itmns provided the shortened GSCI (Form 8) which was used for inventory validation and the factor analysis. Section 11: Inventory Validation and.Estimation of Reliability Hypothesis 2. The items resulting from the choices will not correlate significantly with achievement when aptitude is partialled out. To test this hypothesis, the responses of all the male students 1. Edwards, Allen L. Statistical Methods‘fgg'thg Behavioral Sciences, Rinehart & Company, Inc. New York. 195k. 26 in one high school (N - 180) to these 28 items were extracted and scored on a l or 0 basis. If the response was in the direction predictive of high achievement, it was scored 1; the reverse was scored 0. By simple addition of the scores, each subject was given a score on the shortened motivation inventory. The possible range of scores, for clarification, then became 0 to 28. Also each subject's aptitude score (DAT-V12) and his GPA were obtained. The statistical treatments necessary to produce the partial and multiple correlations of these three variables were administered as described by Garrett:L and the results are presented in Tables l..l and 4.2. Table lul lntercorrelation for Differential Aptitude Test - Verbal Reasoning (DAT-VB), Grade Point Average (GPA) and Generalised Situational Choice Inventory (6801, Form 8) for Hales. (NI-180) GPA DAT-VB DAT-VB e 59 GSCI Form 8 .39 . 25 Table 1.. 2 Partial Intercorrelations for DAT-VB (l), GPA (2) and G501, Pom s (3) For Any Two With the Third Partialled Out. (10-180) 312.3 . .62 (siglificant beyond .01) 1.13.2 - .31 (simificant beyond .01) r23 .1 - .03 (not significant) 1. Garrett, Henry E. Statistics _i_n chholog and Edmation nth Ed. Longmans, Green and Co. New fork. 1953. The correlation technique was used because it provides a measure of the degree of relationship as well as its significance. The three .lajar seals intercorrelations were: DATAVR to GPA - +.59, the GSCI to GPA - +.39 and the DAT-VB to 6801 - +.25. In addition, this method also produced the partial intercorrelations between any two scale s with the third partialled out, and the correlation of multiple prediction. The correlation of the DATJVR'with GPA increased fram $.59 to +.62 when the GSCI was partialled out. The correlation of the 6801 with GPA decreased from.+.39 to +.32 when the DATBVR.was partialled out. The correlation of the 6501 with the DATAVR'when GPA was partialled out was zero (r -+.03). The multiple correlation of DATAVR and GSCI with cm a. +.65, which was a significant increase over the DAT-VB with GPA correlation of +.59. V The estimated amount of GPA variance predicted by the GSCl on the sample was 10 percent. The estimated amount of GPA variance predicted by the DATAVR.on the same sample was 36 percent. By adding the predicted variance of both the GSCI and the DATAVR, the estimate of total predicted variance of GPA was ab percent. Both the DAT-VR and the GSCI, Form 8 were correlated with the GPA singularly with the other’ partialled out and in combination beyond the .01 level of confidence. The correlation of the DATBVR and GSCI, Form.S with GPA par- tialled out was not significant, appearing near zero. The correlation evidence was interpreted as supporting the hypothe- sis that motivation, as empirically measured, was a significant predictor of achievement independently of aptitude. The motivation measure comp bined with aptitude increased the precision of achievement prediction. Hoyt'sl method.of estimating internal consistency indicated that the 28 items were at the .76 level of reliability which was slightly less than desired for a scale of practical utility. Section III: Factored Dimensions of the Motivation Inventory The responses of all the male subjects in one high school were entered into an item by individual matrix (28 items by 180 individuals). The responses were scored as l or 0, depending upon the alternative which had been chosen. This matrix was punched into a computer tape (MISTIC - the electronic computer on the campus of Michigan State Univer- sity) and programmed to provide itemnproduct moment coefficients of intercorrelation. The resulting 378 item intercorrelations provided the data for the factor analysis and are tabled in Appendix.A. The item intercorrelations were factored into 28 factors by the principle axis method which extracts as many factors as variables (items) entered in the matrix. The resulting unrotated 28 factors with rounded loadings for the 28 items along with the factor eigenvalues (factor variance) are tabled in Appendix B. Ten of the 28 factors were of acceptable magnitude with eigenvalues which exceeded 1.00. The ten factors were ranked in terms of their eigenvalues and then rotated; first the two largest at a time, then the three largest, four largest and so on until all ten were rotated. l. Hoyt, C. J. "Test Reliability Estimated by Analysis of Variance", Psychometrika, Volume 6, 19L1, pp. 153-60. Table Le3 Rotated 28 GSCI Items on Eight Accepted Factors. (Male N - 180) Communalities Pictor No. 1 2 3 h 5 6 L? 8 Item No. 1 e157 0101 'elBh .167 thS -eohé e032 'e272 ’e372 2 g 520 o 226 -o328 .020 .016 -9166 o 215 .121. ‘.‘ . 518 3 .556 -e069 'e153 -.0L8 ’e097 e216 -.053 'eohz +e160]- h 0587 -0122 'ezhh e099 e212 'e119 .121 'e132 9.519 5 .190 .006 -e783 e009 ’e027 .062 “.038 “.138 +.672 6 .20L “.56“ e189 -e159 0063 -eo37 'eoeh ’e015 ’eh33 7 0055 e126 '0335 e056 -e070 .055 .hhl -.h68 4.555 8 e035 e078 e052 e831 -eoho e072 -e16h .005 9.73“ 9 .053 -.258 .036 .109 .678 .037 -.080 .233 +.603 10 ooh? -0170 0067 -e018 .011 0519 -e268 -0072 ’0382 11 -.1hh “.256 'e166 e167 e015 'e582 .028 ‘e175 ‘e512 12 .17h “e066 “e779 'e058 .181 .096 ‘e167 .228 *e765 13 .378 “019“ .132 .175 -.096 .061 .521 -.026 +,SIA 1‘ .022 .0h5 ‘e083 -e132 'e065 .052 .6h6 -.025 +.h§1 15 .188 -e571 -.061 .017 -.007 e116 e105 e150 *ehlz 16 .233 'e225 'eh06 e279 ’e195 -e328 eh30 e172 *e707 17 .LOB .088 “.029 e063 e399 eooh -e087 -e213 *e387 18 .667 -.154 -.036 .146 .022 .073 .158 .060 +.525 19 .139 -.177 .025 .325 -.561 .041 .127 .042 +.490 20 -.027 .035 -.225 .234 .176 .570 .135 -.138 +.501 21 .112 .087 -.031 .744 .085 -.013 .065 -.026 +.587 22 e793 -0072 0018 e061 -e036 .032 -.036 -.12h +.656 23 .229 -.125 .066 .130 -.284 .522 .108 .136 +.472 2“ -.083 -e089 ’e291 .076 -e011 e589 024‘ 'e038 *.512 25 .208 “.080 .127 -.005 e059 -0009 OOlh -e775 +e670 26 .h65 -.012 -eo70 .025 .078 e291 0332 ‘0133 *ehho 27 .11h -ehoe “.096 .396 'e069 e317 e156 .012 +ele75 28 2 1 .618 .172 égg¥ .07 .068 .091 .294 +.579 Factor 2.973 1.655 2.024 1. 1.4 1.991 1.572 1.552 Table 4.4 The Rotated 28 GSCI Items Loading Above .40 On Eight Factors Which Provided The Factor Interpretations. (Male N - 180). Factor Nb. 1 2 .3 4 a§_i 6 1_ 8 Item NO. 1 .445 2 .520 3 .556 4 .587 5 "e783 6 -e 56‘. 7 .441 -eh68 8 .831 9 .678 10 .519 11 -. 582 ‘ 12 “.779 13 .521 14 .646 15 "s 571 16 -eh06 01630 17 .403 .399 18 .667 19 -.561 20 .570 21 .744 22 .793 23 .522 24 .589 25 -.775 26 .465 27 -.408 0396 28 .618 31 Each item loaded .40 or above on one or more of the factors at the point concluding the rotation of eight factors. Therrotation of seven or less factors did not include all items when a loading of .40 was the minimum acceptable criterion. The rotation of nine and ten factors revealed factors with eigenvalues less than unity (1.00). It is characteristic that eigenvalues change during rotation because the item loadings on the factors change. The reduction in the number of factors was the parsimony sought in rotation. Therefore, the eight factor solution was the preferred solution to the item intercorrelation matrix. The rounded factor loadings of 28 items on eight rotated factors along with item communalities and factor variance are presented in Table 4.3. The rounded factor loadings of 28 items with acceptable magnitude on the eight factors are presented in Table 4.4. The individual factors, the itggg loading on each and the item loadings on each are presented in the following eight tables, (tables 4.5 through 4.12). The theme or content similar to all items loading on a factor provided the basis for interpreting and naming the factor. Table 4.5 Item Content of Factor I Item Content loading Number 22. x! a. Study to go to college, or .793 b. Study to get out of high school Note,* denotes the predicted item alternative related to high n-ach. 32 Table 4.5 (conte) 18. a. Work overtime to make more money, or x b. Get more schooling to make more money .667 4. a. Be well prepared for a Job after graduation from high school, or .x b. Be well prepared to continue learning .587 3. a. Buy a car, or x, b. Continue my education .556 2. x. a. Have the best teachers in the state in my school, or .520 b. Have a large recreation center in my school 26. x. a. Study for an exam.one night and know that I would receive an ”A”, er .465 b. Ge to a party on this night and take a chance on a lower grade 17. x a. Receive a grade on the basis of how well I did on my teacher's test, or .403 b. Receive a grade on the basis of how I compare with my classmates 77 The seven items of Factor I point to a need for academics: the expressed choice I'to go to college," to I'get more schooling," to be ”prepared to continue learning," "to have the best teachers," to "study for an exam,” and to be graded on "how well I did." ’The pattern of the academic choices suggested a relationship to the original dimen- sion of long tenm involvement, but in the restricted range of education. Factor I was interpreted as supporting and clarifying this dimension of ti! original theory and named long term academic involvesent versus short term.academic involvement. Two items loaded relatively high on Factor II, with a third loading somewhat lower. Items 5 and 12 had nearly identical content and loadings. The chance-taking versus 32 chance-taking alternative 33 Table 4.6 Item Content of Factor 11 Item Content Loading Number 5. . a. Rave the teacher give everyone the same grade at the beginning of the term and know I had passed, or x b. Take a chance on getting a higher or lower grade at the end of the course -.783 12. a. Have everybody in the class get a 'C" at the beginning of the course, or x b. Be graded at the end of the course with the possibility of getting a. himer or lower mark -.779 16. x a. Consider all the possible outcomes when faced with a choice, or -.406 b. Make a decision and not worry about all the possible outcomes 1 Instead of named the factor. This factor was also reported by Thorpe. its being the largest in terms of factor variance as in Thorpe's study, here it appeared as a strong second. It was interpreted as an unhypothe- sized factor in this research and as a replication of a factor in Thorpe's research. Table he? Item Content of Factor III Item Content Loading Number 24. x a. Be very happy, or .589 b. Rave lots of money 11. a. Re a minor actor in a large theater production, or x b. Play the lead in a mall theater production -. 582 20. ' a. Inherit a great deal of money, or x b. Earn a great deal of money . 570 1. Thorpe, Marion D. lh_e_ Factored Dimensions 22 a_n Objective Academic Achievement Inventory in Eleventh Grade High School Hales. Unpublished Doctoral Dissertation. Michigan State University. 196 . 34 Table 4.7 (continued) 23. a. Live a life of leisure, or x b. Live a life of mny new experiences .522 10. a. Be paid for how fast I did a Job, or x b. Be paid for how well I did a job .519 Five nearly evenly loaded items defined Factor III. The psychological quality of experiencing was chosen by varying achievers on items 24, 20 and 23 on an activeness versus passiveness continuum. Uniqueness versus the common was expressed by item 11 and weed ver- sus thoroughness on item 10. The most general content pointed to experiencing or being and was named _a_g_t_._i_v_g ggeriencing versus Essive eggrienciggg and appeared as an unhypothesized factor. Table 4.8 Itm Content of Factor IV Item Content Loading Number 8. a. Work at many less important Jobs which I know I could finish, or x b. Work at one ve important ob which may never be entire y finished w lifetime .831 21. a. Work on a not so important project which I may finish, or x b. Work on an important project which I my never finish .741 27. a. Discover a gold mine, or x b. Discover a new medicine .396 Three items loaded on Factor IV, with two much higher than the third. The hypothesized dimension of long term involvement was clarified as a Job challenge of importance with long term involvement. This was interpreted as supporting and refining the similar hypothesized dimen- sion; named long term work challenge versus short term work challenge. 35 Table 4.9 Item.Content of Factor V Item Content Loading Number 28. x a. Have a few "fine" clothes, or .618 b. Have many ordinary clothes 15. 7x a. Study my assignments during study hall, or-.57l b. Wait to study until the mood strikes me 6. x a. Be successful in finishing a Jab, or -.564 b. Finish a Job ' 27. a. Discover a gold mine, or x. b. Discover a new medicine -.408 Four items exceeded the minimum .40 loading on Factor V. Two of the same items appeared on Thorpe's1 Factor III which he named Intrin- sicness versus Extrinsicness (materialism versus nonqmaterislism plus inner-directedness versus outer-directedness). Structure value was indicated by partial replication of Thorpe's factor but there was some difficulty in naming it. Accomplishment, success and a maturity in seeking lasting quality seemed suggested. Item 15 suggested a maturity toward attainments and items 28, 6 and 27 a lasting quality of rewards. The name offered this factor was abiding interests versus terminal igterests. To have a capable and working mental ability dharacterised the items of Factor VI. The choice of doing mental work in favor of accepting an easier way out suggested the name long term_mental 1. Thorpe, Marion D. _Tp_e_ Factored Dimensions 21; Eli Objective Academic Achievement Inventory‘gg.Eleventh Grade High School Males. Unpublished Doctoral Dissertation. Michigan State University. 1961. 36 Table 4.10 - Item Content of Factor VI Item Content La. ding Number 14. a. Be Thought of as being shrewd, or x b. Be thought of as being intelligent .646 13. a a. Be known as a person who doesn't; let problems worry me, or x b. Be known as a person who can solve problems well .521 7. x a. Be graded at the end of a course with the possibility of making an "A”, or .441 b. Get a "C" at the beginning of a course along with everyone else. ‘ 16. x a. Consider all the possible outcomes when faced with a choice, or .430 b. Make a decision and not worry about all the possible outcomes m versus short term mental activity. This was interpreted as both supporting and clarifying the dimension of long term versus short term involvement . 7 Table 4.11 Item Content of Factor VII Item Content Loading Number ' 9. .x a. Be paid for how well I did a Job, or .678 b. Be paid the same amount no matter how I did the Job 19. a. Take it easy and conserve my energy, or x. b. Put forth my best effort all the time -.561 l. x a. Receive a grade on the basis of how“well I did on the teacher's test, or .445 b. Get a grade on how hard I tried 17. .x a. Receive a grade on the basis of how well I did on my teachers test, or .399 b. Receive a grade on the basis of how I compared with my classmates 37 The theme or content of quality of performance is expressed in all four items loading on Factor VII. This content referred to "how well I did” and "put forth my best" and reflected the quality of the effort or standard of performance. This reliance on the production of one's own quality was perhaps different from the more social aspects of competition with a maximum standard of excellence. A personalized standard of excellence was suggested; a self secure feeling in relation to the competition; a brand of certainty. The content led to the name maximum confidence versus minimum confidence in one's own effort. Table 4.12 Item Content of Factor VIII Item Content 4 leading Number 25. a. Accept what womeone else says even though I don't agree, or x b. Argue for what I believe to be right -.775 7. x a. Be graded at the end of a course with the possibility of making an "A", or -.468 b. Get a ”C” at the beginning of a course along with everyone else Item.25 was loaded on Factor VIII higher than item 7, but both suggested the dichotomy of staying with the crowd versus going it alone. Item.7 also loaded on Factor VI which referred to long term involvement. Both the longer effort versus the "easy way out" and chance-taking were perhaps indicated on Factor VIII, but the degree of joining was interpreted as the major content which led to the naming of the factor as individuality versus anogymitx. 38 Summary The empirical methods indicated that '28 of the original 200 items differentiated academic achievement levels when aptitude was a controlled variable. The evidence indicated that the 28 items were additive as valid predictors of academic achievement in a total group of eleventh grade males. The relationship-between the motivation measure and academic achievement was significant both with and without aptitude and with aptitude partialled out. Configurational methods suggested a relevant re-arrangement of the 28 items into eight factors. The factors were interpreted and named in terms of their most obvious content as follows: I) Long term academic involvement versus short term academic involvement. II) Chance-taking versus no chance-taking. III) Active experiencing versus passive experiencing. . IV) Long term work challenge versus short term work challenge. V) Abiding interests versus terminal interests. VI) Long term mental activity versus short term mental activity. VII) Maximum confidence versus minimum confidence. VIII)Individuality versus anonymity. The fifth and last chapter contains the sumarization of the study, the discussion of the relationships between the results of the data analysis and the original hypothesis, and a listing of research implications. CHAPTER V SUMMARY, CONCLUSIONS AND WE IMPLICATIONS Sumry The sumary is presented in four sections: the problem, the theory and instrumentation, the design and procedure, and the analysis. - 111.2 Problem The basic problem was to determine whether eleventh grade male high school students could be differentiated by a theory-based measure of motivation in the direction consistent with their academic achievement. The rigor of this task was increased by requiring that the motivation measure function independently of academic aptitude. M in}; Instrumentation The McClelland theory hypothesized three dimensions as the basis for the need for achievement: .1) long term involvement, 2) unique accomplishment and 3) competition with a standard of excellence. Farquhar extended and modified these three dimensions into three con- tinuums. Each continuum was hypothesized as .bi-polar and described as dichotomous; e.g. high n-achievement versus low n-achievement. The continuums were: long term involvement versus short term involvement, unique accomplishment versus consnon accomplishment, and competition . with a maximum standard of excellence versus competition with a minimum standard of excellence. Two hundred items were developed, each with two statements, one statement logically related to the pole of high n-achievement and one statement logically related to the pole of low n-achievement. The two hundred items were administered as a forced choice inventory named the Generalized Situational Choice Inventory. 39 1+0 in: 9.2922 arid _____Procodur- Students in the eleventh grade in nineschools in eight cities in Michigan took part in the study. The grade point averages, the scores on two aptitude tests taken a year apart and the responses to the motivation measure were obtained on the male students. The total sample included approximately 2100 students. Students with the mos t stable aptitude scores were selected by constructing a regression line between the two aptitude predictors assuming a correlation of +1.00 between the two variables. Two lines were drawn parallel to and above and below the regression line (fiducial limdts) which were a distance away equivalent to the average of the standard error of estimate of the two aptitude predictors. Only those individuals who fell within the limits around the regression line were included in the validation and partial cross-validation samples. m Alleluia Two null hypotheses were advanced: 1. There is no difference in preference for the high motivation item alternative by the higher achievers than the lower achievers when aptitude is controlled. 2. The items resulting from.the choices will not correlate with achievement when aptitude is partialled out. Two statistical procedures were used for the validation and partial cross-validation of items. The validation of items was studied by the analysis of variance of ranks for a twoaway classification. Students were classified into quartiles on aptitude within quartiles of grade point averages (DATAVR by GPA). The percentage of students favoring the high n-achievement item alternative was ranked and the ranks were compared with GPA with DAT-VB controlled. The partial cross-validation of items was studied by the chi square analysis of a four-fold con- tingency, e.g. four levels of GPA compared to motivation with aptitude disregarded. The level of significance required in validation was .20 and in partial cross-validation .10. The second null hypothesis was studied in a sample of one school with correlation technique. Correlation methods were used because they give an indication of the magnitude of the relationship as well as the significance. Second order correlations were used to compare both aptitude and motivation as valid predictors of GPA. The motiVb ation measure correlated .39 with achievement and did not correlate with aptitude. The measure was reliable at the .76 level. ‘ Both null hypotheses were rejected. £932.! Analysis Factors were sought to aid in the interpretation of the valid and reliable inventory (28 of the original 200 items designated by form 5). The principle axis method of factoring, the varimax.method of rotation and unities in the diagonal of the matrix were used to analyze the item intercorrelations. The sum of squares of item load- ings on a factor of 1.00 and an item loading of .AO on a factor were the minimum acceptable criteria for inclusion of an item or a factor in the interpretation. The factor analysis procedure was concluded by interpreting eight factors named as follows: 1. Long term.academic involvement versus short term academic involvement. 2. Chance-taking versus no chance-taking. 3. Active experiencing versus passive experiencing. uz/qs A. Long term work challenge versus short term work challenge. ' 5. Abiding interests versus terminal interests. 6. Long term mental activity versus short term mental activity. 7. Mazdmum confidence versus minimum confidence. 8. Individuality versus anonymity. Conclusions The Farquhar bi-polar theory contained sufficient import to predict the achievement of students in an academic situation. The bi-polar theory was able to accomplish the predictions on the basis of non-intellectual variables independent of intellectual variables. Factor analysis of the itans steaming from the bi-polar theory indicated that the hypothesized three continuums were insufficient in terms of numbers and complexity to describe the valid and reliable instrument. The configurational methods revealed eight components functioning within the inventory which provided explication of the original bi-polar theory. The hypothesized dimension of long term versus short term involvement proved to be the most fruitful. This dimension seems clearly supported. Further explication of this dimension was suggested in terms of (l) Academics, Factor I; (2) Work Challenge, Factor IV; (3) Rewards Interest, Factor V; and (1.) Mental Activity, Factor VI. n. hypothesized dimension of competition with a maximum standard of excellence versus a minimal standard of excellence was supported. However, the factoring procedure indicated two factors: (1) Maximum confidence versus minimum.confidence, Factor VII; and (2) Individuality versus anonymity, Factor VIII. The hypothesized dimension of unique versus common accomplishment remained unclear. Evidence in relation to this dimension was lacking; it may be that none of the items measured the dimension as it was hypothesized. The 'bootstraps' value of factor analysis suggested itself in the appearance of two unhypethesized factors. One of these factors, chance— taking versus no chance-taking, Factor 11, constitutes a replication of the similar factor reported by Thorpe. Factor 111, Active experiencing versus passive experiencing, was another unhypothesized factor. Research Implications Objective measures of motivation have been developed which are valid and feasible. The measuring has been accomplished.with non- intellectual variables which stemmed from motivation theory. However, it was found that the bi—polar theory was insufficient to account for the total measure. In this regard, certain recommendations are offered: 1. New items ought to be developed in an attempt to ascertain more definitely the factors revealed in this study. 2. The motivation of people should be studied as transactional with other criteria in differing situations. 3. Differing age groups and cultural groups should be explored in search of the structure of motivation. A. Research pertaining to motivation theory should be planned which includes the eight factors revealed in this study. 5. The impact of motivation and aptitude upon achievement might be 6. 7. 1:5 conceived of as dynamic and as predictable by differential equations following the isolation of factors. Interrelated methods of arranging test responses and subjects should be eXplored with the various techniques of factor analysis. Multiple predictive studies based on discriminant functions within motivation theory in companion with factor analytic. techniques are indicated. EIBIIOGRAPHY Cattel, R. 3., Factor w Harper & Brothers, New York, 1952. Diener, Charles L. “Similarities and Differences Between Over- achieving and Under-achieving Students, " Personnel And Guidance Journal, Jan. 1960, 38: 3964.00. Edwards, Allen L. Statistical Methods for 3h; Behavioral Sciences, Rinehart :. Company-T, c. am for 713951.. """"'" Farquhar, William H. A C ensive St 2; the Motivational Factors Underlmg Acniovaen‘gtmfor E ev'Tnt. Grade Iii-5h 'Sc""n'oo'T_—’5tndon?"_- Research Project No. Mlflfi) in cooperation with the U. . Office of Education. Pruchter , Benjamin. Inmducticn to. Factor ,Mgg, D. Van Nostrand Company, Inc. , New York. 951: Garrett, Henry E. §tati§igs E W d aceticn Ath Ed. Iongnns, Green and Co. New York. 195??- Gough, H. G. 'Factors Relating to the Academic Achievemnt of High School Students, " gournal 9_f_ Educational R_gsearch, 194:9, £0: 65-78. Cough, R. G. “What Determines the Aoadaic Aehievemmt of High School Students,‘ gournal 9_f_ W Research,1953. 1:6: 321-331. Ham, Barry K. Modern Fac r M The University of Chicago Press, Chicago, 57. e Holland, John L. “The Prediction of College Grades from the California Psychological Inventory and the Scholastic Aptitude Test,’ Journal g_f_ Educational Pszgholog, August, 1959, 50: 135 - ll: Hotelling, H. ”Simplified Calculation of Principle Components," Psflcmetrih. Vol. 1, 1935. pp 27 - 35. 1.6 1.7 Hoyt, C. J. ”Test Reliability Estinated by Analysis of Variance", Pszghggtrika, Volume 6, 191.1, pp. 153 - 60. Joseph, Michael P. 'The Use of Depth Interviewing to Explore the Motivational Factors Underlying Achievuent of Eleventh Grade Boys”, A Paper presented at the 1961 American Personnel and Guidance Association Convention. 11.3.0. I Kaiser, Henry 1'. “The Varinax Criterion for Analytic Rotation in Pater W'1". Mo, 23 (1958), 13’ - ”0 Kaiser, Henry F. 'Couputer Program for Varilax Rotation ‘in Factor Analysis,“ as PM. Measurement, 19 (1959). LLB-20. Xrug, R. E. “Over and Under achievement and the Edwards Personal Profile Scale," m_ 10f Applied m April, 1959. 1.3: 133-136. McClelland, D. (34.) Studies in Motivation, Appleton-Century-Crofts, New York, New York. 1955. McClelland, David and J. Atld.nson et. al. The Achievement Motive, Appleton-Centm'y-Crofts, N. 1., New York. 95 . McQuary, John P. 'Sone Relationships Between Ron-Intellectual Characteristics and Academic Achievement," Journal _o_f_ Educational Psychology, April, 1953, 1.0: 117-133. Stern, George G. , Morris I Stein and Benjamin 8. Bloom. fiahods _ig Personality Assessment The Free Press, Glencoe, Illinois. 1956. Thorpe, harion D. 1h_e______ Factored Dimensions of an ObjectiveA mg. Achievement Inventogz__ in Eleventh 9____rade -Ri_§h School lial___e_s. Unpublished Doctoral Dissertation. Michigan State University. 1961. Thurston , L. L. Qtiple Factor Anglsis. Chicago: University of Chicago Press. 191.7. Thwoatt, Roger. The Development and Validation of an 1' Scale For an Objective Test Battery on Motivation. Unpublished Doctoral Dissertation. Michigan State University. 1961. Wechsler, David. 1h; Huguent of Adult Intelli ce The ~ Williams and wilkins Co. Baltinore, Md. 19$ 23rd Ed.) Weiss, P. et. al. 'Achi evenent Motivation, Academic Aptitude and College Gradee." Educational _ang PsMologcal .lioasurensnt, 1959, 19: -- . Hrigley, c. and J. o. lleuhaus, mi. Quartinax Method: An Analytical Approach to Orthogonal Sinple Structure, " British M gf_ Statistical m 1951.. 7: 81-91. A9 The Generalized Situational Choice Inventory was reproduced in the following appendix and throughout this dissertation with the permission of Dr. William W. Farquhar. Appendix THE W250 SITUATION“. CHOIQ INVEN'NRI This is .a_ m 2; Eur choices. There are no right or wrong answers. e results will in no way affect your grades in school. The inventory is made up of pairs of statements. Read each pair care- fully. Choose the one you would most prefer or like to do. Answer all questions as honestly and frankly as you can. ally in this way will the reamlts be meaningful. Rmsembor this inventory is about and m alone. This is not a survey of what ya can do, but of what 32 would like to do. 22 no}; to ”a: This Booklet. You will be given an answer sheet and a spec pencil to W answers with. Mark between the two small lines under the letter of your choice. __ 9 L m: ' :: Hhichwould you prefer to do? 7 : Answer §heet ’ 1.&.Gotoaparty,or )1)ABCDI b. Readabook .#//LL££££ .Ignore This person marked under the letter I'A" t“ e answer sheet which means that he would prefer to go to a party to reading a book. Ignore colums ”I. HIEI Emhavegfistions , wand. If not, turntothe next page and answer the questions. Do Us: Ski m gestion ions! Work as rapidly as you can and do not spend too mch time on any one its. Rancher this is not a survey of what you can 'do but of what you would prefer to do. magnum u spoons: 51 I would‘prefer to: 1. a.) find out why a piece of machinery won't work, or b.) Put together a piece of machinery 2. a.) Avoid failing in school, or b.) Do well in school 3. a.) Use w free time to watch television, or b.) Giveupufreetimstolearn something 1.. a.) Have no outstanding abilities, but be liked by others, or 1:.) Be able to do things well, even though others didn't like me for it 5. a. Successfully complete a group project, or b. Successfully complete a project by weelf I would prefer to: 6. a.; lake m own plans, or w - b. Follow someone else's plans 7. a.) Be praised at home, or b. Be praised at school 8. a.) Face danger with a group, or b.) Face danger alone 9. a.) Bo quick, but often incorrect, or b.) Be slow, but often comet 10. a.) Find out how well I did on a school test right away, or b.) Find out how well I did on a test later, if at all 52 I would prefer to: 11. 12. 13. 15. a.) Be thought of as being clever in dealing with people, or b.) Be thoth of as being clever in working with ideas a.) Hark hard for what I get, or b.) Just get what I want a.) Create something useful, or b.) Create a thing of beauty u; Be graded on how much the teacher thinks I have learned, or b. Be graded on how much I think I have learned a. work hard to satisfy w own curosity, or b. Hark hard to become famous I would prefer to: 16. 17. 18. 19. m. h; Bo alone, or b. Be with people 8.; Hake something I have planned melf, or b. Hake susthing planned by somebody else a.) Be thought of as being intelligent, or b. Bo thought of as being practical a.) Play all games or sports about average, or b.) Be exceptionally outstanding in one sport or game a.) Accomplish a task slowly, but in an orderly manner, or b. Accomplish a task in a hurry, but less carefully 53 I would prefer to: 21. 23. 25. a.) Receive a grade on the basis of how well I did on the _ teacher's test, or b.) Get a grade on the basis of how hard I tried a. Be known as someone who doesn't need others, or b. Be known as someone who depends on others a.; Solve an easy puzzle that I had difficulty with, or b. Solve a puzzle that other mp1s have difficulty with a.) Work hard to be curt, or b.) Take it easy and become rich a. E graded compared to the rest of the class, or b. Bo graded compared to a standard held by the teacher I would prefer to: 26. 28. 29. 30. a.; De thought of as being a studious person, or b. he thought of as being a carefree person ' u; Receive one of several 'A's' in class, or b. Receive the highest test grade and get the _only I'A" a.) Hork with others, or b. Work alone a.) Have the best teachers in the state in my school, or b.) Have a large recreation center in w school a. Have a few expensive clothes, or b. Have a lot of less expensive clothes 51. I would prefer to: 31. 32. 33. 31.. 35. a. Be the holder of 9333 state record, or b. Be the holder of several city records n.) Write for a weekly newspaper, or b. Write for a paper which has nation-wide distribution to an amusement park, or 9 3 you ue m education a.) Finish a very important job, or b.) Finish several less ilportant jobs I would prefer to: 36. 37. 38. 39. 1.0. a. Be able to do difficult things better than other people, or b. Be able to do difficult things just as well as other people a.) Be well prepared for a job after graduation from high school, or b.) Be well prepared to continue learning a.) Be known as a person who can solve problans better than anyone else, or b.) Be known as a person who can solve problems well a.) Work on a difficult short puzzle, or b.) Work on a difficult long puzzle .) Be on a quiz program, or ) Be on a give-a-way program 55 I would prefer to: 1.1. 1+3. 1.5. a.) Pass a usual classroom enmination, or b.) Pass a college entrance examination a.) Draw a freehand picture which may or may not be good, or b. Trace an excellent picture drawn by someone else a.) Wait and receive one large award, or b.) Receive several msall awards a.) Have the teacher give everyone the same grade at the beginning of the term and know I had passed, or b.) Take a chance on getting a higher or lower grade at the end of the course a.; Develop a 33 product which may or may not be good, or b. Make a product as good as the best one available I would prefer to: A6. 1.7. 1.8. 1.9. 50. a.) Receive a gift I could use right away, or b.) Receive a gift I had to put together in order to use a.) Be disliked but do well in the activities I undertake, or b. Be well liked but be relatively unsuccessful at most jobs a.) Have friends that are a lot of fun,or b.) Rave friends that I learn something from a.) Receive money for my good grades, or b.) Be allowed to take any course I wanted because of good grades a.) Be successful in finishing a job, or b.) Finish a job I would prefer to: 51. 52. 53. 55. I would 56. 57. 58. 59. 60. a.) Play a game against experts and lose but learn how to play better, or b.) Play a game against inexperienced players and win a.) Get excellent grades because I have a great deal of ability, or b.) Get average grades because I have average ability a.) a. peace at theend of a com-so with the possibility of making an "A", or ‘ - b.) Get a 'C' at the beginning of a course along with everyone else a.) Be thought of as a person with usual ideas, or b.) Be thought of as a person with unusual ideas s.) Get one of many "C's" in a course and learn something, or b.) Get the only M- and not learn as much prefer to z a.) lake quick decisions and sometimes be right and semetimes wrong,,or b.) Deliberate over decisions and usually be right a.; Be known to IV parents as an intelligent person, or b. Be known to In parents as a practical person a.) Be a person of leisure, or b.) Be a person of action a.) Be allowed to take extra courses before or after school, or b.) Just take courses offered during the school day a.) Complete a job which I recognize as difficult, or b.) Complete a job which other's recognise as difficult 57 I would prefer to: 61. 62. 63. 6h. 65. a.) Receive money for good grades, or b.) Have u picture in the paper for good grades - a.) Receive grades which are like everyone elsss', or b.) Receive grades that please w parents a.) Do as well as most of w classmates, or b.) Do better than most of n clasmsstes a.) Catch many fish everytims I go fishing, or b.) Catch the biggest fish of the day 'a.) Study hard enough just to get by, or b.) Study hard enough to do very well I would prefer to: 66. 67. 68. 69. 70. a.) Be known to my acquaintances as a friend of arms, or b.) Be known to cw friends as a self-confident person a. Be considered as being strong but not very smart, or b. Be considered as being weak but msart 1.; Rave someone show me the solution to a problem, or b. Takea long time to figure out a problem for melf a.) Be the desigler of a new type of airplane, or b.) Be one of the first persons to ride in a new type of airplane a. Be known as a person with much ability, or b. Be known as a person with adequate ability 58 I would prefer to: 71. 72. 73. 7h. 75. a.) Work at a; less mrtant jobs which I know 1 could finish, or b.) Work at m m M job which may never be entirely finished in w life-time a.) Work for a cousission, or b.) Work on a straight salary a.) Be paid for how well I did a job, or b.) Be paid the same amount no latter how I did the job a.) Work rapidly just "ski-sing" along, or b.) Work slowly with great thoroughness a.) Start a ndel plane from scratch, or b.) Assdle a model plane from a kit I would prefer to: 76. 77. 78. 79. 80. a.) lake a little or no progress on a difficult job and have to get help from others, or b.) Work slowly and complete a difficult job alone a.) Do a less recognized but complete job, or b.) Do a recognised but incomlete job a.) have a tter Job than ow father has, or b.) have a job like w father has a.) Begin a task, or b.) Complete a task a.) W a thing of beauty, or b.) Create something useful 59 I would prefer to a 81. 82. 83. 81.. 85. a.) have a great deal of money, or b.) Be an expert in w favorite school subject a.) B. criticised at school, or b.) Be criticised at home a.) a. paid for how r. Ididajob, or b.)Bepaidforhowwellldida job a. Rave average ability and be liked by many people, or b. Rave superior ability but not be liked by as many people a.) Be a minor actor in a large theater production, or b.) Play the lead in a small theater Mction I would prefer to: 86. 87. 89. 90. a.) Rave everybody in the class get a 'C' at the beginning of the course, or b.) Be graded at the end of the course with the possibility of getting a higher or lower mark a.) Read one long story, or b.) Read a book of short stories a.) Receive a grade on the basis of how much w teacher thinks I have learned, or b.) Take a course from an instructor who only gives 'C's' a.) Go downinhistoryasa personwho settled a country already discovered, or b.) Go down in history as the discoverer of a new country a.; Be knovm as a person with unusually good ideas, or b. Be known as a person who goes along with the crowd I would prefer to: 91. 92. 93. 9h. 95. a.) Be known as a person who doesn't let problus worry me, or b.) Be known as a person who can solve problems well a.) Influence people, or b.) Help people a.; Be graded on how mch effort I put forth, or b. Be graded on how much I have learned a.) Be an able person, or b ) Be wealthy a.; Re thought of as being shrewd, or b. Be thought of as being intelligent I would prefer to: 96. 97. 98. 99. 100. a.) Re paid for the amount of work I did, or b.) Be paid by the hour a.) Be comfortable and get what I want now, or b.) s. uncomfortable and get what 1 want in the future a.) Make decisions, or b. Follow directions a.) Work with a group on an ordinary project which other groups in the class are working on, or b.) Work by wself on a different project a.) Have u classmates know how I did on a test, or b.) Be the only person who knows how I did on a test 61 I would prefer to: 101. a.) Work hard in everything I do, or b. Work at things as they come along 102. a.) Have a hard job which pays well, or b.) have an easier job which pays less 103. a.) Have a hard teacher who makes me work, or b.) Have an easier teacher who makes class interesting 101.. a.) Study w assignments during study hall, or b.) Unit to study until the mood strikes me 105. a.) Wait to do an unpleasant task in hopes that I might not have to do it, or b.) Do an unpleasant task and got it over with I would prefer to: 106. a.) Consider all the possible outcomes when faced with a choice, or b.) Make a decision and not worry about all the possible outcomes 107. a.) Be known for what I could do, or b.) Be known for what I d2. 1C8. a.) Win an argmsent with my friends, or b.) Win a school sponsored debate contest 109. a.) See In name as author of the Book-of-the-Konth, or b.) Score the points that wins the game for ow team no. a.) Think of an idea that nobody has ever thought of, or b.) Set a world's speed record 62 I would prefer to: 111. a.) Perform well in class, or b. Watch television 112. a.) lie-arise soneone else's poem, or b.) Create a poem of my own 113. a.) Make any friends, or b.) Complete a very difficult Job 111.. a.) Learn by defeating an inexperienced player, or be) Learn by defeating an expert 115. to) Date a lot of different people, or b.) Date one person steady I would prefer to: 116. a.) Take a job in a new city, or b.) Take a Job in my hone town 117. so; so thought of as being smart, or b. Be thought of as being practical 118 a.) Save enough money to buy something with cash, or b.) an something on credit and pay for it as I use it 119 a.) Do what I think is right, or , b.) Do what others think is right 120. a.) Receiveegredeon the basis of how well I did can teacher's test, or b.) Receive a grade on the basis of how I compared with q classmates 63 I would prefer to: 121. 122. 123. 12k. 125. a.) Feel confident about dealing with people, or b.) Feel confident about handling.money a.) De known as a person who is able to do many things, or b.) Be known as an expert a.) Read, or 1).) Talk a.) Investigate something, or b.) Join a club a.)'Work overtime to make more money, or b.) Get more schooling to make more money I would prefer to: 126. 127. 128. 129. 130. a.) Take it easy and conserve my energy, or b.) Put forth my best effort all the time a.) Take an unknown short-cut through the woods, or b.) Follow the route through the woods which is known but is longer a.) Do things as other people would do thc, or b.) Do things better than other people a.) Inherit a great deal of money, or b.) Earn a great deal of money a.) Watch my favorite television program, or b.) Plan for a vacation to be taken next yoar 61. I would prefer to: 131. 132. 133. 13h. 13 5. a.) Wait ten years and receive fame throughout the nation, or b.) Receive fame in In calamity overnight a.) Wait until I had finished college and make a better salary, or b.) Get a Job right after high school and make a good salary a.) Prepare a familar food, or b.) Prepare a new food a.) Work on a not-eo-important project which I may finish, or b. Work on an important project which I may never finish a.) Play a game for the sake of playing it, or b.) Play a game in order to win I would prefer to: 136. 137. 138. 139. a.) Plan w life in advance, or b.) Livewlifefromdaytoday a.) Have decisions ads for up, or b.) Hake q own decisions a.) Take a long vacation at the end of the year, or b.) Take a short vacation once a month a.) Accomplish a difficult task well, or b.) Accomplish a difficult task fast a.) Be graded on the basis of the effort I put forth, or b.) Be graded on the basis of how well I got along with aw clasauates 65 I would prefer to: M1. M3. 11.5. a.) Study to go to college, or b.) Study to get out of high school a.) Work on a short-term project, or b. Work on a long-term project a.) Be known as a good group member, or b.) Be known as a leader a.) Live a life of leisure, or b.) Live a life of any new experiences a.) Enjoy myself at a msema, or b.) Enjoy uself at a night-club I would prefer to: 11.6. 11.7. M9. 150. a.) Find out right away how I did on a teat,or b.) Lait to find out how I did on I. test ls) Stu”: 01' b.) Do things with In friends a.; Make progress on a task, or Comlete a task once begun a.; Belong to a club, or b. Organize a club a. Make ow own decisions, or b. Help others make their decisions 66 I would prefer to: 151. 152. 153. 15k. 155. a.) Do w home work, or b.) Watch w favorite television program a.) Have a great deal of influence over people, or b.) Have a great deal of ambition a.) Be known as being ptient in working with people, or b.) Be known as being patient in working with ideas and objects a.) Develop a new and better way to study, or b.) mks any new and close friends a.) Be thought of as having average intelligence and be wealthy, or b. Be thought of as being quite intelligent and be poor I would prefer to: 156. 157. 158. 159. 160. a. Work hard and become rich, or b. Take it easy and become mart h; Play a 'tie" game with an expert, or b. Win a game from an inexperienced player a.) Receive proper credit for accomplishment s, or b.) Be thought of by others as being "a lot of fun“ a.) Help ”friends pass an enmilntiennd receive a '0' wself, or b.) Study alone and receive an ”A” on the examination a.) Stand up for u rights, or b.) Keep my thoughts to myself 67 I would prefer to: 161. 162. 163. 164. 165. .b. a.) Carry out the’plans of others, or Create something of my own a.) Paint one very large picture, or b.) Paint several small pictures a.) Invent a new musical instrument, or b. Play a musical instrument already invented a.) Be able to say I had successfully completed a task, or b.) Be able to say I had attempted a difficult task a.) Be known as a person who makes the classroom pleasant, or b.) Be known as a person who knows what he's talking about I would prefer to: 166. 167 . 168. ' 169. 170. be a.) Be criticised at home and praised at school, or Be criticized at school and praised at home a.) Be known as being a “good guy" or' a "good gal", or b.) Be known as a person who "does things well” a.) Be a big frog in a little pond, or b.) Be a little frog in a big pond a.) Do something which will cause your name to be in history books, or b.) Become a well-known popular singer a. Be very happy, or b. have lots of money 68 I would prefer to: 171. 172. 173. 171.. 175. a.) Be known as a person who knows his own mind, or b.) Be known as a person who gets help in making decisions a.) Be thought of as being like everyone else, or b.) Be thought of as being different a.) Choose a familiar well liked food, or b.) Try a new food in a restaurant a.) Write a novel or play, or b.) Read a novel or play a.) Do something like everyone else, or b.) Do something outstanding I would prefer to: 176. 177. 178. 179. 180. a.) Have an instructor who gave an "A” and not care whether I learned anything or not, or b.) Have an instructor who gave me a 'C' but made sure I learned something a.) Read an interesting story, or b.) Take an examination to find out about wself ‘11.; Put tOgether a new object, or b. Develop new ideas a.) Be danding on mself to do good work, or b.) Be demanding on w friends so that they will do good work a.) Accept what someone else says even though I don't agree, or b.) Argue for what I believe to be right 69 I would prefer to: 181. 182. 183. 185. a.) Receive the only ”A" in a class, or b.) Receive the same grade as most of the students in m classes a.) Receive an ”A" on a test in which I missed mal questions, or b.) Receive an ”A" on a test and only miss one of the questions a.) Study for an exam one night and know that I would receive an 'A", or .b.) Go to a party on this niglt and take a chance on a lower grade a.) Be graded on the basis of how much effort I put forth, or b.) Be graded comared to w class-.tes a.) Choose a friend because I could learn something from him or her, or b.) Choose a friend because I could have fun doing things with him or her I would prefer to: 186. 189. 190. It.) Be responsible to somebody, or b.) Be given responsibility for doing saething a.) Date the nartest girl or boy in class, or b.) Date tin girl or boy who is the most fun a.) Do something like everyone else does, or b.) Do something which is different a.) Do something that I have done before, or b.) Do mmething that I never have done before u; Work hard enough to be outstanding, or b. Work hard enough to pass w courses 70. I would prefer to: 191. 192. 193. 19"». 195. a.) Buy a set of encyclopedias for aw children, or b.) Buy a bicycle for nw children a.) Discover a gold mine, or b.) Discover a new medicine a.) 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