THE RELATIONSHIP OF ENVIRONMENTAL CHANGE
TO STUDENT PERFORMANCE AND ATTRlTl-ON

Thesis for the Degree of Ph. D.‘
M-ICI‘HGAN STATE UNIVERSITY
Donald H. Voss
1966

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thesis entitled

“The Relationship of
Environmental Change
to
Student Performance end Attrition"

presented by

Donald H. Vose

has been accepted towards fulfillment
of the requirements for

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Major professor

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ABSTRACT

THE RELATIONSHIP OF ENVIRONMENTAL CHANGE
TO STUDENT PERFORMANCE AND ATTRITION

by Donald H. Voss

The Problem

 

Little is known about the impact of the community
college upon its students. Even less is known about the
effects of the change in environment involved in the tran-
sition from high school to a community college. The purpose
of this investigation was to study the relationship of
environmental change (in the transition from high school
to a community college) upon the performance and rates of
attrition of community—college students.

The following research hypotheses were investigated
in the study:

1. High schools will differ from the community

college in the amount of demand made upon
the students in both intellectual and non-
intellectual areas.

2. The demands made upon the students in the

high schools will differ in the amount of
emphasis placed upon such factors as aca-

demic achievement, group life, vocational

Donald H. Voss

emphases compared to the emphases upon

such factors at the community college.
Negative change in goodness of fit between
environmental demands and student pref-
erences in the transition from high school

to community college will be related to
increased student attrition.

Change in goodness of fit between the indi-
vidual's preferences and the relative
emphases in his new environment (at the
community college) will be related to
performance: positive change to better
performance, negative change to worse per-
formance.

Goodness of fit at the community college
between an individual's preferences and the
college's emphases will be related to
attrition. That is, good fit will be related
to retention; poor fit to attrition.

Goodness of fit at the community college
between individual's preferences and the
college's emphases will be related to per—
formance. That is, good fit wlll be related
to good performance; poor fit to poor performance.
An individual's previous experience with
"poor fit" will modify the effects of "poor

fit" at the community college:

Donald H. Voss

a. Subjects who experience poor fit at
the community college but who pre-
viously experienced good fit at the
high school level will leave the college
and not continue their education else—
where more frequently than poor-fit
students who previously experienced
poor fit in high school.

b. Students who experience poor fit at the
community college but who experienced
poor fit in high school will perform at
a higher level than poor-fit students

who experienced good fit in high school.

Methods and Procedures

 

One hundred and seventy-two Lansing (Michigan) Com-
munity College students were randomly selected from required
orientation classes. The subjects were all first-time, full-
time (12 quarter hours or more) students in the fall of 1965,

Samples were also selected from the senior classes of
eight high schools in the service area (an area with a
radius of approximately 30 miles) of the community college.
All the high-school subjects were volunteers within two
months of high school graduation. Each high school sample

consisted of 36 subjects.

Donald H. Voss

The college subjects were given the Activities Index

 

and the Evening College Characteristics Index develOped by

George G. Stern.l

 

The community-college subjects were also given a brief
(ten-question) questionnaire which paralleled and para-
phrased the eleven major emphases of the environmental
indexes.

The high-school subjects were given the High School

 

Characteristics Index also developed by Stern.2

 

The three Index test forms consist of 300 parallel

items. The Activities Index items refer to common

 

activities for which the individual indicates his "like"
or "dislike." The environmental-index items refer to pres-
sures, demands, rewards and activities common in an
educational setting. The parallel nature of the environ-
mentalanuipersonal questionnaires permits assessment of the
"fit" between the individual's preferences and his environ-
ment's demands.

The major analyses of performance used cumulative
(fall + winter) grade point averages. The attrition-rate
analyses used retention and drOpout data for the entire

academic year.

 

1George G. Stern, Preliminary Manual: Activities
Index-College Characteristics Index (Syracuse, New York:
Psychological Research Center, 1958); George G. Stern,
Scorinngnstructions and College Norms: Activities Index-
College Characteristics Index (Syracuse, New York:
Psychological Research Center, 1963).

2Ibid.

 

 

Donald H. Voss

Comparisons were made between the "fit" of students'

preferred activities (as determined from the Activities

 

Index) and the demands made upon them in high school and at
the community college. (The community-college subjects
were all graduates of one of the eight high schools studied.)
Subjects were assigned to four levels of environmental con-
tinuity. Assignment to these categories was made on the
basis of major or minor positive or negative change in "fit"
between the individual's needs and his environment's demands
in the transition from high school to the community college.
(Cattell'sl rp pattern analysis statistic was used to
express these relationships.)

Several methods were used in the computation of "fit"
or congruence at the community college. All employed

Cattell's rp pattern analysis statistic. Pattern congruence

 

was defined as congruence between an individual's need
(preferences) pattern and the pattern of demands in his

environment in which all standard score differences were

 

used in the computation of the rp statistic. Deviation

pattern congruence used only those standard score differ-

 

ences which exceeded one standard deviation (above or below)
the mean of student perceptions of press at the institution.

Expressed congruence was computed using the differences

 

between the individual's reported perceptions of his

1J. L. Horn, "Significance Tests for Use with r
and Related Profile Statistics," Educational and Psy—
_ghological Measurement, XXI, No. 2 (1951), 363—379.

 

 

Donald H. Voss

environment's demands and his stated preferences. Private

Beta congruence (in contrast to Adjusted and Pattern con—

 

 

gruence which used the means of students' perceptions of
press or demands) was computed by using the individual's
own profile of needs and his own perceptions of environmen—

tal demands. Adjusted pattern congruence was computed using

 

only deviations below the means of the samples' perceptions
of demands in the intellectual area and above the means in
the non-intellectual area.

The "objective" measures (Pattern, Deviation pattern,

 

and Adjusted pattern congruence) were more highly related

 

to performance and attrition than the "subjective" measures

(EXpressed and Private Beta congruence). Deviation pattern

 

 

 

congruence was more highly related to retention and

 

Adjusted pattern congruence was more highly related to per-

 

formance measures.

Major Findings

 

The following were the major findings of the study:

1.. The community college's (perceived) demands
differed significantly from those at the eight
high schools in the intellectual area. In the
non-intellectual area the greatest perceived
change was a decrease in the emphasis upon
play (organized social life) in the community—
college setting.

2. The patterns of perceived high school demands

did not differ from the patterns of demands at

Donald H. Voss

the community college (using Cattell's rp

pattern analysis statistic) although differences

in relative emphases were found when rank—order

correlation was used.

Negative change in goodness of fit was related

to the transfer intentions of high achievement

students and to the attrition rates of low

achievement students (dropout).

Change in goodness of fit between the individual's

preferences and the demands of his environment was

significantly related to the performance of low

achievement students. Positive change in goodness

of fit was related to improved performance by high

achievement students.

Goodness of fit at the community college between

an individual's preferences and the college's

emphases was related to the transfer intentions of

high achievement students and the attrition (drop-

out) of low achievement students.

Goodness of fit at the community college between

an individual's preferences and the college's

emphases was related to performance by both high

and low achievement subjects.

a. Subjects who experienced poor fit at the com-
munity college following poor fit in high
school drOpped out of the college more fre-

quently than those who had previously

Donald H. Voss

experienced good fit. This relation—
ship was the Opposite of the one pre—
dicted.

b. Subjects who experienced poor fit at the
community college following poor fit in
high school did not perform at a signifi-
cantly higher level than those who had
previously experienced good fit. (Improve-
ment of fit was related to higher perform-
ance. This relationship had not been
predicted.)

The pattern of demands at the community college

fits the "average" student's pattern of pref-

erences very well. Any drastic changes initiated
in order to "fit" the institution's demands to
the individuals who do not "fit" the current
environment would result in a less satisfactory

"fit" for the majority of the student body.

THE RELATIONSHIP OF ENVIRONMENTAL CHANGE

TO STUDENT PERFORMANCE AND ATTRITION

By

4"

Donald Hf‘Voss

A THESIS

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

DOCTOR OF PHILOSOPHY

College of Education

Guidance and Personnel Services

1966

ACKNOWLEDGEMENTS

The investigator would like to acknowledge his
gratitude to Dr. William W. Farquhar for his assistance
in the preparation of this thesis and for his guidance
throughout the doctoral program. Appreciation is also
extended to Drs. Bill Kell, Max R. Raines and Richard
C. Rank for their assistance and helpful criticism.

The investigator is also indebted to the officials,
faculty members and students of Lansing Community College
and of the eight high schools involved in the study. With-
out their permission and actual involvement in the study
the research would not have been possible.

The investigator is particularly grateful to his
wife, Betty, and to his parents for their support and their
assistance in a significant portion of the clerical work
involved. To paraphrase a statement made by the author of
a related research project, ”they seldom knew what it all

meant, but they know what it all means."

ii

TABLE OF CONTENTS

Page
ACKNOWLEDC MENTS . . . . . . . . . ii
LIST OF TABLES . . . . . . . . . V
LIST OF APPENDICES . . . . . . . . X
Chapter
I. THE PROBLEM 1
Purpose A
Research Hypotheses A
Theory. . 7
Definition of Terms 13
Overview 16
II. REVIEW OF THE LITERATURE . . . . . 17
Environmental Assessment: General. . 18
Environmental Assessment: Pace and
Stern Instrumentation . . . . 20
Related Studies . . . . . . 22
Discussion. . . . . . . . 26
Summary . . . . . . . . 29
III. DESIGN . . . . . . . . . 31
The Sample(s) . . . . . . . 31
Instrumentation: The Activities Index. 33
Instrumentation: The Environment Indexes 36
Procedures. . . . . . . 43
Score Transformations . . . . . 46
Definitions . . . . . A7
Statistical Hypotheses. . . . . 52
Ar alysis . . . . . . . 7
Summary . . . . . . . . 63
IV. ANALYSIS OF RESULTS . . . . . . 6?
Section I: Press . . . . . . 68
Section II: Continuity . . . . 79
Section III: Congruence . . . . 86

iii

Chapter

Section IV: Adaptation Level
Section V: EXploratory Hypotheses.

V. DISCUSSION OF RESULTS.

Press .

Continuity.

Congruence. .

Adaptation Level . . . .
Exploratory Hypotheses: Continuity
Summary . . . . .

VI. SUMMARY AND CONCLUSIONS

The Problem .

The Samples and Methodology

The Findings .

The Conclusions

Discussion.

Implications for Future Research

BIBLIOGRAPHY

APPENDICES

iv

Page

95
97

110

110
113
116
126
127
128

134

13A
136
139
1244
1A7
153

155
160

LIST OF TABLES

Table Page

3.1 Test- retest Reliability Coefficients for
the Factor Scales of The Evening College
Characteristics Index. . . . 38

 

 

3.2 Reliability Coefficients for the Factor
Scales of the High School Characteristics
Index. . . . . . . . . . HO

 

A.l Total Intellectual Press Comparisons (Each
of the Eight High Schools Compared to the
Community College) . . . . . 7O

 

A.2 First-order Factor Comparisons for the Six
Scales of the Intellectual Press Dimension:
Eight High Schools - Community College . 72

 

A.3 Total Non-Intellectual Press Comparisons
(Each of the Eight High Schools Compared
to the Community College). . . . . 73

 

4.A First—order Factor Comparisons for the Six
Scales of the Non—Intellectual Press Dimen-
sion: (Each of the Eight High Schools
Compared to the Community College) . . 75

 

A.5 Comparisons of Patterns of Press at the Eight
High Schools to the Pattern of Press at
the Community College-—Using Cattell's r

Profile or Pattern Analysis Statistic. p. 77
4.6 Comparisons of the Rank-order of Press Factors

at the Eight High Schools and the Community

College . . . . . . . . . 79
A.7 Analysis of Variance - Continuity (A levels)

and Cumulative (Fall + Winter) Grade Point

Average . . . . . . . . . 83

A.8 Duncan's New Multiple Range Test Applied to
the Differences Between Four Means (Continu-
ity — Fall + Winter G.P.A.) . . . . 8a

Table Page

4.9 Analysis of Variance - Continuity (4 Levels)
and Achievement (2 Levels) X Performance
(Indicated by Cumulative (Fall + Winter)
Grade Point Average) . . . . . . 85

4.10 Duncan's New Multiple Range Test (Adapted
for Use with Unequal Replications) Applied
to Low Achievement Students' Performance in
Terms of Cumulative (Fall + Winter) Grade
Point Average. Subjects Stratified by 4
Levels of Continuity . . . . . . 86

4.11 Analysis of Variance of Congruence (4 Levels)
and Cumulative Grade Point Average for
Fall + Winter Quarters . . . . . 91

4.12 Duncan's New Multiple Range Test Applied to
the Differences Between 4 Treatment Means—-
Congruence and Fall + Winter G.P.A. . . 92

4.13 Analysis of Variance - Congruence (2 Levels)
and Educability (2 Levels) and Fall + Winter
Cumulative Grade Point Average . . . 93

4.14 Duncan's New Multiple Range Test Applied to
4 Treatment Means: Congruence (2 Levels)
and Educability (2 Levels) and Cumulative
(Fall + Winter) Grade Point Average . . 94

4.15 Analysis of Variance: Congruence (4 Levels)
and Continuity (3 Levels) and Cumulative
(Fall + Winter) Grade Point Averages . . 95

4.16 Group Means — Congruence (4 Levels) X Conti-
nuity (3 Levels) and Cumulative (Fall +
Winter) Grade Point Averages. . . . 95

4.17 Correlations of Cumulative High School Grade
Point Averages with Cumulative (First Year‘s)
Grade Point Averages at the Community College:
(Subjects Separated According to Level of
Similarity of Their High School's Pattern of
Demands to That at the Community College). 99

4.18 Summary of Results of Major Hypotheses
Tested . . . . . . . . . 101

6.1 Summary of the Results of the Investigation
of Press in the Eight High Schools and
Lansing Community College. . . . . l4O

vi

Table
6.2

III.2

III.3

III.4

III.5

IV.1

IV.2

IV.3

Summary of the Results of the Investigation

Page

of Environmental Continuity in the Transition

from High School to Lansing Community
College

Summary of the Results of the Investigation
of Environmental Congruence

Summary of the Results of the Investigation
of Adaptation Level

Summary of the Results of the Exploratory
Investigation of Environmental Continuity
and High School to College Grade Point
Correlations . . . . .

Sex Composition and Identification of the
Samples from the Community College and
The Eight High Schools

Reliability Coefficients for the Scales of
the Activities Index

 

Reliability Coefficients for the College
Characteristics Index Scales .

 

Reliability Coefficients for the Factor
Scales of the Evening College Character-
istics Index . . . .

 

 

Sample Sizes for the Instrumentation Used
in the Study

Significant Values of r for Several (K)
Degrees of Freedom and the Probability
of Exceeding These Through Chance Alone
(at .01, .15, and .10) . . .

Comparison of Mean Scores on the High School

 

Characteristics Index (High School Seniors)

 

and Mean Scores on the Evening College
Characteristics Index (College Freshmen)
High School #1 (Local Public).

 

 

Comparison of Mean Scores on the High School

 

Characteristics Index (High School Seniors)

 

and Mean Scores on the Evening College
Characteristics Index (College Freshmen)
High School #2 (Local Public).

 

 

vii

141

143

208

209

210

211

212

215

219

220

Table Page

IV.

IV.

IV.

IV.

IV.

4 Comparison of Mean Scores on the High School
Characteristics Index (High School Seniors)
and Mean Scores on the Evening College
Characteristics Index (College Freshmen) —
High School #3 (Local Public). . . . 221

 

 

 

 

Comparison of Mean Scores on the High School
Characteristics Index (High School Seniors)
and Mean Scores on the Evening College
Characteristics Index (College Freshmen) —
High School #4 (Parochial) . . . . 222

U‘l

 

 

 

 

.6 Comparison of Mean Scores on the High School

 

Characteristics Index (High School Seniors)

and Mean Scores on the Evening College
Characteristics Index(College Freshmen) -

High School #5 (Non—Local Public). . . 223

 

 

 

.7 Comparison of Mean Scores on the High School

 

Characteristics Index (High School Seniors)

and Mean Scores on the Evening College
Characteristics Index (College Freshmen) -

High School #6 (Non—Local Public). . . 224

 

 

 

8 Comparison of Mean Scores on the High School
Characteristics Index (High School Seniors)
and Mean Scores on the Evening College
Characteristics Index (College Freshmen) -
High School #7'(Non-Local Public). . . 225

 

 

 

 

9 Comparison of Mean Scores on the High School
Characteristics Index (High School Seniors)
and Mean Scores on the Evening College
Characteristics Index (College Freshman) -
High School #8 (Non-Local Public). . . 226

 

 

 

 

.10 Total Intellectual Press Comparisons

 

(Between Each of the Eight High Schools
and the Community College) . . . . 227

.11 Total Non—Intellectual Press Comparisons

 

(Between Each of the Eight High Schools
and the Community College) . . . . 228

12 Means of Student Performance at Two Levels
of Achievement and Four Levels of Continuity
for Fall, Winter and Cumulative (Year's)
Grade Point Averages . . . . . . 229

viii

Table

IV.13

IV.14

IV.15

IV.16

IV.17

IV.18

Analysis of Variance: Achievement (Two
Levels), Educability (Two Levels), Con-
gruence (Two Levels), and Cumulative
(Fall +Winter) Grade Point Averages

Means of Student Performance at Two Levels

of Achievement and Two Levels of Congruence
and Two Levels of Educability - Cumulative

(Fall + Winter) Grade Point Averages

Analysis of Variance: Con-gruence (Two
Levels), Achievement (Two levels), Adap—
tation Level (Two Levels) and Cumulative
(Fall + Winter) Grade Point Averages

Means of Student Performance at Two Levels
of Achievement; Two Levels of Environ-
mental Congruence and Two Levels of
Adaptation to Incongruence--Cumu1ative
(Fall + Winter) Grade Point Averages

Range of Common Beta Press (Means on each

of the dimensions 1 One Standard Deviation)
Compared to the "Average" Student Profile,

"Typical Dropout," and "Typical Intended
Transfer". . . . .

Profile of Means of 50 Randomly-selected
Evening College Characteristics Index

test forms (converted to Activities Index

 

equivalents) Compared to the Means of 25
Randomly—selected Male and Female
Activities Index test forms

 

ix

Page

229

230

230

231

232

233

LIST OF APPENDICES

 

 

 

 

 

Appendix Page
I. DEFINITIONS PERTAINING TO
INSTRUMENTATION . . . . . . 161
Need- Press Scale Definitions . . 162
Activities Index Factor Definitions . 165
Environment Index Factor Definitions . 169
II. INSTRUMENTS USED . . . . . . . 173
Personal Data Questionnaires . . . 174
Expressed Preference Questionnaire. . 176
College Characteristics Index . . . 179
Activities Index . . 186
Evening College Characteristics Index . 193
High School Characteristics Index . . 200
111. DESCRIPTION OF SAMPLES AND RELIABILITY
COEFFICIENTS . . . . . . . 207
IV. PROCEDURES SUPPLEMENT AND SUPPLEMENTAL
ANALYSES TABLES . . . . . . 213
Cattell' s r Correlational Profile
Statisticp . . 214
Assignment of Subjects to Continuity
Categories . . 215
Assignment of Subjects to Adaptation
Level Categories. . . . 217
Development and Use of Expressed
Preference Questionnaire. . . 217

Summaries of First— and Second— Order
Comparisons (High School — Community
College) for each of the Eight
Schools Separately . . . . 219

Supplemental Analyses Tables . . . 229

CHAPTER I
THE PROBLEM

A prominent recent trend in American higher education
has been an increase both in numbers and in percentages of
students who begin their college education in a community
or junior college. The trend is considered by many educa—
tional experts to be one which will become even more
pronounced. In view of this trend, it seems strange that
behavioral scientists concerned with education have done
little research in community or junior colleges. If it is
true that there is less fundamental research on the opera—
tion of colleges and universities than almost any other
social or economic institution,l it is markedly true of the
community college. The observation was made in a recent

report that the book, The American College, which is self—

 

described as a "psychological and social interpretation of

the higher learning,' contains only ten references to com-

munity or junior colleges in its more than 1,000 pages.2

 

1Commission on Goals for Higher Education in the
South, Within Our Reach (Atlanta, George: Southern Region
Education Board, 1961), p. 43.

 

2James M. Richards, Jr., Leonard P. Rand, and Lorraine
M. Rand, "A New Way to Measure Environment," Junior College

Journal, 36 (1966), p. 18.

 

__‘-h__._.fi_._.k-

 

Carpenterl noted (in his 1966 presidential address to
the American Higher Education Association) the following
needs among the many he discovered in a survey of research
requirements in the South: ‘1) studies of the "presses"
and pressures of college environments upon students,

2) research on the interaction of high schools and colleges,
and 3) the interactions of junior or community colleges

with other institutions of higher education. Although
Carpenter did not specify research into the interaction
between high schools and community colleges, such a need
seems apparent in view of the increasing importance of the
community college in higher education.

Community or junior colleges offer programs which
include adult education courses, short-term Specialized
vocational programs, "terminal" curricula leading to sub-
baccalaureate degrees, and the traditional "transfer" cur-
ricula designed to prepare the student to continue his
education at a four-year college. Representative studies
indicate that at least two-thirds of the entering students
indicate intention to transfer to four-year institutions.
Approximately one-third of those who indicate intention to
transfer actually do transfer. Many drop out for strictly
academic reasons. Others leave for reasons that are better

described as psychological, social, parental or financial.

L

1C. Ray Carpenter, "Reflections on Research on Higher
Education: Strategies and Tactics," AHE: College and
Shiversity Bulletin, 18, No. 11 (1966), p. 5.

3

The attrition rate involves more than academic failure.
It may also involve failure to meet the psychological,
social or economic demands of the college situation. There
is a need for further research on these non—academic factors
which may contribute to the current rate of academic
attrition.l
In Spite of the fact that many of the students who
indicate intention to transfer to a four—year institution
do not do so, little is known about the comparative charac-
teristics of those who transfer and those who do not.2
Still less is known about the effect upon students of the
change in environment in the transition from high school
to college. Previous research has been centered on students
who made the transition from a community college to a four—
year institution.3
The community colleges are apparently effective with
their transfer and terminal students. The "latent terminal”

with transfer intentions does not fall into either category.

These students terminate their formal education while in

 

lJohn Summerskill, "DrOpouts from College," The Ameri—
can College, ed. N. Sanford (New York: _John Wiley & Sons,

1962). pp. 637-649.

2Dorothy M. Knoell and Leland L. Medsker, Factors
Affecting Performance of Transfer Students from Two- to Four-

 

 

 

Year Colleges (Berkeley, California: Center for the Study
of Higher Education, 1964), p. 32.

 

3George G. Stern, "Continuity and Contrast in the

 

 

Transition from High School to College," Orientation to
College Learning: A Reappraisal, ed. Nicholas C. Brown
(Washington, D. 0.: American Council on Education, 1961),

pp. 37—68.

college, but they do so while pursuing transfer work. The
modal student in the community college is neither the ter—
minal nor the transfer student, but the "latent terminal.”
It is hoped that this study will serve as a preliminary
investigation of the effects of environmental variables upon

these ”latent terminal" students in particular.

Purpose

The purpose of this investigation is to study the
relationship of environmental change (in the transition
from high school to a community college) to the performance
and rates of attrition of community-college students.

The objective is to study the effects of the community-
college environment upon differing kinds of students with
different high school environmental backgrounds to deter-
mine whether variable environmental factors are associated
with levels of student performance and rates of attrition.
The effects of continuity and contrast in environments as
the student moves from high school to the community college

will be studied.

Research Hypotheses

 

I. High schools will differ from the community college
in the amount of demand made of students in both
intellectual and non-intellectual areas.
11. The demands made upon the students in the high schools
will differ in the amount of emphasis placed upon such

factors as academic achievement, group life, and

IV.

vocational emphases compared to the emphases upon
such factors at the community college.

Negative change in goodness of fit between environmen-
tal demands in such areas as academic achievement,
group life, vocational emphases and the individual's
preferences for such emphases will be related to
increased student attrition. That is, if the
student's needs (preferences) fit the environmental
demands less well at the community college than they
did in high school, such change will be associated
with increased rates of student attrition.

Change in goodness of fit between the individual’s
preferences and the relative emphases in his school
environment upon such factors as academic achievement,
group life, play—work and vocational emphases will

be related to levels of performance. That is, a
student whose pattern of preferences resembles more
closely the demand-pattern at the community college
than the pattern in his high school (a positive en-
vironmental change) will perform at a higher level
than the student whose preferences for environmental
demands fit the pattern at the community college less
well than at his high school (a negative change).
Goodness of fit between the individual's preferences
in such areas as academic achievement, group life,

play-work and vocational emphases and the

VI.

VII.

environmental demands or relative emphases in such

areas will be related to attrition. That is, "good

fit" will be related to retention; poor fit to attri-
tion.

Goodness of fit between the individual's preferences

in such areas as academic achievement, group life,

play-work and vocational emphases and environmental
demands or relative emphases in such areas will be
related to performance. That is, "good fit" will be
related to better performance; "poor fit" to poorer
performance.

Previous experience with "poor fit" or lack of

correSpondence between the individual's preferences

for emphasis upon such factors as academic achieve-
ment, group life, play—work, and vocational emphases
and the actual levels of demand in such areas made
upon him by his environment will modify the effects
of ”poor fit" at the community college.

1. Students who experience "poor fit" between their
preferences and environmental emphases at the
community college but who experienced "good fit"
at the high school level will leave the college
at a higher rate than students who experience
"poor fit" at the community college but who

experienced "poor fit" in high school.

2. Students who experience "poor fit" at the com-

munity college but who eXperienced "poor fit"

in high school will perform at a higher level
than students who experience "poor fit" at the
community college but who experience "poor fit"
at the community college but who experienced

”good fit” in high school.

Theory
Social scientists are giving increasing attention to
some of the more subtle, but highly significant factors in
student learning. The physical environment in which the
student lives, the kind of college community in which he
finds himself and the social structures and processes of
which he is a part are examples of the new emphasis.
Studies of these factors offer increasing evidence of the
importance of the college‘s "climate of learning” as a
potent force in determining the outcome of educational pro-
grams.
The following set of generalizations can be made from
college environment studies:1
1. An educational institution has its own distinc-
tive atmosphere or climate which appears to
remain fairly stable from year to year.
2. Peer group and faculty—student interaction
outside of the classroom are important variables

affecting student values. These may be stronger

 

1James G. Rice, "The Campus Climate: A Reminder,"
Higher Education: Some Newer Developments, ed. Samuel
Baskin (New York: McGraw-Hill, 1965), p. 307.

 

determinants of student attitudes and values
than what occurs in the classroom.

3. Many ”outside” activities such as extra-
curricular programs, academic advising pro-
grams, and campus events have effects upon
both the mastery of subject matter and the
perceived relevance of learning.

If the above generalizations are warranted concerning
the college student in a residential setting, they are per-
haps even more applicable to the community— or junior—
college student. Although the community-college student‘s
environment typically does not change as dramatically
between high school and college because he ordinarily re—
mains at home, he is not "typical college material."
Collinsl states that the community-college student comes
from a lower-middle class home and bears the mark or in-
fluence of this background. He has a low level of educa—
tional background and academic achievement. Many studies
have indicated that he has a more modest academic potential
than his four—year—college counterpart. Workers in the
community college suSpect, however, that his intellectual
energy level, his valuing of education and his time—

perSpective may be even more important factors. The distant

"pay off” of education may not be sufficient to motivate him

 

1Charles C. Collins, "Critical Problems of Students,"
Junior College Journal, 36, No. 7 (1966), pp. 32-36.

 

in his day-to-day academic efforts. It may be that the
impact of the community-college student's environment, while
not as encompassing as that of his peers at a residential
school, may be fully as great upon his performance and his
decision to continue his education. Because he takes his
education in a "cafeteria" setting, it is even easier for
him to express his dissatisfaction than for his residential—
college counterpart. He can more readily withdraw psycho—
logically, if not physically, from an environment which he
finds distasteful. He is more free, in Reisman's termi-
nology, to "drop in and drop out."

ArgyriS'l theory concerning the problem of integrating
the individualand his organization is applicable to the
problem of this study. His fundamental postulate is that
there is a lack of congruency between the needs of healthy
individuals and the demands of formal organizations. He
states that, at best, society may hOpe to "satisfiee" the
relationships between the individual and the organization.
That is, society may simply be able to meet a set of cri-
teria which describe minimally satisfactory alternatives
rather than trying to work toward some ideally, maximally
satisfying arrangement.

Although Argyris believes that organizations and indi-

viduals cannot be completely congruent, it is possible that

incongruence between an individual and his organization may

 

lChris Argyris, Integrating the Individual and the
Organization (New York: John Wiley & Sons, 1964).

 

 

IO

provide the basis for a challenge which may enhance growth.
Lack of congruence, however, may also cause individual frus—
tration at too high a level because the individual's self-
expression is blocked. He will then tend to experience
"failure" and short time-perspective because he will not

be able to define his own goals.

Argyris believes that it is impossible to understand
the individual without understanding the organization in
which he finds himself. It is extremely difficult, however,
to describe either human personality or organizational en-
vironments with precision. In order to begin work on the
primary objective of understanding the individual and the
organization, extended discussions will have to be sacri—
ficed and selections made of those factors which seem most
relevant to the understanding of both the individual and
his environment.

Although Argyris‘ theory has led to an increasing
amount of research and thereby proven its viability, it does
not as yet involve the develOpment of instrumentation which
permits the direct comparison of individuals and their
organizational environments. A significant portion of
current environmental research which does involve such com-
parison is based upon the theory of Henry A. Murray.1

Murray believes that the individual's environment largely

determines his behavior. Because environment changes, often

 

1Henry A. Murray, Explorations in Personality (New
York: Science Editions, 1962).

 

11

abruptly, one cannot formulate or understand the indivi-
dual's behavior without first describing his environmental
situation.

Murray uses the term ppggp to designate a directional
tendency in an object or situation. He distinguishes be-

tween alpha press (the environment's demands as they

 

actually exist as far as scientific inquiry can determine

them), and beta press--the subject's own interpretation of

 

the environment's demands as he perceives them. .EEEEE:
then, are dynamically pertinent attributes of a particular
environment in terms of benefits offered to particular needs
or the frustrations imposed upon other needs. The process
in which the subject at any moment says, "this is good,”

or ”that is bad,” Murray calls pressive perception. Pres—

 

sive percgption is an egocentric process which almost always

 

gives rise to adaptive behavior on the individual's part.
Actually, the individual does not find most stimulus situ-
ations directly effective. Most situations are effective
behavior-stimulators because they let the individual know
what is coming. The individual becomes more involved with

_pressive apperception--tne realization that the object or

 

stimulus may do something if he remains passive or some-
thing else if he becomes active.

The ppggg of an object or situation, then, is what
it 2gp do to or for the subject. The subject may not even

be aware of the press being exerted upon him. Murray be-

lieves that the process of pressive apperception is largely

 

12

unconscious—-the organism merely reacts to a stimulus. If
an individual apperceives a constellation of stimuli as
harmful, he may find his current environment unsatisfying

or threatening. He may not be aware of the Specific reasons
for his feeling.

Corresponding to press in the environment, Murray
posits the concept of 222d within the individual. A ppgd
is a hypothetical process which is asserted in order to
account for certain objective and subjective facts. These
ppgdg may be psychogenic or viscerogenic. Their importance
varies for the individual according to the ease or diffi-
culty he discovers in seeking to satisfy them. Each re-
action to an environmental pgpgp has a fortune which may
be measured in degrees of gratification or realization.

If gratification of a need is defined as success, frustra-
tion of a need as a failure; it may be added that success
and failure are of major importance in establishing the
status of an organism in its community.

Murray's conceptualization of need-press interaction
has made possible the development of instrumentation which
permits comparison of the congruence or ”fit" between an

individual's needs and his environment's press. These

 

instruments, developed by George G. Stern, C. Robert Pace
and others, will be used in this study of the effects of
environmental change upon student behavior. The section

which follows includes definitions of terms descriptive of

major dimensions of the Stern instruments and terms which

13

pertain to this study alone. (Definitions of the thirty
sub-scales of the Stern instruments and the first-order

factors derived from them are given in Appendix I.)

Definition of Terms

 

The following definitions pertain to the major dimen-

sions of the instruments used in this study:1

1. Intellectual Climate.--This dimension represents

 

the more conventional aspects of academic program including
staff and facilities. It also includes standards of achieve-
ment set by students and faculty, and Opportunities for the
development of self-assurance.

2. Non-intellectual Climate.-—This dimension repre-

 

sents the level of organization of academic and student
social affairs. It also includes the emphasis upon tech-
nical and vocational courses.

3. Emotional Expression.—-This dimension of indi—

 

vidual needs represents high levels of social participation
and emotional Spontaneity. It also involves the indi-
vidual's level of self—assertiveness.

4. Educability.—-This dimension of individual needs

 

includes elements of both intellectuality and submissiveness
Scores on this dimension indicate extent of interest in
intellectual activities coupled with orderliness and conform-

ity.

 

1George G. Stern, Scoring Instructions and College
Norms: Activities Index - College Characteristics Index
(Syracuse, New York: Psychological Research Center, 1963).

14

5. Common Beta Press.--The mean or average of a

 

group's perception of press in a given setting. The Common

Beta Press may be expressed in terms of sub-scale—, first-

 

or second—order factor dimensions. (In this study, first-
order factors are used.)

The following definitions pertain to the terminology
indirectly related to the instruments used in the study or
to usage peculiar to this study alone.

1. Community College.--A two-year public institution

 

of higher education located in Lansing, Michigan. It offers
curricula in the arts and sciences (the traditional "trans—

fer”

curricula), and certain business, technical, and health
sciences curricula.

2. Service Area.--The area served by the college

 

which includes a radius of approximately 30 miles.

3. Area High School.--Any high school located in

 

the above area. Those included in the study were of the
following types:

a. Local public. A high school located in

 

the same city as the community college
and which is publicly governed and tax—
supported.

b. Non-local public. A high school located

 

outside of the city in which the community
college is located and which is publicly

governed and tax-supported.

C .

15

Parochial. A high school which is privately

 

financed and governed under religious

auSpices.

4. Full-time student.--A community-college student

 

enrolled for 12 term credits or more during a given term.

5. Grade-point average.--Numerical average of grades

 

received in academic subjects.

a.

In high school. English, foreign languages,

 

mathematics, science, and social science.

In the community college. Those subjects

 

which ordinarily received transfer credit:
those which are acceptable for college credit
at a four-year institution and which are
accepted by it as credit earned toward gradu-

ation.

6. Achievement.-—Academic achievement as indicated

 

by the above numerical designation (grade-point average):

a C

High achievement. Those students whose high

 

school grade-point average was above the
median for high school students beginning
work at the community college as full-time
freshmen students.

Low achievement. Those students whose high

 

scnool grade point average was below the
median for high school students beginning
work at the community college as full-time

freshmen students.

16

7. DrOpout.—-A student who discontinued his education
at the community college and who did not continue his edu—
cation at another educational institution.

8. Intended Transfer.-—A student who indicated in

 

reply to questionnaire surveys that he or she intended to
transfer to another educational institution prior to com—
pleting requirements for an Associate-in-Arts degree at the

community college.

Overview

In Chapter II, the review of the literature includes
a brief survey of environmental studies and a more detailed
description of several studies most similar to and there-
fore most relevant to this one.

The methodology and procedures, including the statis—
tical methods used and the assumptions underlying them, are
described in Chapter III.

In Chapter IV the results of the study are analyzed.

The results of the study are discussed in Chapter V.

Chapter II, which follows, begins with a brief state—
ment about assessment in educational settings as an intro-

duction to the topic of environmental studies in particular.

CHAPTER II
REVIEW OF THE LITERATURE

In thousands of high schools and colleges every year
hundreds of thousands of students take batteries of tests
designed to measure their personal and academic qualities,
and to assess their curricular and vocational choices. In
a similar manner studies1 are made of academic organizations.
These include investigations of social structure, human and
financial input and output, community and regional contexts
and many other variables. All of this research is concerned
with what might be termed "goodness of fit" or congruence
between the categories being assessed.

Because the literature about the above concerns is
far too broad in sc0pe to be covered adequately, the review
which follows will be limited to: 1) a brief survey of
research on the impact of different environments upon
students, 2) a survey of representative studies using
Pace and Stern instruments, and 3) a more detailed review

of closely related studies.

 

lC. Robert Pace, "Methods of Describing College
Cultures,” Teachers College Record, 63, pp. 267—277.

 

1?

18

Environmental Assessment: General

 

Farris (in a mimeographed study cited by Argyrisl)
investigated Argyris' theory that the "fit" of an individ-
ual and the institution in which he finds himself will
effect the individual's motivation, affective job experi-
ences and his performance. Farris developed quantitative
indices for motivation and provision for self-actualization,
status and Social congruency. These indices were given to
a group of research scientists.

Measures of ”objective congruence" (the individual's
motive on a given dimension compared to the average per-
ception of provision for that motive by members of his
department) did not correlate significantly with intensity
of motivation. Measures of "perceived congruency" (the
individual's motive compared to his perception of the insti-
tution's provision for that motive) did correlate signifi-
cantly with motivation. Neither measure correlated signi—
ficantly with performance.

Thistlethwaite2 investigated the effects of college
press on the study plans of talented students. The study
included 987 men and 513 women at 327 different American
colleges and universities. Thistlethwaite found that col—

lege environments characterized by faculty affiliation,

 

lArgyris, op. cit., pp. 42-47.

2Donald L. Thistlethwaite, "College Press and Changes
in Study Plans of Talented Students," Journal of Educa-
tional Psychology, 51, No. 4 (1960), pp. 222-234.

 

 

l9

enthusiasm, emphasis upon achievement or independence are
associated with increased motivation to seek advanced
degrees in the arts, humanities and social sciences. Col-
lege environments characterized by a lack of faculty em—
phasis upon student compliance are associated with increased
motivation to seek advanced degrees in the natural or bio—
logical sciences.

Astinl described 248 colleges and universities and
their entering classes in the fall of 1961 using six charac—
teristics: intellectualism, estheticism, status, leader-
ship, masculinity, and pragmatism. Astin concluded that
the characteristics of the entering freshmen classes were
highly related to characteristics of the colleges. He felt
that the aSpirations of the entering students were well—
suited to the curricular offerings of the institutions.

Knoell and Medsker2 investigated the performance of
junior-college transfer students. They found in their
nationwide survey both institutional and individual factors
related to differences in the performance of the students
who transferred from two—year to four-year institutions.

Probability of ”on time” graduation, for example, was

 

lAlexander W. Astin, "Distribution of Students Among
Higher Educational Institutions," Journal of Educational
Psychology, 55 (1964), pp. 276-87; Alexander W. Astin,

 

 

”Some Characteristics of Student Bodies Entering Higher
Educational Institutions," Journal of Educational Psy—

chology, 55 (1964), pp. 267-275.

2Dorothy M. Knoell and Leland L. Medsker, Articulation
Between Two-Year and Four-Year Colleges (Berkeley, Cali—
fornia: Center for the Study of Higher Education, 1964).

related to choice of major field, choice of four—year
college and to sex differences (which were related in part
to choice of major). Knoell and Medsker conclude that most
junior-college transfer students could be successful in
achieving their degree goals if they would choose institu-
tions and major fields apprOpriate to their ability levels
and previous achievement.

Richards, Rand and Randl have developed a relatively
simple method of describing junior or community colleges
in terms of an institutional profile with six dimensions:
cultural affluence, technological Specialization, size, age,
transfer emphasis and business orientation. Their goal was
the development of a profile which could be used in research
studies of the effects of junior colleges on students. They
made no suggestions, however, about criteria for the measure-
ment of these effects or the relationship between the six
variables they described and student characteristics. They
conclude that previous work has not sought to develop
detailed descriptions of junior—college environments and
that no attempt to study the impact of junior colleges on
students has been made.

Environmental Assessment: Pace and
Stern Instrumentation

 

 

Until the time of Pace and Stern's development of

The College Characteristics Index no objective measure of

 

 

lRichards, loc. cit., pp. 18—20.

. . l .
enVlronmental press was available. The Index has Since

 

been used extensively by Pace and Stern and others.

Stern2 used the College Characteristics Index in a

 

study which involved 1076 students at 23 different colleges.
Six factors associated with different types of schools were
identified in this investigation. The elite liberal arts
colleges were found to score high on the "Intellectual
Orientation” and "Social Effectiveness" factors. Several
large state and private universities scored high on the
"Play” factor. ”Friendliness” (informal social organiza-
tion) was characteristic of a mixed group of schools.
Denominational colleges were characterized by high scores
on the ”Constraint” factor. State teachers colleges were
characterized by the ”Dominance—Submission" (custodial—
care) factor.

The correlation between the "Intellectual Climate”
factor at 37 colleges and the per cent of graduates re-
ceiving the Ph.D. degree between 1937 and 1956 was .76.

The correlation between the ”Intellectual Climate" factor
and the National Merit Scholarship Qualifying Test means

at 38 schools was .71.

 

1
IA copy of the index is included in Appendix 11.

2George G. Stern, ”Characteristics of the Intellec—
tual Climate in College Environments,” Harvard Educational

 

Review, 33 (1963), pp. 5—41.

Pacel described the colleges he studied using three
basic patterns of institutional press: high intellectual,
high practical and high social. Stern2 analyzed the data

from 32 schools in which both the College Characteristics

 

Index and its parallel instrument (The Activities Index)

 

 

had been administered and found that the differences among
the institutional environments were markedly greater than
the differences among the student bodies involved. He
found that students tended to be enrolled in institutions
in which the environmental press was compatible with their

inventoried personality needs.

Related Studies

 

3

Schwartz sought to determine the effects of congru-
ence and incongruence between individual needs and environ—
mental press upon academic performance. His sample included
108 SOphomores at the New York University School of Commerce,
Accounts and Finance.

Schwartz investigated the relationships between

1 intellectual de endenc and emotional ex ression needs
3 p Y: P

and press and (2) congruence between needs and press on

 

lC. Robert Pace, ”Five College Environments,” College
Entrance Examination Board Review, 41 (1960), pp. 24—28.

 

2George G. Stern, ”Congruence and Dissonance in the
Ecology of College Students,” Student Medicine, 8 (1960),
pp. 304—309.

 

3Ronald M Schwartz, "Congruence Between Needs of
Individuals and Environmental Press as Related to Perfor—
mance and Adjustment in a Large Organization" (unpublished
Ph.D. Thesis, New York University, New York, 1964).

23

these dimensions. The relationship of these variables to
performance and academic adjustment was studied. Intellec-
tual and dependency press were related to total academic
adjustment but not to performance. Emotional expression
press was unrelated to performance or academic adjustment.
Neither intellectual needs nor dependency needs were related
to academic adjustment or performance. Emotional expres—
sion needs were negatively related to performance and total
academic adjustment. Congruence of needs and press was

not related to performance, but those whose needs were con-
gruent with the prevailing press were less well adjusted

(adjustment measured by The Inventory of Academic Adjust—

 

_mep£) than those for whom there was less congruence. This
finding was the Opposite of what had been predicted.

In discussing his results, Schwartz stated that a
possible explanation for the negative correlation between
congruence and academic adjustment can be found in his per—
ception of the environment of the School of Commerce as
highly authoritarian, rigid, cold and unfriendly. The lack
of positive relationship between congruence and performance
might be explained in part, Schwartz felt, by the obser-
vation that at the beginning of the SOphomore year the
population of students becomes somewhat restricted in range
due to dismissal of students for academic failure during

the freshman year.

24

In a similar study, Keithl administered the same

instruments (The College Characteristics Index and The

 

Activities Index) to a sample of undergraduate students

 

who had completed at least four semesters of work in resi-

dence at the University of Alabama. Keith used an average

correlation coefficient of need and press factor scores in

each of the divisions of the university as a measure of the
congruency between expressed needs and perceived presses

in each division.

No significant relationships were found between the
congruency index scores and academic success or reported
personal satisfaction with the institution. Keith observed
that the congruency index scores were usually low and that
variance and range were restricted. The low level of con—
gruency and the restriction of range may have caused the
lack of significant correlation, Keith felt.

The most relevant local study was one done by Campbell2
at Lansing Community College and Michigan State University

in 1963-64. Cambell compared need and press scores in

samples of 90 ”area” students using the Activities Index

 

 

1James A. Keith, "The Relationship of the Congruency
of Environmental Press and Student Need Systems to Reported
Personal Satisfaction and Academic Success"(unpublished
Ph.D. Thesis, University of Alabama, University,Alabama,1964)

2Paul S. Campbell, “Personality Needs of Community
College and University Students and Their Perceptions of
Their Institutions: An Experimental Investigation"(unpub-
lished Ph.D. Thesis, Michigan State University, East
Lansing, Michigan, 1964).

and the College Characteristics Index. He found significant

 

differences between the two samples both in mean scores of
need factors and of perceptions of press at the two insti-
tutions.

Herrl used the high school fOrm of the indexes (Th3

High School Characteristics Index) to study the relationship

 

between differing levels of academic achievement and extra-
curricular participation as these related to different per-
ceptions of press in a high school environment. Significant
relationships were found between these variables and per-
ceptions of press. For example, high achievement students
perceived greater press for achievement than did low
achievement students.

The High School Characteristics Index and the College

 

Characteristics Index have been administered to the same

 

sample of college students. Stern2 administered the two
instruments to 2000 freshmen students during orientation
week at a major eastern university. Students were
instructed to typify their high school experience and their
expectations for the university. Stern pulled four sub—

groups from this sample: private preparatory (N = 103),

 

parochial (N = 89), localppublic (N ==96) and non—local

 

 

 

 

lEdwin M. Herr, ”An Examination of Differential Per—
ceptions of 'Environmental Press' by High School Students
as Related to Their Achievement and Participation in Activ—
ities” (unpublished Ed.D. Thesis, Columbia University, New
York, 1963).

2Stern, ”Continuity and Contrast. . . , op. cit.,
pp- 33-58.

26

public (N = 29). He found significant differences between
the four types of high school environments. Stern felt

that the differences would probably become even more sharply
delineated if the range of school samples were broadened

to include different types of high schools and students who
did not intend to go on to college. He also discovered that
freshman intellectual press expectancy was unrealistic
(compared to college seniors' perceptions of press on this
dimension). Stern made the suggestion that student apathy
might be the consequence of unfulfilled expectations in the
transition from high school to college rather than the

cause .

Discussion

 

None of the above studies have followed Fishman'sl
suggestion to develop research which involves different
types of high schools, different types of high school en-
vironments and types of college environments. Fishman also
suggested that research efforts be concentrated upon
seeking to determine whether environmental differences have
different effects upon different students. This has not
been done except in a general way in junior—college transfer-

student studies.

 

lJoshua A. Fishman, "Some Social-psychological Theory
for Selecting and Guiding College Students,” The American
College, ed. N. Sanford (New York: John Wiley & Sons, 1962),
pp. 666-689.

 

27

The studies cited in the review of the literature
which investigated the effects of congruence between needs
and press upon performance and adjustment have not con-
sidered a factor which may be important. It is possible
that students' previous experience with incongruence (lack
of fit between their individual needs and the environment's
demands) might modify the effects of subsequent similar
experience. In addition, the subjects studied (college
sophomores and juniors) may have reached a level of adap-
tation to incongruency within the college environment itself
which might modify the impact of such incongruence. The
research designs, in other words, did not permit the study
of the possible effects of past experience upon current
experiences with incongruency. If, however, psychological
stimuli are judged partially on the basis of residuals of
past experience with similar stimuli,l it seems reasonable
to hypothesize that the effect of disparity might vary
according to the individual's level of adaptation (to a
given set of stimuli). Although it is difficult to give
such previous eXperience precise experimental treatment,
it is possible to consider it. For example, descriptions
of high school environments could be obtained from students

involved in a college study.

 

lH. Helson, "Adaptation Level Theory,’ Sensory, Per-
ceptual and Physiological Formulations, Vol. I of Psychol-
pgy: A Study of a Science, ed. S. Koch (New York: McGraw-

Hill, 1959).

 

 

 

It is also likely that the restriction of range
discovered in several of the studies was caused in part by
student attrition-—both through students leaving the en-
vironment to continue their education elsewhere or to leave
higher education altogether. It would seem advisable with
such a possibility in mind to design a study which would
include students early in their college careers. Such
research (involving freshmen) would permit examination of
a broader range of students and increase the probability
of finding significant relationships between environmental
demands and student performance and/or attrition.

In addition to the above, none of the studies reviewed
gave differential treatments to levels or directions of
diSparities between individual's needs and environmental
press or demands. All units of diSparity were treated as
equal. A need score which fell below an environmental press
score was treated in the same way as one which was above
the press score. It is difficult to weight such differences
in amount or direction of diSparity with precision, but
certain disparities may be excluded in the treatment of the
data. Other differences which exceed a certain range can
be emphasized. Such treatment of need-press disparity fol—
lows more closely Murray'sl theory that needs differ in
importance to the individual according to the ease or dif-

ficulty he encounters in fulfilling a given need.

 

lMurray, op. cit., pp. 54—115.

Murray clearly insisted that hierarchies of need and
relevance of press be considered in press-need studies.
None of the above investigations took into account the ef-
fects of different levels of disparity. One unit of dis-
parity was treated as equal to any other unit. Direction-
ality of differences was not considered. Individual need
greater than press was treated in the same way as need less

than press.

Summary

The studies included inthe review of the literature
are summarized briefly in the chart on page 30.

The design of the investigation which is described
in the following chapter incorporated ways of treating the
data which included broad assessment of the individual's
level of adaptation to lack of fit between his needs and
his environment's demands. The design also involved con-
sideration of directionality and extent of disparity in
the assessment of congruency or fit between an individual's

needs and his environment's demands.

 

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CHAPTER III

DESIGN

The nature of the samples included in the study, the
nature of the instruments used and the statistical methods

employed in analyzing the data are discussed in this chapter.

The Sample(s)

 

The Lansing Community College students selected were
first-time, full—time students. They were 1965 graduates
of service—area high schools (within a radius of 30 miles
of the college) who had not attended college elsewhere.

All of the students were enrolled for a minimum of 12 term-
credits during the fall term in which they were tested.

The students were enrolled in orientation classes
required of all full-time freshmen. Assignment to sections
in these orientation classes was made entirely on the basis
cfl?conwmnencein class scheduling. Because of this "ran—

domization,”

no further attempt was made to randomize the
sample. An inSpection of the curricular and vocational
choices of the students was made. The assumption of ran-
domization through scheduling appeared tenable.

Three hundred and forty students were tested in the

initial test period. This group included approximately

31

one-half of the full-time freshmen enrolled in the college
in the fall of l965. Those students for whom comparative
(high school) background information was available were
pulled from the original group. These 172 students (90 male,
82 female) constituted the final community—college sample.

The high school students who took part in the study
were all seniors in high schools in the service area of
Lansing Community College. All of the students volunteered
to take part in the study. School staff members (teachers,
guidance counselors and principals) who assisted in securing
subjects indicated that the samples were broadly repre-
sentative. The volunteers were atypical in that they were
somewhat above average in ability. In addition, the sub—
jects' post high school plans included some form of further
education more frequently than was typical at the high
school involved.

The sample sizes varied from school to school within
the range of 36 to #2 subjects. Samples which contained
more than 36 subjects were treated as follows: each sub-
ject's test was numbered and a table of random numbers was
entered to select the necessary (one to six) subjects to
be eliminated to equalize the samples. The final sample
at each of the eight high school included 36 subjects.

The schools in the study were all located within a
radius of 30 miles of Lansing. There were three local

public high schools, one parochial school, and four non-

local public schools. The eight high-school samples

33

included the following ranges of male and female subjects:
males: lA-Ql, females: l5—22. (A table listing the exact
composition of the community college and high school samples
is included in Appendix III as Table III.l. A table is also
included in Appendix III, as Table III.5, which gives the
final sample sizes for the instrumentation discussed in the

following section.)

Instrumentation: The Activities Index

 

Stern, Stein and Bloom1 have offered a conceptual
scheme for describing the phenomena which are relevant to
interaction between individuals and their environmental
situations. This conceptualization is based upon Murray's
need-press schema.

This same source:L describes the development of the

Activities Index, a multi—dimensional inventory for meas-

 

uring personality needs. In its present form, the instru—
ment consists of 30 ten-item scales correSponding to 18
unidimensional and 12 bipolar needs adapted from Murray.
Each item describes a common daily activity or feeling for
which the individual indicates his like or dislike. The
individual's needs are inferred from his reSponses to these

items. This method of measurement and its underlying logic

is similar to that involved in many psychological

 

1George G. Stern, Morris K. Stein, and Benjamin J.
Bloom, Methods in Personality Assessment (Glencoe, Illinois:
Free Press, l956).

 

(A)
.1:

instruments.l (A copy of the Activities Index is included

 

in Appendix II.)

Reliability

 

Stern's2 initial statements about the reliability of

the Activities Index related to profile patterns obtained

 

by means of vector analysis. He stated that inspection of
the patterns of test—retest profiles suggested that a cor—
relation based on a multi-variate surface corresponding to
the profile determinants should be quite high.

The most extensive investigation of the reliability

of the Activities Index is reported by Stern.3 This in-

 

vestigation was based on the data from 1078 Activities Index

 

test profiles from students at 32 schools. The average sub—
scale reliability was .69. (A complete listing of the 3C
sub-scales' reliability coefficients as reported in Stern's

investigation is included as Table 111.2 in Appendix III.)

Validity

 

3

Stern also cited several research studies in his

article which pertain to the validity of the Activities

 

Index. The following generalizations can be made from

 

1George G. Stern, "Environments for Learning," The
American College, ed. N. Sanford (New York: John Wiley &
Sons, 1963), p. 703.

 

2George G. Stern, Preliminary Manual: Activities
Index - College Characteristics Indexi(Syracuse, New York:

 

 

Syracuse University Psychological Research Center, l958),
p. 30.
N

3Stern, ”Environments. . . , 0p. cit., pp. 690-730.

35

these studies: I) descriptions of behavior which may or
might be expected from individual students, psychiatric
patients, and industrial personnel derived from need pro-
files appear recognizable (by peers, psychiatrists and
administrators), 2) similar behavior patterns are related
to similar profiles; 3) students or professionals in the
same field have been found to have need profiles that
differ significantly from those of students or professionals
in other fields.

Stern and Scanlonl found significant relationships
between need scale profiles and career choice. Haring,

Stern and Cruckshank2 used the Activities Index to dis—

 

criminate between four groups of teachers in a workshop
designed to change teachers' attitudes toward exceptional
children. The assessment made by the leeex was confirmed
by independent analysis of workshOp transcriptions.

3

Stern also cited several unpublished studies which

he claimed supported the validity of the Activities Index.

 

One such study used the Strong Vocational Interest Blank

 

as the independent criterion. Another used the Rorschach,

 

 

1George G. Stern and J. S. Scanlon, "Pediatric Lions
and Gynecological Lambs," Journal of Medical Education,

33 (1958), pp. 12-18.

2N. G. Haring, G. G. Stern and W. M. Cruckshank,

Attitudes of Educators Toward Exceptional Children

 

 

(Syracuse, New York: Syracuse University Press, 1958).

3Stern, Preliminary Manual. . . , 0p. cit.

 

36

the Thematic Apperception Test, and Sentence Completion

 

 

reSponses as the independent criteria.
Stern:L implied that the studies which related to the

validity of the Activities Index would be discussed fully

 

in a later manual. A revised manual has not been published.
When the revised manual is published, it will no doubt
include more complete substantiation of the validity of the

Activities Index.

 

Instrumentation: The Environment Indexes

 

The environment indexes (The College Characteristics

 

Index, The Evening College Characteristics Index, The High

 

School Characteristics Index, and The Organizational Cli-

 

 

mate Index) were developed as direct parallels to the

 

Activities Index. The 30 ten-item scales of the two types

 

of instruments are given the same definitions. (Definitions
of the sub-scales and factor—scales of the indexes are given
in Appendix I.)

The environment indexes consist of 300 statements
about the demands, pressures and characteristics of organi-
zations and their personnel. The three which were deveIOped
specifically for use in educational institutions include
items which describe characteristics of the students at the
institution as well. The individual using the indexes to
describe his educational environment is instructed to mark

the items "True” or ”False" (characteristic or not

 

lIbid.

37

characteristic of his institution). (Samples of the instru-

ments used in the study are included in Appendix II.)

Reliability

 

The most extensive treatment of the reliability of

the College Characteristics Index is that previously cited

 

in connection with the Activities Index.1 The average

 

reliability reported for the 30 sub~scales was .65. (The
reliability for the 30 sub-scales is given in Table III.3
of Appendix III.)

Because The Evening College Characteristics Index was

 

used instead of The College Characteristics Index, further

 

studies of the reliability of the latter will not be cited.
Fifty students enrolled in introductory psychology

courses at the community college were given The Evening

 

 

College Characteristics Index. The subjects were freshmen
or sophomores who had not been part of the original sample.
The 50 subjects were re-tested after a period of 30 days.
The reliability coefficients were computed using the ll
environmental factor scales. The average scale-reliability
was .83. The complete results of this reliability check
are given in Table 3.l.

Because The Evening College Characteristics Index is

 

a new form of the environmental assessment instruments, a
second check was made of its reliability. Reliability

coefficients were computed on a small sample (N = 50) of

 

ll

lStern, ”Environments. . . , Op. cit., pp. 690-730.

38

test protocols selected at random from the original sam-
ple's test returns (N = 250). The Split-half (odd—even)
technique was used. The formula was supplemented by the
Spearman-Brown PrOphecy Formula to give an estimation of
the reliability of the test corrected to full length. The
average scale reliability computed in this way for the ll
first-order factors was .85. (The complete listing of
these reliability coefficients is given in Appendix III,
Table III.U.)

TABLE 3.l-—Test-retest reliability co-

efficients for the factor scales of The
Evening College Characteristics Index.

 

Subjects: 5O Introductory Psychology
Students
Interval: 30 Days

 

 

Scale Reliability
Aspiration Level .80
Intellectual Climate .9u
Student Dignity .58
Academic Climate .86
Academic Achievement .88
Self-Expression .98
Group Life .83
Academic Organization .90
Social Form .83
Play-Work .80
Vocational Climate .7O

MEAN .83

 

39

Herr:L reported an average sub-scale reliability (for

the 30 sub—scales of the High School Characteristics Index)

 

of .5. He used a split-half, odd-even technique. He noted
an increasing reliability on many of the scales as the
students progressed from the ninth through the twelfth
grades.

Because the ll environmental factor scales were used
in this study, separate reliability estimates were made.
It was not possible to obtain enough time in any of the
high schools in which the students were tested for a test—

retest procedure. All of the High School Characteristics

 

_Ipdex test forms from the eight schools were numbered con-
secutively. A table of random numbers was entered to select
50 of these tests for examination. Split—half, odd-even
reliability coefficients were computed on the ll factor
scales. The correlational formula was supplemented by the
Spearman-Brown Prophecy Formula to give an estimation of

the test's reliability when corrected to full length. The
average scale-reliability computed in this way was .74.

The complete results of this reliability check are given

in Table 3.2.

Validity
The difficulty of establishing criteria for testing
the validity of personality tests is well—known. The cri—

teria themselves are plagued with reliability and validity

 

l .
Herr, Op. Cit.

MO

problems. A frequently-used approach is that of correlating
a new instrument with existing, established instruments. In
environmental assessment this technique cannot be used. The
environmental assessment instruments which have been devel-
Oped do not measure directly comparable dimensions.

TABLE 3.2.-—Reliability Coefficients for

the factor scales of the High School
Characteristics Index.

 

 

 

 

(Split-half, odd—
even——supplemented

 

Scale by the Spearman- Reliability

Brown Prophecy For—

mula)
Aspiration Level .58
Intellectual Climate .76
Student Dignity .70
Academic Climate .64
Academic Achievement .75
Self-Expression .8A
Group Life .9N
Academic Organization .6H
Social Form .83
Play-Work .81
Vocational Climate .65

MEAN .7A

 

Pace and Stern:L suggested comparing the judgments of
different individuals within the same environment to deter-
mine whether or not they agree in their perceptions of

environmental pressures, rewards and demands. The

 

lC. Robert Pace and George G. Stern, "An Approach to
the Measurement of Psychological Characteristics of College
Environments,” Journal of Educational Psychology, H9
(October, 1958), pp. 269-277.

 

Ml

unpublished studies cited by Sternl related to the validity

of the College Characteristics Index used this validity

 

assessment. The studies cited may be summarized as follows:

l. Academic participants and observers appear
able to recognize and confirm descriptions
of college environments based solely on
press profiles.

2. The press profiles obtained from student
reSponses are consistent with those obtained
from faculty and administrators at the
same institution.

3. Students describe their own institutions in
terms of press in ways that are significantly
more alike than the correSponding press
descriptions at other institutions.

A. The average level of specific needs among
students tends to match the average level
of corresponding press at the same insti-
tutions.
In one of the initial studies relating to the validity

of the College Characteristics Index, Pace and Stern2

 

computed a rank-order correlation between the mean scores
of student reSponses to the Ipeex and the mean scores of
faculty reSponses. For the two colleges with the largest
number of faculty reSpondents, the rank order coefficients
were .96 and .88.

Thirty faculty members at the community college com—

pleted the Evening College Characteristics Index. A rank

 

order correlation coefficient was computed between the mean

scores of the faculty reSponses and the mean scores of stu-

dent reSponses. The correlation coefficient was .90.

 

lStern, ”Environments. . . ," op. cit., pp. 709—716.

2Pace and Stern, "An Approach to the Measurement. . ,
ice cit., pp. 269-277.

42

Because all of the testing was done during a single
year, the analysis of the data involved the assumption of
environmental consistency at the high school level for at
least one year. Two checks were made on this assumption.

A sample of students (N = 30) at the community college were

given the College Characteristics Index. A rank order

 

correlation coefficient was computed between the means of
the students' perceptions of press at the community college
with those found in Campbell'sl 1963 study. The rank order
coefficient was .87.

Three groups of students at the community college

were tested with the High School Characteristics Index.

 

All the students were 1964 or 1965 graduates of the three
local public high schools included in the study. The
students were instructed to characterize their high school
environment as they remembered it. For the first group
(High School #l, N = 21), the rank order correlation be—
tween the samples' mean perceptions of press and the means
of the 1966 seniors' perceptions of press in that school
was .99. For the second group (High School #2, N = 15),
the coefficient was .94. For the third group (High School
#3, N = 22), the coefficient was .96.

A rank order correlation coefficient was also com-
puted between the means of students' perceptions of press

at the community college and their Activities Index scores

 

 

lCampbell, op. cit.

43

converted to press equivalents. (The process of this con-
version of scores is described in the section on procedures
below.) The rank order coefficient computed in this way

was greater than .99.

Procedures

 

The Activities Index was administered to 340 students

 

in six sections of required freshmen orientation classes
at Lansing Community College. The sample included approx—
imately one-half of the full-time freshmen enrolled during
the fall quarter of 1965.

At the same session at which the Activities Index

 

was given, the students were given the Evening College

 

Characteristic Index with instructions on how to complete
it. They were asked to complete the Ipeex and return it
to the next session of the orientation class. (The take—
home procedure was used because it was not possible to
obtain further time for the administration of the instru-
ments during class meetings.) Sternl stated that the
environment indexes may be administered in this fashion
without loss of reliability or validity.

As a check on the above assumption, one-half of the
sample of students involved in the test—retest procedure
with the Evening College Characteristics Index (Table 3.1

above) were given the test during a regular meeting of a

 

lStern, Preliminary Manual. . .p, Op. cit.

 

44

Spring term psychology class. The other half of the sample
was given the instrument with instructions to complete it
and bring it back to the next class session. Visual in-
spection of the test—retest results revealed no marked
skewing of scores so the two groups were merged for compu-
tation of the final coefficients.

Because the Evening College form of the indexes was

 

being given, an explanation of its use was given verbally
and in writing to enhance the face validity of the test.

The students were told that although no form of the environ-
mental indexes had been develOped specifically for the

community colleges, the questions in the Evening College

 

form of the test were applicable to a community college so
this form was being used. (A copy of the written state-
ment which was attached to the test booklets is included
in Appendix IV.)

A personal data form was also attached to the environ-
mental index booklets. The form requested information about
the student's educational background, status (full- or part-
time student), educational goals and plans about transfer-
ring to a four-year college or university, and certain
family data. (A COpy of this personal data form is in-
cluded in Appendix II.)

The subjects were also asked to complete a brief (ten-
question) questionnaire which included questions which

paralleled and paraphrased the emphases of the ll first—

order factors of the environmental indexes. Subjects were

45

asked to indicate their perceptions of the levels of the
environment's demands and to state their preferences for

each of these ll areas. (A COpy of the Expressed Preference

 

questionnaire is included in Appendix II. The use of the

Expressed Preference questionnaire is described in

 

Appendix IV.)

Late in the spring term the students who took part in
the original testing in the fall term orientation classes
were sent a brief questionnaire adapted from the personal
data form described above. The questionnaire requested in-
formation about the student's current educational and occupa-
tional status as well as his educational plans. @.copy of
this follow-up questionnaire is included in Appendix II.)

Background information (below) was obtained for 172 of
the 340 original subjects. The subjects became these
community-college final sample. A total of 117 of the final—
sample subjects returned the personal data form; 101 re-
turned the mail questionnaire. Registrar's Office records
were examined to secure data on the subjects who did not
return either or both forms.

During the second semester ten high schools from the
service areas of the community college were contacted and
given a brief description of the study. Permission was

requested to test samples of 30—50 seniors. Permission was

granted in eight of the ten schools. The High School

 

Characteristics Index was given to samples of from 36 to

 

42 volunteer seniors in the eight schools. All of the

46

testing was done within two months of the seniors' gradua-
tion dates.

In two of the schools members of the guidance services
staff administered the tests. Brief conferences were held
with these individuals prior to their administration of the
instrument. In the other six schools the tests were given
with the assistance of teachers, principals or guidance

staff members.

Score Transformations

 

In order to make the pattern statistics (Cattell's rp)
more readily usable in other computations such as the assign-
ment to congruence and continuity categories, all were
transformed to their equivalent ggscores.

The 172 Activities Index forms were first scored in

 

the regular fashion and totals computed for the second-

order factors: Intellectual Orientation, Dependency Needs,

 

Emotional Expression and Educabilipy. These were computed

 

 

in the manner prescribed in Stern'sl scoring instructions.
(The definitions of these second-order factors are given in
Appendix I.)

In order to make direct comparison with each student's

environment possible, the Activities Index sub-scale scores

 

were transformed into the corresponding environmental press
measure by combining the 30 scale scores into the factors as

defined for the environment indexes. This procedure is

 

lStern, Scoring Instructions. . . . op. cit.

 

47

the same as that used in Keith'sl study. (The definitions

of the ll first-order factors are given in Appendix I.)

Definitions

 

The following definitions pertain to the analysis and

interpretations of the data derived from the Activities

 

Index tests at the community college. They also pertain
to the environment indexes used at the community college
and the high schools.

1. Common Beta Press.--This press form is the mean

 

of student or faculty reSponses describing the press of an
institution (on the ll first-order factor dimensions). The
high school samples each included 36 subjects. One hundred
and seventeen of the community college sample students com-
pleted the environmental index describing the college.

These tests were numbered consecutively and a table of ran-
dom numbers entered to select 18 male and 18 female "volun—

teers” for Common Beta Press comparisons with the high

 

school samples.

2. Private Beta Press.——This press form is the indi-

 

vidual’s own perception of press on the ll first-order
factors of the environment indexes.

3. Deviation pattern congruence.--An assessment of

 

the individual's congruence or fit with the institution's

press. Individual's scores on the Activities Index were

 

 

lKeith, op. cit.

48

transformed into press equivalents. These transformed
scores were compared to the means of the sample's percep-

tions of press on these dimensions (Common Beta Press).

 

The pattern comparisons were expressed mathematically using
Cattell's rp pattern analysis statistic. In this measure
of congruence only those deviations ip excess 9: one

deviation from the Common Beta Press were used in the

 

computation of the rp pattern analysis statistic.

4. Adjustedepattern congruence.—-An assessment of

 

congruence or fit between the individual's needs and the
institution's press computed in the same way as (3) above,

except that only deviations which were below the mean of

 

the Common Beta Press on the intellectual dimension or

 

above the mean on the non-intellectual dimension were used

 

in computing the rp statistic.

5. EXpressed congruence.——A questionnaire assessment

 

of the individual's stated perceptions of press and his
stated preferences. (A c0py of this brief, ten-question
questionnaire is included in_Appendix II. The method of
use is described in Appendix IV.)

6. Pattern congruence.--An assessment of fit between

 

the individual's needs and the environment's press which
was computed using the raw score differences between the
individual subject's converted need scores and the press
scores of the institution. Direction of deviation was not

considered.

49

7. Private Beta Press congruence.--This measure of

 

fit was computed in the same way as Pattern congruence

 

(6 above) but the individual's own perception of the insti-

tution's press (Private Beta Press) was used in the com—

 

parison of his need score profile to the institution's press
profile.

8. Continuity.--Continuity was defined as the con-

 

tinuation or change in press—need profile congruence.
Subjects were assigned to four groups:

a. Positive discontinuity: major
improvement of fit or congruence;

 

b. Essential Continuity II: minor
positive change;

 

c. Essential Continuity I: minor
negative change;

 

d. Negative discontinuity: major
negative change of fit or congruence.

 

9. Adaptation Level.—-The subject's level of adap-

 

tation to incongruence or lack of fit between his needs and
environmental press was inferred from his congruence score
at his high school (Appendix IV). Subjects were assigned
to four levels of adaptation (High to Low).

The following are Stern'sl definitions of the Intel-

 

lectual or Non-Intellectual dimensions of his environmental

 

indexes and the ll (first-order) factors which make up

these two dimensions.

Intellectual Climate.—-This dimension includes the

 

more conventional aspects of academic program including

 

lStern, Scoring Instructions. . . , Qp. cit.

 

50

(a) staff and facilities, (b) standards of achievement

set by students as well as faculty, and (c) Opportunities

for the development of self-assurance. The intellectual

climate is also marked by (d) non-custodial student per-

sonnel practices and (e) an absence of vocationalism.

The first-order factors included are:

l.

Aspiration Level. A high score on this factor

 

indicates that the high school or college
encourages students to set high standards for
themselves in a variety of ways. (Score Sum:
Counteraction, Change, Fantasied Achievement,
and Understanding.)

Intellectual Climate. All of the items con-

 

tributing to this factor reflect the qualities
of staff and plant Specifically devoted to
scholarly activities in the humanities, arts
and social sciences. (Score Sum: Reflective-
ness, Humanities-Social Sciences, Sensuality,
Understanding, and Fantasied Achievement.)

Student Dignity. This factor is associated

 

with institutional attempts to preserve
student freedom and maximize personal respon-
sibility. (Score Sum: Objectivity,
Assurance, Tolerance.)

Academic Climate. This factor stresses academic

 

excellence in staff and facilities in the con-
ventional areas of natural science, social
science and the humanities. (Score Sum:

.Humanities-Social Science, Science.)

Academic Achievement. Schools high on this

 

factor set high standards of achievement for
their students. (Score Sum: Achievement,
Energy, Understanding, Counteraction, and Con-
junctivity.)

Self-Expression. Schools high on this factor

 

offer students Opportunities for the develop-
ment of leadership potential and self-

assurance through such activities as public
discussions and debates, student drama and

music. (Score Sum: Ego achievement, Emo-
tionality, Exhibitionism and Energy.)

51

Non-Intellectual Climate.—-This dimension shares

 

Self-Expression with the preceding (Intellectual Climate)

 

dimension.

 

The highest loadings, however, are connected

with three factors involving a high level of organization

of student affairs, both academic and social. The remaining

factors are associated with student play and an emphasis on

vocational and technical courses.

7.

10.

II.

Group Life. The four scales on this factor

 

are concerned with various forms of mutually
supportive group activities among the student
body. (Score Sum: Affiliation, Supplication,
Nurturance, and Adaptability.)

Academic Organization. The various components

 

of this factor may be regarded as environmental
counterparts for an individual's need for
orderliness and submissiveness. (Score Sum:
Blame Avoidance, Order, Conjunctivity, Delib—
eration, Deference and Narcissism.)

Social Form. Factor 9 is related to Factor 7

 

(Group Life) but emphasizes the welfare com—
ponents of group life: opportunities for inter-
personal assistance. (Score Sum: Narcissism,
Nurturance, Adaptability, Dominance and Play.)

Play—Work. Schools high on this factor offer

 

Opportunities for participation in a form of
social life reminiscent of the pOpular culture
of the l920's. (Score Sum: Sexuality, Risk-
taking, Play and Impulsiveness.)

Vocational Climate. The items of this factor

 

emphasize practical, applied activities; the
rejection of aesthetic experiences, and a
high level of orderliness and conformity in
the student's relationships with the faculty,
his peers and his studies. (Score Sum:
Practicalness, Puritanism, Deference, Order
and Adaptiveness.)

(Definitions of each of the 30 sub-scales mentioned in the

”Score Sum" sections above are given in Appendix I.)

52

Statistical Hypotheses

 

The following are the hypotheses of this study stated

in testable form:

I.

Hypotheses pertaining to Press at the High Schools

 

and the Community College.

 

I.

No differences will be found between the

Intellectual Press dimension at the high

 

schools and the community college.
No differences will be found between the

Non-Intellectual Press dimension at the high

 

schools and the community college.

No differences will be found between the

Patterns of press at the high schools and

the community college.
No differences will be found between the

Rank Order of press factors at the high schools

 

and the community college.

Hypothesesepertaining to Environmental Continuity.

 

1.

Negative discontinuity students will leave

 

the community college and not continue their
education elsewhere at a significantly higher

rate than positive discontinuity students.

 

Alternate Hypotheses:

a. High achievement, negative discontinuity

 

 

students will indicate intention to
transfer to another institution prior

to completing an Associate-in-Arts

2.

53

degree at the community college at a
significantly higher rate than high

achievement, ppsitive discontinuity

 

 

students.

b. Low achievement, negative discontinuity

 

 

students will leave the community college
and not continue their education elsewhere
at a significantly higher rate than low

achievement, positive discontinuity

 

students.

Positive discontinuity students will perform at

 

a significantly higher level than negative dis—

 

continuity students at the community college.

 

Alternate Hypothesis:

a. Low achievement, positive discontinuity

 

 

students will perform at a significantly

higher level than low achievement,

 

negative discontinuity students.

 

III. Hypotheses pertaining to Congruence at the Community

 

College.

1.

Students who are low in Deviation pattern con-

 

gruence will leave the community college and
not continue their education elsewhere at a

significantly higher rate than high Deviation

 

pattern congruence students.

 

54

Alternate Hypotheses:

a. Low Deviation pattern congruence, high

 

achievement students will indicate

 

intention to transfer to another insti-
tution prior to completing requirements
for an Associate-in-Arts degree at the
community college at a significantly

higher rate than high Deviation pattern

 

congruence, high achievement students.

 

b. Low Deviation pattern congruence, low

 

achievement students will leave the

 

community college and not continue their
education elsewhere at a significantly

higher rate than high Deviation pattern

 

congruence, low achievement students.

 

 

c. High Achievement, low Deviationepattern

 

 

congruence students who are low in

 

educability will indicate intention to

 

transfer to another institution prior

to completing requirements for an
Associate—in—Arts degree at the community
college at a significantly higher rate

than high achievement, low Deviation

 

 

_pettern congruence students who are

 

high in educability.

 

 

55

d. Low achievement, low Deviation pattern

 

 

congruence students who are low in

 

educability will leave the community

 

college and notcontinue their education
elsewhere at a significantly higher rate

than low achievement, low Deviation pattern

 

 

congruence students who are high in

 

educability.

 

2. High Adjusted pattern congruence students will

 

perform at a significantly higher level than low

Adjusted pattern congruence students at the

 

community college.
Alternate Hypotheses:

a. Low Adjustedpattern congruence students

 

who are high in educability will perform

 

at a significantly higher level than low

Adjusted pattern congruence students who

 

are low in educability.

 

b. High Adjusted pattern congruence, positive

 

discontinuity students will perform at a

 

significantly higher level than low Adjusted

pattern congruence, negative discontinuity

 

students.

IV. Hypotheses pertaining to Adappation Level.

 

1. Low Deviation pattern congruence students at the

 

community college who are low in Adaptation level

 

(to incongruence) will leave the college and not

56

continue their education elsewhere at a sig-

nificantly higher rate than low Deviation

 

pettern congruence students who are high in

 

Adaptation level.

 

2. Low Adjustedepattern congruence students at

 

the community college who are high in Adapta-

tion level will perform at a significantly

 

higher level than low Adjusted pattern con-

 

gruence students who are low in Adaptation

 

level.
Alternate Hypothesis:

a. Low achievement, low Adjusted pattern

 

 

congruence students who are high in

 

Adaptation level will perform at a sig-

 

nificantly higher level than low achieve-

 

ment, low Adjusted pattern congruence

 

students who are low in Adaptation level.

 

Exploratory Hypotheses.

 

The two exploratory hypotheses were added to the study
to examine more fully the relationship between environ-
mental continuity Or discontinuity and academic per-
formance. Because these hypotheses were not con-
structed prior to the initiation of the study they
cannot be considered testable within the framework

of the design of the study. They held such promise

for further conceptualization, however, that they were

57

added during the course of the analysis. The findings,
of course, must be considered tentative and suggestive
only.

I. There will be significant differences among

correlations between high school grade point

 

averages and community college grade peint

 

averages according to the degree of similarity
between the two environments. That is, the
correlations between high school performance

and college performance (as measured by grade
point averages) will be significantly different
for students from a high school in which environ-
mental demands are similar to those at the
community college compared to the correlation

for students from a high school in which the
demands are unlike those at the community college.

2. The correlation between high school performance

 

and college performance (as indicated by grade

 

point averages) will be significantly higher

for students whose environmental demands-personal
need ”fit" (or congruence) remains relatively
constant compared to that for students who

experience distinct positive or negative change.

Analysis
In the following section the assumptions underlying

the statistical models used in analyzing the data are

presented and discussed.

58

Assumptions: t—test

 

In the evaluation of the difference between two means
through the use of the p-test, the implicit assumption is
made that the population variances from which the samples
are drawn are equal. In rejecting the null hypothesis,
the assumption is made that the true difference lies between
the means and not in the variances involved.l

Although the senior author of the test instruments
used in this study uses the petest routinely in his analysis
of press-press and press-need differences,2 F-tests will
be used to detect any radical departures from homogeneity
of variance.

In addition, the use of the p-test involves the assump-
tion of normal distribution of the ”numerator" variable.
Edwards,3 however, states that departures from normality
are not crucial so long as the number of observations in
each sample is sufficiently large. The smallest samples
involved in the basic use of the p—test in this study in-
clude 36 subjects. With groups of this size, departures

from normality should not invalidate the conclusions drawn.

 

lAllen L. Edwards, Statistical Methods for the

Behavioral Sciences (New York: Rinehart and Co., 1954),
pp. 270—27l. .

 

 

2 .
Stern, Scoring Instructions. . . , gp. Cit.

3Allen L. Edwards, Experimental Design in Psycho-
logical Research (New York: Holt, Rinehart and Winston,
1960), p. ll2.

 

 

 

59

Assumptions: Cattell's rB

 

Cattell's rp profile or pattern analysis statistic
is based upon two restrictions: (l) that the dimensions
be independent in the pOpulation, and (2) that the scores
be in standardized form. That is, that each variable,
regardless of its metric, be given equal weight.

Hornl indicated that when the assumption of independ-
ence is not warranted rp will be inflated and therefore
(using the significance tables provided) appear to be more
noteworthy than it is. He added that the psychologist will
Often find it difficult to justify the assumption that the
K dimensions are, in fact, independent. The fact that the
ll first-order factors used in the principal analysis of
the data were derived from factor analysis is relevant here.
Such factor independence supports the use of the statistic
with such data. It does not, however, preclude the possie
bility that the dimensions are not independent. The prin-
cipal uses of the statistic in this study were: (I) to
assign subjects to broad categories of ”conguence" or fit
between their expressed needs and environmental demands and
(2) to measure dissimilarity between patterns of institu-

2
tional demands in intellectual and "social" areas. In such

 

1J. L. Horn, "Significance Tests for use with r and
Related Profile Statistics," Educational and Psycho-p
logical Measurement, XXI, No. 2 (1961), pp. 363-370.

 

 

2The above (r ) statistic is described more fully
and several levels of Horn's Significance tables
reproduced in Appendix IV.

6o

broad classification or in expressing dissimilarity, the
"inflationary" effect of non-independence between the

K-dimensions should not invalidate the use of the statistic.

Assumptions: Rank—Correlation Coefficient

 

The rank-correlation coefficient has the advantage
that no assumptions are made about the distributions of X
or Y. It does involve the implicit assumption that the
objects, items or persons ranked be ranked by the same in-
dividual or individuals. This implicit assumption was met
in the use of the coefficient with data from three high
schools and the community college. In the cases in which
the assumption was not met, the analysis was made and the

exceptions noted.

Assumptions: Point—biserial correlation

 

coefficient

 

The chi-square statistic was used in several of the
major analyses of the data. The null hypothesis was ac-
cepted or rejected in each case on the basis of the out-
come of the chi—square test. The relationship was, however,
explored further in several cases through the use of the
point-biserial correlation coefficient.

Use of the point—biserial correlation coefficient
involves no assumption as to the distribution of the dichot-
omous variable. Generalization is made only to a universe

of samples of size N having the same fixed number of cases

61

NO and N1 in the dichotomous categories.l It is also
assumed that Y is normally distributed within each X cate—
gory and that the two Y distributions have the same variance.
The point-biserial correlation coefficient was used
in an exploratory and supplemental manner. Because the
statistic was not used in basic hypotheses—testing, the
assumptions were tested informally through inspection of

the data. The inSpection did not reveal any serious depar—

tures from these assumptions.

Assumptions: Product—moment correlation

 

The use of the product—moment correlation assumes
linearity of regression, homoscedasticity, and normal dis-
tributions for the variables.2 Again as above, the product-
moment correlation was used in an exploratory and supple-
mental manner. An informal inSpection of the data did not

reveal any radical departures from these assumptions.

Assumptions: Analysis of Variance

 

Four basic assumptions are made when the analysis of
variance is used:3

1. Observations within groups must be mutually

independent° that is each observation is in
no way related to other observations.

 

1
Helen M. Walker and Jospeh Lev, Statistical Inference
(New York: Henry Holt and Co., 1953), p. 271. ,

 

2Quinn McNemar, Psychological Statistics (2d ed.; New
York: John Wiley and Sons, I955), pp. 122—143.

3E. F. Lindquist, Design and Analysis of EXperimentS
in Psychology and Education (Boston: Houghton-Mifflin Co.,

1953): PP. 73-78.

 

 

62

In this study, each of the sub-groups were from
hypothetically different treatment pOpulations,
and students were randomly selected to make up

the samples for each part of the study.

2. The variance of the criterion measures is the
same for each of the treatment pOpulations. This
assumption of homogeneous variance can be violated
without serious risk, as Shown by the Norton study
cited in Lindquist.l This assertion is supported
by Hayes,2 under the condition that the number
of cases in each sample is the same. In the major
analyses of the data (those involving four levels
of environmental continuity and four levels of
congruence) the subjects were divided into four
equal groups.

3. The distribution of the criterion measures for3
each treatment must be normal. Both Lindquist
and Hayes2 have stated, however, that the nor-
mality assumption is not important if the pDin
each sample is large. In this study, the prin—
cipal sub-groups contain 43 cases.

4. The mean of the criterion measures must be the
same for each of the treatment pOpulations (the
null hypothesis).

The analysis of variance indicates whether or not dif-
ferences exist between the means of groups being studied,
but it does not indicate which means are different. Duncan
has developed one of the tests that can accomplish this
purpose: Duncan's New Multiple Range Test. This test uses
the square root of the error mean square of the analysis of
variance in the computation of the standard error of the

mean. The difference between any given set of means must

exceed the Significant studentized range for that pair of

 

lIbid., pp. 78-90.

2William L. Hayes, Statistics for Psychologists (New
York: Holt, Rinehart and Winston, 1963), p. 379.

 

3Lindquist, op. cit.

63

means (the means having been arranged in order of magnitude)

multiplied by the standard error of the mean.1

Summary
A sample of 340 first—time, full—time freshmen

students were tested with Stern's Activities Index in fall

 

orientation classes at the community college. The parallel

environmental index (The Evening College Characteristics

 

Ipeex) was given to the students during the same orientation
period with instructions to return it to the next class
session.

A ten-item questionnaire composed of questions which
paraphrased the ll first-order factors of the environmental
indexes was also administered. Subjects were asked to re-
port their perceptions of the level of environmental demands
and to express their preferences for emphases in these areas.

High school environmental background data was obtained
for 172 subjects from the above sample. The information
was obtained through testing at the high school level.
Samples of 36—42 volunteer seniors at eight service area

high schools were administered The High School Character-

 

isticS Index, an instrument develOped to parallel Stern's

 

other environmental indexes.
Personal data forms were used to obtain information
concerning the students' family background, educational

plans and plans to remain at the community college or to

 

lEdwards, Experimental Design. . . ,Op. cit., pp. 136-

 

l40.

64

transfer to another institution prior to completing a full
two years' work. A follow—up questionnaire was mailed to
the entire sample (N = 340) in the spring term to obtain
information about changes in the students' status. Regis-
trar's records were used to supplement the mailed-returns.
A local validity check was made by comparing faculty

and student responses to the Evening College Characteris-

 

tics Index. A rank order correlation was computed between

 

the means of faculty reSponseS (N = 30) on the ll first-
order factors of the index and the means of student
responses. The resulting coefficient was .90.

A sample of 50 students was given the Evening College

 

Characteristics Index in Spring-term psychology classes

 

and retested after a period of 30 days. The test-retest
coefficients for the ll first-order factors averaged .83.
A small sample (N = 50) of tests from the original sample
were selected and checked using a split-half, odd-even
procedure. The average first—order factor scale reliability
was .85 (when the correlational formula was supplemented
with the Spearman-Brown Prophecy Formula).

Although sub-scale reliabilities (for the 30 sub-

scales) averaging .5 had been reported for the High School

 

Characteristics Index, a separate reliability check was

 

made. The ll first—order factors of the index were used.
A Split-half, odd-even technique was used and the formula
supplemented with the Spearman-Brown Prophecy Formula. The

average first-order factor scale reliability was .74.

65

Thirty students were given the College Character-

 

istics Index. The mean factor scores of this sample were

 

compared to a l963 sample studied with the same instrument
at the community college. The rank-order correlation
coefficient between the ll factor scale means in the two
samples was .87.

Three groups of students (N = 21, 15, and 22) at
the community college who were 1964 or l965 graduates of

three local high schools were given the High School Charac-

 

teristics Index. The samples' mean scores on the ll factors

 

were compared to the mean responses of 1966 seniors tested
in the same three schools. The rank-order correlations for
the three schools were .99, .94 and .96.

Statistical hypotheses concerning differences in press
amounts and patterns in the high schools were presented.
Predictions of significant difference in intellectual and
non-intellectual demands made upon students in the high
school compared to the community college environments were
made. Predictions of significant differences in performance
and rates of attrition were made for varying levels of
environmental continuity, congruence and levels of adap-
tation. Specifically, differences were predicted in both
performance levels and attrition rates for students whose
personal preferences fit the demands of the community col-
lege better than his high school's demands or worse than

his high school's demands. Predictions were also made with

reference to the students' "fit" (correspondence of his

66

preferences to the institution's demands) at the community
college level both for performance and rates of attrition.
Predictions were also made that the student who had ex-
perienced demands not to his liking at the high school level
would react differently to such lack of fit at the college
level (compared to the student who had liked the demands
of his high school environment).

The statistical methods used in the analysis of the
data were presented and the assumptions underlying them

discussed.

CHAPTER IV
ANALYSIS OF RESULTS

Section I of this chapter includes the analysis of
differences in perceptions of environmental demands in the
high schools and at the community college. (Definitions of
environmental factors are given in Appendix I.)

The data in Section II were obtained through compar—
isons made between the congruence ("fit") of the individualks
preferences to the demands in his high school environment
compared to that at the community college. (The assignment
of subjects to environmental continuity categories is
dexcribed in Appendix IV.)

In Section III the individual's congruence or fit at
the community college is analyzed in relationship to perfor-
mance and attrition. In the measures of student drOpout

(attrition), Deviation pattern congruence (as defined in

 

Chapter III, supra, p. 47) was used. Adjusted pattern con-

 

gruence (as defined in Chapter III, epppe, p. 48) was em-
pkwed with the measures of student performance. In both
the investigation of performance and attrition the relation—
ship between patterns of individual needs and environmental

demands was expressed mathematically using Cattell's rp
pattern analysis statistic. (This statistic is described

in Appendix IV.)
67

 

68

The results of the investigation of Adaptation level

 

(as defined in Chapter III, supra, p. 49) are presented in
Section IV. (See Appendix IV for details of the process

used to assign subjects to Adaptation level categories.)

 

Two exploratory hypotheses are presented in Section V
relating to environmental continuity and performance.

The .05 level is used throughout the analyses as the
criterion for the rejection of the null hypothesis.

The continuity, congruence and adaptation level meas-
ures were related to performance for fall and winter quar-
ters. That is, these variables were related to performance
as expressed by cumulative (fall + winter) grade point
averages. All assessments of attrition rates were based
upon the entire academic year.

Section I which follows involved the testing of hy-
potheses pertaining to press at the eight high schools and

the community college.

Section I: Press

 

Comparisons were made between perceptions of environ-
mental press in eight high schools and in Lansing Community
College (as defined in Chapter I, epppe, p. 14). The sub-
jects in the high schools were seniors within two months of
graduation. The high school subjects were given The High

School Characteristics Index. The community college sub-

 

jects were freshmen who were tested late in the fall quarter.

The community college subjects were given The Evening

 

69

College Characteristics Index, an instrument which parallels

 

the high school form.
Summaries of the comparisons on the two second-order
and the 11 first—order dimensions for each of the eight
high schools are presented in Appendix IV (in raw data form).
Comparisons were made between perceptions of environ—
mental press or demands at each of eight high schools within
the service area of the community college and the percep-
tions of press or demands at the community college. In each
of the eight sets of comparisons, the two seCOnd—order and
the 11 first-order factors defined above were compared.

The null hypothesis tested for each of the comparisons

states symbolically, was: HO: “1 - u2. The alternate hy-
pothesis, stated symbolically, was: HA: ”1 # u2.
I. Hypotheses pertaining to Press at the High

 

Schools and the Community College.

 

1. No differences will be found between the Intel-

lectual Climate dimension at the high schools

 

and the community college.
Significant differences were found between the Intel-

lectual Climate dimensions in each of the eight comparisons

 

between the high schools and the community college using
the p-test (See Table 4.1). All eight of the differences
were significant beyond the .05 level. The null hypothesis

in each case was rejected.

 

 

 

70

TABLE 4.1.--Total Intellectual Press comparisons (each of
the eight high schools compared to the community college).

 

 

 

 

p values
School #1 (Local Public) -4,15**
School #2 (Local Public) -5.76**
School #3 (Local Public) -4,19**
School #4 (Parochial) -3.39**
School #5 (Non-local Public) -6.03**
School #6 (Non-local Public) -6.69**
School #7 (Non-local Public) -6.42**
School #8 (Non—local Public) -7.46**

 

Legend:

**Significant at 1 Community College press greater)
1 Community College press greater)

O
*Significant at .O
++Significant at O

O

(

(
1 (High School press greater)
5 (

+Significant at High School press greater)

a. No differences will be found between

the Aspiration Level factor at the high

 

schools and the community college.

b-f. Ibid for Intellecutal Climate, Student

 

 

Dignity, Academic Climate, Academic

 

Achievement, Self-Expression.

 

 

Significant differences (at the .05 level or beyond)

were found between the perceptions of press in the high

schools compared to the community college in 32 of the 48

71

comparisons using the p—test. In every case the community
college press was perceived as greater than the high school
press.

The results of the analyses on the 48 first-order
factors are summarized in Table 4.2.

2. No differences will be found between the

Non-Intellectual Press dimension at the high

 

schools and the community college.
Significant differences were found between the Non—

Intellectual Press dimension in two of the eight comparisons

 

using the petest. Both of these differences were significant
at the .05 level. In one case (School #2), the community
college press was greater. In the other comparison (School
#4), the high school press was greater.
The results of the analysis on this dimension are
presented in Table 4.3.
a. No differences will be found between the

Group Life factor at the high schools and

 

the community college.

b-f. Ibid for Academic Organization, Social

 

Form, Play—Work and Vocational Climate.

 

 

 

(Self-Expression is shared byihetmo second—

 

order dimensions. It is included in the

Non-Intellectual dimension table, but was

 

not re-analyzed.)

Significant differences (at the .05 level or beyond)

were found between the press at the high schools and the

72

TABLE 4.2.-~First-order factor comparisons for the Six

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

scales of the Intellectual Press dimension: eight high
schools - community college.
FACTOR
ASPIRATION LEVEL
School #1** School #3** School #5** School #7**
School #2** School #4** School #6** School #8**
INTELLECTUAL CLIMATE
School #1 = School #3 2 School #5* School #7**
School #2 = School #4 = School #6** School #8**
STUDENT DIGNITY
School #1** School #3** School #5** School #7**
School #2** School #4** School #6** School #8**
ACADEMIC CLIMATE
School #1 2 School #3 = School #5* School #7*
School #2 = School #4* School #6** School #8**
ACADEMIC ACHIEVEMENT
School #1* School #3 = School #5** School #7**
School #2** School #4 2 School #6** School #8**
SELF EXPRESSION
School #1 = School #3 = School #5 = School #7 =
School #2 = School #4 2 School #6 = School #8**
Legend: (pfvalues)

*Significant at
**Significant at

.05
.01

E

Community College greater
Community College greater

Difference not significant

 

73

community college on 25 of the 48 comparisons (including

the one difference on factor #6, Self—Expression, referred

 

to above) using the p-test.

TABLE 4.3.—-Total Non-Intellectual Press comparisons (each
of the eight high schools compared to the community college).

 

 

 

 

p values
School #1 (Local Public) .12 =
School #2 (Local Public) —2.37 *
School #3 (Local Public) .99 =
School #4 (Parochial) 2.26 +
School #5 (Non-local Public) -1.52 =
School #6 (Non-local Public) —l.87 =
School #7 (Non-local Public) — .57 =
School #8 (Non—local Public) —1.21 =

 

Legend:
* Significant at .05 (Community College greater)

+ Significant at .05 (High School Greater)

Difference not significant

The community college press was perceived as greater

than the high school press on the Group Life factor for each

 

of the schools except School #4 (difference not significant).
The community college press was greater than the high school

press on the Academic Organization factor for Schools #2,

 

5, 6, 7 and 8. (Differences were not significant for

74

Schools #1, 3 and 4.) The community college press was
seen as greater than the high school press on the Social

Form factor for Schools #3 and 7. The press at School #4

 

was greater than the community college press on the Social

Form factor. (Differences on the Social Form factor were

 

not significant for Schools #1, 2, 5, 6, and 8.) The

Play-Work factor was perceived as significantly greater in

 

each of the high schools than at the community college.

Differences on the Vocational Climate factor were not sig-

 

nificant at any of the schools except School #2. The

community college press was greater for the Vocational

 

Climate factor than at School #2.

The results of the analysis on the 48 first-order
factors of the Non-Intellectual dimension are presented
in Table 4.4.

3. No differences will be found between the

patterns of press at the high schools

 

compared to the community college.
The 11 first-order factors were used in these compari-
sons. The means of the high school seniors' perceptions
of press were used to establish the "pattern" of press at
the high school in question. (Data obtained through the

use of the High School Characteristics Index.) The means

 

of the community college freshmen sample's perceptions of

press at the community college were used to establish the

”pattern” of press at the community college. (Data obtained

through the use of the Evening College Characteristics

 

Index.)

75

TABLE 4.4.--First-order factor comparisons for the Six

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

scales of the Non-Intellectual Press dimension: (Each
of the eight high schools compared to the community
college.)
FACTOR
SELF—EXPRESSION
School #1 2 School #3 2 School #5 = School #7 =
School #2 = School #4 2 School #6 = School #8**
GROUP LIFE
School #1* School #3* School #5** School #7**
School #2** School #4 = School #6** School #8**
ACADEMIC ORGANIZATION
School #1 2 School #3 2 School #5** School #7*
School #2** School #4 = School #6** School #8**
SOCIAL FORM
School #1 2 School #3** School #5 = School #7*
School #2 = School #4-- School #6 = School #8 =
PLAY-WORK
School #l++ School #3++ School #5++ School #7++
School #2++ School #4+ School #6++ School #8++
VOCATIONAL CLIMATE
School #1 = School #3 = School #5 = School #7 =
School #2** School #4 = School #6 = School #8 =
Legend: (p-values)
*Significant at .05 Community College greater
**Significant at .01 Community College greater
= Difference not significant.

+Significant at
++Significant at

.O5
.01

E

High School greater)
High School greater)

76

The scores were standardized using the means and
standard deviations of perceptions of press on each of
the 11 factors. The mean and deviations were computed
using the data from all of the high schools and the com-
munity college. This standardization was necessary
because the use of Cattell's rp statistic requires that
all scores be in standard score form.

The null hypothesis tested for each of the eight
comparisons, stated symbolically, was: HO: rp ; -.311.
(This value of rp is required for significant diesimi~
larity by Horn'sl tables of significance at the .05 level
(for pattern comparisons involving 11 dimensions).2 The
alternate hypothesis, stated symbolically, was:

HA: rp < -.311.

No significant differences were found in the pre-
dicted direction. The rp coefficients for the schools
were: School #1 (Local Public): .36; School #2 (Local

Public: .18; School #3 (Local Public): .57; School #4

(Parochial): .71; School #5 (Non-local Public): .30;
School #6 (Non—local Public): .28; School #7 (Non-local
Public): .14; and School #8 (Non-local Public): .19.

The correlation for School #3 (Local Public) (.57)

was significantly positive at the .02 level. The corre-

 

lation for School #4 (Parochial) (.71) was significantly

 

 

lHorn, Op. cit., pp. 363-370.

2The r statistic is described more fully in
Appendix Iv.p

77

positive at the .01 level. The null hypothesis was ac-
cepted in each of the eight comparisons.

The results of the analysis of patterns of press
at the high schools (compared to the community college)
are presented in Table 4.5.
TABLE 4.5.-—Comparisons of patterns of press at the eight

high schools to the pattern of press at the community col—
lege--using Cattell's r profile or pattern analysis

 

 

 

statistic.
School rp coefficient Significance
#1 — Local Public .36 =
#2 — Local Public .18 =
#3 - Local Public .57 +
#4 - Parochial .71 +
#5 - Non-local Public .30 :
#6 — Non-local Public .28 =
#7 - Non-local Public .14 =
#8 - Non—local Public .19 =

 

Legend:

Difference not Significant

Difference Significant at .05, dissimilarity

 

+ Correlation Significant at .05, Similarity

 

4. No differences will be found between

the rank order of press factors at the

 

high schools and the community college.

Rank order correlations were computed between the

order of press factors of the Common Beta Press (means of

 

the samples' perceptions of press on the 11 environmental
index factors) at the eight high schools and the community
college.

The null hypothesis tested for the eight schools,
stated symbolically, was: HO: r ;=-.29. The alternate

S

hypothesis, stated symbolically, was: H rq < —.29.

A‘

Significant differences were found between the rank
order of press factors in six of the eight high schools
when these were compared (individually) to the rank order
of the same factors at the community college. The (rs)
were significantly negative in these six cases. The null
hypotheses, then, were rejected in six cases; accepted in
two. The correlations were as follows: School #1, -.39;
School #2, -.41; School #3, -.32; School #4, -.37;

School #5, .07, School #6, -.39; School #7, .03; and
School #8, —.87.

The results of the analyses of the rank order of press
factors are given in Table 4.6. (All of the rank-order
comparisons were made using the means of the eight high
school samples' perceptions of press at the high schools

and the community—college sample's perceptions of press at

the community college.)

79

TABLE 4.6.-—Comparisons of the rank-order of press factors
at the eight high schools and the community college.

 

 

 

School Significance
School #1 - Local Public r8 = —.39 -
School #2 - Local Public rS = -.41 -
School #3 - Local Public rS = -.32 -
School #4 - Parochial r8 = -.37 -
School #5 — Non-local Public rS = .07 =
School #6 - Non-local Public r8 = -.39 -
School #7 — Non—local Public rS = .03 =
School #8 — Non—local Public rS = —.87 -

 

Legend:
— Difference significant at the .05 level

2 Difference not significant

Section II: Continuity

 

Section II which follows deals with the data obtained
through environmental comparisons (in the transition from
the high school to the community college). Environmental

continuity (as defined in Chapter III, supra, p. 49) was

 

related to measures of performance and attrition. The sub-

jects were divided into two groups, low and high achievement

(as defined in Chapter I, supra, p. 15) for the major

8o

analyses. (Details of the method used to assign subjects

to continuity categories are given in Appendix IV.)

II. Hypotheses pertaining to Environmental
Continuity.

 

 

The following hypotheses pertaining to the effects
of environmental continuity and discontinuity upon attrition
were tested.

1. Negative discontinuity students will leave

 

the community college and not continue their
education elsewhere at a significantly higher

rate than Positive discontinuity students.

 

Subjects' need profiles converted to press equivalents
were compared to the press at their respective high schools
and to the press at the community college. Cattell's rp
pattern analysis statistic was used to express this rela—
tionship mathematically. Subjects were divided into four
groups or levels of ”goodness of fit." Those who remained
in the same category of "goodness of fit" at the community

college were described as experiencing Essential (environ-

 

mental) continuity. Those who were classified in a higher

 

category of fit at the community college (than in high

school) were classified as Positive discontinuity students.

 

Those who were classified in a lower category of fit were

described as Negative discontinuity students.

 

The null hypothesis, stated symbolically, was:

2 2
H:XéX.05°

O The alternate hypothesis, stated

 

8l

,2 2
A' X>X.05

chi-square was .884. The null hypothesis was accepted.

symbolically, was: H (or 7.80). The value of

Alternate Hypotheses:

a. High achievement, Negative discontinuity

 

 

students will indicate intention to transfer
to another institution prior to completing
requirements for an Associate-in-Arts degree
at a Significantly higher rate than pigp

achievement, Positive discontinuity students.

 

 

High achievement was defined as having a cumulative

 

high school grade point average above the median for

entering freshmen at the community college; low achievement,

 

having a cumulative grade point average below the median.
Only academic subjects were considered: English, foreign
languages, mathematics, science and social science. Nega-

tive and Positive discontinuity were defined as indicated

 

in (1) above.

The null hypothesis, stated symbolically, was:

9
H : x“:; X2

0 05. The alternate hypothesis, stated Symbol-

. 2 2
Ically, was: HA: x >x .05

of chi—square was 5.18. The null hypothesis was accepted.

(or 7.80). The computed value

b. Low achievement, Negative discontinuity

 

students will leave the community college
and not continue their education elsewhere

at a Significantly higher rate than low

—_

achievement, Positive discontinuity

 

 

students.

The null hypothesis, stated symbolically, was:

HO: xé é=x2 05. The alternate hypothesis, stated symbol—

ically, was: HAzx2>x;205 (or 7.80). The computed value
of chi—square was 9.02. The null hypothesis was rejected.

2. Positive discontinuity students will perform

 

at a significantly higher leven than Negative

discontinuity students at the community college.

 

Students were divided into four groups on the basis
of their congruence scores in high school. These pattern
congruence scores were compared to the pattern congruence
scores at the community college. Subjects were assigned
to four groups on the basis of the relative Similarity of
their scores in the two settings (continuity). Those whose
scores changed significantly'(posflive1y or negatively) were
assigned to separate categories. The four groups were:

Positive discontinuity (significant positive change in fit);

 

Essential continuity II (some improvement); Essential

 

 

continuity I (some deterioration): and Negative discon-

 

 

_pipeipy (significant negative change). (The details of
this assignment process are described in Appendix IV.)
The null hypothesis, stated symbolically, was:
Hozill = “2. The alternate hypothesis, stated symbol-
ically, was: HA: ul>u2.
An analysis of variance was computed using the four

continuity levels and cumulative (fall + winter) grade point

averages. The F ratio of 8.1 was Significant beyond the

.05 level. The mean of the Positive discontinuity group

 

83

was 2.443 of the Negative discontinuity group: 2.36. The
Shortest Significant range was .30. The null hypothesis
was accepted.

The results of the analysis of variance are presented
in Table 4.7. The results of Duncan's New Multiple Range
Testl are presented in Table 4.8.

TABLE 4.7.--Analysis of variance — con-

tinuity (4 levels) and cumulative (fall
+ winter) grade point average.

 

 

 

Source Sums of Mean F
“ Squares Square Ratio
Category

Means 9.01 3 3.00 6.02*

Within 83.69 168 .4982

 

*Significant at .001

2. Low achievement, Positive discontinuity
students will perform at a Significantly
higher level than low achievement, Nega—

tive discontinuity students at the com-

 

munity college.
The four divisions were continued in this analysis
(Positive discontinuity, Essential continuity II, Essential

continuity I, and Negative discontinuity) but the subjects

 

were divided further on the basis of achievement. (High

and low achievement having been defined as being above or

 

lEdwards, op. cit., pp. 136-140.

84

below the median of entering freshmen in terms of high

school grade point average.)

TABLE 4.8.——Duncan's New Multiple Range Test applied to
the differences between four means (continuity - fall +
winter G.P.A.)

 

 

 

 

 

 

 

 

 

Group 11 Group I Group IV Group III (Range**)
2.54 2.44 2.36 2.10
.10 ' .30
.18 .31
.44 .32
L_ 1
f _i

 

 

**Shortest Significant Range

Any two means not underscored with the same double
line ([1 J ) are Significantly different.

 

 

Groups are numbered from I (Highest) to IV (Lowest)
continuity
The null hypothesis, stated symbolically, was:

The alternate hypothesis, stated symbolically,

31

Ill 112-

S
m c)
(1)

HA: “1:112.
An analysis of variance was computed using the four

:Levels of continuity and cumulative (fall + winter) grades.
The F ratio of 2.58 was significant beyond the .05 level.
Tflie Positive discontinuity group mean was 2.25 for the low
axzhievement students. The Negative discontinuity group

rrlean was 1.86 for the low achievement students. This dif—

fEerence (.39) exceeded the difference required at the .05

85

level applying Duncan's New Multiple Range Test adapted
for use with unequal numbers of replications.l The null
hypothesis, therefore, was rejected.

The results of the analysis of variance are presented
in Table 4.9. The results of the application of Duncan's
New Multiple Range Test adapted for use with groups with
unequal numbers of replications are presented in Table 4.10.

TABLE 4.9--‘Analysis of variance — con—
tinuity (4 levels) and achievement (2

levels) X performance (indicated by
cumulative (fall + winter) grade point

 

 

 

average).
Source Sums of Mean F
‘ Squares Square Ratio
Category
Means 9.08 7 1.30 2.58*
Within 82.62 164 .5038

 

*Significant at .025

 

lClyde Young Kramer, "Extension of Multiple Range

Tests to Group Means with Unequal Numbers of Replications,"
Biometrics, 12 (1956), pp. 307—310.

 

86

 

 

 

 

 

 

 

 

 

MAB E 4 lO.--Duncan's New Multiple Range Test (adapted for
use with unequal replications) applied to Low Achievement
students' performance in terms of cumulative (fall + winter)
g1 rade point average. Subjects stratified by 4 levels of
continuity.
Shortest
Group I Group II Group III Group IV Significant
Range
2.25 2.13 1.99 1.86
.12 .31
.26 .33
.39 .34
L_ J
L_ 1

 

 

Any two treatment means not underscored by the_eame
double ([:::::::3 ) line are Significantly different.

Section III: Congruence
Levels of congruence or fit between subject’s inven-

toried activities preferences (Activities Index) and envi—

 

ronmental demands as expressed by the Common Beta Press

 

(means of the samples' perceptions of press on the 11

Evening College Characteristics Index factors) are related

 

to performance and rates of attrition in Section III.

III. Hypotheses pertaining to Congruence at the
Community College.

 

1. Students who are low in Deviation pattern

 

congruence will leave the community college

 

and not continue their education elsewhere

87

at a significantly higher rate than high

Deviation pattern congruence students.

 

Deviation pattern congruence was computed as follows:

 

 

congruence between students' converted need scores (con-
verted to press equivalents) were compared to the community

college environmental demands (Common Beta Press). De-

 

viations which exceeded one standard deviation above or
below the perceptions of press were included in the compu—
tations. Scores which fell within one deviation of the mean
were not computed as deviant. The statistic used was
Cattell‘s rp pattern or profile analysis statistic (in the
pattern comparisons).

The null hypothesis, stated symbolically, was:

2
H : X2 <:x .05. The alternate hypothesis, stated symbol-

0 =:
ically, was: HA: X2 > x2 05 (or 7.80). The computed value
of chi-square was 6.26. The null hypothesis was accepted.

Alternate Hypotheses:

a. Low Deviation pattern congruence, high

 

achievement students will indicate

 

intention to transfer to another insti—
tution prior to completing requirements
for an Associate-in-Arts degree at the
community college at a significantly

higher rate than high Deviation pattern

 

congruence, high achievement students.

 

88

The null hypothesis, stated symbolically, was:

H : x g x q The alternate hypothesis, stated symbol-

ically, was: HA: x2 >X2 05 (or 7.80). The computed value
of chi-square was 7.82. The null hypothesis was rejected.

b. Low Deviation pattern congruence, low

achievement students will leave the

 

community college and not continue their
education elsewhere at a significantly

higher rate than high Deviation pattern

 

congruence, low achievement students.

 

 

The null hypothesis, stated symbolically, was:

HO: X2 ; x2 05. The alternate hypothesis, stated symbol—
ically, was: HA: X2 >X2 05

of chi-square was 5.01. The null hypothesis was accepted.

(or 7.80). The computed value

c. High achievement, low Deviation pattern

 

 

congruence students who are low in Educa-

 

bility will indicate intention to transfer
to another institution prior to completing
requirements for an Associate-in—Arts

degree at a significantly higher rate than

high achievement, low Deviation pattern

 

 

congruence students who are high in Educa—

 

bility.

Educability as defined by Sternl combines elements

 

of both intellectuality and submissiveness. This dimension

 

l . . .
Stern, Scoring Instructions. . . , op. Cit.

—————-

 

89

of the Activities Index reflects a strong interest in in-

 

tellectual activities coupled with a need for orderliness
and conformity.

The null hypothesis, stated symbolically, was:
; x .05. The alternate hypothesis, stated symbol-
ically, was: HA: X2=’X2.O5 (or 7.80). The computed value

of chi-square was 1.38. The null hypothesis was accepted.

d. Low achievement, low Deviation pattern

 

 

congruence students who are low in Educa-

 

bility will leave the community college
and not continue their education elsewhere
at a significantly higher rate than low

achievement, low Deviation pattern con—

 

 

gruence students who are high in Educability.

 

The null hypothesis, stated symbolically, was:

2 2

x g x The alternate hypothesis, stated symbolically,

2 2

X .05

square was 6.13. The null hypothesis was accepted.

.05
>

was: x (or 7.80). The computed value of chi-

2. High Adjusted pattern congruence students will

 

perform at a significantly higher level than

low Adjusted pattern congruence students at

 

the community college.
Subjects‘ converted need scores were compared to the
means of the environmental press scores of the first—order

factors of the environmental index at the community college.
Converted press scores above the mean of the intellectual

dimension factors or below the mean of the non-intellectual

go

factors were disregarded. Only those deviations which were

below the means on the intellectual dimension factors or

.——_.—._._ -—

above the means on the non-intellectual dimension factors

——.

 

were included in the computations (using Cattell's r
pattern analysis statistic).
Subjects were divided into four groups in terms of

their Adjusted pattern congruence coefficients. Scores

 

levels of congruence and the cumulative grade point averages
for the first two terms' work (fall + winter term). Sub—
jects were not separated according to levels of previous
academic achievement in this analysis.

The null hypothesis, stated symbolically, was:
U1 2 U2 : U3 2 Nu. The alternate hypothesis, stated symbol-
ically, was: H : pl>u2,p3,u4. The F ratio for the four

A
congruence groups was 3.34, significant beyond the .05 level
Groupilf(highest congruence) mean grade point average
i, Group III (third highest) was 2.3M; Group II, 2.26
and Group I (lowest congruence) was 2.10. The differences
between the means of Group I and Group II as well as the
difference between the means of Group I and Group IV ex-

ceeded the shortest significant ranges of Duncan's New Mul-

tiple Range test beyond the .05 level. The null hypothesis

was rejected.

91

The results of the analysis of variance flour levels of
congruence and fall + winter cumulative grade point average)
are given in Table b.11. The results of Duncan’s New Mul—
tiple Range Test applied to the category means are presented
in Table H.12.

TABLE A.ll.--Analysis of variance of

congruence (4 levels) and cumulative
grade point average for fall + winter

 

 

 

 

quarters.
Sums of Mean F
C
source Squares d Square Ratio
Category
Means 5.20 3 1.73 3.3u*
Within 87.50 168 .5208

 

*Significant at .025.

Alternate Hypotheses:

a. Low Adjusted pattern congruence students

 

who are high in Educability will perform

 

at a significantly higher level than

low Adjusted pattern congruence students

 

who are low in Educability.

 

The null hypothesis, stated symbolically, was:

HO: pl = “2. The alternate hypothesis, stated symbolically,

was: HA: “1 >u2. Subjects were divided into two groups on

the basis of congruence (high and low) and subdivided into

two groups of Educability. Achievement was not considered.

 

That is, students were not separated according to levels of

previous achievement.

92

TABLE M.l2.—-Duncan's New Multiple Range Test applied to
the differences between A treatment means-—congruence and
fall + winter G.P.A.

 

 

 

 

 

 

 

Shortest
Group I Group III Group II Group IV Significant
Ranges
2.60 2.3a 2.26 2.10
.26 .31
.34 .33
.50 .34
f j

 

 

 

 

(Group I: High Congruence, Group IV: Lowest
Congruence.)

Treatment means not underscored by the same double
line ( [2:222:21 ) are significantly different.

The performance measure used in the analysis of
variance was fall + winter (cumulative) grade point average.
The F ratio in the analysis of variance was 2.83, signifi-
cant at the .05 level. The category means were: .fligh

congruence, high Educability: 2.51; high congruence, low

 

 

Educability: 2.32, low congruence, high Educability: 2.39;

 

 

and low congruence, low Educability: 2.10. The shortest

 

significant range1 was .3l for the difference between two

means. The difference between the low congruence, high

 

Educability and low congruence, high Educability group means

 

 

was .29. The null hypothesis, therefore, was accepted.

 

lKramer, loc. cit., pp. 307-310.

93

The results of the analysis of variance are presented
in Table 4.13. The results of the analysis applying
Duncan‘s New Multiple Range Test adapted for use with un-
equal groups are presented in Table 4.14.

TABLE 4.l3.--Analysis of variance - con—
gruence (2 levels) and Educability (2

levels) and fall + winter cumulative
grade point average.

 

 

 

 

Sums of Mean F
Source Squares df Square Ratio
Category
Means 4.47 3 1.49 2.83*
Within 88.33 168 .5257

 

*Significant at .05

b. High Adjusted pattern congruence, Positive

 

discontinuity students will perform at a

 

significantly higher level than low Adjusted

 

pattern congruence, Negative discontinuity

 

 

students.
Subjects were divided into four groups on the basis

of Adjusted pattern congruence. These four groups were sub-

 

divided into three groups on the basis of continuity: Posi—

tive discontinuity (significant positive change in environ-

 

ment), Essential continuity, and Negative discontinuity

 

 

(significant negative change). An analysis of variance was

computed using the resulting ten groups. (There were no

subjects who were classified as Positive discontinuity

 

94

subjects in the lowest (Group I) category of congruence nor

'any classified as Negative discontinuity in the highest

 

{Group IV) category of congruence.) Cumulative (fall +
winter) grade point averages were used in the analysis of
variance. Subjects were not, however, subdivided on the

basis of previous (high school) levels of achievement.

TABLE 4.14.--Duncan's New Multiple Range Test applied to

 

 

 

 

 

 

 

 

4 treatment means: congruence ( 2 levels and Educability
(2 levels) and cumulative ( fall + winter grade point
average.
Shortest
Group I Group II Group III Group IV Significant
Ranges
2.52 2.32 2.39 2.10
.20 .31
.13 .33
.42 -35
[ll J
.L A.

 

 

 

Group I: High Congruence - High Educability
Group II: High Congruence — Low Educability
Group III: Low Congruence - High Educability
Group IV: Low Congruence — Low Educability

Treatment means not underscored by the same double
line ([::::::3 ) are significantly different.

 

The analysis of variance F ratio of 2.04 was signifi—

cant at the .05 level. The difference between the Positive

discontinuity, Congruence IV (Highest) and the Negative

i

 

 

discontinuity, Congruence I (Lowest) groups (.54) was not

 

equal to the required difference for significance at the

95

.05 level using Duncan's New Multiple Range Test (difference

required was .60).

The null hypothesis was accepted.

The results of the analysis of variance are presented

in Table 4.15. The category means for the ten gro

presented in Table 4.16.

TABLE 4.15.—-Analysis of variance: con-

gruence (4 levels) and continuity ( 3

levels) and cumulative (fall + winter)
grade point averages.

 

 

Source Sums of Mean F
Squares Square Ratio
Category
Means 9.46 9 1.05 2.04*
Within 83.24 162 .5138

 

*Significant at .05

 

ups are

 

 

 

TABLE 4.16.--Group means - congruence (4 levels X conti-
nuity (3 levels) and cumulative (fall + winter G.P.A.
Continuity Level
Congruence
Level Positive Essential Negative
4 (High) 2.49 2.65
3 2.48 2.17 2.48
2 2.24 2.01 2.46
1 (Low) 1.98 1.95

 

Section IV: Adaptation Level

 

Students were divided into four groups on the basis

of congruence or fit between their needs and the

96

environmental press at their high schools. The inference
was made that students who had experienced low level of
fit between their needs and environmental demands (press)
at the high school level would be high in level of adapta-
tion to such lack of fit (incongruence). The subject's

Adaptation Level assignment thus was the inverse of his

 

congruence level score.
For the purposes of the analysis of variance, the
subjects were divided into two groups on the basis of

Adaptation level (high and low) and subdivided into four

 

groups by using high and low Adjusted pattern congruence.

 

Previous levels of achievement were not used to further
subdivide the groups.

IV° Hypotheses pertaining to Adaptation Level.

 

1. Low Deviationgpattern congruence students at

 

the community college who are low in Adaptation

 

level to incongruence will leave the college and

 

not continue their education elsewhere at a
significantly higher rate than that for 10w

Deviation pattern congruence students who are

 

high in Adaptation level.

 

The null hypothesis, stated symbolically, was:

HO: x2 g: x2005 (or 7.80). The alternate hypothesis,

stated symbolically, was: HA: X2 > x2.05 (or 7.80). The
computed value of chi-square was 2.92. The relationship,
however, was in the Opposite direction of the predicted one.

That is, high Adaptation level, low congruence students

 

 

97

dropped out of the college and did not continue their edu-

cation elsewhere more frequently than low Adaptation level,

 

low congruence students. The null hypothesis was accepted.

 

2. Low Adjusted pattern congruence students at
the community college who are high in Adap-

tation level will perform at a significantly

 

higher level than low Adjusted pattern con-

 

gruence students who are low in Adaptation

 

22121.

The null hypothesis, stated symbolically, was:
HO: pl = 42- The alternate hypothesis, stated symbolically,
was: HA: ‘8 >12. The analysis of variance F ratio of

1.79 was not significant. The group means were: High

congruence, high Adaptation level: 2.53; High congruencé,’

 

low Adaptation level: 2.32; Low congruence, high Adap4

 

 

 

tation level: 2.23; Low congruence, low Adaptation level:

 

 

 

2.22. A range test was not computed. The null hypothesis

was accepted.

Section V: Exploratory Hypotheses
Students from the four high schools supplying the
greatest number of students to the community college were
pulled from the study. These high schools were schools
#1, 2, 3, and 4 of the original group. The samples were

arranged in order in terms of similarity of high school
pattern of demands to that at the community college. Each

of the sub—groups'high school grade point averages were

98

correlated with their cumulative (year's) grade point
averages at the community college.

Secondly, subjects were separated on an individual
basis according to their personal continuity scores. That

is, Positive discontinuity (significant positive change

 

in ”fit” between individual preferences or needs and en-
vironmental demands in the transition from high school to

community college), Essential continuity (neither signi-

 

ficant positive or negative change), and Negative discon-

 

tinuity (significant negative change) were separated.

The three groups' subjects high school grade point aver—
ages were correlated with their community college (year's)
cumulative grade point average.

V. Exploratory Hypotheses pertaining to Continuity.

 

1. There will be significant differences among
correlations between high school grade point
averages and community college grade point
averages according to the degree of similarity
between the two environments.

The null hypothesis, stated symbolically, was:

2 r“. The alternate hypothesis, stated symbolically,

was: HA: r1 % ru.

Systematic variations were found in the correlation
coefficients. The coefficients were: .49, .56, .63, and

.88. The two coefficients for the schools most and least
similar to the community college in terms of patterns of

demands (.88 and .49) were significantly different beyond

99

the .05 level of confidence. The null hypothesis, there—
fore, was rejected.

The results of this analysis are presented in Table
4.17.
TABLE 4.17.—-Correlations of cumulative high school grade
point averages with cumulative (first year's) grade point
averages at the community college: (Subjects separated

according to level of similarity of their high school's
pattern of demands to that at the community college.)

 

 

 

Number Pattern High School G.P.A.
High School of Similarity to College G.P.A.
Subjects Coefficient Correlation
#2 - Local
Public (N=34) .18 .49
#1 - Local
Public (N=35) .36 .56
#3 - Local
Public (N261) .57 .63
#4 - Parochial (N=11) .71 .88

 

2. The correlation between high school performance
and college performance (as indicated by grade
point averages)will be significantly higher for
students whose environmental demands--personal
needs "fit" remains relatively constant compared
to that for students who experience significant

positive or negative change.
The students were separated into the four continuity

groups previously used: Positive discontinuity, Essential

 

 

continuity II, Essential continuity I and Negative

 

100

discontinuity. The two Essential continuity groups were

 

 

combined for this analysis. Correlations were computed
between high school (cumulative) grade point averages and
college (cumulative year's) grade point averages for each
of the sub-groups.

The null hypothesis, stated symbolically, was:
HO: r1 = r2 = r3. The alternate hypothesis, stated symbol-

ically, was H r >r r

A‘2 133' .

The correlation coefficients for the three groups

 

 

were:
1. Positive discontinuity (Group 1): .43
2. Essential continuity (Group 2): .50
3. Negative discontinuity (Group 3): .62

 

The differences between the Essential continuity

 

group's coefficient and those of the other two groups were
not significant. The null hypothesis was accepted.

Table 4.18 which follows contains a summary of the
major hypotheses including the models used and the results

found.

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.UopmoH mmmoCCoth COmmE Ho mpHsmoC Co szEECmnn.mH.: mqm<e

102

 

ACOHowEHo momEHHo HmspooHHopCH o>onm Csz ooCmCmv ”COHmmmCQxHIMHom .H

pCmonHCmHm

pOC m mHo>oH mo. pm
mCOmHCmQEoo w on mo m
CH oCsow mmoCmCoMCHQ

pCmonHCmHm

pOC mCOmHCmQEoo N
nHo. Hm COmHCwQSoo H
CH UCsom moCoCommHQ

pCmonHCme HOC

m McCozmQ Co mo. Hm
nmCOmHCmQEoo w me mo m
CH oCsom mooCoCmmeQ

pCmoHMHCme HOC

m MCCOHoC Co mo. pm
nmCOmHCmQEoo w on Co m
CH 6C30C mmoCoCmHmHQ

pmmp p

pmmp p

pmmp 9

Chan M

”mCOPomw

WCHSOHHOH me Co mmoam

omoHHoo szCCEEoo on on

.maoogom anm map cmmspmp
oCsom on HHHz mooCmComeQ .m

.oonHoo thCCEEoo

me op ooCmQEoo mHOOCom

CmHm oCH pm mmowm opwEHHo

HmeooHHopCHuCoz me CH
oCsom on HHHz mooCmCoCmHQ .o

 

C0Hmmmmmxm mHom .w

pCoEo>oHCo< oHSmowo< .m

omeHHo 0HE®©wo< .3

 

mpHsmom

H0602

mHmmeomxm

 

 

.smchpcoo --.ma.s mum<a

103

HConMHCme
pOC mooCoCoCMHQ

pronHCme

poc s mHm>mH Ho.
me pm COmHCmQEoo H
CH oCsom ooCoCoCmHQ

*mCOmHCmQEoo w HHm
CH UCzom mooCoCmHMHQ

pCmoHMHCme pOC

m MUCOHmQ no mo. pm
mCOmHCwmeoo w on mo m
CH UCsom mooCoComeQ

pCmo

:HCHCme HOC m mnCo%mQ
Co Ho>mH mo. me pm
mCOmHCmQEOo w oCH mo m
CH UCsom mooCmCoCMHQ

pCmonHCmHm pOC

H qUComoC Co mo. pm
mCOmHCmQEoo m me Co m
CH oCsom mooCoCommHQ

Q

oHpmempm
mHmszCw
CCopme

C m_HHopHmo

pmmp p

pmmp p

pmmp p

pmmp 9

Chop m

.monHoo
mpHCBEEoo on 0p UmamEOo
mHoOCom Cme on pm mmoCQ

mo mCCmppmm me Cmozpmn
pCsow on HHHz mooCoComeQ .m

omeHHo HmCoproo> .m

xC63-smHC .m

8Com HmHoom .2

COHpmNHwaCo oHEoomo< .m

mCHC Csono .m

 

mpHsmom

Hmooz

mHmonogxm

 

 

.UQSCHHCODII.®H.U mqm<5

A

104

mo. pm pcmoHCHcmHm

pcmoHCHcmHm poz

pcmonCHcmHm poz

pcmoHCHcmHm no: N mmo.
pm pCmonHCmHm mCOm
nHCmeoo w me Ho me

ohmsvmlHCo

ohmsvmnHCo

mamswmnHCo

COHpmHoCCoo
Coonoumem

.psonmoso

0p noHMHoC mpCoozpm

pCmEm>oHCow 30H How
thsCHpCooch o>Hpmwoz .m

 

.COHHCCHmeH CoCCOCw 0H
CoCmCme on COHpCmpCH
0p oopmHmC mpCoospm
HCoEo>oHCow CmHC COH
mszCHpCooch o>Hpmwoz .m

 

.CoHpHCppm 0p UmpmHmC
mpHsCHpCoomHo o>Hpmmmz .H

 

"HCMonHCmHm

on 0p oCsom on HHH3
mQHCmCOHpmHoC wCHSOHHOH 0C9 .<

 

.thsCHpCoo prCoECOCH>Cm
0p mCHCHwHCom.mmmmeommm .HH

 

.ommHHoo szCCEEoo

oCH on ooCMQEoo mHOOCom

Cme me pm mCOpowm mmoCC

mo CoUCOIMCwC 0C9 Coospoo
CCCOH on HHH3 mooCmComHHm .m

 

 

mpHsmom

Hmooz

mHmonomzm

 

 

.UoCCHHCoonu.®H.: mHm<B

105

mo.

mmo.

HOO.

CCQOHCHCme 062

pm pcmoHCHcmHm

#6 CCQOHCHcmHm

pCmoHHHCmHm
pOC moCoCmCmHQ

pm pcmoHCchHm

.mpCoospm

ooCosanoo CCopme COHpmH>oQ CwHC
Cpr mme CmCmHC m pm 0C0CzomHo
COHpmoswm CHon mSCHpCoo poC

on oonHoo mpHCCEEoo on

o>moH HHHz mpCoUSHm ooCmst

oCmsvmuHCo :Coo CCmppmm,C0HpmH>oQ 30H .H

 

 

“who: mCHBOHHom on CH COHCHCppw
0H nopmHoC on HHH3 moCmsproo .<

 

.omeHoo szCCEEoo on pm
ooCoCCwCoo 0p wCHCHmHCoQ momonomzm .HHH

 

 

 

 

 

 

 

pmoe mmcmm .mpCmospm mpHsCHpCoomHo o>Hp
onHpHsz 302 uwwoz qpCmEm>mHCow 30H Cme
m_CwoC:Q + Ho>mH ConHC m up Suommmm
oonHCw> HHH3 mpCoUSHm mpHsCHpCoomHo
mo mHthmC< o>HpHmom ApCmEo>mHCom 30H .m
pmoe omCmm .mpCoospm
onHpHsz Bmz NijCHpCoomHo m>prwoz
m_CmoCCQ + Cpr Ho>mH CoCmHC m pm
ooCmHCw> Egompom HHH3 mHCmozpm
mo mHmmHmC< HHHCCHpCoomHo o>HpHmom .H
"who:

mCHZOHHom on CH ooCmECowCoQ 0p
oopmHoC on HHH3 szsCHpCoomHo
uthsCHpCoo HmpCoECOCH>Cm .m

 

mpHdmmm

Hobo: mHmoCHomhm

 

 

.UwSCHHCOOII.®H.: mqm<H

106

mo.

pcmoHCHcmHm poz

pcmoHCHcmHm 662

pm pcmoHCHcmHm

 

.HSHHHnmosnm CH Csz mmocp gasp
szCosvoCm ouoE CmHmCme

op COHpcmpCH mumOHUCH HHHz
HQHHHnwossm CH 36H mpcmespm

 

 

ooCmstCoo CCoppmm C0HpmH>

 

onsvmnHCo non 30H anoEo>oHCow Cme

 

.mpCoUSHm pCmEo>oHCom 30H

 

nooCosngoo CCmppwmiCOHpmH>oQ
CmHC szp szCmCUmCm mnoE
ohmzzomHo COHpmosoo CHon
osCHpCoo HOC on omeHoo

me m>me HHHz mpCmnspm

 

 

pCmEo>oHCom 30H nmoCmsCm

 

onswmnHCo uCoo Choppmm,CoprH>mQ 30H

 

.muCoozpm pCmao>oHCom CmHC

 

«ooCoSCwCoo CCoprm COHpmH>
qu CwHC Cpr szCoonCm
0CoE Comeme on CoHpCop

zCH opmoHoCH HHHz mpCmonm

 

pCoEm>oHCom CwHC AooCost

 

oCmsvmnHCo nCoo CCoppmm.C0HpmH>om 30H

 

mpHdmom

H0602 mHmmeommm

 

 

.U03CHHCODII.®H.: mqm<B

107

HCCCHCHCmHm Coz

mo. Hm HCCCHCHCme

HCCCHCHCmHm Hoz

mo. Cm CCCCHCHCmHm

mo. Cm CCCUHCHCmHm

mmo. Cm HCCOHCHCme

HCCCHCHCmHm Coz

 

.mpCoospm thCCHpCoomHC o>Hpmmoz

 

 

 

 

 

 

 

 

pmme oowm flmwmImBCwCoo Choppmm nopmsmo<
oHQHpHdz sz 30H CCCH Ho>mH CmCmHC w pm
m.CmoCCQ + EHomCom HHHB mHCoUspm mpHsC
mOCmHCm> :HHCOomHU o>HpHmom nmoCmCCw

Ho mHthwC< uCoo CCmppwm1nopman< CmHm .m
Came mmCmm .CHHHHCCUCCm CH 20H
oHQHpHsz Zoz omOCp Cpr Ho>mH CmaHC w pm
m_CmoC:Q + ECOMCoQ HHH3 mpHHHCmoCCm
oOCCHCw> CH mm x mpCoospm ooCoCCw

mo mHmszC< uCoo CCoHpmm oopmsno< 30H .m
pmme omam .mpCmnspm
oHQHpHsz 302 ooCostCoo CCoppmm copmsmp<
m_CmoC:Q + mmw Cme Ho>mH ConHC a pm
oonHCw> EHomHoQ HHHz mpCmospm moCmsCm

mo mHmszC< 1Coo CCmHHCMIConsmU< Cme .H

"who: wCHCOHHom 0C9 CH moCmEHomCmQ
0p ompwHoC on HHHB moCoCCwCoo .m

 

.CHHHHCCCCCC CH CmHC
mmozp CMCH szCoCUmCm mHoE
oCmszmHo COHpmoCCo HHmCH
oCCHpcoo pOC UCm monHoo
thCCEEoo 0C9 o>mmH HHHz
HCHHHCmoCCm CH 36H mCCmCCCm
moCostCoo CCoppmm,C0HHmH>
maswmnHCo umm 30H anmEo>mHCom 30H .m

 

 

 

 

mpHsmom

Hoooz mHmonoahm

 

 

.CCCCHHCoo--.wH.C CHCCH

108

Ho>mH Ho. me pm
pCmoHHHCme mmoCoHommHQ

HCCUHCHCmHm Coz

CCCUHCHCme Coz

.mpCmECOCH>
1C0 039 onp Cmozpon thCmHHEHm
mo oopmmv 0p wCHoHOQom .<.m.w
mmeHoo 6H .<.m.o HOOCom CmHm
Ho mCOHpmHmHHoo mCoEw mmoCoHom
CoHHmHmCCoo -CHC HCCCHCHCmHm 6C HHHz mCmCH .H

 

.HCHCCHCCoo 6H
mCHCHmHHmm AHCHCoEonmqu mommeomzm .>

 

 

.Ho>oH COHpmpmeC CH 30H mmOCp Cpr
Hm>mH HmCmHC a pm EHOHCoQ HHH3

 

 

 

oonHCw> Hm>mH COHHCHmCUC CH CwHC mpCmpspm
mo mHthwCC moCmusCoo CHoppwm cmpmsmc< 30H .m
.Ho>mH

 

 

C0HHMpmmo< CH CwHC mmOCp CMCH
098C CoCmHC a pm ogoCsomHo
mzCHpCoo HOC UCw mmeHoo me
m>mmH HHHB Hm>oH COHpmeMU<
CH 30H mpCocdpm ooCost
oszvmuHCo uCoo ChoppwmlCoprH>oQ 30H .H

 

 

.Ho>oH
COprpmmc< 0p wCHCprComimomonomhm .>H

 

 

mpHsmmm

Honoz mHmmeomzm

 

 

.U®5CHHCOO¢I.®H.: mqm<e

109

.CCosmC Co mo. Cw HCCCHCHCme*

 

 

.mHConspm mpHsCHpCoomHU o>Hpm
nwoz Co thsCHpCooch o>HpHmom
CmeHo 0p nohmmsoo mpCmnspm
mpHCCHHCoo HprCmmmm COH .<.m.w
mmeHoo op .<.m.c HOOCom CmHm Co

 

 

 

proHCHCme COHpmHoHHoo on Coozpon mmoCoCmm
pOC mooCoComCHQ CoHpmHoHHoo uHHU pCmonHCme on HHHB mmoCB .m
mHHCmmm Hogoz meoCHommm

 

Ill

.UmSCHHCOOII.®H.: mdm<8

CHAPTER V
DISCUSSION OF RESULTS

The discussion of results below follows the order
of presentation of the research hypotheses and results

in Chapter IV.

2.1%

The differences between the high schools' and the
community college's press as perceived by the students
in the several samples were significant in all eight com-

parisons on the Intellectual Climate (second-order) dimen-

 

sion beyond the .05 level of significance. The differences
on this dimension were based primarily upon differences

in the first-order factors of ASpiration Level and Student

 

Dignity. That is, students perceived a higher level of
demand or press for academic and vocational achievement
and increased personal freedom in terms of adult reSponsi-
bility.

In the non—local high schools, differences on the

first—order factor dimensions of Intellectual Climate,

 

Academic Climate and Academic Achievement also contributed

 

 

to the over-all differences. That is, students from non-

local high schools perceived distinct change in the areas

110

111

of academic excellence in staff and facilities and general
stress placed upon the academic aspects of school life.
The students from all eight high schools encountered

significant changes in the Non—Intellectual Climate of

 

their new environment as well. The differences, however,
involve both increased and decreased emphases so that the
changes are not reflected in the over—all comparisons on
this dimension. For the students from all of the high

schools except the parochial, the Group Life factor (em-

 

phasis upon mutually supportive activities) received greater
emphasis at the community college. For the students from
all of the high schools, the community college environment
placed a lesser emphasis upon social participation or

' These two changes repre—

0pportunities for student ”play.'
sent the major distinctions between their former and their
new environment. For the non-local students the new en-

vironment also represented an increased emphasis upon

Academic Organization or demand for orderliness and sub-

 

missiveness.

Because of the questions or items of the High School

 

Characteristics Index and the Evening College Characteris-

 

 

Ilndex differ considerably in content, direct comparison on
the above dimensions is not possible. Informal inSpection
of the items of the correSponding scales indicated, how-
ever, that the community college environment was seen as

placing a greater emphasis upon work in an academic sense,

adult levels of responsibility for the conduct of one's

112

own affairs (and for one's fellow students) and a decreased
emphasis upon social life in the organized or formal sense.
The design of the study did not permit an examination of
the impact of these separate factors upon student perform-
ance and rates of attrition. A more definitive examination
would probably prove to be fruitful.

The patterns of press at the eight high schools were
not significantly different from that found at the community
college. Two of the high schools were, on the contrary,
distinctly or significantly similar to the community college
in press pattern as expressed by Cattell's rp pattern
analysis statistic. This finding was the Opposite of the
predicted relationship.

Further research will be necessary to determine
whether the use of a pattern analysis statistic such as
was used in this study represents a more significant mathe-
matical statement of relationship than the rank-order co-
efficient used in a secondary analysis. Differences
between the high school and community college environments
were more sharply delineated in the rank-order comparisons.
Six of the eight schools rank—order ”patterns" were signi-

ficantly different from the 'pattern” at the community

college. Because the 11 first-order factor scales of the

environment indexes include differing numbers of ten-item
sub-scales, the scores were expressed in standard score

form and the rank-order correlations re-computed. This new

computation avoided the anchoring of the 11 factors on the

113

shortest factor (#4 — 20 items) and the longest factor

(#8 — 60 items). The rank-order correlations were signifi-
cantly negative in only three cases following the trans-
formation of scores into standard score form. Part of the
differences between the comparisons expressed in Cattell's
rp form versus the rank-order correlations may be due to

the requirement of the former that the scores be in stand-
ardized form. No attempt was made, however, to determine
the relative power of rank-order comparisons between indi—
vidual‘s needs and environmental demands in the two settings

as a measure of environmental continuity.

Continuity

 

The data relating environmental continuity to attri-
tion revealed only one significant relationship: that of

low achievement, Negative discontinuity to drop out. An

 

inspection of the data and a correlation matrix involving

all of the variables indicated that Adjusted pattern con-

 

gruence was more highly related to retention than Pattern

or Deviation pattern congruence. It is likely that it

 

would have proved to be a more powerful measure in environ—

 

 

 

 

mental continuity assessment as well. (The correlations
with retention were: Deviation pattern congruence: .16,
Pattern_congruence: .20, and Adjusted pattern congruence:
.25 .)

A more significant defect was a basic one in the

design. Negative discontinuity was defined as a significant

 

114

negative change in "fit" between an individual and his
environment. (”Significant": sufficient to place him in

a lower congruence category at the community college than
at the high school level.) Such a definition made possible

the assignment of a subject to the Negative discontinuity

 

category whose congruence or "fit" score at the community
college was nonetheless in the upper half of the distribu—

tion (or at least the upper 75%). For example, a student

I

could experience 'Negative discontinuity" according to the

 

definition by changing from the highest quartile in high
school to the second highest quartile (at the community
college).

To test the above "defect" in design, the Negative

discontinuity, lowest quartile (congruence) students were

 

pulled from the study (without regard to achievement levels

though the majority were low achievement students). The

 

resulting chi-square for leaving the college and not con—
tinuing elsewhere (drOpout) for this sub—group was signi—
ficant beyond the .05 level (chi-square - 15.16).
Significant differences were found in levels of per-
formance related toenvironmental continuity through the
analysis of variance, but the differences between Positive

and Negative discontinuity students were not significant.

 

This was probably due in part to the defect in design
mentioned above. Because the differences were significant

for low achievement students, the data was examined further.

 

The analysis was extended to include the entire year and

115

to describe the effects of continuity and discontinuity
upon students at the two levels of achievement.

The extension of the analysis to the entire year
revealed that there was no apparent effect upon the per-

formance of high achievement students. That is, high

 

achievement students' means (in terms of year's grade

 

point average) showed no systematic relationship to con—
tinuity. The relationship between continuity and perform-
ance did, however, sustain for the entire year for the

low achievement students. High achievement students‘ mean

 

 

performance for Positive discontinuity for the year was

 

2.663 for Negative discontinuity: 2.69. Positive discon-

 

 

tinuity, low achievement students' mean was 2.18 for the

 

year. Negative discontinuity, low achievement students'

 

 

means was 1.82. (Table IV.1l in Appendix IV contains the
results of the above analysis in detail.) In this sample,
environmental continuity had a significant impact upon
students below the median in achievement (in terms of high
school grade point averages for entering students), but
not upon students above the median.

The non-residential community college may have more
impact upon its students than the typical residential
school due to the fact that there is less environmental
change for the community college student. In contrast

to his counterpart in a four-year (or any residential)
college, the community college student's environmental

change typically focuses upon his school environment.

116

His home environment usually remains relatively un-
changed.
If the above relationships between environmental

continuity are typical for low achievement community

 

college students even at the local college, these findings

have important guidance implications.

Congruence

 

Although significant relationship was found between

Deviation pattern congruence and the transfer intentions

 

of the high achievement students, no significant relation-

 

ships were found between this congruence measure and
attrition (attrition defined as leaving the college and
not continuing elsewhere). The relationships approached

significance for the low achievement students and for low

 

achievement students low in Educability.

 

 

An inSpection of the data and the correlation matrix
of all of the variables of the study indicated that

Adjusted pattern congruence again would have been a more

 

powerful predictor. Deviation pattern congruence related

 

to retention at the .14 level whereas Adjusted pattern con—

 

gruence was related to retention at the .24 level (the same
level of relationship as that of high school grade point
average to retention). High school grade point average

(cumulative) is relatively independent of congruence
between an individual's need or preference pattern and

environmental demands. (The correlation in this sample

117

was .17.) High school grade point average and environ-
mental ”congruence” might prove to be a more powerful
predictor of retention than either used separately.

Deviation pattern congruence, on the other hand, was

 

more highly correlated with students' transfer intentions.

For all students, Deviation pattern congruence related to

 

a ”No” answer to the question, ”Do you intend to transfer
to another institution prior to completing an Associate—
in-Arts degree at the community college?” at the .14 level.

(Adjusted pattern congruence correlated at .03.) Devia—

 

tion pattern incongruence (the reciprocal of Deviation

 

 

_pattern congruence) correlated with high achievement

 

 

students' transfer intentions at .26° Apparently the

Adjusted pattern method of measuring congruence which took

 

into account only those deviations which were indicative

of less intellectual need than the environment demanded
or_more non-intellectual need than the environment provided
is a more effective predictor of leaving academic life

altogether. The Deviation pattern method, which took into

 

account only those deviations in excess of one standard

 

deviation above or below the mean (of the Common Beta Press),

 

appeared to be a better predictor of intention to transfer
or change to another educational setting (partiCularly for

high achievement students). Replication with other samples

 

will be necessary before final judgment can be made con—

cerning these distinctions.

118

Male and female subjects were separated and a multiple

correlation coefficient computed between Emotional ex—

 

 

pression scores, Deviation pattern incongruence scores, In-

tractability (defined simply as the reciprocal of Educabil—

 

ity), and dropout. (The multiple correlation coefficients

 

did not include high school grade point average.) The
two coefficients were almost identical. The correlation

of the three factors (Emotional expression, Deviation pat—

 

tern incongruence, and Intractability) and dropout for males

 

 

was .34 (.336). For females the correlation was .34 (.339).
The breakdown of the correlations, however, revealed real
differences. The simple correlations of the factors for
males were as follows (with "dropout" in each case as the

dependent variable): Emotional expressions scores: -.l5;

 

Deviation pattern incongruence: .12; and Intractability:

 

 

.33. For females the simple correlations of these factors

with drOpout were: Emotional expression: .22; Deviation

 

 

pattern incongruence: .16; and Intractability: .13.

 

 

In this sample, lack of Educability (Intellectuality,

 

 

Submissiveness, Orderliness and Conformity) was a more

 

 

important factor with reference to dropout for males than

for females. Emotional expression needs, however, were

 

significantly different in their relationship to dropout
by the two sexes. For males the relationship was negative
(-.l5), for females, positive (.22). This may be a rela-

tively ”local" phenomenon, however. Twenty-five male

Activities Index test forms and twenty-five female test

 

119

forms were pulled at random from the original sample. The

means of the scores on the 11 dimensions (Activities Index

 

scores) were compared to the Common Beta Press scores at

 

the community college. (Fifty Evening College Character—

 

istics Index tests selected at random were converted to

 

Activities Index equivalents by scoring the 30 sub—scales

 

. . . . . 1
1n the manner required for the Act1V1t1es Index. )

The ”average” male profile means on the Educability

 

 

dimension were almost identical to the level of the sample's
perceptions of press on these factors. This finding was
also true for the female subjects' "average" profile scores

on the first four factors included in the Educability

 

dimension. The female means on the Submissiveness and

 

Orderliness factors were considerably higher than the en-

 

vironment's demands. Thus a male's lower Educability score

 

(if lower than average) would be less than the environment's
demands. The female subject, on the other hand, with a

slightly lower (than average) Educabili y score would be

 

more congruent (in terms of needs) with the environment's
demands. These "average" profile differences may have
accounted in part for the difference between the correla-

tion of male and female Educability scores with dropout

 

(for males; .33; for females: .13).

Emotional expression needs for the ”average” male were

 

less than the environment's demands on four of the six

factors which make up the dimension, and approximately equal

 

Stern, Storing Instructions. . . ,o . cit.

 

120

to the environment's demands on the other two. Thus a male

with higher than average Emotional expression scores fit

 

the environment's demands to a higher degree. The female

students ”average" Emotional expression needs exceeded the

 

environment's demands on three of the first-order factors

of the dimension (Closeness, Sensuousness, and Friendliness}

 

 

 

Thus a female with higher than average Emotional expression

 

needs fit the environment less well. These distinctions

 

may have accounted in part for the difference in the rela—

tionship of Emotional expression to dropout by males and

 

females (for males: -.l5); for females: .22).
The relationship of each of the congruence measures

to retention was examined. Private Beta congruence (the

 

individual's own need pattern related to his own perceptions
of environmental press) correlated with retention at -.09.

Deviation pattern congruence (deviations considered only

 

if in excess of one standard deviation above or below the
mean of the sampleis perceptions of environmental pr ss)

correlated with retention at .16. Pattern congruence (all

 

deviations used intjn pattern analysi statistic regardless
of amount or direction) correlated with retention at .21.

Adjusted pattern congruence (deviations below the mean of

 

Intellectual press and above the mean of Non-Intellectual
press used in the pattern analysis statistic)correlated with

r,tention at .24.

Murrayl believed that the influences of environmental
demands could be "apperceived" unconsciously. That is, an
individual might react to a constellation of stimuli with-
out being aware of his reasons for reacting. A brief ex—
ploratory questionnaire was developed to compare subjects'
conscious expressions of environmental congruence with
”objective” measures of congruence. (The ”objective”
measure based upon comparisons between press perceptions
measured by environmental indexes.)

The questionnaire used for this purpose was made up
of ten questions which paraphrased the major emphases
of the environmental indexes. (A copy of the questionnaire
is included in Appendix II. The method of its use is

described in Appendix IV.) The Expressed congruence scores

 

of the students correlated with retention at .00. The

Expressed congruence scores were also correlated with the

 

other measures of congruence. The correlations were:

Private Beta: -.17; Adjusted pattern congruence: .03,

 

 

Pattern congruence and Deviation pattern congruence: .04.

 

 

Although the differences between the highest correlation

of the objective measures (Adjusted pattern congruence, .24)

 

and that of the Expressed congruence scores with retention

 

(.00) are small, they are significant beyond the .05 level.
Such differaices lend tentative support to Murray's position.
The relationship between congruence and the transfer

intentions of high achievement students was significant.

 

 

lMurray,.9_p_. cit.

122

Low Deviation pattern congruence, low achievement students,

 

however, who dropped out of the college and did not continue
their education elsewhere indicated intention to transfer
more frequently than non-drOpouts. Sixty-six per cent of
these students who dropped out of the college indicated
intention to transfer, but only 30% of those who remained
for the entire year indicated such intention. The "intended
transfer” category was apparently meaningful for high

achievement students but was also meaningful in a different

 

way to low achievement students.

 

The relationship of incongruence to transfer inten-
tions was not supported when the category of "educability"

was added (for high achievement students). It was a mean-

 

ingful addition to the prediction of drOpout by low achieve-

 

ment students. Educability was related negatively to drop-

 

out for all students (correlation coefficient: —.24). 0f

the several congruence measures, Adjusted pattern congruence

 

was related to drOpout at the same level (—.24). These
relationships were almost identical to the correlation of
high school (cumulative) grade point averages to dropout
(—.24). A multiple correlation coefficient combining the

reciprocals of Deviation pattern congruence and Educability

 

 

correlated with dropout at .30 (without the inclusion of

high school grade point averages as such) for low achieve—

 

ment students.

Educability correlated with performance (expressed

 

in terms of cumulative G.P.A. for fall + winter terms) at

123

.21. The analysis of performance levels as expressed by
grade point averages was computed using the added sub-

groups of high and low achievement students. High con-

 

 

gruence, high Educability, hhyiachievement students' mean

 

grade point average was 2.79. For Low congruence, low

 

Educability, high achievement students the mean was 2.41.

 

For Low congruence, high Educability, low achievement

 

 

 

students the mean was 2.27. For Low congruence, low Edu-

 

cability, low achievement students the mean was 1.96.

 

 

The analysis of variance F ratio (5.08) was significant
beyond the .05 level. (The complete results of the
analysis of variance are presented in Table IV.13 in
Appendix IV. The means of the eight groups are presented
in Table IV.14 in Appendix IV.)

The relationship between Expressed congruence scores

 

and performance was also explored. The Expressed congruence

 

scores correlated with cumulative (fall + winter term)
grade point averages at .03. The relationship was explored

further through computation of cumulative (fall + winter)

 

 

 

 

mean grade point averages. The results were as follows:

High achievement, high EXpressed congruence students: 2.59;
High achievement, low Expressed congruence students: 2.78;
Low achievement, high Expressed congruence students: 2.013

 

and Low achievement, low Expressed congruence students:

 

 

1.81. Here, as in the case of congruence and Adaptation

 

level (joint analysis), the low achievement, low EXpressed

 

 

124

congruence students reacted in a different manner than

 

their high achievement counterparts. (Table IV.l6 in

 

Appendix IV.)
The correlations of other congruence measures to

performance were also examined. Private Beta press con-

 

gruence correlated with cumulative (fall + winter) per-

 

 

formance at -.15; Deviationppattern congruence: .16;
Pattern congruence: .16; and Adjusted pattern congruence
at .22.

Because of the negative correlation of Private Beta

 

press congruence with performance, this measure was ex-

 

amined further. Private Beta congruence correlated with

 

Expressed congruence at —.l7; with Pattern congruence at

 

 

.05, with Adjusted pattern congruence at .31 and Deviation

 

 

pattern congruence at .34.

 

In light of the higher correlations of the "objective"

measures of congruence (Pattern, Adjusted and Deviation)

 

 

with performance than the correlations of "subjective"

measures (Private Beta and EXpressed), Murray's assertion

 

 

that individuals may react to (apperceive) patterns of-
stimuli unconsciously would appear again to be tentatively
supported. The relationships may be due in part to the

"crudity" of the Expressed congruence questionnaire, but

 

this criticism does not apply to the Private Beta measures.

 

A more likely explanation in the latter case appeared to
be (from an informal inSpection of the data) the operation

of some form of reSponse set. This "set” seemed to be

125

Operating in a similar manner in both the Activities Index

 

and Evening College Characteristics Index test protocols.

 

That is, a negative or positive "set" seemed to be de-
pressing or elevating both profiles for a large number of
individuals. This ”set" may have accounted in part for the

lesser effectiveness of the Private Beta measures as pre-

 

dictors of withdrawal (dropout) or performance levels.
Whatever the reason, the objective measures correlated more
highly with performance than the subjective ones. The dif-
ference between the most effective objective measure and

the Private Beta measure (in terms of correlation with per-

 

formance) was significant beyond the .05 level of confidence.
The difference between the objective measures' correlation

with performance and that of the Expressed congruence

 

measure was significant at .10.
The mean difference (.54) between the performance of

the high Adjusted pattern congruence, Positive discontinuity

 

students and the low Adjusted pattern congruence, Negative

 

discontinuity students was not significant. The difference

 

would have been significant with a slightly larger sample.
Kramer states, "if the number of replications differs I
greatly, there will be an increased probability of a signi-
ficant difference within a subset of ranked means classified
as homogeneous by this test."1 The sub-group inequality

may have been a factor in this rather distinct difference

 

lKramer, loc. cit., p. 309.

126

not being significant. Replication with a larger sample
will be necessary before judgment can be made concerning
the usefulness of these two categories (continuity and con-

gruence) in a joint analysis.

Adaptation Level

 

The relationship of Adaptation level to drOpout was

 

not significant.. The relationship for low achievement

 

students was the opposite of that predicted. That is,
students who had experienced low congruence in high school
and who experienced it again at the community college
dropped out mppe frequently rather than less. A concept
such as ”frustration tolerance" may be more relevant in this

case than Adaptation level. The students may have experi-

 

enced all the ipcongruence of which they are capable with-
out reacting in a definite fashion.

The relationship of Adaptation level to performance

 

by high and low achievement students was analyzed. The

 

F ratio of 11.41 was significant beyond the .05 level.
The groups of interest, however, are those students, both

high and low achievement, who experienced low Adjusted pat—

 

tern congruence. The high Adjusted pattern congruence'

 

 

subjects also experienced (in many cases) Positive (environ-

mental) discontinuity and all experienced (by definition)

 

high congruence at the community college. The means of the

 

low groups were as follows: Low Adjusted pattern congruence,

 

high Adaptation level, high achievement: 2.49, Low

 

127

Adjusted pattern congruence, low Adaptation level, high

 

 

achievement: 2.69; Low Adjusted pattern congruence, high

 

 

Adaptation level, low achievement: 1.99; and Low Adjusted

 

 

pattern congruence, low Adaptation level, low achievement:
1.77. (The results of the analysis of variance are pre-
sented in Table IV.16 in Appendix IV.)

It is not possible within the limitations of the
design to separate the effects of congruence, continuity
and Adaptation level with precision. The effect of Adap:

tation level (to incongruence) appeared to be greater upon

 

low achievement students. The high achievement students

 

 

who experienced low congruence at the community college

after having experienced high congruence in high school did
better than those who experienced low congruence previously
in high school. The relationship between achievement levels

and Adaptation levels needs further exploration, however.

 

High achievement, high Adjusted pattern congruence students

who were high in Adaptation level performed very well

 

(Mean 2 2.99) when they experienced high congruence at the

community college.

Exploratory Hypotheses: Continuity

 

The correlational differences between the two schools
most and least similar to the community college (of the four
schools supplying significant numbers of students to the
college) seemed to warrant investigation in other studies.

The level of significance (.01) of the difference and the

128

fact that the variations in the correlations for this sample
were systematic (following the variations in profile simi-
larities between the high schools and the community college)
lends support to this assertion.

Although the predicted relationship was not found

between Essential continuity subjects' high school grade

 

point averages and community college cumulative (year's)
grade point averages, this exploratory investigation would
seem to warrant replication also. The difference (.43
versus .62) between the correlation for Positive and Nega-

tive discontinuity subjects was not significant for a sample

 

of this size. The difference appears large enough, however,
to warrant investigation with a larger sample of subjects

in the local setting as well as elsewhere.

Summary
The comparison of (perceived) press in the high

schools to that found in the community college revealed
that most of the students encounter increased emphasis upon
student dignity, higher levels of aspiration, and mutually
supportive activities in the community college setting.
Non-local high school students also experience greater
emphasis upon intellectual concerns, greater academic ex-
cellence in staff and facilities, and increased stress
placed upon academic achievement. All of the students also
experience decreased emphasis upon social life in the com—

munity college.

129

Patterns of press (as expressed mathematically using
Cattell's rp pattern or profile analysis statistic) in the
high schools do not differ significantly from that found
at the community college.

Only one significant relationship was found between
environmental discontinuity and attrition: that between

Negative discontinuity (for low achievement students) and

 

 

dropout. When the research design was refined by pulling

Negative discontinuity, lowest quartile congruence subjects

 

 

from the study the resulting chi-square was significant
beyond the .05 level (Chi-square = 15.6).

Although an analysis of variance revealed significant
differences between levels of performance related to con-

tinuity, the differences between Positive and Negative dis-

 

continuity students were not significant (using Duncan's

 

New Multiple Range Test). An extension of the analysis of
the data to the entire academic year revealed no apparent

relationship between Negative environmental discontinuity

 

and the performance of high achievement students. A signi-

 

ficant relationship was discovered between Negative dis-

 

continuity and the performance of low achievement students,

 

 

however.

A significant relationship was found between Deviation

 

pattern congruence and the transfer intentions of high

 

achievement students, but not between this congruence

 

measure and attrition (defined as leaving the college and

not continuing elsewhere).

130

In this sample, lack of Educability was more highly

 

related to "drOpout" by males than by females. Emotional

 

expression needs were significantly different in their

 

relationship to "drOpout" by males compared to females.
For males the relationship was negative (-.15), for females,

positive (.22). The differences (in levels of relationship)

between both Educability and Emotional expression needs

 

 

and ”dropout" by the two sexes appeared to be related to
differences between the ”average" male and female profiles.
An inspection of the two ”average” profiles revealed that

low Educability for a male student would indicate a lower

 

pattern similarity to the environment's demands. The

”average" female profile revealed more Educability need

 

than the environment demanded. 0n the other hand, a similar

inspection with reference to Emotional expression needs

 

revealed that lower than average need on this dimension for
a female student meant that her needs were more in accord
with the environment's demands whereas greater (than
"average" male) needs on this dimension meant that the male
student's need pattern was more similar (than the average)
to environmental demands.

"Objective" measures of congruence (Deviation pattern,

 

Pattern and Adjusted pattern congruence) were found to be

 

more highly related to retention than were the "subjective"

measures (Private Beta and Expressed Preference congruence).

 

 

For example, Adjusted pattern congruence correlated with

 

retention at .24 while Private Beta congruence correlated

 

131

at —.09 and Expressed Preference congruence at .00. The

 

possible effect of a "reSponse set" elevating both per—
sonal need and environmental press profiles was seen as
a possible explanation for the lack of relationship between

Private Beta congruence and retention.

 

Similar findings were discovered when the relation-
ships of these congruence measures to performance were

explored. Adjusted pattern congruence correlated with per—

 

formance at .22; Private Beta congruence at -.15 and Ex-

 

pressed congruence at .03.

 

In view of the above findings, Murray's contention
that individuals may react to a constellation of stimuli
unconsciously appears to have been given tentative support
by the data.

Educability was found to be a meaningful addition to

 

the analysis of the data. Used in conjunction with Adjusted

pattern congruence and achievement levels, Educability

 

 

appeared to add to the refinement of the analysis. Cumula-
tive fall and winter grade point averages for several of

the groups were as follows: high congruence, high Educa-

 

 

bility, high achievement students' mean: 2.79; low

 

——

congruence, low Educability, high achievement students: 2.41;

 

 

high congruence, high Educability, low achievement students:

 

 

 

2.27; and low congruence, low Educability, low achievement

 

 

 

students: 1.96. (The means of the eight groups are

presented in Table IV.14 in Appendix IV.)

132

The relationship of Adaptation level to dropout was

 

not significant. In fact, low achievement students who

 

had experienced low congruence in high school dropped out

 

of the community college more frequently when they experi-

enced low congruence in the community college (compared to

 

students who had experienced high congruence in high school).

 

Adaptation level did not appear to be related to

 

levels of performance by high achievement students under

 

conditions of low congruence at the community college. It

 

was apparently related to performance for high achievement

 

students under conditions of high congruence at the com—

 

munity college. That is, continued ”poor fit" did not
appear to be related to the performance level of high

achievement students, but an improved fit was positively

 

related to performance level (mean for this group was 2.99).
(A complete listing of group means is presented in Table
IV.16 in Appendix IV.)

0n the other hand, Adaptation level was related to

 

performance by low achievement students under both low and

 

high congruence conditions (at the community college).

 

Further research is needed to clarify the relation—

ship of Adaptation level to both performance and attrition

 

for high and low achievement students before the usefulness

 

of this concept in environmental studies can be determined.

The systematic variation in correlations between high
school and college grades (from .49 to .88) following

variations in pattern similarity (high school to college—-

133

.18 to .71) appear to warrant replication in other studies.
Similarly, the high school to college grade correlations

of the three (personal need--environmental demand) groups
appear to warrant replication to determine, for example,
why the Negative discontinuity correlation (.62) was higher
than that of either the Positive discontinuity group (.43)

or the Essential continuity group (.50) or whether this was,

 

in fact, a "local" phenomenon.

CHAPTER VI

SUMMARY AND CONCLUSIONS

In this chapter the study is summarized and the
conclusions drawn from the study are discussed. Impli-

cations for future research are also presented.

The Problem

 

There is little fundamental research done on the
Operation of colleges and universities. Still less is done
on the community or junior college. The community college,
however, is becoming increasingly important as an educa-
tional institution. More and more students are beginning
their education in such a setting.

Little is known about the impact of the community
college upon its students. Even less is known about the
effects Of the change in environment involved in the tran-
sition from high school to the community college.

The purpose of this investigation was to study the
relationship of environmental change (in the transition from
high school to a community college) upon the performance

and rates of attrition of community—college students.

The following research hypotheses were investigated

in the study:

134

135

High schools will differ from the community
college in the amount Of demand made upon
students in both intellectual and non-
intellectual areas.

The demand made of the students in the high
schools will differ in the amount Of emphasis
placed upon such factors as academic achieve—
ment, group life and vocational emphases com—
pared tO the emphases upon such factors at

the community college.

Negative change in goodness of fit between
environmental demands and student's preferences
in the transition from high school to community
college will be related to increased student
attrition.

Change in goodness of fit between the indi—
vidual's preferences and the relative emphases
in his new environment (at the community

colle e) will be related to performance:

positive change to better performance, nega—
tive change to worse performance.

Goodn ss of fit at the community college between
an individual's preferences and the college's
emphases will be related to attrition. That

is, good fit will be related to retention,

poor fit to attrition.

136

6. Goodness of fit at the community college
between individual's preferences and the
college 5 emphases will be related to
performance. That is, good fit will be
related to good performance; poor fit to
poor performance.

7. An individual's previous experience with
"poor fit" will modify the effects of ”poor
fit” at the community college:

a, Subjects who experience poor fit at
the community college but who pre—
viously experienced good fit at the
high school level will leave the
college and not continue their edu—
cation elsewhere more frequently than
poor fit students who previously ex-

perienced poor fit in high school.

0‘

Students who experience poor fit at the
community college but who experienced
poor fit in high school will perform

at a higher level than poor fit students

who experienced good fit in high school.

The Samples and Methodology

 

The Lansing Community College sample consisted of 172

first-time, full—time freshmen students. The subjects were

enrolled in required orientation classes. Testing was com-

pleted late in the fall quarter.

137

The high school samples consisted of 36 senior sub-
jects. These high school subjects from the eight high
schools were tested within two months of high school grad-
uation.

The college subjects were given the Activities Index

 

and the Evening College Characteristics Index. Personal

 

data about family background and educational plans was
collected by means of a questionnaire. A brief question-
naire was also given which paralleled (and paraphrased)
the ll major emphasasof the environmental indexes.

A mail questionnaire follow—up was sent to the stu—
dents late in the Spring term to determine whether or not
there had been any changes in their full-time-student status
or in their plans with reference to remaining at the com-
munity college. Registrar's Office records were used to
supplement the data from these questionnaires.

The major analyses of performance used cumulative
(fall + winter) grade point averages. The analyses em-
ploying student attrition as the dependent variables used
attrition statistics for the entire year. Several supple—
mental analyses were made which extended the basic analyses
to the entire year.

Comparisons were made between the "fit" or congruence
of students' preferred activities or needs as determined

from the Activities Index to environmental demands in high

 

school and at the community college (both the High School

 

Characteristics Index and the Evening College

 

 

138

Characteristics Index were used). Subjects were assigned

 

to four levels of environmental continuity. Assignment
to these categories was made upon the basis of major or
minor positive or negative change in fit (between the indi-
vidual's needs and his environment's demands) in the
transition from high school to the community college. Cat-
tell's rp pattern analysis statistic was used to express
the relationship between the individual's needs and his
environment's demands at both the high school and the com—
munity college levels.

Several methods were used in the computation of "fit”
or congruence scores at the community college. Pattern

congruence was defined as the congruence between an indi-

 

vidual's needs and his environment's demands computed

(using Cattell's rp) using_all deviations of students' needs
(converted to press equivalents) from the means of students'
perceptions of press on the ll first-order factors of the

environment indexes. Deviation pattern congruence was com—

 

puted in the same manner except that deviations were
included only if they exceeded the mean of students' per-
ceptions of press on that dimension by more than one stand-

ard deviation. Adjustedgpattern congruence was computed

 

using only deviations below the means of the intellectual

 

press dimension factors and above the means of the non—

intellectual press dimension factors. Expressed congruence

 

was computed using the differences between the individual's

reported perceptions of press and his stated preferences

139

as deviations (subtracted from a constant positive number).

Private Beta congruence was computed through the use of the

 

individual's own profile of needs (derived from his Activ-

ities Index test) and his perceptions of the environment's

 

demands (derived from his Evening College Characteristics

 

Index test). Private Beta congruence was computed in the

 

same manner as Pattern congruence, but this measure used

 

the individual's own perceptions of press rather than the
means of the sample's perceptions of press.

Activities Index scores were transformed into their

 

environmental index equivalents by scoring the 30 sub-scales
(which parallel the environmental index's subscales) in

the manner prescribed by the instruments' author.

The Findings

 

The following findings are presented in the order of
the divisions of the study. The significance level set for
the rejection of the null hypotheses was .05.

The results of the investigation of press are summa-
rized in Table 6.1. The findings with reference to environ-
mental continuity are summarized in Table 6.2. The results
of the investigation of the relationship of congruence to
dropout, transfer intentions and performance are summarized
in Table 6.3. The results of the tests of the relationships

of Adaptation level to drOpout and performance are presented

 

in Table 6.u. The results of the exploratory investigation
of environmental continuity in relationship to correlation

of high school to college grades are presented in Table 6.5.

luO

TABLE 6.l.--Summary of the results of the investigation of
press in the eight high schools and Lansing Community

 

 

 

 

College.
Dimension Model Used Finding
Intellectual Climate: .t-test All 8 S.
Aspiration Level " All 8 S.
Intellectual Climate " A S; 4 NS.
Student Dignity " All 8 S.
Academic Climate " 5 S; 3 NS.
Academic Achievement " 6 S; 2 NS.
Self—Expression " l S; 7 NS
Non-Intellectual Climate: " 2 S; 6 NS.
(Self-Expression--see above)
Group Life " l S, 7 NS.
Academic Organization ” 5 S; 3 NS.
Social Form ” 3 S, 5 NS.
Play—Work " All 8 s.
Vocational Climate " l S; 7 NS.
Press Patterns rp pattern All 8 NS.
analysis
Rank Order of Press Factors Rank-order 6 S; 2 NS.
correlation
Legend:
S Significant at .05 level or beyond

NS Not significant

lUl

 

 

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The Conclusions: Summary

 

The conclusions derived from the study are presented

below in the order of presentation of the results.

grass

1. The greatest differences between the students'
perceptions of press at the high schools compared to the
community college were found to be in the intellectual
area or dimension. The community college's demands were
perceived as significantly higher in the intellectual area.

2. For all the subjects, the community college en-
vironment represented an increase in perceived environmental
emphasis upon setting high standards for oneself, upon free-
dom and personal responsibility and a lesser emphasis upon
school-centered social life (in a formal sense).

3. For the subjects from the non-local high schools,
the community college environment also represented an in-
crease in environmental emphasis upon scholarly activity,
academic excellence in staff and facilities, academic
achievement, and academic organization (formality, rules
and regulations.)

4. The several high schools' patterns of environ-
mental demands are not significantly different from the
pattern at the community college.

5. The high schools differ significantly in relative

emphasis (or order of emphasis) upon factors such as level

or aspiration, academic achievement, group life and play-

work.

1&5

Continuity

 

1. Environmental continuity is a meaningful variable
when used in connection (or conjunction) with measures of
"fit" or congruence between individual's needs and environ-
mental demands in the community college setting.

2. The effects of environmental continuity (both
positive and negative) vary according to levels of achieve—
ment. The impact of environmental improvement or deterio-
ration (in terms of "fit") appeared to be more significant
upon students from the lower half of the entering class (in
terms of previous performance as measured by grade point

average) than upon students from the upper half.

Congruence

 

l. Goodness of fit (congruence) between individual's
needs and environmental demands was related to the transfer

intentions of high achievement students and the drOpout

 

rate of low achievement students. That is, high achievement

 

 

students who experienced poor fit indicated intention to
transfer significantly more frequently than those who ex-

perienced good fit. Low achievement students who experi-

 

enced poor fit drOpped out of the college more frequently
than those who experienced good fit.

2. The effects of "poor fit" between individuals'
needs and the environment's demands appeared to be modified

by levels of such individual qualities as Educability and

 

previous levels of achievement.

146

3. Congruence (or "goodness of fit") between indi-
viduals' needs and their environment's demands is signifi-
cantly related to levels of student performance.

A. The use of measures of environmental continuity
in conjunction with measures of congruence is particularly
meaningful in relationship to performance prediction for

low achievement students.

 

Adaptation Level

 

1. Students' previous experience with "poor fit"
between their needs and their environment's demands (at
the high school level) is positively related to attrition
rates for "poor fit" subjects in the community college.
That is, prior experience with "poor fit" does not lessen
the impact of "poor fit” at the community college (as was
predicted). Earlier experience with ”poor fit" at the
high school level appeared to increase the impact of the
same experience at the community college.

2. Both high and low achievement subjects performed

 

at a significantly higher level if they encountered "good
fit" at the community college following "poor fit" in high
school. The effects did not appear to be due to the result
of improvement of fit alone. These subjects performed at
a higher level than "positive discontinuity" subjects (who

experienced some environmental improvement).

147

Continuity: Exploratory

 

1. Institutional environmental continuity appeared
to be related in a systematic manner to variations in levels
of correlation between cumulative high school grade point
averages and cumulative (year's) college grade point aver-
ages. The effort to determine the relationship of varia-
tions institutional pattern similarities and differences
to such grade-point correlations appeared promising. The
results of the exploratory analysis seemed to warrant
replication and verification in further studies.

2. The complex relationship found between (personal)

Positive discontinuity, Essential continuity, and Nega-

 

 

tive discontinuity of congruence or fit and grade-point

 

correlations also appeared to warrant further investigation.
No attempt was made in this exploratory investigation to
determine the basis for higher grade point correlations for

students experiencing Negative discontinuity (than either

 

Positive discontinuity or Essential continuity). Further

 

 

research will be necessary to discover whether these re-
lationships are "typical" and to attempt to determine the

bases for such relationships.

Discussion

 

The greatest over—all change experienced by the high
school students according to the data of the study were

perceived in the Intellectual Climate dimension. Two first—

 

order factors, Aspiration Level and Student Dignity,

 

 

148

contributed the greatest amount to the differences between

the perceived Intellectual Climate in the high schools and

 

that at the community college. The non-local high school
students also encountered significant changes in the first-

order factors of Intellectual Climate, Academic Climate

 

 

and Academic Achievement.

 

The differences between the two environments (high
school and community college) described above were the most

significant contributors to the mathematical descriptions

 

of distinctions found between the Intellectual Climate

 

(second—order) dimensions in the high schools versus the
community college. The individual factors' impact upon
students could not be differentiated within the limits of
the design of the study. No further interpretation of the
importance of the individual factors can be made until
the study is duplicated and the design constructed in a
manner which permits the separation of these factors.

The above comments are even more applicable to the

Non—Intellectual Climate (second-order) dimension. Sub-

 

jective judgment would indicate that the negative change

in emphasis experienced by the students on the Play—Work

 

factor, for example, might have more impact than the rest

of the factors on this dimension. The design of the study
did not attempt separation of this factor's impact from
the over—all impact of change on all of the dimensions.

In addition, the instrumentation used in the study and the

design which incorporated the instruments used did not

11:9

permit assessment of the impact of "no change." Such
comparison would be extremely difficult but would also
appear desirable. Within the limitations of the current
design and instrumentation little more can be concluded
than the re-statement of differences as expressed mathe-
matically.

The differences between the findings using the pattern
analysis statistic (rp) and the rank-order correlation (r')
illustrate a methodological difficulty in environmental
studies. None of the pattern analysis statistic compari-
sons showed significant differences when tabled significance
values were used. Six of the eight rank-order comparisons
proved to be significant. The "power" of these two measures
as environmental comparison expressions was not tested.
Visual inspection of the data, however, indicated that dif-
ferences in the patterns of environmental demands were more
closely reflected in the rp statistic than in the rank-order
correlations. Schools #1, 2, 3, H, and 6 had almost iden—
tical rank—order correlations (-.39, -.Ml, —.32, -.37, and
-.39 reSpectively) yet the rp correlations differed consid-
erably, ranging from .18 to .71. The less significant
measure statistically proved to be the more sensitive in
expressing different patterns of environmental demands.

The findings with reference to the impact of environ-

mental change would appear to support Murray's contention
that the individual's environment (and change in that en—

vironment) must be considered in an attempt to understand

150

the individual's behavior. When the defect in the design
was corrected (the defect which permitted a student to be
assigned to a "low" category of environmental continuity
and yet be "enjoying" relatively high congruence between
his needs and his environment‘s demands), the relationship
of Negative (environmental) discontinuity to attrition was
significant. Similarly, when the subjects were divided

according to achievement levels, Negative discontinuity

 

had a significant relationship to the performance of low
achievement students. Fishman's suggestion to think in
terms of ”kinds of institutions," "kinds of students" as
well as "kinds of change” (both constant and variable)
seems highly appropriate in relation to the major analyses
of continuity in the study. Fishman's ideas are also
applicable to the exploratory analyses which involved high
school to community college grade correlations under varying
degrees or levels of institutional and personal "continuity."
Argyris' assertion that ip-congruence may be stimu-
lating to some individuals and frustrating to others also
appeared to have been given tentative support in the results
of the continuity as well as the congruence measures.
Murray's contention that individuals may apperceive
constellations of stimuli without being consciously aware

of them appeared to be tentatively supported by the data.

The several "objective" measures of congruence were more
highly correlated with both retention and performance than

were the "subjective" measures. As noted earlier, the

151

differences between the Private press congruence relation-
ships to retention and performance and those of the more
objective measures may have been due to the Operation of
response sets. The data tentatively support Murray's
position, however.

Adjusted_pattern congruence appeared to be a more

 

powerful measure in terms of prediction than the other
forms used in this study for predicting performance by all
students and the dropout of low achievement students.

Deviation pattern congruence was a more powerful predictor

 

of transfer intentions of high achievement students. It

 

may be that high achievement students "transfer" for reasons

 

which differ from the low achievement students reasons for

 

dropping out. Although this conclusion appears logical,
further study will be necessary in order to clarify this
distinction.

Though the sample size was not large enough for the
differences found to be significant when continuity and
congruence were used jointly to stratify the sample, the
differences in performance (.54 in mean grade point
average) appeared large enough to warrant replication. The
two categories used jointly should prove to be useful for
guidance purposes in the local community college at least.

The relationship of Adaptation level to performance

 

appeared to be much more clear than that to attrition rates.
A concept such as "frustration tolerance” may be a more

powerful eXplanatory concept for the behavior of those

152

subjects who were predicted to be high in Adaptation level.

 

The high adaptation students who experienced low congruence
at the community college (and, who, by definition, had ex-
perienced low congruence in high school) drOpped out of the
college mggg frequently than the low adaptation, low con-
gruence subjects. This relationship was the Opposite of
that predicted.

The high performance levels of high Adaptation level,
high congruence subjects also suggests that perceptual
research findings might be applicable. That is, the phenom-
enon may be related to findings which indicate that dis-
liked Objects are perceived in a realistic manner whereas
liked Objects are "seen" as unrealistically large.

The results of the major continuity and congruence
investigations and the exploratory investigations seem to
support the use of pattern analysis statistics (such as
Cattell's rp) in environmental research. The use of
Cattell's rp permits the "weighting" of factor—differences
(between individual and environmental patterns) with rela-
tive ease. Perhaps future research will provide the basis
for greater precision in the weighting of individual factors
and thus add to the predictive power and usefulness of such

investigations.

153

Implications for Future Research

 

l. The study Of environmental continuity and con-
gruence should be replicated in other community colleges
to determine whether these findings can be generalized
beyond the local setting--to other types Of community col-
leges interacting with other types of high schools.

2. Further research is needed which is designed to
permit comparisons of the differential effects of environ-
mental continuity—discontinuity upon local students (those
attending a non-residential school) versus those attending
residential two- or four—year colleges.

3. A study should be made to explore more fully the
impact Of both environmental continuity-discontinuity and
congruence between individual's needs and environmental
demands upon differing types of students: male and female,
high and low achievement, high and low educability, and
high and low emotional expression students. The samples
should be of sufficient size to permit meaningful compari-
sons Of these sub-groups in statistical analyses.

U. Further research is needed on the relationships
between "subjective” and "Objective" measures of students'
perceptions of environmental demands (press). The study
should include assessment Of the relationship of these
measures to student attrition and performance.

5. Research is also needed on the differential

effects Of varying levels of incongruence between indivi-

dual's needs and environmental demands and upon the impact

154

of the single environmental factors (such as increased
aspiration level OI decreased play-work emphasis).

6. The guidance possibilities of the environmental
continuity and congruence measures should be explored.

That is, research should be done on the application of such
information to the reduction of attrition rates.

The guidance and student-selection possibilities of
the different levels of high school grade point average
to college grade point average correlations should be
explored.

7. A study should be made in depth (at the local col-
lege and elsewhere) of the "typical" male and female students
who drops out of the college prior to completing a program,
or who transfers to another institution prior to program—
completion, or who remains at the community college long
enough to complete an Associate-in-Arts degree or some other
terminal program. (See Tables IV.17 and IV.18. The data in
Table IV.l7 was computed for the "range" and the "average"
student but extrapolated for the "typical" dropout and
"typical" intended-transfer student. All of the data in
Table IV.18 was computed, but used a relatively small sample
of subjects.)

8. A study should be made of the effect of major
changes in administrative and/or faculty actions upon the
"fit" of the institution's demands and the typical students'
need pattern (See Table IV.l7). The relationship Of such
change to levels of performance and rates of attrition should

be explored.

BIBLIOGRAPHY

155

BIBLIOGRAPHY

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Astin, Alexander W. ”Distribution of Students Among
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”Some Characteristics of Student Bodies En-
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Campbell, Paul S. "Personality Needs of Community College
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Carpenter, C. Ray. "Reflections on Research on Higher
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Collins, Charles C. "Critical Problems of Students,"
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Commission on Goals for Higher Education in the South.
Within Our Reach. Atlanta, Georgia: Southern
Region Education Board, 1961.

 

Edwards, Allen L. Experimental Design in Psychological
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1960.

 

 

. Statistical Methods for the Behavioral Sciences.
New York: Rinehart & Co., 1954.

 

Fishman, Joshua A. ”Some Social—Psychological Theory for
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can College. Ed. N. Sanford. New York: John Wiley

& Sons, 1962, pp. 666—689.

 

 

Haring, N. G., Stern, George G., and Cruckshank, W. M.
Attitudes of Educators Toward Exceptional Children.
Syracuse, New York: Syracuse University Press, 1958.

156

157

Hayes, William L. Statistics for Psychologists. New
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Helson, H. ”Adaptation Level Theory,” Sensory, Perceptual
and Physiological Formulations. Vol. I Of Psychology:
A Study of a Science. Ed. S. Koch. New York: Mc-
Graw-Hill, 1959.

 

 

 

 

Herr, Edwin M. ”An Examination of Differential Perceptions
of 'Environmental Press' by High School Students as
Related to Their Achievement and Participation in
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Horn, J. L. "Significance Tests for Use with r and Related
Profile Statistics,” Educational and Psychological
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Keith, James A. ”The Relationship of Congruence of Environ-
mental Press and Student Need Systems to Re orted
Personal Satisfaction and Academic Success.‘ Unpub-

lished Ph.D. Thesis, University of Alabama, 1964.

Knoell, Dorothy M. and Medsker, Leland L. Articulation
Between Two-Year and Four-Year Colleges. Berkley,
California: Center for the Study of Higher Education,
1964.

 

 

Factors Affecting Performance of Transfer
Studefits from Two- to Four-Year Colleges. Berkley,
California: Center for the Study of Higher Edu-
cation, 1964.

 

 

Kramer, Clyde Young. "Extension Of Multiple Range Tests
to Group Means with Unequal Numbers of Replications,"
Biometrics, 12 (1956), pp. 307—310.

 

Lindquist, E. F. Design and Analysis of Experiments in
Psychology and Education. Boston: Houghton-Mifflin,
Co., 1963.

 

McNemar, Quinn. Psychological Statistics. 2d Ed.; New
York: John Wiley and Sons, 1955.

 

Murray, Henry. A. Explorations in Personality. New York:
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Pace, C. Robert. "Five College Environments,” College
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pp. 24—28.

. "Methods Of Describing College Cultures,"
Teachers College Record, 63, pp. 267—277.

 

Pace,

Rice,

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C. Robert and Stern, George G. "An Approach to the
Measurement Of Psychological Characteristics of
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cholog , 49 (October 1958), pp. 269-277.

 

James G. "The Campus Climate: A Reminder," Higher
Education: Some Newer Developments. Ed. Samuel

 

Baskin. New York: McGraw—Hill, 1965, pp. 304-316.

Richards, James M., Jr., Rand, Leonard P., and Rand, Lorraine

M. "A New Way to Measure Environment," Junior Col-
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Schwartz, Ronald M. "Congruence Between Needs of Individ-

Stern,

Stern,

uals and Environmental Press as Related to Peformance
and Adjustment in a Large Organization." Unpublished
Ph.D. Thesis, New York University, 1964.

George G. "Characteristics of Intellectual Climate
in College Environments,” Harvard Educational Review,

33: l (1963)) Pp. 5-41.

. "Congruence and Dissonance in the Ecology of
College Students," Student Medicine, 8 (1960),

pp. 304-309.

. "Continuity and Contrast in the Transition from
High School to College," Orientation to College
Learning: A Reappraisal. Ed. Nicholas C. Brown.
Washington, D.C.: ‘American Council on Education,1961,

pp. 37—68.

 

 

 

 

. "Environments for Learning," The American
College. Ed. N. Sanford New York: John Wiley &

Sons, 1963, pp. 690-730.

 

Preliminary Manual: Activities Index - College
Characteristics Index. Syracuse, New York: Syracuse
University Psychological Research Center, 1958.

 

 

Scoring Instructions and College Norms:
Activities Index and College Characteristics Index.
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1963.

 

 

George G. and Scanlon, J. S. "Pediatric Lions and
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Stern, George G., Stein, Morris K., and Bloom, Benjamin

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Summerskill, John. "DrOpouts from College," The American
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Thistlethwaite, Donald L. "College Press and Changes in
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cational Psychology, 51, no. 4 (1960), pp. 222—234.

 

 

Walker, Helen M. and Lev, Joseph. Statistical Inference.
New York: Henry Holt and Co., 1953.

 

APPENDICES

160

APPENDIX I

DEFINITIONS PERTAINING TO INSTRUMENTATION

161

162

Need-Press Scale Definitionsl

 

The following thirty variables listed alphabetically

refer both to needs and press:

1.

_\‘|

IO.

11.

12.

aba

ach

ada

aff

agg

cha

cnj

ctr

dfr

dom

e/a

emo

Abasement--ass Assurance:

 

 

self—deprecation vs. self-confidence

Achievement:

 

striving for success through personal
effort

Adaptability-—dfs Defensiveness:

 

 

acceptance of criticism vs. resistance
to suggestion

Affiliation--rej Rejection:

 

 

friendlheasvs. unfriendliness

Aggression—-b1a Blame Avoidance:

 

 

hostility vs. its inhibition

Change--sam Sameness:

flexibility vs. routine

Conjunctivity--dsj Disjunctivity:
planfulness vs. disorganization

 

 

Counteraction--inf Inferiority Avoidance:

 

 

restriving after failure vs. withdrawal

Deference--rst Restiveness:

 

 

respect for authority vs. rebellious-
ness

Dominance--tol Tolerance:

 

 

ascendancy vs. forbearance

Ego Achievement:

 

striving for power through social action

Emotionality—-plc Placidity:

 

 

expressiveness vs. restraint

 

1George G. Stern, Scoring Instructions and College
Norms, Activities Index--College Characteristics Index

 

(Syracuse, New York: Psychological Research Center, 1963).

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

eny

exh

f/a

har

hum

imp

nar

DUI“

obj

ord

ply

pra

ref

sci

SEED

163

Energy--pas Passivity:

 

effort vs. inertia

Exhibitionism--inf Inferiority Avoidance:

 

 

attention-seeking vs. shyness

Fantasied Achievement:

 

daydreams Of extraordinary public recog-
nition

Harm Avoidance--rsk Risktaking:

 

 

fearfulness vs. thrill-seeking

Humanities, Social Science:

 

interests in the humanities and the
Social Sciences

Impulsiveness——de1 Deliberation:

 

 

impetuousness vs. reflection

Narcissism:

 

vanity

Nurturance--rej Rejection:

 

 

helping others vs. indifference

Objectivity--pro Projectivity:

 

 

 

detachment vs. superstition (Al) ("Needs")
or suspicion (E1) (”Press”)

Order-—dso Disorder:
compulsive organization of details vs.
carelessness

 

Play-—wrk Work:
pleasure-seeking vs. purposefulness

Practicalness-—ipr Impracticalness:

 

 

interest in practical activities vs.
indifference

Reflectiveness:

 

introspective contemplation

Science:

interest in the Natural Sciences

Sensuality--pur Puritanism:

 

 

interest in sensory and esthetic ex-
periences

28.

29.

30.

SEX

sup

und

164

Sexuality--pru Prudishness:

 

 

heterosexual interests vs. their in-
hibition

Supplication—-aut Autonomy:

 

dependency vs. self—reliance

Understanding:

 

intellectuality

165

Activities Index Factor Definitions

 

Personality-Factor Definitions

 

Factor I. Self-Assertion: This factor reflects a

 

need to achieve power on a personal level and socio-
political recognition. (Score sum: Ego Achievement, Dom-
inance, Exhibitionism, and Fantasied Achievement)

Factor II. Audacity-Timidity: The emphasis here is

 

on aggressiveness both in physical activities and inter-
personal relationships. (Score sum: Risktaking, Fantasied
Achievement, Aggression, and Science)

Factor III. Intellectual Interests: The factors with

 

the highest loading on this dimension are based on items
involving various forms of intellectual activities such as
interests in the arts and sciences (both abstract and em-
pirical). (Score sum: Reflectiveness, Humanities-Social
Sciences, Understanding, and Science)

Factor IV. Motivation: This factor, like I and II

 

above, represents another form in which need achievement
may be expressed. Here, however, are the more conventional
forms of striving most recognizable among students-—
including elements of competitiveness and perserverence

as well as intellectual aspiration. (Score sum: Achieve—
ment, Counteraction, Understanding, and Energy)

Factor V. Applied Interests: A high sxxnxe on this

 

factor suggests an interest in achieving success in concrete,

tangible, socially—acceptable activities. (Score sum:

Practicalness, Science and Order)

166

Factor VI. Orderliness: PeOple with high scores

 

on this factor have indicated a marked interest in activ-
ities stressing personal organization and deliberativeness.
(Score sum: Conjunctivity, Sameness, Order and Deliberation)

Factor VII. Submissiveness: The submissive factor,

 

in contrast to Factor VI above, implies a high level of
control based on social conformity and other—directedness,
rather than upon internal controls. (Score sum: Adapta-
bility, Abasement, Nurturance and Deference)

Factor VIII. Closeness: This factor is closely

 

related to Factor VII above with which it shares both Nur-
turance and Deference scales. The abasive and self-denying
qualities implicit in Factor VII are absent here, however.
In their place is an acceptance of items which recognize
one's needs for warmth and emotional supportiveness. (Score
sum: Supplication, Sexuality, Nurturance and Deference)

Factor IX. Sensuousness: The thirty items associated

 

with this factor are concerned with activities of a sensual
nature which suggest self—indulgence along with a delight
in the gratifications which may be Obtained through the
senses. (Score sum: Sensuality, Narcissism, and Sexuality)

Factor X. Friendliness: Persons with high scores on

 

this factor are indicating an interest in playful, friendly
relationships with other people. These interests involve
simple and uncomplicated forms of amusement enjoyed in a

group setting. (Score sum: Affiliation and Play)

167

Factor XI. Expressiveness-Constraint: This factor

 

stresses emotional lability and freedom from self-imposed
controls. Individuals with high scores on this factor are
outgoing, spontaneous, impulsive and uninhibited. (Score
sum: Emotionality, Impulsiveness, Exhibitionism, and
Sexuality)

Factor XII. Egoism-Diffidence: This factor reflects

 

extreme preoccupation with self. The items are concerned
with appearance and comfort, as well as with fantasies in
which the self obtains unusually high levels of gratifi-
cation. (Score sum: Narcissism, Fantasied Achievement,

and Projectivity)

Second-Order Factor Definitionsl

 

Intellectual Orientation: The factors of this dimen-

 

sion involve intellectual interests and achievement motiva-
tion. It also involves maintenance of a high level of
intellectual and social aggressiveness as well as interest
in the develOpment of useful, applied skills.

(The first-order factors included are: Self—
Assertion, Audacity—Timidity, Intellectual Interests,
Motivation and Applied Interests.)

Dependency Needs: This dimension includes the orderly

 

aspects of Applied Interests and carries these to a more

explicitly compulsive level of personal organization. A

 

lStern, Scoring Instructions. . . , Op. cit.

168

high score on this dimension suggests a generally high level
of dependent, submissive, socially-controlled behavior.

(The first-order factors included are: Applied
Interests, Constraint-Expressiveness [the inverse of Factor
XI: Expressiveness—ConstraintJ, Diffidence—Egoism [the
inverse of Factor XII: Egoism—Diffidence], Orderliness,
Submissiveness, Timidity—Audacity [the inverse of Factor II:
Audacity—Timidity] and Closeness.

Emotional Expression: The factor loadings on this

 

dimension suggest high levels of social participation and
emotional spontaneity.

(The first—order factors included are: Closeness,
Sensuousness, Friendliness, Expressiveness-Constraint,
Egoism-Diffidence, and Self-Assertion.)

Educability: This dimension combines elements of

 

both intellectuality and submissiveness. It excludes the
more self-assertive aSpects of Intellectual Orientation on
the one hand, and the most self-denying inhibited aspects
of Dependency Needs.

(The score for this dimension is Obtained by summing
the values for the following factors: Intellectual Inter-
ests, Motivation, Applied Interests, Orderliness, and

Submissiveness.)

169

Environment Index Factor Definitions

 

Environmental-Factor Definitions

 

Factor I. Aspiration Level: A high score on this

 

factor indicates that the high school or college encourages
students to set high standards for themselves in a variety
Of ways. (Score sum: Counteraction, Change, Fantasied
Achievement, and Understanding)

Factor II. Intellectual Climate: All of the items

 

contributing to this factor reflect the qualities of staff
and plant Specifically devoted to scholarly activities in
the humanities, arts, and social sciences. (Score sum:
Reflectiveness, Humanities-Social Sciences, Sensuality,
Understanding, and Fantasied Achievement)

Factor III. Student Dignity: This factor is asso—

 

ciated with institutional attempts to preserve student
freedom and maximize personal reSponSibility. Schools
high on this factor tend to regulate student conduct by
means other than legislative codes and/or administrative
fiat. (Score sum: Objectivity, Assurance, Tolerance)

Factor IV. Academic Climate: This factor stresses

 

academic excellence in staff and facilities in the conven-
tional areas of the natural sciences, social sciences and
the humanities. (Score sum: Humanities-Social Science,

Science)

Factor V. Academic Achievement: Schools high on

 

this factor set high standards of achievement for their

170

students. (Score sum: Achievement, Energy, Understanding,
Counteraction, and Conjunctivity)

Factor VI. Self—Expression: This factor is concerned

 

with Opportunities Offered the student for the develOpment
of leadership potential and self-assurance through such
activities as public discussions, debates, drama and music.
(Score sum: Ego achievement, Emotionality, Exhibitionism
and Energy)

Factor VII. Group Life: The four scales of this

 

factor are concerned with various forms of mutually suppor—
tive group activities among the student body. (Score sum:
Affiliation, Supplication, Nurturance, Adaptability)

Factor VIII. Academic Organization: The various

 

components of this factor may be regarded as environmental
counterparts for an individual's needs for orderliness and
submissiveness. (Score sum: Blame avoidance, Order,
Conjunctivity, Deliberation, Deference and Narcissism)

Factor IX. Social Form: Factor IX is related to

 

Factor VII but emphasizes the welfare components of group
life: Opportunities for interpersonal assistance. (Score
sum: Affiliation, Supplication, Nurturance, and Adapta—
bility)

Factor X. Play-Work: Schools high on this factor

 

Offer Opportunities for participation in a form of social
life reminiscent of the popular culture of the 1920's.

(Score sum: Sexuality, Risk-taking, Play and Impulsiveness)

171

Factor XI. Vocational Climate: The items of this

 

factor emphasize practical applied activities; the rejec-
tion Of aesthetic experiences; and a high level of orderli-
ness and conformity in the student's relationships with

the faculty, his peers and his studies. (Score sum:
Practicalness, Puritanism, Deference, Order and Adaptive-

ness)

Second-Order Factor Definitions:L

 

Intellectual Climate: The intellectual climate

 

dimension includes the more conventional aSpects of the
academic program including (a) staff and facilities,

(b) standards of achievement set by students as well as
faculty, and (c) Opportunities for the develOpment of
self—assurance. The intellectual climate is also marked
by (d) non-custodial students personnel practices and
(e) an absence of vocationalism.

(The first-order factors included are: Work—Play
an inversion of Factor X: Play-Work , Non—vocational
Climate an inversioncfi'Factor XI: Vocational Climate ,
ASpiration Level, Intellectual Climate, Student Dignity,
Academic Climate, Academic Achievement, and Self-

Expression.)

Non-Intellectual Climate: This dimension shares

 

Self-Expression with the preceding one. The highest

loadings, however, are connected with three factors

 

lStern, Scoring Instructions. . . , op. cit.

 

172

involving a high level of organization of student affairs,
both academic and social. The remaining factors are
associated with student play and an emphasis on vocational
and technical courses.

(First-order factors included are: Self-Expression,
Group Life, Academic Organization, Social Form, Play—Work,

and Vocational Climate)

APPENDIX II

INSTRUMENTS USED

173

Personal Data Questionnaires

 

Initial Questionnaire

 

1.

mtg)

O‘\

\i

10.

11.

Name:

 

Student Number:

 

Grade School Attended (Name):

 

High School Attended (Name):

 

Any previous college work: Yes: No:

Full-time student (12 credits or more)? Yes:___NO:
Your educational goal (Please check all appropriate
choices):

4-year program (A.B. or B.S. degree):
A.A. degree at the Community College:
Less than two years at the Community College:

Plan to transfer (prior to receiving the A.A.):
Yes: No:

 

 

QOU'QJ

Mother's Education (check the highest level completed):

 

a. Grade School (Grades 1-6);

b. Junior High Grades 7— 9):

c. High School Grades lO— 12): High School
Graduate;

d. College: College Graduate:

e. Graduate School:

 

Father‘s Education (check the highest level completed):

a. Grade School (Grades 1—6):

b. Junior High Grades 7-9):

c. High School (Grades lO-12): High School
Graduate:

d. College: College Graduate:

e. Graduate School:

 

 

 

Mother's occupation (please be Specific):

 

Father's occupation (please be Specific):

 

175

Follow-up Questionnaire

 

Dear

Thank you for your help with the research project during
the fall orientation classes. We sincerely hOpe the
project will prove to be of worth to ******* Community
College students and we sincerely appreciate your having
taken part.

We would like to ask one further favor Of you. Would you
kindly help us bring the project to completion by filling
out the questionnaire at the bottom of the page and
returning it to us? Just fill it out and return it to us
in the enclosed, self—addressed, stamped envelope--
preferably by return mail.

Thank you in advance for your help.

Sincerely yours,

 

My CURRENT Educational Plans: (Please check ALL
apprOpriate choices)

 

A. 4-year program (A.B. or B.S. degree):

 

B. Associate-in—Arts degree at * C.C.:

 

C. Less than two years at * C.C.:

 

 

D. Plan to transfer prior to receiving an Associate—
in-Arts degree:

 

My CURRENT Work Status: (Please check ALL appropriate
choices)

I. Full—time student at *C.C.:

 

II. Full-time student at another school:

 

III. Part-time student at *C.C.: (Less than 12
term credits):

 

IV. Part-time student at another school:

 

V. Working full-time, not in school:

 

VI. In the Armed Forces:

 

Student Number:

 

Expressed Preference Questionnaire

 

Please check the appropriate blank THREE times for each of
the ten questions:

 

Once - to Show how you see the Community College...

 

 

Once — to Show how you remember your high school...

 

 

Once - to indicate what you would prefer...

 

l. Emphasis upon theoretical, artistic, and cultural

activities:
Very Strong Quite Strong Moderate Little NO
Emphasis Emphasis Emphasis Emphasis Emphasis
L.C.C _____ _____ _____ _____ _“___
My H.S. .____ _____ _____ ____ ____
I prefer:

2. Emphasis upon setting high standards for oneself,
upon participation in intellectual activities:

Very Strong Quite Strong Moderate Little NO
Emphasis Emphasis Emphasis Emphasis Emphasis

L.C.C
My H.S.

I prefer:

—— —— —-— .———.— ———————

3. Emphasis upon preserving student freedom, upon treating
the student as an adult:

Very Strong Quite Strong Moderate Little NO
Emphasis Emphasis Emphasis Emphasis Emphasis

L.C.C.
My H.S.

I prefer:

177

4. Emphasis upon academic excellence in staff and facili-
ties (classrooms, laboratories and library):

Very Strong Quite Strong Moderate Little NO
Emphasis Emphasis Emphasis Emphasis Emphasis
L.C.C
My H.S.
I prefer:

5. Emphasis upon high standards of academic achievement:

Very Strong Quite Strong Moderate Little No
Emphasis Emphasis Emphasis Emphasis Emphasis

6. Emphasis upon self-expression through public discussion,
student drama, musical programs, and other highly
visible activities:

Very Strong Quite Strong Moderate Little No
Emphasis Emphasis Emphasis Emphasis Emphasis
L.C.C. _____ _____ ____ ._I__ ___~_
My H.S. ____ _____ ____ ____, ____
I prefer:

—— .—————— —— _—.——_—— _—..—_

Emphasis upon group activities among students for mutual
support, assistance and concern for the welfare of fel-
low students and less fortunate members of the community:

*1

Very Strong Quite Strong Moderate Little NO
Emphasis Emphasis Emphasis Emphasis Emphasis

178

8. Emphasis upon organization and structure: orderliness,
careful planning of one's activities, reSpect for

authority:
Very Strong Quite Strong Moderate Little No
Emphasis Emphasis Emphasis Emphasis Emphasis
L.C.C. _____ _____ _____ ____ _____
My H.S. ____ _____ _____ _____ _____
I prefer:

_—

9. Emphasis upon social activities, dating, dances and
other forms of individual and group social life:

Very Strong Quite Strong Moderate Little No
Emphasis Emphasis Emphasis Emphasis Emphasis

L.C.C.

My H.S.

I prefer:

10. Emphasis upon practical, applied kinds of activities
which can be meaningful in terms of one's future job:

Very Strong Quite Strong Moderate Little No
Emphasis Emphasis Emphasis Emphasis Emphasis

Lo‘joiZo
My H.S.

I prefer:

COLLEGE CHARACTERISTICS INDEX

There are 300 statements in this booklet. They are statements about college life.
They refer to the curriculum, to college teaching and classroom activities, to rules and
regulations and policies, to student organizations and activities and interests, to features
of the campus, etc. The statements may or may not be characteristic of your college,
because colleges differ from one another in many ways. You are to decide which state-
ments are characteristic of your college and which are not. Your answers should tell us
what you believe the college is like rather than what you might personally prefer. You
won’t know the answer to many of these statements, because there may not be any really
definite information on which to base your answer. Your response will simply mean that
in your opinion the statement is probably true or probably false about your college.
Do not omit any item.

DIRECTIONS

On the special answer sheet print your name, and the other informa-
tion requested. Then, as you read each statement in the booklet,
blacken space

T—when you think the statement is generally TRUE or characteristic
of the college, is something which occurs or might occur, is the way
peOple tend to feel or act.

F—when’you think the statement is generally FALSE or not character-
istic of the college, is something which is not likely to occur, is not
the way people typically feel or act.

DIRECTIONS FOR USING NCS ANSWER SHEET
The rows of response circles are numbered to correspond to

the items in the Test Booklet. Each question may be an-
swered either @or ®

In marking your answers on the Answer Sheet, make sure
that the number of the Statement is the same as the number
on the Answer Sheet. Be sure to answer either ®or ® for
every Statement.

* Be sure to use a #236 or softer writing pencil.
Do Not Use Ball Point or Ink.

Keep your Answer Sheet Clean.

Do not make stray marks.

Erase errors completely.

Fill the circle completely.

*****

10.

11.

12.

13.

14.

15.

16.
17.

18.

19.
20.

21.

22.
23.
24.

25.

Legend: T — True. Generally true or characteristic of the college, is something which
occurs or might occur, is the way people tend to feel or act.

F — False. Generally false or not characteristic of the college, is something
which is not likely to occur, is not the way people typically feel

or act.

Students are encouraged to criticize administrative
policies and teaching practices.

The competition for grades is intense.
In many courses grade lists are publicly posted.

There are no fraternities or sororities.
Students are conscientious about taking good care of
school property.

The students here represent a great variety in nation-
ality, religion and social status.

Most courses are very well organized and progress
systematically from week to week.

Professors often try to provoke arguments in class, the
livelier the better.

Students address faculty members as “professor” or
“doctor."

There is a recognized group of student leaders on this
campus.

Student pep rallies, parades, dances, carnivals or
demonstrations occur very rarely.

Students here learn that they are not only expected
to develop ideals but also to express them in action.

Discussions get quite heated, with a lot of display of
feeling.

There is a lot of interest here in student theatrical
groups.

Many famous people are brought to the campus for
lectures, concerts, student discussions, etc.

There is an extensive program of intramural sports
and informal athletic activities.

Many of the social science professors are actively en-
gaged in research.

In most classes there is very little joking and laughing.

Receptions, teas, or formal dances are seldom given
here.

Many upperclassmen play an active role in helping
new students adjust to campus life.

No one needs to be afraid of expressing extreme or
unpopular viewpoints in this school.

In many classes students have an assigned seat.
Students really get excited at an athletic contest.

It’s important socially here to be in the right club or
group.

Books dealing with psychological problems or person-
al values are widely read and discussed. .

26.
27.
28.
29.
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Page 2

The library is exceptionally well equipped with jour-
nals, periodicals, and books in the natural sciences.
On nice days many classes meet outdoors on the lawn.

There is lots of informal dating during the week — at
the library, snack bar, movies, etc.

Students often help one another with their lessons.

There is a lot of emphasis on preparing for graduate
work.

Resident students must get written permission to be
away from the campus overnight.

It is fairly easy to pass most courses without working
very hard.

Student organizations are closely supervised to guard
against mistakes.

There is a lot of group spirit.

Most people here seem to be especially considerate of
others.

Courses, examinations, and readings are frequently
revised.

Instructors clearly explain the goals and purposes of
their courses.

When students do not like an administrative deci-
sion, they really work to get it changed.

Many students try to pattern themselves after people
they admire.

Student elections generate a lot of intense campaign-
ing and strong feeling.

Students and faculty are proud of their tough-minded-
ness and their resistance to pleaders for special causes.
Most students get extremely tense during exam periods.

Students put a lot of energy into everything they do
— in class and out.

When students run a project or put on a show every-
body knows about it.

Students spend a lot of time planning their careers.

Initiations and class rivalries sometimes get a little
rough.

The school offers many opportunities for students to
understand and criticize important works in art, music.
and drama.

New fads and phrases are continually springing up
among the students.

Students take a great deal of pride in their personal
appearance.

There are courses which involve field trips to slum
areas, welfare agencies, or similar contact with under-
privileged people.

51.
52.
53.

54.

56.

57.
58.
59.

60.
61.

62.

S

67.

68.

69.
70.
71.

72.
73.
74.

75.

Legend: T — True. Generally true or characteristic of the college, is something which
occurs or might occur, is the way people tend to feel or act.

F — False. Generally false or not characteristic of the college, is something
which is not likely to occur, is not the way people typically feel

or act.

The values most stressed here are open-mindedness
and objectivity.

Students must have a written excuse for absence
from class.

The big college events draw a lot of student enthusi-
asm and support.

There are psychology courses which deal in a prac-
tical way with personal adjustment and human
relations.

There would be a capacity audience for a lecture by
an outstanding philosopher or theologian.

When students get together they seldom talk about
science.

The college has invested very little in drama and
dance.

Student gathering places are typically active and
noisy.

There is a student loan fund which is very helpful
for minor emergencies.

The school is outstanding for the emphasis and sup-
port it gives to pure scholarship and basic research.
Students are seldom kept waiting when they have
appointments with faculty members.

Most courses require intensive study and preparation
out of class.

Students are expected to play bridge, golf, bowl
together, etc., regardless of individual skill.

There are many opportunities for students to get
together in extra-curricular activities.

Most students show a good deal of caution and self-
control in their behavior.

There are many students from widely different geo-
graphic regions.

A lot of students who get just passing grades at mid-
term really make an effort to earn a higher grade by
the end of the term.

People here really play to win, not just for the fun
of the game.

Religious worship here stresses service to God and
obedience to His laws.

Students are expected to report any violation of rules
and regulations.

Many students here develop a strong sense of respon-
sibility about their role in contemporary social and
political life.

The way people feel around here is always pretty
evident.

Few students here would ever work or play to the
point of exhaustion.

Students have many opportunities to develop skill in
organizing and directing the work of others.

Most students would regard mountain-climbing, rug-
ged camping trips, or driving a car all night as pretty
pointless.

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100

Page 3

Fire drills are held in student dormitories and
residences.

A lecture by an outstanding literary critic would be
poorly attended.

Many informal student activities are unplanned and
spontaneous.

Poise and sophistication are highly respected by both
students and faculty.

Most students here would not want pets (dogs, cats,
etc.) even if they were allowed to have them.

Most faculty members are liberal in interpreting
regulations and treat violations with understanding
and tolerance.

Student papers and reports must be neat.
There are lots of dances, parties, and social activities.

Many courses stress the speculative or abstract rath-
er than the concrete and tangible.

. There are many facilities and opportunities for indi-

vidual creative activity.

A lecture by an outstanding scientist would be poorly
attended.

Student rooms are more likely to be decorated with
pennants and pin-ups than with paintings, carvings,
mobiles, fabrics, etc.

Most students here really enjoy dancing.
The person who is always trying to “help out” is like-
ly to be regarded as a nuisance.

Most students have very little interest in round tables,
panel meetings, or other formal discussions.

If a student wants help, he usually has to answer a
lot of embarrasing questions.

Personality, pull, and bluff get students through

many courses.

In many courses there are projects or assignments
which call for group work.

The professors seem to have little time for conversa-
tion with students.

The faculty and administration are often joked about
or criticized in student conversations.

Everyone here has pretty much the same attitudes,
opinions, and beliefs.

Activities in most student organizations are carefully
and clearly planned.

Channels for expressing students’ complaints are
readily accessible.

Students almost always wait to be called on before
speaking in class.

, Personal rivalries are fairly common.

101.

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, 116.
117.

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119.
120.

121.

122.
123.
124.

125.

Legend: T — True. Generally true or characteristic of the college, is something which
occurs or might occur, is the way people tend to feel or act.

F — False. Generally false or not characteristic of the college, is something
which is not likely to occur, is not the way people typically feel

or act.

Boy-girl relationships in this atmosphere tend to be
practical and uninvolved, rarely becoming intensely
emotional or romantic.

There is a lot of excitement and restlessness just
before holidays.

There are so many things to do here that students are
busy all the time.

Most students here would not like to dress up for
a fancy ball or a masquerade.

Most students are more concerned with the present
than the future.

Many students drive sports cars.

Few students are planning post-graduate work in
the social sciences.

Dormitory raids, water fights and other student
pranks would be unthinkable here.

Most students here enjoy such activities as dancing,
skating, diving, gymnastics.

Students often run errands or do other personal
services for the faculty.

Many students have special good luck charms and
practices.

Campus architecture and landscaping stress sym-
metry and order.

There is very little studying here over the week-ends.

Students are more interested in specialization than
in general liberal education.

Modern art and music get little attention here.

Few students are planning careers in science.

This is mainly a meat and potatoes community, with
little interest in gourmets or anything unusual.
Students spend a lot of time talking about their boy
or girl friends.

Students here are encouraged to be independent
and individualistic.

A lot of students like chess, puzzles, double-crostics,
and other abstract games.

For a period of time freshmen have to take orders
from upperclassmen.

Students who work hard for high grades are likely
to be regarded as odd.

In most classes every student can expect to be called
on to recite.

The school helps everyone get acquainted.

Many students seem to expect other people to adapt
to them rather than trying to adapt themselves to
others.

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Page 4

Many students travel or look for jobs in different
parts of the country during the summer.

Assignments are usually clear and specific, making it
easy for students to plan their studies effectively.

People around here seem to thrive on dificulty —
the tougher things get, the harder they work.

In talking with students, faculty members often
refer to their colleagues by their first names.

The important pedple at this school expect others
to show proper respect for them.

There are practically no student organizations active-
ly involved in campus or community affairs.

Most students respond to ideas and events in a
pretty cool and detached way.

There seems to be a lot of interest here in health
diets, vitamin pills, anti-histamines, etc.

There are a good many colorful and controversial
figures on the faculty.

Education here tends to make students more prac-
tical and realistic.

Students are frequently reminded to take preventive
measures against illness. '

A student who insists on analyzing and classifying
art and music is likely to be regarded as a little odd.

Students often start projects without trying to decide
in advance how they will develop or where they
may end.

Students who are not properly groomed are likely
to have this called to their attention.

The college regards training people for service to
the community as one of its major responsibilities.

A well reasoned report can rate an A grade here even
though its viewpoint is opposed to the professor's.
Professors usually take attendance in class.

New jokes and gags get around the campus in a
hurry.

Family social and financial status may not be talked
about but everyone knows who’s who.

The student newspaper rarely carries articles intend-
ed to stimulate discussion of philosophical or ethical
matters.

Course offerings and faculty in the natural sciences
are outstanding.

There is a lot of interest here in poetry, music, paint-
ing, sculpture, architecture, etc.

Bermuda shorts, pin-up pictures, etc., are common
on this campus.

There is a high degree of respect for noncomfority
and intellectual freedom.

“Alma Mater” seems to be more important than “sub-
ject matter” at this school.

160.

161.

1 62.

163.

166.
1 67.

168.

172.

173.
174.

Legend: T — True. Generally true or characteristic of the college, is something which
occurs or might occur, is the way people tend to feel or act.

F — False. Generally false or not characteristic of the college, is something
which is not likely to occur, is not the way people typically feel

or act.

No one is expected to suffer in silence if some regu-
lation happens to create a personal hardship.

Examinations here provide a genuine measure of a
student's achievement and understanding.

Students’ mid-term and final grades are reported to
parents.

Students almost never see the professors except in
class.

Students occasionally plot some sort of escapade or
rebellion.

Most students dress and act pretty much alike.

Faculty advisers or counselors are pretty practical
and efficient in the way they dispatch their business.

If a student fails a course he can usually substitute
another one for it rather than take it over.

A lot of students here will do something even when
they know they will be criticized for it.

There are no favorites at this school — everyone gets
treated alike.

Students are actively concerned about national and
international affairs.

An open display of emotion would embarrass most
professors.

Students get so absorbed in various activities that
they often lose all sense of time or personal comfort.

It is easy to obtain student speakers for clubs or
meetings.

There is little sympathy here for ambitious day-
dreams about the future.

Drinking and late parties are generally tolerated,
despite regulations.

When students get together they seldom talk about
trends in art, music or the theater.

There seems to be a jumble of papers and books in
most faculty offices.

There are no mirrors in any of the public rooms or

halls.

There is a great deal of borrowing and sharing
among the students.

Some of the professors react to questions in class as
if the students were criticizing them personally.

The campus and buildings always look a little
unkempt.

Everyone has a lot of fun at this school.

Many students enjoy working with their hands and
are pretty efficient about making or repairing things.

Special museums or collections are important posses-
sions of the college.

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Page 5

Laboratory facilities in the natural sciences are
excellent.

The library has paintings and phonograph records
which circulate widely among the students.

There are several popular spots where a crowd of
boys and girls can always be found.

Most of the faculty are not interested in students’
personal problems.

Very few students here prefer to talk about poetry,
philosophy, or mathematics as compared with motion
pictures, politics, or inventions.

Faculty members are impatient with students who
interrupt their work.

Students set high standards of achievement for
themselves.

Students quickly learn what is done and not done
on this campus.

Faculty members rarely or never call students by
their first names.

When students dislike a faculty member they make
it evident to him.
There are many foreign students on the campus.

In most classes, the presentation of material is well
planned and illustrated.

Everyone knows the “snap” courses to take and the
tough ones to avoid.

Professors seem to enjoy breaking down myths and
illusions about famous people.

Anyone who knows the right people in the faculty
or administration can get a better break here.

Students are encouraged to take an active part in
social reforms or political programs.

Graduation is a pretty matter-of-fact, unemotional
event

Faculty members put a lot of energy and enthusiasm
into their teaching.

There is a lot of fanfare and pageantry in many of
the college events.

Nearly all students expect to achieve future fame or
wealth.

All undergraduates must live in university approved
hounng.

Humanities courses are often elected by students
majoring in other areas.

Students who tend to say or do the first thing that
occurs to them are likely to have a hard time here.
There are definite times each week when dining is
made a gracious social event.

A good deal of enthusiasm and support is aroused
by fund drives for Campus Chest, CARE, Red Cross,
refugee aid, etc.

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223.
224.

225.

Legend: T —- True. Generally true or characteristic of the college, is something which
occurs or might occur, is the way people tend to feel or act.

F — False. Generally false or not characteristic of the college, is something
which is not likely to occur, is not the way people typically feel

or act.

There always seem to be a lot of little quarrels going
on.

Most student rooms are pretty messy.

It’s easy to get a group together for card games,
singing, going to the movies, etc.

The academic atmosphere is practical, emphasizing
efficiency and usefulness.

Tutorial or honors programs are available for quali-
fied students.

A student who spends most of his time in a science
laboratory is likely to be regarded as a little odd.

There are paintings or statues of nudes on the
campus.

Students frequently go away for football games, ski-
ing weekends, etc.

Students commonly share their problems.

Most of the professors are dedicated scholars in their
fields.

The school administration has little tolerance for
student complaints and protests.

Standards set by the professors are not particularly
hard to achieve.

Frequent tests are given in most courses.

Students spend a lot of time together at the snack
bars, taverns, and in one another’s rooms.

Students are sometimes noisy and inattentive at con-
certs or lectures.

The history and traditions of the college are strong-
ly emphasized.

Most students follow a systematic schedule for study-
ing and recreation.

No one gets pushed around at this school without
fighting back.

Faculty members and administrators see students
only during scheduled office hours or by appointment.
Students exert considerable pressure on one another
to live up to the expected codes of conduct.
National elections generate a lot of intense cam-
paigning and strong feeling on the campus.

Students here can be wildly happy one minute and
hopelessly depressed the next.

Many lectures are delivered in a monotone with
little inflection or emphasis.

Public debates are held frequently.

The faculty encourage students to think about excit-
ing and unusual careers.

238.

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Page 6

Students rarely get drunk and disorderly.

Course offerings and faculty in the social sciences
are outstanding.

Spontaneous student rallies and demonstrations occur
frequently.

Proper social forms and manners are important here.
Many church and social organizations are especially
interested in charities and community services.

The faculty tend to be suspicious of students’ mo-

tives and often make the worst interpretations of
even trivial incidents.

Classrooms are kept clean and tidy.

There isn’t much to do here except go to classes and
study.

The college offers many really practical courses such
as typing, report writing, etc.

Long, serious intellectual discussions are common
among the students.

Many of the natural science professors are actively
engaged in research.

In papers and reports, vivid and novel expressions
are usually criticized.

Some of the most popular students have a knack
for making witty, subtle remarks with a slightly
sexy tinge.

The professors go out of their way to help you.

In class discussions, papers, and exams, the main
emphasis is on breadth of understanding, perspec-
tive and critical judgment.

Students don't argue with the professor; they just
admit they are wrong.

Learning what is in the text book is enough to pass
most courses.

The professors regularly check up on the students
to make sure that assignments are being carried out
properly and on time.

Students frequently study or prepare for examina-
tions together.

Students pay little attention to rules and regulations.

Old grads are always pleased to discover that few
things have changed\

It is hard to prepare for examinations because stu-
dents seldom know what will be expected of them.
The campus religious program tends to emphasize
the importance of acting on personal conviction.
rather than the acceptance of tradition.

Student publications never lampoon dignified peOpIe
or institutions.

People here are always trying to win an argument.

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271.
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273.
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275.

Legend: T — True. Generally true or characteristic of the college, is something which
occurs or might occur, is the way people tend to feel or act.

F — False. Generally false or not characteristic of the college, is something
which is not likely to occur, is not the way people typically feel

or act.

There are a number of prominent faculty members
who play a significant role in national or local politics.

Students tend to hide their deeper feelings from
each other.

Class discussiOns are typically vigorous and intense.

The college tries to avoid. advertising and publicity.
The future goals for most students emphasize job
security, family happiness, and good citizenship.
Few students bother with rubbers, hats, or other
special protection against the weather.

The library is exceptionally well equipped with
journals, periodicals, and books in the social sciences.

There are frequent informal social gatherings.

Society orchestras are more popular here than jazz
bands or novelty groups.

Chapel services on or near the campus are well
attended.

The school has an excellent reputation for academic

freedom.

Campus buildings are clearly marked by signs and
directories.

Students are very serious and purposeful about
their work.

Education for leadership is strongly emphasized.

Students who are concerned with developing their
own personal and private system of values are likely

to be regarded as odd.

Introductory science or math courses are often
elected by students majoring in other areas.

To most students here art is something to be studied
rather than felt.

This college’s reputation for marriages is as good as
its reputation for education.

Students are expected to work out the details of
their own program in their own way.

Most of the professors are very thorough teachers
and really probe into the fundamentals of their
subjects.

There is a lot of apple-polishing around here.

Most courses are a real intellectual challenge.
Students have little or no personal privacy.

The professors really talk with the students, not
just at them.

Students ask permission before deviating from com-
mon policies or practices.

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Page 7

Most students look for variety and novelty in sum-
mer jobs.
It is easy to take clear notes in most courses.

It is very difficult to get a group decision here
without a lot of argument.

A controversial speaker always stirs up a lot of
student discussion.

The student leaders here have lots of special privi-
leges.

The expression of strong personal belief or convic-
tion is pretty rare around here.

Very few things here arouse much excitement or
feeling.

The professors really push the students’ capacities
to the limit.

Student parties are colorful and lively.

Quite a few faculty members have had varied and
unusual careers.

Rough games and contact sports are an important
part of intramural athletics.

In many courses the broad social and historical set-
ting of the material is not discussed.

Students frequently do things on the spur of the
moment.

Students think about dressing appropriately and in-
terestingly for different occasions — classes, social
events, sports, and other affairs.

This school has a reputation for being very friendly.

Many faculty members seem moody and unpredict-
able.

Classes meet only at their regularly scheduled time
and place.

Every year there are carnivals, parades, and other
festive events on the campus.

Most students are interested in careers in business,
engineering, management, and other practical affairs.
There is considerable interest in the analysis of value
systems, and the relativity of societies and ethics.

There is a lot of interest in the philosophy and
methods of science.

Concerts and art exhibits always draw big crowds
of students.

Nearly everyone here has a date for the weekends.

Counseling and guidance services are really per-
sonal, patient, and extensive.

.5
Careful reasoning and clear logic are valued most
highly in grading student papers, reports, or discus-
sions.

STERN ACTIVITIES INDEX

George G. Stern, Syracuse University

This booklet contains a number of brief statements describing many
different kinds of activities. You will like some of these things. They
will seem more pleasant than unpleasant to you, perhaps even highly
enjoyable. There will be others that you will dislike, finding them more
unpleasant than pleasant. The activities listed in this booklet have been
obtained from a great many different persons. People differ in the kinds
of things they enjoy, like to do, or find pleasant to experience. You are
to decide which of these you like and which you dislike.

DIRECTIONS

Print the information called for at the top of the special answer sheet:
your name, the date, your age and sex, etc. Then, as you read each
item, blackcn space

L — if the item describes an activity or event that you
would like, enjoy, or find more pleasant than
unpleasant.

D — if the item describes an activity or event that you
would dislike, reject, or find more unpleasant
than pleasant.

DIRECTIONS FOR USING NCS ANSWER SHEET
The rows of response circles are numbered to correspond to

the items in the Test Booklet. Each question may be an-
swered either®or @

In marking your answers on the Answer Sheet, make sure
that the number of the Statement is the same as the number
on the Answer Sheet. Be sure to answer either© or © for
every Statement.

Be sure to use a #295 or softer writing pencil.
Do Not Use Ball Point or Ink.

Keep your Answer Sheet Clean.

Do not make stray marks.

Erase errors completely.

Fill the circle completely.

******

10.
11.

12.

13.
14.

15.

16.
17.

18.

19.

20.
21.

22.

23.

24.

25.

Legend: L — if the item describes an activity or event that you would like, enjoy, or
find more pleasant than unpleasant.

D — if the item describes an activity or event that you would dislike, reject, or
find more unpleasant than pleasant.

Taking the blame for something done by someone I
like.

Setting difficult goals for myself.

Concealing a failure or humiliation from others.

Having other people let me alone.

Getting what is coming to me even if I have to fight
for it.

Being quite changeable in my likes and dislikes.

Scheduling time for work and play during the day.

Working twice as hard at a problem when it looks as
if I don’t know the answer.

Seeing someone make fun of a person who deserves it.

Persuading a group to do something my way.

Being a newspaperman who crusades to improve the
community.

Listening to music that makes me feel very sad.

Taking up a very active outdoor sport.

Keeping in the background when I’m with a group of
wild, fun-loving, noisy people.

Toughening myself, going without an overcoat, see-
ing how long I can go without food or sleep, etc.

Diving off the tower or high board at a pool.

Learning about the causes of some of our social and
political problems.

Doing something crazy occasionally, just for the fun
of it.

Imagining what I would do if I could live my life
over again.

Feeding a stray dog or cat.

Taking special precautions on Friday, the 13th.

Washing and polishing things like a car, silverware,
or furniture.

Making my work go faster by thinking of the fun I
can have after it’s done.

Being good at typewriting, knitting, carpentry, or
other practical skills.

Understanding myself better.

26.

27.

28.

29.

30.

31.

32.

33.
34.

35.

36.

37.

38.
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40.

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46.

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48.
49.

50.

Page 2

Learning how to prepare slides of plant and animal
tissue, and making my own studies with a microscope.
Holding something very soft and warm against my
skin.

Talking about how it feels to be in love.

Belonging to a close family group that expects me to
bring my problems to them.

Concentrating intently on a problem.
Suffering for a good cause or for someone I love.

Working for someone who will accept nothing less

than the best that's in me.
Defending myself against criticism or blame.
Going to the park or beach with a crowd.

Shocking narrow minded people by saying and doing
things of which they disapprove.

Getting up and going to bed at the same time each
day. .

Planning a reading program for myself.

Returning to a task which I have previously failed.
Doing what most people tell me to do, to the best of
my ability.

Having other people depend on me for ideas or
opinions.

Being an important political figure in a time of crisis.
Crying at a funeral, wedding, graduation, or similar
ceremony.

Exerting myself to the utmost for something unusually
important or enjoyable.

Wearing clothes that will attract a lot of attention.

Working until I’m exhausted, to see how much I can
take.

Being careful to wear a raincoat and rubbers when it
rains.

Studying the music of particular composers, such as
Bach, Beethoven, etc.

Acting impulsively just to blow off steam.

Thinking about ways of changing my name to make
it sound striking or different.

Discussing with younger people what they like to do
and how they feel about things.

51.
52.

53.

54.
55.

56.

57.
58.
59.

60.
61.
62.

63.

65.

66.
67.

68.

69.

70.
71.

72.
73.

74.

75.

Legend: L — if the item describes an activity or event that you would like, enjoy, or
find more pleasant than unpleasant.

D — if the item describes an activity or event that you would dislike, reject, or
find more unpleasant than pleasant.

Waiting for a falling star, white horse, or some other
sign of success before I make an important decision.

Keeping my bureau drawers, desks, etc., in perfect
order.

Spending most of my extra money on pleasure.

Learning how to repair such things as the radio, sew-
ing machine, or car.

Thinking about different kinds of unusual behavior,
like insanity, drug addition, crime, etc.

Studying wind conditions and changes in atmospheric
pressure in order to better understand and predict the
weather.

Eating after going to bed.
Watching a couple who are crazy about each other.

Working for someone who always tells me exactly
what to do and how to do it.

Finding the meaning of unusual or rarely used words.
Being polite or humble no matter what happens.

Setting higher standards for myself than anyone else
would, and working hard to achieve them.

Admitting when I’m in the wrong.
Leading an active social life.
Doing something that might provoke criticism.

Rearranging the furniture in the place where I live.

Putting off something I don’t feel like doing, even
though I know it has to be done.

Having to struggle hard for something I want.

Listening to a successful person tell about his ex-
perience.

Getting my friends to do what I want to do.
Taking an active part in social and political reform.

Avoiding excitement or emotional tension.

Staying up all night when I’m doing something that
interests me.

Speaking at a club or group meeting.

Imagining myself president of the United States.

76.
77.

78.

79.

80.
.81.

82.
83.

84.

85.
86.

87.

88.
89.
90.

91.

92.
93.

94.
95.
96.

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98.
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Page 3

Crossing streets only at the corner and with the light.
Listening to TV or radio programs about political
and social problems.

Being in a situation that requires quick decisions and
action.

Pausing to look at myself in a mirror each time I
pass one.

Helping to collect money for poor people.

Paying no attention to omens, signs, and other forms
of superstition.

Keeping an accurate record of the money I spend.

Dropping out of a crowd that spends most of its
time playing around or having parties.

Helping to direct a fund drive for the Red Cross,
Community Chest, or other organizations.

Imagining life on other planets.

Reading articles which tell about new scientific de-
velopments, discoveries, or inventions.

Chewing on pencils, rubber bands, or paper clips.

Talking about who is in love with whom.

Being a lone wolf, free of family and friends.
Spending my time thinking about and discussing
complex problems.

Trying to figure out how I was to blame after get-
ting into an argument with someone.

Competing with others for a prize or goal.

Being ready with an excuse or explanation when
criticized.

Meeting a lot of people.
Arguing with an instructor or superior.
Being generally consistent and unchanging in my

behavior.

Going to a party where all the activities are planned.
Doing a job under pressure.

Going along with a decision made by a supervisor
or leader rather than starting an argument.

Organizing groups to vote in a certain way in
elections.

101.
102.
103.

104.

105.

106.

107.

108.
109.

110.
111.
112.

113.

114.

115:

116.

117.
118.

119.

120.

121.

122.
123.

124.

Legend: L — if the item describes an activity or event that you would like, enjoy, or
' find more pleasant than unpleasant.

D — if the item describes an activity or event that you would dislike, reject, or
find more unpleasant than pleasant.

Living a life which is adventurous and dramatic.
Having someone for a friend who is very emotional.

Sleeping long hours every night in order to have
lots of rest.

Playing music, dancing, or acting in a play before
a large group.

Thinking about what I could do that would make
me famous.

Riding a fast and steep roller coaster.

Comparing the problems and conditions of today
with those of various times in the past.

Doing whatever I’m in the mood to do.

Daydreaming about what I would do if I could live
my life any way I wanted.

Comforting someone who is feeling low.
Avoiding things that might bring bad luck.
Arranging my clothes neatly before going to bed.

Getting as much fun as I can out of life, even if it
means sometimes neglecting more serious things.

Learning how to make such things as furniture or
clothing myself.

Trying to figure out why the people I know behave
the way they do.

Doing experiments in physics, chemistry or biology
in order to test a theory.

Sleeping in a very soft bed.
Seeing love stories in the movies.

Having someone in the family help me out when
I’m in trouble.

Working crossword puzzles, figuring out moves in
checkers or chess, playing anagrams or scrabble, etc.

Admitting defeat.

Taking examinations.

Being corrected when I'm doing something the
wrong way.

Belonging to a social club.

. Teasing someone who is too conceited.

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130.
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132.
133.
134.

135.

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140.

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146.

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148.
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Page 4

Moving to a new neighborhood or city, living in a
different country, etc.

Finishing something I’ve begun, even if it is no
longer enjoyable.

Staying away from activities which I don't do well.

Following directions.
Being able to hypnotize people.
Playing an active part in community affairs.

Going on an emotional binge.
Walking instead of riding whenever I can.
Doing something that will create a sh'r.

Thinking about winning recognition and acclaim as
a brilliant military figure.

Standing on the roof of a tall building.

Studying different types of government, such as the
American, English, Russian, German, etc.

Doing things on the spur of the moment.

Having lots of time to take care of my hair, hands.
face, clothing, etc.

Having people come to me with their problems.

Being especially careful the rest of the day if a black
cat should cross my path.
Recopying notes or memoranda to make them neat.

Finishing some work even though it means missing
a party or dance.

Working with mechanical appliances, household

equipment, tools, electrical apparatus, etc.
Thinking about what the end of the world might be
like.

Studying the stars and planets and learning to iden-
tify them.

Listening to the rain fall on the roof, or the wind
blow through the trees.

Flirting.
Knowing an older person who likes to give me
guidance and direction.

Being a philosopher, scientist, or professor.

 

151.
152.
153.
154.
155.

156.

157.

158.
159.

160.
161.

162.

163.

164.

165.

166.

167.

168.

169.

170.
171.

172.

173.
174.

175.

Legend: L — if the item describes an activity or event that you would like, enjoy, or
find more pleasant than unpleasant.

D — if the item describes an activity or event that you would dislike, reject, or
find more unpleasant than pleasant.

Having people laugh at my mistakes.
Working on tasks so difficult I can hardly do them.
Keeping my failures and mistakes to myself.

Going to parties where I’m expected to mix with
the whole crowd.

Annoying people I don't like, just to see what they
will do.

Leading a well-ordered life with regular hours and
an established routine.

Planning ahead so that I know every step of a proj-
ect before I get to it.

Avoiding something at which I have once failed.

Turning over the leadership of a group to someone
who is better for the job than I.

Being an official or a leader.

Actively supporting a movement to correct a social
evil.

Letting loose and having a good cry sometimes.

Taking frequent rest periods when working on any
project.

Being the only couple on the dance floor when
everyone is watching.

Imagining situations in which I am a great hero.

Driving fast.
Talking about music, theater or other art forms with
people who are interested in them.

Controlling my emotions rather than expressing my-
self impulsively.

Catching a reflection of myself in a mirror or
window.

Lending my things to other people.

Carrying a good luck charm like a rabbit's foot or
a four-leaf clover.

Making my bed and putting things away every day
before I leave the house.

Going to a party or dance with a lively crowd.
Managing a store or business enterprise.

Seeking to explain the behavior of people who are
emotionally disturbed.

176.
177.
178.

179.

180.
181.

182.

183.

184.

185.
186.
187.

188.
189.

190.

191.

192.

193.

194.
195.
196.

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198.
199.

200.

Page 5

Going to scientific exhibits.
Chewing or popping gum.
Reading novels and magazine stories about love.

Having others offer their opinions when I have to
make a decision.

Losing myself in hard thought.
Accepting criticism without talking back.

Doing something very difficult in order to prove I
can do it.

Pointing out someone else’s mistakes when they
point out mine.

Having lots of friends who come to stay with us
for several days during the year.

Playing practical jokes.
Doing things a different way every time I do them.

Keeping to a regular schedule, even if this some-
times means working when I don't really feel like it.

Quitting a project that seems too difficult for me.

Listening to older persons tell about how they did
things when they were young.

Organizing a protest meeting.

Getting my friends to change their social, political,
or religious beliefs.

Yelling with excitement at a ball game, horse race,
or other public event.

Having something to do every minute of the day.

Speaking before a large group.

Imagining how it would feel to be rich and famous.

Playing rough games in which someone might get
urt.

Finding out how different languages have developed,
changed, and influenced one another.

Letting my reasoning be guided by my feelings.
Dressing carefully, being sure that the colors match
and the various details are exactly right.

Taking care of youngsters.

201.

202.

203.

204.

205.

206.

207.
208.

209.

210.
211.

212.

213.
214.

215.

216.
217.

218.

219.

220.

221.

222.

223.

224.

225.

Legend: L - if the item describes an activity or event that you would like, enjoy, or
find more pleasant than unpleasant.

D - if the item describes an activity or event that you would dislike, reject, or
find more unpleasant than pleasant.

Having a close friend who ignores or makes fun of
superstitious beliefs.

Shining my shoes and brushing my clothes every
day.

Giving up whatever I'm doing rather than miss a
party or other opportunity for a good time.

Fixing light sockets, making curtains, painting
things, etc., around the house.

Reading stories that try to show what people really
think and feel inside themselves.

Collecting data and attempting to arrive at general
laws about the physical universe.

Sketching or painting.

Daydreaming about being in love with a particular
movie star or entertainer.

Having people fuss over me when I’m sick.

Engaging in mental activity.

Making a fuss when someone seems to be taking ad-
vantage of me.

Choosing difficult tasks in preference to easy ones.

Apologizing when I've done something wrong.

Going to the park or beach only at times when no-
one else is likely to be there.

Questioning the decisions of people who are sup-
posed to be authorities.

Eating my meals at the same hour each day.

Doing things according to my mood, without fol-
lowing any plan.

Doing something over again, just to get it right.

Disregarding a supervisor's directions when they
seem foolish.

Talking someone into doing something I think ought
to be done.

Trying to improve my community by persuading
others to do certain things.

Being with people who seem always to be calm, un-
stirred, or placid.

Giving all of my energy to whatever I happen to be
doing.

Being the center of attention at a party.

Setting myself tasks to strengthen my mind, body,
and will power.

226.

227.

228.

229.

230.

231.

232.
233.

234.

235.

236.

237.

238.
239.
240.

241.

242.

243.

244.

245.

246.

247.

248.

249.

250.

Page 6

Skiing on steep slopes, climbing high mountains, or
exploring narrow underground caves.

Learning more about the work of difierent painters
and sculptors.

Speaking or acting spontaneously.

Imagining the kind of life I would have if I were
born at a different time in a different place.

Talking over personal problems with someone who
is feeling unhappy.

Going ahead with something important even though
I’ve just accidentally walked under a ladder, broken
a mirror, etc.

Keeping my room in perfect order.
Being with people who are always joking, laughing,
and out for a good time.

Being treasurer or business manager for a club or
organization.

Imagining what it will be like when rocket ships
carry people through space.

Reading scientific theories about the origin of the
earth and other planets.

Eating so much I can't take another bite.

Listening to my friends talk about their love-life.
Receiving advice from the family.
Solving puzzles that involve numbers or figures.

Taking the part of a servant or waiter in a play.

Sacrificing everything else in order to achieve some-
thing outstanding.

Having my mistakes pointed out to me.

Going on a vacation to a place where there are lots
of people.

Fighting for something I want, rather than trying to
get it by asking.

Avoiding any kind of routine or regularity.

Organizing my work in order to use time efficiently.

Avoiding some things because I'm not sure I’ll be
successful at it.

Carrying out orders from others with snap and
enthusiasm.

Directing other people’s work.

251.
252.
253.

254.

255.

256.

257.

258.
259.

260.
261.

262.

263.

264.

265.

266.

267.
268.

269.

270.

271.

272.
273.

274.

275.

Legend: L — if the item describes an activity or event that you would like, enjoy, or
find more pleasant than unpleasant.

D — if the item deseribes an activity or event that you would dislike, reject, or
find more unpleasant than pleasant.

Being a foreign ambassador or diplomat.
Seeing sad or melodramatic movies.
Avoiding things that require intense concentration.

Telling jokes or doing tricks to entertain others at a
large gathering.

Pretending I am a famous movie star.

Swimming in rough, deep water.

Studying the development of English or American
literature.

Being guided by my heart rather than by my head.
Making my handwriting decorative or unusual.

Taking care of someone who is ill.

Finding out which days are lucky for me, so I can
hold off important things to do until then.

Having a special place for everything and seeing
that each thing is in its place.

Doing something serious with my leisure time in-
stead of just playing around with the crowd.

Learning how to raise attractive and healthy plants,
flowers, vegetables, etc.

Thinking about the meaning of eternity.

Reading about how mathematics is used in develop-
ing scientific theories, such as explanations of how
the planets move around the sun.

Walking along a dark street in the rain.
Being romantic with someone I love.

Having people talk to me about some personal prob-
lem of mine.

Following through in the development of a theory,
even though it has no practical applications.

Telling others about the mistakes I have made and
the sins I have committed.

Picking out some hard task for myself and doing it.

Concealing my mistakes from others whenever
possible.

Inviting a lot of people home for a snack or party.

Proving that an instructor or superior is wrong.

276.
277.

278.

279.
280.
281 .

282.

283.

284.

285.

286.

287.

288.

289.

290.

291.

292.

293.

294.
295.

296.

297.
298.

299.

300.

Page 7

Staying in the same circle of friends all the time.
Striving for precision and clarity in my speech and
writing.

Giving up on a problem rather than doing it in a
way that may be wrong.

Having friends who are superior to me in ability.
Influencing or controlling the actions of others.
Converting or changing the views of others.

Being unrestrained and open about my feelings and
emotions.

Doing things that are fun but require lots of physical
exertion.

Doing things which will attract attention to me.

Thinking about how to become the richest and
cleverest financial genius in the world.

Being extremely careful about sports that involve
some danger like sailing, hunting, or camping.

Reading editorials or feature articles on major social
issues.

Making up my mind slowly, after considerable de-
liberation.

Trying out different ways of writing my name, to
make it look unusual.

Providing companionship and personal care for a
very old helpless person.

Going to a fortune-teller, palm reader or astrologer
for advice on something important.

Keeping a calendar or notebook of the things I have
done or plan to do.

Limiting my pleasures so that I can spend all of my
time usefully.

Being efficient and successful in practical affairs.
Concentrating so hard on a work of art or music
that I don’t know what's going on around me.

Studying rock formations and learning how they
developed.

Reading in the bathtub.

Reading about the love affairs of movie stars and
other famous people.

Being with someone who always tries to be sympa-
thetic and understanding.

Working out solutions to complicated problems, even
though the answers may have no apparent, immedi-
ate usefulness.

 

 

ll 1‘
I‘ll I II

EVENING COLLEGE CHARACTERISTICS INDEX

Form Tbl

There are 300 statements in this booklet. They are statements about
evening college life. They refer to the curriculum, to teaching and class-
room activities, to rules, regulations and policies, to student activities
and interests and to general features of the institution. The statements may
or may not be characteristic of this evening college because evening col-
leges differ from one another in many ways. You are to decide which
statements are characteristic of your college and which are not. Your
answers should tell us what you believe the college is like rather than what
you might personally prefer. You won't know the answer to many of these
statements, because there may not be any really definite information on
which to base your answer. Your response will simply mean that in your
Opinion the statement is probably true or probably false about your college.
Do not omit any item.

 

 

DIRECTIONS

On the special answer sheet print your name, and the other
information requested. Then, as you read each statement
in the booklet, blacken space.

T—when you think the statement is generally TRUE or
characteristic of the college, is something which occurs
or might occur, is the way people tend to feel or act.

F—when you think the statement is generally FALSE or
not characteristic of the college, is something which is
not likely to occur, is not the way peeple typically feel
or act. ‘

Be sure to fill in the whole space between the dotted lines on the answer
sheet with a heavy black mark, using the special pencil provided to you.

YOU MUST ANSWER EVERY ITEM

Work rapidly, going through the entire list of statements as quickly as you
can. Please do not make any marks in this booklet.

Copyright 1961
George G. Stern
Clifford L. Winters , Jr.
N. Sidney Archer
Donald L. Meyer

University College, Syracuse University

.41.; I.
e

 

 

-2-

Legend: T - TRUE. Generally true or characteristic of the college, is somethingwhich
occurs or might occur, is the way people tend to feel or act.

F - FALSE. Generally false or not characteristic of the college, is something
which is not likely to occur, is not the way people typically feel
or act.

Students are encouraged to criticize administration policies and teaching practices.
The competition for grades is intense.

In many courses grade lists are publicly announced.

The professors seem to have little time for conversation with students.

Students are conscientious about taking good care of school property.

The students here represent a great variety in nationality, religion, and social status.
Most courses are very well organized and progress systematically from week to week.
Professors often try to provoke arguments in class, the livelier the better.

Students address faculty members as "professor" or "doctor" or sir.

Students are expected to report any violation of rules and regulations.

Students and faculty are proud of their tough-mindedness and their resistance to pleaders for special causes.
Students here learn that they are not only expected to develop ideals but also to express them in action.
Students put a lot of energy into everything they do—in class and out.

There are a good many colorful and controversial figures on the faculty.

Most students are more concerned with the future rather than the present.

Smoking in classrooms is generally tolerated, despite regulations.

The school offers many opportunities for students to understand and criticize important works in art, music,
and drama.

Students who tend to say or do the first thing that occurs to them are likely to have a hard time here.

There are no mirrors in any of the public rooms or halls.

The college regards training people for service to the community as one of its major responsibilities.

The values most stressed here are open-mindedness and objectivity.

In many classes students have an assigned seat.

New jokes and gags get around the college in a hurry.

Students are more interested in specialization than in general liberal education.

Books dealing with psychological problems or personal values are widely read and discussed.

The library is well equipped with journals, periodicals, and books in the natural sciences.

The library has paintings and phonograph records which circulate widely among the students.

There is lots of informal dating at the college—driving someone home from class, getting a cup of coffee after
class, etc.

Students commonly share their problems.

A lot of students like chess, puzzles, double-crostics, and other abstract games.

If a student wants help he usually has to answer a lot of embarrassing questions.
It is fairly easy to pass most courses without working very hard.

In most classes every student can expect to be called on to recite.

There is a lot of group spirit among students.

Most people here seem to be especially considerate of others.

There are many students from all walks of life at the college.

Instructors clearly explain the goals and purposes of their courses.

When students do not like an administrative or faculty decision, they really work to get it changed.
Students almost always wait to be called on before speaking in class.

Personal rivalries in class are fairly common.

There are practically no students actively involved in community reforms.
Most students get extremely tense during exam periods.

Students are busy all the time with work, study, and community activity.
Student dress is colorful and lively.

Many of the students expect to achieve future fame or wealth.

Few students bother with rubbers, hats, or other special protection against the weather.
Course offerings and faculty in the social sciences are outstanding.

It is not uncommon to hear joking and laughing in the classrooms.

Students take a great deal of pride in their personal appearance.

There is a great deal of borrowing and sharing among the students.

 

 

-3-

Legend: T - TRUE. Generally true or characteristic of the college, is something which
occurs or might occur, is the way people tend to feel or act.

F - FALSE. Generally false or not characteristic of the college, is something
which is not likely to occur, is not the way pe0ple typically feel
or act.

Most faculty members are liberal in interpreting regulations and sometimes they even violate them.
Students' papers and reports must be neat.

Everyone has a lot of fun at this school.

The academic atmosphere is practical, emphasizing efficiency and usefulness.

There would be a capacity audience for a lecture by an outstanding philosopher or theologian.

When students get together they seldom talk about science topics.

The college has invested very little in drama and dance.

Students spend a lot of time talking about their men or women friends or husbands or wives.
The professors go out of their way to help you.

Many of the professors are full-time teachers in their fields.

Those in charge are patient with students.

Most courses require intensive study and preparation out of class.

Students quickly learn what is done and not done in the classroom.

There are many opportunities for students to get together informally.

Most students show a good deal of caution and self-control in their behavior.

Many students change their registration if the course they take isn't what they want.

A lot of students who get just passing grades at mid-term really make an effort to earn a higher grade by the end
of the term.

Channels for expressing students' complaints are readily accessible.
Students rarely express opinions different from the teacher.
The important people at this school expect others to show proper respect for them.

Many students here develop a strong sense of responsibility about their role in contemporary social and political
life.

The way people feel around here is always pretty evident.

Few students here would ever work or play to the point of exhaustion.
There are many students who try to be the "know it all" in class.
Education here tends to make students more practical and realistic.

Students are frequently cautioned by counselors not to carry too much work.
A lecture by an outstanding literary critic would be poorly attended.

New fads and phrases are continually springing up among the students.
Poise and sophistication are highly respected by both students and faculty.
This school has a reputation for being cold and impersonal.

A well reasoned report can rate an A grade here even though its viewpoint is opposed to the professor's.
Professors usually take attendance in class.

It's easy to get a group together for card games, singing, going to the movies, etc.

Many courses stress the speculative or abstract rather than the concrete and tangible.

There are many facilities and opportunities for individual creative activity.

A lecture by an outstanding scientist would be poorly attended.

There is very little interest here in poetry, music, painting, sculpture, architecture, etc.

Men and women students frequently date each other.

The person who is always trying to "help out" is likely to be regarded as a nuisance.

Most students have very little interest in round tables, panel meetings, or other formal discussions.

Faculty members are impatient with students who interrupt a lecture or discussion with a question.
Personality, pull, and bluff get students through many courses.

Frequent tests are given in most courses.

Faculty members rarely or never call students by their first names.

The faculty and administration are often joked about or criticized in student conversations.

Everyone here has pretty much the same attitudes, opinions, and beliefs.

Outside readings for classes are carefully and clearly planned.

People around here seem to thrive on difficulty—the tougher things get, the harder they work.
Teachers get annoyed when students disagree with them during classroom discussion.

Anyone who knows the right people in the faculty or administration can get a better break here.

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-4-

Legend: T - TRUE. Generally true or characteristic of the college, is somethingwhich
occurs or might occur, is the way people tend to feel or act.

F - FALSE. Generally false or not characteristic of the college, is something
which is not likely to occur, is not the way people typically feel
or act.

The expression of strong personal belief or conviction is pretty rare around here.

There is a lot of excitement and restlessness just before holidays and in late spring months.
There seems to be a lot of interest here in health diets, vitamin pills, anti—histamines, etc.
The college tries to avoid advertising and publicity which is undignified.

There is little sympathy here for ambitious daydreams about the future.

The college doesn't go out of its way to protect students from dangerous situations which could cause accidents.
When students get together they seldom talk about trends in art, music or the theater.

A classroom prank would be unthinkable here.

Most students here enjoy such activities as dancing, skating, diving, and skiing.

Many students who have attended the college before help new students adjust to the college.

One would be hesitant to express extreme or unpopular viewpoints in this school.
Classrooms are kept clean and tidy.

Having a good time comes first with most students here.

The college offers many really practical courses such as typing, report writing, etc.
Modern art and music get little attention here.

A student who spends most of his time in a science laboratory is likely to be regarded as a little odd.

In papers and reports, vivid and novel expressions are usually criticized.

Some of the most popular students have a knack for making witty, subtle remarks with a slightly sexy tinge.

Students here are encouraged to be independent and individualistic.

In class discussions, papers, and exams the main emphasis is on breadth of understanding, perspective and
critical judgment.

The college administration has little tolerance for student complaints and protests.

Standards set by the professors are not particularly hard to achieve.

The professors regularly check up on the students to make sure that assignments are being carried out prOperly
and on time.

Students spend a lot of time together in the snack bar or lounge.

Many students seem to expect other people to adapt to them rather than trying to adapt themselves to others.

Many students carefully choose courses to provide for variety and novelty in their lives.

Assignments are usually clear and specific, making it easy for students to plan their studies effectively.

The faculty at the college tend to emphasize the importance of acting on personal conviction rather than the ac-
ceptance of tradition.

In talking with students, faculty members often refer to their colleagues by their first names.

Students exert considerable pressure on one another to live up to the expected codes of conduct.

Most teachers are not very interested in what goes on in local government of the community.
Most students respond to ideas and events in a pretty cool and detached way.

Many lectures are delivered in a monotone with little inflection or emphasis.

When students achieve some community recognition everybody knows about it.

Most students have goals which emphasize job security, family happiness, and good citizenship.

On icy days you can usually count on sidewalks at the college being carefully scraped and sanded.
In many courses the broad social and historical setting of the material is not discussed.

Many informal student activities are unplanned and spontaneous.

Students who are not properly groomed are likely to be made aware of this by other students.
Most of the adult students take a paternal interest in the younger students in classes.

The school has an excellent reputation for academic freedom.

Classes meet only at their regularly scheduled time and place.

After class students usually get together for a beer or two.

Education for leadership is strongly emphasized.

Long, serious intellectual discussions among the students are not too common.

Many students are attempting to further their careers in science at the college.

Student lounges are tastefully decorated.

This college's reputation for meeting eligible marriage partners is as good as its reputation for education.
There is a high degree of respect for nonconformity and intellectual freedom.

Discussions on serious subjects aren't held very often here.

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-5-

Legend: T - TRUE. Generally true or characteristic of the college, is something which
occurs or might occur, is the way people tend to feel or act.

F - FALSE. Generally false or not characteristic of the college, is something

which is not likely to occur, is not the way people typically feel
or act.

Teachers are interested in student ideas or opinions about college affairs.

Examinations here provide a genuine measure of a student's achievement and understanding.
Students' programs are closely checked by counselors to guard against mistakes.
Professors seldom associate with students outside of class.

When students dislike a faculty member they make it evident to him.

Most students dress and act pretty much alike.

Faculty advisors or counselors are pretty practical and efficient in the way they dispatch their business.
Everyone knows the "snap" courses to take and the tough ones to avoid.

 

Professors seem to enjoy breaking down myths and illusions about famous people.
There are no favorites at this school—everyone gets treated alike.

1.

Students are actively concerned about national and international affairs. I
An open display of emotion would embarrass most professors.

Students get so absorbed in various activities that they often lose all sense of time or personal comfort.
It is easy to obtain student volunteers for role playing or impromptu demonstrations in class.

Most students would regard ambitions to be a top manager in their company as pretty unrealistic.

 

Students sometimes drive carelessly in parking lots.

Few students would be interested in an educational film about writers and poets.

There seems to be a jumble of papers and books in most administrative offices of the college.

Proper social forms and manners are not too important here.

If a student has to be absent from class his classmates usually pitch in to help him catch up on what he missed.

iii-9'

Many students have special good luck charms and practices.

The college buildings always look a little unkempt.

The professors make the class activity painless and enjoyable.

Most students are interested in careers in business, engineering, management, and other practical affairs.
Special book and art collections are important possessions of the college.

Course offerings and faculty in the natural sciences are outstanding.

A lot has been done with pictures, draperies, colors and decoration to make the college buildings pleasing to
the eye.

There are lots of informal student sessions at which the opposite sex is discussed.

Students are expected to work out the details of their own program in their own way.

Teachers do little more than repeat what's in the textbook.

Students don't argue with the professor; they just admit that they are wrong.

Students set high standards of achievement for themselves.

Students are expected to be mature enough to accept criticism from faculty.

All people do around here is go to class and that's it. No social life exists.

Students are sometimes grossly inattentive when an instructor's lectures are boring.

You never know what is going to happen next at this school.

In most classes, the presentation of material is well planned and illustrated.
Everyone prefers the easy teachers and tries to avoid the tough ones.
Students usually make fun of faculty or the school.

People here are always trying to win an argument.

Students are encouraged to take an active part in social reforms and political programs.
Students tend to hide their deeper feelings from each other.

Faculty members put a lot of energy and enthusiasm into their teaching.

Students like to draw attention to themselves.

The faculty encourage students to think about radical changes in their careers.

Most students are careful about going up and down stairways.

Many students are interested in television programs dealing with social and political problems.

New ideas are discussed at length before students are willing to go along with them.

Students are more concerned about the impression they make on fellow students and faculty than in learning.
Most students try to be helpful to fellow students with physical handicaps.

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-6-

Legend: T - TRUE. Generally true or characteristic of the college, is something which
occurs or might occur, is the way people tend to feel or act.

F - FALSE. Generally false or not characteristic of the college, is something
which is not likely to occur, is not the way people typically feel
or act.

Some of the professors react to questions in class as if the students were criticizing them personally.

Nothing much is said if a student happens to report to class a little late occasionally.

Students here make every effort to enjoy leisure activity.

Many teachers here stress the practical uses of their subjects in order that the student may apply what he has
learned in his job.

There is considerable interest in the analysis of value systems and the relativity of societies and ethics.

Courses in the science areas are only taken, by and large, to satisfy an institutional requirement.

Students at this school dress for personal comfort rather than appearance.

Movies and books with overtones of sex get a lot of attention from students.

Counseling and guidance services are really personal, patient, and extensive.

Most of the professors are very thorough teachers and really probe into the fundamentals of their subjects.

Students have to comply with an instructor's point of view to get good test marks.
Learning what is in the text book is enough to pass most courses.

Faculty often ask a lot of personal questions.

The professors really talk w_ith the students, not just a_t them.

Students pay little attention to rules and regulations.

Each year this school has the same sort of activities.

It is relatively easy to prepare for examinations because students know what will be expected of them.
It is always very difficult to get a group decision here without a lot of argument.

Most students look up to the faculty and admire them.

If you know the right people you can get any rule waived at the college.

Both teachers and students here are actively concerned about ways to make this world a better place to live.
Students here can be wildly happy one minute and hopelessly depressed the next.

Teachers have very little interest in what they are doing.

It wouldn't be difficult to get people around here to do something out of the ordinary.

Students at this college really expect to be somebody in this community someday.

PeOple here are concerned about health.

Many students read books which deal with political and social issues.
Students frequently do things on the spur of the moment.

Looking and acting "right" is very important to teachers and students here.

Students are tolerant of professors of foreign birth who have some difficulty communicating because of an accent.

The faculty tend to be suspicious of students' motives and often make the worst interpretations of even trivial
incidents.

Students usually sit in the same seats in each class session.

There isn't much to do here except go to classes and study.

This school offers many really practical courses.

The college courses encourage student reflection on their experiences.

Laboratory facilities in the natural sciences are excellent.

To most students here art is something to be studied rather than felt.

Professors tend to use clever, sexy innuendos in class.

Counselors usually tell you what courses you should take.

Careful reasoning and clear logic are valued most highly in grading student papers, reports, or discussions.

Many teachers make you feel you're wasting their time in the classroom.

Students generally manage to get credit for courses even if they don't work hard during the semester.
Students are made to explain m they did something when the teacher doesn't like what they've done.
Students here form strong friendships that carry over from the classroom to their social life.

Those people who get ahead around here are the ones who demand an explanation.

Things are always done the same way—from class to class and from year to year.
It seems that the classes are always being interrupted just when things get moving.
Teachers often try to get students to speak up freely and openly in class.

Teachers go out of their way to make sure that students address them with respect.
A lot of students around here argue just for the sake of winning an argument.

_- ‘c—a

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-7-

Legend: T - TRUE. Generally true or characteristic of the college, is something which
occurs or might occur, is the way people tend to feel or act.

F - FALSE. Generally false or not characteristic of the college, is something
which is not likely to occur, is not the way people typically feel
or act. .

Strong positions are taken here regarding civil liberties and minority groups.
Very few things here arouse much excitement or feeling.

Class discussions are typically vigorous and intense.

Most students here would not like to dress up for a fancy ball or a masquerade.

Teachers here advise students to be down to earth in planning for their future and discourage daydreaming about
making a lot of money.

The grounds and surroundings are not well lighted for evening attenchnce.

Teachers frequently urge students to consider the influence of history on current events.
Students do not spend much time in planning activities before doing them.

Teachers are always well dressed and carefully groomed.

When someone is out sick for a while his classmates let him know what he has missed.

If students do their work they get a good mark, whether or not the teacher likes them.
Offices and rooms are clearly marked.

Students are very serious and purposeful about their work.

Learning to work with others is stressed at this school.

Students who are concerned with developing their own personal and private system of values are likely to be re-
garded as odd.

Introductory science or math courses are often elected by students majoring in other areas.
There are no comfortable seats here where students can sit and relax.

Students don't seem to object to "off-color" remarks in mixed groups.

Most teachers prefer to have students work out their own problems.

Quite frequently students get together and talk about things they have learned in class.

Teachers very often make you feel like a child.

Most courses are a real intellectual challenge.

Grades are read in class so that everybody knows who got the high and low marks.

An attempt is made in the classroom to acquaint every student with the other class members.
Students check carefully before deviating from common college policies or practices.

New ideas are always being tried out here.

It is easy to take clear notes in most courses.

Students are not likely to accept administrative "foul-ups" without complaining or protesting.
Students can feel free to disagree with the teacher openly.

You have to act like all the others in the class in order to be in with your classmates.

Political parties and elections generate little interest around here.

The faculty are almost always calm and even tempered.

Classes sometimes run over the assigned period because things are going so hot and heavy.
Giving colorful, dramatic oral reports is looked on with favor by students and teachers.
What one wants to be later in life is a favorite topic around here.

Procedures to be followed in case of fires, air raids, and accidents are not prominently posted.
Few students plan to take additional work in the social sciences once they've had required courses.
Students often speak up in class without first thinking carefully about what they're going to say.
Students generally receive compliments when they come to school with new clothing, hairdos, etc.
Students try in all sorts of ways to be friendly, especially to newcomers.

Many faculty members seem moody and unpredictable.

At this school the motto seems to be "a place for everything and everything in its place".
It is usual to hear discussion of sporting events, movies, etc. , by the students.

No one here has much interest in history, music, and other such impractical courses.

One frequently hears students talking about differences between our own way of life and that of peOple in other
countries.

There is a lot of interest in the philosophy and methods of science.

Students here enjoy opportunities to attend concerts and art exhibits.

Women students tend to dress to attract men's attention.

One nice thing about this college is the personal interest taken in students.

There is a lot of interest in learning for its own sake here rather than just for credits.

HIGH SCHOOL CHARACTERISTICS INDEX

Form 960

by George G. Stern

There are 300 statements in this booklet They are statements about high school
life. They refer to the curriculum, to high school teaching and classroom activities,
to rules, regulations and policies, to student organizations, activities and interests,
to features of the buildings and grounds, etc. The statements may or may not be
characteristic of your high school because high schools differ from one another in
many ways. You are to decide which statements are characteristic of your high
school and which are not. Your answers should tell us what you believe is true
about your high school rather than what you might personally prefer. You won’t
know the answers to many of these statements, because there may not be any
really definite information on which to base your answer. Your response will
simply mean that in your opinion the statement is probably true or probably false
about your high school.

Do not omit any item.

DIRECTIONS

On the special answer sheet print your name, and the other information requested.
Then, as you read each statement in the booklet, blacken space

T — when you think the statement is generally TRUE or characteristic
of your high school, is something which occurs or might occur, is the
way people tend to feel or act.

F — when you think the statement is generally FALSE or not character-
istic of your high school, is something which is not likely to occur,
is not the way people typically feel or act.

DIRECTIONS FOR USING NCS ANSWER SHEET

The rows of response circles are numbered to correspond to the items in the
Test Booklet. Each question may be answered either ® or ® .
In marking your answers on the Answer Sheet, make sure that the number of
the Statement is the same as the number on the Answer Sheet. Be sure to answer
either 6) or ® for every Statement.

0 Be sure to use a No. 2}; or softer writing pencil.

0 Do Not Use Ball Point or Ink.

0 Keep your Answer Sheet Clean.

0 Do not make stray marks.

0 Erase errors completely.

0 Fill the circle completely.

Copyright 1960, 1964 by George G. Stern

IO

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:l; .

to
{)1

are

Legend: T — True. Generally true or characteristic of your high school, is something
which occurs or might occur. is the way people tend to feel or act.

F — False. Generally false or not characteristic of your high school, is some-
thing which is not likely to occur, is not the way people typically

feel or act.

Teachers are very interested in student ideas or opin-
ions about school affairs.
There is a lot of competition for grades.

Grades are read out in class so that everybody knows
who got the high and low marks.

There are very few clubs and student group activities
to which students may belong.
School property is seldom damaged by students.

The students here come from many different kinds
of homes.

Most classes are very well planned.

Teachers often try to get students to speak up freely
and openly in class.

Teachers go out of their way to make sure that stu-
dents address them with due respect.

There is a recognized group of student leaders at this
school

Most teachers are not very interested in what goes on
in the local government of the community.

Students here learn that they are not only expected
to have ideas but to do something about them.

Classroom discussions are often very exciting, with a
lot of active student participation.
Competition is keen for parts in student plays.

In English classes, students are encouraged to be
imaginative when they write.

A great many students are involved in intramural
sports and other athletic activities.

Many teachers and students are concerned with liter-
ary, musical, artistic, or dramatic activities outside
the classroom.

In most classes there is very little joking and laughing.

Formal dances are seldom held here.

Many of the upperclassmen help new students get
used to school life.

No one needs to be afraid of expressing a point of
view that is unusual or not popular in this school.

Students seldom change places during class.
Students really get excited at an athletic contest.

It’s important here to be a member of the right club
or group.

Many students are interested in books and movies
dealing with psychological problems.

Page 2

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The school library is very well supplied with books
and magazines on science.

Students sometimes get a chance to hear music in the
lunchroom or during other free periods.

There is lots of dating among students during the
week-at the soda fountain, movies, lunch hours, etc.

Teachers here are genuinely concerned with student’s
feelings.

There is a lot of emphasis on preparing for college.
You need permission to do anything around here.

Students generally manage to pass even if they don’t
work hard during the year.

In gym class, everyone has to do the same exercises,
no matter how good or bad they are at it.

There is a lot of school spirit.

In this school, very few students walk around with a
chip on the shoulder.

Courses, assignments, tests and texts frequently
change from year to year.

Teachers clearly explain what students can get out of
their classes and why it is important.

When students think a teacher’s decision is unfair,
they try to get it changed.

Most students look up to their teachers and admire
them.

Student elections produce a lot of interest and strong

feeling.

Daily newspapers are seldom read.

The teachers are seldom calm and even-tempered
when disciplining students.

Students put a lot of energy into everything they do
— in class and out.

9

When students do a project or put on a show, every-
body knows about it.

What one wants to do or be later in life is a favorite
topic around here.

Club initiations and class rivalries sometimes get a
little rough.

This school offers many opportunities for students to
get to know important works of art, music, and drama.
Students are always coming up with new fads and
expressions.
Students take a great deal of pride in their personal
appearance.

There are collections for the needy at Christmas or
other times.

01
.03

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Legend: T — True. Generally true or characteristic of your high school, is something
which occurs or might occur, is the way people tend to feel or act.

F — False. Generally false or not characteristic of your high school, is some-
thing which is not likely to occur, is not the way people typically

feel or act.

Everyone has the same opportunity to get good
marks because the tests are marked very fairly.
Many teachers get very upset if students happen to
report to class a little late.

There is a lot of student enthusiasm and support for
the big school events.

Students try hard to be good in sports, as a way to
gain recognition.

Many students enjoy reading and talking about
science fiction.

When students get together they seldom talk about
scientific topics.

There is practically no one here who would feel com-
fortable participating in modern dance or ballet.
Boys and girls seldom sit at separate tables in the
school cafeteria.

Outside of class most teachers are friendly and find
time to chat with students.

Quite frequently students will get together in their
own time and talk about things they have learned
in class.

Students are seldom kept waiting when the office
sends for them.

Most teachers give a lot of home work.

Once you've made a mistake, it's hard to live it down
in this school.

It is easy to make friends in this school because of
the many things that are going on that anyone can
participate in.

Most students can easily keep out of trouble, in this
school.

Many students have lived in different parts of the
state, states, or other countries.

A lot of students who get just passing grades at mid-
term really make an effort to earn a higher grade by
the end of the term.

Pupils are often expected to work at home on prob-
lems which they could not solve in class.

Students rarely express opinions different from the
teacher’s.

Students are expected to report any violation of rules
and regulations to their teacher or the principal.
There are some pretty strong feelings expressed here
about political parties and elections.

The way people feel around here is always fairly
evident.

Few students here would ever work or play to the
point of being completely worn out.

Teachers provide opportunities for students to devel-
op their skills and talents directing the work of others.

Teachers here warn students to be down to earth in
planning for their future, and discourage daydream-
ing about adventure and making a lot of money.

79.

80.

81.

86.

87.

88.
8.9.

90.

91.
92..

93.

94.

96.

97.

98.

99.

1 ()0.

Page'3

Fire drills and civil defense drills are held regularly.

Few students would be interested in an educational
film about writers and poets.

Students frequently do things on the spur of the
moment.

Looking and acting “right” is very important to
teachers and students here.

Students seldom send their teachers cards or little
gifts on special occasions.

The principal and teachers are usually understand-

ing if a student does something wrong and will give
him the benefit of the doubt.

Many teachers require students to recopy notes or
papers to make them neat.

There are lots of dances, parties, and other social
activities.

This school offers very few really practical courses.

Teachers here like students to use a lot of imagina-
tion when they write compositions, and give good
marks to those who do.

Few students would be interested in hearing a talk
by a famous scientist.

Few student lockers are decorated with pictures,
pennants, etc.

Many students here really enjoy dancing.
The person who is always trying to “help out" is
likely to be regarded as a nuisance.

Assemblies or discussions on serious subjects are not
held very often here.

The teachers very often make you feel like a child.

Popularity, pull and bluff get students through many
courses.

Students are usually made to answer to the principal
of the school as well as the teacher when they have
done something wrong.

Few students stay around after school for different
activities or sports.

The desks are all cut up from doodling with knives
and pencils.

This school has the same activities each year.

Activities in most student organizations are carefully
and clearly planned.

Students don’t hesitate to voice their complaints
around here.

Students almost always wait to be called on before
speaking in class.

There are several cliques and groups, and if you're
not in one you're pretty much on your own.

101

102.

103.

104.

105.

106.

107.

108.

109.

110.

111.

112.

113.

114.

115.

116.
117.

118.

119.

120.

121.

122.
123.

Legend: T — True. Generally true or characteristic of your high school, is something
which occurs or might occur, is the way people tend to feel or act.

F — False. Generally false or not characteristic of your high school, is some-
thing which is not likely to occur, is not the way people typically

feel or act.

Boy-girl relationships here are simple and rarely be-
come really romantically involved.

Students can get into very heated arguments with
one another, and be the best of friends the next day.

There are so many things to do here that students
are busy all the time.

Most students here would not like to dress up for a
dance or costume party.

Most students are more concerned with the present
than the future.

Many students here drive cars.

Students seldom read books which deal with political
and social issues.

Teachers insist that much time be spent in planning
activities before doing them.

Most students here enjoy such activities as dancing,
skating, diving, and gymnastics.

Students often run errands or do other personal
services for the principal and teachers.

Students are sometimes punished without knowing
the reason for it.

At this school the motto seems to be “a place for
everything and everything in its place".

Having a good time comes first with most students
here.

No-one here has much interest in history, music, and
other such impractical courses.

There is little interest in modern art and music.

Few students are planning careers in science.

Little effort is made in the cafeteria to serve lunches
that are tasteful and appealing to the eye.

Students here spend a lot of time talking about their
boy-friends or girl-friends.

Students here are encouraged to be on their own and
to make up their own minds.

A lot of students like checkers, chess, puzzles, cross-
word puzzles, and other such games.

Students are made to take the blame for things
whether they did them or not.

Few students try hard to get on the honor roll.
Students have to get up in front of the class to recite
no matter how embarrassed they might be.

There are many parties or dances sponsored by the
school

Lots of kids rip out pages and mark up their school
books.

133.

134.

135.

136.

137.

138.

139.

140.

141.

146.
147.

148.

149.

150.

Page 4

New ideas are always being tried out here.
Assignments are usually clear so everyone knows
what to do.

When students do not like a school rule, they really
work to get it changed.

Teachers refer to other teachers by their first names
in the presence of students.

Student leaders at this school expect you to go along
with what they say.

There is no really active current events club in this
school.

Most students respond to ideas and events in a
pretty cool and mild-mannered way.

Teachers here have little interest in what they are
doing.

Students in this school like to draw attention to
themselves.

Going to school here tends to make students more
practical and realistic.

The school nurse is very active in trying to prevent
illness by, frequent check-ups, making sure everyone
has had vaccinations, etc.

Student groups seldom meet to discuss current social
problems and issues.

Students often start things without thinking about
how they will develop or where they may end.

Students who are not neatly dressed are likely to
have this called to their attention.

There is a lot of interest here in projects for collect-
ing packages of food or clothing to help out others.

If a student thinks out a report carefully teachers
will give him a good mark, even if they don't agree
with him.

Most teachers in this school like to have their boards
cleaned off after each lesson.

New jokes and funny stories get around the school
in a hurry.

Students may not talk about how much money .a
family has or what they do for a living, but every-
one knows who’s who.

Although many students may attend church here,
there is little real interest in the basic meaning of
religion.

This school has very good science teachers.

Most of the teachers here try to decorate their class-
rooms so that the students will find them more
pleasant to be in.

Boys and girls often get together between classes,
during lunch hour, etc.

Most teachers prefer that students work out their
own problems.

School spirit seems to be more important than learn-
ing at this school.

155.
156.

157.

158.

159.

160.

161.

162.

163.

164.

165.

166.

167.

168.

169.

170.

Legend: T — True. Generally true or characteristic of your high school, is something
which occurs or might occur, is the way people tend to feel or act.

F — False. Generally false or not characteristic of your high school, is some-
thing which is not likely to occur, is not the way people typically

feel or act.

Teachers seldom make you feel you’re wasting their
time in the classroom.

Examinations here really test how much a student
has learned.

When a student fails a test, he has to take a note
home to his parents.

Students seldom get out and support the school
athletic teams.

Student arguments often turn into fights.

Most students dress and act pretty much alike.

Classroom interruptions by the public address sys-
tem, knocks at the door, etc., are infrequent in this
school.

When the assignments really get tough, many stu-
dents just won’t do them.

Teachers seldom get annoyed when students dis-
agree with them during classroom discussion.

There are no favorites at this school; everyone gets
treated alike.

Student discussions on national and international
news are encouraged in class.

An open display of emotion (such as crying, swear-
ing, etc.) would embarrass most teachers.

Students get so wrapped up in various activities that
they often lose all sense of time or of other things
going on around them.

It is easy to obtain student speakers for activities or
meetings.

There is little sympathy here for ambitious day-
dreams about the future.

Quite a bit of smoking and drinking goes on among

students.

When students get together, they seldom talk about
classical music or art.

New ideas are met with immediate enthusiasm in
this school.

Students seldom receive compliments when they
come to school with new clothing, a new haircut or
hairdo, etc.

Students try in all sorts of ways to be friendly, espe-
cially to newcomers.

Some of the teachers treat questions in class as if
the students were criticizing them personally.

The school building and grounds often look a little
unfidy.
Everyone has a lot of fun at this school.

Many students enjoy working with their hands and
are pretty good at making or repairing things.

Student newspapers and magazines often carry short
stories and poems by students.

I—‘h-I
~1~l

179.

180.

181.

182.
183.

184.

185.
186.

187.

188.

189.

190.

191.
192.

1.93.

194.

195.

196.

197.

198.

199.

200.

Page 5

71.05

Science labs here have very good equipment.
Nothing much is said to students who happen to be
chewing on pencils, rubber bands, paper clips, gum,
or something.

There are several popular spots where a crowd of
boys and girls can always be found.

Most of the teachers are not interested in student’s
personal problems.

Teachers do little more than repeat what’s in the
textbook in most classes here.

Those in charge are not very patient with students.

Most students around here expect to go on to college.

Students are made to explain why they did some-
thing when the teacher doesn’t like what they’ve
done.

There is little interest in school clubs and social
groups.

When students dislike a teacher, they let him know it.
Very few of the teachers have been here for a long
time.

In most classes, the presentation of material is well
planned and illustrated.

Everyone prefers the easy teachers, and tries hard to
avoid the tough ones.

Students here frequently refer to their teachers by
their first names or nicknames.

Knowing the right people is important in getting in
on all of the activities.

Most students take an active part in school elections.

Graduation is a pretty matter-of—fact, unemotional
event.

Teachers put a lot of energy and enthusiasm into
their teaching.

School activities are given a lot of space in the local
newspapers.

Many students hope to achieve future fame and/ or
wealth.

Students with bad colds or anything that's “catching”
are quickly sent home so that they don’t pass on
what they have to others.

Classes in history, literature, and art are among the
best liked here.

Students who tend to say or do the first thing that
occurs to them are likely to have a hard time here.
Teachers insist that students come to school well-
dressed and well-groomed.

Students really support fund drives such as the
March of Dimes, Community Chest, Red Cross,
CARE, etc.

201 .

20:2.
203.

l
r“ .W

N)
H
Oi

Legend: T — True. Generally true or characteristic of your high school. is something
which occurs or might occur, is the way people tend to feel or aet.

F — False. Generally false or not characteristic of your high school, is some-
thing which is not likely to occur, is not the way people typically

feel or act.

There always seems to be a lot of little quarrels
going on.

Many student lockers are messy, some even dirty.
It's easy to get a group together for games, going
to the movies, etc., after school.

Most students and their families think of education
as a preparation for earning a good living.

Teachers welcome the student’s own ideas on serious
matters.

A student who spends some of his spare time in a
science lab is likely to be regarded as a little odd.

A lot has been done with pictures, draperies, colors,
and decoration to make the school building pleasing
to the eye.

Most students would like to go steady.

One nice thing about this school is the personal in-
terest taken in the students.

Most of the teachers are deeply interested in their
subject-matter.

When you get into trouble with one teacher around
here, the other teachers soon know about it.

In this school there are very few contests in such
things as speaking, chess, essays, etc.

Tests are given almost every day in many classes.
Most students get together often in particular soda
fountains or snack bars.

There are frequent fights in the lunchroom or on the
school grounds.

The school is especially proud of its long history.
Most students follow a regular plan for study and
play.

No one gets pushed around at this school without
fighting back.

If students apologize for a wrong-doing, teachers
are more willing to help them.

You have to act like all of the others in order to be
in with the group.

Strong positions are taken here regarding civil liber-
ties and minority groups.

Students here can be wildly happy one moment and
hopelessly sad the next.

Classes are boring.

Most students like to “clown” around at this school.

Teachers encourage students to think about exciting
and unusual careers.

101

l.)
9’)
UI

236'.

Page 6

Everyone here is “safety—first” conscious, making sure
that nobody will get hurt.

Teachers frequently urge students to consider the in-
fluence of history on current events.

There is much shouting and yelling in the halls and
cafeteria.

Good manners and making a good impression are
important here.

Many of the teachers in this school are actively in-
terested in charities and community services.
Teachers always seem to think students are up to

something and make the worst of even small hap-
penings.

Classrooms are always kept very clean and tidy.
Students here don't do much except go to classes,
study, and then go home again.

Many teachers here stress the practical uses of their
subjects in helping students to get a good job.

Long, serious discussions are common among the
students.

Many students here make models of scientific gad-
gets, and enter them in local or state science fairs.

In this school style is more important than dressing
for personal comfort.

Some of the most popular students have a knack for
making witty comments that some people would not
consider in good taste.

The teachers go out of their way to help you.
There is a lot of interest here in learning for its own
sake, rather than just for grades or for graduation
credits.

Students don’t argue with the teacher, they just
admit that they are wrong.

Pupils seldom take part in extra projects in Science,
English, History, etc.

Everyone knows who the smart students are because
they are in different classes from the others.

Many projects are assigned in which small groups
of students work together (either in or out of school).
The wash rooms are always a mess because the
students throw paper around.

Many of the. teachers have lived in this community
all their lives.

It is hard to prepare for examinations because stu-
dents scldom know what they will be tested on.

The principal here is willing to hear student com-
plaints.

Students seldom make fun of teachers or the school.

A lot of kids around here argue just for the sake of
winning the argument.

to
v‘l
O)

266.

267.

268.

269.

Legend: T — True. Generally true or characteristic of your high school, is something
which occurs or might occur, is the way people tend to feel or act.

F — False. Generally false or not characteristic of your high school, is some-
thing which is not likely to occur, is not the way people typically

feel or act.

Both teachers and students here are actively con-
cerned about ways to make this world a better place
in which to live.

Students tend to hide their deeper feelings from
each other.

Class discussions are usually vigorous and intense.

There is little interest here in student dramatic or
musical activities.

For most students, future goals emphasize job secur-
ity, family hapiness, and good citizenship.

Few students bother with rubbers, hats, or other
special protection against the weather.

There are copies of many famous paintings in the
school halls and classrooms.

Students frequently speak up in class without worry-
ing about what they’re going to say.

Teachers are always carefully dressed and neatly
groomed.

When someone is out sick for a while his classmates
let him know that he is missed.

If students do their work well they get a good mark,
whether or not the teacher likes them.

Offices and rooms are clearly marked.

Most students take their school work very seriously.

Learning to work with others is emphasized in this
schooL

Students are seldom encouraged to think about de-
veloping their own personal values and a philosophy

of life.

There are frequent science displays around the
schooL

There are no comfortable seats in this school where
students can sit and relax.

Most of the students here start dating very young.

It doesn’t matter who you are, at this school you are
expected to be “grown up" and able to handle your
own affairs.

Many students here would rather talk about poetry
or religion, instead of the movies or sports.

There is a lot of apple-polishing and battering-up of
teachers around here.

There are awards or special honors for those who do
the best work or get the best grades.

Teachers often ask a lot of very personal questions.

Open houses or carnivals are held each year and
everyone has to help out with them.

Teachers seldom use physical punishment.

to
‘1
a

284.

285.

291).

291.
292.

2.93.
294.

296.

You never know what is going to happen next at
this school.

Clear and usable notes are usually given by most
teachers.

It is always very difficult to get a group of students
to decide something here without a lot of argument.

Students can feel free to disagree with their teachers
openly.
The student leaders here really get away with a lot.

The expression of strong personal belief is pretty rare
around here.

Very few things here arouse much excitement or
feeling.

The teachers really push each student to the limit of
his ability.

Student parties are colorful and lively.

Quite a few faculty members have had varied and
unusual careers.

Rough games and sports are an important part of
intramural athletics.

Most students are not interested in television pro-
grams dealing with social and political problems.

Students frequently do things together here after
school without planning for them ahead of time.

Students think about wearing the right clothes for
different things— classes, social events, sports, and
other affairs.

Students in this school have a reputation for being
very friendly with each other.

Many teachers seem moody and hard to figure out.

Most teachers in this school prefer to march their stu-
dents from place to place, instead of letting them go
by themselves.

Every year there is a carnival, picnic, or field day.

Most students are interested in jobs in business, en-
gineering, management, and other practical areas.
One frequently hears students talking about differ-
ences between our own way of life and that of people
in other countries.

Some subjects in this school stress the history and
importance of great inventions and inventors and
how they have influenced the world today.

Students here enjoy opportunities to attend concerts
and art exhibits on school time.

Nearly everyone here tries to have a date for the
weekends.

Counseling and guidance services are really personal,
patient, and extensive.

Clear and careful thinking are most important in get-
ting a good mark on reports, papers, and discussions.

APPENDIX III

DESCRIPTION OF SAMPLES AND

RELIABILITY COEFFICIENTS

208

The sex composition and general identification of the
community college and the eight high schools are given in

Table f:i.l.

TASLE lfl.l.--Sex composition and identification of the
samples from the community college and the eight high
schools.

 

 

Community College

(All subjects were first-time, full-time freshmen)

 

Male: 90 Female: 82

 

High Schools

(All subjects were high school senior volunteers)

 

 

 

 

School #l School #2 School #3 School #A
(Local (Local (Local (Parochial)
Public) Public) Public)
Male 20 Male 15 Male 18 Male 18
Female l6 Female 2l Female l8 Female l8
School #5 School #6 School #7 School #8
{Non-local (Non-local (Non-local {Non-local
Public) Public) Public) Public)
Male 19 Male 1M Male 21 Male 14
Female 17 Female 22 Female 15 Female 22

 

209

The reliability coefficients for the 30 sub-scales

of the Activities Index are given in Table III.2.

 

TABLE TIT.2.—-Reliability coefficients for the scales of
the Activities Index*

 

 

 

(Kuder—Richardson

 

Scale Formula 20) Reliability
Abasement .51
Achievement 73
Adaptiveness .64
Affiliation-rejection .81
Aggression-blameavoidance .69
Change—sameness .67
Conjunctivity—disjunctivity .70
Counteraction-infavoidance .66
Deference .56
Dominance .77
Ego Achievement .80
Emotionality-placidity .64
Energy-passivity .40
Exhibitionism—infavoidance .75
Fantasied achievement .72
Harmavoidance .67
Humanism .83
Impulsion-deliberation .64
Narcissism .7l
Nurturance-rejection .73
Objectivity .5o
Order .82
.Play .71
Pragmatism .74
Reflectiveness .68
Scientism .88
Sentience .53
Sex—prudery .78
Succorance—autonomy .67
Understanding .74
MEAN: .69

 

*George G. Stern, ”Environments for Learning,”
The American College, ed. N. Sanford (New York: John
Wiley & Sons, 1962), p. 706.

 

210

The sub—scale reliability coefficients derived from

the study of l993 College Characteristics Tndex test forms

 

as reported by Sternl are given in Table 311.3.

TABLE TIT.3r-Reliability coefficients for the College
Characteristic Index scales.

 

 

 

 

(Kuder—Richardson

 

O r ‘ '1:
scale Formula 20) Reliabil.ty

basement .67
Achievement .8l
Adaptiveness .58
Affiliation—rejection .69
Aggression-blameavoidance .72
Change-sameness .44
Conjunctivity—disjunctivity .72
Counteraction-infavoidance .50
Deference ._ .60
Dominance .r .57
Ego achievement ‘ .58
Emotionality—placidity .56
Energy—passivity .70
Exhibitionism-irfavoidance .57
Fantasied Achievement .40
Harmavoidance .70
Humanism .77
Impulsion-deliberation .50
Narcissism .74
Nurturance—rejection .70
Objectivity .70
Order .59
Play .75
Pragmatism .69
Reflectiveness .76
Scientism .77
Sentience .80
Sex~prudery .7l
Succorance-autonomy .34
Understanding .75

MEAN: .65

 

lGeroge G. Stern, ”Environments for Learning,"
The American College, ed. N. Sanford (New York: John

 

Wiley & Sons, 19627, p. 706.

211

The reliability coefficients for the Evening College

 

Characieristics Index first—order factor scales computed

 

 

by us1ng the split—half, odd-even technique are given in

Table III.4.

TABLE III.4.-—Reliability coefficients for the factor scales
of the Evening College Characteristics Index.

 

 

 

(Split-half, odd-even
supplemented by the

 

Scale Spearman-Brown PrOph— RGllablllty
ecy Formula)
Aspiration Level .82
Intellectual Climate .94
Student Dignity .81
Academic Climate 077
Academic Achievement .90
Self~Expression .84
Group Life .90
Academic Organization .91
Social Form .84
Play-Work .88
Vocational Climate .77
MEAN .85

 

The explanatory statement attached to the E ening

College Characteristics Index booklets at the community

 

college i given below:

U)

JOT

. C21

The Evening College form of this index is

 

 

being used because the basic instrument (The

College Characteristics Index) was developed

 

for use on campuses which have dormitories and
other residential services such as laundries,

complete food services, etc. Such an instrument

212

is, of course, inappropriate on our campus.
There is no form as yet for use on community-
college campuses. Because the questions in

the Evening College form are applicable to

 

our school, it is being used in the study.

The final sample sizes for each of the instruments

and forms used in the study are given in Table III.B.

/

TABLE III.5.—-Sample sizes for the
instrumentation used in the study.

 

 

Instrument Number

 

ctivities Index 172

 

Evening College
Characteristics Index ll7

 

 

High School
Characteristics Index
(Sample size at each of
the eight schools) 36

 

 

Personal data form
(questionnaire) ll7

Follow-up (Mail)
(questionnaire) l0l

Expressed Preference
Questionnaire I48

 

 

APPENDIX TV

PROCEDURES SUPPLEMENT AND SUPPLEMENTAL

ANALYSES TABLES

213

214

Cattell‘s r Correlational Profile Statistic

 

P
The statistic. r , is useful in helping to answer

4 p r
the question, ”How similar are these two persons, etc.,

with respect to their standing on all of the indeperdent
dimensions (involved in a given comparison?”l)

The statistic is based on the assumption that the
dimensions be independent and that the scores, in additicg.
be in standardized form. Cattell further required that
his statistic (coefficient) give some immediate indication
of the degree of relationship involved within the estab~
lished frame of reference. That is, that it be similar to

the correlation coefficient. It would thus range from

U)

+ l.O to -l.0 and have a mean near zero. It could than

indicate maximum similarity and dissimilarity (and ela-

*S

tionship indicating ”chance similarity"). The resulting

(D

rpattern similarity coefficient,” or rp approximates thes
conditions though it is somewhat positively sxewed with a
mean slightly above zero.

The function having (very nearly) the desired charac-

teristics is then given as the ratio: (Summations are

 

 

J. L. Horn ”Si nificance Tests for Use with r and
3 L w
‘1 4‘ ’ v-\ d O I . I )
Relaxed rrofile Statistics,” Educational andrPsyg-ho—b
_iogical_Measurement, XXI, No. 2 (l9ol), pp. 3C3-319.

 

 

215

where X2 is the median X2 expected for K degrees of freedom
substituted in the expression for the expected D2. The
d2 z the observed difference in standard scores for each
of the K dimensions.
The values of rp for three levels of P (probability
of exceeding a given absolute value of rp corresponding to
K degrees of freedoml) are given in Table IV.l.
TABLE IV.l.—-Significant values of r at several (K) degrees

of freedom and the probability of exceeding these through
chance alone (at .01, .05 & .lO)

 

 

 

 

Positive rp Negative r
K P z .01 .05 .10 P = .01 .05 .10
3 .907 .741 .604 -.655 -.635 -.397
5 .774 .583 .460 -.552 -.436 -.360
7 .673 .491 .383 -.489 -.378 - 309
9 .600 .430 .334 -.444 —.340 —.275
11 .544 .387 .299 —.410“ —.311 - 251

 

Assignment of Subjects to
Continuity Categories

 

 

Subject's converted need scores were compared to the

institution‘s press (Pattern congruence). Those students

 

whose correlation coefficients exceeded the +.l0 level of

of significance (see Table IV.l above) were assigned to the

 

lHorn, loc. cit., p. 367.

m
I...J
(h

group designated Significantly congruent. Those whose co—

 

efficients exceeded the —.lO level (negatively) were

assigned to the gr oup called Significantly inc orvrucn..

 

The remaining subjects were called Essentially conPruen..

 

The group was divided at the median into high and low

Essentially congruent subjects (Essentially congruent I“ :

 

 

itially congruent I = low). The ass gnment into

T)”
H
GO
3‘
r313
m
'n
(“D
He

 

the four categories was done for the need-press cOVpaIlCT‘S
using both the high school and the community ccllege_gom;

1

mon Beta Press (the means of the samples' perceptions of

 

press on the ll dimensions of the environmental 1ndexes)..
’Cat tell -s rp statistic was used for both analyses.)

The subjects‘ assignments into the above categories
of congruency were compared (high school versus community
college . Those whose pattern coefficients were suffi—
ciently greater at the community college to ”place” them

in a higher congruence classification were classified as

 

Positive discontiruity tudents Those sub3eCts whose
pattern correla'ions were sufficiently smaller ’cl-ser .t

0.0) to place them in a lower congruence category at the

{0
,4
’7’)
h?“'
m
5.4

community college (than in high school) were else

as Negative discontinuity subjects. The remaininl

U".
m
C
(3‘
’D
r l

4
m

 

were classified as Essential Continuity If (some increase

 

in lit correlation) or Essential Continuity T (some

 

decrease in ”fit” correlation).

217

A

(f)

signment of Subjects to Adaptation
Level Categories

 

Students were also assigned to four levels of adap-

d.

ation to incongruence. The assumption was made that high

U)

chool experience with incongruence (lack of fit between

needs and environmental demands) would cause the student

to be more ”adapted” to subsequent incongruence. Because
til.
four classifications of congruence were used in both the g

congruence and continuity assignments, four catego

d
p;
(D
t I)
2‘.
(I)
H
(I

n-m_ .Nl

used in the adaptation level assignments, These were the

‘1

 

inverse of the congruence assignments. That is, these sub-

 

 

 

 

 

 

 

 

 

 

 

jects who were significantly congruent (high) were assigned
to Adaptation Level I (low). The remaining assignments
were as follows: Essentially congruent II : Adaptation
'Level EL, Essentially congruent I 2 Adaptation III; and
significantly incongruent (low) : Adaptation Level IV (high).
Development and Use of Expressed
Preference Questionnaire
The Expressed Preference Questionnaire was developed
as a brief, exploratory instrument to check student s

5
LSCI

(J
O
0

us statements of perceptions of environmental demands

and preferences against the more '

'veiled" nd mere objective
measures used in the major analyses. (A copy of the
questionnaire is included in Appendix ll.)

S

(+

udents were asked to indicate the amount of emphasis
the remembered that their hi h school laced on the use—
y P

ticnnaire factors. They were also asked to indicate their

218

perceptions of the amount of emphasis placed upon the

same factors at the community college and their preferences
for level of demand or emphasis. Ten environmental vari-
ables or factors were used. These included such tactors
as: academic achievement, group life, academic organi-
zation and play-work.

lne student's Expressed Preference Congruence or

 

.‘

Exprew.ed Incongruence score was computed ty adding the

’D
’f)

 

I

H ' his preference differed from his stated

0 Y
number of steps

perception of press. No attempt was made to treat direc-
tionality of preference in this brief instrument. No
attempt was made to score or treat differentially the

1

indeterminate middle (moderate emphasis) por

ion of the

(‘f

scale. The student's Expressed Congruence score was

 

computed by subtracting his Expressed Incongruence score

 

from A0 {this constant equalled the theoreticallV-
maximum negative score and was used to avoid the use of
negative scores in computation).

Tables IV.2 to iV.lO which follow include the sum~
maries of comparisons between each of the eight high
schools on the ll environmental—factor dimensions and

the community college and the summaries of the comparisons

U)

on the_1ntellectual and Non-Intellectual dimension

 

 

219

 

 

 

 

 

 

 

 

 

 

 

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The means of student performance (fall + winter and
cumulative year s grade point average) at two levels of

achievement and four levels of continuity are given in

w

H"

:able I” l2

TABLE IV.l2o-—Mears of student perform nce at
two levels of achievement and four levels of
continu11y for fall, winter and cumulative

 

 

(year's) grade po oi.t aver ages
tall W‘rter Ta”1lative
df‘f'ffl‘ 1. '~ -h g..- 4 'rf 1n! .
'V' EUi y Le 61 Mean Mean K SEQVS/

 

Low Achievement

2:25 2 l2

 

3’)
4
i

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F itive 211
Essential TI (High) 2013 2 25 211
Essential r (Low) 1099 1065 1380
Negative l°86 1069 1182
High Achievement
Positive 2:53 2159 2956
Essential 7: (High) 2.:u 2057 2169
Essential 7 \Low) 2164 2049 2053
Negative 2,69 2053 2.67

 

Table 7Vcl3 inclu des the data from the analysis of
var1an3e of two levels of achievement; two levels of Egg;

9

it

r-J
}_._J

cab} r) two levels of congruence ard cumulative ifall r

l ,4

winter)gr ade point averageso

TABLE TV l3 --Analysis of variance: achime\ ;e:t -two
levels.)J educability {two levels‘) congruence (tw'o levels)
and cumulative {fall + winter) grade point averages

 

 

 

Source Sums of Squares df Mean Square F Ratio
Sategory Means l5152 T 2 3? 5308‘
l1thin 761l8 162 béLB

 

* Significant at 00003

230

Means of student performance at two levels of achieve-

Q)

ment, congruence and Educ b

H

lity for cumulativ gfall +

 

winterl grade point averages are included in Table T7114

TABLE TVJlML--Means of student performance at
two levels of achievement and two levels of
congruenc and two levels of educability--
cumilative ;fall + winter) grade point averages;

 

 

 

Achievement Con ruence Educatilitv Mean
Low High High 212’
Low' H.gh LOW‘ l193
Low Low H‘gn 2 C?
l w Low Low l./6
*v: ‘ v.2 .9 ‘7
high high High 21.g
High High Low 21oo
High Low High 2-bl
High Low L~w 2‘4;

 

Sne results of the analysis of variance§two levels of

congruence, achievement and Adaptation levey are presented

 

in Table TV.151

 

 

 

 

TABLE Iv,l5.--Analysis of variance; congruence "wo
levelsz, achievement {two levels}) Adaptatior le el utwo
levels) and cumulative {fall + winter; gr de pCirt averages
Source sums of Squares df Mean Square 2 Ra‘io
Category Means 30031. llt3b

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* Si nificant at 00005

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The means of student performance at two levels of

achievement, congruence and Adaptation level are listed

 

in Table 77-101 (Performance means based Upon cumulative

:fall + winter) grade point averagesa)

TABLE IV.lE --Means of student perform nce at
two levels of achievement; two levels of en-
vironmental congruence and two levels of Adar~
tation to incongruence--cumulative {fall $.-

_ ‘__ winter) grade pOint averagesc

 

 

 

 

Achievement Congruence Adaptation Level Mear

 

Low High High 2.18
Low High Low 1L9?
Low LOW‘ High 1199
Low Low Low 1177
High High High 2.99
High High Low 2159
High Low :gh 2_59
High Low Low 2‘56

 

Student Profile, ”Typical Dropout," and "Typical Intended—Transfer."

TABLE IV.17.—-Range of Common Beta Press (Means on each of the dimensions + One Standard Deviation)
Compared to the "Average

n)

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