A SURVEY OF WOMEN’S GOAL - EMPHASES AND .
SATISFACTIONS DURING THE POSTPAR’E‘NTA‘. .PERTOD

Thesis for the Degree of Ph. D. 7
MICHTGAN STATE UNIVERSITY
LOTS HELMERS HUMPHREY
1969

 

    

   

L 15 R A R Y
Michigan State
UniversitY

 

This is to certify that the

thesis entitled
A SURVEY OF WOMEN'S GOAL—EMPHASES

AND SATISFACTIONS DURING THE
POSTPARENTAL PERIOD

presented by

Lois Helmers Humphrey

has been accepted towards fulfillment
of the requirements for

_PD4D_- degree in M011

(Home Economics)

/ Major professor }

 

Date M69—

0-169

  

 

 

 

 

 

 

 

 

 

 

 

 

ABSTRACT

A SURVEY OF WOMEN'S GOAL—EMPHASES AND SATISFACTIONS
DURING THE POSTPARENTAL PERIOD

by Lois H. Humphrey

This is an investigation of the relationships of
goal—emphases of postparental women to their major activi-
ties and the satisfactions derived from them.

The postparental phase of life for women marks
"retirement" from child-rearing responsibilities, a quarter
of life's active years ahead and a number of options regard-
ing expenditure of time and energy, expression of interests,
and use of abilities. Their major activities may center
around the full-time management of home, assuming part-
time or full-time gainful employment, spending varying
amounts of time in community or volunteer and organizational
programs, or undertaking educational activities. Through
continuing some activities and/or undertaking new activi-
ties, postparental women maintain a sense of usefulness or
purpose. With different expectations, preparation and goal—
emphases held there will be variations in general satisfac—

tion and satisfaction from activities.

 

 

 

 

Lois H. Humphrey

The theory underlying this study is Buhler's defi—
nition of basic tendencies which predominate in varying
degrees throughout life and determine its course. This
theory suggests that the basic tendencies, or goal—emphases
of postparental women will be reflected in their use of
available time, the kinds of new incentives to which they
respond, and their choice of available social roles. When
these environmental factors permit activities consistent
with goal—emphases held,satisfaction will result.

The population of the study consists of out—of—
state mothers of last child enrolled in a western land-
grant university. The final sample of 271 postparental
women, representing 7% per cent of the total sample, was
categorized by major activity: Home (1M2), Work (81),
Work~Home (#8) meaning part—time gainful employment, and
Community (32) meaning 10 or more hours of work per week
with volunteer and other community organizations.

Identifying these major activities and the pre—
dominant goal-emphases of postparental women was accomplished
with Buhler's Life Goal Inventory along with a questionnaire
which included self-report satisfaction scales, time spent
and satisfaction rating for activities, and questions relat-
ing to independent variables.

Data were analyzed using one-way analysis of vari-

ance to determine whether a relationship existed between

 

 

 

Lois H. Humphrey

the goal-emphases of postparental women, their major activi-
ties, their educational involvement and plans, and their
satisfaction from life in general. A sample correlation
coefficient was obtained to determine the relationship
between self-ratings of activity satisfaction and general
satisfaction. This value was tested for significance using
a t-test.

It was proposed that certain goal—emphases were
more closely related to certain activities and would,
therefore, result in higher satisfaction. Specifically,
postparental women with high adapting, need-gratifying
goal—emphases were hypothesized as deriving higher satis-
faction from home-centered activities; those with high
creative expansion and integrative goal—emphases were
hypothesized as deriving higher satisfaction from activi—
ties involving gainful employment, community and educational
pursuits.

Postparental women do not differ significantly in
the goal-emphases held when grouped according to major
activities.

General satisfaction of Community women is sig-
nificantly higher than all other groups. However, for the
entire group of women, since they continue their homemaking
responsibilities, there is a significant positive relationship
between general satisfaction and Self—Limiting Adaptation

goal-emphasis and their satisfaction from home activities.

 

 

 

Lois H. Humphrey

Postparental women who are presently involved in
educational activities possess tendencies toward develop—
ment of potentials, mastering difficulties, accomplishment,
leadership and public life, having power and control
(Creative Expansion) significantly more than women who are
not involved in educational activities. Women who are
planning to be involved in educational activities in the
future possess Self-Limiting Adaptation tendencies sig-
nificantly less than women who are not planning educational
activities. These tendencies include accepting authorities,
being cautious and avoiding hardships and hurt.

Analysis of independent variables reveals signifi-
cant relationships between lower educational level and
strong Need Satisfaction and Self—Limiting Adaptation goal-
emphases. Lower income, non—involvement in educational
activities, and non-employment outside the home are also
strongly related to high Self-Limiting Adaptation goal—

emphases.

 

 

 

 

 

A SURVEY OF WOMEN'S GOAL—EMPHASES AND SATISFACTIONS

DURING THE POSTPARENTAL PERIOD

By

Lois Helmers Humphrey

A THESIS

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

DOCTOR OF PHILOSOPHY

Department of Secondary Education and Curriculum
Home Economics Education

1969

 

 

 

 

ACKNOWLEDGEMENTS

Sincere appreciation is due Dr. Twyla Shear,
Chairman of the Guidance Committee, whose efforts and
encouragement helped to bring the study to completion.

Dr. Mason Miller and Dr. Beatrice Paolucci pro-
vided helpful suggestions and encouragement.

Director George McIntyre and Dean Thomas Cowden
permitted me to complete the thesis while on the job, my
first year at Michigan State University.

Dr. Arleen Otto contributed timely assistance.

And special thanks to my mother and two sons, who

were patient boosters during these past few years.

ii

‘mh mum-an—f-‘n..nt,

 

ACKNOWLEDGEMENTS. . . .
LIST OF TABLES. . . . .
LIST OF APPENDICES. . .

Chapter
I. THE PROBLEM. . .

TABLE OF

CONTENTS

Statement of the Problem

Purpose of
Importance
Background
Hypotheses . .
Definition
Overview . . .

II.

Introduction .

Goals and Activities

Women. . . .

Postparental Women in Employment .

REVIEW OF LITERATURE.

of Terms.

the Study .
of the Study.
and Rationale

of Postparental

 

o

Postparental Women in Home and Community

Roles of Postparental Women and

Satisfaction . .
Postparental Women in Adult Education.
Discussion and Summary .

III.

Instruments. .

DESIGN AND METHODOLOGY.

Life Goal Inventory.
Measures of Satisfaction
Questionnaire.
Collection of Data .
Population and Sample.

Residence. .
Age 0 C O I I

O O O C C 0 O I

Page

ii

viii

H H
#4 O\OCDvu»r0n) H

11

 

 

 

Chapter

 

 

III. (Continued)

IV.

V.

Health . . . . .
Income . . . . . .
Education. . . . .
Major activities .
Occupations. . . . .
Volunteer and organization activi
Educational involvement and plans1
Summary. . . . . . . .
Hypotheses . . . . . .
Analysis of Data . . .
Summary. . . . . . . .

I I I I
I I I I

O O O 0

ANALYSIS OF THE DATA . . . . . . . .

Findings Related to the Hypotheses
Hypotheses la and lb . . . . .
Hypothesis 2 . . . .
Hypothesis 3 . . . .
Hypotheses ha and Ab
Hypotheses 5a and 5b
Hypothesis 6 . . . .
Hypothesis 7 .

Discussion of Findings

Summary. . . . . . . .

I
I I
O O
I I
I I I
I I
O O
I O
I I

SUMMARY AND CONCLUSIONS. . . . . . .

Methodology and Procedure. .
Results. . . . . . . . . . .
Conclusions. . . .
Interpretation of Findings .
Implications of Future Resea

O 0 O O O

rch

BIBLIOGRAPHY. o I I I I I I I I I I I I I I I

APPENDIX AI I I I I I I I I I I I I I I I I

APPENDIXBO I a o I I I I I I I I I I I I 0

APPENDIX C o I I I I I I I o I I I I I I I 0

APPENDIX D I I I I I I I I I I I I I I I I I

iv

I I I I I (+I I I I I

I I I I I I (D I I I I I

 

 

 

Table

10.1.

10.2.

10.3.

11.1.

11.2.

LIST OF TABLES

Location of Respondents. . . . . . . . .
Age of Respondents . . . . . . . . . . .
Health of Respondents. . . . . . . . . .
Income of Respondents. . . . . . . . . .
Education of Respondents . . . . . . . .
Major Activities of Respondents. . . .

Occupations of Respondents . . . . . . .

Volunteer and Work in Organization by
Hours Per Week . . . . . . . . . . . .

Educational Involvement and Educational
Plans by Major Activity. . . . . . . .

Mean Score and Standard Deviation of
Four Goal—Emphases for Four
Activity GroupSa a O O 5 O O O O I 0 I

Analysis of the Difference Between Means
of NEED—SATISFACTION and SELF-LIMITING
ADAPTATION Goal-Emphases for Four
Activity Groups. . . . . . . . . . . .

Analysis of the Difference Between Means
of CREATIVE EXPANSION and UPHOLDING
INTERNAL ORDER Goal-Emphases for Four
Activity Groups. . . . . . . . . . . .

Mean Score and Standard Deviation of
General Satisfaction for Four Activity
Groups 0 O I O O I O I O O O O O O O 0

Analysis of the Difference Between General

Satisfaction Means of Four Activity
Groups 0 O I O l O I O I O O O O O O I

Page

at.
L+5
1+6
1+6
L+7
1+8
L+9

so

51

57

58

58

59

59

 

 

 

 

 

;l}afi'l. I». n

 

Table

12.

13.1.

13.2.

lA.l.

lh.2.

1A.3.

15.1.

15.2.

16.1.

 

Correlation Between General Satisfaction

and Activity Satisfaction Mean Scores
for Major Activity Groups. . . . . . . . .

Mean Score and Standard Deviation on
Four Goal-Emphases for Involved and
Non-Involved women I I I I I I I I I I I I

Analysis of the Difference Between Means
of NEED SATISFACTION and SELF-LIMITING
ADAPTATION Goal-Emphases of Women
Involved and Not Involved in Educational
Activities . . . . . . . . . . . . . . . .

Analysis of the Difference Between Means of
CREATIVE EXPANSION and UPHOLDING INTERNAL
ORDER Goal—Emphases of Women Involved and
Not Involved in Educational Activities . .

Mean Score and Standard Deviation on Four
Goal-Emphases for Women Who Are, and
Women Who Are Not Planning Educational
Activities . . . . . . . . . . . . . . . .

Analysis of the Difference Between Means
of NEED SATISFACTION and SELF-LIMITING
ADAPTATION Goal-Emphases of Women
Planning and Not Planning Educational
Activities . . . . . . . . . . . . . . . .

Analysis of the Difference Between Means
of CREATIVE EXPANSION and UPHOLDING
INTERNAL ORDER Goal-Emphases of Women
Planning and Not Planning Educational
Activities . . . . . . . . . . . . . . . .

Mean Score and Standard Deviation of
General Satisfaction for Involved
and Non—Involved Women . . . . . . . . . .

Analysis of the Difference Between
General Satisfaction Means of Women
Involved and Not Involved in Educational
Activities . . . . . . . . . . . . . . . .

Mean Score and Standard Deviation of
General Satisfaction for Women Who Are,
and Women Who Are Not Planning Educational
Activities . . . . . . . . . . . . . . . .

vi

Page

60

61

61

62

62

63

63

6h

6h

65

 

www“-"‘“*“—““-*—*T

 

 

Page

Table

16.2. Analysis of the Difference Between General
Satisfaction Means of Women Who Are, and
Women Who Are Not Planning Educational
Activities . . . . . . . . . . . . . . . . . . 65

17. Summary of Findings on the Hypotheses

Tested 0 O O O O O C O o o O o I I o I o I I o 69

 

 

 

 

 

 

 

LIST OF APPENDICES

Page
APPENDIX A I I I I I I I I I I I I I I I I I I I I I I 88

Questionnaire: A Study of Goals and Satisfactions

APPENDIX B I I I I I I I I I I I I I I I I I I I I I I 95
Life Goals Inventory
Life Goals Inventory Profile Analysis Sheet

APPENDIX C I I I I I I I I I I I I I I I I I I I I I I 101

Letters to Respondents

APPmDIX D I I I I I I I I I I I I I I I I I I I I I I 106
Appendix Tables

1. Distribution of Sample: Forty-One States 107

2. Relationship Between General Satisfaction
and Four Goal-Emphases and Independent
Variables, Using Analysis of Variance . . . . 108

3. Educational Involvement (Hypothesis h)
Showing the Relationship Between Goal—
Emphases Means and Major Activity Group . . . 109

M. Education Intention (Hypothesis 5)
Showing the Relationship Between Goal-
Emphases Means and Major Activity Group . . . 110

5a. Educational Involvement (Hypothesis 6):
Relationship Between General Satisfac—
tion and Major Activity Group . . . . . . . . 111

5b. Educational Intention (Hypothesis 7):

Relationship Between General Satisfac-
tion and Major Activity Group . . . . . . . . lll

viii

 

 

 

 

CHAPTER I

THE PROBLEM

For the past two decades considerable interest and
concern have been expressed regarding the changing roles and
responsibilities of women in American society. Through mass
media the pros and cons of employment outside the home have
been debated, while research has examined the motives and
the effects of such employment upon women and their families.
Notables from academic, political and literary circles have
discussed the challenges to and potentials of women. Related
to the question of women's roles is the confusion of long
standing about the kind of education needed by women, and
about how and what to provide through public school, adult
and higher education.

The roots of women's role dilemma are attributed to
the shortened child-rearing phase for women; lengthened life
expectancy; and the return-to-work revolution, particularly
among women over forty where approximately half are in gainful
employment outside the home.' Of equal importance is the
impact on women's lives of the loss of a major life role,
that of parenthood. Although for many women this is an
anticipated and gradual change, it requires different rela-

tionships and activities. With many previous responsibilities

1

 

 

 

gone, some fill the time available in managing the home,

while others seek contacts and opportunities outside the
home, either through paid employment or through volunteer

and community activities or educational endeavors.

Statement of the Problem

The major concern of this study is to investigate
the goal-emphases of postparental women as they are
reflected in their activities, their educational involvement
and plans, and to investigate their satisfactions from these

major activities and life in general.

Purpose of the Studv

The specific purpose of this study is to determine
the predominant goal-emphases of postparental women and
the relationship between their goals and the major activi-
ties in which they find themselves. Satisfaction from their
activities and with life in general is assumed to be depend-
ent upon the degree to which they permit expression of goal—
emphases. The investigation is, therefore, concerned with
the following questions: Why do postparental women choose
certain major activities? Are they satisfied with these
choices? Do certain goal-emphases account for their choices
and for their levels of satisfaction? How do goal-emphases
differ among post—parental women? Are women who choose
certain major activities more satisfied than those who

choose other major activities? What goal-emphases are

 

 

 

 

 

related to educational involvement or plans? Are educational

involvement and plans related to satisfaction level?

Importance of the Study

There seems to be general concern regarding the post-
parental phase of women's lives. Rose and Peterson compare
the trend toward men's earlier occupational retirement to
women's earlier completion of their child—rearing responsi-
bilities at around forty-five years of age. They suggest
that "re—engagement for many middle-class women seems to
include voluntary associations and gainful employment."1
Goldman expands the idea of the need for a meaningful
occupation for any "dis-employed” worker and argues for
unpaid "liberal life styles” as providing opportunities for
using talents, for recognition and for commitment to soc-
ially useful work.2 While gainful employment provides one
avenue, it should not be the only choice for people who now
experience the leisure time afforded by technological
advancement.

The concern about working women reducing the reser-
voir of volunteer and community workers is shared by many

lArnold Rose and Warren Peterson, Older Peo le and
Their Social World: Theisubculture of the KEEEE—(PETIEEEI:
phia: F.A. Davis Company, 1965), pp. 36h—65.

 

2Freda Goldman, A Turning to Take Next: Alternative
Egals in the Education of Women, Center for Study of Liberal
Education for Adults, Notes and Essa s on Education for
Adults No. #7 (Boston University, 13 Mountfort Street,
Brookline, Massachusetts O2lh6), 57 pages.

 

 

 

 

organizations. Among these is the Cooperative Extension

Service, whose influence over its fifty-year history has been
largely due to its effectiveness in training adult leaders.
Faced with social and economic changes, it needs to have a
better understanding of adult motives in order to maintain
a large part of its program which involves many women lead-
ers. Volunteer and community service organizations have

an increasingly difficult time recruiting. And there are
proportionately fewer women in leadership roles (paid or
unpaid) today than thirty years ago.3 A pertinent ques-
tion is whether the satisfactions and goals of women
volunteers and leaders is recognized in the operation of
such organizations.

The fact that women themselves may be uncertain and
reluctant to change when their activities change increases
the problem of re—structuring their lives so that satis-
faction and meaning may be derived from different activities.
Some of the recent efforts toward continuing education pro-
grams specifically for women are evidence that adult educa-
tion is confronting the problem. More, however, needs to
be known about why women do, or do not, seek solutions
through adult education. Their orientations toward certain
goals as revealed in this study should provide one explana—

tion.

3Beverly Cassarra, American Women: The Chan in
Image (Boston: Beacon Press, 1962), p. 57.

 

 

 

 

 

 

 

 

Background and Rationale

A study of the situation confronting women who
have carried out homemaking and parenthood functions for a
portion of their lives and who then have the opportunity of
replacing some activities must recognize both the socio-
logical and psychological effects of the loss of their
child-rearing role. Any stress experienced may be due to
the necessity to re—order activities and relationships
while attempting to maintain continuity and meaningfulness.
Where this has not been accomplished, satisfaction will be
reduced. As with men at retirement, postparental women may
experience difficulties in adjustment when there are no
established patterns of behavior and when social and indi-
vidual expectations differ. Thus the concept of cultural
continuities and discontinuities is related to the need of
the individual to maintain his identity at periods of growth
or change.1+

It is through continuing established activities or
undertaking new activities that the individual is able to
maintain a sense of purpose. With differences in expecta-
tions and preparation as well as several options from which
to choose, variations in satisfaction provided by activities
during the postparental phase, as well as variations in a

general sense of satisfaction are likely to result. The

 

1+Bernice L. Neugarten, "Women's Changing Roles
Through the Life Cycle," Journal of National Association of
Women Deans and Counselors, 2 June, 1961 , pp- 3-7 -

 

woman who chooses one or more Of the available options, of \\

which one is the full~time management of her home, is media—
ting a number of factors in the present situation with her own
values and expressive needs. Buhler's theory of goal deter-
minants suggests that women who are faced with a change in
their major roles will follow goal patterns consistent with
those in their past lives.5 The goals of postparental women,
then, will be reflected in their use of available time, the
kinds of new incentives to which they respond, and their
choice of available social roles. Success in mediating these
factors with their goals can be measured in satisfaction with
activities and with life in general.

Many social psychologists agree that in human nature
there are predispositions or potentialities which the indi-
vidual self-consciously strives to reach. It is their
belief that human beings are continuously goal—directed.
While their concepts are often criticized as untestable,
humanistic psychologists propose man as having creative,
self—realizing tendencies, frequently called self-actualiza-
tion.6 Buhler terms this fulfillment which is theorized as
the result of striving toward accomplishment through
varying emphases as consisting of four basic tendencies:

need-satisfaction, self-limiting adaptation, creative

 

SCharlotte Buhler, ”The Human Course of Life in
Its Goal Aspects," Journal of Humanistic Psychology, h,
l (196”), ppI l—l8I

60.N. Cofer and H.H. Appley, Mptivation: Theory
and Research (New York: John Wiley and Sons, Inc., 1963),
ppI 690—92.

 

 

 

 
 
  
 
 
 

  
   

A

'0
.0

 

   

    

eXpansion and upholding the internal order. While all
individuals possess these basic tendencies, certain of

them may be emphasized more than others at different stages
of life depending upon a great many factors. This theory

of the structural determinants of goal-setting is based

upon biographical studies, clinical observations and analysis
of Life Goal Inventories.7 From this theory Buhler describes
life styles which predominate in one or more of the basic
tendencies. The adapting, need-gratification life style
appears Unemphasize short-term goals, immediate interests;
the expanding and integrating life style emphasizes long—
term planning and efforts to develop abilities and to

change the environment.

At the postparental period women may have several
major roles or activities in addition to the management of
the home. When home management does not require all their
time, they may be involved in gainful work outside the home,
either on a full-time or part—time basis. While recent
trends suggest this as the most likely activity, many women
participate in community organizations and volunteer activi—
ties, sometimes in combination with gainful employment. For
purposes of identifying groups of women in the study, the
above activities are called Home, W935 (full—time), flogg—

Home (part—time work), and Community. The present involve-

 

ment in, or plans to undertake, education or training is

 

7Buhler, op. cit.

 

‘
'fi

. I

 
 
   
  

closely related to goals which emphasize self-development

 

and productive efforts to expand or bring about change in
their lives. It is recognized that a number of factors can
affect the goals, activities and satisfactions of postpar-
ental women, such as age, education, health, employment,

income, and location.

Hypotheses

The nature of Buhler's four basic tendencies sug-
gests goal—emphases called need-satisfaction, self-limiting
adaptation, creative expansion, and upholding the internal
order. The goal-emphases and the preceding rationale support

the following hypotheses, stated in broad form:

Postparental women identifying goal-emphases con-
sistent with their major activity will have high gen-
eral satisfaction and derive high satisfaction from
that activity.

Postparental women involved in, or planning to
pursue, educational activities will highly identify
certain goal-emphases consistent with personal
development and moral—social values and have high

general satisfaction.

The above hypotheses are re-stated in testable form

in Chapter III.

 

 

 

Definition Of Terms

 

Postparental -- that period in the woman's life cycle
when the last child is enrolled in college.
Goal-emphases -- groups of life goals which, in Buhler's
theory, are categorized into four basic tendencies:
Maintenance (Need Satisfaction, Self-limiting Adapta-
tion) and Change or Accomplishment (Creative Expan-
sion, Upholding the Internal Order). Through their
operation the individual shapes his life and realizes
his potentials.

Activity Status -- differentiated by major expendi-
ture of time and effort outside and inside the

home. Question No. 12 in the Questionnaire provides
data for grouping respondents according to full—time
efforts such as Home or Work; or Home and Work (half-
time), plus efforts in volunteer groups and organiza-
tions, called Community. For purposes of this study,
Community includes ten hours or more per week. These

groups are:

WORK - Fulltime W
Fulltime + Community W-C
HOME - Fulltime H
Fulltime + Community H-C
WORK-HOME - Halftime Work WH
WH—C

Halftime Work + Community

 

 

10
Overview

The statement of the problem and its importance,
as well as the purpose of the study have been discussed.
Hypotheses which were developed from theory were broadly
stated.

Chapter II will include a more detailed explana—
tion of theory underlying the study as well as a review of
literature. The design of the study, including the des—
cription of the sample, the development and administration
of the questionnaire and the analysis procedures to be
used in testing the hypotheses will be included in Chapter
III. An analysis of the data and discussion of results will
be covered in Chapter IV. Chapter V will contain a summary

of results, conclusions and implications.

 

 

CHAPTER II

REVIEW OF LITERATURE

We

There are several purposes to be accomplished in
this chapter. First, it is important to provide a des-
cription of postparental women as found in several studies
and in Census data, and to emphasize recent trends affect-
ing the present situation. Secondly, the major roles or
activities which represent the broadened options available
to postparental women today will be described against the
major roles which these women have assumed prior to the post—
parental period. Thirdly, a theory of goal-directedness of
human behavior in which four basic tendencies are seen as
influencing the roles assumed and the satisfaction or feel-
ings of worth derived from those roles forms the theoretical
framework of this investigation. And finally, studies of
role change and satisfaction which reveal some differences

in conclusions will be reviewed.

Goals and Activities of Postpargntal Women

Several studies which identify life styles and the
IDehavior associated with them provide support for the
IDIesent study of behavior associated with certain goal-

earnphases. No studies were found which attempted to establish

11

 

 

a relationship between life goals and role change using

satisfaction as an indicator of the degree to which activi-
ties permitted expression of goal-emphases. This study
explores such a relationship and identifies the community
role of postparental women as an important alternative for
the expression of goal-emphases.

Many of the stages or major events in the life
cycle are experienced differently by men and women. This
is particularly true of the postparental period. Sometimes
referred to as a "phase," Axelson defines it as "that inter-
val in the family life cycle when the children are no longer
a regular physical member of the parents' home, but the par-
ents have not entered that poorly defined period of 'old
age'."1

At each period in the life cycle, particularly where
there is no institutional support or no previously estab-
lished pattern of behavior, the maintenance or re-structur—
ing of identity is more of a problem. Neugarten says that
"somewhere near the mid-point of her life...the typical
middle-class woman faces a major reorganization of role
patterns, and attendant upon it, a re-examination of self

and re—structuring of sex-role and ego-identity."2 And,

 

1Leland J. Axelson, "Personal Adjustment in the
IDostparental Period," Marria e and Famil Livin , 22, Feb-
Iruary, 1960, p. 66.

2Bernice L. Neugarten, "Women's Changing Roles
CPlirough the Life Cycle," Journal of National Association of
‘VJCnnen Deans and Counselors, 2 , June, 1961, p. 16 .

 

 

 

 

 

13

"this transition into middle age is not yet one for which
there are many orderly and well-established channels."3

In spite of the stresses produced by such changes
in the life cycle, Buhler believes that all lives show a
fairly consistent goal pattern consisting of purposes and
events. This development, when viewed as a whole, follows
an order and is directed toward predictable results. From
her study of goal-setting throughout life, Buhler believes
that even without conscious intent, people‘s lives reflect
certain emphases, a striving toward certain ends or goals.
These she describes broadly as two opposite organizing prin-
ciples of life: a primary concern for self-sustenance
through need-fulfillment or personal satisfactions, and a
primary concern for accomplishment through self-extension or
objective accomplishments. The first is considered a ten-
dency toward maintenance and the second a tendency toward
change. Maintenance consists of satisfying needs and also
of being guided by beliefs and values. The tendency toward
change consists of adaptation to surroundings as well as
productivity or expansion. These emphases form Buhler's
theory of the four basic tendencies of life: need—
satisfaction, self-limiting adaptation, creative expansion
and upholding the internal order. Throughout the five bio-
logical phases of life these basic tendencies are in opera-

tion, reflecting the individual's use of his potentials and

 

3Ibid., p. 169.

 

 

 

 

 

11+

factors in his environment. Individuals differ, however,
in the predominance of the basic tendencies. Such evidence
of the basic tendencies constitutes the goal—directedness of
each individual's activities.

Within the framework of the basic tendencies,
Buhler developed goal statements which contributed to
the establishment of the following factors:

Six factors indicating tendencies toward need-
satisfaction centered around having the necessities
of life, having pleasure and means, having sex and
being liked, being attractive and glamorous, being
married, having children and giving and receiving
love.

Four factors indicating tendencies toward ppli—
limiting adaptation centered around accepting lim-
itations and denials, submitting to others and
accepting authorities, being cautious and concerned
with survival, and avoiding hardships and hurt.

Four factors indicating tendencies toward
creative expansion centered around developing best
potentials, mastering difficulties, and accomplish—
ing things, being a leader and accepted, playing a
role in public life and being highly regarded, and
having power and things "my way.”

Four factors indicating tendencies toward the
upholding of the internal order centered around
assessing own worth and results of life, being fair,
helpful, and forgetting self over others, leaving a
mark and having acgomplished things, and having suc-
cess and "status."

‘Ffim. such-1.1“..- ‘—7 _“
V n

The above factors were reduced to twelve to form the struc-
ture of a ninety-one—item Life Goal Inventory for identify-
ing an individual's basic goal trends (Appendix B).5

Purposefulness or direction, according to this theory, leads

 

“Charlotte Buhler, "The Human Course of Life in
Hits Goal Aspects," Journal of Humanistic Ps cholo , h,
J. (196%), p. 9.

51bid., pp. 1—18.

 

 

 

 

 

 

15

to fulfillment, or the use of these basic tendencies toward
the greatest realization of self. Buhler has found that indi-
viduals are constantly deciding between goals which are oppo-
site or conflicting, as that of comfort and accomplishment.
Each decision appearstxabe the result of personality structure
and environmental factors. The individual's social roles,
therefore, influence and are influenced by, his goals and
the operation of these basic tendencies.6

In a recent study of college-educated women,
Ginzberg developed four typologies based upon their answers
to items in a questionnaire. Their responses were grouped
into value orientations, called individualistic, influen-
tial, supportive and communal. The individualistic life
style included women whose attitudes and preferences indi-
cated a striving for autonomy, i.e., self—direction. The
desire to influence people and events defined the influen—
tial type. A basic orientation toward helping others was
the supportive life style. And the communal life style
described women who subordinated personal goals to larger
aims and goals, devoting time, talent and energy to causes.
Half of the group were categorized as individualistic, 29
per cent supportive, 10 per cent influential and 9 per cent
communal. The individualistic and influential life styles

were significantly those of the full-time worker. It was

 

6Charlotte Buhler, "The Life Cycle: Structural
IDeterminants of Goal-setting,” Journal of Humanistic
I’sychology, 6 (1966), pp. 37-52.

 

 

16

twice as likely that the full-time homemaker life style
would be described as supportive than either individual-
istic or communal, which was also true of the combination
of homemaking and employment. The relationships between
life style and dominant values (goals)were supported by the
evidence of major source of satisfaction. For example,
self-realization provided the principal gratification for
the individualistic; personal relations and social signifi-
cance for the influential; and social significance and
conditions of work for both the supportive and communal.
The Ginzberg findings are suggestive of several groups of
women in the present investigation and concur with hypotheses
based on Buhler's theory of four basic tendencies.7

In identifying the hopes and orientation of M75
women in their middle years, Mulvey also developed typolo-
gies, some of which are similar to the goal directions
theorized by Buhler. The "Fulfilled" is described as a
group with a productive orientation, marked by expansion of
interests through return to a career after completing home
responsibilities; the "Responsive" is the typical or average
woman who fulfills a role which others expect her to assume;
the "Status Symbol" is relatively high on the socio-economic
level of her husband's occupation, active in volunteer work,
lion-competitive; the "Ambitious," the "Aggressive" and the

"Generalized" work at change and self-development and

 

 

7Eli Ginzberg, Life St les of ducated Women (New
3{OI-k: Columbia University Press, 19 .

 

 

 

 

 

17

Substitute a passive role for a competitive one; the "Sup-
portive" is similar to the "Responsive" pattern, though it
has had a continuous work history. The other groups are
not as clearly similar to the four goal-orientations of
the present study since they appear to reflect erratic
career patterns ("Confused"), frustration ("Frustrated,"
Utilitarian"), or negative self-concept ("Retreating").8
There are a number of environmental factors which
affect the role changes faced by postparental women.
Typically today, the average woman has her third and last
child at the age of twenty-six. Within twenty years this
child will leave home and his parents will live the remain-
ing third of their lives without children. Women, at around
the age of forty-five, then, relinquish their major life
role at a time when they are still young enough to consider
activities in voluntary associations and gainful employment.
This, Rose believes to be a type of "re_engagement,"
similar to that of men retiring from occupations at a young
enough age that, with good health, they are able to under-
9

take an active role in different pursuits.

Several other factors contribute to the considera-

tion of activities outside the home by the postparental

 

8Mary C. Mulvey, "Psychological and Sociological

N
Factors in Prediction of Career Patterns of Women, (un-
published Doctoral dissertation, Harvard University, 1961).

9Arnold Rose and Warren Peterson, ngppPeopleggpg
Their Social World: The Subculture of the Aging (Phila-
delphia: F. A. Davis Company, 1965), p. 362-

 

 

 

 

 

 

 

 

 

. I u. 3. Ir 0 n. . T u - . a. . - w . .. . -. ..
. nun VIEW“)? . - (.fLHHflVJ! "Mfr“ MN! All l..l.l).. . .rflyt H4. ..W. . . a - . 1a- .r- . . .. . ..
4‘ u . J «'1. . x I. .I . ... hulk’l'khr. II. . vPID t-
FIIXHHN» v I 7|...”I.“I”Jln||...l .IH .Ill' HI.«I.HI| Mt... . (.190... in. :1 (IV . fl. It i LII‘ . / rIIV) Vu‘. (iv! A. J.|.llW\.'H|Iu %%))r} .r. \

 

 

18

WOman. Very often the husband is at the peak of his occu-
pational career and quite fully involved so that his life
does not lose its activity nor commitment to his occupation.
Many of the activities in which women are involved during
their child-rearing years are associated with their child-
ren. These are usually abandoned with the departure of
children as noted by Markewich and Davidoff in their in-
tensive study of fifty postparental women.10 Nye found
that maternal responsibilities were not replaced with
increased activity in the community, though there were some
differences in kinds of activities as noted by difference
in types of organizations to which they belonged.11

The postparental period has been described as one
marked by loss of a major life role. Activities or roles
were seen as the means by which the postparental woman main-
tained a sense of identity and expressed her predominant
goal-emphases. Several studies which had developed typolo—
gies similar to the basic tendencies in Buhler's theory of
goal determinants were cited.

Some of the trends among the various activities she
undertakes and the way in which she adapts her continuing

home management responsibilities to the many options now

 

loMay E. Markewich and Ida F. Davidoff, "The Post-
parental Phase in the Life Cycle of 50 College Educated
VVomen," (unpublished Doctoral dissertation, Teachers Col-
llege, Columbia University, 1961, 2 vols).

llF. Ivan Nye, "Recreation and Community," The

Iim.lo ed Mother in America, F. Ivan Nye and Lois W. Hoff-
Ineni, eds. (Chicago: Rand McNally & Co., 1963), p. 369.

5 l“-.. 6...... m‘
,.

re-m.m‘n of:

 

 

 

19

available to her are presented in the discussion following.
Participation in education or training activities is dis-
cussed as one of the means by which postparental women may
express certain goals. Role change through assuming
another central role and the importance of maintaining
identity or finding satisfaction and feelings of worth

from activities are theoretical bases for reviewing sev—

eral pertinent studies.

Postparental Women in Employment

 

While there was only a 60 per cent increase in the
h5—6h year age group of women in the total population
between l9h0 and 1965, their number more than doubled in
the labor force.12 The strong relationship between edu-
cation and employment of women is shown by the 85 per cent
employment of the h5-6H year old group who had 5 or more
years of college. More than a third of this group are
married (husbands present). Their employment decreases to
50 per cent for those with high school education and MO per
cent for those with an eighth grade education.13 Another
strong relationship between education and employment of
women is in the type of job. In March, 196%, over half

of the employed women who had attended college were in

 

12U. S. Department of Labor, Handbook of Women
Workers, Women‘s Bureau, Bulletin 290 Washington:
U. S. Government Printing Office, 1966), p. 15.

13mm. , p. 195.

 

 

 

20

pfOfessional and technical occupations. But three-fourths of
those with an eighth grade education were operatives or
service workers.11+
In spite of what has seemed to be a "revolution"
in the return of women to the labor force in recent years,
a longer View reveals that women continue to feel their
central obligations to be those of wife and mother. While
there has been an increase in the number and proportions

of mothers of small children entering the work world, the

significant increase has been among older women.15 Nor do

 

statistics support the fact that women are more career-
minded since the proportion of degrees earned by women from
19HO to 196% has remained almost unchanged.16

The study conducted by Mulvey (1961) to categorize
women's career patterns contains findings with considerable
relevance to this investigation. An analysis of both ante—
cedent and current characteristics in relation to career
patterns of M75 middle-aged women supported the major
assumption of the study: Marriage and/or work in the vali-
dation of self is a crucial aspect of the attainment of a
mature integration of personality. There were almost three
times as many women of the secondary work attachment as of
the primary work attachment--73 per cent as compared to

27 per cent.

 

1“Ibid., p. 196.
15Ibid., p. 36.

 

161bid., p. 18%.

 

 

 

21

While the sample was obtained from Providence,
Rhode Island, the proportion of working and non-working
women was consistent with national labor force statistics.
Level of education which was also consistent with Census
reports proved to be the most important determinant of
the career pattern. Those who were working were rela-
tively well satisfied with their jobs and were generally
employed in jobs of feminine orientation.l7

Ginzberg's study (1966) of 311 college-educated

women examined the changing role of work in relation to

 

women's major interests and commitments. His was a highly
select group of women of high intellectual ability who had
pursued education beyond college and who faced broadened
options from which to choose at the postparental period.
Their age group is just below that of the present inves-
tigation with 62 per cent between 37 and MM, 11 per cent
younger and 27 per cent in the h5—55 year-old age group.

Of the total group 60 per cent were married and living with
husband, 12 per cent widowed or divorced and 28 per cent
single. Three out of four worked either full-time (65

per cent) or part-time (38 per cent). More than a third of.
the total group had been in the labor force over 17 years
and more than one-half for at least 13 years. Location

was also found to influence the roles of these women since

a very high per cent living in cities and metropolitan

 

l7Mulvey, op. cit.

 

 

22

areas (67-82 per cent) were employed, whereas an about
equal number were engaged in work or homemaking in the sub-
urbs and small towns.

Ginzberg concludes that, while marriage and
children were the focus of their activities during this
phase of life, only a small minority found their home-
making and child-rearing functions completely satisfying.
They were, therefore, either involved in, or planning to,
return to work.18 Similarly, the Mulvey study suggests
that women have two major alternatives: work and home-

making.

Postparental Women in Home and Community

Recent labor force trends indicate a high propor-
tion of women working, particularly among older women.
Nevertheless, 61 per cent of those in the 35-hh year age
group (husband present), 55 per cent of those in the h5-5h
year age group, and 69 per cent of those in the 55—64 year
age group are ppp working.19 And all but one of the studies
previously cited showed a majority of women not working in
paid employment outside the home.

The employment status of older women was ppp related
to membership in organizations, according to Nye. There

appeared to be no quantitative difference in either membership

 

18Ginzberg, op. cit.
l9Women's Bureau, op. cit., p. 2%.

fl

T‘Yfi

H'E' .. ._-;'.

 

 

 

 

23

or leadership of community organizations between the
employed and the non—employed.2O
Although three out of four of the women in the
Ginzberg study were employed, a large proportion, or
79 per cent, were also engaged in volunteer activities.
About 20 per cent reported devoting one hour or less per
week, 33 per cent from two to five hours weekly, and
18 per cent more than five hours per week. This is far
greater than the national average of 51 per cent who engage
in work in their communities and, according to a recent
national survey, for about two hours per week. One-third
of the homemaking group and one-twelfth of the full-time
employed group were engaged in outside activities. The
volunteer activities of this group of women were generally
related to a professional society, somewhat less for relig-
ious and civic or educational and youth organizations. The
smallest number were involved with health and welfare
activities. About half worked with more than one organiza-
tion.21 Although age levels were not used in the Bradburn
and Caplovitz study, questionnaire responses showed a 70
per cent participation in one or more organizations among

women and #8 per cent in two or more.22

 

20Nye, op. cit., pp. 369-370.
21Ginzberg, op. cit., p. 66.

22Norman M. Bradburn and David Caplovitz, Re orts
on Happiness (Chicago: Aldine Publishing Company, 1965),
pI I

‘mefu-w “rot...

 

 

 

 

 

 

 

21+

Roles of Postparental Women and Satisfaction

While each social role occupied by a person calls
for the performance of duties of the role, there may be
great variation in the way the person sees himself in that
role and in his understanding of others' expectations.
This environmental concept of role suggests that a person
may modify his actions in many different ways, and will do
so, depending upon his personality and upon his predispo-
sitions or potentialities. Roles may change smoothly
throughout life or they may involve sharp and critical
redirection. Social psychological theories of Adler, Fromm
and Horney emphasize self-conscious motivation, i.e., the
individual knows what he wants and strives to reach his
goals. At any point of change he attempts to maintain, or
regain, his sense of self-worth or of identity. Thus, the
postparental woman faced with loss of a major social role
may experience contradictions in expectations of self and
little or no preparation for changed activities from which
she may derive satisfaction and by which she may maintain
feelings of worth. Rose's study of middle-class women
as they entered middle-age verified his hypothesis that
their "life satisfaction was a function of the degree to

which they were able to assume another central role to sube

stitute for their necessarily declining role as homemakers."23

 

23Arnold Rose "Factors Associated with the Life Sat-
isfactions of Middle-Class, Middle-Aged Persons," Maggiggg

and Famil Livin (February, 1955), p. 19.

 

 

 

25

This was a small study and generalization would depend
upon further replication.

Most theories of satisfaction include the relation-
ship between what the individual desires and what he receives
from his environment. Satisfaction is determined by the
compatibility between the individual's views of himself and
the characteristics of those activities in which he is
involved. This theory of self holds that behavior is
affected by the nature of the self and functions in the
defense and enhancement of the self. Level of satisfac-
tion reflects the interaction between that self-concept
and the environment.2h

In a study of the changing role of women, Gass
(1959) interviewed eighty-five women between the ages of
twenty-five and fifty who had one or more children. The
responses of these upper middle-class women were grouped
into areas of homemaking, pregnancy and childbirth, child-
rearing and leisure time. Their leisure—time satisfaction
had the greatest correlation with contentment; following
that was satisfaction from homemaking. Gass concluded that
it was not their adjustment which determined their remaining
at home but rather their desire for passivity and fear of
competition and failure. It is of significance to the

present study to note the basis for their contentment:

 

21+A. L. Brophy, "Self, Role and Satisfaction,"
Genetic Psychology Monograph, 59 (1959), pp. 263-308.

‘Wm "5...? “”7144

 

 

 

26

(1) They were content to be women.
(2) Their role had many advantages, primarily escape
from outside pressures and responsibilities.
(3) The problem most frequently identified with
their role as women was the responsibility of
rearing their children.
(M) The change most of them would.have made was to
have obtained more education.
Also of particular interest were the leisure-time reactions:
More than half felt that the constructive use of leisure
time was, or might become a problem; more than half would
have liked part-time work; however, satisfaction from lei-
sure time was strongly associated with their contentment.
Gass suggested that mature women's problems occur in
(1) their inability to supplement their role constructively
when it becomes attenuated, (2) the unawareness of their
own unmet needs and lack of purposefulness, and (3) the
changes which occur in women‘s lives.25
Another study examined the roles of women with
particular reference to their contribution to a sense of
usefulness and importance. Weiss and Samuelson (1958)
interviewed :a national sample of 569 women concerning the
social roles of housework, job, family, and informal inter-

action outside the home. They found that education did not

 

25Gertrude Z. Gass, ”Counseling Implications of

Women's Changin Roles," Personnel and Guidance Journgl,
37 (March, 1959 , pp. 1+82— 7.

QW'?“RZ"*W"|

 

27

move housework outside the valued activities of women and
that it was closely related to the use of work for a sense
of worth. The woman's situation in life with reference to
age, employment, marriage, children determined her area of
expression and her perception of others' expectations of
her.26 Several conclusions are of interest to the present
study. For example, Weiss and Samuelson stated that,
"Married women will only infrequently be motivated to seek
careers because of emptiness of housework."27 This is
somewhat in contrast to opinions expressed by Friedan (1963),

Mueller (195%, 1966), Hunt (1963), Mannes (1963), Henry

 

(1966), Komarovsky (1966), and Cutler (1961), who see the
modern home as lacking in self-realization potential for

women.28'33 Weiss and Samuelson, however, did find that

 

26Robert Weiss and Nancy Samuelson, "Social Roles
of American Women: Their Contribution to a Sense of USe-
fulness and Importance," Marriage and Family Living, 20

(November, 1958), pp. 358-66.
27Ibid., p. 366.

28Betty Friedan, T e Feminine M sti ue (New York:
Dell Publishing Company, 1963 .

29Kate H. Meuller, Educating qugn for a Chan in
World (Minneapolis: University of Minnesota Press, 195%).

 

30Kate H. Mueller, "Education: The Realistic
Approach," The Challen e to Women, Seymour M. Farber and
Roger H. L. Wilson, eds. (New York: Basic Books, Inc.,
1966) , pp I 111-129 I

31Morton M. Hunt, "The Direction of Feminine
Evolution," The Potgptial of Woman, Seymour M. Farber and
Roger H. L. Wilson, eds. (New York: McGraw-Hill Book
Company, 1963), pp. 255—71.

 

 

28

56 per cent of their employed respondents gained a sense of
worth from their jobs. They concluded their findings by
saying that the emptiness of social roles available to the
older woman and the loss of meaning of many daily tasks
lead either to changes in role or to devaluation of self.3)+

The major conclusions of Rose's study of %16 par—
ents of college students are related to the problem of
satisfaction and maintaining a sense of worth. He found
that dissatisfied women are less likely to have assumed
a paying job and more likely to feel that they spend too
much time on housework, that they are more desirous of
change than are satisfied women. Also, earning an income
and involvement in organizational activities appeared to
increase life satisfaction.35

The Bradburn and Caplovitz study (1965) of mental
health in a sample of 1,053 women substantiated Rose's
findings by revealing no difference in reported happiness

between the employed and the non-employed women.36 Nye's

 

32Marya Mannes, "The Problems of Creative Women "
The Potential of Woman, Seymour M. Farber and Roger H. L.
Wilson eds. (New York: McGraw-Hill Book Company, 1963),
pp. 11 -l30.

33Ju1es Henry, ”Forty-Year Old Jitters in Married
Urban Women," The Challenge to Women, Seymour M. Farber and
Roger H. L. Wilson, eds. New York: Basic Books, Inc.,
1966), pp. 1%O-16%.

34Weiss and Samuelson, op. cit., p. 366.

35Rose, op. cit., pp. 18-19.

36Bradburn and Caplovitz, op. cit., p. 13.

infi‘ r‘r-mu III

.HI—aainfififihl

 

 

 

29

study of postparental mothers revealed that satisfaction on
seven items (recreation, income, community, relationship
to husband, house and furnishings, daily work, relationship
to children) favored the non-employed except for the com-
munity item. Nye explained that this may have been because
of the lower level of education and of occupation among the
postparental mothers. However, Nye's larger study of 1,991
younger mothers supported the position that full-time
employed women find more satisfaction in their work than
non-employed women find in their housework.37

In Mulvey‘s study, the majority of married women
devoted full-time to homemaking without outside employ—
ment, had the highest degree of satisfaction with present
life style and were the best satisfied with their life
patternings. When they did work, their occupations were
generally of a lower level than of single women and of a
socially feminine orientation. They worked for various
reasons: interest, spare-time filler, human relations,
income. And they more frequently participated in volunteer
activities. In all of the groups, whether married or sin-
gle, low morale was associated with little or no involve-
ment in volunteer community activities. From her findings,
Mulvey concluded that a high state of contentment was

associated with (l) satisfaction with career pattern and

 

37F. Ivan Nye, "Personal Satisfactions," The

Em 10 ed Mother in America, F. Ivan Nye and Lois W. Hoffman,
eds. (Chicago: Rand McNally & Co., 1963), p. 323.

iwnfiTT/ng kvrnu|mxg .1“

 

30

with job, (2) working at a job of high level of the
feminine professional orientation and in the field of gen-
eral culture, such as teaching, and/or (3) active partici-
pation in volunteer activities.38
In agreement with the relationship between satis-

faction and work in community was the finding of the
Bradburn and Caplovitz study that a high degree of social
interaction and participation in the community produced the
greatest positive feelings. They also found that organi-
zational membership had a greater positive effect on women
than on men. This varied to some extent with the socio—
economic level, the higher level having higher outside
involvement.39 It should be noted that there are several
kinds of interaction, the formal which includes organiza-
tions, educational and volunteer activities, and the informal
social life in the community. Booth reports that 60 per cent
of the population does not participate in organized com-
munity activities and that this group is characterized by
less-than-high-school education, low socio-economic status,
non-white and rural residence.LtO Komarovsky's study of
fifty—eight blue—collar marriages substantiates the pre—

dominance of social interaction among friends and family

 

38Mulvey, op. cit., p. 137.
39Bradburn and Caplovitz, ppp_pip., p. %2.
L{”OAlan Booth, "A Demographic Consideration of

the Nonparticipant," Adult Education, 11 (Summer, 1961),
pp. 223—229.

 

 

 

 

31

‘meMbers, a minority of the women belonging to three or
more clubs and none involved in volunteer work unless under
church auspices.)+l
Several studies, however, reported a negative
relationship between satisfaction and community activities.
Weiss and Samuelson noted that, ”A rather substantial pro—
portion of women in the older age groups said that nothing
made them feel useful and important.”L+2 However, self-
realization seemed to reinforce satisfaction, for those
who found self—realization through volunteer activities
were those who devoted considerable time and energy to
it.1+3 There does exist, particularly among women of the
upper classes, a feeling of civic and social obligation to
some volunteer activities as noted in the Markowich and
Davidoff study where thirty-eight of the fifty respondents
participated in volunteer activities.nh
Satisfaction for women at the postparental period
necessarily requires some changes in activities since
their major responsibility no longer exists. That this
transition is difficult is questioned by Deutscher, who
found a number of opportunities by which middle-class post—

parental couples were able to prepare for and adapt to the

thirra Komarovsky, Blue—Collar Marria e (New York:
Random House, 196%), pp. 323—32%.

42Weiss and Samuelson, op. cit., p. 359.

 

Lt3Ginzberg, op. cit., pp. 66-72.
L+L+Markowich and Davidoff, op. cit.

.. .lm rum."

 

 

 

32

time in life when children leave home. His findings were
based on a sample of %9 postparental couples randomly
selected from a group of 5%0 households in an urban area.45

Another study attempted to disprove the popular

"misconception" of the adjustments necessary at the post-
parental period with its expected frustration and dissat-
isfaction. Axelson (1960) mailed questionnaires to %6%
men and women in two small communities in Washington who
indicated their present degree of satisfaction in the
seven basic life areas involving family income, house and
furniture, recreation, relationships to children, rela-
tionships to spouse, daily work, and the community as a
place to live. Satisfaction for both men and women was
somewhat over 60 per cent. This was slightly above the
satisfaction level of two younger groups of women previously
studied. Axelson concluded that this period was as satis-
fying as earlier periods, although, for the women there was
an increase in loneliness, greater concern about health
and greater need for outside contacts. The non-response of
almost half the population could have resulted in bias even
though the sample used was representative of Census educa-

tion and occupation levels. Therefore, the findings may

 

L“Slrwin Deutscher, ”Socialization for Post-
parental Life," Human Behavior and Social Processes:

An Intepactionist Approach Arnold Rose, ed. Boston:
Houghton Mifflin Co., 1962), pp. 506—525.

EI'W‘“ ”‘m WWI-r” 1"

 

PM}!

| (.l;

. My.“ . .0- ..I(.:u(
.. . Y .. “Iliumihnl.

- y
- “H rm.» 111.71 3
I '(I'watlran . (1'11”; I14!\I.\H\“(I(va p

I. A

.4
r9.

 

 

 

 

33

have reflected only the feelings of those who had been
satisfied throughout most of their lives.1+6
Nevertheless, most of the studies previously cited
would indicate that, while there may be adjustment to the
departure of the children, the adjustment of the post-
parental woman involves, in addition, a re-organization of

activities from which she is able to develop a new sense of

identity.
Postparental qugn in Adult Education

National surveys show that both men and women
beyond forty are participating progressively less in adult
education programs. In their national sample survey (1965)
Johnstone and Rivera reported that participation in adult
education was strongly related to education, occupation and
income. For each step from grade school to high school to
college, rates of participation doubled for women over
thirty-five years of age. However, the proportion par-
ticipating from the 35-5% age group was 69 per cent, com-
pared to %2 per cent in the 55-and—over age group. Interest
in learning decreased by about 10 per cent with each 10-
year span between the ages of %0 to 69. Far more adult
education participation was found in the urban areas than

in small towns or rural areas. Education also was a factor

 

“éLeland Axelson, "Personal Adjustment in the

Postparental Period," Marriage and Family Living, 22
(February, 1960), p. 67.

“‘3“ "5" *—.E T‘"mu~ .“

Elxibfill

 

\I

- any; .

 

 

 

 

 

3%

in the kind of participation found among adults, for more
formal education predicted greater likelihood of study

in all subject areas although academic and recreational
subjects were more prominent. Among college-educated
women, studies were related to spare-time employment

interests.h7
Discussion and Summary

Basic tendencies, as theorized by Buhler, set the
direction and influence the decisions made throughout the
life cycle. At a point of change such as the post—
parental phase for women, decisions regarding activities
will reflect certaingoal-emphases. Depending upon the
individual's personality and potentials, satisfaction
measures reaction to the environment as it provides for
expression of goal—emphases. Certain basic tendencies
suggest immediate gratification and adaptation to sur-
roundings; others suggest self-development and the desire
to assume new responsibilities.

The environment of the postparental woman today
includes her own situation regarding age, health and
longevity, education and the ease with which she may man-
age the household. It includes the status of her husband,

who is at the peak of his career. Education and training

 

1+7John W. C. Johnstone and Ramon J. Rivera,
Volunteers for Learning (Chicago: Aldine Publishing
Company, 1965), pp. 6-7, 10%-106.

a..;'i‘1"’|.I-J47TH."

P7,... '

 

 

35

PTOETams seek women who may have the time and inclina-
tion to profit by participation. Most importantly, they
include many opportunities to undertake activities sub-
stituting for child—rearing. The "revolution" affecting
postparental women is that of gainful employment. Many,
however, find satisfaction in full—time homemaking. Still
others devote a great deal of time to volunteer work and 5
organizational activities. And there are many combinations
and variations of all these activities.

Some of these activities appear to center on personal

 

satisfaction where one‘s own needs and those of family mem-
bers are most evident. Satisfying basic needs is important
to everyone, but some individuals value immediate gratifi-
cation and comfortable possessions more than others. Attrac-
tiveness and being liked are conscious motives. Happiness
in the family, children and friends and the time to enjoy
leisure activities-—all combine to describe characteristics
of the woman for whom the home and its management provide
the sphere of daily life. These are the women who do not
seek outside activities and who constitute more than half
of the married women in this country. They are the women
who, during the postparental phase, choose to continue

many of their homemaking activities. They are described

in several of the studies cited and are the Home women of
this study, hypothesized as deriving greatest satisfaction

from activities surrounding the home and family. Pursuing

 

36

the activities described above suggests that they will
strongly identify need-satisfaction goal-emphasis.

Some additional goal statements in Buhler‘s self—
limiting adaptation seem more closely associated with the
kind and sphere of activities of women in the Home category.
For example, avoidance of failure, being cautious and con-
servative, having complete security, submission to others'
wishes and forgetting self over others. Belonging to
groups of family and friends, never making mistakes and
avoiding hurt feelings might also be more descriptive of
persons who did not engage in activities outside of the
home. It was therefore hypothesized that Home women would
more likely identify such goal statements as these which
constitute factors in self-limiting adaptation.

Some activities take women out of the home and when
they reflect free choice might indicate attempts to be a
leader, play a role in public life, compete successfully,
accomplish things in life, master difficulties and develop
best potentials. In this study, work outside of the home
and efforts in the community offer opportunities for the
expression of such goals as the above. Women who desire to
increase knowledge and to explore new possibilities would
very likely become involved in educational activities. Goal
statements such as these comprise the creative expansion
goal-emphasis and are hypothesized as being highly identi-
fied by women who work in gainful employment or community

activities or who undertake education or training.

 

 

 

37

A number of similar goal statements are included
in the goal-emphasis of upholding internal order. These
are: being successful, advancing in career, gaining status,
having fame, dedicating self to causes, and contributing
one‘s share. Women who identify these goals are more
likely to be employed or active in community affairs and
to gain satisfaction from these activities.

The fact that studies do not agree on level of
satisfaction derived from these activities may be due to
the different goal-emphases held by postparental women.
Ginzberg suggests these differences through his value—
orientation types, as does Mulvey in the hopes-orientations
of women with different career patterns. These typologies
are similar to the goal—emphases of the present study
which suggest that postparental women with certain goal-
emphases will find satisfaction through activities permitting
expression of their goal-emphases. Adding this dimension to
previous studies attempting to determine satisfaction of
postparental women from employment or community activities

should help to clarify the problem.

, !Ff..m-Ah:‘:‘-x 1

Tm... . A.

 

 

 

CHAPTER III
DESIGN AND METHODOLOGY

This study of postparental women examines the rela-
tionship of their goal-emphases to general satisfaction
and satisfaction in major activities. The theoretical
framework of this study is based upon Buhler's theory of
goal-determinants and satisfaction as representing the
relationship between individual desires or potentials and
environmental factors.

This chapter includes a discussion of the instru-
ments used in the study, the population and sampling pro-
cedure, descriptive data regarding the sample, hypotheses

to be tested, procedures used in statistical analysis of

data and limitations of the study.
Instruments

Data for this study were obtained by use of two
major instruments plus questions to obtain demographic
data. The instruments and questionnaire development are
described below.

Life Goal Inventorx.--Buhler assembled a list of

goals which could be categorized according to four basic

tendencies: need-satisfaction (NS), self-limiting

38

A 1". n 73.)."1‘11. ‘1

 

 

 

 

39

adaptation (SLA), creative expanding (CE) and upholding the
internal order (UIO). The factors in need—satisfaction (NS)
and self-limiting adaptation (SLA) suggest spheres of activ-
ity and reactions to the environment characteristic of Home
women, such as having the necessities of life, having pleas—
ure and means, having sex and being liked, being attractive,
being married and having children, giving and receiving
love. For self-limiting adaptation (SLA), the factors are
accepting limitations and denials, submitting to others

and accepting authorities, being cautious and concerned
with survival, avoiding hardShips and hurt.

The factors for creative-expansion (CE) which sug—
gest spheres of activity and reactions to the environment
characteristic of women who work outside the home either
in community activities or in gainful employment are the
development of best potentials, mastering difficulties
and accomplishing things, being a leader and accepted,
playing a role in public life and being highly regarded,
having power and things "my way." For upholding the inter—
nal order (UIO) the factors are somewhat related to creative-
expansion (CE) since they include such items as leaving a
mark and having accomplished things, having success and
status. Upholding the internal order (UIO) includes the
factors of assessing own worth and results of life, being

fair, helpful, and forgetting self over others.1

 

lCharlotte Buhler, "The Human Course of Life in Its

Goal Aspects," Journal of Humanistic Psychology, H, l (196%),
p. 9.

 

 

 

 

 

no

The Life Goal Inventory used in this study consisted
of ninety—one statements scored from "five" to "one" for
Essential, Important, Desirable, Not My Concern and Reject,
respectively. The respondent circles one category for each
goal listed in accordance with his reaction to it. The
Scoring Key and Tabulation Sheet is used to provide a total
raw score for each of the four goal-emphases. This raw
score is used in the analysis.

Although the Life Goal Inventory is a new instru~
ment, it appears to possess a degree of content validity
based on the several small studies in which it was used.
Coleman conducted a pattern—analytic study of twenty well-
adjusted and twenty diagnosed neurotics which proved to be
useful diagnostically in identifying incompatible goal—
setting. The results of Comrey's factor analysis of a
sample of 152 subjects seemed to give evidence of the
postulated basic tendencies and of their sub—categories.2
Croner, McWhinney and Adelman are at present analyzing
data from 500 cases though this has not yet been published.3

Measures of sgtisfaction.-—In addition to determin-
ing the goal-emphases of postparental women, this study
examines the relationship between these goal—emphases and

satisfactions. The level of satisfaction is used as an

 

2Charlotte Buhler and William Coleman, ”Life Goals
Inventory Manual,” mimeographed, 1% pp., p. 5.

3Charlotte Buhler, "Old Age as a Phase of Human
Life," in print for Geriatrics, 1% pp., p. l.

f.

<~ r.

 

 

 

 

#1

index of the degree to which postparental women find a
means to develop their potentials and express inherent
basic tendencies or goal-emphases.

Self-reports of satisfaction are used in the
study. The position of Bradburn and Caplovitz regarding
self-reports is used to justify the investigator's
decision:

While self-reports yield different classifications of
individuals from those provided by other types of
measures such as psychological tests or experts'
ratings of clinical interviews, there is no evidence
that self-reports are any less (or for that matter
more) valid than expert ratings or psychological

tests for rating people on a mental health dimension.
Furthermore, self—reports have the eminently practical
virtues of face validity, directness and ease of use.

Two measures of satisfaction are used: activity
and general. Self-ratings reveal an estimate of satis-
faction from five activity areas: employment, volunteer
and work in organizations, leisure, educational and home-
making. The responses are rated on a five—point scale,
from "A great deal of satisfaction" to ”About average"
to "No satisfaction."

General Satisfaction statements were developed from
the twelve factors representing the goal statements of the
Life Goal Inventory. Each statement rated from ”one" to

"five" Very Dissatisfied to Very Satisfied and the total

score was used in the analysis. As an example, the

1+Norman M. Bradburn and David Caplovitz, Re orts
On Happiness (Chicago: Aldine Publishing Company, 1955),
pp. 5-7.

 

 

. u 4

 

 

#2

resPondent was asked, "Think about your present life and
your average feelings over the past few months. How do
you feel about the development of your abiliites?" or
"...How do you feel about your situation as far as having
pleasure and money to spend?" Each question re-phrased
factors Buhler identified within each of the basic ten-
dencies.

Questionnaire.--In addition to the instruments
described previously, a questionnaire was developed to
obtain information regarding location, age, income, health,
education, husband's education, husband's occupation,
employment, amount of previous employment, educational
involvement, educational plans and one question asking for
hours and satisfaction rating for five activity areas:
employment, volunteer and work in organizations, leisure,
education and homemaking. The first nine items above were
considered pertinent to the investigation since for each
factor there was a possible relationship between them as
independent variables and the dependent variables examined
in the study (Appendix, Table 3).

.A pre—test of the instrument was conducted with
ten persons by interview and with twenty—five by mail,
after which several items were changed for greater clarity
before the final printing of the questionnaire.

Collection of data.--The questionnaire was mailed
to respondents with an enclosure letter and stamped self-

addressed envelope as the second contact by the researcher,

 

 

1+3

the first contact being an introductory and explanatory
letter mailed one week previously. Letterhead of the uni-
versity was used and the title of the researcher was shown.
A reminder follow—up letter was sent in ten days and the
second follow-up letter, which included a copy of the
questionnaire and self-addressed stamped envelope, was
mailed three and a half weeks later (Appendix C).

Fifty per cent (136) of all questionnaires returned
(271) were received within ten days after mailing. During

the next three weeks 37 per cent (99) were returned.

 

The remaining 13 per cent (35) were received during the
next month. Altogether there were seventy non-responses and
twenty-four incomplete or rejected questionnaires. The
total return represents 80 per cent of the sample, with

the usable responses representing 7% per cent of the sample.

Population and Sample

The population was chosen from student enrollment
information at a western land-grant university. In the
fall term of 1967 the total enrollment was lh,565. To
assure as much generalization as possible, residence was
to be out-of-state since, with the exception of scholar—
ships, tuition rates would be uniform and would assure
greater homogeneity of the sample. After eliminating 35%
foreign and approximately 750 married students, there were
an estimated 3,223 names from which to select the population.

This number was reduced further by the tests of intact family

 

“a."
1.—

 

 

Ah

(father in.the home) and last-child-in-college. A
total of 730 names were obtained and, using a table of
random numbers, a sample of half that size (365) was
selected.

The 271 respondents live in #1 states, with
highest representation from california, Illinois, New
York and New Jersey (Appendix, Table 1).‘ The.
tables following describe the sample with respect to
location, age, health, income, education and major activi-
ties. Additional tables describe their occupation, com-
munity and educational activities.

Residence.--The sample is distributed fairly
evenly in the five types of locations, although 23 and 2%
per cent, respectively, reside in metropolitan areas and
towns of 10,000 to 50,000 people. (Table 1) Only 15 per
cent live in a town of 50,000 to 250,000 and 18 per cent

reside in rural areas.

Table 1. Location of respondents.

h

 

 

Residence Number Per Cent
Country, rural area 1+8 18
Small town of less than 10,000 people 56 20
frown of 10,000 to 50,000 people 6% 2h
frown of 50,000 to 250,000 people H1 15
iMetropolitan area of 250,000 or more 62 23

Total 271 100

 

 

 

1+5

Agg.--0nly 3 per cent, or 10 women, are over the
age of 60 and none are under #0 (Table 2),
The largest group of 39 per cent are between 50 and 5% years
of age; 30 per cent are H5 to H9 and 23 per cent are between
55 and 59 Years of age. Only 5 per cent are between 40 and

MM years of age. This sample, therefore, includes women in

mm A.

a 20-year age span from #0 to 60.

Table 2. Age of respondents.

 

 

 

Number in Per Cent in
Age Groups Each Group Each Group
Under #0 years 0 0‘
#0 to ht years 1% 5
H5 to #9 years K 81 30
50 to 5% years 105 39
55 to 59 years 61 23
60 to 6% years 9 3
Over 65 years 1 -
Total 271 100

 

Health.—-Since health is a possible factor in
satisfaction, the respondents rated their health according
to sentences describing health from "very good" to "very
poor." As shown in Table 3, only 10 per cent indicate
their health is "not very good" and 90 per cent describe
their health as either "very good" or ”not as good...but

I can do all I want to do."

.V . .. ...i.?......$39..
u : .1 . i.

.1.-.

 

O I}! ll t’ull II II. 0
Ely v J c n n. - I 1‘ . 1 O. I
‘0 < '0‘! I I -r | I Ill-I A V 1‘ ..!|ll . ~‘(i' I "v‘-
’ l1 fl 1" r d I‘ i I1. A ’ \ (Al I‘ l lift r 1

fl 0‘ h l . | A I... E o | w 7 . ..

.u |(I v 0/ I v, o 1. u .I. . 0

uh ll». (A: 0"} -‘I‘ it! If. Ill... fill! .t ill (ll? \H y. 1! A i ll! -
‘I’ll ' urb 'l”

 

 

 

#6

Table 3. Health of respondents.

 

 

Ratings for Health Number Per Cent

 

Very good, am able to do all I want
to do, energy left over 133 #9

Not as good as it might be, but I
can do all I want to do 110 Ml

Not very good, so my health prevents
me from doing some of the
things I want to do 26 10

My health is so poor that I can do
very few of the things I would
like to do 1 _-

My health is very poor, and I can do
none of the things I would like
to do 1 --

Total 271 100

 

Income.--The sample in this study represents a
high income group, as shown in Table h, for almost
three-fourths have a total family income above $11,000,

with one-third reporting incomes of $19,000 and over.

Table H. Income of respondents.

‘

 

‘

 

(Total Family Income Levels Number Per Cent
iLess than $3, 000 2 --
$3, 000 to $6, 999 16 6
$7, 000 to $10, 999 56 21
$511, 000 to 351%, 999 59 22
$15, 000 to $18, 999 1+6 17
$19, 000 and over 92 3%

Total 271 100

 

LLM“. mun—M—h ._..-..
- i '2 _. I x! :1
I

1‘: fl‘

 

#7

Education.-—Tab1e 5 Shows that 21 per cent of the
women had completed four years of college, 10 per cent had
five years or more, and H0 per cent had completed high
school. Those completing from one to three years of col—

lege form 29 per cent of the total sample.

Table 5. Education of respondents.

 

 

Level of Education Number Per Cent
Less than high school 21 8
High school 86 . 32
High school and 1-3 years college 78 . . 29
Four years college 59 21
Five years college or more 427 10
Total 271 TOO

 

Major activities.—-The major activities of the
postparental women in this study were identified through
a question concerning hours spent and satisfaction self-
rating of "Employment," "Volunteer and Work in Organiza-
tions," and "Homemaking.” "Leisure" and "Educational”
activities were added so that the respondent could
identify and rate all areas of major expenditure of time.
The size of the sample in each activity category is
shown in Table 6.

Slightly more than half, or 52 per cent, of the

sample is categorized as primarily involved in Home Activity,

‘m‘ "firm-.7;- an

 

 

 

 

 

#8

33'Per cent in Work, and 18 per cent in gainful employment
for five to thirty-four hours per week, called Work-Home
activity. ,The Community category includes those women
involved in volunteer and organizational activities for
ten or more hours per week. These women represent a sub-
group of each of the three other major activity groups and

12 per cent of the total sample. The percentages following

~9—rv
I

each sub-group of each major activity show the proportion
of women in each category and their involvement, or non-

involvement, in community activities. While only 27 per cent

I’m-“w
. c

of the Home women have no community activities, 37 and 38 per
cent of the Work and Work-Home women, respectively, are not
involved. These represent 32 per cent of the total sample
who do not participate in community activities. The sub-
group of "1-9 hours Community" is considered minimal
involvement, though a similar proportion of each major activ-
ity group is included —- 57 per cent of the Home women, 5%
per cent of the Work women and 56 per cent of the Work-Home

women -- which represents 56 per cent of the total sample.

Table 6. Participation in community activity.

 

 

Home Work Work-Home Total
N % N % N % N

 

No Community 38 27 30 37 18 38 86 32
1-9 hrs. Com. 82 57 MM 5% 27 56 153 56
10+ hrs. Com. 22 16 ‘__Z ._9 3 6 I_32._12

Total 1H2 52 81 3O #8 18 271 100

 

 

#9

Occupations.--The type of work of these postparental
women is grouped according to U. S. Census categories. The

proportions are shown in Table 7.

Table 7. Occupations of respondents.

 

 

 

Major Occupational Work- Total Per 196M Census
GTOUP Work Home Number Cent Per Cent
Professional,
technical 35 18 53 H2 13
Proprietors 0 1 l 1‘) 7
Managers, officials H O h 3 )
Clerical 26 15 H1 32 2%
Sales workers 5 8 13 10 9
Craftsmen, foremen 2 1 3 2 l
Operatives 5 O H 16
Laborers 0 l 1 1 -
Service workers,
household workers h 2 6 5 26
Farm managers,
farmers 0 0 O - h
Total 81 h6* 127* 100 100

 

*(2 not categorized)

Forty-two per cent, or 53 women, are in the professional
technical group. Next in size is the clerical group with
32 per cent, or H1 women. Only 10 per cent, or 13 women,
are in the sales worker group. All other groups have 6

women or less with none in the farm manager, farmer group.

 

 

l" .I i "4 li‘ut"-

 

 

50

The column at far right shows the 196k Census distribu-
tion by major occupational groups of employed women #5
years old and over.5 By comparison, the women in the study
are highly concentrated in the professional, technical
group while women in the general population are found in
greater numbers in the clerical, operative, and service

and household laborer groups.

Volunteer and organization activities.-—Table 8

shows the involvement of the postparental women of this study

. VTV". ‘

in volunteer activities and work in organizations.

Table 8. Volunteer and work in organization by hours
per week.

 

 

Civic- School Health
d

 

Profes- Relig- Polit- and an
Hours sional ious ical Youth Welfare Others

1 21 3h 28 12 13 h
2 11 Rh 1% 9 11 7
a 3 l7 3 2 10 2
2 l5 2 6 h -

5 2 3 3 4 3 l
6 - - 1 - h 2
7 - - - _ 2 -
8 - H l 2 - -
9 - - - - - 1
10 - 2 1 2 l l
12 - 2 — - - -
l3 — l - - — -
15 - — - 2 2 -
l7 - - - 1 - -
2O - — - 1 3 1
25 - l - - - -
Total 39 123 53 1H 53 19

 

5United States Department of Labor, 196? Handbook on
Women Workers, Women‘s Bureau Bulletin No. 290 Washington:
Government Printing Office, 1966), p. 105.

 

r
. a .
f

_,
‘1
‘1.
«1

 

 

 

 

51

A total of 152 women were inV01ved in from 1 to 9 hours
while 33 women devoted 10 or more hours per week to com—
munity activities. This group of 185 participated in

from 1 to as many as 5 different kinds of community activi—
ties. The smallest participation shown in Table 8 is in
"professional or business groups," totalling 39 women.
Forty-one women were active in "school and youth" and 53 3
were active in both "civic and political" and "school and
youth" work. The highest participation is 123 women in

religious activities, with 1 woman spending 25 hours per week.

 

Educational involvement and plans.--In addition to
their participation in community activities, respondents
were asked several questions regarding their educational
participation, either present involvement or future plans.

Table 9 shows that about half, or #7 per cent, were involved

Table 9. Educational involvement and educational plans
by major activity.

 

Present Involvement Planning Involvement

 

 

Ma'or in Education and/ in Education and/or
Activity or Training Training
Group Involved Not Involved Have Plans No Plans
Home N=lh2 65 77 9O 52
Work N=81 37 RH 55 26
Work—Home N=H8 2h 2h 35 13
l26(h7%) lh5(53%) 180(66%) 91(34%)

Community N=32 21 11 2M 8

 

 

52

in some kind of educational activity, either informal or
formal, while 53 per cent indicated no involvement. How-
ever, 66 per cent stated that they were planning some kind
of education or training in the future and only 3% per cent
indicated no intention of this kind.

Summary.--The women in this study may be described
as urban, between forty-five and sixty years of age and in
good health, with a high total family income, a higher than

average education, approximately half in gainful employment

 

of the professional, technical level and half involved in
various kinds of community activities and in education or

training of some kind.

Hypotheses

In addition to determining the goal—emphases of
postparental women, this study examines the relationships
between these goal-emphases and satisfaction as well as the
educational involvement and plans of postparental women.
The level of satisfaction represents an index of the degree
to which postparental women find a means to develop their
potentials and express inherent basic tendencies or goal-
emphases. The several factors which compose each goal-
emphasis suggest certain spheres of activity and reactions
to the environment. The above rationale is the basis for

the following hypotheses:

 

53

 

EXEOthesis 1a: There will be no difference among four
activity group means for NS and SLA goal-emphases.

Hypothesis lb: There will be no difference among four
activity group means for CE and U10 goal-emphases.

Hypothesis 2: There is no significant difference between
mean scores of general satisfaction for each major activity
group.

Hypothesis 3: There is no significant relationship between
the general satisfaction and activity satisfaction mean r»
scores of women in each major category.

Hypothesis ha: Women who are involved in educational activ-
ities will have significantly higher mean scores in CE and
UIO goal-emphases than women who are not involved.

Hypothesis Hb: Women who are not involved in educational
activities will have significantly higher mean scores in
NS and SLA goal-emphases than women who are not involved. ’”

 

hypothesis 5 : Women who are planning educational activ-
ities will have significantly higher mean scores in CE and
U10 goal-emphases than women who are not planning educa-
tional activities.

Hypothesis 5p: Women who are not planning educational
activities will have significantly higher mean scores in
NS and SLA goal-emphases than women who are planning
educational activities.

Hypothesis 6: Women who are involved in educational activ-
ities will have significantly higher general satisfaction
mean scores than women who are not involved in educational
activities.

Hypothesis 7: Women who are planning educational activi-
ties will have significantly higher general satisfaction
mean scores than women who are not planning educational
activities.

Analysis of Data

Analysis of variance was used to analyze the data
of the study which made it possible to treat all the data

at once and to test the null hypotheses of no differences

 

among the means of the various groups. Since the popu-

lation from which the sample was randomly selected is

 

 

 

51+

considered to be normally distributed, assumptions of normal
distribution and homogeneity of variance would apply. The
relationship between self-ratings of activity satisfaction
and general satisfaction were determined by obtaining a
sample correlation coefficient which was t-tested for
significance.

The level of significance for failing to reject
or rejecting all hypotheses was set at .05 prior to analyz-

ing results.

Summary

 

This chapter includes a discussion of the Life Goal
Inventory and the satisfaction measures incorporated in the
questionnaire, the population and sampling procedures, a
description of the sample, hypotheses to be tested, and
statistical techniques used in analyzing the data.

A number of tables of demographic characteristics
describe the sample with respect to location, age, health,
income, and education. Frequency tables of the major
activities define the sub-groups as Home, Work, Work-Home,
and Community. The type of work as well as the type of
community activities are then described. Involvement in,
or plans to be involved in, education or training is also
Summarized.

The predominant goal-emphases of postparental
women based on mean scores and median scores are shown in

a table, as well as the sub—grouping by major activity for

 

55

each goal-emphasis. Hypotheses are stated and the assump-
tions of the one-way analysis of variance used to test the
hypotheses are described.

In the following chapter the results of the data
analysis will be discussed. The last chapter will include

a summary of the study, conclusions and implications.

 

 

 

 

 

CHAPTER IV

ANALYSIS OF THE DATA

A questionnaire which included the Life Goal
Inventory and two measures of satisfaction (activity and
general) was completed by 271 postparental women. The

demographic, occupational and educational data were cor—

I :zmanx-r-“tr— r "—711"!

related with the four goal-emphases and general satisfac-
tion using analysis of variance. Results of this analysis

are shown in the Appendix, Table 2.

Findings Related to the Hypotheses

Data relating to the hypotheses and their analysis
are reported in this chapter. Each hypothesis will be
stated followed by data used for its rejection or failure
to be rejected and statement of findings. All hypotheses
‘were tested by one-way analysis of variance except Hypoth—
esis 3, for which sample correlation coefficients were
determined and this population estimate tested for sig—
nificance using the t-test.

Hypothesis 1a: There will be no difference among four
activity group means for NS and SLA goal-emphases.

Hypothesis lb: There will be no difference among four
activity group means for CE and U10 goal-emphases.

56

 

57

Three major activity groups of Home, Work and
Work-Home constitute the total sample of 271 respond-
ents. There are 1H2 women in Home, 81 in Work and M8 in
Work-Home. Since the Community group was identified as
those women who worked ten or more hours per week in com-
munity activities, each major activity group contributed

to the Community group as follows:

 

Home -— 22 women
Work —- 7 women
Work-Home -- 3 women

Total 32 women

When three major activity groups are reduced by Com-
munity sub-groups to form Community group, there are 120
in Home, 7% in Work, #5 in Work-Home and 32 in Community.
Tables 10.1 to 10.3 show results of analyzing goal-emphases
data for four activity groups. Table 10.1 shows mean scores
and standard deviations for four activity groups.

Table 10.1. Mean score and standard deviation of four
goal—emphases for four activity groups.

 

 

H (N=l20) w (N=7u) W—H (N=h5) Com. (N=32)
GE Mean S.D. Mean S.D. Mean S.D. Mean S.D.

 

NS ' H7.61 6.01 H6.95 6.23 H7.H9 6.0% 86.55 6.11
SLA 78.50 9.55 75.83 10.51 74.82 10.29 7h.85 10.11
CE 100.19 10.58 102.11 10.55 lOO.H9 9.75 101.09 11.96
UIO 105.82 11.29 107.03 10.65 103.80 11.63 105.70 13.07

 

58

Tables 10.2 and 10.3 show analysis of difference
between means for NS and SLA, and CE and U10. Both
hypotheses are rejected.

Table 10.2. Analysis of the difference between means of

NEED-SATISFACTION and SELF—LIMITING ADAPTATION
goal—emphases for four activity groups.

 

 

 

F.
NEED SATISFACTION SELF-LIMITING ADAPTATION ‘

Source d.f. Mean Square F Mean Square F

Between 3 13.75 0.37 257.3% 2.57

Within 267 37.10 100.18

Total 270

F“‘“‘“‘

 

Table 10.3. Analysis of the difference between means of CRE-
ATIVE EXPANSION and UPHOLDING INTERNAL ORDER
goal-emphases for four activity groups.

 

CREATIVE EXPANSION UPHOLD. INTERNAL ORDER

 

 

Source d.f. Mean Square F Mean Square F
Between 3 58.69 0.52 97.28 0.75
Within 267 112.73 130.11

Total 270

 

Hypothesis 2: There is no significant difference

among mean scores of general satisfaction for the

four major activity groups.

Analysis of the difference among general satis—
faction means of Community group and the other three major
aetivity groups is shown in Tables 11.1 and 11.2. The mean

Score and standard deviation are shown in Table 11.1.

 

 

59

'Iable 11.1. Mean score and standard deviation of general
satisfaction for four activity groups.

 

 

H (N=120) W (N=7%) W-H (N=%5) C (N=32)

 

Mean 87
10

3 86.68 83.91 91.30
S.D. 8

10.92 10.95 7.7%

 

A mean of 87.33 is noted for the Home group, 86.68 for Work
and 83.91 for Work-Home in Table 11.1. Community group

has the highest mean score (91.30) and a significant dif-
ference in the mean scores at .05 level, as shown in

Table 11.2. Therefore, the null hypothesis is rejected.

Table 11.2. Analysis of the difference between general
satisfaction means of four activity groups.

 

 

Source d.f. Mean Square F
Between 3 353.25 3.27*
Within 267 108.12

Total 270

 

*Significant at .05 level.

Hypothesis 3: There is no significant relationship
between the general satisfaction and activity sat-
isfaction mean scores of women in four activity
groups.

For each major activity group, an estimate of the
P0pulation correlation was computed. The values for each
of those groups are shown in Table 12.

A t-test was used to determine whether each popula-

tion correlation coefficient was significantly different

.umr‘ tv~o- .

 

60

from zero. These obtained values (as shown in Table 12)
did not exceed the table value for t and, therefore, the
null hypothesis was confirmed.

Table 12. Correlation between general satisfaction and

activity satisfaction mean scores for major
activity groups.

 

 

Correlation T
Activity Group N d.f. Coefficient obtained
Home 1%2 1%0 -.l21 -1.%3O
Work 81 79 -.276 -2.5%O
Work-Home %8 %6 -.230 -1.602
Community 32 30 .091 2.710

 

Hypothesis %a: Women who are involved in educational
activities will have significantly higher mean scores
in CE and U10 goal-emphases than women who are not
involved.

Hypothesis %b: Women who are not involved in edu-

cational activities will have significantly higher

mean scores in NS and SLA goal-emphases than women
who are involved.

The mean score and standard deviation of each goal—
emphasis for involved and non-involved groups of women are
shown in Table 13.1.

Hypothesis %a can be partially confirmed since the
mean scores for CE goal-emphasis of women involved in edu-
cational activities is significantly higher than for women
Who are not involved, as shown in Tables 13.1 and 13.3.

Tnle difference between mean scores for UIO goal—emphasis

for involved and non-involved women is not significant.

 

 

 

61

Table 13.1. Mean score and standard deviation on four goal-
emphases for involved and non-involved women.

 

 

Involved (N=125) Non-involved (N=l%6)

 

 

Goal-Emphases Mean S.D. Mean S.D.
Need Satisfaction %6.92 6.0 %6.91 8.05
Self-Limit. Adap. 7%.70 10.2% 77.3% 12.16
Creative Expansion 102.90 10.80 98.28 12.%7
Uphold. Int. Order 106.66 11.18 103.90 15.19

 

Table 13.2. Analysis of the difference between means of
NEED SATISFACTION and SELF—LIMITING ADAPTA-
TION goal-emphases of women involved and not

involved in educational activities.f

 

NEED SATISFACTION SELF—LIMITING ADAPTATION

 

 

Source d.f. Mean Sq. F Mean Sq. F
Between 1 0.005 0.0001 %68.81 3.66
Within 269 51.96 128.06

Total 270

 

Hypothesis %b is rejected since there are no sig—
rrificant differences between scores for N8 and SLA goal-
ennphases of women who are, and women who are not involved

i11 educational activities, as shown in Table 13.2.

 

 

62

Table 13.3. Analysis of the difference between means of
CREATIVE EXPANSION and UPHOLDING INTERNAL
ORDER goal-emphases of women involved and not
involved in educational activities.

 

 

CREATIVE EXPANSION UPHOLD. INTERNAL ORDER

 

 

Source d.f. Mean Sq. F Mean Sq. F
Between 1 11.39.38 10.%6* 512.95 2.82
Within 269 137.61 182.09

Total ' 270

 

*Significant at .05 level.

Hypothesis 5a: Women who are planning educational
activities will have significantly higher mean
scores in GE and U10 goal-emphases than women who
are not planning educational activities.

Hypothesis 5p: Women who are not planning educa-

tional activities will have significantly higher

mean scores in NS and SLA goal-emphases than women

who are planning educational activities.

The mean score and standard deviation of each goal-
enmhasis for planning and non-planning groups of women are

Shown in Table 1%.1.
UTable 1%.1. Mean score and standard deviation on four goal-

emphases for women who are, and women who are
not planning educational activities.

 

Planning (N=180) Not Planning (N=91)

 

 

 

Goal-Emphases Mean S.D. Mean S.D.
Need Satisfaction %6.8% 6.10 %8.1% 5.95
Self—Limit. Adap. 75.%3 10.23 78.92 9.%6
Creative Expansion 101.73 10.%% 99.16 lO}7%

Uphold. Int. Order 106.31 11.01 101+.79 12.11

 

 

 

63

The analysis of the difference between means for

two goal-emphases of NS and SLA is shown in Table 1%.2.

Table 1%.2. Analysis of the difference between means of
NEED SATISFACTION and SELF-LIMITING ADAPTA-

TION goal-emphases of women planning and
not planning educational activities.

NEED SATISFACTION SELF-LIMITING ADAPTATION

 

 

Source d.f. Mean Sq. F Mean Sq. F
Between 1 101.90 2.78 736.09 7.39*
Within 269 36.60 99.56

Total 270

 

*Significant at .05 level.

The analysis for CE and U10 is shown in Table 1%.3.

Table 1%.3. Analysis of the difference between means of
CREATIVE EXPANSION and UPHOLDING INTERNAL
ORDER goal-emphases of women planning and
not planning educational activities.

CREATIVE EXPANSION UPHOLD. INTERNAL ORDER

 

 

Source d.f. Mean Sq. F Mean Sq. F
Between 1 %00.%8 3.61 139.63 1.08
Within 269 111.06 129.71

Total 270

 

Hypothesis 5a is rejected since the difference
IDetween mean scores in CE and U10 goal-emphases of women
IDlanning, and those not planning educational activities is

Ilcnt significant. Hypothesis 5b is partially rejected since

1311e differences are in the hypothesized direction for Need

 

65

Hypothesis 2: Women who are planning educational
activities will have significantly higher general
satisfaction mean scores than women who are not
planning educational activities.

The hypothesis is rejected since there is no sig-
nificant difference between the general satisfaction mean
scores of women who are planning some kind of educational
activity and those who are not. The mean score and standard
deviation of general satisfaction for each group are shown
in Table 16.1.

Table 16.1. Mean score and standard deviation of general

satisfaction for women who are, and women who
are not planning educational activities.

 

Planning (N=180) Not Planning (N=9l)

 

Mean 86.%6 88.27
S.D. 10.9% 9.61

 

The analysis upon which the hypothesis is rejected
is shown in Table 16.2.
Table 16.2. Analysis of the difference between general

satisfaction means of women who are, and
women who are not planning educational

 

 

activities.
Source d.f. Mean Square F
Between 1 200.03 1.81
Within 269 110.52
Total 270

 

 

 

66

Discussion of Findings

The finding of no significant difference for goal—
emphases means among the four major activity groups indi-
cates that the Life Goal Inventory does not discriminate
for these postparental women among the four basic tenden-
cies postulated by Buhler.

One goal-emphasis, Self-Limiting Adaptation, shows
significant differences when analysis is made of the rela-
tionship between independent variables and the four goal—
emphases. For example, for Income less than $3,000 (highest

SLA mean scores) to over $19,000 (lowest SLA mean scores)
there is a difference significant at .05 level; for Respond—
ent's Education, from less-than-high-school (highest SLA
mean scores) to five—years-of-college-or-more (lowest SLA
mean scores) there is a difference significant at .05 level;
and the employed status of the respondent shows a mean score
for the non-employed which is significantly higher than mean
score for employed at .05 level (Appendix, Table 3). High
mean scores for Self-Limiting Adaptation reflect strong
tendencies toward accepting limitations and denials, sub—
nfitting to others and accepting authority, being cautious
sand concerned with survival, and avoiding hardships and
laurt.
Similar differences are found in one other goal—

Eenqphasis, Need Satisfaction, when related to independent

‘féariables. Lower mean scores are significantly associated

 

 

 

67

With the older age groups beyond .05 level. High Need
Satisfaction scores are associated with less-than—high-
school education.

The non—significant differences among categories
in relation to independent variables indicate that these
environmental factors are not systematically associated
with major activities or with goal-emphases of post-
parental women, with the exception of Self—Limiting Adap—
tation and, to some extent, Need Satisfaction.

When analyzed as four activity groups, the general
satisfaction score is significantly higher for Community
than for the other groups. Self—ratings do not show a
significant difference between general satisfaction and
activity satisfaction, and general satisfaction mean scores
are independent of educational plans and educational involve-
ment of postparental women.

When testing the difference between goal-emphasis
mean scores of women who are involved and not involved in
educational activities, present involvement is significantly
related to high Creative Expansion goal-emphasis scores.
There are no significant differences in mean scores of
other goal—emphases for women who are involved, or not-
:involved, in educational activities. For women who are

Ilot planning to undertake educational activities, the Self-

 

IJimiting Adaptation goal-emphasis is significantly higher
1311an for women who are. There are twice as many in the

IDILanning as the non—planning group and approximately the

,L-yvv.‘ _.:i

0,.....5141

        

..fv—9

<3.

 

 

  

 

 

 

68

Same number presently involved as in the non-involved
group.

When the data are examined by major activity groups,
the Self-Limiting Adaptation mean score for Home women pp;
involved in educational activities is significantly higher
at .05 level than those who are involved. For the Work
category, both Creative Expansion and Upholding Internal
Order show significantly higher mean scores for those who
.gpg involved than those who are not involved in educational
activities (Appendix, Table %). Women in Work category
with pg plans for educational involvement have signifi-
cantly higher Self-Limiting Adaptation mean scores than
those who are planning for educational activities (Appendix,
Table 5).

A summary of the findings in relation to each

hypothesis tested is shown on the following page.

Summary

This chapter presented a detailed analysis of the
data obtained from the administration of the questionnaire.
JEach major hypothesis was re—stated, followed by pertinent
:findings. A discussion and one-page table summarized the
:immortant findings of the study.

Chapter V will contain the summary and conclusions

<2»? the study, as well as implications for future research.

 

 

 

 

 

69

Table 17. Summary of findinas on the hypotheses tested.

 

Rejected or

 

 

 

         

 

  

 

 

 

      

Hyp1thvsos* Test Used Value Obtained* Confirmed
HypotheSis 1g: (Hull) N0 difiMrrrnc¢ among four NS 0.37
activity groups for ..S and 5.3 Anova SL 2.57 RCJeCted
Hypothesis ll:(lu11) N; diffrrence among 2 ur CE 0.5?
activity r'rouls :‘or H an Uh Ancva U10 0,75 Hej.cted
Hypothesis 2: ( n.1,
between mean sco r13. ‘ Anova 3.27 Rejected
Hypothesis 3: (Hu1.x
ship between GS and Corr. H -.121 )
Coeff. W —.27f ) Confirmed
W -.230 )
C .091 )
Hypothesis %a: Inv WVed will havu ., CE 10.%6 C«nfirr ed
and U10 mean scores than nix-:nv 1\—u. Anova U10 2.82 Rejected
Hypothesis %b: Hon—anO-de will haVe
higher NS and SLA mean SC“T05 than Anova HS .(‘Ol Rejected
involved. SLA 3.6V KL:OCIQd
Hypothesis 5a: I1ann.ng rroun will Iavr
significantly} . CH and 0.0 no.3 scores Anova CE .(1
than non- plann.r group. LO 1.03
Hypothesis Sp: Hon— planr n< group will haVe
significantly hirznr I. ,rd 31A mean Anova NS 2.73 F. ested
scores than planning ur-u;. SLA 7.39 Ccnfirm‘d
Hypothesis 6: IKV‘JVAO wLLI Lave significantly
higher GS mean acorns than r,“ .nv-lved. Anova 2.83 Rejected
Hypothesis 2: ilan1.ir 1 have sig-
nificantly h1g1 " " than non—
planning .group. Anova 1.81 Rejected
*Abbreviations: h:i3me,v ' —Work. WTidork-Fome, 0: Community, NS: Need Sat isfactic h, .
‘iLItin. ndann aticn. . Creative Expansion, U10: Ur Md rg Int.
(rd r, on: Ocal- Lrnprases, GS- General Satisfaction, AS=Actyivit3 3a

 

. .

a.
.1 2p”). . 1
. .‘1,_LH«!~13.,70,

. 0

v. o 11.. .
77.. . 5.1ng fin 41...,
A l. .
. .u , .

0.-
1' r‘,'|.l.|“1l

 

 

 

 

44"..II--____

CHAPTER V

SUMMARY AND CONCLUSIONS

The purpose of this study was to investigate the
goal-emphases of postparental women and the relationships
of these goal-emphases to their major activities. The
activities included home responsibilities, gainful employ-
ment, community activities, educational involvement and/or
plans to become involved in educational activities. They
were assumed to provide opportunities for expression of
goal-emphases. Satisfaction from these activities and
from life in general was used as a measure of the degree
to which postparental women were able to express their
goal-emphases.

The theory underlying this study is based upon
Buhler's definition of life styles which predominate in
one or more of four basic tendencies or goal determinants.
This theory suggests that, when faced with change in a
major role, people will follow goal patterns consistent
xvith those in their past lives. The basic theoretical
IDroposition of this study is that the goals of postparental
‘Vwomen will be reflected in their use of available time,
‘tlne kinds of new incentives to which they respond, and

1:heir choice of available social roles. Success in mediating

7O

 

 

 

 

71

these factors with their goals can be measured in
Satisfaction with activities and with life in general.

Data were analyzed to determine what relationships
might exist among the goal-emphases of postparental women,
their major activities, their educational involvement and
plans, and their satisfactions from these activities and
from life in general. The goal-emphases were based upon
Buhler's four basic tendencies and entitled Need Satis-
faction, Self Limiting Adaptation, Creative Expansion,
and Upholding the Internal Order. Women's major activities
were categorized as Home, Work, Work-Home (part-time employ-
ment), and Community. It was proposed that certain goal—
emphases were more closely related to certain activities
and would, therefore, result in higher satisfaction levels.
Specifically, postparental women with high adapting, need-
gratifying goal-emphases were hypothesized as deriving
higher satisfaction from home—centered activities; those
with high creative expansion and integrative goal-emphases
were hypothesized as deriving higher satisfaction from
activities involving employment, community and educational

pursuits.

Methodology and Procedure

The population of the study consisted of out-of-
EState mothers of last child enrolled in a western land-
églsant university. The final sample of 271 postparental

'VVIDHmn, representing 7% per cent of total sample, were

«.514- 2‘; ‘fJ. op." .4 ..
are... _....1..

 

l
-u
.

   

1

103%?
.1111; _
,1; ~ . 411111103

"T
:1

u»

b 1 1 ,1.

 

 

 

 

72

categorized by major activity: Home (1h2), Work (81),
Work—Home (H8) meaning part-time gainful employment, and
Community (32) meaning women with ten or more hours of

work in community organizations. Identification of these
activities and the predominant goal—emphases was accom-
plished with the Life Goal Inventory, which was incorporated
in a questionnaire with self—report general satisfaction

and activity satisfaction ratings (Appendix A).

Analysis of variance was used to test the hypotheses
among the means of goal-emphases' total raw scores, satis-
faction activity ratings and general satisfaction total raw
scores, and educational involvement and intention, or non-
involvement and non—intention. Sample correlation analysis
provided a population estimate of the relationship between
scores for activity satisfaction and general satisfaction.

This statistic was tested for significance using a t-test.
Results

1. Hypotheses la and lb predicted that there would
be no significant differences among mean scores of post—
parental women in the four major categories for the four
goal-emphases of Need Satisfaction, Self-Limiting Adapta-
tion, Creative Expansion and Upholding Internal Order.
There were no differences among the goal-emphases means for
any of the four activity groups.

2. When differences in general satisfaction mean

Scores were tested for each major activity group, (Hypothesis 2)

.l
7..
,.fj‘.

., .9“:fo
a,

 

 

 

 

73

the null hypothesis was rejected for three of the groups.
The Community group, consisting of three sub-groups of
other categories, showed significantly higher mean score
at .05 level and, therefore, the null hypothesis was
partially confirmed.

3. It was hypothesized that there would be no
significant differences between general satisfaction and
activity satisfaction mean scores of women in the major
categories. The null hypothesis was not rejected when mean
scores of both measures, as estimates of population cor-
relation coefficient, were tested by using a t-test.

H. Differences were hypothesized between goal-
emphases mean scores of women who are involved and those
not involved, and women who intend compared to those who do
not intend to undertake educational activities. In these
hypotheses it was predicted that the non-involved and the
non-intentioned would have significantly lower mean scores
in Creative Expansion and Upholding Internal Order goal-
emphases and significantly higher mean scores in Need
Satisfaction and Self-Limiting Adaptation goal—emphases.

A» significant difference for Creative Expansion and Self—
Lilniting Adaptation at the .05 level warranted partial
re.‘iection of one hypothesis. Women involved in educational
acrtivities had higher CE mean score; those not planning
edllcational activities had a higher SLA mean score.

5. It was hypothesized that there would be sig—

njdficantly higher general satisfaction mean scores for women

 

'
_§%"..\' .

.. . . .ux fi‘fbr... “J5... .t. .
_ “final—Wis ... hc?..
. . v ”5.”;

7.

.»Ar.

 

 

 

 

 

 

7%

who are involved than not involved in educational activities,
and of women who intend than those who do not intend to
undertake educational activities. Both hypotheses were

rejected.

Conclusions

1. The postparental women in this study are des-
cribed as urban, between forty-five and sixty years of age
and in good health, with a high total family income, a
higher than average education, approximately half in gain-
ful employment of the professional technical level and
half involved in various kinds of community activities
and in education or training of some kind.

2. Postparental women do not differ signifi-
cantly in the goal-emphases they hold when grouped accord—
ing to major activities of home, part-time work outside
tile home, full—time work outside the home, and community
activities .

3. General satisfaction of postparental women
dixffers significantly among the four major activity groups.
Tile: general satisfaction self-ratings of those active in
Community activities are significantly higher than the
otller three groups.

R. Present involvement in educational activities is
Significantly related to creative expansion tendencies.
Thefise include the development of potentials, mastering dif-

fieulties, accomplishment, leadership and public life,

 

a
.

an»...

:.y-...u... ; ”v.4? 1.
l .\ .uny,.,i_,m_t..._.u .

ooh .. .
’2::

“I

~;‘=\,J‘,.:

 

 

 

 

 

75

having power and control. The data revealed significantly
lower mean scores in self—limiting goal—emphasis for women
planning to be involved in educational activities. This
includes such tendencies as accepting limitations and deni-
als, submitting to others and accpeting authorities, being
cautious and concerned with survival, and avoiding hard—
ships.

5. General satisfaction is unrelated to present
involvement in, or plans to undertake, educational activ-
ities.

6. There are some factors in the lives of these
postparental women, summarized in Appendix Table 2, which
appear to relate significantly to their goal-emphases and
general satisfaction:

(a) Women with educational level of high school

or less have significantly stronger tendencies toward
satisfying needs such as having necessities of life,
pleasure and means, sex and being liked, being
attractive and glamorous, being married, having children
and giving and receiving love.

(b) Predominant tendencies toward self-limiting
adaptation which are centered around accepting limi-
tations and denials, submitting to others and accept-
ing authorities, being cautious and avoiding hardships
are significantly associated with such factors as
lower income, lower education and non-employment out-

side the home. This goal—emphasis is also significantly

 

 

76

related to non-intention to pursue educational activi-

ties in the future.

(c) High self—rating of general satisfaction is

significantly related to good health.

Interpretation of Findings

This study of the goal-emphases of postparental women

rests essentially upon the identification of predominant
goals using Buhler‘s Life Goal Inventory. When postparental
women are grouped according to major activities and educa— g
tional activities, and differences or relationships analyzed ;;5
among the variables, several goal-emphases emerge as impor—

tant in their lives. Evidence in support of satisfaction

as an index of the degree to which the environment permits
expression of goal-emphases is not conclusive. However,
some evidence and trends are relevant to existing theory
and,research.

A study of the factors for each basic tendency, or
gCDal—emphasis, suggests that postparental women might be
gIHDuped as home-oriented and non—home—oriented, or those
Mdicnse interests and time center around activities outside
this home. This latter grouping is further divided by full-
time employment, part-time employment and community activity.

Women who spend considerable time and effort in com-
mulllity activities are significantly more satisfied with

lifYa in general than any other categories of postparental

WOHhan. This finding lends support to the theory that when

 

‘ azi 3a.: edqma ,

I. Y. {H {twaia

 

 

 

 

77

the environment permits activities consistent with goal—
emphases held, a high degree of satisfaction will result.
Since half the postparental women in the study have home-
making as a major activity the high general satisfaction
mean score for Home women adds some evidence to the propo-
sition that pursuit of activities consistent with goal-
emphases will result in a high level of satisfaction.

The basic tendency of creative expansion includes
activities of leadership, personal development and accom-
plishment. A significant positive relationship between
this tendency and educational involvement supports the
delineation of this goal-emphasis. Education may be con-
sidered one means of expressing these tendencies. Simi-
larly, though the relationship is opposite to that for
educational involvement, the basic tendency of self-
limiting adaptation clearly emerges as frustrating educa-
‘tional involvement and intention. Here we observe elements
01‘ the structure of Buhler's theory of life goal—setting:
Orie primary concern for accomplishment through self-
eictension, and an opposite concern for adaptation, accepting
liJnitations and avoiding hardships.

These preceding conclusions support the factors
leich constitute two of the basic tendencies included in
Buhler's theory of life goal-setting, those of CE and SLA.
Se‘feral independent variables with which the study was not
directly concerned are of interest when their relationship

Wi1Shthe basic tendencies (goal-emphases) is examined.

 

For instance, the relationship between lower educational

level and high need-satisfying tendencies; and the relation-
ship between lower income, lower education, non-employment
outside the home and high self-limiting adaptation tendencies.
Tentatively, these can be considered only environmental
conditions which promote or restrict certain activities
though limited ability and opportunity could be assumed to
inhibit expression of goal-emphases which required self-
development, achievement and activities outside the home.

No conclusions in the study appear to be related to

 

the basic tendency of Upholding Internal Order. Several
duplications of Life Goal Inventory items and the irrele-
'vance of items in Upholding Internal Order goal-emphases
to concrete activities as home management, gainful employ-
Inent and community activities may account for its lack of
importance in this study.

One explanation for the lack of significance
aunong the goal emphases mean scores for the four categories
153 that the Life Goal Inventory duplicates a number of
ituems in the basic tendencies so that raw total scores
vaerlap to some degree. For example, Need Satisfaction
.hars five common items with Self-Limiting Adaptation, three
fwiiih,Creative Expansion, and two with Upholding Internal
OrCier; Self-Limiting Adaptation has one common item with
CI”eative Expansion and two with Upholding Internal Order;
arui ‘Upholding Internal Order has nine items common to

CI'eative Expansion. Although these overlapping factors

 

 

79

may be important in a diagnostic instrument, they do prevent
discrete definition of basic tendencies in a study of this
kind.

In addition, several observations can be made
regarding the goal emphasis mean scores of the four major
activity categories. First, most of the differences in
mean scores were in the hypothesized direction. Second,
two analyses for SLA goal emphasis revealed F-statistics
which approached significance at .053: Home women had
higher mean scores than all three remaining activity groups;

and women not involved in educational activities had higher

mean scores than involved women.
Implications of Future Research

The Life Goal Inventory and the theory of this
research may provide a basis for further inquiry as to
the influence of predominant goals of postparental women
arui their effect upon choice of, and satisfaction from,
Ina;jor activities. Replication of this research with
PC>Stparental women of other backgrounds should more fully
arlswer the question posed by this study: What goal-emphases
area related to choices of major activities of postparental
WC>Inen?

The problem posed by duplication of Inventory
itenns, or lack of independence of the four goal-emphases
W011ld require further study of the Life Goal Inventory as

a I‘easearch instrument. Its design and purpose as a

 

 

80

diagnostic instrument in psychological analysis and counsel-
ing may limit its application in identifying discrete clusters
of tendencies or goal-emphases. The fourth basic tendency,
Upholding Internal Order, describes the beliefs which a

person holds and which integrate and sustain the person‘s
self. As such, these factors may differ from the expres-

sion of personality needs through the other three basic
tendencies. Extensive testing of the Inventory might
validate it as a valuable tool in identifying the indi-
vidual's life goals.

In order to answer the question more conclusively,
'Why do postparental women choose certain major activities?

or the question, How do goal-emphases (or the basic ten-
dencies) differ throughout the several phases of women's
lives? a chronological or a cross—sectional study might be
undertaken. This might reveal differences at different
stages in life as well as the continuity of certain basic
tenndencies for certain individuals.

Although this study focuses upon a period when the
iridividual, faced with loss of a major role, chooses from
a :nxmmer of other available roles in an attempt to find
erarflng and satisfaction in life, other periods in life of
other groups of individuals might contribute equally well
to greater understanding of life goal-setting.

Instead of categorizing postparental women by major
actSivity groups a study of more narrowly defined interests

arui activities might prove fruitful in gaining more knowledge

 

81

of the relationship of goal—emphases to what women do during
this phase of life. In this study educational interests

and activities revealed significant relationships with
several goal—emphases. Other types of interests and activ-
ities which might be studied are specific kinds of community
activities, social activities, self—development and personal
interest activities.

Certain independent variables or environmental
factors might be studied to determine their influence upon
goal-emphases. Several of these variables were isolated
in this study but their restricting or enhancing effect was
not determined. The relationship of these effects to level
of satisfaction as postparental women pursue certain goal—
emphases might add new dimensions to the theory of satis-
faction as resulting from the pursuit of activities con-

sistent with goal-emphases.

I
. "fl
.‘
\ \
P
#_ T?
4 " s

I I II"‘~"
I I I -_I

 

ment in the Postparental
l Livinz, XXII (Feb—

deration of the Non-
ion, XI (Summer, 1961),

, David. Reports on
e Publishing Co., 1965.

sfaction,” Genetic

(1959), 263—308.
use of Life in its Goal

istic Ps cholo; ,

tural Determinants of
Iumanistic Ps cholo; ,

Iuman Life," in print

Iiatric Considerations

f Goals," Acta Ps chiat—
SC 3 (19655, KOO—E10.

. New York: Free Press

life Goals Inventory
pp.

The Chan;in; Imaze.

New York: Thomas

ivation: Theor and
Wiley & Sons, Inc., 196%.

 

II“-
I_L

New York: Ives

.or Postparental Life,"
’rocesses: An Inter—

. by Arnold M. Rose.
0., 1962.

. New York: J. B.

Backzround Factors as
e to Work. Research
5, Ohio: Bureau of
:te University, 1962.

:1ization and the
nperative Research
.r: Institute for

. of Michigan, 1963.

Ioue. New York: Dell

\ications of Women's
and Guidance Journal,
0

.7.

ated Women. New York:
1966.

:1 and Projection of
-onalit , XXIII (Sep-

-xt: Alternative Goals
Notes and Essays on
'. Boston: Center for
ion for Adults, Boston

nns in Middle and Old
Gerontolo; , VIII

er. Theories of Per—
Wiley & Sons, Inc.,

noment and Education.
& Co., 1953.

 

of Middle-Aged People,"
.hs, LVI (1957), 297-375.

cesses of A;in;, Vol. I.
ams, Clark Tibbitts and
Atherton Press, 1963.

ters in Married Urban
oman. Edited by Seymour
Wilson. New York:

Inc., 1963.

Tasks of Adults ”
, XV (May, 19533, 112.

Feminine Evolution,"
dited by Seymour N. Far—
. New York: McGraw—
963.

Ramon J. Volunteers
1dine Publishing Company,

a S «oosium on Motiva-
y of Nebraska Press, 1963.

M. Margaret. "Perceived
k-Value Orientation,"
rnal, XLIII (November,

rria;e. New York:

ms and Polemics,”
dited by Seymour M.
son. New York: Basic

dult Development,"

lts A S uoosium.

ion for Adults No. 12.
tudy of Liberal Edu-

Marriaze. New York:
nc., 1955.

reative Women," The
d by Seymour M. Farber
ew York: Basic Books,

 

da F. "The Postparental

50 College Educated
ral dissertation Teachers
ty, New York, 1961. 2 vols.

Personalit . New York:

for a Chan1in; World.
f Minnesota Press, 195%.

tic Approach,” The Chal-
Seymour M. Farber and
ork: Basic Books, Inc.,

d Sociological Factors
tterns of Women." Un-
ation, Harvard University,

anging Roles Through the
tional Association of
, XXIV June, 1961 ,

he Emolo ed Mother in
cNally & Co., 1963.

for Women After Mar—
ork: The Macmillan

ed with the Life Satis—
iddle-A ed Persons,"
, XVII %February, 1955),

1der Pecole and Their
ture of the A;in;.
Company, 1965.

n America. New York:

1959.

Roles of Older Married
Ps cholo; , LIV (1961),

of Identity," Human
ses: An Interactionist
on Mifflin Company, 1962.

 

1.!

.' Ill. I. .'

erminants of Ambition "
=rch, XLVI (July, 1962

-. Eighteenth Decennial
Vol.1, Characteristics
U. S. Summary. Washing—
Office, 196%.

, Women's Bureau. Hand-
Iletin 290. Washington:
, 19 .

amic Interoretation.
Dryden Press, 1951.

Factors Affecting the

. of Women Participating
- in the Labor Force."
-rtation, New York

y. ”Social Roles of
tribution to a Sense of
," Marriage and Family

=udine. Lives Through
erton Press, 1965.

"The Social Environment
ew of Past Research at
esearch, " Journal

July, 19625, 58— 60.

 

I I did
I

OALS AND SATISFACTIONS

II" “'-

 

sfaction

AN be as little as half an hour. It is mostly
IMPORTANT thing is that you answer every
bout the questions asked.

uentify goals, a short middle part to get a few
-w you feel about certain things in your en-

Just as people hold different opinions, so too
- be satisfied with life. Participation in com-
t feel that participation is absolutely necessary
Others might be indifferent to such a goal or

hich are explained as:

you, personally, if you are to have a good life.
olutely necessary to a good life.

ially important to a good life.

i to you, one way or the other.

or yours.

.-
= 2

I a .8
t I .-
0 I- u
. s a
E a a

Not My Conc

a

Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc

Not My Conc

.-
0|

Not My Conc
Not My Conc
Not My Conc
Not My Conc

Not My Conc

8

Not My Conc
Not My Conc
Not My Conc
Not My Conc

Not My Conc

bi

I—ll—Jl—Ah—l—lh—lh—lHHI—lL—la—lb—II—Jt—HL—lh—JI—l

Not My Conc

,..—I,_q,_..,.__.,.-1,_,,_.,_,,_,,._.,—.,_‘,.._‘,.._.,.—|,_.,,._...,_1,—q

 

20.
21 .
22.
23.
24.
25.
26.
27.
28.
29.
30.
3] .
32.
33.
34.
35.
36.
37.
38.
39.
40.
41 .
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.

90

Find acknowledgement, praise. Ess
Be resourceful, confident. Ess
Have means, possessions. Ess
Please people, be liked, popular. Ess
Give and receive love. Ess
Have play, sports, travel. Ess
Be married. Ess
Have children. Ess
Do creative work. Ess
Accept limitations. Ess
Forget myself over others. Ess
Be well organized. Ess
Secure survival. Ess
Gain status, improve my position. Ess
Be attractive. Ess
Be tolerant Ess
Have much leisure time. Ess
Have no duties, complete freedom. Ess
Always do the best I can. Ess
Contribute my share. Ess
Leave a mark behind me. Ess
Stand for fairness and iustice. Ess
Be adaptive, easy going. Ess
Be cautious, conservative. Ess
Assess my conscience (peace of mind). Ess
Do honor to my parents. Ess
Explore new possibilities, be adventurous. Ess
Have comfort, luxury. Ess
Accomplish things in life. Ess
Accept authorities (school, church, political). Ess
Master difficulties, overcome dangers, problems. Ess
Live in God. Ess
Work to convert people to right ways of thinking. Ess
Have things my way. Ess
Assess my worth. Ess
Evaluate my contributions. Ess
Accept the regulations of law and order. Ess
Try to improve things. Ess
Help my country surpass others. Ess

Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp
Imp

Imp

Have you circled ONCE for EACH item?

Des
Des

Des

Des
Des

Des

Des
Des
Des
Des

Des

Des
Des

Des

Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc

Not My Conc

Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei
Rei

Rei

,——, — p———, ,__, ~— P———I ,__, 5——‘ r—

8: 8 «f; 8

P_! __. u—aq '—.q '—‘ f—q f———, P—I '__—‘ '—_—. '— f—fi F—g r—q ,..—q I——l .——.. H '-—‘ '—_‘ P—‘ ——.‘ ,—.‘ I.— ,

8

l—a o..___5 ‘u—l a.__5 C—__5 h—J b—‘ “—1 L——-—l b.—1 .__5 t—.5 I__o a_—-5 u—_J t—l u._._a ~—_.5 ‘.—O s__.: .__a be t—l s_a t—-—-1 —l L—A L—a b—l

7—1 y-q ' q ,—-‘ P... '—_.

8

EACH item?

Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc

Not My Conc

Not My Conc

Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc
Not My Conc

Not My Conc

a a

HHHHHL—ll—lI—Jh—ll—lh—iI—l—lfi—lh—‘L—dh—dl—ll—II—dh—HL—dh—iI—lblL—l—l—IHHHHW

.—
OI

N
O

HHHHH—qfiHMHHHPq—HHH_‘H,—HHHH,_,,__‘,._‘,_,,_I,—,_...r...,._.,—,

N
OI

 

92
How DOYOU FEEL ABOUT—

_9—the security and ease of your life, its freedom from hurt and hardship?

1. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied

lO—being able to avoid problems and failures?
1. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied

ii—the development of your abilities?

1. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied

I2—your resourcefulness and self-confidence?

1. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied

l3—the creative aspects of your life?

1. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied
I4—your ability to overcome difficulties and problems?

1. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied
15—being a leader and/or being accepted and highly regarded in public life?

1. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied
Io—having things your way or having control of situations?

I. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied

l7—your own sense of self-worth?
1. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied

IB—your peace of mind?
1. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied

5. Very Satisfied

5. Very Satisfied

5. Very Satisfied

5. Very Satisfied

5. Very Satisfied

5. Very Satisfied

5. Very Satisfied

5. Very Satisfied

5. Very Satisfied

5. Very Satisfied

l9—your contributions to the welfare of others (aside from your immediate family and friends)?

l."Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied
20+your tolerance of others?

1. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied
2i—your sensitivity to others‘ needs?

1. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied
22-—your accomplishments and rewards?

1. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied
23—your success and status in life?

‘I. Very Dissatisfied 2. Dissatisfied 3. Neither 4. Satisfied

Return to:

Mrs. Lois H. Humphrey
931 Pioneer

5. Very Satisfied

5. Very Satisfied

5. Very Satisfied

5. Very Satisfied

5. Very Satisfied

Fort Collins, Colorado 8052]

In]

I I

7|

In]

are a homemaker, some, or even a great deal of
estimate. But if you participate in other activities,
of time you spend in each group underlined
kly," follow across to the right and rate that

ABOUT
average No
satisfac-
(Circle ONE) tion

l—J

3 5

5‘
$9;

|_|

UI P-‘P—Ir—Ir—HI—fi
‘
;89§¢$3§

if

,—I,._‘,_.,_.,_‘,_.,_I,_—,

0!
u
in

ver the past few months. HOW DO YOU

. Satisfied . Very Satisfied

. Satisfied . Very Satisfied

. Satisfied . Very Satisfied

. Satisfied . Very Satisfied

. Satisfied . Very Satisfied

. Satisfied . Very Satisfied

4. Satisfied . Very Satisfied

others’ wishes?

4. Satisfied . Very Satisfied

 

10.

914-

How w0uld you describe where you live now? (Circle ONE) [ 1

 

Country, rural area
Small town or less than 10,000 people
Town of 10,000 to 50,000 people ......................... 2..
Town of 50,000 to 250,000 people ..........................

Metropolitan area of 250,000 or more ........................

01:5de

Will you draw a circle around the number to the right of your correct age range? (Circle ONE) [ 1
27

 

 

Under 40 years ...... 1 55 to 59 years 5
40 to 44 years 2 60 to 64 years

45 to 49 years - 3 Over 65 years 7
50 to 54 years _ _ 4

 

 

About what was your total family income from all sources this past year for your immediate family? Draw

 

a circle around the ONE NUMBER which follows the correct income range: [ ]
29
Less than $3,000 .- 1 $11,000 to $14,999 ..... , ....................
$3,000 to $6,999 2 $15,000 to $18,999 -
$7,000 to $10,999 _ 3 $19,000 and over
How would you rate your health at the present time? I ]

'29
Very good, am able to do all I want to do, energy left over

 

 

Not as good as it might be, but I can do all I want to do
Not very good, so my health prevents me from doing some of the things I want to do

My health is so poor that I can do very few of the things I would like to do ............

01$“)de

My health is very poor, and 1 can do none of the things I would like to do--_----_-----_.-

Please indicate years of education you have completed by circling only ONE number:
123456789101112 12345678 [1
(High School) (College)

Please also indicate years of education your husband completed by circling only ONE number:

 

123456789101112 12345678 1]
31

(High School) (College)
What is your husband’s occupation? [ l
32

Are you presently employed (for a salary or in self-employment)? Circle ONE: Yes No [ ] [ ]

 

 

33y 34"

If "Yes,” what do you do? [ l
35

If "Yes," about how many years have you been employed since you were 16? [ ]
36

What kind of education or training (of any kind) are you involved in? This might be formal or informal.

classes, study groups, clubs, etc. If you are involved in none, please write ”None." [ ] [ ]
37y 38ft

 

 

What kind of education or training (of any kind) would you like to take in the next ten years? [ ] [ l
39 40

 

 

4.x!”

ILE ANALYSIS SHEET

- ISA

 

NVENTORY‘X'

illiam E. Coleman, Ph.D.

NS

on the separate answer sheet. In
our age, sex, martial status, educa-
tdicate your former occupation.

-r of commonly held goals of life.
00 do they feel that different
ied with life. Participation in
Ial. One person might feel that
another might think it to be

be indifferent to such a goal
Iod life.

re separate answer sheet that has
ction to each goal, assigning one
he five columns on the answer

"DESIRABIE," "NOT MY CONCERN",
each of the life-goals by mark—
-et.

5 extremely necessary
0 have a good life.

5 important but not
'fe.

, agreeable, but not
'fe.

which means nothing

. do not desire or

lease work alone! Do not dis-
all questions.

 

l Irw-
l l j.

 

N
e

(D \‘l
e a e e

\O
a

10.
ll.
12.
13.
lb.
15.
16.
17.
18.

19.

97

Have necessities of life.

Be accepted in contacts.

Go Ahead, try things, be enterprising.
Have worthy beliefs, values.

Be aware, understanding.

Be a leader when I feel qualified.
Work for my political party.

Be successful, get concrete rewards.
Satisfy any appetites and impulses.
Have sex satisfaction.

Advance in career.

Be glamorous.

Have a good disposition.

Be helpful, charitable.

Compete successfully.

Belong to groups (family, friends, organizations).
Increase knowledge, pursue interests.
Have power, control.

Dedicate myself to causes.

Find acknowledgement, praise.

Be resourceful, confident.

Have means, possessions.

Please people, be liked, popular.
Give and receive love.

Have play, sports, travel.

Be married.

Have children.

Do creative work.

Accept limitations.

Forget myself over others.

I I I”
- L

 

62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
7h.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.

91.

99

Strive toward total fulfillment.

Develop best potentials (self—realization).
Have complete security.

want to fight for political convictions.
Be sensitive to others' needs.

Submit to others' wishes.

Be aggressive.

Play role in public life.

Give at times free expression to my feelings.
See competitors fail.

Avoid dangers and failures.

Avoid getting my feelings hurt.

Never be unkind.

Keep to myself and remain uninvolved.

Try to resolve my problems.

Be highly regarded and elected to offices.
Develop myself as a person.

Take advantage of opportunities.

Resign myself to misfortunes.

Not make mistakes.

Evaluate success and failure.

Be honest with myself and others.

Make name for myself, have fame.

Determine my goals clearly.

Always hope for the best.

Give meaning to my life.

live always within my means.

live within the teachings of my religion.
Have a leisurely retirement.

live with a concern for the hereafter.

 

NVENTORY

5 Sheet . .."

(name) -

(file no.)

22231-1113 fiO"-—ile fifl-ile %ile

_ I-..

 

LIFE GOALS INVENTORY
SCORING KEY AND TABULATION SHEET

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Need Satisfaction self—Limiting Adaptation
- -' ~A - B - C D E '. . F
Item Value Item Value Item Value Item Value Item» Value Item Value
16 2'0"
31 22
29 -36 23
1 lo 30. 38 61
9 16 12 32 49 64
22 24 2O 43 51 72
25 26 23 59 56 73
36 27 34 _ 80 67 74
-83 ~75 """ 47 ' -84 86
Total Total Total Total Total Total
..... Qreative Expansion ' . _ .. ’ Upholding the Internal Order '
G H I J K , L
Item' 'valuo Item 'Value" Item“ Value " ' Item Value Item Value Item Value
' 3 . 1‘ ................. .
4
5
21
28 ............. 13
46 1h 8
48 2 . ...... 19 11
5o 6. 39 30 15
62 9 " 44 35 22
63 13 50 38 23
66 l5 19 54 39 28 —
76 17 68 55 41 33
78 18 69' .60 57
83 20 77 . 82 66 48
85 53 84 85 74 84 _
Total """ " To't'aLI' ' " Total“ Total " Total Total

 

 

 

 

 

 

 

X C
SPONDENTS:

t letter, February 29, 1968

ure letter, March 8, 1968

er letter, March 19, 1968

er letter, enclosing copy of
onnaire, April 13,

l.“‘=‘ll
IIL

 

l\lSlDl\l SEfQVlC—E

nrking toward a doctoral degree at
ployed at Colorado State University
of the staff, I am conducting my

.e children are now in college is

kground as a homemaker and as a

d university extension, I have

;oals to satisfactions and the kinds
in life. This will be important
community and volunteer organiza-

orado State University are included
may participate by filling out a
few days. The questionnaire is
The women who pre-tested it for
ormation is, of course, confidential.

eek, take a few minutes to fill it

essed envelope. Please accept my

ely,

Lois H. Humphrey
conomics Program Leader

NT OF AGRICULTURE COOPERATING

 

 

i--ti---it-m

NSIDN SEQVICE

e a few days ago regarding my study
a homemaker, too (I have two sons,
in women's satisfactions and the
they are no longer as fully occupied
-ny factors in life may affect these,
the most important. My work in
nsion leads me to believe that the
e better we will be able to plan
tand women's participation in many
nations.

for this study whose youngest child
The enclosed questionnaire will
mostly by circling a word or a
nswer EVERY item. Generally, your
our answers are completely confi-
estionnaire, return in the enclosed

tudy are truly appreciated.

rely,

) Lois H. Humphrey
Economics Program Leader

l_L

ENT OF AGRICULTURE COOPERATING

 

I i“‘="

1+ .
ENSlCJN SEEVlCE‘.

egarding my study of goals and

enclosed in case you had not
cuestionnaire and stamped, addressed

only thirty minutes, for it requires
sure that you answer EVERY item.
ely confidential.

ation needed to complete the study.
e -- and for your interest in a
s. -

erely,

Mia/Wm

,.) Lois H. Humphrey -
- Economics Program Leader

 

ENEIDN SEQVICE

t to you enlisting your participa-
s. The study should tell us more
and also guide the planning of

-d the questionnaire? If not, I "'

xty minutes to fill it out and
- which accompanied the questionnaire.
Iete the study.

-- and for your interest in women's

Lois H. Humphrey
conomics Program Leader

3 I ~.-.
- .5.

|ENT OF AGRICULTURE COOPERATINC

 

Inf; “

 

'7
able 1

Fort -One States

Number of Non—Re-
State Respondents sponses

Nevada

New Hampshire A ; ,
New Jersey 18
New Mexico 8
New York 20
North Carolina 2
North Dakota 1
Oklahoma 7
Ohio 10
Oregon 2
Pennsylvania 10
Rhode Island
South Dakota
Tennessee

Texas

Utah

Vermont

Virginia

Washington

Wisconsin I I - ‘ fl
l l L

 

tisfaction and four goal-
‘les, using analysis of

 

I It“
_ L

able 3

esis H) showing the relation-
5 and major activity group.

SLA CE

79.H675 99.1%28
75.8923 101.9076

 

I " “‘1‘:
.5.

10

Table H

s 5) showing the relationship
d major activity group.

44;

I: I -
I. lit

 

Table
ent (

eral
vity

N
N

77
m.
21+
11

5

Hypothesis 6): Rela-
satisfaction and
group.

ot Involved
Mean Score

85.623
87.5H5
85.5%2
89.727

n (Hypothesis 7): Rela-

eral

satisfaction and

vity group.

Not Involved

N

52
26
13

8

(Mean Score)

88.65%
89.769
83.769
95.625

 

-L

 

4.3-

I I It“,
I It. I_L

 

'x

 

 

 

l
, ...§gd1l.l/IJ‘ .

v‘ I.»/ J.‘u. a+\fl.\

,..» .

9.7.73! stilt}; ) yln

 

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