I \ «lllsllylllllwwW THEOYB This is to certify that the thesis entitled A COMPARATIVE ANALYSIS OF PSYCHOSOCIAL DEVELOPMENT AND VOCATIONAL MATURITY OF ADULT RETRAINING STUDENT'S PERSISTENCE AT A COMMUNITY COLLEGE presented by Brian Leigh Desbiens has been accepted towards fulfillment of the requirements for Doctor of Philosophy degnmin Department of Counseling, Personnel Services and Educational Psycholo%y ' e ,2 \. fl Z~ 0/3/1ng RCIZCI/‘qufi/bb, Dr. William Farquhar Major professor [hue October 4, 1979 0-7639 OVERDUE FINES ARE 25¢ PER DAY PER ITEM Return to book drop to remove this checkout from your record. A COMPARATIVE ANALYSIS OF PSYCHOSOCIAL DEVELOPMENT AND VOCATIONAL MATURITY OF ADULT RETRAINING STUDENT'S PERSISTENCE AT A COMMUNITY COLLEGE By Brian Leigh Desbiens A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling, Personnel Services and Educational Psychology 1979 © Copyright by Brian Leigh Desbiens 1979 ABSTRACT A COMPARATIVE ANALYSIS OF PSYCHOSOCIAL DEVELOPMENT AND VOCATIONAL MATURITY OF ADULT RETRAINING STUDENT'S PERSISTENCE AT A COMMUNITY COLLEGE By Brian Leigh Desbiens The major purpose of this study was to identify psychosocial and vocational maturity differences among persisters and non-persisters in an adult academic re- training program at a community college. The relationship between the constructs of psychosocial and vocational development have potential theoretical value. Also, there are implications for educators and counselors regarding retention. A review of the literature supported the hypotheses that: vocational development, in particular, the construct of vocational maturity, was part of general development and closely related to the construct of psychosocial development; Eysychosocial factors were crucial in understanding the moti— -vation of students and their persistence or non-persistence in college; and differences in demographic characteristics, gmich as age, sex, and work experience impact on the develop- Inent of social and vocational maturity. Brian Leigh Desbiens One hundred and twenty-seven adults enrolled in academic upgrading (sixth through twelfth grade) programs volunteered to participate in this naturalistic study. The adults were administered the "Adult Student Development Questionnaire" during their first week orientation program. It consisted of: (l) the "Psychosocial Development Inven- tory" which measured the first six stages of Erikson's theory of psychosocial development; (2) the "Career Maturity Inventory Attitude Scale" which measured John Crites' defin- ition of vocational maturity; and (3) a demographic survey. Follow-up data was collected on the students for the next six to nine months to identify the reasons non-persisters gave for discontinuation from their programs. Statistical hypotheses formulated to test the relationships among career maturity, psychosocial development, age, gender, persistence, non—persistence, and selected demographic characteristics were analyzed by means of Pearson Product-Moment Correlation Coefficients, One—Way Analysis of Variance, Chi Square Crosstabulations, Multiple Regression Analysis, and T—tests. Reliability (internal consistency) for the instruments Inanged from .30 to .78. A significant relationship (.05) (Mas found between the measures of psychosocial and voca- txional maturity. Two positive psychosocial subscales (Trust gand.ldentity) were significant as well as all six negative swabscales (Mistrust, Shame and Doubt, Guilt, Inferiority, jxjentity Diffusion, Isolation); while four of the six psycho- scnsial stage scales were significant at the .01 level Brian Leigh Desbiens (Trust-Mistrust, Autonomy-Shame and Doubt, Industry- Inferiority, Intimacy—Isolation) when correlated with career maturity. No differences were found between the scores of persisters and non-persisters on the measure of psychosocial development, vocational maturity, nor by gender. Some dif- ferences were found when controlling for age. Older students scored higher on Industry and Career Maturity, while younger students had a greater sense of Initiative, Shame and Doubt, and Inferiority. Additional exploration found that those subjects rating self low on physical health were more likely to drop out. Multiple Regression Analysis revealed the importance of such variable as: Job Stability, Identity, Inferiority, Marital Status, and Career Maturity in accounting for vari- ance between persisters and non-persisters. The results of the study have: (1) further substan- tiated the integral relationship between vocational and psychosocial development; (2) identified psychosocial factors (Identity, Inferiority) and other variables (Career Maturity, Job Stability, Highest Educational Level Completed, Marital Status) that account for variance between persisters and non—persisters; (3) identified the need for different methods of intervention in counseling based on developmental theory; (4) identified differences between adult persisters and non- persisters in academic upgrading that are distinct from previous research on persistence; (5) identified attitudes toward physical health as an important factor in persistence; Brian Leigh Desbiens and (6) established the importance of early psychosocial stage resolution (Trust, Autonomy, Industry) in the develop— ment of vocational maturity. The study was limited by its follow—up technique in distinguishing psychosocial and vocational maturity .factors for persisters and non—persisters. However, the results do imply that counselors should view the counselee as a developing totality instead of having a segmented perspective of client concerns. Adult students differ from adolescents and require different interventions to help them successfully overcome previous limitations. The identifica— tion of specific types of counseling methods effective with adult retraining students should be based on a developmental stage theory. Further replication of this type of study with other populations is recommended to see if lack of gender differ- ences found are indicative of this population or reflective of social change in society. Further validation of the "Psychosocial Development Inventory" is also indicated using different criterion groups and different behavioral measures . To MOM ii ACKNOWLEDGEMENTS The author expresses his appreciation to Dr. William Farquhar for his support and guidance as dissertation chair- man and friend. Appreciation is also accorded to Dr. Bill Hinds, Dr. Max Raines, and Dr. Cecile Williams for their support, reading of the dissertation, and being such excellent professional examples. Special thanks is given to the Students, Staff, and Administration of St. Clair College for their participation, encouragement, and access to the resources to carry out the study. Special recognition is given to Mr. Al Hoffman for his editing of the manuscript. Appreciation is expressed to Mr. Al Hammer and Mr. Jack Burns for their statistical and computer assistance. The help of the St. Clair College Research Centre, especially Ms. Linda Peters for her support, cooperation, and gentle guidance,i£5appreciated. The author especially would like to thank Ms. Dawn McEachern, who so diligently typed, corrected, and saw this manuscript through to completion. The author also acknowledges the sacrifice made by his loving family and the importance of the support of all those who had faith in him. iii TABLE OF CONTENTS Chapter I. THE PROBLEM . ................................ Introduction ................................ The Problem ................................. Background .................................. Need for the Study .......................... Persistence ........................... Vocational Counseling ................. Developmental Perspective ............. Scope of the Study .......................... Purpose of the Study ........................ General Hypotheses Stated Prior to Study ... Operational Definitions ..................... Theory ...................................... Vocational Maturity ................... Psychosocial Development .............. Persistence ........................... Summary ..................................... Overview of the Study ....................... II. RELATED RESEARCH ............................ Persistence ................................. Psychosocial Development .................... Vocational Maturity ......................... Implications of Research . ................... III. DESIGN OF THE STUDY ......................... Test Battery ................................ Instrumentation ............................. "Psychosocial Development Inventory".... "Career Maturity Inventory' ............. Procedures .................................. Sample ........................ . ............. Research Design ............................. iv Research Hypotheses Methods of Analysis Hypothesis I, Hypothesis II Hypothesis Hypothesis IV, Hypothesis IV, Hypothesis V, A and B .............. Hypothesis Additional Summary .................................. IV. ANALYSIS OF RESULTS Hypothesis I ............................. Hypothesis II Hypothesis III Hypothesis IV OOOOOOOOOOOOOOOOOOOOOO Hypothesis V ............................. Additional Analysis Prediction of Persistence .. .............. Summary of the Hypotheses Tests .......... V. SUMMARY AND CONCLUSIONS .................. Summary ...... Conclusion and Discussion ................ Instrumentation .................... A."Psychosocial Development Inventory" ..................... B."Career Maturity Inventory" ....... Hypotheses Test Results ............ Limitations of the Study ................. Implications for Future Research and Practices .... APPENDICES ............ BIBLIOGRAPHY ......... . IA? 152 200 LIST OF TABLES Tables Page 1.1 A Factor Analytic Model of Vocational Maturity in Ninth Grade ................... 16 1.2 A Model of Career Maturity in Adolescence .... 18 1.3 Erikson's Epigenetic Chart ................... 21 2.1 Super's Developmental Stages ................. A8 2.2 Vocational Maturity Scales ................... 51 3.1 Current Sample Reliability Alphas for "Psychosocial Development Inventory" Subscales . .................... . ........... 60 3.2 Reliability Alphas for "Psychosocial Development Inventory" Stage Scales ..... .. 61 3.3 Distribution of "Career Maturity Inventory" Scores for Sample Tested ......... ......... 63 3.4 Sponsor Status of Student's Tested by "Adult Student Development Questionnaire" ........ 67 3.5 Disposition of Sample Upon Discontinuation or Completion ............................. 71 3.6 Disposition of Population Tested ............. 7A 3.7 Methods of Analysis of Hypotheses ............ 80 4.1 Pearson Product—Moment Correlation Coefficients Between "Career Maturity Inventory" and "Psychosocial Development Inventory" Subscales ....... . .............. 86 u.2 One-Way Analysis of Variance for "Career Maturity Inventory" (High, Medium, and Low Vocational Maturity Categories) by "Psychosocial Development Inventory" Stage Scores .... ..... . .................... 88 Tables 4.3 One-Way Analysis of Variance for "Career Maturity Inventory" (High, Medium, and Low Vocational Maturity Categories) by "Psychosocial Development Inventory" Subscales ............. . ................... One-Way Analysis of Variance of Disposition (Persistence Versus Non-Persistence) by "Psychosocial Development Inventory" Subscales ..... .............. .. ............ One-Way Analysis of Variance for Disposition (Persistence Versus Non-Persistence) by "Psychosocial Development Inventory" Stage Scales ... .............. . ............ T-Test of "Career Maturity Inventory" Score by Disposition (Persistence Versus Non-Persistence) .......................... Crosstabulation (Chi Square) for Disposition (Presistence Versus Non-Persistence) by "Career Maturity Inventory" Score (High, Medium, and Low Vocational Maturity) ...... One-Way Analysis of Variance for Gender by "Psychosocial Development Inventory" Subscales ......... . .............. . ........ One-Way Analysis of Variance for Gender by "Psychosocial Development Inventory" Stage Scales .... .......................... T—Test of "Career Maturity Inventory" Scores by Gender (Categorized mean) ....... T-Test of "Career Maturity Inventory" Score by Gender (Score Mean) .............. Crosstabulation of "Career Maturity Inventory" (High, Medium, and Low Vocational Maturity) by Gender ............ Pearson Product-Moment Correlation Coefficients for Age by "Psychosocial Development Inventory" Subscales ..... ..... Pearson Product-Moment Correlation Coefficients for Age (Categorized as 17-20, 21-24, 25-3”, 35+) by "Psychosocial Development Inventory" Subscales ...... .......... .......... .. ..... vii Page 89 91 92 93 9A 96 97 98 98 99 Tables 4.15 One—Way Analysis of Variance for Age (Categorized as 17-20, 21-24, 25-34, 35+) by Stage Scales of "Psychosocial Development Inventory" .................... Pearson Product-Moment Correlation Coefficients for Age by "Career Maturity Inventory" Score ................. Pearson Product-Moment Correlation Coefficient for Age (Categorized as 17-20, 21-24, 25-34, 35+) by "Career Maturity Inventory" Score ......... Pearson Product-Moment Correlation Coefficient for "Career Maturity Inventory" Score (High, Medium, and Low Vocational Maturity) by Age .................................... Crosstabulation of Disposition (Persistence Versus Non—Persistence) by Gender ................................. T-Test Comparing Persisters and Non- Persisters by Age ......................... Crosstabulation of Disposition (Persistence Versus Non—Persistence) by Age (Categorized as 17-20, 21-24, 25-34, 35+) ............................... Pearson Product-Moment Corre lat ion Coefficients for "Career Maturity Inventory" Score by Highest Educational Level Completed ........................... One-Way Analysis of Variance for Well-Being Responses (Poor, Average, Good) by Stage Scales of "Psychosocial Development Inventory" ................................ One-Way Analysis of Variance for Health Responses (Poor, Average, Good) by Stage Scales of"Psychosocial Development Inventory" .. .................. viii Page Tables Page 4.25 Crosstabulation (Chi Square) of Health by Persistence ............................ 114 4.26 One-Way Analysis of Variance for Human Relations Responses (Poor, Average, Good) by Stage Scales of "Psycho- social Development Inventory" ............. 115 4.27 Analysis of Significance Tests Related to Well—Being, Health, and Human Relations Questions ....................... 116 4.28 Multiple Regression Analysis Variable List ...................................... 118 4.29 Multiple Regression Analysis for Disposition ............................... 119 4.30 Multiple Regression Analysis for Revised Disposition Factors ............... 120 5.1 Comparison of "Psychosocial Development Inventory" Subscale means with Constantinople (1965) Sample .............. 129 5.2 Comparison of Sample to Munley (1973) Study on "Psychosocial Development Inventory" Stage Scale Means for High, Medium, and Low "Career Maturity Inventory" Groups ................ 131 ix LIST OF APPENDICES Appendix A. Adult Student Development Questionnaire ........ B. Instructionstx>Take the "Adult Student Development Questionnaire" .................. C. Charts Listing Detailed Characteristics of Sample from the Demographic Survey of the "Adult Student Development Questionnaire" .............................. D. "Career Maturity Inventory" Continuous Scores ...... . ............................... E. Reliability Data ............................... E.1 "Psychosocial Development Inventory" Subscale Reliability Data Analysis E.2 Reliability Analysis for "Career Maturity Inventory" Attitude Scale E.3 Reliability Analysis for "Psychosocial Development Inventory" Stage Scales .............................. F. Pearson Product-Moment Correlation Coefficientstkn*Age by "Psychosocial Development Inventory" Subscales ............ Page 153 164 166 186 188 189 193 CHAPTER I THE PROBLEM Introduction A strong work ethic dominates the Western Culture. Ingrained in this ethic is the importance of having a job and preferably a career. People measure the relative status of others and consequently how they feel and think about them by their work or intended contribution to society. They ask their children: "What do you want to be?" "How would you like to contributetx>society?" "What would you like to do?" These are measures of their children's life-activity plans. The children's responses when compared to people's personal expectation, influence their perceptions of their children. Similarly, educational institutions expect individuals to choose, at predetermined intervals, and to progress at a prescribed pace. PeOple are often asked: "Who and what are you?" They might answer by giving family relationships, group membership, nationality, occupation, religion, age, sex, and/ or skin color. Each of these attributes can be a dimension of identity; but whether it is actually included in an individual's sense of ego identity depends on the importance society assigns to the dimension and on the degree to which society's value system is shared. The construct of ego identity was first developed by Erikson (1950, 1959) as part of a theory of lifelong development of an individual's sense of ego development. Ego development is an integrally social as well as individual concept. Holt defined ego development as "a feeling of being a worthy person because one fits into 1 But society assigns a coherent and valued order of things." different degrees of importance to different dimensions as indicated above. Occupations are a highly valued dimension in society. Whether the person gives similar value to an occupation is essentially a subjective phenomenon. However, if there is a discrepancy between how society and the indi- vidual value an occupation, or in the person's attainment of the societal value, society may make its evaluation of the individual forcefully clear. The individual also becomes aware of the position given them relative to a reference group and as Erikson points out, the reference group is com- posed of "those who count and those who give the individual that inner assuredness of anticipated recognition which, as a part of a sense of psychosocial well-being, makes up the 2 experience of a sense of identity." If the individual does not fit into a coherent and valued order, they are therefore 1Holt, R.R., "Recent Developments in Psychoanalytic Ego Psychology and Their Implications for Diagnostic Testing," Journal of Projective Techniques, (1960), 24, p. 254. 2Ross, Alan 0., "Ego Identity and the Social Order: A Psychosocial Analysis of Six Indonesians," Psychological Monographs: General and Applied, (1962), vol. 76, no. 23, p. 25. perceived to be marginal with respect to an important dimension of "who and what" they are expected to be. They then become marginal or potentially perceive themselves as lacking in relationship to his/her reference group. The Problem Given then that society has established certain norms both psychosocial and vocational, the problem becomes for many what to do if they are not conforming with societal expectations, even though they may wish to conform. How can helpers (psychologists, counselors, educators) assist indi- viduals to identify his/her level of psychosocial and vocational development? How can helpers identify behaviors that prevent individuals from progressing in career and educational plans? How are career attitudes and psycho- social development related? What differences do sex and age have on psychosocial development and vocational maturity for adults returning to college? These questions are the focal points for this study. While the answers may have many implications, the primary concern of this study will be on identifying the relationship between psychosocial and vocational development as they relate to an individual's ability to successfully complete their stated formal educa— tional goals. Background In the past two decades, there has been an emphasis on the study of vocational behavior and psychosocial development. In the vocational area, such authors as Crites (1973); Ginsberg, Ginzberg, Axlerad and Herma (1951); Super (1953, 1957); and Tiedeman and O'Hara (1963) have developed theories of vocational maturity and stages of vocational development. Likewise, in the psychosocial area, the study of life span development by Erik Erikson (1963) has outlined a psychosocial theory of human development that delineates various developmental stages, problems, and crises. In the past ten years, Anne Constantinople (1969) and Pat Munley (1973) have examined Erikson's stages of development in relation to vocational and social behavior. The study reported here examined psychosocial development and vocational maturity with a particular population and related these constructs to a particular level and problem area of education. The level of education which was investigated is that of the adult returning to school in order to finish his/her high school equivalency or obtain some specific skill training for a job. The area is poorly researched in Canada although the Federal Government invests annually some three quarters of a billion dollars for funding of Adult Retraining Programs. Secondly, the problem area was what distinguishes persisters from non-persisters. There have been many studies conducted delineating the specific factors that characterize the reasons why students drop out of college (Astin, 1977; Calder, 1977; Brooker, 1975; Flegg, 1978; Sainty, 1971; Truesdell, 1975; Near, 1977). However, very few have attempted to go beyond the symptomatology to view the student from a development perspective. Need for the Study Persistence Persistence is a particularly relevant topic these days due to the impending, if not existing, decline in post— secondary bound students. Traditionally, administrators and faculty have seen recruitment as the principal means of keeping enrollment up; however, with the supply dwindling, the focus has turned to the retention of those already attracted to an institution. Since many institutions are still funded on some sort of per capita formula, it becomes cost effective to invest resources to prevent students from dropping out (Astin, 1977). More importantly, from an educator's point of View, it is more ethically responsible to serve those who are admitted into educational institutions. College and university populations are also dramat- ically changing. Lifelong learning is becoming a necessity and adults are returning to complete educational goals that lead to employment (Desbiens, 1978). With unemployment rates in the United Stated and Canada increasing and very little sign of significant reduction, the adult learner has sought retraining in colleges that provide vocational education. Vocational-technical education has been reborn and those experiencing difficulties in obtaining satisfactory employment have turned to education, under government support, to remedy their life situation. In addition, social factors have changed and adult women constitute the largest expand— ing population placing demands on colleges and universities. In Canada, the Federal Government's Canada Employment Commission is mandated to help employers obtain employees, and employees to seek jobs or preparation for jobs. The latter task is accomplished mainly by sponsoring individuals, who have been out of full-time work for one year, to return to a College of Applied Arts and Technology for upgrading in academic or specific skill training for a specific type of job. The problem faced, however, by the colleges offering adult retraining programs is that some 55 percent (Sainty, 1971) drop out before completing programs. This attrition rate is particularly high since all programs are shorter than fifty-two weeks and most run for twenty to forty weeks in duration. It is not surprising that adults returning to school have difficulties. Generally, his/her previous school experience was negative, since most dropped out of school due to failure or psychosocial difficulties. In addition, the length of time out of school for adults is considerable. A recent study at St. Clair College found that 68 percent of adult retraining students had been out of college three or more years before returning to school, yet the average age was twenty-three (Desbiens, 1978). Most attrition studies describe the individual demographically; however, the question is dynamically what has transpired for that individual? What behaviors have led to a lack of job retention or career planning? What psychosocial behaviors does he/she demonstrate and how might they be related to his/her career and educational situations? Which behaviors should be addressed in order to help the individual to persist in his/her education, so that he/she can become more employable and can realistically expect a career? Research is needed to study non-persisters as growing developing individuals. Vocational Counseling Historically, the vocational counseling field has been a trait factor field, in which the counselors match the client's traits against the traits of an occupation and assume that if a fit occurs, the person will be successful and satisfied (Super, 1974). However, Donald Super in his Career Pattern Study (1955) and in a subsequent follow-up by Super and Overstreet in 1960, began to formulate the concept of career maturity which addressed itself to the question of "how do we know that the individual is ready to choose or not?" In the Career Pattern Study, the focus was on looking at what is the career development process that an individual goes through in his/her lifetime. Super pictured vocational or career development as a continuous process, similar to conceptualizations held by other developmental theorists (Harris, 1974). Super saw the organism as an essentially active, open system. Trait factor theory reflected a static, passive, closed system similar to classical mechanics. Developmental Perspective Harris (1974) states: The direction of change in behavior is from the random, undifferentiated activity of the very immature to the more specific, differentiated yet organized and direct- ed behavior of the mature organism. 'A consequence of this time-related and hierarchical character of behav- ior structure is that the organization process is directional and much of it is irreversible.'3 Inherent in the 'stage' concept of development is the idea that each successive stage presupposes the preceding ones. It follows if one of these is incomplete or insuffi- cient, this deficiency will reverberate through all successive stages. It is this feature of a complex hierarchically organized structure that Erikson (1963) has emphasized in his description of personality devel— opment, which Buehler (1959) has described in the study of biography, which Havighurst (1953) calls "develop- mental tasks" in education, and which Piaget (1953, 1969) sees as essential in achieving the capacity to think abstractly and "experimentally" in cognitive development. The individual progressively moves from dependency to independence by acquiring skills and competencies necessary to perform adequately in ways valued by others; as he gains cognitive abilities which permit abstraction and generalization, he moves from a "now" to a "future" orientation; and as he moves from immediate to delayed gratification in his affective and impulsive life, he can increasingly select and commit himself to social as well as refined personal goals. 3Werner, H., "The Concept of Development from a Comparative and Organismic Point of View," ed. D.B. Harris, The Concept of Development, (Minneapolis, Minn: University of Minnesota Press, 1957), p. 124. L‘Harris, Dale B., "Developmental Psychology Looks at Career Development," Chapt. 7, in Measuring Vocational Maturity for Counseling and Evaluation, (Washington: A.P.G.A. Press, 1974), Donald B. Super (Ed.), p. 91. The developmental view is a progressive sequential process whether maturity be in terms of psychosocial or career development. The factors identified with attrition or drop-outs are mere symptoms of a more central pattern or style of life. Certainly vocational or educational choices are major factors in an individual's life, but they symbol- ically represent the acting out of the individual's person- hood in the world. One of the factors that Astin (1977) found correlated significantly with college attrition was frequency of smoking. Those who were very frequent chain smokers were a much higher risk than non—smokers. But non-smoking did not keep the individual in college! Non- smoking simply was symbolic of a more underlying behavior dynamic. This type of factor identification allows educa- tors to develop profiles to screen out individuals from entering programs, and to whom programs of intervention ought to be delivered. However, drop—out profiles provide little direction in terms of how to address or fundamentally resolve underlying behavior patterns, or how to understand what is transpiring for that individual. Profiles are help- ful in attacking immediate problems, for example, changing type of financial aid programs available so as to gain reten- tion power. But what are the personality factors behind males preferring grants and females loans (Astin, 1977)? In the study reported here, the author attempted to grapple with an approach to the identification of psychosocial and voca- tional factors that may help identify underlying dynamics 10 and attitudes. The results reported should be able to provide assistance in the development of programs and environments that are more conducive to the types of adult individuals being admitted to colleges. Scope of Study To examine all aspects of psychosocial development and vocational development is far beyond the intended scope of this study. The investigation was limited to an inquiry into the psychosocial development perspective as theoreti- cally conceived by Erik Erikson. Further elaboration on Erikson's theory is presented in the"Theory and Related Research"sections. From the vocational perspective, John Crites' definition of vocational maturity was used. Further elaboration of Crites' theory is presented in the "Theory Section" and chapter on "Related Research." The study intentionally was focused on a particular problem in educa- tion, persistence and non—persistence of adults returning to formal education, because of its relevance at this time. The adult student, who is older yet has not completed high school education, presents a unique problem to educators and college counselors. As extension programs, continuing education programs, and full-time retraining programs con- tinue to expand, the need for further knowledge of the adult learner's uniqueness becomes more evident. ll Purpose of the Study The basic purpose of the study was to identify psychosocial and vocational maturity characteristics among persisters and non—persisters in adult academic upgrading programs (arts and sciences, business and commerce) at a community college. More specifically, the author intended: 1. To identify characteristics associated with attrition 2. To identify factors that provide direction for program development 3. To provide an opportunity to compare the concepts of psychosocial and vocational maturity as they relate to individual development 4. To identify the stages in psychosocial development and attitudinal factors of vocational maturity which influence persistence and non-persistence 5. To identify points at which intervention could be beneficially made Hopefully, the outcome of the entire study is a clearer understanding of ways to help adults, returning to formal education, to complete successfully their educational and career goals. Theoretically, the study was undertaken in order to contribute to an understanding of the relation- ship between vocational maturity attitudes and psychosocial development, and how they help to explain reasons for per- sistence or dropping out of college. College counselors by using techniques suggested here may be able to identify "high" and "low" risk students. Direction is suggested for inter— vention with individuals following theoretical frameworks in the psychological and career maturity dimensions of counseling. 12 General Hypotheses Stated Prior to Study 1. There will be a significant relationship between the measure of vocational maturity ("Career Maturity Inventory," 1973) and the measure of psychosocial develop- ment ("Psychosocial Development Inventory," 1969). 2. There will be a positive relationship between scores on vocational maturity and the six positive scales of the psychosocial inventory. There will be a negative relationship between scores on vocational maturity and the six negative scales of psychosocial development. 3. Persisting students will demonstrate higher levels of psychosocial development than non—persisting students. Those who are able to complete college academic upgrading programs are more psychosocially mature according to Erikson's epigenetic stages of development as measured by Constantinople's "Psychosocial Development Inventory." Non-persisters will report more difficulty with develop- mental stages four (competency) than persisters. Incident- ally, non-persisters also will report more difficulty with the first three stages than persisters. 4. Persisting students will demonstrate higher levels of vocational maturity than non-persisting students. It will be shown that a higher proportion of those who score higher on vocational maturity, as measured by John Crites' "Career Maturity Attitudinal Scale" will complete their planned educational goals than those who score low on the "Vocational Maturity Attitudinal Scale." Conversely, a 13 higher proportion of those who score low on the "Vocational Maturity Attitudinal Scale" will drop out than those who score high on the vocational maturity measure. 5. There will be a difference on psychosocial and vocational maturity by gender. Females will tend to demon- strate higher levels of psychosocial maturity and vocational maturity than males. 6. There will be a difference on psychosocial and vocational maturity by age. Older individuals will score higher on psychosocial and vocational maturity than those younger. Operational Definitions For the purpose of this study, the following operational definitions were used: Vocational Maturity - is operationally defined by the raw score obtained on the "Career Maturity Attitudinal Scale" of John Crites' "Career Maturity Inventory." Psychosocial Development - is operationally defined by the raw scores obtained on the twelve scales of Constantinople's "Psychosocial Development Inventory." Persistence - is operationally defined as anyone completing his/her program of choice, discontinuing in order to take a full-time job, or still in adult retraining pro- grams on July 1, 1979. 14 Non—Persistence - is operationally defined as anyone not completing his/her program of choice, or discontinuing but not obtaining a full-time job. The non-persistence group does not include anyone who is discontinued for academic or health reasons. Theory The purpose of this section is to expand on the theoretical concepts presented previously which form the basis of this study. To reiterate, the two basic concepts presented are: vocational maturity which is drawn from the vocational psychology field, and psychosocial development according to Erikson, which is drawn from the field of developmental psychology. The theoretical underpinnings of these concepts are presented here, while in Chapter II specifically related research is delineated. Basic research on persistence is included in this section. Vocational Maturity What constitutes vocational maturity? According to Lenore W. Harmon (1974): Vocational maturity is being at the average level of vocational development for one's age, in the same way that mental maturity is being at the average level of intellectual development for one's age. . . . The first reason for measuring vocational maturity is to provide a normative understanding of just what level of voca- tional development can be expected from individuals of various ages. 5Harmon, Lenore W., "Problems in Measuring Vocation- al Maturity: A Counseling Perspective," ed. Donald E. Super, Chapt. 6, Measuring Vocational Maturity for Counseling and Eyeluation, (Washington: A.P.G.A. Press, 1974), p. 81. 15 Thus, individuals are expected to demonstrate at particular times certain attitudes and behaviors towards their voca- tional future. When an individual deviates from the social norm, he/she is either perceived to be precocious or retar- ded. The terms "adjustment" and "maturity" are often confused. Super states: Both are sometimes defined in normative and sometimes absolute terms, each kind of definition having serious conceptual defects. But adjustment is appropriately defined as the outcome of behavior, i.e., in terms of success and satisfaction. Maturity is best defined as the repertoire of coping behavior leading to outcomes, compared with the behavior repertoire of the peer group, thus making it a developmental rather than an outcome construct. The degree of maturity attained by an individual determines, in part, his adjustment, for adjustment requires an appropriately developed behavioral repertoire for satisfactory outcome. Therefore, "adjustment" is dependent on "maturity." Donald Super, in his Career Pattern Study (1955), was the first to present a theoretical model of vocational maturity. This model consisted of six dimensions and, with— in them, twenty indicies. Super's final model of vocational maturity was operationally defined as the repertoire of behaviors indicated in Table 1.1 for a particular reference group, i.e., ninth graders. Super felt it was "The place reached, by an individual on the continuum of vocational 6Super, Donald E., "Vocational Maturity Theory: Toward Implementing a Psychology of Careers in Career Education and Guidance," Chapt. 1, Measuring Vocational Maturity for Counseling and Evaluation,'(Washington: A.P.G.A. Press, 1974), Donald E. Super (Ed.), p. 9. 16 Table 1.1 A Factor Analytic Model of Vocational Maturity in Ninth Grade (Developed by Donald Super, 1957)7 Factor I Planning Orientation A. Acceptance of responsibility B. Specificity of information (more immediate types) C. Specificity of planning D. Steps taken to obtain information [-11 Awareness of the need for choices Factor 11 The Long View Ahead Awareness of the need for ultimate choices Specificity of information (remoter types) Entry planning Awareness of factors in choice Awareness of contingency factors *IJL'UUOUJID Acceptance of responsibility Factor III The Short View Ahead Specificity of planning Awareness of the need for immediate choices Acceptance of responsibility of choice UOCDID Steps taken to obtain information for high school Factor IV The Intermediate View Awareness of factors in choice Awareness of need for intermediate choices Specificity of post—high school plans 00003:. Awareness of contingency factors 7Super, Donald E., "Vocational Maturity Theory: Toward Implementing a Psychology of Careers in Career Education and Guidance," Chapt. 1, Measuring Vocational Maturity for qunseling and Evaluation, (Washington: A.P.G.A. Press, 1971), p. 9. 17 development from exploration to decline that determined their vocational maturity."8 The assumption is that voca— tional behavior matures for most individuals as he/she progresses from late childhood through adolescence to early adulthood. John Crites, building on Super's theory of vocation— al development, classified the various vocational maturity indices as: consistency, wisdom, choice attitudes, and choice competencies (Crites, 1973, 1976). He treated separately the affective or attitudinal, and the cognitive or intellectual aspects of choice making. The important contribution of Crites' model is this distinction between cognitive and attitudinal variables, and the clarity with which he depicts them. (See Table 1.2) Other researchers have elaborated on the vocational maturity concept but primarily within the context of Super's and Crites' conceptional framework. For instance, Westbrook and Mastie (1973) have elaborated on the cognitive component of vocational maturity. It was their contention that the cognitive component accounts for a substantial proportion of the variance of vocational maturity scales (Westbrook, Parry-Hill, and Woodbury, 1971). Towards that end they developed the "Cognitive Vocational Maturity Inventory" to measure those aspects. Forrest and Thompson (1971) ¥ 8Idem, "Dimensions and Measurement of Vocational Maturity," Teachers College Record, 1955, 57, p. 153- 18 e3 JAE .<.u.a.< E83591 .FLOHUEHE/m 98 3238 Low 3.55m: Hmcojmug «Lame; .m .320 989% .m Bacon .8 ...Egcga 3239. .5980 05... ..o :22. .mmflflom wococmuwcm :3 ““3520 83938 :3 SE85 9:33 3395291 $533 3 33: 95a. 38 13038380 $30.5 330:8 oucoccoQoEH 295325 3395911 358E 1.920 33.89: 328m 33m Sow Hmfioom f... In Id> 36332 835 mmfigouoacbo 8296 Lg 8396 Rocha kg 6305 techno go 53de .«o hoe—033:8 $ng "Some xQSE qémfiu 285298 .828 do 06.3mm £33 .836 503 mo:wowm.mou< 5 23.55% Log .3 369.— < NA 0.38.. l9 collaborated with Super to develop the "Career Development Inventory" which measures the components of Super's concept of vocational maturity. Crites has developed the "Career Maturity Inventory" to measure his theoretical definition. These instruments are discussed in Chapter III. The concept of vocational maturity is thus a rela- tively new concept which has gained acceptance because of its value in measuring an individual's progress in accor— dance with an expected schema and within a proper time frame. The specific components of vocational maturity vary accor— ding to theorists. Most agree that it is the process of choice of a career, specific skills (for example, problem solving, planning, self-appraisal, goal selection, occupa- tional information) and specific attitudes (for example, involvement, orientation, independence, preference, con- ception) that comprise the concept. In the current study, the assumption was made that vocational behavior matures for most individuals as he/she progresses from childhood to adulthood (monotonically) and that vocational maturity incorporates attitudinal and cognitive factors. This study focused on the attitudinal components. The cognitive components of Crites' model are tangible; for example, the consistency of career choice is reflected in a person's life situation and the realism of career choice can be measured by available instrumentation. Specific skill programs in problem solving are available. 20 The attitudinal factors have been found to be reflective ofeniindividuals' basic position on career choice. Also, the components of the attitudinal scale (involvement, orientation, independence, preference, conception) appear relevant to other concepts of psychosocial development and persistence. Psychosocial Development Erik Erikson in his classic work, Identity,onuth and Crisis (1968), presented his theory of psychosocial development. When Erikson describes psychosocial develop- ment, he is essentially focusing on the emergence and development of the ego, a selective, integrating coherent agency "which bridges one's inner life and social roles."lo He contends that the development of the ego and a sense of identity follows the epigenetic principle that "anything that grows has a ground plan . . . and out of this ground plan the parts arise, each part having its time of special ascendency, until all parts have arisen to form a function- ing whole."ll His epigenetic chart is outlined in Table 1.3. According to Erikson, each stage of psychosocial development involves some important crisis which is the out— come of a socially posed problem, which is the result of loErikson, Erik H., Insight and Responsibility, (New York: W.W. Norton and Co., 1964), p. 148. llIdem, "Identity and the Life Cycly," Psychological Issues Monograph, vol. 1, (New York: International Universities Press, 1959), p. 52. 2]. .3 d .302 £882 "80» 85 .328 o8 88» .3382 ..m 5.8 6888 NH :ofiumHomH oasmwus< m3mh®> cofiuficmoomm amass: amazemdz mzmpm> emDmB unsoolmaom mampm> maommco mm 0» Haaz mampo> wzozoba< 83325 30m m3mh0> WQHQI MO 838838 EuHsu msmhm> m>HB 8383382 8a. mBHmOHmMRZH mampm> MEEMDDZH megam> mo :ofimsmcoo mampm> pcgug 38.11283 cofimsmcoo zufiponua< mamam> aficmpozoaapm acmrnmnmmu cofimsucoo Hmzxwmfim mSMLm> 838H8H£ $88 onmzmzoo rebazmnH mzmpm> wBHBzmoH mam>HMLMm xpoz msmhm> afizmmoaucmaag< coaumxam oHom msmpm> cofipmpcmEHpmaxm maom mWOCWSOHomCOO Inflow msmpo> huCHmpAGOIhHmm eodmsacoo mafia mzmco> m>aaooampmm Hmuoaswa (zoESBH mSWL®> NO MBH>HE reHmumEzH NH 888 capmcmwfifi Pcomfiem m.H manmb 22 the interaction of three domains: a person's physical stage; his encounter with society and the social roles he plays; and his internal ordering of those experiences, his ego function- ing. The components of an individual's personality are determined by the manner in which these successive crises are resolved. The successful resolution of the crisis of that first stage is viewed as resulting in the development of Basic Trust, while an unsuccessful resolution is seen as leading to development of Basic Mistrust. In actuality Basic Trust and Basic Mistrust is a continuum with most individuals falling between these extremes. The six contin- uum representing the personality components thought to develop during the six stages from birth through late adol- escence and early childhood are: 1. Basic Trust versus Basic Mistrust 2. Autonomy versus Shame and Doubt Initiative versus Guilt Industry versus Inferiority Identity versus Identity Confusion OUT-ELM Intimacy versus Isolation The major assumption in Erikson's theory is that the more successful an individual is in resolving the crisis at each stage, the greater his/her degree of psychosocial maturity. This is due to the fact that the epigenetic scheme creates a central psychosocial task. The individual must ask and answer the questions: "Who am I?" "What will I be?" 23 Knefelkamp points out that: If a person fails to undertake the identity task or is unable to find his way, he risks role confusion, a pervasive sense of alienation or diffusion in which he is unsure of the meaning in his life and drifts along on the path of least resistance.l3 Knefelkamp further states: Erikson argues that coming to a sense of identity is most often tied to the making of vocational and ideol- ogical commitments. To participate in society, the young adult must establish a vocational direction and value orientation. These more concrete or visible aspects of identity both derive from and contribute to the 'sense of identity' which Erikson emphasizes as the central outcome of this life stage. The issue of vocational choice often appears to be the focal point of the broader identity resolution task for men. Erikson is less clear about the nature of identity resolution for women. Douvan and Adelson (1966) suggest that it is substantially different. They argue that the issue of intimacy is intertwined or concurrent with self-definition and suggest women tend to establish identity around central relation- ships. Certainly with changing women's roles the issue of identity resolution may alter in form; in fact, the integration of vocational and family roles may be the focus of the identity task for some young women. Certainly this area needs furtheg clarification as new roles for men and women emerge. Basically, the six stages represent the continua that would need to be successfully traversed by young adults typ- ically returning to college for academic upgrading. The above is assumed in this study. Erikson's theory is of particular benefit in that it states specific developmental tasks to be mastered during specific periods in a person's life if that individual is to develop to maturity. It l3Knefelkamp, Lee, et al., "Applying New Develop— mental Findings," New Directions for Student Services, (San Francisco: Jossey—Bass Inc., 1978), no. H, p. 5. 14 Ibid., p. 6. therefore offers a way of thinking against which we can measure who our students are and how the college environment may inhibit or enhance their development. (Knefelkamp, 1978) The author intends to demonstrate that there is a significant relationship between psychosocial maturity and persistence, and therefore provide a systematic framework in which to view behavior. Several researchers have found Erikson's theory a fruitful foundation on which to base studies of college students (Marcia, 1966; Waterman, 1970; Bronson, 1959; Stark and Traxler, 197M). Erikson's concepts appear to provide an appropriate theoretical framework for the proposed population sample. James E. Marcia (1966) found that students with high ego identity performed best on concept-attainment tasks. Marcia's findings provided support for the contention that the resolution of the ego identity stage is crucial if one is to face such adult tasks as getting a job or being a con— tributing citizen (Marcia, 1966). Erikson saw "ego identity" and "identity diffusion" as polar outcomes of the psycho- social crisis occurring in late adolescence. He also viewed this phase of the life cycle as a time of growing occupa- tional and ideological commitment. Alan S. Waterman (1970), using Marcia's four cate— gory classification (identity achievement, moratorium, fore- closure, identity diffusion), found: Students who were in the process of going through an identity crisis over occupational choicelunnethe least favourable evaluation of their education, not 25 surprisingly, students who had never experienced a crisis and were committed to a vocational goal, held the most favourable attitudes.15 Clearly implied in Waterman's study on ego identity and satisfaction with college was the implication that lack of resolution of the ego identity stage could lead to lack of persistence. Gordon Bronson (1959), in his study on "Identity Diffusion in Late Adolescence," found evidence to indicate that when a person is in a state of identity diffusion he/she will: (a) be less certain about relationships between past and present notion of self, (b) show a higher degree of internal tension and anxiety, (c) be less certain about dominant personality characteristics, and (d) fluctuate more in their feelings about self.1 In addition, he found that: Different resolutions to the problem of identity diffusion will lead to diverse personality charac— teristics in the adults. A premature identity closure can lead to a rigid denial of potentially positive personality components. On the other hand, a prolonged period of identity diffusion, which is conducive to a more complex manifest personality, may also interfere with the solid identity synthesis necessary for effective social interaction.1 Perhaps the difficulty some Ph.D's have in obtaining employ— ment may be due to psychosocial factors rather than socio- economic conditions of the times. On the other end of the 15Waterman, Alan S. and Caroline K. Waterman, "The Relationship Between Ego Identity Status and Satisfaction with College," The Journal of Educational Research, vol. 6M, no. N, 1970, p. 165. '8 l6Bronson, Gordon W., "Identity Diffusion in Late Adolescents," Journal of Abnormal and Social Psychology, 1959) 59, p. )4an 171b1d., p. A16. 26 spectrum, those individuals who leave school at the lower educational levels may be forced into premature closure leading to rigidity in personality and narrowness in per- ceived potentiality. Stark and Traxler (1974) found support for Erikson's hypothesis that ego identity processes crystalize in late adolescence and that there exists an adolescent identity crisis. They found a significant negative correlation between anxiety and ego identity which provided additional construct validity for the ego identity scale. In addition, they found that females reported significantly less ego diffusion than males in age groups 17 to 20 and 21 to 24. Erikson's theory also stressed that although adolescence is a stage of overt crisis involving ego identity, identity formation does not begin or end in adolescence, but rather is a life-long process. Stark and Traxler found that delay— ing college attendance facilitated ego identity crystalliza- tion, thus finding support for Erikson's position that social experiences lessen ego diffusion. Donald E. Jabury (1967), in his dissertation on "Identity Diffusion as a Function of Sex Role," concluded that identity formation is different for males and females. For males, vocational choice seemed to be the largest determinant of identity but "Girls are clearly more vague regarding vocational goals. The range oI‘Job choices is quite restricted and clusters in highly 27 visible and traditionally feminist occupations."l8 Douvan and Adelson in their 1966 work, Adolescent Experience, explain the differences as follows: The boy tends to concretize identity through anchoring it in an often premature vocational choice; the adoles- cent girl does not ordinarily have this opportunity. Girls tend to keep identity diffuse. The boy is made to feel (however much he may doubt it deep down) that his identity is in his own hands; that the choice of vocation and with it life-style, will define him. Girls cannot count on this degree of active preferment in identity; she is dependent on what her future husband will be. . . . She seems much more confortable in the present; her version of the future is necessarily dim, and to this extent identity formation (as far as it depends on anchorage to the future) is likely to remain incomplete. 9 Therefore, chronological age and sex differences are clearly important variables in ego identity (Erikson, 1959). Erikson's theory of psychosocial development has been validated in studies on college student populations. The emphasis in these studies has been primarily on ego development at the Identity—Identity Diffusion stage. These findings raise further questions. Do prior stages lacking resolution make the late adolescent-young adult identity crisisrmnnepronounced as Erikson hypothesized? Do those who have serious lack of resolution of earlier psychosocial crisis even make it to college? Do adults returning to school demonstrate a more crystallized identity, as Stark 18Jabury, Donald E., Identity Diffusion as a Function of Sex Holes: In Adult Women, Unpublished Dissertation, Michigan State University, 1967, p. 7. 19Douvan, E. and J. Adelson, Adolescent Experience, (New York: Wiley, 1966), p. 353. 28 and Traxler found in their sample, or will adults who have not successfully completed high school and dropped out be characterized by identity diffusion? If Erikson is correct in referring to identity diffusion as being characterized in the individual by an inability to establish a vocation or station in life, and to commit themselves to an occupational or ideological position, then there would appear to be a relationship between psychosocial immaturity and vocational immaturity. The Canada Employment Commission has been established to meet the needs of those adults who are having difficulties seeking and maintaining a job. It would seem reasonable to infer that Canada Employment Commission referrals for retrain- ing could be characterized by identity diffusion and lack of earlier stage resolution. For this study, the following assumptions are drawn from psychological developmental theory: 1. Development is a life-long process 2. There are definable stages of development 3. There is a hierarchical nature to the stages of development and each stage needs to be resolved or its lack of resolution reverber- ates throughout successive stages. In other words, adjustment is easier if development has occurred successfully Egrsistence Studies on attrition, withdrawal, and persistence have become prominent during the past five years as colleges 29 brace themselves for declining enrollments due to the dwindling supply of high school graduates. Historically, the topic has not stimulated great research efforts. The vast majority of studies were satisfied to list the basic characteristics of drop-outs, for example, age, sex, marital status, educational level, program major, entry G.P.A., place of residence, expectations, and stated reasons for withdrawal (Verner and Davis, 1964). Most studies simply use some form of questionnaire administered to drop-outs at the time of his/her exiting or a review of the student's institutional file (Flegg, 1978). More recently, follow-up techniques using phone surveys (Brooker, 1975), counselor exit interviews (Desbiens, 1977), or national mail surveys (Astin, 1975) have attempted to gain more depth by: delineating more characteristics of drop-outs; providing better statistical analysis; and covering more comprehensive samples. In The American College, J. Summerskill (1962) summarized forty years of research on college student drop- outs. He found "existing knowledge to be fragmentary, inadequate, and inconclusive."2O Psychological and socio— logical studies were notably absent, although the categories of personal and social maladjustment were often listed. In a similar vein, A. Spady (1970) pointed out the glaring 2OSummerskill, J., "Drop-outs from College," ed. N. Sanford, The American College, (New York: John Wiley and Sons, Inc., 1962), p. 69. 3O absence of "analytical explanatory categories, which might focus on isolating mechanisms that would explain drop-outs."21 Spady used a sociological model to assess the drop-outs' process and addressed his study to the issue of interperson- al relationships. His basic conclusion was that "interper- sonal relationships facilitate greater integration of the student into the social system of the institution."22 Alexander Astin (1975) has undertaken perhaps the most energetic study on drop-outs. His research team studied H1,356 respondents nationally (U.S.A.) from all types of colleges and universities. He used the "multiple linear regression" technique to predict high risk characteristics of college students. He defined the who and why of drop— outs based on self—reported descriptions of basic character— istics. He looked at the effects of financial aid, employ- ment, residence, college characteristics, and environment, and developed a worksheet that can be used by staff or students to identify probability of persistence. He stated that his formula with its weighted elements can be helpful by: identifying individuals; identifying'criteria that would lay the basis for new programs; and assist students to recognize behaviors that represent non—persistence. The major theme of Astin's study was very similar to Spady's. 21Spady, W., "Drop-outs from Higher Education: An Interdisciplinary Review and Synthesis," Interchange: A Journal of Education Studies, Chapt. 2, 1971, p. 38. 22 Ibid., p. 58. 31 Astin concluded that involvement represented the major difference between persisters and non—persisters. Astin defined persistence as: Any student who, at the time of the 1972 follow-up, satisfies one of the following conditions: (1) is enrolled full time in a graduate or professional school; (2) has earned their B.A. (or higher) degree; or (3) has completed four years of college, is still enrolled full time, and is still persuing at least the bachelor's degree.2 In the present study, a "persister" was defined as anyone who completed the program for which they enrolled or who obtained full-time employment or was still in school on July 1, 1979. If indeed the quality of interpersonal relationships and personal involvement are critical factors in persistence, then perhaps Erikson's first four stages may be crucial. The lack of resolution of the development of trust, autonomy, initiative, and industry perhaps lays the basis for lack of involvement in tasks and relationships. It is suggested that the underlying feelings of shame and doubt or infer— iority are prohibiting students from completing their educa- tional goals. Summary In this chapter, an attempt was made to inter—relate the basic concepts of vocational maturity and psychosocial maturity. Theoretically, the concept of identity diffusion 23Astin, Alexander W., Preventing Students from Dropping Out, (San Francisco: Jossey-Bass, Inc., 1975), p- 9- 32 has been supported in earlier research. Identity resolution seems to be related to characteristics of late adolescence that are incorporated in the construct of vocational matur- ity. Both vocational and psychosocial maturity are norma— tive and provide ways of viewing the developing personality. Both concepts of maturity are hierarchical. This implies that an individual progresses incrementally and if certain factors or skills are not obtained or resolved they will progressively impede further development. This study made the assumption that lack of persis- tence is a symptomcmfa more central pattern or style of life. This style of life is part of a general process of development and lack of persistence is a reflection of the lack of resolution of certain stages or attitudes in that general development. Overview of the Study Studies on persistence traditionally have not used a psychosocial developmental approach. In order to under- stand better the reasons for lack of persistence in college, it is crucial to go beyond a mere description of the stu- dent's present demographic situation. A psychosocial inter- pretation can provide direction for counseling and program development that can assist in the student's adjustment to college and life. Many of the proposed solutions to adult job acquisition have centered on specific tasks like learning how to write a resume'and take an interview. Vocational 33 factors should be viewed in a general development framework, and it is suggested that only then can a comprehensive approach to job acquisition and maintenance be attained. The author empirically explored the relationship between psychosocial development as described by Erik H. Erikson and measured by the "Psychosocial Development Inventory," and vocational maturity as described by John Crites and measured by the "Career Maturity Inventory Attitudinal Scale." The first six stage crisis outlined by Erikson were explored as variables influencing vocation- al maturity and persistence in college retraining programs. Students scoring differently on vocational maturity were compared for differences on Eriksonian stage resolution. A significant relationship was expected to exist between vocational maturity, psychosocial development, and persis- tence. Chapter II contains further elaboration on the basic concepts under investigation and relevant research conducted to date. In Chapter III the design and analysis of the current study is presented. Special attention is given to defining the sample, instrumentation, procedures, and methods of analysis of the hypotheses tested. Chapter IV is devoted to reporting the results obtained. Chapter V contains a summary of the findings, a statement on the limitations of the present study, and a discussion of the implications for future research. CHAPTER II RELATED RESEARCH This study focuses on three related areas of investigation. Presented in this chapter are research studies directly related to persistence, psychosocial development of college students, and vocational maturity of college students. Persistence J. Summerskill (1962), in reviewing some forty years of studies conducted on college student attrition, stated: "Previous research arose chiefly on institutional or admin- istrative concerns, and only rarely has the process of attrition been analyzed in psychological or sociological terms."2u Even the vast majority of recent college studies (Astin, 1978; Flegg, 1977; Brooker, 1975) still emphasize simple listing of the characteristics of drop-outs. Verner and Davis (1964), in their review of twenty-six studies from 1928 to 1963 on adult education completion and drop- outs, concluded that "no other aspect of adult education so 2“Summerskill, J., "Drop-outs from College," The American College, N. Sanford (Ed.), (New York: John Wiley and Sons, Inc., 1962), p. 627. 3n 35 badly needs systematic and creative basic research."25 They came to this conclusion following the analysis of some eight- een situational factors and twenty-six personal factors with- out any conclusive results. The psychosocial factors considered in these studies were only related to intelli— gence, anxiety, motivation, and social participation. Therefore, the history of research on persistence does not include an in-depth look at the nature of the personalities of our college students. Two studies have been conducted on persisters and drop-outs using Canada Manpower Retraining Program students (Truesdell, 1975; Sainty, 1971). L.R. Truesdell (1975) examined the extent and nature of the relationship between discontinuity in various retraining programs and input variables by employing a dummy variable multiple regression model in an attempt to be predictive. Since his methodol- ogy was a predictive variable approach, his study cannot be considered developmental. With regards to these findings, Truesdell reported that the place of residence of an indivi- dual was the most important factor related to discontinuation. In decreasing order of importance were the following factors: pre—training occupation, with the service occupations re- cording the largest probability of discontinuation; those indicating dissatisfaction with their course demonstrated a g 25Verner, Coolie and G.S. Davis Jr., "Completers and Drop-outs: A Review of Research," Adult Education, XIV, 196A, p. 173. 36 greater tendency to withdraw; and students who were totally unemployed before entering training. Other factors Truesdell found to be significant were age, pre—training income, and years of schooling. Those in the lower age group (eighteen to twenty-four) demonstrated a greater tendency to withdraw from training than the twenty-five to thirty year old group. Truesdell's findings support the contention that young adults drop out more frequently than older adults. Erikson's theory of identity crystallization may be one explanatory factor why older students are the most likely to stay in college. Truesdell did not find support for the contention that drop-outs tended to come from lower income groups. In fact, the higher income groups were the most likely to have withdrawn from training programs. It was shown that students with more education were less likely to discontinue training. Truesdell concluded that in order to increase the probability of retention, administrators should give preference to low income groups, to individuals with an educational level necessary to complete their course, to persons coming from rural agricultural occupations, and to persons demonstating a capacity to be stably employed. Implied in Truesdell's study is that certain factors are linked to psychosocial development and they may be more important than socio- economic factors. George E. Sainty (1970) also utilized a multiple linear regression technique to analyze personal data forms 37 on retraining students. He found that he could predict after the fact drop—outs or completions 86.5 percent of the time using data based model. He incorporated into his design measures of aptitude (Gates reading "speed and accuracy" test, Gates vocabulary test, and Gates comprehension test). One outcome of Sainty's study was a profile of a drop-out. The non-successful candidate was described as a person who: 1. 2. (I)\10\U'1 10. ll. l2. l3. 1“. 15. Was less intelligent Had a lower speed and accuracy score on the Gates Reading Survey ' Had a lower vocabulary score on the Gates Reading Survey Had a lower comprehension score on the Gates Reading Survey Was younger Had completed fewer grades at school Had repeated more grades in school Had either not attended high school or else was not likely to have taken an academic course in high school Was more likely to have failed to complete any further education that he/she had undertaken Was from a lower social position (Hollingshead Scale) Was from a lower occupation scale (Blishen Scale) Had a father who was from a lower occupational class Was more likely to be downwardly mobile in social position Was more likely to be downwardly mobile in occupa- tional class Changed jobs more often than his counterpart in his previous twelve months 38 16. Had a lower rate of pay in his last steady job 17. Was less likely to speak a second language, French included Sainty stated that "by using appropriate prediction techniques adult educators will be able to identify those students who need special assistance in order to succeed in their program."26 His emphasiskuson the identification of potential drop-outs. Sainty's and Truesdell's methods are helpful in admission processes for selection and for iden- tification. However, they are not very helpful in providing directions for intervention. Unfortunately, no studies have been conducted on adult retraining students from a develop— mental or psychosocial perspective. Several developmental studies related to the current investigation have been conducted recently at universities (Near, 1977; Calder, 1977). In 1977, John E. Near used the "Omnibus Personality Inventory" to compare persisters and non-persisters, and he found that persisters appeared to be more independent of family ties and more ready to experience new areas of endeavour. Using Erikson's scheme, these fac- tors appear to be related to autonomy and initiative. He also found persisters displayed more self-confidence, more self-acceptance, less anxiety, and a greater tendency for absence of emotional disturbance. Persisters displayed more __ 26Sainty, Geoffrey E., "Predicting Drop-outs in Adult Education Courses," Adult Education Journal, vol. XXI, no. A, 1971, p. 230. 39 concern for the feelings and welfare of others. They also appeared more realistic than non-persisters in making plans for the future. Since planfulness is a crucial part of vo- cational maturity, it would appear that the persisters, who were more stable, demonstrate this both in psychosocial and vocational areas, as theoretically predicted in this study. He also found that persisters perceived their families as more accepting, cooperative, friendly, and helpful. Since the persister did not differ from non-persisters in such factors as high school class rank, A.C.T. composite scores, and college G.P.A., it appears that Near's study supports the contention that psychosocial factors are a major contrib- utor to persistence. The successful use of the "Omnibus Personality Inventory" lends support to the validity of psychological assessment. W. Berry Calder (1977) used the "Developmental Task Inventory" to assess differences between persisters and voluntary withdrawals from a Canadian university. Basically, he found that "students withdrawing voluntarily. . . ex- hibit a developmental level which is relatively lower than that exhibited by students who do not withdraw, especially on the tasks of developing autonomy and developing purpose."27 More specifically on the developing autonomy task, Calder states that it "would seem to indicate that drop—outs had 27Calder, w. Berry, et al., Student Withdrawals: A Developmental Perspective, Waterloo, Ontario, April 1977, p. 47. 40 not yet achieved the same level of maturity as persisters in developing skills contributing to working with others and accepting appropriate support from people in their environ- ment."28 This resembles the interpersonal relationship factor delineated by Near (1977). This factor was further reinforced in Calder's study. A significant difference was found on the sub-tasks, developing mature interpersonal relationships. Under the category of developing purpose, the sub-task, mature life-style planning, distinguished between groups "with drop-outs achieving a lower level of integration and commitment to plan for the future and having less sense of direction in terms of identifying steps to 29 pursue." This lack of direction also appears to be similar to what Astin (1977) described as crucial to retention, a sense of belonging and involvement. Calder's use of the "Developmental Task Inventory" was successful in identifying psychosocial tasks that dif— fered for persisters and non—persisters. Those reaching significance also resembled Erikson's categories of intimacy, autonomy, initiative, and industry. The findings of these studies using the "Omnibus Personality Inventory" and the "Developmental Task Inventory" provide greater insight into the personality differences between persisters and non-persisters. They assist in 281bid., p. 35. 291bid., p. 37. Al recognizing more appropriate psychological intervention systems, and the usefulness of psychological assessment. However, the instruments used are not reflective of a systematic theory of personality development and, therefore, it is suggested that they provide less of a framework for intervention than is desired. Psychosocial Development In 1969, Anne Constantinople reported a cross- sectional study she conducted at the University of Rochester. She used a questionnaire (derived from Wessman and Rick's Q sort, 1966) to measure personality development of univer- sity students in Freshmen through Senior years. The items were based on success or non-success of the theoretical stages of ego development of Erik Erikson. In her initial study, she found significant differences between Freshmen and Senior scores on Industry, Inferiority, and Identity for both sexes, and for males on Identity Diffusion. Two follow-up studies indicated that, within the same subjects, changes in the expected directions occurred on Identity, Identity Diffusion, and Isolation, but not on Industry or Inferiority. Males showed a clearer pattern of increasing maturity over their four college years than did females. The only area in which the females seemed to be more mature than males as Seniors was that of Industry versus Inferiority. She concluded that the college environment is more conducive to growth among males than among females. Constantinople #2 did not control for mortality. The shifts in scales could possibly be accounted for by attrition. Those not persis- ting would likely be less mature, and higher scores on the average for Seniors could account for differences. Also, since the males' attrition rate is typically higher (Astin, 1975), this could have accounted for sex differences in senior years. Constantinople notes this potential bias in her study and theorizes that those who are low on Industry and high on Inferiority may have left college, and those who participated in her study my be more concerned about Identity—Identity Diffusion issues. Her study offered some empirical support for Erikson's theory, and the establish— ment of an instrument to measure psychosocial development of college students. She also established the first college norms which opened up the possibility of investigating the college careers of students whose pattern of development deviates from the norm. After the establishment of the "Psychosocial Develop- ment Inventory" by Constantinople, other researchers were able to use it (Waterman, 1976; Munley, 1973). Alan S. Waterman studied the relationship between psychosocial maturity and Freshmen expectations about college. He found that successful psychosocial development was related to high expectations concerning the faculty, administration, fellow students, and the student's major field of study. Waterman reported that "psychosocially mature students have high expectations and are motivated to take maximum advantage “3 of the opportunities available while the less mature student may not be sufficiently successful in making proper "30 which may lead to dissatisfaction use of opportunities and potentially withdrawal. He also found that Identity and Intimacy were factors contributing most to the predic- tion of positive expectations about college. The impor— tance of these two stages is understandable since they were the most recent developing components and the ones most likely to show relatively large individual differences for entering college students. Patrick H. Munley (1973) used Erikson's theory to study vocational behavior. His major theoretical concerns were similar to those investigated here. He wished to explore the relationship between psychosocial development and vocational choice behavior. He used the "Psychosocial Development Inventory" and "Dignan Ego Identity Scale" to establish scores on the first six stages of Erikson's theory of development. Three vocational variables were assessed: vocational choice by Trow's "Vocational Choice Inventory" (1941); problems in vocational choice by using Crites' diagnostic classifying system of vocational choice problems based on the results of the "Strong Vocational Interest Blank"; and vocational maturity by the attitude scale of Crites' "Career Maturity Inventory." He found support for 3OWaterman, Alan 8., "Relationships Between the Psychosocial Maturity of Entering College Freshmen and Their Expectations About College," Journal of Counseling Psychology, 1972, p. A5. AA Tiedeman and O'Hara's belief that "career development takes place within the context of psychosocial development as 31 described by Erikson." Individuals who are more success— ful in dealing with the vocational development tasks of achieving mature career attitudes and making adjusted voca- tional choices also demonstrated the highest level of positive stage resolution attitudes. Munley's sample was 123 male college students in an introductory psychology class. His findings provide support for continuing the study of these two concepts with a different sample and in a different educational context. A study of psychological maturity and vocational adaptation was also carried out by Douglas H. Heath (1976). He used the "Minnesota Multi-Phasic Personality Inventory" to measure personal adjustment, the "Strong Vocational Interest Blank" to measure interests, and the "Study of Values" to measure values. He conducted a longitudinal study on the maturing of professional and managerial men. He concluded that "psychological maturity, whether measured when an adolescent or adult, more than a decade later very "32 consistently predicted vocational adaptation. He also 31Tiedeman, D.V., and R.P. O'Hara, Career Develop- ment: Choice and Integration, (New York: Entrance Examination Board, 1963), p. 17. 32Heath, Douglas, "Adolescent and Adult Predictors of Vocational Adaptation," Journal of Vocational Behavior, 9, 1976, p. 19. 45 found support for a dimensional model of maturing that identifies the personality traits associated with good voca- tional adaptation of professional and managerial men. The traits of the adaptive worker were that he: had a more accu- rate understanding of how his wife, friends, and colleagues thought of him; is more tolerant, socially responsible, sociable, appropriately emotionally accommodating in his relationships; has more stable interests and values; had resiliency in recovering from stress; was autonomous; and had good cognitive processes. In summary, Heath found support for the idea that working on interpersonal problems will help with the vocational adjustment of professional managerial men. Conversely, if vocational adaptation for these men is increased, then one could expect increases in functional competency in other roles, such as marriage, and sexuality. Josh Martin and Carolyn Redmore (1978) studied the relationship between ego development, as measured by the "Washington University Sentence Completion Test of Ego Development" (WU—SOT) and vocational attitudes and vocation— a1 plans, as measured by the "Career Maturity Inventory- Attitude Scale." They found that: at no age did males have significantly higher ego levels than females; there was a significant increase in ego development from the sixth through twelfth grade; and vocational maturity was significantly related to vocational development (55) = .33 p <:.O2. Although they used J. Loevinger's (1976) A6 theory and instrumentation for ego development, this study provides support for the assumption made in the present study that vocational maturity is related to psychosocial development. The study of psychosocial development based on the Eriksonian model was first made possible by Wessman and Ricks (1966) who devised a Q sort,based on Erikson theory, to measure elation-depression. With a slight modification of the sixty item scales developed by Wessman and Ricks, Constantinople (1969) was able to develop a sixty item, seven-point rating scale questionnaire that measured the first six stages of development in Erikson's theory. This method yielded comparable data with correlations between Q sort and seven-point form ranging from .68 to .96 on six controls for Industry, Identity, and Intimacy. Reliability estimates ranged from .U5 on Identity Diffusion to .81 on Intimacy with a median of .70. Constantinople concluded that "the psychometric status of the Eriksonian measure is n33 adequate but not impressive. However, she did provide an instrument that was able to be utilized in future studies, such as Waterman's 1976 study on psychosocial maturity and college expectations; Munley's 1973 study on psychosocial maturity and vocational choice; Sommers' 1979 study on women's identity; and Constantinople's own 1969 study on 33Constantinople, A., "An Eriksonian Measure of Personality Development in College Students," Developmental Psychology, 1, 1969, p. 359. “7 personality development of college students. Other studies like that of Heath (1976) on psychological maturity and vocational adaptation and also Martin and Redmore (1978) emphasized the importance of being able to measure voca— tional and personal development within a theoretical model. Vocational Maturity Paralleling the development and research on psycho- social stage theory was that of vocational development. Donald Super and Associates (1957) outlined five life stages and the major vocational developmental tasks of these stages, drawing on Buehler's (1959) theory of psychological develop- ment and the life stages of growth, exploration, establish- ment, maintenance, and decline. Each of these life stages is seen as characterized by certain tasks which the individ- ual in that stage encounters and with which they must successfully cope before they can progress to the next stage. Examples of specific developmental tasks outlined by Super are contained in Table 2.1. From the conceptualization of the vocational life stages, evolved the concept of maturity which Super (1959) defined as "the place reached on the continuum of vocational development from exploration to "3“ decline. The existence and differentiation of vocational life stages was theorized and researched by others such as: 3”Super, Donald E., "Vocational Maturity Theory: Toward Implementing a Psychology of Careers in Career Education and Guidance," (Donald E. Super, Ed.), Chapt. 1, Measuring Vocational Maturity for Counseling and Evaluation, (Washington: A.P.G.A. Press, 197“), p. 153. A8 Table 2.1 Super's Developmental Stages (Attitudes and Behaviors Relevant to Vocational Development Tasks) Crystallization (14-18) . awareness of the need to crystallize use of resources awareness of factors to consider awareness of contingencies which may affect goals differentiation of interests and values awareness of present-future relationships formulation of a generalized preference consistency of preference possession of information concerning the preferred occupation planning for the preferred occupation wisdom of the vocational preference I—“U‘UQHJCDQOU‘W wm. Specification (18-21) awareness of the need to specify use of resources in specification awareness of factors to consider awareness of contingencies which may affect goals differentiation of interests and values awareness of present-future relationships specification of a vocational preference consistency of preference possession of information concerning the preferred occupation planning for the preferred occupation wisdom of the vocational preference confidence in a specific preference HD‘OQ HJCDQJOC'Q) FJW¢* Implementation (21-24) a. awareness of the need to implement preference b. planning to implement preference 0. executing plans to qualify for entry d. obtaining an entry job 49 Table 2.1 Continued - Super's Developmental Stages Page 2 A. Stabilization (25—35) a. b. c. d. awareness of the need to stabilize planning for stabilization becoming qualified for a stable regular job or accepting the inevitability of instability obtaining a stable regular job or acting on resignation to instability 5. Consolidation (35 plus) awareness of the need to consolidate and advance possession of information as to how to consolidate and advance planning for consolidation and advancement executing consolidation and advancement plans 50 Havighurst, 1953; Miller and Form, 1951; Ginzberg, Ginsberg, Axelrad, and Herma, 1951; and Tiedeman, 1961. As a result of Super's theorizing, two reference points for evaluation of vocational maturity were developed. The first item was one's chronological age which indicated the life stages in which a person should be found. The second reference point is one's method of handling vocational development tasks. Super and Overstreet used semi-structured interviews and objective tests to measure vocational maturity of ninth grade students. Super and Overstreet's study concluded that the school system was requiring students to do something (make vocational choices) they were not vocationally mature enough to accomplish successfully (1969). In order to assist individual counselors and school systems to assess levels of vocational maturity, Super developed the "Career Development Inventory." This instrument has been very help- ful with high school populations but has been found to be lacking with college students and deviant populations (Lo Cascio, 1974). John Crites, building on Super's theory, constructed the "Vocational Development Inventory" (1965) which was later revised into the "Career Maturity Inventory" (1973). This instrument contained two components which were an attitude and a competency test. The "Attitude Test" measures the individual's involvement in the choice process, orientation toward work, independence in decision making, preference for vocational choice factors, and conception of the choice 51 process. The "Attitude Scale" has been used extensively as a single measure of vocational maturity (Bartlett, 1968; Lawrence, et al., 1976). Other researchers have attempted to develop new scales (See Table 2.2). Table 2.2 Vocational Maturity Scales Nelson 1965 Client Satisfaction and Wisdom of Choice Dilly 1965 Decision Making Inventory Vriend 1969 Vocational-Educational Survey Westbrook and Mastie 1970 Cognitive Vocational Maturity Test Sheppard 1971 Adult Vocational Maturity Inventory Further descriptions of instruments will be presented in the next chapter. Several researchers in the late sixties and seven- ties attempted to tie together measurement of personality and vocational maturity (Bohn, 1966; Bartlett, 1968). In 1966, Bohn used the "Interest Maturity Scale" of the "Strong Vocational Interest Blank" as a measure of vocational matu- rity and the "Adjective Check List" as a measure of person- ality. He found that high interest maturity scorers were more achievement oriented, independent, sociable, sensitive, persuasive, and less self-critical. His conclusion was that vocational maturity seemed to be a reflection of 52 general personality development and must be taken into account in effective vocational counseling. In 1968, Bartlett utilized the "Vocational Maturity Scale" (forerunner of the attitude scale) of the "Vocational Development Inventory" to measure vocational maturity and the "Adjective Check List" to measure personality variables. He found that individuals with high vocational maturity scores were more self-confident, achievement oriented, forceful, independent,and less self-critical. The implica— tion of Bartlett and Bohn's results suggest that counselors must deal with personality development and not just the isolated vocational development of counselees. Lawrence and Brown (1976), using a multiple regression procedure, found that "when predicting career maturity as measured by the 'Career Maturity Inventory', a separate equation utilizing different predictors, depending on race and sex of subjects, should be considered."35 They also found that the "Career Maturity Inventory" was highly cor- related with traditional measures of intelligence. Therefore, it was suggested that when using the "Career Maturity Inventory" as a measure of career maturity, one should not be surprised to find that the less career mature may be less intellectually bright. It will be necessary in this study 35Lawrence, William and Duane Brown, "An Investigation of Intelligence, Self-Concept, Socioeconomic Status, Race, and Sex as Predictors of Career Maturity," Journal of Vocational Behaviors, (Academic Press Inc., 1976), 9, p. A3. 53 to determine if "Career Maturity Inventory" scores are similarly distributed according to grade placement. Yen and Healy (1977) examined the effects of work experience on the scores of two different measures of career maturity, the "Career Maturity Inventory" and Super's "Career Development Inventory." They were able to show that among Junior College students, paid employment increases scores on the two scales. These instruments appear to have validity in measuring maturity and show the important influence of work experience on vocational maturity. Implications of Research The research sighted in this chapter suggests that vocational development (Super, 1957; Crites, 1965), partic- ularly the construct of vocational maturity (Bohn, 1966; Bartlett, 1968; Lawrence and Brown, 1976; Yen and Healy, 1977), is part of general development and is closely related to the construct of psychosocial development (Munley, 1973; Heath, 1976; Martin and Redmore, 1978). Willes E. Bartlett (1971), in his review on vocational maturity, states that "more research is needed which would specifically test the assumption that vocational maturity is related to personal- "36 ity development. Similarly, research in the area of student persistence (Calder, 1977; Near, 1977) suggests 36Bartlett, Willes E., "Vocational Maturity: Its Past, Present, and Future Development," Journal of Vocational Behavior, 1971, 1, pp. 22-29. 5A that psychosocial factors are crucial in understanding motivation and development of students. Also, implied in the research sighted, are that differences in demographic characteristics such as sex and work experience do impact on the development of social and vocational maturity (Constantinople, 1969). During the past decade, instruments have been devel- oped both in the measurement of Erikson's concepts of psycho- social development (Wessman and Ricks, 1966; Constantinople, 1969; Prelinger and Zimet, 196A; Boyd, 196A; Farquhar and Wilson, 1977; Marcia, 1966) and the concept of vocational maturity (Super, 1969; Crites, 1965, 1973; Dilly, 1965; Nelson, 1965; Vriend, 1969; Westbrook and Mastie, 1970; Sheppard, 1971). These instruments allow for the study of the relationships between these two developmental concepts and their relationship to college students' persistence. They also allow an analysis of results in a theoretical framework which ought to provide insight into less super- ficial factors underlying adult student behaviors. As indicated in the review of the studies on attrition by Summerskill (1962) and Verner and Davis (196A), there is a great need to look at differences from a developmental psychological perspective (Calder, 1977; Near, 1977). The study outlined in the next chapter on Design has attempted to meet this need by studying the conceptscd‘psychosocial development and career maturity as they relate to adults returning to college for academic upgrading. CHAPTER III DESIGN OF THE STUDY This naturalistic study was designed to examine the relationship between psychosocial development and career maturity of academic upgrading adult community college students who persisted and did not persist in their express— ed educational-vocational goals. In order to study these relationships, a battery called the "Adult Student Develop— ment Questionnaire" containing a demographic survey, the "Psychosocial Development Inventory," and the "Career Maturity Inventory Attitudinal Scale" was administered to a population of adult retraining students. The individuals' progress was monitored during the following six to nine months and data on their status regarding persistence and non-persistence was recorded. Tests of significance were applied to measures of psychosocial and career maturity and to relationships between these concepts, demographics, and persistence. Included in this chapter are descriptions of: the test battery and instrumentation used; procedures followed; the sample studied; and the research design, hypotheses, and methods of analysis. 55 56 Test Battery For this study a battery labled the'Mdult Student Development Questionnaire"(henceforth referred to as the A.S.D.Q.) was developed that packaged all communications with students (See Appendix A). The battery contained: a general description of the study, a release form, a demo- graphic questionnaire, the "Psychosocial Development Inven— tory," the "Career Maturity Inventory" (attitudinal scale only), and a letter thanking the participants and extending the opportunity to students to learn more about the study and their test results upon completion or discontinuation at the college. The booklet was designed to facilitate coding so that data could be placed on computer for analysis. The booklet was presented in a simple style so that administra- tion was clear. The test package reading level was assessed in a pilot study in an attempt to make the language level appropriate for the sample. Changes were made before administering to the major sample. The entire booklet took one and a half to two hours for completion by subjects. Instrumentation The dependent variables selected for this study were the "Psychosocial Development Inventory" of Anne Constantinople (henceforth referred to as the P.D.I.) and the "Career Maturity Inventory Attitudinal Scale" of John Crites (hence- forth referred to as the C.M.I.). 57 'Tsychosocial Development Inventory"(P.D.I.) Although Erikson's theory of psychological develop- ment has had a significant impact on the thinking of psychologists and educators concerning the development of college students, there is only one short self—report instrument that has been used in validating the theory and in obtaining normative data. Farquhar,hfllson and Parmeter (1977) are in the process of developing the "Assessment of Adult Adjustment Patterns Inventory." It was not ready for usage at this time; however, it appears to be potentially a more useful instrument measuring all eight stages of Erikson's theory with each scale containing more items. Several researchers have developed other methods of assess— ment of individual scales (Prelinger and Zimet, 196A; Marcia, 1966; Dignan, 1965); however, these methods cannot be used easily with large numbers of subjects, which is necessary if normative patterns are to be established. Wessman and Ricks (1966) developed a Q sort to measure changes in self concept in elation and depression among college students. The Q sort items were chosen by Wessman and Ricks to reflect successful and unsuccessful resolution of Erikson's first six stages of development. In her study, Constantinople (1969) substituted a seven—point scale for the Q sort format and found that the alternative method yielded data comparable to that obtained with the original instrument (correlations between the Q sort and the seven-point form for fifty-three pilot subjects 58 ranged from .68 to .97 for the six subscales concerning the fourth, fifth, and sixth Eriksonian stages). In the current study, the seven—point format was used. Subjects were asked to indicate the number, from one ("Never or almost never true of me") to seven ("Always or almost always true of me"), to describe how characteristic or uncharacteristic the work or phrase was of them. The ratings of the five items for each of the twelve subscores were then summed to obtain the subscale totals (Trust, Mistrust, Autonomy, Shame and Doubt, Initiative, Guilt, Industry, Inferiority, Identity, Identity Diffusion, Intimacy, and Isolation). Test-retest reliabilities (the interval between testing was six weeks) by Constantinople for the six subscales for the three stages she considered as being most central to college students (Indentity, Inferiority, Identity, Role Diffusion, Intimacy, and Isolation) ranged from .A5 for Role Diffusion to .81 for Intimacy with a median reliability of .70 (N was 150). No validity estimates have been made for the subscales, although "the degree of congruence found by Wessman and Ricks between these data and those for other psychometric devices and clinical data is encouraging."37 Research by Wessman and Ricks, as well as by Constantinople, indicated that the instrument has some construct validity. 37Constantinople, Anne, "An Eriksonian Measure of Personality Development in College Students," Developmental Psychology. 1969, p. 359. 59 In her recent dissertation (1979), Sommers found the psychometric properties of the Eriksonian instrument to be less adequate and impressive than did Constantinople. Her reliability alphas ranged from .330 for Role Diffusion to .711 for Industry. She found the weakest to be Role Diffusion, .330; Autonomy, .3A8; and Isolation, .381; with the best being Industry, .711; Initiative, .652; and Trust, .613. Sommers revised the P.D.I. in order to make it more readable. All colloquial phrases were eliminated.twrSommers. The P.D.I. is a simple straight forward instrument of sixty items that are scored on a seven-point Likert scale. The P.D.I. produces twelve raw scores (5-35) from five items per scale. There are six positive outcome scales (Trust, Autonomy, Initiative, Industry, Identity, and Intimacy) and six negative outcome scales (Mistrust, Shame and Doubt, Guilt, Inferiority, Identity Diffusion, and Isolation). The P.D.I. took approximately thirty to forty minutes to admin- ister and directions are simple. It was hand scored. The P.D.I.'s simplicity allows it to be easily used in practical settings. In the present study, the reliability (Cronbach's) alphas for the twelve subscales were computed and ranged from .298 to .7A9. (See Table 3.1) Detailed reliability data is reported in Appendix E., Table E.l. By combining the subscales (Trust and Mistrust, Autonomy and Shame and Doubt, Initiative and Guilt, Industry 60 Table 3.1 Current Sample Reliability Alphas for"Psychosocial Development Inventory'Subscales (Cronbach's Alpha for Internal Consistency) Basic Trust .612 Basic Mistrust .680 Autonomy .298 Shame and Doubt .A03 Initiative .565 Guilt .A37 Industry .7A9 Inferiority .632 Identity .736 Identity Diffusion .600 Intimacy .586 Isolation .A6A 61 and Inferiority, Identity and Identity Diffusion, and Intimacy and Isolation), one continuous score can be obtain- ed. This was achieved by adding the positive subscale total to thirty-five minus the negative subscale. For example, if a person had a score of 32 on Trust and 19 on Mistrust, their combined (stage) score would be 32 +(35 - l9)= A8. The continuum for scores for each stage scale would be ten to seventy. Reliability alphas were computed for each of the six stage scales. They are reported in Table 3.2. Detailed reliability analysis is reported in Appendix E, Table E.3. Table 3.2 Reliability Alphas for"Psychosocial Development Inventorf'Stage Scales (Cronbach's Alpha for Internal Consistency) Trust Stage Scale .69 Autonomy Stage Scale .35 Initiative Stage Scale .62 Industry Stage Scale .75 Identity Stage Scale .7A Intimacy Stage Scale .59 "Career Maturityglnventory"(C.M.I.) There are presently available several instruments that measure the construct of vocational maturity. The selection of the C.M.I. was based on appropriateness for sample, construct validity, and administrative properties. 62 Two major vocational maturity inventories, the "Career Development Inventory" of Super and the "Cognitive Vocational Maturity Test," are appropriate for only high school age students. Sheppard (1971) developed an "Adult Vocational Maturity Inventory;" however, the author in correspondence with Dr. Walls, a researcher familiar with the A.V.M.I., was informed of the transparency of the instrument and its inad- equacies. Crites in the Theory and Research Handbook (1973) stated that the span of applicability of the Attitude Scale ranges from the sixth grade (by reading level) to the senior year of college. Since the adult population sampled in this study starts at an educational level of the sixth grade and ranges in age from seventeen to fifty-six, the C.M.I. was appropriate for the population. The Theory and Research Manual stated that large testing of college students had indicated that there is sufficient "ceiling" on the Attitude Scale to administer the C.M.I. to college sophomores, juniors, and even selected seniors, primarily those who are undecided about their careers. For the current study, the range of scores, twenty- four to forty-seven, and the normal distribution of results indicates that a ceiling effect did not take place. (See Table 3.3) Also, Crites comments that "the Attitude Scale appears to be equally applicable then, to both sexes and all 38 social strata." Lo Cascio (197A) warned that the C.M.I. 38Crites, John O., "The Career Maturity Inventory," ed. Donald E. Super, Measuring Vocational Maturity for Counseling and Evaluation, (Washington: A.P.G.A. Press, 197AI. p. 29. 63 Table 3.3 Distribution of"Career Maturity Inventory" Scores for Sample Tested Adjusted Cumulative Absolute Frequency Frequency Score Frequency (Percentile) (Percentile) 2A 2 1.6 1.6 25 2 1.6 3.1 28 6 A.7 7.9 29 2 1.6 9.A 30 3 2.A 11.8 31 A 3.1 15.0 32 3 2.A 17.3 33 5 3.9 21.3 3'4 7 5.5 26.8 35 6 A.7 31.5 36 10 7.9 39.A 37 11 8.7 A8.0 38 11 8.7 56.7 39 12 9.A 66.1 A0 5 3.9 70.1 A1 A 3.1 73.2 A2 9 7.1 80.3 A3 12 9.A 89.8 AA 6 A.7 9A.5 A5 A 3.1 97.6 A6 1 0.8 98.A A7 2 1.6 100.0 TOTAL 127 100.0 Mean 37.339 Standard Error 0.A63 Mode 39.000 Standard Minimum 2A.000 Deviation 5.213 Maximum A7.000 Median 37.727 N 127 Range 23.000 6A Attitude Scale may be culturally biased in that it appeared to present a middle-class orientation to career development. The C.M.I. was conceived "to elicit the attitudinal and dispositional response tendencies in career maturity which are non-intellective in nature, but which may mediate both choice behaviors and choice aptitudes (competencies)."39 Basically, the C.M.I. provides an Operational definition of the "Career Choice Attitude" dimension of the Crites model of career maturity demonstrated earlier. This scale provides a screening and normative standard. Lo Cascio (197A) indi- cated that those in the lowest quarter can be considered as possibly delayed or impaired in their career development. Moore and McLean (1977), in their validity study of the "Career Maturity Inventory Attitude Scale," stated: "The Career Maturity Inventory (C.M.I.) . . . is one of the most universally accepted and utilized instruments for mea- suring the construct of career maturity."Llo Osipow (1968) stated: "The complete instrument . . . is designed to mea- sure the congruence between the vocational behavior of an individual and the behavior expected of that individual at his respective age."u1 Moore and McLean (1977) found support 39Ihid., p. 29. 140Moore, Thomas L., and Jones E. McLean, "A Validity Study of the Career Maturity Inventory Attitude Scale," Measurement and Evaluation in Guidance, Vol. 10, No. 2, July 1977, p. 113. ulOsipow, S., "Super's Developmental Self Concept Theory of Vocational Behavior," Theories of Career Develop- ment, (New York: Appleton-Century-Crofts, 1968), p. 123. 65 for the contention that career maturity may be a function of age. They also warned: "Data accumulated in this study provided some important findings that serve to clarify and set limitations upon the degree of validity of the Attitude A2 . . " Their main concerns were Scale of a college population. with reliability, item analysis, and factorial validity. Two manuals were available, the Administration and Use Manual (1973) and the Theory and Research Handbook (1973) in which Crites presented counter arguments. The latter contains extensive data on theory, reliability, validity, and research conducted. An extensive review of the instru- ment is also contained in Measurinnggpational Maturity for Counseling and Evaluation, edited by Super (197A). Two types of reliabilities have been determined (internal consistency and test-retest). Kuder Richardson Formula 20 values average .7A and range from .65 to .8A which are comparable to other non—intellective measures. Test—retest after a one-year interval based on a 1,6A8 student standardized sample was .71. Content validity has been established through expert judges as reported by Hall (1962). Criteria related and construct validity have been demonstrated by correlating it with other measures of person— ality, adjustment, aptitude, interest, career maturity and career choice (Crites, 1973). 42Moore and McLean, "A Validity Study of the Career Maturity Inventory Attitude Scale," p. 115. 66 The C.M.I. is simple and clear. It can be administered in approximately twenty minutes and can be easily scored. Reliability alpha (Cronbach's alpha for internal consistency) for the C.M.I. Attitude Scale in this study was 0.78. Detailed reliability analysis is reported in Appendix E, Table E.2. Procedures The "Adult Student Development Questionnaire" was administered every Thursday (with two exceptions) from August 17, 1978 to December 1A, 1978 to all adult retrain- ing academic upgrading students attending the first week orientation class. In total, 190 students were tested. (See Table 3.A) Twenty—eight academic upgrading students missed the testing due to absence. Eighty—seven percent of all academic upgrading students who were in orientation classes during this time period were tested. This group included Canada Employment Commission financially sponsored students, provincial fee-paying students, and agency spon— sored individuals (for example, Vocational Rehabilitation). The researcher was given all of Thursday afternoon to administer the A.S.D.Q. The A.S.D.Q. was routinely scheduled in the same classroom that all orientation activ- ities took place. The room was a regular classroom that provided sufficient light, space, sitting and writing room. Testing began at 1:00 p.m. following the students' regular 67 Table 3.A Sponsor Status of Students Tested by"Adult Student Development Questionnaire" (August to December 1978) Relative Absolute Frequency Sponsor Frequency (Percentages) Canada Employment Commission 123 65.0 Fee Payers A8 25.0 Workmen's Compensation Board 1 0.5 Vocational Rehabilitation 2 1.0 Unemployment Insurance 3 1.5 Missing Cases (no sponsor stated at time of testing) 13 7.0 TOTAL 190 100.0 68 lunch hour and continued until they had completed the test or had made a special request to leave. Test administration was done by the researcher with assistance from two members of the St. Clair College Research Department who were trained in test administration and research. Standardized procedures were established and followed from the outset. An outline of introductory remarks is contained in Appendix B. Basically reviewed were: intent of testing, confidentiality, benefits to the students and college, attitudes toward answering the questions, letter outlining the study, and a release form. In addition, a brief overview of the main body of the questionnaire was given pointing out four essential factors. The first factor was the typographical error in the number- ing of questions (there were no questions 13 to 17); the second factor was the true and false nature of Part Two of the C.M.I.; the third factor was the emphasis on the directionality of the low to high (1 to 7) nature of the P.D.I. answering code; and the fourth factor was the importance of completing the entire questionnaire. After this briefing, students were asked if they had any ques- tions. They were again informed that if they had any major reservations that they did not have to take the test. Two individuals took this opportunity to state their opposition and refusal. During the course of the administration of the instrument, students were encouraged to seek help in filling 69 out the instrument. However, they had to decide for themselves the appropriate answers to the questions. Test administrators only gave specific answers to questions related to format. Through this process, feedback was obtained on the nature of the instrument. Question 26 in the Demographic Section was found to be difficult for students to fill out due to its global nature and lack of specificity. It would have been better worded as "the title of the job last held." The most difficulty encoun— tered by the students was in filling out Part Three, the P.D.I. The feedback indicated that it was mainly due to a lack of understanding of words such as tactful, char— acteristic, and optimistic. Those subjects with serious language difficulties were not used in the analysis of the study. During the course of the study, two testing dates were missed. In the first instance, classes were cancelled due to a bomb being placed in the classroom area and in the second instance cancellation was requested by the Director of Orientation. The only other historical incidents occur- ring during the course of the study were a two-week strike by the support staff at the college that interrupted classes and may have accounted for an increase in student absenteeism, and a change in fee payments to students which may have influenced the type of student entering retraining programs. Neither appears to have unduly influenced stu- dent disposition. 70 Testing took place on sixteen different dates with an average of‘twelve~students per session. The numbers tested per session ranged from six to twenty. After testing was completed, all booklets were taken to the Research Centre where they were scored. Book- lets were scored, coded,and placed on computer using a numbering system in order to protect the identification of the individual students. A continuous monitoring of the students' attendance was conducted in order to identify when a student completed their program and/or why they discontinued their program of study. The Associate Registrar in conjunction with the Program Coordinators published every two weeks a disposi- tion sheet that recorded the status of all students no longer attending college. These sheets are derived from direct feedback from faculty, administration, and Manpower counselors. fflknrindicated the specific date of discontinu— ation and reasons for discontinuation. (See Table 3.5) Sample The sample consisted of 127 academic upgrading students (sixth through twelfth grade) attending adult retraining programs at St. Clair College of Applied Arts and Technology which is one of twenty-two colleges in the province of Ontario. The Colleges of Applied Arts and Technology are dedicated to technical vocational training of one week to three years in duration and to the academic Disposition of Sample Upon Discontinuation “; _ 71 Table 3.5 or Completion Disposition Reason Number Percentage Persisters Completion 32 25.2 Work 7 5.5 Incomplete (but still 37 29.1 in school) Non-persisters Inappropriate Behavior 1 0.8 Leave of Absence l 0.8 Absenteeism 2A 18.9 Personal 3 2.A Quit 2 1.6 Family Emergency 3 2.A Per Canada Employment 2 1.6 Commission/Counselor Medical Health 9 7.1 Transfer Geographical 3 2.A Academic Non—achievement l 0.8 Other 2 1.6 TOTAL 127 100.0 Valid Cases = 72 upgrading and skill training of agency referrals. The final sample consisted of Canada Employment Commission referrals who met the above criteria. The Canada Employ- ment Commission criteria for eligibility and sponsorship under the Canada Manpower Training Program (Adult Occupa— tional Training Act, 1967) were: 1. One year past the school leaving age in the province where normally living (17 years old in Ontario) 2. Not have attended school on a regular basis for at least twelve months 3. Will be expected to file for Unemployment Insurance if eligible The purpose of the adult retraining program was to provide training courses which prepare a person for a new job or improve skills for present occupation (Adult Occupational Training Act, 1967). Canada Employment Commission students were provided with a weekly stipend for attending and performing successfully. If they did not attend (more than two days absent) without a legitimate excuse or their performance was inadequate, they were not continued on program sponsorship. During their first week, they were placed in a particular program at a specifically prescribed academic level. During the initial stage, the student was exposed to extensive testing and consultation. Attendance progress was monitored daily,and weekly reports were submitted to Academic Coordinators and the Associate Registrar. If a student were absent, it was recorded on an 73 attendance card which was submitted to the AssociatefiRegistrar. The specific date of discontinuation was obtained. Only those who were native Canadians and whose first language was English were included in the sample. In summary, the sample was made up of new, Canada Employment Commission sponsored, academic upgrading, English speaking students. These restrictions controlled for differences in motivation, culture, and linguistic factors. Initially, 190 students were tested from the orientation class; 8 students were dropped due to language difficulties; and 18 were dropped due to incompleteness of their booklets. Any respondents who did not answer five or more questions on the P.D.I. scales were not included. The part of the sample with one to four questions unanswered on the P.D.I. scales were given a median score of four. Also dropped from the sample were returning or transfer students. For disposition of those tested, see Table 3.6. The sample was separated into persisters which consisted of those (1) completing program, (2) obtaining full-time work, or (3) incomplete on July 1, 1979 yet in good academic standing. Non-persisters were those who discontinued and whose records compiled by the Associate Registrar stated that they left due to (l) inappropriate behavior, (2) leave of absence, (3) absenteeism, (A) per- sonal reasons, (5) Quit, (6) incarcerated, (7) family emergency, (8) Canada Employment Commission counselor recommendations, or (9) looking for work. Those who 7A Table 3.6 Disposition of Population Tested Excluded from the Study: Language Difficulties 8 Incomplete Booklets 18 Fee Payers A8 Other Agencies' Referrals 6 Skill Training Canada Employment Commission Sponsored l2 Included in the Study: Sample of Canada Employment Commission Sponsored Students Selected for the Study 127* Total Tested: 190 *Some cases dropped due to language difficulties or incomplete booklets also were fee payers and/or skilled technical students. 75 discontinued due to medical reasons, academic underachieve- ment, or transferring to another educational setting were not included in the definition of persister or non-persister. For a distribution of the categories of the sample, see Table 3.5. All students tested entered the college from August to December 1978. The college has a weekly intake and stu- dents begin at any time and are placed according to needs. They began attending formal classes in the second week, after a one-week orientation program. Many of the students used academic upgrading as a stepping stone to other skill train- ing programs and are still continuing in different programs. This continuation has been assumed to indicate persistence on the part of the student. All subjects were administered a demographic ques- tionnaire as part of the A.S.D.Q. (For detailed demographic characteristics, see the charts in Appendix C.) A survey of the demographic characteristics of the sample indicated that: l. The sample ranged in age from 17 to 56 with a mean age of 26.3 and mode of 18 and median of 21.8 2. The sample was 7A.8 percent female 3. Of the sample, 2A.3 percent were divorced, separated, and/or widowed. The majority were single (55.1) and 20.5 percent were married A. Over half (5A.8) had no children, but A percent had four or more children whose ages ranged from infancy to thirty years 10. 11. 12. 13. 1A. 15. 16. 76 The vast majority (85.5) spoke only English; 7.1 percent spoke English and French; and 7 percent spoke other languages The majority (89.8) were born in Canada Some 82 percent of the sample lived in Windsor while the remaining individuals lived throughout Essex County's smaller rural communities A large percentage (31) still live with their parents while 20 percent live with spouse or spouse and children. Some 27 percent live alone or alone with children, and 1A.3 percent live with friends The majority of the sample dropped out of school during high school years. Only 15 percent dropped out before completing grade eight, 23.6 percent dropped out in grade nine, 30.7 percent in grade ten, and 23.6 percent in grade eleven. Some individuals, approximately 3 percent, had attempted college or university courses Approximately half of the students (A6.7) had experienced failure Students ranged in number of years out of school from 0 to 32, the mean being 8.A years, the mode 1 year and median A.2 Some 38.1 percent had not worked full time for one full year. The mean years worked was 2.6, mode 1, and median 2.1 Consistent with Manpower regulations, 93.5 percent are not working at the present time even on a part- time basis Those listing titles of last job held were basically in labourer or clerical type jobs The annual income reported for over half of the students (58.0) was below $2,999. Only 7.5 percent reported an annual family income of more than $10,000 Some 26.2 percent did not hold any job during the past year; 37.3 percent, one job; and the remaining 36.5 percent held two or more jobs during the year prior to entering upgrading 77 17. Only 2.A percent felt their health was not adequate compared to 60.6 percent who felt they were in good health 18. Unhappiness was expressed by A.7 percent, while 5A.2 percent stated they were happy with life 19. Less than 1 percent were dissatisfied with human relations while 70 percent were satisfied Research Design This study was basically a naturalistic study consisting of the testing of a sample population and following them over a period of time to observe behaviors. Campbell and Stanley (1963) describe this type of study as a pre-experimental one-shot case study design. The dependent variables were scores on the P.D.I. and C.M.I., and independent variables were persistence, non-persistence, and other demographics. In addition, certain demographic variables were analyzed using regression analysis to determine major factors influencing persistence. Attempts were made through the administration and review of the demographic questionnaire to control for history and selection. The administration of booklets as a normal part of the orientation program was intended to control for testing effects. Since mortality is built into the design, no attempt to influence this factor was made. 78 Research Hypotheses In this study, five major research hypotheses (made up of nine statements) were tested. They are: Hypothesis I: A. There will be a significant positive correlation between the measure of vocational maturity and the six positive subscales of the "Psychosocial Development Inventory." B. There will be a significant negative correlation between the measure of vocational maturity and the six negative subscales of the "Psychosocial Development Inventory." Hypothesis II: There will be a significant difference in the means between persisters and non-persisters on the twelve subscales of the "Psychosocial Development Inventory." On the six positive subscales, persisters will score higher than non-persisters. On the six negative scales, the non—persisters will have higher scores than persisters. Hypothesis III: There will be a significant difference in means between persisters and non-persisters on the "Career Maturity Attitude Scale." Hypothesis IV: A. There will be a significant difference in the means between males and females on the measure of the twelve subscales of the "Psychosocial Development Inventory." B. There will be a significant difference in the means between males and females on the "Career Maturity Attitude Scale." 79 Hypothesis V: A. There will be a significant positive correlation between age and the six positive subscales of the "Psychosocial Development Inventory." B. There will be a significant negative correlation between age and the six negative subscales of the "Psychosocial Development Inventory." C. There will be a significant positive correlation between age and the measure of "Career Maturity." Methods of Analysis The hypotheses were tested as follows (See Table 3.7): Hypothesis 1, A and B These statements were first tested using a Pearson Product-Moment Correlation Coefficient statistic measuring the relationship between C.M.I. score and P.D.I. subscale. In order to further analyze the relationship between career maturity and psychosocial development, several conversion of test measures were made. The twelve P.D.I. subscales were converted into six stage or combined scales. This was accomplished by adding the positive scale to thirty-five minus the score on the comparable negative scale. The C.M.I. score was also converted into high, medium, and low voca— tional maturity categories. The mean and standard deviation for the C.M.I. were computed. All those within one standard deviation of the mean were categorized as a medium group; those more than one standard deviation above the mean as a high vocational maturity group; and those more than one standard deviation below as a low vocational maturity group. One—Way Analysis of Variance was computed comparing stage 80 Table 3.7 Methods of Analysis of Hypotheses Hypothesis I, A and B II III IV, A v, A and B Reliability Test Pearson Product—Moment Correlation One-Way Analysis of Variance One-Way Analysis of Variance T-test Crosstabulation (Chi Square) One—Way Analysis of Variance T-test Crosstabulation (Chi Square) Pearson Product-Moment Correlation One-Way Analysis of Variance Pearson Product-Moment Correlation Cronbach's Alpha for Internal Consistency Level of significance for all tests set at .05. 81 scores to high, medium, and low vocational maturity categor— ies of the C.M.I. In addition, One4Way Analysis of Variance was also conducted for high, medium, and low vocational ma— turity categories of C.M.I. by P.D.I. subscales. Hypothesis II One—Way Analysis of Variance was used to test the relationship between disposition (persistence and non—persis— tence) and the P.D.I. subscales and P.D.I. stage scales. Hypothesis III A T-test was used to measure differences in means between persisters and non—persisters on the C.M.I. Attitude Scale. Also, One—Way Analysis of Variance was computed testing high, medium, and low vocational maturity categories of C.M.I. by disposition (persisters and non-persisters). Hyppthesis IV, A One-Way Analysis of Variance for gender by P.D.I. subscales and stage scales was conducted. Hypothesis IVL_B T-tests were used to test the differences in means between C.M.I. scores for males and females as a single variable. Crosstabulations calculating Chi Square statistics were used to measure C.M.I. categorized variable (high, medium, and low vocational maturity) by gender. 82 Hypothesis V, A and B Pearson Product-Moment Correlation Coeficients were computed for age by twelve P.D.I. subscales. Pearson R's were also computed for P.D.I. subscales by age as categorized variable (17-20, 21-2A, 25-3A, 35 plus). One—Way Analysis of Variance was used to compare categorized age variable with P.D.I. stage scores. Hypothesis V, C A Pearson Product-Moment Correlation Coeficient was computed to study the relationship between age and career maturity. Pearson R's were computed for age as a single and categorized variable with C.M.I. categorized as high, medium, and low vocational maturity and as a single variable. Additional Analysis Further exploration of dataifiusperformed as follows: 1. Differences between persisters and non-persisters by gender were studied using Crosstabulations (Chi Square). 2. Differences between mean ages of persisters and non-persisters were tested using a T—test. In addition, age as categorized variable was studied by use of Crosstabula- tion (Chi Square) for persisters and non—persisters. 3. A Pearson Product—Moment Correlation was computed in order to study the relationship between the highest educational level completed and career maturity. A. Multiple Regression Analysis was computed using disposition (persistence versus non-persistence) as dependent 83 variable. The definition of persistence was manipulated in order to further assess predictive value of variables. 5. Reliability analysis for the P.D.I. subscales, stage scales, and C.M.I. Attitude Scales were made. Reliability alphas (Cronbach's Alpha) were computed to test internal consistency. 6. All tests of significance were at the .05 level. 7. The last three questions of the Demographic Survey asked the sample to rate their emotional well-being, their physical health, and the status of their relationships with others. The responses to the nine-point scale were grouped (l to A as poor, 5 to 7 as average, 8 to 9 as good) and One-Way Analysis of Variance computed for well—being, health, and human relations by P.D.I. stage scales and C.M.I. score. Also, Crosstabulations were computed for well-being, health, and human relations by disposition (persistence and non—persistence), persistence, age, and sex. In addition, Crosstabulation was computed for human relations with mari- tal status. Summary One-hundred and twenty-seven students enrolled in the academic upgrading adult retraining program at St. Clair College volunteered to participate in this naturalistic study. They were administered the'hdult Student Development Questionnaire"which consisted of a demographic survey, the "Psychosocial Development Inventory," and the "Career 8A Maturity Inventory Attitude Scale." Eighty—seven percent of all academic upgrading students entering the college were tested over a four—month period. Data was collected on the progress of these students for the next six to nine months to determine who persisted and who did not persist, and the specific reasons for discontinuation. Statistical hypotheses were formulated to test the relationships between career maturity, psychosocial develop- ment, age, gender, persistence, non-persistence, and selec- ted demographic characteristics. Pearson Product—Moment CorrelatrmnCoefficients,One-Way Analysis of Variance, Chi Square Crosstabulation, Multiple Regression Analysis, and simple T—tests were outlined as methods of analysis of the hypotheses and other selected questions requiring further analysis. The P.D.I. was found to have reliability (Cronbach's alpha) alphas ranging from .30 to .75 with the sample studied for all twelve subscales and reliabilities ranging from .35 to .75 for six stage scales. The C.M.I. had a reliability of .78. The probability of significance was set at the .05 level for all hypotheses tested. The results of the hypotheses’tests and an analysis of the data is presented in Chapter IV. CHAPTER IV ANALYSIS OF RESULTS In this chapter the data and statistical tests relevant to each hypothesis are presented. Each hypothesis is restated and a statement of rejection or acceptance of the hypothesis made. A summary of the results is included. In addition, other data from tests not directly related to the hypotheses are presented in order to assist in further clarification of topics under study. Hypothesis 1: A. There will be a significant positive correlation between the measure of vocational maturity and the six positive subscales of the "Psychosocial Development Inventory." B. There will be a significant negative correlation between the measure of vocational maturity and the six negative subscales of the "Psychosocial Development Inventory." Hypothesis I was first tested by means of a Pearson Product- Moment Correlation Coefficient between the C.M.I. score (37.3A) and the P.D.I. subscales. The results listed in Table A.l indicate that two of the positive subscale coef- ficients were significant. All six negative scales were significant at the .01 level in the hypothesized direction when correlated with C.M.I. 85 POSITIVE SCALES NEGATIVE SCALES 86 Table A.l Pearson Product-Moment Correlation Coefficients Between "Career Maturity Inventory" and "Psychosocial Development Inventory" Subscales F Coefficients F Probability CMI X Basic Trust 0.1903 p = 0.016** (N = 127) CMI X Autonomy -0.00A1 p = 0.A82 (N = 127) CMI X Initiative -0.0617 p = 0.2A5 (N = 127) CMI X Industry 0.0838 p = 0.71A (N = 127) CMI x Identity 0.1950 p = 0.01A* (N = 127) CMI X Intimacy 0.100A p = 0.131 (N = 127) CMI X Basic Mistrust -0.3950 p = 0.000** (N = 127) CMI X Shame and Doubt -0.3138 p = 0.000** (N = 127) CMI X Guilt -0.2915 p = 0.000** (N = 127) CMI X Inferiority -0.A020 p = 0.000** (N = 126) CMI X Identity Diffusion -0.2570 p = 0.002** (N = 126) CMI X Isolation -0.3A7A p = 0.000** (N = 126) *Significant at the .05 level. **Significant at the .01 level. 87 The relationship between career maturity and psychosocial development was also tested by converting the twelve P.D.I. subscales to six stage scales (See Chapter III for method of conversion). The C.M.I. scale was regrouped into high, medium, and low vocational maturity categories (See Chapter III for method of conversion). One-Way Anal- ysis of Variance indicated that four (Trust-Mistrust, Autonomy-Shame and Doubt, Industry-Inferiority, and Intimacy- Isolation) of the six stages were significant at the .01 level when tested against C.M.I. high, medium, and low voc- ational maturity categories (See Table A.2). One4Way Anal- ysis of Variance was computed between C.M.I. categorized and P.D.I. subscales. Only Identity was found to be signif- icant (.05 level) among positive subscales while all negative scales except Identity Diffusion were significant beyond the .01 level (See Table A.3). The results, in general, confirm the hypothesis. The negative subscales of P.D.I. consistently hold up under analysis. Hypothesis 1, A for the positive subscales was rejected. Hypothesis 1, B is accepted for the negative subscales researched. The stage scale results further con- firm acceptance. Hypothesis II: There will be a significant difference in the mean between persistence and non-persistence on the twelve subscales of the "Psychosocial Development Inventory." On the six positive subscales, persisters will score higher than non-persisters. On the six negative scales, the non-persisters will have higher scores than persisters. 88 Table A.2 One-Way Analysis of Variance for'Career Maturity Inventory" (High, Medium and Low Vocational Maturity Categories) by"Psychosocia1 Development Inventory"Stage Scores F Ratio F Probability Scale 1 Trust - Mistrust 6.189 0.0027** (N = 127) Scale 2 Autonomy - Shame & Doubt A.885 0.009l** (N = 127) Scale 3 Initiative - Guilt 1.862 0.1597 (N = 127) Scale A Industry - Inferiority 5.1A6 0.0071** (N = 126) Scale 5 Identity - Identity Diffusion 2.975 0.05A7 (N = 126) Scale 6 Intimacy - Isolation 5.528 0.0050** (N = 126) **Significant at the .01 level. 89 .HosoH Ho. 6:3 3o pesoaeHewam** .HosoH mo. on» so pesoaeaswame **ooo. NHH. **ooo. **:oo. **Hoo... **Hoo. m mo cocooamaewam emm.m owfi.m wem.m mes.m mmm.s mHo.s m <>oz< ss.ma mm.sH oo.efi mm.sa H».®H sm.mH ofidsom Hopes ofi.ma ms.wa mm.ma sm.ma me.Hm oo.ma so; mm.mH mm.efl mm.oH mm.sa so.ma so.ma esaooz so.MH em.mH :o.ma ow.:H om.oH ms.HH swam oneeqomH onmpmmHo seHmonmazH eqHso Broom a mzoz< Asmfi u zv :m.ss os.mm mo.mm ms.om me.mm sm.mm oaoeom Hopoa Ada u zv oo.om mo.mm mm.sm ms.om :5.mm mm.Hm sod amné Hm.sm mm.mm sm.mm Hw.om om.mm sm.sm assoc: Emué mm.sm mm.em em.mm om.om om.mm mm.:m swam 338.5 @588 smegma E9535 @6283. enema 03% @8895 H8 moamomnzm.%30pcm>:H pcoeaoao>oo HmHoomosommmzmn Ammfipowopmo szLSpmz Hmcoflumoo>.zoq ocm.s:fipoz .nwfimv empoacm>cH mpfipzpmz Lomhmp.hom mosmfinm>.mo mammamc< zmzloco m.: manna 90 One-Way Analysis of Variance tested the relationship between disposition (persistence and non-persistence) and P.D.I. sub- scales (See Table A.A). No relationship was found. In addition, One-Way Analysis of Variance for disposition by P.D.I. stage scales was conducted. Again, no significant relationship was found (See Table A.5). The second hypoth- esis is rejected. Hypothesis III: There will be a significant difference in means between persisters and non-persisters on the "Career Maturity Attitude Scale." A T—test was conducted to measure differences between the means for persisters and non-persisters by C.M.I. score. No significance was found (See Table A.6). In addition, Crosstabulation (Chi Square) of C.M.I. scores categorized (high, medium, and low vocational matur— ity) by disposition (persistence and non-persistence) was conducted. No significance was found (See Table A.7). The third hypothesis is rejected. Hypothesis IV: A. There will be a significant difference in the means between males and females on the measure of the twelve subscales of the "Psychosocial Development Inventory." B. There will be a significant difference in the means between males and females on the "Career Maturity Attitude Scale." One—Way Analysis of Variance for gender by P.D.I. subscales was conducted. None of the correlations were significant 91 Table A.A One-Way Analysis of Variance of Disposition (Persistence Versus Non-Persistence) by "Psychosocial Development Inventory" Subscales Basic Trust (N = 127) Autonomy (N = 127) Initiative (N = 127) Industry (N = 127) Identity (N = 127) Intimacy (N = 127) Basic Mistrust (N = 127) Shame and Doubt (N = 127) Guilt (N = 127) Inferiority (N = 126) Identity Diffusion (N = 126) Isolation (N = 126) F Correlation 0.700 2.138 2.90A 1.10A 2.319 0.139 1.627 0.A99 0.003 3.225 0.032 1.310 F Probability 0.A05 0.1A7 0.091 0.296 0.131 0.710 0.205 0.A81 0.955 0.075 0.857 0.255 92 Table A.5 One-Way Analysis of Variance for Disposition (Persistence Versus Non-Persistence) by "Psychosocial Development Inventory" Stage Scales F Coefficients F Probability Scale 1 Trust-Mistrust 0.26A 0.6083 (N = 127) Scale 2 Autonomy-Shame and Doubt 0.380 0.5389 (N = 127) Scale 3 Initiative-Guilt 1.266 0.2629 (N = 127) Scale A Industry-Inferiority 1.193 0.2772 (N = 126) Scale 5 Identity-Identity Diffusion 0.001 0.9800 (N = 126) Scale 6 Intimacy-Isolation l.A53 0.2306 (N = 126) 93 :mw.o Hmm.m oooo.sm mm whopmampom Izod mom.o OHH :m.o 7 Ham.o mmm.m mmmm.mm on mumpmflmpom opoom H20 zpfiafinmnopm Eoooopm 03Hm> pophm coapmfi>oa 2mm: mommo mo manwfihm> Hamelm mo B Uhmocwpm opmoCMpm 309532 mmopwmm opmeflpwm mocmfipm> poaoom Amocopmfimpomlcoz mamso> mocmpwfiwpmmv coapflmoawfim mp mpoomemLOpcm>cH mpHESpmz hoopmp.mo ummBIB 0.: canoe 9A Table A.7 Crosstabulation (Chi Square) for Disposition (Persistence and Non-Persistence) by"Career Maturity Inventory"Score (High, Medium and Low Vocational Maturity) "Career Maturity Inventory" Score - V0cational Maturity Row High Medium Low Total Persisters 13 A7 16 76 RNV% 17.1 61.8 21.1 67.9 2 thmm % 72.2 65.3 72.7 B Total 7; 11.6 142.0 1A.3 fl (0 8‘ Non- g Persisters 5 25 6 36 5 Row% 13.9 69.14 16.7 32.1 Cohnm1% 27.8 3A.7 27.3 'Ibtal % A.5 22.3 5.u Column 18 72 22 112 Total 16.1 6A.3 19.6 100.0 Raw Chi Square = 0.61610 with 2 degrees of freedom. Significance = 0.73A9 95 at the .05 level (See Table A.8). One—Way Analysis of Variance for gender by P.D.I. stage scales was also conducted and no significant differences were found (See Table A.9). In order to test differences in vocational maturity, a T-test was conducted between means on C.M.I. for males and females. The means were studied both as categorized vari- ables and as single score means. No significance was found on either T-test (See Tables A.lO and A.ll). Also, a Crosstabulation of gender by high, medium, and low vocational maturity as measured by C.M.I. scores was conducted. The Chi Square analysis revealed no signif- icance (See Table A.l2). There appears to be no significant differences between males and females on the measure of vocational mat- urity (C.M.I. Attitude Scale) and the P.D.I. Therefore, the fourth hypothesis is rejected. Hypothesis V: A. There will be a significant positive correlation between age and the six positive subscales of the "Psychosocial Development Inventory." B. There will be a significant negative correlation between age and the six negative subscales of the "Psychosocial Development Inventory." C. There will be a significant positive correlation between age and the measure of "Career Maturity." Pearson Product-Moment Correlation Coefficients were computed correlating age as a single variable (mean 26.3) by P.D.I. subscales. Four of the twelve subscales were found to be 96 Table A.8 One—Way Analysis of Variance for Gender by "Psychosocial Development Inventory" Subscales Basic Trust (N = 127) Autonomy (N = 127) Initiative (N = 127) Industry (N = 127) Identity (N = 127) Intimacy (N = 127) Basic Mistrust (N = 127) Shame and Doubt (N = 127) Guilt (N = 127) Inferiority (N = 126) Identity Diffusion (N = 126) Isolation (N = 126) F Coefficients 1.176 0.287 2.09A 0.508 0.165 2.772 0.109 0.151 0.00A 1.9A7 0.215 0.285 F Probability 0.2803 0.5933 0.150A 0.A772 0.68A9 0.098A 0.7A2l 0.6981 0.9508 0.165A 0.6A36 0.59A7 97 Table A.9 One-Way Analysis of Variance for Gender by "Psychosocial Development Inventory" Stage Scales F Coefficients F Probability Scale 1 Trust-Mistrust 0.698 0.AOA9 (N = 127) Scale 2 Autonomy—Shame and Doubt 0.A07 0.52A8 (N = 127) Scale 3 Initiative-Guilt 0.58A 0.AA63 (N = 127) Scale A Industry—Inferiority 1.072 0.302A (N = 126) Scale 5 Identity-Identity Diffusion 0.089 0.7661 (N = 126) Scale 6 Intimacy-Isolation 0.097 0.7560 (N = 126) 98 wmm.o :sz.m mmaw.mm mm moan: Ham.o mmH wo.o smm.o o:H.m mmam.sm mm nonEom whoom H20 mpHHfiomnomm Eoooopm 05Hm> Lopam coaumfi>om 2mm: wmmmo mo oHanpm> Hamelm mo 9 ULMUCMpm opmocwum ponesz moopwmm opmefipmm mocmfipm> ooaoom Ammo: whoomv Loocoo an mpoom.%LOpcm>cH zpfipzpmz Loohmo:mo pmoBIB HH.: canoe mHH.o m>©.o oooo.m mm moans moo.o mma mm.o mmo.o Hmm.o mmoo.m mm mmHmEmm whoom H20 mpfififinmnopm Eoomopm 05Hm> Loppm coapmfi>mm :moz mommo mo manmfipm> afimelm mo B osmosmpm opmocmpm gonadz mmopwoo opmefipmm mosmfipm> omaoom Acme: ooNHpowoumov popcou an opoomsmLOpco>cH hpfipzpwz Loohwo:mo pmoBIB OH.: oHQmB 99 Table A.l2 Crosstabulation of'Career Maturity Inventory" (High, Medium and Low Vocational Maturity) by Gender Row Female Male Score Low N 12 7 19 g Row 7, 63.2 36.8 15.0 .3 Column % 12.6 21.9 in Tbtal % 9.A 5.5 0 4; 8 Medium IV 65 18 83 8 Row 7; 78.3 21.7 65.A 5: Column % 68.A 56.3 ‘2 Total % 51.2 1A.2 3 m 2 High N 18 7 25 E wa % 72.0 28.0 19.7 5;, Column 7. 18.9 21.9 Q Total % 1A.2 5.5 Column 95 32 127 Total 7A.8 25.2 100.0 Raw Chi Square = 2.01383 with 2 degrees of freedom. Significance = 0.3653 100 significant at the .05 level. Two negative scales, Shame and Doubt, and Inferiority, were negatively correlated. Therefore, the older subjects in the sample experienced less Shame and Doubt than younger members of the sample. Two positive scales were significant. Industry was positively correlated, which meant that older subjects demonstrated an attitude reflective of more Industry than younger subjects. However, the Initiative subscale was negatively correlated at the .01 level. Basically, this meant that the older sub- jects scored lower on the Initiative subscale than did young- er subjects* (See Table A.l3). When age was categorized (17—20, 21-2A, 25-3A, 35 plus) and Pearson Product-Moment Correlation Coefficients were computed for age and for P.D.I. subscales, similar results were found but at a more stringent level of signif- icance (See Table A.lA). One-Way Analysis of Variance was computed comparing differences between age (categorized) and stage scales of P.D.I. No significant differences were found (See Table A.15). The relationship between age and career maturity was studied by conducting Pearson Product-Moment Correlation Coefficients for age by scores on the C.M.I. Significance was found at the .05 level (See Table A.l6). *It is interesting to note that when Pearson Product- Moment Correlation Coefficients are computed for the total population tested two additional scales reached significance. They were Basic Mistrust (0.018) and Identity (0.031) (See Appendix F.1). 101 mwm.o n a Ammav Homo.on cofipmfiomH mmH.o u a Ammav mooH.o NowEHpCH 033.0 U Q AemHv omfio.ou scamsdoao spapeooH mmo.o u o Ammav m:ma.o asaoeooH mofiwomnsm.%LOpco>cH pcoedoao>mm HmHOOmonommmezo *omo.o u a Ammav mmwfi.oa mpfiLOHLomcH *NH0.0 H Q Aomfiv mmwfi.o NppmzocH smo.o Ammav mHsH.o passe **moo.o n Q Aomfiv mezm.ou .Hm>ma Ho. on» up acmoAMchHm a: .Ho>oH mo. can no undefimacwfimx ll CL osaomaoasH *sHo.o u o Ammav oomfi.ou posoo oem osmnm owes u o Aomfiv smmfi.ou NEOCOp3< mso.o u o Ammfiv soma.ou om< omsspnaz OHmwm Hom.o u Q Aomfiv ommo.o owe amuse oammm mw¢ pom mpcofiofimgooo COHumHopgoo psoEozlpozoopm cowhmmm ma.: mant 102 “wama Hp“ wmmnmm osmoaaacmfimac .HosoH mo. 6:3 pm ocmoadacmam. mom.o u o ems.o u o a.moo.o n o saa.o u o .HHo.o u o u o mzo.ou maao.o momm.ou moofl.o :mom.o mama.o ow< coapmaomH coahscoao smasoasoecg ofiaso ooooa ocm ousppnaz suspcooH oemnm oammm smm.o u o msfi.o u o .eHo.o u o asaoo.o u o moo.o u o u o mmmo.o s:mo.o mmmH.o omsm.ou momH.on mHHo.ou owe NewsaucH asapcooH thmsocH o>aomfipacH Naocopse mmsse oammm mmmo.m 23:3.ma oma coaumHomH oemm.m mmsm.sfi oma coansceao suaucooH msmp.m mmoo.oH ema spasoasoccH Hmmfl.m sH=H.sfi smd pfiaso mmmm.z swos.mfi sma oosoo one oemcm mooo.o Hasm.mH smfi onsspnaz oaomm mmsm.: momm.sm sma zomEHucH Homm.m woos.mm smfi soaoeooH smmm.z mmmo.mm smfi ssohsocH :mo:.: mmaw.om sma m>HumfipHcH owma.z mmm0.mm mma >E0:ou:< msmm.: Homm.mm sma posse oanmm msmm.a omsm.m sma ow< :ofipmfi>ma cpmocmpm com: mommo moamomnsm:>LOpco>cH uCoEQon>om Hmfioomocozma. an A+mm namlmm .zmlam .ONINH mm UmNHLowmpmov ow< Lou mucmfiofimuooo :ofiumaophoo ucoeozupQSUOpm monsoon :H.: magma 103 Table A.15 One—Way Analysis of Variance for Age (Categorized: Scale Scale Scale Scale Scale Scale Trust-Mistrust (N = 127) Autonomy—Shame and Doubt (N = 127) Initiative-Guilt (N = 127) Industry-Inferiority (N = 126) Identity—Identity Diffusion (N = 126) Intimacy-Isolation (N = 126) F Ratio 1.180 1.665 2.196 1.719 0.372 0.921 17-20, 21-2A, 25—3A, 35+) by Stage Scales of "Psychosocial Development Inventory" F Probability 0.3203 0.1780 0.0919 0.1666 0.7736 0.A328 10A Table A.16 Pearson Product—Moment Correlation Coefficient for Age by "Career Maturity Inventory" Score Pearson R Standard Correlation Cases Mean Deviation Coefficient P CMI Score 127 37.3386 5.2133 0.1786 0.023* Age 126 26.3016 10.1132 *Significant at the .05 level. When Age was categorized, greater significance was found (See Table A.17). Table A.17 Pearson Product-Moment Correlation Coefficient for Age (Categorized: 17-20, 21-2A, 25-3A, 35+) by "Career Maturity Inventory" Score Pearson R Standard Correlation Cases Mean Deviation Coefficient P CMI Score 127 37.3386 5.2133 0.2A22 0.003* Age 126 2.2756 1.2578 *Significant at the .01 level. In addition, a Pearson Product—Moment Correlation Coefficient was computed comparing C.M.I. score (categorized as high, medium, and low vocational maturity) with age categorized. 105 The resulting ratio of 0.2072 was significant (0.010) at the .05 level (See Table A.18). Table A.18 Pearson Product—Moment Correlation Coefficient for "Career Maturity Inventory" Score (High, Medium, Low Vocational Maturity) by Age Pearson R Standard Correlation Cases Mean Deviation Coefficient P CMI Score 127 2.0A72 0.5890 0.2072 0.010* Age 127 2.2756 1.2578 *Significant at the .01 level. There appears to be a relationship between certain P.D.I. subscales and age. The majority are not significant; there- fore, non-acceptance of hypothesis five is required. However, age was found to be significantly related to career maturity. Acceptance of this aspect of the hypothesis is possible. Additional Analysis In order to further explore the basic components of the study, additional analyses were conducted. Since no significance was found to explain the dif— ferences between persisters and non-persisters, an analysis of disposition by age and gender was done. A Crosstabulation of gender by disposition was conducted. The Chi Square coefficient wasrknzsignificant, indicating that no soppm coaumfl>om com: mommo mo manmfimm> HHmBIm mo B osmosmpm opmocmum gonadz momhwoo opwEHpmm mocmfihm> ooHoom ow< mp whopmfimpomlcoz ocm whopmfiwsom wcHLMQEoo pmoBIB om.: oHQmB 109 Table A.21 Crosstabulation of Disposition (Persistence Versus Non-Persistence) by Age (Categorized as 17-20, 21-2A, 25-3A, 35+) Row 17-20 21—2A 25-3A 35+ Total Persisters N 30 9 17 20 76 Rmv% 39.5 11.8 22.A 26.3 67.9 Cblwm1% 61.2 69.2 77.3 71.A E Total % 26.8 8.0 15.2 17.9 4.) 0H U) 8. Non- jfi Persisters N 19 A 5 8 36 Q RNV% 52.8 11.1 13.9 22.2 32.1 Cohxm1% 38.8 30.8 22.7 28.6 fiflal%17.0 3.6 A.5 7.1 Column A9 13 22 28 112 Total A3.8 11.6 19.6 25.0 100.0 Raw Chi Square = 2.05750 with 3 degrees of freedom. Significance = 0.5606 110 Table A.22 Pearson Product-Moment Correlation Coefficient for"Career Maturity InventorY'Score by Highest Educational Level Completed Pearson R Standard Correlation Cases Mean Deviation Coefficient P Highest Educational Level Completed 127 2.9AA9 l.A271 0.0303 0.368 CMI Score 127 37.3386 5.2133 111 .Hoecfi Ho. 6:3 so pemoaoaewames mm.om oooc 00.3: mwmuo>< Amma n 2v xxaooo.o Hum.m 00.3: Loom cofipmflomH I momEHch mm.mz oooo mm.H: mmmso>< Awma n zv *saooo.o me.m oo.>m moom commSMMfiQ spasmooH u shapeooH mm.o: oooo sm.m= owmso>< Aema u 2V axwmmo.o mms.m ma.m: poom szLOHpmmcH I zmpmsocH om.s: oooo :w.m= owwpm>< ANNA n 2V **maoo.o wmo.s 00.0: Loom pafiso I o>HpmfipficH w:.m: oooo ss.mm ommsose Asma u 28 **oooo.o mom.HH mm.zm Loom @9500 w oewcm I mEocous¢ mm.s: ooow ms.ms omoso>¢ Asma u zv *xoooo.o :mm.ma mw.mm Loom phagpmfiz n undue spafiaomoosm m oapmm m memos empouco>cH psoEQoao>om Hmfloomonommmz mo moawom owmpm mo Aoooo .owmpo>< .Loomv momsoammm mcfimmlaaoz pom mocmapm> go mfimzawc< mmzlmco mm.: oHQmB 112 (Chi Square) tests were made for well-being by age, sex, disposition, and persistence, no significance was found. One-Way Analysis of Variance for health and P.D.I. stage scales found that three of the six scales were signif- icant at the .01 level (See Table A.2A). One-Way Analysis of Variance for health by C.M.I. score was not significant, and Crosstabulation (Chi Square) for health by disposition age, and sex yum; also not significant. But, the Cross- tabulation for health with persistence was significant (See Table A.25). Human relations was similarly assessed using a One- Way Analysis of Variance approach for P.D.I. stage scales and C.M.I. score. All six P.D.I. stage scales proved to be significant at the .01 level while the C.M.I. score was not significant. Similarly, when human relations was compared to sex, age, persistence, marital status, and disposition, no significance was found (See Table A.26). For a summary of the tests computed and results for the three variables: health, human relations, and well- being, see Table A.27 Prediction of Persistence Which factors account for the variance between persisters and non-persisters were studied by a Multiple Regression technique employing as the dependent variable the disposition of subjects as of July 1, 1979. The per- sisters and non-persisters as defined earlier (See Table 3.5) 113 .HoscH Ho. 6:3 3m peooamasmamss Hfi.w= oooo oo.os owopo>< gems n zv mmeo.o ems.m mm.ms soom eoapmaonH . seesaosH so.m: oooo mm.m: mwmmo>< Awma u 2V essamo.o omm.m oo.sm poom eofinoopao spapeooH : s3ApecoH mm.ms oooo so.ms twosose Aoma u zv some.o wms.m mm.o: soom spasoasodeH u sponsoeH oo.s: oooo om.:: owmpo>< Amma u zv aeoooo.o msfi.aa mfi.sm soon passe u o>a3oapaeH mo.as oooo os.mm owmsosa lama n zv mmmo.o mmo.m Hm.em soom peace a teach I sEosops< mm.m: oooo No.2: owmpo>¢ Amma u zv asaooo.o mas.m Hm.mm hood unsspmaz n posse soafiaomoosm m oapom m memo: :mLOpco>cH psoEQoao>mm Hmfioomocomwmz mo mmfimom mwwum an Aooou .owmmo>¢ .poomv monsoomom npamom mom mosmfipw> no mfimzamc< mmzloco :m.: oHQMB 11A Table A.25 Crosstabulation (Chi Square) of Health by Persistence Persistence 0 to 95% Completion of Completion Time Allotted Row of Program For Program Total Poor N 9 7 16 Row% 56.3 A3.8 12.6 Cohxm1% 22.0 'Ibtal % 7.1 2 Average IV 20 36 56 :3 wa % 35.7 6A.3 AA.1 $33 Column% A8.8 A1.9 Tbufl.% 15.7 28.3 Good N 12 A3 55 Row% 21.8 78.2 A3.3 Cblwm1% 29.3 50.0 'Ibtal % 9.A 33.9 Column A1 86 127 Total 32.3 67.7 100.0 Raw Chi Square = 7.26088 with 2 degrees of freedom. Significance = 0.0265* Significant at the .05 level. 115 .Ho>oa H0. 0:» pm pamoHMHCmemx mm.ms oooo wa.ss omoscse lama u 20 ssaooo.o m0a.oa s0.mm hood coapoaonH I seesapeH Hm.0s oooo 02.0: owmpo>< Amma u 20 asoooo.o 0mm.mH ::.Hm soom eoamsooaa spapsooH . spapoooH om.ms oooo sw.m: owmpo>< Amma n 20 ssmsoo.o mHH.m oo.0m soom soasoasooeH u aspmsosH sm.0s oooo 0m.ms omososa Asmfi u 20 asmmoo.o mma.0 ms.sm soom passe u osapoapaoH ::.Hs oooo ma.mm owosose Asma u 20 *smooo.o mom.m mm.mm soom posoo a macaw u sEoeopse Hm.ms oooo ::.m: ommho>¢ ANNH n zv seoooo.o swm.oa mw.mm soom smashes: u posse spafiaoooosd m oapom a memo: :zLOpco>cH pcmEQoao>wQ HmfioomOSOzmm: 0o mmawom mwmpm an Aooo0 .mwmpm>< a.Hoomv mmmCOQmom wQOHpmamm spasm mom ovCMHpm> mo mfimzawc¢ 0031000 mm.: ofinme 116 scooamaewam 3oz pemoamaewam 3oz scooadasmam 3oz scooauaemam 3oz pesoamacmam 3oz scooaoaemam 3oz Amoaoom HH<0 scooa0aomam peooamacwam 3oz osmoaoacwam 3oz pesoaoaemam 3oz osmoacacwam scmoacasmam 3oz Ammawom 0 no my psmoa0aemam osmoacaewam 3oz pesoaoacwam 3oz oeooaaaewam 3oz scooamaewam 3oz peooacaemam 3oz Amoamom Haav ocmoaaacwam oasmcm 0ocmfipw> 0osmfipm> 0ocmfipm> 0ocmfipw> 0ocmfipm> 0ocmflpm> mo ..HO .HO 0o ..HO ..wO mCOHpmasnmpmmoso mcofipmHSQMpmmOLo mCOflpmHsompmmopo mCOHpmasnmpmmopo mcofipmasompmmopo mfimxamc< zmzlmco mflmmamc< mmznmco mCOHpmHSQMQmmopo mcofipmHsnmpmmopo mQOHpmHsomummopo mcofiumaznmpmmopo wfiwzamc< m03|0co mammamc< zmzn0co mCOHpmHSDMpmmopo mcoapmHsompmmOLo mCOHpmasnmpmmoso meowpmfisowpmmopo mfimzamc< m0310co mammamc< 0031020 some mm.: ofinmE mzpmpm Haufipmz x00 0&0 00:0pmfims0m coauHmOQmHQ 0hoom H20 mmamom 0mmuw Ham x0m 0w< coHuHmOQmHQ 0oc0pmfimp0m mhoom H20 moamom ommom H00 0oc0pmfiwp0m x0m 0w< coflpfimoamfim 0poom H20 moflmom 00030 Has m0anmfipm> mcofipm05® wCOHpmamm cmesz Uc< .cpammm .wcfi0mlaa03 Op 00pma0m 0000B 00:00H0flcwfim 0o mfimzamc< mcoapmaom cmesm Spamwm meaomuaaoz 117 were correlated with twenty—one other variables (See Table A.28). The tolerance level was set at .80 and the level of significance at .05. Three variables were found to be sig- nificant. The first variable, number of jobs held in the last year, accounted for 8 percent of variance; Identity for approximately 3 percent; and Inferiority for an addi- tional 5 percent. In total, only three variables accounted for 16 percent of variance (See Table A.29). A second Multiple Regression was computed following manipulation of definitions. Persisters were redefined as only those who had completed their program of study within the allotted time (by July 1, 1979). Non-persisters were redefined as those who quit, took a leave of absence or dropped out due to absenteeism, personal reasons or inappro- priate behavior. Again, the twenty—two variables were correlated. With a tolerance level of .80 and significance level set at .05, five variables were significant. They were: Marital Status (10 percent), Identity (5.7 percent), Inferiority (5.8 percent), Highest Educational Level Com- pleted (6.6 percent), and Career Maturity (3.A percent). In total, these five variables accounted for 32 percent of variance for non-persistence (See Table A.30). Summary of the Hypotheses Tests Five major research hypotheses made up of nine research statements were empirically investigated in order to study the relationship between career maturity, 118 Table A.28 Multiple Regression Analysis Variable List Variables: 1. Reason (Persisters, Non—persisters) 2. Career Maturity Inventory Score 3. Basic Trust A. Autonomy 5. Initiative 6. Industry 7. Identity 8. Intimacy 9. Basic Mistrust 10 Shame and Doubt ll. Guilt 12. Inferiority 13. Identity Diffusion 1A. Isolation 15. Sex 16. Age 17. Marital Status 18. Education Completed 19. Years Out of School 20. Years Working on a Full-time Basis 21. Income in Last Year 22. Number of Jobs in Last Year 119 .0H00HL0> 2000 00 Low 00pssooo0 0oC0HL0> H030H>H0CH** .00H00Hs0> 0:00H0chfim 000:0 HH0 an pom 000::ooo0 00:0Hp0> H0poem 00H H030H00m m coamwmpw0m.nnnueo0002m mo 000L000 00H n z NH.0 00.0 *0H.0 00.0 0H>.m 000.0 m0m.0 zuHLOHL0MCH 0H.0 m0.0 ma.0 :m.0 m0m.0 000.0 m0m.0 szpC00H 0m.0 00.0 00.0 mm.0 mam.m 0m0.0 0HN.0 000» pmmq ca 0000 no .0252 m 0HQEHm *wmwc0zo 000:0m m m 0H0fipazz m m Lospm 000m 0HQ0HL0> 000:0m 0 00002000 moaomasm> peooaaaemam sou oaome ssmeesm mo. ”ooemoa0acmam 0o Hosts 00. 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"00:0L0HDH A002000H000Q|coc 0C0 00000000000 mo coH0HCH000 0000>0Lv coa0flmoamfio "0H00H00> 0000:0000 mpO0o00 :oH0H0o0000 000H>0m pom 0H0>H0c< COH000Lw0m 0HQH0H02 0m.: 0HQ0B I21 psychosocial development, age, gender, persistence, and non-persistence. eses testing were as follows: II III IV IV Hypothesis There will be a significant positive correlation between the measure of vocational maturity and the six positive subscales of the "Psychosocial Develop— ment Inventory." There will be a significant negative correlation between the measure of vocational maturity and the six neg— ative subscales of the "Psychosocial Development Inventory." There will be a significant difference in the means between persisters and non-persisters on the twelve subscales of the "Psychosocial Development Inven- tory." On the six positive subscales, persisters will score higher than non- persisters. On the six negative scales, the non—persisters will have higher scores than persisters. There will be a significant difference in means between persisters and non- persisters on the "Career Maturity Attitude Scale." There will be a significant difference in the means between males and females on the measure of the twelve subscales of the "Psychosocial Development Inventory." There will be a significant difference in the means between males and females on the "Career Maturity Attitude Scale." There will be a significant positive correlation between age and the six positive subscales of the "Psychosocial Development Inventory." A summary of the results of the hypoth- Results Rejected* Accepted Rejected Rejected Rejected Rejected Rejected* 122 HYEOthESiS Results V B There will be a significant negative Rejected* correlation between age and the six negative subscales of the "Psychosocial Development Inventory." V C There will be a significant positive Accepted correlation between age and the measure of "Career Maturity." *Some specific P.D.I. subscales were significantly correlated. Multiple Regression techniques (tolerance level set at .80) found that three variables were significant (Number of Jobs in the Last Year, Identity, and Inferiority) at the .05 level in accounting for 16 percent of variance between persisters and non—persisters. When the definition of per- sistence was changed, five variables (Marital Status,ldentity, Inferiority, Highest Educational Level Completed, and C.M.I. score) were identified as accounting for 32 percent ofvariance. Other tests analyzing persistence and non-persistence differences by gender and age were not significant except for how the sample rated Health. Health, Well-being, and Human Relationships were found to be significantly related to P.D.I. stage scales but not to C.M.I. score, age, sex, or persistence. Also, the C.M.I. was not significantly correlated with the Highest Educational Level Completed by subjects. In Chapter V a summary of the study is presented. The findings of the study are discussed and conclusions drawn. Limitations of the study and implications for future research are outlined. CHAPTER V SUMMARY AND CONCLUSIONS The purpose of the study was to: (1) identify factors differentiating persisters from non-persisters in an adult population attending a community college for aca— demic upgrading; (2) examine the relationship between the concepts of psychosocial and vocational maturity; (3) iden- tify the stages of psychosocial development and attitudinal factors of vocational maturity which influence persistence and non-persistence; and (A) identify unresolved stages in development for which interventions could beneficially be made for adults returning to formal education. The impetus was provided for the study by the above objectives' poten- tial, practical, and theoretical value. Summary In this study an attempt was made to inter—relate two basic theoretical concepts, vocational and psychosocial ma- turity, with differences found between students who persist and those who did not persist in adult academic upgrading programs at a community college. The assumption was made that the lack of persistence is a symptom of a more central pattern or style of life. Style of life is a part oftflmegen- eral process of development, and lack of persistence is a 123 124 reflection of the lack of resolution of certain stages or attitudes in that general development. A review of relevant research supported the sugges- tion that vocational development (Super, 1957; Crites, 1965), particularly the construct of vocational maturity (Bohn, 1966; Bartlett, 1968; Lawrence and Brown, 1976; Yen and Healy, 1977), was part of general development and was close- ly related to the construct of psychosocial development (Munley, 197“; Heath, 1976; Martin and Redmore, 1978). Sim- ilarly, research in the area of student persistence (Calder, 1977; Near, 1977) suggested that psychosocial factors were crucial in understanding the motivation and development of students. Also implied in the research was that differences in demographic characteristics such as sex, age, and work experience impact on the development of social and voca— tional maturity (Constantinople, 1969). The review of the literature revealed that adequate instrumentation was avail- able to measure vocational and psychosodial develOpment. The first six stage crises of psychosocial development, out— lined by Erikson, were explored as variables influencing vocational maturity and persistence in adult upgrading students by means of the "Psychosocial Development Inventory" (Constantinople, 1969). Vocational maturity, as described by John Crites, was measured by the attitude scale of the "Career Maturity Inventory" (Crites, 1973). Hypotheses were formulated stating that there exists: (1) a linear relation- ship between scores on psychosocial development and 125 vocational maturity; (2) differences between persisters and non—persisters; and (3) age and gender differences in psycho- social development, vocational maturity, and persistence factors. One hundred and twenty—seven adults enrolled in academic upgrading (sixth through twelfth grade) programs at St. Clair College volunteered to participate in this naturalistic study. The adults were administered, during their first week orientation program, the "Adult Student Development Questionnaire" which consisted of a demographic survey, the "Psychosocial Development Inventory," and the "Career Maturity Inventory Attitude Scale." Follow-up data was collected on the students for the next six to nine months to determine persisters and non-persisters, and the specific reasons the individuals gave for discontinuation of their programs. Statistical hypotheses which were formu— lated to test the relationship between career maturity, psychosocial development, age, gender, persistence, non— persistence, and selected demographic characteristics were analyzed by means of Pearson Product-Moment Correlation Coefficients, One—Way Analysis of Variance, Chi Square Crosstabulations, Multiple Regression Analysis, and simple T-tests. A summary of the results are presented below: 1. Reliability for the P.D.I. subscales ranged from .30 to .75 and for stage scales from .35 to .75. Reliability for the C.M.I. Attitudinal Scale was .78. 126 2. A significant relationship (at the .05 level) was found between the measure of psychosocial development and the measure of vocational maturity. Two of the positive subscales (Trust .016,Identity .01“) were significant and all six negative subscales (Mistrust .000, Shame and Doubt .000, Guilt .000, Inferiority .000, Identity Diffusion .002, Isolation .000). Four of the six stage scales were signifi— cant at the .01 level (Trust-Mistrust .0027, Autonomy—Shame and Doubt .0091, Industry-Inferiority .0071, Intimacy- Isolation .005). 3. No differences were found between the scores of persisters and non—persisters on the measures of psycho- social development and vocational maturity. A. No differences were found between the scores of males and females on the measure of psychosocial develop- ment and vocational maturity, nor on persistence and non— persistence. 5. Some differences were found between scores of various age groups on the measures of psychosocial develop- ment. Older subjects scored higher than younger subjects on Industry (.017), while younger subjects were significant- ly higher on Initiative (.003). Younger subjects reflected a greater sense of Shame and Doubt (.017), plus Inferiority (.02). Older subjects also had higher career maturity ratings (.003). Additional exploratory analysis revealed that: 1. Sample responses to questions on emotional 127 well-being (all six stage scales were significant at the .05 level), physical health (Trust, Initiative, Identity stage scales significant at the .05 level), and relations with others (all six stage scales significant at the .01 level) were statistically significant when correlated with psychosocial development measure. They were not signifi- cantly related to sex, age, disposition, persistence, or C.M.I. score variables. The one exception was that poor health ratings were indicative of non-persistence (.0265). 2. Multiple Regression Analysis (tolerance level set at .80) revealed that three variables (Number of Jobs Held in Last Year, Identity, Inferiority) were significant at the .05 level in accounting for 16 percent of variance between persisters and non—persisters. 3. The measure of vocational maturity was not significantly correlated with Highest Educational Level Completed by subjects. Conclusion and Discussion Before elaborating on the results, a discussion of the limitations of the dependent variables is in order. Instrumentation The current study used two major dependent variables. Their effectiveness is reviewed below. A. "Psychosocial Development Inventory," Erikson's theory of psychosocial development was chosen because as a stage theory it provides a theoretical framework in which 128 to think about individual differences. The P.D.I. was found to be the only short self—report instrument that had been used to validate Erikson's theory and in obtaining normative data. Previous research had been conducted solely on university populations; however, in the current study, it was postulated that P.D.I., if reliable, should be suf- ficiently sensitive to distinguish unique stage differences for an adult population who had not successfully completed their high school education and in general had not met the normative standards of society. Adult's psychosocial devel— opment should differ from the psychosocial development of the university samples cited in previous research. In Table 5.1 mean results are shown for theffin Clair sample compared to Constantinople's 1965 sample. All means are higher for the St. Clair sample. The positive sub— scales were only marginally greater while the negative subscales reflect much larger differences, particularly on the first three stages. The elevation of the positive sub— scales was somewhat unexpected but may be due to one of several reasons: (1) the population sampled were older (approximately twenty-six compared to twenty—one for Constantinople's sample); (2) the sample are much more social agency sophisticated and perhaps results are influ- enced by positive response set; and/or (3) as a selected group for sponsorship, they may have positive strengths, despite a lack of resolution of earlier stages. The nega— tive subscale elevation substantiated the original 129 0HQE0m** 000009 0000000000 000000 0.00 mm.ma m 00:.ma 2.00 m 00.00 m 0mm.>m m.:H mo.mH z Amam.mav coH00HO0H 0.00 2 00.00 2 Amwm.0mv 000EH0QH 0.0a 0:.0H m m0m.00 m.:m m Hw.mm m How.mm 0.00 000.00 2 Ammm.000 CO005000Q m.:m z mm.mm z Aawm.mmv >0H0C0UH 00H0C0UH 0.00 00.00 m m00.0a p.mm m mm.mm m :m0.mm 0.00 00.00 S Amwm.0av 0000000002H 0.00 z 00.mm z Ammz.mmv 0000:0CH 0.00 ma.wa 0 000.00 0.00 m mm.0m m 0H0.0m m.ma mH.0H z Amm0.000 0H050 0.mm E 00.00 E Amaz.wmv 0>H00H0HQH m.mH 00.00 0 000.00 H.mm m mm.mm m om0.mm 0.00 00.00 2 0000.000 00000 000 0.00 2 00.00 2 A000.00V 00000000 000cm 0.00 00.00 0 000.00 0.00 0 00.00 0 00000.00 0.00 0m.:H z Aomm.mav 00500002 m.mm 2 00.00 E *Awmm.mmv 00309 0000m 0000m 0Haocw0c00mcoo 000E0m 0:002 0000om 0000:002000coo 0qu0m 0:002 00H0om 00000 .0m H0090 0>H00w0z LH0H0 .0m H0090 0>0000om 000E0m Ammmav 0aaocfl0c00mcoo 5003 0:00: 0000005m :00o0:0>:H 0:0EQoH0>0Q H000O0ozozmm: mo CO0000QEOQ H.m 0HQ0B 130 speculation regarding the sample. The results provide a measure of construct validity for the P.D.I. when comparing demographics of the St. Clair sample to Constantinople's sample. In a similar comparison with the Munley sample(1973), using stage scores for high, medium, and low vocational ma— turity groups, it can be seen that the St. Clair sample is considerably lower on all stages and in all vocational ma- turity categories (See Table 5.2). This finding again is consistent in the expected direction. The P.D.I. subscales are valuable in identifying specifically the factors related to Erikson's theory. How- ever, the theory, being a stage theory, lends itself also to stage scales. The continuous score provided slightly higher reliability alphas and also a ten—point scale. As indicated in Chapter III, reliability alphas for the current study on the P.D.I., both as subscales and stage scales, were comparable to Constantinople (1969) and Sommers (1979). The Autonomy subscale reliability (.29) looks par— ticularly weak and consequently the Autonomy-Shame and Doubt stage scale reliability alpha (.35) is also low. Four items in the Autonomy-Shame and Doubt stage scale could use refine- ment (Autonomy Items 1 and U; and Shame and Doubt Items 1 and 2). The other items requiring further development in the P.D.I. are: Guilt 5; Isolation 2; Autonomy 3; Identity Diffusion 2; and Shame and Doubt u (See Appendix E l and E 3). Although the data from this study indicates that the 131 00.00 00.00 00.00 00.00 00.00 00.00 00000 .00 020 00.00 00.00 00.00 00.00 00.00 00.00 000002 000 u 20 300 00.00 00.00 00.00 00.00 00.00 00.00 00000 .00 020 00.00 00.00 00.00 00.00 00.00 00.00 200002 000 u 20 000002 00.00 00.00 00.00 00.00 00.00 00.00 00000 .00 020 00.00 00.00 00.00 00.00 00.00 00.00 000002 000 u 20 0000 0 0 0 0 0 0 00000 020 000000 000 0&3000 00000C0>CH 00003002 000000: 300 0:0 .530002 .csz 000 02002 00000 00000 0000020>CH 0cmEQ000>0Q 000000020000: co 00:00 Amwm0v 000mg: 00 000E0m mo comflmeEoo m.m @0908 132 instrument warrants further study and refinement, it also provides evidence of the validity of the P.D.I.'s usage with adults as a measure of psychosocial development. The P.D.I. appears to have sufficient sensitivity, at least in the negative scales and in the majority of stage scales, to detect lack of resolution of crisis as outlined by Erikson. The negative subscales have much greater vari- ance than the positive subscales which probably accounts for the high number of significant results with negative scales. It appears that it is easier for the subjects to describe who they are not, or at least to identify their weaknesses, than to identify, admit, or reveal positive growth areas. B. "Career Maturity Inventory." The C.M.I. Attitude Scale was chosen as the operational measure of vocational maturity due to its rich research background and its valid- ity as a developmental measure. Previous research (Moore and McLean, 1977; Crites, 1973) has found the C.M.I. to be appropriate with college populations and in measuring the construct of career maturity. As reported in Chapter III, Table 3.3, the results in the current sample reflect a fair- ly normal distribution of results without a restricted range or ceiling effect. The results of hypothesis five support the contention that career maturity is a function of age. The reliability for the attitude scale (.78) is slightly higher than that reported by Crites (.7“). The validity of the usage of the instrument with other than middle class 133 populations remains an open question. However, the items appear to discriminate among high and low vocational matur- ity groups and these groups hold up when compared to psycho- social development. The items may reflect a middle class value system; however, that is the very value system with which the typical adult retraining student may be struggling to become a part. Westbrook (1976) has criticized the C.M.I. for being more a measure of cognitive development than career maturity. When the C.M.I. Attitudinal Scale was analyzed based on the amount of education completed by the subjects, no statisti- cal significance was found (See Table 4.22). In this study, therefore, the only measure reflecting an indication of intellectual ability does not support Westbrook's criticism. The test of reliability did indicate that there are several items requiring revision. They are variables 2, 21, 38, A2, and 50. In general, the C.M.I. Attitudinal Scale held up effectively in this study. Hypotheses Test Results The first hypothesis tested speculated that there was a linear relationship between scores on the C.M.I. and the P.D.I. Although only two of the positive subscales were significant, four of the six stage scales and all six negative subscales were significant. There was a signifi- cant positive correlational relationship between the con- cepts. This finding provides support for the basic assump— tion in the study that the two concepts are developmental. 13L: As indicated in Chapter I, an individual's sense of ego identity depends on the degree to which the individual shares society's value system. Therefore, a person's ego development is dependent on whether they have a feeling of being a worthy person because they fit into a coherent and valued order of things. Since holding a job is a valued norm and adult retraining students have had difficulty obtaining and/or maintaining an occupation, it is reasonable to assume they do not feel worthy. But what comes first, the lack of a feeling of worth or a lack of job attainment? It is speculated in Chapter I that if career matur- ity was strictly related to job acquisition it may solely be related statistically to the Identity-Identity Diffusion stage. However, if it was more of a developmental concept, it would be related significantly to earlier stages of development as theorized by Erikson. The fact that Stages 1, 2, and A (Trust-Mistrust, Autonomy-Shame and Doubt, and Industry-Inferiority) are significantly related to career maturity, indicates that it is a developmental construct. Those lacking in vocational maturity also reflect low stage resolution of Stages 1, 2, and A. In fact, all negative subscales were significantly correlated. Since the C.M.I. Attitudinal Scale is theoretically related to an individual's concepts regarding the world of work, it appears reasonable to state that these concepts are influenced by psychosocial factors such as a person's sense of guilt, inferiority, lack of identity, shame and doubt, and mistrust of others and 135 things. If lack of early stage resolution detrimentally affects later stage resolution and ultimately career matur- ity is true, and the results in this study imply the valid- ity of this statement, then it is crucial that educators deal with the lack of vocational maturity not as solely a lack of career information but as part of a general pattern of development. General development incorporates both vocational and psychosocial development factors. Two basic assumptions regarding developmental theory were made in the current study. They are: (l) develOpment is a life—long process that has definite stages; and (2) development is hierarchical in that the stages need to be resolved successfully or the lack of resolution will make further growth difficult. Basic to these concepts is the belief that as the person progressively resolves stages he/ she moves from dependency to independency by acquiring skills and competencies necessary to perform adequately in ways valued by others and adjustments demanded by social situa- tions. The lack of resolution of earlier stages retards the acquisition of these skills and competencies, and makes the individual much more dependent. As indicated earlier, the St. Clair sample mean scores on negative subscales and on stage scales reflect less resolution of stage development. Given then that the St. Clair sample reflects less success- ful resolution of stages outlined by Erikson than samples in previous studies (Constantinople, 1965; Munley, 1973), it is reasonable to assume, based on developmental theory, 136 that they would be a more dependent group of individuals. The St. Clair sample's demographic characteristics profile substantiates this claim in that they have required govern- ment financial sponsorship in order to assist them to attain skills and competencies needed to obtain and maintain a job. The lack of skill and competency acquisition not only makes the individual more dependent, it also locks the individual into a present focus rather than a future orientation. A lack of a future orientation leads to an impulsive life style rather than one characterized by delayed gratification. In order to planfully select and commit to future personal and social goals, an individual needs to be able to defer their present needs. But the adult retraining student finds himself/herself functioning at a survival needs level, attempting to provide food and shelter. It becomes diffi- cult for the individual to abstract or generalize to the future in all but a vague way. Erikson theorized that identity closure takes place much earlier when an individual leaves formal education. Given the immediate demands placed upon early school drop- outs, it is not surprising that identity closure is accel- erated. Unfortunately, the reasons an individual leaves school at an early age may be related to previous lack of stage resolution which causes further dependence. This dependence may get transferred from the school system and family to social welfare and manpower agencies. 137 However, when the vocational and psychosocial developmental concepts are used to distinguish between per- sisters and non-persisters in the second and third hypoth- eses, no differences were found. In fact, the only difference found between persisters and non-persisters was their response to the question regarding physical health. Those responding as rating self in poor health tended to drop out. This finding is surprising since those who dropped out due to health or medical reasons were not in- cluded in the sample. Perhaps health attitudes play a greater importance in whether a person persists than pre— viously acknowledged. Also, health attitudes may be an area of self awareness that is at a more conscious, or at least at a more legitimately able to be expressed, level. The inability for the psychosocial development and career maturity measures to predict who would and would not persist were limited by the definition of persistence and the method of collating data. All the subjects in the study were sponsored students. During the course of the study, only thirty-five subjects discontinued for reasons able to be clearly identified as psychosocially related. As stated earlier, individuals indicating medical, academic, transfer, and unknown reasons were not included. The definition of persisters included those still at the college on July 1, 1979. The number of individuals still in a program at that time was disproportionate, indicating that the sponsorship, which is the weekly monetary stipend given 138 to each student who is in attendance and progressing adequately, may be a variable superceding other factors. When persistence was more narrowly defined as only those completing programs by June 30, 1979, the P.D.I. and C.M.I. still were not significantly correlated. As postulated earlier, the adult retraining students are dependent upon manpower sponsorship and this dependence both in a monetary and psychological sense may be eradicating any differenti- ation. A study of a similar population who are paying their own tuition would clarify whether sponsorship is unduly influencial or if psychosocial and career maturity factors are just not good identifiers of non—persistence with this population. The current study profiles the sample student group as: (l) relatively low on career maturity; (2) having elevated negative subscale scores on Mistrust, Shame and Doubt, Guilt, Inferiority, Identity Diffusion, and Isola- tion; (3) having experienced failure previously (approx— imately 50 percent failed at least one grade); and (A) having an inability to hold a full-time job during the previous year. The profile indicates factors similar to the psychosocial characteristics identified by Calder (1977) and Near (1977) as representative of drop—outs. Perhaps these factors being the norm for the group rather than a unique minority makes a difference in attitudes towards persistence. A student having the above profile entering an achievement oriented college or university group may 139 feel different since the peer value system would differ. Sponsorship, as seen by society in general, may be perceived as negative, but for this particular group it is the norm. Similarly, a sense of mistrust or shame and doubt, a lack of initiative or industry do not become the distinguishing characteristics within a minority but rather the norm. Therefore, staying in a program until sponsorship has expired is expected and condoned by the peer group, while academic achievement becomes secondary. Previous research (Constantinople, 1969; Stark and Traxler, 1974) indicated that major differences existed between males and females on the P.D.I. scales. No differ- ences were found in the current study on subscales or stage scales of the P.D.I. Although the sample was predominantly female (7A.8 percent), the numbers were adequate for com- parison. The lack of differences on any scale was unexpec— ted. Perhaps the adult population (mean age of 26) reflected a totally different sequence of life experiences that neutralize the differences which other researchers such as Constantinople found with university samples. The St. Clair sample also consisted of a population who had left formal education at an early age. As stated above, Erikson specu- lated that early school drop-outs would experience premature foreclosure on identity, and social experience would lessen ego diffusion. In Table 5.1 data, comparing Constantinople's university sample and the St. Clair sample, does not support Erikson's speculation. Identity Diffusion and Identity 140 subscales were higher for adults who were drop-outs and had delayed returning to formal education. Perhaps life experiences during early adolescence cause foreclosure on identity, thus explaining the lack of resolution of negative scales and also the similarity between genders. If this is so, then is it the educational institu— tions which promote differences between genders or do those who experience failure and dropping out of education uni- formly receive negative evaluations from his/her environment and therefore are simply not allowed to resolve psychosocial crises? Douvan and Adelson (1966) contended that boys tended to crystalize their identity by anchoring it in a vocational choice. They felt that the adolescent girl does not have the same opportunity. Perhaps both genders in the sample studied have kept his/her respective identities diffused because he/she did not have any concrete vision of his/her future other than a dim view of some hoped for goal that is dependent on assistance from a social agency. The agency he/ she did not trust because they vmnme not able to obtain for him/her employment in the first place. Thus, just like many adolescent females who are unable and/or unwilling to make an active decision on her identity due to multiple role expectations (wife, mother, career), so the sample males may not have a clear occupational or career goal. The males therefore have IN) clear answer to the questions of "Who am I? "What will I be? Lack of anchorage in the future 1A1 accounts for high Identity Diffusion scores for males and females. If this is true, then intervention is necessary to provide for them a future direction, goal, objective, to which they can identify and commit. Questions remain as to why there are no differences between genders on any of the stages. Has the perceived life experiences of both males and females been similar since infancy? Does lack of resolution of early stages nullify later development so markedly that significant differences are not detectable? The negative P.D.I. scales appear to have sufficient variance to detect differences (20 to 37) while the positive scales have less variance (17 to 27), yet no single scale indicated statistically significant differences between genders. Also, contradictory to previous research (Lawrence and Brown, 1976), career maturity scores did not differ significantly by gender. Although females scored slightly higher, the test results were not significant. This lack of difference may again reflect negative life experiences since the sample had been out of work at least one full year in order to be eligible for sponsorship. But why no differences? Perhaps, as LoCascio (1974) has pointed out, the C.M.I. is a middle-class instrument and not sensitive to differences in the sample population. The instrument, however, had an excellent range of responses and a curve approaching a normal distribution. Again it might be a similar career deprivation pattern for both genders. Maybe 1U2 both sexes' career maturity is equally detrimentally affected through lack of job attainment and/or maintenance. The lack of significant differences betweenpersisters and non—persisters by sex was also surprising. Historically females have had a much lower rate of attrition, yet no dif- ferences were found in this study. Although the fifth hypothesis for age was rejected, certain results are worthy of comment. Older subjects scored significantly higher than younger subjects on Indus- try. Younger subjects had higher scores on Shame and Doubt, and Inferiority, but older subjects were significantly lower on Initiative. The older subjects seem to have lost their enthusiasm. This is probably due to lack of work and social status. They do, however, have some life experiences and do know what to do, unlike their younger counterparts who lack a sense of industry or direction. The younger subjects also are more intensely aware of their sense of Shame and Doubt, and Inferiority, than the older subjects. The young- er students lack a sense of competency and require more intense personal intervention and job experience to deal with their lack of a sense of competence. Older students lack desire or initiative to even try. Intervention methods should differ for these groups. Age was found to be significantly correlated with the "Career Maturity Inventory Attitude Scale." The older subjects scored higher on career maturity, thus supporting Crites' contention that career maturity increases with age. 1A3 Older students may not need similar kinds of careerawareness programs. Since there is a difference in career attitudes, the older students may profit from other counseling inter- vention such as assertiveness training to assist in the resolution of the initiative phase. No differences were found by age for disposition or length of time persisting in college. Again, this is contrary to previous research (Sainty, 1979) where older subjects had lower attrition rates. The cell sizes for non—persisters might have been too small to allow for differences (See Table 4.22) to be detected. Subjects were asked in the demographic portion of the A.S.D.Q. to rate their emotional well-being, physical health, and personal relations with others. These questions were drawn from Farquhar's "Assessment of Adult Adjustment Patterns Invertory" in an attempt to see if simple straight forward questions could distinguish those having difficul- ties in psychosocial development. Theoretically, it was speculated that emotional well-being would be related to Identity, health to Basic Trust, and personal relations to Intimacy. Ratings on these questions were able to discrim- inate on all but three of the stage scales. Those who rated themselves four or below on the nine-point scale were also significantly different (n1 stage scales of the P.D.I. Perhaps these questions ought to be used in screen- ing individuals needing counseling intervention. It appears that those rating themselves low are high risk students. 144 These questions did not, however, correlate with disposition, persistence, age, gender, and C.M.I. score except in one case. Subjects reporting low on health tended to drop out more. frequently. This finding may indicate a greater need for proper health screening on college campuses. In order to determine relative strength of predic— tion techniques using psychosocial, vocational, and demo- graphic factors, Multiple Regression Analysis was used. The results were somewhat different than those found by Sainty (1970). Sainty found the major factors to be age, number of grades repeated, and number of changes of employment in the previous twelve months. In the current study, using the study's operational definition of persistence as the depen- dent variable, the Number of Jobs Held in the Last Year accounted for 8 percent of variance while Identity and Inferiority added 3 and 5 percent. Age and grades repeated were not significant. When the definition of persistence was restricted to only those actually completing their program by June 30, 1979, different factors were found: Marital Status (10 per- cent); Identity (5.7 percent); Inferiority (5.8 percent); Highest Educational Level Completed (6.6 percent); and Career Maturity (3.A percent). These five factors accounted for 32 percent of variance. Although these factors do not compare with the predictive strength of cognitive measures, they are valuable identifiers. Basically, the results indicated: lHS 1. Married students are more likely to finish on time. 2. Identity and Inferiority are crucial psycho- social factors in persistence. 3. Transient students (Number of Jobs Held) are less stable than those totally unemployed, and may need special methods of intervention. A. Prediction techniques should incorporate cogni- tive and psychosocial measures. 5. The higher the educational level completed by the student prior to enrollment in adult retraining, the lower the risk of attrition. Educators, concerned with attrition, should note that psychosocial factors do contribute to variance between persisters and non-persisters. In some cases they are better predictors than many factors previously believed to be excellent indicators. Previous research has shown the importance of Identity as a crucial stage of development for adolescents. This study indicates that stage four, Industry- Inferiority, may be just as important a factor for adult upgrading students. Limitations of the Study This study has limitations that need to be considered when assessing the results. The research is basically a naturalistic study relying on volunteers to respond to self- report paper-and-pencil inventories. The very nature of 146 self-report instruments makes them susceptible to response set manipulation. The sample was not randomly selected but was an attempt within certain criteria to sample all subjects available in a certain time frame. The demographic charac- teristics of the sample were confirmed as being representa- tive of the general adult retraining population. No marked differences were found between the current study sample and typical academic upgrading population statistics. But the large number of students dropped from the initial group tested (approximately one-third) for various reasons (lan- guage, incomplete booklets, different sponsors) may have eliminated some variance and provided a more constricted sample. In fact, it is very likely that those with higher levels of Mistrust, Guilt, and Inferiority would be among those who would not be included in the final sample used for the analysis. The "Psychosocial Development Inventory" discussed earlier had several limitations. The language still requires clarification for this type of population. Several items need refinement. Perhaps the two major limitations of the instrument are that the scales are so small, only consisting of five items, and that they only cover six of the eight Eriksonian stages. When assessing adults, it would be better to be able to assess all eight stages. The "Career Maturity Inventory" appears to be adequate but several items need revision. Also, some items were quite transparent. There is a need for an adult 147 vocational maturity scale which could extend further into the "establishment phase" of the vocational development of adults. One of the major shortcomings of the present study was the definition and procedures for identifying persisters and non-persisters. A more systematic in—depth personal exit interview or follow-up technique might be appropriate in identifying reasons for discontinuation. It also would be beneficial to have a longer time period for follow—up. In interpreting the results, readers should also be cautioned that these results appear to be true only for academic upgrading adult retraining students who are English speaking and Manpower sponsored. The results, therefore, are limited in their generalizability to populations similar to the above. Implications for Future Research and Practices The current study has established additional evidence supporting the relationship between psychosocial and vocational maturity. Also, it has supported the theory that vocational maturity is monotonic. In general, the findings support Tiedeman and O'Hara's proposal (1963) that career development takes place within the context of psycho- social development as described by Erikson. The practical implication for counselors is the potential for better understanding of vocational concerns when perceived from a psychosocial development stage 148 framework. It allows for differential counseling approaches. The adult student returning to college may lack initiative compared to fellow adolescent classmates who suffer from lack of industry. Identification of stage issues could lead to different methods of intervention by counselors treating various individuals. Future research should not only repli- cate the present study to see if the profile of adult students returning for upgrading is substantiated, but also various counseling intervention techniques could be studied to determine which are most effective in assisting individ- uals with specific psychosocial crisis resolution. Mistrust is a major unresolved issue for many agency bonded individ- uals. Intervention to increase trust during orientation to college may be beneficial. Until this attitude is modi- fied, future learning may be selectively screened by the individual and academic or vocational goals detrimentally limited. Future research may also profit from focusing on comparing various measurescfl‘psychosocial development. The present study has no base on which to determine if high negative subscales reflect certain levels of pathology. There is no base to identify the magnitude of the concerns. How deviant is the current sample? Further use of the P.D.I. along with other psychosocial instruments with various pop~ ulations is recommended. The study of persistence and the use of the psycho- social variables as predictors should be continued. With 149 more stringent controls on follow-up techniques, more reliable results could be obtained. Multiple regression techniques, which incorporate both cognitive measures and psychosocial plus vocational development measures, could be used simultaneously to determine if the latter contri— bute to variance beyond the cognitive measures. The current study may also prove beneficial if replicated with other educational populations. In the adult retraining area, it would be beneficial to determine differences between skill program students and academic upgrading on psychosocial development, vocational maturity, and persistence. Similarly, a study of post—secondary college program students seems necessary, even if it is done simply to determine if any differences do exist between sexes in other college populations. The current study's lack of differentiation between genders should be explored not only in the college or university environment but also in other populations that have experienced similar developmental pressures. Are there similar psychosocial profiles for sexes among the poor or certain minority groups? The current study did not allow for minority com- parisons but future researchers may benefit from such an inquiry. Past studies on persistence have found that a sense of purpose and involvement have distinguished persisters from non-persisters. However, lfl order to get involved an individual must not only want to do something, but truly 150 must believe that they can do something. The profile of the adult retraining student in the current sample reflects a doubt as to their belief in themselves and their sense of competency. This disbelief and lack of anchorage in the future appears to be the norm in the group. What is the impact of negative resolution when it goes beyond individ- ual dynamics to become a group norm? What are the methods of preventing such dynamics of individuals from becoming social norms? How can different organizational or educa- tional climates affect such norms? The results of the present study have: (I) further substantiated the relationship between the developmental concepts of vocational and psychosocial maturity; (2) iden- tified psychosocial factors (Identity, Inferiority) and other factors (Career Maturity, Number of Jobs Held in the Last Year, Highest Educational Level Completed, Marital Status) that account for variance between persisters and non-persisters; (3) identified need for differential methods of intervention in counseling based on developmental theory; (4) identified differences between adult persisters and non-persisters in academic upgrading that are distinct from previous research on persistence; (5) identified attitudes towards physical health as an important factor in persis— tence for adults entering upgrading; and (6) established the importance of early psychosocial stage resolution (Trust—Mistrust, Autonomy-Shame and Doubt, Industry—Inferior- ity) in the development of vocational maturity of adult 151 upgrading students. In general, an attempt was made to demonstrate the value of developmental research in providing direction to educators. The difficulty in identifying causal factors for a complex behavior like persistence has also been demonstrated. APPENDICES 152 153 APPENDIX A ADULT STUDENT DEVELOPMENT QUESTIONNAIRE 154 Dear Friend: Thank you very much for agreeing to participate in a study of adult student development. Your efforts in com- pleting the following questions will provide valuable data about the developmental process. In addition, our findings could lead to improvement in the quality of education and college life offered at St. Clair. We would like you to answer all the questions on the following pages. We are aware that some of the questions are personal, but please remember that your responses will be kept strictly confidential. A system of coded numbers will be used and the list of names will be seen only by the principal investigators, B. Desbiens, Dean of Student Services, and L. Peters, Project Manager, T.I.P. Researcher. Please take your time in reading the instructions and completing the questionnaire. If you have any questions, feel free to ask us. Thank you for your time and cooper- ation. Sincerely, Brian Desbiens Dean of Student Services Linda Peters Project Manager T.I.P. Research Centre 155 RELEASE FORM: Study on Student Development OFFICE OF THE DEAN OF STUDENT SERVICES ST. CLAIR COLLEGE 1. I freely consent to take part in a scientific study being conducted by Brian L. Desbiens, Dean of Student Services. 2. I have read the explanation of the study, and I under- stand the explanation and what my participation will involve. 3. I understand that I am free to discontinue my partic— ipation in the study at any time; however, in the interest of contributing to the knowledge of how normal adults develop, I will try my best to finish the part of the study to which I have committed myself, if I can do so in good conscience. 4. I understand that the results of the study will be treated in strict professional confidence and that I will remain anonymous. Within these restrictions, results of the study will be made available to me at my request. 5. I understand that my participation in the study does not guarantee any beneficial results to me. 6. I understand that, at my request, I can receive an additional explanation of the study after my partic- ipation is completed. Signed Witnessed By Date Date 156 ADULT STUDENT DEVELOPMENT QUESTIONNAIRE PART ONE (Please complete the following questions as specifically as possible. If you wish to make comments to further explain your answers, feel free to write those comments in the margins.) 10. 11. 12. 157 ADULT STUDENT DEVELOPMENT QUESTIONNAIRE PART ONE Name Program: Academic Upgrading _____ Skill Course ____ Your age in years Sex: Female ____ Male Marital Status: Divorced ____ Separated Married _____ Single Widowed ____ How many children do you have? None One Two—Three Four-Five Six or More Age (in years) of youngest child (put X if no children). Age (in years) of oldest child (put X if no children). If married more than once, how many marriages (if once or none put X). What languages can you speak and understand? English (only) English & French Other (please specify) Would you indicate your country of birth. Are you an only child? Yes No 158 ADULT STUDENT DEVELOPMENT QUESTIONNAIRE - PART ONE (Cont'd) 18. Please indicate the town/city where you are presently living. 19. Presently, I am living: With parent(s) With guardian With spouse With spouse and children Alone with children Alone With friend(s) Other (please specify) 20. Please indicate your highest educational level completed before coming to St. Clair. 21. Have you ever had to repeat a school year? No Yes Please specify number of times 22. Before attending St. Clair, how long had it been since you last attended school on a full-time basis? 23. Are you attending St. Clair as a: Fee—paying student C.M.C. sponsored student 24. Work Load/Employment: I am NOT working while at college I am working hours a week while at college 159 ADULT STUDENT DEVELOPMENT QUESTIONNAIRE - PART ONE (Cont'd) 25. Please indicate the number of years you have worked on a full-time basis (one year = one continuous year of employment). None One Two Three-Five Six-Ten Over Ten Years 26. Please indicate the last full-time job you held (if none, put X). 27. Would you indicate last year's income. 0 - 2,999 ____ 3,000 - 4,999 __ 5,000 - 7,999 ____ 8,000 - 9,999 10,000 - 14,999 15,000 and above 28. Please indicate the number of jobs you have held in the last 12 months. None One Two Three Four—Six Seven or more 160 ADULT STUDENT DEVELOPMENT QUESTIONNAIRE - PART ONE (Cont'd) 29. 30. 31. Please rate your physical health (circle one number): 123 £456 '789 unhealthy average healthy Please rate your sense of emotional well-being (circle one number): 123 £456 789 unhappy average happy Please rate your sense of satisfaction with personal relations (circle one number): 123 1456 789 dissatisfied average satisfied THANK YOU VERY MUCH FOR COMPLETING PART ONE OF THE QUESTION- NAIRE. WOULD YOU NOW BEGIN PART TWO. 161 ADULT STUDENT DEVELOPMENT QUESTIONNAIRE PART TWO* (There are a number of statements about career choice in this portion of the questionnaire. Career choice means the kind of Job or work which you think you will probably be doing when you have finished all of your schooling.) The following statements require true or false responses. If you agree or mostly agree with the statement, you would the true column. If you disagree or mostly disagree with the statement you wouldl the false column. *Note: This section consisted of the "Career Maturity Inventory-Attitude Scale" of John Crites, 1973. 162 ADULT STUDENT DEVELOPMENT QUESTIONNAIRE PART THREE* (0n the following pages you will find a list of sixty terms and phrases which are used by students to describe them— selves. Please use the list to describe yourself as you honestly feel and believe you are. Be sure when you do these ratings that you are guided by your best Judgment of the way you really are. There is no need to ponder your ratings excessively; your first impressions are generally the best. Do the phrases in order. Be sure to answer every item.) *Reference for Part Three: A. Constantinople, "Psychosocial Development Inventory," 1969, as revised by Susanne Sommers, 1978. 163 Dear Participant: Thank you for completing this booklet. Your honesty and thoroughness will be very helpful in our attempt to understand adult students who return to college. If you have not completed certain sections, please try to do so since we can only use your results if all the items are complete. Please feel confident that your answers will be treated confidentially. When you are about to leave the college, we would like to be able to share your results with you. Please feel free to contact us. With thanks, Brian Desbiens Dean of Student Services Linda Peters Project Manager T.I.P. Research Centre 1611 APPENDIX B INSTRUCTIONS TO TAKE THE "ADULT STUDENT DEVELOPMENT QUESTIONNAIRE" 165 APPENDIX B INSTRUCTIONS TO TAKE THE "ADULT STUDENT DEVELOPMENT QUESTIONNAIRE" Standardized Introduction to Testing 1. Give Name and Position Intent of Testing Confidentiality Benefits (Brian Desbiens, Dean of Student Services, St. Clair College) (Linda Peters, Project Manager, T.I.P. Research Centre) a) Collect data to improve orientation and education at St. Clair College b) We will be collecting data from the next 200 students entering Retraining. a) All names will be coded so that no one can be identified. b) The results of the question— naire will in no way affect your grades at St. Clair College. When you have completed your stay at St. Clair College, you may come to the St. Clair College Research Centre (Room 88, right below the main office of the Retraining building) to obtain the results of your particular questionnaire. During the testing period, feel free to ask us for help if you have any questions, but please try to answer all questions as accurately as possible. Try to describe what you believe, think, and feel, not what you think you ought to or what others expect you to believe, think, and feel. 166 APPENDIX C CHARTS LISTING DETAILED CHARACTERISTICS OF SAMPLE FROM THE DEMOGRAPHIC SURVEY OF THE "ADULT STUDENT DEVELOPMENT QUESTIONNAIRE" 167 Table C.l Age Distribution of Total Sample Tested Adjusted Cumulative Absolute Frequency Frequency Age Frequency (Percentile) (Percentile) 17 17 13.5 13.5 18 2A 19.0 32.5 19 11 8.7 Al.3 20 3 2.A A3.7 21 6 A 8 A8.A 22 6 A 8 53.2 23 2 l 6 5A.8 25 5 A 0 58.7 26 5 A 0 62.7 27 A 3 2 65.9 28 2 1 6 67.5 29 3 2 A 69.8 30 l 0 8 70.6 31 3 2 A 73.0 32 1 0 8 73.8 33 l 0.8 7A.6 3A 1 0.8 75.A 35 A 3.2 78.6 36 3 2.A 81.0 37 A 3 2 8A.1 38 A 3 2 87.3 39 l 0 8 88.1 A2 1 0 8 88.9 A3 1 0 8 89.7 AA 2 1 6 91.3 A5 2 l 6 92.9 A6 2 l 6 9A.A A7 2 l 6 96.0 A8 2 1 6 97.6 A9 1 0 8 98.A 55 1 0 8 99.2 56 1 0.8 100.0 99 l MISSING 100.0 TOTAL 127 100.0 Mean 26.302 Mode 18.000 Median 21.833 Range 39.000 Minimum 17.000 Maximum 56.000 N 126 168 Table C.2 Gender of Total Sample Tested Adjusted Absolute Frequency Gender Frequency (Percentile) Female 95 7A.8 Male 32 25.2 TOTAL 127 100.0 N = 127 169 Table 0.3 Marital Status of Sample Tested Adjusted Marital Absolute Frequency Status Frequency (Percentile) Divorced 7 5-5 Married 26 20.5 Separated 20 15.7 Single 70 55.1 Widowed A 3.1 TOTAL 127 100.0 N = 127 170 Table C.A Number of Children Sample Tested Have Adjusted Number of Absolute Frequency Children Frequency (Percentile) 0 68 5A.8 1 12 9.7 2 32 25.8 3 7 5.6 A+ 5 14.0 9 3 MISSING TOTAL 127 100.0 N = 12A 171 Table C.5 Languages Spoken by Sample Tested Adjusted Languages Absolute Frequency Spoken Frequency (Percentile) English 109 85.8 English/ French 9 7- Other 9 7 TOTAL 127 100.0 N = 127 172 Table 0.6 Country of Birth for Sample Tested Adjusted Country Absolute Frequency of Birth Frequency (Percentile) Canada 11A 89.8 U.S.A. 3 2.A Europe A 3.1 Caribbean A 3.1 Far East 2 1.6 TOTAL 127 100.0 N = 127 173 Table C.7 Place Presently Living for Sample Tested Adjusted Town or Absolute Frequency City Frequency (Percentile) Windsor 10A 81.9 Chatham .6 Belle River .1 Kingsville 3 .A Leamington .8 Other 13 10.2 TOTAL 127 100.0 N = 127 17A Table C.8 Sample Tested Presently Living With Adjusted Living Absolute Frequency With Frequency (Percentile) Parents 39 31.0 Guardian 1.6 Spouse A.0 Spouse/ Children 20 15.9 Alone with Children 22 17.5 Alone 12 9.5 Friends 18 1A.3 Other 8 6.3 l MISSING TOTAL 127 100.0 N = 126 175 Table C.9 Highest Educational Level Completed Before Coming to St. Clair College Adjusted Absolute Frequency Level Frequency (Percentile) 8 or less 19 15.0 9 30 23.6 10 39 30.7 11 30 23.6 l2 3 2.A 13 2 .6 College/ University Other 3 2.A TOTAL 127 , 100.0 N = 127 176 Table 0.10 Number of School Years Failed by Sample Tested ! Number of Adjusted Cumulative Grades Absolute Frequency Frequency Failed Frequency (Percentile) (Percentile) 0 69 5A.3 5A.3 AA 3A.6 89.0 9 7.1 96.1 3+ 5 3.9 100.0 TOTAL 127 100.0 N = 127 177 Table 0.11 Number of Years Out of School Prior to Attending St. Clair College by Sample Tested Adjusted Cumulative Absolute Frequency Frequency Years Frequency (Percentile) (Percentile) O 3 2.A 2.A l 25 19.7 22.0 2 19 15.0 37.0 3 11 8.7 A5.7 A 8 6.3 52.0 5 6 A.7 56.7 6 6 A.7 61.A 7 2 1.6 63.0 8 A 3.1 66.1 10 5 3.9 70.1 11 1 0.8 70.9 12 A 3.1 7A.0 13 2 1.6 75.6 1A 2 1.6 77.2 15 2 1.6 78.7 16 1 0.8 79-5 17 1 0.8 80.3 18 3 2.A 82.7 19 3 2.A 85.0 20 l 0.8 85.8 21 A 3.1 89.0 22 3 2.A 91.3 23 l 0.8 92.1 25 l 0.8 92.9 27 l 0.8 93.7 28 l 0.8 9A.5 29 1 0.8 95.3 30 2 1.6 96.9 31 3 2.A 99.2 32 1 0.8 100.0 TOTAL 127 100.0 178 Table 0.12 Number of Hours Working While Attending College by Sample Tested Adjusted Cumulative Hours Absolute Frequency Frequency Working Frequency (Percentile) (Percentile) None 116 93.5 93.5 1 - 6 3 2.A 96.0 7 - l2 2 1.6 97.6 13 - 18 1 0.8 98.A l9 - 2A 1 0.8 99.2 25 - 30 l 0.8 100.0 3 MISSING 100.0 TOTAL 127 100.0 N = 12A Number of Years Worked on a Full-Time Basis (one year 179 Table 0.13 continuous employment) by Sample Tested Adjusted Cumulative Years Absolute Frequency Frequency Worked Frequency (Percentile) (Percentile) None A8 38.A 38.9 1 25 20.0 58.7 2 1A 11.2 69.8 3 - 5 20 16.0 85.7 6 - 10 8 6.A 92.1 10+ 10 8.0 l00.0 2 MISSING 100.0 TOTAL 127 100.0 N 126 180 Table C.lA Last Year's Income for Sample Tested Adjusted Cumulative Last Year's Absolute Frequency Frequency Income Frequency (Percentile) (Percentile) 0 - 2,999 69 58.0 58.0 3,000 - 4,999 23 19.3 77.3 5,000 — 7,999 13 10.9 88.2 8,000 - 9,999 5 A.2 92.A 10,000 - 1A,999 8 6.7 99.2 15,000 + l 0.8 100.0 8 MISSING 100.0 TOTAL 127 100.0 N = ll9 181 Table C.15 Number of Jobs Held in Last Year by Sample Tested Adjusted Cumulative Number of Absolute Frequency Frequency Jobs Held Frequency (Percentile) (Percentile) None 33 26.2 26.2 1 A7 37.3 63.5 2 25 19.8 83.3 3 1A 11.1 9A.A A - 6 6 A.8 99.2 7+ 0.8 100.0 1 MISSING 100.0 TOTAL 127 100.0 N = 126 182 Table 0.16 Rating of Physical Health by Sample Tested Adjusted Health Absolute Frequency Rating Frequency (Percentile) Unhealthy 0 0 Unhealthy 0 0 Unhealthy 3 2.A Average 13 10.2 Average 12 9.A Average 22 17.3 Good 22 17.3 Good 27 21.3 Good 28 22.0 TOTAL 127 100.0 N = 127 183 Table C.l7 Rating of Emotional Well—Being by Sample Tested Adjusted Well-Being Absolute Frequency Rating Frequency (Percentile) Unhappy O O Unhappy O 0 Unhappy 6 A.7 Average 11 8.7 Average 11 8.7 Average 30 23.6 Happy 29 22.8 Happy 20 15.7 Happy 20 15.7 TOTAL 127 100.0 N = 127 18A Table C.18 Rating of Satisfaction with Interpersonal Relations by Sample Tested Adjusted Human Absolute Frequency Relations Frequency (Percentile) Dissatisfied 0 0 Dissatisfied 0 0 Dissatisfied 1 0.8 Average 8 6.3 Average 7 5.5 Average 22 17.3 Satisfied 21 16.5 Satisfied 31 2A.A Satisfied 37 29.1 TOTAL 127 100.0 N = 127 185 Table C.19 Percentage of Time Students Remained in Original Program Selection Before Discontinuation Adjusted Cumulative Percentage Absolute Frequency Frequency of Time Frequency (Percentile) (Percentile) O 2 1.6 1.6 5 1 0.8 2.A 10 6 A.7 7.1 15 1 0.8 7.9 20 2 1.6 9.A 25 2 1.6 11.0 30 2 1.6 12.6 35 2 1.6 1A.2 A0 1 0.8 15.0 A5 2 1.6 16.5 50 2 1.6 18.1 55 3 2.A 20.5 60 1 0.8 21.3 65 1 0.8 22.0 70 1 0.8 22.8 75 A 3.1 26.0 80 A 3.1 29.1 85 1 0.8 29.9 90 l 0.8 30.7 95 2 1.6 32.3 100 86 67.7 100.0 TOTAL 127 100.0 N = 127 186 APPENDIX D "CAREER MATURITY INVENTORY" CONTINUOUS SCORES 187 Table D.1 Adjustment of "Career Maturity Inventory" Raw Scores to Percentiles Using Pennsylvania Norms from "Career Maturity Inventory" Administration Manual for Population Tested Relative Adjusted Cumulative Absolute Frequency Frequency Frequency Percentile Frequency (Percentile) (Percentile) (Percentile) 2 6 A.7 A.9 A.9 3 5 3.9 A.1 8.9 A A 3.1 3.3 12.2 7 3 2.A 2.A 1A.6 10 5 3.9 A.1 18.7 1A 7 5.5 5.7 2A.A 17 6 A.7 A.9 29.3 2A 10 7.9 8.1 37.A 35 11 8.7 8.9 A6.3 A3 11 8.7 8.9 55.3 52 12 9.A 9.8 65.0 62 5 3.9 A.1 69.1 72 A 3.1 3.3 72.A 82 9 7.1 7.3 79.7 87 12 9.A 9.8 89.A 9A 6 A.7 A.9 9A.3 97 A 3.1 3.3 97.6 98 1 0.8 0.8 98.A 99 2 1.6 1.6 100.0 0 A 3.1 MISSING 100.0 TOTAL 127 100.0 100.0 Student Error 2.901 Variance 103A.799 N = 123 Standard Deviation 32.168 Range 97.00 Mean A6.0A9 Minimum 2.00 Median A2.909 Maximum 99.0 Mode 52.000 Missing Cases A 188 APPENDIX E RELIABILITY DATA 189 Table E.1 "Psychosocial Development Inventory" Subscale Reliability Data Analysis (Cronbach's Reliability Test for Internal Consistency) Scale Scale Mean Variance Corrected Alpha If Item If Item Item-Total If Item Item Deleted Deleted Correlation Deleted BTl l9.A6 15.50 0.A7 0,50 BT2 18.03 20.A9 0.23 0.61 BT3 19.62 1A.79 0.A8 0.A9 BTA 18.63 18.A1 0.33 0.57 BT5 19.88 16.98 0.32 0.59 Statistics for Basic Trust Scale: Mean Variance Std. Dev. Alpha 23.91 2A.55 A.95 0.61 AUTl 19.50 13.39 0.0A 0.36 AUT2 18.39 11.03 0.A2 0.01 AUT3 18.17 11.69 0.32 0.09 AUTA l9.A8 15.22 —0.10 0.A9 AUT5 18.89 13.08 0.18 0.23 Statistics for Autonomy Scale: Mean Variance Std. Dev, Alpha 23.61 17.13 A.lA 0.30 INITl 21.26 13.50 0.30 0.52 INIT2 21.31 13.63 0.A1 0.A6 INIT3 21.3A 1A.A3 0.36 0.50 INITA 21.65 12.72 0.37 0.A8 INIT5 21.3A 1A.86 0.20 0.58 Statistics for Initiative Scale: Mean Variance Std. Dev. Alpha 26.72 l9.A9 A.Al 0.56 190 Table E.1 - "Psychosocial Development Inventory" Subscale Page 2 Reliability Data Analysis(0ont‘dJ Scale Scale Mean Variance Corrected Alpha If Item If Item Item-Total If Item Item Deleted Deleted Correlation Deleted INDl 20.39 13.52 0.A9 0.72 IND2 20.A6 13.81 0.56 0.69 IND3 20.57 1A.91 0.Al 0.7A INDA 20.78 13.86 0.62 0.67 IND5 20.A5 1A.8A 0.52 0.70 Statistics for Industry Scale: Mean Variance Std. Dev. Alpha 25.66 20.86 A.57 0.75 IDENl 21.39 16.A2 0.53 0.68 IDEN2 20.A6 l9.Al 0.A5 0.71 IDEN3 20.5A 19.03- 0.A6 0.70 IDENA 20.2A 17.91 0.53 0.68 IDEN5 20.23 19.38 0.53 0.68 Statistics for Identity Scale: Mean Variance Std. Dev. Alpha 25.72 27.01 5.20 0.7A INTIMl 22.06 10.5A 0.A2 0.A8 INTIM2 21.5A 13.63 0.37 0.52 INTIM3 21.32 15.27 0.21 0.59 INTIMA 22.36 1A.09 0.25 0.58 INTIM5 21.63 10.95 0.A7 0.A5 Statistics for Intimacy Scale: Mean Variance Std. Dev. Alpha 27.23 18.26 A.28 0.59 191 Table E.1 — "Psychosocial Development Inventory" Subscale Page 3 Reliability Data Analysis(Cont'd.) Scale Scale Mean Variance Corrected Alpha If Item If Item Item-Total If Item Item Deleted Deleted Correlation Deleted BMl 11.98 26.21 0.Al 0.6A BM2 13.0A 27.67 0.38 0.65 BM3 12.37 25.1A 0.50 0.60 BMA 12.05 23.AA 0.A2 0.6A BM5 11.67 25.05 0.A8 0.61 Statistics for Basic Mistrust Scale: Mean Variance Std. Dev. Alpha 15.28 36.90 6.07 0.68 SDl 1A.2A 17.72 0.01 0.A7 SD2 1A.29 18.26 0.01 0.A7 SD3 1A.A5 12.58 0.39 0.19 SDA 16.28 12.93 0.28 0.28 SD5 15.89 12.38 0.33 0.23 Statistics for Shame and Doubt Scale: Mean Variance Std. Dev. Alpha 18.79 20.09 A.A8 0.A0 Guiltl 1A.A1 17.01 0.32 0.31 Guilt2 1A.O6 15.26 0.A3 0.20 Guilt3 13.30 17.21 0.33 0.30 GuiltA 13.72 20.03 0.19 0.A1 Guilt5 13.18 2A.99 -0.11 0.58 Statistics for Guilt Scale: Mean Variance Std. Dev. Alpha 17.17 25.89 5.09 0.AA Table E.1 - "Psychosocial Development Inventory" Subscale Page A 192 Reliability Data Analysis Cont'd.) Scale Scale Mean Variance Corrected Alpha If Item If Item Item-Total If Item Item Deleted Deleted Correlation Deleted INFERl 13.02 22.25 0.A1 0.57 INFER2 12.7A 21.62 0.A2 0.56 INFER3 13.28 21.96 0.53 0.51 INFERA 13.98 23.92 0.36 0.59 INFER5 13.15 2A.38 0.2A 0.66 Statistics for Inferiority Scale: Mean Variance Std. Dev. Alpha 16.5A 32.66 5.72 0.63 IDDIFl 15.06 22.21 0.27 0.57 IDDIF2 13.29 22.27 0.23 0.60 IDDIF3 12.85 19.51 0.A0 0.51 IDDIFA 1A.2A 18.58 0.A3 0.A9 IDDIF5 13.81 18.8A 0.A2 0.A9 Statistics for Identity Diffusion Scale: Mean Variance Std. Dev. Alpha 17.31 28.7A 5.36 0.59 1801 12.72 16.70 0.37 0.32 ISO2 11.39 20.51 0.10 0.51 1803 11.87 17.A3 0.23 0.A2 ISOA 13.13 18.57 0.28 0.38 1805 12.50 18.35 0.27 0.39 Statistics for Isolation Scale: Mean Variance Std. Dev. Alpha 15.A0 25.23 5.02 0.A6 193 Table E.2 Reliability Analysis (Cronbach's Alpha Test for Internal Consistency) for "Career Maturity Inventory-Attitude Scale" Scale Scale Mean Variance Corrected Alpha If Item If Item Item-Total If Item Item Deleted Deleted Correlation Deleted VAR01 18.A0 33.A9 0.16 0.78 VAR02 17.61 3A.21 -0.06 0.79 VAR03 18.A5 3A.0A 0.00 0.78 VAROA 18.3A 32.77 0.30 0.78 VAR05 17.87 32.9A 0.16 0.78 VAR06 18.A2 33.0A 0.36 0.78 VAR07 17.93 32.06 0.31 0.78 VAR08 18.00 31.28 0.A5 0.77 VAR09 17.70 32.78 0.2A 0.78 VAR10 18.16 32.30 0.29 0.78 VARll 17.93 32.81 0.18 0.78 VAR12 18.A0 33.29 0.23 0.78 VAR13 17.92 31.97 0.33 0.77 VARlA 18.A0 33.73 0.09 0.78 VAR15 18.28 31.85 0.A6 0.77 VAR16 18.19 31.5A 0.A5 0.77 VAR17 18.37 33.15 0.23 0.78 VAR18 18.22 32.88 0.20 0.78 VAR19 18.21 32.79 0.21 0.78 VAR20 18.21 32.86 0.20 0.78 VAR21 18.32 33.98 -0.01 0.79 VAR22 17.70 32.27 0.35 0.77 VAR23 18.36 32.92 0.27 0.78 VAR2A 18.A5 33.68 0.17 0.78 VAR25 18.3A 32.80 0.29 0.78 VAR26 17.9A 32.36 0.26 0.78 VAR27 18.20 31.57 0.A5 0.77 VAR28 18.15 31.95 0.36 0.77 VAR29 18.08 31.52 0.23 0.78 VAR30 18.08 32.60 0.22 0.78 VAR31 18.A2 33.7A 0.09 0.78 VAR32 18.12 32.89 0.17 0.78 VAR33 18.23 31.68 0.A5 0.77 VAR3A 18.21 33.27 0.12 0.78 VAR35 17.62 33.31 0.16 0.78 VAR36 18.29 32.A3 0.33 0.78 VAR37 18.26 32.A9 0.30 0.78 VAR38 17.58 3A.39 -0.11 0.79 19A Table E.2 - Reliability Analysis (Cronbach's Alpha Page 2 Test for Internal Consistency) for "Career Maturity Inventory-Attitude Scale" (Cont'd.) Scale Scale Mean Variance Corrected Alpha If Item If Item Item-Total If Item Item Deleted Deleted Correlation Deleted VAR39 17.99 32.21 0.28 0.78 VARAO 18.0A 32.23 0.28 0.78 VARAl 18.36 33.0A 0.25 0.78 VARA2 17.52 3A.A1 -0.17 0.79 VARA3 18.3A 32.93 0.25 0.78 VARAA 18.33 33.06 0.21 0.78 VARA5 17.76 33.82 0.01 0.79 VARA6 17.57 33.61 0.12 0.78 VARA7 17.58 33.75 0.07 0.78 VARA8 18.18 31.87 0.38 0.77 VARA9 18.13 31.81 0.38 0.77 VAR50 18.A2 3A.19 —0.06 0.78 Statistics for Scale: Standard Mean Variance Deviation Alpha Variables 18.A8 3A.08 5.8A 0.78 50 195 Table E.3 Reliability Analysis for "Psychosocial Development Inventory" Stage Scales (Cronbach's Reliability Test for Internal Consistency) Mean Variance Corrected Alpha If Item If Item Item-Total If Item Item Deleted Deleted Correlation Deleted Trust Scale BTl 39.18 65.9A 0.33 0.67 BT2 37.76 71.07 0.25 0.68 BT3 39.35 67.A3 0.2A 0.69 BTA 38.35 6A.A7 0.A9 0.65 BT5 39.61 66.75 0.28 0.68 7—BM1 39.93 62.76 0.Al 0.66 7—BM2 38.87 68.72 0.23 0.69 7-BM3 39.5A 60.73 0.51 0.6A 7—BMA 39.86 60.3A 0.A1 0.66 7—BM5 A0.2A 62.69 0.A1 0.66 Statistics for Trust Stage Scale: Variables Mean Variance Std. Dev. Alpha 10 A3.63 77.70 8.81 0.69 Autonomy Scale AUTl 35.71 38.08 -0.10 0.A3 AUT2 3A.61 31.89 0.32 0.26 AUT3 3A.38 31.70 0.31 0.26 AUTA 35.69 38.98 -0.1A 0.A5 AUT5 35.10 31.57 0.32 0.25 7-SD1 37.37 39.90 -0.16 0.AA 7-SD2 37.31 38.A1 -0.07 0.A0 7-SD3 37.16 29.51 0.36 0.22 7-SDA 35.32 32.71 0.1A 0.33 7-SD5 35.72 26.33 0.A9 0.13 Statistics for Autonomy Stage Scale: Variables Mean Variance Std. Dev. Alpha 10 39.82 39.05 6.25 0.35 196 Table E.3 - Reliability Analysis for "Psychosocial Page 2 Development Inventory" Stage Scales (Cronbach's Reliability Test for Internal Consistency) Mean Variance Corrected Alpha If Item If Item Item-Total If Item Item Deleted Deleted Correlation Deleted Initiative Scale INITl 39.09 5A.59 0.22 0.61 INIT2 39.15 52.70 0.A0 0.58 INIT3 39.17 53.08 0.A0 0.58 INITA 39.A8 53.2A 0.27 0.60 INIT5 39.17 52.1A 0.36 0.58 7—Guilt1 A0.31 A8.39 0.37 0.57 7-Gui1t2 A0.67 A7.19 0.A1 0.56 7-Guilt3 A1.A3 A9.75 0.3A 0.58 7-Gui1tA A1.01 52.01 0.29 0.59 7-Gui1t5 A1.5A 61.77 -0.09 0.67 Statistics for Initiative Stage Scale: Variables Mean Variance Std. Dev. Alpha 10 AA.56 62.17 7.88 0.62 Industry Scale INDl 38.8A 62.98 0.A6 0.72 IND2 38.92 63.63 0.51 0.72 IND3 39.02 66.6A 0.3A 0.7A INDA 39.2A 63.93 0.5A 0.72 IND5 38.91 66.13 0.AA 0.73 7-INFER1 A0.6A 59.1A 0.A7 0.72 7-INFER2 AO.92 60.87 0.38 0.7A 7-INFER3 A0.39 60.38 0.51 0.72 7-INFERA 39.68 62.68 0.39 0.7A 7-INFER5 A0.51 6A.A3 0.2A 0.76 Statistics for Industry Stage Scale: Variables Mean Variance Std. Dev. Alpha 10 AA.12 75.79 8.71 0.75 197 Table E.3 - Reliability Analysis for "Psychosocial Page 3 Development Inventory" Stage Scales (Cronbach's Reliability Test for Internal Consistency) Mean Variance Corrected Alpha If Item If Item Item-Total If Item Item Deleted Deleted Correlation Deleted Identity Scale IDENl 39.11 60.37 0.55 0.69 IDEN2 38.18 66.07 0.36 0.72 IDEN3 38.26 66.07 0.A3 0.71 IDENA 37.95 66.22 0.A0 0.72 IDEN5 37.9A 65.70 0.53 0.70 7—IDDIF1 38.69 67.23 0.33 0.73 7-IDDIF2 A0.A5 71.36 0.15 0.76 7-IDDIF3 A0.91 66.2A 0.32 0.73 7-IDDIFA 39.A8 60 AA 0.50 0.70 7-IDDIF5 39.62 61.82 0.A6 0.71 Statistics for Identity Stage Scale: Variables Mean Variance Std. Dev. Alpha 10 A3.A3 78.37 8.85 0.7A Intimacy Scale INTIMl A1.66 A3.77 0.3A 0.5A INTIM2 A1.13 A7.02 0.38 0.55 INTIM3 A0.92 50.55 0.19 0.58 INTIMA A1.96 A8.67 0.23 0.57 INTIM5 A1.23 A5.15 0.3A 0.55 7-ISOl A2.51 AA.A3 0.30 0.56 7-ISO2 A3.8A 51.71 —0.01 0.6A 7-ISO3 A3.35 A2.A8 0.31 0.55 7-ISOA A2.10 A3.62 0.39 0.53 7-ISOS A2.72 A5.15 0.29 0.56 Statistics for Intimacy Stage Scale: Variables Mean Variance Std. Dev. Alpha 10 A6.83 5A.62 7.39 0.59 198 APPENDIX F PEARSON PRODUCT-MOMENT CORRELATION COEFFICIENTS FOR AGE BY"PSYCHOSOCIAL DEVELOPMENT INVENTORY"SUBSCALES FOR ALL STUDENTS TESTED 199 oma.o u a Aswauzv mmmo.ou soapmaomH 000.0 n Assauzv HHOH.0 Noweflch Q Rem.o u a Assauzv memo.ou coamzeaao SpeeeeeH *Hm0.0 u a Aeeauzv moae.o NuanceeH **m00.0 u Q ARAHHZV Heom.ou mpHLOHpomcH *xm00.0 u a Aeeauzv 0mHm.o thmsocH 33H.O fl Q Aeeauzv memo.o pHHSU .H6>6H Ho. an» em mosmeaaeewamee .H6>6H mo. 6:6 pm eeceoemeeweme eemoo.o u a *mHo.o u a Aaeauzv Aeeauzv mHOH.ou m0ma.ou 06:60 6:6 unspemez osmsm Ofiwmm Owa moa.o u a 0mm.o u a Ageauzv Aaeauzv 0mmo.ou 0mmo.o 60a NEOCOQS< pwde oammm UmmeE mpCOUSpm HH< Low mOHmomnsmzmpouco>cH pcosdoao>ma HmfioomOQOhmm:zo Ow< pom mpCOHOHmmooo coflpmHOLpoo p:oEOZIposwopm Cowmmmm H.m mHQmB BIBLIOGRAPHY 200 BIBLIOGRAPHY Adult Occupational Training Act 1966-1967. Revised Statutes of Canada, 1970. Vol. 1 (1970). Ottawa, Ontario: Queen's Printer of Canada. Astin, Alexander W. 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