DOCTORAL DISSERTATION SERIES titlem ACADEMIC BAM&omS 6, m m i m i E m m u matu ss m m j6 seuc7£c m m ot m u A m m W AUTHOR A> CdJViAb PdSL____ Sfflj CClLDATE /95i Ed0- PUBLICATION NO. 3(oltL UNIVERSITY DEGREE II! 'a ! UNIVERSITY MICROFILMS A N N A RBOR . M ICHIGAN COPYRIGHTED by Albert Conrad Posz 1952 THE ACADEMIC BACKGROUNDS OF AGRICULTURAL EXTENSION WORKERS AS RELATED TO SELECTED ASPECTS OF WORK ADJUSTMENT By A. Conrad Fosz A DISSERTATION Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Education 19 5 2 ACKNOV/LEDCfflTEKTS The author wishes to express his gratitude to the chairman of his guidance committee, Dr, Walter E. Johnson, under whose kind guidance and inspiration this study was undertaken. Special acknowledgment is also due to the other guidance committee members, Professors Leonard J. Luker, Cecil V, Millard, and Paul D, Bagwell for their willing suggestions during the investigation and their helpful comments on the completed manuscript. This investigator is also indebted to Professor Kenneth G. Nelson, technical advisor to the study, for his constant supervision, constructive suggestions, and unlimited patience. Special thanks are due to Dr, Clifford E, Erickson who was chairman of the author’s guidance committee for four years. At the time Dr. Erickson was appointed to the position of Dean of the Basic College, he relinquished his chairmanship of the author’s committee. Sincere thanks are also due to Mr. Robert A. Jackson and Dr. William D. Baten for their advice relative to the statistical phases of the study. The writer deeply appreciates the assistance provided by the members of the over-all research committee who supervised the vari­ ous aspects of the research project: Dr. Charles R. Hoffer, Dr. Duane L. Gibson, lir. Paul A. Miller, Mr. John T. Stone, Mr. Joseph L. Locke, Dr. Rowland R. Pierson, Hr. Robert 0. Hatton and Mr. Donald C. Curry. Credit is also due to Hr. Claude Courtway, Jr. ill and Mr* Norman E. Drayton who participated in the accomplishment of the objectives of the research project. This -writer extends his sincere thanks to Dr. Paul L. Dressel, Chairman of the Michigan State College Board of Examiners, to Mr. Lyle B. Leisenring, Michigan State College Recorder, and to Mr. Robert 3. Linton, Michigan State College Registrar, for their per­ mission to use the student records and their assistance in obtain­ ing and interpreting those records. The investigator appreciates the cooperation of the County Agents and 4-H Club Agents who provided the assistance necessary to obtain much of the data of this study. Thanks are also due to the extension administrators who participated in the rating of the agents included in this study. Acknowledgment is also due the Office of Naval Research of the United States Navy and the United States Department of Agriculture for the financial aid provided for this study. Credit is also due to my wife, Marie Fjelstad Posz, for her inspiration, assistance and unlimited patience. A. Conrad Posz candidate for the degree of Doctor of Education Final examination, February 11, 1952, 2:00 P.M., Institute of Counseling, Testing and Guidance Conference Room Dissertation: The Academic Backgrounds of Agricultural Extension Y/orkers as Related to Selected Aspects of Work Adjustment Outline of Studies Major subject: Education, Guidance and Counseling Cognate subject: Speech biographical Items Born, September 11, 1920, Flainview, Minnesota Undergraduate Studies, Winona State Teachers College, Y/inona, Minnesota, 1939-1944. Graduate Studies, State University of Iowa, 1944-1946, Michigan State College, 1946-1952 Experience: Radio Announcer and Engineer, Radio Station KWNG, Winona, Minnesota, 1943-1944, Graduate Teaching Assistant, State University of Iowa, 1944-1946, Instructor In Written and Spoken English, Michigan State College, 1946—1952 Member of Speech Association of America, National Vocational Guidance Association, National Society for the Study of Communication, American Association of University Professors TABLE OF CONTENTS CHAPTER I. Page THE PROBLEM Aid DEFINITION CF TERIviS U S E D ............ 1 The P r o b l e m ...................................... 1 Statement of the problem .............. . . . . . 2 Importance of the p r o b l e m ...................... 4 Origin of the study 7 ......... Limitations of the s t u d y ........................ II. Definition of T e r m s ............... 12 Organization ...................................... 14 THE V/OEK SITUATION OF THE A G E N T S .................... 16 The State Organization ............................ 16 The County O r g a n i z a t i o n .................... 19 The Responsibilities of CountyExtension Agents Teaching ........................ Teaching methods and techniques Operational functions III. I. 9 . . 22 . . . . . . . . 24 ........... 24 .......................... 27 Summary of Chapter I I ............................ 28 REVTE77 OF THE LITERATURE............................ 30 REVTE77 OF THE LITERATURE CONCERNING THE AMERICAN COUNCIL ON EDUCATION PSYCHOLOGICAL EXAMINATION AND THE RELIABILITY OF INSTRUCTORS *G R A D E S ............. II. PREDICTION ST U D I E S........................... 37 31 V CHAPTER Page A. Scholastic Aptitude Related to Vocational Adjustment 1. ................................ 38 Studies relating scholastic aptitude to college grades .......................... 2. 38 Studies relating scholastic aptitude to success in t r a i n i n g .................... 3. 47 Studies relating scholastic aptitude to success on the j o b ...................... 4. 49 Scholastic aptitude related to job satisfaction ............................ B. 55 Academic Grades Related to Vocational Adjustment 1. 62 Studies relating high school grades to college grades .......................... 2. 63 Studies relating high school grades to success in training. . . . . . . . . . . 3. Studies relating grades to success on the job 69 4. Studies relating grades to job satisfaction . 72 Summary of Chapter III IV. 67 .......................... 74 SAMPLE AM) PROCEDURES USED IK THES T U D Y ............. 78 Description of the S a m p l e ........................ 80 Procedure for Gathering D a t a ................... 84 Procedure for Analysis of the D a t a .......... 86 Summary of Chapter IV 97 .......................... vi CHAPTER V. Page 98 THE WORK ADJUSTMENT CRITERIA........................ The Criterion of Work E f f e c t i v e n e s s ............... Rating Methods Considered ...................... 102 Present System of Personnel Evaluation in Michigan The ratings of the specialists 100 103 .............. 104 Appraisal of the 4-H Club projects............ 107 The final ratings of the extension agents 110 • • • Rating Method Used in This S t u d y ................ Ill Consistency of the Ratings 113 .............. • • • Division into Variable 7/ork Effectiveness Groups • 118 Homogeneity of the Variable 7/ork Effectiveness G r o u p s ........................................ The Criterion of Job S a t i s f a c t i o n ............. 119 121 Briefing the A g e n t s ............................ 121 The Job Satisfaction Questionnaire.............. 122 Administration of the Questionnaire ............ 125 ...................... 125 Scoring the Questionnaire Distribution of the Job Satisfaction Scores ... 126 Scalability of the Job Satisfaction Questionnaire 126 Reliability of the Job Satisfaction Questionnaire 139 Validity of the Job Satisfaction Questionnaire . • 142 Intensity Analysis .............................. 145 Division into Variable Satisfaction Groups . . . . 150 Homogeneity of the Variable Satisfaction Groups Summary of Chapter V . . . . . . . . ... . ........ 153 156 ▼ii CHAPTER VI. VTI. Page THE ACADEMIC BACKGROUNDS OF THE A G E N T S .............. 158 Amount of E d u c a t i o n .......................... 158 Academic Aptitude 160 .................. All-College Grades ................................ 165 Grades in Technical A g r i c u l t u r e .................. 168 Hours of Technical Agriculture.................... 170 College Majors .................................. 172 Summary of Chapter VI .............................. 176 ANALYSIS OF THE DATA RELATING THESELECTED ACADEMIC FACTORS TO RATED S U C C E S S .......................... 179 A Study of the Relationship Between the Selected Academic Factors and the Rated Success of the 81 County A g e n t s ................................ 180 A Study of the Relationship Between the Selected Academic Factors and the Rated Success of the 48 4—H Club A g e n t s .............................. Summary of Chapter V I I .......................... VIII. 204 226 ANALYSIS OF THE DATA RELATING THESELECTED ACADEMIC FACTORS TO MEASURED JOB SATISFACTION • .......... 231 A Study of the Relationship Between the Selected Academic Factors and the Measured Job Satisfaction of the 81 County Agents 231 A Study of the Relationship Between the Selected Academic Factors and the Measured Job Satisfaction of the 48 4—H Club A g e n t s ...................... 250 viii CHAPTER Page Summary of Chapter V I I I .......................... IX, 267 SUMMARY, CONCLUSIONS, AND IMPLICATIONS FOR FURTHER R E S EA RC H .......................................... 270 S u m m a r y .......................................... 270 The p r o b l e m .................................... 270 M e t h o d o l o g y ...................................... 271 F i n di ng s ........................................ 274 C o n c l u s i o n s ...................................... 280 Implications for Further R e s e a r c h ................ 284 B I B L I O G R A P H Y .............................................. 287 A P P E N D I X .................................................. 296 LIST OF TABLES TABLE 1. Pag© Zero Order Correlation Coefficients Showing Relationship Between Academic Aptitude Tests and College Success . 2. Average Intelligence of Students Who Chose Various Occupational Croups ................................. 3. .................. 83 Analysis of Variance Table Used for Testing Differences in Means of Various Field of Emphasis Groups 8. 82 The Means and Standard deviations of the Age and Tenure of the County Agents and 4-H Club A g e n t s .......... 7. 81 Distribution of County Agents and 4—H Club Agents According to T e n u r e ................................. 6. 64 Distribution of the County Agents and 4-H Club Agents According to A g e ................................... 5. 56 Studies Correlating High School Scholarship Average with College Scholarship Average 4. 43 .... 95 Summary of the Ratings of County Agents and 4-H Club Agents by "Q.uartile” Groups .............. • • • 114 9. Analysis of Variance of the Ratings of Seven Judges on the »*ork Effectiveness of the County Agents • . . . • 116 10. Analysis of Variance of the Ratings of Seven Judges on the Work Effectiveness of 4—H Club Agents . . . . . . 116 X TABLE 11. Page Comparison of the Means and Variances of the Age and Years of Experience for the Variable Work Effective­ ness Groups of County Agents 12. ...................... 120 Comparison of the Means and Variances of the Age and Years of Experience for the Variable 7/ork Effective­ ness Groups of 4—H Club Agents 13. .................. 120 Proportion of County Agents and 4-H Club Agents Answer­ ing the Various Categories on the Seven Items on the Job Satisfaction Blank • ............ 14. . . . . . . . Dichotomization Combinations of Job Satisfaction Item Response Categories Used for Test of Scalability • • 15. 127 133 Scale Analysis of the First Trial Ranking of the SixItem Job Satisfaction Questionnaire for County Agents and 4-H Club A g e n t s ........................ 16. 135 Illustration of the Scale Analysis of the Dichotomized Six-Item Job Satisfaction Questionnaire for the Second Trial Ranking of County A g e n t s .................... 17. 137 Illustration of the Scale Analysis of the Dichotomized Six-Item Job Satisfaction Questionnaire for the Second Trial Ranking of 4—H Club A g e n t s .................. 18. Intensity Analysis of the Scaled Job Satisfaction Questionnaire for County A g e n t s .................. 19. 138 149 Distribution of the 4-H Club Agents* Raw Scores on the Job Satisfaction Questionnaire ........... 152 xi TABLE 20. Pag© Comparison of Means and Variances of the Age and Years of Experience for the Variable Satisfaction Groups of County A g e n t s .................................... 21. 154 Comparison of the Means and Variances of the Age and Years of Experience for the Variable Satisfaction Groups of 4—H Club Agents 22. .................... 154 Comparison of the Variable Work Effectiveness Groups of County Agents and 4—H Club Agents V/ith Respect to Raw Scores on the Job Satisfaction Questionnaire . • 23. The Amount of Education That the County Agents and 4—H Club Agents Have Completed........................ 24. 159 Distribution of the County Agents and 4—H Club Agents on the A C E ........................................ 25. 155 163 Equivalent Scores for the 1941 and 1942 College Fresh­ man Editions of the American Council On Education Psychological Examination (ACE) for Michigan State College Norms and National N o r m s .................. 26. Distribution of the All—College Grade—Point Averages for the County Agents and 4-HClub A g e n t s ......... 27. 167 Distribution of the Technical Grade-Point Averages for the County Agents and 4—H Club Agents 28. 164 . . . . . • • 169 Distribution of the Hours of Technical Agriculture Taken by County Agents and 4—H Club Agents . • • • • 171 xii TABLE 29. Page Distribution of the County Agents and 4-H Club Agents According to Their College Majors 30. ................ Distribution of the County Agents and 4-H Club Agents According to Their Fields of Emphasis in College . • 31. 173 174 Distribution of the Decile Ranks on the ACE for County Agents, Divided According to the Differential Success Croups ................................... 32. Comparison of the "More Successful” and ”Less Success­ ful” County Agents with Respect to ACE Scores 33. 182 ... 184 Comparison of Means and Variances of the Age, Tenure, All—College Grade-Point Average (GPA) and Technical Grade-Point Average (TGPA) for the groups of County Agents With and Without ACE S c o r e s ................ 34. 187 Comparison of the Groups of County Agents With and Without ACE Scores With Respect to Rated Work Effect­ iveness and Measured Job S at i s f a c t i o n............ 35. 188 Distribution of the All-College Grade-Point Averages for County Agents, Divided According to Differential Success Groups ............................. 191 36. Comparison of the ”More Successful” and ”Less Success­ ful” County Agents With Respect to All—College GradePoint A v e r a g e ................................. 192 37. Distribution of the Technical Grade-Point Averages for County Agents, Divided According to Differential Success Groups . . . . . ................ . . . . . 195 xiii TABLE 38. Page Comparison of the "Kore Successful” and "Less Success­ ful" County Agents With Respect to Technical GradePoint A v e r a g e ..................................... 39. 196 Distribution of the Number of Eours of Technical Agri­ culture Taken by County Agents, Divided According to Differential Success Groups 40. • • • • .............. 199 Comparison of the "Lore Successful" and "Less Success­ ful” County Agents With Respect to the Number of Hours of Technical Agriculture Taken During College 41. ... 200 Distribution of the "More Successful" and "Less Success­ ful" County Agents According to Their Fields of Emphasis in College 42. . ........................ .. Comparison of County Agents Who Majored in Various Fields of Emphasis With Respect to Rated Success . . 43. 202 203 Distribution of the Decile Ranks on the ACE For the 4-H Club Agents, Divided According to the Differ­ ential Success G r o u p s ........................... 44. Comparison of the "More Successful" and "Less Success­ ful" 4—H Club Agents 7/ith Respect to ACE Scores 45. Comparison of Means and GPA, and TGPA for the and Without ACE Scores 46. 206 • • 208 Variances of the Age, Tenure, Groups of 4—H Club Agents V.Tith ........................... 209 Comparison of the Groups of 4—H Club Agents With and Without ACE Scores With Respect to Rated Work Effect­ iveness and Measured Job Satisfaction . . . . . . . 210 xiv TABLE 47. Page Distribution of the All-College Grade-Point Averages for 4-H Club Agents, Divided According to the Diff­ erential Success Groups 48. .......................... 214 Comparison of the "More Successful” and ’’Less Success­ ful 4-H Club Agents With Respect to All-College Grade Point A v e r a g e .....................................• 216 49. Distribution of the Technical Grade-Point Averages for 4-H Club Agents, Divided According to the Differ­ ential Success Groups 50. ........ .. .............. 217 Comparison of the "More Successful” and "Less Success­ ful" 4-H Club Agents With Respect to Technical GradePoint Average 51. . . . . . .......................... 219 Distribution of the Humber of Hours of Technical Agri­ culture Taken by 4-H Club Agents, Divided According to Differential Success Groups .................... 52. 220 Comparison of the "More Successful" and "Less Success­ ful" 4-H Club Agents 'With Respect to the Number of Hours of Technical Agriculture Taken During College 53. 222 Distribution of the "More Successful” and "Less Success ful" 4—H Club Agents According to Their Fields of Emphasis in College 54. .............................. Comparison of 4-H Club Agents Who Majored in Various Fields of Qnphasis With Respect to Rated Success • • 55. 224 225 Distribution of the Decile Ranks on the ACE for County Agents, Divided According to the Differential Satis­ faction G r o u p s .................. ................ 233 XV TABLE 56. Page Comparison of the "More Satisfied" and "Less Satisfied" County Agents With Respect to ACE S c o r e s ........... 234 * 57. Distribution of the All-College Grade-Point Averages for County Agents, Divided According to the Differ­ ential Satisfaction Groups .......................... 58. 238 Comparison of the "More Satisfied" and "Less Satisfied" County Agents With Respect to All—College Grade-Point Average 59. . . . . . . . .......... . . . . . . . . . 239 Distribution of the Technical Grade-Point Averages for County Agents, Divided According to Differential Sat­ isfaction G r o u p s .............................. 60. 241 Comparison of the "More Satisfied" and "Less Satisfied" County Agents With Respect to Technical Grade-Point Average 61. . . . . . . . ......................... • • 242 Distribution of the Number of Hours of Technical Agri­ culture Taken by County Agents, Divided According to Differential Satisfaction Groups . . . . . . 62. . ... 244 Comparison of the "More Satisfied" and "Less Satisfied" County Agents With Respect to the Number of Hours of Technical Agriculture Taken During College ........ 63. 245 Distribution of the "More Satisfied" and "Less Sat­ isfied" County Agents According to Their Fields of Emphasis in College . . . . . . . . .............. 248 xv i TABLE 64. Page Analysis of Variance of the Job Satisfaction Scores of County Agents Who Majored in Various Fields of Emphasis in C o l l e g e .............................. 65. 249 Distribution of the Decile Ranks on the ACE for the 4-H Club Agents, Divided According to the Differ­ ential Satisfaction Croups ........................ 66. 252 Comparison of the "More Satisfied” and ’’Less Satisfied” 4-H Club Agents With Respect to ACE S c o r e s ........ 67. 253 Distribution of the All-College Grade-Point Averages for 4-H Club Agents, Divided According to the Diff­ erential Satisfaction Groups ...................... 68. 256 Comparison of the "frore Satisfied” and "Less Satisfied" 4—H Club Agents With Respect to All-College GradePoint A v e r a g e .................................... 257 69. Distribution of the Technical Grade-Point Averages for 4-H Club Agents, Divided According to the Differ­ ential Satisfaction Groups ........................ 259 70. Comparison of the "More Satisfied" and "Less Satisfied" 4—H Club Agents 7/ith Respect to Technical Grade-Point Average ................................ 260 71. Distribution of the Number of Hours of Technical Agri­ culture Taken by 4—H Club Agents, Divided According to Differential Satisfaction Groups • .......... • 262 xv ii TABLE 72. Page Comparison of the "More Satisfied" and "Less Satisfied" 4-H Club Agents With Respect to the Number of Hours of Technical Agriculture 73. TakenDuringCollege ... 263 Distribution of the "Mare Satisfied" and "Less Satis­ fied" 4-H Club Agents According to Their Fields of Emphasis in C o l l e g e .............................. 74. 264 Comparison of 4-H Club Agents V/ho Majored in Various Fields of Emphasis 7/ith Respect to JobSatisfaction 266 CHAPTER I THE PROBLEM AMD DEFINITION OF TERMS USED The Problem High school teachers, college teachers and guidance workers are constantly concerned with counseling young men and women relative to appropriate fields of endeavor. Personnel workers and employers are concerned with selecting personnel that will prove satisfactory on the job, once hired. This guidance and selection is frequently based upon such factors as academic aptitude test scores, college grades, college majors and the number of credit hours taken in said major. There is increasing concern, however, on the part of educators, counselors, con­ sulting psychologists and personnel managers about whether these pre­ dictors are actually related to vocational adjustment. The professional literature abounds in studies which attempt to determine the relationship between academic aptitude test scores and high school grades on the one hand and college success or success in other training programs on the other hand. However, there is a dearth of studies which attempt to determine the relationship between such academic factors as aptitude test scores, college grades, college majors, and so forth, and criteria of vocational adjustment. Neverthe­ less, in recent years, there has been a trend toward depending less upon hunch as to the vocational significance of prognostic measures and more upon research designed to demonstrate the actual relationship between these measures and criteria of vocational adjustment. This trend has brought forth some commendable researches, but there still exist many gaps in the over-all pattern of research necessary in this area. The present research is designed to fill one of those gaps. Statement of the problem. Early in 1950, a research committee was appointed by the Michigan Extension Service to study the differential characteristics of successful extension workers. As the first stage in this over-all research project, the committee decided to analyze data available on the County Agricultural Agents and County 4—H Club Agents presently employed in Michigan with respect to the relationship between certain of their personal characteristics and various criteria of their work adjustment. The personal factors selected for study were: (1) bio­ graphical information to be obtained by interview and questionnaire, (2) measured personal and social adjustment, (3) vocational interests, and (4) selected aspects of the agents1 academic backgrounds. The criteria of work adjustment selected for study were: (1) rated work effectiveness and (2) measured job satisfaction. The present investigation is one phase of the over-all research de­ scribed above. Its purpose is two—fold: first, to ascertain the academic status and backgrounds of the County Agricultural Agents and County 4—H Club Agents presently employed by the Michigan Extension Service, and second, to study the relationship between selected aspects of their aca­ demic backgrounds and the two selected criteria of vocational adjustment, rated work effectiveness and measured job satisfaction. The aspects of the agents* academic backgrounds selected for this study were: scores on the American Council on Education Psychological Examination (an academic aptitude teat), college grades, college majors, and the number of hours the agents took in technical agriculture. More specific ally, this research is an attempt to determine: 1. The academic status and background of the County Agricultural Agents and County 4-H Club Agents who are presently employed by the Michigan Extension Service. 2. The relationship between the agents' scores on the American Council on Education Psychological Examination and their rated success. 3. The relationship between the agents' scores on the American Council on Education Psychological Examination and their measured job satisfaction. 4. The relationship between the agents' all-college grade-polnt averages* and their rated success. 5. The relationship between the agents' all-college grade-polnt averages and their measured job satisfaction. 6. The relationship between the agents* technical grade-polnt averages** and their rated success. 7. The relationship between the agents* technical grade-polnt averages and their measured job satisfaction. 8. The relationship between the agents* college majors and their rated success. * All-college grade-point average refers to the numerical average computed on all grades received in college. A description of method used in computing grade-polnt averages is presented in Chapter IV. Computed on agriculture courses at the Junior and Senior level in college. 4 9. The relationship between the agents* college majors and their measured job satisfaction* 10* The relationship between the number of credit hours of technical agriculture taken by the agents and their rated success* 11* The relationship between the number of credit hours of technical agriculture taken by the agents and their measured job satisfaction* Importance of the problem. Educators, counselors, consulting psy­ chologists, and personnel managers find themselves in the position of having to estimate future growth (including learning), success, or adjust­ ment of individuals* Such prediction is necessary in order to provide information which may be used in educational and vocational guidance and in personnel selection and placement* In order to provide a factual basis for prognosis of this kind, numerous investigators have studied the pre­ dictive efficiency of aptitude tests and grades received in school* How­ ever, most of these studies have concentrated on the problem of predict­ ing college grades or success in other training programs* Such researches have provided useful information for those individuals who are concerned with educational guidance* They have also provided information which is valuable in vocational guidance, because in professions such as medicine, law, dentistry, etc*, a person cannot succeed without first succeeding in professional school or college. first step in vocational success. In such cases, success in training is the Nevertheless it must be recognized that success in training is not synonymous with success on the job, and rela­ tively few of the studies reported in the professional literature concern themselves with the relationship between prognostic measures and strictly vocational criteria. 5 In this dearth of information relative to the vocational signifi­ cance of prognostic measures lies one of the major limitations of using aptitude tests and grades in vocational guidance, selection or place­ ment* In most cases, no one knows just what the relationship of these tests and grades is to future success and satisfaction in various fields* This is significant, when it is recognized that a prognostic measure is most valuable in vocational guidance and personnel selection when it can be expressed in terms of its vocational significance* In addition, it is preferable to have this vocational significance stated in tenns of the particular occupation in question* Therein lies a major reason for undertaking the present investigation. This investigator was unable to locate any studies which attempted to determine the relationship between academic aptitude test scores, college grades, college majors or the number of hours taken in techni­ cal agriculture courses and vocational adjustment in extension work* Researches were discovered which studied the relationship between sever­ al of the measures and success on the job in other occupations such as sales work, teaching, clerical work, office management, and so forth. However, none of the occupations studied could be classified as suf­ ficiently similar to the jobs of the County Agricultural Agent or the County 4-H Club Agent to justify the use of the research findings in the selection of, or guidance of, persons interested in entering exten­ sion work* This lack of evidence has caused considerable concern on the part of some administrators of the Michigan Extension Service* The Michigan Extension Service, confronted by a higher than desired rate of turnover 6 and certain indications of dissatisfaction, is desirous of refining the process presently used to select these county extension 'workers• Examination of the personnel records revealed that the rate of turn­ over during the years 1948, 1949, and 1950 exceeded 15 per cent among County Agricultural Agents and County 4—H Club Agents. In studying the records of these two groups of agents separately, it was discovered that the rate of turnover was higher among 4-H Club Agents than among Coirnty Agricultural Agents. Part of this difference can be explained by the fact that most of the County Agents had first worked as 4-H Club Agents and probably would not have been offered an appointment to the Job of County Agent unless they had succeeded as 4-H Club Agents. In addition, if they had been dissatisfied with extension work, they probably would not have accepted the appointments. The higher per cent of men leaving the job of 4-H Club Agent might also be explained by the fact that most men who are appointed to the staff of the liiichigan Extension Service are appointed as 4—H Club Agents. Thus, the job of being a 4—H Club Agent is their first contact with extension work. It would seem logical that those men who were not capable of performing the necessary jobs, or those men who found that they did not like extension work, would quit or be released within the first several years while they were still employed as 4-E Club Agents. This high rate of turnover has lead to the opinion on the part of some extension administrators that many of the young men who are desirous of becoming extension agents and even many of those who are selected to be agents are not qualified to succeed in this work. These same adminis­ trators expressed the opinion in research committee meetings that many of the applicants would probably not be satisfied with the work once they were selected. Either incompetence or dissatisfaction might lead to unsatisfactory performance and hence dismissal or voluntary resigning from the job. The above personnel problems indicated the need for improved guidance and selection techniques. Basic to such improvement is research designed to Investigate the relationship between available prognostic measures and at least two criteria of agents' work adjustment, work effectiveness and job satisfaction. Origin of the study. The need for improved guidance and selection techniques in the Michigan Cooperative Extension Service resulted in the initiation of a research project designed to study the various ramifi­ cations of the problem. The first step in the initiation of the project was the appointing of a committee to supervise the study. The members of the committee were seleoted on the basis of their research ability, their willingness to work on such a project, and their familiarity with extension work. The committee, selected early in 1950, consisted of representatives from the Michigan Extension Service, the Department of Sociology and Anthropology, the Counseling Center, the Institute of Guidance, Counseling and Testing, and the Department of written and Spoken English. John Stone, specialist in Extension Training at Michigan State College, was appointed as chairman of the committee. The chief function of the committee has been to plan the general research project. During the first few weekly meetings, plans were laid for an over—all investigation that would involve not only a study of the County Agricultur­ al Agents and County 4-H Club Agents employed in Michigan, but additional studies involving cooperation with several other state Extension Services and including analysis of data on men who would be employed by the fcichigan .extension Service in future years. As the first stage in this over-all project, plans were made to ana­ lyze data available on the County Agricultural Agents and County 4-H Club Agents now employed in Michigan in an attempt to detexmine the relation­ ship between certain of their personal characteristics and various cri­ teria of their work adjustment. The final project design included two primary criteria of vocational adjustment, work effectiveness and job satisfaction. The decision was made that work effectiveness should be determined by supervisory ratings, and job satisfaction should be measured by administering an adaptation of the Hoppock Job Satisfaction Blank.^ The personal factors selected for study were: (a) biographical data to be obtained by interview and questionnaire, including an analysis of the agent*s self-concept and his concept of his job; (b) measured personal and social adjustment; (c) vocational Interests; and (d) selected aspects of his academic background. The design of the first stage of the over-all study was to analyze the relationship between the above personal factors and the two criteria of work adjustment. The members of the planning committee undertook separate phases of the study. This investigator, a member of the planning committee, undertook the study of the relationship between selected fac­ tors of the agents* academic backgrounds and the two measures of vocational ^ Robert Hoppock, Job Satisfaction, New York: Harper and Brothers, 1935, 303 pp. adjustment* After several meetings with the planning committee, it was determined that the following aspects of academic background should be studied: academic aptitude, all-college grade-point average, number of credit hours taken in technical agriculture, technical agriculture gradepoint average, and college major* Limitations of the study. (1) Work effectiveness in this study has been determined by the ratings of the Michigan Extension Service admini­ strators* It must be recognized that this method of determining work effectiveness or success on the job involves three crucial assumptions: (a) that the raters can be and are objective in their ratings; (b) that the raters are honest in their rating; and (c) that the raters are capa­ ble of measuring relative degrees of work effectiveness in the men they are rating* Steps were taken to Insure objectivity, but it was not possible to determine the degree of objectivity that was obtained* The fact that the administrators who did the rating worked closely with the men who were being rated and were impressed by the importance of the re­ search helped to substantiate the second and third assumptions* (2) It was necessary to assume the validity of the self-descriptive statements made by the agents on the attitude questionnaire* No means were available to determine whether or not the expressed attitudes were the real attitudes of the individuals* (3) The sample used in this study does not include any of the agents who left the Extension Service before May 1, 1951. It would be desirable to study these agents, with information available as to why they left the job. Neither does the sample include the men who were rejected in the selection process* Consequently, the sample used in this study is a select group which has been Influenced by the following selective factors: (a) some men were not selected for the job because the extension administrators decided that they were not qualified to perform the necessary functions; (b) some men were released from the job because they were doing unsatisfactory work; (c) some men left the job because they were dissatisfied with the type of work they were required to do; (d) some of the men were promoted to the Jobs of extension admini­ strators, subject-matter specialists, and state leaders; and (e) some men left the job because they found work situations which were more desirable either because of working conditions or remuneration. Thus, selective factors have been operating to select the group at both ends of the con­ tinuum* (4) In the present study, it was decided that it would be better to study the County Agricultural Agents and the 4-H Club Agents separate­ ly, because of the differences in the jobs and the differences in the ages of the two groups of men. Dividing the total group of agents into two groups resulted in two samples, one of 81 County Agricultural Agents and one of 48 County 4-H Club Agents. for such a study. These samples are smaller than desired However, these samples can be considered of adequate size for the population being studied, namely, Michigan County Agricultur­ al Agents and County 4-H Club Agents. 15) The results revealed by the present investigation will be appli­ cable in Michigan only. This limitation emphasizes the need for cross- validation on data available in other states before the results from such Investigations 'will be valid for extension workers generally. (6) In order to compare academic aptitude with vocational adjust­ ment, American Council on Education Psychological Examination scores were obtained for as many agents as possible* This aptitude test is the one given to all entering freshmen at Michigan State College. It was possible to obtain scores for 26 County Agricultural Agents and 36 County 4-H Club Agents. It was impossible to obtain test scores for the rest of the agents for the following reasons: (a) Because there were no test records available in the record files of the Board of Examiners that pre-dated 1934, it was impossible to obtain test scores on those men who entered Michigan State College prior to that date. (b) Some agents who attended Michigan State College had entered after 1934 but had not taken the entrance examinations. (c) Some agents attended institutions other than Michigan State College and had no test records available at those institutions. The statistical analysis undertaken to determine the seriousness of this limitation is presented in Chapter VII. (7) It was not possible to obtain all-college grade-point averages for three County Agricultural Agents who did not attend college. It was also impossible to obtain technical grade-point averages for seven County Agricultural Agents (three of whom did not attend college and four of whom did not take any technical agriculture courses) and for five County 4-H Club Agents who did not take any technical agriculture courses. (8) Because only decile ranks were available on the American Council on Education Psychological Examination for many of the agents, 12 it was not possible to use the raw of a certain amount of accuracy. scores*Thisresulted inthe loss Definition of Terms These terms will be used throughout the study with the accompany­ ing meanings* Work adjustment. In this study, the term "work adjustment” will be used to refer to both criterionmeasures, workeffectiveness (success on the job) and job satisfaction. Work effectiveness. The term "work effectiveness" and the term "success on the job” will be used synonymously in this report. Work effectiveness was determined by ratings given by seven extension admini­ strators. The term is used to refer to the success with which the agents performed their job, as prescribed by various organizations and agencies which have a part in determining those tasks assigned to the agents* It also includes personal and inter-group relations which they have estab­ lished with the groups and individuals with whom they work. Job satisfaction. Hils term refers to the Individual's attitude toward his job, as measured by the Job Satisfaction Questionnaire. Job Satisfaction Questionnaire. Hie adaptation of the hoppock Job Satisfaction Blank that was used in this study is called the Job Satis2 faction Questionnaire. County Agent. "County Agent" is the name usually applied to the 2 A copy of the Job Satisfaction Questionnaire is included in the Appendix. Jm 13 County Agricultural Agent, the Associate County Agricultural Agent, or the Assistant County Agricultural Agent. The County Agent is usually the person responsible for the administration and coordination of the county extension program. The duties of the County Agent are presented in Chapter IX. 4-H Club Agent. "4-H Club Agent" is the name usually applied to the County 4-H Club Agent. The 4-H Club Agent is concerned primarily with directing the youth program of the extension organization. The duties of the 4-H Club Agent are presented in Chapter II. Extension Administrator. In this study, the term "Extension Ad­ ministrator" refers to the group of administrators who participated in the rating of the agents. The terra includes the Director of the Exten­ sion Service, the Assistant Director of the Extension Service, the State Agricultural Extension Leader, the four District Supervisors (one of whom is also the Specialist in Extension Training), and the State 4—H Club Leader. ACE. The abbreviation, ACE, will refer to the American Council on Education Psychological Examination for College Freshmen, the academic aptitude test used in this study. Technical agriculture. Courses in agriculture at Michigan State College that axe offered at the Junior and Senior level are frequently referred to as courses in technical agriculture. At Michigan State College, these courses are numbered in the 300 and 400 series. Courses offered at the Freshman and Sophomore level are not included because they are introductory and general courses. A Technical grade-point average* The term "technical grade-point average," or the abbreviation, "TGEPA," refers to the grade-point aver­ age that the individuals have in their courses in technical agriculture. The procedures used for computing grade-point averages are described in Chapter IV. All-college grade-point average. The abbreviation "GPA," or the term "all-college grade-point average," refers to the grade-point aver­ age of the individuals in all of their college courses. The procedures used for computing grade-point averages are described in Chapter IV. Hours in technical agriculture. This term refers to the number of credits or credit hours that an individual has taken in technical agri­ culture. Organization The following general plan was followed in this study: I. Chapter I is concerned with a statement of the problem, the importance of the problem, the origin of the study, the limitations of the study, a definition of terms, and the organization of the study. II. Chapter II is a description of the job of the County Agent and the 4—H Club Agent. III. Chapter III contains a review of the professional literature related to this investigation. This review is divided into two main areas: (1) literature related to the prognostic measures; and (2) studies predicting success on the job and job satisfaction from college grades and aptitude tests. IV. Chapter IV is concerned with the procedures used in the study and a description of the sample studied, 7, Chapter 7 presents a description of the criterion measures used in this investigation and the procedures by which they were ob­ tained, 71, Chapter 71 contains a description of the academic status and the academic backgrounds of the agents. 711. Chapters 711 and Till are concerned with the presentation and analysis of the data relative to the relationship between the selected factors of academic background and work adjustment. Till, Chapter IX contains a summary of the investigations which were made in this study, conclusions that were drawn as a result of the study, and some implications for further research. CHAPTER II THE WORK SITUATION OF TEE AGENTS The Research Committee engaged in a detailed job analysis, but for the purposes of this phase of the over-all study, only the main aspects of the work situation are presented* It is necessary to understand the Job situation of these agents in order to interpret the results of the study in terms of related fields of endeavor. In order to understand the job of county extension agents, it is first necessary to examine the organization of the Michigan Cooperative Extension Service* The State Organization The State Board of Agriculture, an elected governing body, formu­ lates the broad policy under -which Michigan State College, including the Michigan Cooperative Extension Service, operates* The chief administra­ tive officer is the College President who is appointed by the Board of Agriculture* Under the College President are the Deans of the twelve schools that make up Michigan State College, one of these Deans is the Dean of the School of Agriculture who has the responsibility of adminis­ tering all resident teaching, research, and extension work carried on in the field of agriculture* Under this Dean are Assistant Deans who are charged with the responsibility of conducting these three phases of the work* One of these Deans is the Director of the Michigan Cooperative Extension Service. The Director of the Extension Service Is the administrator in charge of all extension work in the state. In this capacity, he is in charge of determining the plan of the organization, defining the re­ sponsibilities, hiring and training personnel, determining policies, supervising activities and funds, reporting to the public the work of the Extension service, and maintaining satisfactory relationships be­ tween extension service personnel and other groups and organizations* The Assistant Director of Extension is in charge of general ad­ ministration and finance* He also assists the Director in discharging his many responsibilities and acts for him in his absence* The state is divided into four supervisory districts* A District Extension Supervisor is administratively in charge of each of these districts* There is a single line of authority from the Office of the Director through the District Supervisors to the County Extension Offices. In addition to their responsibilities as administrators, these District Supervisors serve as liaison officers between the county staffs and the state leaders. They supervise in-service training, public relations and all reports of extension activities within their districts* They are also responsible for assisting the county workers in carrying out well-balanced and coordinated extension programs, by seeing that adequate financial support is always available, that adequate personnel is employed to fit the actual needs of the various counties or combina­ tions of counties in the districts, and that it is possible to secure and utilize such basic information as will be valuable in perfecting a sound extension program* In addition to the above responsibilities, 18 the rating of the work effectiveness of each employee and the recommend­ ing of salary adjustments is in the hands of the District Supervisors. In contrast to administration, the actual extension program is the responsibility of the State Leaders of 4-H Club Extension Work, Home Demonstration Work, and Agriculture Extension Work. These State Leaders and their assistants serve as representatives of the Director of Exten­ sion on all matters pertaining to the development of the extension pro­ gram* They work closely with department heads of various college depart­ ments and with the Subject Matter Specialists. The District Extension Supervisors actually serve in dual roles, inasmuch as they act as Assist­ ant State Leaders in Agriculture Extension in addition to their adminis­ trative responsibilities* The Assistant State Leaders in Horae Demonstra­ tion Work supervise and work closely with the County Home Demonstration Agents on teaching methods and program planning* Assistant State Leaders in Boys* and Girls* Club Work carry out similar activities in relation to the 4-H Club program and serve as subject matter specialists on 4—H Club work* Another group of extension employees who fit into the work situation of the County Agents and the 4-H Club Agents are the Extension Special­ ists. matter. This group of employees are trained in various fields of subject Their Job is to assist the County Agents in building a sound program in their particular fields of emphasis, and also to Initiate and coordinate state-wide programs in their particular areas of emphasis* In addition, they are on call to teach rural people in meetings and other events arranged for by the county staff members* Their particular 19 job is to act as the connecting link between the research workers and the county staff or the people in the job of disseminating the latest scientific information, and in the job of referring problems requiring scientific investigation to the appropriate research workers. In the preceding paragraphs, an attempt has been made to describe the extension administrators and other workers who work closely with the County Agent and the 4-H Club Agent, in order to highlight the work situation in which these county workers find themselves. In the follow­ ing paragraphs the county organization of the Michigan Extension Service will be described. The County organization In the state of Michigan there are 75 County Extension offices in the 83 counties of the state. services of county workers. County Extension Offices. In some cases, several counties share the There is a County Agent in each of the 75 In 30 of the counties there are three agents: a County Agent, a Home Demonstration Agent, and a 4-H Club Agent. Nine other counties have four or more extension workers, and the rest of the counties have less than three county workers each. In sparsely settled parts of the state, where there is only one full time extension agent, the County Agent is that one worker. He is assisted in these counties by the District 4-H Club Agent and the District Hcane Demonstration Agent. In each county, one of the extension workers is charged with the responsibility of administering and coordinating all of the extension activities in the county. He is designated as the County Administrative Officer. ity. Usually it is the County Agent who is given this responsibil­ In addition to this administrative responsibility, however, the County Agent also serves as an educator and field worker. There are three broad phases of the extension program in Michigan. These are: Agricultural Extension Work, Home Demonstration Work, and boys* and girls’ 4-H Club Work. However, since the scope of this study is limited to two types of extension workers (the County Agricultural Agent and the 4-H Club Agent), the following paragraphs have been limited to the activities of these two types of extension workers. In each county, the responsibility for carrying on an extension program in the field of agricultural education is that of the County Agent. In counties that are served by all three types of extension workers, his primary responsibility is to the farmers and the agri­ cultural interests of the area. However, because he is a public serv­ ant, he is aotually responsible to all of the people of the county and his services are available to both rural and urban groups. In same counties the County Agent is the only extension worker and in these counties he must carry on all phases of the extension program. The County 4-H Club Agent, or 4-H Club Agent as he is frequently called, is charged with the responsibility of developing and coordinat­ ing an effective 4-H Club program. This year there are approximately 60,000 different boys and girls enrolled in 4—H Club work in Michigan. To reach this many young people with only 50 to 60 4-H Club Agents, approximately 7,200 volunteer local leaders cure utilized in making the 4-H Club program in Michigan a success. A large portion of each 4-H 21 Club Agent's time is devoted to helping and training these local leaders who do much of the actual leading and teaching of the boys and girls* Through this phase of the extension program, boys and girls carry on projects related to the farm, home and community. County extension workers receive their salaries from Michigan State College and are considered as faculty members with all of the rights and privileges of the academic staff at the College* However, before a county extension worker may be employed, he must be approved by the County Board of Supervisors which is the local governing body of each county in Michigan* Because the County Board are elected officers of the people and because this group appropriates funds for the operation of the local extension office, they have considerable Influence upon the work of all county extension agents* The County Board passes judg­ ment on the work of the county extension agents each year when they make the annual appropriation for the county extension budget* Appro­ priations from the County Board of Supervisors in Michigan account for practically 18 per cent of the total extension budget in the state. It is usually the responsibility of the County Administrator to work closely with this Board and report annually to them on the progress of the work of all county extension agents. In addition to their cooperation with the County Board of Super­ visors, the county extension agents work with a great many other organi­ zations within the county* Advisory groups* Foremost among these groups are the Extension Each county has a 4-H Club Advisory Council, a Home Economics Advisory Council, and an Agricultural Advisory Council* most counties the County 4—H Club Advisory Council is composed of a In 22 group of from ten to fifteen local 4—H Club Leaders elected to this council by the other local leaders* The Home Economics Council Is made up of the officers of the home economics clubs of the county* The major agricultural organizations of the county select representatives to serve on the Cotonty Agricultural Advisory Council. Bach of these three county councils sends representatives to make up district and state councils* Then, at the county level, members from these three councils serve as the County Extension Service Advisory Board in each county* This County Extension Service Advisory Board assists the county agents in the plan­ ning of the over-all county extension programs. The details are then worked out by the individual agents and the advisory councils. In the preceding paragraphs, an attempt has been made to summarize the organizational pattern and the general policies of the Michigan Co­ operative Extension Service. However, this information presents only a partial picture of the job of the county extension agents. In the fol­ lowing paragraphs the specific activities of the county agents will be considered in greater detail. The Responsibilities of County Extension Agents Although the various county agents have somewhat different responsi­ bilities, their work is in many ways similar* The Michigan Extension Service has compiled an abbreviated list of the various responsibilities of an agent: 1. He represents Michigan State College and the United States Department of Agriculture in the county. 2* Studies the resources, people, and agriculture of the county to determine its problems that can be solved through education and cooperative effort. 23 3* Plans and works with local people on their problems bringing science and lcnowledge to bear on a solution, 4. Develops an effective supporting organization of local vol­ unteer leaders to help carry out the extension program to the boys, girls, men and women of the county. 5* Develops rural leadership by providing opportunities for others to lead and giving them training as leaders, 6, Maintains a public office where rural people and others can get information. From the successful extension office a constant flow of information is disseminated to all people of the county through newspaper articles, radio stories, and circular and personal letters. Efficient office management together with care in handling public funds is an important part of the job, 7. Arranges for meetings, demonstrations, exhibits, tours, etc. Arranges for help of college specialists whose aim is to bolster the county program, 8. Arranges for leader training meetings, achievement days, fairs, banquets, etc,, for the recognition of rural volunteer leaders upon wham the county extension program is built, 9, The county worker must constantly evaluate his work. pares a monthly and annual report of his activities, 10. He pre­ The job is that of a teacher above all else; and it is what he does to help people help themselves that will achieve the greatest success and satisfaction for the Extension worker, ^ These, then, are the general responsibilities of a county extension agent. Some of the details of the agent's job are described in the fol­ lowing paragraphs. In general, the tasks, activities and techniques used or carried on by extension workers fall into three classes: (1) teaching, 12) contin­ ual study and evaluation of the county, the program and the professional ^ John T, Stone, Michigan Cooperative Extension Service: Organiza­ tion, Development, Policlea, East Lansing, Michigan: Michigan State College, 1950, pp. 7-8, activities of the agent, and (3) operational functions in connection with local, state and national extension divisions* 2 Teaching * MoKelly states that investigation shows that approx­ imately 80 per cent of the agent*s time is directed toward teaching. This teaching program frequently takes the form of a series of "pro­ jects." At any one time he may have anywhere from two to a dozen "projects" in all stages of development. In addition to these projects, there may be a number of events that are not assignable to any particu­ lar project, but that may involve some teaching. These events may re­ present only the end product of the teaching results. Such events are typified by achievement days, fairs and exhibits. Teaching methods and techniques. The specific methods and tech­ niques used by extension agents vary from county to county, from agent to agent, but are generally tailored to fit the audience, which may be an individual, an organization or simply an aggregate of people. Contact with individuals may be in the form of office calls, farm or home visits, phone conversations or correspondence. The meeting may be planned trip or an impromptu meeting on the street corner. The learning that is accomplished may be the focus of the meeting or it may be inci­ dental to it. Either the client or the agent may initiate the meeting. It is estimated, and various studies confirm this estimate, that about 40 per cent of all teaching done by the agent is done in individual contacts. 2 C. L. McNelly, A Study of the County Agent Work Pattorn, Ss. FavJ University of Minnesota Press, 1949, p. 3. Slightly less than half of the agent*s time is spent in a group teaching situation* Many of these group meetings are sponsored by extension workers, such as 4-H Clubs, heme demonstration clubs, and dairy improvement associations* Others are not extension sponsored, and the agent may be cooperating for the public relations value it may have, or because the ends or goals of the group can be shared by extension. Mass contact is also valuable in some aspects of the agent*s job. Mass media are used to help keep "Extension” in the minds of the public* Newspaper articles and columns, and radio talks or programs are the most frequently used media of mass communication* Other mass contacts are made through: general meetings, clinics, films and slides, exhibits, rallies and achievement days, posters, and handbills. Recruiting and training local leaders. The number and quality of the local leaders that an agent is able to enlist and the amount of training that he can give to these leaders determines to a large degree the amount of work an agent can accomplish in his county. Perhaps the most Important advantage of Involving local leaders in the program is based upon the assumption that the diffusion of a new idea may be facili­ tated when a member of the local group acts as an intermediary. In addi­ tion, however, the agent can then use the special skills or the influence of these individuals in carrying on the extension program. Maintaining a network of inter-group relations. More and more agents are concentrating their efforts toward the maintenance of a 3 Ibid., p. 3 26 network of inter—group relationships in order to permit the "community" to function in solving its own problems* This effort has resulted in seed improvement associations, self-supporting soil testing laboratories, dairy herd improvement associations, artificial insemination coopera­ tives, community markets, library, health and recreation facilities, and the like* The success of such efforts have led extension administrators to put more stress upon this area of operation* Maintaining a public office* 4 ern, McNelly office* Studying the county agent’s work patt- found that 47 per cent of the agent's time is spent in the Each agent is expected to maintain an office, generally in the county seat. The local extension office usually includes the County Agent, the 4-H Club Agent, and the Home Demonstration Agent, plus the clerical staff* This county office serves as the point of contact with individual, farmers seeking aid, with representatives of local groups, and with state and federal supervisors and specialists* The library of the technical agriculture information and extension bulletins, the files, the telephone, and dictation or secretarial facilities are all integral parts of a well-run office. Much of the individual teaching is accomplished in the office setting, mostly in the form of office calls* Survey and evaluation. A crucial factor in the development of the extension program and in the professional development of the agent is a process of constant evaluation, study, and survey* 4 Ibid.* p. 3 A county worker must 27 study the topological and cultural limitations of the county. The agri­ cultural practice that the agent is to suggest must be geared to the climate, soils, drainage, market, and transportation facilities of the county as veil as to the soclo-econcsnlc level at which the people are presently operating. By constant review of the change in practice, which is in turn re­ lated to the technical and socio-economic potential of the county, it is possible to begin to evaluate the program as well as the professional growth of the agent. An ineffective program may be due to a faulty estimate of the needs of a county, emphasis upon inappropriate projects, or faulty teaching methods. Still more basically, it might be due to an incorrect view of the agricultural potential or the social structure of the county. Operational functions. Approximately one-fifth of the time that an agent spends on the job is devoted to administrative detail Involved in integrating local, state and national extension divisions. This kind of detail includes the following: 1. Writing of narrative and statistical reports to be used at both the state and national levels for evaluation of individual county pro­ grams and for compiling district, state and regional and national reports. 2. Periodic and special meetings with supervisors and specialists. This includes time spent in learning and supervisory conferences and in accompanying and arranging for specialist meetings with farmers. This kind of contact may be in the agent*s office, at the College, or at dis­ trict conferences held throughout the state. 3. Local administration of national agencies* programs such as land A 28 use planning, soil conservation, drought relief, etc. 4. Administration of funds expended at the county level. The preceding paragraphs have been concerned with a description of the main functions of an extension worker's job and the detail which goes into them. Teaching, survey and evaluation of the agent, thepro­ gram, and the professional status of the agent, and the operationalde- tails of accomplishing integration of a local, state and national pro­ gram account for a majority of this activity. Summary of Chapter II In order to make the findings of this study more applicable to other fields of endeavor and to better understand the situation in which these agents work, Chapter II has analyzed the job situation of the County Agent and the 4—H Club Agent. The first part of the chapter is centered upon an examination of the Michigan Cooperative Extension Service. The line of authority in the job situation ia from the State Board of Agri­ culture, to the President of Michigan State College, the Dean of the School of Agriculture, the Assistant Dean who is responsible as the Director of the Michigan Extension Service, and the District Supervisors. There is a single line of authority from the Office of the Director through the District Supervisors to the County Extension offices. How­ ever, in addition to this line of authority, the County Board of each county has considerable influence upon the work of the county extension agents. In contrast to administration, the actual extension program is the responsibility of the State Leaders of Extension, who are representatives of the Director of Extension on all matters pertaining to the develop­ ment of the extension program. The County Agents and the 4—H Club Agents are employed by Michigan State College and enjoy the same privileges and rights that are enjoyed by the academic staff of the college. Their salaries are paid jointly by Michigan State College and the United States Department of Agricul­ ture, while the funds for operating the extension program are provided jointly by Michigan State College and the counties in which the agents work. While the duties of the County Agents and the 4-H Club Agents are similar in many respects, the County Agents are primarily concerned with the agricultural extension work in the counties, while the 4—H Club Agents are primarily concerned with the youth program of the Extension Service. The work of both of these types of extension workers falls into three broad classes: (1} teaching, (2) continual study and evalu­ ation of the county, the program and the professional activities of the agent, and (3) operational functions in connection with local, state, and national extension divisions. Actually, the jobs of the County Agents and 4—H Club Agents involve heterogeneous activities, requiring that they be able to perform numerous roles in the course of carrying out the objectives of the Michigan Extension Service. CHAPTER III REVIEW OF THE LITERATURE The literature on predicting college achievement, vocational prog­ nosis, and job satisfaction is extensive. To review all of this liter­ ature would Involve a great deal of time and space. Such a procedure has been made unnecessary because of the numerous reviews of literature available in these areas. The literature reviewed in this chapter has been limited to studies particularly relevant to this research project. In order to cover the various aspects of this study, literature was reviewed in several main areas. First, it was felt necessary to review that literature related to the prognostic measures used in the study. The literature concerning the reliability of grades given by college instructors is examined along with some of the literature on the American Council on Education Psychological Examination. areas are considered in Part I. These two Part II of this chapter is concerned with research related to the prediction of vocational adjustment from intelligence or aptitude tests and from grades. 31 I. REVIEW OF THE LITERATURE CONCERNING THE AMERICAN COUNCIL ON EDUCATION PSYCHOLOGICAL EXAMINATION AND THE RELIABILITY OF INSTRUCTORS’ GRADES The American Council on Education Psychological Examination. The American Council on Education annually publishes a nen form of its Psy­ chological Examination for College Freshmen (two sample copies are in­ cluded in the Appendix). L. L. and T. G. Thurstone of the University of Chicago have been responsible for the technical work on the examina­ tions and for the constant revision of forms. ^ The examination has been used widely with college freshmen since 1924, and the American Council on Education annually publishes norms for these college freshmen. fact that the test The is designed for college freshmen and the norms are published in terms of college freshmen hasdiscouraged the use of test with other groups. this This has proved to be a limiting factor in this study, Inasmuch as it was not possible to administer the test to those men who had not taken the examination when they were freshmen in college. No tables were available to make possible the interpretation of scores made by college graduates or other men who have passed the P « chronological age of college freshmen. Studies by Barnes and Hunter Donald E. Super, Appraising Vocational Fitness, New York: Harper and Brothers, 1949, p. 114. p & M. W. Barnes, "Gains in the A. C. E. Psychological Examination During the Freshman-Sophomore Years," School and Society, 1943, Vol. 57, pp. 250-252. ^ E. C. Hunter, "Changes in Scores of College Students on the A. C. E. Psychological Examination at Yearly Intervals," Journal of Educa­ tional Re sear cli, 1942, Vol. 36, pp. 284-291. A 32 have demonstrated the need for eaution in the use of the American Council on Education Psychological Examination (hereafter abbrevi­ ated ACE) scores for comparing adults with the normative group. As a result of this limitation, it was necessary to include only the scores of those men who had taken the ACE when they were entering college* The editions of the ACE since 1938 have included a number-series section in addition to the sections contained in the earlier forms published prior to 1938* Although the number—series was added, the new forms of the ACE that are published each year are constructed so as to resemble earlier forms. added to the examination. Details and innovations are gradually This practice has a definite advantage, in that each new form is based upon extensive previous research. Since 1940 the scores on the number-series, arithmetic and figure analogies subtests have been combined to give a Q score or a quantitative sub­ total; while a linguistic subtotal is obtained from the completion, same-opposite, and verbal analogies sections. These two subtotals have been derived from the ACE because research has indicated that there are possibly two kinds of aptitude related to achievement in school work and in vocations. Whether the Q, and L scores on the ACE are true indications of these aptitudes, linguistic and numerical or quantitative, is open to question, however. 4 Super administered the ACE High School Edition to 123 high school juniors and seniors, along 4 Super, 0 £. clt., p. 118. 33 with three other tests: Nelson-Denny Reading Test, Minnesota Vocational Tests for Clerical Workers, and the Cooperative Survey Test in Mathemat ics. The results of this study indicated that the L scores are more closely related to reading ability than either the total score or the Q, score. Q, scores. The L scores are as closely related to mathematics as are the The L scores are more closely related to name-checking than are the Q, scores, and there is little difference between the Q, and L scores on number-checking. Each year the ACE is revised and this new form is administered to 1,000 or more students who have taken the preceding form. are then used for tentative standardization. These data The final norms are then based on some 70,000 minimum number of students. Super reacts to the ACE in the statement: Studies have occasionally been made to determine the academic predictive value of the examination and to establish its reliability. The assumption is usually made, however, that since the new edition is anchored to the preceding editions and has similar norms it will be approximately as reliable and valid as they.5 More specifically, the reliability of the ACE tests has been very high. Thurstone and Thurstone® found that the 1938 College Edition had odd-even reliabilities of .95 for the total score, .95 for the L score and .87 for the Q, score. One indication of the validity of an intelli­ gence test is the carefulness of the method by which it is standardized 5 Ibid.. pp. 116-117. ^ L. L. Thurstone, T. G. Thurstone, and D. C. Adkins, "The 1938 Psychological Examination," Bduoatlonal Record, 1939, Vol. 20, pp. 263— 300. This carefulness is exhibited in the correlations between subtests on the 1958 edition which range from .30 to ,65 on subtests that try to n measure relatively distinct components of intelligence. In summarizing his analysis of the ACE, Super further reports: This review of the A. C. E. Psychological Examination shows that it has been studied in most of the ways in which other tests have been tried, . . . There is probably more material concerning its educational significance than there is for any other single test. It is a reliable and valid test of scholastic aptitude or general intelligence at the college level.® Although a great deal of literature is available related to the ACE, and although it is in widespread use, very little attempt has been made to validate the examination for vocational guidance and for per­ sonnel selection purposes. Some attempts have been made to compare total scores to success in various types of training, but there has been a scarcity of studies which have used strictly vocational cri­ teria for validation purposes. There are several possible reasons for this dearth of investigations relating the ACE to vocational criteria. First, the ACE was designed and constructed for educational prognosis and most investigators have studied its validity for this purpose. Second, it is difficult to obtain satisfactory vocational criteria to be used for validation purposes. The reliability of instructors* grades. In attempting to deter­ mine the relationship between grades and vocational criteria, it might 7 Ibid. 35 be worthwhile to examine some of the studies of the reliability of grades. Borow g states that college grades are a result of a multiplicity of adjustment factors. These adjustment categories which affect college grades are: curricular adjustment, maturity of goals and level of aspir­ ation; personal efficiency, planning and use of time; study skills and practices, mental health and personal relations (with faculty and associ­ ates). The effect of the last of these categories is a major factor in the unreliability of grades. What one instructor considers to be an ap­ propriate personal relationship is considered by another to be inappro­ priate. In another study Bohan concludes that it is practically imposs­ ible to make comparisons of grades from one instructor to another. He also points out that at the University of Minnesota inconsistencies exist between colleges, departments, and courses.^ In classes where essay tests are used to determine part or all of student grades, the unreliability of grades increases. The unreliability of ratings on essay tests has been demonstrated in many studies. Hortog^" found that scores on essay tests rated by various instructors using 9 H. Borow, f,The Measurement of Academic Adjustment," Journal o the American Association of Collegiate Registrars, 1947, Vol. 22, pp. 274-286. ^ J. E. Bohan, "Students' Marks in College Courses," (Unpublished Ph.D. thesis, University of Minnesota, Minneapolis, 1926). ^ P. Hortog and E. C. Rhodes, An Examination of Examinations, International Institute Bxaminations Inquiry, London: Macmillan and 0o»| Ltd*| 1935* A their usual method of rating, varied widely. Brown 12 reported that essay-type tests in home economics were as difficult to score with any degree of accuracy. In this study twelve home eoonomics teachers graded seven essay-type examinations of ninth grade students. grades were assigned as percentages. the seven papers is as follows: The The spread of grades given on Paper A; over 20 percentage points; Paper B, over 30 percentage points; C, over 40; D, over 60; E, over 40; F, over 45; G, over 55. In other words, there was little agreement as to the value of the papers. One of the factors influencing grades on essay-type examinations is the handwriting or penmanship of the student. Sheppard13 and James14 reported positive relationship between the quality of the penmanship and the grade given to essay-type test papers that were identical in content. Any Investigator must recognize that grades have not been in the past and are still not completely reliable. Notwithstanding, these same unreliable grades are frequently used as prognostic measures. However, this study is not an attempt to establish the reliability of grades, but is, rather, an attempt to test the validity of the practice of using college grades as predictors of work adjustment. 12 Clara N. Brown, Evaluation and Investigation in Home Economics, New York: 7. S. Crofts and Company, 1941, p. 33. 13 E. M. Sheppard, ’♦The Effect of the Quality of Penmanship on Grades,** Journal of Educational Research, 1929, Vol. 19, pp. 102-105. 14 A. W. James, "The Effect of Handwriting on Grading,** English Journal, 1927, Vol. 16, pp. 180—205. 37 II. IttEDICTION STUDIES The literature on prediction studies which has been reviewed has been selected for its relevancy to particular aspects of this study. An attempt to include all of the studies which have been made on pre­ diction of vocational adjustment would involve a great deal of time and space and would, of necessity, Include many studies that have no par­ ticular relevance to predicting work adjustment in extension work. Such a review would also necessitate including studies that use other prog­ nostic measures than those included in this study. For these reasons, the prediction studies included in this chapter have been selected be­ cause they predict success or job satisfaction in occupations related to extension work from grades or aptitude test scores. Hie work of the County Agent and the 4-H Club Agent is diversi­ fied, consisting of the following major roles: consultant, salesman, news reporter, radio broadcaster, public speaker, administrator, organ­ izer, facilitator, public relations worker, student, teacher, office detailist, and judge. 15 Studies that could be located in the pro­ fessional literature pertinent to any or all of these roles are re­ viewed for this study. 15 John T. Stone, "A Classification of the Differential Occu­ pational Roles Performed by County Agricultural Agents, the Tasks Associated With Each, and the Relative Amount of Time a Model Agent Spends Performing Them," (Unpublished mimeographed report on file in the office of the Michigan Extension Service, July, 1951). A. Scholastic Aptitude Related to Vocational Adjustment Intelligence or scholastic aptitude has been thought to affect vocational success in many different ways. Of special concern to this study is how it affects (1) success in training, (2) success on the job as Indicated by various criteria ranging from supervisory ratings to earnings, and (3) satisfaction in one’s work. 1. Studies relating scholastic aptitude to college grades. numerable studies have been reported in the professional literature relating intelligence test scores to grades in college. Academic pre­ diction has been the sole purpose of some of these studies; others have used college grades as a criterion of vocational success because it is frequently much easier to obtain criteria of success in training than in the practice or pursuit of the vocation itself. Using grades in place of vocational criteria has been subjected to criticism. But the practice is partially justified in some studies by the fact that a per­ son cannot succeed in medicine, law, dentistry, extension work, etc. without first succeeding in professional school or college. In such cases, success in training is the first step in vocational success. A study conducted at Hunter College by Weintraub and Salley alyzed the records of 1,064 freshmen. 16 an­ This study revealed that 24 per cent of the students in the lower half of the class on the ACE were dropped for poor scholarship during the four year program. Only 14 per ^ R. G. Weintraub and R. E. Salley, "Graduation Prospects of an Entering Freshman,” Journal of Educational Research. 1945, Vol. 39, pp. 116-126. In­ 39 eent of the upper half of the alass were dropped for poor scholarship* Hartson 17 and hartson and Sprow 18 report studies conducted at uberlin on students who were given the Otis Self-Administering Tests of Mental Ability* It was found that 65 per cent of the freshmen who had Otis I* Q. *s less than 110 failed academically* Various summaries of prediction literature have been made avail19 able to investigators* Douglass summarized prediction studies in 1931* He reported a wide range of correlation coefficients, with a median correlation coefficient of *45 between intelligence test scores and college grades* Kinney 20 reviewed the literature in 1932 and found a median correlation coefficient of *445* ture in 1934* 21 £>egal reviewed the litera­ nis review included one hundred studies of the relation­ ship between intelligence and college grades and found a median corre­ lation coefficient of .44. Thurstone and Thurstone have annual reports 17 L* D. Hartson, "Influence of Level of Motivation on the Validity of Tests," Educational and Psychological Measurement» 1945, Vol. 5, pp. 273-283. 18 L. D. Hairtson, and A. J. Sprow, "Value of Intelligence Quotients Obtained in Secondary Schools for Predicting College Scholarship," Educational and Psychological Measurement, 1941, Vol. 1, pp. 387-398. 19 H. R. Douglass, The Relation of High School Preparation and Certain Other Factors to Academic Success at the University of Oregon, University of Oregon Publications, Educational Series 3, No* 1, 1931. 20 L. B. Kinney, A Summary of the Literature on the Use of Intell­ igence Tests in Colleges and Universities. University of Minnesota Committee on Educational Research, Minneapolis: University of Minnesota Press, 1932* 21 D. Segal, Prediction of Success in College, United States of Education Bulletin, No. 75, Washington, D. C.: Government Printing Office, 1934. of the ACE available for persons interested in studying the relation­ ship between the ACE and college grades. A few of the studies in­ cluded in these reports have been included in the following table. Peiser 22 reviewed 121 studies relating intelligence tests to success in college. He found that the correlations ranged from .11 to .77. He reports a strong central tendency with a median of .433. 23 Gerberich studied early editions of the ACE and found that they yielded correlation coefficients ranging from .17 to .81 for gradepoint averages and a range of from .34 to .60 with freshman marks. Later studies on the ACE reported correlations of the ACE with college p grades of students in various colleges. j Super reviews these later studies and reports modal correlations with first semester grades of about .45 for engineers and *50 for art students. He reports that the correlations found in these studies between ACE and grades over four years were about .45. By contrast to Super*s summary, Durflinger 25 summarized studies of prediction made from 1934 to 1943 and found a median correlation co­ efficient of .52. In summarizing this review, Durflinger states that; 22 Walter Gilbert Peiser, "The Prognosis Value of the American Council of Education Psychological Examination,'* (Unpublished Ph.D. Thesis, Louisiana £>tate University, Baton Rouge, 1937). 23 J. R. Gerberich, "Validation of a State-wide Educational Guid­ ance Program for High School Seniors," School and Society, 1931, Vol. 34, pp. 606—610. 0 4 Super, op. cit., p. 120. G. W. Durflinger, "The Prediction of College Success: A Summary of Recent Findings," Journal of the American Aaaooiation of Collegiate Registrars, 1943, Vol. 19, pp. 68-78. the higher figure might be due to one or both of two factors: (1) college instructors may be basing marks on achievement examinations and requirements more closely related to intelligence than was form­ erly true; and (2) the newer Intelligence tests may measure more of the factors present in college grades than did former tests* 26 Johnson in 1950 reviewed the literature on prediction, includ­ ing in his review the summaries mentioned above and others* He found median correlation coefficients of approximately *44 - *45* In his study of veterans entering the University of Minnesota, Johnson found correlation coefficients between ACE test scores and the honor point ratios in various areas to be: natural science (.15 and *16); social studies (*36 and *35); and humanities (*31 and *43). The studies reviewed in this section, plus those outlined in Table I, which predict college grades from intelligence test scores, are not intended to be exhaustive* It does however include an adequate sampling of the studies to give an idea of the tendencies* The studies reported do indicate that correlation coefficients vary from *21 to .67, with the median r falling between *40 and *50* These relationships are high enough to make them useful in studying groups of individuals but the extreme variations in correlation coefficients and the fact that the relationships are not especially high indicate that a counselor or 26 Walter F. Johnson, nA Study of the Efficiency of Certain Factors for Predicting Achievement of Veterans at the Junior College Level in the College of Science, Literature and the Arts at the Uni­ versity of Minnesota," (Unpublished Ph.D. thesis, University of Minne­ sota, Minneapolis, 1950). 42 registrar should not rely upon intelligence test scores alone in pre­ dicting college success. Wood concluded "that the intelligence examination predicts college success very nearly as well as college success, in terms of the best available index, predicts itself from one semester to an­ other, or from one year to another. Since a test cannot predict a criterion better than the latter forecasts itself, all hope of im­ provement in the Intelligence tests prediction depends upon improvemant in the reliability and significance of the criterion 27 .n27 B. D. Wood, "Measurement in Higher Education," World Boo Yonkers: World Book Company, 1923, p. 139. 43 TABLE I ZERO ORDER CORRELATION COEFFICIENTS SHOWING RELATIONSHIP BETWEEN ACADEMIC APTITUDE TESTS AND COLLEGE SUCCESS Test ACE ACE ACE ACE ACE (men) ACE ('women) ACE ACE ACE ACE ACE ACE ACE ACE ACE ACE ACE ACE ACE Alpha Alpha Alpha Alpha, Otis Minn. Coll. Apt. Test Minn. Coll. Apt. Test Minn. Coll. Apt. Test (men) Minn. Coll. Apt. Test (women) Ohio Univ. Psy. Ex. (men) Ohio Univ. Psy. Ex. (women) Ohio Univ. Psy. Ex. Ohio Univ. Psy. Ex. Ohio Univ. Psy. Ex. Otis Self-Admin. otis Self-Admin. Otis Self-Admin. C. C. A. Terman Investigator (s) ---- 55-Douglass & Lovegren May Williamson Freeman Douglass 5-*Hartaon 32 Hartson 33 Butsoh 34 DuBois 35 Vo taw 36 Weber 37 Smith 38 Flemming 59 Nelson 40 Fritz 41 Stalnaker 48 Rhinehart 43 Root 44 Benton Perry 43 Crane 46 Zero order coefficient Sc Sc De Camp 47 Stone 48 Stone 49 Toll 50 Douglass Lovegren 5^ Williamson 52 Williamson & Freeman 53 Williamson & FrAAman 54 Williamson & Freeman 33 Williamson & Freeman 38 Read 37 Garrett (52 colleges)5® Flemming 59 Prescott & Gerretson Odell g Chiller Guiler IT Guiler 64 Sc .27 •33 .27 .40 •38 •48 .45 .49 •496 •60 •46 .45 •53 •50 .53 .44 .53 .45 •38 .50 .67 •53 .57 .46 .51 .31 •29 .35 .30 .43 .41 •44 •50 .33 .41 •48 .40 .50 .53 .54 .42 .61 •46 .21 •58 .40 .44 .48 .30 •32 .27 .27 .38 .49 .47 .52 Footnotes - Table 1 28 H. R. Douglass and L. A. Lovegren, "Prediction of Success in General College," (Unpublished Study, University of Minnesota, Minne­ apolis, 1937). OQ M. A. May, "Predicting Academic Success," Journal of Educa­ tional Psychology, 1923, Vol. 14, pp. 429-440. 30 E. G. Williamson and E. M. Freeman, University of Minnesota Studies in Predicting Scholastic Ac hi evement, Part I, University of Minnesota Press, Minneapolis, 1942. 31 H. R. Douglass, The Relation of High School Preparation and Certain Other Factors to Academic Success at the University of Oregon, University of Oregon Publication, Education Series III, (September, 1931). 32 L. D. Hartson, "The Validation of the Rating of 23 Tests for Predicting Freshman Scholarship at Oberlin College," School and Society, 1932, Vol. 36, pp. 413-416. 3A R. L. C. Butsch, "Improving the Prediction of Academic success Through Differential Weighting," Journal of Educational Psychology, 1939, Vol. 30, pp. 401-420. 35 P. H. DuBois, "Achievement Ratios of College Students," Journal of Educational Psychology. 1939, Vol. 30, pp. 699-702. 36 d . p . Votaw, "A Comparison of Test Scores of Entering College Freshmen as an Instrument for Predicting Subsequent Scholarship," Journal of Educational Research, 1946, Vol. 40, pp. 215-218. 37 C. u. Weber, "Old and New College Board Scores and Grades of College Freshmen," Journal of American Association of collegiate Registrars, 1944, Vol. 20, pp. 70-75. 38 F. F. Smith, "The Use of Previous Records in EstimatingCollege Success," Journal of Educational Psychology, 1945, Vol. 36,pp. 167-176 39 E. G. and Emotion," 40 Flemming, "College Achievement, Intelligence, Journal of Applied Psychology, 1932, Vol. 16, M. J. Nelson, "Some Data From Freshman Tests," Society, 1933, Vol. 37, pp. 262-264. Personalit pp.668—67 School and 45 41 R. A. Fritz, "Predicting College Marks and Teaching Success in a Teachers College," Journal of Applied Psychology, 1933, Vol. 17, pp. 439—446. 42 J. M. Stalnaker, "American Council Psychological Examination for 1936 at Purdue University," School and Society, 1928, Vol. 27, pp. 86-88. 43 J. B. Rinehart, "An Attempt to Predict the Success of Student Nurses by the Use of a Battery of Tests," Journal of Applied Psychol­ ogy, 1933, Vol. 17, pp. 277-293. 44 A. R. Root, "The Thorndike College Entrance Tests, First Semester Grades, Binet Tests," Journal of Applied Psychology, 1923, Vol. 7, pp. 77-92. 45 A. L. Benton and J. D. Perry, "A Study of the Predictive Value of the Stanford Scientific Aptitude Test," Journal of Psychology, 1940, Vol. 10, pp. 309-312. 4^ Esther Crane, "Reports of Some Psychological Tests by Bryn Mawr College," School and Society, 1927, Vol. 25, pp. 640-644. 47 J. E. DeCamp, "Studies in Mental Tests," School and Society, 1921, Vol. 14, pj. 254-258. ^ C. L. Stone, "The Significance of Alpha in College," Journal of Educational Psychology, 1922, Vol. 13, pp. 298-302. 4-9 _______ , "Disparity between Intelligence and Scholarship," Journal of Educational Psychology, 1922, Vol. 13, pp. 241-244. C. H. Toll, "Scholastic Aptitude Tests at Amherst College," School and Society, 1928, Vol. 28, pp. 524—528. ^ H. R. Douglass and L. A. Lovegren, "Prediction of Success in General College," (Unpublished Study, University of Minnesota, Minne­ apolis, 1937). E. G. Williamson, "The Significance for Educational Guidanc of Personal Histories," School Review, 1936, Vol. 44, pp. 41-49. 53 _______ and E. M. Freeman, University of Minnesota Studies in Predicting Scholastic Achievement, Part I, Minneapolis: University of Minnesota Press, 1942. 54 Ibid. 46 55 Ibid, 56 I b i d . 87 C. B. Read, "Prediction of Scholastic Success in a Municipal University," School and Society, 1938, Vol. 48, pp. 187-188. 58 W. S. Garrett, "Ohio State Psychological An Instrument for Predicting Success in a Teachers College," Occupations. 1944, Vol. 32, pp. 489-495. RQ S. G. Flemmirg, "College Achievement, Intelligence, Personality, and Emotion," Journal of Applied Psychology. 1932, Vol. 16, pp. 668674. go A. C. Prescott and 0. K. Garretson, "Teachers* Estimates of Success in College," School Review. 1940, Vol. 48, pp. 278-284. 61 C. 7/. Odell, "An Attempt at Predicting Success in the Fre Year in College," School and Society, 1927, Vol. 25, pp. 702-706. ^ W. S. Guiler, "The Predictive Value of Group Intelligence Tests," Journal of Educational Research, 1927, Vol. 16, pp. 365—374. 63 Ibid. 64 Ibid. 47 2* Studies relating scholastic aptitude to success In training» The Inclusion of studies predicting success in training is justified by the frequency with which success in training is used as the cri­ terion of vocational success* Seagoe AK administered the ACS to 31 education students and ob­ tained ratings of success in two practice-teaching assignments for these students* The ratings were made by two training teachers* She reports a correlation coefficient of .12, with a probable error of *12 between these ACE scores and the average of these two success ratings* The reliability of these ratings were reported as ,26* The measure of intelligence proved to be of little predictive value in this study. Tones 66 studies 65 Wisconsin teachers, correlating the Henman— Nelson Intelligence Test and the ACE with grades in practice teaching* He found correlation coefficients of *24 and *02, respectively, between these two tests and success In training as measured by teacher grades in this student teaching situation. Studies made during World War II by the Bureau of Naval Personnel, Test and Research Section, are reported in Personnel Research and Test 67 Development* Included in this report are studies correlating 00 N. V. Seagoe, '’Prediction of In-Service Success in Teaching," Journal of Educational Research, 1946, Vol. 39, pp. 658-663. 66 R. D. Jones, "Prediction of Teaching Efficiency from object­ ive Measures," Journal of Experimental Education, 1946, Vol. 15, pp. 85-89. frn D. B. Stuit, Personnel Research and Test Development in th Bureau of Naval Personnel, Princeton, N. J.: Princeton University Press, 1947, p. 193. A selective measures and success in various aspects of the training pro­ gram. Typical of these findings were the correlations between final academic average in Reserve Midshipmen* s School and the following selection measures: NROTC Selective Examination, Form C, .46; Officer qualification Test, Form 2, .45; and Test N-4 (V-12 Comprehensive Ob­ jective Test), .54. It is worthy of consideration in studying these results, to note that the candidates included in the primary officer training program were a highly selected group. Such selection would tend to lower the correlation coefficients. The Officer qualification Test was only moderately successful in predicting final average grades in the Women’s Reserve Midshipmen’s School. Correlations with final grades were slightly under .40. In Indoctrination School, the Officer Qualification Tests corre­ lated .50 with final average grades. In the V-12 College Training Program, the Army-Navy College quali­ fying Test (Test C—1) was correlated with first—semester grades. Ifce correlation coefficient in this study of 204 cases was .58 (corrected for the restricted range of C—test scores in the sample). Laycock and Hutcheon 68 found a correlation of .34 between ACE scores and freshman grade-point averages in engineering training. 69 Brush also studied various tests and their combinations to predict S. R. Laycock and N. B. Hutcheon, "A Preliminary Investigation Into the Problem of Measuring Engineering Aptitude,” Journal of Educa­ tional. Psychology. 1939, Vol. 33, pp. 28-29. 69 Edward N. Brush, "Mechanical Ability as a Factor in Engineer­ ing Aptitude,” Journal of Applied Psychology. 1941, Vol. 25, pp. 300— 312. engineering grades. He found a correlation of .43 between the Thorn­ dike Intelligence Examination scores and four year engineering grades. Super 70 reports studies attempting to predict law school grades. A study of this sort at the University of Chicago showed a correlation of .56 between ACE scores and law school grades. Success in training was the most frequently used criterion for the validation of the Army General Classification Test. Super 71 re­ ports that correlation between the AGCT and grades in Aimy Specialized Training ^college courses) and also in most VJest Point courses ranged from .12 to .40. He points out that this low correlation, according to the authors of the test, is no doubt partly due to the extreme pre­ selection in these programs. 3. Studies relating scholastic aptitude to success on the job. Business and industry have devoted considerable attention to the prob­ lem of predicting success in various fields of work. Sales work has received, possibly, more attention than most fields. Anderson 72 administered the Otis Self-Administering Test of Mental Ability to 500 sales clerks at Macy’s. He found that 75 per cent of the intelligence test scores ranged in the 80 to 100 I. Q,. group, 5 per cent were above 110 and 20 per cent were below 80. 70 71 He concluded Super, op. cit., p. 344. PP- 128-129. 72 V. V. Anderson, Psychiatry in Industry, New York: Harper and Brothers, 1929, p. 46. 50 that Intelligence tests were of little value in selecting sales clerks. 73 Moore found that studies of the relationship between intelligence and sales ability in salesmen of tangibles and intangibles have led to the use of other tests than intelligence tests because the predictive value of intelligence tests in sales work is negligible. Prognosis in teaching has also received the attention of investi— gators. Rolfe 74 studied 52 Wisconsin school teachers who were teaching in one and two room schools. The ACE scores on these individuals were correlated with teaching success as determined by tested pupil progress. He found a correlation coefficient of — .10. Seagoe7® studied the rela­ tionship between ACE scores and success in teaching as determined by rank on the staff of the school in which teachers were employed, as rated by the school administrators. This high school rank criterion correlated .49 with ratings made on these same teachers by training teachers and .66 with administrative scale ratings made at the same time as the administrators ranked the teachers on the high school staff. She found a correlation of .10. Rotsker,7® however, studied the rela­ tionship between ACE scores and success ratings of 28 teachers in large 7? H. Moore, Psychology for Business and Industry, New York: McGraw-Hill and Company, 1942, Ch. 16. 74. J. F. Rolfe, "The Measurement of Teaching Ability: Study Number Two," J ournal of Exper imental Education, 1945, Vol. 14, pp. 52-74. 75 M. V. Seagoe, "Prognostic Tests and Teaching Success," Journal of Educational Research, 1945, Vol. 38, pp. 685—690. 7® L. E. Rotsker, "The Measurement of Teaching Ability: Study Number Two," Journal of Experimental Education, 1945, Vol. 14, pp. 6-51. schools and found a correlation of .57. Success in this study was determined on the same basis as in Rolfe*8 study mentioned above: tested pupil progress. 77 Jones studied 65 teachers located in 36 different schools. All of these teachers had graduated from the University of Wisconsin School of Education. He used two different criteria of teaching efficiency in his study: (l) supervisory (principals) ratings and (2) residual pupil gains. He administered two aptitude tests, the ACE and the Henman- Nelson I. Q,. Test. He found that the ACE correlated .26 with pupil gain and .10 with supervisory ratings. The Henman-Nelson correlated .02 with pupil gain and .11 with supervisory ratings. Super 78 sums up his review of prognosis in teaching by saying that attempting to pre­ dict success in teaching has met with lack of success. Pond and Bills 79 in a study of 780 clerical workers in an insurance company compared measured intelligence with level of job performed by subjects. Jobs were classified into eight levels from A to H with the A classification being the lowest level of job. Results showed that 82 per cent of those scoring zero to 40 on the intelligence test were in A or B jobs, while only 26 per cent of those scoring 140 or above were on 77 R. D. Jones, "Prediction of Teaching Efficiency from Objective Measures,n Journal of Experimental Education, 1946, Vol. 15, pp. 85-89. 78 79 Super, 0 £. clt., pp. 100-101. Uilllcent Fond and Marlon A. Bills, "Intelligence and Clerical Jobs; Two Studies of Relation of Test Scores to Job Held," Personnel Journal., 1933, Vol. 12, pp. 41—56. 52 3 these low level Jobs* In another study of 153 clerical workers. Bills found a correlation coefficient of *22 with difficulty of job. Two and one—half years later the correlation was ,41for those who were still employed. the low grade jobs, either to The more intelligent had left be advanced to higher level jobs in the company or to leave for other jobs and the less intelligent had left the higher grade jobs, Wadsworth 81 also found job differences in intelligence test scores He established acceptable score ranges in light of the character of job in his industry. In order to justify selecting employees by intelli­ gence tests he studied employee records. Of those men hired without test results, 29 per cent were rated by supervisors as being problem employees, whereas only 5,5 per cent of the test-selected employees were so rated. Additional data revealed that 33 per cent of the test selected subjects were rated as outstanding, while only 22 per cent of the other group were so rated. Satisfactory ratings were given to 61,5 per cent of the test-selected group, while only 49 per cent of the nontest-selected group were given this rating, Stevens and Wonderlie 82 administered the Otis Self—Administering Test of Mental Ability to 160 branch office managers for a personal 80 Ibid. Guy W. Wadsworth, Jr., "Tests Prove Worth to a Utility," Personnel Journal, 1935, Vol. 14, pp. 183—187, 82 S. N, Stevens and E. F, Wonderlie, "The Relationship of the Number of Questions Misp.ed on the Otis Mental Tests and Ability to Handle Office Detail," J ournal of Applied Psychology. 1934, Vol. 18, pp. 364—368. J finance company. These subjects were classified into two groups, those who had been severely criticized for their method of handling details, organizing their office procedures, and generally following office pro­ cedures, and those who had not been criticized on these bases. These groups were then compared in terms of the number of questions missed on the Otis. This study revealed that 80.6 per cent of the group that had been criticized missed 16 or more questions, whereas of the group not criticized only 25.5 per cent missed 16 questions or more. Bransford and others83 and Mandell and Adkins8^ studied Civil Service employees, using ACE scores and combined ratings of administra­ tive effectiveness, the average number of raters being four. They found a correlation of .64 between ACE scores and ratings of 20 civil servants at top management levels. For the staff groups, 63 special­ ists at a lower level, the correlation was .30. Tiffin and Lawshe 85 studied the relationship between the Adapta­ bility Test (a short mental alertness test designed specifically for personnel placement) and job success. In one validation study, 70 men in one rubber plant were selected by usual means and upgraded to super­ visory positions. After selection they were given the Adaptability Test, and ranked in four groups according to scores on the test: group l, 83 T. L. Bransford, et al, "A Study of the Validity of Written Tests for Administrative Personnel,'* American Psychologist, 1946, Vol. 7, p. 279. 84 M. kandell and D. C. Adkins, "Validity of Written Tests for the Selection of Administrative Personnel," Education and Psychologic­ al Measurement, 1946, Vol. 6, pp. 293-312. OC Joseph Tiffin and C. K. Lawshe Jr., "The Adaptability Test," Journal of Applied Psychology, 1943, Vol. 27, pp. 152—163. scores 0 to 4; group 2, 5 to 9, group 3, 10 to 14; and group 4, 15 or over* Six months after the upgrading took place, study revealed that all of these in group 1 were no longer on the job, while only 5 per cent of those scoring 15 or more were no longer on the job. A system­ atic trend followed throughout the four groups* Bingham and Davis 36 used an army-type intelligence test with 102 business executives and correlations were studied with business suc­ cess as indicated by a rating based on information contained in personal history records (salary, investments, debts, clubs, theatre attendance, etc*). The correlation coefficient found was -.10. They concluded that intelligence, above a certain minimum, contributes relatively less to business success than do other non-intellectual traits of personality. Harrell 87 studied 42 overseers in three different cotton mills* These supervisors were rated as satisfactory or unsatisfactory by their supervisors and this rating was compared with scores on the Otis Self-Adminlstoring Test of Mental Ability. When an I. of 100 was considered the critical score on the Otis, it was found that 100 per cent of those above the critical score were rated successful, while only 70 per cent of those below the critical score were considered successful* 86 W* V. Bingham and W* G-* Davis, "Intelligence Test Scores and Business Success," Journal of Applied Psychology. 1924, Vol. 8, pp. 1 -2 2 . 87 Willird Harrell, "Testing Cotton Mill Supervisors," Journal of Applied Psychology. 1940, Vol. 24, pp. 31-35. In 1917 and 1918 Proctor administered the Army Alpha Group Test of Intelligence to 1,514 school children in high schools and then 13 years later, in 1930 and 1931 he followed up 945 of them who could be contacted. at this later date he used the barr scale for a measure of vocational status. The people were divided into five oc­ cupational groups as specified by the Barr Scale. He then studied the average intelligence of the people who were in these various groups. Table 2 (page 56) presents the data obtained through this study. Proctor concluded that persons ranking high in intelligence tend to gravitate toward higher ranking vocations. Numerous other studies are available in the professional literature considering this same problem, but they have been carefully reviewed by other investigators. Super 89 4. has a careful survey of such studies and their findings. Scholastic aptitude related to job satisfaction. There ar relatively few studies reported in the professional literature which investigate the relationship between measured scholastic aptitude and job satisfaction. However, some of the studies reported in the pro­ fessional literature were found to be relevant to this investigation. 90 Scott and Hayes conducted one of the early studies in this area. W. M. Proctor, "Intelligence and Length of Schooling in Rela­ tion to Occupational Levels," School and Society. 1935, Vol. 42, pp. 783—786. 89 90 Super, ©£. cJLt•, pp. 92-99. W. D. Scott and M. H. S. Hayes, Science and Common Sense in Working with Men, New York: Ronald Press, 1921, p. 78. 56 TABLE 2 AVERAGE INTELLIGENCE OF STUDENTS WHO CHOSE VARIOUS OCCUPATIONAL GROUPS Average I, Q., 115 108 104 Total Occupational Group I II III Number of cases lypical Jobs in Occupational Group 130 Business executive College professor Dentist Engineer Lawyer Physician Surgeon 565 Business managers Real estate and Insurance brokers Nurses House wives Farm managers Private secretaries Salesmen Teachers 228 Bookkeepers Electricians Clerical workers Salespersons Stenographers Mechanics 99 IV 12 Foundrymen Janitors Letter carriers Mill hands 97 V 10 Unskilled laborers 107.6 945 The study was made before present-day measures of mental ability were as widely used, but they did arrive at an estimate of intelli­ gence* They considered grade of school attained, and years retarded or advanced in school to be indicative of intelligence. faction was gauged by Interviewing the workers* Job satis­ These Investigators found that the relationship obtained varied from one occupation to another. With inspectors on a low-level job, the greater the mental ability the greater the dissatisfaction. The results for assemblers, a Job that required more skill, produced opposite results: those who were most frequently dissatisfied were those with the lowest ability, and those who were the least frequently dissatisfied were the most able mentally. Scott, Clothier, Mathewson and Spriegel 91 did a later study of men working in several different jobs in one company. They used the same measure of intelligence as did Scott and Hayes, but used desire to change jobs as the measure of job satisfaction. They found that men who were working in simple, physically demanding jobs, who were two or three years retarded in school, tended to be dissatisfied, while those who were either more or less retarded were more likely to be satisfied. For men who worked at a monotonous, repetitive in­ spection job the per cent desiring a change increased with intelli­ gence. In more complex assembly work, desire to change jobs de­ creased as intelligence Increased, for in this job, men with ability W. D. Scott, R. C. Clothier, S. B. Mathewson, and W. R. Spriegel, Personnel Management, New York: McGraw-Hill, Inc., 1941, p. 464. 58 had more opportunity to use it and the less able men felt the strain of the more difficult work* 92 Anderson studied labor turn-over in the packing department at R. H. Macy’s and found that the brighter employees tended to leave the job sooner, seeking jobs more commensurate with their abilities. A study of 971 home economics teachers, reported in the American Vocational Association Research Bulletin, faction in two ways: 93 investigated Job satis­ (1) an adaptation of a job satisfaction blank developed by Hoppock, and (2) reaction to a series of items on living conditions, family and marriage, salary, profession, school conditions, teaching load, living conditions, and community conditions. Of inter­ est to the present research were the positive correlations found be­ tween years of graduate study and job satisfaction and also between years of experience in teaching and job satisfaction. A greater amount of supervision brought greater satisfaction, as did larger teaching loads. The only exact correlations reported were between job satisfaction and years of experience (r “ .1691). Brayfield 94 studied the relationship between general ability 92 V. V. Anderson, Psychiatry in Industry, New York: Harper and Brothers, 1929, pp. 88-89. 93 Factors Affecting the Satisfaction of Home Economics Teachers, American Vocational Association Research Bulletin, No. 3, Washington, D. C«: Committee on Research Publications, American Vocational Association, Inc., Kay, 1948. 94 Arthur H. Brayfield, "The Interrelationship of Keasures of Ability, Aptitude, Interests and Job Satisfaction among Clerical Employees,” (Unpublished Ph.D. thesis, University of Minnesota, Minneapolis, 1946). # • .X. (x) .X. . (x) X X ••• (X) (x) X X X X X X X X (x) (x) X X X X X X (X) X X 25 13 2 4 8 8 2 25.,0 # X X X X 16 20 •8 # 50# 50# 69# 31# Total error “ 54, or 18.7# of total responses. Reproducibility = 100 - 18.7# = 81.3#. X X X X X X X X lx) (x) X X X .X. . X U) X (x) X (X) X lx) X 16 7 20 5 25.,0# 48# 52# X 31 7 Score 6 (x) (x) (x) 20 M.arginal frequency per cent 77# 23'# 48/0 52# X X (x) X X 7 (1 ) (0 ) (x) • X X X 23 1 2 .,5# X X (x) • (x) X X X X X X .X. . X X X X (x) X X (x) X X .X. . • X X X X X (x) (x) (x) X X X 5 (1 ) (0 ) X lx) X • (x) (x) X X X (x) (x) (x) 1 2 1 X X X X X X X X X X 3 Questions 5 4 (1 ) (0 ) (1 ) (0 ) 5 5 5 5 4 4 4 4 4 3 3 3 3 2 2 2 2 2 2 2 1 1 0 8 2 18,,7# 21# 79# Average item error * 9. # x fs parenthesized represent errors in item responses. Dotted lines across item categories represent "cutting points." * 139 Reliability of the Job Satisfaction Questionnaire Investigators of attitudes show considerable concern over the reliability of their scales or questionnaires. Perhaps the best reason for this concern is stated by Kreeh and Crutchfield: nIn order to be valid, measurements of beliefs and attitudes must be reliable, i.e., X8 consistent." With this in mind, an attempt was made to determine the reliability of the present Job Satisfaction Questionnaire. It must first be remembered that four of the seven items used in the present questionnaire are taken directly from the Hoppock Blank. These four items, as reported earlier in this chapter, have been found by Hoppock to have a split-half reliability of plus .93. In addition, Doob states, "In general, the more questions a scale has, the more reliable it is 19 likely to be." His reason for this statement is based on the reason­ ing that an individuals total score will be less affected, if he mis­ understands one item, when the questionnaire is a longer one. Inasmuch as the questionnaire used in this study includes the four items of the Hoppock Blank which was highly reliable, plus three additional items, it might be suspected that the new questionnaire would be as reliable or even more reliable than the Hoppock Blank. However, it was deemed advisable to seek for more objective means of determining the relia­ bility of the Job Satisfaction Questionnaire. D. Krech and R. S. Crutchfield, Theory and Problems of Social Psychology, New York: McGraw-Hill, Inc., 1948, p. 269. 18 L. W. Doob, Public Opinion and Propaganda, New York: Henry Holt and Company, 1948, p. 186. 19 d 140 The best -way to determine the reliability of an attitude ques­ tionnaire is to administer it a second time to the same group and then to study the differences. However, this method was considered imprac­ tical for several reasons: (1) the financial limitations of the Re­ search Committee, (2) the time limitations upon the study would have necessitated giving the questionnaire with little time interval, which would have increased the likelihood that the answers to the second questionnaire would have been influenced significantly by what was re­ called from the first test, and (3) the agents had already been asked to fill out so many blanks and test forms that the morale problem might influence the results. Therefore, the reliability of the present questionnaire was deter­ mined by administering it once and then calculating the internal diff­ erences of the answers. The correlation thus found was then corrected by the use of the Spearman-Brown formula. 20 The resulting estimate of reliability is thus raised to the approximate one which would be obtained by the test-retest procedure. The maximum likelihood estimate 21 of the split—half reliability of the Job Satisfaction Questionnaire, when corrected by the Spearman-Brown formula, was found to be plus 0.71 for the County Agents and plus 0.69 for the 4-H Club Agents. This reliability that was found was Guttman*s estimate of the "lower 20 H. E. Garret, Statistics in Psychology and Education, New York: Longmans, Green, and Company, 1937, pp. 313-319. 21 P. 0. Johnson, Statistical Methods in Research, Mew York: Prentice-Hall, Inc., 1949, pp. 125-127. bound* of the parameter value of the reliability coefficient .2 4 It was an attempt to find the lowest possible measure that would come about if this questionnaire were given an infinite number of times to this group of agents. Neither of these estimates can be considered as indications of high reliability. One factor that might have influ­ enced the reliability estimates was the restricted range of job satis­ faction scores. Since few agents expressed dissatisfaction with their jobs, the answers were ranged along the favorable end of the job sat­ isfaction continuum. Restricted range is frequently the cause of lower estimates of reliability for a questionnaire or examination. Kretch and Crutchfield state that, "It is a fairly common rule of thumb that the minimal adequate level of reliability is in the neighborhood of . • • • . 0 .50 for group measurement." 22 Therefore, even with an atti­ tude scale having a reliability as low as .50, it would be possible to 23 arrive at useful conclusions about predictions • . ." Thus, because these estimates of reliability, which resulted from analysis of the raw scores on the Questionnaire, are well above the minimal adequate level of reliability, they can be considered to indicate sufficient reliability for the purposes of this investigation. pp. Kretch and Crutchfield, 23 ojd. clt ♦, p. 260. Ibid.. p. 261. Stouffer, Guttman, e_t al. , ojd. c it ., pp. 300—311. 142 Validity of the Job Satisfaction Questionnaire The validity of any measuring instrument is the degree to which it measures what it purports to measure. In this study, the validity of the Job Satisfaction Questionnaire would be the extent to which the answers that the individuals made to the questions about his attitudes Indicate his actual attitudes about the matter, A careful review of the literature revealed no method that would directly ascertain the validity of an attitude scale. This investigator thus had to concur with Kretch and Crutchfield in their statement about measurement of attitudes: "There is • • • no direct mode of validation of measure­ ment s."^® Ascertaining the validity of adjustment questionnaires presents these problems especially since adjustment is an emotional factor and something that people cannot respond to in a purely objective light. People are apt to become biased, prejudiced or secretive when comtemplating their own adjustment. As a result, it is difficult to ascer­ tain in any manner whether or not the responses to the scale reveal the real adjustment that exists. What, then, are some of the methods of determining the validity of a measurement indirectly? One method of testing the validity of an attitude scale would be to predict from the measurement the individuals* future behavior. pd 25 Ibid.. P- 26 Ibid., p. 209. 209 • If the measurements of the attitudes of the 143 Individuals have been valid, it should be possible to accurately pre­ dict how they will behave toward the object of the attitude in future situations. However, as Remmers and Gage point out:*^ An attitude is seldom the sole determiner of behavior even in those situations to which the attitude seems most closely related. Other attitudes may work at cross purposes with the attitude which has been meas­ ured so that the resultant effect upon behavior is not what would be expected from knowledge of the single attitude. 28 oq In addition, Kretch and Crutchfield and Murphy, Murphy, and Newcomb assert that actions are no more valid than words, for action is just as frequently used to conceal real attitudes as are words. method of determining validity has its weaknesses. Thus, this That fact, combined with the fact that predictions and a follow-up to determine the accur­ acy of those predictions would involve more time expense than were available for the purposes of the present investigation, eliminated this method of validation. A second possible method of validating an attitude measurement would be to compare the results on the scale with the results of a different technique designed to measure the same attitude. Kretch and Crutchfield 30 However, point out that it can be argued with consid­ erable justification that this approach is not really a validation 27H. H. Remmers and II. L. Gage, Educational Measurement and Evaluation, New York: liarper and Brothers, 1943, p. 398. Kretch and Crutchfield, 0 £. cit., p. 266. pQ G. Murphy, L. B. Murphy, and T. M. Newcomb, Experimental Social Psychology, New York: Harper and Brothers, 1937, pp. 889—912. Kretch and Crutchfield, ££. cit., p. 264. 144 procedure, but another way of determining reliability. Finding that two measurements agree means merely that they agree and not necessar­ ily that either one is measuring what it purports to measure. Another method of determining by indirect methods the validity of attitude scales and questionnaires is to correlate the responses to the attitude scale with overt commitments of various kinds, such as membership in certain organizations, votes on elections, and so forth. 31 In the case of the extension workers included in this study, various observations about their behavior tended to substantiate the results on the questionnaire. strong dissatisfaction. For example, few of the agents expressed This is consistent with the fact that most of the agents have been on the job considerably more than one year while most of them because of their abilities, educational backgrounds, and training would have little difficulty finding other jobs with as good or better working conditions and remuneration. In addition, the fact that most of the agents were grouped on the satisfied end of the atti­ tude continuum agrees with the results of the time studies recently completed by the Extension Service 32 showing that most agents spend considerably more time on their extension activities them do men in other types of work, Remmers and Gage 31 33 point out one pitfall in using attitude scales Remmers and Gage, op, cit., p. 397, From data available in the Extension Service files. Remmers and Gage, ojd, cit., p. 399. 145 when they state that individuals may not be willing to be frank and honest about their attitudes* They then continue to point out that this difficulty can be overcome by establishing a high degree of rapport between the individuals whose attitudes are being measured and the person doing the measuring. In the present investigation, the difficulty was partly surmounted by having Mr* Stone, who has a high degree of rapport with the liichigan agents, contact the agents and request their participation in the study. In addition, the agents were assured that their responses would in no way influence their sal­ aries, promotions or tenure, and that their names would be removed from the questionnaires to insure anonymity. The agents expressed their willingness to cooperate in the research project and somewhat verified their statements by expressing an active interest in learning about the results of the study. For the above reasons, it was assumed that the verbal responses which were elicited from these agents were adequate measures of the verbal form which their feelings about the job take. This verbal ex­ pression of the attitude is, for all practical purposes, as close to validity as can presently be achieved. Intensity Analysis As pointed out by Kretch and Crutchfield, 34 a person’s attitude i3 always characterized by a sign, as pro or anti, for or against the object. 34 Because sign does exist in attitudes, it is therefore implied Kretch and Crutchfield, ojd. cit., p. 227. 146 that there must be a point on each scale or continuum where the sign changes. This point is called the zero point, or neutral position, of the scale* 35 On one side of this zero point attitudes grow more positive and on the other side they grow more negative* The deter­ mination of this zero point of attitude scales is important in the measurement of attitudes* The zero point of attitude continua cannot be determined from the attitude questions on a scale.3** Guttman also points out that rank order is not enough to distinguish between being favorable and unfav­ orable because it does not identify any point beyond which being more favorable actually means being favorable* 37 As a result, Guttman de­ vised as part of his technique an intensity analysis which provides a cutting point in the rank order of the individuals such that the indi­ viduals to the right of that point on the continuum may be considered as "favorable* and to the left as "unfavorable" in their attitude toward an object or an issue* The application of Guttman*s intensity analysis to the scaled Job satisfaction blank was the next step in the analysis of the Job satis­ faction data* This technique uses a separate intensity item after each attitude question. A weight is assigned to each alternative response, 35 Ibid* 35 Ibid., p. 229. 3 7 L. Guttman, "The Cornell Technique for Scale and Intensity Analysis," Educational and Psychological Measurement, 1947, Vol. 7, pp. 247—279* 147 with zsro Indicating the least favorable response and a weight of two indicating the most favorable response* Item 5 is reproduced here to illustrate the application of this technique to intensity items on the Questionnaire. 5. How enthusiastic are you about your occupation? Not at all enthusiastic Only mildly enthusiastic Quite enthusiastic Very enthusiastic How strongly do you feel about this? Not at all strongly Quite strongly Very strongly Weight 0 1 2 Intensity analysis is a cross tabulation of the intensity score of the individual and the scaled score ranking of the individual or the "content" score* There is a natural or lawful relationship between the scale position that a person holds between the two extremes and the intensity of his attitude. A person holding an extreme attitudinal position is likely to feel more strongly about it than an individual who holds a less extreme opinion* 38 If this relationship were plotted on a graph, with the scale scores on the horizontal axis and the cor­ responding intensity values on the vertical axis, a U curve would result, with the intensities being highest at the extremes and lowest in the middle* Guttman makes this relationship between scale position and intensity the basis for his technique of establishing the zero point 38 Kretch and Crutchfield, ojd. cit., p. 229. 148 of a scale. 39 The curve formed by joining the median intensity scores with the scale position of the item forms the intensity component. As noted above, a U curve results, or at times, the curve takes the form of a J. The zero point of the scale is taken by Guttman as the point where the lowest part of the curve occurs. If a sharp point occurs in the curve, it indicates that the population is sharply divided on the issue. However, usually there is a region of relative indifference or neutrality resulting in a point that is not sharply defined. Table 18 (page 149) shows the intensity analysis of the job sat­ isfaction data for the County Agents. Examination of this data re­ veals that the left side of the U or J curve Is missing. Because the curve does not turn upward at the left side, it is indicated that there is practically no strong job dissatisfaction among the present sample of County Agents. These scores are so distributed, however, that it was possible to arbitrarily classify the County Agents into variable job satisfaction groups. classified as follows: Thus, these scores were arbitrarily (l) Those agents with scores of zero or one (16 per cent) have low job satisfaction, (2 ) those individuals with scores of 2 or 3 (29.6 per cent) have medium or average job satis­ faction and (3) those agents with scores of 4, 5 or have high job satisfaction. 39 Ibid., p. 230. 6 (54.4 per cent) 149 TABLE 18 INTENSITY ANALYSIS OF THE SCALED JOB SATISFACTION QUESTIONNAIRE FOR COUNTY AGENTS Sealed Content Scores Intensity Scores 0 1 2 3 4 5 6 2 3 4 12 1 11 1 2 6 2 (3)* Total 10 14 10 1 1 1 2 15) (4) 4 18 9 1 1 (3) (2 ) 2 2 2 11 (3) 2 3 2 3 2 1 1 2 2 8 7 (3) 6 2 5 1 Total 5 8 13 7 1 7 1 12 12 18 14 12 81 * Numbers in parentheses are positions of median intensity scores* M 150 Because the scores for the 4-H Club Agents indicated that the attitude was not scalable, it was not possible to submit this set of scores to intensity analysis. Division into Variable Satisfaction Groups The County Agents and 4—H Club Agents were divided into variable satisfaction groups for the purpose of comparing these differential groups with respect to the selected factors of academic background. 3ecause few, if any, of the agents were dissatisfied with their jobs, the agents were divided into two fairly equal groups on the basis of their relative satisfaction, rather than dividing them into one group of satisfied agents and one group of dissatisfied agents. Thus, each group of agents, the County Agents and the 4-H Club Agents, were di­ vided into "more satisfied'1 and "less satisfied" groups of agents. The County Agents were separated on the basis of the scaled version of their content scores, inasmuch as they were found to be scalable when the Guttman technique was applied. Examination of the scaled scores revealed that 5 agents scored zero, 8 scored 1, 12 scored 2, 12 scored 5, 18 scored 4, 14 scored 5, and 12 scored 6 . In attempting to divide the total group into relatively equal groups, the closest approximation to equal grouping resulted from dividing the group scores between scores 3 and 4. Using this point of division resulted in groups of 44 "more satisfied" County Agents and 37 "less satisfied" County Agents. This investigator realized that this was an arbitrary division, and indicated only that the "more satisfied" agents scored higher on the lob Satisfaction Questionnaire than did the other 151 group. However, assuming the validity of the Questionnaire, this division provided a basis for comparing two variable job satisfaction groups. The 4—H Club Agents could not be divided by the same method be­ cause the responses of this group of agents to the Job Satisfaction Questionnaire failed to meet the requirements of the test of scala­ bility, Thus, because the scaled scores could not justifiably be used for division purposes, it was necessary to examine the raw scores to determine the possibility of using these scores for dividing the 4-H Club Agents into variable Job satisfaction groups. The raw scores of the agents indicated a considerable range of attitude toward their job, the scores ranging from 14 to 29, Thus, although these responses did not represent unidimensional attitudes, they did indicate various degrees of job satisfaction. It was therefore considered to be good procedure to use the distribution of raw scores presented in Table 19 (page 152) as the basis for dividing the 4—H Club Agents into variable satisfaction groups. The closest approximation to equal grouping in the 4-H Club Agents resulted from dividing the total group of scores between the scores 22 and 23. Using this point of division resulted in the final grouping of 26 "more satisfied" 4-H Club Agents and 22 "less satisfied" agents. These, then, are the variable satisfaction groups used as a basis for comparing the more and less satisfied 4—H Club Agents with respect to the selected aspects of their academic backgrounds. 152 TABLE 19 DISTRIBUTION OF THE 4-H CLUB AGENTS* RAN' SCORES ON THE SATISFACTION QUESTION! AIKE JOB Raw Score 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 Total Frequency 1 1 1 5 7 7 4 5 5 3 4 1 0 2 0 2 48 A 153 Homogeneity of the Variable Satisfaction Groups The homogeneity of these variable satisfaction groups was deter­ mined with respect to age and years of experience with the Michigan Extension Service. Table 20 (page 154) shows the results of the appropriate tests of homogeneity on the group of County Agents. Examination of the data presented in this table reveals that the "wore satisfied" County Agents had significantly more years of exper­ ience with the Michigan Extension Service than did the "less satisfied agents, the former group having been on the job an average of 15.29 years, while the latter have been on the job an average of 11.4 years. This difference might indicate that those men who are most satisfied with extension work tend to remain on the job longer than those who are less satisfied with the job. On the other hand, it might indicate that the longer an individual stays on the job,the more he becomes satisfied with it. Table 21 (page 154) shows the results of the appropriate tests of homogeneity on the satisfaction groups of 4-H Club Agents. As was found to be true in the County Agents, it is evident that the "more satisfied" 4-H Club Agents have been on the job a signifi­ cantly longer time than have the "less satisfied" agents. The former group had a tenure average of 5.26, while the latter group’s average tenure was 2.90. However, in the case of the 4-H Club Agents, the "more satisfied" group was considerably more variable with respect to tenure than was the "less satisfied" group. 154 TABLE 20 COkPARISON OF MEANS AID VARIANCES OF THE AGE AND YEARS OF EXPERIENCE FOR THE VARIABLE SATISFACTION GROUPS OF COUNTY AGENTS "More Satisfied" "Less Satisfied” Variable x " < f * Tests of Homogeneity - x F 6 t Age 43.70 83.75 41.37 92.58 1.10 0.04 Years of Experience 15.29 72.31 11.40 65.19 1.11 2 .1 0 * ^Significant at the 5 per cent level or less. TABLE 21 COMPARISON OF KEANS AID VARIANCES OF THE AGE AND YEARS OF EXPERIENCE FOR THE VARIABLE SATISFACTION GROUPS OF 4-H CLUB AGENTS Variable "kore Satisfied" _ 2 x Age Years of Experience 6 "Less Satisfied" X Q Tests of Homogeneity 2 34.65 78.00 31.40 42.73 5.26 24.44 2.90 4.47 F 1.83 t or d 0.63 5.47**2.20* * Significant at the 5 per cent level or less. ** Significant at the 1 per cent level or less. (a) The Behrens-Fisher d-test is used when the groups lack homogeneity of variance. Relationship Between Work Effectiveness and Job Satisfaction In order to study the relationship between work effectiveness and Job satisfaction in these two groups of extension workers, the variable work effectiveness groups were compared with respect to means and variances of the raw scores on the Job Satisfaction ques­ tionnaire. The results of this analysis are presented in Table 22. TABLE 22 COMPARISON OF THE VARIABLE WORK EFFECTIVENESS GROUPS OF COUNTY AGENTS AND 4-H CLUB AGENTS WITH RESPECT TO RAW SCORES ON THE JOB SATISFACTION QUESTIONNAIRE Agents "Less Successful" "More Successful" x cf 2 x cf2 Tests of Homogeneity F t or d County (N—60) 23.86 5.30 (N—21) 22.52 10.56 1.99* 1.74 4-H Club (N—39) 22.82 1 1 . 6 8 (N—9) 20.77 11.44 1.02 1.61 * Significant at the 5 per cent level or less. (a) The Behrens-Fisher d-test is used when the groups lack homogeneity of variance. These results indicate that the means of the Job satisfaction scores were slightly higher for the "more successful" agents than they were for the "less successful" agents. However, these differences were not significant at either the 5 or the 1 per cent levels. These re­ sults indicated more clearly the need for separate studies relating academic backgrounds to these two variables, job satisfaction and work effectiveness, inasmuch as these variables are relatively independent criterion measures. 156 Summary of Chapter V The present ohapter has been concerned with a description of the methods used for determining the variable work effectiveness groupings and the variable Job satisfaction groupings which were used as the basis for the comparisons Involved in this research. The method used in evaluating work effectiveness Involved a rating by the subject matter specialists of the Michigan Extension Service, plus a final ranking by the panel of seven extension admlni strators in the case of the County Agents. The final ranking of the 4-H Club Agents by the panel considered the specialists' group rat­ ings, the 4—H Club Allocations ratings, and the ratings arrived at by calculating the proportion of eligible boys and girls that are enrolled in 4-H Club work in each county. These various criteria were then interpreted in light of the additional information avail­ able to the extension administrators who served as judges. Each judge ranked each agent in one of four approximately equal "quartile groups on the basis of their relative work effectiveness. There was high agreement among the Judges on these ratings. On the basis of these administrative ratings, the agents were divided into variable work effectiveness groups as follows: the top three-quarters were called "more successful” and the bottom quarter were called "less successful" in both groups of agents. These vari­ able work effectiveness groups were found to be homogeneous with re­ spect to age and years of experience on the job. The agents were also measured for job satisfaction. The Job Satisfaction Questionnaire used in the study is an adaptation of the 1 57 Hoppock Job Satisfaction Blank, adapted by Mr. Kenneth G. Nelson and standardized on a group of 100 teachers of Tocational agricul­ ture. The reliability of the Questionnaire was found to be adequate for the study of group differences: the Tim-rjTmyn likelihood estimate of the split-half reliability was plus .71 for the County Agents and plus .69 for the 4-H Club Agents when corrected by the Spearman-Brown formula. These are both well above the minimal adequate level of re­ liability necessary for group study. In submitting the scores on the Questionnaire to a test of scala­ bility, it was found that the Job satisfaction scores were scalable (were unidimensional) for the County Agents, but not for the 4-H Club Agents. Few of the agents, if any, expressed strong dissatisfaction with their Jobs. Therefore, they were not divided into satisfied and dis­ satisfied groups of agents, but into relatively equal groups of "more satisfied" and "less satisfied" agents. These variable satisfaction groups were found to be homogeneous with respect to age, but the "more satisfied" County Agents and 4-H Club Agents were found to have been on the Job a significantly longer period of time than the "less satisfied" agents. Analysis of the relationship between work effectiveness and Job satisfaction for this group of agents revealed that these two cri­ teria were relatively independent. CHAPTER VI THE ACADEMIC BACKGROUNDS OP THE AGENTS The present chapter is concerned with a description of the aca­ demic backgrounds of the agents included in this study* Included in this description are data relevant to academic aptitude, amount of education, college majors, amount of work in technical agriculture courses, grades received in college and grades received in technical agriculture courses. This investigator and the Research Committee felt that such a description would be valuable in understanding the beliefs, attitudes, behavior, personal adjustment, and work adjust­ ment of the County Agents and 4-H Club Agents presently employed by the Michigan Extension Service. The procedures used in gathering these data are described in Chapter IV. Amount of Education An Important part of the description of the agents is the amount of education that the agents have completed. To complete this de­ scription, the agents were classified in four educational levels as follows: (1 ) no college work, (2 ) some college education, but not enough for a degree, (3) finished degree program, and (4) some grad­ uate work. Table 23 presents the data relative to the amount of edu­ cation that these agents have completed. 159 TABLE 25 THE AMOUNT OF EDUCATION THAT THE COuNTT AGENTS AND 4-H CLUB AGENTS HAVE COMPLETED Educational level County Agents — ■■ Number Per oent 4-H Club Agents ... — ....... Number Per oent No college work 3 3.70 0 0 Some college, but no degree 2 2.47 3 6.25 Finished degree program 76 93.83 45 93.75 Some graduate work* 21 25.93 9 18.75 * The agents who have completed some graduate work are also in­ cluded in the group that have completed degree programs. Examination of these data shows that 96.30 per cent of the County Agents have had some college education, while 93.83 per cent of them have finished degree programs. All of the 4—H Club Agents have had some college education and 93.75 per oent of them are college graduates. Only three agents did not attend college at all. Approximately 94 per cent of the total group of County Agents and 4-H Club Agents being studied are college graduates and approximately 23 per cent of the total group have completed same graduate work. More complete analysis of the data revealed that one County Agent had received two undergraduate degrees and five County Agents had re­ ceived Master of Science or Master of Arts degrees. Three 4-H Club Agents had received the above graduate degrees and one agent had re­ ceived two undergraduate degrees plus a Master of Science degree. 160 Academic Aptitude The American Council on Education Psychological Examination for College Freshmen was the test used in this study as the measure of academic aptitude* The ACE, as this examination is called in this study, is the only aptitude test given to all college students at Michigan State College* Thus, this test nas the only available measure of academic aptitude on the County Agents and 4-H Club Agents mho had attended Michigan State College. Examination of the Board of Examiners* Test Record File at Michigan State College revealed that there mere no test scores avail­ able before 1934* Thus, it mas impossible to obtain test scores on any of the Individuals mho had started college at Michigan State Col­ lege before that date* Many of the County Agents had started their college educations before 1934 and therefore did not take the ACE and did not have any test records* In addition, some of the agents mho attended Michigan State College and had entered after 1934 had for one reason or another not taken the entrance examinations* Another limiting factor in gathering data relative to the academic aptitudes of the agents resulted from the fact that some of the agents mho had attended colleges other than Michigan State College did not have test records available at those institutions* It mas possible to obtain ACE scores for 26 County Agents, or 32*09 per cent of the sample of County Agents* It mas possible to obtain ACE scores for 36 4—H Club Agents, or 74*99 per cent of that group. It mas reported earlier in the study that the 4-H Club Agents are generally younger men than are the County Agents* This difference in age mould account for the fact 161 that there were ACE scores available for more of the 4-H Club Agents. Because they are a younger group, a larger percentage of them started their college educations after Michigan State College had started its test record file. The possibility of administering the AGE to those subjects for whom no test records were available was considered. However, examin­ ation of other researches revealed that this procedure would not be sound, otudles by Barnes^" and Hunter^ have demonstrated that compar­ ing adults with the members of the normative group, college freshmen, would not be sound research methodology. Hunter discovered that 87 out of 105 college girls gained an average of 31 percentile points on the ACE from their freshman year to their senior year. study showed similar changes. The Barnes In addition, there are no tables avail­ able that would make it possible to accurately interpret the scores made by an adult group in terms of a college freshman group, or, for that matter, to accurately interpret the scores made by adults in any manner. Thus, the decision was made to study the data that were available. There were two primary reasons for not administering a different aptitude test to the agents. First, the ACE is the test that is used as a prognostic measure by the Michigan Extension Service. Second, 1 M. W* Barnes, "Gains in the A. C. E. Psychological Examination during the Freshman—Sophomore Years," School and Society, 1943, Vol. 57, pp. 250—252. ^ E. C. Hunter, "Changes in Scores of College Students on the A. C. E. Psychological Examination at Yearly Intervals,’1 Journal of Educational Research, 1942, Vol. 36, pp. 284—291. 162 the extension ©gents had already been asked to fill out so many blanks and questionnaires for this research project that It was deemed Inad­ visable to burden them with another test* Table 24 (page 163) presents the distribution of the County Agents and 4—H Club Agents according to decile rank on the ACE* The range of decile rank was from the first decile to the ninth decile in both groups of agents, indicating that there are individuals included in the sample who would be considered by most college admission boards to be poor college risks, and, on the other hand, individuals who were in the top extreme of their entering freshmen classes. For the purposes of statistical analysis, the ACE scores were converted into T-seores. The mean deoile standard score for the County Agents was 47*27, with a standard deviation of 7*77; the mean for the 4-H Club Agents was 45*53, with a standard deviation of 6*87* By converting these T-scores back to deciles, it was revealed that the averages would be at the fourth decile for both groups* It could thus be seen that the average individual who is presently employed as a County Agent or a 4-H Club Agent by the Michigan Extension Service was slightly below the average of entering Michigan State College freshmen students on the ACE* The norms on the ACE that were used for this study were the norms for entering freshmen at Michigan State College* In order to compare the agents included in this study with a larger group of students, the Michigan State College norms were compared with the national norms pub­ lished by the American Council on Education* This comparison revealed that the two sets of no'Tus are similar each year* To facilitate such a comparison, Table 25 (page 164) presents the equivalent scores for 1941 and 1942 for the Michigan State College norms and the national norms* 163 TABLE 24 DISTRIBUTION OP THE COUNTY AGENTS AND 4-H CLUB AGENTS ON THE ACE Frequency Decile County Agents 4-H Club Agents 10 0 0 9 1 1 8 3 1 7 4 2 6 1 7 5 5 6 4 4 3 3 2 5 2 2 6 1 4 5 26 36 Total M 164 TABLE 25 EQJJTVALENT SCORES FOR THE 1941 AND 1942 COLLEGE FRESHMAN EDITIONS OF THE AMERICAN COUNCIL ON EDUCATION PSYCHOLOGICAL EXAMINATION (ACE) FOR MICHIGAN STATE COLLEGE NORMS AND NATIONAL NORMS3 1941 Decile M.S.c. 1942 National M.S.C. National 134 - up 139 - up 131 - up 135 - up 9 125 - 133 128 - 138 122 - 130 124 - 134 8 119 - 124 121 - 128 115 - 121 117 - 123 7 113 - 118 114 - 120 110 - 114 110 - 116 6 107 - 112 107 - 113 104 - 109 104 - 109 5 102 - 106 101 - 107 98 - 103 98 - 103 4 96 - 101 94 - 100 92 3 89 - 95 85 - 93 85 2 79 - 88 73 - 84 1 78 & down 10 72 & down mm 75 - 97 91 - 97 91 83 - 90 84 71 - 82 74 & down 70 & down During the years of 1941 and 1942, as shown by the data pre­ sented in Table 25, the Michigan State College norms and the national norms are similar for the deciles 4, 5, 6 and 7. In the eighth, ninth and tenth deciles, the two sets of norms are still similar, but the National norms were taken from L* L* Thurstone and T. G* Thurstone, Psychological Examination for College Freshman 1942 Norms. American Council on Education, Washington, D. C., 1945. Michigan State College norms were taken from records of the Michigan State College Board of Examiners. 165 raw scores are slightly higher for these deciles on the national norms. Inclusive scores for the Michigan State College norms tend to be a trifle higher for the first, second and third deciles. Because the local norms and the national norms are so similar, it would be possible to state that because the samples included in this study are slightly below the average entering freshman at Mich­ igan State College, they would also be slightly below average as far as academic aptitude is concerned when compared to all of the enter­ ing freshmen included in the American Council on Education normative groups. These national norms are based upon a minimum sample of 70,000 some entering freshmen in various colleges throughout the United States. The range of scores represented in this sample is fairly representative of the total, range of scores made by college freshmen in the national normative group. All-college Grades In order to make statistical analysis possible, numerical values were assigned to each letter grade. A = 3, B » 2, C * 1, D * 0. These values are as follows: It was not necessary to assign a numeri­ cal value to the letter grade of "F" because there were no "F" grades included on the records of any of the agents. The numerical values used in this study for grades are the same as those assigned by the college registrar during the years prior to the fall of 1950 when a new system of "honor points" was instituted at Michigan State College. Because most of the agents who attended Michigan State College had completed their college degrees prior to the above date, the grade— 166 point averages computed by the registrar’s office and recorded on the students’ transcripts provided a check for the calculations made in this study. The procedure used for computing grade—point averages is de­ scribed in Chapter XV. Table 26 (page 167) presents the distribution of the County Agents and 4—H Club Agents with respect to all-college grade—point averages. These data show that there was a wide range of grade-point averages. The actual averages ranged from .76 to 2.53 for the County Agents and from 1.00 to 2.44 for the 4-H Club Agents. Thus, grades ranged from C- to A- in the County Agent group and from C to B+ in the 4-H Club Agent group. The mean grade-point average for the County Agents was 1.512 with a standard deviation of .356, while the mean grade-point aver­ age for the 4-H Club Agents was 1.498 with a standard deviation of .319. Considering the two groups together, the mean grade-point average is 1.507. Thus, the County Agents and 4-H Club Agents pres­ ently employed in Michigan averaged about half-way between a C and a B in their college courses. The calculations on GPA were done on the group of 78 County Agents who had attended college and the total group of 48 4—H Club Agents, all of whom had attended college. 167 TABLE 26 DISTRIBUTION OF THE ALL-COLLEGE GRADE-POINT AVERAGES FOR THE COUNTY AGENTS AND 4-H CHJB AGENTS Intervals Frequency -----------------------------County Agents 4-H Club Agents 2.40 — 2.54 3 1 2.25 - 2.39 0 1 2.10 - 2.24 3 0 1.95 - 2.09 3 3 1.80 - 1.94 6 1 1.65 1.79 9 5 1.50 - 1.64 13 10 1.35 - 1.49 14 12 1.20 - 1.34 14 8 1.05 - 1.19 6 4 .90 - 1.04 6 3 .75 •89 1 0 Total 78 48 — 168 Grades in Technical Agriculture Technical agriculture courses are those courses in agriculture that are offered at the Junior or Senior class level in college* Courses taken in agriculture at the Freshman and Sophomore levels are not included in this group of courses because they are generally introductory, general or survey courses and are not technical in content* Seventy-four County Agents and 43 4—H Club Agents took courses in technical agriculture* the study thus refers to Table 27 (page The description included in this part of these 169) shows two groups of agents* the distribution of the County Agents and 4-H Club Agents with respect to technical grade-point averages. These data reveal a wide range of averages in both groupsof agents* The actual averages ranged from *97 to 2.79 for the County Agents and from 1*14 to 3*00 for the 4-H Club Agents. Thus, grades ranged from slightly less than a C in the County Agent group and slightly above a C in the 4—H Club Agent group to slightly less them a straight A average in the County Agent group and a straight A average in the 4-H Club Agent group* The mean TGPA for the County Agents was 1*834 with a standard deviation of .177, while the mean TGPA for the 4-H Club Agents was 1.794 with a standard deviation of *451* Thus, the agents included in this study averaged slightly better in their courses in technical agriculture than they did in their total college courses. Consider­ ing the two groups of agents together, the mean TGPA was 1*819* 169 TABLE 27 DISTRIBUTION OF THE TECHNICAL GRADE-POINT AVERAGES FOR THE COUNTY AGENTS AND 4-H CLUB AGENTS Intervals frequency .......................... ... ... County Agents 4-H Club Agents 2*85 — 3.00 0 1 2*70 - 2.84 3 1 2.55 - 2.69 1 1 2.40 - 2.54 2 2 2.25 - 2.39 7 2 2.10 2.24 5 2 1.95 - 2.09 9 8 1.80 - 1.94 10 4 1.65 - 1.79 12 3 1.50 - 1.64 12 4 1.35 - 1.49 4 9 1.20 - 1.34 5 4 1.05 - 1.19 1 2 1.04 3 0 Total 74 43 .90 - 170 Hours of Technical Agriculture Table 28 (page 171) shows the distribution of the number of hours of technical agriculture taken by the County Agents and 4—H Club Agents. Because those agents who had not attended college and had not taken any courses in technical agriculture plus those men who had attended college but had not taken any courses in tech­ nical agriculture are Included in these data as having taken zero hours of technical agriculture, data are presented for 81 County Agents and 48 4-H Club Agents. The number of hours of technical agriculture ranged from 0 to 82 for the County Agents and from 0 to 78 for the 4-H Club Agents. Inspection of Table 28 reveals that large numbers of both groups are concentrated in the range from 35 to 48. This concen­ tration might be due to the fact that the number of hours required for most college majors is approximately 40. In both groups, the number of hours range from zero for some agents to approximately twice the number needed for a major for some agents. The mean number of hours for the County Agents was 43.17 with a standard deviation of 18.27. The mean number of hours for the 4—H Club Agents was 35.90 with a standard deviation of 19.08. Thus, both groups are quite variable with respect to this factor. Since most of the individuals included in the study majored in agriculture, it would be expected that the mean number of hours would be in the neighborhood of the number of hours required for a college major. 171 TABLE 28 DISTRIBUTION OF THE NUMBER OF HOURS OF TECHNICAL AGRICULTURE TAKEN BY COUNTY AGENTS AND 4-H CLUB AGENTS Intervals Frequency -------------------County Agents 4-H Club Agents 77 — 83 1 1 70 - 76 4 0 63 - 69 6 2 56 - 62 8 5 49 - 55 7 1 42 - 48 21 15 35 - 41 17 6 28 - 34 9 5 21 - 27 0 3 14 20 1 1 7 - 13 0 3 0 6 7 6 Total 81 48 - 172 College Majors Of tlie 81 County Agents included in the study, 76 individuals completed degree programs and received either Bachelor of Science or Bachelor of Arts degrees* These 76 individuals majored in a wide variety of subject areas, although most of the college majors of these agents could be classified within the general area of agri­ culture* Only two of the agents who completed degrees received non- agricultural degrees* Of the 48 4—H Club Agents Included in this study, 45 individu­ als completed degree programs and received either Bachelor of Science or Bachelor of Arts degrees* Of these 45 agents who completed de­ grees, two agents received degrees without declaring any major, five received non—agricultural degrees, and the other 38 received degrees in a variety of fields of emphasis within the field of agriculture* Table 29 (page 173) shows the way the County Agents and 4—H Club Agents were distributed according to majors. The data presented in this table indicated that more agents had majored in Animal Hus­ bandry than in any other single major* There were 17 County Agents and nine 4-H Club Agents who had majored in this field. The next largest group was the group of agents who majored in farm Crops, in which major there were 13 County Agents and three 4—H Club Agents. The next largest groups for the County Agents were the eight individ­ uals who had Horticulture majors and the seven individuals who had Soils majors* The larger groups of agents in the 4—H Club Agents were the five men who majored in Agricultural Extension, the four who majored in Agricultural Education, and the four who majored in Dairy Products* 173 TABLE 29 DISTRIBUTION 01' THE COUNTY- AGENTS AND 4-H CLUB AGENTS ACCORDING TO THEIR COLLEGE MAJORS Frequency Collage Major County Agents AGRICULTURE Agricultural Economics Agricultural Education Agricultural Engineering Agricultural Extension Agronomy Animal Husbandry Apiculture Dairy Husbandry Dairy Manufacturing Dairy Production Dairy Products Dairy Farm Crops Farm Management Forestry Horticulture Pomology Poultry Husbandry Soils NON-AGRICULTURAL Biology Chemistry & Physics English History & Political Science Manual Arts Physical Education OTHERS No Major Declared College, but no Degree No College or just Short Courses Total 4-H Club Agents 4 3 1 1 0 17 1 2 1 3 4 1 13 4 0 8 2 2 7 1 4 3 5 1 9 0 1 0 1 4 2 3 0 2 2 0 0 0 0 1 0 0 0 1 1 1 1 1 1 0 0 0 5 2 3 0 81 48 174 TABLE 30 DISTRIBUTION OF THE COUNTY AGENTS AND 4-H CLUB AGENTS ACCORDING TO TKEIR FIELDS OF EMPHASIS IN COLLEGE5*' Number of Agents Code Number in the Area 0 No College Work 1 Soils, Crops & Agronomy 2 Farm Management Agri­ cultural Economics 3 4 5 County Agents 4—H Club Agents 5 0 20 4 8 1 30 17 1 3 11 2 8c Animal Husbandry, Dairy, Dairy Husbandry, Dairy Products, Dairy Production, Dairy Manufacturing, & Poultry Husbandry Agricultural Engineering & Farm Engineering Horticulture, Pomology, Apiculture 8c 6 Agricultural Education 3 4 8 Forestry 0 2 9 Non-agricultural 2 10 Agricultural Extension 1 5 81 48 11 Total * This division of majors mas completed with the assistance of John Stone, Specialist in Extension Training at Michigan State College. 175 Because many of the majors represented in Table 29 (page 173) are similar in content, and because the number of agents following each major was too small for statistical analysis, it was felt that the majors should be combined into larger groups of similar majors* Table 30 (page 174) shows the results of this combining of majors and the number of agents included in each field of emphasis* Examination of the data presented in Table 30 reveals that certain areas of emphasis had considerably larger numbers of agents than did other areas* Group 3, which included Animal Husbandry, Dairy, Dairy Husbandry, Dairy Products, Dairy Production, Dairy Man­ ufacturing, and Poultry Husbandry, included 30 County Agents and 17 4-H Club Agents as majors in that broad area. The next largest group was Group 1 which included Soils, Crops and Agronomy* Agents and four 4—H Club Agents majored in these areas. Twenty County Group 5, consisting of Horticulture, Pomology and Apiculture, included 11 County Agents and two 4-H Club Agents. The next largest group was the non-agricultural group of majors* There were two County Agents and 10 4—H Club Agents who could be included as non-agricultural students* In the non-agricultural group were those agents who had not declared any majors, those who had attended oollege an insuffi­ cient time to begin their majors in any specific area, and those who had majored in other fields of emphasis outside of the field of agriculture. 176 Summary or Chapter VI This chapter has been concerned with a description of the fol­ lowing aspects of the academic backgrounds of the County Agents «nd 4-H Club Agents Included in the study: amount of education, academic aptitude, all—college grades, amount of work in technical agriculture courses, grades in technical agriculture courses, and college majors* Exam ination of the data relative to the amount of education that the various agents had completed revealed several important items* It was discovered that 96*30 per cent of the County Agents had some col­ lege education and 93*83 per cent of them had graduated from oollege. All of the 4-H Club Agents have attended college and 93*75 per cent of them are college graduates* Only three agents from the total group of 129 agents studied had not attended college at all. Approximately 94 per cent of the total group of agents are college graduates and approximately 23 per cent of the total group have completed some grad­ uate work* In studying the information available relative to academic apti­ tude, it was discovered that ACE scores were available on 26 County Agents and 36 4—H Club Agents* The range of decile ranks on the ACE was from the first decile to the ninth decile. The average County Agent was in the fourth '’decile” group of his entering freshman class and the average 4—H Club Agent was also found to be at the fourth decile of his entering freshman class* Comparison of the Michigan State College norms with the national n o m s for the ACE indicated that these agents would be at approximately the fourth decile on the national norms* 177 Grade-point averages were computed on the basis of the follow­ ing values for various letter grades: 0. A - 3, B « 2, C « 1, and D * The grade-point averages for all college courses ranged from •76 to 2*53 for the County Agents and from 1,00 to 2,44 for the 4—H Club Agents. The mean grade-point averages were 1.512 for the County Agents and 1.498 for the 4-H Club Agents. Thus the grades for these two groups of agents averaged about half-way between a C and a B. There was also a wide range of grade-point averages in techni­ cal agriculture courses, for the 74 County Agents and 43 4-H Club Agents who took courses in agriculture offered at the junior and senior class level. The grades ranged from .97 to 2.79 for the County Agents and from 1.14 to 3.00 for the 4-H Club Agents. The mean technical grade-point averages were 1.834 for the County Agents and 1.794 for the 4—H Club Agents. Thus, the grades in technical agriculture courses were slightly higher than they were in all—college courses. The number of hours that these agents had taken in technical ag­ riculture ranged from 0 to 82 for the County Agents and from 0 to 78 for the 4-H Club Agents. The mean number of hours was 43.17 for the County Agents and 35.90 for the 4-H Club Agents. Seventy-six of the 81 County Agents have received college degrees and 45 of the 48 4-H Club Agents have received college degrees. Con­ sidering the d*ta available relative to the type of majors that these agents took in college revealed that most of the agents had majored in some area within the field of agriculture. Two of the County Agents 178 and seven of the 4—H Club Agents who had finished degree programs had majored in non-agricultural fields* The rest of the agents in these two groups of agents received degrees in a large variety of majors within the field of agriculture* The four majors that had the largest representation among the County Agents were: Crops, Horticulture and Soils* Animal Husbandry, Farm Among the 4-H Club Agents, the majors that had the largest representation were, in order of size: Animal Husbandry, Agricultural Extension, Agricultural Education and Dairy Products* To facilitate statistical analysis, the majors were grouped into larger fields of emphasis, according to similarity of content and purpose• CHAPTER VII ANALYSIS OF THE DATA RELATING THE SELECTED ACADEMIC FACTORS TO RATED SUCCESS Chapters VII and VIII are concerned with an analysis of the data available on the relationship between the various academic factors and the two measures of work effectiveness: measured job satisfaction and rated success. Separate studies have been made to determine (1) the relationship between the selected academic factors and measured work effectiveness lor success on the job), and (2) the relationship between the selected academic factors and the measured job satisfac­ tion of the extension workers. These two studies are treated sepa­ rately in Chapters VII and VIII. The present chapter treats the area of rated success and the relationship between this criterion measure and five independent variables: (1) scores on the American Council on Education Psycho­ logical Examination, (2) all—college grade-point averages, 13) tech­ nical agriculture grade-point averages, (4) number of hours taken In technical agriculture, and (5) oollege majors or fields of emphasis in college. This chapter is divided into two parts. Part I deals with the County Agents and Part II concerns the 4—H Club Agents. 180 A Study of the Relationship Between the Selected Academic Factors and the Rated Success of the 81 County Agents The major purpose of this part of the study was to determine the relationship between the five selected academic factors and the rated work effectiveness of the County Agents presently employed in Michigan. It was not possible to obtain all of the data for some of the County Agents. As a result, the samples involved in the an­ alyses of data vary on the selected academic factors. When the number of agents for whom data was not available was large, an at­ tempt was made to compare the group for whom data was available with the group without data to determine the advisability of interpreting the results as representative of the entire sample. The supervisory ratings described in Chapter V divided the sample of 81 County Agents into relatively equal "quartile" groups with respect to work effectiveness. Joint discussion by the Research Committee and the Extension Administrators brought about the decision that the group of agents who might be considered unsatisfactory was a relatively small group. This discussion also revealed the point of view that the major concern of this research should be an attempt to differentiate this small group of unsatisfactory agents from the rest of the group. It was decided that the lowest quarter of the County Agents would most adequately represent that group who might be classi­ fied as unsatisfactory agents, or more preferably, "less successful” or "less effective." As a result of this decision, the plan for this part of thi study has been designed to compare the top three-quarters of the group, or the 60 "more successful" County Agents, with the 181 bottom quarter* or the 21 "less successful" County Agents, with respect to the selected academic factors* Comparison of the "more successful" and "less successful" County Agents •with respect to scores on the ACE. As was pointed out before, there were ACE scores available for 26 of the County Agents. This sub-sample was studied first and then compared later with the rest of the County Agents to determine the homogeneity of the two groups. These 26 scores were distributed between the variable success groups in approximately the same proportion as were the total group of agents. There are ACE scores available for 19 "more successful" County Agents and seven "less successful" County Agents. Table 31 (page 182) shows the distribution of these decile ranks for the County Agents, divided according to the differential success groups. It will be noticed that 17 of the 26 County Agents were in the lower half of their Freshmen classes. Weintraub and Salley1 reported that 24 per cent of the group of 1,064 students studied who were in the lower half of their classes were dropped from school during the four year program. However, all 26 of these County Agents graduated from college. Further examination of the data in this table reveals that five of the seven "less successful" agents ranked above the fourth decile, while the other two agents were at the first decile. In the "more 1 R. G. Weintraub and R. E. Salley, "Graduation Prospects of an Entering Freshman," Journal of Educational Research, 1945, Vol. 39, pp. 116-126. 182 TABLE 31 DISTRIBUTION OF THE DECILE RANKS ON THE ACE FOR COUNTY-AGENTS, DIVIDED ACCORDING TO THE DIFFERENTIAL SUCCESS GROUPS Frequency Decile "More Successful" "Less Successful" Total 10 0 0 0 9 1 0 1 '8 2 1 3 7 2 2 4 6 1 0 1 5 3 2 5 4 4 0 4 3 2 0 2 2 2 0 2 1 2 2 4 19 7 26 Total 183 successful" group, the individuals -were scattered over the entire range of scores. A statistical comparison of the ACE scores of the 19 "more suc­ cessful" and seven "less successful" County Agents is shown in Table 32 (page 184). The two groups were first compared with respect to variance by the application of Snedecor's E-ratio. The computed F- value was not significant at the 5 per cent level, indicating that any difference in variance could be attributed to chance. Then, the t-test, which assumes this homogeneity of variance, was applied to test the significance of the differences in the two means. The de­ rived t-value was not significant at the 5 per cent level, indicating that the two means were not significantly different. From this evi­ dence it was possible to conclude that in this sample of 26 County Agents, academic aptitude did not influence work effectiveness as measured by the administrative ratings. This lack of relationship between academic aptitude and work effectiveness is in keeping with the findings of Anderson 2 and Moore 3 who both found intelligence tests to have little predictive value in sales work. Many attempts to predict success in teaching have met 2 V. V. Anderson, Psychiatry in Industry, New York: Harper and Brothers, 1929, p. 46. 3 H. Moore, Psychology for Business and Industry, New York: McGraw-Hill and Company, 1942, Ch. 16. 184 TABLE 32 COMPARISON OF THE "MORE SUCCESSFUL" AND "LESS SUCCESSFUL" COUNTY AGENTS WITH RESPECT TO ACE SCORES Statistic N K "More Successful" 7 19 la) 47.26 7.325 < r (b) . cit., pp. 192-199. Comparison of the "more successful*1 and "lees successful" Conn-hy Agents with respect to the numbar of hours of technical agriculture taken in college* Data relevant to the number of hours of technical agriculture taken in college was obtained for the entire sample of 81 County Agents* However, included in the sample were seven agents who had taken no courses in technical agriculture* Table 39 (page 199) shows the distribution of these numbers of hours of technical agri­ culture for the County Agents, divided according to the differential success groups* The 60 "more successful” and the 21 "less successful” County Agents are compared in Table 40 (page 200) with respect to the number of hours of technical agriculture that they took while enrolled in college* The latter group was found to have a higher mean, anc great­ er variability. However, Snedecor’s F-ratio showed that the difference in variability was not significant. The t-test, employed to determine the significance of the difference in means, indicated that the means were not significantly different. It was therefore assumed that the amount of college work in technical agriculture subjects was not sig­ nificantly related to the work effectiveness of this group of exten­ sion agents. Although the difference in the means of the two groups did not differ significantly, the mean for the group of "less successful" agents was higher than the mean for the group of "more successful" agents. In other words, what relationship did exist, was an inverse rather than a positive relationship. It would be worthwhile to study a larger group of agents to determine whether this relationship ex­ isted for agents in other states. 199 TABLE 39 DISTRIBUTION OF THE NUMBER OF HOURS OF TECHNICAL AGRICULTURE TAKEN BY COUNTY AGENTS, DIVIDED ACCORDING TO DIFFERENTIAL SUCCESS GROUPS Frequency Inter?rals "More Successful" "Less Successful" Total 77 - 83 1 0 1 70 - 76 2 2 4 63 - 69 3 3 6 56 - 62 7 1 8 49 - 55 3 4 7 42 - 48 18 3 21 35 - 41 12 5 17 28 - 34 8 1 9 21 - 27 0 0 0 14 - 20 1 0 1 7 - 13 0 0 0 0 - 5 2 7 60 21 81 Total 6 200 TABLE 40 COMPARISON OF THE "MORE SUCCESSFUL" AND "LESS SUCCESSFUL" COUNTY AGENTS WITH RESPECT TO THE NUMBER OF HOURS OF TECHNICAL AGRICULTURE TAKEN DURING COLLEGE Statistic "More Successful" "Less Successful" N 60 21 X 42.23 45.86 a) 17.932 19.425 (f2 321.57 377.33 ( F - 1.17 t « .794 (a) Unbiased estimate of population standard deviation and variance. (Neither of the above tests of homogeneity is significant at the 5 per cent level). i 201 Comparison of County Agents who majored in various fields of emphasis with respect to rated success. The primary purpose of this part of the research was to compare the success ratings of the County Agents who had majored in various fields of emphasis in college. Table 41 (page 202) shows the distribution of the "more successful" and "less successful" County Agents in the various fields of emphasis. In the present analysis, the Chi-square test was used to test the hypothesis that there were no significant differences among the success ratings of the individuals in the various fields of emphasis. Because the total sample of County Agents was divided into groups of 60 "more successful" and 21 "less successful" agents, then, if area of emphasis was not significantly related to work effectiveness, the individuals in each area would be divided according to this same pro­ portion. In other words, theoretically, 74.07 per cent of the County Agents who ipajored in each field of emphasis should be classified in the "more successful” group. Chi-square is an index of the divergence of fact from hypothesis. In this analysis, it was applied to measure the divergence of the ob­ served frequencies in each field of college emphasis from the set of theoretical frequencies based upon the proportion of the total semple who were classified in each success group. The larger the divergence of the observed frequencies from the theoretical frequencies, the greater would be the value of Chi-square. Table 42 (page 203) shows the application of this Chi-square test to the data. degrees of freedom. The computed Chi-square was 1.0683, with four Referring to a Chi-square table, it was 202 TABUS 41 DISTRIBUTION OF THE "MORE SUCCESSFUL" AND "LESS SUCCESSFUL" COUNTY AGENTS ACCORDING TO THEIR FIELDS OF EMPHASIS IN COLLEGE Frequency Field of Emphasis Majors Included in Fields 0 No College Work 1 Soils, Crops 2 Farm Management Agricultural Economics 3 4 5 8cAgronomy Animal Husbandry Dairy Dairy Husbandry Dairy Products Dairy Production Dairy Manufacturing Poultry Husbandry "More Successful" "Less Successful" Total 3 2 5 15 5 20 4 4 8 25 5 30 1 0 1 8 3 11 2 1 3 , Agricultural Engineering Farm Engineering 6 Horticulture Pomology Apiculture Agricultural Education 8 Forestry 0 0 0 9 Non-agricultural 2 0 2 Agricultural Extension 0 1 1 60 21 81 11 Total 203 TABLE 42 COMPARISON OF COUNTY" AGENTS WHO MAJORED IN VARIOUS FIELDS OF EMPHASIS WITH RESPECT TO RATED SUCCESS Field of Etaphasis Observed Frequency "More Successful” Expec ted Frequency (fo- fe)2 ^e 8 8.88 .0872 l 15 14.81 .0024 2 4 5.93 .6281 3 25 22.22 .3478 5 8 8.15 .0028 x<*> Chi-square “ 1.0683 d. f. - 4 (a) Group X contains fields 0, 4, 6, 9 and 11. These groups were combined because it is not advisable to apply Chi— square to groups whose expected frequency is less than five. (Chi—square is not significant at the 5 per cent level). 204 discovered that Chi— square with four degrees of freedom exceeds the derived 1*0683 about 90 per cent of the time* This is an adequate basis for accepting the null hypothesis that there were no signifi­ cant differences in the success ratings of the agents who had majored in the various fields of emphasis* It can therefore be assumed that field of emphasis in college was not significantly related to the work effectiveness of the County Agents included in this study. It would be desirable to study a larger sample of agents in order to analyze specific college majors within the field of agri­ culture, with sufficient individuals in each college major group to warrant the application of statistical procedures* A Study of the Relationship Between the Selected Academic Factors and the Rated Success of the 48 4—H Club Agents This part of the study is concerned with determining the rela­ tionship between the five academic factors and the rated work effect­ iveness of the 4—H Club Agents presently employed in Michigan* It was not possible to obtain complete data for some of the 4—H Club Agents. As a result, the samples involved in the analyses of data vary for the different academic factors* When the number of agents for whom data was not available was large, an attempt was made to compare the group for whom data was available with the group without data in order to determine the advisability of interpreting the re­ sults as representative of the entire group of 4—H Club Agents* The supervisory ratings described in Chapter V divided the sample of 48 4-H Club Agents into relatively equal "quartile" groups 205 with respect to work effectiveness. As it was pointed out earlier in this chapter, the Extension Administrators and the Research Com­ mittee members decided that research designed to differentiate the small group of unsatisfactory agents from the rest of the group would be of greatest value to the Extension Service. It was further decided that the lowest quarter of the 4-H Club Agents would most adequately represent that group who might be classified as unsatisfactory agents, or "less successful" agents. Thus, the plan of this part of the study has been designed to compare the top three-quarters of the group, or the 39 "more successful" 4-H Club Agents, with the bottom quarter, or the nine "less successful" 4-H Club Agents, with respect to the se­ lected academic factors. Comparison of the "more successful" and "less successful" 4-H Club Agents with respect to scores on the ACE. It was possible to obtain decile ranks on the American Council on Education Psycholog­ ical Examination, the ACE, for 36 of the 48 4—H Club Agents. This sub-sample was studied first and then compared with the remainder of the group to detemine the homogeneity of the two parts of the sample. These data were available for 30 "more successful" agents and six "less successful" agents. Table 43 (page 206) shows the distribution of these decile ranks on the ACE for the 36 4—H Club Agents, divided according to differential success groups. Examination of the data presented in this table reveals that the top four 4-H Club Agents on the ACE decile rankings were in the "more successful" group and that 15 of the top 17 were in the "more successful" group. It is also 206 TABUS 43 DISTRIBUTION OF THE DECILE RANKS ON THE ACE FOR THE 4—H CLUB AGENTS, DIVIDED ACCORDING TO THE DIFFERENTIAL SUCCESS GROUPS Frequency Decile ’’More Successful" "Less Successful" Total 10 0 0 0 9 1 0 1 8 1 0 1 7 2 0 2 6 6 1 7 5 5 1 6 4 2 1 3 3 5 0 5 2 5 1 6 1 3 2 5 Total 30 6 36 worthy of note that no agents in the "less successful" group ranked above the sixth decile on the ACE. Table 44 (page 208) shows the results of the comparison of the "more successful" and "less successful" 4-H Club Agents on the ACE. The derived "F" indicated that the two groups could be assumed to be from populations that were not different with respect to variance. Thus, the t-test was applied. It was found that in spite of the differences noted in the preceding paragraph, the two groups were not significantly different with respect to mean decile rank on the ACE. The two means reflect differences favoring the "more success­ ful" group of agents, but with this size sample, the differences are too small to warrant concluding that they are significant. It would be worthwhile to investigate these differences more carefully with a larger sample using, if possible, the raw scores on the ACE rather than decile rank. From the above evidence, it was possible to assume that in this group of 36 4-H Club Agents, academic aptitude within the range rep­ resented did not influence work effectiveness as measured by admini­ strative ratings. It must be remembered, however, that the minimum academic aptitude represented in this group of agents was sufficient to allow all of them to be granted admission to college and to suc­ ceed well enough in college to graduate. ACE scores were not available for 12 of the 4—H Club Agents. It was therefore necessary to compare this group of agents without ACE scores with the group for whom ACE scores were available in order to determine the advisability of interpreting the above results 208 TABLE 44 COMPARISON OF THE "MORE SUCCESSFUL” AND "LESS SUCCESSFUL” 4-H CLUB AGENTS WITH RESPECT TO ACE SCORES Statistic "More Successful” N 30 J(a) 46.17 y L. L. T h u r s t o n e a n d T h e l m a G w i n n T l m r s t o n e .vjHCIl C o p y r i g h t 1942 h v T h e A m e rica n C o u n c il on E ducation F o r official u s e in a c c r e d i t e d colle ges 744 Jackson P lace, W a sh in g to n , Al l r i g h t s r e s e r v e d P r i n t e d i n I*. S . A . 1). C. 1942 Edition 309 A M E R IC A N C O U N C IL ON E D U C A T IO N P s y c h o lo g ic a l E x a m in a tio n For C ollege Freshm en P r e p a r e d b y L. L. T l m r s t o n e a n d T h e l m a G w i n n T l m r s t o n e ♦ C o p y r i g h t 1942 b y T h e A m e rica n C o u n c il o n E ducation F o r official vise i n a c c r e d i t e d colleges 744 Jackson P lace, W a sh in g to n , Al l r i g h t s r e s e r v e d P r i n t e J i n F . S. A . D. C\ Page 2 G en eral In stru ctio n s T h is ex am in atio n is d ifferent from th e o rd in a ry school ex am in atio n s to w hich you h av e been accu T h e p la n fo r e ach of th e se te s ts is a s follows. F irs t, y o u a re given d e ta ile d instructions a b o u t th e test, y o u know ju s t w h a t y o u a re ex p ected to do. T h e n y o u h a v e som e -practice problems. T h e n y o u go tc proper. T h is is th e p ro ced u re fo r each of th e six te s ts in th is exam in atio n . T h e to ta l exam in atio n a n h o u r. T h e six te s ts in th is ex am in atio n re p re se n t a v a rie ty of task s. T h re e of th e m involve th in k q u a n tita tiv e so rt, w hile th e o th e r th re e req u ire m o re linguistic ability. I f y o u find one te s t hard, do no couraged. Y o u m a y find th e n e x t te s t easier. B u t y o u should d o y o u r b e s t o n all th e tests. People differ m a rk e d ly in th e speed w ith w hich th e y ca n d o th e se d ifferen t tests. T h e te sts enou g h to keep ev ery o n e b u sy fo r th e w hole tim e, a n d y o u a re n o t ex p ected to com plete th e te sts in 1 allow ed. B y n o tin g how m a n y q u estio n s y o u c a n an sw er in a c e rta in le n g th of tim e, w e c a n determ i speed on ea ch k in d of te st. Y o u m u s t begin to w ork o n a te s t p ro m p tly w hen th e exam iner calls th e tim e a n d sto p im m ed iately w hen h e sa y s: “ S to p .” D o n o t begin a te s t u n til th e exam iner gives th e signal fo r t h a t p a rtic u la r te st. D o n o t t u r n b a c k to a te s t a fte r th e tim e fo r it h a s expired. Y ou are on ea ch te s t d u rin g , a n d o n ly du rin g , th e specified tim e a s an n o u n ced b y th e ex am in er in charge. Y o u a re to reco rd y o u r answ ers on a s e p a ra te an sw er sh eet r a th e r th a n o n th e pages of th e te s t In s te a d of w ritin g dow n y o u r answ ers in th e u su al m an n er, y o u w ill reco rd each an sw er b y b lackening tl b e tw e e n a p a ir of lines. D o not m ake a n y m arks or record a n y answers on the pages o f this test booklet. Y o u r answ er sh e e t will b e scored accu rately if y o u observe carefu lly th e follow ing d ire c tio n s: 1. O n th e an sw er sheet, find th e section w hich corresponds to th e p ractice problem s o r te s t pi w hich y o u a re w orking. 2. T h e n find th e row o f answer spaces w hich is n u m b e re d th e sam e a s th e q u estio n y o u a re an: 3. T h e n fin d th e pair o f dotted lines w hich corresponds to th e answ er y o u choose a n d b lack en th M IS P L A C E D A N S W E R S A R E C O U N T E D A S W R O N G A N S W E R S . 4. In d ic a te each an sw er w ith S O L ID B L A C K P E N C I L M A R K S d ra w n v ertic ally betw een d o tte d lines. Solid b lac k m a rk s a re m ad e b y going o v er each m a rk tw o o r th re e tim e s a n d b y pressin on th e pencil. 5. M ak e y o u r m a rk s as long as th e d o tte d lines. 6. If y o u ch an g e y o u r answ er, erase y o u r first m a rk com pletely. 7. M ak e n o u n n ecessary m a rk s in or aro u n d th e d o tte d lines. 8. K eep y o u r an sw er sh eet on a h a rd surface w hile m ark in g y o u r answ ers. 9. M a k e no folds o r creases in th e answ er sheets. 10. ATo scratch paper is allow ed in a n y of th e se tests. T h e answ er sh eet co n tain s a special sectio m a y b e u sed fo r scribbling. 11. F o ld th e p ag es of y o u r te s t b ooklet b ack so t h a t only one page is visible. P lace th e te s t bo< th e left. K eep th e answ er sh ee t u n d e r th e te s t b o o k let so t h a t th e an sw er spaces b ein g m ark ed are as possible to th e q u estio n s b ein g answ ered. (O m it th e n e x t p a ra g ra p h unless th e te s ts a re to b e m achine-scored.) T h e ex am in atio n w ill b e scored b y a n electric test-sco rin g m achine, w hich m akes use of th e fac solid b la c k pencil m a rk w ill c a rry a c u rre n t of electricity in t h e sam e w ay t h a t a copper w ire does. P E N C I L M A R K S M A D E W IT H A H A R D P E N C IL W IL L N O T C A R R Y A C U R R E N T O F T R I C I T Y ! T h e m ach in e w ill n o t give y o u a c o rrect score unless y o u in d icate y o u r answ ers w ith soli pencil m a rk s m ad e w ith th e special pencil w hich is provided. D o n o t u se a n y pencil o th e r th a n th e spc provided. T h e m ach in e c a n n o t d istin g u ish b etw een in te n d e d answ ers a n d s tra y pencil m arks. If careless in erasing, o r if y o u leave u n n ecessary m a rk s on o r n e a r th e p airs of lines, such m ark s m a y be < b y th e m achine as w rong answ ers so t h a t y o u r score will b e low er th a n it should be. W ai t until the examiner gives the starting signal for the first set of practice problems. Page 2 194, Page 3 A r ith m e tic P R A C T IC E P R O B L E M S I n th is te s t y o u will b e g iven som e pro b lem s in arith m etic. A fter each problem th e re are five answ ers, ily one of th e m is th e c o rrect answ er. ou are to solve each problem a n d blacken th e space on th e answ er w hich corresp o n d s to th e an sw er y o u th in k is correct. T h e following problem is a n exam ple. 1. H ow m a n y pencils can y o u b u y for 50 cen ts a t th e ra te of 2 for 5 cents? (a) 10 (b) 20 (c) 25 (d) 100 (e) 125 F in d on th e an sw er sh eet th e space lab eled “ A R IT H M E T IC , P ractice P roblem s, P age 3 .” ?r to th e p ro b lem is 20, w h ich is an sw er (b). I n th e row n u m b e re d 1, space (b) h a s b een blackened. T h e correct I n th e second row, b lack en th e space w hich corresponds to th e answ er to th e second p ractice problem . 2. If Ja m e s h a d 4 tim es as m uch m o ney as G eorge, he w ould h av e $16. H ow m uch m o n ey h a s G eorge? (a) $4 (b) $8 (c) $12 (d) $16 (e) $64 Y o u sh o u ld h a v e b lack en ed space (a), w hich corresponds to $4, th e correct answer. B lack en th e spaces co rresp o n d in g to th e answ ers to th e following problem s: 3. I n 5 d a y s H a rry h a s sav ed a dollar. W h a t has his average (a) 200 (b) 2 2 ^ 0 (c) 250 (d) 300 d aily saving been? (e) 400 4 . J o h n sold 4 m agazines a t 5 cen ts each. H e k e p t th e m oney a n d w ith the o th e r h e b o u g h t p a p ers a t 2 c en ts each. H ow m a n y d id h e buy? (a) 3 (b) 4 (c) 5 (d) 6 (e) 10 W h e n th e signal is given (n o t y et), tu r n th e page a n d w ork m ore problem s of th e sam e kind. W o rk y a n d accu rately . ’ Y o u r ra tin g will be th e to ta l n u m b er of correct answ ers. Y ou m ay n o t b e able to in th e tim e allow ed. Stop here. iitio n Wa it for the signal. Page 3 Find the correct answer to each problem below. Then blacken the corresponding space on the answer sheet. ARITHMETIC 1. Twelve girls rented a cottage for 3 months at $40permonth.What was the total rent paid by each girl? (a) $3.33 (b) $9.00 (c) $10.00 (d) $12.66 (e) $120.00 2. If 3*4 tons of coal cost $21, what will 7 ^ 2 tons cost" (a) $9.80 (b) $42 (c)$45 (d) $75 (e) $98 3. A has $320, B has }± as much as A, and C has } ■>as much as A and B together. How much have all together? (a) $400 (b) $480 (c) $500 (d) $520 (e) $600 4. A tank which holds 260 gallons of oil is } \ full. How many gallons of oil are needed to fill the tank ? (a) 65 (b) 195 (c) 200 (d) 205 (e) 220 A boy walked for 2} 4 hours. He started at 1 0 minutes to 9 o'clock. When did he finish' (a) 10:35 (b) 11:05 (c) 11:20 (d) 11:55 (e) 12:05 (). Ray raised 60 heads of cabbage averaging 5 pounds each. He sold them at $.03 a pound. He spent $1.25 for plants and $.58 for fertilizer. What was his profit? (a) $6.17 (b) $6.67 te)$7.17 (d) $7.27 (e) $7.87 7. If it takes 8 barrels of oil at $1.35 per barreltosprinkle}■>mile of road, how much will oil cost for 5 miles? (a) $27 (b) $54 (c) $81 (d) $90 (e) $108 5. 9. 10. In a fort there are 60 men and enough food to keep the 60 men for 20 days. If 20 new men come and 40 of the first go, how many days will the food last1 (a) 10 (1 >) 20 (c)30 (d) 40 (e) 60 A grocer bought 160 boxes of berries. From the first 8 boxes examined he had to throw away 1 box. At this rate, how many boxes will he be able to sell' (a) 20 (b) 21 (c) 120 (d) 139 (e) 140 A L-boat makes 8 miles an hour under water and 15 miles an hour on the surface. How many hours will it take to cross a 100-mile channel, if it has to go 2 -0 of the way under water? 11. Two carpenters received $150 for the work they did on a house. One worked 20 days and the other 30 days. How much more did one get than the other" (a) $30 (b) $35 (c) $40 (d) $45 (e) $50 12. Soldiers march 2 feet 6 inches per step and take 100 steps to the minute. How many feet do they march in ) \ 2 °f an hour? (a) 1000 (b) 1250 (c) 1320 (d) 1500 (e) 1600 13. If 2 •>, of a vard of silk costs $3, how many yards can lie bought for $22.50? (a) 4 (b) 5 (c) S'A (d) 5% (e) V/> 14. John has 4 times as many marbles as James, and together they have 75 marbles. If Henry buys b> of John’s marbles and 33J3 per cent of James’,how many will he gain? (a) 1 0 (b) 12 (c) 15 (d) 17 (e) 23 15. The average person attends school 1,080 days. What part of a 12-year course does he complete, counting 180 davs as a school year? (a) }3 (b) Vi (c) H ' (d) % (e) V 16. A fruit dealer buys 10 dozen oranges for $2.40. If two dozen spoil, at what price per dozen must he sell the good ones to gain) J of the whole cost ? (a) $.20 (b) $.25 (c) $.30 (d) $.33 (e) $.40 17. If a fowl loses }J in dressing, how many pounds of undressed fowl wi)l be necessary to dress 9 pounds? (a) 12 ' (b) n y 2 (c) 13*4 (d) 15 (e) 18 IS. A can do a piece of work in 8 days, while B would take 20 days. After A has worked alone for 3 days, how many days will it take B to finish the work?" (a) 8 (b) 9 (c) 10 (d) 12 (e) 12J^ 19. Fix e lamp posts are placed along a street 35 yards apart. How many yards is the first lamp post from the last? (a) 95 (b) 140 (c) 175 (d) 420 (e) 525 If 3 4 of A's money equals } 2 of B ’s money, and they have $40 together, 20. Viru*r m u o l i t mc A 7* Page 5 C om pletion P R A C T IC E P R O B L E M S Look a t th e following definition. 1. A co n test of speed. B F Y ou are to th in k of th e w ord th a t fits th e definition. M P R T h e w ord is race. T h e le tte r R is th e first le tte r in th e w ord race. In th e section of th e answ er sh eet jeled “ C O M P L E T IO N , P ractic e Problem s, Page 5,’’ th e space indicated b y R in th e first row has been ackened. B lacken th e space corresponding to th e first le tte r of th e w ord which fits th e following definition. 2. A place or building for a th letic exercises. C D G II T h e w ord is gym nasium . te r in th e w ord gym nasium . T Y ou should have m arked th e space indicated by G because it is th e first D o th e following exam ples in th e sam e w ay: 3. T h e th in c u ttin g p a rt of an in stru m en t, as of a knife or sword. A B D II W 4. T h e wife of a king. F N P Q V 5. A sm all or p o rta b le bed, as of canvas stretch ed on a fram e. C H N P T W hen th e sta rtin g signal is given (not y et), tu rn th e page a n d w ork m ore problem s of th e sam e kind. >rk rap id ly because y our ra tin g will be th e to ta l n u m b er of correct answers. Y ou m ay n o t be able to finish :he tim e allowed. Stop Here. ? E d itio n Wait for the signal. P age 5 Think of the word that fits the definition. Then mark the first letter of that word on the answer sheet. 1. A small elementary book for teaching children to read. D F K L P 2. A bride’s personal outfit, as of clothes, jewelry, etc. E G K M T 3. Memoirs of one’s life written by oneself. A F K S U A thickly populated street marked by wretched living con­ ditions. F J S U V 5. A child in the first period of life. G H I L M 6. One who performs daring gymnastic feats. A E I 0 U 7. One who travels to some holy place as a devotee. A F G N P 8. One who enters into, or offers himself for, any service of his own free will. D J K U V 9. The long projecting nose of a beast, as of swine. L R S U V 10. A lure to catch fish or other animals. B J K 0 V 11. The working room of a painter or sculptor. C J K P S 12. The malicious burning of property. A E K 0 U 13. Prolonged inability to obtain due sleep. G H I J K 14. A unit of weight for precious stones, especially diamonds and pearls. A C H N T 15. One without means except such as come from charity. A K P U Y 4. COMPLETION The spirit, usage, or manners of knighthood. D I A C N 17. A light spear for hurling. H C F K J 18. A specified or regular course of study. C M N 0 T 19. A small shrill flute. E H M P J 20. A representation of the outlines of an object filled in with some uniform color. G L N S W 21. Act of murdering or killing one’s own brother. F I N P T 22. A detailed list of goods with their estimated worth. A D H I K 23. A very steep or overhanging place, as the face of a cliff. A H J P S 24. The right or act of voting in political matters. J N S T W 25. A point in which light rays meet after being reflected or refracted. E F G H J 26. A judicial writ or process requiring a party to do or forbear some act. A B E I Q 27. A gem carved in relief. C F H M T 28. A representation of some scene by the grouping of persons who remain silent and motionless in appropriate postures. T lT V W Y 29. A kind of leather tanned or shaved so as to leave an un­ dressed surface. A G S T V 30. The structural make-up of an organism or any of its parts. A D E J T 16. Page 7 Figure A n a lo g ies P R A C T IC E P R O B L E M S Look a t th e figures A, B, a n d C in Sam ple 1 below. Figure A is a large circle. Figure B is a small circle. By w h a t ru le is F igure A changed to m ake Figure B ? T h e rule is “ m aking it sm aller.” Now look a t Figure C. I t is a large square. W h a t will it be if you change it by th e sam e rule ? I t will be a small square of th e sam e color as th e large square. F igure 2 is a sm all w hite square. In th e section of th e answ er sheet labeled “ F IG U R E A N A L O G IE S, P ractice Problem s, Page 7,” th e space num bered 2 in the first row has been blackened to indicate th e co rrect answer. A B C 1 2 3 4 5 In Sam ple 2 below, th e rule is: “ T u rn F igure A upside down to m ake Figure B .” Now look a t F igure C a n d th in k how i t w ould look w hen tu rn e d upside down. I t would look like Figure 4. T he space num bered 4 has already been blackened on th e answ er sheet. A B C 1 2 3 4 5 ' A. ” T i T T I 4. 1 T In Sam ple 3 below, th e rule has tw o p arts: “ M ake F igure B of th e opposite color and larger th a n Figure A pply th e rule to Figure C an d blacken th e space which corresponds to th e correct answer. A B C 1 2 3 4 5 You should have blackened th e space num bered 1, which corresponds to th e large w hite square. N otice t h a t th e ru le changes from one exam ple to another. Y ou are to do four things to each exercise Dn th is page a n d th e next. a. Decide w h a t ru le is used to change F igure A to F igure B. b. A pply th is rule to F ig u re C. c. Select th e resulting figure from th e five figures a t th e right. d. Blacken th e space on th e answ er sheet which is num bered th e sam e as th e figure you have selected. Proceed to th e four exercises below, m arking your answ ers on th e answ er sheet. G o ahead. A B C 1 2 3 4 5 CD Stop here. 942 E d itio n Wait for the signal. Page 7 uu tu t ngiit uuu A C B duckwi 1 2 3 4 5 + \ 2 •|j> A A A A AaA © ©©©®0 P i> A 1 *7/ $ 3 /A • • 0 0 [I □ A 16 17 0 Q 0 C «| A I? to Vo • i i sL 19 y c oo • /o • •• • " W • •• c •• • •• / \ \/ 0 N N. — / / u IS o l □ :: < \> -k K K Ia '0> {0j M W A s\ W — A 2 ) □ □ C □ a m □‘ 0 - -D | OJ o / k« Q ^I f \ L i L / s ' k t k n ODOO mu 1 0 1 8 iiA /U .U U ib b 0 18 0 ¥ A TTS > V G) w ) D a no a■ B C0 [ & " □ I 'lU L M i une corresponding answer space. B SL it® & A I C£1\ OC7 P% ^ % ®L JI2 _12 ^ LL L i® oir n@ oi A on Ho K 6 A V A r- 1 Page 9 S a m e-O p p osite P R A C T IC E P R O B L E M S T h e w ord a t th e left in th e following line is “ m any ” 1. m any (1) ill (2) few (3) down (4) sour One of th e four w ords a t th e rig h t m eans eith er th e same as or th e opposite of “ m an y .” T he w ord “ few,” hich is num b ered 2, is th e opposite of “ m an y .” In th e section of th e answ er sheet labeled “ SA M EP P O S IT E , P ractice Problem s, P age 9 ,” space num ber 2 in th e first row has been blackened. T h e w ord a t th e left in th e second exam ple is “ an cien t.” Select one of th e four w ords a t th e rig h t th a t cans th e same as o r th e opposite of “ an cien t.” In th e second row on th e answ er sheet, blacken th e space hich corresponds to th e answ er you have selected. 2. ancient (1) d ry (2) long (3) h ap p y (4) old Y ou should have blackened th e space num bered 4, because 4 corresponds to “ old,” which m eans the .me a s “ an c ien t.” ft. In each of th e following lines select th e w ord th a t m eans th e same as or th e opposite of th e w ord a t th e O n th e answ er sheet, blacken th e space which corresponds to th e answ er you hav e selected. 3. deep 4. aw kw ard (1) blue (2) shallow (3) tense (4) w atery (1) clum sy (2) loyal (3) passive (4) young 5. hot (1) d ry (2) cooked (3) red (4) cold W hen th e sta rtin g signal is given (not yet), tu rn th e page an d w ork m ore problem s of th e sam e kind rTork rap id ly because y o u r ra tin g will be th e to ta l n u m b er of correct answers. Y ou m ay n o t be able to finish l th e tim e allowed. Stop here. *42 Kdition Wait for the signal. Page, 9 each row select the word at the right which means the same as or the of the first word in the row. Blacken the space which corresponds the word you have selected. SAME-OPPOSITE 'losite frivolous sleepy drab next plenteous (2 ) open (2 ) bland (2 ) rugged (2 ) acquired (2 ) regional (3) tabular (3) doleful (3) stealthy (3) unofficial (3) flexible (4) harsh (4) lavish (4) placid (4) unawar (4) silent merciless doubtful ( poisonous dreamy hopeful (2 ) bold (2 ) changing (2 ) peculiar (2 ) puzzling (2 ) strong (3) foaming (3) glum (3) active (3) faithful (3) deliberate (4) imagina (4) splendic (4) superflu (4) impish (4) indirect lingual naughty wintry middle mild (2 ) meager (2 ) middle (2 ) obedient (2 ) sinful (2 ) nominal (3) uniform (3) hasty (3) plain (3) radiant (3) outlined (4) organic (4) mortal (4) lone (4) narrow (4) slovenly ( academic periodic drying inactive fierce (2 ) inward (2 ) plausible (2 ) obedient (2 ) abundant (2 ) joyous (3) prompt (3) rhythmic (3) cunning (3) gifted (3) grave (4) credible (4) sterile (4) frightful (4) transpar (4) material (2) disparaging (3) despairing (2 ) even (3) best (2 ) wealthy (3) real (3) plastic (2 ) rotten (3) clear (2 ) realistic (4) prepared (4) variable (4) disdainfu (4) harmless (4) courageoi variable barbarous zestful important absolute (1 ) conquered (1 ) tidal (1 ) stormy (1 ) adequate (1 ) ungainly (2 ) shifting (2 ) haughty (2 ) tough (2 ) dishonest (2 ) eligible (3) bitter (3) cultured (3) eager (3) trifling (3) gaudy (4)sudden (4) abrupt (4) lengthy (4) open (4) partial 26. staid 27. pungent 28. furtive 29. cognizant 30. ductile raw aqueous sublime ethical turbulent (1 ) silken (1 ) literal (1 ) liberal (1 ) perishable (1 ) eastern (2 ) slick (2 ) watery (2 ) straight (2 ) moral (2 ) elective (3) cooked (3) manual (3) exalted (3) eloquent (3) interested (4) stale (4) informal (4) brisk (4) garish (4) peaceful 31. diffident 32. immutable 33. redundant 34. enigmatic 35. devious envious fastidious transient inimitable austere (1 ) spicy (1 ) musical (1 ) glib (1 ) matchless (1 ) narrow (2 ) brainless (2 ) famed (2 ) sensitive (2 ) optical (2 ) stern (3) covetous (3) negligent (3) surly (3) outlined (3) unhappy (4) vain (4) early (4) fleeting (4) parental (4) vile 36. heterogeneous 37. cursory ( 38. refractory 39. refulgent ( 40. finical ( skeptical suave romantic energetic cavernous (1 ) vague (1 ) prevalent (1 ) facial (1 ) apathetic (1 ) matted (2 ) believing (2 ) neuter (2 ) subdued (2 ) balmy (2 ) smooth (3) constant (3) old (3) judicial (3) criminal (3) unsuitable (4) unwise (4) brusque (4) prosaic (4) heroic (4) hollow 41. dilatory 42. specious 43. desiccant 44. pellucid 45. incorporeal seemly intense formidable sinister canonical (1 ) poetic (1 ) likely (1 ) mystic (1 ) auspicious (1 ) flushed (2 ) scribbled (2 ) supple (2 ) obscene (2 ) settled (2 ) willful (3) local (3) vivid (3) menacing (3) diligent (3) orthodox (4) fit (4) respectful (4) nodal (4) tacit (4) frozen 46. disparate 47. optimal 48. indigent 49. virulent 50. pusillanimous alike defensive special manly political Page 11 N u m b er Series P R A C T IC E P R O B L E M S T h e n u m b ers in each series proceed according to som e rule. F o r each series you are to find th e next mber. I n th e first series below, each n u m b e r is 2 larg er th a n th e preceding num ber. T h e next number in th e ics w ould b e 14. O f th e five answ ers a t th e rig h t, answ er (e) is, therefore, correct. In th e section of th e »wer sh eet lab eled “ N U M B E R S E R IE S , P ractic e P roblem s, P age 11,” space (e) in th e first row has been ckened. 1. 2 4 Series 6 8 10 12 10 (a) N ext Num ber 11 12 13 (b) (e) (d) 14 (e) F in d th e ru le in th e series below , a n d b lack en one of th e answ er spaces in th e second row on th e answ er :et. 2. 20 19 18 17 16 15 E a c h n u m b e r in th is series is 1 less th a n th e preceding num ber. ich correspo n d s to 14, th e n ex t n u m b e r in th e series. 10 (a) 12 (b) 14 (c) 15 (d) 16 (e) Y ou should hav e blackened space (c), F in d th e ru le in th e series below, a n d blacken th e space on th e answ er sheet w hich corresponds to the t num b er. 3. 10 8 11 9 12 10 9 (a) T h e series ab o v e goes b y a lte rn a te step s of su b tra c tin g 2 a n d adding 3. ce (e), w hich corresp o n d s to 13, th e n ex t num ber. 10 (b) 11 (c) 12 (d) 13 (e) Y ou should have blackened I n each series below, find th e rule a n d blacken th e sp ace on th e answ er sh eet w hich corresponds to th e t num ber. T h e re is a d ifferent ru le for each series. G o rig h t ahead. D o n o t w ait for a n y signal. 4. 8 11 14 17 20 23 5. 27 27 23 23 19 19 6. 16 17 19 20 22 23 10 (a) 15 (a) 18 (a) 13 (b) 16 (b) 20 (b) 23 (c) 17 (c) 22 (c) 25 (d) 18 (d) 24 (d) 26 (e) 19 (e) 25 (e) W h en th e s ta rtin g signal is given (n o t y et), tu r n th e page a n d w ork m ore problem s of th e sam e kind, r k rap id ly because y o u r ra tin g w ill b e th e to ta l n u m b er of co rrect answers. Y o u m ay n o t b e able to finish he tim e allowed. Stop here. ' E d itio n Wa it for the signal. Page 11 Find the rule in each problem below and blacken the space which corresponds to the next number. 1 2 . 14 18 . 7 3. 17 4. 5. 6 20 20 12 18 9 . 8 2 6 4 26 30 34 38 12 11 14 13 23 26 29 32 35 11 21 . 72 36 40 7. 8 8 10 22 4 12 15 14 18 17 17 20 12 22 24 10 16 23 12 8 16 16 14 42 44 132 9. 82 73 64 55 46 37 28 1 0 11 1 2 . 0 . 4 . 18 13. 14. 13. 8 20 7 1 p* a 20 9 16 4 3 6 17 12 8 12 6 7 21 10 5 16 15 6 22 21 7 15 13 15 16 19 24 15 20 5 10 2 30 6 N U M B E R SERIES 39 40 41 42 43 la) lb) ( 0 Id) (e) 16. 14 16 18 2 0 (b (a) ) (c) Id) (ej 17. 36 37 38 39 40 (a) (b) (c) (d) (e) 18. 16 18 2 0 2 1 24 (a) (b) (c) (d) (ej 19. 40 42 12 9 1 2 15 2 1 24 (a) (b) ( 0 (dj le) 4 8 1 2 16 2 0 (a) (b) (c) (d) (e) 6 10 12 14 16 (a) (b) (c) (d) (e) 133 134 260 268 396 (a) (b) (c) (d) (e) 100 90 81 73 12 6 8 16 14 4 8 9 18 2 0 2 1 . 9 12 21 8 . 40 33 27 24 10 21 2 2 . 4 5 7 4 23. 44 40 42 14 3 6 7 8 9 (a) (b) (c) (d) (e) 26. 8 17 2 1 23 30 (a) (b) (c) (d) fc) 27. 17 2 0 2 1 23 24 (a) (b) (c) (d) (e) 28. 15 23 2 6 28 90 (a) (b) (c) (d) fc) 29. 95 92 46 42 to 6 9 (d) 60 9 7 22 23 46 8 13 16 12 9 11 3 11 7 2 3 5 5 8 10 10 13 12 11 7 4 13 4 10 7 2 6 6 9 12 3 60 7 24 28 12 8 6 9 7 3 16 80 6 3 10 12 9 16 30. 9 3 8 4 7 16 5 8 6 11 12 18 36 (c) (d) (b) (b) 1 4 (b) (d) (ej le) (c) 6 (c) (d) (e) 7 (d) (cj 8 10 11 14 16 17 (a) (b) (C) (dj (Cj 3 5 (c) (d) (cj 14 15 16 21 22 (a) (d) (ej 1 2 (b) (b) 0 2 (a) (b) (C) 7 6 7 10 (c) (d) (ej 13 15 16 26 28 (b) (C) (d) (ej 4 6 8 (a) (b) (e) (d) 4 (a) 7 12 14 16 (b) (c) (d) 3 (a) (b) 2 8 (a) 21 (c) (a) (a) 20 (b) 48 50 69 70 90 (a) 25. 5 7 (a) 23 25 28 29 30 (a) (b) (c) (d) (e) 1 46 50 51 52 53 (a) 24. 0 60 55 (a) 14 18 19 2 0 27 (a) (b) (c) (d) (e) (a) (b) 66 6 100 (e) (ej 16 24 48 (c) (d) (ej 9 19 23 24 (b) (C) (dj (ej 4 6 8 10 (a) (b) (c) (d) (ej 4 5 7 8 2 6 Page 13 V erbal A n a lo g ie s P R A C T IC E P R O B L E M S R e a d th e following w o rd s: 1. foot-shoe h an d - (1) th u m b (2) h ead (3) glove (4) finger (5) clasp T h e first tw o w ords, joot-shoc, a re related. T h e n e x t w ord is hand. I t can be com bined w ith one of e rem aining w ords in th e row so a s to m ak e a sim ilar pair, hand-glovc. In th e section of th e answ er sheet beled “ V E R B A L A N A L O G IE S , P ractic e Problem s, P age 13,” space n u m b er 3 in th e first row h as been ackened. R ead th e following w ords: 2. fath er-so n m o th er- (1) a u n t (2) sister (3) child (4) d a u g h te r (5) niece T h e first p a ir is jathcr-son. T h e n ex t w ord is mother. I t can be com bined w ith th e w ord daughter m ak e th e sim ilar pair, mother-daughter. In th e second row on th e answ er sheet, blacken space n u m b er 4, lich corresponds to th e w ord daughter. In each row of w ords, th e first tw o w ords form a pair. T h e th ird w ord can be com bined w ith an o th er :>rd to form a sim ilar pair. Select th e w ord w hich com pletes th e second pair. O n th e answ er sheet, blacken e space w hich corresponds to th e w ord you select. 3. sky-blue grass- (1) g round (2) sod (3) p a th (4) blue (5) green 4. ice-solid w ater- (1) h a rd (3) iron (4) liquid (5) b o at (2) fire In th e th ird row on th e answ er sheet, you should hav e blackened space n u m b er 5, w hich corresponds green. In th e fo u rth row, yo u should have blackened space n u m b er 4, w hich corresponds to liquid. Select th e answ ers to th e following problem s a n d blacken th e corresponding spaces on th e answ er sheet, o rig h t ahead. D o n o t w a it for a n y signal. 5. ear-m usic nose- (1) face (2) perfum e (3) b re a th (4) to n e (5) noise 6. cloth-dye house- (1) shade (2) p a in t (3) b ru sh (4) door (5) wood 7. green-grass yellow- (1) silver (2) color (3) golden (4) china (5) gold 8. cattle-h a y m an - (1) e a t (2) d rin k (3) w ater (4) life (5) bread W hen th e s ta rtin g signal is given (n o t y et), tu r n th e page a n d w ork m ore problem s of th e sam e kind, ork rap id ly because y o u r ra tin g will be th e to ta l n u m b er of correct answers. Y ou m ay n o t be able to finish th e tim e allowed. Stop Here. t2 E d itio n Wait for the signal. P age 13 i each row , select th e w o rd w h ich co m p letes th e second p air. le space w hich co rresp o n d s to th e w o rd y o u h a v e selected. B lacken V E R B A L A N A L O G IE S 1. 2. 3. 4. 5. cow -anim al b an k er-len d disease-filth p a in te r-p ic tu re tre e-fo re st c a rro tph y sician h e a lth scu lp to rperson- (1) (1) (1) (1) (1) p la n t illness illness a r tis t child (2) (2) (2) (2) (2) radishes heal care d eco ra to r couple (3) (3) (3) (3) (3) tree k in d safety s ta tu e m en (4) (4) (4) (4) (4) fish nurse physician p h o to g ra p h w om en (5) (5) (5) (5) (5) ti p sc a cr 6. 7. 8. 9. 9. lig h tn in g -lig h t try -su cceed b o a t-lifeb e lt d ark n ess-su n lig h t fram ew o rk -h o u se th u n d e rstu d y airp lan estillnessskeleton- (1) (1) (1) (1) (1) fear teach p ilo t m oonlight ankle (2) (2) (2) (2) (2) h ear a tte m p t air a ir bone (3) (3) (3) (3) (3) noise learn tra in su m m er skull (4) (4) (4) (4) (4) quick exam ine m ail noise grace (5) (5) (5) (5) (5) c> be pc be be 1. ?. ?. t. ch airm an -assem b ly m o u n tain -h ill w h arf-ste a m e r b elt-w a ist recognize-ignore to a stm a s te rriv e rsta tio n collarinclude- (1) (1) (1) (1) (1) speech stream ocean dog en em y (2) (2) (2) (2) (2) hotel forest trip arro w in v ite (3) (3) (3) (3) (3) o ra to r ocean tra in so ft o m it (4) (4) (4) (4) (4) evening lake car tie guest (5) (5) (5) (5) (5) ba co ho ne be! breeze-cyclone te a m -h a rm o n y . v icto ry -d e fea t . autom ob ile-w ag o n . air-v e n tila tio n show errivalsglorym otorcyclew ate r- (1) (1) (1) (1) (1) sprinkle group sham e w alking n av ig atio n (2) (2) (2) (2) (2) b a th solo re tre a t horse canal (3) (3) (3) (3) (3) blood opposition defense bus farm ing (4) (4) (4) (4) (4) spring prize d e a th tra in irrig atio n (5) (5) (5) (5) (5) clo me des bic swi . m o th er-sister . fo o d -starv atio n chim ney-house im ita te -in v e n t b a n q u e t-sn a c k fa th e rairc ra te rcopyo ratio n - (1) (1) (1) (1) (1) boy b re a th in g e a rth q u a k e art serm on (2) (2) (2) (2) (2) son suffocation e ru p tio n w rite d ra m a (3) (3) (3) (3) (3) uncle v e n tila tio n lav a pencil voice (4) (4) (4) (4) (4) b ro th e r cap acity volcano originate m an u sc rip t (5) (5) (5) (5) (5) n ej not ma: d ra cha c a u tio n -safe ty a b u n d a n t-c h e a p o d o r-frag ran t coal-w eight p en in su la -c o n tin e n t riskscarceta ste m ilkb ay - (1) (1) (1) (1) (1) secu rity buy sw eet b o ttle B iscay (2) (2) (2) (2) (2) d an g er costly b itte r h eig h t ocean (3) (3) (3) (3) (3) insurance b arg ain sugar size p o rt (4) (4) (4) (4) (4) life ra re tongue volum e boat (5) (5) (5) (5) (5) goo pier sme crea land w heel-rim w olf-sheep w ar-d e v a sta tio n blindness-color bird-w ings n ap k in c atpestilencedeafnessfish- (1) (1) (1) (1) (1) d in n er fu r nuisance h earin g gills (2) (2) (2) (2) (2) p ro te ctio n k itte n d efeat loud fins (3) (3) (3) (3) (3) hem dog d e a th a u d itio n scales (4) (4) (4) (4) (4) cloth m ouse germ s tone sw im s (5) (5) (5) (5) (5) mon puzs rem< ear pone p latin u m -lead goose-pillow m edley-m usic em brace-ally lan d scap c-p h o to g rap h satin calfhashassau ltconcert- (1) (1) (1) (1) (.1) silk shoe m ix tu re friend recital (2) dress (2) ru g (2) d in n er ( 2 ) love (2) a u to g ra p h (5) (5) (5) (5) (5) ging hide beve: batte critic (3) shiny (3) c u rta in (3) chopper (3) riv al (3) applause (4) w ealth (4) g an d er (4) food (4) c o u n try (4) record Sto] 943 Edition 324 A M E R IC A N C O U N C IL ON E D U C A T IO N P s y c h o lo g ic a l E x a m in a tio n For C o lleg e F reshm en P r e p a r e d b y L. L. T h u r s t o n e a n d T h e l m a G w i n n T h u r s t o n e u n C o pyright 1943 by T h e A m erica n C o u n c il on E ducation F o r official u s e in a c c r e d i t e d c o lle g e s 744 Jackson Place, W a sh in g to n , All rig h ts re s erv ed P r i n t e d in U . S. A. D. C. Page 2 G en eral In stru ction s T h is ex am in atio n is different from th e o rd in a ry school exam in atio n s to w hich you have been accusi T h e p lan for each of these te sts is as follows F irst, you are given detailed instructions a b o u t th e test, ; you know ju s t w h a t you are expected to do. T h e n you h a v e som e practice problems. T h e n you go to ■ proper. T h is is th e p rocedure fo r each of th e six te sts in th is exam ination. T h e to ta l exam ination n an hour. T h e six te s ts in th is ex am in atio n rep resen t a v a rie ty of task s T h ree of th em involve thinkii q u a n tita tiv e so rt, w hile th e o th e r th re e req u ire m ore linguistic ability. If you find one te s t hard, d o not couraged. Y ou m a y find th e n ex t te s t easier. B u t you should do y o u r b est o n all th e tests. People differ m ark ed ly in th e speed w ith w hich th e y can do th ese different tests. T h e tests a enough to keep every o n e b u sy fo r th e whole tim e, a n d you are n o t expected to com plete th e te sts in tl allow ed. B y n o tin g how m a n y q u estions you can answ er in a c e rta in len g th of tim e, we can determ ir speed on each kin d of te st. Y ou m u st begin to w ork on a te s t p ro m p tly w hen th e exam iner calls th e s tim e a n d sto p im m ed iately w hen he says: “ S to p ,” D o n o t begin a te s t u n til th e exam iner gives the s signal for t h a t p a rtic u la r test. D o n o t t u r n b ack to a te s t a fte r th e tim e for it has expired. Y ou are t on each te s t d u rin g , a n d on ly during, th e specified tim e as anno u n ced b y th e exam iner in charge. Y o u are to record y o u r answ ers on a sep arate answ er sh eet r a th e r th a n on th e pages of th e te st 1 In ste a d of w ritin g dow n y o u r answ ers in th e usu al m an n er, you will record each answ er b y blackening th betw een a p a ir of lines. D o not m ake a n y m arks or record any answers on the pages o f this test booklet. Y o u r answ er sh eet will b e scored accu rately if you observe carefully th e following directions: 1. O n th e answ er sheet, find th e section w hich corresponds to th e practice problem s or te s t pr< w hich yo u are wrorking. 2. T h e n find th e row of answer spaces w hich is n u m b ered th e sam e as th e question you are ans 3. T h e n find th e pair of dotted lines w hich corresponds to th e answ er you choose a n d blacken th< M IS P L A C E D A N S W E R S A R E C O U N T E D AS W R O N G A N S W E R S . 4. In d ic a te each answ er w ith S O L ID B L A C K P E N C IL M A R K S draw n vertically betw een 1 d o tte d lines. Solid b lack m ark s are m ad e b y going over each m a rk tw o or th re e tim es and b y pressing on th e pencil. 5. M ak e y o u r m ark s as long as th e d o tte d lines. 6. If yo u change y o u r answ er, erase y o u r first m a rk com pletely. 7. M ak e n o unn ecessary m a rk s in or aro u n d th e d o tte d lines. 8. K eep y o u r answ er sh eet on a h a rd surface w hile m arking yo u r answers. 9. M ak e n o folds or creases in th e answ er sheets. 10. N o scratch paper is allow ed in a n y of th ese tests. T h e answ er sheet contains a special sectioi m ay be used for scribbling. 11. F old th e pages of y o u r te s t booklet b ack so th a t only one page is visible. Place th e te s t bo< th e left. K eep th e answ er sh eet u n d er th e te s t booklet so th a t th e answ er spaces being m ark ed are as possible to th e qu estio n s being answ ered. (O m it th e n e x t p a ra g ra p h unless th e te sts are to b e m achine-scored.) T h e ex am in atio n will b e scored b y a n electric test-scoring m achine, w hich m akes use of th d fac solid black pencil m a rk will ca rry a c u rre n t of electricity in th e sam e w ay t h a t a copper w ire does. P E N C IL M A R K S M A D E W IT H A H A R D P E N C IL W IL L N O T C A R R Y A C U R R E N T O F T R I C I T Y ! T h e m achine will n o t give you a co rrect score unless you in d icate y o u r answ ers w ith sol pencil m ark s m ade w ith th e special pencil w hich is provided. D o n o t use an y pencil o th er th a n th e spc provided. T h e m achine c an n o t distinguish betw een in ten d ed answ ers an d stra y pencil m arks. If careless in erasing, or if you leave unnecessary m ark s on or n ear th e p airs of lines, such m ark s m ay be b y th e m achine as w rong answ ers so t h a t y o u r score will be lower th a n it should be. W ai t until the examiner gives the starting signal for the first set of practice problems. 194 Page 3 A rith m etic P R A C T IC E P R O B L E M S In th is te s t y ou will be given some problem s in arithm etic. A fter each problem th ere are five answ ers, b u t only one of th em is th e correct answ er. Y ou are to solve each problem an d blacken th e space on th e answ er sheet w hich corresponds to th e answ er you th in k is correct. T h e following problem is an example. 1. H ow m an y pencils can you b u y for 50 cents a t th e ra te of 2 for 5 cents? (a) 10 (b) 20 (c) 25 (d) 100 (e) 125 F in d on th e answ er sheet th e space labeled “A R IT H M E T IC , P ractice Problem s, Page 3 .” answ er to th e problem is 20, w hich is answ er (b). In th e row n u m b ered 1, space (b) has been blackened. T he correct In th e second row, blacken th e space which corresponds to th e answ er to the second practice problem. 2. If Jam es h a d 4 tim es as m uch m oney as George, he would have $16. How m uch m oney h as George? (a) $4 (b) $8 (c) $12 (d) $16 (e) $64 Y ou should h av e blackened space (a), which corresponds to $4, th e correct answer. Blacken th e spaces corresponding to th e answ ers to th e following problem s: 3. I n 5 d ay s H a rry h a s saved a dollar. W h a t has his average daily saving been? (a) 20*5 (b) 22H 0 (c) 250 (d) 300(e) 400 4. Jo h n sold 4 m agazines a t 5 cents each. H e k e p t }/£ the m oney a n d w ith the o th er he b o u g h t papers a t 2 cents each. How m any did he buy? (a) 3 (b) 4 (c) 5 (d) 6 (e) 10 W hen th e signal is given (not y et), tu rn th e page an d w ork m ore problem s of th e sam e kind. W ork rap id ly a n d accurately. Y o u r ra tin g will be the to ta l num ber of correct answers. You m ay n o t be able to finish in th e tim e allowed. Stop here. 1943 E d itio n Wait for the signal. Page 4 Find the correct answer to each problem below. Then blacken the corresponding space on the answer sheet. 1. A man earns $200 on a job requiring 8 weeks. If he works 5 days per week, what are his earnings per day? (a) $1 (b) $3 (c) $5 (d) $ 8 (e) $10 ARITHMETIC 11. How much more is } 3 of ^ 4 than % of %? (a) 1/16 (b) 3/16 (c) 5/16 (d) 3/8 (e) 7/8 package of crackers containing 10 ounces sells for 10 cents; the same kind sells for 1 0 cents per pound in bulk. What is the saving on 15 pounds of crackers by buying them in bulk? (a) $.50 (b) $.60 (c) $.65 (d) $.90 (e) $1.20 12. A 2. How many one-inch cubes can be placed in a box 4 inches wide, 6 inches long, and 2 inches deep; (a) 8 (b) 12 (c) 24 (d) 48 (e) 96 3. A file case has 21 drawers numbered from 1 to 21. The even-numbered drawers average 80 cards to the drawer. What is the total number of cards in the even-numbered drawers ? (a) 800 (b) 880 (c) 960 (d) 1,000 (e) 1,680 13. One-third of an estate went to charity, and one-half of the remainder went to each of two children. If each child received $5,000, what was the value of the estate? (a) $10,000 (b) $15,000 (c) $17,500 (d) $20,000 (e) $25,000 4. I noticed that our car had gone 8 miles in 15 minutes. How many miles an hour was it going' (a) 16 (b) 24 (c) 32 (d) 40 (e) 48 14. X, V, and Z gathered 100 chestnuts altogether. X gathered 4 more than Y, and Y gathered 6 more than Z. How many did Z gather? (a) 28 (b) 32 (c) 34 (d) 36 (e) 38 5. A quarter ounce of gold is worth $4. How many ounces does $48 worth of gold weigh ? (a) 2 (b) 3 (c) 4 (d) 8 (e) 16 15. If 10% is lost by selling a bicycle for $9.00, for how much should it have been sold to gain 1 0 %? (a) $9.90 (b) $10.00 (c) $10.10 (d) $11.00 (e) $12.00 6. The janitors in a large store use 12} / gallons of brass polish each week. How many weeks will 350 gallons of polish last? (a) 7 (b) 1 0 }, (c) 1 1 (d) 2234 (e). 28 man owning of a section of land sells 2 0 %, of his land. What per cent of a section has he left? (a) 20 (b) 37% (c) 40 (d) 42% (e) 50 16. A 7. I bought 6 % pounds of meat for $2.70. How much per pound did I pay for the meat ? (a) $.19 (b) $.27 (c) $.33 (d) $.40 (e) $.45 17. If a stable has enough oats to last 10 horses 8 days, how many days will the oats last 4 horses? (a) 3% (b) 12 (c) 16 (d) 18 (e) 20 8. Sound travels 1,080 feet per second. If the sound of a stroke of lightning is heard 3.5 seconds after the flash, how many feet away is the stroke?" (a) 3,240 (b) 3,680 (c) 3,720 (d) 3,780 (e) 3,790 18. If the average depth of 3 wells is 6 8 feet, and no one is less than 64 feet deep, what is the greatest possible depth in feet of one of the three? (a) 6 8 (b) 72 (c) 76 (d) 79 (e) 80 9. Three-fourths of a bushel of nuts is divided equally among 5 people. What fraction of a bushel does each get ? (a) 15 (b) 1/10 (c) 2/15 (d) 3/20 (e) 4/15 19. A 10. If 20% of a gang of men were discharged and there were 32 men left, how many men were in the gang at first? (a) 40 (b) 80 (c) 100 (d) 120 (e) 160 20. can do a piece of work in 4 hours, and B in 6 hours. How many hours will it take them if they work together? (a) 2 % ' (b) 3 (c) 4 (d) 4 % (e) 5 If 9 apples are worth 6 peaches, and 4 peaches are worth 3 oranges, what per cent of an orange is worth an apple? (a) 25 (b) 33}^3 (c) 37% (d) 50 (e) 6 6 % Page 5 C om pletion P R A C T IC E P R O B L E M S L ook a t th e following definition. 1. A co n test of speed. B F Y ou are to th in k of th e word th a t fits th e definition. M P R T h e w ord is race. T h e le tte r R is th e first le tte r in th e w ord race. In the section of the answ er sheet beled “ C O M P L E T IO N , P ractice Problem s, Page 5,” th e space indicated by R in th e first row has been ackened. B lacken th e space corresponding to th e first le tte r of th e w ord which fits th e following definition. 2. A place or building for ath letic exercises. C D G H T he w ord is gym nasium . tte r in th e w ord gym nasium . T Y ou should have m arked th e space indicated b y G because it is th e first D o th e following exam ples in th e sam e w a y : 3. T h e th in cu ttin g p a rt of an in stru m en t, as of a knife or sword. W A B D H 4. T h e wife of a king. F N P Q V 5. A sm all or p o rtab le bed, as of canvas stretched on a fram e. T C G N P W hen th e sta rtin g signal is given (not yet), tu rn th e page and w ork m ore problem s of th e sam e kind. rork rap id ly because y our ratin g will be th e to ta l num ber of correct answers. Y ou m ay n o t be able to finish th e tim e allowed. >43 E d it io n Stop here. Wait for the signal. Page 6 Think of the word that fits the definition. Then mark the first letter of that word on the answer sheet. A written direction for the preparation and use of a medicine. B F H N P 2. A utensil with meshes for separating coarse particles from finer ones. P R S V Y 3. The artificial watering of farm lands to supply growing crops with moisture. A E I 0 U 4. A boxor room forkeeping food cool. D H N Q R 5. The price paid or demanded for the return of a captive. D E H L R 6. An artificial covering of hair for the head. B D E V W 7. A choosing by vote, as to an office. A D E G H 8. A singlering of a chain. H I J K L 9. The latter part and close of the day and early part of darkness or night. E F H I K 10. A newly enlisted soldier. N 0 R W X 11. A n enclosed sheet of ice, usually artificial, for skating. B E N R V 12. A chair of state, especially a royal seat on a dais with a canopy. F I L T W 13. A trench in the earth made by a plow. A E F L P 14. A sworn statement in writing, especially one made upon oath before an authorized officer. A F H M R 15. A short, light musical drama. 1. A n r ^ COMPLETION A word of opposite meaning to another. A D H K L 17. Extortion by intimidation, especially by threats of public accusation or exposure. B C F H K 18. A person given or kept as a pledge, as for fulfillment of a treaty. G H . I J K 19. A meeting of spiritualists to receive spirit communications. C F G P S 20. A taillike plait of hair worn behind. F J L 0 Q 21. A substance composed of two or more metals or a metal and a nonmetal. A F L N T 22 A small bottle. C E H V W 23. A collection of wild animals in cages for exhibition. F K M N T 24. The rules of decorum. E F G K N 25. A cabin on shipboard. E H I M S 26. All work of imagination in narrative or dramatic form. C F H I J 27. A small telescope. S U V W Y 28. The act of talking to oneself. R S T V Y 29. The husks of grain and grasses separated from the seed by threshing. A C D E F 30. One who maliciouslv sets fire to a huildincr nr nfhpr nmnorh16. Page 7 F igu re A n a lo g ie s P R A C T IC E P R O B L E M S L ook a t th e figures A, B , a n d C in S am ple 1 below. F ig u re A is a large circle. Figure B is a small cle. B y w h a t ru le is F ig u re A ch an g ed to m ak e F ig u re B ? T h e ru le is “ m aking it sm aller.” Now look a t Sure C. I t is a larg e square. W h a t w ill i t b e if you change it b y th e sam e rule ? I t will be a small sq u are of 3 sam e color as th e large square. F ig u re 2 is a sm all w hite square. In th e section of th e answ er sheet labeled 'IG U R E A N A L O G IE S , P rac tic e P roblem s, P age 7,” th e space n u m b ered 2 in th e first row has been ickened to in d icate th e c o rrect answ er. A B C 1 2 3 4 5 I n S am p le 2 below , th e ru le is: “ T u rn F ig u re A upside dow n to m ake F igure B .” N ow look a t F igure a n d th in k how i t w ould look w hen tu rn e d upside down. I t w ould look like F igure 4. T h e space n um bered 4 s alread y b een b lack en ed on th e answ er sheet. A B C 1 2 3 4 5 * T X T T I i 1 t In Sam ple 3 below, th e ru le h as tw o p a rts : “ M ake F igure B of th e opposite color an d larger th a n Figure A pply th e rule to F ig u re C a n d b lack en th e space w hich corresponds to th e correct answer. A B C 1 2 3 4 5 Y ou should h av e b lackened th e space n um b ered 1, w hich corresponds to th e large w hite square. N o tice t h a t th e ru le changes from one exam ple to another. Y ou are to do four thing s to each exercise th is page a n d th e next. a. D ecide w h a t ru le is u sed to change F ig u re A to F ig u re B. b. A pply th is ru le to F ig u re C. c. Select th e resu ltin g figure from th e five figures a t th e right. d. B lacken th e space o n th e answ er sheet w hich is n u m b ered th e sam e as th e figure you have selected. P roceed to th e four exercises below, m ark in g y o u r answ ers on th e answ er sheet. Go ahead. A B C 2 CD CD Stop here. '■3 E d itio n 1 Wait for the signal. 3 4 in each line below, find the rule by which Figure A is changed to make Figure B. Apply the rule to Figure C. Select the resulting figure at the right and blacken the corresponding answer space. A B c 1 2 3 4 5 0 ) C ZX □ 0 0 0 / 0 C □ z 0 0 > [ c ] /\ > 8 <® o> 0 3 < 4 V w 0 00 0 5 c □ 0 0 C7 O 6 L L / 7 • •• • •• • • •• •• / / • • ••• 0 •• • •« • •• •• e iL L 14 + 4 L 1 9 • • — — ii III □ • • • 0 ® A A A> Q □A A> 0 0 A = 2 to n t 12 (3 A A b a 14 0 / •i < 0 / — • • : : • S • • V V V ▲ ▼ ▼ _L -4- ■“-r 0 L A m @ A B /6 B 1 17 i 16 s /9 A A 20 □ 2! J 22 0 23 k A 24 N '/ i 25 R K 26 P d 27 CD 8 28 I I 29 ¥ T F IG U R E W A I O G IES C 1 2 3 4 5 D D (J D a D V 41 * $ • 0 © © s. □ 0 0 © P ~D s s & s & a m cr cr \ sV Z z Z zZ n N R H R N a fl D a CD 0 CD 0 0 0 3 A 3 . 8 s . A A A A A Page 9 S a m e -O p p o site P R A C T IC E P R O B L E M S T h e w ord a t th e le ft in th e follow ing line is “ m a n y " 1. m a n y (1) ill (2) few (3) dow n (4) sour O ne of th e fo u r w ords a t th e rig h t m ean s e ith e r th e same as or th e opposite of “ m a n y .” T h e w ord “ few .” h is n u m b e re d 2, is th e o p p o site of “ m a n y .” In th e section of th e answ er sh eet labeled "S A M E O S IT E , P ra c tic e P roblem s, P ag e 9 ,” space n u m b e r 2 in th e first row h a s been blackened. T h e w ord a t th e left in th e second exam ple is “ a n c ie n t.” Select one of th e four w ords a t th e rig h t th a t as th e same as o r th e opposite of “ a n c ie n t.” In th e second row on th e answ er sheet, blacken th e space h corresp o n d s to th e answ er yo u h a v e selected. 2. a n cien t 2 (1) d ry (2) long (3) h a p p y (4) old Y ou should h a v e b lack en ed th e space n u m b ered 4, because 4 corresponds to “ o ld ,” w hich m eans th e as “ a n c ie n t.” In each of th e follow ing lines select th e w ord th a t m eans th e same as or th e opposite of th e w ord a t th e O n th e answ er sheet, black en th e space w hich corresponds to th e answ er you h av e selected. 3. deep (1) blue (2) shallow (3) tense (4) w atery 4. aw k w ard (1) clum sy (2) loyal (3) passive (4) young 5. h o t (1) d ry (2) cooked (3) red (4) cold W hen th e s ta rtin g signal is given (n o t y e t), tu rn th e page a n d w ork m ore problem s of th e sam e kind, •k ra p id ly because y o u r ra tin g will be th e to ta l n u m b e r of co rrect answ ers. Y ou m ay n o t be able to finish he tim e allow ed. Stop Here. E d itio n Wait for the signal. rage In each row select the word at the right which means the same as or the SAME-OPPOSITE of the first word in the row. Blacken the space which corresponds to the word you have selected. opposite .severe (1 ) cloudy 2 .healthful (1 ) dreamy 3. contemptible (1 ) despicable 4. imperative (1 ) brilliant 5. defiant (1 ) invisible (2 ) lax (2 ) fierce (2 ) unequal (2 ) mandatory (2 ) indiscreet .confident 7. sociable 8 .attentive 9. despotic 1 0 .flimsy (1 ) restful (1 ) brisk (1 ) fiendish (1 ) open (1 ) pithy (2 ) skeptical (2 ) reserved (2 ) fluent .petty 1 2 .eerie 13. subsequent 14. single 15. gaudy 16. gaunt 17. florid 18. disputable .9. garrulous tO. ignoble 6 11 .dogmatic 2 .subservient 3. ominous 4. decrepit 5. squalid 1 (3) flat (3) salubrious (3) flabby (3) cheap (3) submissive (4) rustic (4) willful (4) incapable (4) honorable (4) periodic 26. noble 27. capricious 28. bland 29. inimical 30. improvident (1) base (1) fickle (1) peculiar (1) smoky (1) legible (3) public (3) vivid (3) mindful (2 ) comparative (3) tyrannical (2 ) fair (3) contrite (4) barren (4) erect (4) admirable (4) brisk (4) substantial 31. perfidious 32. jaded 33. implacable 34. urbane 35. imperious (I) eastern (1) spinal (1 )inexorable (1) oral (1) learned (1 ) new (1 ) swarthy (1 ) meek (1 ) hearty (1 ) enraged (2 ) early (2 ) tuberous (2 ) preceding (2 ) knowing (2 ) inexact (3) ruined (3) weird (3) abated (3) doubtful (3) slight (4) important (4) jesting (4) gruff (4) unique (4) somber 36. callow 37. circumspect 38. nonpareil 39. salient 40. perverse (1) sundry (2) sophisticated (3) constant (1 )fluent (2) gigantic (3) indiscreet (1) threatening (2) rhetorical (3) peerless (1) cowardly (2) prominent (3) practical (1) comic (2) tractable (3) poetic (4) tall (4) hoarse (4) greedy (4) loose (4) first (1 ) haggard (1 ) pale (1 ) certain (1 ) present (1 ) worthy (2 ) unhappy (2 ) foreign (2 ) likable (2 ) childish (2 ) docile (3) front (3) internal (3) prim (3) talkative (3) stable (4) dumb (4) invisible (4) pensive (4) sound (4) dull 41. exigent 42. gauche 43. vapid 44. tenuous 45. recalcitrant (1) foaming (1) vital (1) far (1) lateral (1) blooming (2) pressing (2) cynical (2) insipid (2) periodic (2) refractory (3) opulent (3) clumsy (3) surly (3) thin (3) lofty (4) average (4) double (4) devoted (4) molar (4) invisible (1 ) stealthy (1 ) later (1 ) needless (1 ) infirm (1 ) forced (2 ) urgent (2 ) haughty (2 ) insolent (2 ) tanned (2 ) emotv (3) opinionated (4) worthy (3) dainty (4) fragile (3) sinister (4) constant (3) virtual (4) disloyal fA\ (3^ crro 46. succinct 47. ephemeral 48. redolent 49. mendacious (1) clever (2) successful (1) destructive (2 ) transitory (1) unscrupulous(2) odorous (1) harmful (2) truthful (3) verbose (3) green (3) unruly (3) young (4) impromp (4) transpare (4) tasteless (4) reluctant 1 (2) facile (2) hoarse (2) undue (2) mixed (2) mocking (3) profuse (3) trained (3) athletic (3) friendly (3) famed (2) entire (3) faithful (2) tribal (3) wide (2) dislocated (3) unlearned (2 ) fearless (3) noisy (2 ) false (3) beautiful (4)conti: (4)inbre (4) brusq (4) advis< (4)thriftl (4)libera] (4)fresh (4)lazy (4) crude (4) placat< Page 11 N u m b er Series P R A C T IC E P R O B L E M S T h e num bers in each series proceed according to some rule. F or each series you are to find the next nber. In th e first series below, each n um ber is 2 larger th a n th e preceding num ber. T h e next number in the es w ould be 14. Of th e five answ ers a t th e right, answ er (e) is, therefore, correct. In th e section of th e w er sheet labeled “ N U M B E R S E R IE S , Practice Problem s, Page 11,” space (e) in th e first row has been ^kened. 1. 2 4 Series 6 8 10 12 10 11 N ext Number 12 13 14 (a) (b) (c) (e) (d) F in d the ru le in th e series below, an d blacken one of th e answer spaces in th e second row on th e answer ;t. 2. 20 19 18 17 16 15 E ach num ber in this series is 1 less th a n th e preceding num ber. :h corresponds to 14, th e next num ber in th e series. 10 12 14 15 16 (a) (b) (c) (d) (e) Y ou should have blackened space (c), F ind th e rule in th e series below, an d blacken th e space on th e answ er sheet which corresponds to the ; num ber. 3. 10 8 11 9 12 10 9 10 11 12 13 (a) (b) (c) (d) (e) T h e series above goes by a lte rn ate steps of su b tractin g 2 and adding 3. e (e), which corresponds to 13, th e n ex t num ber. You should have blackened In each series below, find th e rule an d blacken th e space on th e answ er sheet which corresponds to the num ber. T h ere is a different rule for each series. Go rig h t ahead. D o n o t w ait for any signal. 4. 5. 6. 8 27 16 11 27 17 14 23 19 17 23 20 20 19 22 23 19 23 10 13 (a) (b) 25 26 (d) (e) 16 23 (c) 17 15 (a) 18 18 19 (b) (c) (d) (e) (a) 20 22 24 25 (b) (C) (d) (e) W hen th e sta rtin g signal is given (not yet), tu rn th e page an d work m ore problem s of th e sam e kind. because y our ratin g will be th e to ta l num ber of correct answers. Y ou m ay n o t be able to finish e tim e allowed. s. rapidly Stop here. E dition Wait for the signal. Page 12 Find the rule in each problem below and blacken the space which corresponds to the next number. 1 2 . 9 . 3. 4. 2 7 6 5. 18 12 4 8 9 20 . 24 48 15 18 8 ( 21 24 27 16 32 64 128 6 7 .1 0 7 8 23 16 18 24 8 11 21 7 9 14 N U M B E R SERIES 30 31 32 33 36 (a) (b) (c) (d) le ) 16. 129 160 192 232 256 (a) (b) (c) (d) (e) 17. 64 5 6 7 9 (a) (b) (c) (d) 18. 10 7 1 0 1 2 13 14 (a) (b) (c) (d) (e) 6 7 13 16 19 (a) (b) (c) (d) (e ) 6 12 18 24 48 (a) (b) (c) (d) (e) 7. 17 19 16 18 15 17 14 11 12 13 15 16 (a) (b) (c) (d) (e) 8 . 90 82 74 9. 1 0 12 . 10 8 12 9 66 16 18 12 6 12 58 50 42 22 24 28 13 16 17 1 1 . 4 1 2 . 78 76 38 36 18 16 8 6 12 13. 14 16 13 17 10 12 14. 50 42 35 29 24 15. 21 18 9 27 24 20 18 20 12 20 18 8 11 17 36 20 5 66 6 5 33 36 8 12 9 8 16 4 25 30 36 42 49 56 (e) 3 6 2 19. 98 87 76 65 54 43 32 2 0 . 6 8 10 8 10 2 1 . 2 6 3 9 6 2 2 . 6 7 5 8 9. 7 30 32 34 36 38 (a) (b) (c) ( d ) (e) 24. 24 27 19 2 0 2 1 (a) 00 (c) 25. 81 27 54 18 36 23 w) 10 r 23. 37 31 26 22 12 21 9 18 18 15 17 13 21 10 10 7 14 12 24 16 34 36 6 8 72 (a) (b) (c) (d) (e) 26. 41 37 38 19 15 16 8 3 4 5 6 (a) (b) (C) (d) 27. 22 1 15 16 17 18 19 (a) (b) (c) (d) (e) 28. 6 11 12 13 14 15 (a) (b) (c) ( d ) (e) 29. 42 14 25 27 33 60 108 30. 7 16 11 12 24 16 32 64 56 7 4 2 (e) 7 (b ) 2 5 (a) (b) 9 11 12 (c) (d) (e) 7 (C) 9 13 (d) (e) 63 64 65 6 6 67 (a) (b) (c) (d) (e) 21 (a ) 32 34 36 38 40 (a) (b) (c) ( d ) (e) (d ) 4 (a) 23 31 32 34 (b) (c ) (d) (e) 8 10 12 14 16 (a) (b) (c) (d) (e) 12 20 30 45 50 (a) (b) (c) (d) (e) 8 9 (a) (b) (c ) 5 (a) (C) 6 (b ) 11 17 (a) (b) 10 7 22 (C) 11 13 (d) (e> 8 9 (d) (e) 28 33 (d) (e) 4 8 2 1 24 48 (a) (b) (c) (d) (e) 1 2 3 4 5 (a) (b) (c) (d) (e) 1 2 4 7 11 (a) (b) (c) (d) (e) 28 48 56 64 112 (b ) (C) (d) (e) (a ) 7 24 8 4 21 3 (a) 10 1 ? O 1O ■1 i 4 7 (b ) 10 (c) 19 38 (d) (e) Page l; V erb al A n a lo g ie s P R A C T IC E P R O B L E M S R e a d th e follow ing w o rd s: 1. foot-shoe hand- (1) th u m b (2) h ead (3) glove (4) finger (5) clasp T h e first tw o w ords, foot-shoe, a re related . T h e n ex t w ord is hand. I t can be com bined w ith one c h e rem ain in g w ords in th e row so a s to m ak e a sim ilar pair, hand-glove. In th e section of th e answ er shee abeled “ V E R B A L A N A L O G IE S , P rac tic e P roblem s, P age 13,” space n u m b er 3 in th e first row h as beei >lackened. R e a d th e follow ing w ords: 2. fa th er-so n m o th er- (1) a u n t (2) sister (3) child (4) d a u g h te r > (5) niece T h e first p a ir is father-son. T h e n ex t w ord is mother. I t can be com bined w ith th e w ord daughte o m ak e th e sim ilar pair, mother-daughter. In th e second row on th e answ er sheet, blacken space n u m b e r 4 rhich corresp o n d s to th e w ord daughter. In each row of w ords, th e first tw o w ords form a pair. T h e th ird w ord can be com bined w ith anothe: ro rd to form a sim ilar pair. Select th e w ord w hich com pletes th e second pair. O n th e answ er sheet, blacker le space w hich corresponds to th e w ord you select. 3. sky -b lu e grass- (1) g ro u n d (2) sod (3) p a th (4) blue (5) green 4. ice-solid w ate r- (1) h a rd (2) fire (3) (4) liquid (5) b o a t iron I n th e th ird row on th e answ er sheet, you should h av e b lackened space n u m b er 5, w hich corresponds > green. In th e fo u rth row , yo u sh o u ld h av e b lackened space n u m b e r 4, w hich corresponds to liquid. S elect th e answ ers to th e follow ing p roblem s a n d blacken th e corresponding spaces on th e an sw er sheet o r ig h t ahead . D o n o t w a it for a n y signal. 5. ear-m usic nose- (1) face (2) perfum e (3) b re a th (4) tone (5) noise 6. cloth-dye house- (1) shade (2) p a in t (3) b ru sh (4) door (5) wood 7. green-grass yellow- (1) silver (2) color (3) golden (4) china (5) gold 8. c a ttle -h a y m an - (1) e a t (2) d rin k (3) w a te r (4) life (5) bread W h en th e s ta rtin g signal is given (n o t y e t), tu r n th e page a n d w ork m ore problem s of th e sam e kind ro rk ra p id ly because y o u r ra tin g will b e th e to ta l n u m b er of co rrect answ ers. Y ou m ay n o t be ab le to finish th e tim e allow ed. Stop Here. 43 E d itio n W ai t for the signal. ach row , select th e w o rd w h ich co m p letes th e second p air. space w h ich c o rresp o n d s to th e w o rd y o u h a v e selected. 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