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THE ATTRACTION 0F UPPER~CLASS AND UNDER-CLASS
VOCATIO‘NALLY UNDECIDIED MALE STUDENTS
TOWARDS A COUNSELING RELATIONSHIP

Thesis for the Degree of Ph. D..
MICHIGAN STATE UNIVERSITY
FREDERICK E. HILL
1957

LIBRARY

I II IIIIII III III III III III II IIII III IIIII II III IIII III I “fix“

1293 3001

 

This is to certify that the

thesis entitled

THE ATTRACTION 0F UPPER-CLASS AND UNDER-CLASS
VOCATIONALLY UNDECIDED MALE STUDENTS TOWARDS
A COUNSELING RELATIONSHIP

presented by
FREDERICK E. HILL

has been accepted towards fulfillment
of the requirements for

Ph.D. degree in Education

flwd 94, My

(J Miinr 111'anch :-

 

Date November IS, I967

0-169

 

ABSTRACT

THE ATTRACTION OF UPPER-CLASS AND UNDER—CLASS
VOCATIONALLY UNDECIDED MALE STUDENTS
TOWARDS A COUNSELING RELATIONSHIP

by Frederick Hill

This investigation was undertaken to explore the
relationship between upper- and under-class. male vocational
clients in their attraction t0'a counseling relationship.
The basis for the study was largely theoretical since no
previous research dealt directly with attraction and
expectations towards vocational counseling among the four
college class levels. Vocational theorists have advo-
cated that with increased self-awareness, the client is
in a position to make a more satisfying vocational choice.
However, previous research suggests that significant dif-
ferences exist between under- and upper-class males in
their psychological sophistication and their involvement
in efforts to gain greater self understanding. Under-
classmen are presented in the literature as responding to
authority deferently, whereas upperclassmen are described
as more confident of themselves and seeking closer and
more satisfying relationships with authority figures. The
present study attempts to demonstrate that the upper—class
vocationally indecisive male presents different expecta-~

tions towards counseling than his underclass counterpart.

Frederick Hill

Participants in the study were 100 under- and upper-
class male students at Michigan State University who
requested vocational counseling. Subjects completed the
Picture Impressions, the Interpersonal Check List, and the
Edwards Personal Preference Schedule. The Picture Impres-
sions was scored for attraction towards an interpersonal
counseling relationship. Subjects described their expec-
tations of a Counselor and a Friend on the Interpersonal
Check List, and included a self description. The Intra-
ception Scale of the Edwards Personal Preference Schedule
was scored to determine subjects' degree of introspec-
tiveness.

It was hypothesized that (l) under-class males would
obtain significantly lower mean attraction scores than
upper-class males; (2) under-class males would perceive a
counselor to be highly dominant, but upper-class males
would perceive a counselor to be highly affiliative. No
significant difference was predicted between under- and
upper-class males' perception of a friend; (3) Upperclass-
men were expected to be significantly more introspective
than underclassmen. Each hypothesis was analyzed by
using Student's t Test with .05 set as the critical ratio.

The first hypothesis was accepted on the basis of
the results. Upperclassmen, compared to underclassmen,
appear more attracted to an interpersonal counseling rela-

tionship; however, evidence a good deal of ambivalence

Frederick Hill

as to whether a counselor can help resolve their vocational
indecision.

Hypothesis IIa was accepted; however, hypothesis IIb
and 110 were rejected. Under-class males perceive a
counselor to be dominant and the freshman or sophomore
perceives himself in a submissive role. However, upper-
classmen do not perceive counselors as more affiliative
than underclassmen, nor do under- and upper-class males
perceive the role of a friend similarly. Whereas the under—
class male appears to perceive the counselor-self role
as dominant and submissive respectively, he does not dis-
criminate greatly between himself and how he perceives
either counselors or friends. The upper-class male,
however, appears more constricted, isolated, and more
defensive than his under-class counterpart. He also sees
greater differences between himself and his peers than
between himself and a counselor. Within the theoretical
framework of Stefflre, these findings were interpreted to
indicate that upperclassmen perceive personal adequacy as
closely tied to vocational identity, thus by the time a
student reaches his senior year in college without having
become vocationally committed, he appears to experience a
good deal of threat to his own adequacy. The notion was
advanced that vocationally undecided upper-class males are

skeptical that anyone else can help them make a vocational

Frederick Hill

decision, whereas underclassmen attach unrealistic expec-
tations to the role of a counselor.

Finally, evaluation of this study's findings led to
recommendations for future research and suggestions for

the practice of vocational counseling.

THE ATTRACTION OF UPPER-CLASS AND UNDER-CLASS
VOCATIONALLY UNDECIDED MALE STUDENTS

TOWARDS A COUNSELING RELATIONSHIP

By

Frederick E. Hill

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
College of Education

Department of Counseling, Personnel Services,
and Educational Psychology

1967

DEDICATION
To my wife Kay,
who was willing to grow with me,

To Vicky and Stephen,
who waited to share in my achievements,

Thank you very much.

11

ACKNOWLEDGMENTS

I wish to express my appreciation to Dr. Gregory
Miller, committee chairman, for his continued confidence
in my ability to grow and for his help with technical
aspects of this study. To Dr. James Costar and Dr.

Robert Green whose encouragement and support proved inval-
uable in the completion of this thesis, thank you.

I would also like to express my gratitude to Dr.
William Mueller for his help with the design and statis-
tical handling of the data as well as his continued faith
which made me believe that I could do it.

ITo Dr. Bill Kell and Dr. Lee Erlandson a special
thanks for helping me to grow to the point that this
dissertation was possible.

In addition I would like to thank Donald Jabury and
Richard Does for their serving as independent raters in
this study.

Finally, thanks to Gerald Musgrave for his help with

the computer programing of the data.

111

DEDICATION
ACKNOWLEDG
LIST OF TA
LIST OF FI

LIST OF AP

Chapter

I. NA

II. RE

TABLE OF CONTENTS

9 C 0 O 0 0 O O U 0 O O O O 0 0 0 0 O 0 O 0

MENTS o o o 0 0 u o o o o O o o o 0 o o o o
BLES o a o o ' o o o o o o I o a o o o o o o o o
GURES o o o o I o o o o u u o o I o o o o o o a

PENDICES o u u o o c. o _ o a c o o o a 9 o o 'o

TURE OF THE PROBLEM . . . . . . . . . . . .

Introduction . . . . . . .
Statement of Purpose . . .
Research Hypotheses . .
Limitations of the Study .
Definitions of Terms . .-.
Organization of the Study

0 0 O c 0 0
O O O 0 O O
O O O O C O
O
0 0 0 O 0
0 O O 9 O
0 O 0 O. O O
O O O O 0 O
0

VIEW OF RELATED LITERATURE . . . . .'. . .

Self-Exploration in Vocational Counseling .
Interpersonal Relationships and Personality
Theory 0 o c o o o o ' o o o o o o o _ o o o

' Client Attraction to an Interpersonal

III. HY

Counseling Relationship . . .~. .,. . . .
Characteristics of College Students . . . .
sumary o o o o o ,o a ‘o o c c 'o o 0 0’0 9 o

POTHESES DERIVATION AND METHODOLOGY . . .-.

Derivation of the Research Hypotheses . .
Methodological Considerations . . . . ...
Sampling . . . . . . . .
Instruments
Method . . . .
Subjects . .
Procedure .
Instruments
Summary . .

0.0 o o

0

O 0 U

0 0 O (a O O
C‘ O O O ‘1 O
0 C O O O C
O O 0 O O t
O O O. 0 O O
9 O 0 O (I O
0 O O O C'
O O O O. 0 O 0‘

0 0 O 0 0
0 0 O O C

O
0

0 0 O 0 C
O 0‘ C O 0 0
Q 0 0‘ O 0 0 9 9- 0

iv

Page
ii
iii
vi
vii

viii

I--’

\O (I) NU'TUTLUWH

Chapter
IV. RESULTS 0 o o o o o o o o o o o ' 0

Test of Hypothesis One . . . . .
Test of Hypothesis Two . . . . .
Test of Hypothesis Three . . .~.

V. DISCUSSION OF RESULTS . . . . .

Hypothesis I . . . . . .
Hypothesis II, a, b, and
Hypothesis III . . . . .'
Summary . . . . . . . .

o o O.
o o o o
0

VI. SUMMARY, CONCLUSIONS, AND IMPLICATIONS

Summary . . . . . . . . . . .
Conclusions . . . . . . . . . .
Implications for Counseling .
Implications for Future Research

BIBLIOGRAPHY . . . . . . . . . . . . . . .

APPENDICES . . . . . . . . . . . . . . . .

LIST OF TABLES

Table

I. Results of Pearson Product-Moment correla-
tion coefficients for two independent
scorers on the first and last twelve
stories of the Picture Impressions . . .

2. Results of t Test for the significance of
differences between upper-class and
under-class male students on mean attrac-
tion scores to counseling . .

3. Analysis of variance for attraction scores
among freshman, sophomore, junior and
senior male college students . . . . . .

A. Results of t Test for the significance of
differences between upper-class and under-
class male students to a Counselor and
Friend on all ICL Dominance and Love
variables . . . . . . . . . . . . . . . .

5. Results of t Test for significance of
differences between upper—class and under-
class male students on mean Intraceptive
scores . . . . . . . . . . . . . . . . . .

6. Results of t Test for the significance of
differences between expectations of upper-
class and under-class male students to a
counselor on all ICL variables . . . .

7. Results of t Test for the significance of
differences between upper-class and under-
class males in descriptions of a Friend
and Self on the Love axis of the ICL . .

8- Analysis of variance for NIC and AIN on the
ICL among freshman, sophomore, junior and
senior male college students . . . . . . .

9. Analyses of variance for upper-class and
under-class male students on all ICL
variables to concepts Counselor, Friend
and Self . . . . . .-. . . . . . . . .

vi

Page

A6

56

57

58

62

117

117

118

119

LIST OF FIGURES

Figure Page

1. Number and class rank of the 100 male upper-
class and under-class students who volun-
teered as subjects from the Counseling
Center and eight men's residence halls . . . . A3

vii

LIST OF APPENDICES

Appendix Page
A. Student Questionnaire Completed by

Subjects Before Testing . . . . . . . . . . 9A

B. The Picture Impression . . . . . . . . . . . . 96

C. The Interpersonal Check List . . 0,0 . . . . . 100
D. The Edwards Personal Preference Schedule . . . 105

E. Letter of Explanation to Possible
Participants in the Study . . . . . . . 0,0 11A

F. Tables 6 Through 9 . . . . . . . . . . . . . . 116

viii

CHAPTER I

NATURE OF THE PROBLEM

Introduction

 

The counselor-client relationship in vocational
counseling has become the concern of an increasing number
of investigations. A growing number of published studies
are investigating the nature of the counselor-client
relationship, particularly in terms of how counselors can
better facilitate the vocational decision-making process
of the client. A good deal of emphasis has been placed
on such issues as the value of tests in vocational coun-
seling (Goldfarb, Jacobs and Levitan, 1960), self-concept
in vocational decision-making (Super, 1951; Super, 1957;
Super, 1963) and various techniques for interpreting test
information (Rothney, 1952; Gustad and Tuma, 1957; Lister
and McKenzie, 1966).

More recently, a good deal of attention is being
focused on the vocational counseling relationship as an
"interpersonal relationship" which will be described more
fully in Chapter II. Although more focus has been placed
on the nature of the interpersonal relationship in coun-
seling very little attention is given to the question of

the extent to which clients expressing vocational

concerns will involve themselves in an interpersonal
counseling relationship.

It has been the personal observation of those working
with clients that underclassmen, freshmen and sophomores,
tend to look outside themselves for solutions to their
vocational concerns. However, upperclassmen, juniors and
seniors, seem more willing to consider their sources of
conflict as arising from within themselves. This study
will attempt to investigate whether, in fact, the upper-
classmen is more willing than the underclassman to involve
himself in an interpersonal relationship which focuses on
his intrapsychic life. If, as the hypotheses will suggest,
a difference does exist between upper- and under-class
students in terms of their involvement in a counseling,
process which promotes self-exploration and greater self-
awareness, then we would need to consider the implications
for vocational counseling with clients based upon college
class level. If, on the other hand, this investigation
were to reveal that students, at any class level, were not
attracted to an interpersonal counseling relationship it
would be necessary to question the current approaches in
vocational counseling. Therefore, the present investiga-
tion was designed to learn more about the attraction towards

and expectations of a client seeking vocational counseling.

Statement of Purpose

 

It is the purpose of this investigation to determine
the relationship between client-counselor attraction,
counselor and peer group expectations, and the level of
introspection among under-class male students and upper-
class male students expressing vocational indecision.
Subjects will be asked to complete three scales measuring
counselor attraction, client expectations of an inter-
personal relationship, and an individual's need for self-
introspection. The mean scores obtained from underclass-
men on each of the measures will be correlated with the
mean scores obtained from upperclassmen to determine

discrepancy.

Research Hypotheses

 

An investigation of published literature revealed no
studies dealing directly with the relationship between
upper-class and under-class male students in their attrac—
tion to a counseling relationship. Research which dealt
independently with these variables served as the basis
for the research hypotheses that were develOped and tested
in this study.

The three hypotheses were:

1. Under-class male students will obtain signifi-

cantly lower mean attraction scores, as measured

by the Picture Impressions Test, than the mean

scores obtained by upper—class male students.

2. There will be a significant difference between
upper-class male students in their expectations
of the role of a counselor, but not a signifi-
cant difference in their expectations of the
role of a friend.

a. Underclassmen will perceive the role of a
counselor as significantly more dominant,
as measured by the Interpersonal Check
List, than the perceptions offered by upper-
classmen.

b. Upper-class males will perceive the role of
a counselor as significantly more affilia-
tive, as measured by the Interpersonal Check
List, than the perceptions offered by under-
class males.

0. Upper—class and under-class male students
will perceive the role of a friend simi-
larly.

3. Underclassmen will score significantly lower on
the Intraception Scale than upperclassmen, as
measured by the Edwards PerSonal Preference
Schedule.

The derivation of the hypotheses given above is

presented in Chapter III.

Limitations of the Study

Since this study is only dealing with the relation-
ship between variables as they exist at this point in time,
no cause and effect relationship can be established.
However, an attempt will be made to determine if charac-
teristics found in the subjects studied would help explain
the trends of the results, if, in fact, such trends exist.
No effort will be made in this investigation to support
or dispute a particular vocational theory which is often
based on a cause-and—effect assumption.

This study is also limited by its sample. All
subjects in this investigation were college freshmen through
seniors who sought vocational counseling services. There-
fore, no information is available on a similar group of
vocationally undecided students who do not volunteer for
counseling. A final limitation of this study is that all
subjects expressed vocational indecision and volunteered
for counseling service; therefore, no generalizations can
be made concerning the student populations at large based

upon the sample in this investigation.

Definition of Terms

 

Interpersonal Counseling Relationship--as referred to
in this study, means dialogue between the counselor and
client which involves affective sensitivity on the part of
the counselor and promotes greater self-awareness on the

part of the client.

Client.--A college student requesting vocational

counseling.»

Self—awareness.--Refers to the client's increased

 

understanding of his feelings, motivations, and attitudes.

Introspection.--Means the process by which a client

 

brings into consciousness his inner feelings, motivations,
andrattitudes.

Intra-psychic life.--As referred to in this study

 

indicates the conscious or unconscious emotional process
in an individual which elicits behavior.

Self-exploration.--Refers to the process by which a

 

client attempts to understand his personal feelings, atti-
tudes, and motivations.

Under-class males.--As referred to in this study are

 

freshman and sophomore male students who have expressed

vocational indecision.

Upper-class males.--As referred to in this study are

 

junior and senior male students who have expressed voca-
tional indecision.

Dominant.--As referred to in this study is a vector
on the Interpersonal Check List referring to such charac-

teristics as Managerial and Autocratic behavior.

Affiliative.--Refers to an ICL vector defined by the

 

characteristics of cooperativeness and over-conventionality.

Organization of the Study

The following chapter will include a review of the
literature related to this study. Chapter III will
contain a derivation of the hypotheses, an explanation of
methodological problems, a description of the sample, and
a report of the methodology employed. Results of this
study will be reported in Chapter IV, and Chapter V will
be devoted to a discussion of the findings. Chapter VI
will contain a summary of this study with implications

and conclusions.

CHAPTER II

REVIEW OF RELATED LITERATURE

As was stated in Chapter I, this investigation is
concerned with upper- and under-class male students'
expectations of a counselor when the student seeks coun-
seling for vocational concerns. In addition, this study
will investigate the extent to which a student will
involve himself in exploring his intra-psychic life
through vocational counseling. No research to date has
been found which deals specifically with these two issues,
although research is available in areas which tend to
offer a direction in answering the two issues previously
stated.

For organizational purposes this chapter is divided
into four parts. The first section will explore the
research dealing with the importance of self-exploration
in vocational counseling.‘ The second section contains
the theory supporting personal exploration in counseling.
This is followed by a section in which a review of thev
research dealing with students‘ attraction to an inter-
personal counseling relationship is presented. The final
section reviews the characteristics of upper- and under-

class college students.

Self-Exploration in Vocational Counseling

In our Western culture the vocational counselor has
witnessed many rapid changes in the process of vocational
counseling. The vocational guidance movement is generally
regarded as dating back to Frank Parsonis book, Choosing a
Vocation. In the 1930's vocational guidance became
identified as a job—placement activity, along with exper-
imentation in psychological testing and occupational infor-
mation by the Minnesota Employment Stabilization Research
Institute.- The development of clinical psychology, with
its interest in psychotherapy, began developing at this
same time and by the IQUO's interest in psychotherapeutic
procedures became even greater than interest in psycho}
metrics. The impact of psychotherapy on vocational coun-
seling is seen in the fact that vocational counselors are
more aware of the implications of personality in voca-
tional choice. This fact is best evidence in the voca-'
tional theories deve10ped by Bordin, Roe, and Holland.. So,
whereas at one time vocational counseling emphasized the
interpretation of test results, offering vocational_infor-
mation and matching job demands with tested skills, voca-
tional counseling is now becoming more and more influenced
by personality theory and the realization that making a
vocational choice is very intimately tied to personality
dynamics within the individual. It is widely accepted

today that the more a client knows about himself the better

are his chances for selecting a vocation which will meet
his personal needs and be more satisfying to him.: Roe
(1956) has stated that it is impossible to separate
occupational adjustment from general life adjustment.
Galinsky and Fast (1966) have discussed the choosing of
an occupation as an avenue of expressing an individual's
identity. Finally, a proponent of this newer approach to
vocational counseling is Super (1951) who stated that the
self-concept is central in vocational choice.

One of the significant factors suggested by the
previous statements of Roe, Galinsky, and Fast concerns
the importance of helping a vocationally-undecided client
towards greater self-awareness and self-understanding.
Norrell and Grater (1960) found that clients who are
restricted in self-awareness are limited in their ability
to make accurate judgments about their vocational inter-
ests.' Also, Stefflre (1966) points out that for the
relationship between the client's self-concept and his.
occupational choice to be congruent, the individual client
needs to perceive himself accurately. Raimy (19A8) and
Fey (195A) also point out that the degree of success in
any form of counseling is related to the degree of self-
awareness and self-acceptance attained by the client.

As has been pointed out previously, an important
concept in vocational counseling involves the client

becoming more aware of himself and his intrapsychic life.

11

The practice of helping the client better understand
himself through interpretation of test results is a ser-
iously questioned practice today. A good deal of research
supports the fact that many individuals misinterpret
and/or quickly forget the findings of psychological tests
(Lister, 1965). There is also a good deal of empirical
research which supports the hypothesis that an individual's
vocational goals and his behavior leading toward these
goals, are an expression of the total person, not merely

a compartmentalized segment of the individual. McGully
(1957), in tracing the history of vocational counseling,
stated that vocational counseling should go further than
dealing with facts and information on a logical and
rational basis by taking into account counselee percep-
tions and motivations and by assisting the counselee in
clarifying, and accepting, and modifying his feelings and.
attitudes.

Hills and Williams (1965) studied the effects of
test information upon clients self-evaluation and found
that the counseling relationship had a significant effect
on clients change in self-perception, whereas test results
alone seemed to make no difference in client change.

These authors suggest a need to know more about the impor-
tance of the relationship process in educational-voca-

tional counseling. Bordin (1955) also emphasizes the fact

1-4
u

that vocational counseling is a personal relationship
that should help people in terms of motivational clari-
fication and personality develOpment. This would imply,
Bordin suggests, a de-emphasis on the role of tests and
of information giving.

In summary, the above researchers suggest that
vocational counseling is no longer a process of test
interpretation of abilities and interests alone, but
rather needs to involve the individual's understanding
of all aspects of himself, including personality
dimensions. The second main point elicited from the
preceding research is that vocational counseling is no
longer providing test results and occupational informa-~
tion, but involves a process of counselor helping coun—
selee to gain greater awareness of himself, a process
currently referred to as an interpersonal relationship.

Interpersonal Relationships and
Personality Theory

 

The fact that vocational counseling involves helping
the client to look at his intrapsychic life has been
pointed out earlier in this chapter. Personality theorists
have had a good deal to say about the importance of self-
exploration in counseling the vocationally-undecided
client. Although Freud does not treat vocational choice
explicitly, he implicitly provides the framework for a

theory of vocational development. Psychoanalytic theory

13

describes all behavior as determined by conscious and
unconscious needs. Because different occupations require
quite different modes of behavior, it is suggested that
an individual would seek to enter that occupation which
would allow the highest degree of need satisfaction.
Lantos (1943) quotes Freud as suggesting that work,
through the formation of the superego, takes over the
inheritance of parental care. The assumption is that
when an individual is deprived of his work or of satis-
faction in his work, he loses the essential condition
of being an adult. He is made dependent on others once
again, as he was in childhood. Therefore, in psycho-
analytic theory it is very important that the client
understand his basic needs that they might find expres-
sion in his occupation.

Rogers (1958) describes the characteristics of the
counseling relationship as at least one of the parties
promoting the growth, development, maturity, improved
functioning, and improved coping with life of the other.
Rogers includes all forms of counselor-client relationships
under this definition, including vocational counseling.
Rogers goes on to say that an awareness of one's inner
self is a necessary condition for effective living. In-
cluded in effective living or satisfaction with one's
adjustment would be congruence between an individual's

needs and his vocational decision (Nachman, 1960; Segal,

1A

1961; Galinsky, 1962; and Bordin, 1963). Rogers described
the healthy individual as one who is open to all the
elements of his organic experience, one who is continually
discovering new aspects of himself in the flow of his
experience. As long as the individual's self-concept and
his self-experience are congruent, he remains whole and
integrated.

According to Rogers, counseling occurs in an inter-
personal relationship in which constructive personality
growth and change can take place. Rogers (1962) also
states it is the quality of the interpersonal encounter
with the client which is the most significant element in
counseling. The conditions which constitute-the "quality"
do not consist of knowledge, intellectual training,
orientation in some school of thought, or techniques. The
conditions are feelings or attitudes which must be exper-
ienced by the counselor and perceived by the client if
they are to be effective. Rogers elaborates that:

Those conditions I have singled out as being
essential are a realness, genuineness or congruence
in the therapist; a sensitive, empathic under-
standing of the client's feelings and personal
meaning; a warm, acceptant prizing of the client;~
and an unconditionality in this positive regard.
(Rogers, 1962, A22)

Fiedler also talks about the basis of the counseling

relationship as consisting of genuineness, warmth, and

empathy. He emphasizes an interpersonal interacting

L...J
\N

which helps create a climate in which the client can
discover himself.

In their book on counseling relationships, Kell and
Mueller (1966) repeatedly emphasize that a counseling
relationship is marked by the affective involvement of
both counselors and clients. In fact, Kell and Mueller
propose that a relationship in which the counselor is not
affectively involved may not be a therapeutic encounter
for the client.

The research evidence suggests that effective coun-
seling involves not only a relationship described as
interpersonal, but that a necessary condition includes
self-exploration on the part of the client. In studying
how to best estimate the future adjustment of delinquents,
Rogers and Kell (19A8) found that the extent to which a
client accepts himself and has a realistic view of himself
determines his later adjustment. Hobbs (1962) believes
that clients have feelings about themselves before they
have emotional insights and suggests that an important
source of client gain in counseling is in an intimate
honest relationship with the counselor.

Although the evidence appears to support the con-
cept that successful vocational counseling involves an
interpersonal relationship in which the client explores
his intrapsychic life, the assumption cannot be made that

all clients with vocational concerns will be attracted to

16

or involve themselves in the type of interpersonal rela-
tionship described above. In fact, Galinsky and Fast
(1966) suggest that the lure to externalize one's problems
is strong and is often seen in vocationally-undecided
clients who perceive their vocational goal as existing
"out there" and must somehow be found, clutched, and made
his own. Support for externalizing one's vocational
concerns is frequently provided by parents, college
advisors, and friends who too often see vocational choice
as divorced from the internal working of the individual.

Although we do not have evidence that clients at
different class levels within a college setting view voca-
tional decision making differently, we do have evidence
that clients presenting vocational problems view the
counseling relationship differently than do clients pre-
senting personal problems. The evidence for this claim
will be presented in the following section of this chap-
ter. It may well be suggested that college students,
whose main concerns are with vocational decision making
are externalizing their problem to avoid dealing with

intrapersonal concerns.

17

Client Attraction to an Interpersonal
Counseling Relationship

 

Considering the current emphasis placed on an inter-
personal relationship in vocational counseling, one of the
questions raised in a counseling agency is will all clients
with vocational concerns be attracted to a counseling rela-
tionship which involves greater client self-understanding.
This investigation will explore vocational clients attrac-~
tion to a counseling relationship, the client's expec-
tations of the counselor, and the client's motivation to
better understand himself. As has been stated in Chapter
I, this investigation hypothesizes that differences in
counseling attraction will be seen among class levels.

Although no previous research has investigated
interpersonal relationship attraction by class level, the
literature does suggest an interpersonal relationship in
counseling may not always be attractive to clients pre-
senting vocational versus personal problems. Bordin (1955)
found that clients seeking help with personal-social
concerns sought out counselors on the basis of the coun-
selor's personal characteristics, such as whether the
counselor was fatherly, warm, or nurturant. However,
clients seeking information concerning educational-voca-
tional indecisions tended not to assign importance to the
personal characteristics of the counselor. The results of
this study might suggest that clients with vocational

concerns often view their indecision as external from

18

themselves and are reluctant to become involved in under-
standing their inner needs and motivations.

Dipboye (1951), in studying the interpersonal rela-
tionships between counselors and clients found results
similar to those of Bordin. Dipboye questioned whether
counselors vary their styles or patterns of techniques
with clients from one topical unit of discussion to
another. He found that counselors tend to respond cog-
nitively in interviews where educational-vocational
problems were discussed and affectively when personal-
social problems were being considered. The inference is
suggested that the counselors were reacting in part to the
set of the counselees and responding cognitively or affec-
tively to the client's expectations. The results of these
two studies cited above suggest that clients presenting
educational—vocational concerns might not necessarily wish
to or expect to involve themselves in an interpersonal
counseling relationship. What is not clear from the above
studies is the class level of the students represented.

We know that many counseling centers experience
their greatest vocational case loads at the underclassmen
level. If clients seeking help in vocational decision
making are primarily underclassmen (freshmen or sophomores)
the results of the two cited studies may be better under-
stood as being influenced by characteristics peculiar to

upper- and under—class clients. Some recent research

I‘J
KO

by Matteson (1966) supports the notion that freshmen and
sophomores do constitute the largest educational-voca-
tional client population, whereas graduate students and
upperclassmen constitute the largest personal-social
client population.

Matteson also found that more underclassmen anti-
cipated the solution to their problem lay in external
sources, such as getting advice from a counselor or being
told which vocation is most appropriate for them. Upper-
classmen comments reflected more awareness of the fact
that the solution to their problem lay with themselves.
The limited research available concerning personality
development of college students also suggests that
seniors are more attuned to their inner lives than are
freshmen (Freedman, 1961).

Grater (196A) in studying client preferences for
affective or cognitive counselor characteristics found
that clients who consider affective characteristics more
important than cognitive characteristics in a counselor
are more likely to focus on a discussion of personal-
social problems in the first interview. Grater also
found that clients discussing vocational concerns more
frequently preferred such counselor characteristics as
"knowledgeable," "logical," "efficient," and "successful,"
whereas clients discussing personal problems felt such
characteristics as "warm," "kind," and "accepting" to be

more important in the counselor.

20

Another dimension in evaluating a client's readiness
to explore his intrapsychic life would be his willingness
to alter self-perceptions. Minge (196A) studied coun-
seling readiness among clients presenting both personal
and vocational concerns. Minge asked beginning clients
to rate themselves on the Edwards Personal Preference
Schedule's fifteen categories. The clients then were
administered the Edwards and then asked to rate themselves
a second time on the fifteen categories. Minge found
that the vocational client's self-ratings changed less on
the second rating than did the clients presenting personal
problems. He concludes that clients with vocational con-
cerns appear limited in their self-awareness and are less
willing to modify their self-perceptions than are clients
presenting personal concerns.

In summary, the previously-cited studies suggest a
difference exists between upper- and underclassmen in
both_the attraction to an interpersonal counseling rela-
tionship and their expectation of the counselor's behavior.
Underclassmen, it would appear, tend to externalize or
separate their problem from themselves and to seek a
solution from external sources rather than within them-
selves. Severinsen (1966) in investigating a method of
measuring client expectation and perception of counseling
found that his freshman sample expected a counselor to be

authoritative and to deal more with facts than with

21

feelings. Goodstein and Grigg (1957) found similar
counselor expectation trends.

On the other hand, the research suggests that upper-
classmen more frequently respond affectively in the coun-
seling relationship and seek out the personal character-
istics both in the counselor and in themselves.

In questioning the effectiveness of an interpersonal
counseling relationship with vocationally-undecided under-
classmen, the final section of this chapter will look at
the research on characteristics of upper—class and under-
class college students to help determine their attraction

to self-exploration.

Characteristics of College Students

 

Although very little has actually been published
about the personality development of an individual during
the college years (Freedman, 1961; Sanford, 1962) the
empirical evidence available suggests that underclassmen
appear to be less attracted to an interpersonal relation-
ship which develops self-awareness than do upperclassmen.

One of the most widely quoted research articles
dealing with developmental characteristics of college
freshmen through seniors is the Vassar Study. Sanford
(1956) and his associates asked the question, in what way
do people change after the age of seventeen. Although a
good deal of research is available on the age group encom-

passing adolescence, Sanford (1962) proposes that there is

IQ
TU

a stage of late adolescence that intervenes between ado-
lescence proper and early adulthood. College freshmen
and sophomores are in this stage. Sanford feels that
underclassmen seem more likely to be in this stage than
do other categories of older or younger people.

Sanford (1962) administered a battery of tests to
A30 college freshmen, including scales of achievement,
intelligence, interest, authoritarianism, masculinity-
femininity, and personality. The same battery of tests
was administered to the subjects as seniors and the
changes in the students test scores were studied. One of
Sanford's findings was that freshmen are in a phase of
development resembling "latency," where their impulse
life is effectively checked by more or less primitive
mechanisms of control. In his study Sanford found
seniors, as compared to freshmen, to evidence greater
differentiation, discrimination, and mastery of their
personal lives.

Sanford (1962) feels that a freshman's impluse life
is sufficiently inhibited or contained so he can turn his
attention to relations with the external world to improve
his understanding of that world and find his place in it.
However, Sanford suggests that strong impulses are
directly opposed by an alert, rigid and punitive con-

science. He goes on to say that the ego has to devote

?3

so much energy to restraining impulses that its other
functions are not well performed. This state of affairs,
at the cost of the freshman's personality, is reflected
behaviorally in stereotyped thinking, intolerance of
ambiguity, punitive morality, submissiveness toward the
powerful and dominance toward the weak. These facts
would help explain the notion that freshmen tend to
externalize their personal concerns and defer to authority
for solutions. The "authoritarian syndrome" in freshmen,
as Sanford (1956) refers to it, appears to be made up of~
compulsiveness, conventionality, anti-introspection, lack
of self-confidence, and a sense of victimization. Jeffer-
son, Wall, and Osipow (1966) in studying entering freshmen
who had either decided, were tentative, or were undecided
vocationally, also found that the vocationally-uncommitted
freshmen scored significantly higher on the Dependency
Scale of the Bernreuter Personality Inventory. This
freshman group evidenced greater dependency and a greater
need for support and encouragement in working through their
vocational plans than the decided freshman group. Also,
Holland and Nichols (196A) describe vocationally-indecisive
underclassmen as oral dependent personalities.

In contrast to the freshmen, Sanford (1956) found
seniors to have more acceptable ways of expressing impulses
and in developing controls which suggests a lifting of

repressions (Sanford, 1962, Al). Seniors, in contrast to

2A

freshmen, ranked higher on scales of Social Dominance and
Confidence, but were still able to admit personal diffi-
culties.

Freedman’s (1961) findings from the Vassar Study
concur with those of Sanford. Freedman found seniors to
be less conventional than freshmen, more aware of sexual
and aggressive needs and more attuned to their inner
lives. Freedman found that senior-freshmen changes are
not linear from year to year, but tend to take place
quite early. Replications of parts of the Vassar Study
from other colleges report the same trends in behavior
change (Newcomb, 19A6; Brown and Bystryn, 1956; Laxure,
1959; and Webster, 1958).

Heath (196A) also studied the development of
twenty-six undergraduate males at Princeton from their

entry as freshmen through their senior year. Heath notes

that the typical freshman is profoundly naive about himself

and that he seems to avoid self-inspection altogether.

Although there are times he (freshman) tries some realistic

facing of his difficulties, he seems unsuccessful with the

consequence of a return to a state of naive unconcern.

These students in Heath's study, as seniors reviewing

their four years growth, indicate being more intellectually

curious for their own benefit whereas as freshmen they were

doing assignments for authorities. In discussing rela-

tionships, the seniors felt as freshmen they had "casual

relationships," but now realize a rich experience of
close interpersonal relationships.

Gough (1958), in his work with the California
Psychological Inventory found that college freshmen are
less tolerant, less flexible, and less psychologically
minded than the college graduate.

The evidence cited above suggests that underclass-
men are less aware of their own need systems, have less
access to their innerpsychic lives, are less flexible
and more impulse controlled and are more conventional in
their behavior than their upperclassman counterpart.

Elton (1967), in studying freshmen self-identity found

his subjects did not differentiate between making a
vocational choice and identifying a career role within a
vocation. Elton feels that those factors which make up
role identity are still too far in the future for the
freshman. In an unpublished Master's degree thesis at
Michigan State University, Treppa (1966) found freshmen
male students to Stereotype their ideal self-concept which
suggests limited awareness of their uniqueness and indi-
viduality.

Newcomb (19620 offers a possible explanation for the
characteristics we find in underclassmen. Newcomb states
that students in college for the first time find themselves
out off from intimacies with adults; they see little of

their parents and their teachers neither invite intimacies

26

nor welcome students into faculty society. Such circum-
stances are hardly calculated to aid the student in his
search for identity at a time when he is least certain
about it-(Newcomb, 1962, AA7). Small wonder that students
tend to be thrown upon each other--sharing of their common
problems relative to isolation from nonstudents make them
ripe for closer peer group relationships. It is also
small wonder, Newcomb suggests, that underclassmen may.
view relationships with authority figures as distant,
impersonal, and with suspicion. Murray (196A), in
attempting to understand freshman behavior patterns, sug-
gests that the college student may submerge himself in
the group dress, group entertainment and language patterns
for merging with the group is reassuring; however, the
price may be high to loss ofindividual development and
unique self-awareness. Murray feels that "causes" on
college campuses may attract college students because
they offer ready answers for the conquion which they see
inside themselves.

The research cited above prompts several questions.
Is there, in fact, a difference between vocationally-uncom-
mitted upper-class and under-class male students in their
attraction towards an interpersonal counseling relation-
ship; and if so, with whom do underclassmen prefer closer
relationships? Another question raised is do underclass-

men with vocational concerns, more than upperclassmen with

27

similar concerns, tend to avoid being introspective about
themselves? If underclassmen are introspective, are they
willing to share their innerpsychic life with someone
perceived in an authority role? We know very little about
the "set" concerning relationships a vocational client
brings to a counseling interview. Until counselors know
more about a vocational client's attraction towards or
rejection Of the interpersonal counseling relationship,
counselors are Operating with insufficient information.

To better understand a client's perception of a coun-

seling relationship is the purpose of this study.

Summary

This investigation was undertaken to explore the
relationship between upper- and under-class male voca-
tional clients in their attraction towards a counseling
relationship. The basis for the study was largely
theoretical since no previous research dealt directly with
attraction and expectations towards vocational counseling
among the four college class levels. Vocational theOrists
have advocated that with increased self-awareness, the
client is in a position to make a more satisying vocational
choice. However, previous research suggests that signifi-
cant differences exist between under- and upper-class
males in their psychological sophistication and their

involvement in efforts to gain greater self understanding.

28

Underclassmen are presented in the literature as responding
to authority deferently, whereas upperclassmen are
described as more confident of themselves and seeking
closer and more satisfying relationships with authority
figures. The present study attempts to demonstrate that
the upper-class vocationally-indecisive male presents
different expectations towards counseling than his under-

class counterpart.

CHAPTER III

HYPOTHESES DERIVATION AND METHODOLOGY

The first section of this chapter presents a review
of the research presented in Chapter II indicating the
derivation of the research hypotheses presented in
Chapter I. Methodological considerations arising in
testing the hypotheses are contained in the second sec-
tion of this chapter. The final section describes the

methodology used in testing the hypotheses.

Derivation of the Research Hypotheses

The personality theories presented in Chapter II
pointed out that not only is counseling an affective
relationship shared by the counselor and client, but that
successful counseling, both personal and vocational,
involves an interpersonal relating in which the client is
helped to explore his inner feelings and to gain greater
self-awareness. Research cited in Chapter II indicated
that clients with vocational concerns often tend to exter-
nalize their vocational concerns and to discuss their
indicision in cognitive, nonaffiliative terms. Evidence
was also presented indicating that more underclassmen
then upperclassmen seek counseling for vocational problems

and that the vocational client seems to set the tone of

29

30

the interviews at a cognitive, depersonalized level.
Finally, some evidence was offered that college freshmen
admit to having concerns less often than their upper-
class counterpart.

Since vocational counseling has been defined in this
study as an interpersonal relationship leading to greater
self-understanding, it is questioned whether underclass-
men would be as attracted to the described relationship
as upperclassmen. Thus, the following hypothesis was
advanced:

H1: Underclassmen will obtain significantly

lower mean attraction scores, as measured
by the Picture Impressions Test, than the
mean scores obtained by upperclassmen.

Chapter II presented evidence that vocational clients
tend to respond to a counselor as a dominant, authority
figure. It-was, in fact, pointed out that freshmen
expect a counselor to be authoritative. Research presented
in Chapter II also indicated that clients seeking voca-
tional help tended to be more dependent, less dominant, and
more submissive to authority than upperclassmen. Finally,
the research in Chapter II offered evidence that college
seniors seem to express more confidence in themselves and
do not necessarily need to respond to authority in a sub-
missive manner. If these findings are true, it might be

expected that underclassmen seeking vocational counseling

would expect the counselor to be authoritative and dominant,

LU
L__J

but upperclassmen should not necessarily share these same
role expectations. Thus, the following hypothesis is
advanced:

H There will be a significant difference
between upper- and underclassmen in
their perceptions of the role of a coun-
selor, but not a significant difference

in their perceptions of the role of a
friend.-

2:

The above hypothesis was divided into the following
subhypotheses to be treated independently:
H (a) Under-class males will perceive the
role of a counselor as significantly
more dominant as measured by the

Interpersonal Check List, than the
perceptions offered by upperclassmen.

2:

Research evidence offered by Matteson (1966), Grater
(196A), Heath (196A), and Sanford (1962) suggests that
upperclassmeniare more psychologically sophisticated and
are more aware that solutions to their vocational problems
rest within themselves. Whereas the previous hypothesis
predicts underclassmen will expect a counselor to help by-
offering advice and test results as authoritative indices'
to resolving vocational indecision, upperclassmen should
expect a counselor to help them by attempting to under-
stand their intrapsychic life. It would be anticipated
that upper-class males would value and anticipate such
counselor characteristics as warmth, encouragement, self-
understanding, and other affiliative dimensions measured
by the ICL. Therefore, the following hypothesis is

proposed:

32

(b) Upper-class males will perceive the
role of a counselor as significantly
more affiliative, as measured by the
Interpersonal Check List, than the
perceptions offered by underclass
males.

Under the section entitled "Characteristics of
College Students" in Chapter II it was pointed out that
freshmen tend to make closer relationships with their
peers than with persons in authority and that peer group
merging is found to be very reassuring. No evidence was
found to suggest that upperclassmen perceive peer rela-
tionships any differently than do underclassmen; therefore,

the following hypothesis is advanced:

H2: (c) Upper-class and under-class males will
perceive the role of a friend similarly.

Due to the fact that the current trend in vocational
counseling advocates the client gain a greater awareness
and understanding of himself, it follows that the client
seeking vocational assistance needs to explore his own
motivations, feelings, and attitudes. However, the
research evidence presented in Chapter II indicates that
the college freshman is less psychologically minded, more
anti-introspective, and more naive about himself than is
the average college senior. It was also pointed out that
the college senior is more attuned to his inner life than
is the freshman. Self-understanding may be an important
variable in successful vocational counseling; however, one

may question how ready the under-class student is to be

33

introspective. Some of the evidence pointed out in
Chapter II would suggest thét the underclassman is in the
process of understanding the objective world about him.
He may well need to be invested in identifying what char-
acteristics are involved in being an adult male, before
he can identify similar characteristics within himself.
Chapter II also offered evidence that the underclassman's
self-perceptions are not easily altered. Matteson (1955)
reports that levels and patterns of interest change for
college students as new experiences become available to
them. He feels that selection of educational and voca-
tional objectives is a development process throughout the
college years. The underclassman in college may defer
looking at his own needs and understanding his own
dynamics until he has a clearer concept of what his
environment expects of him. If this statement is true,
it may be suspected that the under-class student needs
both exposure to and permission to involve himself in
exploring and understanding the inner workings of hiS~
environment as well as of himSelf. Consequently,-the
third hypothesis was generated:
H3: Underclassmen will score significantly

lower on the Intraceptive Scale-than,

upperclassmen, as meaSured by the

Edwards Personal Preference Schedule.

The following section Will deal wifluthe methodo-

logical considerations before presenting the methodology.

3’4

Methodological Considerations

 

Sampling

The sample of this study consists of freshmen,
sophomores, juniors, and seniors who had expressed voca-
tional indecision. Due to the fact this study is inves-
tigating factors involved in an individual's attraction
towards self-exploration through a vocational counseling
relationship, it seemed important to study a pOpulation
who would be selecting a professional career. Moore
(1967) found a significant relationship between male
teachers level of self-awareness and their occupational
satisfaction. Also, Stefflre (1966) points out that the
opportunity for self-expression, based upon self-under-
standing, is greatest among the professional occupations
and is almost non-existent in other occupations. Acci-
dental and economic factors play a very significant role
in job selection among nonprofessional workers; therefore,
no matter how high a degree of self-understanding an
individual has, his chances of implementing this knowledge
in choosing a vocation are minimal. Therefore, it was
important to choose a population who had the opportunity
to select a satisfying career based upon a greater
awareness of their needs and abilities. A population of
college students seeking vocational counseling seemed to

meet these conditions mentioned above.

35

Age of the subjects seemed to be an important
variable in this study. The motivational intensity of a
twenty-four-year-old freshman choosing a vocation would
appear to be quite different from the motivational needs
of an eighteen-year-old freshman selecting a career. Con-
sequently, the following age limits were determined for

each college class level:

Freshman . . . . 17-19 years of age
Sophomores . . . . . . 18-20 years of age
Juniors. . . 0.0 19-21 years of age
Seniors. . . . . . 20-2A years of age

A third consideration in selecting the sample
involved the effect of prior counseling on the subjects
in this study. Because this study is, in part, investi-.
gating differences between upper-class and under-class
male student's expectations of a counselor, any subject
having experienced counseling prior to this investigation
could bias the results. Therefore, the decision was made
to exclude all subjects from this study who have had two
or more interviews with a professional counselor since
beginning college.

The appropriate method of sampling was also con-
sidered. Would it be better to select the first twenty-
five subjects from each class level who were seeking
vocational counseling, or select twenty-five subjects
randomly from a larger population of freshmen through
seniors. Studies of clients seeking vocational counseling

do not indicate group differences, but rather discuss

individual differences. Therefore, this examiner decided
that the first twenty-five subjects from each class level
seeking vocational assistance would, in general, be repre-
sentative of the vocationally-undecided student population.
While this procedure poses limitations on the generaliz-
ability of the data, it is suspected that this data may
not be far different from a random sample of a larger
population.

Women college students were not included in this
sample because the meaning a woman attaches to selecting
an occupation is quite different than the meaning for a
man. Cass and Tiedeman (1960) found at the high school
level that sex differences seem to be a very important
influence in the type of courses selected by young men
and women. Smuts (1959) in tracing the history of women
entering the field of work found very different meanings
associated with work as compared to the significance of
work held by men. Ross (1963) in studying the top one
per cent of women at Michigan State University found that
by graduation 83 per cent had selected occupations con-
sidered extensions of the feminine role. Doven and
Adelson (1966) found that women do not crystalize their
self-image through vocational choice, as do men, but have
other avenues available to meet their needs. Stefflre
(1966) talks about the job as being of more central

importance to men than to women in our present culture.

37

It would seem from the research that while middle-class
man's identity is closely tied to his vocation, a woman
may feel her identity is more involved with being a wife
and/or mother and that work is more peripheral.

This study then, consists of male college students
who have expressed a desire for vocational counseling
and have not previously been exposed to a professional
counseling relationship. As pointed out earlier, the
generalizability of the data is further limited by the
fact that the subjects are all volunteers from the student
pOpulation. Therefore, any efforts to generalize the
results of this investigation beyond the sample in this

study is highly questionable.

Instruments

 

It was felt by this examiner that the instruments
selected to test the hypotheses would need to be measures
of specific traits to avoid ending up with interpretative
conjectures or misinterpretations of the data. It also
seemed important that the tests not be transparent as to
the intent, otherwise one might be measuring a subject's
reaction to the examiner rather than his response to the
test items. Another consideration was that the instru-
ments selected not be in frequent use to minimize the
risk of a subject being familiar with the instrument.

The test items needed to be easily understood by the

38

subjects to avoid intellectual ability or sophistication
with psychological terminology becoming an influencing
factor.

A final consideration was that sufficient research
would have been conducted with the measures selected to
satisfy requirements of validity and reliability.

The Picture Impressions Test was selected to measure
a subject's attraction to or away from a counseling rela-
tionship. The test is a projective technique which was
designed specifically to measure that for which it is
used in this study. The test is easily understood,
quickly administered, and meets the qualitative criteria
for validity and reliability. This test will be described
later in this chapter. (See Appendix B for Test proper.)

To measure subjects' self-perceptions and perceptions
of others, the Interpersonal Check List was selected.

This instrument has been thoroughly researched and has
been found to be highly valid and reliable. The ICL has
also been found to correlate well with much longer
measures (Gynther, Miller, and Davis, 1962). Further
information will be given later in Chapter III about this
scale. A copy of the test is available in Appendix C.

In attempting to measure one's degree of intro-
spection, it seemed to this examiner that direct questions
to the subjects concerning the extent to which they think

about their inner feelings would be necessary. In

39

reviewing the testing literature the only other measures
related to introspection are Empathy Scales which are
notoriously invalid. The Edwards Personal Preference
Schedule (Introceptive Scale) was selected for two reasons.
The first reason is that the scale asks direct questions
related to one's introspective needs; however, trans-
parency of the questions is not obvious due to the socially
desirable wording of each item. A second reason for
selecting the EPPS was that it sets up a forced-choice
situation for the subject, eliciting each subject's
hierarchy of needs. The EPPS appeared to meet the criteria
for test selection stated previously; therefore, the EPPS
was chosen to test Hypothesis III of this study. Further
information about the EPPS will be given in the final
section of this chapter; and a c0py of the test appears in

Appendix D.

Method
This final section of Chapter III will contain a
description of the subjects who volunteered for the study,
an explanation of the procedure used in gathering the
data, and information concerning the instruments selected

for testing the hypotheses.

Subjects

Subjects for this study were 100 male volunteers

enrolled as fullétime students at Michigan State University

AO

who expressed the desire for vocational counseling. The
subjects were divided into twenty-five students from each
college class level, thereby representing the freshmen,
sophomore, junior, and senior class levels. Each student
used in this study was within the age limitations set for
his class level, as described earlier in this chapter.
None of the subjects included in this study have had more
than two interviews with a professional counselor con-
cerning vocational or personal problems since the begin-
ning of college.

The following section of this chapter will describe

the procedure used in selecting and testing the subjects.

Procedure

 

When a student comes to the Counseling Center at
Michigan State University seeking professional counseling,
he is first met by the receptionist. The student states
his purpose in coming to the Center and is then seen by
a staff counselor for a "screening interview." The
purpose of this brief interview is to determine in what
ways the staff member can be of help to the student.

The receptionist was asked to refer all male
students indicating vocational concerns to this examiner.
Each student referred was asked his reasons for coming
to the Counseling Center and if the problem primarily

involved his questions about making a vocational choice,

Al

he was told of this research project. Subjects were
informed they would receive vocational counseling, and
their cooperation in the research project would be
voluntary.

If the subject agreed to take the research measures,
he was asked to complete a Student Questionnaire (Appendix
A). He was then administered the research tests in the
following order: first, the Picture Impressions Test
(Appendix B); second, the Interpersonal Check List
(counselor, friend, and self, Appendix C); and third,
the Edwards Personal Preference Schedule (Appendix D). He
then completed any additional testing which pertained to
the vocational questions he raised. The results of the
Edwards and any additional testing were interpreted to the
subject within two weeks after completing the testing.

To insure gathering a large enough sample of sub-
jects, a letter explaining the research project and
offering vocational testing (Appendix E) was distributed
in eight of the seventeen men's residence halls on
campus. The selection of the residence halls was based
on two factors; one, that men's residence halls be
selected from a residence hall complex insuring repre-
sentative residence hall selection over the entire campus.
The second factor considered was to select residence
halls whose main occupancy consisted of students from each

college class level, thereby insuring notification of the

A2

testing project be brought to the attention of approxi-
mately equal numbers of underclassmen and upperclassmen.
Again, participation in the testing project was on a
voluntary basis and each subject was asked his reason

for seeking testing before any tests were administered.
The test results of students whose ages exceeded the age
limits set up in this study, or who had previous coun-
seling contact, were foreign born and evidenced a language
handicap or whose vocational needs did not include testing
were not included in the sample represented in this study.
The same testing procedures, as described earlier in this
section, were followed in the residence halls.

Subjects were informed that the results of the
research testing would also be available to them; however,
no subject requested the results.

Before testing began, examiner contact with each
subject was minimiZed to avoid offering counselor impres-
sions prior to test administration.

The following table indicates the number and class
rank of the subjects from each residence hall and the
Counseling Center who constitute the sample population

used in this study.

“3

Figure l.--Number and class rank of the 100 male
under-class and upper-class students who volunteered as
subjects from the Counseling Center and eight men's

residence halls.

 

Freshman Sophomore Junior Senior Total

 

N N N N N
Counseling Center 7 6 12 18 A3
Residence Hall A A 2 O O 6
Residence Hall B O O 6 A 10
Residence Hall C 3 3 O O 6
Residence Hall D 3 l O O A
Residence Hall E A A O O 8
Residence Hall F 1 5 A O 10
Residence Hall G 2 A 2 O 8
Residence Hall H l 0 l 3 5

 

Instruments

The following section contains a description of the
three instruments used in this study: the Picture
Impressions Test, the Interpersonal Check List, and the
Edwards Personal Preference Schedule. Reliability and

validity information will also be given.

The Picture Impression Test.--The PIT is a projective
test developed by Libo (1956) as a device for measuring
the attraction of client to counselor. The rationale
underlying this device is expressed by Libo as follows:

Projectives have been noted to be sensitive to
the social situation, i.e., responses seem to be
determined in part by the interpersonal aspects
of the examining session . . .this sensitivity
can be used to measure the cohesiveness of an
interpersonal relationship. (Libo, 1957, 33)

AA

Miller (1953), using the Rorschach as an example of
an interpersonal relationship, studied protocols as a
means of determining the conditions under which the most
valid results were obtained. One of the variables he
found to be pertinent was the relationship between the
examiner and the subject. This finding is supportive of
Libo's contention that responses to projectives are, in
fact, influenced by the interpersonal aspects of the
examining session.

The PIT is composed of four cards similar to TAT.
cards and is designed to be used with adolescents and
adults of both sexes, Negro and White subjects. The first
picture is of a man (or woman) standing with chin in hand.
He is depicted as imagining two seated people facing each
other. One of the persons has a note pad on his knee.

The second card pictures a man (or woman) seated a short
distance away from another man sitting behind a desk. The
third depicts a man (or woman) leaving an office under the
observation of~a man seated behind a desk. The door of
the office is labeled with the name "Dr. Jones." The
fourth and final card shows a man (or woman) seated alone
in a waiting room. A door to what appears to be an office
has a sign (hanging askew) that reads "The doctor is in."

Administration of the PIT takes about twenty to
thirty minutes with the client being asked to write a story

for each picture-—taking about five minutes for each

A5

picture. The stories are scores for "attraction." Very
generally a plus 1 is given for any indicator of client-
counselor attraction and a minus 1 for every negative
indicator (i.e., of client-counselor rejection). The
total score is the algebraic sum of all the plus and
minus subscores.

Very little research has been done with the PIT
until very recently; however, Mullen (1965) did a rather
extensive investigation concerning the validity of the
PIT. Mullen studied 137 students at Michigan State Uni-
versity, half of whom had requested counseling, and the
remaining group who indicated no desire for counseling
contact. He found that the mean attraction scores for
people who indicated interest in counseling to be sig-
nificantly higher (P < .01) than the mean scores for
people who did not express a similar interest.

Construct Validity was also demonstrated by Mullen
and Abeles (1967) who report correlations at P < .02.
Correlations have also been found by Libo (1957) reported
at P < .05 and by Tenbusch (1967) reporting "T" scores at
1.9A9. These studies appear to lend support to the use
of this instrument in this investigation.

Reliability coefficients are reported at .61 by

Mullen (1965) and by Mullen and Abeles (1967) at .81.

A6

The stories were scored using the attraction concept
as described in the manual (Manual for the Picture Impres-
sions Test, 1956, A-10). This concept views attraction
as an immediate contemporaneous ("here and now") concept.
Thus, the scores reflect immediate, situation-determined
themes. The stories were scored by two independent judges.
Reliability between scorers was determined by analyzing
the degree of agreement between the two independent_
scorers on the first twelve and the last twelve stories.
The results of this analysis are recorded in Table 1.
TABLE l.——Results of Pearson Product-Moment Correlation

Coefficients for two independent scorers on the first and
last twelve stories of the Picture Impressions Test.a

 

 

 

 

 

f s2 s.d. r

First Twelve Stories
Scorer X 12.1A 1A.l9 3.76

52*
Scorer Y 12.85 ‘ 8.88 2.98
Last Twelve Stories
Scorer X 15.33 73.00- 8.5A

°78*!
Scorer Y 1A.92 65.81 8.11

 

aA constant of +10 was added to each score in this
study to simplify arithmetic operations of the data.

*For 12 d.f., p = .01 when r = 2.681.
**For 12 d.f., p = .10 when r = 1.356.

A7

The Pearson Product-Moment Correlation Coefficients
for scoring the first twelve stories was r = .52 and the
correlation coefficient for the last twelve stories was
r = .78. Both correlation coefficients are significant.
The difference between the correlations from the first
scoring to the last scoring can best be explained by the
nature of the tests being evaluated. The PIT stories
require subjective judgments in determining attraction
statements. Unfamiliarity with the instrument and a
client's response to the picture would account for initial
scoring discrepancy. If total attraction scores are
computed for each series of stories the results indicate
86 per cent attraction agreement between scorers for the
first twelve stories and 8A per cent attraction agreement
between scorers for the final twelve stories. The most
frequent reporting of reliability correlation for the
Picture Impressions is done by percentile of agreement

(Libo, 1957; Tenbusch, 1967; Mullen and Abeles, 1967).

Interpersonal Check List.--The ICL was developed by

 

LaForge and Suczek (1955) as an instrument for measuring
self-perception and perception of others. Its underlying
rationale is that the items or phrases checked by a subject
represent structured communications about himself that he
is willing to convey to the examiner. It is comprised of
128 items consisting of words or phrases describing dif-

ferent kinds of interpersonal behavior. The items are

A8

arranged so that there are eight of them for each of
sixteen interpersonal variables. The degree of intensity
for each variable is derived by utilization of a four-
point scale over which the eight items are distributed as
follows: one item for intensity level which reflects "a
mild or necessary amount of the trait," three items for
intensity level 2 representing "a moderate or appropriate
amount of the trait," three items for intensity level 3
described as "a marked or inappropriate amount of the
trait," and for intensity level A there is one item indi-
cating an "extreme amount of the trait." A detailed
description of the develOpment and statistical support for
the check list is reported by LaForge and Suczek (1955),
and LaForge (1963).

Validity studies have been conducted with the ICL.
Bieri and Losbeck (1961) studied relationships between
parental identification, religious affiliation and social
class to two aSpects of self-concept on the ICL, Dominance
and Love. They found confirmation in the direction of the
hypotheses that the Dominant score is more positively
weighted on the managerial—autocratic and competitive
octants and the Love score is most positively weighted on
the cooperative-overconventional and docile—dependent
octants.

Gynther, Miller, and Davis (1962) found significant

systematic relationships between scores on the ICL and

U9

needs measured on the EPPS. For example, they found that
the ICL Love variable is positively associated with EPPS
needs Affiliation and Nurturance and negatively asso-
ciated with needs Autonomy and Aggression. LaForge and
Suczek (1955) report validity correlations ranging from
.51 to .86. Also, the dimension of Ain, Nic, Dom, and
Love have a commonality above .9.

Leary and his co-workers have investigated relia-
bility of the ICL by means of test-retest correlations
which range from .6A to .83, averaging .78 for octant
reliability. LaForge and Suczek (1955) report test-
retest correlations range from .6A to .77 on clinical
samples in the initial presentation of the ICL.

Armstrong (1958) decided to check reliability of the
ICL in terms of internal consistency of the test. His
sample was 50 "normal" males and 50 alcoholic males
rating self, mother, father, wife, ideal wife, and ideal
self. The Kuder-Richardson Formula was applied to these

12 ratings. Each of the r 's was significant beyond the

tt
.01 level. His conclusions were that regardless of popu-
lation or what is rated the ICL yields a highly signifi-
cant internal consistency.

In the present study subjects were asked to respond
to those items on the ICL which would describe their

expectations of a "counselor," a "friend," and to describe

"themselves." These rankings will offer a measure of the

SC

subject's conscious expectations of authority figures,
peers, and a description of how he views himself.
Although the self-ratings are not used in testing the
hypotheses, they will aid in interpreting the data. The
ICL is recognized as representing a conscious description

of self-perception and.perception of others.

Edwards Personal Preferance Schedule.--The EPPS

 

was designed as a personality inventory to be used with
college age and adults of both sexes. The purpose of

the test is to provide a quick and convenient measure of
fifteen relatively independent personality variables.
These fifteen personality variables have their origin in.
the list of manifest needs presented by H. A. Murray.

The 210 items on the EPPS consist of statement pairs,

each statement beingrepresentative of one of the need
variables. One of the best strengths of the EPPS is

that each pair of statements wasdesigned to reflect
"social desirability" which aided in diminishing "response
set." Each need variable is represented by nine state-
ments. These nine statements are used to compare each
need variable to every other need variable twice. The
score of each variable is obtained by counting the

number of times a statement reflecting that need is chosen
over the one paired with it. Raw scores, then, reflect

the number of times the subject "prefers" a particular

51

variable. Validity has primarily been based on self-
ranking correlated with actual EPPS rankings, or corre-
lations with other scales or behavioral criteria.

Frank Barron, reviewing the EPPS for the fifth

edition of Buro's Mental Measurement Yearbook makes

 

reference to a number of studies on the validity of the
EPPS. Barron cites that one investigator found a number
of the EPPS scales correlates significantly with the CPI
variables, although the correlations are generally not
over .AO. Edwards (1959) reports correlations with the

Guilford-Martin Personnel Inventory and the Taylor Manifest

 

Anxiety Scale. These data are presented in table form in

 

the manual showing the relationship between each of the
EPPS variables on the TMAS on the one hand and Coopera-
tiveness, Aggreeableness, and Objectivity scales of the
GMPI on the other. These correlations are not large, but
they are in the expected direction.

Zuckerman (1958) found that college students rated
by their peers as either dependent, submissive, or con-
forming were significantly higher than those students
rated as rebellious on the Abasement, Deference, and
Succorance scales and significantly lower on the Aggres-
sion, Autonomy, and Dominance scales.

Many authors have attempted to validate the EPPS by
correlating each scale with overt behavior. Bernardin

and Jessor (1957) did find a significant relationship

52

between Dependency score on the EPPS and (a) the number of
errors made on a maze task under conditions of negative
reinforcement, and (b) the number of times help was asked
for in different problem-solving situations. Zuckerman
(1958) compared means on the 15 EPPS variables obtained
from a group of 63 student nurses with means from Edward's
female college sample and reported a significantly higher
score on Abasement and Nurturance and lower score on
Dominance. -These findings were regarded as appearing to
confirm the "clinical" impression of the student nurse
personality as less assertive than the usual female
college student.

In relation to the use of the Intraceptive Scale
in measuring counseling success, Pool (1963) evaluated the
relation of personality needs to changes in reality of
vocational choice as a result of vocational counseling.
Clinical judgments were used to evaluate the reality of
the vocational choice. Pool found that those subjects
whose choices became more realistic with counseling indi-
cated different needs on the EPPS than those subjects
whose choices remained unrealistic. The subjects for
whom counseling made no difference had higher scales
for Succorance and Autonomy, and lower scales for
Endurance and Intraception. Pool suggests that the client
who does not benefit from E-V counseling seeks solution

to his problems in dependency relationships and avoids

53

responsibility, obligations, and seeking the solution from
within himself.

Bernhardt (1960) studied the validity of the intra-
ception scale of the EPPS. He correlated the Int. score
and the grades made by freshman and SOphomore medical
students in psychiatry courses. He found that the Int.
scores for females was higher than those for men, which
supported Edward's findings with his normative student
sample. Bernhardt did not find a significant correlation
between Int. scores and psychiatry grades, but the direc-
tion of the correlation appeared significant.

Split-half reliability coefficients were determined
for the 15 personality variables. The reliability
coefficients as reported in the EPPS manual (1959) range
from .60 to .87 (Intraception is .79). These coeffi-
cients were obtained from the 1509 subjects in the
college normative group.

In the present study the only need variable used
will be Intraception, thus yielding a measure which will
represent the subject's preference for statements which
suggest a need to be introspective. The intraception
variable is characterized by such needs as

to analyze one's motives and feelings, to

observe others, to understand how others feel

about problems, to put one's self in another's

place, to judge people by why they do things

rather than by what they do, to analyze the

behavior of others, to analyze the motives of

others, to predict how others will act.
(EPPS Revised Manual, 1959, II)

en

The data will be analyzed by comparing test score
means of underclass male students with the test score
means of upper-class male students. Each sample popu-
lation will include 50 subjects. The primary statistic
employed will be Student's t Test. It was decided to
set the critical value at the .05 level of confidence.
Becasue each hypothesis predicts directionality, the one-
tailed test was used. With 120 degrees of freedom, this

sets the critical ratio at 1.658.

Summary
This chapter has presented the derivation of the

hypotheses, methodological considerations, and the method
used in testing the hypotheses. Participants in the
study were 100 under- and upper-class male students at
Michigan State University who requested vocational
counseling. Subjects completed the Picture Impressions,
the Interpersonal Check List, and the Edwards Personal
Preference Schedule. The Picture Impressions was scored
for attraction towards an interpersonal counseling rela-
tionship. Subjects described their expectations of a
Counselor and a Friend on the Interpersonal Check List,
and included a self-description. The Intraception Scale
of the EPPS was scored to determine the subjects' degree
of introspectiveness. The next chapter will present
results, followed in Chapter V bya discussion and

Chapter VI will offer implications.

CHAPTER IV
RESULTS

This chapter will present an analysis of the data
and report findings of the hypotheses tested. Each
hypothesis will be stated, the findings relevant to each
hypothesis will be presented, and conclusions will be

drawn.

Test of Hypothesis One

H : Underclassmen will obtain significantly
lower mean attraction scores, as measured
by the Picture Impressions Test, than the
mean attraction scores obtained by upper-
classmen.

This hypothesis was tested by computing Student's
t Test between mean attraction scores for under-class and
upper-class male students. As was stated in Chapter III,
the Picture Impressions is a projective device for
measuring the attraction of client to counselor. The
higher an individual scores on this test is interpreted
as indicating a greater number and intensity of attraction
statements.

As can be seen from Table 2, Hypothesis I was
supported by the correlation between upper-class and

under-class male students' mean attraction scores. Upper-

class male students obtained a mean attraction score of

55

56

l6.A2 compared to a mean attraction score of 13.98 for
under-class male students. ,The difference between the
means was significant at the .05 level of confidence.
TABLE 2.--Resu1ts of t Test for the significance of

differences between upper-class and under-class male
students on mean attraction scores to counseling.

 

f s S.D.v t

 

Under-class Male Students 13.98 36.8A 6.07 1.935*
Upper-class Male Students l6.A2 A3.15- 6.57

 

.01 when r
.05 when r

**For 120 df, p
*For 120 df, p

O‘IUU
U'IU‘I

Although both the under-class and upper—class groups
evidence a wide variance span among their attraction
scores, upperclassmen appear to be a less homogeneous
group than the underclassmen. The greatest amount of
variance occurred among seniors whose mean attraction_
score was highest, 17.92 and whose variance score was
highest, 56.07. Freshmen received the second highest
mean attraction score, 15.36, followed by juniors, 1A.92
and finally sophomores, 12.60. Consequently, although
seniors seem to indicate a greater overall attraction
towards an interpersonal counseling relationship, there
appears to be a good deal of variability among individuals
within the senior sample. Implications of this varia-

bility will be discussed in the next chapter.

57

For further analysis of the data, a one-way analysis
of variance was computed to determine which of the four
class levels ranked highest on mean attraction scores.

TABLE 3.--Analysis of variance for attraction scores among
freshmen, sophomore, junior and senior male college

 

 

 

students.
Sum of Degrees of Mean
Squares Freedom Square F
Between Groups 356.56 3 118.85 3.07A*
Within Groups 3711.uu 96 38.66
Total A068.00 99

 

*“For 120 df, p
*For 120 df, p

.01 when r = 3.9
.05 when r v 2.6

3:

As indicated in Table 3 the resultant Feat 3.073 is
significant beyond the .05 level of confidence, lending
further confirmation to Hypothesis I.~ I

In summary, on the basis of the correlations computed
to test Hypothesis I, this hypothesis could not be rejected.
The correlations support the hypothesis that underclassmen
receive lower mean attraction scores than the scores
obtained by upperclassmen. Upperclassmen appear more
positively attracted to an interpersonal counseling rela-

tionship; however, a good deal of variance is evidenced at

the Senior class level.

\n
(1)

Test of Hypothesis Two

 

H2:. (a) Under-class male students will perceive
the role of a counselor as significantly
more Dominant, as measured by the Inter-
personal Check List, than the percep-
tions offered by upperclassmen.

To test Hypothesis II, the Student's t Test was
computed for the Dominance Scale of the ICL between upper-
and underclassmen, and appears in Table_A. The t = 3.961,
is significant beyond the .001 level. The relationship is
of such sufficient magnitude that the hypothesis could not
be rejected.

TABLE A.--Results of t Test for the significance of differ-
ences between upper-class and under-class male students to

a counselor and friend on all ICL Dominance and Love
Variables.

 

i s s.d.' t

 

Expectations of Counselor

 

Under-class Dominance Scale 15.68 29.70, 5.A5 3.961***
Upper-class Dominance Scale 11.56 25.82~ 5.18~

Under-class Love Scale 1A.61 32.02 5.66 2.060*
Upper-class Love Scale 12.21 3A.99 5.91

 

Expectations of Friend

 

Under-class Dominance Scale- 15.57 29.01- 5.39 A.580***
Upper-class Dominance Scale 10.99 21.28 A.6l

Under-class Love Scale 1A.07~ 31.93 '5,65 A,u51***
Upper-class Love Scale 9.71 22.12. A.70

 

.001 when r = 3.160.
.01 when r 2.358.
.05 when r tl.658.

***For 120 df, p
i”For7120 df, p
*For 120 df, p

As was reported from the literature on freshmen
perceptions of authority figures in Chapter II, it was
hypothesized that underclassmen would expect counselors
to respond in a dominant, authoritative manner. The
findings in this present study confirm this hypothesis.
Whether the results indicate underclassmen are responding
to their expectations out of prior experience with high
school counselors or whether the results reflect a
personal preference at their stage of development cannot
be determined from the data in the present study.

H (b) Upper-class male students will perceive

the role of a counselor as significantly
more affiliative, as measured by the
Interpersonal Check List, than the
perceptions offered by underclassmen.

22

As indicated in Table A, the results of the t Test
indicate a significant difference at the .05 level
between upper- and under-class males' affiliative percep-
tions of a counselor, but in the reverse direction of
hypothesis. Under-class male students perceive a coun-
selor to be more affiliative than the perceptions offered
by upperclassmen; therefore, Hypothesis 2-b is not con-
firmed. In reviewing the mean affiliative scores on the
ICL by class level, freshmen and sophomores received the
highest average rankings at 1A.78 and 1A.AA respectively.
Juniors received a mean score of 13.87 with Seniors
receiving the lowest affiliative mean score of 10.55. The

implications of this finding will be discussed in more

60

detail in Chapter V; however, a general conclusion would
suggest that upperclassmen are not as open and/or ready
to form close relationships as are underclassmen. Addi-
tional findings will be presented in Chapter V to further
explore the tentative conclusion stated above.

H2: (c) Upper-class and under-class males will

perceive the role of a friend similarly.

This hypothesis was tested by computing student's
t Test for the Dominance Scale and the Affiliative Scale
of the ICL between upper-class and under-class males. As
indicated in Table A, under-class males perceive their
relationship with a friend differently from perceptions
offered by upper-class males. The difference between
under-class-and upper-class males' expectations of a
friend along the Dominant axis and the Affiliative axis of
the ICL were significantly beyond the .001 level. Under-
class males, as compared with upper-class males, received
significantly higher mean scores on both dimensions
tested. Freshmen and s0phomores expect the role of a
friend to be more dominant and more affiliative than role
expectations of a junior or senior. Therefore, Hypothesis
2-c was not accepted.

In conclusion, Hypothesis 2-a was supported and
Hypothesis 2-b and 2-c were rejected. Underclassmen do
perceive the role of a counselor as more dominant than is
expected by upper-class males. In addition, under—class

males perceive counselors and peers to be significantly

61

more affiliative and dominant than do upperclassmen. A
general trend in the findings reflects underclassmen
responding to the ICL in a more expansive manner while
upper-class males tend to reflect more constricted test-
taking behavior. These implications will be discussed

further in Chapter V.

Test of Hypothesis Three

 

Underclassmen will score significantly
lower on the Intraceptive Scale than
upperclassmen, as measured by the
Edwards Personal Preference Schedule.

This hypothesis was tested by computing Students'

t Test between upper-class and under-class mean Intra-
ception Scores. As stated in Chapter III, the Intra-
ceptive Scale of the Edwards Personal Preference
Schedule is designed to measure the extent to which an
individual has a personal preference for understanding
the motives and feelings of himself and.others.

As can be seen from Table 5, Hypothesis III is
supported with a t = 3.566 significant beyond the .001
level.

The mean scores for each class level were consis-
tently higher from freshmen to senior levels. The fresh—
men mean score was 1A.88, sophomores 15.72, juniors 17.20,.
and finally seniors 20.76. While underclassmen appeared

to have a good deal of variance among their scores, upper-

class variance appeared to be much more homogeneous.

62

TABLE 5.--Resu1ts of t Test for significance of differ-
ences between upper-class and under-class male students
on mean intraceptive scores.

 

Y S s.d. t

 

Under-class Male Students 15.30 37.275 6.10 3.566***
Upper-class Male Students 19.08 19.789 A.A5

 

***For 120 df, p = .001 when r = 3.160.
**For 120 df, p = .01 when r = 2.358.
*For 120 df, p = .05 when r = 1.658.

As reported in the studies of college students'
characteristics, upperclassmen, particularly seniors,
seem to possess a greater understanding of themselves and
be more attuned to their inner lives. These present
findings would support such conclusions and even confirm
Matteson's notion that introspective behavior is a devel-
opmental process throughout an individual's college
experience. The relationship of these findings was of
such sufficient magnitude that the hypothesis could not
be rejected.

This chapter has presented an analysis of the data.
and briefly offered conclusions concerning the findings
relevant to each hypothesis. Chapter V will present a

discussion of these results.

63

CHAPTER V

DISCUSSION OF RESULTS

This chapter will discuss the results of testing the
hypotheses as they were presented in Chapter IV. Explan-
ations of the findings for each hypothesis will be

offered.

Hypothesis I

 

Hypothesis I was confirmed by the analysis of data
presented in Chapter IV. Upper-class males were found to
express more attraction towards an interpersonal coun-
seling relationship than that expressed by under-class
males. One significant feature of the data, however, was
the wide variance in mean scores of juniors and seniors.
In fact, senior scores reflect the greater amount of
variance at 56.07 compared to the variance for juniors at
27.33, SOphomores at 39.25, and freshmen at 31.99. The
stories were read for content to aid in understanding the
discrepancy in variance. While seniors state a clear need
for help in making a vocational decision, they also
reflect a good deal of ambivalence as to whether a coun—
selor can be of help to them. Many of the story themes
offered by seniors suggest a feeling that if they cannot

reach their own decisions, no one else can reach a

611

decision for them. Counselors are portrayed as offering
generalized advice or withholding advice. The two most
frequently-presented themes were: (1) counselors can
seldom tell a client anything he does not already know;
and (2) any decision made will need to be made by the
client himself. Despite the apparent rejection of help
from a counselor, the stories of seniors reflect the
most clear need for outside assistance.

Juniors reflect three main themes in their PIT
stories. The three main themes suggested are as follows:
first, a counselor is protrayed as remaining impersonal
in the relationship with a client, yet juniors seem to
indicate a desire for closer interaction. Secondly,
juniors seem very ambivalent about taking advice from an
authority figure. To admit a need for help seems to
suggest a loss of personal adequacy in c0ping with one's
problems. The third theme reflects the idea that if
advice is accepted from someone else, the solution does
not belong to the client anymore. Again, a sense of
threat to adequacy and potency seemed to be expressed.

Freshmen and sophomores suggest themes in their
stories centered around taking tests to find out their
abilities and interests. Apparently test information
alone is expected to resolve vocational decision making
concerns. Whereas upperclassmen state a need for

counseling help, but are skeptical about receiving help;

65

underclassmen, particularly freshmen, indicate expec-
tations that a counselor's advice or test results will
resolve their indecisions. Freshmen reflect solutions to
their stories indicating high expectations that the
counselor will help resolve their concerns. Sophomores
evidence slightly more SOphistication in their expec-
tations of counselors. Sophomores, more often than
freshmen, indicated a source of help to them lay in
gaining more self-insight through counseling. However,
their stories reflect a heavy dependence on test results
and counselor advice.

In summary, upper-class males do express a greater
attraction towards a counseling relationship; however,
upper-class males also express skepticism as to whether
counseling will resolve their vocational indecision.

Both juniors and seniors seem to describe their expec-
tations of a counselor as a diStant and impersonal figure.
However, they indicate a feeling that if advice or solu-
tions are accepted from a counselor, the implication is
that the client is less adequate or has lost some degree
of potency.

Under-class males on the other hand seem to welcome
advice from counselors; in fact, they seem to equate
advice and test results with the solution to their voca-
tional indecision. Sophomores add an additional dimension

which is that a solution to their vocational indecision

66

may lie in learning more about themselves. SOphomores
reflect some ambivalence as to whether counselors can be
helpful, but state more willingness to listen to a
counselor.

A definite developmental pattern emerges from the
content of the PIT stories. Freshmen may be reflecting
their experience with high school counselors who did
offer advice about studying, the college to choose and
methods of making application for college enrollment.
Sophomores may be evidencing a change in their attitudes
towards depending on authority, which seems to be more

intensified in the Junior and Senior groups.

Hypothesis II, a, b, and 0

According to Hypothesis II-a, underclassmen, more
than upperclassmen, would perceive counselors to be
highly dominant figures. The t was significant beyond
the level established for testing the hypothesis. If
freshmen and sophomores expect counselors to be dominant
and autocratic, it would make sense that they would
describe themselves as submiSsive. The mean scores for
self-descriptions are presented in Table 9 of Appendix F.
These findings confirm the notion that underclassmen are
more likely to defer to authority figures than are upper-
classmen. The themes of freshmen and sophomores PIT
stories presented earlier in this chapter are consistent

with the present findings. These results would lend

67

support to other studies cited (Holland and Nichols,
196A) describing vocationally-undecided underclassmen
as dependent personalities.

Hypothesis II-b predicted that upperclassmen would
expect counselors to be more affiliative than anticipated
by underclassmen. The basis for this prediction was the
notion that upperclassmen are more psychologically
sophisticated, have emotionally matured in their three
to four years in college and, as reported in the liter-
ature, are more independent and self-sufficient. The
notion that upperclassmen would seek out a relationship
with authority figures which would demonstrate a desire
for closer affiliation seemed consistent with findings in
the literature. The data, however, revealed significance
in the opposite direction; that is, underclassmen describe
a counselor as more affiliative than the descriptions by
upperclassmen. In essence then, under-class males des-
cribe the concept of a counselor as more dominant and
affiliative than is indicated by upperclassmen. A pos-
sible explanation is that upperclassmen perceive both
peers and themselves as equally affiliative. This notion
would suggest that upperclassmen have stabilized their
feelings of affiliation and would expect others to react
similarly to themselves. The implication here is that
underclassmen have not yet stabilized their feelings of
affiliation; consequently the expectation would be to find

discrepancy between self and peer affiliative mean scores.

68

Table 7 in Appendix F presents the result of a t
Test for upper- and underclassmen's descriptions of
affiliation for Self and Friend. Contrary to expectation,
underclassmen see no significant difference in affiliative
expectations between Friend and Self. Upperclassmen, on
the other hand, describe themselves as more affiliative
than Friend, approaching the .05 level of significance.
It would appear that underclassmen do not discriminate
between the affiliative feelings they experience in
themselves and those feelings they expect to find in a
friend. Newcomb's (1962) and Murray's (196A) theoretical
notions may offer the most valid explanations at this
point. The notions of Newcomb and Murray are that under-
classmen are isolated from intimate relationships with
adults in the college environment, and consequently are
forced to rely upon each other for mutual support and
reassurance.

Upperclassmen, on the other hand, tend to express
the view that a peer cannot or will not offer support
and reassurance. Although the upper-class male sees him-
self as affiliative, he appears to deny the basis for a
similar relationship with his peers. As indicated in the
content of the PIT stories presented previously, upper-
classmen express the belief that counselors are both
distant and unlikely to be helpful. Perhaps the upper-

classman is attributing these same characteristics to

O\
\0

his peer group. The preceding interpretation would need
further investigation.

Hypothesis II-c predicting that upper- and under-
class males would perceive the role of a friend similarly
was not accepted on the basis of the data in the present
study. The correlations were found to be significant
beyond the .001 level of confidence in the direction of
under-class males perceiving the role of a friend as more
dominant and affiliative than the descriptions offered by
upper-class males.

Since underclassmen's mean scores have been consis-
tently higher than those of upperclassmen in the preceding
four analyses, it was decided to investigate whether under-
classmen were receiving higher mean scores on all ICL
variables. As can be seen from Table 6 in Appendix F,
under-class males descriptions of a counselor have
received significantly higher mean scores on all ICL
variables than the mean scores received by upper-class
males. The possibility that under-class males respond
more openly and more intensely to people around them was
considered as a possible explanation. To test this
notion analyses of variance were computed to determine
differences in frequency and intensity of response to the
ICL items among all four class levels. The results of
these analyses are presented in Table 8 of Appendix F.

The findings indicate that Freshmen and Sophomores

70

responded to significantly more ICL items than Juniors and
Seniors. The average number of responses for each class
level reveals that SOphomores made the highest number of
responses with a mean score of A6.35. Freshmen ranked
second with A2.07. Juniors averaged a mean score of 38.A5,
and Seniors ranked last with a mean score of 30.8A. These
findings would confirm the notion that under-class males

are more Open and expansive than upperclassmen in responding
to descriptive concepts of themselves and others. Upper-
class males, on the other band, would appear more restricted
and reserved in describing themselves and people around them.

No significant differences were found in response
intensity among the class levels. These findings would.
suggest that upper-class males are more constricted in
overt expressions, however, do experience the same
feelings of intensity as under-class males.

Since the findings reveal that upperclassmen, com-
pared with freshmen and s0phomores, respond less frequently
to the ICL items, describe a friend as less affiliative and
expect a counselor to be less supportive and reassuring, it;
seemed to this examiner that vocationally-undecided upper-
class males appear somewhat defensive and isolated. To
test this notion, analyses of variance were computed com-
paring differences described by under- and upper—class
males on all variables to the three concepts (Counselor,

Friend, and Self). Table 9 in Appendix F presents the

results of these analyses. Underclassmen appear to see
no distinctions between descriptions of Self and Friend
or Counselor in terms of dominance or affiliativeness,
however, describe themselves as the more submissive and
angry. These results appear contradictory and may well
express the underclassman's lack of differentiation
between his own role as compared to the roles of others.

Upperclassmen present a quite different set of
dynamics. Juniors and Seniors describe themselves as
significantly more submissive and angry than Counselors
or Friends. Generally, the upper-class male appears to
view himself as more withdrawn, distant, and angry than
he views his peer group. The fact that he sees himself
as more affiliative than a friend suggests he sees
himself as different from or isolated from his peers.
The upperclassman's expectations of a counselor being
affiliative is interpreted as the Junior and Senior seeing
a counselor as a friendly person, but skeptical that a
counselor could be helpful. Finally, the upperclassman
sees himself as aggressively dominant implying he feels
not only alone in resolving his vocational concerns, but
that he is reinforcing the image he can "manage his own
affairs."

When investigating differences in role descriptions
for each class level, it was noted by this examiner that

the perceived differences between Self and Friend increase

“<1
I\)

from the freshman group to the senior group. While
freshmen describe a friend as equally dominant as him-
self, seniors describe themselves as more dominant. It
appears that by the time a vocationally-undecided student
reaches his senior year he sees little commonality
between himself and his peers. He also sees himself as
aggressively competitive, withholding and narcissistic.-

In summary, the dynamic patterns of vocationally-
indecisive under-class males seem consistent with the
descriptions offered in the literature. That is, the
underclassman appears submissive and deferent to authority
figures. Whereas he appears to lack role differentiation,
he depends upon peers and authority for reassurance and
support.

The vocationally-undecided upperclassman presents
himself as nonaffiliated with his peers, as significantly
more angry and submissive than he sees peers or authority
figures, and generally as a distant, isolated individual.
Although the data are limited in support of the notion,
it is questioned whether the upperclassman experiencing
vocational indecision is not also experiencing identity
diffusion. This notion is tentatively supported by the
fact that upperclassmen apparently see wide differences
between themselves and others as measured by the ICL.
Stefflre (1966) presents the theoretical notion that an

individual's vocational identity and his self—concept

73

have a symbolic relationship that moves towards cOngruence.
Strahl (1967) also found that occupational chocie is of
more central importance to men than to women. These
findings would indicate that a man's occupational choice>
is closely tied to his self-identity. Within this_theo—
retical framework, the data for Hypothesis II would
indicate that upperclassmen experience a loss of identity,
and they experience feelings of impotency and inadequacy.
The findings of hostility may be understood as anger at a
university, and/or advisor, and/or teachers who failed to
help in the vocational decision-making process.

Further research would be needed to inveStigate the
validity of these speculations. The more central issue
raised by this study is that the vocationally indecisive
upperclassman not only feels isolated from others, which
may well be accompanied with feelings of inadequacy, but
he is distrustful of the fact he can receive help at this

point in his college career.

Hypothesis III

 

Hypothesis III was strongly supported by the
results of the data. The t was significant at the .001
level. In addition, the data indicate that upperclassmen
were a more homogeneous group than underclassmen. The
mean Intraception score was significantly higher for
Juniors and Seniors and the variance was significantly.

less than for the under-class group. It would appear that

Juniors and Seniors, compared to underclassmen, are more
introspective of themselves and attempt to better under—
stand the behavior of others around them. These results
are not particularly surprising in view of the literature
on characteristics of upper-class students presented in
Chapter 11 suggesting similar findings. It makes sense
to considerwthatJuniors and particularly Senidrs are more
involved than underclassmen in attempting to better
understand themselves in effort to make a vocational
decision. Their motivation for choosing a vocation should
be greater than for underclassmen, and the fact that they
are reported to be more psychologically sophisticated
would suggest that the upper-class male is aware that his
indecision and the solution to his indecisions rest
within his own dynamics. The content of the PIT stories
reveals that beginning with the Sophomore class level, a
few comments emerge indicating the subject's awareness
that greater self-understanding may be a key to choosing
a satisfying vocation. Subjects' awareness of the impor-
tance of self-understanding appears more often in the PIT
stories of Juniors.

Chapter VI will present a summary of the study,
along with conclusions and implications for counseling and

further research.

75

Summary
The first hypothesis was accepted on the basis of

the results. Upperclassmen, compared to underclassmen,
appear more attracted to an interpersonal counseling
relationship; however, evidence a good deal of ambivalence
as to whether a counselor can help resolve their voca-
tional indecision.

Hypothesis II-a was accepted; however, hypothesis
II-b and II-c were rejected. Uncer-class males perceive
a counselor to be dominant and the freshman or sophomore
perceives himself in a submissive role. However, upper-
classmen do not perceive counselors as more affiliative
than underclassmen, nor do under- and upper-class males
perceive the role of a friend similarly. Whereas under-
class males appear to perceive the counselor-self roles
as dominant and submissive respectively, he does not
discriminate greatly between himself and how he perceives
either counselors or friends. The upper~class male,
however, appears more constricted, isolated, and more
defensive than his under-class counterpart. He also sees
greater differences between himself and his peers than
between himself and a counselor. Within the theoretical
framework of Stefflre, these findings were interpreted to
indicate that upperclassmen perceive personal adequacy as
closely tied to vocational identity, thus by the time a

student reaches his senior year in college without having

76

become vocationally committed, he appears to experience

a good deal of threat to his own adequacy. The notion

was advanced that vocationally-undecided upper-class males
are skeptical that anyone else can help them make a voca-

tional decision, whereas underclassmen attach unrealistic

expectations to the role of a counselor.

CHAPTER VI
SUMMARY, CONCLUSIONS, AND IMPLICATIONS

This chapter will contain a summary of the study
just presented. Conclusions will be drawn and impli-

cations will be made for counseling and further research.

Summary.
The primary purpose of this study was to investi-

gate the attraction and expectations of under- and upper-
class vocationally-indecisive males to a counseling rela-
tionship. The hypotheses were derived_largely from
theory suggesting that with increased self-awareness, the
individual is in a position to make a more satisfying
vocational choice. Previous research cited in this study,
however, raises questions as to the willingness of all
vocational clients to involve themselves in a counseling
relationship which would explore intrapsychic processes.
To better understand a client's eXpectations of a coun-
seling relationship was the purpose of this study.

Since there was some evidence that clients expressing
vocational concerns are more frequently underclassmen and
that they tend to externalize and disassociate themselves
from their vocational problems, it was predicted that

underclassmen, compared to upperclassmen, would receive

77

78

significantly lower scores on a test measuring attraction
towards counseling.

Previous research presented in this study indicated
that vocational clients respond to a counselor as a
dominant figure, and the client frequently perceives of
himself in a submissive role. On the other hand, previous
research cited suggests that upperclassmen appear to
express more confidence in themselves and appear to exper-
ience closer and more satisfying interpersonal relation-
ships. If the majority of clients expressing vocational
indecision were underclassmen and if, as the literature
suggests, upperclassmen do not respond to authority in a
submissive, deferent manner, the results of measuring
under-class versus upper-class clients' expectations of a
counselor should reflect significant differences. There-
fore, it was predicted that underclassmen would describe
a counselor as a dominant figure, whereas upperclassmen
would describe a counselor as more affiliative. Because
no evidence was available to suggest under- and upper-
classmen would describe a friend any differently, it was
further predicted that all class levels studied would
perceive the role of a friend similarly.

Since the literature suggests upperclassmen are
more psychologically sophisticated, more attuned to their
inner lives and tend to be more introspective than under-

class males, it was finally predicted that upperclassmen

would rank significantly higher on a scale of introspection
as compared with underclassmen.

Participants in this study one hundred under- and
upper—class male college students who requested vocational
counseling. The subjects were all volunteers who had come
to the Counseling Center requesting vocational help or had
indicated a desire for vocational assistance by volun-
teering for group testing in the Men's Residence Halls.
Subjects completed the Picture Impressions, the Inter-
personal Check List, and the Edwards Personal Preference
Schedule. The Picture Impressions was scored for attrac-
tion towards an interpersonal counseling relationship.
Subjects responded to the ICL by describing their expec-
tations of a counselor and a friend. Subjects were asked
to include a description of themselves on the ICL. The
Intraception Scale of the Edwards Personal Preference
Schedule was scored to determine subjects' degree of
introspection.

Relationships between under- and upper-class male
scores on the five measures were analyzed by using
Students' t Test. On the basis of analysis of the data,
the following findings were presented.

1. Upperclassmen were found to rank significantly

higher than underclassmen in attraction to a

counseling relationship (t = 1.936).

80

2. The prediction that under—class males would
describe a counselor as significantly more
dominant than upper-class males was supported
by the data at the .001 level of confidence.

3. The prediction that upper-class males would
describe a counselor as significantly more
affiliative than underclass males was rejected.
Under-class males described a counselor as
more affiliative at the .05 level of confi-
dence.

A. There was a significant difference between
upper- and under-class males' descriptions
of a friend at the .001 level of confidence.
Under-class males described a friend as more
affiliative and as more dominant than the
descriptions offered by Juniors and Seniors.

5. Upperclassmen were found to rank significantly
higher than underclassmen on a measure of
introspection at the .01 level of confidence.

Additional analyses of the data were computed to

aid in understanding the results found significant in the
direction opposite hypothesis. These findings will be

included in the following section of this chapter.

81

Conclusions

 

The results of this study appear to lend support to
previous research suggesting the vocationally-undecided
under-class males expect a counselor to be authoritative
and to offer advice and information. The finding that
under-class males perceive themselves in a submissive
role is consistent with the findings of Holland and
Nichols who describe vocationally indecisive underclass-
men as dependent personalities.. It would appear from the
data that the vocationally-undecided freshman or sophomore
is relatively unfamiliar with his own identity based upon
his lack of discrimination between himself and others.
However, the under-class male appears more open and
flexible than his upperclassman counterpart. It would
appear that he is much more attuned to other peOple in his
environment than he is to himself. As suggested in
Chapter IV, the underclassman may well be more involved
in understanding his environment than he is in under-
standing himself at this point in his development.

Upper-class males indicating vocational indecision
reflect quite different dynamiCs. Althdugh upper—class
males, more than under-class males, indicate greater
attraction towards a counseling relationship and evidence
more involvement in attempting to gain a greater sense of
self-awareness, the upper-class male appears to be more

constricted, somewhat isolated, and more defensive than

82

his under-class counterpart. Within the theoretical
framework advocated by Stefflre (1966), it is suggested
that one's vocational choice is of more central importance
to men than to women in our present culture. Stefflre
also states that an individual's occupational identity
and his self-concept have a symbiotic relationship that
moves them towards congruence. The data would indicate
that the vocationally-uncommitted upper-class male evi-
dences identity confusion as well as occupational con-
fusion. Although caution must be taken in such an inter-
pretation, the evidence does suggest that the vocation-
ally-undecided junior and senior portrays himself as
significantly more submissive and hostile than he per-
ceives either a counselor or a friend. The upperclass-
man appears skeptical and distrustful of the help a
counselor or member of his peer group could offer.
Although the upperclassman evidences no significant dis-
crimination between his own sense of authority and that
of counselor or friend, seniors, in particular, identify
themselves as aggressively competitive, and narcissistic.
Finally, the upper-class male appears to see wide differ-
ences between himself and his peers which increases
developmentally from the freshman to the senior year in
college. The implication advanced was upperclassmen may
perceive personal adequacy as closely tied to vocational

identity. Being unable to choose a vocation appears

83

intimately related to the upperclassman's sense of
potency and adequacy. In addition, upperclassmen appear
to be angry, but isolated in turning to a friend or coun—
selor for help. The notion advanced by this examiner is
that the upperclassman believes he must resolve his own
indecision, while the underclassman attaches unrealistic

expectations to the role of a counselor.

Implications for Counseling

Despite the tentative conclusions drawn from the
data which warrant further investigation, the results of
this study do offer some implications for vocational
counseling. First, the results do not offer any evidence
which would counterindicate the practice of helping the
vocationally-undecided client to gain a greater awareness
of himself. In fact, a few subjects indicated increased
self-understanding may be helpful to them in choosing
an occupation. The implications for counseling focus more
around counseling approach.

The present data support existing research which
suggests under-class males are dependent, View counselors
as advice-giving authority figures, and appear naive con-
cerning distinctions between themselves and others. Since
underclassmen do appear open and flexible, and since they
appear to already use their peer group for support and
reassurance, it would seem sensible to see vocationally-

indecisive underclassmen in small groups. Two reasons

8 II

prompt this recommendation. First, underclassmen already
have an affiliative relationship existing among themselves.
By interacting in a group they can continue using the
common bond which exists between them and discover the
differences among them. Secondly, seeing a freshman or
sophomore individually would appear to reinforce the
dominant-submissive roles underclassmen have already
assigned to the counselor and themselves. A counselor
working with a group of under-class vocational clients
might stand a better chance of disrupting existing stereo-
typed expectations.

In working with upperclassmen, the evidence would
support individual counseling contacts. The vocationally-
uncommitted junior or senior is already skeptical of coun-
seling help and a group experience may activate his
defenses against exposure of inadequate feelings. In
addition, the upperclassman does not appear to see his
peers as supportive, which could mean a group experience
isolates the upper—class male even further. The results
of this study would suggest three characteristics for the
counselor to be aware of in vocationally-undecided upper-
classmen. First, the upper-Class male appears defensive
and isolated, implying possible threat to his feelings of
adequacy. Seondly, juniors and seniors appear to be
aggressively dominant. The basis for this dynamic may be

based in the belief that any vocational decision made

85

cannot be facilitated by the help of someone else.
Finally, the upperclassman may need help in recognizing
the compatability between feeling dependent and feeling
dominant.f It is this examiner's belief that one thing
that prevents more vocationally-indecisive upperclassmen
from seeking vocational help is their naive notion that
responding to dependent feelings is an admission of impo-
tency. It is suspected that helping a client use his
hostility constructively would help facilitate counseling
and lead into the etiology of the characteristics just
presented.

Finally, the results of the study suggest serious
consideration be given to limited use of tests with voca-
tionally indecisive upperclassmen. The upper-class male
does not need a reinforcement of authoritative counseling
practices, which tests are. He also is skeptical that
counselors will only tell him what he already knows. The
likelihood is that tests will fulfill this prophesy. It
seems to this examiner that counseling could more profit-
ably focus on the dynamics which prevent vocational

decision making.

Implications for Future Research
One of the limitations of this study iS-that all
subjects volunteered for vocational counseling service.
Consequently, these findings can only be applied to a

similar group of vocationally-indecisive college students

86

who request counseling. This study should be replicated
with a nonvolunteer group of vocationally-undecided
students to determine whether similar results would be
discovered.

Based upon Stefflre's theoretical notions, the
present data were interpreted to indicate that vocational
identity and self-identity are closely related. A study
testing Stefflre's proposition is needed to verify the
tentative conclusion drawn in this study.

The present study indicated that under- and upper-
class males who are occupationally undecided appear to
respond to authority in a deferent manner. It could be
hypothesized that the college student who reaches the
junior or senior level and has not yet made a vocational
choice may have a developmental history of deferent
behavior towards authority figures. 0n the basis that
upperclassmen were found to be isolated and angry, it is
further speculated that the hostility evidenced in voca-
tionally indecisive upperclassmen arises from deferent
behavior patterns and is projected onto authority figures.
Further research is needed to investigate these specu-
lations.

Finally, no research is available concerning women's
expectations of vocational counseling. Based upon
Stefflre's theory, and the research of Strahl, it is

expected that a replication of this study with women

87

would disclose a different set of findings. Since so
little is known concerning women's perceptions of an
occupational role a study exploring the relationship
between occupational role expectation and counseling
expectations with women may add to the counselor's
limited body of knowledge concerning women's career

choices.

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. Vocational Adjustment: Implementing a Self
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Tenbusch, L. O en-Mindedness and Self-Ideal Discrepancy
as They ect Attraction to a Helping Situation.
Unpublished Master's Thesis, Michigan State
University, 1967.

Thompson, A. "Personality Dynamics and Vocational
Counseling," Personnel and Guidance Journal, 1960,
38. 350-357.

Treppa, J. The Self—Concept, Ideal-Self, and Concept of
Mother and Father of Male Students Who Seek Help
for Achievement Problems. Unpublished Master's
Thesis, Michigan State University, 1966.

Zuckerman, M. "The Validity of the Edwards Personnel
Schedule in the Measurement of Dependency-Rebel-
liousness " Journal of Clinical Psychology, 1958,
1A, 3790362.

APPENDICES

93

APPENDIX A

STUDENT QUESTIONNAIRE COMPLETED BY
SUBJECTS BEFORE TESTING

9A

95

Student Questionnaire

 

Many students find themselves undecided about which
vocation to choose for themselves or are interested in
seeing a professional counselor to help confirm the voca-
tional choice they have been considering. Students come
to professional counselors concerning their vocational
questions for a variety of reasons. Some students hope a
counselor will offer information about various vocations
and perhaps give the student some advice concerning an
appropriate choice. Other students believe that taking
tests measuring their interests and abilities will help in
choosing a vocation. Still others want to learn more
about their personal feelings, motivations and interests.
Finally, some students are not sure which of the above
solutions would be most helpful.

It is the purpose of the following tests to help
counselors better understand what a student believes is
most helpful to him in seeing a counselor to make a
vocational decision.

Please complete the following imformation before
taking the tests. 29 NOT place your name or student number
on this sheet or any of the tests unless told to do so by
the examiner!

1. Class rank: (Check one of the following categories)
freshman sophomore junior senior

2. Age: (fill in your age)

3. Marital status: (check one of the following categories)
single married separated
divorced widowed

A. Have you ever received more than two interviews with a

professional counselor concerning vocational or per-
sonal problems since beginning college?

 

 

Yes No

 

 

APPENDIX B

THE PICTURE IMPRESSIONS

96

98

J

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PIT

Imagine you, or a good friend of yours, are seeking
professional counseling to discuss concerns about making‘
a vocational decision. Write a short story covering the
four questions listed below to each card presented

Questions

1. What is happening? Who is involved?

2. What led up to this? What happened before?

3. What is being thought or felt? What is wanted?

A.' What will happen? What will be done?

APPENDIX C

THE INTERPERSONAL CHECK LIST

100

oxoooxiox \J'I-11'LJL)I'\JI--J

 

 

 

 

 

 

 

 

29.

 

 

 

 

30-

101

The Interpersonal Check List--Form IV

Able to
Able to
Able to
Able to
Accepts

criticize self
doubt others

give orders

take care of self
advice readily

Acts Important

Admires and imitates others
Affectionate and understanding
Agrees with everyone

Always ashamed of self

Always giving advice

Always pleasant and agreeable
Apologetic

Appreciative

Big-hearted and unselfish

Bitter

Boastful

Bossy

Businesslike

Can be frank and honest

Can be indifferent to others
Can be obedient

Can be strict if necessary
Can complain if necessary
Clinging vine

Cold and unfeeling
Complaining
Considerate
Cooperative
Critical of others

Cruel and unkind
Dependent
Dictatorial
Distrusts everybody
Dominating

Eager to get along with others
Easily embarrassed

Easily fooled

Easily led

Egotistical and conceited

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

102

Encouraging others

Enjoys taking care of others
Expects everyone to admire him
Firm but just

Fond of everyone

Forceful

Forgives anything
Frequently angry
Frequently disappointed
Friendly

Friendly all the time
Generous to a fault
Gives freely of self
Good leader

Grateful

Hardboiled when necessary
Hard-hearted

Hardly ever talks back
Hard to impress

Helpful

Impatient with others' mistakes
Independent

Irritable

Jealous

Kind and reassuring

Lacks self-confidence,
Lets others make decisions
Likes everybody .

Likes responsibility.
Likes to be taken care cf
Likes to compete

Loves everyone

Makes a good impression
Manages others

Meek

Modest

Obeys too willingly
Often admired

Often gloomy

Often helped by others

 

 

 

 

 

 

 

 

 

III

100°

101.
102.
103.
10A.
105.

106.
107.
108.
109.
110.

111.
112.
113.
11A.
115.

116.
117.
118.
119.
120.

103

Often unfriendly
Outspoken

Overprotective of others
Oversympathetic

Passive and unaggressive

Proud and self-satisfied
Rebels against everything
Resentful

Resents being bossed
Respected by others

Sarcastic

Self-confident

Selfish

Self-punishing
Self-reliant and assertive

Self-respecting
Self-seeking

Shrewd and calculating

Shy
Skeptical

Slow to forgive a wrong
Sociable and neighborly
Somewhat snobbish

Spineless

Spoils people with kindness

Stern but fair
Straightforward and direct
Stubborn

Tender and soft-hearted
Thinks only of himself

Timid

Too easily influenced by friends
Too lenient with others

Too willing to give to others
Touchy and easily hurt.

Tries to be too successful
Tries to comfort everyone
Trusting and eager to please
Usually gives in

Very anxious to be approved of

 

 

121.
122.
123.

1214.

 

 

125.

126.
1270
128.

lOu

Very respectful to authority
Wants everyone's love

Wants everyone to like him
Wants to be led

Warm

Well thought of
Will believe anyone
Will confide in anyone

APPENDIX D

THE EDWARDS PERSONAL PREFERENACE SCHEDULE

105

106

Edwards Personal Preference Schedule
Allen I.. Edwards, University of. Washington

DIRECTIONS

_ This schedule consists of a number of pairs of statements about things that you may or may not
like; about ways in which you may or may not feel. Look at the example below.

A I like to talk about myself to others.
B I like to work toward some goal that I have set for myself.

Which of these two statements is more characteristic of what you like? If you like "talking about
yourself to others” more than you like "working toward some goal that you have set for yourself,” then
you should choose A over B. If you like "working toward some goal that you have set for yourself” more
than you like "talking about yourself to others," then you should choose B over A.

You may like both A and B. In this case, you would have to choose between the two and you should
choose the one that you like better. If you dislike both A and B, then you should choose the one that you
dislike less. ‘ ‘

Some of the pairs of statements in the schedule have to do with your likes, such as A and B above.
Other pairs of statements have to do with how you feel. Look at the example below.

A I feel depressed when I fail at something.
B I feel nervous when giving a talk before a group.

Which of these two statements is more characteristic of how you feel? If "being depressed when you
fail at something" is more characteristic of you than "being nervous when giving a talk before a group,”
then you should choose A over B. If B is more characteristic of you than A, then you should choose B
over A. ‘

If both statements describe how you feel, then you should choose the one which you think is more
characteristic. If neither statement accurately describes how you feel, then you should choose the one
which you consider to be less inaccurate.

Your choice, in each instance, should be in terms of what you like and how you feel at the present
time, and not in terms of what you think you should like or how you think you should feel. This is
not a test. There are no right or wrong answers. Your choices should be a description of your own per-
sonal likes and feelings. Make a choice for every pair of statements; do not skip any.

.The pairs of statements on the following pages are similar to the examples given above. Read each
pair of staterhents and pick out the one statement that better describes what you like or how you feel.
Make no marks in the booklet. On the separate answer sheet are numbers corresponding to the numbers
of the pairs of statements. Check to be sure you are marking for the same item number as the item you
are reading in the booklet.

 

If your answer sheet is printed If your answer sheet is printed
in BLACK ink: in BLUE ink:
For each numbered item draw a circle around For each numbered item fill in the space
the A or B to indicate the statement you under A or B as shown in the Directions
have chosen. on the answer sheet.

 

Do not turn this page until the examiner tells you to start.

Copyright 1953. All rights reserved.
The Psychological Corporation

ifixiiig'iia. 3mm "fl” York, N.“ York 56"” n

10

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12

13

14

15

16

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I like to help my friends when they are in trouble.
I like to do my very best in whatever I undertake.

I like to find out what great men have thought about
various problems in which I am interested.

I would like to accomplish something of great signifi-
cance. '

Any written work that I do I like to have precise, neat,
and 'well organized.

I would like to be a recognized authority in some job,
profession, or field of specialization.

I like to tell amusing stories and jokes at parties.
I would like to write a great novel or play.

I like to be able to come and go as I want to.
I like to be able to say that I have done a difficult
job well. '

A I like to solve puzzles and problems that other people

have difficulty with.

B I like to follow instructions and to do what is expected

a: b

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of me.

I like to experience novelty and change in my daily
routine.

I like to tell my superiors that they have done a good
job on something, when I think they have.

I like to plan and organize the details of any work
that I have to undertake.

I like to follow instructions and to do what is expected
of me.

I like people to notice and to comment upon my ap-
pearance when I am out in public.

I like to read about the lives of great men.

I like to avoid situations where I am expected to do
things in a conventional way.

I like to read about the lives of great men.

I would like to be a recognized authority in some job,
profession, or field of specialization.

I like to have my work organized and planned before
beginning it.

A I like to find out what great men have thought about

as

has»

various problems in which I am interested.
If I have to take a trip, I like to have things planned
in advance.

I like to finish any job or task that I begin.
I like to keep my things neat and orderly on my desk
or workspace.

I like to tell other people about adventures and strange
things that have happened to me.

B I like to have my meals organized and a definite time

set aside for eating.

I like to be independent of others in deciding what I
want to do.

B I like to keep my things neat and orderly on my desk

or workspace.

A I like to be able to do things better than other people

can.
I like to tell amusing stories and jokes at parties.

107

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

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w>w>w>w>w>w>w>

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w

31>

- I like to conform to custom and to avoid doing things

that people I respect might consider unconventional.
I like to talk about my achievements.

I like to have my life so arranged that it runs smoothly
and without much change in my plans. .

I like to tell other people about adventures .and strange
things that have happened to me.

I like to read books and plays in which sex plays a
major part.
I like to be the center of attention in a group.

I like to criticize people who are in a position of au-
thority.

I like to use words which other people often do not
know the meaning of.

I like to accomplish tasks that others recognize as re-
quiring skill and effort.

I like to be able to come and go as I want to.

I like to praise someone I admire.
I like to feel free to do what I want to do.

I like to keep my letters, bills, and other papers neatly
arranged and filed according to some system.

I like to be independent of others in deciding what I
want to do.

I like to ask questions which I know no one will be
able to answer.

I like to criticize people who are in a position of au-
thority.

I get so angry that I feel like throwing and breaking
things. '
I like to avoid responsibilities and obligations.

I like to be successful in things undertaken.
I like to form new friendships.

I like to follow instructions and to do what is expected
of me.
I like to have trong attachments with my friends.

Any written work that I do I like to have precise, neat,
and well organized.

I like to make as many friends as I can.

I like to tell amusing stories and jokes at parties.
I like to write letters to my friends.

I like to be able to come and go as I want to.
I like to share things with my friends.

I like to solve puzzles and problems that other people
have difficulty with.

.I like to judge people by why they do something—not

by what they actually do.

I like to accept the leadership of people I admire.

I like to understand how my friends feel about various
problems they have to face.

I like to have my meals organized and a definite time
set aside for eating.

I like to study and to analyze the behavior of others.

34

35

36

37

38

39

4o

41

42

43

44

45

46

47

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108

like to say things that are regarded as witty and
clever by other people.

like to put myself in someone else's'place and to
imagine how I would feel in the same situation.

like to feel free to do what I want to do.

like to observe how another individual feels in a
given situation.

like to accomplish tasks that others recognize as re-
quiring skill and effort.

like my friends to encourage me when I meet with
failure.

When planning something, I like to get suggestions

I

from other people whose opinions I respect.
like my friends to treat me kindly.

like to have my life so arranged that it runs smoothly
and without much change in my plans.

like my friends to feel sorry for me when I am sick.

like .to be the center of attention in a group.

like my friends to make a fuss over me when I am
hurt or sick. ‘

like to avoid situations where I am expected to do
things in a conventional way.

like my friends to sympathize with me and to cheer
me up when I am depressed.

would like to write a great novel or play.

When serving on a committee, I like to be appointed

0:- elected chairman.

when I am in a group, I like to accept the leadership

I

B I

A
B

I
I

of someone else in deciding what the group is going
to do.

like to supervise and to direct the actions of other
people whenever I can.

like to keep my letters, bills, and other papers neatly
arranged and filed according to some system.

1 ike to be one of the leaders in the organizations and
groups to which I belong.

like to ask questions which I know no one will be
able to answer.

like to tell‘ ‘other people how to do their jobs.

like to avoid responsibilities and obligations.

like to be called upon to settle arguments and dis-
putes between others.

would like-to be a recognized authority in some job,
Profession, or field of specialization.

feel guilty whenever I have done something I know
to wrong.

like to read about the lives of great men.

feel that I should confess the things that I have done
that I regard as wrong.

4‘3 A I: like to plan and organize the details of any work

that I have to undertake.

B when things go wrong for me, I feel that I am more

to blame than anyone else. .

49

50

51

52

53

54

55

56

58

59

‘60

61

62

63

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> .

I like to use words which other people often do not
know the meaning of.

I feel that. I am inferior to others in most respects.

I like to criticize people who are in a position of au-
thority.

I feel timid in the presence of other people I regard
as my superiors.

I like to do my very best in whatever I undertake.

. I like to help other people who are less fortunate than

I am.

I like to find out what great men have thought about
various problems in which I am interested.

I like to be generous with my friends.

I like to makea plan before starting in to do some-
thing difficult. ‘

I like to do small favors for my friends.

I like to tell other people about adventures and strange
things that have happened to me.

I like my friends to confide in me and to tell me their
troubles.

I like to say what I think about things.

Ilike to forgive my friends who may sometimes
hurt me. -

I like to be able to do things better than other people
can.

I like to eat in new and strange restaurants.

I like to conform to custom and to avoid domg things
that people I respect might consider unconventional.

I like to participate in new fads and fashions.

I like to have my work organized and planned before
beginning it.
I like to travel and to see the country.

Ilike people to notice and to comment upon my ap-
pearance when I am out in public.

I like to move about the country and to live in differ-
ent places.

I like to be independent of others in deciding what I
want to do.

I like to do new and different things.

I like to be able to say that I have done a difficult job
well.

I like to work hard at any job I undertake.

I like to tell my superiors that they have done a good
job on something, when I think they have.

I like to complete a single job or task at a time before
taking on others.

If I have to take a trip, I like to have things planned
in advance.

I like to keep working at a puzzle or problem until
it is solved.

A I sometimes like to do things just to see what effect

it will have on others.

I like to stick at a job or problem even when it may
seem as if I am not getting anywhere with it.

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

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w>w> >

w>w>

B

H

H”

M

I
I

like to do things that other people regard as un-
conventional.

like to put in long hours of work without being
distracted.

vvould like to accomplish something of great signifi-
cance. .
like to kiss attractive persons of the opposite sex.

likejo praise someone I admire.

like to be regarded as physically attractive by those
of the opposite sex.

like to keep my things neat and orderly on my desk
or workspace.

like to be in love with someone of the opposite sex.

like to talk about my achievements.

like to listen to or to tell jokes in which sex plays
a major part.

like to do things in my own way and without regard
to what others may think.
like to read books and plays in which sex

plays a
major part. _

W'ould like to write a great novel or play.

file: to attack points of view that are contrary to
mine.

thn I am in a group, I like to accept the leadership

H

I

I

of someone else in deciding what the group is going
to do.

feel like criticizing someone publicly if he deserves it.

1 ike to have my life so arranged that it runs smoothly
and without much change in my plans.

get so angry that I feel like throwing and breaking
t ings.

like to ask questions which I know no one will be

able to answer.
1 ilce to tell other people what I think of them.

like to avoid responsibilities and obligations.

feel like making fun of people who do things that
regard as stupid.

like to be loyal to my friends.
lilee to do my very best. in whatever I undertake.

.1 ike to observe how another individual feels in a

given situation.

like to be able to say that I have done a difficult
30b well. ,

like my friends to encourage me when I meet with
failure.

like to be successful in things undertaken.

A I like to be one of the leaders in the organizations and

groups to which I belong.

B I like to be able to do things better than other people

can.

30 A when things go wrong for me, I feel that I am more

to blame than anyone else.

3 I like to solve puzzles and problems that other people

have dificulty with. t

109

*_

81

82

83

84

85

86

87

88

89

90

91

92

93‘

94

95

96

61>

>

I like to do things for my friends.

When planning something, I like to get suggestions
from other people whose opinions I respect.

I like to put myself in someone else's place and to
imagine how 1 would feel in the same situation.

B I like to tell my superiors that they have done a good

w>w>

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51>

an»

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w 3’

job on something, when I think they have.

I like my friends to be sympathetic and understanding
I when I have problems.

I like to accept the leadership of people I admire.

When serving on a committee, I like to be appointed
or elected chairman.

When I am in a group, I like to accept the leadership
of someone else in deciding what the group is go-
ing to do.

If I do something that is wrong, I feel that I should
be punished for it.

I like to conform to custom and to avoid doing things
that people I respect might consider unconventional.

I like to share things with my friends.
I like to make a plan before starting in to do some-

thing difficult.

I like to understand how my friends feel about vari-
ous problems they have to face.

If I have to take a trip, I like to have things planned
in advance.

I like my friends to treat me kindly.

I like to have my work organized and planned before
beginning it.

I like to be regarded by others as a leader.

I like to keep my letters, bills, and other papers neatly
‘ arranged and filed according to some system.

I feel that the pain and misery that I have suffered has
done me more good than harm.

I like to have my life so arranged that it runs smoothly
and without much change in my plans.

I like to have strong attachments with my friends.

I like to say things that are regarded as witty and
clever by other people.

I like to think about the personalities of my friends
and to try to figure out what makes them as they are.

I sometimes like to do things just to see what efiect
it will have on others.

I like my friends to make a fuss over me when I am
hurt or sick.

I like to talk about my achievements.

I like to tell other people how to do their jobs.

' I like to be the center of attention in a group.

I feel timid in the presence of other people I regard
as my superiors.

I like to use words which other people often do not
know the meaning of.

I like to do things with my friends rather than by
myself.

I like to say what I think about things.

97

98

99

100

' 101

102

103

104

105

106

107

108

109

110

111

1'12

113

114

01>

an»

w>w>w >1” >w>w>w>w>w

3’

w

I like to study and to analyze the behavior of others.

I like to do things that other people regard as uncon-
ventional.

I like my friends to feel sorry for me when I am sick.

I like to avoid situations where I am expected to do
things in a conventional way.

I like to supervise and to direct the actions of other
people whenever I can.

I like to do things in my own way without regard to
what others may think.

I feel that I am inferior to others in most respects.
I like to avoid responsibilities and obligations.

I like to be successful in things undertaken.
I like to form new friendships.

I like to analyze my own motives and feelings.
I like to make as many friends as I can.

I like my friends to help me when I am in trouble.
I like to do things for my friends.

I like to argue for my point of view when it is at-
tacked by others.

I like to write letters to my friends.

I feel guilty whenever I have done something I know
is wrong.
I like to have strong attachments with my friends.

I like to share things with my friends.
I like to analyze my own motives and feelings.

I like to accept the leadership of people I admire.

I like to understand how my friends feel about vari-
ous problems they have to face.

I like my friends to do many small favors for me
cheerfully.

I like to judge people by why they do something—
not by what they actually do.

A When with a group of people, I like to make the

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w>w>

decisions about what we are going to do.

I like to predict how my friends will act in various
situations.

I feel better when I give in and avoid a fight, than
I would if I tried to have my own way.

I like to analyze the feelings and motives of others.

I like to form new friendships.
I like my friends to help me when I am in trouble.

I like to judge people by why they do something—
not by what they actually do.

I like my friends to show a great deal of affection
towardme.

Ilike to have my life so arranged that it runs
smoothly and without much change in my plans.

I like my friends to feel sorry for me when I am sick.

I like to be called upon to settle arguments and dis-
putes between others. .
I like my friends to do many small favors for me

cheerfully. ’

110

115

116

117

118

119

120

121

122
' 123

124

125

126
127
128

129

I feel that I should confess the things that I have
done that I regard as wrong.

B I like my friends to sympathize with me and to cheer

me up when I am depressed.

I like to do things with my friends rather than by
myself. .

B I like to argue for my point of view when it is at-

>

tacked by others.

I like to think about the personalities of my friends
and to try to figure out what makes them as
they are.

I like to be able to persuade and influence others to
do what I want to do.

I like my friends to sympathize with me and to cheer
me up when lam depressed.

B When with a group of people, I like to make the

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in»

were >

decisions about what we are going to do.

I like to ask questions which I know no one will be
able to answer.

like to tell other people how to do their jobs.

“H

feel timid in the presence of other people I regard
as my superiors.

like to supervise and to direct the actions of other
people whenever I can.

0-.

like to participate in groups in which the members
have warm and friendly feelings toward one another.
feel guilty whenever I have done something I know
is wrong. '

I—

—t '

like to analyze the feelings and motives of others.

feel depressed by my own inability to handle vari-
ous situations.

like my friends to feel sorry for me when I am sick.

feel better when I give in and avoid a fight, than
I would if I tried to have my own way.

H

like to be able to persuade and influence others to
do what I want.

feel depressed by my own inability to handle vari-
ous situations.

H

like to criticize people who are in a position of
authority.

feel timid in the presence of other people I regard
as my superiors.

—s

I like to participate in groups in which the members
have warm and friendly feelings toward one another.

I like to help my friends when they are in trouble.

I like to analyze my own motives and feelings.

I like to sympathize with my friends when they are
hurt or sick.

I like my friends to help me when I am in trouble.

I like to treat other people with kindness and sym-
pathy.
I like to be one of the leaders in the organizations

and groups to which I belong.

I like to sympathize with my friends when they are
hurt or sick.

130

131

132

133

134

135

136

137

138

139

140

141

142

143

144

w>w>w w

>

I feel that the pain and misery that I have suffered

has done me more good than harm.

I like to show a great deal of afiectidn toward my
friends.

I like to do things with my friends rather than by
myself.
I like to experiment and to try new things.

I like to think about the personalities of my friends
and to try to figure out what makes them as
they are.

I like to try new and different jobs—rather than to
continue doing the same old things.

I like my friends to be sympathetic and understand-
ing when I have problems.

I like to meet new people.

I like to argue for my point of view when it is at-
tacked by others.

I like to experience novelty and change in my daily
routine. ,

I feel better when I give in and avoid a fight, than I
would if I‘ tried to have my own way.

B I like to move about the country and to live in differ-

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ent places.

I like to do things for my friends.

When I have some assignment to do, I like to start
in and keep working on it until it is completed.

I like to analyze the feelings and motives of others.
I like to avoid being interrupted while at my work.

I like my friends to do many small favors for me
cheerfully.

I like to stay up late working in order to get a job
done.

I like to be regarded by others as a leader.

I like to put in long hours of work without being
distracted.

A If I do something that is wrong, I feel that I should

in.»

be punished for it.

I like to stick at a job or problem even when it may
seem as if I am not getting anywhere with it.

I like to be loyal to my friends.

I like to go out with attractive persons of the op-
posite sex.

A I like to predict how my friends will act in various

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situations.

I like to participate in discussions about sex and sex-
ual activities.

I like my friends to show a great deal of aflection
toward me.

I like to become sexually excited.

When with a group of people, I like to make the
decisions about what we are going to do.

I like to engage in social activities with persons of
the opposite sex. , ‘

111

145

146

147

148

149
150

151

152
153
154
155
156

157

158

159

160

161

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I feel depressed by my own inability to handle vari-
ous situations.

I like to- read books and plays in which sex plays a
major part.

I like to write letters to my friends.

I like to read newspaper accounts of murders and
other forms of violence. -

like to predict how my friends will act in various
situations.

like to attack points of view that are contrary to
mine.

N

like my friends to make a fuss over me when I
am hurt or sick.

feel like blaming others when things go wrong
for me. i

h

id

like to, tell other people how to do their jobs.

feel like getting revenge when someone has in.
sulted me.

F1

feel that I am inferior to others in most respects.

feel like telling other people off when I disagree
with them.

like to help my friends when they are in trouble.
like to do my very best in whatever I undertake.

like to travel and to see the country.

like to accomplish tasks that others recognize as
requiring skill and effort.

Hui-On

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like to work hard at any job I undertake.

would like to accomplish something of great sig~
nificance.

H

like to go out with attractive persons of the op-
posite sex.

I like to be successful in things undertaken.

I like to read newspaper accounts of murders and
other forms of violence.

I would like to write a great novel or play.

I like to do small favors for my friends.

When planning something, I like to get suggestions
from other people whose opinions I respect.

I like to experience novelty and change in my daily
routine.

I like to tell my superiors that they have done a good
job on something, when I think they have.

I like to stay up late working in order to get a job
done.

I like to praise someone I admire.

I like to become sexually excited.
I like to accept the leadership of people I admire.

I feel like getting revenge when someone has insulted
me.

When I am in a group, I like to accept the leadership
of someone else in deciding what the group is
going to do.

I like to be generous with my friends.
I like to make a plan before starting in to do some-

thing difficult.

162

163

164

165

166

167

168

169

170

171

172

173

174

175

‘ 176

177

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112

.I like to meet new people.

Any written work that I do I like to have precise,
neat, and well organized.

I like to finish any job or task that I begin.

I like to keep my things neat and orderly on my desk
or workspace.

I like to be regarded as physically attractive by those
of the opposite sex.

I like to plan and organize the details of any work
that I have to undertake.

I like to tell other people what I think of them.

I like to have my meals organized and a definite
time set aside for eating.

A I like to show a great deal of affection toward my

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friends.

I like to say things that are regarded as witty and
clever by other people.

I like to try new and different jobs—rather than to
continue doing the same old things.

I sometimes like to do things just to see what effect
it will have on others.

I like to stick at a job or problem even when it may
seem as if I am not getting anywhere with it.

I like people to notice and to comment upon my ap-
pearance when I am out in public.

I like to read books and plays in which sex plays a
major part.
I like to be the center of attention in a group.

I feel like blaming others when things go wrong
for me.

I like to ask questions which I know no one will
be able to answer.

I like to sympathize with my friends when they are
hurt or sick.

I like to say what I think about things.

I like to eat in new and strange restaurants.

I like to do things that other people regard as un--

conventional.

I like to complete a single job or task at a time be-
fore taking on others.

I like to feel free to do what I want to do.

I like to participate in discussions about sex and sex-
ual activities.

I like to do things in my own way without regard
to what others may think.

I get so angry that I feel like throwing and break-
ing things.
I like to avoid responsibilities and obligations.

I like to help my friends when they are in trouble.
I like to be loyal to my friends.

I like to do new and different things.
I like to form new friendships.

178

179
180
181
182

183

184

185

186

187
188

189

190

191

192

193

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When I have some assignment to do, I like to start
in and keep working on it until it is completed.

B _I like to participate in groups in which the members

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have warm and friendly feelings toward one another.

I like to go out with attractive persons of the op-
posite sex.

I like to make as many friends as I can.

I like to attack points of view that are contrary to
mine.

I like to write letters to my friends.

I like to be generous withmy friends.

I like to observe how another individual feels in a
given situation.

I like to eat in new and strange restaurants.

I like to put myself in someone else’s place and to
imagine how I would feel in the same situation.

A I like to‘stay up late working in order to get a job

in

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done.

I like to understand how my friends feel about vari-
ous problems they have to face.

I like to become sexually excited.
I like to study and to analyze the behavior of others.

I feel like making fun of people who do things that
I regard as stupid.

I like to predict how my friends will act in various
situations.

I like to forgive my friends who may sometimes
hurt me.

B I like my friends to encourage me when I meet with

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A
B

failure.

I like to experiment and to try new things.

I like my friends to be sympathetic and understand-
ing when I have problems.

I like to keep working at a puzzle or problem until
it is solved.

I like my friends to treat me kindly.

I like to be regarded as physically attractive by those
of the opposite sex.

I like my friends to show a great deal of aflection
toward me.

I feel like criticizing someone publicly if he de-
serves it.

I like my friends to make a fuss over me when I am
hurt or sick.

I like to show a great deal of afiection toward my
friends.

I like to be regarded by others as a leader.

I like to try new and different jobs—rather than to
continue doing the same old things.

When serving on a committee, I like to be appointed
or elected chairman.

I like to finish any job or task that I begin.

I like to be able to persuade and influence others to
do what I want.

194

195

196

197

198

I99

200
201
202

203

204

205

206
207

208

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I like to participate in discussions about sex and sex-
ual activities.

I like to be called upon to settle arguments and dis-
putes between others.

I get so angry that Ifeel like throwing and breaking
things.
I like to tell other people how to do their jobs.

I like to show a great deal of afiection toward my
friends.

When things go wrong for me, I feel that I am more
to blame than anyone else.

I like to move about the country and to live in difier-
cnt places. '

If I do something that is wrong, I feel that I should
be punished for it.

I like to stick at a job or problem even when it may
seem as if I am not getting anywhere with it.

B I feel that the pain and misery that I have suficred

has done me more good than harm.

A I like to read books and plays in which sex plays

a major part.

B I feel that I should confess the things that I have

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done that I regard as wrong.

I feel like blaming others when things go wrong
for me.

I feel that I am inferior to others in most respects.

I like to do my very best in whatever I undertake.

I like to help other people who are less fortunate
than I am.

I like to do new and difierent things.

I like to treat other people with kindness and sym—
pathy.

When I have some assignment to do, I like to start
in and keep working on it until it is completed.

I like to help other people who are less fortunate
than I am.

I like to engage in social activities with persons of
the opposite sex.

Ilike to forgive my friends who may sometimes
hurt me.

I like to attack points of view that are contrary to
mine.

I like my friends to confide in me and to tell me
their troubles.

I like to treat other people with kindness and sym-
pathy.
I like to travel and to see the country.

I like to conform to custom and to avoid doing things
that people I respect might consider unconventional.

I like to participate in new fads and fashions.

I like to work hard at any job I undertake.

I like to experience novelty and change in my daily
routine.

211

212

213

214

215

216

217

218

219

220

221

222

223

224

225

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I like to kiss attractive persons of the opposite sex.
I like to_experiment and to try new things.

I feel like telling other people off when I disagree
with them.

I like to participate in new fads and fashions.

I like to help other people who are less fortunate
than I am.

I like to finish any job or task that I begin.

I like to move about the country and to live in difier-
ent places. .

I like to put in long hours of Work without being
distracted.

If I have to take a trip, I like to have things planned
in advance.

B I like to keep working at a puzzle or problem until

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it is solved.

I like to be in love with someone of the opposite sex.

I like to complete a single job or task before taking
on others.

I like to tell other people what I think of them.
I like to avoid being interrupted while at my work.

I like to do small favors for my friends.

I like to engage in social activities with persons of
the opposite sex.

I like to meet new people.
I like to kiss attractive persons of the opposite sex.

I like to keep working at a puzzle or problem until
it is solved.

I like to be in love with someone of the opposite sex.

I like to talk about my achievements.

I like to listen to or to tell jokes in which sex plays
- a major part.

I feel like making fun of people who do things that
I regard as stupid.

I like to listen to or to tell jokes in which sex plays
a major part.

I like my friends to confide in me and to tell me
their troubles.

I like to read newspaper accounts of murders and
other forms of violence.

I like to participate in new fads and fashions.

Ifeel like criticizing someone publicly if he de-
serves it.

I like to avoid being interrupted while at my work.

I feel like telling other people off when I disagree
with them.

I like to listen to or to tell jokes in which sex plays
a major part.

I feel like getting revenge when someone has in-
sulted me.

I like to avoid responsibilities and obligations.

I feel like making fun of people who do things that
I regard as stupid.

APPENDIX E

LETTER OF EXPLANATION TO POSSIBLE

PARTICIPANTS IN THE STUDY

llA

Vocational Testing for Men

 

Many students on the college campus often find
themselves undecided about which vocation to choose and
many other students are interested in taking some voca-
tional tests to simply help confirm that the vocational
choice they have made is the right one for themselves.

The Counseling Center on campus is offering voca-
tional testing to any male student who finds himself
undecided about his future career or would like confir-
mation about his career choice. These tests will be
offered in your dormitory and the interpretation of these
tests will be offered within ten days following testing.

The reason for this testing being offered is in
connection with a research project. We at the Counseling
Center believe that one of the ways we have of becoming
increasingly helpful to students like yourself is through
careful study of the ways in which vocational testing and
interpretation can be most useful in helping you with your
vocational questions. Consequently, you will be given
vocational testing for your benefit in exchange for
fifty (50) minutes of additional research testing time.
You can take the research tests anonymously--your identity,
is not important in this research.

If you are interested in taking vocational tests and
having them interpreted before the end of the first five

 

 

week session of summer school, please come to (room) A ,
(Hall) at (time) on
(Date) . The total testing time should

 

take approximately two hours.

Your cooperation in this testing project is deeply
appreciated. '

Fred Hill
Counseling Center

APPENDIX F

TABLES 6 THROUGH 9

116

TABLE 6.—-Results of t Test for the significance of dif-
ferences between expectations of upper-class and uncer-
class male students to a counselor on all ICL variables.

 

 

 

E S s.d. t

Under-class Dominance Scale 15.68 29.70 5.45 3.98***
Upper-class Dominance Scale 11.56 25.82 5.18
Under-class Love Scale 14.61 32.02 5.66 2.06*
Upper-class Love Scale 12.21 34.99 5.91
Under-class Submissive Scale 7.98 17.79 4.22 1.68*
Upper-class Submissive Scale 5.89 17.15 4.14
Under-class Hate Scale 12.42 25.78 5.08 3.74**
Upper-class Hate Scale 8.97 12.40 3.521

***For 120 df, p = .001 when r = 3.160.

**For 120 df, p = .01 when r = 2.358.

*For 120 df, p = .05 when r = 1.658.

TABLE 7.—-Resu1ts of t Test for the significance of Dif-
ferences between upper-class and under—class males in
descriptions of a Friend and Self on the Love axis of

 

 

the ICL.
E 32 s.d. t

Under-class Male Students
To Concept:

Friend 14.07 31.93 5.65 .091

Self 14.17 27.41 5.24
Upper-class Male Students
To Concept:

Friend 9.71_ 22.12 4.70 1.610*

Self

 

*For 120 df, p = .10 when r = 1.289.

118

TABLE 8.--Ana1ysis of variance for NIC and AIN scores on
the ICL among freshman, sophomore, Junior and senior male
college students.

 

 

 

 

 

Source of Sum of. Degrees of Mean
Variance Squares Freedom Squares F
NIC
Between Groups 9619 12 874.45 4.907**
Within Groups 51318 288 178.19
Total 60937 300
ICL
Between Groups .71 12 .064 .132
Within Groups 13.90 288 .048
Total ' 14.61 300

 

**For 120 df, p
*For 120 df, p

.01 when r
.05 when r

NU.)
O 0‘

mm
mm

119

TABLE 9.--Analyses of variance for upper-class and under-
class male students on all ICL variables to concepts
Counselor, Friend and Self.

 

Source of Sum of Degrees of ' Mean F
Variance Squares Freedom Squares

 

Analysis of variance for underclassmen on ICL Dominance scale to
concepts Counselor, Friend and Self.

 

Between Groups, 52.66 ' 3 ‘ 26.33 .79
Within Groups 4861.76 147 33.07
Total 4914.42 150

 

Analysis of variance for underclassmen on ICL Love scale to concepts
Counselor, Friend and Self.

 

'Between Groups 8.18 3 4.09 .13
Within Groups 4476.78 147 . 30.45
Total 4484.96 150

 

Analysis of variance for underclassmen on ICL Submissive scale to
concepts Counselor, Friend and Self.

 

Between Groups 666.17 3 333.08 18.83H
Within Groups 2600.18 147 17.68
Total 3266.35 150

 

Analysis of variance for underclassmen on ICL Hate scale to concepts
Counselor, Friend and Self.

 

Between Groups 279.47 3 139.73 5.20H
Within Groups 3945.07 ‘ 147 26.84
Total 4224.54 ' 150

 

Analysis of variance for upperclassmen on ICL Dominance scale to
concepts Counselor, Friend and Self.

Between Groups 75.88 ' 3 37.94 1.49
Within Groups 3724.89 147 25.34
Total 3800.77 150~

 

Analysis of variance for upperclassmen on ICL Love scale to concepts
Counselor, Friend, and Self.

 

Between Groups 160.79 3 80.39 2.82*
Within Groups 4181.12 147 28.44
Total 4341.91 150

Analysis of variance for upperclassmen on ICL Submissive scale to
concepts Counselor, Friend, and Self.

 

Between Groups 716.36 3 358.18 21.55**
Within Groups 2443.98 147 16.62
Total 3160.34 . 150

 

Analysis of variance for'upperclassmen on ICL Hate scale to concepts
concepts Counselor, Friend and Self.

 

 

Between Groups 589.12 3 294.56 14.l3**
Within Groups 3063.85 147 20.84
Total 3652.97 150

**For 120 df, p = .01 when r = 3.95.

*For 120 df, p = .05 when r = 2.68.

HICH

l

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