' --——-

SELF-CONCEPT CLARITY AME} VOCATIONAL CHOICE
IN FIRST YEAR COLLEGE MALfiS

Thesis for the Demo of Ph. D.
MICHIGAN STATE UNIVERSITY
Michael A. Tucci
I961

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This is to certify that the
thesis entitled
‘Self-Concept Clarity

and Vocational Choice In
First Year College Males

presented by

Michael A. Tuccl

has been accepted towards fulfillment
of the requirements for

Ph.D. degreein Education

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Date 16 November 196l

 

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ABSTRACT
SELF-CONCEPT CLARITY
AND VOCATIONAL CHOICE IN
FIRST YEAR COLLEGE MALES

by Michael A. Tucci

This investigation was designed to examine one of Sup-
er's prOpositions relative to the necessity for a clear
self-concept for vocational choice. This was specifically
examined by the following aspects:

(1) To determine whether or not significant differ-
ences exist between students who are definitely decided
upon a vocational choice and students who are undecided
about a vocational choice relative to self-knowledge of
six different scholastic abilities generally associated
with academic success.

(2) To determine whether or not significant differ-
ences exist between students who have tentatively decided
upon a vocational choice relative to self-knowledge of six
different scholastic abilities generally associated with
academic success.

(3) To determine whether or not significant differ-
ences exist between students who have tentatively decided
upon a vocational choice and students who are definitely
decided upon a vocational choice.

To make these determinations, thirty-six hypotheses
were advanced regarding differences between means and vari-
ances. The instruments used were a specially designed self-

valuation questionnaire, the verbal and quantitative scores

 

 

from the College Placement Tests, the correctness of
expression, social science, and natural science scores
from the Iowa Tests of Educational Development, and the
rate of reading score from the Diagnostic Reading Test.

Entering male college freshmen who had been admitted
by certificate, i.e., admitted on the basis of superior
high school marks and principal's recommendation,xuere
used as subjects. There were 54 definitely decided stu-
dents, 79 tentatively decided students, and 30 undecided
students used.

The significance of the difference between means was
tested by the "t" test. Variances were tested by the "F"
or variance ratio.

In this study a person with a clear- self-concept is
one whose self-estimates agree with his actual test scores.
Definitely decided students exhibited clearer self-con-
cepts than undecided students when quantitative ability
was used as a criterion for determining clarity of self-
concept. The undecided students displayed clearer self-
concepts than the definitely decided group when natural
science ability was used as a criterion for clarity of
self-concept.

When tentatively decided students were compared with
undecided students, no significant differences in the
means were found.

Tentatively decided students manifested clearer self-

concepts than the definitely decided group when a verbal

test was employed as a criterion for clarity of self-
concept.

While not statistically significant and while no gener-
alizable conclusion is warranted, the direction of the data
indicated that the tentatively decided students were super-
ior to the undecided students and the undecided students
were superior to the definitely decided students in clarity

of self-concept.

SELF-CONCEPT CLARITY
AND VOCATIONAL CHOICE IN
FIRST YEAR COLLEGE MALES

By_{7

L

Michael Aleucci

A THESIS

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

DOCTOR OF PHILOSOPHY
Guidance and Personnel Services

1961

ACKNOWLEDGEMENTS

To Dr. Gregory A. Miller, chairman of my doctoral
committee and major professor, I offer sincere thanks for
the interest shown in my behalf. In addition, I wish to
express special thanks to Dr. Buford Stefflre for his
unhesitating assistance in helping me with the design and
direction of this study. For many helpful suggestions and
constructive criticisms, I wish to thank the remaining
members of my advisory committee, Dr. Gordon J. Aldridge
and Dr. Harry W. Sundwall.

The author is also grateful to Dr. Stanford H. Glazer
and Robert D. King, both from the Counseling and Testing
Bureau of Wayne State University for their many helpful
suggestions and encouragements. Miss Marybelle Boyle,
also of the Counseling and Testing Bureau, is thanked for
making available some of the data analyzed.

Special thanks are due Dr. Ruth Wylie of Sarah
Lawrence College for a pre-publication manuscript of her
book, The Self Concept, and for many helpful criticisms.

Mr. John Paterson was extremely helpful in clarifying
certain statistical procedures and for this I am very

grateful.

ii

TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . 1
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . v

LIST OF APPENDICES o o o e o o o e o o o o o o o o e 0 V1

Chapter
I. THE NATURE AND IMPORTANCE OF THE PROBLEM. . . 1

Introduction

The Purpose and Importance of the Study
The Problem

Limitations and Scope of the Study
Definition of Terms

Organization of the Study

II. REVIEW OF SIGNIFICANT LITERATURE . . . . . .. 11

Vocational Choice Related to Self-Concept
Self-Concept

Insight of the Self-Concept

Studies Utilizing Self-Estimates

Summary

III 0 NLETHODOLOGYO O O O O O O O O O O O O O O O O O 25

The Instruments used to Obtain Actual
Scores

Reliability and Validity of Instruments

The Self-Valuation Questionnaire

The Selection of an Appropriate Sample

The Formulation and Organization of
Methods for Analyzing the Results
of the Study

Summary

IV 0 ANALYSI S OF TI-IE DATA 0 0 O O O O O O O O O O 36
Hypotheses

Discussion
Summary

V. SUMMARY, CONCLUSIONS, AND IMPLICATIONS...... 52
Summary
Conclusions
Implications for Future Research

BIBLIOGRAPHY O O O O O O C O O 0 O O O O O 0

iii

Table
1.

LIST OF TABLES
Page

Questionnaire Returns and Type of
vocational ChOiceOOOOOOOOOOOOOOOO0.0.0... 34

Means, Variances, and Differences from

Zero of Definitely Decided and Un-

d901ded Groups...OOOOOOOOOOOOOOOOOOO0000. 42
Means, Variances, and Differences from

Zero of Tentatively Decided and

und601ded GroupSOOOOOOO0.000000IIOOOOOOO. 46
Means, Variances, and Differences from

Zero of Tentatively Decided and

Definitely Decided Groups................ 48
Ages and Length of Vocational Decision....... 50

Equivalence Table of Means...................' 51

1v

LIST OF APPENDI333
Page
ABBENDIX A.
The Self-Valuation Questionnaire..............52
ABYENDIX B

Self Estimate Raw Scores and Actual
Test Scores of Definitely Decided
GrOU.p o o o oooooooooooooooooo c e eeeeeeeeeeee e 63

Differences between the Self-Estimates
and Actual Test Scores for the Definitely
D901ded Group...OOOOIOOOCOOOOOOOIOOOOOOOOOOOO 65

Statistical Treatment Summary for the
Definitely Decided Group.....................67

Self-Estimate Raw Scores and Actual Test
Scores of the Tentatively Decided Group..... 68

Differences between the Self-Estimates
and Actual Test Scores for the Tentatively
D601ded Group....0...OOOOOOOOOOOOOOOOOOOOOO. 70

Statistical Treatment Summary for the
Tentatively Decided Group................... 72

Self-Estimate Raw Scores and Actual
Test Scores of the Undecided Group.......... 73

Differences between the Self-Estimates
and Actual Test Scores for the Undecided
GrouPOOOOOOOOOOOOO.DO...OOOOOOOOOOOOOOOOOOOO 74

Statistical Treatment Summary for the
Und601ded GroupOOOOOOO0.00000000000000000IOO 7S

CHAPTER I
THE NATURE AND IMPORTANCE OF THE PROBLEM
Introduction

The importance of the problem under consideration lies
in testing the proposition of Super, namely, that an occup-
ational decision is one of the points in life when a person
is called upon to state his concept of himself, to say, ”I
am this or that kind of person.” (49) That is to say,
when a person can decide upon a vocational choice he can
state his concept of himself. If a person does not have a
clearly defined self-concept and is unable to state what
it is, it follows logically from this framework that he can
not make a vocational choice. Super has formulated this
thought lucidly in his statement that

. . . a well-formulated self-concept, . . . makes

for an easier transition from school to work than

does a hazy or unrealistic concept of the self.

Here, then, is a major goal for education; the

deve10pment of clear, well-formulated, and real-

istic self-concepts.

From the foregoing, one can see the logical deduction
and rationale for the guiding, central hypothesis for this
study which is that college men who can decide on a vocat-
choice have relatively clearer self-concepts than do those
college men who can not decide upon a vocational choice.

For purposes of this study it was decided that self-
concept would be defined as ”. . . an individual's evalu-
ation of himself.’ This is the definition used by Tiede-
man and O'Hara in their study entitled, ”Vocational Self-

Concept in.Adolescence.” (37) Using this definition, the

2
following areas were tested: verbal ability, quantitative

ability, correctness of expression, social science ability,
natural science ability, and speed of reading.

While there are no known psychometric instruments which
measure the clarity of self-concept directly, it was felt
that this, perhaps, could be measured indirectly. The ap-
proach decided upon was to ask the students in the study to
give self-estimates of their abilities. Their self-esti-
mates were then compared with their actual test scores for
the factors on which they gave self-estimates. A high agree-
ment between the self-estimate and the actual test score wo-
uld mean clear self-understanding, i.e., a clear self-
concept. A wide discrepancy between the self-estimate and
the actual test score would mean poor self understanding,
i.e., an unclear self-concept.

In summary, the nature of the problem is one of attempt-
ing to find out if men who can decide on a vocatianal choice
have relatively clearer self-concepts than do those men who
can not decide upon a vocational choice.

The Purpose and Importance of the Study

To examine the relationship of self-concept to voca-
tional decision is the purpose of this study.

This is considered by the author to be important be-
cause of the dearth of research on this very point. While
the clarity of self-concept is spoken of often in relation-
ship to vocational choice, this particular segment of

Super's general theory of vocational choice has been ex-

3
eluded from examination.

The importance of this kind of study is indicated by
Roe when she states in her book, The Psychology of Occup-
atigg, under a chapter which reviews research performed
on occupational choice:

All this emphasizes the point that it is not

enough to supply vocational information; self-

understanding and self-acceptance are in fact

rather more important. With these it is a rela-

tively simple matter to obtain factual voca-

tional information; without them all the inform-

ation in the world is an inadequate guide (38)

To know by using scientific methodology if clarity of
self-concept is crucial to vocational choice as Super states
in this theory would add a valuable particle of information
to the general field of guidance and counseling.

Historically, methods of vocational guidance have con-
centrated their efforts on aligning a person's interests
with his aptitudes. The feeling throughout this period of
development was that interests and aptitudes surely are
important indices of vocational choice and the energies of
the vocational guidance movement were addressed to these
ends. Other researchers began to suspect that there were
other factors which might prove to be Just as important,
if not more so, for vocational choice. With the suspicion
that interests and aptitudes did not tell the complete
vocational story for a particular person, several theories
came to light. These theories dod not dispose of interest

and aptitudes as powerful factors in vocational development

but rather supplemented them by the theories proffered.

4
The specific discussion of these theories would be in-

appropriate to this study because of the focus placed
upon Super"s preposition.

In addition, perhaps, to adding something to the body
of knowledge which comprises the general field of guid-
ance and counseling there are some practical consider-
ations that are seen as important. The most important of
these practical considerations could be an addition to
methods employed in studying students. The guidance worker
is interested in knowing more about his clients. Is the
student's self-concept clarity a worthwhile area for ex-
ploration? Can knowledge of self really assist invocat-
ional choice and satisfaction?

In summary, the importance of the study lies in test-
ing the proposition of Super, namely, that an occupation-
al decision is one of the points in life when a person is
called upon to state his concept of himself, to say, "I am
this or that kind of person.” Further importance lies in
hopefully adding to the body of knowledge which comprises
the area of guidance and counseling. The major purpose of
the study is to examine the relationship of self-concept to
vocational choice.

The Problem

This study is concerned with the investigation of the
relationship, if any, of the clarity of self-concept to
vocational decision. The major instruments employed in the

study are the verbal and quantitative scores derived from

5
administering the College Placement Test, published by

Science Research Associates, the Iowa Tests of Educational
Development which in this study included "The Correctness
of Expression Test," "The Ability to Interpret Social
Sciences Test," "The Ability to Interpret Natural Sciences
Test," and "The Speed of Reading Test," from the Diagnostic
Readigg Test. -

Specifically, this investigation was designed to at-
tain the following objectives:

(1) To determine whether or not significant differ-
ences exist between vocationally decided students and voca-
tionally undecided students relative to self-knowledge of
six different abilities generally associated with acade-
mic success.

(2) To determine whether or not significant differ-
ences exist between students who had tentatively made a
vocational choice and students who were undecided upon a
vocational choice relative to self-knowledge of six differ-

ent abilities generally associated with academic success.

Limitations and Scope of the Study
This study is limited to a population drawn from the
entering wayne State University freshmen who are scheduled
to begin classes at the university in September, 1961.
The students who comprise the study have been admitted by
certificate, i.e., they possessed a B average or better in
high school and were strongly recommended by their high

school principals for university admission.

6
Administrative difficulties made it necessary to

select one of five lists (which contained names and ad-
dresses of students who were admitted by certificate) at
random rather than a true random sampling of the entire
group. A true random sampling of all of the entering fresh-
men population would have given each entering male fresh-
men an equal chance of appearing in the study. However,
the author of the study wanted as homogeneous a group as
was possible so that the variable of vocational decision
might be brought into sharper focus. That is to say, those
students who were admitted by certificate appeared to have
more in common than would a sample of the general entering
freshmen male students.

In defense of this manner of sampling it is important
to note that the certificate admissions appeared to have
more in common than would a group of freshmen which con-
tained both certificate admissions and admissions by exam-
ination. In the "admissions by examination" group there
are students who, perhaps, did not value educational achie-
vement in high school, or who were unmotivated in high
school, or who were underachievers in high school. While
these factors might be characteristic of a typical univer-
sity, entering freshmen class, it was felt that the more
homogeneous the group that could be obtained, the more in
focus could be the variable of vocational decision. The
administrative difficulties compounded and reinforced the
decision to utilize the method of population selection that

7
was decided upon. (See "Selection of an Appropriate Sample”

for more detailed information).

Two hundred and twenty-seven students were included
in the mailing of the questionnaires. Of these 199 were re-
turned. Of this number 36 were excluded. Five of the
thirty-six were excluded because of failure to fill out the
questionnaire properly and the remaining thirty-one were
excluded because actual test scores were not available with
which their self-estimates could be compared. With the ex-
clusion of thirty-six subjects, the total number of subjects
used in the study was reduced to 163.

Of the 163 students, 54 were definitely decided upon
a vocation, 79 were tentatively decided upon a vocation,

and 30 were undecided about a vocational choice.

Definition of Terms
Sglf-Concept
For the purposes of this study, the general meaning of
self-concept is based upon the following statement by
n

O'Hara and Tiedeman: . . . we have defined self—concept-

as an individual's evaluation of himself." (37)

Clear Self-Concept

If a person's self-estimate of a particular variable
agrees with his test score for the particular variable in
question, this person has a high degree of self-knowledge,
i.e., a relatively clear self-concept. A person with a

high discrepancy between self-estimate and actual score

8

will be a person who does not have a clear self-concept.

A Vocationallnyndecided Person

For purposes of this study, a vocationally undecided
person will be one who checks as descriptive of himself one
of the following two statements:

(1) I am completely undecided on an occupational goal
and no definite decision is possible at this time. (By
occupational goal, we mean specific job titles such as
accountant, physician, g§_§l.)

(2) I am considering many possible occupational goals
but can't decide on any particular two or three.

A Tentativelnyecided Perggg

A tentatively decided person, for purposes of this
study, will be a person who checks as descriptive of him-
self the statement: ”I have made a tentative decision on

one occupational goal which is ."

A Definitely Decided Person
A definitely decided person, for purposes of this study

will be a person who checks as descriptive of himself the
statement: "I have made a definite decision on one

occupational goal which is ."

Occupational or Vocational Choigg

The words, "occupational choice" and "vocational choice"
will be used interchangeably throughout this study. An
occupational choice will be the way by which a person hopes

to earn his living.

Population
The population will be 163 Wayne State University

entering freshmen who have been admitted by certificate.
These 163 males are scheduled to begin classes at Wayne
State University in September, 1961.

Self-Estimateigpestionnaipe

The questionnaire in this study is an instrument es-
pecially designed to elicit self-estimates of scholastic
abilities from the population. Other aspects of self-
knowledge are queried. (See Appendix A.)

Organization of the Study

Chapter I contains the statement of the problem, its
significance and importance and relevant definitions.

Chapter II presents a review of significant literature
related to the problem under consideration. Wherever pos-
sible, certain critiques have been presented when the author
felt such critiques would aid in clarifying his procedures.

Chapter III presents the statistical design of the
study which encompasses appropriateness of methods em-
ployed, instrumentation, specification of the population,
characteristics of the sample, sampling, replication,
levels of significance, and data collection.

Chapter IV presents the analysis of the data describ-
ing such things as the appropriateness of the criteria of
evaluation and its relevance to the objectives of the study,
statistical assumptions, and the discussion of hypotheses.

Chapter V summarizes the findings and presents conclu-

IO

alone with the results obtained and notes on generalizations

will be discussed under this chapter.

CHAPTER II
REVIEW OF SIGNIFICANT LITERATURE

The central hypotheses for this study grew logically
from Super's theory of vocational choice. It is relevant,
therefore, to point out certain features of his theory
which are related to this study. Super believes that in-
telligence, aptitudes, and interests, understood and taken
into account in job-seeking and placement, lead to getting
more satisfying jobs than do these same factors, not under-
stood and neglected. In the following quota he decisively
spells out the importance of a clear self-concept for
vocational choice.

In other words, a well-formulated self-concept,

which takes into account the realities of the

working world, makes for an easier transition

from school to work than does a hazy or unreal-

istic concept of the self. Here, then, is a

major goal for education: the devlopment of

clear, well-formulated, and realistic self-

concepts. (49)

Self Concept

In a comprehensive review and analysis of self-concept
literature, Ruth Wylie has described the present author's
operational definition as self-concept insight. She
agrees that it is very difficult to make the term, “self-
concept," operational but that, in general, most operation-
al definitions of insight which have been used in the liter-
ature involve the use of discrepancy scores gathered from

comparing the subject's self-estimates with his actual test
11

12
scores. So far as the subject is concerned, he may tell

how he privately sees himself with respect to characteristics
which can be measured relatively objectively, e.g., intelli-
gence, or with respect to feelings and behaviors less ob-
jectively measurable. (56)

For Rogers, self-concept,

. . . may be thought of as an organized configur-

ation of perceptions of the self which are ad-

missible to awareness. It is composed of such

elements as the perceptions of one's character-

istics and abilities; the percepts and concepts of

the self in relation to others and to the envir-

onment; the value qualities which are perceived

as having positive or negative valence. (39)

For Snygg and Combs, self-concept is, "those parts of
the phenomenal field which the individual has differenti-
ated as definite and fairly stable characteristics of him-
self." (44)

Because of the nature of the definitions of self-
concept, most of the literature dealing with it emphasize a
study of the personality traits rather than intellectual
functioning. There is a voluminous amount of research on
self vs. ideal self, social self, etc., all emphasizing
personality attributes. This literature is seen as unre-
lated to the problems emanating from an examination of self
in relation to scholastic abilities.

In a similar vein, Erik Erikson alludes to self-concept
and its relation to vocational choice but uses a somewhat
different terminology. In speaking of adolescents, he states

that the danger of this stage is role diffusion (hazy self-

concept). He goes on to say that "Developing youths are

l3
primarily concerned with the question of how to connect the

roles and skills cultivated earlier with the occupational
prototypes of the day." Just how serious Erikson believes
role diffusion to be is accented when he states that, ”It
is primarily the inability to settle on an occupational
identity which disturbs young people." (20)

Bordin attaches a great deal of importance to self-
concept for vocational choice. He believes that when a
person fills out an interest test, the person expresses
his self-concept in terms of occupational stereotypes.
Bordin notes that the emerging pattern of interests varies
with the degree to which the subject accepts an occupa-
tional stereotype as self-descriptive and with his knowl-
edge of the true occupational stereotype. (5) Interest
test patterns, therefore, will change when the self—con-
cept changes or when there is a change in knowledge of the
occupational stereotype.

Anna Roe also has dealt with the importance of the
self-concept for occupational choice. In discussing a
theoretical society in terms of Utopia she states that in
this imaginary, ideal society, before an individual would
make a vocational choice, he would know himself, and that
the process of growing up would include a full, conscious
awareness of the self. He would develop a self-concept in
:accord with reality and this self-concept would be both
Iknown and acceptable to him. (38) Roe, therefore, feels

self-knowledge to be of extreme importance for vocational

14

choice. She states:

All this emphasized the point that it is not
enough to supply vocational information; self-
understanding and self-acceptance are in fact
more important.

With self-understanding and self-acceptance it
is a relatively simple matter to obtain factual

vocational information; without them all the
information in the world is an inadequate guide.

(38)

Ginzburg alludes to the importance of a clear self- con-
cept for making vocational choices when he states that the
adolescent is "tempted to consider his choice tentative
for a longer time than is justified in terms of his opport-
unity for training." Further,

This is grounded in an awareness that he really

does not know enough about himself or about the

world, or about the role that he would like to

play in the future, to make a definitive commit-

ment. It is therefore not easy for him to stop

considering the problem in terms of a tentative

choice. This period can com to an and only when

the individual reaches the conclusion that he

finally has a clear insight into himself . . .

I24)

One of the groups used in the present study is descri-
bed as tentatively decided. This particular group was exam-
ined because of the emphasis placed upon this stage of de-
velopment by Ginzburg. He says that boys pass through
stages of vocational development that are described within
rather regular age limits; ages seventeen to eighteen are
seen as falling within the tentative decision stage. He
implies that it would be more "normal" to be tentatively
decided between ages seventeen to eighteen than definitely

de cided or undecided.

15
In testing whether or not counseling increased the

”realism" of the self-concept, Berdie, in 1954, employed
self-estimates and actual test scores. Berdie's experi-
mental subjects received vocational and educational counsel-
ing while the control group did not. The control group

was comparable to the experimental group on scholastic
abilities and personality traits as measured by the MMPI.
After the experimental group received counseling regarding
interests, probable college achievement, aptitudes, and
personality characteristics, no differences were found be-
tween them and the control group in accuracy of judging
aptitude (as measured by the A.C.E.) or personality char-
acteristics (as measured by the MMPI). It is obvious that
Berdie's study was concerned with changes due to counseling
and not self-concept related to vocational choice, per se.
(4) As is evident, self-concept was not examined in rela-
tion to vocational choice.

Johnson employed the use of self-estimates and actual
test scores in 1953, again attempting to evaluate counse-
ling relative to self-knowledge. He wanted to see if
self-evaluations changed in the direction of greater accur-
acy once test scores had been revealed to the client. To
do this he first asked each client to give a self-estimate
of ability, interests, and personality variables. Then
these same clients were given tests to obtain actual test
scores which, subsequently were explained to them. Later,

the subjects again gave self-estimates for the three vari-

16
ables. It was found that accuracy of estimates and self-
knowledge of intelligence and interests increased signi-
ficantly. (27) Here, it is evident that this study is only
relevant because self-estimates and actual test scores were
employed. Again, it is seen that Johnson did not examine
self-concept in relation to vocational choice, but rather
examined the effects of counseling.

Arsenian studied 125 male college freshmen in 1942, in
which he compared self-estimates of abilities with actual
test scores. Fifteen students estimated their standing accu-
rately on all tests. Thirteen over- or under- estimated th-
eir standing by twenty-five percentile points on five tests.
He concluded that, "Students who grossly over or underesti-
mate their abilities . . . are as a group somewhat less
intelligent and less well-adjusted.” Ruth Wylie, criticizing
this study stated that,

His methods do not warrant such a conclusion

because (1) none of the obtained differences

was reported as being statistically signi-

ficant; (2) there was contamination between the

dependent and independent variables; (3)

accurate subjects were not matched with in-

accurate subjects with respect to self-

estimates.

This study may have some relevance methodologically,
but does not have relevance in relation to self-concept and
vocational choice. (3)

Torrance, using eight subscores from academic apti-
tude tests, reports "little relationship between self-esti-

mates and achieved standing among 1215 entering college fresh-

Imen.” (53) The correlation method was employed which has

17 I
been shown by Singer and Stefflre to be inadequate in the

analysis of self-estimates vs. actual test scores data.
(43)

Proving of some interest and relevance, methodologi-
cally, are the studies by Brinn, 1956, Coffee, 1957, and
Matteson, 1956, in which they utilize a comparison of self-
estimates with actual test scores. (7, 14, 33) The con-
clusion from these three studies is that self-estimates of
aptitudes are only moderately related to actual test scores.
They did not anchor their studies to vocational decision.
They were primarily interested in finding out how much self-
knowledge was possessed by students, in general, when self-
estimates were compared with actual test scores.

Gilinsky used self-estimates and compared them with
actual test scores with the idea of examining level of aspi-
ration. (23) This study, too, is only significant from a
methodological standpoint.

Closely connected to this study, and, perhaps, illu-
minating is the O'Hara and Tiedeman study referred to in
the section on "Operational Definitions." (37) They have
examined clarity of self-concept by the use of self-estimat-
es and actual test scores with a sample of 1021 high school
boys. However, the focus of this study was not on voca-
tional choice. They were concerned with the apparent stages
that students go through in the clarification of the self-
concept. For O'Hara and Tiedeman, self-concept was defined

as "an individual's evaluation of himself.‘ Their data

\

18
indicates increasing clarification of self-concepts in four

vocationally relevant areas. The vocationally relevant
areas, here referred to, are aptitudes, interests, general
values, and work values. By comparing self-estimates with
actual test scores and by examining discrepancies obtained,
they found stages of clarification in the self-concept that
increased progressively from the freshman year through and
including the senior year. In general, their results indi-
cate that seniors in high school understand or know them-
selves better than juniors, juniors better than sophomores,
and sophomores better than freshmen. They did not tie their
study to vocational decision. They in fact excluded voca-
tional decision in relation to clarity of self-concept and
worked more intensively at examining some of Ginzburg's
pr0positions.

In examining studies of self-estimates vs. actual test
scores as a method of examining self-concept, one thing
stands out clearly, There are no studies in the experi-
mental literature which examine self-concept in relation
to vocational choice. This, of course, was one of the
many reasons that the author felt an examination of a possi-

ble relationship in this direction might be of some value.

Stages and Importance of Vocational Choice.

Ginzberg has noted that the process of occupational
decision-making can be divided into three distinct periods:
'the period during which the individual makes what is called

ea fantasy choice; the period during which the individual

19
makes a tentative choice; and the period in which the person

allegedly makes a realistic choice. Fantasy choices are
typically made, he feels, between the ages of six and ele-
ven. Tentative choices are typically made between the ages
of eleven to eighteen or nineteen. Realistic choices are not
spoken of in terms of age but rather in terms of emotional
growth.

The tentative choice period is divided into four stages:
the interest stage, the capacity stage, the value stage, and
the transition stage. The interest stage, chronologically,
ocurrs between ages eleven to twelve. The dominant feature
of this stage is interest, i.e., the child verbalizes voca-
tional choice in terms of the things he likes and dislikes
in terms of what he is interested.in.

The capacity stage, from thirteen to fourteen, is
characterized by concern for abilities to pursue a parti-
cular vocation, the various jobs open in it, its rewards and
qualifications and training for the different jobs avail-
able.

The value stage, from fifteen to sixteen inclusive,
is characterized by evaluations which the child makes
concerning his goals in light of his interests, capacities,
and values.

The final stage in the period of tentative choice
ocurrs, Ginzberg states, usually at age seventeen and has
'been labeled the stage of transition. It is called transi-
‘tion because the young person is said to be in a state of

‘transition. He graduates from high school and either works,

20
goes into the service, or goes to college.

If development has progressed normally the individ-
ual moves into the realistic stage. The period of realistic
choices is divided by Ginzberg into three distinct stages.
They are:

1. Exploration

2. Crystallization

3. Specification

Exploration is seen by Ginzberg as being

the stage during which the new college student
tries to acquire the experience which he needs
to resolve his occupational choice. He hopes
to gain this experience by exploring various
subjects of study; by engaging in discussions
with informed person-— teachers and advisers;
by attending conferences and otherwise obtain-
ing information about various fields of know-
ledge and the vocations.

Crystallization covers the time when the individual
is able to assess the multitude of factors influencing the
occupational choice which he has had under consideration
and is finally able to commit himself.

Specification involves choosing a specific job from
highly similar alternatives. In the crystallization stage
the individual may have decided to become a college teacher
but was not sure which subject he wanted to teach.

Special attention is paid to Ginzberg's theory because
of emphasis placed upon the tentative stage and its corres-
ponding ages in this study. Also in this study tentative
choice of vocation is examined in relation to the ages of

the subjects and in relation to the length of the subject's

vocational decision.

2l
Ginzberg's considerations and propositions provide a

specific background for the construction of the self-valu-
ation questionnaire and provide a general background for the
importance of vocational choice in the life of the individ-
ual, which discussion now follows.

Importance of Vocational Choice

Most of man's needs are satisfied in this society either
directly or indirectly by the vocation which he eventually
may choose. Because the choice of a vocation possesses such
manifold possibilities, of satisfaction for any given person,
it is one of the most momentous of life's decisions; life
style, associations, social level, economic class--all are
profoundly affected by the vocation selected.

Roe has dealt with occupational choice in relation to
the prepotency hierarchy of needs presented by Maslow. The
basic needs according to Maslow are:

. The physiological needs

. The safety needs

. The need for belongingness and love.
The need for importance, respect,
self-esteem, and independence

The need for information

The need for understanding

The need for beauty
The need for self-actualization

CD'QO\U'I J—‘WMH

This arrangement follows an order of prepotency, that is, if
the first need is not satisfied, the individual is not con-
cerned about the second, and if the second need is not
satisfied, he is not concerned about the third, and so on.
The hierarchy also indicates that the first need is the

strongest, the second not so strong, and so on until number

22
eight is reached.

Roe feels that there is no single situation in our
society which is potentially so capable of giVing some
satisfaction at all levels of basic needs as is the occu-
pation. In our society one typically obtains food, drink,
shelter, and clothing through the use of money which in
most cases is obtained by the job performed. The need for
belongingness and love may be partially satisfied in ones
occupation. The worker may achieve a sense of worth on
his job which he may not experience in any other area of
his life. He may feel that the work situation is the only
place in society where he really belongs.

If a sound vocational choice is made, the need for
feeling importance, respect, and self-esteem may be parti-
ally fulfilled. An occupation may further provide a feel-
ing of independence which would not be possible if the in-
dividual were unemployed. Information and curiosity needs
may be satisfied as a result of constant questions that can
arise on any job. To feel that one is superior to the prob-
lem at hand, and that one possesses sufficient knowledge with
which to master one's environment can be highly satisfying.

The remaining needs are difficult to relate to occu-
pations, and await further research. However, we may specu-
late that self—actualization to a large degree may be satis-
fied in the vocation one chooses. If one's resources,
values, and personality are involved in the choice of a
vocation (and we assume they are), then it is possible to

say that the choice of a vocation may provide the opportu-

23
nity for self-actualization in large measure.

Leavitt, speculating on why people work, asserts that
direct questioning of a random portion of the American
population as to why they work would include such answers
as these:

I work for status and recognition

I work to belong; to be part of a group
I work to get to the top

I work for knowledge

I work for security

I work for the feeling of accomplishment
I get from a job well done

While many of these imaginary responses would be specific
to the American culture, some would be true of other lands
and other cultures. The responses, which really illustrate
certain needs described by Maslow, underline the importance
of a sound vocational choice.

There exist today societies where vocational choice
is not a hurdle to cross simply because in these societies
vocational choice does not exist. In these societies divi-
sion of labor is based on sex, local resources, and/or
tradition, with no departure from the established norms.
Work activities can range from the most primitive direct
provision for the basic material needs of the family to
rigid adherence to the father's occupation.

Vocational choice may not exist in certain totalitar-
ian societies where the state dictates how one's abilities

will be utilized. In such situations self-determination

24
is virtually impossible. However, in the complex politi-

cal and social system of a free economy vocational choice lo-
oms as one of the few important decisions that one is called
upon to make.

The complexity of a large technical-industrial,soci-
ety compound the difficulties encountered in making a voca-
tional choice. The Dictionary of Occupational Titles,
lists over 40,000 different occupational titles which in
itself is an awe-inspiring figure for one who is moving to-
ward making a vocational choice. Out of this bewildering
array, order must emerge. The individual must eventually
focus on a specific job which may affect the larger portion
of his life.

The above material has attempted to present reasons
why vocational choice appears to be so highly important in
this society. The following material is directed to looking
at what types of individuals make vocational choices and
what types of individuals do not. Our energies and our

attention now turn to these considerations.

CHAPTER III

METHODOLOGY

Chapters I and II have been concerned with the purpose
and statement of the problem, the limitations and organi-
zation of the study and a review of the significant liter-
ature. In the present chapter, the emphasis is upon the
methodology and procedures involved in the gathering and
analysis of the data upon which this study is based.

This study was designed to examine the following:

(1) To determine whether or not significant differ-
ences exist between vocationally decided students and voca-
tionally undecided students relative to self-knowledge of
six different abilities generally associated with academic
success.

(2) To determine whether or not significant differ-
ences exist between students who have made a tentative voc-
ational decision and students who are vocationally un-
decided relative to self-knowledge of six different abi-
lities generally associated with academic success.

Among the many problems faced in the completion of the
study were the following: (1) obtaining actual test scores
for the subjects included in the study; (2) the construct-
ion of a self-valuation questionnaire: (3) the selection
of an appropriate sample of the student population; and
(4) the formulation and organization of methods of tabu-
lating and analyzing the results.

For the 163 subjects used in the study there were

25

26
self-estimates obtained on the six variables. The subjects

gave their self-estimates in percentiles which were then
converted into the equivalent raw scores by reference to
the publisher's manual. Actual raw test scores were obtain-
ed by the administration of the six tests described under
"Instruments Used." The algebraic difference was computed
taking into account both direction and distance. If the
subject over-estimated his actual test score he was given
a positive discrepancy score. If the subject under-esti-
mated his actual test score he was given a negative dis-
crepancy score. In either case, the discrepancy score was
the number of points between the self-estimate and the
actual test score.
The Instruments Used to Obtain Actual Test
Scores
The College Placement Test (C.P.T.), published by
Science Research Associates was employed to obtain a verbal
and quantitative score for each student. The C.P.T. is
a power test of scholastic ability providing three scores:
verbal, quantitative and total. For purposes of this study
only the verbal (V) and quantitative (Q) scores were used.
There are four item types included in the C.P.T.
These are verbal relations, paragraph comprehension, data
interpretation, and arithmetic reasoning. The reliabili-
ties of these four sub-scores range from .73 to .89. Verbal
relations and paragraph comprehension are combined to form

the "Verbal Score." Data interpretation and arithmetic

27
reasoning are combined to form the "Quantitative Score."

Gustav Froehlich, writing in The Fifth Mental Measure-
ments Yearbook states that "the predictive validity of the
test is as good as, or better than, most other currently
available single predictive indices of overall academic
success in college." (10) On the negative side, he be-
lieves that further studies on predictive validities for
a large number of schools are in order. At the same time,
additional studies to determine the predictive efficiency
of C.P.T. when used in combination with high school rank
should be made. Further, Froehlich feels that the validity
of the V and Q scores as predicted indices for specific
curricular areas should be additionally explored.

Tiedeman cautions that Q is more oriented by the data
interpretation subtest than by the arithmetic reasoning sub-
test and that V is more oriented by paragraph comprehen-
sion than are verbal relations. (10) He feels, however,
that since the V and Q scores of the test are of ”seeming
relevance for study in college, the test is likely to have
at least some predictive validity in most colleges, as is
suggested by the several predictive validity studies already
reported".

In general, there were no serious precluding factors

revealed in the critical review of the C.P.T.

The Iowa Tests of Educational Development
The I.T.E.D. consist of nine broad measures of educa-

tional growth:

28
. Understanding of Basic Social Concepts.
. General Background in Natural Sciences.

1
2
3. Correctness and Appropriateness of Expression.
4. Ability to do Quantitative Thinking.

5

. Ability to Interpret Reading Materials in the
Social Studies.

6. Ability to Interpret Reading Materials in the
Natural Sciences.

7. Ability to Interpret Literary Materials.

8. General Vocabulary.

9. Use of Sources of Information.
Of the above nine tests, three were used in this study to
obtain actual test scores. These were Test 3, Correct-
ness and Appropriateness of Expression; Test 5, Ability to
Interpret Social Studies, and Test 6, Ability to Interpret

Natural Sciences.

Reliability
Reliabilities reported in the test manual for the tests

employed in this study are reported below.

Test 3 -- Correctness of Expression .94

Test 5 -- Social Studies .90

Test 6 -- Natural Sciences .90
Validity

Evidence of validity is given in the manual in terms of
a composite score, i.e., the total score for all nine Iowa
tests. In fourteen validity studies reported, utilizing
the composite score and correlating it with freshmen grade-

point averages the validity coefficients range from a low of

29
.47 to a high of .72. On this point, Anastasi states that

'the reported reliabilities are adequate, but objective evi-
dence of validity is meager."

For the Iowa Tests of Educational Development, nation-
al norms are claimed but original normative data was ob-
tained by administering the tests to a group of 30,000
graduating seniors, selected by the armed forces as a nat-
ional stratified sample. Gardner states that ”if national
norms are claimed, it would seem preferable that results
obtained from a large representative national sample be
used."

0n the more positive side, Gardner also feels that
"from the point of view of the technical aspects of test
construction, the Iowa Tests of Educational Development
constitute an excellent battery." He believes that the
format, directions, scaling and item construction are well
done. In conclusion, he states "As measures of certain
broad aspects of the pupil's educational development they

are definitely superior tests."

Tpg_piagnogtic Readipg Tegt: Rate of Readlpg

The third instrument employed to obtain actual test
scores was the Rate of Reading sub-test of the Diagnostic
Reading Test. The purpose of this section of the test is
to measure the student's usual rate of reading interesting
story-type material with a generally simple vocabulary load.
It also measures the extent to which he comprehends what he

—reads at the rate achieved on this test. However, the com-

30
prehension score was not used in this study. The rate of

reading score was used without consideration for the level

of comprehension.

Reliability and Validity

Test-retest reliabilities for the rate of reading score
is .80 to above. In commenting on these reading tests,
Anastasi has noted that "their development represents an
extensive amount of research by a group of specialists onthe

measurement and teaching of reading." (2)

Summary
Parts of three tests were used to obtain actual test
scores: The College Placement Test, The Iowa Tests of
Educational Development, and The Diagnostic Reading Test.
The following chart indicates the parts of the above tests

that were employed forthis study.

Name of Variable Used in Study Source
Verbal College Placement Test
Quantitative College Placement Test
Correctness of Expression Iowa Tests of Educa-

tional Development
Social Sciences Iowa Tests of Educa-

tional Development
Natural Sciences Iowa Tests of Educa-

tional Development
Rate of Reading Diagnostic Reading Tests
The Self-Valuation Questionnaire
Johnson has stated that questionnaire studies in which
the sample selects itself, voluntary replies to requests for

’opinions on some controversial issue, and letters written

31
to editors of newspapers-- are likely to represent mainly

persons who have strong views on the issues one way or
another. (28)

It should be noted, however, that of 227 question-
naires mailed out, 199 were returned. A possible explan-
ation lies in the fact that the questionnaire was printed
with an official university letterhead and instructions were
stated in an authoritarian manner. Possibly because the
students in the study were incoming university freshmen
and were somewhat overwhelmed by this feeling, the question-
naire returns were quite high.

The questionnaire, a cepy of which is in Appendix (A)
was designed to obtain information useful in the testing of
the various hypotheses stated in Chapter I. It was finally
assembled in light of suggestions offered by members of the
author's advisory committee.

The reliability and validity of the questionnaire was
not tested by statistical procedures, but was accepted on
an empirically observable basis. The questions that were
used were those that could test the various hypotheses;e
central to the study.

The first part of the questionnaire asks the student
to describe himself as being undecided, tentatively decided,
or definitely decided relative to vocational choice. The
second part of the questionnaireanks the student to esti-
mate what he thinks his score would be on six different

scholastic ability tests. He is asked to compare himself

with other incoming Wayne State University freshmen by

32
writing in a percentile indicating his estimate of his

abilities. These percentiles were then converted into
equivalent raw scores.
The Selection of An Appropriate Sample
of the Student Population

The 163 male, high school graduates used for this
study had all been accepted at Wayne State University by
certificate, that is, they were admitted to the university
without entrance examinations. When a student's marks in
high school are high, i.e., B or better, and he has been
recommended by his principal, he is admitted to the univer-
sity by a process called: "Admission by Certificate." The
students comprising this study all planned to begin their
university studies in September, 1961. Of the 163 students
included in the study all except five graduated from high
school in June, 1961.

It was felt that a more homogeneous group would be
obtainable by examining those students who were admitted
by certificate for this would mean that they all had sever-
al factors in common. They all had B or better averages
throughout their high school years. They were all males.
They all came from inside Detroit or a suburb of Detroit.
They were all recommended for admission by their high school
principals. They were all admitted without taking entrance
tests. It should be noted at the outset that the level
of generalization of the results will of necessity be some-

what constricted since total admissions by certificate do

33

do not characterize a typical entering freshmen class.

The Wayne State University Admissions Office had made
up lists of those students who were admitted by certi-
ficate. One of their lists was chosen randomly and was
used as the basic list from which the subjects for the
study were obtained. A true random sampling of the
entering freshmen population would have enabled each
student to have had an equal chance of appearing in the
study. For various administrative reasons, this was not
possible. The primary objective was to focus attention on
vocational decision while at the same time accumulate
a group of students who might be very similar except for
the variable of vocational decision. In selecting the
certificate admissions there were many factors which were
patently common to all the subjects as has been explained
above.

It was administratively impossible to distribute the
questionnaires to the students in person. A direct mail
approach was employed.) The list of certificate admissions
contained home addresses to which the specially designed
questionnaire was mailed. A copy of the questionnaire may

be found in Appendix A.

34
Table I, which follows, illustrates the type of

questionnaires that were returned, the number, and the
corresponding type of vocational choice indicated on the

questionnaire.

 

 

TABLE I
QUESTIONNAIRE RETURNS AND TYPE OF VOCATIONAL
CHOICE
Description Number Used in Study
Total sent out 227
Total returned 199 163
Total Tentatively
Decided returned 91 79
Total Definitely
Decided returned 71 54
Total Undecided returned 37 30

 

The number of questionnaires returned and the number of
questionnaires used in the study differ because thirty-six
of the questionnaires returned were not filled out correctly.
All of the thirty-six that were rejected had the same error:
instead of giving separate scores, the subjects gave a range
of scores. That is, instead of writing in a self-rating
composed of a percentile such as 80, the rejected subjects
wrote in a range such as 50 to 80. Of the twenty-eight who
did not return questionnaires, six had entered the armed ser-
vices and five had decided to go to a college other than
Wayne State University.

Of the seventeen remaining who did not return question-
naires, information was obtained regarding their vocational
choice by personal interview or telephone communication. Of
these seventeen, ten were tentatively decided, six were de-
finitely decided, and one was undecided.

Formulation 22d Organization of Methods for
Tabulating and Analyzing the Results
Statistical Assumptions

Certain statistical assumptions were made for the
purposes of this study. It is assumed that the sample
possesses randomness. It is also assumed that actual test
scores and self-estimates are normally distributed.

To test the significance of the difference between the
means the "t" test was employed. However, it has been
shown by Singer and Stefflre that this procedure alone is
not sufficient to make meaningful interpretation of the
data possible.(43) Only additional tests of significance
of the differences between the standard deviations can make
possible a meaningful interpretation of the data. A similar
method which yields similar results has been suggested by
G. Snedecor who states that it is less laborious computat-
ionally to square the standard deviations, thus obtaining
variances, and testing the differences between the vari-
ances. This is known as the "F" or variance ratio.

Snedecor defines it as F : SI. (34)
S

McNemar, commenting on the use of the F ratio states:

If one wishes to judge whether 2 samples, either
large or small, yield a difference in variability
which is large enough to warrant concluding that
the 2 population variabilities differ, he sets
up the null hypothesis that no difference exists
in the 2 population variances. Then instead of
dealing as usual with the difference between the
2 estimates, he takes their ratio. (34)

CHAPTER IV

ANALYSIS OF THE DATA

The tenability of various hypotheses concerning the

relationship of self-concept and vocational decision was

examined in this study. Each of these hypotheses was

examined with statistical techniques which would provide

meaningful treatment of the data.

The following are the hypotheses that were tested:

1. There are no significant differences between
means of definitely decided and undecided students on
verbal ability.

2. There are no significant differences between
means of definitely decided and undecided students on
quantitative ability.

3. There are no significant differences between
means of definitely decided and undecided students on
correctness of expression.

4. There are no significant differences between
means of definitely decided and undecided students on
natural science ability.

5. There are no significant differences between
means of definitely decided and undecided students on
science ability.

6. There are no significant differences between
means of definitely decided and undecided students on

of reading.

the

the

the

the

the

social

the

rate

- It is necessary to formulate additional hypotheses for

36

37
testing the significance of the differences between the

standard deviations squared (variances).

1. There are no significant differences between the
variances of definitely decided and undecided students on
verbal ability.

2. There are no significant differences between the
variances of definitely decided and undecided students on
quantitative ability.

3. There are no significant differences between the
variances of definitely decided and undecided students on
correctness of expression.

4. There are no significant differences between the
variances of definitely decided and undecided students on
natural science ability.

5. There are no significant differences between the
variances of definitely decided and undecided students on
social science ability.

6. There are no significant differences between the
variances of definitely decided and undecided students on
rate of reading. .

The literature indicates that ages 17 to 18 are ages
of tentative decision. It was, therefore, decided that
tentatively decided students should be compared with the
undecided students to see if significant differences exist
both from the standpoint of means and the variances.

Following are the hypotheses related to this comparison.

38
Hypotheges

1. There are no significant differences between the
means of tentatively decided students and undecided students
on verbal ability.

2. There are no significant differences between the
means of tentatively decided and undecided students on
quantitative ability.

3. There are no significant differences between the
means of tentatively decided and undecided students on
correctness of expression.

4. There are no significant differences between the
means of tentatively decided and undecided students on
natural science ability.

5. There are no significant differences between the
means of tentatively decided and undecided students on social
science ability.

6. There are no significant differences between the
means of tentatively decided and undecided students on the
rate of reading test.

It is necessary to formulate additional hypotheses for
testing the significance of the differences between the
variances. They are as follows: I

1. There are no significant differences between the
variances of the tentatively decided and the undecided
students on verbal ability.

2. There are no significant differences between the

variances of the tentatively decided and the undecided

o.

39
students on quantitative ability.

3. There are no significant differences between the
variances of the tentatively decided and the undecided
students on correctness of expression.-

4. There are no significant differences between the
variances of the tentatively decided and the undecided stud-
ents on social sciences ability.

5. There are no significant differences between the
variances of the tentatively decided and the undecided
students on natural sciences ability.

6. There are no significant differences between the
variances of the tentatively decided and the undecided stu-
dents on rate of reading.

In the following discussion the definitely decided group
is compared with the tentatively decided group. The follow-

ing null hypotheses are addressed to this end.

Hypotheses

1. There are no significant differences between the
means of definitely decided students and tentatively de-
cided students on verbal ability.

2. There are no significant differences between the
means of definitely decided students and tentatively de-
cided students on quantitative ability.

3. There are no significant differences between the
means of definitely decided students and tentatively decided
students on correctness of expression.

4. There are no significant differences between the

means of definitely decided students and tentatively

4O
decided students on natural science ability.

5. There are no significant differences between the
means of definitely decided students and tentatively de-
cided students on social science ability.

6. There are no significant differences between the
means of definitely decided students and tentatively decided
students on rate of reading.

It is necessary to formulate additional hypotheses for
testing the significance of the differences between the
variances. They are as follows:

1. There are no significant differences between the
variances of the definitely decided students and the tenta-
tively decided students on verbal ability.

2. There are no significant differences between the
variances of the definitely decided students and the
tentatively decided students on quantitative ability.

3. There are no significant differences between the
variances of the definitely decided students and the tenta-
tively decided students on correctness of expression.

4. There are no significant differences between the
variances of the definitely decided students and the tents-
tively decided students on social science ability.

5. There are no significant differences between the
variances of the definitely decided students and the tents-
tively decided students on natural science ability.

6. There are no significant differences between the
variances of the definitely decided students and the tents-

tively decided students on rate of reading.

Tpg_gefinitely_gecided add Undecided Compared

The words, "zero point", in the discussion that follows
means that there is no discrepancy between a subject's
actual test score and his self-estimate. When the word
"mean", is used, mean of the differences is meant. Alge-
braic discrepancies were computed taking into account both
direction and distance.

The direction of the "mean" is toward over-estimation
of verbal ability for both undecided and definitely decided
groups. The definitely decided group showed a significant
over-estimate at the 5% level. The undecided group did not
significantly over-estimate itself on verbal ability. These
differences, however, were not found to be significantly
different from each other. Table II compares the definitely
decided group with the undecided group. The ”mean" of the
undecided group on verbal ability is closer to the zero
point than is the ”mean" of definitely decided group. This
tends to indicate that in predicting actual test scores on
a test of verbal ability, the undecided students are more
accurate than the definitely decided students.

On quantitative ability the definitely decided group
is closer to the zero point than is the undecided group.

On this test variable, the undecided group over-estimates it-
self (significant at 5% level) by nearly three points and

the definitely decided group over-estimates itself by one
point. (not significant) These "means" were significantly

different from each other at the five per cent level.

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43
Both groups over-estimate themselves on this ability,

at the 1% level. No significant differences were found
between the means and therefore, no significance should be
attached to the "observed" differences. The definitely
decided group estimates itself more accurately than the un-
decided group on the correctness of express test.

On social science ability the undecided group is closer
to the zero point of no discrepancy than is the definitely
decided group. The direction of the mean for both groups
is toward over-estimation (definitely decided significantly
over-estimate themselves at 1% level, the undecided do not
significantly over-estimate themselves), with no signifi-
cant differences between the means found. Again, while
slight differences were observed, no significance should be
attached to them.

On natural science ability, the undecided group is
closer to the zero point than is the definitely decided
group. The undecided group, however, under-estimates (not
significantly) itself and the definitely decided group over-
estimates itself (not significantly). These differences were
found to be statistically significant at the five per cent
level.

The undecided group estimates its reading speed more
accurately than does the definitely decided group. Both gro-
ups over-estimate (not significantly) their speed of reading.
However, no significant difference between the means was

found. Therefore, no significance should be attached to the

44

observed differences.

Significant differences were found at the five per cent
level between the means of the definitely decided and un-
decided groups on quantitative and natural science ability.

On no other variables weresignificant differences between the
means found.

Significant differences between the variances was found
on the verbal test. On no other tests were significant dif-

ferences between variances found.

The Tentatively Decigggrang Undecided Groups Compared

Table III illustrates the comparison of the tentatively
decided students with the undecided students.

The mean ofthe tentatively decided group on verbal abi-
lity is closer to the zero point than is the mean of the un-
decided group. These differences were not found to be
significant. The direction of the mean is toward over-esti-
mation (not significant) for both groups.

Closer agreement between self-estimates and actual
test scores is achieved by the tentatively decided group on
quantitative ability. However, both undecided and tentat-
ively decided groups under-estimate their ability on the
quantitative test with no significant difference betweeen
means found. The undecided significantly under-estimated
themselves on quantitative ability. The tentative group did
not show a significant under-estimate.

0n the correctness of expression test the tentatively

4S
decided group showed slightly closer agreement between self-

estimates and actual test scores than the undecided group.
The direction of the mean was toward over-estimation for
both groups (significant at 1% level) with no significant
difference between the means found.

On the social science test the tentatively decided
group again showed slightly closer agreement between self-
estimates and actual test scores than the undecided group.
The tentatively decided group showed an over-estimation
significant at the 5% level. Both groups over-estimated
their abilities on this test, however, The undecided group
did not over-estimate significantly. No significant differ-
ence between means was found.

On the natural science test the undecided group was
closer to the zero point than was the tentatively decided
group. On this test, the undecided group under-estimated
itself by one point and the tentatively decided group over-
estimated itself by one point (neither was significant.)

No significant difference between means was found.

On the rate of reading test the tentatively decided
group is closer to the ”no discrepancy" point than is the
undecided group. The tentatively decided group under-esti-
mated itself slightly and the undecided group over-estimated
itself (neither significantly.) No significant difference
between the means was found.

Significant differences between the variances at the

five per cent level were found on the verbal, quantitative,

v

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47

and natural science test. Significant differences between the
variances at the one per cent level were found on the rate

of reading test.

The Tentatively Decided and Definitely DeCided Compared-

Attention is now directed to the comparison of tenta-
tively decided students with definitely decided students
with comparison shown in Table IV.

The tentatively decided group's mean is closer to per-
fect agreement than is the definitely deCided group's mean.
This difference in means was found to be significantly differ
ent at the five per cent level. Both groups tend to over-
estimate their ability on the verbal test, with the definitely
decided group over-estimating at the 5% level. The tentative-
ly decided group did not over-estimate significantly.

On quantitative ability, the tentatively decided group
is more accurate than the decided group in predicting actual
test scores. However, this difference was not found to be
significant. Therefore, no generalizable conclusion is
warranted. On this test the tentatively decided group under-
estimates itself and the definitely decided group over-esti-
mates itself (neither significantly). The tentatively decided
group is slightly more accurate than the definitely decided
group in predicting its actual test score on the correctness
of expression test although not significantl so. Both groups
tend to over-estimate themselves on this variable (significant

at 1% level).

On the social sciences test the tentatively decided gr-

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49
oup is more accurate than the definitely decided group in

predicting its performance although not significantly so.
Over-estimation is noted for both groups with the definitely
decided group over-estimating itself (at 1% level) more than
the tentatively decided group(at 5% level)

On the natural science test over-estimation (not signi-
ficant) is again observed for both groups with the tent-
atively decided group showing more accuracy of self-knowledge
than the definitely decided group, although not significantly
so.

The tentatively decided group is more accurate than
the definitely decided group in predicting its performance
on rate of reading, although not significantly so. The over-
estimation of the definitely decided group is not significant
and the under-estimation of the tentatively decided group is
not significant.

A significant difference between the means at the five
per cent level is seen on the verbal ability test. Signi-
ficant differences between the means is not seen on any other
test. When variances are examined, significant differences
at the five per cent level are observable on the natural

science and rate of reading tests.

50
Table 5 indicates that the tentatively decided students

have an average age of 17.70 and had held their tentative
vocational choice for a period of 2.32 years. This would
also indicate that the tentatively decided students fixed upon

a vocational choice at age 15.38 years.

TABLE 5
AGES AND LENGTH OF VOCATIONAL DECISION

 

 

Group Mean Mean length of

Ages Vocational Decision
Tentatively Decided 17.70 2.32
Definitely Decided 17.47 2.84
Undecided 17.56 - --

 

Table 5 also indicates that the definitely decided
students have an average age of 17.47 and felt that'they
were definitely decided at age 14.63.

The undecided group, as seen in Table 5, have an aver-

age age of 17.56 years.

51
The Equivalence Table of Means (Table VI) shows,

from inspection, that the tentatively decided students come
closer to the zero point than the definitely decided and
undecided students. It also indicates that the undecided
students are superior to the definitely decided students.
While these are not generalizable conclusions and not shown

to be statistically significant, this trend is apparent.

In the following table, 1,2, and 3 are simply ranks indicating
which of the three groups ranked in first place regarding

accuracy of predicting actual test scores.

TABLE VI
EQUIVALENCE TABLE OF MEANS

 

 

 

Variable l l 2 l 3
v T.D. ( U < 13.1). 1 - 3*
Q T.D. < 13.1). < U 2 - 3*

 

0.3. T.D. < 13.1). < U
3.3. T.D. < U < D.D.

N.S. U < T.D < 13.1). 1 -3*

R T.D. < U < 13.1).

* = .05 level of significance

 

 

 

 

 

 

 

 

52
SUMMARY

The analysis of the data relevant to the investigation
of the Null Hypotheses of this study has been presented in
this chapter.

The null hypothesis that there are no significant diff-
erences between the means of definitely decided and undecided
students on verbal ability, is accepted.

The null hypothesis that there are no significant diff-
erences between the means of definitely decided and undecided
students on quantitative ability may be rejected at the five
per cent level of significance.

The null hypothesis that there are no significant diff-
erences between the means of definitely decided and undecided
students on correctness of expression is accepted.

The null hypothesis that there are no significant
differences between the means of definitely decided and un-
decided students on natural science ability may be rejected
at the five per cent level of significance.

The null hypothesis that there are no significant diff-
erences between tne means of definitely decided and undecided
students on social science ability is accepted.

The nullhypothesis that there are no significant diff-
erences between the means of definitely decided and undecided
students on rate of reading is accepted.

The null hypothesis that there are no significant diff-
erences between the variances of definitely decided and un-

decided students on verbal ability may be rejected. at the

five per cent level of élgnificance.

The null hypotheSis that there are no significant
differences between the variances of definitely decided
and undecided students on quantitative ability is accepted.

The null hypothesis that there are no significant
differences between the variances of definitely decided
and undecided students on correctness of expression is
accepted.

The null hypothesis that there are no significant
differences between the variances of definitely decided
and undecided students on natural science ability is
accepted.

The null hypothesis that there are no significant
differences between the variances of definitely decided
and undecided students on social science ability is accepted.

The null hypothesis that there are no significant
differences between the variances of definitely decided
and undecided students on social science ability is accepted.

The null hypothesis that there are no significant diff-
erences between the means of tentatively decided and un-
decided students on verbal ability is accepted.

The null hypothesis thatthere are no significant differ-
ences between the means of tentatively decided students and
undecided students on quantitative ability is accepted.

The null hypothesis that there are no significant differ-
ences between the means of tentatively decided students and

undecided students on correctness of expression is accepted.

54
The null hypothesis that there are no significant

differences between the means of tentatively decided stu-
dents and undecided students on natural science ability is
accepted. I

The null hypothesis that there are no significant
differences between the means of tentatively decided and un-
decided students on social science ability is accepted.

The null hypothesis that there are no significant
differences between the means of tentatively decided students
and undecided students on rate of reading is accepted.

The null hypothesis that there are no significant
differences between the variances of the tentatively de-
cided and the undecided students on verbal ability may be
rejected at the five per cent level of significance.

The null hypothesis that there are no significant
differences between the variances of the tentatively decided
and the undecided students on quantitative ability may be
rejected at the five per cent level of significance.

The null hypothesis that there are no significant
differences between the variances of the tentatively decided
and the undecided students on correctness of expression is
accepted.

The null hypothesis that there are no significant diff-
erences between the variances of the tentatively decided and
undecided students on social science ability is accepted.

The null hypothesis that there are no significant diff-
erences between the variances of the tentatively decided and

the undecided students on rate of reading may be rejected at

55
the one per cent level of significance.

The null hypothesis that there are no significant
differences between the variances of the tentatively
decided and the undecided studentson natural science ability
may be rejected at the five per cent level of significance.

The null hypothesis that there are no significant
differences between the means of definitely decided stu-
dents on verbal ability is rejected at the five per cent
level of significance.

The null hypothesis that there are no significant
differences between the means of definflely decided students
and tentatively decided students on quantitative ability is
acdepted.

The null hypothesis that there are no significant diff-
erences between the means of definitely decided students and
tentatively decided students on correctness of expression
is accepted.

The null hypothesis that there-are no significant
differences between the means of definitely decided students
and tentatively decided students on social science ability
is accepted.

The null hypothesis that there are no significant diff-
erences between the means of definitely decided students and
tentatively decided students on natural science ability is
accepted.

The null hypothesis that there are no significant diff-

erences between the means of definitely decided students and

tentatively decided students on rate of reading is accepted.

56
The null hypothesis that there are no significant

differences between the variances of definitely decided
students and tentatively decided students on verbal ability
is accepted.

The null hypothesis that there are no significant diff-
erences between the variances of definitely decided students
and tentatively decided students on quantitative ability is
accepted.

The null hypothesis that there are no significant diff-
erences between the variances of definitely decided students
and tentatively decided students on correctness of expression
is accepted.

The null hypothesis that there are no significant
differences between the variances of definitely decided and
tentatively decided students on social science ability is
accepted.

The null hypothesis that there are no significant diff-
erences between the variances of definitely decided students
and tentatively decided students on natural science ability
is rejected at the one per cent level of significance.

The null hypothesis that there are no significant diff-
erences between the variances of definitely decided students
and tentatively decided students on rate of reading is re-

jected at the one per cent level of significance.

CHAPTER V
SUMMARY, CONCLUSIONS AND IMPLICATIONS
FOR FURTHER RESEARCH

There were six aspects of the problem of self-concept
under investigation in this study:

1. Are there significant differences between definitely
decided and undecided students vocationally?

2. Do the definitely decided students show more accu-
racy of self—knowledge than the undecided students relative
to six scholastic abilities, generally associated with
academic success?

3. Are there significant differences between tenta-
tively decided and undecided students?

4. Do the tentatively decided students show superior
self-knowledge to the undecided students relative to six
scholastic abilities generally associated with academic
success?

5. Are there significant differences between tenta-
tively decided and definitely decided students?

6. Do the definitely decided students show more accu-
racy of self-knowledge than the tentatively decided students?
= One hundred and sixty-three students, all male entering
college freshmen who had been admitted by certificate, parti-
cipated in this study. They were given a self-valuation
questionnaire in which they indicated whether they were de-
finitely decided, tentatively decided, or undecided on a

vocationally choice. They_also gave their self-estimates on

57

58
six different scholastic abilities generally associated with

academic success. Actual test scores were obtained for each
of the six scholastic abilities which were verbal, quantit-
ative, grammar, social science, natural science, and rate of
reading.

Of the 163 students participating in the study, 79 were
tentatively decided, 54 were definitely decided and 30 were
undecided.

The tentatively decided group was observed to have a
mean age of 17.70 years. This group had fixed upon a tenta-
tive vocational choice at age 15.38 years.

The definitely decided group was observed to have an
average age of 17.47 years. These students had fixed upon a
definite vocational choice at age 14.63 years.

The undecided group was observed to have an average of
17.56 years.

Since no significant differences were found between the
means of the tentatively decided and undecided groups no con-
clusion regarding clarity of self-concept is possible. Signi-
ficant differences were found between the variancescn verbal,
quantitative, and natural science tests indicating a greater
homogeneity forthe tentatively decided group. Greater homo-
geneity may be concluded from the significant difference in
the variance between the tentatively decided and undecided
group with the undecided group manifesting the greater homo-
geneity.

It may be further concluded that the tentatively decided

59
group shows a greater clarity of self—concept than the un-

decided group when quantitative ability is employed.

The undecided group manifested greater clarity of self-
concept than the definitely decided group on the natural
science ability test.

These latter two paragraphs have somewhat of a cancelling
effect regarding the acceptance or rejection of Super's pro-
position. The results are such that Super's proposition can

neither be accepted or rejected.

Implications for Further Research

It may be more suitable in the future to examine attri—
butes of self-concept other than scholastic abilities for
ascertaining whether or not vocationally decisive people
have better self-knowledge than vocationally undecided people.
It may be that interests and values are better perceived by
academically able students. They are easier to talk about
and easier to describe.

It should be emphasized that the generalization level
is constricted due to the special quality of the sample.
The subjects were not typical of a college entering freshmen
class since they all had been admitted by certificate. A
group was used as a sampling unit rather than a person.

Wayne State University is an atypical school from the
standpoint of its large city character. This fact plus the
nature of the subjects used should be kept in mind in terms

of the generalizations that can be made from the results.

60
In conclusion, it may be said that there appears to

be some relationship between self-concept and vocational
choice. More extensive investigations in the realm of
interests, values, and personality may provide a more solid

criteria for the measurement of self-concept clairty.

APPENDIX A

SELF_VALUATION QUESTIONNAIRE

COUNSELING and TESTING BUREAU
DIVISION of STUDENT PERSONNEL

WAYNE ST ATE UNIVERSITY

 

“PORTANTI FILL OUT and RETURN WITHIN THREE DAYS..

You will be contacted later for interest testing. j'l'he results of this questionnaire will be used to aid in counseling
you and for research. {The results will be held in strict confidence. {FILL IT OUT- AND RETURN IT WITHIN
THREE DAYS AFTER YOU RECEIVE lT-I Return it in the enclosed envelope to: R. fl‘ilchen, Counseling 8:
Testing Bureau, Wayne State University, Detroit 2, Michigan. f

Name Address :

 

 

Age _ Sex ____Spccific major (If no major, curriculum you have signed up for)

 

 

Which one of the following 4 statements best describes you? CHECK ONLY ONE BOX! ll II

E] l. {I am completely undecided on an occupational goal and no definite decision is possible
at this time. (By occupational goal, we mean specific job titles such as accountant, -
physician, nurse, etc.){

[:3 2. {I am considering may possible occupational goals but can't decide on any particular
two or three. j

[j 3. {I have made a tentative decision on one occupational goal. jlt is
How long have you had this tentative decision?

 

 

[:1 4. :l have made a definite decision on one occupational goal. jlt is
How long have you had this definite decision in mind?

 

 

We want (to know how you feel you would score if you were to be tested on the following abilities. {Rate yourself
in the following abilities in comparison with other Wayne Freshmen. ; Write in a number from 1 to 100 in the spaces
provided according to the following chart:

1 to 10 means you feel you are poor in the ability in comparison with other Wayne Freshmen. ;
ll to 39 means you feel you are below average in the ability in comparison with other Wayne Freshmen.
40 to 60 means you feel you are average in the ability in comparison with other Wayne Freshmen. j
60 to 89 means you feel you are above average in the ability in comparison with other Wayne Freshmen.
90 to 99 means you feel you are superior in the ability in comparison with other Wayne Freshmen. ;

ln verbal ability
in marhcma tical ability
in English grammar
in ability to interpret social studies
in ability. to interpret natural sciences
in speed of reading

(This means size of vocabulary, ability to use words effectively)

 

 

 

 

(Subjects like chemistry, biology, etc.)

 

 

APPENDIX B

RAW SCORES OF SELF-ESTIMATES
ACTUAL TEST SCORES
TABLES OF DISCREPANCIES
STATISTICAL TREATMENT SUMMARY TABLES

SELF ESTIMATE RAW SCORES AND ACTUAL TEST

63

SCORES OF DEFINITELY DECIDED GROUP

 

 

SELF ESTIMATES

ACTUAL TEST SCORES

 

Sub-

 

Ject # v 0 CE 83 NS R v Q CE 55 NS R
1 64 61:56 49 43 368 57 53 55 46 38 629
2 5 43 52 49 41 344 39 42 52 45 22 160
3 47 41 51 51 30 299 30 32 47 44 13 178
4 57 61 57 49 39 356 48 47 46 48 27 277
5 54 51 52 48 37 343 44 37 50 35 28 299
6 59 54 56 46 41 281 65 55 53 45 37 277
7 48 51 51 43 38 295 33 47 40 35 32 204
8 59 34 52 48 28 295 55 49 56 50 34 316
9 45 49 49 43 34 295 39 54 49 45 27 286
10 47 46 51 47 37 342 29 39 44 43 25 282
11 48 51 51 49 38 308 49 47 42 47 32 286
12 47 42 52 46 36 295 28 43 47 34 17 217
13 49 52 51 49 42 308 59 60 46 50 43 355
14 59 46 56 48 34 356 57 49 57 48 32 316
15 47 43 52 46 34 295 54 46 47 50 28 230
16 59 36 53 49 28 282 62 38 53 48 34 295
17 60 60 58 51 44 365 64 65 55 53 41 299
18 48 37 52 47 37 311 55 37 40 48 40 321
19 62 40 57 52 43 368 65 5O 56 51 48 316
20 46 37 50 46 32 *329 52 53 42 49 43 234
21 52 34 51 43 37 295 58 50 54 45 36 247
22 47 41 51 47 37 282 50 37 52 46 23 269
23 55 48 51 48 32 308 40 34 48 44 25 243
24 47 51 47 49 37 308 45 5O 45 48 37 325
25 59 39 55 49 38 364 53 36 50 45 39 416
26 52 48 53 48 42 343 47 52 47 44 34 377
27 51 4O 51 45 38 308 61:56 57 45 31 325
28 50 37 51 46 31 343 47 41 51 45 32 286
29 47 45 49 43 28 295 53 37 48 42 23 303
30 59 34 51 49 30 309 52 23 38 49 44 329
31 54 50 57 48 38 268 34 37 51 32 17 256
32 59 40 54 44 31 277 57 54 47 44 37 247
33 51 43 52 46 36 282 42 25 49 26 20 308
34 46 48 52 47 38 295 35 39 34 42 32 260
35 97 58 99 43 34 316 58 69 47 58 21 269
36 59 6O 56 49 38 368 56 54 56 47 41 247
37 54 51 53 47 40 295 54 50 50 49 29 238
38 52 41 56 48 37 312 50 39 49 40 27 242
39 55 53 42 46 28 355 57 49 4O 51 45 282

64

 

 

 

 

 

Cnntinued

SELF ESTIMATES ACTUAL TEST SCORES

v Q CE SS NS R v Q CE SS NS R
47 46 49 45 37 308 35 38 36 43 32 282
59 46 55 5O 32 360 55 49 54 49 41 334
55 55 53 50 40 308 52 42 50 49 35 264
52 51 52 48 41 308 55 55 56 45 43 329
47 48 47 48 39 290 46 52 43 45 40 308
57 53 56 48 42 295 48 47 51 42 30 269
50 51 57 43 37 308 46 57 53 37 35 386
58 4O 52 48 32 329 37 39 44 45 38 325
52 51 53 49 37 336 45 43 41 43 38 407
55 51 51 49 43 295 57 49 44 45 46 321
50 ”37 52 49 34 308 49 3O 53 50 34 355
59 37 53 48 40 364 44 39 48 45 39 403
59 55 55 49 38 355 48 50 53 42 40 381
47 25 49 52 32 403 52 32 48 50 34 468

58 61 53 48‘ 43 343 51 58 55 48 39 312

 

65

DIFFERENCES BETWEEN THE SELEzESTIMATES
AND ACTUAL TEST SCORES FOR THE

DEFINITELY DECIDED GROUP

 

 

 

Subject # V Q CE SS NS R

1 7 8 1 3 5 ~260
2 2O 1 0 4 19 184
3 17 9 4 1 17 121

4 .7 14 11 1 12 79
3 10 14 2 13 9 44

6 -6 ~1 3 1 4 4

7 15 .4 11 8 6 91

8 4 ~15 ~4 ~2 ~6 ~21

9 6 .‘5 .O ~2 .7 9
10 18' .7 7 .4 12 60
11 ~1 4 9 2 6 22
12 19 ~1 5 12 19 78
13 ~10 ~8 5 ~1 ~1 ~47
14 2 ~3 ~1 0 ,2 40
15 ~7 ~3 _5 ~4 6 65
16 ~3 ~2 O ,1 ~6 ~13
17 ~4 ~5 3 ~2 .3 .66
18 ~7 ‘0 12 ~1 ~3 10
19 ~3 ~10 1 .1 ~O 52
20 ~6 ~16 8 ~3 ~11 95
21 ~6 ~16 ~3 ~2 , 1 48
22 ~3 . 4 ~1 .1 15 13
23 15 14 -3 4 7 65
24 2 1 2 1 0 ~17
23 6 3 5 4 ~1 ~32
26 5 ~4 6 4 .8 ~34
27 ~10 ~16 ~6 0 ~3 ~17
28 , 3 ~4 ,0 1 ~1 .57
29 ~6 .8 1 1 .5 ~8
30 .7 11 13 0 ~14 ~20
31 2O 13 .6 16 -21 v12
32 2 ~14 7 0 ~6 30
33 9 .18 3 2O 16 ~26
34 11 9 18 5 6 .35
33 9 7 2 5 13 47
36 3 ~5 O 2 ~3 121
33 O 1 3 ~2 11 57
38 2 2 7 .8 1O 69
39 ~2 4 ~12 ~3 ~17 73
40 12 8 .13 _2 . 5 26
41 4 ~3 1 1 ~9 26

 

66
Continueg

 

 

 

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I
I

Q CE 83 NS
13 3 1 5
~4 ~4 3 ~2
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_ 6 5 6 12
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l 8 3 -6

8 13 6 ~1

2 7 4 r3

7 ~1 ~14 ”0
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67

DEFINITELY DECIDED GROUP

STATISTICAL TREATMENT SUMMARY FOR THE

 

 

 

V Q CE SS NS R

Total

Negative -84 -154 -34 -25 -103 -906
Total

Positive 314 209 228 170 269 1804
Sum of

- and + 230 55 194 145 166 898
Total of

Squares 4584 3705 2170 1545 4202 241770
Sum of

Squares 84.89 68.61 40.19 28.61 77.81 4477.22
N0. of

Observations
Mean dis-

crepancy 4.26 1.02 3.59 2.69 3.07 16.63
Variance 66.74 67.57 27.30 21.37 68.39 4200.66
Standard

Deviation 8.169 8.220 5.224 4.622 8.269 64.80

 

68
SELF-ESTIMATE RAW SCORES AND ACTUAL TEST SCORES
OF THE TENTATIVELY DECIDED GROUP

 

 

 

 

 

SELF ESTIMATES ACTUAL TEST SCORES
Sub- I
ject # V Q CE SS NS R V . Q CE 53 NS R
11 21 31 41 51 61 71 ,
1 5 47 55 48 36 349 48 41 54 41 35 308
2 45 4o 50 44 32 295 39 41 42 43 28 234
3 51 40 52 47 31 308 54 I51 55 52 34 299
4 5o 51 51 48 38 308 57 :53 56 48 39 247
5 57 37 52 48 31 368 62 743 55 48 37 286
6 55 4O 49 47 37 295 57 353 47 45 40 355
7 57 4o 51 49 36 356 45 E42 53 46 33 286
8 48 46 52 42 34 295 51 :47 49 38 31 234
9 47 48 54 45 30 316 42 :42 44 43 31 312
10 57 48 53 47 41 342 48 {46 50 44 43 238
11 52 41 55 43 28 295 43 {45 57 45 28 295
12 5o 43 50 45 34 299 54 =53 53 48 37 282
13 52 4o 53 47 33 308 52 $40 44 37 34 273
14 48 48 48 44 33 312 57 F56 48 46 47 334
15 62 52 56 5o 39 403 64 ,56 54 52 43 438
16 59 3o 53 50 30 33 37 :23 44 50 23 025
17 47 40 49 47 40 312 00 :35 48 45 46 377
18 51 4o 55 45 30 286 52 42 52 47 27 234
19 52 52 51 48 36 308: 53 g58 45 5o 41 355

20: 52 46 46 49 43 295 55 ;57 47 51 45 308

21 48 39 49 44 32 299 43 ;36 44 49 35 264
22 45 51 51 49 40 282 33 534 42 38 26 316
23 57 41 52 45 38 295 37 :39 42 44 34 230
24 50 49 51 50 36 334 42 41 42 44 36 316
25 55 34 55 45 40 343 52 35 55 45 39 354
26 59 37 51 52 31 403 54 :32 51 49 36 628
27 54 34 49 49 36 355 54 '40 51 49 36 355
28 55 54 53 49 40 316 39 42 44 39 26 225
29 59 40 51 52 28 243 49 539 47 44 39 243

30 47 41 55 49 36 356 56 552 55 45 26 342
31 5o 45 49 49 31 312 47 45 41 44 28 308
32 50 37 49 43 32 295 50 :33 42 50 37 243
33 43 54 52 45 37 299 38 44 43 41 30 295
34 47 51 55 49 38 342 41 750 53 46 34 303
35 44 46 49 45 36 280 41 144 44 38 31 286
36 50 34 51 47 37 342 36 i35 53 39 25 277
37 48 50 53 47 39 316 44 ;4o 52 46 37 277
38 57 41 55 48 36 364 65 .5o 56 47 41 316
39 50 5o 54 49 38 364 40 f39 3o 44 34 395
40 5o 48 51 47 38 308 56 53 50 47 35 234
41 37 5o 47 43 38 295 36 43 45 41 30 316
42 57 38 54 48 34 295 64 *48 47 52 39 390

43 57 55 55 49 4O 355 45 49 54 48 30 238

 

69

-- Continued

 

 

SELF-ESTIMATES

ACTUAL TEST SCORES

 

 

 

Sub-
Ject # v Q CE SS NS R V Q CE SS NS R
11 21 31 41 51 61 71
44 55 43 51 47 30 295 46 53 52 44 26 355
45 57 55 54 48 39 329 55 56 46 46 34 420
46 5o 46 47 48 37 295 44 _ 42 43 44 37 230
47 51 40 49 46 31 295 59 ' 52 51 45 34 286
48 57 46 55 43 35 312 61 5 51 46 44 45 386
49 54 37 53 43 40 403 52 l 27 47 47 32 308
50 5o 60 51 47 42 342 63 l 61 48 51 47 455
51 59 43 55 46 37 368 51 ’ 38 50 38 18 403
52 47 24 49 43 30 295 46 29 49 41 37 334
35 52 38 49 49 34 312 59 46 55 51 38 386
54 52 37 52 47 30 282 46 i 42 46 48 35 243
55 50 4o 51 45 32 308 49 j 40 43 43 29 273
56 50 48 53 49 42 364 70 i 61 54 52 50 451
57 50 45 51 48 40 308 53 g 48 50 42 32 481
58 55 46 52 47 34 329 43 g 38 52 43 29 312
59 52 51 51 48 34 342 44 z 46 42 45 34 286
60 47 43 50 45 38 299 46 g 44 42 49 37 394
61 48 4o 50 44 3 277 41 : 37 39 33 39 260
62 59 52 55 48 42 373 46 j 38 47 41 25 455
63 5O 43 53 48 38 342 55 ' 45 53 45 33 316
64 55 37 54 49 39 403 52 42 44 44 39 420
65 50 49 54 48 37 299 56 , 55 56 45 36 303
66 45 4o 47 43 33 316 50 g 38 49 48 31 273
67 54 61 53 49 35 282 61 : 65 55 52 38 295
68 5o 40 51 45 32 308 35 g 42 53 42 28 334
69 50 34 51 49 40 282 59 l 35 51 43 29 286
70 61 51 54 49 42 368 63 : 47 5o 49 42 295
71 54 46 49 45 40 342 53 I 48 41 46 30 351
72 42 34 49 47 32 356 49 E 41 41 50 31 451
73 47 38 48 45 31 295 52 5 47 38 47 34 316
74 51 37 51 47 29 316 53 j 31 48 48 39 295
75 47 42 51 45 34 295 55 3 46 51 51 34 234
76 45 4o 49 41 32 280 45 g 38 49 44 31 334
77 47 40 47 46 32 295 54 i 47 41 45 34 269
78 54 34 53 43 36 308 50 9 28 43 47 32 355
79 50 52 51 47 34 308 47 l 46 49 46 39 277
5

 

7O
DIFFERENCES BETWEEN THE SELF-ESTIMATES AND ACTUAL

TEST SCORES FOR THE TENTATIVELY DECIDED GROUP

 

 

NS

SS

CE

Subject #

 

11... 12001.. I... 752555273545815 .1. .4 2 9 5980.41 801.59
4696867640013239654133612209014543663437.251696
. .I. . .1 .. .1 . . . 1..
_. .
.l.
114316333120314476352344015041035745225438504503
..... ..1....1“.. . ... .1.1. 1. .1

71500234232J
.

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0
61126321624008)...35261312815621104012109157061142
.1....1..... 1.. .1..1...1 . .11... .I. .l.1.1... ..1...

2O 0 1..
96375223599409223113512835061930563448061721268

....1. ...2......... 1... 1.1... .1
1234567890123)...567890123456789012345678901234567
11111111112222222222333333333344444444

71
Continued

 

 

 

SS NS

CE

Subject #

 

085944§3885017750123410
..1

013001245
...... 1.. ...... ..I. . .

1|.
... .. . .... .

96350/flv68410981180m40.
1...

-2

204880300602
. 11. l

5015585033851342562421h279642766
.11....1”. .l...l........
O
.423817612328173536575921759.7.0743
...l. . ...... l....l.......
.
890123456789010.3456 (890123456789
.41....Bra/555555556C66666fv667777777777

 

STATISTICAL TREATMENT SUMMARY FOR THE

TENTATIVELY DECIDED GROUP

 

 

 

V Q CE SS NS R

Total

Negative -200 -237 -43 -84 -l47 -l883
Total

Positive +313 216 317 189 231 1872
Sum of

- and + 113 [-21 274 105 84 11
Total of

Squares 5155 3847 2924 1483 3058 294035
Sum of

Squares 65.25 48.70 37.01 18.77 38.71 37219.62
Numberof

Observa-

tions
Mean Dis-

crepancy 1.43 -0.27 3.47 1.33 1.06 -0.14
Variance 63.21, 48.63 24.97 17.00 37.59 37219.60
Standard

Deviation 7.95 6.973 4.997: 4.123 6.131 192.9

 

73

Self-Estimate Raw Scores and Actual Test Scores
of the Undecided Group

 

 

 

 

SELF ESTIMATES ACTUAL TEST SCORES
u-
fieEt # ‘v 19 CE SS NS R v Q CE SS NS R
11 21 31 41 51 61 71 11 21 31 41 51
1 47 45 48 44 31 295 55 4O 38 48 41 230
2 48 41 52 45 32 277 51 62 45 50 44 368
3 59 46 55 47 30 295 66 61 53 51 47 377
4 50 4o 51 46 33 308 56 54 49 48 43 295
5. 47 37 49 47 36 295 49 41 38 48 41 316
6 55 38 52 48 33 377 67 '48 50 52 39 277
7 48 33 51 47 42 342 47 32 45 44 35 238
8 48 46 41 45 32 307 40 46 41 44 29 334
9 58 55 54 49 40 329 52 42 47 52 33 234
10 54 41 52 49 29 329 62 54 6O 43 34 360
11 47 51 49 49 40 295 46 46 41 46 33 230
12 46 48 5o 47 34 277 41 42 37 35 24 221
13 54 46 52 47 40 377 61 58 48 49 34 442
14 5o 34 51 45 30 295 24 26 43 34 22 286
15 43 38 47 43 34 308 49 52 47 39 39 295
16 5o 37 52 45 30 342 24 24 52 31 24 329
17 47 35 '47 45 31 282 47 37 21 43 26 256
18 52 45 53 37 36 316 50 44 47 44 33 269
19 55 42 52 47 36 295 60 58 56 5o 41 338
20 44 53 49 49 36 282 29 44 46 48 27 195
21 46 41 47 42 30 282 41 45 37 39 34 243
22 5o 55 54 48 28 295 58 55 55 4o 29 282
23 6o 41 57 49 41 308 37. 4o 58 45 27 355
24 55 38 51 47 30 308 68 49 55 52 44 451
25 55 42 53 46 32 308 48; 47 57 48 36 321
26 47 41 50 45 33 395 28 47 44 47 39 269
27 52 48 57 49 38 316 44! 41 46 46 28 217
28 59 38 55 48 28 368 54: 43 52 44 34 355
29 46 41 51 44 32 316 52 47 53 46 40 316
30 50 4o 51 45 36 308 47. 5o 53 46 43 282

 

 

74

DIFFERENCES BETWEEN THE SELF-ESTIMATES AND
ACTUAL TEST SCORES FOR THE UNDECIDED GROUP

_.

 

Subject # V Q CE ss NS R
1 ~8 5 10 ~4 ~10 65
2 ~3 ~21 7 ~5 ~12 ~91
3 ~7 ~15 2 ~4 ~17 ~82
4 ~6 ~14 2 ~2 ~10 13
5 -2 ~4 11 oi -5 ~21
6 ~12 ~10 2 ~4 ~6 100
7 1 1 6 3 7 104
8 8 o 10 1 3 ~27
9 6 13 7 ~3 7 95

10 ~8 ~13 -8 6 ~5 ~31
11 1 5 8 3 7 65
12 5 6 13 12 10 56
13 ~7 ~12 4 ~13 6 ~65
14 26 8 8 .11 8 9
15. ~6 ~14 o 4 ~5 13
16 26 13 o 14 6 13
17 o ~2 16 2 5 26
18 2 1 6 3 3 47
19 ~5 ~16 ~4 ~3 ~5 ~43
20 15 9 3 1 9 87
21 5 ~4 10 3 ~4 39
22 ~8 o ~1 8 ~1 13
23 23 1 ~1 4 14 ~47
24 ~13 ~11 ~4 ~5 ~14 ~143
25 7 ~5 ~4 ~2 ~4 ~13
26 19 ~6 6 ~2 ~6 26
27 8 7 11 3 10 99
28 5 5 3 4 ~6 13
29 ~6 ~6 ~2 ~2 ~8 o
30 3 ~10 ~2 ~1 ~7 26

 

75

STATISTICAL TREATMENT SUMMARY FOR
THE UNDECIDED GROUP

 

 

 

V Q CE SS NS R

Total

Negative ~91 ~163 :26 -40 ~125 -563
Total "

Positive 160 74 145 82 95 909
Sum of

- and + 69 -89 119 42 -30 345
Total of

Squares 3519 2727 1469 798 1986 111518
Sum of

Sguares 117.30 90.90 48.97 25-50 66-20 3717.27
Number of '

Observa-

tions
Mean Dis-

crepancy 2.30 2.97 3.97 1.40 1.00 ‘11.53
Variance 112.01 82.08 33.21 24.64 65.20 3584.33
Standard

Devia-

tion 10.587 9.059 5.762 4.963 8.074 59.86

 

15.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

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"
i
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5'
4 {-
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...." ._ .
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9
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.-—.,

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-- -- a-
4
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-7
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-

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I
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