. v -. ————‘_.a —_.__—_—— - F W'):£;"5""‘~ -‘“:~-~mumy.~» v-hfu‘o‘n . «a «‘ «w gununqn‘puu 1’ . n . ’ V ‘ I § , ~ 1“, ~ .~ n-M'—.::. - w- u 50 ms PREDICTIVE 'EanEENcY AND macaw DIMENSIONS or me MICHIGAN M-SCALES FOR EtEVENTH GRADE NEGRO s-Tupems AN exprAmm 5;er r . -w- M: :3: "J- .Tl‘iesil for the Degree 0! Ph. D.‘ MICHIGAN STATE UNIVERSITY: Robert Lee Green 1.96722 ~—Vg—7_~'v_ ‘ - v. I ‘\ I mum; miningmnl Lm fl @I 1| £11 um Mu; ll ‘ This is to certify that the I thesis entitled THE PREDICTIVE EFFICIENCY AND FACTORED DIMENSIONS OF THE MICHIGAN M-SCALES FOR ELEVENTH GRADE NEGRO STUDENTS " AN EXPLORATORY STUDY presented by Robert Lee Green has been accepted towards fulfillment of the requirements for Ph.D. degree in Education ' CWCQM‘W 3% Major professor, Date December 7, 1962 0-169 LIBRARY Michigan State University ‘. ABSTRACT THE PREDICTIVE EFFICIENCY AND FACTORED DIMENSIONS OF THE MICHIGAN M-SCALES FOR ELEVENTH GRADE NEGRO STUDENTS ANEHEMMHRYSHWY by Robert Lee Green This study was concerned with l) the predictive efficiency of an objective measure of academic motivation (M-Scales) when applied to a sample of Negro male and female eleventh grade students, 2) a factor analysis of the Negro male responses to a sub-test (Generalized Situational Choice Inventory) of the M-Scales. The results of the study were compared to a similar study based on Caucasian eleventh grade students. An aptitude measure (SCAT-Verbal), grade point average, and scores on the M-Scales were obtained for each student. Multiple correlations were calculated for each group using an aptitude measure and the M-Scales to estimate GPA. (Because the student's GPA was determined before the analysis was completed, the term ”estimated GPA" rather than "predicted CPA" is more appropriate.) The factor analysis was conducted on the GSCI using the principle axis method of factor extraction and the quartimax method of factor rotation. For this sample, a significant difference was found between Negro and Caucasian males and females on one sub-testGSSCI) of the M-Scales, with the Negro students achieving higher mean scores. No difference in mean scores was found for the remaining three sub-tests. A significant difference was found in mean GPA between the four groups, with the Caucasian students achieving higher mean scores. The "t" test Of significance from zero for the N—Scale beta weights in estimating GPA was found to be significant for Negro males and fe- males at the .05 level. The BOAT-Verbal did not significantly correlate with GPA for Negro males. The correlation between SCAT-Verbal and GPA for Negro females was significant at the .05 level. In the multiple regression analysis, the M-Scales accounted for most of the variance. The results of the factor analysis indicates that there are elements of motivation that are common to Negro and Caucasian males. However, the elements did not have total overlap. The common factors derived from the two analyses were characterized as 1) chance taking versus no chance taking, 2) n-academic achievement, 3) intrinsicness versus extrinsicness, and 4) situational involvement. THE PREDICTIVE EFFICIENCY AND FACTORHD DIMENSIONS OF THE MICHICAN M-SCALES FOR ELEVENTH CRADE NEGRO STUDENTS AN EXPLORATORY STVDY BY ROBERT LEE GREEN A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1962 ACKNOWLEDGMENT The author wishes to express his sincere appreciation to the many people who made possible the completion of this study: To Dr. William W. Farquhar for his interest, assistance and understanding throughout the entire period of the study. To Dr. Donald Hamachek, Dr. James Costar and Dr. William Kell for their cooperation as members of the doctoral committee. To Mr. Leonard Sain for invaluable assistance in gathering the data. To Ronald and Veronica Weisman, Dr. Walter Stellwagen, Clyde Crego and Lou Hofmann for statistical assistance. To Marilyn Webster who spent much time typing and editing the final draft. To my parents, Mr. and Mrs. Thomas Green, who gave both financial and emotional support. And especially to my wife, Lettie, for her understanding, encourage- ment and assistance throughout the study; and to my sons, Vince and Kurt, for their patient waiting. ii Chapter TABLE OF CONTENTS Abstract Acknowledgment Table of Contents List of Tables List of Figures v i . ~II. III. IV. The Problem . Statement of the Problem. . Importance of the Problem . Theory Underlying the Problem . . . . . . . The Hypotheses. . . . Organization of the Study Review of Literature. Negro Achievement and Motivation. . . Summary . . . . Design and Methodology. Sample Selection. Instrumentation . . . . . . . . . . . Aptitude . . Grade Point Average. Motivation Score . . . Analysis Procedure. . . Regression Analysis. . . Mean Test of Significance. Factor Analysis. Procedure. Null Hypotheses Summary . . Statistical Analysis. Difference Between Negro and Caucasian Scores Correlational Analysis. . . . Multiple Regression Analysis. . . . . Factor Analysis . . . . . . Results of 22 Variable Factor Analysis. Results of 45.Variable Factor Analysis. Summary . ii iii vi OO’JU‘ILOUJ 11 ll 17 18 P0 DJ DJ M I‘Q UI£~L‘OJ [\D 0“ 26 27 31 33 33 37 46 Chapter Page V. Summary . . . . . . . . . . . . . . . . . . . . . . . . . 48 Conclusions . . . . . . . . . . . . . . . . . . . . . . . 50 Discussion of Results . . . . . . . . . . . . . . . . . . 51 Mean GSCI Differences. . . . . . . . . . . . . . . . . 51 Aptitude and Motivation Prediction Differences . . . . 54 Reliability of HTI . . . . . . . . . . . . . . . . . . 57 Factor Analysis. . . . . . . . . . . . . . . . . . . . 58 Recommendations . . . . . . . . . . . . . . . . . . . . . 60 Bibliography 62 Appendix A 64 Appendix B 67 Table 4} L\ J). .10 .11 .12 .13 .14 .15 LIST OF TABLES Summary of the Polar Theory of High and Low Academic n-Achievement Mean Achievement Scores of Negro and Caucasian Students Based on Form H of the Stanford Achievement Test Summary of Hoyt's Analysis of Variance Reliability Estimates for the M-Scales Means, Standard Deviations and t-Tests Between Caucasian and Negro Males Means, Standard Deviations and t-Tests Between Caucasian and Negro Females Intercorrelations among Achievement, Aptitude and M-Scale Sub-Tests for Negro Males Intercorrelations among Achievement, Aptitude and M—Scale Sub—Tests for Negro Females Five Variable Predictions of Achievement Criterion With Multiple Correlations and Corresponding Beta Weights for Negro Males and Females Factor 1 (22 Item Factor Analysis) Factor 11 (22 Item Factor Analysis) Factor III(22 Item Factor Analysis) Factor IV (22 Item Factor Analysis) Factor I (45 Item Factor Analysis) Factor II (45 Item Factor Analysis) Factor III (45 Item Factor Analysis) Factor IV (45 Item Factor Analysis) Factor V (45 Item Factor Analysis) Summary of Factors for the 22 and 45 Item Factor Analyses 13 3O 31 43 44 45 47 Figure 3.1 LIST OF FIGURES Distribution of Scores for Male HTI Sample of 50 for Which the Reliability Estimate Was Conducted Distribution of GSCI Raw Scores for Negro Males Distribution of GSCI Raw Scores for Negro Females vi Page 55 56 CHAPTER I THE PROBI EM The academic achievement of Negro students represents one of the most pressing problems facing American educators today. The typical Negro student fails to achieve as we11,1’2 drops out of school more frequently,3 and scores lower on academic aptitude measures than his Caucasian counterpart. While many educators admit in their research that the latter problems exist and are related to the general problem of Negro achievement, few have attempted to determine what specific factors are related to the Negro student's low academic achievement. In a study relating Negro achievement to social and personality factors, Deutscha acknowledges the significance of the self-concept 5 and certain personality factors. Farquhar, in a comprehensive study 1Leander L. Boykin, "The Reading Performance of Negro College Students.” Journal 2f Negro Education, Vol. 24, 1955, pp. 435-441. 2Henry Allen Bullock, "A Comparison of the Academic Achievements of White and Negro High School Graduates." Journal 2f Educational Research, Vol. 44, 1950, pp. 179-192. 3 James B. Conant, Slums and Suburbs. McGraw-Hill Book Company, New York, 1961. aMartin Deutsch, "Minority Group and Class Status as Related to Social and Personality Factors in Scholastic Achievement." Society for Applied Anthropolggy, Monograph Number 2, 1960, pp. 1-32. 5William W. Farquhar, A Comprehensive Study 2: the Motivational Factors Underlying the Achievement BE Eleventh Grade High School Students, Research Project No. 846 (8458) supported by the U.S. Office of Education, in cooperation with Michigan State University, 1959. of the motivational factors underlying the achievement of eleventh grade Caucasian high school students, found that the need for academic achievement, self-concept, occupational aspirations and certain per- sonality variables were specific factors related to the general problem of school achievement. A pilot study conducted on the Farquhar data indicates that the same factors play a significant role in Negro school achievement.6 But, in general, there is a paucity of studies that attempt to assess and predict Negro school achievement using both cog- nitive and non-cognitive factors. Furthermore, in the past, educational research has been conducted on middle-class, majority group children and the results generalized to all minority children. Deutsch recog- nizes the latter problem: "In general educational concepts and techniques have developed from experiences with majority group children, and have then been generalized with minor modifications, to all children. It is reasonable to suppose that atti- tudes toward and response to the school situation might also have distinctive characteristics related to environ- mental conditions and sub-group membership."/ This study was an attempt to partially fill the academic void alluded to by Deutsch. Because Negro students comprise a large segment of the school population, an academic vacumn exists in attempting to understand the unique nature of Negro achievement and motivation. 6Robert Lee Green, Unpublished Study conducted on Negro sub-sample of the Farquhar U.S. Office Research Project No. 846 (8458), 1959. /Martin Deutsch, ”Minority Group and Class Status as Related to Social and Personality Factors in Scholastic Achievement." Society for Applied Anthropolo y, Monograph Number 2, 1960, p. 2. THE STATEMENT OF THE PROBLEM The problem of the study was two-fold. The primary purpose of the investigation was to study the predictive efficiency of an objective measure of academic motivation (hence referred to as the Michigan M-Scales) when applied to a sample of Negro male and female eleventh grade students. The resulting multiple regression correlation coeffi- cients were compared with an earlier predictive study of the Michigan M-Scales based on Caucasian eleventh grade male and female students. The secondary purpose of this study was to explore the principal factors which accounted for item intercorrelations in the Generalized Situational Choice Inventory, a sub-test of the Michigan M-Scales. To aid in theory development, the factors derived on the Negro students 9 will be logically compared to those obtained on Caucasian students using the same methodology and instrumentation. IMPORTANCE OF THE PROBLEM The task of predicting academic achievement from non-intellectual or personality factors has been difficult. The research of Tarquhar10 8William W. Farquhar, "The Predictive Efficiency of the Michigan State M-Scales." Paper delivered at the 1962 American Personnel and Guidance Association Meeting, April 18, 1962, Chicago, Illinois. 9Marion D. Thorpe, "The Factored Dimensions of an Objective Inventory of Academic Motivation Based on Eleventh Grade Male Over- and Under- achievers.” Unpublished Doctoral Dissertation, Michigan State Uni- versity, 1961. 10William W. Farquhar, Op. Cit. w . .11 . . ., . . . and thahba21 indicate that when 50¢ of the variance of the criterion scores is accounted for, researchers consider themselves fortunate. This is especially true if the prediction equation contains new or unique ‘predictors. Studies predicting academic achievement for Caucasian students are l l . , . 2’ 3 t al., us1ng a Cauc351an sample, found that rutunerous. Farquhar, ea construct validated non-intellectual measure of academic motivation sszignificantly increases prediction of achievement14 when added to an galotitude measure. The literature indicates that little research has ‘t>e3en done in this same area for Negro students. Plant15 and Riessmann16 ffc>und that non-intellectual or personality factors are directly related t::> the low scholastic achievement of many Negro students. The pilot £3 t;udy conducted on the Farquhar data supports the contention that a 1'Parzi Chahbazi, "Use of Projective Tests in Predicting College Achievement." Educational and Psychological Measurement, Vol. 20, 1960, pp. 829-842. '>-- . . . -. 1'r‘nerbert Hackett, “Use of MMPI Items to Pred1ct College Achievements," Personnel and Guidance Journal, Vol. 39, 1960, pp. 215-217. 1 . :3Daniel P. Norton, “The Relationship of Study Habits and Other Measures to Achievement in 9th Grade General Science.” Journal pf EXper'— mental Education, Vol. 27, 1959, pp. 211-217. 1 lHiilliam N. Farquhar, Op. cit. 5 Richard L. Plaut, "Variables Affecting Scholastic Achievement of Negro Children in Non-Segregated Schools." Social Problems, Vol. 2, 1955, pp. 207-211. 16Frank Riessmann, The Culturally Dgprived Child, Harper and Brothers, New York, 1962. ) relationship exists between non-intellectual factors and school achieve- ment for Negro Students. I The study of Negro academic achievement is important in order to further investigations into causative factors which promote high and ilow academic achievement. It is obvious that academic achievement is riot the only desirable outcome of education. But if Negro students are t:C) participate fully in available advanced academic achievement (college earid graduate school) it is imperative that educators more adequately Llrdderstand the relationship of Negro academic achievement to aptitude .Elrld personality factors. THEORY McClelland, pp 31;, in attempting to delineate achievement motiva- t: i.on, have postulated that achievement motivation (achievement imagery) i.ss reflected in an individual's responses to selected Thematic Apper- Cleeption Test cards. Achievement imagery is demonstrated when a sub- :leect's responses show concern with (1) long term involvement, (2) urrique accomplishment, and (3) competition with a standard of excel- lence. 18 extended and polarized McClelland's Farquhar and associates theoretical dimensions by postulating that the other end of the achieve- ment continuum represented (1) short term involvement, (2) common _ 17Robert Lee Green, op. cit. 18William W. Farquhar, A Comprehensive Study pf the Motivational Factors Underlying the Achievement pf Eleventh Grade High School Students, Research Project No. 846 (8458) supported by the U.S. Office of Education, in cooperation with Michigan State University, 1959. zaccomplishment, and (3) competition with a minimal standard of excel- leence. The assumption was made by Farquhar that McClelland's three \Izariables characterized the person with high need for academic achieve- IIIGBHC, and the three additonal variables characterized the person with 1.:3vv need for academic achievement. A summary of the polar theoretical dimensions of academic achieve- ixieerit formulated by Farquhar and associates can be found in Table 1.1. TABLE 1.1 SUMMARY OF THE POLAR THEORY OF HIGH AND LOW ACADEMIC n-ACHIEVEMENT k High Achievement Motivation Low Achievement Motivation 1-- Long term involvement 1. Short term involvement :2 - Unique accomplishment 2. Common accomplishment :3 - 'Competition with a maximum 3. Competition with a mini- standard of excellence mal standard of excellence From the polarized dimensional theory of achievement motivation, Farquhar and associates developed an objective measure of academic TnOtivation. Several studies have supported the validity of this - . . . . . l Instrument as an objective measure of academic motivation. 9 -_.n__ 19WilliamW. FarQuhar, A Comprehensive Study pf the Motivational Factors Underlyipg the Achievement pf Eleventh Ggade High School Students, Research Project No. 846 (8458) supported by the U.S. Office of Education, in c00peration with Michigan State University, 1959. The research of Farquhar, et al., has presented evidence which empirically demonstrates that academic motivation is a personality syndrome composed of the following non-intellectual factors. 1. Need for academic achievement (Generalized Situational Choice Inventory) 2. Self-Concept (Word Rating List) 3. Occupational aspirations (Preferred Job Characteristics Scale) 4. Academic personality factors (The Human Traits Inventory) The fact that the self—concept, occupational aspirations and <:.e2rtain personality traits are related to achievement motivation is satcipported by the research of Payne,20 Taylor21 and Deutsch.22 Harrison23 éanridDeutschZ4 further indicate that the typical Negro student tends to 'Fléafive a lower academic perception of self, limited range of occupational E3.s;pirations and a lower need to achieve academically when compared with tilleztypical Caucasian student. Deutsch asserts that the unique cultural environment of many ‘bJEEgroes sets up goals which are sometimes coincident with those of the <3C>ndnant middle class Caucasian culture, but that in general these 2. 0David A. Payne, "The Concurrent and Predictive Validity of an Objective Measure of Academic Self-Concept." Educationalapd Psychological Measurement, in press, 1962. Ronald Gail Taylor, "Personality Factors Associated with Eleventh Grade Male and Female Discrepant Achievers.” Unpublished Doctoral Dissertation, Michigan State University, 1962. Martin Deutsch, “Minority Group and Class Status as Related to Social and Personality Factors in Scholastic Achievement." Society for Applied Anthropology, Monograph Number 2, 1960, pp. 1-32. 23C. C. Harrison, "Achievement Motivation Characteristics of Negro College Freshmen." Personnel and Guidance Journal, October 1959, pp. 146-149. / 4 . Martin Deutsch, op. Cit. goals are divergent and sometimes opposite to those of the Caucasian culture. Hence, the need to strive for middle class Caucasian academic 'values may not be strong. The review of the literature indicates a general discrepancy between t:he academic achievement of Negroes and Caucasians. The lower academic eachievement of Negroes would support the contention that Negro students fizave lower academic motivational levels than Caucasian students. It is prOposed in this study to investigate more fully the rela- t: i.onship between Negro achievement, aptitude and academic motivation. TETPIe results of this study will be compared to a similar study25 con- cflwLicted on a Caucasian sample investigating the relationship between eacthievement, aptitude and academic motivation. THE HYPOTHESES The hypotheses to be tested in this study are: 1. There is a difference in mean scores on the four sub-tests of the M-Scales between Negro and Caucasian males and females. 2. There is a significant difference in mean scores on the total M-Scales between Negro and Caucasian males and females. ‘ 25William W. Farquhar, op. cit. Because post research indicates that the typical Negro student 26’27 the follow- fails to achieve as well as his Caucasian counterpart, ing additional hypothesis will be tested: 3. There is a difference in mean grade point average between Negro and Caucasian males and females. To assess the predictive efficiency of the M—Scales, the following 1137pothesis will be tested: 4. The M—Scales when combined with an aptitude measure will increase the precision of pre- diction of academic achievement (GPA) for Negro males and females. If the major source of achievement differences between Negro and (3.51ucasian males can be accounted for by the strength of need for aca- ciweendc achievement, these differences should be demonstrated by a factor Eitnualysis of the GSCI. The following hypothesis will be tested: 5. There are elements of motivation which are common to Negro and Caucasian males. \ 6Henry Allen Bullock, "A Comparison of the Academic Achievements of White and Negro High School Graduates." Journal pf Educational Research, Vol. 44, 1950, pp. 179-192. 27Guy Ferrell, ”Comparative Study of Sex Differences in School Achievement of White and Negro Children." Journal pf Educational Research, Vol. 43, 1959, pp. 116-121. -10- ORGANIZATION OF THE STUDY The general plan of the dissertation is as follows: In Chapter ‘II, a review of the literature which shows the relationship between eaptitude, academic motivation and achievement for Negro students is p>resented. Chapter III is an account of the methodology used in collect- i_r1g and organizing the data and the statistical techniques employed in aerialyzing them. The results of the analysis is reported in Chapter IV. TI‘fie summary, conclusions, and implications for further study appear in the final chapter. CHAPTER II REVIEW OF NEGRO ACHIEVEMENT AND MOTIVATION LITERATURE A review of the literature indicates a paucity of studies exploring t:lie relationship between aptitude, academic motivation and Negro achieve- rrieznt. Most studies of Negro achievement have attempted to either relate i.ritelligence (IQ) to achievement or to compare the Negro student's jp><3©rformance on intelligence or achievement tests to his Caucasian c: o unterpart . A study by Harrison1 investigated the relationship of motivational triea.asures to academic achievement. This study was an analysis of the aacthievement motivational characteristics of a sample of Negro freshmen i—Ifi a southern college to determine to what extent they were motivated tit) seek a job. Achievement motivation was reflected by their (1) n‘fl'i.llingness to become prepared, (2) make sacrifices, and (3) to defer Eslfatification. The instrument used was a modification of the scale dGavelOped by Reissman.2 Harrison's results indicate that 65 per cent C>f'the students indicated that long hours of study would not deter them ffirom going to college, but it was found that only 20 per cent indicated that having to leave their parents would not serve as a detering condi- tion to get a job. The results further indicate that 89 per cent of ; C. C. Harrison, "Achievement Motivation Characteristics of Negro College Freshmen.” Personnel and Guidance Journal, October 1959, pp. 146-149. 2Leonard Reissman, "Levels of Aspiration and'Social Class." American Sociological Review, Vol. 18, 1953. -12- the subjects were not willing to oppose the wishes of their parents in accepting a job. Harrison also compared the results of his study to Reissman's study that was based on a Caucasian sample. The responses of the two samples were statistically different at the .01 level of significance. Harrison concludes that these indices of low achievement motivation take on special significance for non-whites because economic opportunities are broadening. He recommends that parents of youths similar to those included in his study should stress independence of action and competition with a standard of excellence. Harrison's sample should be given careful examination. The majority of the subjects (716 males and females) were of rural and working class origin from the southern area of the United States. Because his subjects do not comprise a representative sample of Negro students, generalizations about Negro students from non-southern, non- rural backgrounds are unwarranted. Ferrell3 conducted a study to determine if there was a significant sex difference in abilities and achievement among 300 Negro students. The variables studies were language usage, arithmetic computation, social studies and elementary science. Ferrell reports that language usage was the only variable that was statistically significant (critical ratio of 2.76) between Negro males and females. With an identical number of students (300), the male-female differences among Caucasians Guy V. Ferrell, "Comparative Study of Sex Differences in School Achievement of White and Negro Children." Journal pf Educational Research Vol. 51, 1959, pp. 116-121. _____.2.. -13- were practically the same. On all four variables, the mean achievement scores of the Caucasian students were higher than the mean achievement scores of the Negro students. Although by inspection the differences are plausably significant, no test of significance between mean achieve- ment scores was reported. In Table 2.1 is contained the mean scores obtained from measuring the achievement of the two groups, using form H of the Stanford achievement test. TABLE 2.1 MEAN ACHIEVEMENT SCORES OF NEGRO AND CAUCASIAN STUDENTS BASED ON FORM H OF THE STANFORD ACHIEVEMENT TEST Caucasian Students Negro Students Sub-test Boys Girls Boys Girls Language 46.1 50.6 '32.7 34.8 Arithmetic 47.5 48.8 ’ 39.4 38.8 Social Studies 44.8 43.2 36.7 35.7 Science 47.6 47.8 32.9 35.1 A comprehensive study of ethnic differences in mental growth and 4 school achievement was conducted by Osborne. Eight hundred and fifteen 4O. T. Osborne, "Racial Differences in Mental Growth and School Achieve- ment: A Longitudinal Study." Psychological Reports, Vol. 7, 1960, pp. 233-239. -14- Caucasian children and 446 Negro children comprised the sample. The testing was conducted in 1954, 1956 and 1958 when the children were in grades 6, 8 and 10, respectively. It was found that Negro-Caucasian achievement differences of almost two years at grade 6 increased steadily until at grade 10 the reading achievement difference exceeded three grades. The increased difference in achievement was apparent on the Vocabulary Sub-test, Comprehension Sub-test and Total Reading Scale Sub-test of the California achievement tests. The trend for lower achievement scores found among Negro children was attributed to poor early environments and limited educational Opportunities. In his con- clusions, Osborne states that there is a need for research to explore developmental and motivational factors which may be related to achieve- ment differences between Negro and Caucasian children. Bullock,5 in a study of freshman college students who were attend- ing Texas colleges for the first time in 1947, found pronounced achieve- ment test differences between Negroes and Caucasians. The test used was the 1223 High School Content Examination which measures achievement in four areas: English Literature, Mathematics, Science, History and Social Studies. On a total score based on four composite standard scores, it was found that 98 per cent of the Negro students fell below the median score of the Caucasian students, who were quite similar in age, sex, socioeconomic background and residence area to the normative 5 Henry Allen Bullock, “A Comparison of the Academic Achievements of White and Negro High School Graduates." Journal 2f Educational Research, Vol. 44, 1950, pp. I79-l92. -15- sample of the test. The author concludes that, if we assume equality of academic aptitude, Negro students achieve less well than Caucasian students. Boykin,6 in a study investigating the reading achievement of 596 "about two-thirds as Negro college students, found that his sample read well as the groups on which the test was standardized." Because the sample in Boykin's investigation was composed only of southern Negro college students, generalizations from his sample cannot readily be made. Deutsch7 conducted a study investigating the effects of racial background and social class membership on the school achievement of Negro and Caucasian elementary school students. It was found that teachers reinforce negative self-images of Negro students by their verbal behavior in the classroom. This negative reinforcement establishes avoidance motives about school in these students. The expectations of many students in Deutsch's sample were those of cold and rejecting academic environments. The schools investigated were not synchronized with the Negro student's experiences. Deutsch states: ”The orientation of our schools is almost entirely toward middle class values and way of life, which 8 sometimes have no concrete meaning for the lower class child." 6Leander L. Boykin, ”The Reading Performance of Negro College Students." Journal 2; Negro Education, Vol. 24, 1955, pp. 435-441. 7Martin Deutsch, "Minority Group and Class Status as Related to Social and Personality Factors in Scholastic Achievement." Society for Applied Anthropology, Monograph Number 2, 1960. 8Ibid., p. 28. ~16- It was not surprising from other indices of social disorganization found by Deutsch, such as broken homes and crowding ratio's, that reading and arithmetic scores of the Negro students were significantly lower than those of the Caucasian groups and that these students had a more negative self-image. Although some effort was made to control for social class influ- ences, equality of status was probably not achieved due to a lack of comparability of samples. 'PoSen? in a study examining the differences in motivation, values and achievement aspirations of six racial and ethnic groups, including French-Canadian, Italian, Greek, Jewish, Negro and Caucasian-Protestant, found results that indicate that achievement motivation is more charac- teristic of Greeks, Jews and Caucasian-Protestants than of Italians, French-Canadians, and Negroes. Although the Negro sample had the lowest mean in motivation and a low vocational aspiration score, the sample's educational aspiration scores were much higher than expected, being comparable to those of the Jews, Greeks and Caucasian—Protestants, and higher than those of the Italians and French-Canadians. In examining the aspirations of Negroes, Rosen is unable to reconcile the low mean motivation and vocational scores, with the high mean educational aspiration score. 9 Bernard C. Rosen, ”Race, Ethnicity, and the Achievement Syndrome.” American Social Review, Vol. 24, 1960, pp. 47-60. A. .n, 34.....-“ .33.. Vi. .l 3* SUHHARY Few studies exploring the relationship between aptitude, academic motivation and Negro achievement have been reported. Harrison found that Negro students demonstrated low indices of achievement motivation when compared with Reissman's Caucasian sample. Osborne found that achievement differences between Negro and Caucasian students increased as they progressed from grades six through ten. Bullock found that 98 per cent of the Negro studenusin his sample fell below the median achievement score of the Caucasian students. Of the studies reported, some are open to criticism concerning a lack of statistical tests of significance and adequate sampling. In the present investigation, an attempt will be made to build on the strengths of past research and to overcome their limitations. CHAPTER III DESIGN AND METHODOLOGY The general design and methodology of this study is described under the following headings: (1) Sample Selection, (2) Instrumenta- tion, and (3) Analysis Procedures. Sample Selection Within this study, two samples must be defined. The Negro sample consisted of 104 males and 129 females selected from a population of 700 eleventh grade students from two Michigan high schools. The Caucasian sample of 254 males and 261 females was part of a larger project conducted by Farquhar! The sample was selected from a larger sample of 4200 eleventh grade students from nine Michigan high schools. . The Caucasian male sample for the factor analysis also was part of the larger Farquhar study.2 The sample consisted of 308 individuals. The Negro male sample for the factor analysis consists of the same individuals upon which the correlational analysis was conducted. 1William‘w. Farquhar, A Comprehensive Study pf the Motivational Factors Underlying the Achievement 3f Eleventh Grade High School Students, Research Project No. 846 (8458) supported by the U.S. Office of Education, in c00peration with Michigan State University, 1959. 2Marion D. Thorpe, "The Factored Dimensions of an Objective Inventory of Academic Motivation Based on Eleventh Grade Hale Over- and Under- achievers." Unpublished Doctoral Dissertation, Michigan State University, 1961. -19- The sample sizes may be summarized as follows: (1) for the correlational analysis, there were 104 and 254 Negro and Caucasian males and 129 Negro and 261 Caucasian females; (2) for the factor analysis, there were 104 Negro and 308 Caucasian males. Instrumentation The following data were gathered on each student: (1) aptitude score, (2) grade point average, and (3) motivational score. Aptitude Score Because of its availability for all individuals in the sample, the verbal form of the School and College Ability Test (SCAT) was used as the aptitude measure. A full description of the SCAT may be found in the manual. Grade Point Averagg Grade Point Average (GPA) was computed for each individual using ninth and tenth grade subjects. Only academic subjects were included, i.e., those requiring homework. Motivational Score The objective measure of motivation was the Michigan M-Scale. This scale consists of four sub-tests: (l) Generalized Situational 3Educational Testing Service, School and ggllegg Ability Test Manual, Princeton, New Jersey, 1961. -20- (3) Human Traits Inventory, and Choice Inventory, (2) Word Rating List, (4) Preferred Job Characteristics Scale. Using a sample of fifty Negro males, a Hoyt's analysis of variance :reeliability estimate of .96 for the total scale was obtained. A sample c>fF fifty Negro females yielded a comparable reliability estimate of .97 LECDIT the total scale indicating that the total scale reliability was eaczczeptable. The reliability estimates of all sub and total scores are lTéalproduced in Table 3.1. Except for the male HTI (.02), the reliability Eisst:imate for the sub-scales attain a satisfactory level (.70 to .98). TTF1<21nean, standard deviation and distribution of scores for the male }{fI“I sample are reproduced in Figure 3.1. Inspection of Figure 3.1 i—rbdicates a distribution with little variance. The majority of the Esczores cluster around 13, 14 and 16, yielding a mean of 13.82 and a On the basis of these results, the HTI Standard deviation of 2.16. (ices not appear to be reliable for Negro males. Analysis Procedures A multiple regression analysis was performed predicting Grade Point Average (GPA) as a function of the (1) Word Rating List (WRL), (2) Generalized Situational Choice Inventory (GSCI), (3) Human Traits AWilliam W. Farquhar, A Comprehensive Study 3f the Motivationgl Factors Underlying the Achievement gnyleventh Grade High Sghool Students, Research Project No. 846 (8458) supported by the U.S. Office of Education, in cooperation with Michigan State University, 1959. mmHmEmw pow mEouw mm pcm mmAmE wow mEmufi am so pwmmmq mmamEmw pow mEmuw mm was mchE pow mEmuw ON :0 cmmmmm mmHmEmw now mEmuw mq Ucm mmHmE How mEmuw we so pmmwxm mmHmEmw pom mEmuw om pcm mmfimE Mom mEmuw mq co commaH no. so. on swoon mamum-z. on. No. cm 8H9: mm. ma. Om mmumm so. am. om moms 4a. mm. on HHomc mumsaumm suaaanmafimm mumsaumm gu444£m4fimm z same-asm mmamEmm ouwmz mmfimz ouwmz mmqHHJHn mo mHmWQ I." 4' AI CHAPTER IV STATISTICAL ANALYSIS This chapter is concerned with the analysis of (l) the mean tests of significance between Negro and Caucasian male and female responses to the four sub—tests of the N-Scales; (2) correlational and multiple regression analysis to assess the relationship among the M-Scales and the SCAT—Verbal score; and (3) factor analysis of the Negro male's responses to the GSCI. Difference Between Negro and Caucasian Scores The null hypothesis tested for each sub-test of the M-Scales was: Hol There is no difference in either the Generalized Situational Choice Inventory, Word Rating List, Human Traits Inventory, or Preferred Job Character- istics Scale scores between Negro and Caucasian males or females. A summary of the means, standard deviations, and t—tests between Negro and Caucasian males and females are presented in Tables 4.1 and 4.2, respectively. Inspection of Tables 4.1 and 4.2 indicate that for the GSCI the Negro male and female mean scores of 33.48 and 21.70 re- spectively are higher than the Caucasian male and female mean scores of 30.76 and 20.45. The obtained t-ratios of -3.840 for males and -2.910 for females are significant at the .05 level. Therefore, the null hypothesis of no difference is rejected for this sub-test. For the remaining three sub-tests, the null hypothesis was accepted for both sexes. H02, There is no difference in mean scores on the total M-Scale between Negro and Caucasian males and females. The t-ratios of 1.710 for males and .360 for females are not significant at the .05 level. Therefore, the null hypothesis for the total M-Scale was accepted. H03 There is no difference in mean GPA between Negro and Caucasian males or females. The Caucasian male and female mean scores of 2.94 and 3.27 re— spectively are higher than the Negro male and female mean scores of 2.67 and 2.77. The obtained t-ratios of 3.214 for males and 5.620 for females are significant at the .05 level. Therefore, the null hypothesis of no difference in GPA is rejected.’ Correlational Analysis The intercorrelations of the sub-scales with each other and with GPA are presented in Tables 4.3 and 4.4. Inspection of Tables 4.3 and 4.4 reveals that the correlations between M-Scales and aptitude are low, especially for males. The correlations between aptitude and GPA are low. However, the correlations between M-Scales and GPA are all significantly different from zero, except for the male HTI. < assoa memes u .e.a .a.m z AeoHuzv omosz Aemmuzv zaHmmm QM< usaom sense a .e.e .a.m z Ammauzv omomz Aaomuzv zmQ Qm “mouousw owEocmo< EmflamwwwumEuco: momuo> Emflamwuoumz acme asmHHanoom :oEEoo mnmuo> msvwc: wcflxmu mocmzo oc mampo> wcfixmu oocmfio ucoEo>Ho>cH Euouawcofi mzmuo> Euouauuosm .m .q ucoEo>Ho>cH HmcofiuwDUHm mmocoflmCMpuxm .m m3mpm> mmofioflmcfluucw .N ucoEo>oflLom owEopmomnz wcmeu oocmzo .H oc msmum> wcmeu oocmzu ucoEo>Ho>cH Hmcoflumsuwm .m mmoczwDOHOSU msmwo> poomm .q mnemofimcfluuxo msmuo> mmoCoflmcHuucH .m ucoEo>ow£om oHEopmomnz .N mcflxmu oocmco o: msmuo> wcmeu oodmzo .H mflmxamc< EouH mq mwmxfimc< EmuH NN mmamz ouwoz mflmxamc< EouH mm moan: memmosmo mmmwddz< MOHU< mmamz ouwez pow mmuoom 3mm Homo wo coHusnwwumwQ mmoom on.“ )4 .6 1 4’9 .v. H.m mMDDHm Imml .Hq He oq mm mm mm on mm dm.flm NM AM on mN wN .NN 0N mN qN MN NN HN ON Na Na NH 0H mH «a ma NH ‘0 OH ma ON mN mmanbaaa t 3' \ .. .. ... . _ ., “twat.” 1...? . . . .1 0 g . . : _ arr rm ; ON.HN I r Gm |>< mmHmEmm ouwmz Mow maneum 3mm Homo mo cowudnwnumfin N.m mMDuHm IOWI OH mH ON mN xonanbaua Reliability of HTI Another finding that warrants discussion is the low reliability coefficient (.02) obtained on the Human Traits Inventory for Negro males. The mean, standard deviation and distribution of HTI scores for a sanple of 50 Negro males are presented on Page 22, Chapter Three. A possible explanation of the restricted range of scores may be attributed to the test-taking attitude of some of the Negro students. It was noted that a number of Negro males were restless toward the end of the test (the HTI is the last sub-test in the battery), and they may have responded to the HTI without regard for the content of the items. Another possible explanation of the low reliability estimate of the Negro male HTI sub-test concerns a socially desirable response set as previously discussed. The HTI contains personality items which attempt to assess the students fantasy life, level of anxiety, com- pulsivity and attitudes toward an academic setting. Again, it is possible that the Negro male is responding in a socially desirable manner. Cronbach9 supports the view that social desirability and acquiescence affect test reliability. He states that where a response set such as gambling versus caution increases the spread of scores, reliability will tend to rise. Where a response set such as bias or alertness reduces the range of scores the reliability is expected to 9Lee Cronbach, "Further Evidence on Response Sets and Test Design." Educational and Psychological Measurement, Vol. 37, pp. 90-93. 1950. ' -58- decline. For this set of data, it appears as though the latter is applicable. The implication of the HTI results obtained from this sample of Negro males is that further research with a different and larger sample of students is warranted. Factor Analysis The results of the factor analysis supported the hypothesis that there are elements of motivation that are common to Caucasian and Negro males. In the 22 item factor analysis on Caucasian and Negro males, the following common factors were derived on both groups: 1) chance taking versus no chance taking, 2) n-academic achievement, 3) intrin- sicness versus extrinsicness, and 4) situational involvement. On the chance taking versus no chance taking factor, the same two items (38 and 39) loaded highest on the first factor for both Negro and Caucasian males. These items suggest a concern with the amount of "risk" or ”chance" a student is willing to take in order to achieve certain academic goals. The unique items stress, to a lesser degree, competition and academic involvement. Factor II (n-academic achievement) seems to contain the greatest amount of common variance between the two groups. Four items (ll, 18, 55 and 59) loaded highest on Factor II for both groups. Time involve- ment and accomplishment characterize these items. The unique elements appear to be concerned with materialism for Negro males and competition for Caucasian males. Intrinsicness versus extrinsicness (Factor III) has two items (66 and 77) with similar loadings that are common for Negro and Caucasian males. The latter two items concern material versus nonematerial goals. The unique items involve a ”chance” factor for Negro males and academic interest factor for Caucasian males. The remaining factor (situational involvement) has two items (9 and 49) in common for both groups. These items suggest a concern with the time and degree of academic involvement. The remaining items (for Caucasian males only) emphasize the element of competition. 0n the basis of the two analyses, there are several common dimen- sions of motivation between Negro and Caucasian males. The chance taking, time, accomplishment and materialistic elements account for much of the common variance between the two groups. The competitive element for Caucasian males and the chance element for Negro males account for most of the uniqueness. The implications of the factor analyses are that Negro students may have many of the same achievement motives as Caucasian students, although they achieve differently when placed in an academic setting. Perhaps the unique elements of competition for Caucasian students and the chance element for Negro students accounts for part of the variance. If the culture is so structured that the Negro has few chances of success, the Negro student may be reluctant (because of values, atti- tudes and training) to put himself in risk taking situations. This study accentuates the need for extensive research in the area of Negro motivation and achievement. The fact that-achievement differ— ences were found between Negro and Caucasian students of both sexes supports the findings of previous research. The finding that Negro —60- students scored higher on an objective measure of academic motivation, and that aptitude measures may be poor predictors of achievement for Negro students, needs further assessment. The M-Scales appears to be a crucial factor in the school achieve- ment of Negro students, but at this time it is not clear what they are measuring on this particular sub-group. RECOMMENDATIONS l. The study should be replicated on another sample of Negro students to determine if the same motivational differences and similarities between Negro and Caucasian students will be obtained. 2. More items similar in content to the discriminating items of the M-Scales should be constructed in order to achieve a more reliable and valid measure of academic motivation. 3. All sub~tests of the M—Scales should be factor analyzed for Negro students in order to grasp a better conceptual understanding of the total test. 2 The relationship of teacher value acceptance to academic achieve- 4_\ ment and motivation should be assessed by correlating scores on a scale of teacher-values with GPA and motivation. 5. A longitudinal study for both Negro and Caucasian students to determine if the relationship between academic motivation and CPA remains constant. ~61— 6. This study should be replicated on Negro and Caucasian students in different settings, i.e., the eastern, borderline and southern areas of the United States. BIBLIOGRAPHY Boykin, Leander L., "The Reading Performance of Negro College Students,” Journal pf Negro Education, Vol. 24, 1955, pp. 435-441. Bullock, Henry Allen, ”A Comparison of the Academic Achievements of White_and Negro High School Graduates," Journal pf Educational Research, Vol. 44, 1950, pp. 179-192. Chahbazi, Parzi, ”Use of Projective Tests in Predicting College Achieve- ment," Educational and Psychological Measurement, Vol. 20, 1960, pp. 829—842. Conant, James 8,, Slums and Suburbs, McGraw-Hill Book Company, New York, 1961, Cronbach, Lee, "Further Evidence on Response Sets and Test Design," Educational and Psychological Measurement, Vol. 37, 1950, pp. 90—93. Deutsch, Martin, "Minority Group and Class Status as Related to Social and Personality Factors in Scholastic Achievement," Society for Applied Anthropology, Monograph Number 2, 1960, pp. 1-32. Educational Testing Service, School and College Ability Test Manual, Princeton, New Jersey, 1961. ’ Edwards, A. L., "The Relationship Between the Judged Desirability of a Trait and the Probability That It Will Be Endorsed," Journal pf Applied Psychology, 1953, 37, pp. 90—93. Farquhar, William W., A Comprehensive Study pf the Motivational Factors Underlying the Achievement pngleventh Grade High School Students, Research Project No. 846 (8458) supported by the U. S. Office of Education, in cooperation with Michigan State University, 1959. Farquhar, William W., Manual for Interpretation pf the Michigan State M—Scales (Preliminary form). Farquhar, William W., "The Predictive Efficiency of the Michigan State M-Scales," Paper delivered at the 1962 American Personnel and Guidance Association Meeting, April 18, 1962, Chicago, Illinois. Ferrel, Guy, "Comparative Study of Sex Differences in School Achievement of White and Negro Children," gpurnal pf Educational Research, Vol. 43, 1959, pp. 116—121. Green, Robert Lee, Unpublished Study conducted on Negro sub-sample of the Farquhar U. S. Office Research Project No. 846 (8458), 1959. Hackett, "Use of MMPI Items to Predict College Achievements," Personnel and Guidance Journal, Vol. 39, 1960, pp. 215-217. -62- -63- Hanley, C., "Social Desirability and Responses to Items from Three MMPI Scales," Journal pf Applied Psychology, 1957, 54, pp. 137—140. Harrison, C. C., "Achievement Motivation Characteristics of Negro College Freshmen," Personnel and Guidance Journal, October 1959, pp. 146-149. Kempthorne, Oscar, Desigp and Analysis pf Experiments, John Wiley and Sons Book Company, New York, 1952. Norton, Daniel P., ”The Relationship of Study Habits and Other Measures to Achievement in 9th Grade General Science," Journal pf Experi- mental Education, Vol. 27, 1959, pp. 211-217. Osborne, 0. T., "Racial Differences in Mental Growth and School Achieve- ment: A Longitudinal Study," Psychological Rgports, Vol. 7, 1960, pp. 233—239. Payne, David A., "The Concurrent and Predictive Validity of an Objective Measure of Academic Self-Concept," Educational and Ppychological Measurement, in press, 1962. Plaut, Richard L, "Variables Affecting Scholastic Achievement of Negro Children in Non-Segregated Schools," Social Problems, Vol. 2, 1955, pp. 207-211. Reissmann, Leonard, "Levels of Aspiration and Social Class," American Sociological Review, Vol. 18, 1953. Riessmann, Frank, The Culturally Deprived Child, Harper and Brothers, New York, 1962. Rosen, Bernard C., "Race, Ethnicity, and the Achievement Syndrome," American Sociological Review, Vol. 24, 1960, pp. 47—60. Taylor, Ronald Gail, "Personality Factors Associated with Eleventh Grade Male and Female Discrepant Achievers," Unpublished Doctoral Dissertation, Michigan State University, 1962. Thorpe, Marion D., ”The Factored Dimensions of an Objective Inventory of Academic Motivation Based on Eleventh Grade Male Over- and Under— achievers." Unpublished Doctoral Dissertation, Michigan State University, 1961. Walker, Helen M. and Lev, Joseph, Statistical Inference, Henry Holt and Company, New York, 1953. APPENDIX A Unrotated Factors for Twenty-Two and Forty—Five Item Factor Analyses of the GSCI Based on Negro Males. ~65— Item Factors A Number 1 2 3 4 Communality(hz) l .10 .04 -.17 .08 5 2 .39 .21 -.38 .03 39 3 .31 .49 -.24 .05 40 4 .35 .34 -.33 .12 36 5 .15 .10 -.05 .29 12 6 .23 .19 .24 .18 18 7 .24 .27 -.O5 .02 13 8 .12 .13 .ll .02 4 9 .45 .04 -.O6 .15 23 10 .20 .15 .17 .13 ll 11 .21 .08 .32 .13 l7 12 .34 .21 -.02 .16 l9 13 .49 .18 .17 .02 30 14 .51 .17 .17 .32 . 42 15 .33 .25 .07 .23 23 16 .28 .20 .35 .09 25 17 .30 .31 -.22 .06 24 18 .29 .04 .05 .10 10 19 .46 .48 .10 .12 47 20 .45 .51 -.05 .ll 48 21 .39 .25 -.14 .43 42 22 .45 .23 .07 .03 26 Sum of Squares 2.56 48 .82 .61 -66- Item Factors Number 1 2 3 4 5 Communality(hz) 1 19 ~04 13 ~16 23 13 2 14 ~12 ~20 ~26 ~10 15 3 41 ~01 ~01 ~44 08 37 4 33 ~12 21 ~33 05_ 28 5 40 ~41 19 12 ~11 39 6 29 37 ~13 ~31 ~25 40 7 10 ~03 ~26 ~13 19 13 8 41 15 ~13 O6 37 35 9 13 16 07 11 01 6 10 38 ~33 -28 04 20 37 11 39 ~16 ~24 ~17 ~10 27 12 13 10 32 ~14 ~12 16 13 46 12 ~08 ~01 06 24 14 13 14 ~05 11 14 7 15 37 ~24 ~02 ~06 ~03 f 20 16 40 ~08 22 ~25 ~02 ' 28 17 14 ~20 ~36 25 ~10 26 18 38 00 26 04 ~21 26 19 28 02 ~36 06 08 22 20 17 18 10 31 01 17 21 26 ~07 -08 ~00 ~12 9 22 38 ~03 ~09 22 08 21 23 17 ~17 ~09 ~03 ~13 8 24 52 30 ~05 ~22 ~24 47 25 42 37 03 ~13 ~02 33 26 40 ~02 05 13 21 22 27 27 35 20 07 04 24 28 21 11 ~17 ~18 22 17 29 08 06 ~10 06 ~01 2 30 50 ~34 2o 19 08 45 31 27 19 26 24 01 23 32 50 ~43 ~06 14 ~02 46 33 38 ~09 24 28 02 29 34 49 ~33 12 06 ~16 39 35 14 30 22 ~03 15 18 36 39 17 ~08 05 ~20 23 37 . ~00 ~05 ~03 ~08 ~23 6 38 24 02 ~16 ~14 ~04 10 39 01 05 07 15 ' 27 20 40 40 ~06 ~14 ~06 ~14 21 41 ~07 ~12 13 ~22 05 9 42 33 23 ~10 27 12 26 43 20 17 ~11 17 ~09 12 44 -43 32 10 02 30 39 45 14 35 ~10 03 ~03 15 Sum of _Squares 4.56 2.00 1.33 1.41 1.02 APPENDIX B Sample Items from the Michigan State M-Scales ~67- -68- Generalized Situational Choice Inventory I would prefer to: l6. 17. 18. 19. 20. I would 86. 87. 88. 89. 90. l) 2) 1) 2) 1) 2) 1) 2) 1) 2) Be successful in finishing a job, or Finish a job Play a game against eXperts and lose but learn how to play better, or Play a game against inexperienced players and win Get excellent grades because I have great ability, or Get average grades because I have average ability Be graded at the end of a course with the possibility of making an "A", or Get a "C" at the beginning of a course along with everyone else Make quick decisions and sometimes be right and sometimes wrong, or Deliberate over decisions and usually be right Preferred Job Characteristics Scale prefer: 1) 2) l) 2) 1) 2) l) 2) 1) 2) A job which absorbs my interests A job where I make few if any decisions A job where I could become known for outstanding accomplish- ments A job where I could not be fired A job which has high work standards A job which permits me to take days off when I want A job where I solve problems no one else can A job which does not require a college education A job which pays well and requires little effort A job where I could decide how the work is to be done —69- Teachers feel that I am: 217. 218. 219. 220. 221. g? N 4 Word Rating List ~v 4: r? a 3 W 3 .5 O (I) ‘1': 4 co 5 patient 1 2 3 4 talented l 2 3 4 dull 1 2 3 4 inefficient I l 2 3 4 practical l 2 3 4 w QJ ,§ “j Human Trait Inventory .5 I; 54 .Q a”? 55 g 3” ‘57 (I) b g I have been quite independent and free from family rule 1 2 3 4 I have played that I am sick to get 1 2 3 4 out of doing something I When I have an opinion, I stand up 1 2 3 4 for it It is difficult for me to keep 1 2 3 4 interested in most of my school subjects I have difficulty working under 1 2 3 4 strict rules and regulations ROOM USE GNU N STRTE UNIV. 111111111211le IZEBEB II HICHIG 111111 531 111111“ ll (5