AN ASSESSMENT OF THE MOTIVATION FACTOR IN THE
ESTIMATION OF ACADEMIC ACHIEVEMENT OF ELEVENTH *
GRADE INDIAN STUDENTS AND THE FACTORED
DIMENSIONS OF THE M-SCALES.
AN EXPLORATOEY STUDY

This for flu Deane e? Ph, D.
MICHIGAN 81‘ ATE UNIVERSITY ‘ ,
Vat-L. C Johnson

1963

 

 

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ABSTRACT

AN ASSESSMENT OF THE MOTIVATION FACTOR IN THE ESTIMATION OF
ACADEMIC ACHIEVEMENT OF ELEVENTH GRADE INDIAN STUDENTS AND
THE FACTORED DIMENSIONS OF THE M-SCALES
AN EXPLORATORY STUDY

by Van C. Johnson

This study was concerned with l) the assessment of an objective
measure of motivation, the Michigan M-Scales, as a predictor of aca-
demic achievement for Indian male and female eleventh grade students,
2) a factor analysis of the GSCI, a sub-test of the M-Scales; the re-
sults to be compared.logica11y with a previous analysis based on a
Caucasian eleventh grade sample.

An aptitude test score (DAT-VR), GPA, and scores on the four sub-
tests of the M-Scales were obtained for each student; the mean scores
for the male and female samples were compared with the mean scores
computed from a study of Caucasian samples.. A regression analysis was
completed for both the male and female samples to estimate GPA when
the four mean M-Scale scores were coupled with the mean aptitude test
score. Responses to 22 selected items from the GSCI were factor ana-
lyzed with the principle axis solution; the quartimax method of rota-
tion enabled an interpretation of the factors.

In this study, significant* differences were found in GPA and

aptitude test scores; the Caucasian samples having the higher score in

 

 

 

each case. The Caucasian male sample recorded higher mean scores.in

the total score and all sub-tests of the M-Scales except in the GSCI;
t-tests indicated significant differences in all but the PJCS mean
scores. The Indian female sample recorded significantly higher mean
scores in both the GSCI and the PJCS sub-tests; however, lower mean
scores were gained in the other two sub-tests and the total M-Scales
than were earned by their Caucasian counterparts. I

The regression analysis indicated the precision of estimation of
GPA was significantly improved when M-Scale scores were added to the
aptitude score.in both the male and female Indian samples. The t-test
of significance from zero for both the aptitude and M-SCale beta
weights in predicting GPA were significant at the .05 level for Indian
males and females.

A factor analysis of the male responses to the GSCI sub-test in-
dicated that although five factors were held in common by the Caucasian
and Indian samples, there were also other factors unique to the Indian
motivational pattern. The factors held in common were 1) chance taking
versus no chance taking, 2) n-academic achievement, 3) intrinsicness
versus extrinsicness, 4) speed versus thoroughness, and 5) situational
involvement. Two factors unique to the Indian sample were 1) com-
petetiveness versus non-competetiveness and 2) unique versus common

accomplishment.

 

 

AN ASSESSMENT OF THE MOTIVATION FACTOR IN THE ESTIMATION OF
ACADEMIC ACHIEVEMENT OF ELEVENTH GRADE INDIAN STUDENTS AND THE
FACTORED DIMENSIONS OF THE M-SCALES. AN EXPLORATORY STUDY

BY

A) “(v.9
VAN A C t‘ JOHNSON

A THESIS

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

DOCTOR OF PHILOSOPHY

College of Education

1963

 

 

ggbnfio

I 1
Il/mféx

ACKNOWLEDGEMENTS

To Dr. Walter F. Johnson, my major advisor, friend, and chairman
of my guidance committee.

To the other members of the guidance committee, Dr. William W.
Farquhar, Dr. Bill L. Kell, and Dr. Fred. Vescolani.

To Dr. Walter Stellwagon, Dr. Buford Stefflre, Dr. Robert L.
Green and Miss M. Williams for technical and statistical assistance.

To Marilyn Webster for typing and editing the final draft°

\

Chapter

TABLE OF CONTENTS

Acknowledgments

Table of Contents

List of Tables

I.

II.

III.

IV.

The Problem. . . . . . . . . . . . . . . . . . . . . .

Purpose of the Study . . . . . . . . . . . . . . . . .
Importance of the Problem. . . . . . . . . . . . . . .
Theory Underlying the Problem. . . . . . . . . . . .
The Hypotheses. . . . . . . . . . . . . . . . . . .
Organization of the Study. . . . . . . . . . . . .

Review of Literature . . . . . . . . . . . . . . . . .

Indian Achievement and Motivation. . . . .
summary, 0 O O O O O 0 O O O O O O O O O O O O O O O O 0

Design and Methodology

Sample Selection . . . . . . . . . . . . . . .
Nature of the Data . . . . . . . . . . . . . . . .
Aptitude Measure. . . . . . . . . . . .
Grade Point AvErage . . . . . .
Motivational Score. . . . . . . . .

Reliability. 0 O O I O C O O O O O O O O O O D 0 O O 0

Analysis Procedures. . . . . . . . .

Mean Test of Significance. . . . . . . . . . . .
Multiple Regression Analysis. . . . . .
Factor Analysis . . . . . . . . . . . . . . . . . .

Procedure . . . . . . . . . . . . .
Null Hprtheses. . . . . . . . . . . . .
Summary. 0 O O C 0 O O O O O O O O 3 O 9

Statistical Analysis . . . . . . . . . . . . . . . . .

Difference Between Indian and Caucasian Mean Scores.
Correlational Analysis . . . . . . . . . . . . .
Multiple Regression Analysis . .

Factor Analysis. . . . . . .

Results of 22 Variable Factor Analysis

Results of 45 Variable Factor Analysis

Summary. . . . . . . . . . . . . . . . .

iii

Page
ii

iii

H

t—IONUIL‘

I—‘H

12
21

23

23
24
24
24
24
25
25
25
25
27
27
28
28

3O

3O
34
35
37
38
4O
57

 

 

 

 

 

 

 

Chapter

V. Summary and Recommendations.

Conclusions. .
Discussion . .

Difference In M

Recommendations.
.Bibliography
Appendix A

Appendix B

0

O

can GSCI Scores.
Factor Analysis .

iv

Page
60
61
62
63
65
68
69
73

78

 

 

 

 

 

Table

1.1

.2.1

4.3

4.4

4.5

LIST OF TABLES

Summary of the Polar Theory of High and Low
Academic n-achievement

School Norm Percentiles for Iowa Tests of
Educational Development

Summary of Hoyt's Analysis of Variance Reliability
Estimates for the M-Scales

Means, Standard Deviations and t-tests Between
Caucasian and Indian Males

Means, Standard Deviations and t—tests Between
Caucasian and Indian Females

Intercorrelations Among Achievement, Aptitude
and M-Scale Sub-Tests For Indian Males

Intercorrelations Among Achievement, Aptitude
and M-Seale Sub-Tests For Indian Females

Five Variable Predictions of Achievement Criterion
With Multiple Correlations and Corresponding Beta
Weights For Indian Males and Females

Factor I (22 item Factor Analysis)
Factor II (22 item Factor Analysis)
Factor III (22 item Factor Analysis)
Factor IV (22 item Factor Analysis)
Factor V (22 item Factor Analysis)
Factor VI (22 item Factor Analysis)
Factor VII (22 item Factor Analysis)
Factor I (45 item Factor Analysis)

Factor II (45 item Factor Analysis)

Factor III (45 item Factor Analysis)

Page

14

26

32

33

34

35

36
41
42
43
44
45
46
47
49

50

 

 

 

 

 

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, I I I II I . I I I III I I

I A I IIII IHIIEIVII I I I I u r V
II I .

 

 

Table

4.16

4.19
4.20

4.21

 

Factor IV (45
Factor V (45
Factor VI (45
Factor VII (45
Factor VIII (45

item

item

item

item

item

Fattor Analysis)
Factor Analysis)
Factor Analysis)
Factor Analysis)

Factor Analysis)

'Summary of Factors For the Factor Analyses

vi

Page
52
53
54
55
56

59

 

 

 

CHAPTER I
THE PR OB LEM

Educators have approached the problem of predicting academic

success from many different positions, but always with a limited amount

2

of success. Jacobsl, Juola , and Holland3 have shown some positive

relationship between academic aptitude and achievement. Garrett4 and

5

Scabbell have attempted to predict achievement at the college level on

the basis of elementary and secondary school grade point average, while

Hansmeier6

has predicted college achievement on the basis of the Iqwa
Tests of Educational DevelOpment scores; this study yielded sub-test

r's ranging from .49 to .63.

 

James Jacobs, "Aptitude and Achievement Measures in Predicting High
School Academic Success." Personnel and Guidance Journal, Vol. 38,
1959, pp. 334-341.

2Arvo Juola, ”Predictive Validity of Five College Level Academic Apti-

tude Tests at One Institution." Personnel and Guidance Journal, Vol.
38, 1960, pp. 637-641.

 

3John L. Holland, "The Prediction of College Grades from the California
Psychological Inventory and the Scholastic Aptitude Test." Journal of
Educational Psychology, Vol. 50, pp. 500-503.

 

4Wiley Garrett, "Prediction of Success In A School of Nursing."
Personnel and Guidance Journal, Vol. 38, 1960, pp. 500-503.
SDale Scabbell, ”Prediction of College Success from Elementary and
Secondary Performance." Journal of Educational Psychology, Vol. 51,
1960, pp. 130-135.

 

6Thomas Hansmeier, "The Iowa Tests of Educational Development as Pre-
dictors of College Achievement." Educational and Psychological
Measurement, Vol. 20, 1960, pp. 843-845.

 

 

 

 

 

Other researchers have emphasized the non-intellectual factors
when predicting achievement. Hackett7 used 72 items from the MMPI in
a test designed to predict academic success at the college level; he ’
found a correlation of .72; however, his sample consisted of only 32
male students. Merrill8 and Middleton9 have used personality syndromes

1 .
O experienced some

in their efforts to predict achievement. Chahbazi
success when he used two projective tests in his prediction of academic
success; in his initial test, he obtained an r of .76 with first-term
grades; however, after the first term, correlations dropped consider-

ably. Ahmanll found the study habits inventory to be ineffective for

7 . . .
the prediction of grades. McDavidlt predicted achievement on the bas1s

 

7Herbert Hackett, "Use of MMPI Items to Predict College Achievement."

Personnel and Guidance Journal, Vol. 39, 1960, pp. 215-217.

 

8
Journal of Counseling Psychology, Vol. 6, 1959, pp. 207-210.

 

9George Middleton, "Personality Syndromes and Academic Achievement."
Journal of Educational Psychology, Vol. 50, 1959, pp. 72-77.

10Parzi Chahbazi, "Use of Projective Tests in Predicting College

 

Achievement." Educational and Psychological Measurement, Vol. 20,
1960, pp. 829-842.
11

Stanley Ahmann, "Predicting Academic Success in College by Means of a
Study Habits and Attitude Inventory." Educational and Psychological
Measurement, Vol. 18, 1958, pp. 853-857.

9

John McDavid, "Some Relationships Between Social Reinforcement and
Scholastic Achievement." Journal of Consulting Psychology, Vol. 23,
1959, pp. 151-154.

 

Reed Merrill, "Personality Factors and Academic Achievement In College.

 

 

 

 

 

 

-3-

of social reinforcement with some success; McClellandl3 found a rela-

tionship between achievement and the parental relationship with the

student. Osbornel4

attempted to predict academic achievement from a
study of racial differences.
Regardless of the approach used in the efforts to predict academic

15 and Farquhar16 found that if 50 per cent of the

achievement, Chahbazi
variance of the criterion scores was accounted for, the researcher was
fortunate.

Farquhar and his associates have demonstrated that it is possible
to account for a large segment of the residual variance in predicting
achievement. It was demonstrated that, when accounted for, academic
motivation increases precision in predicting academic achievement.
However, the research of Farquhar, along with the studies previously

mentioned, were restricted to Caucasian students. There is a need to

study the minority groups, to ascertain whether or not the M-Scale is

 

l
3D. McClelland, Studies In Motivation, Appleton-Century-Crofts, New

York, 1953. '
14R. T. Osborne,"Racial Differences In Mental Growth and School
Achievement." Psychological Report, Vol. 7, 1960, pp. 211-213.
15 . . .

Par21 Chahba21, g3. c1t.

16

William W. Farquhar, A Comprehensive Study of the Motivational
Factors Underlying the Achievement of the Eleventh Grade High School
Students, Research Project 846 (8458) supported by the U. S. Office
of Education” in cooperation with Michigan State University, 1959.

 

 

 

 

 

I
applicable to their population and also to evaluate the factors that do

seem to be a part of their motivational pattern. °

PURPOSE OF THE STUDY

The purpose of the study is to investigate the differential pre-
dictions and factored dimensions of an objective measure of academic
motivation, the Michigan M-Scales, when applied to samples of Indian
and Caucasian male and female high school students. There not only is
a need to study the predictive efficiency of the M-Scales when applied
to an Indian minority, but there is also a need to study the structure
of whatever motivation does exist. One method of interpreting a set of
data is through factor analysis; by this method the items of similar
content may be grouped to give interpretation to the findings and thus
confirm or reject the theory. Factor analysis is particularly germane
to a study of this nature because Farquhar and his associates have
completed such an analysis of all the M-Scales for the Caucasian
group.17

Multiple regression analysis has also been conducted on Caucasian
males and females; this same analysis has been conducted on the Indian
sample in the present study to provide a comparison of multiple regres-

. . . . 18
Sion correlation coeff1c1ents.

 

1

17Marion D. Thorpe,‘"The Factored Dimensions of an Objective Inventory
of Academic Motivation Based on Eleventh Grade Male Over- and Under-
achievers.” Unpublished Doctoral Dissertation, Michigan State
University, 1961.

8 . . . . . . . .
William W. Farquhar, "The Predictive Eff1c1ency of the Michigan State

M-Scales.“ Paper delivered at the 1962 American Personnel and Cnid-
ance Association Meeting, April 18, 1962, Chicago, Illinois.

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIrIIIIIIIIIIIIIIIII-I-I-I-I-I-I-I-I-I-Il

 

 

 

IMPORTANCE OF THE PROBLEM

l9 . . }
Evans estimated that their population was equivalent to that of

five years, are symbolic of what is happening to the Indian population.
2

Thompson 0 has estimated the average educational background of the

typical American to be about 10 years while the Indian's is presently

less than one year. If education is a requisite for future employment,

subjects as well as his Caucasian counterpart and that it is more

' . . 22
probable that he will not complete his education.21’ In the school
year 1958-59, 60 per cent of the Indian high school enrollees drOpped

out of school. The Indian has often had lower academic aptitude test

C
k

19W. Evans, "What We Need To Know_Before We Go To College." Paper

delivered at the 1962 Indian Youth Conference, March, 1962, Spring-
field, South Dakota.

20Hildegard Thompson, "Educational Demands for the Years Ahead."
lgdian Education, Vol. 24, 1961, pp. 1-3.

9 . . I
LlSister Carolissa Levi, Chippewa Indians, Pageant Press, Ntw \ork,

1959, pp. 112-116.

22Garth, Smith and Abell "A Study of the Intelligence and Achievement
3 a - - 9
Of Full Blooded Indiéns." Journal of Applied Psychology, Vol. 12,
1944, pp. 342-351.

 

Iv} LI I .H
. n HAITI. I D IIII, .I, III. III
III I . .1. I utl\,IIv. II L
I .II I I.\ . III I . . I _

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I

 

~6-

seores.23’.24

Educators have sought to answer the problem of low achieve-
ment on the basis of intellectual deficiency of the race; however,as
the Indian has become more aculturated,this argument has become less

26 explored the ability of the Sioux Indian to

conclusive.25 Havighurst
achieve in school and concluded that factors other than the intellectual
one must be considered if the Indians' achievement problem is to be
resolved. There are few Indian studies endeavoring to relate success

in school to factors other than academic aptitude.

Coombs27 studied the academic achievement of the Indian as it
relates to the area of the nation in which he lives, the degree of
Indian blood and pre-school language spoken, the age of students in
relation to grade, the choice of friends, regularity of school attend—
ance, and the educational aspiration of the student. He concluded that

there are factors other than LQ.:ontributing to the lack of academic

achievement by the Indian student. Farquhar's28 comprehensive study of

 

23B. L. Crump, ”The Educability of Indian Children In Reservation

Schools." Published Doctoral Dissertation, Columbia University, 1932.
24William T. Hagen, American Indians, University of Chicago Press,
Chicago, Illinois, 1961, pp. 151-171.

 

5 - .
Gordon MacGregor, Warriors Without Weapons. University or Chicago
Press, Chicago, Illinois, 1946.

 

26Robert J. Havighurst, ”Education Amont the American Indians." Journal

of the American Academy of Political and Social Science, Vol. 3ll,
May, 1957, pp. 105-115.

27
L. M. Coombs, The Indian Child Goes To School, Haskell Press, Haskell,
Kansas, 1958.

 

 

28William W. Farquhar, A Comprehensive Studv of the Motivational Faccors
Underlying Achievement of Eleventh Grade High School Students, Research
Project No. 846 (8458) supported by the U. S. Office of Education in
cooperation with Michigan State University, 1939.

 

 

-7-

Caucasian eleventh grade students revealed that self-concept, need for
academic achievement, occupational aspirations and certain personality
factors were related to school achievement. This study was conducted
in an effort to proviCe additional knowledge relative to the lack of
achievement by a growing Indian student population. There are now
113,000 Indian students in school, and the number is increasing by
three per cent per year.29 It becomes increasingly important to under-

stand better the unique nature of Indian achievement and motivation.

THEOR‘:

McClelland30 theorized that the need for achievement motivation
may be indicated by the subject's responses to certain TAT cards.
Interpretation is made on the basis of the subject's concern for long—
term involvement, unique accomplishment, and competition with a standard
of excellence. To the above, Farquhar31 has added short-term involve-
ment, common accomplishment, and competition with a minimal standard of
excellence factors. Farquhar's theory assumes that the first three
factors provided by McClelland characterize the individual with the

\

high n-achievemcnt, while the three factors added by Farquhar

characterize the student who possesses the low n-achievement.

 

29Hildegard Thompson, 92. cit., pp. 4-6.

301). McClelland, 92. cit.

#

3 .
1Willaim W. Farquhar, 22. c1t.

”

 

 

 

 

TABLE 1.1

SUMMARY OF THE POLAR THEORY OF HIGH
AND LOW ACADEMIC n-ACHIEVEMENT

 

High Achievement Motivation Low Achievement Motivation
L i
1. Long-term involvement 1. Short-term involvement
2. Unique accomplishment 2. Common accomplishment
3. Competition with a maximum 3. Competition with a minimum
standard of excellence standard of excellence

 

From this theory, Farquhar and associates deveIOped the M-Scales,
an objective measure of academic motivation which increases precision
in predicting high school grade point average. The M-Scale is comprised
of four sub-tests: l) Generalized Situational Choice Inventory; this
sub-test measures the student's need for academic achievement. 2) The
Word Rating List which measures the student's perception of himself in
an academic setting. 3) The Preferred Job Characteristics Scale, a
measure of the occupational aspirations of the subject. Pelleteira's3‘
study indicated that,due to limited economic Opportunities and the
mores of the Indian, the occupational aspirations are limited. 4) The

~

32A. J. Pelleteira, "Counseling Indian Youth." _Qgcupations, 1941,
pp. 19423.

 

 

 

 

-9-

Human Trait Inventory measures unique characteristics of low and high
5

amotivation students in an academic situation.

33, Taylor34, and Green35 have shown empiri-

The research of Payne
\
cally that the above factors are related to school achievement.

The review of the literature indicates lower school achievement
from the Indian student than his Caucasian counterpart; it may be
assumed that a part of this variance may be accounted for by lower
motivational levels of the Indian.

An attempt is made in this study not only to study the differential
predictiveness of the l-Scales, but to examine the assumption that the
Indian's cultural environment causes him to respond differently to a
scale of academic motivation than his Caucasian counterparts. Finally,
the results of this study have been compared with the results of a

similar study involving Caucasian students.36

 

33David A. Payne, "The Concurrent and Predictive Validity of an

Objective Measure of Academic Self-Concept." Educational and
Psychological Measurement, in press, 1962.
34R. G. Taylor, ”Personality Factors Associated with Eleventh Grade
Male and Female Discrepant Achievers." Unpublished Doctoral Dis-
sertation, Michigan State University, 1962.

35Robert Lee Green, "The Predictive Efficiency and Factored Dimensions
of the Michigan M-Scales for Eleventh Grade Negro Students, An
Exploratory Study." Unpublished Doctoral Dissertation, Michigan
State University, 1962.

36William W. Farquhar, "The Predictive Efficiency of the Michigan
M-Scales." Paper delivered at the 1962 American Personnel and
Guidance Association Meeting, April 18, 1962, Chicago, Illinois.

 

 

 

 

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‘
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-10-
THE HYPOTHESES

The hypotheses to be tested in this study are:

1. There is a significant difference in the mean scores
on the four sub-tests of the M-Scales between Indian
and Caucasian males and females.

2. There is a significant difference in mean scores on
the total M-Scales between Indian and Caucasian
males and females.

The following hypothesis will be tested because research has in-

dicated lower achievement37 from the Indian student than from his

Caucasian counterpart.

3. There is a significant difference in mean grade
point average between Indian and Caucasian males

and females.
Research by Farquhar and his associates, when testing the pre-
dictive efficiency of the M-Scales, indicated the following conclusions

for Caucasian males and females: A construct-validated measure of

academic motivation increases prediction of grade point average; the

validity and precision of prediction is greater for males than females.

Thus, the following hypotheses will be tested:

4. The M-Scales, when combined with an aptitude
measure, will increase the precision for pre- ‘
dieting academic achievement (GPA) for Indian
males and females.

5. The M-Scales, when combined with aptitude, will
yield greater precision of prediction for males

than females.

 

37L. M. Coombs, 22. Cit.

H

38William W. Farquhar, 22. Cit.

38

 

 

GSCI will yield an interpretable set of factors;

the follow

ing is the
hypothesis to be tested.

6.

ORGANIZATION OF THE STUDY

is to present,in Chapter Two, the
of literature which shows the relationship between.ac

hievement,
aptitude and motivation for the Indian student. The third chapter is

. The

Four. The summary,
conclusions,

and implications for further study appear in the final
chapter.

 

 

 

CHAPTER II

REVIEW OF LITERATURE ON APTITUDE, ACHIEVEMENT,

AND MOTIVATION OF THE AMERICAN INDIAN

A review of literature reveals few studies of the Indian student's
achievement in school as it is related to academic ability and motiva—
tion. The I. Q.'s and achievement scores of the Indian and Caucasian
students have been compared and some of the discrepant observations
have prompted speculation from educators.

One of the first efforts to explain low achievement of the Indian
student on the basis of deficient mental ability was made by E. C. Rowe1
in an Indian school at Mount Pleasant, Michigan. This first testing
made use of a revision of the Binet tests, known as the Binet-Simon
Scale of Intelligedce. Five hundred and forty-seven whites were tested
for comparison with two hundred and sixty-eight Indians in grades
kindergarten through eight. Because the term I. Q. was not yet in
general use, in 1914, Rowe reported his results in terms of relative
mental age. He summarized his report with three conclusions:

1. The Indians are everywhere inferior to the whites.

2. Indians are weaker in tests,involving comprehension and
definition than in tests of a more purely perceptual or

memory nature.

3. Indian children average much older than the white child-
ren with whom they are compared.

 

1E. C. Rowe, "Five Hundred Forty Seven White and Two Hundred Sixty ‘
Eight Indian Children Tested by the Binet~Simon Tests. Journal of

Social Psychology, 1928, pp. 452-469.

-13..

Krush, Lello, and Warner2 report a study made in conjunction with
the state wide testing program of the South Dakota Department of Public
Instruction. Between the years 1959 and 1961,-five separate classes at
the Flandreau Indian School and their Caucasian counterparts at the
Flandreau Public High School were concurrantly administered the Iowa
Test of Educational Development. This test is designed to measure
educational growth in nine separate areas concentrating on broad intel-
lectual skills, on the student's ability to understand and use them
rather than on sheer memory. The results of the study are presented
in Table 2.1. The reasons for the variations in the scores of the
students from the two schools, within the same community, are complex,
but they could include cultural factors, familiarity with tests of this
kind, and motivation. The authors conclude that a comparison of the
test results indicate that the Ihdian has a wide gap to close.

In the same study, the California Test of Mental Maturity, Short
Form, Advanced Level, was administered in an effort to assess the
ability of the Indian student to achieve. The range in mental age for
the males was 158 to 213 months and, for the females, 151 to 206 months;
the mean mental age was 180 months. The chronological age for the same
sample ranged from 167 to 221 months for the boys and from 157 to 228

months for the girls; the mean chronological age was 187 months. The

mean I. Q. was 96.

 

2T. P..Krush, A. J. Lello, and B. B. Warner, "Fourth and Fifth Annual

Reports of the Mental Health Clinic at the Flandreau Indian School."
Mimeographed report presented at the Flandreau Indian School,
Flandreau, South Dakota, 1961.

 

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a.~ mam<s

I+NHI

-15.-

Kizer3 reports a study of the Sioux Indian in South Dakota with
the conclusion that although the I. Q. was almost normal there was a
retardation of approximately two and a half years in academic ac-
complishments.

Hansen4 compared achievement of the Indian and the white students
by administering an achievement test to students in selected public
high schools and Indian boarding schools.

White students were definitely superior id general achievement to
Indian students, showing more superiority to full-blood than to half-
blood Indians.

There was no clear cut difference in achievement between the
public high school children and those educated in the segregated at-
mosphere of the boarding school.

Turner and PenfoldS explored the aptitude of the Indian student
to achieve in academic school subjects. They concluded that the total
group and the various age groups of the Indians have significantly
lower scholastic aptitude than a comparable group of white students.
The abilities of the Indians and the whites cover much of the same
range,and superior Indian children are above the average whites. The

importance of environmental differences was emphasized.

 

3William M. Kizer, "History of the Flandreau Indian School." Unpub-

lished Master of Arts Thesis, University of South Dakota, 1940.
4H. C. Hansen, "Scholastic Achievement of Indian Pupils." Journal of
Genetic Psychology, Vol. 50, 1937, pp. 361-369.

 

3G. H. Turner and D. J. Penfold, "The Scholastic Aptitude of Indian

Children." Canadian Journal of Psychology 1932, pp. 31-44.

D4,

-l6-

6 explored sex differences in achievement and compared the

Hansen
results with white students. The Tracy Short-Answer Achievement Test
was administered to the sample; boys excelled in social science, girls
in English and penmanship. The white sample scored better than
Indians in all tests except handwriting. There were greater sex dif-
ferences among Indian students.

7 studied the relationship of achievement to I. Q. among the

Cowen
Indian students in grades four through six and nine through twelve in
the state of New York. The Kuhlmann-Anderson test and an achievement
test were given to the entire sample; the elementary group's median
M.A.'s were above grade norms, but 46 per cent were achieving below
their grade level. In general, achievement was below that of corre-
sponding white groups. Students in grades nine through twelve had.
mean achievement scores below the mean for the white group in the
ninth grade.

Havighurst8 participated in a study of Indian education, which

investigated the lives of Indians in six major tribes. His conclusions

are summarized as follows:

 

6H. C. Hansen, "Relationship Between Sex and School Achievement On One
Thousand Indian Children." Journal of Social Psychology, Vol. 10,
1939, pp. 399-406.

7

P. A. Cowen, "Testing Indian Students in the State of New York."
,Mental Hygiene, 1943, pp. 80-86.

ENRobert J. Havighurst, "Education Among the American Indians."
gynerican Academy of Political and Social Science, Vol. 311, May,
1957, pp. 105-115.

 

-17-

"The culture of the Indian child equips him well or

poorly for education in American schools, depending on

how well his culture matches that of the American society

which surrounds him. Motivation for school achievement,

for instance, is poor by white standards among children

of Indian tribes whose culture is based on c00peration

rather than competition. Innately, Indian children have

about the same mental equipment as have white children,

but their cultural status and experiences cause them to

rank lower on educational achievement tests, especially

in high school subjects."

Educators have doubted the intellectual abilities of Indian child-
ren and have ascribed to mental deficiency the difficulties which many
Indian children experience in school. The I. Q.'s scored by all
Indians in this Indian research project indicate that this is not true;
nine of the eleven groups of Indian children tested in the six tribes
had average I. Q.'s either above the white average or so little below
it as to have no statistical significance.

The tests selected, to determine the ability to achieve, for the
Dakota children were the Grace Arthur Point Performance Scale and the
Goodenough Draw-A-Man Test. In the Arthur test, on which the average
I. Q. for white children is 100, the children of Pine Ridge town, age
six to fifteen, had an average I. Q. of 102.6 and the Kyle community
children of the same ages recorded a mean I. Q. of 101.1. For the
Goodenough Draw—A-Man Test, the average I. Q.'s were 102 for Pine
Ridge and 113.6 for Kyle. Each group displayed the expected range
from subnormal to superior intelligence.

These tests were designed to score intelligence through manual

performance rather than through skill in writing English and using

arithmetic and other school subjects. When the Indian students of

 

 

 

 

~18-

 

Oglala Community High School were given the Kuhlmann-Anderson Test, a
mean I. Q. of 82.3 was recorded as compared with their score of 102.8
on the Arthur Tesd.

Havighurst cites the results of the same tests given to the HOpi
Indian students by Thompson and Joseph in the same Indian research pro-
ject. These groups had higher mean scores than the white children on
whom the tests were standardized.

Recognizing that numerous studies have shown that there is a low
correlation between the Indian student's ability to achieve and his
actual achievement, Indian school educators have been seeking some
reasons for the deficient school accomplishment. The Bureau of Indian
Affairs, through Anderson, Collister, and Kron of the University of

9 from the U. 3. Office of Indian Affairs,has conducted

Kansas and Coombs
an extensive survey of the relationship of certain non-intellectual
factors to achievement.

Information was gathered on 23,608 students; 58 per cent were
Indian and 42 per cent were white. The complete battery of the Cali-
fornia Achievement Tests, including tests on reading vocabulary, read-
ing comprehension, arithmetic reasoning, arithmetic fundamentals,
rnechanics of English and grammar, and spelling were administered to

each student. The study sought to explore the relationship between

.achievement and various factors.

 

9
'L. M. Coombs, R. E. Kron, E. G. Collister, and K. E. Anderson, The

Indian Child Goes To School. Haskell Press, Haskell, Kansas, 1958.

 

 

 

 

 

-19-
Relationship Between Achievement and Educational Aspiration

There is striking evidence that the higher achieving students
expect to go further in school than do the low achievers. -Assuming
that a cause and effect relationship exists,it cannot be ascertained
from the data whether high achievers expect to go further in school

because they achieve well or whether they learn well because they are

 

motivated by higher aspiration. Especially interesting is the fact
that even at the fourth grade level the relationship between educational
aspiration and achievement had begun to manifest itself.
Relationship Between Indian Blood; Pre-School
Language and Achievement

With only one exception, the Albuquerque area, the smaller the
amount of Indian blood in the group and the greater the amount of
English spoken prior to school entrance, the higher the group achieved.
It is not probable that blood quantum and pre-school language are
strong determiners of achievement, but they are two of the best indices
of the degree of acculturation which a pupil and his family have reached;

this may have a powerful influence on achievement.
The Achievement of the Indian In the Various Skills

The white students achieved better on all of the tests thah did
the Indian students. The Indians compared most favorably with the white
students in spelling and second best in arithmetic fundamentals; they
compared least favorably in reading vocabulary and second poorest in

arithmetic reasoning. The Indian students, generally, compared more

 

 

 

 

-90-

favorably with the white students in the elementary grades than in

junior and senior high school.
Relationship Between Choice of Friends and Achievement

There was no significant differences in achievement between groups
of Indians claiming that most of their friends were white and those who

said most of their friends were Indian.

Relationship Between Regularity of Attendance and Achievement

 

As would be eXpected, pupils who attended school regularly tended
to achieve better than those who were irregular in attendance. All
other variables held equal, it is reasonable to assume that the regular
school attender will achieve more.

Relationship Between the Proportion of White Students,
In the School and Achievement

There may be a slight indication that Indian students attending a

school of white students, or where the enrollment is at least half

white, achieve better than those attending a school composed mostly of

Indian students. The data are not conclusive.
The Relationship Between Age In Grade and Achievement

There is impressive evidence that students who are over age for
their grade do not achieve as well in the basic skill subjects as those

tvho are at-age or under-age. Over-ageness, itself, is not the only

‘-

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I ‘1' n 7-.
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-21-

contributor to the low achievement of the over-age students, but the
same social, economic, and cultural factors which tended to make them

over-age continue to operate against their learning.
Relationship Between Place of Residence and Achievement

The data yield strong evidence that Indian students who live away

from an Indian reservation achieve better than those who live on one.

The town dweller achieves somewhat better than the rural dweller.

SUMMARY

The early studies reported by Rowe and Crump generally assumed
that the low achievement of the Indian student was due to inferior in-
tellectual ability; later research by Havighurst, Thompson, and Joseph
has tended to indicate an ability to achieve equal to that of their
Caucasian counterparts. All studies reviewed, involving a comparison
of the achievement of the Indian and white student, tend to indicate
that the Indian does not achieve in academic subjects as well as the
white student. Research, spdnsored by the Bureau of Indian Affairs,
through the University of Kansas, has explored the relationship of
achievement to such non-intellectual factors as educational aspiration,
regularity of school attendance, choice of friends, place of residence,
amount of Indian blood, and age in grade.

Some of the studies reviewed might be criticized for inadequate
sampling, and most of them for lack of statistical tests of signifi-

cance. This study is an effort to add to the knowledge that has been

 

 

 

-22-

accumulated relative to the problem and to overcome some of the limita-

tions of former research.

 

 

 

CHAPTER III

DESIGN AND METHODOLOGY

The design of this study is described under three headings: 1)

Sample Selection, 2) Nature of the Data, and 3) Analysis Procedures.

Sample Selection

There were two samples included in this study. An Indian sample was

 

comprised of 100 males and 100 females selected from a population of
350 eleventh grade students from two South Dakota high schools.1
Thirty-five tribes from seven of the midwestern states were represented
in the two schools.

The Caucasian sample of 254 males and 261 females was involved in
an earlier study conducted by Farquhar.2 This sample was selected from
4200 eleventh grade students from nine Michigan high schools.

The Indian sample for the factor analysis was the same sample that

was involved in the correlational analysis. The Caucasian male sample

for this analysis was also a part of the Farquhar study.3

 

1T. P. Krush, Anne J. Lello, J. W. Bjork, "Third Annual Report of the

Mental Health Clinic at the Flandreau Indian High School." Flandreau,
South Dakota, 1959.

2William W. Farquhar, A Comprehensive Studygpf the Motivational Factors
Underlying the Achievement of Eleventh Grade High School Students,
Research Project No. 846 (8458) supported by the U. S. Office of
Education, in cooperation with Michigan State University, 1959.

:3Marion D. Thorpe, "The Factored Dimensions of an Objective Inventory
of Academic Motivation Based on Eleventh Grade Male Over- and Under-
Achievers." Unpublished Doctoral Dissertation, Michigan State University,
1961.

 

1' _ ‘ 7
1
. ..
\ l‘ ‘ -
l I
t‘.

 

-24-

In summary, for the correlational analysis there were 100 Indian
and 254 Caucasian males; 100 Indian and 261 Caucasian females. For the

factor analysis, there were 100 Indian and 308 Caucasian males.

Nature of the Data FA
5.
{e
Three types of data were gathered on each student: 1) aptitude :
,
I
score, 2) grade point average, and 3) motivational score. 1
1""

Aptitude Measure

The aptitude measure was the verbal form of the Differential
Aptitude Tests (DAT-VR). A description of the DAT-VR may be found in

the manual.4
Grade Point Average

The grade point average (GPA) was computed for each individual
using grades received in ninth and tenth grade academic subjects,'i.e.,

subjects requiring homework.
Motivational Score

The motivational score was obtained from the student's responses
to the Michigan M-Seales. This scale is comprised of four sub-tests:
1) Generalized Situational Choice Inventory, 2) Word Rating List, 3)

Human Traits Inventory, and 4) Preferred Job Characteristics Scale.

 

4The Psychological Corporation, Manual for the Differential Aptitude
Tests, New York, 1959.

 

 

-25-

Reliability '

With a sample of 100 Indian males and a sample of 100 Indian.
females, a Hoyt's analysis of variance estimate for the total M-Scales
was obtained. The reliability estimate for the male population was
.91 and a comparable satisfactory reliability estimate of .91 for the
female was recorded. The reliability estimates for all sub- and total

scores are reproduced in Table 3.1.
Analysis Procedures

Three procedures were utilized in the analysis of the data: 1)
mean test of significance, 2) multiple regression analysis, and 3)

factor analysis.
Mean Test of Significance

The t-test was used to test the difference between the Indian and

Caucasian responses to the Michigan M-Scales.
Multiple Regression Analysis

A multiple regression analysis was performed to predict the Grade

Point Average (GPA) from the 1) Generalized Situational Choice Inventory

(GSCI), 2) Word Rating List (WRL), 3) Preferred Job Characteristics
Scale (PJCS), 4) Human Traits Inventory (HTI), and 5) Differential
Aptitude Test-Verbal Form (DAT-VR).

‘

The multiple regression equations were solved using the general

linear hypothesis and least squares estimates of thefi3HL This method

 

f-‘i‘

 

 

 

SUMMARY OF HOYT'S ANALYSIS OF VARIANCE
RELIABILITY ESTIMATES FOR THE M-SCALES

TABLE 3.1

    

 

 

Indian Males

Indian Females

 

 

 

Sub-Test N Reliability Estimate Reliability Estimate
GSCI1 100 .77 .62

mm2 100 .96 .87

PJCS3 100 .86 .88

HTI4 100 .29 .70
M-Scales Total 100 .91 .91

1Based on 45 items for males and 30 items for females

2Based on 48 items for males and 48 items for females

3Based on 20 items for males and 33 items for females

4Based on 25 items for males and 33 items for females

 

 

-97-

 

is developed by Kempthorne in his book, Design and Analysis of Egperi-
ments.6 The Michigan State University high speed digital computer,
Mistic, with a K-16M program, was utilized in the analysis. The assump-

tion is made that a multivariate-normal population has been sampled.

Factor Analysis

A factor analysis of the Indian males' responses to 22 selected
items of the GSCI was conducted and compared with the factorial structure
of the Caucasian male responses to the same test.7

In order to compare factors derived from the two analyses, the
same factor analytic solution used by Thorpe8 was used in this study.

The entire scale (45 items) was also factor analyzed in order to more

thoroughly understand the underlying structure of the GSCI.
Procedure

1. After building two response matrices (22 x 108 and
45 x 108) the intercorrelation among the items was
obtained using a M 23M program.

2. The principle axis solution was employed to factorize
the matrix, using an M 20M program.

3. The factors were rotated to simple structure by the
quartimax method of factor rotation. The K-ll pro-
gram was used for this part of the analysis.

 

6Oscar Kempthorne, Design and Analysis of Experiments, John Wiley and
Sons Book Company, New York, 1952.

7

William W. Farquhar, 22° cit.
8 0t.

Marion D. Thorpe, 32, c1

9The entire program was performed by the Michigan State University high
speed digital computer, Mistic.

 

 

 

-28-

Null Hypotheses

The following are restatements of the hypotheses in null form, i.e.,

the hypothesis that there is no true difference between the two samples

as they relate to the criterion.

H01

H02

H03

There is no significant difference in mean scores on
the four sub-tests of the M-Scales between Indian and
Caucasian males and females.

There is no significant difference in mean scores on
the total M—Scales between Indian and Caucasian males
and females.

There is no significant difference in mean grade point

average between Indian and Caucasian males and females.
\

Hypotheses four, five, and six will not be stated in null.form.

Ho4

H05

H06

The M-Scales when combined with an aptitude measure
will increase the precision of prediction of academic
achievement (GPA) for Indian males and females.

The M-Scales when combined with an aptitude measure
will yield greater precision of prediction for males
than females.

The factor analysis of the male Indian responses to

the GSCI will yield a structure different to that ‘
found for Caucasians.

SUMMARY

An Indian sample was drawn from South Dakota high schools where

students from 35 tribes from seven midwestern states were in attendance.

To study the predictive efficiency of the M-Scales, the design was

based on correlational analysis while the factored dimensions of the

M-Scales were studied through factor analysis. The results of this

 

   

-29-

. . . I
analysis were compared with results obtained by Farquhar in a study

based on eleventh grade Caucasian students.10

 

 

10William W. Farquhar, gp. cit.

 

 

 

 

 

 

 

 

 

CHAPTER IV

STATISTICAL ANALYSIS

This chapter presents the analysis of l) the mean tests of signifi-

"MAP.”

cance between Indian and Caucasian male and female responses to the

four sub-tests and the total scores of the M-Scales; 2) the correlational f

and multiple regression analysis to evaluate the relationship between I

the M-Scales and the DAT-VR score; and, 3) the factor analysis of the f‘

Indian male responses to the GSCI.
Difference Between‘Indian and Caucasian Mean Scores*

The Null hypothesis tested for each of the sub-tests was:
H01, There is no significant difference in mean
scores of the four sub-tests of the M-Scales
between Caucasian and Indian males and females.
The t-ratios of -2.l40 and -6.000 for males and females respectively
'indicate differences in GSCI mean scores that are significant at the
.05 level; thus,the null hypothesis of no difference between the Cau-
casian and Indian mean scores for this sub-test was rejected for both
males and females.
The WRL t-ratios of 2.512 for males and 3.196 for females were

significant; therefore, the null hypotheses of no difference in mean

scores were rejected.

The HTI sub-test produced t-ratios of 3.194 and 1.832 for males

and females respectively. The hypothesis of no difference in mean

 

* Tables 4.1 and 4.2 present mean scores, standard deviations, and t-
ratios for Indian and Caucasian male and female samples.

-31-

scores of this sub-test was rejected for the males and accepted for the
females.

Male responses to the PJCS produced a t-ratio of 1.740 which was
not significadt while the t-ratio of 2.462 for the females was signifi-
cant; therefore, the null hypothesis was accepted for the males, but
rejected for the females.

H02 There is no significant difference in mean scores
on the total M-Scales between Caucasian and Indian
males and females.

The t-ratio of 2.570 obtained from the male samples indicated a

difference in mean scores thatums significant at the .05 level; thus,

the hypothesis of no difference in total M-Scales scores was rejected.

The t-ratio for the female sample MM3.307. Thisxam not significant;

thus, the hypothesis of no difference in mean scores on the total M-
Scalesxwusaccepted for the females.
Ho3 There is no significant difference in mean grade
point average between Indian and Caucasian males
and females.

The Caucasian grade point averages of 2.94 and 3.27 were higher
than the averages of 2.67 and 2.93 earned by Indian males and females,
respectively. The t-ratios of 3.410 for the males and 4.359 for the
femaleswere significant at the .05 level; thus, the null hypotheses of
no difference in grade point averageumrerejected for both males and

females.

 

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-34-

TABLE 4.3

INTERCORRELATIONS AMONG ACHIEVEMENT, APTITUDE
AND M-SCALES SUB-TESTS FOR INDIAN MALES

 

 

 

(N=100)
GSCI PJCS WRL HTI DAT-VR GPA
GSCI .67* .50* .50* .17 .35*
PJCS .41* .40* .28* .29*
WRL .33* .23 33
HTI .08 .05
DAT-VR . 4 17':

 

* p .05 for the test that r=0, if r) .195 at the .05 level

Correlational Analysis

 

Ingercorrelations of the M-Scales sub-tests with each other, with
the DAT-VR,‘and with GPA are shown in Tables 4.3 and 4.4.

Correlations between the sub-tests range from .33 to .67 for the
males and from .21 to .56 for the females.

Except for the HTI male sample and the PJCS female sample, all of
the sub-tests correlated with GPA with statistical significance. The
GSCI, when applied to the male sample, produced a higher correlation
with grade point average than any of the other sub-tests when applied
to either males or females. The M-Scales total and GPA correlation was

.38 for the males and .32 for the females.

 

I"

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-_‘-_ .‘_.'

 

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-35-

TABLE 4.4

INTERCORRELATIONS AMONG ACHIEVEMENT, APTITUDE
AND M-SCALES SUB-TESTS FOR INDIAN FEMALES

 

 

(N=IOO)
GSCI PJCS WRL HTI DAT-VR GPA
GSCI .39* .30* .46* .14 .20*
PJCS .21* .40* .28* .10
WRL ' .56: .30- .3o*
HTI .18 .29*
DAT-VR .43*

 

* p .05 for the test that r=0, if r“) .195 at the .05 level

The PJCS and the WRL had significant correlations with the DAT-VR;

however, this was not true for either the GSCI or the HTI in either the

male or the female samples.

In this study of the American Indian, the DAT-VR produced higher

correlations with GPA than any of the I-Scales sub-tests; this was true

for both the male and female samples. The correlation for the males

was .41 and .43 for the females.

Multiple Regression Analysis

Table 4.5 contains the multiple regression equation for the pre-

diction of GPA for the Indian males and females from an aptitude

 

llll llll'lI'l
nl.llllll'l Ill-Ill,

 

 

 

-36-

 

 

 

 

measure, the DAT-VR, plus the four sub-tests of the M-Scales. The
hypotheses tested were:
Ho4 The M-Scales when combined with an aptitude
measure will increase the precision of pre-
diction of academic achievement for Indian
males and females.
Ho5 The M-Scales when combined with an aptitude
' measure will yield greater precision of pre-
diction for males than females.
TABLE 4.5
FIVE VARIABLE PREDICTIONS 0F ACHIEVEMENT CRITERION
WITH MULTIPLE CORRELATIONS AND CORRESPONDING BETA
WEIGHTS FOR INDIAN MALES AND FEMALES
MULTIPLE
BETA WEIGHTS R
Males (N=100) .195(GSCI) + .004(PJCS) + .103(WRL)
+ -.246(HTI) + .282(DAT-VR) = .52
Females (N=100) .103(GSCI) + -.029(PJCS) + .O64(WRL)
+ .246(HTI) + .332(DAT-VR) = .49

 

The DAT-VR had a correlation of .41 with GPA for Indian males and

.43 for Indian females. When the four sub-tests of the M-Scales were

added to the DAT-VR to predict GPA, the multiple regression equadion

produced a correlation of .52 for males and .49 for females.

Therefore,

the hypothesis that the M-Scales, when added to an aptitude test, will

increase the precision of prediction of academic achievement for Indian

males and females was accepted.

‘ 7.1.1.79

 

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-37..

The increase in correlations from .41 to .52 for males and from
.43 to .49 for females permitted the acceptance of the hypothesis that
the M-Scales, when combined with an aptitude measure, will yield greater
precision of prediction for males than females.

The beta weights for both aptitude and the M-Scales were signifi-
cantly different from zero for both males and females. The t-betas are
as follows:

Males -- GPA = 1.443 + .098 (M-Scales) + .210 (DAT-VR)
t-beta = 5.28, p<.05 for the test thatfi = 0.

Females -- GPA = 1.511 + .093 (M-Scales) + .333 (DAT-VR)
t-beta = 4.19, p<.05 for the test thatfi = 0.
Therefore, the improvement in the precision of predicting GPA by
adding the M-Scales to the DAT-VR is statistically significant; however,
in this study of the American Indian, the DAT-VR appeared to be a

better predictor of GPA than the M-Scales.

Factor Analysis
5

To resolve both the 22 and 45 variable problems,the principle axis
solution was used and the quartimax orthogonal method of rotation
enabled a simplified interpretation of the analysis. In order to pro-
vide a logical comparison with Thorpe'sl analysis of the Caucasian male
students, each factor in the 22 variable problem had to have at least

two highest loadings to be considered significant.

 

Marion D. Thorpe, "The Factored Dimensions of an Objective Inventory
of Academic Motivation Based on Eleventh Grade Male Over- and Under-
Achievers." Unpublished Doctoral Dissertation, Michigan State
University, 1961.

 

 

-38..

For a meaningful interpretation of the factors in the 45 variable

0
problem, at least three heaviest loadings were required per factor.‘
Results of the 22 Variable Factor Ahalysis

I
A logical comparison of the factor analysis results of this re-

' 7171-3715525”

search was made with the results of the analysis by Thorpe3 conducted
on eleventh grade Caucasian males in the state of Michigan. Five factors
accounted for most of the variance among die items. Thorpe described I
the five rotated factors as: 1) chance taking versus no chance taking,
2) n-academic achievement, 3) intrinsicness versus extrinsicness, 4)
speed versus thoroughness, and 5) situational involvement. This study
conducted on eleventh grade Indian males indicated that seven factors
accounted for most of the variance among the items. The factors with
their item content and the loading of each item are presented in Tables
4.6 through 4.12.
Factor I (intrinsicness versus extrinsicness) accounts for more
variance of the items than any of the other factors. Items 66 and 77
loaded highest on this factor. They suggest a choice of materialism or
non-materialism. 'The same two items were found in Factor III of Thorpe's
analysis which he characterized as intrinsicness versus extrinsicness.
Item 46 did not load as high as the other two items; this item presents

the alternatives of thought or action.

 

2M. A. Williams, Personal Communication, Computer Center, Michigan State

University.

3Marion D. Thorpe, 92, cit.

 

 

-39- .

Four items loaded highest on Factor II (n-academic.achievement).
Items 11, 55, and 59 concern long or short term involvement with aca-
demic work. The same items appear in Thorpe's Factor II, which he
depicted as an n-academic achievement factor.

Items 20, 33, and 44 loaded highest on Factor III. These items

‘4.--
. [I
.

required the student to respond to speed versus thoroughness alter-
natives. Factor III is similar to Thorpe's Factor IV which he charac-

terized as speed versus thoroughness.

Wr---. 1-. 4...— - ,— ‘

Thorpe's Factor I, chance taking versus non-chance taking, accounted
for more variance of the items than any other factor in his study. This
research indicates that Factor IV is very similar to his Factor 1. Items
13, 38, and 39 loaded heaviest on Factor IV; all three present the choice
of chance taking versus non-chance taking.

Factor V contained items 9, 16, 23, and 50; all of these items are
concerned with situations, time, or degree of involvement; this factor
has much in common with Thorpe's Factor V, which he chose to define as
a situational involvement factor.

Items 36 and 41 loaded highest on Factor VI; both items suggest
components of competition; thus, the factor may be characterized by the
term competitiveness versus non-competitiveness. This may be a factor
unique to the Indian motivational pattern.

Item 15 has the heaviest loading on Factor VII; it emphasizes

\
unique versus common accomplishment in conjunction with chance taking.

Item 6 also loaded highest on this factor and, to a lesser degree, may

be characterized by unique versus common accomplishment.

 

-40-

The hypothesis for the 22 variable factor analysis for the Indian

male was:

The analysis will yield a factorial structure different
in nature from that found for the Caucasians.

Factors I, II, III, IV, and V appear to be similar to the five
factors found by Thorpe; however, the factors arrived at in this study
are not in the same order, according to the amount of variance accounted
for, as were the factors in the study of the Caucasians. Factors VI
(competitiveness versus non-competitiveness) and VII (unique versus
common accomplishment) are unique to the study of the Indian male
pOpulation. There are elements of the motivational pattern that Indian
and Caucasian eleventh grade boys have in common. The addition of the
two additional factors (VI and VII) and the limited variations found
within the other five factors do not seem to confirm the hypothesis
that the factor analysis yields a factorial structure for the Indian

male student different in nature from that found for the Caucasian.

Results of the 45 Variable Factor Analysis

0

The results of the 45 item factor analysis indicate that eight
factors account for most of the variance among the items. Tables 4.13
through 4.20 present the eight factors with their item content and
loading.

Factor I is characterized as an n—achievement factor; of the five
items that loaded heaviest on this factor, items 11, 55, and 59 also
loaded heaviest on the n-achievement factor in the 22 item factor

analysis.

 

;
Pl
3.—

 

 

 

-41-

TABLE 4.6*

FACTOR I**

 

 

 

Item Number and Content Loading

66. a. Be very happy, or

b. Have lots of money +.744
77. a. Discover a gold mine, or

b. Discover a new medicine +.689
46. a. Think of an idea that nobody has ever thought

of, or
b. Set a world's speed record +.502

 

* Tables 4.6, 4.7, 4.8, 4.9, 4.10, 4.11, and 4.12 pertain
item factor analysis. '

J. J.

n“ Intrinsicness versus extrinsicness

to the 22

 

 

 

 

 

 

-42-

TABLE 4.7

FACTOR II*

 

Item Number and Content Loading
59. a. Study to go to college, or
b. Study to get out of high school -.805
55. a. Wait until I had finished college and make
a better salary, or
b. Get a job right after high school and make a
good salary -.725
11. a. Be well prepared for a job after graduation
from high school, or
b; Be well prepared to continue learning -.583
18. a0 Get excellent grades because I have a great
deal of ability, or
b. Get average grades because I have average
ability -.442

 

* n-academic achievement

 

" #mflfliy

-43-

TABLE 4.8

FACTOR III*

 

 

 

 

Item Number and Content Loading

33. a. Work rapidly just "skimming" along, or

b. Work slowly with great thoroughness -.794
20. a. Make quick decisions and sometimes be right

and sometimes wrong, or

b. Deliberate over decisions and usually be right -.670
44. a. Study my assignments during study hall, or

b. Wait to study until the mood strikes me -.500
* Speed versus thoroughness

 

-44-

TABLE 4.9

FACTOR IV*

 

 

 

Item Number and Content Loading

 

38. a. Have everybody in the class get a "C" at the
beginning of the course, or

b. Be graded at the end of the course with the
possibility of getting a higher or lower mark -.806

13. a. Have the teacher give everyone the same grade at
the beginning of the term and know I had passed, or

b. Take chances on getting a higher or lower grade at
the end of the course -.603

39. a. Receive a grade on the basis of how much my
teacher thinks I have learned, or

b. Take a course from an instructor who gives only
"C"'s -.569

 

* Chance taking versus non-chance taking

 

 

-45-

 

 

 

TABLE 4.10
FACTOR V*
Item Number and Content Loading
50. a. Do what I think is right, or
b. Do what others think is right 5.688
16. a. Be successful in finishing a job, or
b. Finish a job -.652
9. a. Have the best teachers in the state in my
school, or
b. Have a large recreation center in my school -.559
23. a. Be allowed to take extra courses before.or after
school, or
b. Just take courses offered during the school day +.401

 

* Situational involvement

 

‘ . 1. '-

-46-

TABLE 4.11

FACTOR VI*

 

Item Number and Content Loading

 

41. a. Be paid for the amount of work I did, or
b. Be paid by the hour -.676
36. a. Have a great deal of money, or

b. Be an expert in my favorite school subject -.57l

 

* Competitiveness versus non-competitiveness

 

__._. -. .__—..
1 . 1 ~,

'VrTR

-q-lr “
5'.
1

 

-47-

TABLE 4.12

FACTOR VII*

 

 

Item Number and Content Loading
15. a. DevelOp a new product which may or may not be
good, or
b. Make a product as good as the best one available -.803
6. a. Receive a grade on the basis of how well I did
on the teacher's test, or
b. Get a grade on the basis of how hard I tried +.486

 

* Unique versus common accomplishment

—- ‘M‘OO'L.\—’.u“* A?
.

 

    

I‘

-48-

Competitiveness versus non-competitiveness characterizes Factor II.
Items 19, 27, and 35 loaded heaviest on this factor.

Items 13, 38, and 66 loaded heaviest on Factor III; items 13 and
38 suggest naming the factor, chance taking versus non-chance taking.
The same twd items were found in the chance taking versus non-chance
taking factor in Thorpe's 22 item factor analysis.

Items 6, 9, and 23 loaded heaviest on Factor IV; 9 and 23 com-
prised a part of Thorpe's Factor V which he also characterized as
situational involvement or academic interests versus non-academic
interests.

Intrinsicness versus extrinsicness characterizes items 19, 62,
and 77 which loaded heaviest on Factor V. Item 19 may be interpreted
as a security versus insecurity item.

Factor VI is unique to the 45 item factor analysis in this study.
The three items loading heaviest on the factor, 29, 65, and 67, all
suggest decision making with adequacy of self or inadequacy of self as
the principle determinant.

Factor VII is similar to Factor III of the 22 item analysis; items
20, 33, and 44 loaded heaviest on this speed versus thoroughness
factor in both cases. The unique item, 68, suggests common versus
unique accomplishment.

' Items 15, 64, 70, and 71 loaded heaviest on Factor VIII; items 64
and 70 cause the factor to be viewed as a unique versus common ac-
complishment factor. Item 15 may be described as an n-academic achieve-

ment item.

 

a...

‘1

 

 

-49-

TABLE 4.13*

FACTOR I**

 

 

 

Item Number and Content Loading
59. a. Study to go to college, or
b. Study to get out of high school -.826
55. a. Wait until I had finished college and make
more money, or
b. Get a job right after high school and make
a good salary -.766
52. a. Work overtime to make more money, or
b. Get more schooling to make more money -.452
11. a. Be well prepared for a job after graduation
from high school, or
b. Be well prepared to continue learning -.451
l. a. Avoid failing in school, or
b. Do well in school -.406

 

'6'.

Tables 4.13, 4.14, 4.15, 4.16, 4.17, 4.18, 4.19, and 4.20 pertain

to the 45 item factor analysis.

n-academic achievement

 

“‘i .‘_n“" ““ ‘3'.- - _ -_.-_. .q

-50-

TABLE 4.14

FACTOR 11*

 

 

 

Item Number and Content Loading
19. a. Be graded at the end of a course with the
possibility of making an "A", or
b. Get a "C" at the beginning of a course with
everyone else -.638
27. a. Do as well as most of my classmates, or
b. Be better than most of my classmates -.627
35. a. Have a better job than my father has, or
b. Have a job like my father has +.4l7

 

* Competitiveness versus non-competitiveness

 

 

 

-51-

TABLE 4.15

FACTOR III*

 

 

Item Number and Content

Loading E,

 

13.

38.

66.

Have the teacher give everyone the same grade
at the beginning of the term and know I had
passed, or

Take chances on getting a higher or lower grade
at the end of the course

Have everyone in the class get a "C" at the
beginning of the course, or

Be graded at the end of the course with the
possibility of getting a higher or lower mark

Be very happy, or

Have lots of money

-71. f

-.618

+.557

 

* Chance taking versus non-chance taking

 

 

 

 

-52-

TABLE 4.16

FACTOR IV*

 

 

 

Item Number and Content Loading
9. a. Have the best teachers in the state in my
school, or
b. Have a large recreation center in my 5 ' 11 -.729
6. a. Receive a grade on the basis of how well I
did on the teacher's test, or I
b. Get a grade on the basis of how hard I tried -.412
23. a. Be allowed to take extra courses before or after
school, or
b. Just take courses offered during the school day -.380

 

* Situational involvement or academic interest versus non-academic
interest

; “ “.1;- -\2='

‘IlIfi‘““

-53-

TABLE 4.17

FACTOR V*

 

 

Item Number and Content Loading

+

U
62. a. Have a great deal of influence over people, or
b. Have a great deal of ambition ' -.794

19. a. Be paid for how well I did a job, or

b. Be paid the same amount no matter how I did
the job -.423

77. a. Discover a gold mine, or

b. Discover a new medicine -.382

 

* Extrinsicness versus intrinsicness

 

 

111
1
'J

 

 

 

 

-54-

TABLE 4.18

FACTOR VI*

 

 

 

Item Number and Content Loading

 

67. a. Be known as a person who knows his own mind, or

b. Be known as a person who gets help in making
decisions +.678

65. a. Be known as being a "good guy", or
b. Be known as a person who "does things well" +.608
29. a. Do what I think is right, or

b. Do what others think is right +.506

 

* Adequacy of self versus inadequacy of self

 

-55- '

TABLE 4.19

FACTOR VII*

 

 

 

Item Number and Content Loading
33. a. Work rapidly just skimming along, or
b. Work slowly with great thoroughness -.748
20. a. Make quick decisions and sometimes be right
and sometimes wrong, or
b. Deliberate over decisions and usually be
right -.739
68. a. Do something like everyone else, or
b. Do something outstanding -.419
44. a. Study my assignments during study hall, or
b. Wait to study until the mood strikes me -.394

 

h"
\

Speed versus thoroughness

 

 

 

 

 

 

 

 

-56-

TABLE 4.20

FACTOR VIII*

 

 

Item Number and Content Loading

 

64.

70.

71.

Carry out the plans of others, or
Create something of my own -.738
Receive money for my good grades, or

5
Be allowed to take any course I wanted
because of good grades -.56O

Put together a new object, or
Develop new ideas -.545
Be demanding on myself to do good work, or

Be demanding on my friends so that they will -
do good work -.437

 

* Unique versus common accomplishment

 

 

 

 

-57-

A logical comparison of the results of the 22 and 45 item factor
analyses indicates that the latter analysis gives support to the former.
The seven factors derived in the 22 item analysis were also derived in-
the 45 item analysis; there was considerable, but not total, overlap in
items found in the factors of the two analyses. Factor VI, adequacy
of self versus inadequacy of self, was unique to the 45 item factor

analysis.
SUMMARY

In testing the difference in mean scores earned by the Caucasian
and Indian males and females, t-ratios indicated differences significant
at the .05 level in grade point average, aptitude, the GSCI, and the
‘WRL for both males and females. For the male sample, significant
differences were also found in mean scores earned in the HTI and the
total M-Scales; the female samples showed scores of significant differ-

ence in the PJCS, but not in the HTI and the total M-Scales.

The male sample showed significant correlations of all the M—Scales,

except the HTI, with GPA, while the female sample produced significant
correlations for all but the PJCS sub-test. The correlation of the
DAT-VR with GPA was .41 for the males and .43 for the females; in both
cases the R was significant at the .05 level.

The regression analysis indicated that the DAT-VR accounted for
more of the variance than the M-Scales; however, the M-Scales did in-
crease the precision of prediction of GPA for both males and females.
The t-betas for both the M-Scales and the DAT-VR in the prediction of

GPA were significant at the .05 level for both Indian males and females.

 

 

 

 

 

-58-

A logical inspection of the factors derived in the 22 item factor
analysis of the Indian male responses to selected items of the GSCI does
not support the hypothesis that the analysis would yield a factorial
structure different in nature from that found for the Caucasians.
Although there were many pattern similarities, there was some differ-
ence in factorial structure and some factors found in the study of the
Indians were not derived in the Caucasian study. The results of the 45
item factor analysis supported the findings of the 22 variable factor
analysis and one new factor was added to Indian motivational pattern.

Table 4.21 presents the factors of the three analyses.

 

 

 

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CHAPTER V

SUMMARY AND RECOMMENDATIONS

The purpose of this study was dual, the primary purpose being to
study the predictive efficiency of the M-Scales when applied to an
American Indian sample. This was an effort to ascertain whether or
not the M-Scales, when applied to that population, would be a means of
increasing the precision of prediction of academic achievement.

The secondary purpose of this research was to study the structure
'of whatever motivation does exist for the American Indian. The factor-
ial structure of the Indian male responses were logically compared to
the factorial structure of the Caucasian male responses to the GSCI
found in an earlier study.1

The M-Scales scores on each sub-test and the total test, the GPA,
and an aptitude test score (the DAT-VR) were obtained for each Indian
male and female in the study. From this data, mean scores were computed
and compared with the mean scores of a Caucasian sample studied pre-
viously.2 Statistically significant differences occurred in GPA,

DAT-VR, GSCI, and WRL mean scores for Indian and Caucasian males and

females. A significant difference was found in the male HTI mean

 

1Marion D. Thorpe, "The Factored Dimensions of an Objective Inventory
of Academic Motivation Based on Eleventh Grade Male Over- and Under-
Achievers." Unpublished Doctoral Dissertation, Michigan State
University, 1961.

2William W. Farquhar, A Comprehensive Study of the Motivational Factors
Underlying the Achievement of Eleventh Grade High School Students,
Research Project No. 846 (8458) supported by the U. S. Office of
Education, in c00peration with Michigan State University, 1959.

 

 

 

 

-61-

scores, but not in the PJCS scores. The female samples showed mean
scores of no significant difference in the HTI and total M-Scales;
however, a significant difference was found in the PJCS scores.

Correlations between each of the sub-tests of the M-Scales as well
as correlations of the sub-tests and the DAT—VR and CPA were ascertained.
Significant correlations were found for the DATeVR and all sub-tests of
the M-Scales with GPA, except for the HTI in the male sample and the
PJCS in the female sample.

A multiple regression equation was computed for both the male and
female samples; the four tests of the M-Scales and the aptitude measure
were combined to predict GPA. The regression equation indicated a
multiple correlation of .49 for the females and .52 for the males.

The beta weights of both the aptitude and M-Scales were tested and both
were found to be significantly different from zero at the .05 level.

The factor analysis did not support the hypothesis that a factorial
structure, different in nature from that found for the Caucasians, would
be derived in the analysis of the Indian responses. Five factors were
held in common by the two samples; however, without total overlap.

There were two factors derived in this study unique to the Indian
sample. The two factors are: 1) common accomplishment versus unique

accomplishment, and 2) competitiveness versus non-competitiveness.

CONCLUSIONS

The analysis of the data permits the following conclusions:

 

-62-

l. The grade point average earned by the Caucasian male and female
was significantly greater than that earned by their Indian counterparts.

2. The difference in academic ability as measured by the DAT-VR
indicates that the Indian male and female have significantly less apti-
tude to achieve in school work than the Caucasian student has..

3. Except for the HTI in the male sample and the PJCS in the female
sample, each of the sub-tests of the M-Scales significantly correlates
with grade point average.(.29 to .35 for the males and .20 to .30 for
the females).

4. The multicorrelations indicate that the DAT-VR is a more
effective predictor of school achievement for the Indian than the M-
'Scales; however, the M-Scales, when added to the aptitude measure, does
increase the precision of prediction of grade point average.

5. The multicorrelations indicate that the combination of the
DAT-VR with the M-Scales provides a more precise predictor of grade
point average for males than females. '

6. The factor analysis indicated that factors pertaining to
achievement motivation were held in common by the Indian and Caucasian
samples; however, there were differences in factorial structure and

factors unique to the Indian sample were derived.

DISCUSSION

In that this study has been exploratory in nature, there are some

results of the research that warrant further discussion.

 

 

-63-

Difference In Mean GSCI Scores

 

"A high score on the GSCI indicates an individual who has a high
need for academic achievement and would generally like the kind of tasks
and activities that schools would value as part of the academic program."
A logical hypothesis would be that the Caucasian students would record
higher scores than their Indian counterparts when responding to the GSCI;
however, in this study, the contrary was true. The Indian students'
scores were significantly higher than the Caucasian scores. One inter-
pretation of the above finding could be that the Indian students have a
significantly greater need for academic achievement than the Caucasians.
This might be partially explained by MacGregor's4 conclusion, "This
interest in getting an education is one of the few signs of interest in
getting ahead, acquiring some preparation for life, and, in general,
trying to mature." Generally, the above is contrary to hypotheses pro-

posed by other researchers working with Indian samples. Havighurst5

found the Indians' motivation for education poor by white standards,
especially when a tribe had lost its traditional culture and not yet
successfully fitted into the white culture. "Most Indian groups have

clung to enough of their traditional culture to prevent them from

adOpting fully the white American culture, including its attitudes

 

3William W. Farquhar, 22. cit.
4Gordon MacGregor, Warriors Without Weapons. University of Chicago
Press, Chicago, Illinois, 1946. p. 201.

 

5Robert J. Havighurst, "Education Among the American Indians." Journal

of the American Academy of Political and Social Science, Vol. 311,
May, 1957, p. 114.

 

3

 

 

 

-64-

toward education and its use of education as a means of social mobility
and occupational achievement.H
In a study of the American Negro, Green6 also found GSCI mean
scores significantly higher for the Negro male and female students than
the Caucasian counterparts. He hypothesized that:
"Perhaps Negro students have an awareness of the kinds of
tasks and activities that are related to high achievement
motivation. For example, when asking a Negro student
whether he would rather have a 'new car' today or a 'col-
lege degree' tomorrow, he would select the 'college degree'
tomorrow. However, when this same student is placed in a
competitive academic situation and has to mobilize himself
internally in order to obtain the 'college degree' (this
involves long term goal setting, unique accomplishment, and

competition with standards of excellence) he then selects
the alternative."

The above hypothesis may be equally apprOpriate in this study of the
Indian. An explanation of why the Indian student responds positively
to the GSCI and then responds differently in an actual academic setting

7

may have been suggested by Havighurst , "motivation for school achieve-
ment is poor because the culture of the Indian tribes is based on co-
Operation rather than competition." A large part of the sample studied
had lived on reservations, but presently they were being educated away
from the reservation in a white man's culture and by Caucasian teachers,
largely. The Indian may have an awareness of the white man's value
system, but in the school setting, there is still a great need to accede
to his own non-competitive culture.

L

6Robert Lee Green, "The Predictive Efficiency and Factored Dimensions
of the M-Scales for Eleventh Grade Negro Students, An Exploratory

Study." Unpublished Doctoral Dissertation, Michigan State University,
1962.

7Robert J. Havighurst, QB. cit.

 

 

 

 

 

-65-

The exceedingly high drop out rate of Indian students makes it
evident that when one appraises the Indian student by evaluating high
school juniors, most of whom are over age for the grade, the researcher
may be working with a biased sample that is actually more highly moti-
vated academically than the Indian students who have left school before
attaining this high a level of education.

The above observations and generalizations would cause the re-
searcher to believe that replication of the study is warranted for more

objective conclusions.

Factor Analysis

 

The hypothesis that the 22 variable factor analysis for the Indian
males will yield a factorial structure different from that derived for
the Caucasians was not supported by the results of this study. Five
factors: 1) chance taking versus no chance taking, 2) n-academic
achievement, 3) intrinsicness versus extrinsicness, 4) speed versus
thoroughness, and 5) situational involvement were held in common by
both groups; however, two more factors: 1) competitiveness versus non-
competitiveness, and 2) unique accomplishment versus common accomplish-
ment were derived for the Indian male.

Factor I for the Indian sample pertained to intrinsic versus ex-
trinsic values; items 66 and 77 loaded highest on the factor for both
the Indians and Caucasians. Item 46, the unique item, may best be

described as a thought versus action item.

 

 

 

-66-

Three items (11, 55, and 59) loaded highest on Factor II for both
groups; item 11, which is unique to the Indian sample, also appears to
be apprOpriate for this n-academic achievement factor.

Speed versus thoroughness characterizes Factor III; two items (20
and 33) are held in common by the Indian and Caucasian factors. Item 44
registered almost an equivalent loading on the n-academic achievement
factor which this item may fit more apprOpriately.

The three items (13, 38, and 39) cause Factor IV to be character-
ized as a chance taking versus no chance taking factor; two of the
items (13 and 39) also loaded highest on this factor in the Caucasian
sample.

Factor V, situational involvement, contained three items (9, 16,
ani 23)that loaded highest on the same factor in the Caucasian study;
item 50, which loaded heaviest of all items, appears apprOpriate for
this factor.

Items 41 and 36 loaded heaviest on Factor VI. Havighurst suggested
that the inability of the Indian to achieve at a high level academically
may be due to the non-competitive culture influencing him.8 Item 41,
and to a lesser degree item 36, justifies this factor being character-
ized as a competitive versus non-competitive factor. Factor V1 is
unique to the Indian sample.

Factor VII is characterized as unique versus common accomplishment;
it is comprised of two items (6 and 15) which loaded highest on this
factor. Item 15,which loaded -.803, suggests the name of the factor.

A study of the two analyses reveals a similarity in the factors

pertaining to academic motivation for the Caucasian and Indian males;

-—*f

8Robert J. Havighurst, 92. cit.

 

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II 5"}
1|" II‘II

 

-67-

however, the factors characterized as competitiveness versus non-
competitiveness and unique accomplishment versus common accomplishment
appear to be unique to the motivational pattern of the Indfian student.

The implications of the factor analysis are that the Indian stu-
dents appear to have many of the same achievement motives that the Cau-
casians have; however, the factorial structure does differ for the two
groups and there are factors unique to the Indian sample that may explain
the difference in achievement of the two compared samples. The differ-
ences in achievement found in this study have been supported by several
former studies; similarly, the differences in academic aptitude, when
measured by a verbal test, have been indicated in other studies. This
study indicated that only about 16% of the variance was accounted for
when predicting achievement with a verbal aptitude test. This implied
a necessity for research to understand the variance unaccounted for.

As a predictor of achievement, the aptitude test (DAT-VR) proved
to be statistically significant and the M-Scales also proved to be
significant as a predictor of achievement; hOwever, only about 27% of
the variance has been accounted for when the combination of the apti-
tude measure and the M-Scales is used.

Because of the Indians' cultural background and ineptness to work
with the English language, perhaps a motivation study utilizing depth
interviews,rather than the paper and pencil group test method used in

this study,would provide more reliable and meaningful data.

 

 

 

 

-68-

RECOMMENDATIONS

l. Replication of the study with a smaller sample, but using

depth interviews rather than the group test method used in this study.

2. Replication of the study on another sample of Indian students

to ascertain whether or not the same academic and motivational differ-

ences prevail.

3. Replication of the study in schools where the Indian student
is a minority in a Caucasian environment. Differences in teacher values

relative to achievement and motivation may exist.

4. Replication of the study in other geographic areas of the

United States.

5. All sub-tests of the M-Scales should be factor analyzed to
gain knowledge of the effectiveness of the entire test as it relates

to the Indian population.

 

BIBLIOGRAPHY

Auld, B. F., "Cultural Influences on Personality Test Responses."
Psychological Bulletin, XLIV 1952, pp. 318-322.

Black, D. S., "The Prediction of University Freshmen Success Using
Grade IX Departmental Examination Scores." Journal of Educational
Research, 1959, Vol. 5, pp. 229-239.

Brandt, R. B., HOpi Ethics. University of Chicago Press, Chicago,
1954, pp. 300-336.

Bureau of Indian Affairs, Answers to Your Questions On American Indians.
Washington, D.C., 1962.

""_l;

Chahbazi, Parzi, "Use of Projective Tests In Predicting College Achieve-
ment." Educational and Psycholggical Measurement, 1960, Vol. 20,
pp. 829-842.

Conant, James B., Slums and Suburbs. McGraw Hill Book Company, New
York, 1961.

Coombs, M. L., Kron, R. B., Collister, E. G., Anderson, K. B., "The
Indian Child Goes To School." A Study of Interracial Differences
prepared for the Bureau of Indian Affairs, Haskell, Kansas, 1958.

Crump, B. L. "The Educability of Indian Children In Reservation Schools."
Southeastern State College, Durant, Oklahoma, 1932.

D'Amico, Louis, "Characteristics of Students Admitted to Xavier Uni-
versity in 1951 and a Followup of Achievement." Journal of Educa-
tional Research, 1958, Vol. 51, pp. 361-366.

Deutsch, Martin, "Minority Group and Class Status as Related to Social
and Personality Factors in Scholastic Achievement." Sociegy for
Applied AnthrOpologeronograph, No. 2, 1960.

 

Evans, W., Ludeman, W. W., "Indian Youth Conference." Southern State
Teachers College, Springfield, South Dakota, March, 1962.

Farquhar, William W., "A Comprehensive Study of the Motivational
Factors Underlying Achievement of Eleventh Grade High School
Students." Research Project No. 846 (8458), supported by the
U. S. Office of Education in c00peration with Michigan State
University, 1959.

 

3
Farquhar, William W., "The Predictive Efficiency of the Michigan State

M-Scales." Paper delivered at 1962 APGA meeting, April 18, Chicago.

-69-

 

-70-

Garrett, Wiley, "Prediction of Success In a School of Nursing." Per-
sonnel and Guidance Journal, 1960, Vol. 38, pp. 500-503.

Garth, et al., "A Study of the Intelligence and Achievement of Full
Blooded Indians." Journal of Applied Psychology, Vol. 12, 1957,
pp. 342-351.

Green, Robert Lee, "The Predictive Efficiency and Factored Dimensions
of the Michigan M-Scales for Eleventh Grade Negro Students, An
Exploratory Study." Unpublished Doctoral Dissertation, Michigan
State University, 1962.

Goodenough, F. I., "Racial Differences in the Intelligence of School
Children.” Journal of Experimental Psychology, Vol. 9, 1935.

Grinnell, George B., When the Buffalo Ran. Yale University Press,
New Haven, Connecticut, 1950.
b
Hagen, William T., American Indians. University of Chicago Press,
Chicago, 1961, pp. 151-171.

 

Hackett, Herbert, "Use of MMPI Items to Predict College Achievement."
Personnel and Guidance Journal, 1960, Vol..39, pp. 215-217.

Hansmeier, Thomas, "The Iowa Tests of Educational Development as Pre-
dictors of College Achievement." Educational and Psychological
Measurement, Vol. 20, 1960, pp. 843-845.

 

Havighurst, Robert J., "Education Among American Indians: Individual
and Cultural Aspects." Annals of the American Academy of Political
and Social Science, Philadelphia, 1957.

Havighurst, Robert J., "Comparison of American Indian and White Child-
ren by Means of the Emotional Response and Moral Ideology Tests."
Indian Education Research Project, University of Chicago, Chicago,
Illinois, 1946.

Jacobs, James, "Aptitude and Achievement Measures in Predicting High
School Academic Success." Personnel and Guidance Journal, Vol.
37, 1959, pp. 334-341.

Juola, Arvo, ”Predictive Validity of Five College Level Academic Apti-
tude Tests at One Institution." Personnel and Guidance Journal,
Vol. 38, 1960, pp. 637-641. ‘

Krush, T. P., Lello, Anne J., Bjork, J. W., "Third Annual Report of the
Mental Health Clinic at the Flandreau Indian High School."
Flandreau, South Dakota, 1959. (Mimeographed)

Krush, T. P., Lello, Anne J., Warner, B. B., "Fourth and Fifth Annual
Reports of the Mental Health Clinic at the Flandreau Indian High
School." Flandreau, South Dakota, 1961. (Mimeographed)

 

 

-71-

Ladd, John, The Structure of the Indian Code. Harvard University
Press, Cambridge, 1957, pp. 181-187.

Levi, Sister Carolissa, Chippewa Indians. Pageant Press, New York,
1956, pp. 112-116.

MacGregor, Gordon,‘ Warriors Without Weapons. University of Chicago
Press, Chicago, 1946.

Maine, F. S., The White Sioux. University of New Mexico Press,
Albuquerque, 1956.

McBee, G. and Dike, R., "Relationship Between Intelligence, Scholastic
Motivation and Academic Achievement." Psychological Report,
Vol. 6, 1960, pp. 3-8.

McClelland, D., Studies in Motivation. Appleton-Century-Crofts, New
York, 1955.

McClelland, D. and Atkinson, L., The Achievement Motive. Appleton-
Century-Crofts, New York, 1953.

 

McDavid, John, "Some Relationships Between Social Reinforcement and
Scholastic Achievement.” Journal of Consulting Psychology, Vol.
23, 1959, pp. 151-154.

McQuay, John P., "Some Relationships Between Non-Intellectual Charac-
teristics and Academic Achievement." Journal of Educational
Psychology, Vol. 44, 1953, pp. 215-228.

Middleton, George and Guthrie, George, "Personality Syndromes and
Academic Achievement." Journal of Educational Psychology, Vol. 50,
1959, pp. 72-77.

Norton, Daniel, "The Relationship of Study Habits and Other Measures
to Achievement in 9th Grade General Science." Journal of Experi-
mental Education, Vol. 27, 1959, pp. 211-217.

Orato, P. T., "Fundamental Education In an Amerindian Community." A
study of the Pine Ridge, South Dakota, school and community for

the Bureau of Indian Affairs, Haskell, Kansas, 1953.

Osborne, R. T., "Racial Differences in Mental Grovth and School
Achievement." Psychological Report, Vol. 7, 1960, pp. 233-239.

Riggs, S. R.,Forty Years With the Sioux. W. G. Holmes, Chicago, 1940.

Roe, Frank G., The Horse and Tribal Psychology. University of Oklahoma
Press, Norman, 1955, pp. 316-331.

 

 

 

 

 

-72-

Rosen, Bernard G., "The Achievement Syndrome.'
Review, Vol. 21, 1956, pp. 203-211.

American Sociological

Rowe, E. C., "Five Hundred Forty Seven White and Two Hundred Sixty
Eight Indian Children Tested by the Simon-Binet Tests." Journal
of Educational Psychology, Vol. 19, pp. 313-328.

Ryan, F. J. and Davie, J. 8., "Social Acceptance, Academic Achievement
and Academic Aptitude Among High School Students." Journal of
Educational Research, Vol. 52, 1958.

 

Sandoz, Mari, These Were the Sioux. Hastings House, New York, 1961.

Scabbell, Dale, "Prediction of College Success from Elementary and
Secondary Performance." Journal of Educational Psychology, Vol.
51, 1960, pp. 130-135.

Thompson, Hildegard, "Educational Demands for the Years Ahead."
Indian Education, Vol. 24, 1961.

Thompson, Hildegard, "Education of Indian Children in 1961.” Statistics
Concerning Indian Education, Washington, 1961.

 

Thompson, L. and Joseph, A., The Hopi Way. University of Chicago Press,
Chicago, 1944.

Thorpe, Marion D., "The Factored Dimensions of an Objective Inventory

' of Academic Motivation Based on Eleventh Grade Male Over- and
-Under-Achievers." Unpublished Doctoral Dissertation, Michigan
State University, 1961.

Wilson, Meredith 0., "A Program for Indian Citizens." Commission on
the Right, Liberties, and Responsibilities of the American Indian,
Albuquerque, 1961.

 

Hill! ”I‘ll-ll Jill-g III 1111

 

 

 

 

APPENDIX A

Intercorrelation Matrix, Unrotated Factors,
Rotated Factors, and Highest Factor Loadings
for Twenty-Two Item Factor Analysis of the
GSCI Based on Indian Males.

 

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APPENDIX B

Sample Items From the .
Michigan State M-Scales

-78-

 

 

 

 

 

 

-79-

Generalized Situational Choice Inventory

I would prefer to:

46.

47.

48.

49.

50.

I would prefer:

81.

82.

83.

85.

l)
2)
1)
2)
l)
2)
1)
2)
l)

2)

1)
2)
1)
2)
l)
2)
l)
2)
l)

2)

Think of an idea that nobody has ever thought of, or

Set a world's speed record

Perform well in class, or

Watch television

Learn by defeating an inexperienced player, or

Learn by defeating an expert

Save enough money to buy something with cash, or

Buy something on credit and pay for it as I use it

Do what I think is right, or

Do what others think is right

A

A

A

job
job
job
job
job
job
job
job
job

job

Preferred Job Characteristics Scale

where my opinion is valued

with short working hours

where I solve problems no one else can

which permits me to take days off when I want

which does not require a college education

where I can decide how the work is to be done
which pays well and requires little effort

where I could express my ideas, talents, and skills
which requires little thinking

where I could continue to learn the rest of my life

 

 

 

 

-80..

Work Rating List

Teachers feel that I am:
144. purposeful
145. uninterested
146. a procrastinator
147. unreliable

148. studious

Human Trait Inventory

212. I like collecting flowers or growing
house plants.

213. I‘worry about my grades.

214. Many times I become so excited I find
it hard to go to sleep

215. I daydream frequently.

216. I work things out for myself rather
than have a friend show me how.

to

he)
45

"Q

 

 

 

 

-80.-

Work Rating List

Teachers feel that I am:

212.

213.

214.

144.
145.
146.
147.

148.

purposeful
uninterested

a procrastinator
unreliable

studious

Human Trait Inventory

I like collecting flowers or growing
house plants.

I worry about my grades.

Many times I become so excited I find
it hard to go to sleep

I daydream frequently.

I work things out for myself rather H.
than have a friend show me how.

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