THE EFFECTS OF TERRITORY AND PERSONALITY COMPATIBILITY 0N IDENTITY AND SECURITY Thesis for the Degree of Ph. D. . MICHIGAN STATE UNIVERSITY FREDERICK A. EIGENBROD Jr. 1959 IIIIIIIIZIIIIIIIIIIIIIIIIIIIIIIIILIIIIII \' HES‘. This is to certify that the thesis entitled THE EFFECTS OF TERRITORY AND PERSONALITY COMPATIBILITY ON SECURITY AND IDENTITY presented by FREDERICK A. EIGENBROD, JR. has been accepted towards fulfillment of the requirements for- Ph.D. degree in Counseling Major professor Date April 29, 1969 0-169 ABSTRACT THE EFFECTS OF TERRITORY AND PERSONALITY COMPATIBILITY ON IDENTITY AND SECURITY By Frederick A. Eigenbrod Jr. The living environment of the college student has been found to exert very strong pressures on the student which can either facilitate or retard intellectual, social, and emotional development. The present investi- gation was an attempt to study elements of both the human and physical environment. Specific hypotheses explored involved the impact of territorial ownership and person-. ality compatibility on identity and security. Effects of these variables on academic achievement, satisfaction with room and roommate assignment, and disciplinary dif— ficulties were also studied. The study was carried out in a coed residence hall at Michigan State University. Subjects for the study were residents of the hall who volunteered to participate in the project by taking, at the beginning and end of an academic term, inventories designed to assess compatibi— lity, security, and identity. Data was compiled on Frederick A. Eigenbrod Jr. two hundred and eighty subjects, eighty-one males and one hundred twenty-seven females. Territory was studied by allowing students in four houses, two men's and two women's, of the dormitory to decorate and change their physical surroundings in any way desired. This freedom allowed duplication of the territorial situation in which delineation of boundaries and manipulation of the environment to reflect individu- ality occurs. Personality compatibility was determined through the use of the Myers-Briggs Type Indicator. The degree of compatibility of roommate pairs depended upon the extent to which basic personality functions were shared. At the beginning and end of fall quarter the sub- jects were administered the State and Trait Anxiety Inventories and an identity scale composed of items from the identity scale of the Tennessee Self—Concept Scale. A questionnaire designed to determine satisfaction with room and roommate assignment, the number of requests for room and roommate change, and disciplinary difficulties was also administered. Statistical results supported only four of the hypotheses studied. Subjects who lived on territorial floors had significantly higher ratings on room and room- mate satisfaction than control subjects. Highest satis— faction ratings were also found for subjects who had compatible roommates. Frederick A. Eigenbrod Jr. The importance of territorial ownership and person- ality compatibility on identity and security was not supported by the statistical results. However, reports of residence hall staff members indicate that some identity changes did occur. These changes were noted on a group level and took the behavior form of increased concern for hall cleanliness, decreases in damage and disciplinary difficulties. The results, although failing statistically to support the importance of territorial ownership and personality compatibility for an individual's feeling of identity and security, did reveal some impact of the experimental treatment. Implications of the findings for residence hall included increased freedom for students to control and manipulate the physical environment and assignment of roommate pairs on the basis of personality compatibi- lity. Failure to find statistical differences on identity and security variables was attributed to (a) unsatisfac- tory measurements, and (b) lack of control over relevant variables. THE EFFECTS OF TERRITORY AND PERSONALITY COMPATIBILITY ON IDENTITY AND SECURITY By Frederick A23Eigenbrod Jr. A THESIS 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 1969 ACKNOWLEDGMENTS There were many individuals who made contributions to this research. Without their help, this study would still be just an idea. Dr. Donald Adams and Mr. Lyle Thorburn made this study possible and their support and cooperation are greatly appreciated. Special thanks are due to Mr. Doug Zatechka and Mrs. Liz McLaughlin, the staffs and management of Holden Hall for allowing encroach- ment on their territory. The writer is very grateful to Drs. William Mehrens, Dozier Thornton and William Farquhar, members of the doctoral committee whose knowledge and skills contributed both directly and indirectly to this study. My deepest appreciation is extended to Dr. W. Harold Grant, Chairman of the Doctoral and dissertation committee. His ideas and assistance were major contributions to this study. I am especially grateful that he could see what I could not, know what I did not, believe what I would not, and then help me to see, know, and believe. I am grateful to my wife Marion not only for her material contributions but especially for her moral support and encouragement. Sharing the trials of this study and the last three years has helped me to know her, to appre- ciate her strengths, and deepened my affection and respect for her. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS . . . . . . . . . . . . . 11 LIST OF TABLES . . . . . . . . . . . . . 1V LIST OF APPENDICES . . . . . . . . . . . . Vii CHAPTER I. INTRODUCTION . . . . . . . . . . . l Hypotheses . . . . . . . . . . . 6 II. REVIEW OF THE LITERATURE . . . . . . . 9 The Search for Identity. . . . . . . 10 The Search for Security. . . . 12 The Need for an Ecological Approach. . . l“ The Physical Environment . . . . . 15 The Human Environment . . . . . . . 20 III. METHOD . . . . . . . . . . . . . 26 Sample . . . . . . . . . . . 26 Instrumentation . . . . . . . . . 27 Procedure . . . . . . . . . . . 32 IV. RESULTS . . . . . . . . . . . . . 37 Statistical Results of the Study. . . . 39 Additional Results . . . . . . . . 58 V. DISCUSSION . . . . . . . . . . . . 6O Implications for Further Research . . . 6A Summary . . . . . . . . . . . . 70 BIBLIOGRAPHY . . . . . . . . . . . . . . 77 APPENDICES. . . . . . . . . . . . . . . 83 iii Table ll. l2. 13. 114. 15. 16. LIST OF TABLES Distribution of Subjects in Experimental and Control Groups. . . . . . . Correlation Table for Pre— term and Post— term State Anxiety, Trait- -Anxiety, and Identity Scales. . . Mean Pre—term Identity Score Analysis of Variance Table for Pre-term Identity Score . . . . . . . Mean Request for Roommate Change Estimate Analysis of Variance Table for Request for Roommate Change Estimate. . . Mean Pre-term State Anxiety Inventory Score Analysis of Variance Table for Pre—term State Anxiety . . . . . . . . Mean Pre-term Trait Anxiety Inventory Score Analysis of Variance Table for Pre-term Trait Inventory Score. Mean Room Assignment Satisfaction Estimate. Analysis of Variance Table for Room Assignment Satisfaction Estimate . . Mean Roommate Satisfaction Estimate Analysis of Variance Table for Roommate Satisfaction Estimate. . . . . Mean Request for Room Change Estimate Analysis of Variance Table for Request for Room Change Estimate iv Page 37 38 HO 40 Al Al A2 42 A2 “3 43 143 AA AA AA 45 Table Page 17. Mean Discipline Problem Estimate . . . . A5 18. Analysis of Variance Table for Discipline Problem Estimate . . . . . . . A5 19. Distribution by Sex of Subjects Anticipat- ing Use of Counseling Center Facilities. A6 20. Distribution by Territory of Subjects Anticipating Use of Counseling Center Facilities . . . . . . A6 21. Distribution by Compatibility of Subjects Anticipating Use of Counseling Center Facilities . . . . . A6 22. Mean Room Assignment Satisfaction Score. . A7 23. Analysis of Variance Table for Room Assignment Satisfaction Score . . . . A7 2A. Mean Satisfaction with Room Assignment Score for Territory-Compatibility Interaction . . . . . . . . A8 25. Mean Roommate Satisfaction Score . . . . A9 26. Analysis of Variance Table for Roommate Satisfaction Score. . . . . . . . A9 27. Mean Satisfaction with Roommate Scores for Territory-Compatibility Interaction . . 50 28. Mean Post-term State Anxiety Inventory Score . . . . . . . . . . . . 50 29. Analysis of Variance Table for Post-term State Anxiety Inventory Score . . . . 51 30. Mean Post-term Trait Anxiety Inventory Score . . . . . . . . . . . . 51 31. Analysis of Variance Table for Post-term Trait Anxiety Inventory Score . . . . 51 32. Mean Post-term Identity Score . . . . . 52 33. Analysis of Variance Table for Post—term Identity Score . . . . . . . . . 52 Table Page 3A. Mean Grade Point Average. . . . . . . 52 35. Analysis of Variance Table for Grade Point Average . . . . . . . . . . . 53 36. Mean Request for Room Change . . . . . 53 37. Analysis of Variance Table for Room Change. 53 38. Mean Request for Roommate Change . . . . 5A 39. Analysis of Variance Table for Request for Roommate Change. . . . . . . . . 54 A0. Mean Number Discipline Problems . . . . 5A Al. Analysis of Variance Table for Number of Discipline Problems . . . . . . . 55 A2. Distribution by Sex of Subjects Using Counseling Center Facilities . . . . 55 A3. Distribution by Territory of Subjects Using Counseling Center Facilities . . 55 AA. Distribution by Compatibility of Subjects Using Counseling Facilities. . . . 56 vi Appendix A. B. .‘Iifl’IZIL‘ITU LIST OF APPENDICES Biographical Inventory I Biographical Inventory II . . . . Biographical Inventory III. . Questionnaire . . . . . . . . University Room Regulations Letter Letter Letter Report Report Report Report to to to of of of of Holden Hall Residents Participants . Participants . . . . Head Resident-—Men . . Resident Advisor-—Men Head Resident--Women REsident Advisor--Women vii Page 8A 86 88 91 93 101 10A 105 107 112 117 117 CHAPTER I INTRODUCTION A growing body of knowledge is being accumulated on the college student and his environment. Out of the research has come the awareness that the residential milieu is one of the most powerful of the molding influ- ences that the student will encounter during his college career. Not surprisingly the results of this influence may not always be advantageous to the student. As Lozoff (1968) states very simply and clearly, "The residential milieu had a strong effect on the undergraduate and may either aid or retard his social, academic, and emotional‘ development." A One of the most comprehensive studies of the college student (Katz, 1968) explores this problem of the living environment and its findings emphasize the significance of a student's surroundings. The study also points up the fact that the importance of the living environment is usually ignored by the institution. The Katz study reports that the university as an institution showed rela- tively little interest in facilitating students' spcialI development. The challenge of aiding youth in developing academic, intellectual, and vocational skills was the university's area of competence, and the problem of supplying housing, social facilities, and proper personal guidance was seen as a peripheral task. Some rather disconserting statistics reveal that the university cannot afford to ignore any facilitating resources available. These statistics show that even though the caliber of college students has increased rapidly, the failure or drop-out rate is extremely high. 0n the average, colleges and universities lose about half of their students with forty per cent graduating on schedule and twenty per cent graduating after some delay (Summerskill, 1962). Trent and Medsker (1968) report that only twenty—eight per cent obtain degrees within a conventional four year period. Estimates of the number of students who need psychological help vary, but some figures as high as thirty per cent are given. Perhaps the most eye—opening figure involves the suicide rate which on college campuses is reported (Bratten, 1965) to be forty per cent higher than that for the general popu- lation. Wendell (1966) cites similar evidence, pointing out that thirty-four per cent of all college deaths are the result of suicide. Only accidents at thirty-seven per cent rate higher as a cause of death. If the univer- sity could utilize the powercfi'the students' living environment it could help to alleviate some of the prob- lems that lead to the statistics cited above. One reason that the university is unable to manipu- late and exploit the living environment is that much is unknown about the crucial elements and actual mechanisms by which the environment works on the student. The dif- ficulty arises out of the complex nature of the environ- ment which is composed of both human elements and physical elements. It is this interaction which so systematically acts on the student but at the same time complicates identification of the exact functioning of the environment. The need exists for research which will explore the two crucial elements, human and physical, which make up the environment and what happens to the student as he is exposed to the environment. The present study is designed to investigate both areas. The physical aspects of the environment usually have received much less attention in previous research. This in part can be attributed to the lack of a conceptual framework which makes the effects of manipulation the en- vironment predictable. Ardrey (1966) and to a lesser extent, Lorenz (1963) and Morris (1967) have suggested one way in which the physical environment can influence an organism. The conceptualization revolves around the notion of territoriality. According to the territory principle each individual seeks to isolate and define a part of his physical environment, that is to establish his territory, his home, his castle. One of the most important steps in establishing territory is the definition of the territorial boundaries. The individual denotes in some manner where his territory ends and perhaps more importantly where it begins. Delineation of territory also involves manipulation of the physical environment. Most directly affected by the establishment of territory is the individual's sense of identity and security. As the individual defines his territory he begins to manipulate it and change it so that the territory comes to reflect the individuality and personality of the owner. The territory becomes an extension of the individ- ual. At the same time the individual through his relation- ship with the physical elements becomes a part of that environment and derives from it feelings of stability, belonging, confidence,and relaxation. The individual by his uniqueness derives added measures of security and identity. Thus the question arises, if a student is allowed to control his physical environment, to establish his domain, his territory, will he take a step toward defining the "me" and "not me"? Human beings comprise the other set of elements and variables in a student's life. The college student quickly becomes a member of one of several peer groups. These groups are either selected by the student or are forced upon him by the nature of the educational process. The influence of peer groups is powerful and it is through them that the student evaluates himself. The student needs the peer group because of his need for other people and the social approval he can derive from being an approved member of the group. In many ways the roommate pair of the residence hall constitutes a basic peer group. Each dormitory resident lives in very close proximity to another student who will in essence serve the same functions that many members of a large group would. The members of the pair bring to the living environment behaviors, values, opinions, attitudes, and beliefs which may or may not be similar. It is these differences in functioning that can lead to either facili— tation or retardation of student growth and development. Individuals differ with respect to the means by which they perceive and respond to the environment. Some individuals take in stimuli very directly and objectively, processing that stimuli much as a computer would with little information being added by the individual. In contrast, others will process stimuli much less directly. These individuals will add associations which make the data take on a good deal of subjectivity. The differences in the way the environment is perceived may, of course, lead to differences in meaning for each individual. Reaction to the environment also will differ with individ- uals. On the one hand the response may be based on pure logic and be carried out in a bold assertive way. In contrast an individual's response to the environment may be less assuredly made and with a great deal of affect and subjectivity. If individuals differ too radically in their per- ceptual and response patterns, they may threaten each other, clash frequently, and in general utilize energy that could be better spent. If this notion and the material presented above has some validity,then roommates who differ too much in these response and perceptual modes would be expected to show less development of those vari— ables already mentioned, identity and security. It is the aim of the present study to test out this conceptualization by identifying the typical functioning of each member of the roommate pair and then designating the similarities of the individuals. In summary, the questions regarding the nature and function of the students living environment have been raised. Based on knowledge about the physical and human aspects of the environment the notion was advanced that territorial ownership and personality compatibility can significantly affect the student's feelings of identity and security. These questions can be develOped into hypotheses and are presented in the null form below. Hypotheses Hypothesis I. Members of compatible, complimentary, and incompatible roommate pairs will show no difference in the development of identity over a period of one academic term. Hypothesis II. Members of compatible, complimentary, and incompatible roommate pairs will show no difference in security over a period of one academic term. Hypothesis III. Members of compatible, complimentary, and incompatible roommate pairs will show no difference in academic achievement over a period of one academic term. Hypothesis IV. Members of compatible, complimentary, and incompatible roommate pairs will show no difference in disciplinary difficulties over a period of one academic term. Hypothesis V. Members of compatible, complimentary, and incompatible roommate pairs will show no difference in satisfaction with residence hall room assignment over a period of one academic term. Hypothesis VI. Members of compatible, complimentary, and incompatible roommate pairs will show no difference in satisfaction with roommate over a period of one academic term. Hypothesis VII. Students who possess and do not possess territory will show no difference in identity over a period of one academic term. Hypothesis VIII. Students who possess and do not possess territory will show no difference in security over a period of one academic term. Hypothesis IX. Students who possess and do not possess territory will show no difference in academic achievement over a period of one academic term. Hypothesis X. Students who possess and do not possess territory will show no difference in disciplinary difficul- ties over a period of one academic term. Hypothesis XI. Students who possess and do not possess territory will show no difference in satisfaction with residence hall room assignment over a period of one academic term. Hypothesis XII. Students who possess and do not possess territory will show no difference in satisfaction with roommate over a period of one academic term. CHAPTER II REVIEW OF THE LITERATURE In this chapter literature will be explored which deals with the influences of the environment, particularly as it may effect the development and maintenance of a student's security and identity. Research will be cited which deals with both the physical and human aspects of the environment. In these studies some of the elements of the human and physical environment which have been studied will be explored and the need for further research in these areas pointed out. Literature will be presented which suggests the puissancetofthe physical environment in not only tempor— arily affecting behavior but in bringing about major change. Attention will then be given to the concept of territoriality and its possible application to the college residence hall setting where territory needs may go unrec— ognized and unfilfilled. Although studies dealing directly with the application of the concept of territoriality to human situations are rather rare, evidence will be presented which suggests that an individual's ownership and/or identification with some aspects of his physical environment can be of some significance. 10 The human environment has been given a great deal of attention in research and there can be little doubt about the possible influence of one individual on another. The interpersonal aspects of the ecological approach will be explored in this chapter as it particularly applies to the roommate situations in college residence halls. Evidence will be cited which indicates that one member of a roommate pair may significantly influence the values, attitudes, behaviors, and achievement of the other member. Studies presented will deal with the basic differences that may exist between the ways in which the members of the room- mate pair perceive and react to the environment. Finally, implications of these studies will be used in attempting to beneficially exploit these differences. The Search for Identity The identity crises is not unique to the college student, Erickson (1959) views it as associated with late adolescense. He describes the identity crises as a con- fusion in ego identity, giving as symptoms: self- consciousness, preoccupation with physical appearance, preoccupation with sexual roles, anticipation of the oc— cupation role, and disturbances in the sense of time. However, in recognizing the prevalence of the identity crises among college students, Form (1966) has called it the college syndrome. Characteristics of the syndrome include: depression, inmaturity and inability to assume 11 adult roles, uncertain vocational goals, sexual problems, problems of relating, apathy or lack of motivation, lack of self-esteem, conflict of values and a sense of guilt. Even when the student does establish some conception of who he is and what he will do, the result may be less than desirable. Merenda (1961) found that in the process of acquiring a higher education, college students tend to acquire a stereotyped set of self-concepts. The stereo- type is characteristic of a relatively passive, nonaggres- sive, socially confident person. In addition to the generalized effect of a non— existent or poorly developed identity, there is evidence of specific effects which detrimentally influence intel- lectual and affective functioning. Dropping out of college is a crucial problem faced by the student, and Harvey (1966) has shown that identity conflicts are sig— nificant contributors to failure as well as depressive states, which are associated with failure. Intellectual achievement and functioning have been found to be related to ego identity status and feelings of self worth. Marcia (1966) identified four modes of reacting to the late adolescent identity crises. He found that those designated "identity achievement" scored highest on an independent measure of ego identity and performed better than other statuses on a stressful concept attainment task-~persever- ing longer on problems and maintaining a realistic level 12 of aspiration. The identity achievement group also sub- scribed less than other statuses to authoritarian values and their esteem was less vulnerable to negative informa- tion. Creativity (White, 196A) as well as manifest hostility and anxiety (Dignam and Kubis, 196A) are inversely related to ego identity. Of course identity conflict is only one factor that can lead to poor academic performance, personality and interpersonal problems, and failure in college, but these conflicts can contribute to many of the causes cited by Sexton (1965) as contributing to attrition in college populations. The Search for Security Closely allied with the student's search for identity is his search for security. Establishment of meaningful identity cannot occur under conditions of threat, anxiety, and insecurity. Borel (196A) has recognized the role of security as a motivation of human behavior and he states that: one of the basic needs of man for survival is predictability and control of his environment, which represents security. This need to estab- lish a cause and effect explanation for the environmental factors is so strong and its absence so anxiety provoking, that practically all known cultures have used substitution of supernatural forces as the cause when the physical forces were beyond the understanding of the culture. If one can accept the premise of security as a primary striving of the human animal, then one may represent the emotions as varying points on the physiological arousal- quiescence scale in response to the individual's perception of the relative security or insecurity 13 of the situation. It is further suggested that security is intimately involved with the individual's self concept. The complex environment in which the student lives provides few sources of protection and security and one can readily see the urgency of the student's search for some control of the environment relfected in the turmoil on today's college campuses. Borel is not alone in his contention that insecurity and anxiety are involved with the individual's beliefs and conception of himself. Buchin (1965) has found a relation- ship between anxiety, the self—concept, and college achievement. Similarly, results of a study by Zdep (1966) indicate that highly creative people are less anxious than people of lower creativity. Intelligence quotent and anxiety were shown to be negatively related. This interaction between security, creativity, and the environ— ment has been explored by Wade (1968) who concluded a common factor may be responsible for the correla— tion between intelligence and creativity while at the same time the environmental factors associated with psychological safety and freedom leading to the independence of the individual provided the child with further development of the cognitive factors involved in creativeness. Gividens (1959) studied the effect of stress on self concept and found that under stress the scores on a self—concept indicator dropped and that also subjects showed less certainty of self-description. Although individual responses to anxiety differ the end result 1A is usually a retardation of growth development and realiza— tion of human potential. The results are behaviors, atti- tudes and situations detrimental to the individual and inconsistent with the goals of higher education. Need for an Ecological Approach The problems of identity and security seem then to evolve out of a rather complex interaction between personal and environmental factors. Usually solutions to these problems have been sought in only the personal area to the almost complete exclusion and ignoring of the en- vironmental aspects. The physical environment has received less attention. Sells (1966) supports the need for an ecology in the science of psychology. He states that dependencies between characteristics of situations and behaviors encourage further exploration of en— vironmental determiners of behavior. Until we can assign to environmental variables the proportions of variance in behavior for which they account, our understanding of behavior will be incomplete. When this is accomplished the goals of an ecologic approach to the science of psychology will have been achieved. Barker (1963) also believes that an adequate behavioral science required conceptual bridges between psychology and ecology. Of the interaction between organism and environment and the need to consider both, Sells (1963) has stated: the principle of interaction reflects an adaptive process rather than a random encounter between inner and outer forces. This process involves a polarized accomodation of organism to environment, not only at the level of molar behavior, but in 15 all biological functioning of which molar behavior is one manifestation. The most obvious need in evolving the manifold encounter of organism and environment is a more satisfactory and systematic conceptualization of the environ— ment. If behavior is to be represented as a multi-dimentional interaction of the universe of person variables and environmental variables, psychology cannot advance productively until the environment universe is specified. Tedeschi (1966) also says that psychologists should focus more upon the various multiple environments of man so that the understanding of man in all his complexity can evolve. Franke (1967) too believes that the cooperation of psychologists in the forming of our environment is urgently needed. The Physical Environment Research suggests that environmental manipulation and control may provide an unused resource in helping people to achieve their potential. Environmental control is being used more and more in hospitals for the mentally ill with the result that cases resistant to most tradi- tional forms of therapy have shown significant positive change. Vanderpol and Stanton (1966) found that schin- phrenic phenomena vary as a function of hospital environ— ment and believe that environment is a variable of major clinical importance in the course of mental illness. Similarly Kasmar, Griffin and Mauritzen (1968) found that being in a beautiful or ugly room could differentially effect patients' ratings of their own mood, perception of 16 the room, and ratings of psychiatrist. The importance of the environment on creative problems solving has been shown by Hinton (1968) who found that environmental frus- tration significantly reduces creative problem solving performance. With regard to the identity problem, the role of the physical environment as a possible aid in formation of an identity has some support in previous studies. Murray (196A) acknowledges the role of the physical en- vironment in asserting that "inside the college student can be found the seeds of change in identity image and the source of identity—confusion. But environmental changes and social demands are also components of the crisis in developing self-identity." Similarly Shands (1963) states that uniqueness of identity consists of the arrangement of identifications and internalizations. With more effective control of the environment, more attention can be paid to the self. Vidulch and Wilson (1967) have found that the physical environmental setting of a human interaction may be important even in determining the extent of social influence that occurs in that setting. One aspect of the physical environment which has not received much attention is territory. In THE Territorial Imperative Robert Ardrey offers some brilliant insights into the nature of territoriality and how it can influence organisms and perhaps their feelings of identity l7 and security. Based on ecological, zoological, and biological observations Ardrey's approach is at once simple and challenging. As we may understand the popularity of human war, we may understand the popularity of territory. There are few institutions, animal or human, that satisfy all three needs (identity, security, stimulation) at once. Besides the security and the stimulation of border quarrels which it (territory) provides with equivalent largess among species, it provides identity. 'This place is mine; I am of this place,' says the albatross, the patas monkey, the green sun- fish, the Spaniard, the wolf, the Scotsman, the skua, the man from La Crosse, Wisconsin. I am of this place which is different from and superior to all other places on earth and I partake of its identity so that I too am both different and superior, and it is something that you cannot take away from me despite all afflictions which I may suffer or where I may go or where I may die. I shall remain always and uniquely of this place.‘ Ardrey continues, I can discover no argument of objective worth which can effectively counter the claim that the psychological relationship of a lungfish to a piece of muddy water differs in any degree from the psychological relationship of the San Franciscan to the hills and the bay that he loves so well. Several hundred million years of biological evolution have altered not at all the psychological tie between proprietor and property. Neither have those unimaginable epochs of evolu— tionary time altered the psychological stimulation which enhances the physiological energies of the challenged proprietor. Nor have we reason to believe that the sense of security spreading ease through a troop of black lemurs in their heartland has changed a least whit throughout all of primate history in its effect on the sailor, home from the sea, on the businessman, home from the office. Territory then, can be a piece of ground, a tree, a cave or a house. In short it is a tangible part of the environment with which an organism identifies. Territory l8 helps to delimit; it circumscribes the organism and deter- mines where one organism ends and another beings. An organism is not limited or defined by his skin but rather by the territory he commands. The individual is part of the territory and it is a part of him. In Ardrey's words: the animal seeks to differentiate himself from all others of his kind. As a member of a herd or flock or school or troop or noyau, the social animal belongs to a group differentiated from all other groups; and within that group he acquires a territory of a rank of status or a perching or resting place, acknowledged as his alone, which distinguishes him from all other members of the group. He has achieved identity. Through a fixed and unique relationship with something larger of more lasting than himself-- the pebbles in a stream bed, the herd grazing on a slope--he has defeated the pressures of anonymity which myriad life continually brings to bear on the individual's psyche. If humans are subject to similar drives and forces, the manipulation of the physical environment particularly, territory, may offer a means of helping students to develop a meaningful identity and at the same time provide needed security. There is a paucity of research which directly employs the concept of territoriality. Carpenter (1958) has pre- sented a review of some of the concepts and problems concerning territory using an observational approach. Roos (1968) studied the application of the ecological concepts of territoriality and jurisdiction in regard to behavior on a small warship. He believes that the limits of the ecological analogy in analyzing human behavior requires use of a concept like jurisdiction to analyze residual behavior. l9 Jurisdiction is defined as control over space for short time periods or over things which may or may not be dis- pended. The study reveals that many behaviors associated with territory: defense of borders, identity with the territory, supremacy of the territory defenders, and establishment of borders, all occurred. Roos suggests that jurisdiction and territorial behavior may have the social function of ordering shipboard life. The potency of the territorial drives in man will be explored in this study, and Coleman (1968) has demon- strated some of the resulting behavioral effects. He points out that the role of territoriality in humans is not well understood, perhaps because it is difficult to separate from factors of social organization. Examples of territoriality, even on the family level, may be observed in the frequent designation of various rooms or individual pieces of furniture as "father's" or "mother's" or in the desire to give each child a room of his own. Van Christo (1965) also has acknowledged the need for a room where an individual can express his own personality, independence, and communicative taste. Territory may even provide a sense of security and belonging that may significantly aid adaptive, adequate functioning. Coleman feels that for some who find per- sonal relations particularly difficult, territoriality and idiosyntonic territorial structuring may provide 2O useful personality support. Support for this contention comes from the case study provided by Coleman in which a patient manifested bizarre, maladaptive behavior while at a hospital but when at home was reality oriented, calm, confident, sociable and in every other way "normal." The research cited above supports the notion of a territorial surge which man experiences, and for which he seeks gratification. There is some reason to believe that the college environment is one in which these needs may have no outlet. The present thesis attempts to explore and evaluate the usefulness of the application of the concept of territoriality to the college population and in particular to residence hall living. The Human Environment A student's environment is composed of not only inanimate objects but also human beings. To neglect the interpersonal and social aspects of the student's environ- ment would be to ignore another potent source of positive influence and to abandon the ecological approach to problem solving on the college campus. Barker (1963) contends that within a behavioral setting a person contributes to the setting by which he himself is constrained. He believes that one future problem of an eco—behavioral science is to investigate how diversity and uniformity at the level of persons contributes to the serenity and stability of behavior settings. Ardrey also seems to support the notion 21 that besides territory there is another behavioral outlet which satisfies identity and security needs. "The social invention supplies identity at two levels through one's membership in a society and one's rank within it; and provides security on two levels, the stability of the group and the stability of one's rank within the hierarchy." The significance of others on one's self—concept is well documented (Sherwood, 1965) and much of the literature has focused primarily on group influences. Even when individ— uals are considered,less has been done to examine the effects of the person with whom the student has the most and closest contact: the roommate. What research has been done shows rather clearly that the influence of one roommate on the other is formidable. Brown (1966) found that arrangement of the proportion of science and humanities majors on a floor could influence choice of major. He states, "the results suggest that manipulation of the environmental press in residence halls can assist colleges in achieving their educational objec- tives. Further research is needed on the effects of assigning students on the basis of other characteristics." Morrill (1966) showed that student needs do not vary sig- nificantly across institutions. While there are some differences between the needs of students enrolled in different environments, at the same time the needs of students majoring in similar curricular areas at different institutions are similar. Crew and Giblitte (1965) have 22 studied the influence of the roommate pair on achievement and found that in some courses roommate pairs will achieve higher grades than predicted by ACT scores. The increase in G.P.A. is probably not a function of intellectual variables alone, as Elton and Bates (1966) found that you cannot predict the G.P.A. of one roommate from the G.P.A. of the other roommate. Pace (1967) found that satisfaction with roommate could be another possible contributor to performance. His results showed that roommates who were highly dissatisfied with their roommate relationship had significantly lower scholastic achievement than satisfied pairs. Nudd (1965) studied roommates to see what factors determine satisfied and dissatisfied pairs. Values were found to have no significance and thus were not the crucial variable. Nudd states that the difference seem to be that in dissatisfied roommates one member of the pair tended to fail to see how his actions were perceived by the other. Although he suggests certain demographic factors such as sex, religion, etc., as possible determinants of the dif— ferences, a more comprehensive and basic determinant may be personality. This would mean that the major of the roommates was not the crucial variable but rather similar personality characteristics of students to similar fields. Indeed Goldschmid (1967) found that subjects prefer their fictional heroes and heroines to be similar to themselves. 23 This seems to support further the idea that people seek out and are attracted to those who possess attributes similar to their own. Similarities in personality often mean similarities in modes of perceiving and responding to the environment. That is, people differ systematically in what they perceive and the conclusions they come to. As a result, individuals show corresponding differences in their re- actions, in their interests, values, needs, motivations, in what they do best, and in what they like best to do. One example of these perceptive and reactive differences is the degree to which stimulation and security are sought. Individuals of similar personality types will seek out similar levels of stimulation (Vitz, 1966; Fisk and Moddi, 1961). Penney and Reinehr (1966) also believe that an individual seeks some characteristic amount of exteroceptive stimulus variation. Discussion the search for variety of stimulation Taylor and Levitt (1967) report: since he over—responds to change, the narrow categorizer is probably motivated to withdraw from a world that, phenomenally at least, must be seen somewhat overstimulating; the broad categorizer, who underresponds to change, should be more extrovertedly motivated. He should pursue sources of stimulation which are by neutral standards, overstimulating in their scope and variety. Anast (1966) investigated this difference as it affects mass media response using the Myers-Briggs Type Indicator. 2A He reports that substantial support was given to the hypothesis that sensation-oriented persons prefer the well-structured media of television and movies, while intuitive persons prefer the more ambiguous stimuli of the printed page in novels and magaZines. The roommate pair is the basic living unit on campuses and based on the evidence presented that room- mates may significantly influence each other, roommate pairs will be identified and studied to determine helpful or detrimental effects on the establishment and mainten- ance of identity and security. Use of the Myers-Briggs Type Indicator makes it possible to designate roommates as being compatible or incompatible on such dimensions as stimulus-security seeking. This study attempts to explore these similarities and dissimilarities and their influence not only on identity and security but also on overt behaviors such as disciplinary problems and grade point average. The review of literature indicates several questions that the present thesis attempts to answer, at least in part. Is the concept of territoriality appropriate for the human organism and can it be applied to the college residence hall and its students? Can roommate pairs be usefully identified and categorized on the bases of per- sonality compatibility types? These have been secondary questions raised and suggested by the reviewed studies. 25 Is an ecological approach to student development a viable and efficacious one? Are identity and security effected by territorial ownership and personality similarities and dissimilarities? Can territorial ownership and personality compatibility effect such behavioral outcomes as, academic achievement, satisfaction with residence hall living, and disciplinary difficulties? CHAPTER III METHOD The effects of territory and roommate compatibility were studied within the context of a university owned residence hall. The hall choSen for.the study was consid- ered by Housing and Residence Hall Programs officials to be typical of housing facilities at Michigan State University. Men and women reside in the hall and occupy separate wings of the building, sharing common facilities such as class- rooms, recreation facilities, and dining areas. The typical floor of the six story building cOntains two "houses" each housing fifty students, two in a room. This situation made is possible to determine compatibility for each pair and to limit the territory variables to well-defined areas. Sample Since the hall was representative of university housing the students residing there were of a variety of majors, classes, and ages, although as expected freshman predominate. The sample for the study was thus composed of any resident of the hall who volunteered to participate in the study by completing the pre- and post—term inventories. Complete data was collected on 208 students, 81 males and 127 females. 26 27 Four were seniors, twenty juniors, seventy sephomores, and one hundred and fourteen freshmen. Subjects for this study would be students who vol- unteered to participate by taking the pre— and post-term inventories. Seven hundred and twenty students volunteered at the beginning of fall term, of these there were 20A roommate pairs. Only roommate pairs were used, and of the A08 subjects who began in the study, 263 retook the inven- tories at the end of the term. Complete pre— and post-term data was compiled on 208 students who would thus comprise the sample for the present investigation. Table 1 shows the distribution of subjects in all experimental and con- trol groups. Because of the voluntary nature of the sample it was impossible to insure equal numbers of subjects for all treatment conditions. The result is a disproportion of subjects in the cells. All statistics were based on these 208 subjects. TABLE l.--Distribution of Subjects in Experimental and Control Groups. Territory Non-Territory Males Females Males Females Total Incompatible 5 2 2O 13 A0 Complimentary l3 8 2A 63 108 Compatible 7 8 12 33 60 Total 25 18 56 109 208 28 Instrumentation To measure identity and security self-report instru— ments were used. These self-report inventories allow the gathering of information necessary for the study while minimizing the participation time of the subjects. Be- cause the sample was a volunteer one, any instruments which would require much time to complete or contained complex instructions and administration procedures would seriously reduce the number of subjects volunteering, par- ticularly on post-term testing. Security can have many meanings, so for the purpose of the present study it was defined as the lack or absence of anxiety. Therefore, high security would be indicated by a low score on an anxiety measure, and low security, by a high score. Operationally defining security in terms of anxiety raises some problems especially with regard to the validity and reliability of measurement. However, Acher and McReynolds (1966) offer evidence that this need not be a difficulty. They report, "self rating methods of assessing anxiety has been widely used." It has generally been used successfully in the sense that its results have tended to support plausible hypotheses. The self-rating method for the assessment of anxiety, therefore, should not be uncritically taken as a second—rate technique to 29 be used only when there is not adequate time for adminis- tration of an anxiety inventory. Koenig (1963) also believes that the self-rating method can be a valuable tool and a valid index of change in anxiety. Levitt (1957) and Spielberger (1966) present excellent reviews of the problems and possible solutions in the use of self-rating anxiety measures. The State-Trait Anxiepy Inventory (STAI) (Spielberger and Gorsuch, 1966) was used to measure anxiety and thus served as an index of security. The inventory consists of separate self-report scales for measuring two distinctive anxiety concepts: state anxiety (A-State) and trait anxiety (A—Trait). The A-State scale (Appendix A) of the STAI consists of 20 statements that ask peOple to describe how they feel at a particular moment in time. The A-Trait Scale (Appendix B) consists of 20 statements that ask people to describe how they generally feel. State Anxiety (A-State) is conceptualized as a transitory emotional state or condition of the organism that varies in intensity and fluctuates over time. This condition is characterized by subjective, consciously perceived feelings of tension and apprehension, and activation or arousal of the autonomic nervous system. Measures of A-State should reflect the intensity of these feelings of tension and apprehension and/or the degree of activation of the autonomic nervous system. 3O Trait Anxiety (A-Trait) refers to relatively stable individual differences in anxiety proneness, that is, to differences in the disposition or tendency to respond with elevations in A-State in situations that are perceived as threatening. As a concept A-Trait appears to have the characteristics of a class of constructs called "motives" or "acquired behavioral dispositions." Motives are dis- positional tendencies acquired in childhood that are latent until the cues of a situation activate them. Acquired dispositional concepts, involve residues of past experience that predisposes an individual both to view the world in a particular way and to manifest "subject— consistent" response tendencies. The relation between state and trait anxiety may be conceived as of analogous in certain respects to the relation between the physical concepts of kinetic and potential energy. State anxiety, like kinetic energy, refers to an empirical process or reaction which is taking place 32! at a given level of intensity. Trait anxiety, like potential energy, indicates a latent disposition for a reaction of a certain type to occur if it is triggered by appropriate (sufficiently stressful) stimuli. The Tennessee Self—Concept Identity Scale The first 30 items from the Tennessee Department of Mental Health Self—Concept Scale (Fitts, 1955) was used as the measure of identity (Appendix C). The concept, 31 self-concept, is closely related to that of identity, and the Tennessee Self-Concept Scale is one of the best meas- sures available for evaluating self-concept. The test contains an identity scale where the individual describes his basic identity——"what I am"-—what he is as he sees himself. Grumberg and Frank (1965) found that some dis- tortion of scores may occur due to the development of a response set in the testee induced homogeneous arrange- ment of the items. However, the instrument has proved valuable in relfecting change as a result of various experimental treatments. Ashcraft (196A) showed that the test validity reflects changes as a result of psy- chotherapy. The Tennessee Self-Concept Identity Scale and the State and Anxiety Inventories provide direct measures of change in identity and security. However, to completely evaluate change it is necessary that behavioral manifes— tations of these changes be also recorded. As Richard (1965) so aptly puts it: Even when criteria reflect change following the experimental treatment, one is still left to wonder if this behavior generalizes enough to influence the patients daily functioning. The same problem is inherent in most measure— ments other than overt behavior, including measures classified as physiological, socio— metric, psychometric, projective, etc. The generalization step can be avoided only when specific behavior is used as both the immediate and the ultimate criterion. Therefore, a questionnaire (Appendix D) was designated to ascertain satisfaction with living arrangements and 32 roommate, requests for change of room and roommate, use of counseling services, disciplinary problems, and grade point average. The Myers-Briggs Type Indicator (MBTI) Determination of roommate compatibility was made through the use of the Myers—Briggs Type Indicator (Myers, 19A5, 1958, 1962). The MBTI is a self-report inventory which is intended to measure variables stemming from the Jungian personality typology. It consists of four scales; Extroversion-Introversion (E-I), Sensing-Institution (S-N), Thinking-Feeling (T-F), and Judging-Perceiving (J-P). The E-I scale is presumed to measure interest in things and people or concepts and ideas; the S—N scale, tendencies to perceive through the usual sensory processes or indirectly via the unconscious; the T-F scale, tendencies to judge (or evaluate) phenonema rationally and impersonally or subjectively and emotionally; and the J-P scale, tendencies to reach conclusions about phenonema or to become aware of them. These scales were expressly developed to classify people into type categories. In addition to the categorical classifications, continuous scores for each scale can be derived. The MBTI is particularly appropriate for use with the college students and Striker, Schiffman, and Ross (1965) found the scale useful in predicting grades and dropouts. 33 Procedure The procedures used in the study were designed to be minimally disruptive to normal residence hall functioning and at the same time allow reasonable testing of the ex- perimental hypotheses. So as far as possible the experi- mental treatments were incorporated into existing residence hall policies and procedures. It was necessary in some cases to change regulations, and this was done with the cooperation and through the permission of the Director of Housing and his staff. The intervention of the experi- menter was minimal except for contact at the testing sessions; all other procedures were carried out by the residence hall staff. Although it was thus more difficult to control tightly all variables, circumstance dictated that this exploratory study be conducted in this manner. Territory For the experiment involving the effects of territory, four house, two men's and two women's, were chosen at random to be the experimental houses. Each of these houses contained approximately fifty students. The physical environment of the experimental subjects was placed almost entirely under their control, thus approximating as closely as possible the ideal situation of territorial ownership. The Head Residents arranged with the Resident Advisors of these experimental floors for the procedures to be carried out, with the explanation that some students asked for permission to decorate or change some rooms and so the Housing Department had agreed to a limited experiment in which many regulations would be suspended. In fact this was approximately the situation under which the experi- ment was authorized and carried out. Specifically, the regulations on the experimental houses were established so that students in these houses were allowed: 1. Unlimited use of tape in students' rooms and other house facilities, without any charge for cleaning at the end of the school year. The use of appliances that were safe. Such as a refrigerator in the kitchenette or small refrigerators in student rooms. Use of weights in the house as long as any damages were paid for. Students to add furniture to the study lounges, remove extra furniture that was not wanted, rearrange furniture within rooms and suites. Students to store bicycles in the house storage room or in student rooms if hung from clothes rod during vacation. No charge for long distance collect calls charged to the student room phone if reported on the proper form. 35 These regulation changes were made known to the experimental subjects. Implementation of these rules were left solely to the students, and they were free to carry out any plans they desired. Interpretations of these rules were done by the Resident Advisors and/or the Head Resident. Students living in all other houses served as control. These subjects abided by normal regulations regarding rooms (Appendix E), which did not allow the above mentioned freedoms. No attempt was made to insure the strict adher- ence of control floors to the normal regulations as it is well known that certain liberties are normally allowed and taken. Any attempt to disallow these would in the first place have been met with resistance from Residence Advisors and students, secondly, would have introduced a nuisance or hostility variable, and thirdly, may have reduced the co— operation of control subjects. Personality Compatibility All students who volunteered to participate in the project were administered the Myers—Briggs Type Indicator (MBTI). For each roommate pair who took the test, com- patibility, based on the MBTI was determined. The four basic personality functions (S-N, T-F) were used as the basis for the compatibility determination. If the room- mate pairs had both functions in command the pair was designated as compatible. If one function was shared the designation complementary was given, and if no functions 36 were shared, incompatible. There was no attempt to assign roommate pairs on the basis of personality type. All room— mate and room assignments were made according to usual procedures, by the housing office. This meant that no disruption of normal procedures was necessary. It also allowed the discovery of "naturally" occurring compatibility arrangements. Pre-treatment tests (MBTI, State-Trait Anxiety Inven- tory, Identity Scale and Questionnaire) were administered at the beginning of the second full week of fall classes. An announcement (Appendix F) was made by written notice distributed in mail boxes that the tests would be given. In addition, notices were posted by each Resident Advisor on house bulletin boards. A follow—up testing was also held for those unable to attend the scheduled testing. The tests were administered by the experimentor and four doctoral level graduate students. The test administrators told the students that the tests were being given to deter- mine some of the effects on students as a result of being in college for the period of a quarter. Confidentiality of results was assured, and questions of the subjects were answered. Instructions for each test were printed on the test so that they were in essence self-administering. The only instructions given by the test administrator was for the questionnaire. Subjects were instructed to fill out the 37 questionnaire (beginning with satisfaction with room assign- ment) as though it was the end of the term. That is, each subject was to anticipate how he would answer the ques- tionnaire at term's end. Post-treatment testing was done at the beginning of the last full week of classes. The testing (Appendix G) and follow-up (Appendix H) were announced only to roommate pairs who took the pre-treatment tests. Procedure for this testing was practically the same as for the pre- treatment tests. The only difference was that subjects were instructed to complete the questionnaire as it applied to the fall quarter. This allowed actual ratings and behaviors to be compared with estimates. Also the MBTI was not readministered. CHAPTER IV RESULTS The most important of the dependent variables explored in this study were identity and security. These variables were operationally defined in terms of scores obtained on self— report inventories. Security was measured by the State Anxiety Inventory and the Trait Anxiety Inventory. The identity score was obtained by using the first thirty items of the Tennessee Self-Concept Scale. Table 2 shows the test- retest reliability and intercorrelations of these three measures. TABLE 2.-—Correlation Table for Pre-term and Post-term State Anxiety, Trait-Anxiety, and Identity Scales. Pre- Pre- Pre- Post- Post— Post— State Trait Ident. State Trait Identity Pre-State Pre-Trait .73* Pre-Ident. —.A8* -.A5* Post-State .61* .60* —.33* Post—Trait .52* .62* —.28* .72* Post-Ident. -.06 .06 .03 -.l8 -.l6 . .*Sig .05 The table reveals that the State and Trait Anxiety Inventore ies are fairly stable having test-retest reliabilities of .6 or better. This is not the case for the identity scale. The reliability of .03 is rather low and approaches chance. From the intercorrelations of the identity scale with the anxiety scales it appears that the inconsistency occurs as a 38 39 result of the post-term scores. On the pre-term tests the identity scale correlates negatively with the anxiety scales. This correlation is in the predicted direction. That is, high identity is associated with low anxiety. However, these relationships are not as obvious on the post-term tests and the intercorrelations although still negative are very small. Statistical Results of the Study Statistical analysis of the data was carried out in two parts. Pre-term scores and estimates of the experi- mental and control groups were compared to determine any differences which may have existed before the study began. Then post—term data was analyzed. This procedure also allowed any discrepancies between estimates and actual behavior to be discovered. Of all pre-term measures only two showed statistically significant differences between the groups. One was the pre—term identity scores and Table 3 shows the mean pre- term identity score for all groups. The analysis of variance table, Table A, shows these differences to be sig- nificant at the .001 level. Females have a mean identity score of 121.96 compared to 115.79 for males. The Scheffe's method of pp§£_pr analysis show this difference to be significant at the .05 level. Similar significance is found between the groups' means; incompatible 116.10, complimentary 121.32, and compatible 118.78. No significance exists between the means for the territory treatment groups. A0 TABLE 3.--Mean Pre-term Identity Score. Territory Non—Territory Males Females Males .Females Incompatible 11A.A0 110.00 112.70 122.92 Complimentary 117.61 131.25 118.95 121.73 Compatible 117.1A 117.21 112.A1 121.8A TABLE A.--Analysis of Variance Table for Pre-term Identity Score. m m oT:=FT5 on) o *1 I m . 0 m E -p ~«4 O43 a)o qu QJO o w x9« m ocd 0s. awn A -H oe+o ~+> AH m hm am an) hconm on E: mm o: co owco 066 3:3 a)m Q)C‘ p omaain - m> mm mm 2m m «womb Between Categories 3725.28 11 338.66 3.17 0.001 Within Categories 20939.16 196 106.83 Total 2A66A.AA 207 The only other variable which showed statistical differences on the pre—term testing was the estimate of requests for roommate changes. Table 5 shows the mean estimated requests for roommate change. It will be noted that while these changes are statistically significant, as seen in the analysis of variance table, Table 6, all are means less than one. No group anticipated a large number of changes. A1 TABLE 5.--Mean Request for Roommate Change Estimate. Territory Non-Territory Males Females Males Females Incompatible 0.20 0.00 0.10 0.07 Complimentary 0.76 0.00 0.08 0.06 Compatible 0.00 0.00 0.58 0.09 TABLE 6.--Analysis of Variance Table for Request for Room- mate Change Estimate. wtc c. o I o<3 o e+ o @4- e4 elm e p oe4 0+: a)p 00) cc: o m use m om $4 (D'U $4 -:—-I O'r'l '4—3 ma o no so 4: acoom on E: mm do has owoo Ocd ZSU a)h a>o' p sirlcsa- m> mm mm 2m m aw) mm Sm m O cHt!) (DE 4—) 'HD—tU) Q)C c>o G)O o m xa. OCU $4 '(D'U $4 'r-‘I OHG)’ Hri m s4o ecu +> L.cc)m on as mm m: m ow: Oct 230* a)m cry 4: carton. m> ow: am am am) n 010* p Qwiflih - m> mm mm zm mm mm am am mm aw: mm 2m mm «'1 I CH- 0 m we 4—) 'H 04—) (Dc: ‘Ho (no a) m ><¢H co on: CA cm: A or-I oer-Iowa AH cu Am cm 4-3 ACOQU) 3A E323 too (Us «3 (1.60530 om 230' (DA oo‘ 4-> Q-I-ICUAo U):> mm DEA am Fur/J {womb Between Categories 3A.36 11 3.12 2.A2 0.007 Within Categories 252.07 196 1.28 Total 286.AA 207 between treatment and control groups.. As was the case with room satisfaction the means for roommate satisfaction are greater for females than males, territory than non- territory, and with increases in compatibility. This trend also holds when the interaction of territory and compatibility are considered. Table 27 gives the means for the interaction groups. Only the complimentary— territory group mean does not follow the general situation of territory higher than non-territory and compatible higher than incompatible. 50 TABLE 27.-—Mean Satisfaction with Roommate Scores for Territory-Compatibility Interaction. Incompatible..Complimentary..Compatible Territory A.A2 A.76 A.66 Non-Territory 3.78 A.05 A.13 The differences which occurred between groups on the identity and roommate change estimate measures at the beginning of the term were not found on the post-term measures. Those groups that anticipated more requests for roommate change did not in fact make a greater number of changes. Similarly differences in identity score for the groups were not statistically significant on post-term measures. Results for all other variables show non-significant differences between treatment groups. The means and analysis of variance tables are given in Tables 28 through A1. Distribution tables for subjects using counseling facilities are found in Tables A2-AA. TABLE 28.--Mean Post-term State Anxiety Inventory Score. A Territory Non—Territory Males Females Males Females Incompatible A5.A0 62.00 5A.85 53.00 Complimentary A7.69 A7.25 5A.A5 A9.58 Compatible A3.00 A9.87 A9.83 52.96 51 TABLE 29.—-Ana1ysis of Variance Table for Post-term State Anxiety Inventory Score. A .643 ‘H O O 066 00> H I A4: 0 m m8 p ~Hmm a): $4@ Q)O o m xtq CCU O$4 (D'U $4 w-I O-I-ICD° Luz-l CU $40) CCU 4—) $+CIOFT4 :A E: mm m: N own 068 dry «IA Q)U‘ p Qr4694 U)>' 01m flak. Sim ham ¢c0c20 Between Categories 2017.16 11 183.37 1.18 0.30 Within Categories 30370.75 196 15A.95 Total 32387.92 207 TABLE 30.--Mean Post-term Trait Anxiety Inventory Score. AA Territory Non-Territory Males Females Males Females Incompatible 32.80 A3.00 A2.60 37.00 Complimentary 3A.30 32.62 39.16 36.0A Compatible 38.1u . Al-37. . 36.50 ..38-03 TABLE 31.—-Analysis of Variance Table for Post—term Trait Anxiety Inventory Score. 5.3 AI 0 Oct M 0 H I AI: 00) U) 4-) 'HD—IU) o ficm 038 m m xfiq (DC: O$4 00 $4 -r-I O-I-ICD' C)m m o1: CCU +3 Accc)m AH E: Am m: m am: as. :30* how ocr +> £1v1m94 om mm oA Em mm » cam Between Categories 1360.55 11 123.68 1.26 0.2A Within Categories 19197.13 196 97.9A Total 20557.69 207 52 TABLE 32.——Mean Post—term Identity Score. At Territory Non—Territory Males Females Males Females Incompatible 120.60 106.50 107.25 122.53 Complimentary 122.A6 126.50 113.79 135.A9 Compatible 119.00 117.50 11A.33 121.87 TABLE 33.--Ana1ysis of Variance Table for Post—term Identity Score. A. A o o 00) we I A . o co (DE 4-3 “.4 0+3 a): Ace Q)O o m K94 m CCU O$4 (D‘U $4 H Ow-lm'P AH m Am on p Asonm 3A E: mm on m ch0 Oct SIT ox. q>o* p Qn4a5A - m> mm mm 2m aw) «momm Between Categories 18801.89 11 1709.26 0.51 0.89 Within Categories 650579.79 196 3319.28 Total 669381.69 207 TABLE 3A.--Mean Grade Point Average. Territory Non-Territory Males Females Males Females Incompatible 2.28 2.98 2.58 2.00 Complimentary 2.A6 2.61 2.55 2.71 Compatible 2.13 2.33 2.11 2.52 53 TABLE 35.--Ana1ysis of Variance Table for Grade Point Average. r... A o 0 on) «4 I A- 0 m (DE. .0 °-r-I 04-3 (DC c+40) (DO (1) (I) ><‘H Cd om 0A mo A #4 OHo-p AH m Am cm 43 Aconm :A E: mo mo cu cho ocu :cr ox. a)o‘ P QHAGSA - m> mm cm; 2m mm 464 cu OCU O$4 (D'U $4 ~r-I O-I-ICD'P $4-H cd $40 CCU .0 $4320.00) :A 5: mm o: co owco Oct 0' a>A m o p onaasA - m> mm cma 2m Am ¢momm Between Categories 1.06 11 0 09 0 31 0.98 Within Categories 60.69 196 0.03 Total 61.76 207 5A TABLE 38.--Mean Request for Roommate Change. Territory Non-Territory Males Females Males Females Incompatible 0.20 0.00 0.25 0.15 Complimentary 0.00 0.00 0.08 0.21 Compatible 0.1A 0.00 0.25 0.12 TABLE 39.--Ana1ysis of Variance Table mate Change. for Request for Room- (+4 A O. o 00) AI I AI- 0 U) 03E 4-3 ‘H 04-) a): AIo ¢>o o m N94 m CCU 054 0"!) $4 H C‘s-{(D'JJ AH m Ao so u Asonm 3A En mo m: m dwco Oct :cr ox. mcr p Qe+m$.. m> mm amt Sm mm mm mm 2m) Am