A STUDY O F

THE

RELA TIO N SH IP O F

A D J U S T M E N T IN A S E L E C T E D

THE S E L F -C O N C E P T

GROUP OF

COLLEGE

WOMEN

By
Franees

H.

DeLisle

A DISSERTATION
Submitted to the School of Graduate Studies of Michigan
State College of Agriculture and Applied Science
in par t ia l fulfillment of the requ ire m e nt s
for the degree of

DOCTOR OF PHILOSOPHY

Department

of Guidance

and Counselor

1953

Training

TO

A S T U D Y O F T H E R E L A T IO N S H IP O F T H E S E L F - C O N C E P T TO
A D J U S T M E N T IN A S E L E C T E D G R O U P O F C O L L E G E W O M E N

By
Frances. H.

DeLisle

AN ABSTRACT
Submitted to the School of Graduate Studies of Michigan
State College of Agriculture and Applied Science
in p a rt ia l fulfillment of the r equirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Guidance

Year

App roved

and Counselor

1953

fy\ s\ s\

Training

1
FRANCES

H.

The
tionship

DE

general

of t h e

women a t

L ISLE

purpose

Mich ig a n

State

of:

certain f a c t s

which a r e

are

occur;

seen

and

of the

study was to investigate

s el f - c on cep t to adjustment

i nv es ti gat io n

uals

ABSTRACT

College.

see

themselves

known about them;

what the consequences

included the
in relation to

(2) how the

(3) what changes

rela­

selected f r e s h m a n

Specific pur po se s

(1) how individuals

by t h e i r pee rs ;

(4)

among

the

same

individ­

in self-understanding

for p e rs on a l

adjustment appear

to be.
Two
posite

e nd s

sample.

character

the

and leadership

twelve

or

probation

m o re

The

scale

selected on the bases
as the prospective

instrum ent

were thirty-five

were

the thirty-

of scholarship,

members

of Tower Guard,

At the lower end

women who had been placed

due to an accumulation of a deficiency of

honor points

procedure

1.
i nary

scale

repr e s en ting op-

achievement c o m p ris e d the

h o n o r a r y organization f o r women.

achievement

on s c h o l a s t i c

women

upp er end of the continuum

who had been

sophomore

of the

of thirty-five f r e sh m a n

of a continuum of academic

At

five women

the

groups

for

all

during the f i r s t two t e r m s

subjects consisted of the following:

Administration
to determine

of college.

of a Test of Self-Understanding as a p r

the initial p ic tu r e

of the self.

2
F R A N C E S H.

DE

2.

LISLE

ABSTRACT

Administration of a common b a t t e r y of tests

Social P e r s o n a l i t y Inventory f o r College
Personal-Social

Relationships,

Women,

including:

Self-Inventory of

and Kuder P r e f e r e n c e

Record--Voca­

tional.
*
for

3.

An interview with one of the four

i n terp retation of the above te s ts

cooperating

counselors

and the A.C.E. Psychological

*

Examination which had been previously administered.
4.
evidences

Readm ini s t r a t i on of the
of changes.

5.

Distribution of an inventory to be completed and returned

by two m e m b e r s
The t e s t

of the
results

application blanks,

peer

group who knew the

and information from

grade

the data which were
the

Test of Self-Understanding for

sheets,

compiled,

the inventories,

and counselor

tabulated,

subject.

records

analyzed,

college

c om p r is e d

and repo r te d in

study.
The

re s u l t s

ment subjects

tend:

(2) to demonstrate

of the

research

(1) to have
less

to d is t o r t t h e i r p ictu re

indicated that the higher achieve­

a more

r e a li s t ic

tendency tominimize
of the

self;

and (3)

concept of self;

their

difficulties

and

to utilize more fully the

3
F R A N C E S H. D E

resources

LISLE

ABSTRACT

of the environment as

a means

of strengthening

skills

and

overcoming difficulties.
In c o n tr a s t,
a less

realistic

the lower achievement subjects tend:

concept of the

d i s t o r t the perceptions
and (3) to experience

self;

(2) to feel

which they i n t e r p r e t as
more

(1) to have

the need to deny or
damaging to the self;

difficulty in utilizing environmental

re­

sources.
Both groups
themselves m o re
picture

of subjects

demo ns trated a tendency to evaluate

accurately than did t he ir p e e r s ,

of the self as

and to change the

a r e s u l t of the opportunity for

test interpre­

tation.
Adequate personal
for those
self,
the

adjustment appeared to be m o r e promising

subjects who were

to openly a s s e s s
resources

able to accept the perceptions

t he ir weaknesses

of the environment as

and limitations,

developmental

aids.

of the

and to utilize

ACKNOWLEDGMENTS

The author is grateful to many people for the ir
t e r e s t , thoughtful suggestions,
tion of this

study.

Special

Dressel for permitting

sin ce r e

in­

and kind encouragement in the comple­

appreciation is

due:

the use of the m a t e r i a l s

to Dr.

Paul

and s e r v ic e s

L.
of the

Testing Department of the Counseling Center at Michigan State Col­
lege;

to Gwen N o r r e l l

and Thelma Schleusener for the

tion and scoring of the tes ts ,
and Dorothy R.

to Mary W. Morse,

R<oss for their

tation interviews;

to William

able

assistance

for h e r helpful

and the making of appointments;
s e r v ic e s , too numerous

Rowland P i e r s o n ,

in the t e s t i n t e r p r e ­

Warrington for his suggestions

ing the t re a t m e n t of the data and his
to Allene G r i m e s

administra­

computation of the c or relations;

s e r v ic e s

in typing, mimeographing,

and to Dorothy R.

to mention,

regard­

Ross for the many

which extended f a r beyond the

call of duty.
The author wishes

also

to e x p re ss

for the i n t e r e s t , encouragement,
received from
Committee,

Dr.

Walter F.

gratitude

and appreciation

and extremely helpful suggestions

Johnson,

and the other me mbe r s

Chairman of the Doctoral

of the committee:

Dr.

Clifford

E. Erickson,

Dr.

Guy Hill, Dr.

Leonard J.

Millard.

iii

Luker,

and Dr.

Cecil

V.

TABLE OF

CONTENTS

CHAPTER
I.

Page

THE PROBLEM AND ITS
BACKGROUND

THEORETICAL

..........................................................................................................

Statement of the P r o b l e m

................................................................

2

Theoretical

B a c k g r o u n d ........................................................................

2

Importance

of the P r o b l e m

............................................................

5

Scope of the P r o b l e m ............................................................................

6

Definitions

............................................................................

7

......................................................................................................

10

of

Assumptions
Limitations

II.

1

Terms

....................................................................

12

Plan of the S t u d y .........................................................................................

13

S u m m a r y ..................................................................................................................

14

REVIEW OF
Research
Changes

of the Study'

THE LITERATURE

...................................................

15

Related to the S e l f - C o n c e p t ..............................

15

.......................................................

16

..............................................

19

in the Self-Concept

Empathy in Social

Interaction

Adjustment and Acceptance of Damaging
Statements About the Self
................................................................

21

P e r s o n a l i t y and T h o u g h t - P r o c e s s e s in the
C l a s s r o o m ..............................................................................................................

21

V
CHAPTER

III.

Page
Relation of Occupational Choice to the
Structure of Self and Adjustment
..........................................

22

Self-Concept and M o t i v a t i o n ...........................................................

25

DESIGN AND METHODOLOGY OF
STUDY

THE

..............................................................................................................................

P r e p a r a t o r y Activities

...................................................

Selection and Description of the Sample

. . . . . .

Selection and Description of the Instruments
Selection of the Counselors

27
28
32

...........................................................

43

Study P r o c e d u r e ............................................................................................

44

Method of Reporting

.......................................................

47

............................................................................................

53

Summary
IV.

...

27

Results

FEELINGS ABOUT THE SELF

RELATED

TO '

CERTAIN KNOWN F A C T S ........................................................................
Scholastic Aptitude

55

....................................................................................

56

........................................................................................

61

Activities

and I n t e r e s t s .......................................................................

67

Concerns

and Difficulties

...............................................................

70

of A d j u s t m e n t .......................................................................

73

Interest Patterns

Patterns

Levels of Self-Esteem

.......................................................................

78

S u m m a r y .................................................................................................................

82

vi
CHAPTER
V.

Page

HOW THE SUBJECTS ARE SEEN BY
...............................................................................
PEER GROUP MEMBERS
Patterns

of A d j u s t m e n t ...............................................................................

Level of Sel f-Esteem

Adjustment

Kinds of Help

Needed

...............................

66
90
93

......................................................

96

Word C a t e g o r i e s .......................................................

99

S u m m a r y .................................................................................................................

105

CHANGES IN SELF-UNDERSTANDING
Scholastic
Changes

VII.

...........................................................................

Total College

Descriptive

VI.

65

..................................

108

A p t i t u d e ....................................................................................

109

in Vocational Objectives

..........................................

113

Value

in Test

D a t a ...................................................................................

113

Total

College

Adjustment

..............................................................

115

Kinds of Help N e e d e d ...........................................................................

117

Total Changes

in S e l f - U n d e r s t a n d i n g ..................................

120

S u m m a r y .................................................................................................................

123

OTHER MISCELLANEOUS FINDINGS
Rank in High

School

Composite of

Personal

College Scholastic
Occupational Level

Class

......................................

125

.........................................................

125

Qualifications

............................

128

R e c o r d ...............................................................

130

of P a r e n t s

..................................................

132

V I1

CHAPTER

Page
Descriptive
C o rrelations

Word C a t e g o r i e s .......................................................
Between Various Ins t ru m e nt s

. . . .

S u m m a r y .......................................................................................................................
VIII.

IX.

136
137
140

RELATIONSHIP OF THE DATA TO
PERSONAL A D J U S T M E N T ........................................................................

141

Self-Inventory of P e r so n a l -S o c i a l
R e l a t i o n s h i p s .....................................................................................................

142

D i s c u s s i o n .............................................................................................................

145

Test of S e l f - E s t e e m ................................................................................

147

D i s c u s s i o n .............................................................................................................

156

P e e r Group Descriptions

ofProbation Group

158

Peer

ofTower G u a r d ........................

160

College Counselor Descriptions of
Probation G r o u p ............................................................................................

161

College Counselor Description of
Tower G u a r d ....................................................................................................

162

Consequences f o r P e r s o n a l

A d j u s t m e n t ..........................

163

S u m m a r y .................................................................................................................

169

IMPLICATIONS OF THE FINDINGS FOR
TEACHING AND COUNSELING...........................................................

171

The

Group Descriptions

C l assroom

...................................................................

173

R e l a t i o n s h i p .......................................................................

173

Content of the C u r r i c u l u m ...............................................................

175

The Group

Climate

...

viii
CHAPTER

X.

Page
The Role of the

T e a c h e r ...................................................................

176

The Counseling

Climate

................................................................

177

The Role of the

Counselor

.....................................

179

The Counseling

Techniques

.....................................................

180

S u m m a r y .................................................................................................................

181

SUMMARY, FINDINGS, CONCLUSIONS, AND
....................................................................................
RECOMMENDATIONS

182

S u m m a r y .................................................................................................................

182

Findings

185

.................................................................................................................

Conclusions
Implications

for

........................................................................................

192

R e s e a r c h ...............................................................

196

B I B L IO G R A P H Y ....................................................................................................................................

199

APPENDIXES
A.

Copy of Original

L e t t e r andC a r d s ...................................................

205

B.

Test of Self-Understanding andImage of
A n o t h e r .............................................................................................................................

209

C.

American Council on Education Psychological
Examination, Social P e r s o n a l i t y Inventory for
College Women, Self-Inventory of P e r s o n a l Social Relationships, and the Kuder P r e f e r e n c e
R e c o r d - - V o c a t i o n a l ............................................................................................

212

LIST O F

TABLES

TABLE
I.

II.

Page
Comparison of Distributions of A.C.E.
Psychological Examination Scores
.........................................................

57

Comparison by P e r c e n t of Estimated and
Actual Scholastic Aptitude S c o r e s ..............................................................

III.

IV.

V.

VI.

VII.

VIII.

IX.

X.

Comparison by P e r c e n t of Inte res t P a t t e r n s
on the Kuder P r e f e r e n c e R e c o r d - - V o c a t i o n a l .....................

62

Comparison by P e r c e n t of Estimated and
Measured High Inte.-ests on the Kuder P r e f e r e n c e
R e c o r d - - V o c a t i o n a l ...............................................................................................

65

Comparison of Mean Raw Scores on the Kuder
..........................................................
P r e f e r e n c e Record--Vocational

66

Comparison of Activity and I nt e r es t Items by
Categories from the P . - S . R............................. ......................................

68

Comparison of Concerns and Difficulties Items
by Categories from the P.-S. R.............................................................

71

Comparison of P a t t e r n s of Adjustment from
P e r sonal-Social Relationships Pr ofiles
......................................

74

Comparison of Self-E stimates and Actual Scores
from P . - S . R. P a t t e r n s of Adjustment
.....................................

75

Comparison of Self-Estimates
from P.-S.

XI.

59

R. Profiles

and Actual Scores

..................................................................................

76

Comparison of Social Pe r sonality Inventory
D i s t r i b u t i o n ....................................................................................................................

79

X

TABLE
XII.

Page
Comparison of S e l f- E s t i m a t e s
on Test

XIII.

XIV.

XV.

XVI.

XVII.

XY1II.

of S e l f - E s t e e m ..............................................................................................

Comparison of P e e r Group E s t i m a t e s and Actual
P a t t e r n of Adjustment P r o f i l e s
from the P . - S . R.
Comparison of P e e r Group E s t i m a t e s
Results f r o m the Test ofS e l f - E s t e e m

XX.

XXI.

XXII.
XXIII.

XXIV.

. .

81

87

and Actual
..................................................

91

Comparison of P e e r Group E s t i m a t e s and SelfE s t i m a t e s on Total College A d j u s t m e n t ......................................

94

Comparison of S e l f - E s t i m a t e s and P e e r Group
E s t i m a t e s About Kinds of Help N e e d e d .......................................

97

Comparison of Word Categories Used Most
Frequently by P e e r Group and Counselors to
Describe P r o ba ti on Group and Tower Guard
G r o u p .......................................................................................................................................

100

Comparison of E s t i m a t e d and Actual Scholastic
Aptitude Scores

XIX.

and Actual Scores

..........................................................................................................

1 10

Comparison by P e r c e n t of Suggested Vocational
Objectives Which a r e Realistic in T e r m s of
Measured I n t e r e s t P a t t e r n s .......................................................

114

Comparison by P e r c e n t of Value of Going O v e r
Te st Data
...........................................................................................................................

114

Comparison by P e r c e n t of Feelings About
Total College Adjustment
............................................................................

116

Comparison by P e r c e n t of Kinds

118

of Help Needed

Comparison of Individual Changes in SelfUnderstanding Resulting from Test Inte rpre ta tio n

...

. . .

121

Comparison by P e r c e n t of Rank in High School
Graduating Class
.....................................................................................................

126

xi
TABLE
XXV.

XXVI.
XXVII.

XXVIII.

XXIX.

Page
Composite of P e r s o n a l
High School P e r so nn e l
Scholastic

Record for

Qualifications Rated by
....................................................................................
First

Two College

Terms . . .

129
131

Comparison of Self-Esteem, Activities, Unfulfilled
I n t e r e s t s , and Concerns with Occupational Level
of the P a r e n t s ..............................................................................................................

133

Comparison of Word Categories Used Most
Fr equently by High School P e r so n n e l to Describe
the Subjects ..................................................

138

Co r re l a ti on s for Various

139

Instruments

U s e d .........................

CHAPTER

I

THE PROBLEM AND ITS THEORETICAL BACKGROUND

The unleashing of f o r c e s
ganization c h a r a c t e r i z e s
us that such f o r c e s ,
not easi ly be

to social

civilization.

and p e r s on a l

despite

Man's

hind many of the happenings

our a w ar e n e s s

of the casu a ltie s

inhumanity to man is

realized until

can­
they

written boldly b e ­

of the day.

Ability to live peacefully in the world of nations
never be

or­

Recorded h i s t o r y teaches

once put in motion and gaining momentum,

stemmed,

leave in t h e i r wake.

modern

disruptive

individuals

will probably

l e a r n to live peacefully

and confi­

dently with th e m s e l v e s , by i n c r e a s e d understanding and acceptance
of the

self,

neighbors,

then to live with l e s s

and, in an e v e r - i n c r e a s i n g

ceptance, to gain peaceful
To e n t e r t a i n hopes
of the

friction with t h e i r f amilies

relations
of eve r

radius

and a c ­

in the l a r g e r world.
reaching

concept of self and its operation,

must be extended

of understanding

and

so that the i rr a t i o n a l

such a goal, our knowledge

in all its

dynamic

a sp e c ts ,

hostility, frequently exhibited

and thought of by many p s y c h i a t r i s t s

as p rojected

replaced by g r e a t e r

which may also lead to g r e a t e r

social

responsibility.

s el f - acceptance,

s el f - ha t e,

may be

2
Statement of the P r o b l e m

The purpose of this
of the

study was

the

relationship

self-concept to adjustment in a s elected group of women at

Michigan State College.

The problem was

learning how individuals

see themselves

which a r e known about them;
viduals

are

occur as

relationships

significance

(3)

same

indi­

investigating

a r e s u l t of the opportunity to gain more
and (4) exploring

the consequences

of

adjustment.

It was not the purpose
of causal

(1)

in relation to c e r t a i n facts

of the ir p e e r group;

information about themselves;
the above f o r p er s o n a l

concerned with:

(2) discovering how these

seen by m e m b e r s

whether changes

their

to investigate

of this

study to est a bl is h

for the findings but r a t h e r

and to make

inferences

any p a t t e r n

to speculate

on

which may lead to fruitful

hypotheses.

Theoretical

This

investigation

its theoretical

Background

should be viewed within the fra mew or k of

background.

In the attempts to understand and p red ic t

human behavior, the focus

of attention has

completely external fra m e

of r e fer e n ce

This utilizes

the e x p re ss iv e

shifted gradually from

to a more

manifestations

a

individualized one.

of behavior but does not

3
base its conclusions

completely upon them.

The tempo of this

de­

velopment has been markedly i n c r e a s e d within the p a s t decade
r esult of the work done by Rogers
theory o r p r a c t i c e
Social
sciences, as

and many o th ers who based e i t h e r

adopted the methodology of the physical

a point of d e p a r tu re ,

Although valuable normative
that were

such data we r e

in the study of human behavior.

data resulted from the observations

made,

it eventually became

In this

connection,

we embarked on a s e a r c h f o r the laws
private world of perception,
Many valuable

obvious that

Rogers

(51:11)

states:

and this has proved a fruitful

contributions

r e s u lt e d from

this

however,

confusion.

tions have been developed, upon which there

and Cantril
more

we

of those

into

equipment,

and a b s t r a c ­

agr e e me nt as

o r meaning.
of " e g o "

(54:156)

study,

Constructs
is little

cou rse."

d ep a r tu re

Inadequacies of semantic

engendered considerable

MThus,

that p revailed in the cli e nt 's

the inner field of the individual.

The use

and

insufficient for the understanding and prediction of

individual behavior.

to significance

a

upon the view the individual holds of himself.

sci e nt is ts

mea su rem e n ts

as

and "the

is illustrative

the more

self"

synonymously by Sherif

in the following statement:

we find that the ego (self)

attitudes f ormed during the

course

consists

"The
mainly

of genetic development:

4
attitudes

rela t ed to one's body, p a r e n t s , family,

fession, p r o p e r t y , c l a s s
(learned)

in the c o u r se

In c o n t r a s t ,
of defenses

and the like.
of genetic

As

they p r e f e r to call

a r e formed

the ego is f o r m e d . "

defines the

(56:57-58,

112)

"th e phenomenal

The f o r m e r they believe

"ego"

as

"a

system

to be

"all

The l a t t e r

characteristics

"the

"concept of s e l f "
characteristics,

to these perceptions
The t e r m

of o r c h a r a c t e r i s t i c
parts

of the phenomenal
and f a irly

awareness

of being,

"the

relations

Ro ge r s'

(49:498)

of

"the

of functioning."

individual's

to o th er s ,

use

perceptions

self"

By the
of his

own

and the values he attaches

[51:10]."

" s e l f - c o n c e p t " was f i r s t used by Raimy (47:156),

who postulated three

main principles

concept may have little
self-concept is

"those

of the phenomenal

differentiated as definite

limited is

he means

his

as p a r t

self-concept."

of h i m s e l f . "

Somewhat more
to mean simply

and "the

those p a r t s

is viewed as

field which the individual has

differentiate between what

self"

field which the individual experiences

stable

church, p r o ­

engaged in the work of defending and enhancing the s e l f . "

Snygg and Combs

of h i m s e l f . "

attitudes

development,

Murphy (44:523)

school,

about it, namely:

or no relation to external

a l e a r n e d perceptual

(1) the

reality;

self-

(2) the

system which functions

as

an

5
object in the perceptual field;
fluences behavior, but is,

and (3) the

itself,

self-concept not only in­

r e s t r u c t u r e d by behavior and u n s a t i s ­

fied needs.
Frequently used interchangeably with the
is

"the

self-image."

Ichheiser (24:8)

suggests

" co ncept of s e l f "
a fundamental dif­

ference between them, however, with the

"self-concept"

the individual's

self-image"

view of himself and

the view others have of him.

Misunderstanding

of individual behavior, he believes,
is

"the

are

r epresenting

representing

and m isi n t e r p r e ta ti o n

due to the fact that " t h e r e

some, and frequently a g r e a t degree of discrepancy between e x p r e s ­

sion and i m pression,
Despite

these

as the normal
confusions,

state of a f f a i r s . "

abstractions

such as

the

self-concept

are fundamental to a psychology of personality which seeks
stand the individual's

to under­

inner field by inference based upon o b s e r v a ­

tions of external behavior.

Understanding the distortions

or lack of

congruence between the inner field and external behavior also

relies

upon the use of such a conceptual framework.

Importance

The fact of increasing

of the Pr o b l em

complexities

resulting in a high incidence of p r e s s u r e

of contemporary

society

and t h r e a t in the lives

of

6
individuals
mented.

and often leading to p e r s o n a l ma la d ju stme nt is well

Yet,

viduals

are

superficial observation

able to function in spite

who seem to have the
are the v a r i a b l e s

same

seems
of the

resources

tha t account f o r this

to suggest that some
social

stresses,

available fail

indi­

while

to do so.

others

What

difference?

In spite of the lack of sufficient t heoretical
edge,

docu­

and p r a c t i c a l knowl­

it would still a p p e a r p e r t i n e n t and important to extend our

knowledge by reflection and speculation
individuals.

regarding the behavior or

Fe w studies have been r e p o r t e d on the congruence

distortion of the concept of self in relation to goal-setting,
the r e s o u r c e s

of the environment,

study would seem to s er v e

and adjustment.

or

utilizing

Therefore,

this

a timely purpose.

Scope of the P r o b l e m

This

study was an analysis

of the findings

resulting f r o m t e s t

administration and t e s t i nt er p r et a ti on to a selected group of college
women at Michigan State

College.

The

delimited to studying that asp e c t of the
with its

a c curacy o r congruence

o r observations

which a r e

scope

of the pro bl e m was

self-concept

which

has

todo

in relation to c ertain known facts

readily perceived.

That the l a t t e r c o n s t i ­

tute at l e a s t a portion of r eality f o r the o b s e r v e r

does not mean that

7
they a r e

admitted as

The degree

such into the p e r c e p t u a l field of the individual.

to which t hese f acts

portant consequences

in t e r m s

C r i t e r i a used f o r

are

of p e r s o n a l

selection of the

s tru m e n ts ,

and the

techniques

and p r o c e d u r e s

followed for

for some

of the

been made,

terms

of

of meaning o r
used in this

choice

Reference

standing which the individual has
rounding world as

as
and

and

will be

a lr e a dy

to the lack of
In the

to meanings

of r e f e r e n c e ,

"adjustm ent,"

has

and a b s t r a c t i o n s .

n e c e s s a r y in re la tio n to the following t e r m s :

"se lf-c o n c ep t"

well

common under standing exists

the definitions

o r d e r to develop a common f ra m e

The t e r m

as

Terms

e x p e rt judgment as

but not n e c e s s a r i l y dictate,

meaning of " t h r e a t , "

of the in­

compilation, tabulation,

study.

agr e e me nt on many of the c on st ruc t s

ence,

sample,

in d is cu s si n g the the or e t ic a l background,

sence of such a g r e e m e n t ,

im­

d is c u s se d in detail in Chapter III.

Definitions

clarity

may have

adjustment.

selection of cooperating cou ns e lo r s,

interp r et a ti on of the data will be

No r e a l

admitted, however,

will

used herein.
some

the

influ­
In

elaboration is

Ms e l f - c o n c e p t , M the

"realistic."
defined h e r e i n as

the u n d e r ­

of himself in relation to his

a motivating drive

ab­

for behavior.

sur­

Such a definition

8
will seek support in a s et of assumptions
section of this

to be d e s c r i b e d in the next

chapter.

"Threat"

occurs

when experiences

contradictory to the s t r u c t u r e

of the self.

a r e perceived as being
The individual tends

respond to t h r e a t with anxiety and defensive behavior.
to maintain the organization of the
distortion of the contradictions.
reduced by defensive behavior,
inated.
threat,
ences

Actually,
as
a re

self,

Thus,

awareness

recur

denied o r distorted,

is

the g r e a t e r

defined by Rogers

would appear that when all of the ways
ceives

h i m s e l f - - a l l perceptions

and attitudes of the p erson,

The more e x p e r i ­

(2 3:175).

(52:364)

and all perceptions

self,

achievement is

as follows:

"It

abilities,

impulses,

of himself in relation

conscious

concept of the

accompanied by feelings of comfort

and freedom from tension which a r e
. . ."

susceptibility to

the possibility that any

of the qualities,

accepted into the organized,

adjustment.

of t h r e a t is

in which the individual p e r ­

to o t h e r s - - a r e
then this

the

in sequence.

new experience will be considered threatening
"A d j u s t m e n t "

a denial o r

although the t h r e a t itself is not e l i m ­

defensive behavior i n c r e a s e s

t h r e a t and defense

In seeking

there may be
the

to

Snygg and Combs

experienced as psychological
(56:136)

modify this

definition

in keeping with the phenomenological point of view by stating:

"A

9
phenomenal

self Is

accepting into its
add that

adequate

in the degree to which it is

organization any and all a spects

"no phenomenal

self

quacy is a function of degree.
less

adequate;

by these

is

ever

The phenomenal

and incorporating the

adjustment will be defined h erein,
that state which r e n d e r s

or

Influenced

r e la t ed idea of thre a t,
adequate

adjustment is

sufficiently f re e from

to be able to admit all p e rt in e n t aspects of r eality
into the perceptual field to be

They

self may be m o r e

so [56:140]."

as follows:

the ind vldual

of r e a l i t y . "

completely adequate[,] f o r ade ­

it can n ev e r be completely

definitions

capable of

threat

strongly enough

able to deal with these perceptions

satisfactorily.
While

reality f o r the individual c on sists

tations of his perceptual field, there

of his

is a common o r

own i n t e r p r e ­
social

reali ty

based upon commonly experienced meanings, legitimized by a g r e e ­
ment among m e m b e r s
makes demands

of any p a r t i c u l a r

upon the

group.

individual in t e r m s

Society constantly

of this external

reality.

"A social, being must n e c e s s a r i l y adjust to the demands of society
or

remove himself fr om

it.

If he identifies

himself with society,

he cannot deny it for to do that is to deny himself [5 6. 140]."
the o b s e r v e r

Thus,

is able to evaluate the position of the individual as being

relatively r e a l i s t i c

or unrealistic

only in t e r m s

of the degree to

10
which it is in a gr e e m e nt with the facts
’’r e a l i s t i c , "

herein,

objective facts
by more

represents

which e x i st as

of external

reality.

Therefore,

that quality of a g r e e m e n t with the
a p a r t of e xternal

reality,

a gre e m e nt than d is a g r e e m e n t among m e m b e r s

legitimized
of the group.

As sumptions

The assumptions which need to be made
(1) assumptions
to behavior
ticular

re la t e d to the

and personality;

self-concept;

and (3)

(2)

assumptions

a r e threefold, namely:
assumptions

r e la t ed

rela t ed to this p a r ­

study.
There

are

the self-concept:
sistent;

three

generally accepted assumptions

(a) it is

rega rded as

(b) it is developed as

consistency has

behavior tends

relatively enduring

a r e s u l t of social

an important relationship

Assumptions
to be

r e lated to behavior
regular,

re la t ed to
and con­

interaction;

to personal

(c) its

adjustment.

and p e r s o n a li ty include:

consistent,

and lawfully d irected t o ­

ward the fulfillment of basic needs which appear common to all
viduals;

(b)

as

the human organism

tion and to enhance
ing environment a re

itself,

seeks

to maintain its

interacting e xperiences

indi­

organiza­

with the

symbolized and integrated into its

in the extent to which they contribute

(a)

surround­

organization

to fulfillment of basic needs;

11
(c)

as

the individual gradually develops

experiences

will be accepted, denied,

a concept of self, p erc e p t u a l

d is t o r t e d ,

of the ir consistency with the concept of self;
organism p e r s i s t s

in denying

the

tends to organize

self-structure

of tension e x i s t s

(e)

itself m o r e
and m o r e

when t h r e a t to the

the Individual may admit to aw a r ene s s
tions

and may i ncorporate
Four

to this

assumptions

study.

for those
are

able

versely,
who,

resources;

(c)

(b) the

to utilize

the

make meaningful use

social and c ultu r a l

of the

use

influences
of the

adjustment

of a more

adjustment is

of a relatively unre a li st ic

specific

affected by the

meaningful

because

inadequate p e r s o n a l

because

self-structure

self-concept

adequate per s on al

individuals who,

exp e r ie nc e s

are p e r ­
is

absent,

self- struc ture.

adjustment is

to which the individual can make
cultural

rigidly and a state

have been postulated with

of himself;

to a w a re n e s s,

the previously denied p e r c e p ­

them into the

(a) p er s o n a l

indi'.udual holds

(d) when the human

significant e xp e r ie nc e s

during which more

ceived as threatening;

o r ignored in t e r m s

is

realistic

resources;
more

concept the
the degree

social

and

more

likely

self-concept,
and (d)

con­

likely for individuals

self-concept,

social and cultural

reference

do not o r

resources.

cannot

12
Limitations

The l imitations
(a) limitations
struments
group;

r e la t ed

used;

of the Study

to be found h e r e i n fall
to the

sample;

(c) limitations

and (d) limitations

into four main c a t e g o r i e s

(b) l im itation s

re lat ed

re la t ed to the i n ­

to using m e m b e r s

involved in using four

of the p e e r

different c ou nselors

in the t e s t i n t e r p r e t a t i o n p r o c e d u r e .
The limitations
in the m o r e
Chapter III.
constitute

inh er e n t in the

sample

detailed d es c rip ti on of the

will be more

selection

of the

sample

in

The n umber and r e p r e s e n t a t i v e n e s s

of the

sample

may

a means

of

a limitation.

The use of s t r u c t u r e d p a p e r and pencil t e s t s
investigating the
of this type

i nner field of the

the degree

as

individual constitutes

a limitation

of i n s t r u m e n t used f o r this p urpose.

Limitations

quested,

a pp a r en t

of

the p e e r group

to which they were

and the possible

group p e r m i t t e d the

include

their biases,

qualified to give the information r e ­

degree

subjects

respondents

to which the m e m b e r s

to p ar tic ipa te

of the p e e r

in the completion of the

inventory.
The b a s is for the
ating counselors

selection and p articipation of the four c o o p e r ­

will be d is c u s s e d in g r e a t e r

Recognition mu st be given to the limitation

detail in Chapter III.

residing

in the fact of

13
utilising four

different counselors

to p articipa te in what should be a

common experience for

all

tions of the counselors

included t h e i r b ia ses

ferences

subjects,

in ability to e stablish

reflected in the changes
limitations

identical in every detail.

rapport.

and t h e i r individual dif­

Such differences

in self-understanding.

a r e to be found in this

Limita­

Thus,

might be

the foregoing

study.

Plan of Study

This t h e s i s is divided into ten c hapters.
a statement of the problem,

the importance

and other r e la t e d information n e c e s s a r y
study.

Chapter II contains

and the counselors.

chapters

are

study procedure

re s u lt s

of various

is outlined.

aspects

of

is des c rib ed and
Chapters

IV through
These five

r e la t e d to the answers

which stem from the purposes

1.
How do the subjects
certain facts known about them ?

research

the i n s t r u m e n t s ,

of the findings.

organized around the findings

of the

Chapter III consists

selection of the sample,

The entire

to the following questions

of the problem,

a b ri e f review of the p er tin e nt

the method of reporting the
VIII concern analysis

and scope

to an understanding

related to the self-concept and adjustment.
a detailed account of the

Chapter I includes

see

of the

themselves

study:

in relation to

14
2.

How are

the

subjects

seen by m e m be r s of the p e e r

3.

What effect does the opportunity to l e a r n more

group ?

themselves have on the
4.

What are

about

subjects?

the consequences of the above f o r adjust­

ment ?
Chapter IX includes
t e r X contains

implications for teaching and counseling.

summary,

Chap­

conclusions, and recommendations f o r r e ­

search.

Summary

This
between the

study was concerned with investigating the relationship
self-concept and adjustment.

a r e a of personal psychology suggests
our knowledge
the

and make

that this

study would extend

a contribution to r e s e a r c h .

study was delimited to studying that aspect of the

that has to do with its

congruence

The answers

were

Certain assumptions

sought.

posed.

Limitations

lection of the counselors
in the

study.

to certain questions

related to the
and the

scope

of

self-concept

related to the purposes

and definitions
sample,

of t e r m s

the instruments,

p e e r group

respondents

The study was divided into ten chapters

devoted to an analysis

The

or distortion in relation to c ertain

known facts.

ters

Limited knowledge in the

of the findings.

were p r o ­
the s e ­

were p re s e n t

with five

chap­

CHAPTER II

REVIEW OF

THE LITERATURE

R e s e a rc h Related to the Self-Concept

The formulation of the a b stra ctio n , the

self-concept,

has

in ­

fluenced the investigation and development of th eo ry about behavior
and personality.

A b rief

review of the initial development of this

abstraction would seem to be p ertin ent and worthwhile.
the technique
that th ere

of therapy protocol

was

analysis,

a definite p a tte rn which developed from

to the end of therapy.

This p atte rn

was c h a r a c te r is ti c

which had pre v io usly been evaluated as
comes,

Raimy (47)

of therapy,

as therapy p ro g r e s s e d

of the ca ses

self

which d e c re a s e d in num ber and tone

attitudes

there

were

e x p re ss e d than negative.

This p atte rn of s e lf - r e f e r e n c e s
the idea of the concept of self.

re­

attitudes toward the

until at the conclusion of therapy;

decidedly more positive

states:

the beginning

The su ccessful c a se s

vealed a rela tiv ely high num ber of negative
stages

discovered

successful in therapy out­

but not of the unsuccessful ones.

in the e a rly

Utilizing

As

influenced Raimy to postulate

a r e s u lt of this

"One of the m o st im portant c h a r a c te r is ti c s

r e s e a r c h he
of the

self-conc

16
seems

to be its

exceedingly sensitive yielding to rapid re s tr u c tu r in g

if the conditions a re

sufficient, yet i t may also

re m a in u naltered

under conditions which, to the exte rnal o b s e r v e r ,
tions of s t r e s s

[47:175]."

Changes

in the Self-Concept

An abundance of l i t e r a t u r e exists
changes in the

to a tt e s t to the fact that

self-concept occur, p a r tic u la r ly as

peutic e x p e rie n c es.
inspired o th ers

Raimy's

to pursue

has had f a r - re a c h in g

a r e s u lt of t h e r a ­

example of therapy protocol analysis

the same

technique.

consequences in the

about behavior and p erson ality .
deny some

a r e violent condi­

This type of r e s e a r c h

restating

The accumulating

of assum ptions
data tended to

of the p reviously held th eo re tic a l positions

and to s tim u ­

late inquiry along m ore fruitful lines.
Utilizing the
Haigh (20:181-89)
clients,
in cre ase

th ere

same

found,

appears

in aw areness

p ro g r e s s e s .

This

technique of analyzing therapy protocols,
in an analysis

of ten c a se s ,

to be a d e c re a se

that, f o r m ost

in defensive behavior and an

of any c u r r e n t defensive behavior as

conclusion coincided with the d escrip tio n s

havior exhibited during therapy
The lim ited num ber of cases

sessio n s

as

therapy
of b e ­

rep o rte d by the counselors

and the evidence that one of the

cases

17
in cre ase d In defensiveness during the c o u rse
other positive

outcomes,

of therapy, despite

suggests the need f o r m ore

many

investigation

regarding the a lteratio n of defensive behavior.
That changes

in p erso n a lity

s tr u c tu r e ,

as

an outcome of t h e r ­

apy, can be m e asu red by a p ro jectiv e technique was
in a study by Haimowitz (21).
blot t e s t before

d em o nstrated

She a d m in iste red the R o rschach ink­

and a fte r therapy to fifty -six clients

other individuals, who were not undergoing therapy.

and to fifteen
Using an evalua­

tion s c a le , which she had developed fo r the Rorschach
n eu rotic ism
decrease

index,

she found that,

in n eu ro tic ism

while the control group
Thetford (64)
ing failure

clients

and a

showed a

and an im provem ent in p e rso n ality f a c to rs ,
showed little

o r no change.

set up a standard f ru s tra tio n experience,

in repetition of digits,

dividuals who were

erft e r therapy,

re s u lts

to which he

about to undergo therapy.

involv­

subjected nineteen in­
B efore, during,

and

after the fr u s tra tio n , various physiological functions were m ea su red ,
using appropriate

equipment.

the fr u s tra tio n experience

was

After this group had concluded therapy,
repeated,

A control group of seventeen was
experience

which was

Thetford's findings

complete with m e a su re m e n ts .

subjected to the

repeated after

show that clients

same f r u s tr a tio n

a com parable length of time.
developed a higher fru s tra tio n

18
tolerance

after tre a tm en t and that they rec o v ere d physiological b a l ­

ance more

rapidly a fte r emotional s t r e s s , which did not prove

c h a ra c te ris tic

to be

of the control group.

Selecting at

random

ten cases,

each of which had experienced

from three to nine interview s, conducted according to nondirective
principles, Stock (58) made

a system atic

analysis of therapy protocols.

She established categories within the general a r e a of feelings toward
the

self and o th ers , and made judgments fo r each statem ent according

to these categories.

She concluded that a definite

between the way an individual feels
feels

about other p erso n s.

about him self and the way he

An individual who holds negative feelings

toward himself tends to hold negative feelings
e ral.

As his feelings

feelings

about others

relationship exists

about the

toward people in gen­

self change to more positive ones,

tend to change in a s im ila r direction.

In a study which appears to be closely related to that of
Stock,

Sheerer (5 3) set up twenty statem ents to define

and acceptance
for others.

and ten statem ents

Using these

on a five point scale,
and fifty protocols

to define acceptance and re s p e c t

statem ents,

she asked four judges to ra te ,

fifty-one protocols

revealing evaluative

of which had been extracte d from

s e lf - r e s p e c t

revealing some

attitudes

self-evaluation

toward o th ers,

record ings of clients.

all

On the five

19
point scale,

step one represented an expression of lack of acceptance

and respect, while step five represented an expression of acceptance
and respect with no expression of lack of it.

The item s, on which the

majority of judges agreed, provided illustratio ns

of the five

scale

points for each of the two scales.
Sheerer then used these
items for ten recorded cases.

two scales

in rating all the relevant

As a re su lt of this

cluded that acceptance of and resp ect for others

study, she con­

can be operationally

defined and objectively rated with a satisfactory degree of reliability.
She found a marked and regular increase

in acceptance of and resp ect

for the self from the beginning to the end of therapy.
conclusion, that there

Her further

is a definite and substantial correlatio n be­

tween attitudes of acceptance of and re sp ect fo r self and attitudes
of acceptance of and respect for others, corroborated the general
findings of Stock in a somewhat less

elaborate

study.

Empathy in Social Interaction

Many w rite rs in the field of social psychology have
that empathy may be a pro cess

of considerable

interaction and that it probably provides
others.

significance

suggested
in social

a basis for understanding

Dymond (14) defines empathy as the

"imaginative transposing

20
of oneself Into the thinking, feeling,

and acting of another and so s tr u c ­

turing the world as he does [14:127]."

She developed a scale,

re­

quiring the subject to empathize with others, which also provided a
measure fo r his accuracy.
each containing the same

The scale was composed of four p a rts,
six items.

In the f i r s t p a rt, the

subject

was asked to rate himself, on a five point scale, on each of the fol­
lowing c h a rac te ris tics:

self-confidence,

su p erio r-in ferio r,

unselfish, friendly-unfriendly, leader-follow er,

and sense of humor.

In the second p a r t, the subject was asked to rate
vidual on these tra its .

Then the

selfish-

some other indi­

subject was asked to rate

another

individual as he believed this other Individual would rate himself.
Finally, the

subject was asked to rate himself as this other individ­

ual would rate him.
This procedure was followed by fifty-three
psychology class.

The resu lts

as to the validity or

are too prelim inary for final claims

reliability of the scale,

points to this possibility.
in the sensitivity to others

subjects in a social

It appears

although the evidence

obvious that individuals

differ

involved in empathic ability; but it has

not yet been possible to account for these differences.

21
Adjustment and Acceptance of Damaging Statements About the Self

Taylor and Combs

(63) hypothesized that,

children, one b ette r adjusted than the other,

given two groups of

it is possible to p redict

that the b e tte r adjusted children will be able to accept damaging s ta te ­
ments about themselves more
children.

readily than the le s s

well-adjusted

To test this hypothesis, they administered the California

Test of Personality,

as a rough screening device to m easure

adjust­

ment, to all sixth grade children in a group of consolidated ru ra l
schools.

Using this external criterion of adjustment, the children

were divided into two groups, one b ette r adjusted than the other.
They were then presented a lis t of damaging statements,
thought to be
self,

"probably t r u e "

if admitted.

ments,

which were

of all children, yet damaging to the

They were asked to indicate which of these

sometimes true of sixth g ra d e rs, were true of them.

investigators found that the

s ta te ­
The

relationship between ability to accept

damaging statements about the self and adjustment is a real one and
can be experimentally demonstrated.

Personality and Thought P ro c e s s e s

in the Classroom

By means of a relatively new type of re se a rc h procedure which
attempts to evaluate the educational pro cess not by subject-m atter

22
outcomes alone, but also by studying the thought-processes of students
In classroom situations,

significant relations have been dem onstrated

between the personality c h a r a c te ris tic s of students and the kind of
thinking they reported doing in c la s s.

It was especially noteworthy

that students, with a high degree of anxiety,
thinking about themselves

spent much time in c la ss

and th eir problems.

Bloom (4) fu rth e r

reports that students with a high degree of rigidity were able to do
little active thinking of a problem-solving nature in class,
students with considerable hostility and negativism

while

spent much of

their time evaluating, usually negatively, the persons

in the class

and the ideas o r contributions being considered

by the g r up.

It

was discovered that thoughts about adequacy o r

inadequacy of the self

occur much more frequently during the discussion type of teaching,
while thinking goes off on tangents about words

o r p h ra se s spoken

more frequently in lectures.

Relation of Occupational Choice to the Structure of
Self and Adjustment

In a somewhat different but inseparable area,
reports

the interdisciplinary

Ginzberg (18)

re s e a rc h which took for its task the

Identification and evaluation of the m ajor factors

in vocational de­

cision-making of the individual during successive periods of maturation.

23
In seeking to analyze the p ro c ess,

discover the most signifleant p at­

terns, and describe the outstanding deviations, the following basic
assumption was proposed:

"An individual

reaches his ultimate de­

cision, not at any single moment in time, but through a s e rie s of
decisions over a period of many years;
determining facto r [18:492]."

the cumulative

impact is the

One of the basic elements of the theory

regarding vocational decision-making, which was based on the study
of individuals from the eleventh year through young adulthood, sug­
gests that occupational choice is a pro cess.
The investigators found it possible to analyze the p ro cess
terms of three periods:
years of age;

(a) the fantasy choice period, before eleven

(b) the tentative

enteen years of age;

choice period, between eleven and sev­

and (c) the re a listic

teen years to young adulthood.

choice period, from seven­

During the fantasy period,

believes he can become whatever he wishes to become.
tentative period, the individual's choices
largely and are

between in te re s ts , abilities,

the child

During the

reflect subjective factors

considered tentative because

yet been effectively incorporated.

portunities

in

reality factors have not

Seeking to work out a compromise

and values, on the one hand,

and the op­

and limitations of the environment, on the other, c h a ra c ­

terizes the reality choice period.

24
The investigators

appear to believe that this p ro c e s s of occu­

pational choice, which they d escrib e, is larg ely Irr e v e rs ib le ,
reality p r e s s u r e s
F o r some, there
because

because

introduce m a jo r obstacles to alterations in plans.
a re

serious emotional b a r r i e r s

to a change in plans

such a change can so easily take on the quality of failu re

and p re s e n t a th r e a t to self-estee m .
vocational choice is , of necessity ,

They believe, f u rth e r, that every

a comprom ise between subjective

and reality fa c to rs.
Sm all's

(55) m o re

recent r e s e a r c h

aspects of Ginzberg's theory

in this a r e a supports

and repudiates oth ers.

ied m e a su res of the reality and fantasy factors

some

The f o r m e r stud­

in the vocational

choices of 144 boys for the purpose of testing the two principal com­
ponents of Ginzberg's theory, namely:
becoming increasingly more

re a lis tic ,

(a) that choice is

and (b) that choice Is a com­

prom ise between subjective and re alistic
numbers of boys,

It is true that a change

age level, but the change is
realism .
ra th e r,

elem ents.

In studying equal

at each year level from fifteen through nineteen

years of age, Small found no such lin ear
realism .

a p ro c e ss

relationship between age and

in direction takes place

sometimes toward less

The determining factor for increasing
to be that of personal adjustment.

at each

ra th e r than g r e a t e r

re a lism

appears,

25
B etter adjusted boys were found, by Small, to be consistently
more

r e a listic in th e ir choices than poorly adjusted boys,

of age.
process

Thus, this

research

as an i r r e v e r s ib le

re g a rd le s s

supports the position, not of the choice-

one, but more probably, that the means

of making choices tends to remain consistent.

When re a lity becomes

the predominant fa cto r in choice-making, there

is le s s likelihood that

a substitute for i t will be used.
These

studies,

although p re lim in a ry ,

re p re s e n t the beginning

of a more dynamic approach to the study of the factors
the selection of an occupational field.
practical testing of hypotheses

Much more theoretical

is needed in o rd e r

reality,

role in the world of work, to te s t this

and to convert it into a reality,

and

Mto help a person

to develop and accept an integrated and adequate picture
and of his

involved in

of himself

concept against

with satisfaction to himself

and benefit to society [61:92]."

Self-Concept and Motivation

"No problems
tion,"

are more fascinating than those of human motiva

states Hilgard (22), "and none are more

tion [22:374]."

He supports

in need of wise

solu­

the thesis that all the mechanisms of

adjustment imply a self-refere n c e

and that

"these mechanisms

are

26
not comprehensible unless we adopt a concept of the self [22:375]."
The enormity and significance of the task in the
understanding of the self and its

search fo r g re a te r

relation to motivational theory, he

believes, would Justify the establishment of psychodynamic lab o ra to rie s,
devoted to such scientific endeavor,
chology.

to re p re s en t all branches of psy­

He does not suggest an interdisciplinary approach to the

re search that would be undertaken; without it, our understanding of
the self may remain,

as it is today, elusive

and fragm entary.

C H A P T E R ILL

DESIGN AND METHODOLOGY OF

THE STUDY

P re p a ra to ry Activities

The planning phase of this
the appropriateness, desirability,

study was initiated by discussing
and need for investigating the r e ­

lationship of the self-concept to adjustment among selected college
students.

The consensus of opinion, among various m em bers

Department of Education, the Board of Examiners,

of the

and the Counseling

Center staff at Michigan State College, was favorable.
The second step involved a thorough search for Information
relative to studies which have been reported in this area.

P e rio d i­

cals, monographs, textbooks, unpublished theses and other related
reference m a te rials were
this study had been done.

reviewed.

No evidence could be found that

A wealth of re s e a r c h m aterials

was found

which related to adjustment, but little was evident which linked the
accuracy of the self-concept to it.
Next, an attempt was made to gether all the r e s e a rc h avail­
able which would reveal the p re se n t understanding of the dynamics
volved in the development and operation of the self-concept.

in­

28
Finally, the cooperation of the
seling Center was sought as

Testing Service of the Coun­

an aid in the adm inistration,

scoring,

and profiling of a b atte ry of te sts .
Considerable thought was given to the
instrum ents,

and assistin g counselors.

more detail in the sections

selection of the sample,

These will be discussed in

of this chap ter which follow.

Selection and Description of the Sample

This study was focused on two groups
Michigan State College.

of fresh m en women at

Each group had completed the second term

of the freshm an year by the end of the Winter
p artic u la r groups were

1952.

chosen In o rd e r to keep the varia bles

minimum since they had In common:
lege experience,

Term ,

and some

sex,

age

range,

These
at a

length of col­

s im ila rity of college experiences which

could be attributed to the Basic

College co u rses.

The one obvious

variable of academic achievement will be noted in the description
of the two groups.
One group of thirty-five

women represen ted the prospective

members of Tower Guard, the sophomore honorary organization for
women.

They had been selected by m em bers

the c u rre n t m em bers of Tower Guard,

of th eir p ee r group,

in term s

of c h a ra c te r,

29
scholarship, and leadership in keeping with the service aims of the
organization.

F o r purposes of selection:

1.
C haracter was defined as those personal qualities
attributed to the potential candidate by dorm itory advisers, house­
m others, organization advisers, the high school principal, and
teachers.
2.
Scholarship requirem ents were defined as a 3.1 (out
of a possible 4.0, with 2.0 being equivalent to a MCM) o r higher
scholastic average for the f i r s t two term s of the freshman, year
in college.
3.
Leader ship was determined by the evidence of out­
standing participation and service to others through e x tr a c u r ric u ­
l a r activities.
One hundred twenty-five freshm an women satisfied the
ship criterion.

scholar­

All were investigated for evidences of c h a ra c te r and

leadership qualifications by the c u rren t mem bers of Tower Guard.
The findings were

reported to the toted.

Tower Guard group to whom

few, if any, of the potential candidates were known.

Voting was

done, on a four point scale, for each of the one hundred twenty-five
candidates.

In keeping with the constitutional limitations, only the

thirty-five women receiving the highest number of points could be
"tapped" for membership.

The voting system operated in such a

way that each of the thirty-five candidates

selected would have had

a top rating of four from at least thirty-one of the thirty-five c u r ­
rent members of Tower Guard.

The thirty-five freshmen women

30
who were selected cooperated in this

study as p a rt of th eir pledge

training program .
The other group of thirty-five freshm an women were m em bers
of a group who were placed on academic probation at the end of th eir
second term in college.

This action was taken as the re s u lt of an

accumulation of a point deficiency of twelve o r more honor points
during the f i r s t two te rm s
therefore,

in college.

slightly b ette r than a " D "

is considered satisfactory.

Letters*

These

students

achieved,

average, when a 11C"
were

average

sent to the seventy-six

freshman women affected by this probation action, offering them a s ­
sistance in the making of future plans and seeking th e ir cooperation
in this study.
A stamped postcard

2

was enclosed in each l e t te r and was to

be returned by mail as an indication of in tere st or lack of it.
een students had indicated a desire
fir s t week.

to participate by the end of the

Additional responses during the

second week and a t e le ­

phone follow-up, selected at random from the nonresponse lis t,
sulted in the total of thirty-five.

Eight­

re­

Those students who were contacted

S e e A p p e n d ix A f o r c o p y of th e l e t t e r .
S e e A p p e n d ix A f o r f a c s i m i l e s

of ca rd .

31
by telephone and who indicated in te r e s t were

specifically asked to

complete and re tu rn the cards which had been mailed to them.
was done by all of them

so that a final tabulation of the cards

vealed that forty-five of the
been returned.
pating.

This

seventy-six

sent out, or

re­

59 p ercent, had

Ten of these indicated a lack of in te re s t in p a r t i c i ­

All cards Indicating In te rest were acknowledged by a second

c a r d .3
Thus, the crite rio n for

selection for participation

was mem bership in two special groups

in this

study

representin g opposite ends

of a continuum of academic achievement.
Limitations
to in Chapter I.

related to the
More

sample have already been

significant findings

re fe rre d

might r e s u lt from

studying

those m em bers of the probation group who did not respond.

It may

be that the responding group, by the fact of th e ir

demon­

strate s

a m ore re a lis tic

and insightful view of th e ir p re s e n t situation.

N evertheless, if this constitutes an e r r o r ,
conservatism.

If there

responses,

it does

so on the

side of

are findings which seem c h a ra c te ris tic for

the responding probation group, these findings would probably be
more pronounced fo r the nonresponding group.

S e e A p p e n d i x A f o r fate s i m i l e

As f a r as

the

Tower

of a c k n o w le d g m e n t c a r d .

32
Guard m em bers

a re

concerned, they a re probably les s

atypical than

if the sole c r ite r io n of scholarship had been used In th eir
It appeared justifiable,

in te r m s

of the purp oses

to proceed with attempts to explore

of this

selection.

study:

(1)

relationships which might exist

to suggest c h a ra c te r is tic p atte rn s of feelings and behavior f o r the
two groups;
feelings

(2) to describe the congruence o r lack of it between

about the self and external facts;

relationships between these findings

and (3) from these

to Infer

and adjustment.

Selection and Description of the Instruments

The selection of completely adequate instrum ents for the ex­
ploration of the understanding the individual has
sented a difficult task.

Scores

of instrum ents were examined and

rejected as unsuitable for purposes of this
struments

themselves

of the self r e p r e ­

study.

Although the in­

do not r e p re s e n t the focal point of the study,

it was n e c e s s a ry to select those which p urported to give
of the inner feeling of the self in comparison with others

a picture
and In r e ­

lation to the social and emotional aspects of the environment.
m ary concern was with

re g a rd for the differing ways the subjects

had of responding to the instrum ents
various

and the

aspects, m easu red by the te s ts ,

ture of the self.

P ri­

significance which the

had for them in their p ic ­

33
The following Instrum ents, with a b rief description of each,
re p resen t those

selected as b e st serving the purposes

and needs of

this study:

4
Test of Self-Understanding.

1.

The T est of Self-Understand­

ing is a relativ ely crude instrum ent by rigorous
construction and validation.

standards of te s t

Cooperative effort on the p a r t of the

Counseling Center Staff at Michigan State College produced this in­
strument in 1948 as p a r t of a r e s e a r c h p ro je ct investigating the ef­
fect of client-p aortic ip ation in te s t interp reta tio n (11).
modifications it was used for at le a s t two y ears

With some

in the sum m er

Counseling Clinics f o r the evaluation of growth of insight resulting
from experiences

in the clinic.

A number of investigators in other

educational institutions have used the instrum ent in r e s e a r c h
with varying degrees

of satisfaction.

tions have been made in the

F o r this

responses

study fu rth e r modifica­

Test of Self-Understanding in keeping

with the content of the te s t b attery used.
seeks

studies

related to in te re s ts ,

abilities,

self.

S e e A p p en d ix B f o r s a m p le

Essentially, this inventory

copy.

and feelings about the

34
5

2.

The Social P e rso n a lity Inventory for College Women.

Social P e rso n ality Inventory, herein also called the

Test of Self-

Esteem, was developed by Maslow (39) as a re su lt of several clinicalexperimental r e s e a r c h e s

related to the role of s e lf-estee m

p ersonalities of relatively normal people.

in the

This inventory has for its

purpose the m easurem ent of the level of se lf-e ste e m of the individual
by discovering something about all those varia bles
of the se lf-e ste e m

syndrome or related to it.

that his r e s e a r c h dem onstrates that self-esteem

which are p a rts

Maslow (35,

is a syndrome,

complex of symptoms usually found occurring together.
ploration and analysis of all its aspects

36) states

and th eir

Thus,

a

an ex­

relationships to

each other constitute an operational definition.
The items for the Test of Self-Esteem were clinically derived
with each item separately validated clinically before its
paper and pencil form.
jects
(35,

inclusion in

The test, as a whole, was validated on sub­

who had been studied carefully in clinical situations.

The author

36) states that clinical observation shows that the high s c o r e rs

on this inventory tend to be ch aracte riz ed by self-confidence,
poise,

s e lf-a ss u ra n c e ,

See

a tendency toward extroversion,

A p p en d ix C f o r

s a m p le of the in v e n to r y .

social

and f r e e r

The

35
personality expression.

The low s c o re rs

were more frequently ob­

served clinically to be chara cterized by timidity,

shyness, e m b a r r a s s a

bility, inhibitions, conservatism , feelings of inferiority,

and generally

more rigid personality c h a ra c te ris tic s .
The author claims that

"the tes t re lie s on a clinical validation

with an external criterio n of validity and reliability ra th e r than on
mere

statistical techniques, such as internal consistency and the like

[39:2]."

However, the tes t was eventually subjected to statistical

treatm ent which p erm itted a more

refined system of scoring weights.

The criterion group was composed of 845 single, college women be­
tween the ages of eighteen and twenty-five.
This te s t is not a m easure of behavior, but ra th e r it aims
to reveal

something of the inner conscious feeling of the individual.

Although it may re p resen t a tendency to a p artic u la r form of behavior
whether that form of behavior is actualized will depend upon other
determinants.

Neither can the score be thought of as an indication

of poor adjustment.

Psychological security and anxiety, which are

independent v ariables, will influence markedly the significance of any
p articular level of self-esteem .
Most of the items on the
ject to express

Test of Self-Esteem

require the sub­

an attitude o r feeling about a dominant o r subordinate

36
status relative to other persons in many different situations.
social position is

sometimes

This

accompanied by the appropriate domi­

nant or subordinate behavior, but there is no evidence to suggest a
one-to-one

relationship of association of feeling to behavior.

T ran s­

lation of feeling to behavior is usually tempered by the exigencies
of the p a rtic u la r

situation and by social and cultural p r e s s u r e s .

This association

of feeling of dominance and s e lf-estee m

imply domineering o r overaggressive behavior.

should

not

Whether this type of

behavior resu lts

may depend much more on psychological security

than on level of

self-esteem

(36).

Relationships have been found between self-esteem
family background.

High s c o r e rs

higher socioeconomic

status;

scores

tended to come from families

and
of

they were found to have been given

more freedom and independence as children and to have identified
more strongly with the father than the mother (8).
In a study of classroom behavior.

Meadow discovered that the

intellectual performance of low self-esteem
more by tension and p re s s u r e

s c o re r s was disrupted

than was true for the high s c o re r s

(41).
The data from the research,
validation of the

related to the development and

Test of Self-Esteem,

support the idea that the

37
clustering of symptoms of behavior, known as the
fected as

a whole.

syndrome,

is af­

External circu m stan ces which influence the inner

personality tend to be

reflected In widespread and in te rre la te d changes

in behavior at the same time

(35,

36).

6

3.

The Self-Inventory of P erso n al-S o cial Relationships.

Self-Inventory of P erso nal-S ocia l
herein as the P .-S .

Relationships, also

r e fe rr e d to

R. was developed as p a r t of the Cooperative

Study in General Education.

This

of approximately five y ears, from

study was c a r rie d on over a period
19 39 through

sorship of the American Council on Education.

1944, under the

spon­

The inventory r e p r e ­

sents the cooperative effort of many rep resen ta tiv es from

a v ariety

of participating colleges.
P ro g ra m s
major goads the

of general education usually have as one of th eir
assistin g of students

tasks leading to increased intellectual,
tion.

Thus, it was perhaps

would give considerable

to accomplish the developmental
social, and emotional m a tu r a ­

inevitable that the Cooperative Study

attention to means of delineating the needs

of students as they affected p e rso n a l-so c ia l adjustment in the college
environment.

6

S e e A p p en d ix C f o r a s a m p le

of the in v e n t o r y .

The

38
The development of the P .-S .

R. went through the usual p ro c ­

esses of experimentation, revision, f u rth e r experimentation,
vision.

and r e ­

Finally, it was adm inistered to all the cooperating colleges

in essentially the

same form in which it now appears.

The general purpose of the inventory is described by the cen­
tral staff as follows:

"The Self-Inventory of P erso nal-S ocial Rela­

tionships may be thought of as a s e lf-p o rtra it.
a test to m ea su re the

The inventory is not

student's level of skill, information o r ability;

it is a description of the student made by himself, with re fere n ce to
his feelings, activities and problem s
The P.-S .

R. consists

one hundred ite m s.
tere s ts

[6:173]."

of two principal p a rts ,

The f i r s t p a r t is

under which there

each containing

related to activities

and in­

are eight coded categories believed to be

significantly related to the p erso n a l-so c ia l development of students.
They include:

opposite sex (o), home o r family (h), faculty (f),

participation in social groups o r feeling of belonging (s),
skills

(k), intellectual and aesthetic activities

tions (i), social service
In this

spond to the l i s t of one hundred activities
veal whether:

involving social r e l a ­

(r), and social leadership

section of the inventory, the

(a) he participates

in it;

social

and initiative

(1).

student is asked to r e ­
in such a way as to r e ­

(b) he does not participate

39
In It but would like to;
different to it.

o r (c) he does not participate

in it and is in­

Each of the eight coded categories has

related to it which makes
that some items

are

a total of 128.

This is due to the fact

classified into more than one category.

The second p a r t of the inventory is
difficulties under which there

are

related to concerns

also eight coded categories.

rep re sen t broad a re a s in which problems
hinder the achievement of purposes.

They include.

to social activities
social experience

social skills

as

sex (o),

in social groups

or fee l­
related

a social need (n), and

(e).

In this second section of the
to respond to a l i s t of one hundred
a way as to reveal which ones are:

inventory the student is
difficulties o r concerns

asked
in such

(a) of important concern to him;

(b) of mild concern to him; o r (c) of no concern to him at all.
in the activities
has

to

opposite

(k), physical well-being as

(p), likeness to others

and
These

most frequently a ris e

home o r family (h), faculty (f), participation
ing of belonging (s),

sixteen items

and in tere sts

sixteen items

As

section, each of the eight categories

related to it and c ro s s

classification resu lts

in a

total of 128 ra th e r than one hundred item s.
The P .-S .
ment.

R. has found two principal uses since its

It has been used as

a basis

develop­

fo r individual counseling and as

40
a means of a ss e ss in g the degree to which the needs of college
dents are

adequately m et by the existing re s o u rc e s

The l a t te r implies a use

stu­

of the college.

associated with continuous evaluation fo r

the purpose of changing the environment to achieve

increasing e f­

fectiveness in recognizing and meeting student needs.

4.

The Image of Another Inventory.^

Inventory has no established validity or

reliability.

The Image of Another
Its

items were

a r b itr a rily selected from the Test of Self-Understanding and the
of Self-Esteem.
the items

The c rite rio n for

Test

selection was the degree to which

could probably be answered about the subjects by other

persons who knew them well.

The Items

were

revised in te r m s

the purposes of the study but essentia l meanings were
Since the

of

retained.

subjects in the study had previously responded to

these item s, the purpose

of the Image of Another was

to secure

data which would make it possible to compare responses
and responses of p e e r group.

of subjects

It could probably be assumed that the

subjects would select p e e r group mem bers

who would p re s e n t them

In the m ost favorable light.

S e e A p p en d ix B f o r a s a m p le

of the in v e n to r y .

The Inventory concluded with an open-end statem ent which p e r ­
mitted the

respondent to give a more complete

descriptive picture of

the subject than the items might supply.

5.

The Kuder P re fe re n c e

P referen ce

8

Record--V ocational.

The Kuder

Record—Vocational is adequately described by the wealth

of m aterial appearing in the lite ra tu re

relative to its development

and use.
In responding to items on an in te re s t inventory,
reveals the kind of p erson he believes himself to be.
ind icate behavior he considers
some,

the choices a re

same lines.

jected;

His choices

to be appropriate for himself.

For

accompanied by evidence of activity along the

F o r others,

the choices

individual has identified with parents,
members.

an individual

reflect how successfully the
other adults,

and p e e r group

Some identifications have been accepted and others

re­

the c h a ra c te ris tic behavior of the accepted o r rejected p e r ­

sons may influence the associations

the individual is willing to make

as p a rt of his life plan.
Selecting, preparing for,
re p re sen ts

8

and entering into a p a rtic u la r vocation

one of the m ajor developmental

S e e A p p en d ix C f o r a s a m p le

tasks of adolescence.

of th e te s t.

"The

42
choice of an occupation is one of the points in life at which a young
person is called upon to state

ra th e r explicitly his

concept of h im ­

self . . . [61:88]."
Estim ated in te r e s ts
agree.

The appropriate

and m easured in te re s ts do not always

role for each is suggested by Berdie

"In no occupational a r e a was there
measured in te re s ts

(2:49):

close enough agreem ent between

and self-estim ate d in te re s ts to suggest that coun­

seling can be done on the basis

of one or another.

sured in te re s ts have relevancy for vocational

As long as m e a­

satisfaction and as long

as self-e stim ated in te re s ts play an im portant role in the vocational
deliberations of individuals both types of in te re s ts

must be c o n sid e re d ."

Thus it was important for the purposes of this
clude an in te r e s t inventory as
view of the self.

The Kuder P re fe ren c e

fill this purpose because
plotting of profiles
ests

one means

study to in ­

of securing the individual's
Record was

selected to ful­

of the ease of adm inistration,

and because it lends

scoring,

and

itself to diagnosis of i n t e r ­

in counseling situations.

6.
Ination.

9

9

The A m erican Council on Education Psychological ExamThe American Council on Education Psychological Examination,

S e e A p p en d ix C f o r a s a m p le

of th is te s t .

43
known as the A.C.E.,

is the te s t of scholastic aptitude m o st commonly

used by the colleges and universities

of the nation.

The abundance of

literatu re devoted to its description and use precludes f u r th e r de­
tailed information about it.
Of considerable

significance in the individual's

concept of h im ­

self are his feelings about his ability in relation to those with whom
he competes.

In an educational situation, the general ability is often

called scholastic

aptitude o r intelligence.

which the individual may have about his

The complex of feelings
scholastic aptitude may be

tested against the actual examination resu lts.
Since it seemed Important to include a te s t of scholastic
titude fo r the purposes
were threefold:
liable instrument;

of this

study,

the reasons for using the A.C.E.

(1) it is considered to be an unusually valid and r e ­
(2) it reflects

constellations of related factors,

rather than the single one of general intelligence;
were

ap­

(3) the

resu lts

readily available for all the subjects.

Selection of the Counselors

Four counselors were
Interpretation interviews
time it would require

selected to a s s i s t with the seventy test

In o rd e r to reduce

of one counselor.

the o v e r-a ll amount of

There were three female

counselors and one male
philosophy, training,
tion interviews,

counselor chosen f o r t h e ir s im i l a r i t i e s

and experience.

P r i o r to the t e s t i n t e r p r e t a ­

these counselors met in group sessions for a d i s ­

cussion of procedure and a common orientation to the
project.

of

research

The limitation involved in assuming a common procedure

and equal rapport has been discussed in Chapter 1.
Agreement was

reached that all counselors would r ecord any

significant data which would be

revealing of the subject's

self as observed in the p r o c e s s of interviewing.

concept of

Emphasis

should

be given to the fact that the subjects were not looked upon merely
as experimental material.

Counselors were pre p a red to follow through

with each subject on the full implications
emerged.

of any problems

They wished to establish a relationship with the

which would result in a continuing contact for the purpose

which
subject
of com­

plete exploration of any existing problem with a view toward its
eventual resolution.

Considerable evidence exists

claim that what was planned in this

to support the

respect was actually achieved.

Study Procedure

The following steps in the total procedure were completed for
each subject:

45
1.

Administration of the Test of Self-Understanding as

a pre­

liminary instrument.
2.

Administration of the Social Perso nal it y Inventory f o r Col­

lege Women.
3.

Administration of the Self-Inventory of Personal-Social

Relationships.
4.

Administration of the Kuder P r e f e r e n c e

5.

Personal

Record--Vocational.

interview with a counselor for interpretation of

the American Council on Education Psychological Examination,
Kuder P r e f e r en c e

the

Record--Vocational, the Social Pe r sonality Inventory

for College Women, and the Self-Inventory of Pe rsonal-Social Relation­
ships.
6.

Readministration of the

Test of Self-Understanding as a

final instrument.
7.

Distribution of the Image of Another inventories

given to two p e e r group members,

to be

to be completed by them and r e ­

turned.
The

Test of Self-Understanding was

administered to each sub­

ject as a p re l im i na ry instrument for the purpose of getting a p i c ­
ture of h er understanding of self, as indicated by responses to the
items in the inventory, p r i o r to t e s t administration and t est i n t e r p r e ­
tation .

46
This was followed by a battery of tests

administered through

the Testing Service of the Counseling Center at Michigan State Col­
lege.

The battery included:

College
ships;

Women

(a) the Social Personality Inventory for

(b) the Self-Inventory of Personal-Social

and (c) the Kuder Pref e r en ce

Record--Vocational.

Upon completion of the testing,
tation was

Relation­

an interview for test i n t e r p r e ­

arranged for each subject with one of four cooperating

counselors from the Counseling Center

staff.

The

results

of the

American Council on Education Psychological Examination, which had
been administered to all freshmen

in the fall,

1951, were added to

the data from the above tests.
After the test interpretation interview,

each subject was asked

to complete again the

same

Test of Self-Understanding which had

been administered as

a preliminary instrument.

tion was for the purpose of discovering
of self had taken place
In addition,

This

what changes

since the original

in the picture

administration.

each subject was given two copies of the Image

of Another inventory,

contained in stamped addressed envelopes.

The subject was asked to give these

inventories

to two members

her peer group who knew her well enough to answer
questions

readministra­

about her.

of

rather personal

The subjects were to request that they be

47
completed as
were

soon as possible

and returned by mail.

returned for approximately 80 p e r

subject had at l e a s t one

cent of the subjects;

was

compiled,

terial became

tabulated,

them;

see

themselves

how they ar e

Because
the

In most instances
basis.
were

the

the

The combined m a ­

relationship between the

of these data revealed how

of the peer

known about

group;

what changes

and what the consequences

of personal

statistical

from

and from the counselor

of the

adjustment.

of the nature of the instruments

resulting data,

results,

in relation to certain facts

seen by me mbe rs

in t er m s

and test

and analyzed.

Analysis

in self-understanding occurred;
above were

slips,

the data for discovering

self-concept and adjustment.
the subjects

Results

from the inventories

college applications and admission
records,

each

returned for her.

Method of Reporting the

All information,

Both copies

and the nature

t re a t m en t is essential

of

nonrigorous.

comparisons have been made on a percentage

The following include categories

within which comparisons

made:

1.

Rank in High School Graduating C l a s s .

college bring with them concepts

based upon their

Students who enter

understanding of

48
the background of experience

and achievements

they have had.

Part

of the content of the self-concept will be related to how well they
were

able to achieve

in relation to o ther me mbe r s

embarking upon a p ro g r a m of higher education,
dence o r doubt stems
F o r this

it seemed appropriate

study the c h a r a c t e r i s t i c pattern
the background of the

subjects

This

were

as

in this

indicated by rank in the high school

admission

in the f ir s t,

slip.

Comparisons

applica­

of the p e r ­

and the p ercent of Tower Guard

second,

third,

and fourth quartiles

made.

2.

Composite

is developed as
self are

of Pe rso n a l

a r e s u lt of social

of the

self is

parents,

in t er m s

teachers,

Ratings
were

Qualifications.

interaction.

Actually,

The concept of self

Feelings about the

colored significantly by the acceptance

approval or disapproval of others.

ers

to consider

of achievement which repr e s en te d

cent of Probation Group subjects
ranking

the feeling of confi­

information was found on the college

tion blank and the college

subjects

In

from the feeling about p a s t experiences.

reason,

graduating class.

of the group.

or

rejection,

the

much of the evaluation

of what is understood to be the evaluation of

and p e e r group members.

on personal

qualifications as

seen by high school teach­

secured from the college application blank.

F o r both groups

mean composite

ratings were

computed and compared on a six point

scale.

3.

College Academic

about the self a r e

Record.

to satisfy the demands

Records of credits

groups,

and point averages

checking inventory

4.

in t er m s
carried,
were

the differences

the known variable.

there was

as evidenced by gra d e s.

of personal
credits

Rather,
responses

a characteristic

they were

included for the purpose

thus determining whether

Individual

and zero

scores

or loss between p r e t e s t and posttest
total posttest

were figured

on a five point scale.

represented complete lack

of agreement with the t e s t data to which the item was

results,

of

of responses for each group.

Test of Self-Understanding.

Total p r e t e s t

These

achievement r e pr e s en te d

against them,

pattern

r epresented concordance

honor points

of comparing the two

for the p r e t e s t and posttest administrations
Five

may have

tabulated for both groups.

in academic

Inability

adjustment.

earned,

were not included for purposes

since

students, feelings

and the constant t hr ea t of failure

far - rea c hi ng consequences

tabulations

college

affected by the evidence of ability to m a s t e r the

demands of the academic p ro gra m ,

earned,

For

related.

self-understanding was
results,

Gain

indicated.

and total gains were

computed

50
for the Probation. Group and the
totals,
sults,

mean s co r e s

were

F r o m these

obtained for p r e t e s t r e s u l t s , p o s tt e s t r e ­

and gains for each group.

for each of the ten items

Tower Guard Group.

In addition,

comparisons

were

made

of the Self - Unde rstanding Inventory on a

percentage basis.

5.

Social Personality Inventory for College

Women.

The

scores for this inventory were figured according to the weights
signed in the Maslow key.
characteristics

similar

Since the

subjects

to the validating group,

to use the norms furnished in the manual.
to distribute the

sco r e s

of self esteem:

very high,

dency to be low, low,
tween level
p eer

in such a way as

of self- e stee m

between se l f -e st e e m

high,

study p o s s e s s e d

it seemed appropriate

Using these norms
to describe

tendency to be high,

and very low.

group e s t im a t es,

in this

as­

served

seven levels
average,

Comparisons were

made

ten­
be­

and occupational level of the parents,

and self - estimate s .

raw scores

In addition,

and A.C.E.

raw sco r e s

correlations
were

com­

puted for both groups.

6.

Self-Invento ry of Personal-Social

for each category were

Relationships.

tabulated for the Activities

section and for the Concerns

and Difficulties

Responses

and Interests

section of the P.-S.

R.

51
Mean and median s c o re s were computed.
ject was categorized,
in the

"A ,"

"U ,"

The pattern for each sub­

according to the number of responses

and MDM portions of the distribution.

falling

If the group­

ings in the f i r s t section amounted to approximately one-third of the
total number of responses,

they were labeled

one-third of the total they were labeled
tion,

if the

"A"

and " U "

groupings

" f e w . 11

This was

l es s

partially to the

sec­

the pattern was labeled

than one-third was labeled " f e w 11 concerns.

in accordance with the practice

with the use of this

In the second

than

together equaled approximately

one-third of the total number of responses,
" many11 concerns,

,,many11; if less

instrument.

and views of those familiar

This difference

reporting of activities

could be attributed

and i nt erests

in two categories

--fulfilled and unfulfilled--but with no differentiation in the totals
between important and mild concerns.
made between inventory patterns
mates,

Comparisons by p ercent were

and s el f - e st im a te s ,

and occupational level of parents.

to items

7.

p e e r group e s t i ­

An analysis

of responses

revealed those which differentiated between the two groups.

Image of Another.

Responses

ulated and scored on a five point scale.
concordance with the subject's

response

represented complete lack of agreement.

Five
on the

on this

inventory were

represented complete
same

item.

Comparisons

Zero

of totals

tab­

52
were

made on a percentage basis

with s e l f - e s t im a te s

and inventory

score s.

8.

Kuder Pr e f e ren c e

scores for each of the
and mean
the

raw sco re s

Reco rd--Vocational.

ten i n t e r e s t a r e a s
were

Tower Guard Group.

were

Individual

tabulated.

Comparisons

were

made on a percentage

and measu r ed i n t e re s ts .

gested vocational objectives were evaluated as being

test of scholastic

average,

derived scores

aptitude were

or below average

for Michigan State College freshmen.

estimates for both groups.
scores from the

Raw scores

tions between intelligence
and from the

and self-esteem.

Comparisons

distribution and sel f ­
and raw

used in computing c o r r e l a ­
Raw s c o r e s from the

Test of Self-Understanding were

correlations between intelligence

distribution of

from the A.C.E.

Test of Self-Esteem were

Examination.

described as above

according to the

made on a percentage basis between this

A.C.E.

re­

and the occupational field suggested.

American Council on Education Psychological

Scores on this

were

if the

shown a relationship between any or all of the estimated

or measured i nt er e s ts

average,

Sug­

realistically

related to the pattern of high i nt ere s ts for each subject,

9.

Totals

computed for the Probation Group and

basis between s elf-e stim ate d in t e r e s ts

search has

raw

used to compute

and self-understanding.

10.
were

Occupational Level of P a r e n t s .

classified according to groupings

cupational

Titles.

concerns,

11.
jects,

given in the Dictionary of Oc­

Comparisons were

made on a percentage basis

between occupational level of parents
ests,

The occupations of parents

and activities,

unfulfilled i n t e r ­

and level of self-esteem for both groups.

Descriptive

Word C a te g or i es .

Descriptions

of the

sub­

as given by the high school principal or counselor, by the pee r

group members
counselors,

in the Image

of Another Inventory,

and by the college

were used as a basis for compilation of descriptive

word categories.

No description was included in the final

compilation

unless it had appeared on the

records

group.

to obtain descriptive word categories

more

Thus,

it was possible

characteristic

of at l e a s t 25 percent of the

of one group than the other.

Summary

The

sample

was

selected with a view to keeping the variables

at a minimum insofar as

age,

range,

tional experiences were

concerned.

Tests

which would best serve

to reveal the feeling of the

the

self.

terms

sex,

and background of educa­
and inventories

were

used

subjects about

Suitability of the assisting counselors was determined in

of similarity of philosophy,

training,

and experience.

The

54
common procedure f o r all subjects
test self-understanding,
tests,

the administration of a common b a t t e r y of

a t e s t interpretation interview with a counselor,

of the Image of Another inventory,
self-understanding.
tially nonrigorous
basis.

consisted of determination of p r e ­

The

distribution

and determination of p os ttes t

statistical tre a t m en t of the data was e s s e n ­

and most comparisons were made

on a percentage

C H A P T E R IV

FEELINGS ABOUT THE SELF RELATED TO CERTAIN
KNOWN FACTS

The subjects from the Probation Group and the
Group were

administered a common battery of tests

Kuder P r e f e r e n c e

R e c o r d - - Vocational,

Tower Guard

including the

the Self-Inventory of P e r s o n a l -

Social Relationships, and the Social Pe rsonality Inventory for
Women.

To the data secured from these

tests

were

College

added the

re­

sults of the A.C.E. Psychological Examination which had been admin­
istered to all the

subjects

during the orientation period of fall,

The total data which resulted from all the tests
known facts
of the

about the

subjects.

constituted certain

The initial and final administrations

Test of Self-Understanding were given to determine

ings and understandings which the
in relation to the
chapter consists

same

areas

1951.

the f e e l ­

subjects p o s s e s s e d about themselves

which the

instruments

explored.

This

of a presentation of the t e s t data for both groups.

Comparisons were made between the actual t e s t data and the feelings
or estimates which the
tion of the

subjects e xpressed on the initial

Test of Self-Understanding.

administra­

56
Scholastic Aptitude

A significant aspect of the feelings about the self
ability to achieve in competition with others.

relates

to

Feelings of confidence

or doubt in situations involving potentiality to learn may stem from
the understanding of the individual

relative

to this intellectual capacity.

Comparative data for the Probation Group arid the
with respect to A.C.E.
scores, percentile

derived scores,

Tower Guard Group

quantitative

ranks and group medians

scores,

linguistic

are presented in Table I.

This comparison using Michigan State College freshman norms
permits

the following observations:
1.

In both groups

than the quantitative
2.

the linguistic

and linguistic

tative

slightly higher

scores.

scored average or higher on both the quantitative

sections;

while eleven (or

or higher on the total A.C.E.

of the

were

In the Probation Group fourteen subjects out of thirty-five

(or 40 percent)

3.

scores

Thirty-one

31.4 percent)

score.

subjects out of thirty-five

Tower Guard Group scored average
section;

thirty-three

average on the linguistic

were average

or higher on the quanti­

(or 91.6 percent)

score;

(or 88.6 percent)

were

average

or

above

and thirty-two (or 91.5 percent)

average or higher on the total A.C.E.

score.

were

57
TABLE

I

COMPARISON OF DISTRIBUTIONS OF A.C.E. PSYCHOLOGICAL
EXAMINATION SCORES

L

Q
De rived
Scores

T
Per­

Pro­
bation
Group

Tower
Guard

Pro­
bation
Group

10

Tower
Guard

Pro­
bation
Group

Tower
Guard

centile
Rank

1

1

100

9

1

3

4

99

8

5

12

11

96

7

1

12

2

11

2

9

88

6

4

9

5

4

3

6

72

5

9

4

7

2

6

1

50

4

6

3

8

1

10

3

28

3

11

1

6

1

7

12

2

4

7

4

7

1

1

N

35

35

35

35

35

35

Me di an
Score

4.5

7.083

4.625

7.90

4.4

7.88

M

4.
on

Median scores for

the Probation Group were below average

all sections of the A.C.E., while median scores for the

GuardGroup were above average on all

Tower

sections.

When the subjects were asked to

respond to an itemon the

Test of Self-Understanding which would reveal their understanding
about aptitude for college, they were, in effect, being asked to give
an estimate

of the self in relation to others.

item and comparisons with actual test scores
Thefollowing observations can
1.

Aptitude for college work was

data indicate that 31.4 percent of these
the self-estimates

quently" in the
Z.

estimated as "about a v e r ­
Since the actual test

subjects

scored average or

same group 34.3 percent of the subjects described
"below a ve r age " while actual t est

indicate that 68.6 percent were in that category.

was a tendency in the self-estimates
average"
3.

more f r e ­

category'.

their aptitude for college work as
scores

shown in Table II.

showed a tendency to estimate

"about a ve r age "

In the

are

to the

be made:

age" by 48.6 percent of the Probation Group.

higher,

The responses

to underestimate

Thus, there

in the

"below

category.
About 17 percent of the Probation Group were unwilling

to estimate how they compared with other students

in aptitude for

college work, indicating that it was unknown to them.

59
T A B L E II
COMPARISON BY PERCENT OF ESTIMATED AND ACTUAL
SCHOLASTIC APTITUDE SCORES

Probation Group
Categories

SelfEsti­

Actual

mates

Scores

Te st

To we r Guard
SelfEsti­
mates

Actual
Te st
Score s

88.6

Above average

.............................

00.0

14.3

80.0

About average

.............................

48.6

17.1

14. 3

2.9

Below average

.............................

34. 3

68.6

00.0

8.6

.........................

17.1

5.7

00.0

Unknown to me

60

4.

In the

Tower Guard Group 80 p ercent of the

timated that their aptitude for college work was

subjects e s ­

"above

average."

Since the actual test data indicate that 88.6 perc e nt received "above
average"

s co re s on the A.C.E., the

dency to underestimate
5.

In the same

s el f-estimates

showed some ten­

in the

"above a v e r a g e "

group

14.3 percent of the subjects described

their aptitude for college work as

category.

"about a v e r a g e "

test data place 2.9 percent in that category.

This

while the actual
showed both a

tendency to overestimate and a tendency to underestimate because
in this group were
A.C.E.

scores

A.C.E.

scores.
6.

ability as

some

subjects who had received

"above

and some

subjects who had received

"below a v e r a g e "

No .member of the
"below a v e r a g e "

percent in that category.
in the

"below a v e r a g e "
7.

average"

Tower Guard Group estimated her

although the actual test

scores place

8.6

Thus, there was a tendency to overestimate
category.

About 6 percent of the

Tower Guard subjects were unwill­

ing to estimate how they compared with other students in aptitude
for college work, indicating that it was unknown to them.
The comparative data revealed,

therefore,

a tendency for the

Probation Group subjects to overestimate their ability for college

61
work, while the

Tower Guard subjects

curately with respect to the test data,
estimate favorable
the

scores.

Tower Guard members

to the actual t e s t data,
their

estimated themselves more a c ­
with some tendency to under­

It should be noted that in the cases
overestimated themselves with

it was done on the basis

where

respect

of the evidence of

r ecord of academic achievement over a period of two college

terms.

The Probation Group subjects had no comparable evidence

on which to base their tendencies to overestimate.

Interest Patterns

In responding to items
indicate an interest in those
characteristic

on an i n t e r e s t inventory,

to, the picture

similar manner they reject those items

seventy-fifth percentile
interests;

subjects

items which they conceive of as being

of, or appropriate

to the concept of the self.

the

In a

which they deem inappropriate

When the total

or higher,

of the self.

raw scores fall at the

interests

are

considered as high

those at the twenty-fifth percentile or lower are

considered

as low interests.
Responses
Record are

to the ten different

compared in Table III.

is indicated.

Fro m

these

on the Kuder Preference

The percentage of subjects in

each group, having a par t icu la r scale
terest,

scales

as

a high interest or a low in­

data it was

determined that:

62
TABLE

III

COMPARISON BY PERCENT OF INTEREST PATTERNS ON
KUDER PREFERENCE RECORD--VOCATIONAL

Probation Group
Scales*

To we r Guard

High

Low

High

Low

Interests

Interests

Inte rests

Interests

37.1

22.9

37.1

17. 1

26.7

40.0

14.3

40.0

14.3

42.9

22.9

42.9

S

17. 1

48.6

40.0

34.3

P

37.1

17.1

37.1

28.6

45.7

1 1.4

40.0

31.4

22.9

34.3

28.6

22.9

34.3

8.6

42.9

22.9

65.7

14. 3

57.1

20.0

5.7

62.9

8.6

o

. .

Me

.

Co

.

. .

A

. .

L
Mu

.

SS

.

. .

Cl

* Key to
=
O
=
Me
=
Co
S
P
A

=
=
=

L
Mu
SS
Cl

=
=
=

Scales:
Outdoo r
Mechanical
Computational
Scientif ic
P e r suasive
Artistic
L i te ra r y
Musical
Social Service
Cle rical

68. 6

63
1.

The high interests which were

cha r a cte ris tic

bation Group include in the following order:
outdoor,

and musical.

include clerical,
2.

computational,

scientific, l i t e r a r y ,

The low interests

include c le ri c a l , computational,
Common components

artistic,

and mechanical.

cha r a c te r is tic

in the following order:

and scientific.

3.

social service,

which were c har a c ter is ti c

The high i ntere sts which were

Guard Group include,
artistic,

The low interests

of the P r o ­

social

of the

service,

Tower

musical,

which were cha r a c te r is tic

and mechanical.
of the high int er e s t patterns which

were c h a r a c te r is ti c of both groups were

social

service,

arti st ic ,

and

musical.
4.

Common components

were c h a r ac te r is ti c
not in the
5.
not as

same

of the low interest patterns

of both groups were

identical,

which

although they were

order.

The profile elevations for the

sharp as for the Probation

Group,

Tower Guard Group were
suggesting a b roader

range

of interests for the f or m e r .
The subjects were

asked to respond to two items

in the Test

of Self-Understanding which would

reveal their three highest

lowest a reas

a decidedly different task from

of interest.

This is

taking the i n t e r e s t in v e n t o r y

i t s e l f in w h i c h i t e m - b y - i t e m

and three

responses

64
contribute to the elevation or depression of each scale.
permits

Table IV

a comparison between estimated and measured in t e r e s ts as

follows:
1.

The estimated high interests which were cha ra c ter is tic

of the Probation Group were identical to the measured high interests
which were
2.
of the

c ha r ac te r is ti c

of this group.

The estimated high interests

which were

cha ra c ter is tic

Tower Guard Group differed in one respect from the measured

high interests.

The self-estimates

were among the high interests

indicate that l i t e r a r y

interests

and did not include musical interests,

while the mea su red high interests

indicate just the opposite.

Thus the data revealed a g r e a t e r tendency for the interests
of the

Tower Guard Group to fluctuate

tion Group.

than was true for the P r o b a ­

This may be an additional indication that the members

of the f o r m e r group have a broader
Mean raw scores
interest scales.

range of interests.

and differences were computed for the ten

Comparative data are presented in Table V to show

the following:
1.

The mean raw score

c haracteristic pattern of academic
Group including scientific,

differences generally reflect a more

interests for the

computational,

Tower Guard

and l i t e r a r y interests.

65
T A B L E IV
COMPARISON BY PERCENT OF ESTIMATED AND MEASURED
HIGH INTERESTS ON THE KUDER PREFERENCE
RECORD--VOCATIONAL

Probation Group

Towe r Guard

Scales*
Estimated

Measured

..................................

60.0

37.1

8.6

37.1

M e .............................

17.1

25.7

0.0

14.3

.............................

8.6

14.3

11.4

22.9

S

.................................

2.9

17.1

42.9

40.0

P

.................................

0.0

37.1

34.3

37.1

A

.................................

37.1

45.7

37.1

40.0

L

.................................

37.1

22.9

62.9

28.6

M u .............................

45.7

34.3

28.6

42.9

SS

.............................

62.9

65.7

62.9

57.1

Cl

..............................

20.0

5.7

8.6

8.6

O

Co

* Key to Scales:
= Outdoor
O
= Mechanical
Me
Co
= Computational
S
= Scientific
= P e rsu a si ve
P
= Artistic
A
L
Mu
SS
Cl

Literary
= Musical
Social Service
=
Clerical
=

Estimated

Measured

66

TABLE

V

COMPARISON OF MEAN RAW SCORES ON KUDER PREFERENCE
RECORD- - VOCATIONAL

Probation
^
Group

Tower Guard

.............................................................

36.1

38.6

2.5*

M e .........................................................

23.1

20.9

2.2**

C .............................................................

15.5

20.6

5.1*

S

.............................................................

27.3

34.1

6.8*

P

............................................................

40.4

40.0

0.4**

A .............................................................

27.8

28.2

0.4*

L

.............................................................

15.8

22.6

6.8*

M u .........................................................

14.7

16.5

1.8*

SS

.........................................................

57.9

55.2

2.7**

Cl

........................................................

40.5

39.5

1.0**

Scales

O

* Favoring Tower Guard Group.
** Favoring Probation Group.

Differences

67
2.

The mean raw score differences generally reflect a more

characteristic pattern of nonacademic interests for the Probation
Group including mechanical,

social service,

Since the mean raw score
Group on six of the ten scales,

and clerical

differences favored the

a broader

interests.
Tower Guard

range of interests was

indicated for this group.

Activities and Interests

The degree to which an individual participates
kinds of activities may have significance

related to how well the

developmental tasks, leading to intellectual,
maturity, have been mastered.
can be interpreted only in t er m s

social and emotional

Unfulfilled interests

and activities

of the extent to which the individual

is already participating in the areas
of fulfillment.

in certain

in which there is

Indifference to many activities,

still a lack

on the other hand,

may suggest a possible feeling of inadequacy and uncertainty about
ability to participate.
The frequency with which items were
for the various
the P.-S.

categories

selected by the subjects

of the Activities and Interests

R. is reported in Table VI.

tinent observation can be made:

From

section of

the data certain p e r ­

68

TABLE

VI

COMPARISON OF ACTIVITY AND INTEREST ITEMS BY
CATEGORIES* FROM THE P.-S. R.
i •A"
Sc ales**

Pro­
bation
Group

11U"

Tower
Guard

Pro­
bation
Group

11D"

Tower
Guard

Pro­
bation
Group

Tower
Guard

o

..............................

347

361

129

126

84

73

h

.............................

373

365

113

144

74

51

f

.............................

73

104

284

338

20 3

118

s

.............................

377

401

127

114

56

45

k

.............................

20 3

235

196

198

161

127

i

........................ .

178

242

218

2 30

164

88

r

............................

100

137

305

323

155

100

1

............................

125

190

224

229

211

141

1,776

2,035

1,596

1,702

1,108

743

50.7

58.1

45.6

48.6

31.7

21.2

Totals

. . . .

Mean Score

. • •

★ " A m participates in it; MU' 1 does not participate in it but
would like to; MDn does not participate in it and is indifferent to it.
** Key to Scales:
o = opposite sex; h = home or family; f =
faculty; s = participating in social groups or feeling of belonging;
k = social skills; i = intellectual and aesthetic; r = social service;
1 = leadership.

69
1.

Members

of the Probation Group indicate many activities,

many unfulfilled i n t e r e s t s ,

and indifference

the Tower Guard Members
interests,
2.

groups and include
home and family,
3.

indicate many activities,

and indifference to few a r e as
The a r e a s

and opposite

The a r e a s

4.

sex,

Members

to activities

in the

tual and aesthetic
bers

were

identical for both

sex.

of most unfulfilled i ntere sts

and activities for

social service, faculty relations,
activities.

Group, the most unfulfilled in t e r e s ts
opposite

many unfulfilled

social participation or a feeling of belonging,

and intellectual and aesthetic

skills,

while

of activity.

of g r e a t e s t activity were

the Probation Group include
ship,

to many activities;

For

and activities

the

leader­

Tower Guard

include

social

and home and family.
of the Probation Group were
areas

of leadership,

activities,

and social

most indifferent

faculty relations,
skills.

most indifferent to leadership,

int el le c ­

Tower Guard m e m ­

social

skills,

and faculty

relations.
Despite the
above categories,

sim i la r it ie s between the two groups in each of the
it should be noted that the Probation Group indi­

cated fewer activities, fewer
ference on most of the scales

unfulfilled interests,

and more

in comparison with the

indif­

Tower Guard

70
Group.

In the a r e as to which the l a t t e r group showed the most in­

difference, the evidence
ing more

suggested that they were

than the members

already p a r t i c i p a t ­

of the Probation Group.

Concerns and Difficulties

Pr o b l e m s or conflicts which a r i s e
to the achievement of purposes.

may serve

as obstacles

Physical energy which is dissipated

in worry or anxiety may leave the individual with a depleted store
of energy to channel into more
subjects were
Difficulties

constructive a r e as

requested to respond to items

section of the P.-S.

indicated is

in the

The

Concerns

and

R. in such a way as to reveal

which were of important concern,
to them at all.

of activity.

of mild concern,

or of no concern

The frequency with which the various

shown for both groups

in Table VII.

those

items

were

The data in this

table reveal the following:
1.

Members

of both groups admitted to more

"mild"

con­

cerns than " i m p o r t a n t 11 concerns.
2.
members

Concerns

and difficulties

were

indicated most often by

of the Probation Group in the following order:

faculty

relations, participation in social groups or a feeling of belonging,
and social

skills.

Concerns

and difficulties were indicated most often

71
TABLE

VII

COMPARISON OF CONCERNS AND DIFFICULTIES ITEMS BY
CATEGORIES* FROM THE P.-S. R.
»'A it
Scales**

Pro­
bation
Group

"U 11

Towe r
Guard

Pro­
bation
Group

i iDti

Tower
Guard

Pro­
bation
Group

Tower
Guard

o

......................................

32

20

99

82

429

458

h

.....................................

28

13

76

52

456

495

f

.....................................

28

15

166

115

366

4 30

s

.....................................

55

23

129

103

376

434

k

.....................................

40

15

133

1 16

387

429

P

.....................................

32

7

89

74

4 39

479

n

.....................................

28

11

59

75

473

475

e

.....................................

34

7

103

85

423

4 68

T o t a l s .........................

277

1 11

854

702

3,349

3,667

7.9

3.2

24.4

20.1

67.7

76.7

Mean Scores

. .

* MAM = of important concern;

"U"

= of mild concern;

MDM = of no concern.
** Key to Scales:
o = opposite sex; h = home or family;
f = faculty; s = participation in social groups or feeling of belong­
ing; k = social skills; p = physical well-being; n = likeness to
others; e = social experience.

72
by me mbe r s of the

Tower Guard Group in the following order:

cial skills, faculty relations,

so­

and participation in social groups o r

feeling of belonging.
3.

Intensity of concern for the Probation Group was most

often related to participation
ing,

social

skills,

in social groups

and social experiences.

or a feeling of belong­

F o r the

Tower Guard

Group intensity of concern was most often related to participation
in social

groups

or feeling of belonging, opposite

sex,

and faculty

rela t io ns .
4.

Pr oblem a r e a s

for the Probation Group appear to be more

closely related to the a r e a s
terests,

of l e a s t activities,

and most indifference

Group, as

than is

most unfulfilled in­

true for the

Tower Guard

shown in Table VI.

Despite

the s i m i la r it ie s

concerns for both groups,
expressed more

and " m i l d "

Tower Guard Group exp r e ss e d
and " U "

and " m i l d "

concerns on every scale

In the Likeness

bation Group expressed a g r e a t e r

the totals of " A "

of " i m p o r t a n t "

it should be noted that the Probation Group

"important"

with the exception of one.

in the a r e as

to Others

scale,

the P r o ­

intensity of concern although the

"mild"

on this

concern more

scale

are

often.

Since

about the same,

it can

be concluded that being like other people is a m a t t e r of common

73
concern.

The mean

tion Group average
true for the

raw s c o r e s

indicate the me mbe rs

ten concerns more for each individual than is

Tower Guard group.

Patterns

The

responses

section of the P.-S.
to the items

in the

of Adjustment

to the items

R.

in the Activities

as indicated in Table

Concerns

and Difficulties

as indicated in Table VII were

VIII i ll ustrates

filled i nt ere s ts ,
and " f e w . 11
of subjects

VI and the

This table,

responses

section of the P.-S.

described in Chapter

all possible combinations

and concerns

and Interests

R.

classified into appropriate patterns

of adjustment according to the procedure
Table

of the P r o b a ­

of activities,

using the descriptive

further,

terms

shows the numbers

in each group who were

III.

unful­

of " m a n y "

and percentages

most appropriately described by

a p a r t ic u la r pattern of adjustment.
Tables VIII and IX serve
in Table X.
"many"
cerns
serves

sources for the

Totals from all the patterns

activities,

are

as

"m any"

represented.

to compare

of adjustment involving

unfulfilled i nt ere s ts ,

Using the P.-S.

and " m a n y "

R. profile

the Probation Group and the

in the following ways:

summary of data

scores,

con­

Table X

Tower Guard Group

74
T A B L E VIII
COMPARISON OF PATTERNS OF ADJUSTMENT FROM
PERSONAL-SOCIAL RELATIONSHIPS PROFILES

Patterns

Pro,
bation
„
Group

Tower
_
,
Guard

P. G.
_
Percentage

T. G.
_
Percentage

a.
Many activities, few
unfulfilled i n t e r e s t s , and
.........................
few concerns

4

9

11.4

25.7

b.
Many activities, many
unfulfilled i n t e r e s t s , and
few concerns
.........................

8

12

22.9

34.3

9

9

25.7

25.7

8

3

22.9

8.6

many c o n c e r n s .........................

4

0

11.4

0.0

f.
Few activities, many
unfulfilled i nt ere s ts , and
few concerns
.........................

0

2

0.0

5.7

.........................

1

0

2.9

0.0

h.
Few activities, few
unfulfilled intere s ts , and
many c o n c e r n s .........................

1

0

2.9

0 .0

c.
Many activities, many
unfulfilled i n t e r e s t s , and
many c o n c e r n s .........................
d.
Few activities, many
unfulfilled i n t e r e s t s , and
many c o n c e r n s .........................
e.
Many activities, few
unfulfilled i n t e r e s ts , and

g.
Few activities, few
unfulfilled i nt er e s ts , and
few concerns

75
T A B L E IX
COMPARISON OF SELF-ESTIMATES AND ACTUAL SCORES FROM
P.-S. R. PATTERNS OF ADJUSTMENT*

Probation Group
Patte rns

esT
E
tl"
mates

a.
Many activities, few
unfulfilled i n t e re s ts , and
few c o n c e r n s .........................................

p - sr -• i *•
T3
Pr
ofiles

Tower Guard
SelfEsti­
mates

P.-S. R.
Profiles

25.7

11.4

48.6

25.7

few c o n c e r n s .........................................

8.6

22.9

28.6

34.3

c.
Many activities, many
unfulfilled inter e s ts , and
many c o n c e r n s .....................................

0.0

25.7

8.6

25.7

unfulfilled interests, and
many c o n c e r n s .....................................

31.4

22.9

2.9

8.6

e.
Many activities, few
unfulfilled interests, and
many c o n c e r n s .....................................

2.9

11.4

2.9

0.0

f.
Few activities, many
unfulfilled interests, and
few concerns .........................................

5.7

0.0

8.6

5.7

g.
Few activities, few
unfulfilled interests, and
few c o n c e r n s .........................................

25.7

2.9

0.0

0.0

h.
Few activities, few
unfulfilled interests, and
many c o n c e r n s .....................................

0.0

2.9

0.0

0.0

b.
Many activities, many
unfulfilled i n t e r e s t s , and

d.

Few activities,

many

* By percentages.

76
TABLE

X

COMPARISON OF SELF-ESTIMATES AND ACTUAL SCORES
FROM P.-S. R. PROFILES*

Probation Group
Self-

Patterns

Es t imates

Many activities

.................................

Many unfulfilled i n t e r e s t s
Many concerns

. ,• •

....................................

* By percentages.

P.- S.

R.

Profile s

Tower Guard

^ Clf"
Estimates

P.-S. R.
Profile s

37.2

71.4

85.8

85.7

45.7

71.5

48.7

74.3

34. 3

62.9

14.4

34.3

77
1.

About 71 p er c ent of the individual profiles for the P r o ­

bation Group subjects

were

classified as

while about 86 p ercent of the
classified in this
2.

involving " m a n y "

Tower Guard Group profiles

activities
were

category.

About 72 percent of the Probation Group had profiles

classified as

"many"

unfulfilled i n t er e s t s

compared with about 74

percent f or the Tower Guard Group.
3.

Approximately

63 percent of the individual profiles for the

Probation Group subjects were classified as
concerns while about

34 p er ce nt of the

involving

" m a n y 11

Tower Guard profiles

were

so classified.
Thus,

these

data reveal

a clear

subjects to be c ha r a c te riz e d by more
fulfilled i n t e r e s t s ,
In the

tendency for the
activities,

Test of Self-Understanding the

subjects were

respect to the appropriate pattern of adjustment.
they would be indicating the picture
in Table X were

sco r e s

as follows:

of the

un­

asked to

self with

In this estimate

they had of the self.

summarized from

comparison between the estimates
profile

slightly more

and by considerably fewer concerns.

respond to an item which would reveal e st im a t e s

estimates

Tower Guard

The

self­

Table IX to show the

of the self and the actual P.-S.

R.

78
1.

The s e l f - e s t i m a t e s

of the Probation Group

to minimize the n umber of activities
profiles,

while

the s e l f - e s t i m a t e s

show a tendency

as

compared with the P . - S .

R.

of the

Tower Guard Group a r e

very

accurate.
2.

Both groups

underestimated to about the

number of unfulfilled i n t e r e s t s
3.

Both groups

and difficulties,
the P . - S .

In g eneral,
Guard Group

indicated by the P . - S .

Tower Guard e s t im a t e s

than were

these

were

data reveal that the m e m b e r s

R. profiles

of concerns
closer

to

those of the Probation Group.

show a tendency to approximate

results of the P.-S.

degree the
R. profiles.

also underestimated the number

although the

R. profiles

as

same

more

of the

Tower

closely the actual

than was true for the Probation Group

s ub je c ts .

Levels

The
the norms

responses

in the

of Self-Esteem

Test of Self-Esteem were

of the validating group were

of s e l f - e s t e e m for the m e m b e r s
Guard Group.

Table

the two groups

as follows:

1.

XI s e r v e s

tabulated and

used to describe

seven levels

of the Probation Group and the
to illustrate

the comparison between

The distributions for both groups

in the direction of the lower levels

Tower

of self- e stee m.

were negatively skewed

79
TABLE

XI

COMPARISON OF SOCIAL PERSONALITY INVENTORY
DISTRIBUTIONS

Probation Group
Self-Esteem

Tower Guard

Categories
Number

Pe rcent

Numbe r

Pe rcent

..............................................

1

2.9

1

2.9

H i g h ...............................................................

2

5.7

2

5.7

Tendency to be h i g h .................

0

0.0

2

5.7

15

42.0

16

45.7

.................

6

17.1

5

14.3

...............................................................

6

17.1

5

14.3

Very l o w ..................................................

5

14.3

4

11.4

To tal s ...........................................................

35

100.0

35

100.0

Very high

Average

..................................................

Tendency to be low
Low

Median score

-26.1

-18.0

80
2.

Fifty-one and five-tenths percent of the Probation Group

scored average o r higher in self-esteem,

while

60 percent of the

Tower Guard Group scored in these categories.
3.

The median raw score for self-esteem was more favorable

to the Tower Guard Group.
In the

Test of Self-Understanding the subjects were

requested

to estimate the level of self-esteem which best described them:
above average, average,

or below average.

self-estimates to the actual t est scores

The relationship of the

is indicated in Table XII.

The following observations can be made:
1.

The estimates of the Probation Group members

that 17.1 percent judged themselves

indicate

as being "above average"

in

self-esteem.

This was about twice as many as shown by the actual

test scores.

The Tower Guard self-estimates

reveal that 20 percent

of the members judged themselves as being "above avera ge "
self-esteem.
mate

While these estimates

in

indicated a tendency to o ve re sti­

self-esteem in the "above a ve r age " category,

the tendency was

more pronounced for the Probation Group than for the

Tower Guard

Group.
2.

Fifty-seven and one-tenth percent of the members

Probation Group estimated themselves as

"about average"

of the

in self-

81
TABLE

XII

COMPARISON OF SELF-ESTIMATES AND ACTUAL SCORES
ON TEST OF SELF-ESTEEM

Probation
Group

Towe r Guard

Categorie s
Self

Te st
Scores

Self

Test
Scores

Above average

.....................................

17.1

8.6

20.0

14.3

About average

.....................................

57.1

42.9

45.7

45.7

Below a v e r a g e .....................................

25.7

48.5

34.3

40.0

0.0

0.0

0.0

0.0

Unknown to me

................................. . . .

82
esteem as compared with 42.9 percent indicated by the P.-S.
profiles.

The

self - e stima te s

the same as the P.-S.

of the

R. profile

R.

Tower Guard Group were exactly

scores

in the

"about a v e r a g e "

catego ry.
3.

The s el f - e st im a te s of the Probation Group indicate that

25.7 p er c ent of these

subjects judged themselves to be

"below a v e r ­

a g e " in self - e stee m.

This was only about half the number which

were

"below a v e r a g e "

classified in the

profiles.

The

were in the

Tower Guard me mbe rs

"below a v e r a g e "

category by the P.-S.

estimated that

34.3 perc e nt

category while the P.-S.

show 40 perce nt in that category.

R.

R. profiles

Thus, both groups tended to under

estimate their levels of self -e stee m

at this point but the tendency

was much more pronounced in the Probation Group.
At all levels of self-esteem,

these

Guard Group tended to approximate more
of the

data reveal

that the

closely the actual

Tower

results

Test of Self-Esteem than was true for the Probation Group

subjects.

Summary

Scholastic

aptitude

bation Group while for the

scores

were below average for the P r o ­

Tower Guard Group they were

above

83
average on Michigan State College freshman norms.
tendency for the me m be r s
their

scholastic

There

was

a

of the Probation Group to overestimate

aptitude s c o r e s .

The tendency for the

Tower Guard

Group was to underestimate the s c o r e s on the A.C.E.
The i n t e r e s t pattern which was c h a r a c t e r i s t i c
tion Group tended to be along p ractical lines
academic

i n t er e s t pattern c h a r a c t e r i s t i c

in c o n tr a s t to the more

of the

The i n t er e s t pattern for the l a t t e r group also
in range.

F o r both groups

there

of the P r o b a ­

Tower Guard Group.
tended to be broader

was a trend toward a greement b e ­

tween the estimated and m e a s u re d i n t e r e s t patterns.
The Activities and I nt e r es t s pattern from the P.-S.
the Probation Group was
unfulfilled inter e s ts ,
pattern was more

c h a r a c te r iz e d by many activities,

and many indifferences.

and few indifferences.

Group generally had fewer activities,

Tower Guard

indifferences

than the

The Probation

fewer unfulfilled i n t e re s ts ,

Tower

Guard Group.

The Probation Group averaged more
of a g r e a t e r degree of intensity than did the

concerns

and difficulties

Tower Guard Group.

In estimating for the self this pattern of activities,
concerns,

many

c h a r a c te r is ti c a ll y composed of many activities,

many unfulfilled i n t e r e s t s ,

and more

The

R. for

i n t e r e s ts ,

and

the Probation Group demonstrated a much more pronounced

84
tendency to minimize
was true f o r the

the number of concerns

for the Tower Guard Group.

scores

was

and underestimated the

"below a v e r a g e "

the l a t t e r group estimated the

with exactness,
scores

in this

tion Group.
of the

a general

of the

of the

There

self

"about a v e r a g e "

s co r e s

o v e re st im a te d the

the

and c l e a r

tendency for

the es t i m a t e s

Tower Guard Group to approximate
instruments

was

self in relation

t est data, for

although

range.

self made by the

the evaluations

scores,

"above

Tower Guard Group.

while the Probation Group also

There was
the

somewhat more favorable

Both groups o v e r e s t im a te d the

the discrepancy was l es s pronounced f o r the
However,

than

Tower Guard Group.

The level of Se lf-Esteem

average"

and difficulties

a greater

used than was
degree

true

more

of

closely

for the P r o b a ­

of accuracy in the picture

to certain known facts,

as

Tower Guard Group than was

revealed by the Probation Group.

r e p r e s e n t e d by the
true

in the picture

CHAPTER

HOW

THE SU BJEC TS

Specialists
culture

ARE

BY P E E R

a subculture

most subcultures,

different

for the me mbe rs

and cause

of this

in the l a r g e r

standards

and values

subculture

suggest that the

velopmental

and values which c h a r a c t e r i z e

a feeling of belonging in this

tasks

of extreme

importance.

and behavior valued by the p e e r group

this

significance

standards

and values

and that they form a

To be
culture

culture

accepted by
r e p r e s e n t de­

During this period the
standards

of conduct

society as being more

sig­

rules proposed by the adult society.

Common c h a r a c t e r i s t i c s
background,

have

the p e e r group

individual tends to identify with and adopt the

nificant than the

Si milar to

The motivation to conform to

is especially strong during adolescent y e a r s .
and to achieve

group

them to evaluate behavior accordingly.

common bond among the m e m b e r s .
standards

MEMBERS

society.

are not fixed and permanent but highly flexible

the

GROUP

in adolescent psychology have described a p e e r

existing as

Descriptions

SEEN

V

and socioeconomic

study and their a ge - m a te s

with r e s p e c t to age,
status

sex,

suggest that the

educational
subjects

r e p r e s e n t a segment of the pee r

in

group culture.

If this

is true,

the m e m b e r s

of the group may

each other differently and use different standards
adults would use.

Because

the subjects were
mates
term

in the
"peer

positions

cooperation of their

evaluation of some of theii*

uated by t h e ir

characteristics.

is used to suggest that the

"equals"

rather

This chapter

entation of the data related to how the p e e r s

Patterns

ations
b er s

of the

obtained.

of the p e e r group were

for which s e l f - e s t i m a t e s

Comparative

and p at terns
Table XIII.

and the

placed

concerns.

The

the

subjects.

Tower Guard m e m ­

and t e s t data had already been

data with resp e ct to p e e r group evaluations
R. profiles

are

shown in

can be made:

group me mbe rs judged that 48.6 percent of the P r o ­

bation Group subjects belonged in categories
"m any"

eval­

is devoted to a p r e s ­

see

At l e a s t six pertinent observations
Peer

subjects were

the

requested to submit evalu­

of adjustment from the P . - S .

1.

Thus,

of Adjustment

Probation Group m e m b e r s

in a r e a s

age-

than by individuals occupying status

of authority over them.

Members

of evaluation than

of the common culture which they share,

requested to elicit the

group"

see

s e l f -e s t im a te s ,

34.3 p ercent in these

categories.

as

of adjustment involving

shown in Table

The P . - S .

X (p.

R. profiles

7 6),

87
TABLE

X I II

COMPARISON OF PEER GROUP ESTIMATES AND ACTUAL
PATTERN OF ADJUSTMENT PROFILES FROM
THE P.-S. R.*

Probation Group
Patterns

of Adjustment

Pee r
Esti­
mates

P . - S . R.
Profiles

Tower Guard
Peer
Esti­
mates

P.-S. R.
P r o fi l e s

a.
Many activities, few
unfulfilled i n t e r e s t s , and
few c o n c e r n s ......................................

8.6

11.4

40.0

25.7

b.
Many activities, many
unfulfilled i n t e r e s t s , and
few c o n c e r n s .....................................

0.0

22.9

0.0

34.3

c.
Many activities* many
unfulfilled i n t e r e s t s , and
many c o n c e r n s .................................

5.7

25.7

31.4

25.7

d.
Few activities, many
unfulfilled i n t e r e s t s , and
many c o n c e r n s ..................................

42.9

22.9

11.4

8.6

e.
Many activities, few
unfulfilled i n t e r e s t s , and
many c o n c e r n s .................................

0.0

11.4

5.7

0.0

f.
Few activities, many
unfulfilled i n t e r e s t s , and
few concerns .....................................

1.4

0.0

0.0

5.7

g.
Few activities, few
unfulfilled i n t e r e s ts , and
few c o n c e r n s .....................................

41.4

2.9

11.4

0.0

h.
Few activities, few
unfulfilled i n t e re s ts , and
many c o n c e r n s ..................................

0.0

2.9

0.0

0.0

* By percentages.

88
indicate that 62.9 percent of this group had " m a n y 11 concerns

and

difficulties.

The peer group evaluations approximated the P.-S.

scores more

closely than did the s e l f - e s t i m a t e s .

2.

Peer

Guard members
concerns.

group m embers judged that 48.5 percent of the
belonged in categories

The s el f -estimates,

as

The P . - S .

34.3 percent of this

group had " m a n y "

Thus,

of the p e e r

the members

of adjustment involving

shown in Table

14.4 percent in these categories.

estimates

R.

X (p.

indicate that

and difficulties.

group overestimated and the

underestimated the percentages

as

"many"

7 6), placed

R. profiles

concerns

Tower

self­

indicated in the

P.-S.

R. profiles.
3.

Members

of the p e e r group judged that

Probation Group members
activities.
cate that
profiles

could be described as having

The self - e stimate s ,
37.2 percent belonged

as

shown in Table

Both groups

"many"

X(p.

7 6)

indi­

in these categories. The P.-S.

classified 71.4 percent in categories

tivities.

14.3 percent of the

involving " m a n y "

underestimated the scores

R.
ac­

indicated by the P . -

S. R., but the p e e r group lack of agreement was more pronounced.
4.

Members

of the peer group judged that 77.1 percent of

the Tower Guard members
activities.

Self-estimates

could be described as having
of this

group in Table X (p.

"many"

7 6) show that

89
88.7 percent described themselves
indicate that 85.7 perc e nt were
ties.

In this

files more
5.

case

that way.

The P . - S .

classified as having

the s e l f - e s t i m a t e s

group m e m b er s

" m a n y 11 a ctivi­

approximated the P.-S.

closely than the p e e r group e s t i m a t e s
Peer

R. profiles

did.

judged that 50 percent

of the m e m b e r s

of the Probation Group had " m a n y 11 unfulfilled i n t e r e s t s .
estimates
manner.

as

shown in Table X (p.

The P.- S.

R. profiles

indicate

group belonged in the categories
ests.
P.-S.

Thus,

7 6), describe

The

45.7 percent

self­
in that

that 71.5 p erc e nt of this

involving

the p e e r group e stim a te s

R. p r o ­

, , m any11 unfulfilled i n t e r ­

were

slightly c l o s e r to the

R. profiles.
6.

Peer

Guard members
interests.

group members

judged that 42.8 p erc e nt of the

could be described as

- e lf - e st im a t e s

as

shown in Table

48.7 percent belonged in categories
interests.
the P . - S .

Both groups
R. profiles

than the pee r

having

although the

group estimates.

"many 11 unfulfilled
X (p.

7 6) indicate that

involving " m a n y "

underestimated the

Tower

unfulfilled

74.3 percent

self-e stimates

were

shown by

slightly c lo s e r

90
Level of Self-Esteem

The m e m b e r s
the subjects were
esteem.
scores

of the p e e r group were

above average,

average,

or below average

A comparison of their evaluations
is

shown in Table

1.

The me mbe r s

XIV.

as

"above

overestimated this

average"

shown in Table XII (p.

"above

average"

in s e l f ­

test

It was found that:

percent belonged in this category.
percent in the

and the actual

of the p e e r group judged that

of the Probation Group were
self-estimates,

requested to judge whether

32.9 percent

in s el f - e st e e m .

81), indicate that

Actual

test sco r e s

classification.

The

17.1

placed 8.6

The p e e r group

category to a much g r e a t e r degree

than did the

self-estimates.
2.
of the

The me m be rs

of the p e e r group judged that 71.4 percent

Tower Guard Group could be described as

in self-esteem.

Self-estimates,

as

14.3 percent as

self estimates

"above

a ve r a g e "

shown in Table XII (p.

cate that 20 percent belonged in this
classified

"above

category.

average"

approximated the actual

81),

indi­

Actual t e s t scores

in s el f-esteem.

The

test s c o r e s much more

closely

than did the p ee r group estimates.
3.

P e e r group members judged that 50 percent of the P r o b a ­

tion Group members

could be described as

"about a v e r a g e "

in

91
TABLE

XI V

COMPARISON OF PEER GROUP ESTIMATES AND ACTUAL
RESULTS FROM THE

TEST OF SELF-ESTEEM*

Probation Group
Categories

Peer
Esti­
mates

Te st
Scores

Towe r Guard
Pee r
Esti­
mates

Test
Scores

Above average

.............................

32.9

8.6

71.4

14.3

About average

.............................

50.0

42.9

25.7

45.7

Below A v e r a g e .............................

17.1

48.5

2.9

40.0

0.0

0.0

0.0

0.0

Unknown to me

.........................

* By percentages.

92
self-esteem.

The s el f - e s t im a te s ,

as

shown in Table

indicate that 57.1 p ercent belonged in this category.
scores place

42.9 percent in the "about a v e r a g e "

In this case p e e r group estimates

XII (p. 81),
Actual test

classification.

approximated actual test sco re s

more closely.
4.

P e e r group me m be r s judged that 25.7 percent of the Tower

Guard Group could be described as
The s el f-estimates
in this category.

as

shown in Table XII (p.

Actual test scores

of this group were
Thus,

"about a v e r a g e "

classified as

also

81) place

"about a v e r a g e "

self-estimates

45.7 percent

show that 45.7 percent
in self-esteem.

the p e e r group underestimated the percentages

the test data, while the

in self-esteem.

as

shown by

indicated it with perfect

accuracy.
5.

Members

of the peer group judged that

the Probation Group members
in self-esteem.

could be described as

S e l f- e s t i m a t e s , as

25.7 percent in this

category.

category.

Both groups

"below ave ra ge "

shown in Table XII (p.

Actual t es t scores

percent of this group were classified in the
esteem

17.1 percent of

81), place

indicate that 48.5

"below a v e r a g e "

self­

underestimated considerably the p e r ­

centages from the actual test data.
6.

Members

of the peer group judged that 2.9 percent of the

Tower Guard Group belonged in the

"below ave ra ge "

category of

93
self esteem.

Sel f-estimates

as

shown in Table

that 34.3 percent d escribed themselves

that way.

show that 40 p e r c e n t of this group were
s elf-esteem category.
members

Thus,

the

approximated the t e s t

in the

self-estimates
sco r es

XII (p.

81)

indicate

Actual t e s t

sco r e s

"below a v e r a g e "
of the

much more

Tower Guard

closely.

Total College Adjustment

The

subjects were

asked to e x p r e ss

a degree

of feeling

lated to satisfaction o r dissatisfact.on with their total
ment.

Members

the members

of the p e e r group were

to compare

college a djust­

requested to evaluate

of the Probation Group and the m e m b e r s

Guard Group felt about total college
the evaluations

adjustment.

of the pee r

group

of the

Table

and the

re­

how
Tower

XV serv e s

self-evaluations

to show that:
1.

Peer

group mem bers judged that 4.3 p ercent of the P r o ­

bation Group were
college.

The

" v e r y well

s e l f -e s t im a te s

s a t is f ie d " with total

adjustment to

of this group indicate that 2.9 percent

described themselves that way.
2.

Peer

Guard members
ment.

The

group me m be r s judged that

50 percent of the

were

with total college adjust­

" v e r y well s a t is f ie d "

s e l f - e s t im a te s

described themselves

Tower

of this group indicate that 40 percent

that way.

94
TABLE

XV

COMPARISON OF PEER GROUP ESTIMATES AND SELFESTIMATES ON TOTAL COLLEGE ADJUSTMENT*

Probation
Group
Categories

Very well

satisfied

Pee r
Esti­

.....................

Tower Guard

Self-

Peer

Self-

E s t i-

Esti­

mates

Esti­
mates

mates

mates

4.3

2.9

50.0

40.0

......................................................

57. 1

62.9

44.3

60.0

D i s s a t i s f i e d ..............................................

27. 1

28.6

5.7

0.0

11.4

5.7

0.0

0.0

Satisfied

Very much dissatisfied

. . . .

. . .

95
3.

Members

of the p e e r group judged that 57.1 p e r c e n t of

the Probation Group were
to college.

Self-estimates

scribed themselves
4.
the

1' s a t i s f i e d 11 with their

as

of this

Tower Guard m e m be r s
Se lf- e s tima te s

described themselves
5.

Peer

6.

as

p e r c e n t of

were " s a t i s f i e d "

total college

indicate that

the

60 p er c ent of this group

"satisfied."

with total

college

adjustment.

Self­

indicate that 28.6 percent felt that way.
Peer

group me m be r s judged that 5.7 p er c e nt of the

Tower

" d i s s a t i s f i e d " with t he ir total adjustment to col­

Self-estimates
7.

with t he ir

group m e m be r s judged that 27.1 p e r c e n t of the P r o ­

Guard Group were
lege.

62.9 percent de­

p e e r group judged that 44.3

bation Group felt " d i s s a t i s f i e d "
estimates

group show that

"satisfied."

Members of the

adjustment.

total adjustment

reveal no m e m b e r of the group in this category.

Members of the

Probation Group

p e e r group judged that

were " v e r y

much

show that 5.7 percent described themselves

11.4

p er c e n t of

d i s s a t is f ie d . "
as being

Self-estimates

" v e r y much

dissat is f ie d" with total adjustment to college.
8.
for the

Neither the peer group evaluations nor the

Tower Guard Group

" v e r y much d is s a t is f ie d "

show any me mbe r of this

s el f-estimates
group as being

with total college adjustment.

96
9.

If both degrees of satisfaction and dissatisfaction a r e

bined, the total p e e r group evaluations
for both groups

and the total self-evaluations

show equally close agreement.

Kinds of Help Needed

The subjects were asked to indicate their feelings with regard
to the kinds of help they needed in order
satisfying adjustment.
the subjects were

The members

to achieve a personally

of the p e e r group selected by

requested to indicate their observations

standing with respect to the kinds

of help the

achieve a personally satisfying adjustment.
the peer evaluations
1.

and the

Members

self-estimates

Self-estimates

subjects needed to

Table XVI compares
in the following manner:

of the p e e r group felt that 47.7 percent of the

Probation Group needed help for more
ment.

and under­

satisfying academic

achieve­

of this group indicate that 88.6 percent were

in need of this kind of help.
2.

Members

of the pee r group felt that no member of the

Tower Guard Group needed help related to the improvement of a c a ­
demic achievement.
percent)
3.

Self-estimates

reveal

felt that she could benefit from
The pee r group members

that one

subject (2.9

such assistance.

estimated that 25.2 percent of

the Probation Group needed help in defining vocational goals.

Forty

com

97
T A B L E XVI
COMPARISON OF SELF-ESTIMATES AND PEER GROUP
ESTIMATES ABOUT KINDS OF HELP NEEDED*

P robation
Group
Categories

F o r more

To we r Guard

Self-

Peer

Self-

Peer

Estimates

Esti­
mates

Esti­
mates

Esti­
mates

88.6

47.7

2.9

0.0

40.0

25.2

42.9

14. 3

8.6

9.9

20.0

4.3

14.3

13.5

25.7

24.3

5.7

3.6

25.7

57.1

satisfactory academic

a c h i e v e m e n t .........................
In defining vocational goals

. . . .

In developing skill in social
situations

.............................

In resolving personal
emotional problems
No help at all

or

.................

* By percentages.

98
percent of the Probation Group exp r e ss ed a need for this kind of
help in their self-e stimate s.
4.
the

The p e e r group members

estimated that

14.3 percent of

Tower Guard members needed help in defining vocational goals,

while 42.9 percent of the

Tower Guard subjects expressed a need

for this kind of help in their
5.

s el f- estim ates.

P e e r group members felt that 9.9 percent of the Probation

Group needed help in developing skill in social
estimates
6.

situations.

Self­

show a need for this kind of help by 8.6 percent.
Peer

group members felt that 4.3 percent of the

Guard Group needed help in developing
Self-estimates

reveal

skill

in social

Tower

situations.

that 25.7 percent felt the need for this kind

of help.
7.

Members

of the p e e r group expressed the opinion that

13.5 percent of the Probation Group needed help in resolving p e r ­
sonal or emotional problems.
this kind of help by
8.

Members

24.3 percent of the

Self-estimates

indicate

a need for

14.3 percent.
of the p e e r group expressed the opinion that
Tower Guard Group needed help in resolving

personal or emotional problems.
this kind of help by 25.7 percent.

Self-estimates

indicate a need for

99
9.

Peer

group m em be rs felt that 3.6 p erc e nt of the Probation

Group needed no help at all while the s e l f - e s t im a te s of this group show
that 5.7 p erc e nt made the
10.

same evaluation.

P e e r group me mbe r s

felt that 57.1 percent of the

Guard Group needed no help at all while the

s e l f- e s t im a te s

group show that 25.7 p er c e nt placed themselves

Descriptive

Members

of this

category.

Word Categories

of the p e e r group were

asked to describe

image of the subject as completely as possible.
izes the word descriptions which were
more of the descriptions.

in this

Tower

their

Table XVII s u m m a r ­

mentioned in 25 p er ce nt o r

The comparative

descriptions

illustrate

the following:
1.

The general

tone of the p e e r descriptions

for the P r o b a ­

tion Group was negative in relation to adequate personal
while the general tone for the
2.

Peer

adjustment,

Tower Guard Group was positive.

descriptions for the Probation Group indicated gen­

erally nonadjustive, nonintegrative behavior which could be classified
as:

(a) withdrawing,

(e) anxietous,

(b)

submissive,

(c) overdependent,

(d) defensive,

(f) behavior commonly associated with those who are

under t hreat from the environment,

and (g) behavior commonly a s s o ­

ciated with the psychologically insecure.

100
T A B L E XVII
COMPARISON OF WORD CATEGORIES USED MOST FREQUENTLY*
BY PEER GROUP AND COUNSELORS TO DESCRIBE
PROBATION GROUP AND TOWER GUARD GROUP

Probation
Group

Tower Guard

Word Descriptions
Pee rs

Agreeable

..............................................................

Ambitious

..............................................................

responsibilities

.........................

selors

Peers

X
X

X

C a p a b l e ......................................................................

X

Concern about f i n a n c e s .........................

X

X

C o n s c i e n t i o u s ......................................................

X

C o n s i d e r a t e ..........................................................

X

C o o p e r a t i v e .........................................................

X

.........................................................

X

Defensive relationship with
o t h e r s ..........................................................................

X

X

Defers to parental demands

X

X

. . . .

selors

X

Broad in i nt ere s ts and
a c t i v i t i e s ..................................................................

Daydreams

Coun­

X

Attributes difficulties to
uncontrollable f a c t o r s .............................
Avoids

Coun­

X

101
T A B L E XVII (C ontinued)

Probation
Group

Tower Guard

Word Descriptions
Peers

Coun­
sel or s

Difficulty making independent
d e c i s i o n s ..........................................................

X

X

Easily d i s c o u x a g e d .............................

X

X

Easy going

X

Dependable

Pee rs

Coun­
selors

..................................................

Difficulty adjusting to new
situations

Efficient

......................................................

..................................................

..........................................................

Emotionally u n s t a b l e .........................
Enthusiastic

about college

. . .

Extremes of behavior apparent

X

X

.................

X

X

Feelings of social inadequacy

X

X

Frequent period of depression

X

Feelings of inferiority

F riendly
Generous

..........................................................

X

.....................................................

X

G o o d - n a t u r e d .............................................

X

102
T A B L E XVII (C ontinued)

Probation
Group

Tower Guard

Word Descriptions
Peers

Coun­
selors

Peers

Coun­
selors

Hostile
High standards
Immature

X

Impulsive

X

Inefficient study habits

X

X

Inefficient use of time

X

X

Intellectually curious

X

Kind

X

Lacks

i n t e r e s t in school

X

Lacks

initiative

X

Lacks

motivation to succeed

X

Lacks

self-confidence

X

and p er sistence

Leadership qualities
Mature in judgment and
d e c i s i o n - m a k i n g .................

X

Needs encouragement
Needs

to grow in social

X
skills

X

X

103
T A B L E XVII (C ontinued)

Probation
Group

Tower Guard

Word Descriptions
Peers

Coun­
s el or s

Pleasing in personality

X

X

Poised and s e l f - a s s u r e d

X

X

Popular and well-liked

X

Peers

Coun­
s el or s

Open-minded
Ove rdependent

Proc rast in a te s

X

Rejected by some a ss ociates

X

Re sponsible

X

Scholastically sup erior

X

Selfish,

s el f- c en te r e d

Sensitive to feelings

of others

X

Socially skilled

X

Submissive

X

Tension and anxiety evident

X

Tole rant

X

Trustworthy

X

104
TABLE

XVII (C ontinued)

Probation
Group

Tower Guard

Word Descriptions
_
Peers

Uncertain about g o a l s .............................

Counselors

_
Peers

X

Unchallenged by demands of
some college c o u r s e s .............................

X

Understanding and sympathetic

X

Unresponsive,

distant,

Unsatisfactory home
family relationships

. .

reserved

.

and
.................................

X

X

X

U n s e l f i s h ..................................................................

X

Well adjusted,

X

stable

.............................

Withdrawing behavior evident

. , .

Worries about grades but takes
no action to improve them
. . . .

Counselors

X

X

X

* The category is checked if it appeared on 25 p e r c e n t or
more of the descriptions.

10 5
3.

Peer

erally indicative

of the

descriptions for the

Tower Guard Group were

integrative behavior of the individual who is

fairly well at home in the environment and relatively unthreatened
by its demands.
sponsible

social

There was

the suggestion

of

satisfying

and

re­

interaction and behavior commonly associated with

the psychologically secure.

Summary

Self-estimates

and p e e r evaluations

siderable margin the number of concerns
the P.-S.

underestimated by a con­
and difficulties

R. profiles for the Probation Group.

Guard s e l f -e s t im a te s

and difficulties for this

R. profiles,

not as pronounced as
The activities
were estimated more

Although the Tower

underestimated and the p e e r evaluations

estimated the concerns
by the P.-S.

shown in

the inaccuracy of the

group as

over­

revealed

s el f - e s t im a te s

was

it was f o r the Probation Group.
and unfulfilled i nt er es ts
closely by the

s e l f -e s t im a te s

evaluations when compared with the P . - S .
and unfulfilled i n t e re s ts

of the

accurately a s s e s s e d in their

of the Probation Group
than by the p e e r

R. profiles.

Tower Guard Group were

The activities
much more

s el f - e st im a te s than in the p e e r evalua­

tions when compared with the P.-S.

R. profiles.

gen­

106
Level of s e l f - e s t e e m was est im a t e d more
bation Group
average"
the

self-estimates

self-esteem

situation was

average"
were

self-esteem

more

accu r ate

than by p e e r evaluations

category but in the

reversed.

closely by the P r o ­

Both groups

category.

The

in the

"about a v e r a g e "

"above
category

underestimated the

Tower Guard

"below

self-estimates

in every category than the p e e r evaluations

in

comparison with the t e s t data.
Although the total
significantly by academic
bation Group subjects
or

"satisfied"

adjustment to college
success

" v e r y well

with t he ir total adjustment to college.

" v e r y well

satisfied"

There was

in the p e e r evaluations.

Tower Guard Group were

p e e r evaluations
were

usually colored

a m a jo r it y of the P r o ­

indicated that they were

substantial a greement with this
for the

o r failure,

is

Se l f-estimates

also in substantial a g r e e m e n t with

which indicated that over 90 p ercent of this group
satisfied"

or

"satisfied"

with their

total adjustment

to college.
The rank o r d e r of kinds
as

reflected by t he ir

bers

self-estimates

of the p e e r group was

mates

of help needed by the Probation Group

of Tower Guard

and as

in complete

reflected more

for help in defining vocational goals

evaluated by the m e m ­

agreement.

The

self-esti-

strongly their feeling of need

than did the p e e r

evaluations.

107
Word descriptions
scribe

used by m e m b e r s

the Probation Group were

gestive of nonadjustive behavior.
used by m e m b e r s
jects were

of the p e e r group to de­

generally negative
In c ontrast,

the word descriptions

of the p e e r group to describe

generally m o re positive

in tone

in tone and sug­

Tower Guard sub­

and more

indicative of

integrative behavior.
There was a general tendency f o r the m e m b e r s
Guard to evaluate themselves
data than did the ir p e e r s .
members

of the Probation Group.

of the

self which the

expected.

It appears

There was an accompanying ten­

Tower Guard

relationship to the objective
Since the p e e r

a c cu rately in relation to the t e s t

This tendency was not as pronounced f o r

dency for the e s t im a t e s of the
c lo se r

mo re

subjects

to b e a r

a

situation.

evaluations were based upon the observations
subjects pre s e nted

some

obvious that some

of the subjects

themselves more fully to their ass oci a te s
was

of Tower

distortion would be

than others

revealed

and that what

revealed may suggest significant differences between these two

g ro up s .

CHAPTER VI

CHANGES IN SELF-UNDERSTANDING

Tlae degree
quate

to which an individual p o s s e s s e s

self-understanding may be due,

quate opportunities
to others.

to l e a r n

mo re

in p a r t ,

about the

Growth of self-understanding

limited o r

to the limited o r

self and its

ade­
ade­

relationship

and development of insight

assume

i mportant significance

only to the extent to which the change

endures

over a p er i od of time

leading to change

which is followed by appropriate

changes

After the Probation Group

in the

in behavior

subjects

and the

self-concept

and goals.

Tower Guard sub­

jects had completed the t e s t i nt er p r et a ti on

interview with a counselor

in which they had the opportunity to l e a r n

more

Test of Self-Understanding was
re a dmihistratio n had for
f r om the initial

r e a d m i n i s t e r e d to each subject.

its purpose

of the data from

these

Test of Self-Understanding with r e s p e c t
in self-understanding.

the

This

the com p a r is on of resp on se s

and the final admini st r a ti on s.

voted to an anlysis

about themselves;

This chapter is

de­

two administration of the

to evidences

of the changes

109
Scholastic Aptitude

The subjects were

requested to respond to an item in the

Test of Self-Understanding which would reveal an estimate of their
scholastic
average,

aptitude as being above average,

or

unknown.

posttest responses
further,
A.C.E.

1.

XVIII s e r v e s

related to scholastic

to show the
scores.

Table

below

to compare p r e t e s t and

aptitude.

relationship between these

This table

responses

s er v e s,

and actual

F r o m the data it was noted that:

There was an increase

mates from zero percent p r i o r

in the Probation Group s e l f - e s t i ­

to t est administration to

after the t e s t interpretation in the
tude category.

about average,

This was

"above a v e r a g e "

14.3 percent

scholastic

apti­

in complete agreement with the actual t e s t

results for this category.
2.

There

estimates from

was an increase

80 p er c e nt p r i o r

in the Tower Guard Group

to t e s t administration to 82.9 p e r ­

cent after t es t interpretation in the
titude category.
closer

This

increase

self­

"above a v e r a g e "

scholastic

ap­

brought the e st im a t e s to a little

agreement with the 88.6 percent indicated by the actual test

scores for this category.
3.

Self-estimates for the Probation Group increased from

48.6 percent before testing to 64.3 percent after t e s t interpretation

110
T A B L E X V I II
COMPARISON OF ESTIMATED AND ACTUAL SCHOLASTIC
APTITUDE SCORES*

Probation Group
Categories

Pre­
test

Post­
test

Tower Guard

Actual

P re­
test

Postte st

Actual

Above average

. . .

0.0

14.3

14.3

80.0

82.9

88.6

About average

. . .

48.6

54.3

17. 1

14.3

14.3

2.9

Below average

. . .

34. 3

31.4

68.6

0.0

2.9

8.6

. .

17. 1

0.0

5.7

0.0

0.0

Unknown to me

Ill
in the "about a v e r a g e "
test data indicate that
in this category,

"about a v e r a g e "

Self-estimates for the

the same in the
estimates

17.1 percent of the scores

Since actual

could be classified

there was considerable tendency in both estimates

to overestimate the
4.

scholastic aptitude category.

"about a v e r a g e "

scores.

Tower Guard Group remained exactly
scholastic aptitude category.

consistently indicate that 14.3 percent

should be

The

"about

average" while actual t e s t data classified only 2.9 percent in that
category.
5.

There was

a slight decrease

in the Probation Group from

the 34.3 p er ce nt p r i o r to test administration to 31.4 percent after
test interpretation in the
gory.

Since

scholastic

aptitude c a t e ­

68.6 percent of the actual test sco r e s were classified

in this category,

there was

jection of the scores
6.

"below a v e r a g e "

There was

an indication of a somewhat g r e a t e r

re­

in this category than there had been initially.
a slight in rease in the

Tower Guard self­

estimates from zero percent in the p r e t e s t to 2.9 percent in the
posttest for the
test scores
7.

"below a v e r a g e "

scholastic

aptitude category.

Actual

show 8.6 percent in this category.
In the posttest self-estimates no member of either group

indicated that the scores

were completely unknown to them or that

they had no evaluation of them.

112
These

data reveal a c l e a r tendeilcy for change in s e l f- u n d e r ­

standing to occur

in the me mbe rs

test results

in a favorable

were

ing tendency of general

of the Probation Group when actual

direction.

resi st a nc e

aptitude when the evidence was

to changing ideas

damaging to the

from 48,6 p e r c e n t to 54.3 perc e nt in the

conceived ideas about the self-but also,
in defense.

lack of supporting evidence,

self.

about scholastic
In the change

"about a v e r a g e "

there is not only the illustration of subjects

of raising the estimate

There was an accompany­

category,

defending previously

under threat,

the illustration

This o c c u r re d in spite

by way of academic

of the

achievement,

to w a r ­

rant it.
The

Tower Guard subjects,

a slight tendency to underestimate
favorable

on the other hand,
themselves

demonstrated

if the evidence was

and an accompanying tendency not to accept below average

test scores for scholastic

aptitude when the r e c or d of academic

ment did not support this evaluation.

In general,

Tower Guard estimate themselves more
than the members

the me mbe rs of

accurately in this

respect

of the Probation Group.

Changes

The

achieve­

subjects were

in Vocational Objectives

requested to l i s t vocational objectives

keeping with their' high interests

in

on the p r e t e s t and posttest self-

113
estimates.

Table XIX indicates the extent to which the vocational

objectives named in the posttest estimates

represented a change in

the direction of g r e a t e r re a li sm as compared with p r e t e s t self­
estimates.

It will be noted in Table XIX that vocational choices

became increasingly more

reali st ic , as

43.8 percent to 61.9 percent.
not as

indicated by the change from

However,

these posttest choices were

realistic as the choices made by the

Tower Guard Group

which demonstrated no change from p r e t e s t to posttest.

This dif­

ference would be even more pronounced if the level of intellectual
capacity were also considered as

a criterion for realism.

Value in the

Test Data

The subjects were asked to express
value of going over the test data in the test

their feelings

about the

interpretation interview.

Although there was almost complete unanimity of feeling reflected
in the p r e t e s t estimates for both groups,

there was evidence of

change in the degree of feeling in a positive direction as illustrated
in Table XX.

This evidence

suggests that the counselors were able

to establish rapport in a sufficient degree to have the
that the interview was a worthwhile experience.

subjects feel

114
TABLE

XIX

PERCENT OF SUGGESTED VOCATIONAL OBJECTIVES WHICH
ARE REALISTIC IN TERMS OF MEASURED
INTEREST PATTERNS

Probation Group

Tower Guard

Pretest

Posttest

Pretest

Posttest

43.8

61.9

75.2

75.2

TABLE XX
COMPARISON BY PERCENT OF VALUE OF GOING OVER
TEST DATA

Probati on Group

Tower Guard

Categorie s
Pretest

a.

Posttest

Pretest

Posttest

Of g r e a t i m p o r ­
45.7

65.7

51.4

62.9

54.3

34.3

45.7

37.1

..................................................

0.0

0.0

2.9

0.0

d.
Of little o r no
p ractical v a l u e .........................

0.0

0.0

0.0

0.0

tance

..................................................

b.

Valuable

c.

Of minor i m p o r ­

tance

.............................

115
Total College Adjustment

The subjects were

asked to e x p r e ss

the degree of t he ir f e e l ­

ing of satisfaction o r dissatisfaction with r e g a r d to total college ad­
justment.

Table XXI i l l u s tr a te s the change in feeling from p r e t e s t

to posttest e s t im a t e s.

From

this table the following observations

can be made:
1.

There was

an increase

in the Probation Group from 2.9

percent in the p r e t e s t to 8.6 percent in the posttest estimates
"very well s a t i s f i e d "

category.

was a d e c r e a s e from

40.0 p er ce nt in the p r e t e s t to 34.3 percent in

the posttest e stima te s
2.

for the same

The m e m b e r s

crease from

For

the

in the

Tower Guard Group there

category.

of the Probation Group demonstrated a de­

62.9 p ercent in the p r e t e s t to 57.1 in the p os ttes t e s t i ­

mates

in the

" s a t i s f i e d " category.

Guard

m em ber s

show an increase

In the same category the
from

60 percent in

Tower

the p r e t e s t to

62.9 percent in the p osttest estimates.
3.

The m e m b e r s

of the Probation Group show

an increase

from 28.6 p er ce nt in the p r e t e s t to 34.3 in the posttest estimates
the

"dissatisfied"

slightly from

category while the

Tower Guard me mbe r s

zero to 2.9 p e r c e n t in the

same

category.

in

increased

116
T A B L E XXI
COMPARISON BY PERCENT OF FEELINGS ABOUT TOTAL
COLLEGE ADJUSTMENT

Probation Group
Categories

Tower Guard

Pre­

Post-

Peer

P re­

Post­

tes t

test

Group

test

test

Peer
Group

2.9

8.6

4.3

40.0

34.3

50.0

.........................

62.9

57.1

57.1

60.0

62.9

44.3

D i s s a t i s f i e d .................

28.6

34.3

27.1

0.0

2.9

5.7

Very much d is ­
satisfied
.........................

5.7

0.0

11.4

0.0

0.0

0.0

Very well s a t i s ­
fied
.....................................
Satisfied

117
4.

There was

a d ec r e a se from

zero in the posttest estima te s
much d i s s a t i s f i e d "

category,

5.7 p er c e nt in the p r e t e s t to

of the Probation Group in the

"very-

while no me mbe r of Tower Guard indi­

cated this degree of dissatisfaction in either estimate.
The data suggest that there was little change in satisfaction
or dissatisfaction in either group from p r e t e s t to posttest estimates
except in the degree
dissatisfaction are
is some

of feeling.

If both degrees

of satisfaction and

combined, the totals remain about the

suggestion that the

more c r it ic a l of themselves

Tower Guard members
as

same.

became

There

somewhat

a result of t est interpretation although

this tendency was not noted for the Probation Group.

Kinds of Help Needed

The subjects were

asked to respond to an item in the

Test

of Self-Understanding which would reveal their feelings with r e gar d
to the kinds of help they needed in o r d e r to achieve a more personally
satisfying adjustment.

Table XXII ser v e s

to compare

the responses

made in the p r e t e s t and posttest estimates for both groups.

It was

noted that:
1.
to need for help

There was no evidence of change
related to more

in either group

satisfactory academic

achievement.

relative

118
TABLE

XXII

COMPARISON BY PERCENT OF KINDS OF HELP NEEDED

Probation Group
Categories

P re­

Tower Guard

Pee r
Group

P re­
test

Post­

t est

Post­
test

test

Peer
Group

88.6

88.6

47.7

2.9

2.9

0.0

. .

40.0

37.1

25.2

42.9

28.6

14.3

c.
In developing
skill in social
situations
.....................

8.6

22.9

9.9

20.0

34.3

4.3

.....................................

14.3

8.6

13.5

25.7

20.0

24.3

No help at all .

5.7

2.9

3.6

25.7

34.3

57.1

a.
F o r more
satisfactory
a c h i e v e m e n t .................
b.

In defining

vocational goals

d.
In resolving
personal or
emotional p r o b ­
lems
e.

119
2.

There was

a d ec r e ase

from 40 p e r c e n t in the p r e t e s t to

37.1 p ercent in the p o s tt e s t e st im a t e s of the Probation Group relative
to need for help in defining vocational goals.
was a dec re a se from

same

a r e a there

42.9 p er c ent in the p r e t e s t to 28.6 perc e nt in

the posttest e st im at e s
3.

In the

of the

Tower Guard Group.

Both groups demonstrated the same percentage of increase

in the a r e a of help in developing skill in social
bation m e m b e r s

changing from

situations,

the P r o ­

8.6 p er c e nt in the p r e t e s t to 22.9

percent in the p o s t t e s t e st im a t e s

and the

Tower Guard m e m be r s

changing from 20 percent in the p r e t e s t to 34.3 p er c e nt in the pos t ­
test e stimates.
4.

Both groups

also indicated an equal percentage

of dec re a se

in the a r e a of help in resolving personal o r emotional problems,
Probation group changing from

14.3 percent

percent in the p os ttes t estimates

and the

in the p r e t e s t

the

to 8.6

Tower Guard Group chang­

ing from 25.7 p e r c e n t in the p r e t e s t to 20 perc e nt in the posttest
estimates.
5.

There was

a sl.ght decrease

5.7 percent to 2.9 percent
at all, while
percent to

in the

same

relative

in the Probation Group from

to the feeling of no need for help

a r e a there was an increase from 25.7

34.3 p erc e nt for the

Tower Guard Group.

120
The data suggest that changes in feeling about the need for
help of various kinds did occur
subjects apparently
to decrease

received

in both groups.

In some a r e a s

sufficient assur a n c e

the

about themselves

their feeling of need for help while in other a r e a s

the

feeling of need was accentuated.

Total Changes

The responses
the

in Self-Understanding

on the p r e t e s t and posttest administrations

Test of Self-Understanding were

related to concordance of the
XXIII i ll u s tra te s

bers

of the

evaluated on a five point scale

responses

to the t e s t data.

the comparison between individual

in self-understanding for members
Tower Guard Group.

of

Table

and group changes

of the Probation Group and m e m ­
At lea s t three pertinent o b s e r v a ­

tions can be made:
1.
whose

There were

responses

85.6 percent of the members

indicate

of each group

some growth in self-understanding as a

result of testing and t e s t interpretation.
2.

There was

p ossessed an initial
that was

an indication that the

self-understanding,

as

Tower Guard subjects
measured by this

superior to that of the Probation Group.

by a mean score

inventory,

This was indicated

of 23,8 for the Tower Guard Group and a mean score

of 19.8 for the Probation Group on the p r e t e s t

self-estimates.

121
TABLE

XXIII

COMPARISON OF INDIVIDUAL CHANGES IN SELFUNDERSTANDING RESULTING FROM TEST
INTERPRETATION

Probation Group
Student
Number

Pre­

Post­

test

test

Gain

Tower Guard

Loss

P re­

Post­

t est

test

Gain

27

30

3

27

31

4

5

31

35

4

29

7

23

27

4

18

25

7

23

33

10

6

26

33

7

29

31

2

7

22

24

2

27

29

2

8

18

19

1

20

25

5

9

19

21

2

27

31

4

10

12

35

23

21

35

14

11

14

21

7

23

35

12

12

21

25

4

25

29

4

13

17

31

14

25

29

4

14

7

23

14

22

31

9

15

25

27

2

15

29

14

16

17

23

6

33

31

17

27

29

2

19

25

6

18

16

25

9

17

31

14

19

12

20

8

22

29

7

1

15

18

2

21

20

3

24

29

4

22

5

3
1

Loss

2

TABLE

XXIII (C on tin u ed )

Probation Group
Pretest

Posttest

20

29

27

21

17

29

22

29

27

23

21

27

24

23

25

_ .
Gain

Tower Guard
_
Loss

Pretest

Posttest

_ .
Gain

33

33

0

27

29

2

27

25

6

24

29

5

23

0

16

31

15

22

26

4

14

30

16

26

18

27

9

17

33

16

27

22

29

7

22

29

7

28

15

20

5

21

27

6

29

20

20

0

23

29

6

30

24

25

1

31

31

0

31

19

25

6

27

29

2

32

25

27

2

21

27

6

33

20

26

6

27

26

34

17

27

10

20

28

8

35

18

23

5

27

29

2

Total

692

885

196

833

1,041

213

Mean
Score

19.8

25.3

5.5

23.8

29.7

5.9

2
12
2

0

5

123
3.

The total

able also to the
of 5.9 as

gain in self-understanding was

Tower Guard Group as

slightly f a v o r ­

indicated by the mean gain

compared with the mean gain of 5.5 for

the Probation

Group.

Summary

The Probation Group demonstrated a tendency to change f e e l ­
ings about scholastic
a positive
sistance

direction.

aptitude only when the actual
There was

to change if the evidence was

Tower Guard m e m b e r s
scholastic aptitude
dency in this
aptitude

There

was a trend toward more
they

The

was

their

also a t e n ­
scholastic

achievement did not

Probation G ro op, eventual

interview.

choices

vocational

regarding

Despite

were not as

objec­

on the p a r t of the

demonstrated for

received assur a n ce

the t e s t interpretation

Guard Groip.

re a li st ic

related to high i n t e r e s t s ,

No change was

who apparently

Tower

There

of below-average

r e c o r d of academic

in

evaluation.

Probation Group.

from

self.

tendency to underestimate

if it was above average.

when the

insofar as

Gro-p

showed some

were

indication of r e ­

damaging to the

group toward nonacceptance

scores

support this

tives,

an accompanying

scores

the

the

Tower Guard

original choices
changes for the

realistic

as for the

124
Changes were demonstrated only in the degree of positive
feeling about the value of gaining mo re information about the

self

from testing and t es t interpretation.
Little tendency to change the feelings
justment was

about total college ad­

demonstrated by either group.

Changes were

slight

and only in degree of feeling.
The number of subjects who felt the need for help related to
improving skill in social

situations i ncreased in both groups

outcome of testing and t est interpretation.
in the number of subjects
in defining vocational goals
emotional problems.

There were

d ec re a se s

in both groups who felt the need for help
and for help in resolving personal

No changes were

in total self-understanding,

of Self-Understanding were evidenced for
The initial self-understanding of the

and

apparent in either group

lated to need for help in improving academic
Changes

as an

re­

achievement.

as m e a su red by the Test

85.6 percent of both groups.

Tower Guard Group was

superior

to that of the Probation Group and the mean gains in self-understanding were

slightly in their favor.

CHAPTER

VII

OTHER MISCELLANEOUS FINDINGS

A number of miscellaneous findings
which did not contribute
were

e m e r ge d from this

to the central body of the findings.

sufficiently p ertinent to the p er i p h e r a l

areas

study
They

to be included,

since they r e p r e s e n t the outcome of p a r t i c u l a r kinds of behavior on
the p a r t of the
regarding the
for the

subjects.

On this basis

significance

it is possible

to speculate

such behavioral outcomes may have had

subjects.

Rank in High School

Class

Rank in the high school graduating c la s s which

reflects

the

pattern of academic

achievement over

secondary school is

considered to be the b e s t single p re d ic t o r of

college

success.

to college also

The concept of the
reflects

the

a f o u r - y e a r period in the

self which the student brings

status he has

achieved in the past.

Since the c h a r a c t e r of the competition changes from high school to
college the student may be called upon to a l t e r the concept of the
self in relation to it.

Table

XXIV i l l u s t r a t e s

the comparison between

126
TABLE

XXIV

COMPARISON BY PERCENT OF RANK IN HIGH SCHOOL
GRADUATING CLASS

Probation
Group

Tower
Guard

....................................................................................

2 3.5

91.7

................................................................................

50.0

5.7

14.7

0.0

11.8

2.6

Rank

Upper q u a r t e r
Second q u a r t e r
Third q u a r t e r
Lowest q u a r t e r

................................................................................

127
the Probation Group and the

Tower Guard group with r e s p e c t to rank

in high school graduating c l a s s
1.

The P r o b a t i o n Group had 2 3.5 p e r c e n t of its

ranking in the upper
while the

quarter

Fifty p e r c e n t of the m e m b e r s

ranked in the

second

quarter

members

of the high school graduating c la s s ,

Tower Guard Group had 91.7 p e r c e n t

2.

while

as follows:

in the

same

category.

of the P r o b a t i o n Group

of the high school graduating c l a s s ,

5.7 p e r c e n t of the m e m b e r s

of Tower Guard ranked in this

category.
3.
the third

The P r o ba ti on Group had
quarter

14.7 p e r c e n t of its

of the high school graduating c l a s s ,

members

in

while the

Tower Guard Group had none.
4.
the lowest
5.
in the

The P ro b a ti o n Group had
quarter,
Thus

while

the

11.8 p e r c e n t of its

members

in

Tower Guard Group had 2.6 per c ent.

the Probation Group had 7 3.5 p e r c e n t of its

upper half of the high school

graduating c l a s s

members

while the

Tower

Guard Group had 97.4 per c e nt.
If high school
class

were

fourths
able

achievement o r

rank in high school

sin adequate p r e d i c t o r of college

of the m e m b e r s

to achieve

success,

graduating

about t h r e e -

of the Pr obation Group would have been

in college

in ways

similar

to the achievement of the

128
Tower Guard Group.
success

This

serves

to highlight the fact that college

can be att r ib ut e d to a complex of c h a r a c t e r i s t i c s

r a t h e r than

to a single one.

Composite

of P e r s o n a l

Qualifications

Since the p a t t e r n of p er s on a li ty
dividual p o s s e s s e s

will

intellectual c a pacities,
uation of the college
counselors,
typically

parison

colleges

The

re fle c t those which ar e
college

or

of composite

1.
tions for

The

2.

on the

and " f a i r l y h ig h "

The range f o r the

narrower

Table

on p e r s o n a l

Tower Guard Group

range

composite

one than the

range

the

the c o m ­
the P r o ­

of p e r s o n a l

3.8 to 4.7,

qualifica­

or from between

" f a i r l y high"

and " h i g h . "

5.1 to 5.7, o r from
range was

a much

of the Pr o bation Group.

on potential intellectual

will

as follows:

Tower Guard

The g r e a t e s t differences

groups were

te a c h e r s ,

significant by

qualifications for

ratings

to between

Thus

seek an e v a l ­

XXV i l l u s t r a t e s

Tower Guard Group was from

" v e r y h ig h . "

his

sample of c h a r a c t e r i s t i c s

thought to be m o st

university.

ratings

usually

seen by high school

the Pr obation Group was fr om

"average"

to

he is

which an in­

in which he utilizes

and u n i v e r si ti e s

applicant as

bation Group and the

"high"

influence the ways

and a d m i n i s t r a t o r s .

a particular

characteristics

in ratings
capacity,

between the two
actual

intellectual

129
TABLE

XXV

COMPOSITE OF PERSONAL QUALIFICATIONS RATED BY
HIGH SCHOOL PERSONNEL

Probation
_
Group

Traits

Tower
_
Guard

......................................

3.8

5.2

..................................

3.8

5.4

of p u r p o s e ...........................................................

4.6

5.7

O r i g i n a l i t y .................................................................................................

4.3

5.1

T ractab ility

4.5

5.2

4.8

5.2

Independence of Effort

4.7

5.5

P o p u larity

4.5

5.1

Potential
Actual

intellectual capacity

intellectual p er f o r m an c e

Seriousness

Social-Mindedness

Key:

6
5
4
3
2

=
=
=
=
=

.......................................................................

very high
high
f a irl y high
average
low

1 — very low

130
achievement,

and s e r i o u s n e s s of purpose.

These

ratings favored the

Tower Guard Group.
3.

The ratings showing the l e a s t differences were

mindedness

and popularity.

College Scholastic

The data related to the college
only to furnish p a r t of the backdrop
the evaluations of the
extreme

differences

There

the members

subject.

loss

c a r r i e d and credits

There was an average
of this

the credits
3.

class

included
of

obviously

inherent in

the

scholastic

as follows:
of

group as

1.3 credits

p e r t erm for

illustrated by the difference

earned.

loss

of nine honor points per

term

illustrated by the difference between

honor points earned and twice (the value of " C "
points)

There were

Table XXVI summarizes

was an average

for the members

r e c o r d was

against which to view some

of the Probation Group as

between credits
2.

scholastic

between the two groups which were

of the two groups
1.

Record

self made by the

the selection of the sample.
records

social -

being two honor

c ar ri ed .

Since the

requirements

for graduation at the time

entered were generally 200 credits,

this group c a r r i e d

this
1.5

131
TABLE XXVI
SCHOLASTIC RECORD FOR FIRST TWO COLLEGE

TERMS

Tower

Probation
Group

Guard

Credits

c arried per

......................... .....................

15.0

19.0

Credits

earned p e r t e r m ............................. .....................

13.7

19.0

.................................. .....................

21.0

70.0

1.4

3.6

te rm

Honor points p e r t e r m

Total point average

132
credits l es s
less

than the average load p e r t e r m

than the average p e r
4.

t erm.

The Tower Guard m embers

of 19 credits p e r t erm,

c a r r i e d and earned an average

indicating an acceleration of the p rogram to

the amount of about 2.5 credits

p er t erm.

to the acceleration which is possible
5.

and earned 2.8 credits

The m e m b e r s

This was

due,

in part,

in the Basic College c ourses.

of Tower Guard earned on the average

excess of 32 honor points p e r t e r m

(over a " C "

an

average).

Occupational Level of P a r e n t s

Differences
differences

in occupational level of the parents

in educational and cultural backgrounds

These may also

suggest differences

lated to the economic

and financial

may suggest

of the

subjects.

in opportunities which are
status

of the family.

re­

Feelings

about the self may be colored significantly by these influences.
Table

XXVII s um m a r iz e s

cupational level,
concerns
the

the data with resp ect to distribution of oc­

s el f - e st ee m ,

activities,

unfulfilled inter e s ts ,

and

to provide a comparison between the Probation Group and

Tower Guard Group as follows:
1.

The parents

of Probation Group members

were

engaged in some field associated with the field of business,

while

chiefly

133
TABLE

XXVII

COMPARISON OF SELF-ESTEEM, ACTIVITIES, UNFULFILLED
INTERESTS, AND CONCERNS WITH OCCUPATIONAL
LEVEL OF PARENTS

D istri­

Occupa­

bution

tional
Levels

SelfEsteem

Activi­
ties

Unfulfilled
I nt er es t s

Concerns

P.G.

T.G.

P.G.

T.G.

P.G.

T.G.

P.G.

T.G.

P.G.

T.G.

Profes­
sional . . .

10.0

47.1

66.7

81.3

66.7

81.3

66.7

81.3

66.7

37.5

Business

43.3

29.4

46.2

35.7

84.6 100.0

61.5

37.5

46.2

10.0

Farming

1 6.7

11.8

40.0

0.0

80.0 100.0

62.5 100.0

40.0

75.0

Skilled . . .

1 3. 3

2.9

50.0

*

50.0

*

75.0

*

75.0

*

16.7

8.8

40.0

66.7

40.0

66.7

80.0

66.7

80.0

33.3

Semi-

or

Unskilled .

Too few c a se s

to figure.

134
the g r e a t e s t number of Tower Guard p a r e n t s

were working at a p r o ­

fessional level of activity.
2.

The l e a s t number of p arents

of Probation Group m e m be r s

were engaged in work at the professional level,
b e r of Tower Guard parents
3.

while the l e a s t n um ­

worked at a skilled level of activity.

In the Probation Group

parents

were professional wo rkers

esteem;

while f o r the

66.7 p ercent of the

subjects

whose

sco re d average o r higher in self­

Tower Guard Group 81.3 p er c e nt of the subjects

whose par e n ts were professional wo r ke r s

sco re d average

o r higher

in s e l f - e s t e e m .
4.
parents

In the Probation Group

were

40 p erc e nt of the

engaged in farming or

average

were

o r higher in s e l f - e s t e e m ,

whose parents

whose

semiskilled or unskilled work

scored average o r higher in s el f - e s t ee m .
had no m e m b e r whose parents

subjects

The

Tower Guard Group

engaged in farming,

who scored

although about two-thirds

work in semiskilled o r unskilled jobs

of those

scored in these

categories.
These

data suggest that there

is a h ie ra rc h y of occupations,

some of which appear to occupy higher positions
t ge,

and that the

to have

more

subjects whose parents

self- e st ee m.

are

of status

and p r e s -

engaged in them tend

135
With r e g a r d to the
p arental occupation
1.

Table

XXVII shows

of the

and in farming

and level of

that:

In both the P r o ba ti on Group and the

a higher percentage
business

relationship between activities

Tower Guard Group,

subjects whose p a r e n t s

indicated many activities

were

engaged in

than was

true for

the other occupational levels.
2.

In both groups

also

the l e a s t percentage

dicating that they engaged in many activities

was

of subjects

in­

a s s o c i a te d with the

semiskilled or unskilled level of work f o r the p ar e n t s .
The

relationship between unfulfilled i n t e r e s t s

level of the p a r e n ts
1.
p are n ts

as

and occupational

i ll u s t r a t e d in Table XXVII indicates

In the Probation Group

80 p e r c e n t of the

that:

subjects

whose

work at a s emiskilled o r unskilled type of work have many

unfulfilled i n t e r e s t s .
following order:
2.

In the

The

skilled,

other occupational levels
professional,

Tower Guard Group,

®n gage in farming have

farming,
all the

rank in the following order:

or unskilled,

and business.

The data r e la t ed to activities
gest that,

in general,

and business.

subjects

many unfulfilled i n t e r e s t s .

tional levels

subjects

rank in the

whose par e n ts

The other occupa­

professional,

semiskilled

and unfulfilled i n t e r e s t s

who p artic ipa te

sug­

in many activities

tend

13 6
also to have many unfulfilled i n t e r e s t s .
ticipated,

the more

fulfillment of these
lack of time

The more

they wished to extend their activities.
desires

appears

and lack of financial

to be associated,

1.

is

Lack of

in part,

with

resources.

The relationship between concerns
of the p a r e n ts

the subjects p a r ­

and the occupational level

i ll u s t r a t e d in Table XXVII and shows the following:

In the Probation Group frequency of concerns was

most

often ass oc i a ted with semiskilled or unskilled and skilled work as
parental levels

of employment.

The number of concerns

was l e a s t often assoc i ate d with farming
2.

In the

as

a parental

in this group

a r e a of work.

Tower Guard Group frequency of concerns was most

often associated with farming as

a par e n ta l

a r e a of work and l e a s t

often a ss ociated with business.
Although the data are
tion that concerns
whose par e n ts

f a r from conclusive there

and difficulties

are

more numerous for

work at the lower levels

in jobs which require

less

education,

Descriptive

is a sugges­
subjects

of the occupational h ier a rc h y

less

training,

or l e s s

experience.

Word Categories

The descriptive word categories written by high school
ers,

counselors,

or a d m i n i s t r a to r s

supplied r a t h e r

meager

teach­

additions

1 37
to the

data.

despite

They a r e

included in Table XXVIII principally because,

the m e a g e r n e s s ,

they i l l u s tr a te

word descriptions written by m e m b e r s
descriptions

f o r the

they a r e

Co r r e l a t i o n s

A.C.E.

scholastic

Self-Esteem,
tions

of the

1.

and the

was

scores

from the p r e -

and p e r m i t s

The word
for

in tone.

Instruments

raw s c o r e s

raw s c o r e s

Test of Self-Understanding.

from

the

f r o m the
Test of

and p o s t t e s t a d m i n i s t r a ­

Table

XXIX shows

the ob­

the following observations;

All but two of the obtained c o r r e l a t i o n s

not s ta ti s ti ca l ly
2.

more negative

the

tone of the

generally positive;

were computed using the
test,

general

of the p e e r group.

Between Various

aptitude

tained c o r r e l a t i o n s

same

Tower Guard Group a r e

the Probation Group,

C o r re l a ti o n s

the

were positive but

significant.

A co r r e l a t i o n

of 0.438 between the A.C.E.

and the p os tt es t

obtained f o r the P r o ba ti on Group.
3.

A c o r re la t io n of 0.411 between the A.C.E.

of Self Es tee m was obtained for the
Thus,

there

Test

Tower Guard Group.

was no conclusive evidence in the

to show that a positive

and significant

any of the

for which the c o r r e l a t i o n s

instruments

and the

s ta ti s ti ca l

data

relationship existed between
were

computed.

138
TABLE

XXVIII

COMPARISON WORD CATEGORIES USED MOST FREQUENTLY* BY
HIGH SCHOOL PERSONNEL TO DESCRIBE THE SUBJECTS

Probation
G roup

Word Categories

Conscientious

student

Tower
Guard

85.2

.......................................................
.................

92.4

Excellent a t t i t u d e ....................................................................

82.1

Good home e nvironment and family
background
.....................................................................................

50.3

Consistent p a t t e r n of achievement

Ne v e r worked up to ability

......................................

75.6

Not co n si s te n t in application and
a c h i e v e m e n t .......................................................
Participates

broadly

.....................

82.3

in school

a c t i v i t i e s .............................................................................................

95.6

P l e a s i n g p e r s o n a l i t y ...........................................................

84.5

* Word c a t e g o r i e s were included if they appeared on 25 p e r ­
cent o r m o re of the d esc rip tion s.

139
T A B L E XXIX
C O R R E L A T IO N S F O R VARIOUS IN ST R U M E N T S U SED
Self-Esteem

Pretest

Po sttest

Tests

A.C.E............................
Self-esteem

. . .

P r e t e s t ....................

P. G.

T. G.

P.

G.

T. G.

P. G.

T. G.

0.250

0.411

0.127

0.250

0.438

0.185

0.257

0.110

0.135

0.177

0.323

0.166

140
The correlations which were more positive may be artifacts

r a th e r

than truly related factors.

Summary

A majority of the Probation Group subjects
half of their high school graduating class

ranked in the upper

and their mean ratings on

the personal qualifications listed on the Michigan State College appli­
cation blank were
members

"above a v e r a g e . "

The majority of Tower Guard

ranked in the upper quartile of their high school graduating

class and the mean ratings

on the personal qualifications were from

"high" to " v e r y high."
A relationship was demonstrated between the occupational
level of the parents
terests,

concerns,

Group and the

and the self-esteem,

activities,

unfulfilled in­

and difficulties of the subjects in the Probation

Tower Guard Group.

Descriptive word categories of high school teachers,
and administrators

counselors,

tended to support the descriptive word categories

of the peer group.
No conclusive evidence was obtained from the correlations
to show that a positive and significant relationship existed between
any of the instruments for which the correlations were computed.

CHAPTER

RELATIO NSH IP O F

THE DATA

VIH

TO P E R S O N A L A D J U S T M E N T

Within the framework of the assumptions
personality proposed herein,
chapters has
considering

about behavior and

the data presented in the preceding

significance for personality adjustment.
raw scores

and percentages

on the various

important insights may be gained by analysis
items in the instruments

instruments,

of responses

to the

in an effort to determine differences

degree or quality of responses.

In isolating those

tend to differentiate one group from another,
ered c ha r acteristic

In addition to

responses

responses

are

in
which

consid­

of a p a r t ic u la r group if the majority of the mon-

bers

respond to them in the same way,

bers

of the other group do not.

This chapter is devoted to a d is ­

cussion which attempts to synthesize
to, and implications for,

while the majority of the mem­

all the data in its

personality adjustment.

Reference has been made in e a r l i e r chapters
of adjustment in this

study.

fined in relative t e r m s

relationship

to the meaning

The state of adjustment has been de­

suggesting that adequacy of adjustment in an

individual is a ma tt er of degree.

The ability to admit significant

142
and pertinent perceptions

into awareness

in sufficient strength to

deal with them satisfactorily supplied the criterion with which to
view cha r a c te r is tic

differences between the Probation Group and the

Tower Guard group as
made concerning the

revealed by the data.

Inferences have been

relationship of these differences to personal

adjustment.

Self-Inventory of Personal-Social Relationships

An analysis
istic differences
for the Activities

of responses on the P.-S.

in responses for the two groups.
and Interests

section^

showed c h a r a c t e r ­
These differences

clustered mainly in the areas

to which the subjects expressed indifference.
scales as

R.

The differentiating

indicated by the responses of the two groups

(a) faculty,

(b)

intellectual and aesthetic,

and (c)

included:

social leadership

and initiative.
The following sample

items

represented those

to which the

members of the Probation Group were most frequently indifferent,
while the members

of the

Tower Guard Group r a r e l y expressed in­

difference to these p a r t ic u la r items:

See

T a b l e VI o n p a g e

68 .

143
1.

Attending student-faculty teas.

2.

Serving on a student-faculty p ro ject to r e nder a special

service to the
services,
3.

school or community--e.g.,

improving housing,

social

et cetera.

Attending departmental club meetings - -e .g., science, eco­

nomics, journalism,
4.

raising funds for

home economics, et cetera.

Discussing problems

of sex and m a r r i a g e

with m embers

of the faculty.
5.

Participating

in a student-faculty committee or discussion

group to consider improvements in the
of the

--e.g.,

school or college program.
6.

Participating

7.

Working on the staff of a student publication.

8.

Acting as a lea d er

editor, business
9.

the

curriculum or other aspects

in a debating or l i t e r a r y club.

manager,

Being a leader

student council,

for office,

in a journalistic

or l i t e r a r y activity

officer of club, et cetera.

in student g o v e r n m e n t -- e . g . , member of

chairman of a committee, officer or candidate

et cetera.

10.
assemblies,

Being on a debate team or making p r e p a re d talks at
student meetings,

Under the
Difficulties,

et cetera.

section of the P.-S.

R. devoted to Concerns

certain important and mild concerns

and

differentiated the

144
responses of the Probation Group which were not c h a r a c t e r i s t i c
the

Tower

Guard Group.

occurred in the a r e a s

The clustering of these

of:

(a) social experiences

in social groups o r feeling of belonging;

of

differentiating items
(b)

(c) faculty;

participation
and (d)

social

skills.
The following sample
teristically of more

items indicate those which were

concern to the m e m b e r s

than to the m e m b e r s

of the

charac­

of the Probation Group

Tower Guard Group:

1.

Lacking confidence in myself in almost all

2.

Being afraid of my i ns tructors.

3.

Lack of previous experience

social

situations.

making it difficult for me

to

get into student affairs.
4.

Failure

of my high school to provide

in preparation for college

adequate experiences

social life.

5.

Being in too few student activities.

6.

Lack of i n t e r e s t in the

7.

Feeling that what I can contribute to student groups is not

student activities

available.

considered important.
8.

Feeling that there

is too much cliquishness in student

activities.
9.

Not finding opportunity to discuss problems with i n s t r u c ­

tors outside of class.

14 5
10.

Feeling that I do not know my ins tru ct or s

11.

I ns t ru c to r s

at all well.

getting the i mpression that I am indifferent

or antagonistic.
12.

Not being able to understand my own behavior and why I

do the things
13.

I do.

Not having the skills

or talents

required to excel in

e x t r a c u r r i c u l a r activities.
14.

Being unable to hold my own in a discussion.

15.

Not e v e r being able to take

the lead in social activities.

Discussion

The

re c u rr in g theme

the Probation Group
self - deprec iation,
of indifference

in these

differentiating

reflected feelings

of inadequacy,

defensiveness, f e a r s ,

in Activities

and anxieties.

and Inte res ts became

the light of the c h a r a c t e r i s t i c

responses for

Concerns

inferiority,
The a r e as

understandable in

and Difficulties.

Members of this group chose three principal ways of meeting
these thr e ats

of the environment against which they felt the need

to defend the

self:

selves

as

(a) by turning

their feelings

incapable and unworthy individuals;

inward against t he m ­

(b) by defensive or

aggressive behavior which involved a denial that certain a r eas

of

146
activity held any meaning o r
taining that they were

significance for them;

i nt er e s te d in these

or (c) by main­

a r e a s but that circumstances

over which they had no control prevented translating

such i n t e r e s t to

reality.
These

characteristic

the concerns and difficulties

differences

in the means

repr e s en te d one of the most striking

differences between the Probation Group and the
While it was true
the same

that

inadequacies

seldom e xp r e ss ed

of dealing with

some members
as were

indifference

Tower Guard Group.

of the l a t t e r group e xpressed

typical of the Probation Group, they
to the activities which would make

de­

mands on them in the a r e a of the e xpressed inadequacy.
Thus,

this

attitude made

it possible for the m e m b e r s of the

Tower Guard Group to avail themselves
of the environment as

a means

coming their difficulties.

more fully of the

of strengthening t h e ir

On the other hand,

reso ur c e s

skills

and o v e r ­

having chosen a means

of dealing with the ir concerns which implied a self - defending,
ment-avoiding means,
teristically l e s s
ment as a means

members

of the Probation Group were c h a r a c ­

capable of utilizing the

re s o u r c e s

of the environ­

of strengthening skills and overcoming difficulties.

The contrast between the two groups,
apparent.

environ­

The m embers

of the

in this

respect,

was

Tower Guard Group appeared to be

147
more

c h a r a c t e r i s t i c a l l y accepting of their weaknesses

They did not tend toward s e l f - r e c r i m i n a t i o n s
ment as a relatively friendly one whose
a means

of self-development.

bation Group tended to be l e s s
limitations

they could use as

the me mbe r s

of the P r o ­

accepting of their weaknesses

and to view the environmental

source of increasing feelings

and they saw the environ­

resources

In contrast,

and limitations.

resources

of inadequacy,

and,

and

chiefly as

therefore,

a

as

s ome ­

thing to be avoided.
When the environment is feared and avoided as
protecting the
are

self from h a r m

admitted to awareness

rigid in content.

Thus,

are

or destruction,
more

satis fa c to rily

the perceptions

of

which

limited in number and more

it would be extremely difficult to admit all

pertinent and significant perceptions
with them

a means

in sufficient strength to deal

so that a relatively adequate

state of adjust­

ment r e s u lt s .

Test of Self-Esteem

The general dynamic point of view with regard to behavior
and personality
natural

r e li e s ,

in p art,

clustering of the p a r t s

belong together [33:540]."

upon the

syndrome concept as

into groups

Ma

which seem to intrinsically

Outward behavior is an expression of

148
the inner integration influenced by the cultural
diate

situation.

their dynamic

Furtherm ore,
relationships

all the syndromes

to each other

by the changes which may occur as
This holistic

im m e ­

of pers on a li ty in

influence

and a re

influenced

a r e s u l t of external p r e s s u r e s .

view of per s on a lity and behavior is exemplified by the

manner in which the human organism
a great emergency o r
needs.

setting and the

responds

a t h r e a t r e lated to the fulfillment of basic

Unfortunately, no existing mathematic

suitably e x p r e s s

the

when confronted with

syndrome

or logic

serves

symbolism nor to manipulate

to

syndrome

data.
In the absence
aspects

of the

together,

of a systematized methodology,

self-esteem

syndrome,

may be viewed separately.

e a r l i e r chapters
more favorable

which are

than the differences

considered to belong

Reference has been made in

to the fact that s e l f - e s t e e m
to the

the various

Tower Guard Group.

scores

were

Much mo re

somewhat
striking

in levels of s e l f - e s t e e m between the two groups

was the quality of s e l f - e s t e e m

as indicated by analysis of the

re­

sponses.
Inferences have been made on the basis
and c h a r a c t e r i s t i c

differences

in the quality of s el f - e s t e e m

viewed by a discussion of some
of the

self-esteem

syndrome.

of analysis

of responses,
can be

of the more prominent components

149
1.

Self-consciousnes s.

expressed by m e m b e r s

Feelings of self-consciousness

of both groups.

Group appeared to be more

Members

often self-conscious

occupation with t h e ir own inadequacies.

of the Probation

as

a r e s u l t of p r e ­

There was the

of a generalized feeling of self-consciousness

suggestion

which influenced the

classroom behavior and all situations

involving social interaction.

On the o th er hand,

self-consciousness

in the

peared to be more

r e lated to external f a ctors

about the shortcomings

of the

The effective

social

tion Group tended to be
the

Tower Guard Group.

to secondary groups,
ness

seemed to differ in the two

radius for the mem be rs

smaller

than the effective

As the

there was

social

social

radius,

This

in c re a s e

however,

It appeared m ore

radius

for

of s e l f - con sc io us ­

me mber s

of the P r o b a ­

in feelings of self-consciousness

with

seemed to be produced for different reasons.

characteristic

f o r the m e m b e r s

quacy of the self to meet the demands
The

social

inc re as e d evidence

Group to attribute feelings of sel f-consciousness

interaction.

of the P r o b a ­

radius extended from p r i m a r y

in both g r o u p s - - m o r e pronounced in the

tion Group.

than to overconcern

self.

The s pr e a d of self-consciousness
groups.

Tower Guard Group ap­

of the Probation
to feelings

of situations

Tower Guard Group tended more

of inade­

involving social
characteristically

were

150
to attribute feelings of s elf-consciousness
mental f a c to rs

r a t h e r than to the

mitted to feelings

of e m b a r r a s s m e n t .

tion Group appeared, however,
e m b a r r a s s e d than m e m b e r s
feelings

shortcomings

Feelings of e m b a r r a s s m e n t .

2.

varied with the two groups.

of the

Subjects

self.

in both groups

The m e m b e r s

the

Tower Guard Group.
reasons

The m e m b e r s

ad­

of the P r o b a ­

to be more easi ly and more

of the

of s e l f - con sc io us n es s ,

to external o r environ­

often

As with

for feeling e m b a r r a s s e d
of the Probation Group

more often felt e m b a r r a s s m e n t to be re la t ed to their own inadequacies.
Tower Guard metnbers
embarrassment
themselves.

often to find the

residing in the situation itself

Thus,

the e x t r e m e n e s s

appeared more

these

two groups

of the e m b a r r a s s i n g

source

of

r a t h e r than within

appeared to differ in t e r m s

of

situation and to feel e m b a r r a s s ­

ment for different re aso ns .

3.
fea rs

Fearfulness

and anxieties

and anxiety.

If the differentiation between

as being commensurate

with the objective

s it u a­

tion for the f o r m e r and as appearing unreasonable and out of p r o ­
portion to the objective danger of the
cepted, both groups

situation f o r the l a t t e r is

admitted to such feelings.

tions that the m e m b e r s

There

were

ac­

indica­

of the Probation Group were fearful and

151
anxietous
bers

about m ore

of the

anxieties

things,

and more

Tower Guard Group.

appeared to be more

intensely so,

than were m e m ­

In the f o r m e r group the f e a r s

and

generalized and pervasive, while in

the l a t t e r group they seemed to be more

often attached to specific

situations.
The g r e a t e r

and the more

arousing and anxiety-producing
sufficiently f re e
ment as

to be

a means

for those whose
environmental

situations,

able to utilize the

of overcoming

as

the l e s s
resources

such feelings.

generalized anxieties

resources

rather than as

generalized the sprea d of f e a r -

a source

the individual feels
of the environ­

Thus, a dilemma exists

influence them to view the
of exaggerating these feelings

a means of helping them eventually to reduce or

eliminate them.

4.
confidence

Self-confidence.
should be considered.

feeling of confidence in the

Two mutually dependent aspects
There

is a generally pervasive

self and a feeling of confidence

tion to performing c ertain tasks

or meeting certain

among the mem ber s

of the

spread in the feelings
Tower Guard Group.

feeling was f u r t h e r indicated by the b ro a de r

in r e l a ­

situations.

in feeling about one may a lt e r the feeling about the other.
appeared to be a b r o a d e r

of self-

Changes

There

of self-confidence
Evidence

of this

range of i nterests

and

152
activities
areas

and by evidence

where indifference

of indifference
was

indicated,

to v er y few things.
the m e m b e r s

were

In

a lready

participating in other ways.
A paradoxical
is noted that the r e

situation may se e m to be

was

a characteristic

of the Probation Group to e x p r e s s
regarding t h e i r chances for
these

achievement which would soon be
the lack of evidence
tion.

t h e ir

abilities,

and to develop g r e a t e r
utilize

the

the m e m b e r s

and optimism

i mprovement.

A majo r it y of

a decided i mprovement in academic
reflected

in t h e ir

of any significant change

On the other hand,

estimate

tendency for

self-confidence

academic

subjects fe lt that there was

r e p r e s e n t e d when it

grades,

despite

in the objective

Tower Guard m e m b e r s

situa­

tended to u n d e r ­

to become i nc re as in gl y c r i t i c a l of themselves,
sensitivity to the ways

the environmental

resources

as

in which they could

a means

of increasing

skills

and overcoming difficulties.
This
istic

suggests that u n r e a li st ic

of the Pr obation Group.

means

were

more

These e s t i m a t e s

were

used as

of r e a s s u r a n c e - - a means

from the t h r e a t s
ness

estimates

of the

residing

in

the

of defending the
environment.

character­
a

self for the moment
Thus,

the

aware­

t h r e a t was t e m p o r a r i l y diminished although the t h r e a t

itself was not eliminated.

The underestimating more

typical of the

153
Tower Guard subjects

tended to suggest a g r e a t e r

security and fr e ed om
curity made

self was

them to openly a s s e s s

even to exaggerate

resources

since

the

of the Pr o ba tion Group would have difficulty

since

they maintained that

This need to defend the

environment which a re
sharply

reduces

sources.

The absence

5.

s a t is f a c to ry p r o g r e s s

self against the perceptions

viewed as

resources

that the re

is

use

of i n f e r i o r i t y .

of concern

of environmental
self enhances

re­
the

No evidence was found to support

sup eri or i ty .

of a t rend for the m e m b e r s
inferiorities,

Rather,

of the P r o b a ­

although there was

about them and of the need to p r o te c t the

against such admission.

self

a relationship between e x p r e s s e d feelings

tion Group to deny m a t t e r - o f - f a c t
evidence

in the

can and will be used.

of i nfe rio rity and m a t t e r - o f - f a c t inf e r io r it y o r
s eemed to be more

was being

damaging to the concept of the

of such need to defend the

Feelings

inference

of additional environmental

the possibility of effective

possibility that these

there

t h e i r weaknesses

them if they wished,

admitting the need to avail t he mselves

the

Such s e ­

apparently not t h r e a te n e d by such admissions.

The m e m b e r s

made.

of p e r s on a l

in moving about in the environment.

it possible f or

and limitations,

degree

In contrast,

the

Tower Guard subjects

self

154
appeared m o re

realistic

i nferiorities with little
This

acceptance

seemed to influence
jects

in t h e i r acceptance of t h e i r m a t t e r - o f - f a c t
evidence of w o r r y or
or

rejection of m a t t e r - o f - f a c t i n f e r io r it ie s

the degree

6.

resources

Happiness.

the other.
f erences

to the

or

unhappiness in one group

cause

can be made,

college p r o g r a m ,

is

more

family p ro b l e m s,

istic

subjects

7.
adequacy,

m ore

Self-evaluation.
it can be

are

unhappy,

m o re

dif­

The m e m b e r s

of

and wo rrie d

the lack of challenge

self.

in the

often cause

un­

This c o n t r a s t

characteristic

and the preoccupation with the

of the Probation Group

that there

Tower Guard m e m b e r s .

in keeping with the outgoingness

Guard

and

comp a red with

of inadequacy of the

and o ther external p roblems

and. w o r r y for the

as

and worry.

often d e p r e s s e d ,

a s s o c i a t e d with the feelings

Financial con c ern s,

happiness

however,

of unhappiness

the Probation Group were
reasons

college p r o g r a m s ,

No evidence was found to suggest a g r e a t e r

The inference
as

their

sub­

of the college environment.

incidence of happiness

for

to which it was possible for the

to modify t h e i r goals, to r e or g an iz e

to use the

concern about them.

self more

of the

Tower

character­

subjects.

Related to feelings of inferiority and in­

in f e r r e d that there was a g r e a t e r

tendency toward

155
lower

self-evaluation on the p a r t of the Probation Group subjects

than was t rue f or the
such a dmission we r e

Tower Guard subjects.

The defenses

sup erimpo se d in such a way as

expression but the lower

against

to pre v e nt its

self-evaluation was evidenced in many other

ways.
There was
m e m b e rs

of the Pro ba ti on Group.

of why these
peer

an indication of g r e a t e r

subjects

group m e m b e r s ,

than in the

self.

social

Here we may have

tended to adopt the goals
and t ea c h e r s

suggestibility among
an explanation

suggested by p ar e n ts ,

in whom they had m o re

The incidence of subjects

confidence

d ef e r rin g to parental

demands was much m o re prominent in this group than among the
Tower Guard subjects.
manded by o th ers

Having adopted the goals

without being

able to effectively incorporate

reality f a c t o r s ,

there

Group

subjects

to cling to them for

either

serious

acceptance

set forth or de­
the

appeared to be a tendency f o r these Probation
security without the evidence

of

striving to achieve them o r without a realization o r

that the p r e s e n t p a t t e r n of achievement did not lead t o ­

ward t h e i r accomplishment.
To admit the perceptions which would be damaging to the con­
cept of self
tect the

constitutes

a t h r e a t against which the

self by withdrawing or by aggressive

subject m u s t p r o ­

behavior.

In e it he r

156
case,

any evidence which challenges

circumstances

over which there

8.

Leadership.

the goals may be attributed to

is no control.

The m e m b e r s

of the Probation Group more

c h a r a c t e r i s t i c a l l y e x p r e s s e d a lack of i n t e r e s t o r indifference toward
leadership

responsibilities.

p r e f e r r e d a more

The inference

subordinate,

inactive

was that they typically

role.

This pref e re nc e was

related to a feeling of inadequacy in occupying a l ea dership position.
Most m e m b e r s
ship positions,

some

of the

Tower Guard Group had held many l e a d e r ­

of which they had actively

which had been t h r u s t upon them.
ically p r e f e r r e d
was

a more

dominant,

sought and some of

The inference was that they typ­
active

role

and that this p reference

related to a feeling of adequacy in fulfilling it.

Discussion

In a s s e s s i n g
sidered to be p a r t s

some of the various

components which are

con­

of or

self-esteem

as

related to the

revealed by analysis of responses,
suggest,

if c o r r e c t ,

subjects

and the

degree o r quality

inferences

syndrome

have been made which

striking differences between the Probation Group

Tower Guard

subjects.

These

are

differences

r a t h e r than in kind of c h a r a c t e r i s t i c .

in

157
The radius over which feelings about the
differed in the two groups,
for,

the feelings.

self were

exhibited

as well as the intensity of, and reasons

It appeared more typical f or the Probation Group

subjects to have feelings of inadequacy involving the central core
personality.

This

of

self-doubt resulted in a tendency f o r more p e r ­

ceptions of the environment to be threatening and anxiety-producing.
As a means

of reducing the t h r e a t and the

resulting tension, p e r c e p ­

tions tended to be distorted as an unconscious protective

device.

If the perceptions had been accurately symbolized and a level of
differentiation achieved that was damaging to or destructive
concept of self, extreme
Thus,

and intolerable

tension would have followed.

it is c l e a r that ability to freely utilize

vironment effectively was
In contrast,

of the

the r eso u r c e s

of the en­

sharply reduced.

it appeared more typical of the

Tower Guard

members to have feelings of inadequacy which tended to be environ­
ment-involved r a t h e r than self-involved.
were
the

These feelings of inadequacy

sufficiently removed from the central core of personality that

situations

involving them did not appear to be f e a r- a r o u s in g or

anxiety-producing.

Representing little o r no attack upon the feeling

of the worth of the

self,

there

thus, less need to p ro tect the

was less

threat, less

tension,

and,

self by distorting the perceptions of

the environment.

Specifically defined feelings of inadequacy did not

appear to diminish the ability to utilize the r e s o u r c e s

of the environ­

ment effectively.
It would appear that the c l o s e r concerns touch the central
core of personality,

the more

disruptive

and devastating they are

to

the organization of personality and adjustment.

P e e r Group Descriptions of Probation Group

The generally negative tone of the word descriptions
members

of the p e e r group to describe

Group was

r e f e r r e d to in Chapter V.

descriptions

and the qualifications

members
The

used by

of the Probation

subjective nature of such

of the p e e r group to make

evaluations constituted limitations.

However,

these

limitations

such
may

be tempered somewhat by the inclusion of only those word categories
which appeared repeatedly in the descriptions.

These limitations

may be f u rt h e r compensated for by the assumption,
valid, that the subjects
members

tended to elicit the cooperation of p e e r group

who would p re s e n t them in the most favorable light.

These p ee r group descriptions,
100) were

considered to be

illustrative

of tendencies

as

shown in Table XVII (p.

toward nonadjustive,

behavior which could be classified, for the most part,

nonin teg rative

into the following

159
b ro a der categories:
behavior,

(c) overdependent behavior,

anxietous behavior,
are

(a) withdrawing behavior,

(b)

submissive

(d) defensive behavior,

(e)

(f) behavior commonly associated with those who

under t h r e a t f r o m the environment,

and (g) behavior commonly

associated with psychological insecurity.
F r o m the difficulties

re p r e s e n t e d in assuming responsibilities,

in taking initiative, in making decisions,
fulfill basic needs
behavior,
selves

and find satisfaction through fantasy and defensive

ce r ta in inferences

can be made.

alternative

solutions as

the organization and maintenance of the
from the environment and the self are

substitutes.
self-structure

and are

of t hreat to the

Since this

concept exists,

the

ing with a more
Thus,

inhibiting climate for

subjects

r e a listic

are

incorporating the factors
r e st r u c t u r in g the

unable to revise

their goals

selfin keep­

concept of self.

the general picture

in which there

resulting from

self immobilizes the subject

r e st r u c t u r in g the concept of self and for

of reality.

emanating

capable of ful­

The paralyzing posture of tension

the constant p r e s s u r e

The t hr e at to

accentuated by cultural p r e s ­

which tend to reward those who feel

filling these tasks.

for

The subjects feel them­

incapable of meeting the demands of the environment and they

seek all possible

s ures

and fr om the seeking to

is a n e c e s s a r y

is one of psychological

r e s t r ic t io n of free

insecurity

movement in a

160
hostile,

unfriendly environm ent which th rea te n s

who a re

unable to m e e t its

ability and unworthiness
devastating r e s u lt s

demands.

as

a p erso n ,

in t e r m s

The

and punishes those

resulting feeling of incap­

if it p e r s i s t s ,

may in time have

of p erso n a lity organization.

P e e r Group D escrip tio n s

of Tower Guard

The g en erally positive tone of the word d esc rip tio n s
m em bers
was

of the p e e r group to d escrib e

r e f e r r e d to in Chapter

ents to make
for

a c c u ra te

"halo e f f e c t"

V.

Tower Guard

The lim itatio n s

evaluations

to operate

the

subjects

of p e e r group respond­

have been mentioned.

in such evaluations

used by

The tendency

may be tem p ered

somewhat by the assum ption considered to be valid, that m e m b e rs
the p e e r group may tend to be envious
m ore

and o v e r c r itic a l

of

of th e ir

successful m e m b e rs .
In c o n tr a s t to the d escrip tion s fo r the P ro batio n Group, those

for the

Tower Guard Group,

generally m o re

as

shown in Table XVIII (p.

suggestive of the

can be in fe rre d that these

integrative

110), were

type of p erson ality .

subjects tend to be fa irly well at home

and re la tiv ely unthreatened by the demands emanating from
vironment and the

self.

seem ed to p e r m i t these

This g r e a t e r feeling
subjects

of

p erso n al

in

the e n ­

s ec u rity

to fre e ly and openly a s s e s s

It

th e ir

161
lim itations
re s tric tio n ,

and s tre n g th s,

to move

about in the environm ent with l e s s

and to avail them selves

achievement of p u rp o ses

of its

resources

as

and the accom plishm ent of the

tasks leading to m atu rity .

The

resulting

sense

aids to the
developmental

of p erso n al worth

and s e c u rity in c r e a s e d the feelings of capability f o r resp on sib le
satisfying social in teraction

and

and provided a g en erally m o re prom ising

climate f o r maintenance of p ers o n a lity organization and adjustment.

College

Counselor D escriptio ns

The college

counselor

bation Group resu ltin g from
s im ila r

the

interview

to the lim itatio ns

These lim itation s

ing that the m e m b e rs
of feeling that thi's
while experience.

of both groups

possible.

and accepting clim ate

strikingly
Reference

a common p r o ­

somewhat vitiated by r e c a l l ­
complete

unanimity

counselor had been a w o rth ­

the evidence

e x p re s s e d in th e ir interview s

m issive

were

of the p e e r group.

e x p re s s e d

with the

F u r th e r m o r e ,

s essio n s

of the P r o ­

ra p p o rt on the p a r t of the four

may be

relationship

of m e m b e rs

involved in assum ing

and equal ability to e s ta b lis h

cou nselo rs.

were

d escrip tion s

in tone to those of the m e m b e rs

has been made
cedure

of P ro b atio n Group

suggests

that negative feelings

that a relativ ely p e r ­

m ust have been made

such e x p re ssio n

162
The c o u n se lo r d es c rip tio n s,
should not be thought of as
which e ith e r provide
to re in fo rc e

as

shown in Table

diagnoses but r a th e r

a m ore

complete

The concern about the inadequacies

diminish the th r e a ts
s crip tio n s.

to the

self were

The d escrip tio n s f u r t h e r

e ra l feeling of in s e c u rity p erm eatin g
feelings

of an unfriendly, hostile

subjects

o th e r

of the

demands of the environm ent among the m e m b e rs
Group and the withdrawing o r defensive

of the P ro batio n
of attempting to

implied in these

can be faced by them only by making the
its punishm ents

punishment before

College

The college

sets

tions,

as

to those

self le s s

vulnerable by

o r by fighting it and inflicting
self.

counselor d escrip tio n s

of the m e m b e rs

interview

m e m b e rs

shown in Table

XVII (p.

in­

Such a world

of Tower Guard

of the

th e ir

up conditions

Counselor D escriptions

the

de­

of a gen­

group to in c re a s e

it can be inflicted on the

Guard re su ltin g fro m
s im ila r

counselor

support the inference

world which

serv e

self in meeting the

compatible with the achievem ent of th e ir p u rp o se s.

withdrawing from

or

so u rc es.

re sp o n se s

this

100),

as word p ic tu re s

view of the

the view a lre a d y obtained fro m

XVII (p.

s e ssio n s

were

also

of the p e e r group.
100),

of

Tower

strikingly

These

d e s c r ip ­

tended to support the

inference

163
that the m e m b e r s

of this group found t h e ir c on cern s

environm ent-involved o r
spite this

evidence,

the demands of the
This lead s
m ent a re
lenged;

m o re

C onversely,
to the

situ atio n -in vo lv ed than self-involved.

they ap p eared to be
sam e

re la tiv e ly

of the

e n v iro n ­

th re ate n in g when the adequacy of the

self is

c h a l­

r e s u lt is a r e s t r i c t i o n

re la tiv e

it a p p e a rs

increases

The

re sid e .

conclusion that the demands

to utilizing the
that the

sen se

of the environment.

individual who feels little
situations

o r no th re a t

likely to be e n ­

of p ers o n a l worth and s e c u rity which r e s u lts

the p o s sib ility of admitting

sufficiently a c c u ra te

in the capacity which the

reso urces

self tends to feel equal to the life

countered.

D e­

unthreatened by

env ironm ent in which the con cern s

to the

and that the

individual f e e ls

to be m o re

significant p erce p tio n s

d ifferen tiatio n to preclu d e

with

the n e c e s s ity f o r d i s ­

tortion o r denial of the p e rc e p tio n s .

Consequences f o r P e r s o n a l Adjustment

Under the p u rp o se s proposed f o r this
that the p ro b le m was c o n cern ed with:
see th e m se lv e s
them;
bers

of th e ir p e e r group;

sam e

it was

stated

(1) learn ing how individuals

in re la tio n to c e r ta in facts

(2) d isco vering how these

study,

which a r e

individuals

a re

known about
seen by m e m ­

(3) investigating w hether changes occur

164
as a r e s u l t of the opportunity to gain m o re
selves;

and (4) exploring the consequences

inform ation about th e m ­
of the above f o r p e rs o n a l

adjustment.

1.

E s tim a te s

adjustm ent r e l a t e d
how r e a li s t ic

the

(b) how r e a l i s t i c
istic

as

to how individuals

se lf-c o n c e p t is
the goads a r e ,

the concept of self;

have as

about the

see

The consequences f o r p ers o n a l

th e m se lv e s

stem from :

(a)

in re la tio n to c e r ta in known facts;
since

and (c)

they move tow ard the

self.

the

goals

can be only as

the e x p e rie n c e s

real­

the individuals

acco m plish m en t of th e ir goals

o r the

achievem ent of t h e ir p u rp o s e s .
The tendency f o r the m e m b e rs
estim ate
d is to rtio n

t h e i r ab ilitie s

of the P ro b a tio n Group to o v e r ­

and to s e le c t th e ir goals

re s u lte d in e x p e rie n c e s with fa ilu re

accom plish the u n r e a lis tic

goals.

over which they had little

o r no control,

the

self,

which fa ilu r e

Attributing

in t e r m s

as

such nonadjustive b eh av io r p e r s i s t s

to fa c to rs

and m eeting the th r e a t to

would o ccu r

which m ight be followed by a p p ro p ria te

they attem pted to

the fa ilu re

im plied by withdrawing o r

reduced the p o s sib ility that changes

of this

changes

defensive behavior,
in the

in the

self-con cep t
goals.

o v e r a p erio d of tim e, the

nificant p erc e p tio n s which can be adm itted to a w are n e ss

If
s ig ­

diminish

165
in num ber and s tre n g th

so that they can no lo n g e r be dealt with

s a tis fa c to rily and a sta te of inadequate p erso n a l
The tendency f o r the
th e ir a b ilitie s

adjustm ent r e s u lts .

Tower Guard m e m b e rs

to u nd erestim ate

somewhat seem ed to have no noticeable

setting of a p p ro p ria te

goals and the exp e rie n c es

moving tow ard t h e i r accom plishm ent.

effect upon the

with su ccess

in

R ather, the accumulating s u c ­

cessful e x p e rie n c e s which d em o nstrated to them that they could m a s t e r
the demands of the environm ent appeared to in c r e a s e
of secu rity .

This feeling of s ec u rity

openly evaluate th e ir w eaknesses
sou rc es
skills

of the environm ent as

and overcom e

nificant p erceptio ns

made it possible for

and difficulties

a means

difficulties.

th e ir feelings

This

them to

and to seek the

re­

of helping them to develop
ability to deal with the

of the environm ent without th r e a t to the

s ig ­

self is

prom ising fo r continued maintenance of p erso n a lity organization and
personal

adjustment.

2.

E s tim a te s of the p e e r group.

sonal adjustm ent re la te d to how individuals
th e ir p e e r group
Ic h h e is e r 's

(24:8)

stem from

the

sta te m en t that

im p re ss io n is a normal, state

re a lis tic

a re

The

consequences f o r p e r ­

seen by m em b ers

of

quality of the image.

1'disc rep an cy between e x p re ssio n and

of a f f a i r s "

suggests

that th ere will always

be a c e rta in amount of distortion between the concept of the

self, the

image of a n o th e r,

and the objective

situation.

can be attach ed to the motivation of the
self in c e r t a i n
degree

acceptable

to which the

d is to r t the fa c ts

ways

individual,

significance

individual to r e p r e s e n t the

to the p e e r

group and also to the

consciously o r unconsciously,

in o r d e r to feel

The evidence

However,

accepted.

suggested that the

m ajority of the m e m b e r s

the P ro b a tio n Group f e lt the need to r e p r e s e n t th e m se lv e s
peer

group as

were

getting along

g en erally

individuals

of average

s a t is f a c to r i ly

in honor points,

the p e e r

or b e t te r

in academ ic

s a tis fie d with t h e i r total

the fa ct that all m e m b e rs

of this

im plies

had not been
a s s o c ia te s .
vations

revealed by some
The p e e r

re g a rd in g

getting along a lrig h t

of the

group, however,

about the m e m b e r s

p erp le x ity

of academ ic

s e r io u s ly

tends

to the

ability who

Despite

in a r r e a r s

suggested that only about
academ ic

achievem ent.

difficulty and probatio n status

sub jects
made

to th e ir p e e r group

r a t h e r d isce rn in g

obser­

of the P ro b a tio n Group but indicated

the behavior

since the

sub jects w ere

1'apparently

in c o lle g e ."

Since the need to d is to r t o r m i s r e p r e s e n t ,
unconsciously,

of

achiev em ent and who w ere

group were

group e s tim a te s

that the fa c ts

college

adju stm en t to college.

half of them needed any help in im proving
This

m u st

to in c r e a s e

as

m o re

consciously o r

situations become threatening

1 67
to the

self and since

symptoms

of behavior tend to reveal

ings of self-inadequacy not openly admitted,
alienate

the

the

individual f u r th e r fro m the p e e r

may happen as

the p e e r group m e m b e rs

verbal e x p re s s io n s

of the

drawn fro m behavior.

the f e e l­

r e s u lt may be to

group m e m b e rs .

attem pt to reconcile

self and the im p re s s io n s

Thus one of the principal

This
the

and conclusions

reaso ns

for d i s t o r ­

tio n --acc ep ta n ce by and a feeling of belonging to the p e e r g ro u p - tends to be defeated.
p erio d of tim e

is

P e rsiste n c e

of such conditions o v er a long

damaging to p erso n ality organization and p erson al

adjustment.
The evidence

tended to

Guard e stim a te d them selv es
of the p e e r group.

suggest that the m em b ers

m o re

If anything,

slight tendency to u n d erestim ate
th e ir w e ak nesses.

tion of the difficulties.

adjustment.

Tower Guard subjects had a

th e ir

streng th s

and to exaggerate

group e s tim a te s

was not r e ­

as was the e x a g g e ra­

This type and degree

of distortio n did not

damaging implications for p ers on ality organization and

R ather,

isted among the

the

than did the m em b e rs

The u nderestim ation of the abilitie s

flected as much in the p e e r

appear to have

ac cu ra te ly

of Tower

it implied that a g r e a t e r

Tower Guard

them to d is to rt in a m ore

subjects

favorable,

degree of secu rity ex­

which made

m ore

it u n n ec essa ry for

acceptable

direction.

168
3.

Changes in self-understanding.

The consequences for p e r ­

sonal adjustment related to changes in self-understanding as a resu lt
of the opportunity to gain more
(a) whether the changes a re

information about the self stem from:

in a positive direction:

changes make it possible to incorporate
fectively:

(b) whether the

reality factors

more ef­

and (c) whether the changes are perm anent and enduring

so as to lead to appropriate

changes o r modifications of the goals

in keeping with the re s tr u c tu r e d concept of self.
The evidence indicated that changes
cu rre d in a positive
both groups.

in self-understanding oc­

direction fo r 85.6 percent of the m em bers

of

The Tower Guard subjects dem onstrated a g r e a t e r in i­

tial self-understanding and the gains as a re su lt of test in te r p r e ta ­
tion were

slightly in th e ir favor.

The m em bers of the Probation Group
change feelings about the

self,

showed a tendency to

if the evidence was in a favorable

direction and an accompanying tendency to r e s i s t change in feelings
if the evidence was damaging to the
The

Tower Guard subjects

underestim ate their abilities

as

if evidence was in a favorable

self.

demonstrated some tendency to

reflected in feelings about the self,
direction.

There was an accompanying

tendency to r e s i s t change in the feelings about the self where the

evidence was damaging to the

self and not supported by the

re c o rd

of academ ic achievement.
The full im plications of the consequences
understanding

of changes

in rela tio n to p erso n al adjustm ent m ust

clusive at this tim e.

in self-

rem ain incon­

They can be d eterm in ed only by f u r t h e r coun­

seling contacts

and follow-up fo r investigation of the perm anency

of the changes

in the concept of self and the

resulting alteratio n s

in goals.

Summary

Analysis of differentiating
g r e a t e r feelings

of inadequacy,

iety for the m em b ers

R.

self-d ep rec iatio n ,

re fle cte d
and anx­
f o r the

More outstanding than the differences

ings between the two groups

were

Environment-avoidance

o r indifference was much more
for the

in ferio rity ,

on the P .- S .

of the P robatio n Group than was true

Tower Guard subjects.

ficulties.

resp on ses

the means
as

in f e e l ­

of overcoming the dif­

e x p re s s e d

through withdrawal

evident f o r the Pro batio n Group than

Tower Guard Group.
In a s s e s s in g

to be p a r t s

of o r

some of the components which are

re la te d to the

between the two groups

s e lf - e s te e m

syndrome,

appeared to be differences

considered
differences

in degree o r

quality

170
ra th e r

than in kind of p e rs o n a lity c h a r a c t e r i s t i c .

re la te d to the

s p r e a d of situations

be d em o n stra ted ,

the intensity ,

Differences

were

o v e r which a c h a r a c t e r i s t i c

and the

re a so n s

might

to which it was

a t­

tribu ted .
Peer

group

and co u n selo r

d e sc rip tio n s

w ere

of nonadjustive b eh av io r f o r the P ro b a tio n Group
s crip tio n s fro m
m o re

the

sam e

s o u rc e s

fo r

the

m ore

suggestive

subjects,

Tower Guard

while de­

subjects were

indicative of integ rativ e behavior.
The consequences for p e rs o n a lity o rg aniz atio n and adjustm ent

re la te d to how the
by m e m b e rs

subjects

of the p e e r

see

th e m selv es

since

w e ak n esse s,

in a positive

directio n ,

assessed

longer p e rio d of time

r a t h e r than to

of g r e a t e r flexibility and

reso urces.

Although the changes

m ent cannot be

its

this held the p o s sib ility

f r e e r use of environm ental

w ere

seen

group a p p eare d to be m o re p ro m is in g for

the group which could openly a s s e s s
deny them,

and how they a re

in s elf-u n d e rsta n d in g f o r both groups
the consequences fo r p ers o n a l

until the p erm a n en ce

can be d eterm in ed .

of the

a d ju s t­

changes

over a

C H A P T E R IX

IMPLICATIONS OF THE FINDINGS FOR
TEACHING AND COUNSELING

Changed b eh avior

in the p e rs o n s

fective educational e x p e rie n c e s .
s ira b le

The

educated is

changes

the

goal of e f ­

c on sidered to be de­

will depend upon the kind of society in which the education

takes plane.

If the

society p la c es

a value on the worth and dignity

of the individual and the

contribution he can make, not only in the

fu lle s t

own tale n ts,

re a liz a tio n of h is

of the p u rp o se s

of the o th e r

will be co n sid e re d

but also tow ard the

m e m b e rs

of society,

different changes

significant than if the opposite w ere

highly complex interdependent

tru e .

ber

its p r e s e r v a ­

dependent upon the c o n serv atio n of human r e s o u r c e s .

a society has

need fo r,

and v a rie ty of skills

A

social org aniz atio n cannot afford to be

indifferent to individual development and s atis fa ctio n , for
tion is

achievem ent

in fact depends upon,
and a b ilitie s.

There

Such

an a lm o s t infinite n um ­
is

a place f o r a ll - -

I

a place

which can be occupied with a feeling of value, worth,

and

dignity on the p a r t of the individual.
T raditional education has
vidual

ass u m ed that the p urpo ses

development and the p r e s e r v a ti o n

of human

resources

of indi­
can b est

172
be achieved by a full and complete knowledge of the environm ent.
This

is an im po rta nt and valid objective but it is not the b asic one

fo r it im plies that:
for all is

(1) an identical

and common body of knowledge

indispensable to individual development;

(2) these

subject-

m a tt e r fac ts have a common meaning f o r all individuals;

(3) they

are the

in identical

sole d e te rm in e rs

of behavior;

and (4) they serv e

ways to help the individual in the achievement of purpo ses
the fulfillment of needs.
the facts

That individuals behave differently from

they have been taught is well known.

The findings of this

study suggest that it is not the facts

but the feeling of the individual
facts

which determ ine

the maintenance

about,

as well as his use of, the

whether they a r e p erce iv ed as meaningful in

and enhancem ent of the

that a disproportionate

im portant d e te rm in e rs
the

self in its

individual changes
This

self.

Thus, it would appear

amount of em phasis has been given in t r a ­

ditional education to the nonself asp ects

sees

and in

to the neglect of the more

of behavior, namely:

(1) how the individual

relationship to the environment;
the p ictu re

chapter is

of the

self as the

and (2) how the

r e s u lt of experiences.

devoted to a d iscu ssio n of the implications for

teaching and counseling of some of the findings

of this

study.

173
The C lassroo m

If education is

to assum e

task of helping individuals

possible.

the long-neglected and important

to change behavior through understanding

and changing the concept of the
vironment,

self in relatio n to the external en­

an emotional atm osphere
Only in an atm osphere

individuals explore

Climate

m ust p re v ail to make

free from

the perceptions

th re a t to the

such changes
self can

of the environment and feel free

to admit them to aw areness with sufficient strength to serve needs
and purposes.

If the individual feels

because of an encouraging,
he will feel fre e to explore

that no h arm

accepting,

will come

and understanding

to him,

atm osphere,

the environment and to discover his

ta le n ts .
Discovery of talents which are
it e a s i e r to admit the perceptions
tions under appropriate
climate

enhancing to the self makes

rela ted to weaknesses

conditions.

is of the utmost importance

Thus,

and lim i ta ­

the prevailing cla ssro o m

in understanding and changing

the concept of self.

The Group Relationship

In addition to the acceptance

and understanding

vidual which makes him feel im portant and valued as

of the indi­
a p erson and

174
which in c r e a s e s
cooperative

his confidence in meeting life

endeavor m u st p e rm e a te

will in spire

activities

which utilize

each individual may make
opportunities

situations,

the c la s sro o m .

a s p i r it of

Such a climate

a wide v ariety of abilities

a contribution to the group and,

to develop a sense of p erso n al worth.

so that

thus,

gain

Every effort

should be made to e sta b lish a group relationship

in which there

resp ect fo r the need,

of each m em ber.

The m e m b e rs
workers

rath e r

than as

atm osphere

self as he e xp eriences

concept of the

of experiences
he disco vers

c la ssro o m

experiences

incompetent p erson who is little

refle c t it in ways

the individual is free

unique

strengths

appro priate

to explore

which make

Thus,
motes

such a wealth

an understanding

relationships.

self that

of secu rity which

expectations.
and accepting cla ssro o m

understanding and acceptance

fying group

to that picture.

a contribution to the

cooperative endeavor of all, he experiences feelings
in future

a concept

support a

under no th re a t to the organization of the

his

encourage him

cooperative

the individual develops

an inadequate,

his behavior will

If, on the co n trary ,

as

it and his behavior will be appropriate

If all of his

self as

each other

com petitors.

c la s sro o m

to that conception.

valued,

and potentialities

should be helped to see

In the
of the

integrity,

is

of the

climate p r o ­

self and others

in s a t i s ­

175
Content of the C urriculum

The content of the c u rric u lu m
the degree

to which it m eets

should be selected in te rm s

the needs and purposes

for the maintenance and enhancement of the
body of subject m a tte r facts
life would be
less

self.

of the

students

That a p a r tic u la r

and skills would be im portant in adult

insufficient reaso n f o r inclusion in the curricu lu m

it also fulfilled the p re s e n t needs

and purposes of the

or that

they admit them and drop them from the field with a negative
tation (to be avoided in the future)

as

soon as possible

If the belief in individual differences

methods of instru ctio n will affect different individuals
ways.

Some may be affected in ways that a re

able fo r development and behavior;
sirable

ways.

and purposes

o th ers

conno­

is well known.

is accepted,

subject m a tte r c u rricu lu m

un­

students.

That students e ith e r avoid admitting m eaningless perceptio ns

admitted that a standard ized

of

it m ust be
and form alized

in different

prom ising

and d e s i r ­

may be affected in unde­

Since the l a t t e r may then seek to fulfill th e ir needs
in nonsocial or

antisocial ways,

it is

difficult to defend

a su b je c t-c e n te re d or m eth od -cen tered c u rricu lu m which may achieve
these

r e su lts.
Thus,

schools

if a highly integrated dem ocratic

and the te a c h e rs

society holds the

responsible fo r the task of education all

176
individuals to a feeling of adequacy and competence,

the content of

the curricu lu m m u s t be individual-centered and planned so that:

(1)

all students have opportunities for

and

opportunities f o r su cc ess

through cooperative

all students have opportunities
and contributing m e m b e rs

a wide v ariety of experiences

to think of them selves

educational p ro c e s s .
cla ssro o m
in the

atm osphere

students.

To h e r falls

most vital

role of all in the

the task of creatin g the kind of

conducive to promoting growth and development

By p ersonality

she should be suited to assum e

an

relationship with each individual and to

so well that his needs and purposes become

apparent to h e r.

responsible

Teacher

te a c h e r plays the

accepting and understanding
know him

as

and (2)

of society.

The Role of the

The c la s sro o m

achievement;

increasingly

She m ust be a m ature p erso n ality who is

unthreatened by the perceptions

relatively

of h er own environment.

By b rea d th of training and eventually through experiences the
cla ssro o m

te a c h e r needs

to develop the imagination and skill n e c e s ­

sary to d is co v er the individual's point of view and how he
self.

She

gradual

sees h im ­

should help him to plan a rich body of experiences

changes

in the picture

th re a t and p r e s s u r e .

so that

of self may take place free from

177
The point of d e p a rtu re f o r the te a c h e r is the
his needs and p u rp o se s
as a means

and not the

of fulfilling his needs

individual and

subject m a t t e r which s e rv e s

and p u rp o se s,

only

r a th e r than as an

end in itself.
P rim a rily

the te a c h e r is

to develop an adequate
be n e c e s s a r y to:

(1)

self.

Thus,

to achieve this effectively it will

d is co v e r and rem ove,

physiological lim itation s
this purpose;

concerned with helping each individual

which a re

(Z) to provide

o bsta cle s

in the

psychological
cultural

solution of th e ir problem s;
re stra in ts

resources

to the

the kind of c la s s r o o m

to the full development of the p oten tia litie s
viduals

in so fa r as possible,

of all;

achievement of
climate

conducive

(3) to help indi­

and (4) to help

to the full and fre e

any

remove

use of the social and

of the environment.

The Counseling Climate

The counseling p ro g ra m
p ersonnel
room.

s e r v ic e s

s e rv e s

In no sense

have as m e m b e rs

is

as

an adjunct and supplement to the c l a s s ­

of the c la s s ro o m

T e ac h e rs

the p r i m a r y task

one aspect of the total student

it a substitute for exp erie n ce s

source of help to c la s sro o m
pu rp o ses.

as

group.

tea c h e rs

and counselors

in the

It exists

students
as

should

an additional

achievement of educational

should work cooperatively toward

of helping individuals

develop

an adequate

self.

178
The counseling clim ate like the c la ssro o m
be one in which the individual feels fre e
implications of p ro blem s
tual resolution.
to the

self in revealing his

negative in content.
h ostilities,
involved,

alternativ es

and gradually a rriv e

resulting insight tends to re le a se

at the

re a l motivations

the growth fo rc e s

re­

of self leads to a r e s t r u c ­
consistent with

reality.

counseling climate helps

the

accompanying tensions

individual to gradually

against the perceptions

him to m a rs h a l his fo rc e s
self.

to th e ir even­

solution of his pro blem s.

understanding and acceptance

The elimination of th re a t and its

fenses

and

If the individual can e x p re ss his anxieties, his

turing of the concept of self which tends to be more
objective

all aspects

the individual m ust feel no th rea t

siding in the individual for constructive
This gradual

should

r e a l feelings even though they may be

and fru s tra tio n s

the

to explore

and the possible

In o rd e r to do this

atm osphere

relax his

in the

de­

of the environment which have caused

in o rd e r to maintain the organization of

The accompanying freedom to admit the significant and p e r t i ­

nent perceptions
ceptions

enhances

the possibility that fewer and few er p e r ­

will be seen as threatening,

aw areness.

This

development helps

fully and fre e ly the re s o u rc e s

and thus,

will be admitted to

the individual to utilize more

of the environment.

Em phasis

should be given to the fact that individuals m ust

be given sufficient tim e f o r the effective

solution of th e ir problem s.

The concept of self held at any given point in time has been developed
gradually and the individual has

d ire c te d all his

taining and enhancing the only self he knows.

efforts toward m ain ­

In the

counseling c l i ­

mate he m u st not feel that he is being asked p re m a tu re ly and suddenly
to give up that concept of self.
self-concept may be,

U nrealistic

and inadequate as

the

such a demand would be ex tre m ely threatening,

and the individual would be forced to defend himself against it.

The Role of the Counselor

The counselor should be

a p erson who is

relativ ely unthreatened by the perceptions
and secu re

in his

relatio nships

of his

sufficiently m atu re,
own environment,

with other people.

a sensitivity to the feelings of others

He m ust p o sse ss

and a warm th of human u n d er­

standing which enables him in an accepting way to e n te r into the
field of another and see things from th e ir point of view.
to estab lish

His ability

ra p p o rt will determ ine whether the counseling climate

is conducive to the development of growth and self-understanding.
Like the teach er,
worth,

integrity,

the counselor

and potentialities

should have

resp ect for the

of the individual and m ust not

seize p re ro g a tiv e s which belong to the individual and without which
he cannot develop an adequate

self.

The counselor should be broadly tra in e d and experienced in
addition to p o sse ssin g
p ro c e ss .

the

specific

skills

He m ust be fapniliar with the

which will help

students

in the

cooperation and a ss ista n c e

re s o u rc e s

of the te a c h e rs ,

so that they will be m ore

able

With the

the help of the counselor
students enric h th e ir ex ­

challenged in the development

of their fu lle st potentialities fo r lead ership
who experience

of the environment

solution of th e ir pro blem s.

should be available to help the more
p eriences

rela ted to the counseling

as well as to help those

difficulty in meeting the minimum /re q u ire m e n ts

of

the environment.

The Counseling

Counseling techniques

are

Technique

many and varied.

The counselor

should feel a responsibility fo r utilizing those techniques
m ost appropriate
in teaching,

and p ro blem s of the

the point of departure

be considered as
selves.

to the needs

students.

is the individual;

means of helping him

No body of r e s e a r c h exists

As

techniques

r a th e r than as

to support the

which are

should

an end in them ­

sup erio rity of

c e rta in techniques over all others f o r all individuals

and all situations.

181
Increasingly m o re
climate

significance is being attached to the counseling

and the p erso n a lity and qualifications of the counselor.

Thus,

complete dedication to promoting c e rta in techniques to the exclusion
of all o th ers has no defense in te rm s of helping the individual de­
velop an adequate

self incre asin gly capable of utilizing the environ­

mental and cultu ral

re s o u rc e s .

Summary

The implications

of this

study fo r teaching and counseling

suggest that the common and p r im a r y task fo r both is that of helping
all individuals develop an adequate

self.

These fields

cooperatively

supplement each other in the achievement of this goal.
room and counseling clim ates

The c l a s s ­

and the p erso n a lity and qualifications

of the tea ch er and counselor a re

more

im portant than

subject m a tte r

content, in stru ctio nal methods, and counseling techniques

in helping

individuals understand the concept of self and in facilitating a r e s t r u c ­
turing of the
ment.

self-concept in keeping with the rea lity of the environ­

Hence, the point of dep arture

p re s e n t status.

is always

the individual and his

CHAPTER

X

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This

study was

concerned with the relationship

of the self-

concept to adjustment in a selected group of college women at Mich­
igan State College.
themselves

in relation to c e rta in facts

(2) how these
group;

It attem pted to explore:

same individuals a re

(3) whether changes occur

gain more

which a re known about them;

as a re su lt of the opportunity to

information about the self;

of causal

and (4) what consequences the
No attempt was made to trace

relationships for the findings but ra th e r

was made

to speculate on th e ir

inferences

which might lead to fruitful hypotheses.

Since the

self-concept is

see

seen by m e m b e rs of th e ir p e e r

above have for personal adjustment.
patte rn s

(1) how individuals

significance

as

an attempt

a means of making

a broad and complex abstraction,

the

scope of the problem was delimited to studying that aspect of

the

self-concept which has to do with its accu racy or congruence

in relation to c e rta in known facts

and to exploring the effects

of the

183
congruence o r d istortio n upon goal-setting,
of the environm ent,

resources

and p e rs o n a l adjustment.

In the absence of agreement
abstractio ns

utilization of the

upon which this

on many of the constructs

study found it n e c e s s a r y to rely,

and
cer­

tain definitions w ere proposed in o rd e r to develop a common fram e
of re fere n ce .

Support was

and assum ptions
ality.

F u r th e r

sought in the g en erally accepted principles

re la ted to the

self-concept and behavior and p e r s o n ­

assum ptions were

cifically re la ted to this p a r t ic u la r
in e a r l i e r

chap ters

developed which were
study.

to the lim itations

more

Reference has been made

involved in the

study.

Two groups of fresh m en women at Michigan State
com prised the
the v aria b les

sample

which was

at a minimum.

women who had recently
Simultaneously,
bership

spe­

College

selected with a view toward keeping

Each group consisted of thirty-five

completed the

second te r m

in college.

the women in one group had been selected fo r m em ­

in Tower Guard, the

sophomore honorary organization, while

the women in the other group had been placed on scholastic probation.
Thus,

the

sample upon which this

study was focused

posite ends of a continuum of academic
The instrum ents
a p ictu re

re p re sen te d op­

achievement.

selected were th se which purported to give

of the inner feeling of the

self in com parison with others

18 4
and in relatio n to the

social and emotional aspects

The data fro m these te s ts

and inventories together with information

from the college application blanks,
and co u n selo r re c o r d s

pretatio n interviews
training,

sheets, p e e r evaluations,

were

th eir p e e r s

subjects.

selec te d to a s s i s t with the te s t i n t e r ­

on the b ases

subject was

of th e ir

s im ila r itie s

in philosophy,

requested to seek the cooperation of two of

who knew them sufficiently well to a nsw er p erso n al q ues­

about them.

frien ds, floor

The p e e r s

r e p re s e n ta tiv e s

were

generally

room m ates,

fellow club m e m b e rs,

school a ss o c ia te s

living in different housing units.

asked to evaluate

the

responded to the

same

dorm ito ry

o r f o r m e r high
These p e e r s

subjects by responding to item s

The subjects had previously
ness

about the

and exp erience.

Each

tions

grade

constituted the known facts

F o u r counselors

of the environment.

were

in an inventory.

items.

F rank ­

of re sp o n se s was encouraged by suggesting that no signature

be attached to the inventory.
cured for the purpose

The

reactions

of the p e e r s

of com parison with the

reactions

were

of the

se­
sub­

jects.
The following steps
fo r each
1.

in the total pro cedu re were

completed

subject:
Adm inistration of the

p re lim in a ry instrum ent.

Test of Self-Understanding as

a

185
2.
College

A dm inistratio n of the Social P e rs o n a lity Inventory f o r

Women.
3.

A dm inistratio n of the Self-Inventory of P e rso n a l-S o c ia l

Re lationship s .
4.

A dm inistratio n of the Kuder P r e f e r e n c e

5.

Personal

R ecord--V ocational.

interview with a counselor fo r in terp reta tio n of

the A m erican Council on Education Psychological Examination and
the above t e s ts .
6.

Re a d m in istra tio n of the

T est of Self-Understanding as a

final in stru m en t.
7.

D istribution of the

"Im age of A n o th e r"

given to two p e e r group m e m b e rs

inventories

to be

to be completed by them and r e ­

turned.
Analysis
b a s is ,

of the data,

usually su m m a riz e d on a percentage

rev e ale d how the subjects

by th e ir p e e r s , what changes
what the consequences a re

see

th em selv es, how they a re

in self-un derstand in g o cc u rre d ,

seen

and

fo r p ers o n a l adjustment.

F indings

The findings
to how the subjects

resulting from the
see them selves

include the following:

analysis

of the

data related

in relatio n to c e rta in known facts

1.

A tendency to o v e re s tim a te

revealed by the m e m b e rs
of the

scholastic

aptitude

s c o r e s was

of the P ro b a tio n Group, while the m em bers

Tower Guard Group tended slightly tow ard u nd erestim ation of

favorable

scores

and tow ard re je ctio n of unfavorable

were not in keeping with th e ir
2.

r e c o r d of scholastic

s c o re s which
achievement.

The i n t e r e s t p a tte rn which was c h a r a c te r is ti c

bation Group tended to be along p r a c tic a l lines
m ore academ ic
Guard Group.

in c o n tra s t to the

i n t e r e s t p a tte rn which was c h a r a c te r is ti c
The i n t e r e s t p a tte r n fo r

to be b r o a d e r in range.

the l a t t e r

F o r both groups,

of the P r o ­

of the

Towe

group also tended

th e re was a trend toward

ag reem ent between the e stim a te d and m e a s u re d i n t e r e s t p a tte rn s.
3.

With r e s p e c t to Activities

bation Group was

and I n te r e s ts p a tte rn s ,

c h a r a c te r iz e d by many a c tiv itie s,

the P r o ­

many unfulfilled

in t e r e s ts ,

and many indifferences while the

was m o re

c h a r a c te r is ti c a ll y composed of many a c tiv ities, many un­

fulfilled i n t e r e s t s ,

and few indifferences.

e r a ll y had few er activities,
differences
4.

than the

The P ro b atio n Group gen­

few er unfulfilled in te re s ts ,

and m o re in­

Tower Guard Group.

The P ro b a tio n Group averaged m ore

c u ltie s - - o f a g r e a t e r
Group,

Tower Guard p a tte rn

degree

concerns

of in te n sity --th a n did the

and diffi-

Tower Guard

although they dem o nstrated a much m ore pronounced tendency

to m inim ize them in th e ir

s e lf - e s tim a te s .

187
5.

Level of S e lf-E ste em

able to the
e s tim a te s

Tower Guard subjects,

of it l e s s

The findings
peers

scores

were

somewhat m ore fa v o r­

who also d is to rte d t h e i r self­

than did the P ro b a tio n
re la te d to how the

Group

subjects

subjects.

a re

seen by th e ir

indicate the following:
1.

concerns

P e e r evaluations
and difficulties

reveale d a tendency to o v e re stim a te the

of the

Tower Guard subjects

estim a te them f o r the P ro b atio n Group
2.

Activities

ac cu ra te ly by' the

subjects.

and unfulfilled i n t e r e s ts

subjects

and to u n d er­

in both groups

w ere e stim a te d m ore

than they were by the p ee r

evalu atio n s.
3.
accu ra te

There was
f o r the

a tendency for the p e e r evaluations

"about a v e r a g e " level of s e lf -e s te e m

bation Group than fo r the
level.

"above

They did not evaluate the

of s e lf - e s te e m
4.

as

Peer

s e lf - e s tim a te s

average"

"below a v e r a g e "

s e l f - e s t im a te s

indicated

of both groups

for the P r o ­

Tower Guard subjects

a c c u ra te ly as the

evaluations

or

to be m ore

substantial

at any level

of that group.

agreem ent with the

re lativ e to satisfa ctio n or

d is s a t is f a c ­

tion with total adjustm ent to college.
5.
uations

There was

and the

considerable

s e lf - e s tim a te s

a g re em e n t between the p e e r eval­

of both groups

with re s p e c t to the

188
kinds of help needed in o r d e r
ju stm e n t.
mize the

There
d eg ree

these kinds

to achieve a p e rs o n a lly

was, how ever,

an accom panying tendency to m in i­

to which the m e m b e r s

of help as

6.

d es c rip tio n s

d iffe re n c e s betw een the two gro ups.
mize

the co n c ern s

these d e s c rip tio n s

of the P ro b a tio n Group needed

co m p ared with the

Peer

and difficulties
re v e a le d

Tower Guard Group.

of beh avio r re v e a le d the m o s t striking
Despite

and the

a p a t te r n

the

and the

in spite

d egree

su b je cts,

of need f o r help,

of g en erally nonadjustive

of the e xag geration s

s u b je c ts .

of co n c ern s

of need f o r help on the p a r t of the

t h e i r d es c rip tio n s

c h a ra c te ristic

tendency to m in i­

d eg ree

n on in te grativ e b eh av io r f o r the P ro b a tio n Group
o th e r hand,

of re la tiv e ly

The findings

satisfying ad­

re v e a le d the g e n e ra lly

and

On the

and difficulties

Tower G uard
in teg rative behavior

s e c u re p e r s o n a li ti e s .

re la tiv e

to changes

in self-u n d e rsta n d in g

outcome of the opportunity td l e a r n m o re

about the

as

an

self rev ea l the

following:
1.
tion Group

There
su b je cts

only if the evidence

was

a m a rk e d tendency on the p a r t of the P r o b a ­

to change t h e i r feelings
was fav o rab le .

if the evidence was damaging to the
the

changes

in the

about sch ola stic

There was
self.

r e s is ta n c e

This was

Tower Guard Group which were

of w h eth er the evidence was favorable

or

aptitude

to change

in c o n tr a s t to
slight,

unfavorable.

regardless

1 89
2.

Changes o c c u r re d

in the d ire ctio n of m o re

cational objectives f o r the P ro b a tio n Group in so fa r as
to the p a t te r n of high i n t e r e s t s .
this

r e s p e c t by the m e m b e rs

No change was

of the

r e a li s t ic

vo­

they related

dem onstrated in

Tower Guard Group whose vo­

cational objectives had initially been highly r e a li s t ic .
3.

There was little

degree of positive feeling,

change
re la tiv e

in e ith e r

group,

except in the

to the value of discussing

the

t e s t d ata with a counselor.
4.

L ittle tendency was

in slight changes

of deg ree

d em onstrated by e ith e r group,

of feeling,

to change

the feelings

except
about

total adju stm en t to college.
5.

Both groups

indicated an in c re a s e d feeling of need for

help in developing skill in social

situations.

help re la te d to defining vocational goals
and em otional problem s
changes

The feeling of need for

and for

resolving p e rso n a l

d e c re a s e d in both groups.

There were no

in feeling about the need f o r help to improve

academic

achievement.
The findings indicate the following with re s p e c t to total change
in s elf- under standing:
1.

Changes in self-understanding w ere evidenced by 85.6

p e r c e n t of both groups.

190
2,

The initial

self-understanding of the

was s u p e r io r to that of the P ro b atio n Group
3.
able to the

The m ean gains

Tower Guard subjects

subjects.

in self - unde rstanding were slightly fa v o r ­

Tower G uard Group.

C e rta in m iscellaneous findings e m e rg ed which include the
following:
1.

A m a jo rity of the P ro b atio n Group

subjects

upper half of th e ir high school graduating c la s s ,
of the

Tower Guard subjects
2.

Mean ratin g s

on p e rs o n a l qualifications

application blank were

tion subjects

and " h i g h " fo r the

There was

"above

a v e r a g e " fo r the P r o b a ­

a tre n d which suggested a

unfulfilled i n t e r e s ts ,

on the Michigan

Tower Guard subjects.

the occupational level of the p are n ts
activ ities,

a m a jo rity

ranked in the upper q uartile.

State College

3.

while

ranked in the

relationship between

and the level of s e lf-e s te e m ,

and concerns

and difficulties f o r both

groups.
4.

In g e n e ral, the d escrip tiv e

school co u n selo rs,

te a c h e rs ,

word c ate g o rie s

and a d m in is tr a to rs

of the high

supported those of

the p e e r group.
5.

No conclusive evidence was obtained to show that th ere

was a positive
the

and significant relationship existing between any of

in stru m en ts fo r which c o rre la tio n s

were

computed.

191
The findings

involving the

relatio nship of the data to p erso n al

adjustm ent show the following:
1.

Analysis of differentiating

re sp o n se s on the P .- S .

vealed m o re pronounced tendencies toward feelings
in ferio rity ,

self-d e p re c ia tio n ,

of the

a m eans

of inadequacy,

Tower Guard Group.

Environm ent-avoidance e x p r e s s e d

indifference as

re­

and anxiety f o r m e m b e rs of the P r o ­

bation Group than f o r m e m b e rs
2.

R.

of overcoming

through withdrawal and

difficulties was much m ore

evident among the P ro b a tio n Group m e m b e rs

than among the

Tower

Guard m e m b e rs .
3.
syndrome,
ences

In a s s e s s in g

or

although the

might be d em o nstrated ,

the

s e lf - e s te e m

ap p e a r to be d iffe r­

the

sam e kinds of c h a r a c t e r i s t i c s

were found

sp rea d of situations o v er which they
intensity,

and the

re aso ns

to which they

attrib u te d seem ed to differ.
4.

were

of the

quality r a t h e r than in kind of p ers o n a lity c h a ra c ­

Evidence of the

in each group,

were

components

differences between the two groups

in degree

te ristic s.

some of the

C ounselor d esc rip tio n s of m e m b e rs of the P ro b atio n Group

suggestive of nonadjustive behavior,

Tower Guard Group from

grativ e kind of behavior.
the descriptio ns

the

sam e

while the descriptio ns

source

suggest a m ore

of
in te ­

This was in substantial agreem ent with

by the p e e r s .

1 92
Conclusions

The following conclusions
the findings

of this

tative hypotheses,

may be drawn from the

r e s u lts

of

study although they should be viewed more as ten ­
re la te d to the findings,

r a th e r than absolute

con­

clusions :
1.
accu ra te

The m e m b e rs
and r e a li s t ic

There

th e ir difficulties

that,

th e r e fo re ,

is le s s

of

tendency f o r the f o r m e r to

o r to d is to r t th e ir p ic tu re
sufficiently s ec u re

without damage

th e re

Guard Group have a m ore

self than do the m e m b e rs

was l e s s

The conclusion is that they feel
admit p erce p tio n s

Tower

concept of the

the P ro b a tio n Group.
minim ize

of the

to the

s tr u c tu r e

need to p ro te c t the

of the

to be
of the

self.

able to
self and

self against th re a t

by denial o r d istortion.
2.

The m e m b e rs

of both groups

ac cu ra te ly and r e a li s t ic a ll y
peers

to o v e re stim a te

on the p a r t of the

the

evaluate th em selv e s m ore

than do the p e e r s .
concerns

The tendency fo r the

and difficulties

and need f o r help

Tower Guard subjects and u nderestim ation of the

same f o r the P ro b atio n Group leads

to the

Guard subjects feel

and s e c u re

sufficiently fre e

to openly and c ritic a lly a s s e s s
The P ro b a tio n Group,

conclusion that the

t h e ir weaknesses

Tower

in the environm ent
and difficulties.

on the other hand, threate ned by so many

193
asp e cts
these
tations

of the environm ent,

th re a ts ;

the p e e r

This open adm ission of weaknesses

The p e e r d esc rip tio n s

conclusion th at the p e e r s

of beh avio r f o r both groups lead
a re

of p ro b lem s

unable

to distinguish between

and difficulties and symptomatic

beh avio r a s th e se c h a r a c te r iz e d the m e m b e rs
4.

Combined with the m o re

self f o r the

to utilize the
ing skills
th ere

is

and

in the one group and denial in the o th er contributes to

the v e rb a l d is c u s sio n s

of the

and l i m i ­

d is to rtio n s .

3.
to the

self against

and they tend not to adm it th e ir w eaknesses

even to th e m se lv e s .

difficulties

feel the need to p ro te c t the

a c c u ra te

and r e a li s t ic

Tower Guard su b je cts, the

reso u rces

of the environment,

and overcoming

difficulties, lead s

of both groups.

evidence of the tendency

as

a means

clusion is

reso urces

understanding and environm ent-avoidance m eans

5.
cou nselo rs

self-concept and

effectively.

strengthened by the combination of le s s

P ro b atio n Group

of streng th en ­

to the conclusion that

a rela tio nship between the ac cu ra cy of the

the ability to use environm ental

concept

This con­

re a lis tic

self-

on the p a r t of the

subjects.

The t e s t data and the word d escrip tio n s
support the conclusion that the m e m b e rs

Guard Group have achieved a rela tiv ely m o re

of the p e e r s
of the

adequate

and

Tower

state of

194
p erso n a l adjustm ent than have the m e m b e rs of the Probation Group.
This leads

to the f u r th e r conclusion that there

tween the accuracy of the

self-concept,

environmental and c u ltu ra l re s o u r c e s
6.

Thus,

and re a lis tic
m ore

will experience

the ability to utilize the

and p erson al adjustment.

it can also be concluded that the m ore

the concept of self,

r e a lis tic

the m ore

r e a lis tic

accurate

the goals.

The

the goals, the m ore likely it is that the individual
su c c e ss in moving toward th e ir accomplishment.

m ore the individual enjoys

This is

The

successfu l and satisfying experiences,

the m ore likely it is that he will achieve
adjustment.

is a relationship b e ­

illu stra tiv e

relativ ely adequate p ersonal

of one of the c ir c u l a r types of de­

pendencies which a r e frequently found in social psychology.
7.

Students

do not utilize

th e ir maximum capacities for

achievem ent when psychological r e s t r a in ts ,
affects the feelings

about the

self,

tend to reduce the capacity fo r

utilizing the environmental and cultural
facts, but the individual's feelings
implications

imposing a burden which

reso urces.

about the fa cts

inherent in the feelings,

It is not the
and the emotional

which determ ine

whether end ur­

ing growth in self-understanding is possible.
8.

To acquire

a feeling of adequacy and self-w orth,

an indi­

vidual m ust grow up having had a proportionate amount of successful

e x p e rie n c e s
and value,

and the feeling of being accepted as

r a t h e r than a c o n s is te n t feeling of incom petence on which

the world p la c e s
9.

of the

m u st take place
development.

is

accepting,

are

going to develop an understanding and

self with all of its

s tre n g th s

in an em otional clim ate

If such understanding

of the

t h r e a t.

little value.

If individuals

acceptance

turing

a p e r s o n of worth

s elf-co n ce p t,

th a t is

it will o cc u r

it

conducive to such

and acceptance involves

und erstan din g , p e r m i s s iv e ,

This has

and w eak nesses,

restru c­

only in an a tm o sp h e re which
and e n tire ly f r e e fro m

im p o rtan t im plications f o r teaching

and counsel­

ing.
10.
plays

It is n e c e s s a r y

a g re a ter

role

in the

to use the env iro nm en tal

to conclude that psychological
a c c u ra c y of the self-concept,

reso urces,

was o rig in ally assu m ed in th is
tions

for

and p e r s o n a l adjustm ent than

study.

Both groups

of subjects

m aintaining the o rg aniz atio n of the

This has

im p o rta n t im p lic a­

have p ro ble m s

in relatio n to

self and enhancing it.

of the P ro b a tio n Group tend to touch the c e n tr a l

sonality,

freedom

research.

11.

lem s

s e c u r ity

amd, thus,

and adju stm en t.

a re

m o re d isrup tiv e

Those of the

core

The p ro b ­
of p e r ­

to p e rs o n a lity orgamization

Tower Guard subjects

tend to touch

196
the m ore

sup erficial la y e rs

of personality.

All of the subjects need

opportunities f o r help in meeting th e ir problem s

and developing th e ir

maximum p oten tia litie s.
12.

Thus, the conception of the relationship of the

cept to adjustm ent tends to suggest that individuals who a re
function in the environm ent hold a concept of the
who is adequate to meet the demands of life

self as

situations.

self-co n ­

able to

a p erson
Conversely,

individuals who have difficulty functioning in the environment appear
to be uncertain of th e ir adequacy to m e e t the demands of life

s itu ­

ations .

Implications for

R esearch

The following approaches to fu rth e r
plied by the findings of this
tive hypotheses

study as

research

seem to be im ­

a means of testing the te n ta ­

rela ted to the findings on the

relationship of the

self-

concept to adjustment:
1.

This

study was

concerned with the evidences,

shown by

two groups of college women over a relativ ely s h o rt period of time,
which were

indicative

of a relationship between the accu ra cy of the

self-concept and adjustment.
to extend through the
th e r e a fte r,

A follow-up

school y ears,

study of the s am e subjects

and fo r a c e rta in period of time

would seem to be appropriate and worthwhile.

197
2.

An investigation of the relationship of the

to adjustm ent in an adequate and re p resen ta tiv e

self-concept

sample

seem to have value in testing the tentative hypotheses
ing new ones.

Such a study should be more

should have the c h a r a c te r is ti c s
more

thoroughly the changes

and in develop­

rigidly designed and

of a longitudinal

in the

of men would

study to investigate

self-concept which tend to endure

over a p erio d of tim e.
3.

There is

a need fo r longitudinal studies beginning in the

e a rly childhood, p rescho ol y e a rs •which would shed some light upon
the dynamics of .early
p re s e n t time
develop.

self-concept form ation.

Little

is known at the

about the period when the concept of self begins to

Such studies

should attem pt to investigate

the c h a r a c t e r i s ­

tics of the em erging concept of self and the influences in the environ­
ment which tend to produce changes
4.

Comparative

studies

in the

self-concept.

involving varying c la s sro o m

and coun­

seling clim ates would appear to te s t f u rth e r the tentative hypotheses
and make
5.

an im portant contribution.
Broad a r e a

studies using an in terd is cip lin ary approach to

investigate groups of children and th e ir p a re n ts fo r the purpose
discovering the influence
chological fa c to rs

of the economic,

sociological,

upon the concept of self would serv e

source of information.

of

and p sy ­
as

a rich

198
6.
of testing the
cations

F u rth e r

research

studies

should incorporate

some means

s e c u rity fa c to r which seem ed to have im portant im pli­

in this

study.

dation of a reliable

instru m en t which could serv e this purpose when

combined with adequate
in meeting life

This might involve the construction and v ali­

clinical data and observations of behavior

situations.

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67.

T r a x le r , A. E.
"What is the Satisfactory I.Q. for Admission
to C o ll e g e ? " Sch. and Soc., 51:462-64, April, 1940.

68.

W arner, W. Lloyd.
D ream and R ea lity ■
of Chicago P r e s s , 1953.
300 pp.

69.

W arner, W. Lloyd.
" T h a t a Man Can Get Ahead,"
v e rs ity of Chicago M agazine, 45:5-10, March, 1953.

70.

Williamson, E. G., and Donald Hoyt.
C h a r a c te r i s t ic s of Student L e a d e r s , "
12:65-78,

Spring,

1952.

Washington:

New York:

Implementing
1951.

Chicago:

a

University

The Uni­

"M ea su re d P e rso n a lity
Ed. and P s y c h . M e a s .,

APPENDIX A

COPY OF ORIGINAL LETTER AND CARDS

206

1.

2.

3.

4.

I am in te re s te d in participating in the p ro ject and will be
able to complete the n e c e s s a ry testing during the week
May 5th t May 9th.
My choices of hours for the individual appointment to fol­
low testing include:Monday
Wednesday____________ F rid a y _____________
Tues._ ^
T h u r s .__________ _______ Sat.___________________
I am in te re s te d in participating in the p ro je c t but would
not be able to do it during the week of May 5th.
(In this
case, call ext. 7284, a fte r returning this card, for special
a r r ang e m e n ts ).
I am not in te re s te d in participating in this p ro je c t and
would p r e f e r that you use someone else in my place.
(Sign)____________

Dear
We a r e glad to have you partic ipate in our Counseling Center
pro ject and will expect you for testing in room 7, A - 2, South
Campus, during the week May 5th - May 9th.
Our testing
room will be open each of those days from 8 AM to 5 PM.
Bring this c a rd with you.
Your individual appointment at follow testing will be on
at

S in c ere ly ,
(Miss) F r a n c e s E. DeLisle
Counselor

wi th

207

1.

I am in te re s te d in participating in the p roject and will be
able to complete the n e c e s s a ry testing during the week
May 5th - May 9th.

2.

My choices of hours for the individual appointment to fo l­
low testing ‘include: Monday
Wednesday
F riday
Tues.
T hurs.
Sat.
I am in te r e s te d in participating in the p ro je c t but would
not be able to do it during the week of May 5th.
(In this
case, call ext. 7284, a fte r returning this card, for special
a r r a n g e m e n ts ).
I am not in te re s te d in participating in this p ro ject and
would p r e f e r that you use someone else in my place.
(Si gn)____________________________________________

3.

4.

MICHIGAN

STATE

EAST

COLLEGE

LA N SIN G

208

N G CEN TER

April

, 1952

Dear
You have been selected to participate in a research study
which we are undertaking at the Counseling Center at Michigan
State College. By your participation and with your cooperation,
we may learn more about how we can be of assistance t 0 college
students. At the Same time, you may learn more about yourself
and how to make future plans.
Participation in this study will involve about 2^- hours of
testing, which can be completed in one or more sessions at your
convenience in our testing room in Building A-2, South Campus.
Then, later, at least one additional hour will be reserved for
you with a counselor at which time your test results will be
interpreted to you.
Because we wish to finish the project this term, we would
like to have you complete the testing during the week May 5th
through May 9th. In this way, there will still be sufficient
time to plan your individual appointment before the end of this
term.
Please check in the appropriate boxes on the enclosed card,
sign and return by mail as an indication of your interest and
desire to participate in this project.
Sincerely yours,

(Miss) Frances H. DeLisle
Counselor

APPENDIX B

TEST OF SELF-UNDERSTANDING AND IMAGE OF ANOTHER

Test of Self-Understanding
)ate

.

210
Test

itudent..

Score

lounselor

Code

Thinking in terms of numbers and thinking in terms of words are important
and rather different abilities.
-

-

-

....................

(a

.. (b
_________ (c
..

- . (d

My own abilities in this regard are:

about equal
considerably stronger in numbers
considerably stronger in words
unknown to me

In comparison with other students my aptitude for college work is:
.... (a

about average

.. (b

above average

.... (c

below average

....

unknown to me

(d

From the following my three highest vocational interest areas are:
(a

Outdoor

(b

Mechanical

(c

Computational

(d

Scientific

(e

Artistic

(f

Musical

(g

Literary

(h

Social Service

(i

Clerical

2
i+. From the following my three lowest vocational interest areas are:

:■.

7.

(a)........Outdoor
.....

(b)

Mechanical

(c)
_

(d)

Scientific

(e)

Artistic

(f)

Musical

.........._ (g)

.

-

. . . . .

Computational

Literary

(h)

Social Service

(i)

Clerical

(V n

*

Some specific vocations related to my pattern of interests are:
(a ).....................

(b)............
(c)............
Compared with others, my feelings of self-esteem, self-confidence, social
poise, self-assurance, etc., are;
_______

(a)

about average

.......... (b)

above average

..........

(c)

below average

........... (d)

unknown to me

The following pattern best describes me:
........ (a)

many activities, few unfulfilled interests, and few con
cerns

(b)

few activities, many unfulfilled interests, and many
concern;::

3
..........

(c)

many activities., many unfulfilled interests, and many
concerns

......

(d)

fev activities, few unfulfilled interests, and few
concerns

8.

Regarding my total adjustment to college life, I now feel:
..........

.....
9.

(a)

very well satisfied

(b)

satisfied

(c)

dissatisfied

(d)

very much dissatisfied

In order to achieve a personally satisfying adjustment, I feel that I need
help along the following lines:

0.

(a)

more satisfactory academic achievement

(b)

defining vocational goals

(c)

developing skill in social situations

(d)

resolving personal or emotional problems

(e)

no help at all

Having the opportunity to go over the results of interest and aptitude tests
appears to me to b e:

_
.........

(a)

of great importance

(b)

valuable

(c)

of minor importance

......... _.... (d)

of little or no practical value

211

Directions

To the participant:
We are asking your cooperation in a research study.

We vculd

like to have you present your picture of the student who gives this
inventory to you.

Your frank and honest evaluation is being sought

and all answers will be held in strictest confidence.

The student

about whom you are answering should not participate with you in
filling out the inventory and your answers will never be disclosed
to her.

Please return the inventory in the accompanying stamped

envelope as scon as possible.

Your name need not be signed to it.

Your cooperation in furnishing this data is very much appre­
ciated.

Frances H. DeLisle, Counselor
Michigan State College
Counseling Center
A -2, South Campus

My Image of a Particular Student
Relationship to student:
>ate......... .. .....

Friend......... .. .... .

Student....... -......

Room-mate............ ..
Dorm counselor...........
Other ...................

This student's personality in comparison with her girl associates is
"stronger”:
________

„... than almost all

_________ than most
........ .. than many
.... .

than some

..... ..... than a few or none
!, This student feels as follows toward women who disregard the usual so­
cial, moral or ethical conventions:
...... dislikes them very much
_________ dislikes them somewhat
..._ ....... neither likes nor dislikes
..........

likes somewhat

........... likes very much
This student, in her own age group, tends to dominate:
most men
many men
some men
..........

a few men
none

The student has broken or rebelled against rules (sorority, college, club,
family, etc.):
very often
often
sometimes
seldom
— . never
For company (in sports, study, theater, conversation etc.) this student:
___________ . always prefers women
...........

usually prefers women

-.... ....

has no preference

...........

usually prefers men

........

always prefers men

In sympathetic understanding toward friends and acquaintances in trouble,
this student is:
..... ....

very much more understanding than the average woman

___________ somewhat more so
...... average in this respect
........

somewhat less understanding than the average woman

.. ......

very much less so

Do friends and acquaintances seek out this student for advice concerning
their personal troubles?
----------- very frequently
-----------

frequently

...........

sometimes

.... -.. rarely
........

never

3
How often is this student apt to be the leader in such activities as or­
ganizing and running clubs, discussion groups., committees, etc?
*■— ..... -.

much more frequently than the average woman

----------

somewhat more frequently than theaverage woman

----------

about the same as the average woman

...... ....

somewhat less frequently than theaverage

-----------

much less frequently than the averagewoman

woman

How quickly does this student make the ordinary decisions of everyday life?
..... .....

very quickly

----------

rather quickly

----------

average

..........

rather slowly

........

very slowly

Is this student troubled with feelings of inferiority?

..... ....
........ ..
.....
.........

much more than the average woman
somewhat more than the average woman
about average
somewhat less than the average woman
much less than the average woman

Does this student tend to ignore the feelings of others when accomplishing
some aim important to her?
..........

usually

..........

often

..........

sometimes

..........

seldom
never.

k
Do people succeed in taking advantage of this student?
........

usually

.........

often

..... .
.........
-.. — ..

sometimes
seldom
never

Is it important to this student's feeling of security that other people
like her?
......... very important
........
...

fairly important
very slightly important

....... - completely unimportant
Does this student tell people what she thinks of them when they do
things she dislikes?
......

very frequently

......... often
......... sometimes
......... rarely
-...

never

How often does this student blush?
......... very frequently
.........

frequently

..... -...

sometimes

.........

rarely

......... almost never or never

How frequently is this student embarrassed?
______ very frequently
_........

frequently

......... sometimes
.....

rarely

......... almost never or never
Compared with other women, with respect to self-esteem, self-confidence,
social poise, self-assurance etc., this student is:
......... considerably above average
.....
...

above average
average

........ below average
.. .. considerably below average
The following pattern best describes this student:
_... many activities, few unfulfilled interests, and few
concerns
...... few activities, many unfulfilled interests, and many
concerns
many activities, many unfulfilled interests, and many
concerns
.... few activities, few unfulfilled interests, and few
concerns.
Regarding her total adjustment to college life, I feel that this
student is:
........ very well satisfied
........ satisfied
......... dissatisfied
......... very much dissatisfied

3.

1.

6

In order to achieve a personally satisfying adjustment, I feel that this
student needs:
.. .. help in making more satisfactory academic achievement
... .. help in defining vocational goals
........
.......

help in developing skill insocialsituations
help in resolving personal or emotional problems

...... no help at all
Please add any comments below which you feel have not been covered in
the preceding items, but which you feel are important to fill in the
image or picture you have of this student:

APPENDIX C

AMERICAN COUNCIL. ON EDUCATION PSYCHOLOGICAL
EXAMINATION, SOCIAL PERSONALITY INVENTORY
FOR COLLEGE WOMEN, SELF-INVENTORY OF
PERSONAL-SOCIAL RELATIONSHIPS, AND
THE KUDER PREFERENCE RECORD-VOCATIONAL

1949 E d itio n
213

AMERICAN COUNCIL ON ED UCATIO N

Psychological Examination
For C ollege Freshmen
Prepared by Educational Testing Service
From materials developed by L. L. Thurstone and Thelma Gwinn Thurstone

Copyright 1949 by

Cooperative T est D ivision

Educational T esting Serv ice
Princeton, New Jersey

A ll right* re*crvrd
P r in te d i n V . S. A.

P age 2

General Instructions

This examination is different from the ordinary school examinations to which you have been accustomcr
The plan for each of these tests is as follows. First, you are given detailed i nstructions about the test, so th.i
you know just what you are expected to do. Then you have some practice pr obl ems . Then you go to the t a
p r o p er . This is the procedure for each of the six tests in this examination. The total examination require
an hour.
The six tests in this examination represent a variety of tasks. Three of them involve thinking of
quantitative sort, while the other three require more linguistic ability. If you find one test hard, do not he dicouraged; you may find the next test easier. Nevertheless you should do your best on all the tests.
People differ markedly in the speed with which they can do these different tests. The tests are Ion
enough to keep everyone busy for the whole time, and you are not expected to complete the tests in the tim
allowed. By noting how many questions you can answer in a certain length of time, we can determine you
speed on each kind of test. You must begin to work on a test promptly when the examiner calls the startup
time and stop immediately when he says "Stop.” Do not begin a test until the examiner gives the starting sig
nal for that particular test. Do not turn hack to a test after the time for it has expired. You are to work o
each test during, and only during, the s|>ecified time as announced by the examiner in charge.
You are to record your answers on a separate answer sheet rather than on the pages of the test booklet
Instead of writing down your answers, you will record each answer by blackening the space between a pair n
lines. D o not make a n y m ar k s or r e c o r d a n y ans ii ’ers on the pages o j this test booklet.
Your answer sheet will he scored accurately if you observe carefully the following directions:
1. On the answer sheet, find the section which corresjionds to the practice problems or to the test prope
on which you are working.
2. Then find the r m e oj ansiver spaces which is numbered the same as the question you are answering
3. Then find the pair of d o t t e d lines which corresponds to the answer you choose and blacken the spact
MISPLACED ANSW ERS ARF COUNTED AS WRONG ANSW ERS.
4. Indicate each answer with SOLID BLACK PENCIL MARKS drawn vertically between the tw
dotted lines. Solid black marks are made by going over each mark two or three times and by pressing lirml
on the pencil.
5. Make your marks as long as the dotted lines.
6. If you change your answer, erase your first mark completely.
7. Make no unnecessary marks in or around the dotted lines.
8. Keep your answer sheet on a hard surface while marking your answers.
9. Make no folds or creases in the answer sheet.
10. X o scratch paper is allowed for any of these tests. The answer sheet contains a special section whicl
may he used for scribbling.
11. Fold the pages of your test booklet hack so that o n ly one page is visible. Place the test booklet t<
the left. Keep the answer sheet under the test booklet so that the answer spaces being marked are as c lo s e a
possible to the questions being answered.
( O m i t t h e next paragraph unless t h e tests are to he m a c h i n e - s c o r e d . )
The examination will he scored by an electric test-scoring machine, which makes use of the fact that :
solid black pencil mark will carry a current of electricity in the same way that a copper wire does. LIGH 1
PENCIL MARKS MADE WITH A HARD PENCIL WILL NOT CARRY A CURRENT OF ELEC­
TRICITY! The machine will not give you a correct score unless you indicate your answers with solid blacl
pencil marks made with the special pencil which is provided. Do not use any pencil other than the special o i k
provided. The machine cannot distinguish between intended answers and stray pencil marks. If you art
careless in erasing or if you leave unnecessary marks on or near the pairs of lines, such marks may he countec]
bv the machine as wrong answers with the result that your score will he lower than it should Ik .'.
W a i t u n t i l t h e e x a m i n e r g i v e s t h e s t a r t i n g s i g n a l f o r t h e first set o f p r a c t i c e p r o b l e m * .

Page 3

Arithmetic
PRACTICE PROBLEMS
In this test you will be given some problems in arithmetic. After each problem there are five answers,
nt only one of them is the correct answer. You are to solve each problem and blacken the space on the answer
leet which corresponds to the answer you think is correct. The following problem is an exampl -:

1. How many pencils can you buy for 50 cents at the rate of 2 for 5 cents?
(a) 10
(b) 20
(c) 25
(d) 100
( 1 2 5

Find on the answer sheet the space labeled “ARITHM ETIC, Practice Problems, Page 3." The correct
nswer to the problem is 20. which is answer (1>).
In the row numbered 1, space (b) has been blackened.
In the sccDitd row, blacken the space which corresponds to the answer to the second practice problem.

2.

If James had 4 times as much money as ( ieorge, he would have $16.
much money has (ieorge?
(a) $ 4 ’
(b) $8
(e) $12
(d) $16
( e 1 $64

How

You should have blackened space (a ), which corresponds to $4. the correct answer.
Blacken the spaces corresponding to the answers to the following problems:

3.

In 5 davs Harry has saved a dollar. What has his average daily saving been.-'
(a) 20*
' (1.) 22 J*
(c ) 25*
(d) 30*
<e) 40*

4. John sold 4 magazines at 5 cents each. He kept \ the money and with the
other \ he bought papers at 2 cents each. I low many did he buy?
(a) 3
(b) 4
(c) 5
(d) 6
( e> 10

W h en the signal is given (not y e t ) , turn the page and work more problems of the same kind. W ork
midly and accurately. Y ou r rating will be the total number of correct answers. You may not be able to
n-h in the time allowed.
S to p h ere.

W a it fo r th e sig n a l.

Page 4
Kind the correct answer to each problem below. Then
blacken the corresponding space on the answer sheet.

ARITHMETIC

7. Twelve girls rented a cottage for 3 months at $-10 per month. What was
the total rent paid hv each girl?
(a) $.1.33
(1.) $9.00 (c) $10.00 (d) $12.66 (e) $120.00

77. The perimeter of a rectangular held is 48 yards. The length is 15 yards.
How many square yards are in the area?
(a) 135
(b) 145
(c) 270
(d) 360
(e) 720

12. rate,
How much more is \ of I than * of |?
A fanner used 10 bushels of
seed wheat on an
8-acro field. At that
how many bushels of seed will he need for a field of -JOacres?
(a) A
(b) *;
(c) A
(d) I
(e) I
(a) 20
(b) 25
(c) 30
|d ) 40
te) 50
73. X. V, and 7. gathered 100 chestnuts altogether. X gathered 4 more than
V, and Y gathered 6 more than Z. How many did Z gather?
5. The capita! of a partnership i< $18,000. A owns 2 shares, K owns 3
shares, and ( owns 5 shares. How much of the capital belongs to A?
(a) 28
(1.) 32
(c) 34
(d) 36
(e) 38
(a) $1.SW (M $3,600 (c) $3,800 id) $4,000 (el $4,500
11. If 10rf is lost bv selling a bicycle for $9.00, for how much should it have
If a car goes 8 miles in 15 minutes, how many miles an hour is it going?
been sold to gain 10% ?
(a) $9.90
(b) $10.00 (c) $10.10 (d) $11.00 (e) $12.00
(a) 16
(b) 24
(c) 32
(d) 40
(e) 48

2.

5. A tank with a capacity of 150 gallons is half full of water. How many
minutes will it take a pipe supplying water at the rate of 7* gallons per
minute to finish filling the tank'
(a)

1

(b) 5

(c) 10

(d) 20

(a) *

7. On a total bill of $860 a discount of *% was allowed. How much was
the discount ?
(a) $2.15
(b) $3.45
(c) $4.20
(d) $4.30
(e) $43.00
Sound travels 1.080 feet per second. If the sound which accompanies a
flash of lightning is heard 3.5 seconds after the flash is seen, how many
feet away is the lightning?
(a) 3,240
(b) 3.680
(c) 3.720
(d) 3,780
(e) 3,790

9. A clock that gained 2 minutes per day was set correctly at noon Tues­
day. What time was it by this clock at midnight the following Thursday?
(a) 12:00
(b) 12:01 (c) 12:02 (d) 12:04 (e) 12:05

(c) f

(d) §

(e)

J

16. If 42 be added to John’s age, the result is 4 times his age. How old is
he?
(a) 10*
(b) 14
(c) 16
(d) 21
(e) 30
17. A man buys oranges at 10 cents per dozen and sells them at 18 for
20 cents. How many oranges must he sell to make a profit of $1.00?
(a) 240
(b) 360
(c) 400
(d) 480
(e) 600
IS. X can do a piece of work in 8 days, whereas Y would take 20 days.
After X has worked alone for 3 days, how many days will it take Y
to finish the work bv himself?
(a) 8
(b) 9
(c) 10
(d) 12
(e) 12*
79. If J of A’s money equals * of B’s money and they have $40 together,
how much has A?
(a) $8
(b) $10
(c) $12
(d) $16
(e) $24
20.

10.

(b) *

(e) 100

6. John and Will played 50 games. Eighteen games were tied, and John
won ] of the rest. How many games did Will win?
(a) 8
(b) 12
(c) 16
(d) 20
(e) 24

8.

75. The average person attends school 1.080 days. What part of a 12-year
course does he complete, if 180 davs are counted as a school year?

Mr. Lawson pays $65 per month for rent. His salary is $3,120 per year.
What per cent of his salary does he spend for rent?
fai 124
(b) 15
(c) 20
(d) 25
(e) 30

The head of a fish is 3 inches long; the tail is as long as the head plus
I of the length of the body; the body is as long as the head and the tail.
How many inches long is the fish?
(a) 5
(b) 8
(c) 12
(d) 16
(e) 20

Page 5

Completion
PRACTICE PROBLEMS
Look at the following definition.

1. A contest of speed.
B
F

You are to think of the word that fits the definition.

M

P

R

The word is nice. The letter R is the firs: letter in the word race. In the section of the answer sheet
jeled ‘‘COMPLETION, Practice Problems, Page 5," the space indicated by R in the first row lias been
tokened.
Blacken the space corresponding to the first letter of the word which fits the following definition:

2. A place or building for athletic exercises.
C
D
G
FI

The word is g y m n a s i u m .
the word g y m n a s i u m .

T

You should have marked the space indicated by O' because it is the first letter

Do the following examples in the same way:

3. The thin cutting part of an instrument, as of a knife or a sword.
H
W
A
B
D
4. The wife of a king.
F
N

P

Q

v

5. A small or portable bed, as of canvas stretched on a frame.
C
G
N
P
T

W h en the starting signal is given (n o t y e t ) , turn the page and work more problems of the same kind,
irk rapidly because you r rating will be the total num ber of correct answers. Y ou may not be able to finish
he time a llo w ed .
S to p h ere.

W a it fo r th e sig n a l.

Page 6
Think of the word that fits the definition. Then mark
the first letter of tliat word on the answer sheet.

21.
22.
23.

COMPLETION

A cap or cover used in sewing to protect the finger.
R
S
T
\Y
Y

5o. The theft of literarv or artistic ideas.

A !>ride\s personal outfit, as of clothes, jewelry, etc.
E
G
K
M
' T

57. A light spear for burling.

A whirling wind accompanied bv a funnel-shaped cloud.
P
Q
T
r
Y

35.

A person given or kept as a pledge, as for fulfillment of a
treaty.
G
H
I
J
K
The resistance to motion between iw<> surlaces in contact.

24. A thickly populated street marked by wretched living condi­
tions.

O

C

P

F

R

U

W

G

J

K

r

v

5V.

K

T

40.

26. The internal process which renders fo o d absorbable.
B
D
F
II
J

41.

27. The apparent junction of earth and skv.
B
D
V
'\ 1

A combat on horseback between two knights with lances.
A
H
I
J
K

I

42.

A detailed list of goods with their estimated worth.
B
D
H
1
K

Q

F

j

s

B

C

D

F

\i

25. A mark to shoot at, as for practice.

F

2S.

H

J

An excavation for obtaining building stone.
B
J
L
O

A puppet moved by strings or by hand.
C
F
II
L

M

43.

29. The latter part and close of the day and early part of dark­
ness or night.
E
F
II
I
K

A collection of wild animals in cages for exhibition.
F
K
M
N
T

44.

Any of the ten symbols expressing number.
D
M
P
U

30. A lure to catch fish or other animals.
B
J
K
0

V

45.

A

31. The workroom of a painter or sculptor.
C
J
K
P

S

46.

Any very small painting, especially a portrait.
H
M
Q
'
S

32. The radius or ray of a wagon wheel.
B
F
J
S

T

33. A floating object moored to the bottom to mark a
anchor, or rock.
B
G
I
O
R

W

fictitious narrative enforcing some useful truth.
C
D
F
G
W
T

47. The art of making articles of baked clav. as potterv. tiles, etc.
C
F
I
L
O
48. One of the earliest known inhabitants of a country.

F

G

j’

34. A unit of weight for precious stones, especially diamonds
and pearls.
A
C
H
X
T

49. A strap or strip of leather.
D
F
I

O

T

35. A list of books relating to a given subject.

50. The network spread bv a spider.
A
C
'
K

R

n

F

TI

I

A

C

G

I

Page 7

Figure Analogies
PRACTICE PROBLEMS
Look at the figures A, B, and C in Sample 1 below. Figure A is a large circle. Figure B is a small
circle. By what rule is higure A changed to make Figure B? The rule is “making it smaller." Now look at
Hgure C. It is a large square. What will it he if you change it by the same rule? It will be a small square of
the same color as the large square, l'igure 2 is a small white square. In the section of the answer sheet labeled
"MOURE ANALOGIES, Practice Problems, Page 7." the space numbered 2 in the first row has been
blackened to indicate the correct answer.
B

1
■

□

0

0

□

□

o

O

In Sample 2 below, the rule is: “Turn Figure A upside down to make Figure B." Now look at Figure
C and think how it would look when turned upside down. It would look like Figure 4. The space numbered
4 has already been blackened on the answer sheet

'

A

B

C

1

T

i

T

T

2

3

4

5

1

i

1

T

In Sample 3 below, the rule has two jctrts: “Make Figure B of the opposite color and larger than Figure
A." Apply the rule to Figure C and blacken the space which corresponds to the correct answer.

o

■

2

□

3

4

5

O

J •

1

□

C

■

B

D

A

You should have blackened the space numbered 1, which corresponds to the large white square.
Notice that the rule changes from one example to anotlter. You are to do four things to each exercise
on this page and the next.
a. Decide what rule is used to change Figure A to Figure B.
b. Apply this rule to Figure C.
c. Select the resulting figure from the five figures at the right.
d. Blacken the space on the answer sheet which is numbered the same as the figure you have selected.
Proceed to the four exercises below, marking vour answers on the answer sheet.
A

B

C

1

2

3

4

5

O
When the starting signal is given (not yet), turn the page and work more problems of the same kind.
Work rapidly because your rating will be the total number of correct answers. You may not be able to finish
in the time allowed.
S to p h ere. W a it fo r th e aignal.

Page 8
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
A B

52

c

1

|

53 Q

m

54 .§)

55

B)

|

56 <
57 ©

58

J

>
<3>
•
•
•

□

0

/

—

o

o

A

A

)

>

C

C

©
—

0
67

o
o

©

CD D

68

A

69 0

A

•• •
• •
•••

70

>

<

71N

_

60 0

o

c

□

□

ft

63

g

64

f

V

1

0

©

4-

I

<3

H

T1

z z

Z

•

«

O

V

74 (g)

®

76 _ Q

77

'{

-© T

▼

▼

0

D

7 8 19p

lO l

8

00*

79

Q

2

3

4

00 0
'■o «v
Z hrl z z
0
ID n cr 0
Z ZX
\

IN

•

73 A

CUD

0
“ O

^

72

1

J

—

0

o

62

-

I

□ □ L□
□ □ - D
“Z A z 0
V
D D P
t
*

•
59 •
• ••

—

W

@

—

d

CD

0

0

51

FIGURE ANALOGIES

\

\

k .

•

B

B

tr 1

w s 4
0
0
A A 6 A VA
A AA A A
B

M

OD

<9

®

g ]

©

OD

G 0

Q

D

r

r m m n

9

A

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•

8-

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zr\

on

6

O’

a=3

Page 9

Same-Opposite
PRACTICE PROBLEMS
The word at the left in the following line is "many."

1.

many

(1) ill

(2) few

(3) down

(4) sour

One of the four words at the right means either the s a me as or the op po si te of “many." The word
few," which is numbered 2, is the opposite of “many.” In the section of the answer sheet labeled “SAMEH’POSITE, Practice Problems, Page 9," space manlier 2 in the first row has been blackened.
The word at the left in the second example is "ancient." Select the one of the four words at the right
bat means the s am e as or the o pp o si t e of “ancient.” In the second row on the answer sheet, blacken the space
rliich corresponds to the answer you have selected.

2.

ancient

(1) dry

(2 ) long

(3) happy

(4) old

You should have blackened the space numbered 4 because 4 corresponds to "old," which means the
ame as “ancient.”
In each of the following lines select the word that means the s a m e as or the op po si te of the word at the
.‘ft. On the answer sheet, blacken the sjiace which corresponds to the answer you have selected.

3. deep

(1 ) blue

( 2 ) shallow

(3) tense

(4) watery

4. awkward

(1 ) clumsy

( 2 ) loyal

(3) passive

(4) young

5. hot

(1 ) dry

(2) cooked

( 3) red

(4) cold

When the starting signal is given (not yet), turn the page and work more problems of the same
ind. Work rapidly because your rating will be the total number of correct answers. You may not be able to
inish in the time allowed.
S to p h ere . W a it fo r th e (ig n at-

Page 10
In each row select the word at the right which means the same as or the
opposite of the first word in the row. Blacken the space which corresponds
:o the word you have selected.

SAME-OPPOSITE

81. severe

1 cloudy

(2 lax

(3

flat

4) rustic

106. innocuous

harmful

(2) nocturnal

(3) null

(4) doleful

82. barbarous

1 tidal

(2 haughty

(3 cultured

4) abrupt

107. noble

base

(2) facile

(3) profuse

(4) continual

83. stingy

1 tart

(2 generous

(3 distinct

4) positive

108. bland

jieculiar

(2) undue

(3) athletic

(4) brusque

84. imperative

1 brilliant

(2 mandatory (3 cheap

4) honorable

109. indolent

safe

( 2 ) gradual

(3) emotional

(4) industrious

85. rasping

1 harsh

(2 minute

(3 kinesthetic

4) marshy

110. lethal

regal

(2) volatile

(3) arid

(4) deadly

86. uncouth

1 plausible

(2 refined

(3

4) sneaking

111. perfidious

eastern

(2) entire

(3) faithful

(4) liberal

87. raw

1 silken

(2 slick

(3 cooked

4) stale

112. ludicrous

loyal

(2) insane

(3) comic

(4) splendid

88. diminutive 1 distraught

(2 large

(3 inductive

4) reluctant

113. austere

strange

(2) black

(3) oriental

(4) gentle

89. despotic

1 open

(2 comparative (3 tyrannical

4) brisk

114. circuitous

indirect

(2) obligatory

(3) stable

(4) prudent

90. oblique

1 fearful

(2 cruel

4) slanting

115. callow

sundry

(2) sophisticated (3) constant

91. vague

1 definite

(2 fashionable (3 valuable

4) infinite

116. derogatory

dilapidated

(2) distinguishing(3) disparaging(4) dilatory

92. fastidious

1 musical

(2 famed

(3

4) earl v

117. refractory

wintry

(2) obedient

(3) plain

(4) lone

93. obsolete

1 outworn

(2 rampant

(3 bucolic

4) genuine

118. erratic

consistent

(2) wrong

(3) righteous

(4) courageous

94. single

1 hearty

(2 knowing

(3 doubtful

4) unique

119. puerile

wicked

( 2 ) mature

(3) enraged

(4) gay

95. legible

1 illegal

(2 ineligible

(3

4) essential

120. blatant

tantamount

(2) latent

(3) vicarious

(4) vociferous

96. arduous

1 barren

(2 easy

(3 capable

4) correct

121. sardonic

infernal

(2) conjectural

(3) sarcastic

(4) contrary

97. stately

1 howling

(2 good

(3 furious

4) august

122. exigent

foaming

(2) pressing

(3) opulent

(4) average

98. indubitable 1 questionable (2 dismal

(3 contented

4) sick

123. anomalous

irregtdar

(2) accurate

(3) critical

(4) secular

99. impotent

(3

restful

ignorant

negligent

readable

(4) tall

1 powerful

(2 prosaic

(3 troubled

4) tribal

124. tenuous

lateral

(2) periodic

(3) thin

(4) molar

100. heinous

1 hateful

(2 liable

(3 majestic

4) foremost

125. torpid

warm

(2) kind

(3) active

(4) bound

101. dogmatic

1 stealthy

(2 urgent

(3 opinionated 4) worthy

126. incorporeal

fierce

( 2 ) joyous

(3) grave

(4) material

102. bellicose

1 usable

(2

(3 bald

4) witty

127. imminent

eminent

(2) imposing

(3) stupendous (4) impending

103. precocious

1 nodding

(2 hairv

(3 backward

4) endless

128. redolent

unscrupulous (2) odorous

(3) unruly

104. inebriated

1 drunken

(2

(3 cynical

4) drab

129. recondite

obvious

(2) creative

(3) ascribable (4) valiant

105. occidental

1 immodest

( 2 calculating (3

4f western

130. evrevious

repretful

( 2 ) emerpinp’

t'3't destructive

warlike

defensive

nowerless

(4) tasteless

Page 11

Number Series
PRACTICE PROBLEMS
The numbers in each series below follow some rule. For each series you are to find the n e x t number.
In the first series below, each numl>er is 2 larger than the preceding number. The next n umber in the
series would be 14. Of the five answers at the right, answer (e) is, therefore, correct. In the section of the
answer sheet labeled “NUMBER SERIES, Practice Problems, Page 11,” space (e) in the first row has been
blackened.
Series
1.

2

4

6

Xc. vt X m n b e r
8

10

12

10
(a)

11
(l>)

12
<c)

13
(d)

14
(e)

»
Find the rule in the series below, and blacken one of the answer spaces in the second row on the answer
sheet.
2.

20

19

18

17

16

15

10
(a)

12
(b)

14
(c)

15
(cl)

16
(c)

Each number in this series is 1 less than the preceding number. You should have blackened space (c),
which corresponds to 14, the next number in the series.
Find the rule in the series below, and blacken the sjjace on the answer sheet which corresponds to the
next number.
3.

10

8

11

9

12

10

9
(a)

10
(b)

The series above goes by alternate steps of subtracting 2 and adding 3.
space (e ), which corresponds to 13, the next number.

11
(c)

12
(d)

13
(e)

You should have blackened

In each series below, find the rule and blacken the space on the answer sheet which corresponds to the
next number. There is a different rule for each series. Go right ahead. Do not wait for any signal.

4.

8

11

14

17

20

23

10
(a)

13
(b)

23
(c)

25
<d)

26
(e)

5.

27

27

23

23

19

19

15
(a)

16
(b)

17
(c)

18
(d)

19
(e)

6.

16

17

19

20

22

23

18
(a)

20
(b)

22
(c)

24
(d)

25
(e)

W h e n the starting signal is given (n ot y e t ) , turn the page and work more problems of the same kind.
W o rk rapidly because your rating will be the total number of correct answers. Y o u may not be able to finish
in the time allowed.
S to p h er e . W a it fo r th e sig n a l.

Page 12
Find the rule in each problem below and blacken
the space which corresponds to the next number.

131.
132.

9

2

12

3

15

9

18

10

21

30

24

31

27

93-

82

73

64

55

46

37

28

28

33 36
(d) ( e l

146.

91 92
(b) (c)

93 94
(d) <e>

111.

18 19
(b) (C)

20 27
(d) <e)

148.

1

2

4

8

10

20

22

24 40 44
(a) (b> (c)

89

14
(a)

5

27

3

25

4

22

6

18

7

30 31 32
(a) (b) (c)

(a)

133.

NUMBER SERIES

4

13

5

7

0
5
7
(a) (b) (c)
4
(a)

8

9

(d) (e)

9
5
6
8
(b) (C) (d) (e)
46 48
(d) (e)

134.

18

21

17

20

16

19

15

11 13 16
(a) (b) ( c)

18 19
(d) ( e)

14l>.

4

8

9

18

22

23

46

48 50 69 70 90
(a) (b> (C) (d) (e)

135.

20

18

21

17

22

16

23

9 12 15
(a) (b) (C)

21 24
(d) ( e)

150.

12

15

19

23

28

33

39

41
(a)

43 44
(b) (c)

45 46
(d) (e)

136.

24

48

12

24

6

12

3

6 12 18
(a) (b) ( c)

24 48
(d) (e)

151.

88

90

45

48

16

20

5

1
8
9 10 25
(a) Ox (O (d) (e)

137.

16

18

21

14

16

19

12

9
5
8
(a) (b) (c)

13 14
td) (e)

152.

10

14

16

19

23

25

28

30 31 32 33 34
(a) (b) (C) (d) (e)

138.

4

4

0

5

5

1

6

2
4
6
(a) (b) (c)

8
11
(d) (e>

153.

16

61

15

51

14

41

13

12 13 14 21 31
(a) O.i (0) (d) (e)

139.

3

8

5

10

7

12

9

6
12 14
(a) (b) (c)

17 18
ul> (c)

154.

22 15 21

16

20

17

19

13 14 16
(a) (10 (c)

18 21
(d) (e)

140.

4

5

6

7

5

6

7

3
6
7
(a) (b) (c)

8
9
(d) (e)

155.

22

20

10

12

6

4

2

2
4
6
(a) (b) (c)

8 10
(d) (e)

141.

60

64

32

36

18

22

11

0
5
7
(a) (b) (C)

10 15
(d) (e)

156.

45

36

28

21

15

10

6

2
3
4
(a) (b) (C)

12 16
(d) (e)

142.

2

6

3

9

6

18

15

12 20
(a) ( b )

30

45 50
td) ( el

157.

41

37

38

19

15

16

8

1
2
3
4
5
(a) (b> (c) (d) (e)

17 20
(a) ( b)

21

23 24
(d) ( e)

158.

21

18

9

27

24

12

36

(C)

24 25 26
(a) (b) ( c)

27 29
(d) ( e)

159.

84

21

63

65

64

16

48

13 16 24
(a) (b) (C)

11 12
(d) (e)

160.

5

10

13

9

18

21

17

13 20 27 30 34
(a) do (C) (d) (e)

143.

8

9

12

13

15

16

19

144.

I

2

4

7

11

16

22

145.

2

5

6

5

8

9

8

4
( a)

(C)

7
9
(b) ( c)

12 18 33 42
(a)

72
(b) (C) (d) (e)
47 50
(d) (e)

Page 13

Verbal Analogies
PRACTICE PROBLEMS
Read the following words.
1. foot-shoe

hand-

(1) thumb

(2) head

(3) glove

(4) finger

(5) clasp

The first two words, joot-shoc, are related. The next word is hand. It can be combined with one of
the remaining words in the row so as to make a similar pair, haud-ylove. In the section of the answer sheet
labeled "VERBAL ANALOGIES, Practice Problems, Page 13,” space number 3 in the first row has been
blackened.

Read the following words:
2. father-son

mother-

(1) aunt

(2) sister

'I he first pair is jathcr-son. The next word is mother.
make the similar pair, mot her -daught er. In the second row
which corresponds to the word daughter.
In each row of words, the first two words form a pair.
word to form a similar pair. Select the word which completes
the space which corresponds to the word you select.

(3) child

(4) daughter

(5) niece

It can be combined with the word daughter to
on the answer sheet, blacken space number 4,
The third word can be combined with another
the second pair. On the answer sheet, blacken

3. sky-blue

grass-

(1) ground

(2) sod

(3) path

(4 ) blue

(5) green

4. ice-solid

water-

(1) bard

(2) fire

(3 ) iron

(4) liquid

(5) boat

In the third row on the answer sheet, von should have blackened space number 5. which corresponds
to green. In the fourth row, you should have blackened space number 4, which corresponds to liquid.
Select the answers to the following problems and blacken the corresponding spaces on the answer sheet.
Go right ahead. Do not wait for any signal.
5. ear-music

nose-

(1) face

(2) perfume

(3) breath

(4) tone

(5) noise

6. cloth-dye

house-

(1) shade

(2) paint

(3) brush

(4) door

(3) wood

7. green-grass

y el low

(1 ) silver

(2) color

(3) golden

(4) china

(5) gold

8. cattlc-hay

man-

(1) eat

(2) drink

(3) water

(4) life

(?) bread

W h en the starting signal is given (not y e t ’), turn the page and work more problems of the same kind.
W o rk rapidly because your rating will be the tot.al number of correct answers. You may not be able to finish
in the time allowed.
S to p here. W a it fo r th e sig n a l.

P age 14
In each row, select the word which completes the second pair.
Blacken the space which corresponds to the word you have selected.
/<">/. clothes-tear
16 J. soldier-uniform
163. tree-forest
164. coffee-bean
1 65. skate-ice

dishesknightflowertcaski-

166.
167.
168.
169.
170.

tiger-hair
finger-hand
lioat-Iifebelt
luirse-hospital
tragedy-comedy

trouttoe-

171.
172.
173.
174.
175.
176.
177.
178.
179.
ISO.

(1 ) eat
(1 ) fight
(1 ) petal

vt ?r r /w

a v \ tn r rrc
.A A A i.u tjih a

( 1 ) cup
'1) skis

(2 )
(2 )
(2 )
(2 )
(2 )

silver
armor
garden
cake
sport

(3 )
(3 )
(3 )
(3 )
(3 )

fall
heraldry
perfume
tree
winter

(4
(4
(4
(4
(4

wash
sword
aroma
leaf
snow

(5 breal
(5 galla
(5 rose
(5 lunc
(5 dang

airplaneteachertears-

(1 )
(1 )
(1 )
(1 )
( 1)

meal
nail
pilot
office
laughter

(2 )
(2 )
(2 )
(2 )
(2 )

water
heel
air
pupil
weep

(3 )
(3 )
(3 )
(3 )
(3 )

fish
foot
train
class
handkerchief

(4
(4
(4
(4
(4

scales
arch
mail
school
movie

(5
(5
(S
(5

hody-food
Indian-wigwam
tahle-wood
sight-color
own-rich

engineRskimoknifehearingknow-

(1 )
(1 )
[ 1)
(1 )
(1 )

wheels
ice
cutting
blind
kind

(2 )
(2 )
(2 )
(2 )
(2 )

fuel
igloo
chair
deaf
conceited

(3 ) smoke
( 3 ) home
(3) fork
(3 ) hue
(3) educated

(4
(4
(4
(4
(4

fire
Arctic
handle
tone
old

(5
(S
(5
(5
(5

moti
seal
steel
ear
mon«

lahorer-foreman
offend-defend
past-present
scepter-king
aut omol tile-wagon

privateattackyesterdaychainsmotorcyclc-

1) officer
1 ) fight
1 > today
1 ) bonds
1) walking

(2 )
(2)
f 2)
(2 )
( 2)

army
protect
tomorrow
mail
horse

(3)
(3 )
(3)
(3 )
(3)

(4
(4
(4
(4
(4

soldier
besiege
future
link
train

(5
(5
(5
(5
(5

duty
battk
forge
carpt
bicw

1 ) group
1 ) soft
1 ) violinist
1 ) plant
1) chat

i 2)
f2)
(2)
i 2)
(2 )

peace
small
juggler
silver
drama

( 3) feud
(3 ) heavy
(3) orchestra
( 3 ) vegetable
I 3 ) voice

(4
(4
(4
(4

guns
weight
leader
food

185. han<|iiet-snack

clanlondstickgrainoration-

(4

(3 fami
(3 sotin
(3 drtm
(3 oats
manuscript f 5 serm

186.
187.
188.
189.
190.

cantion-safet v
abundant-cheap
odor-fragrant
eraser-ink
hose-nozzle

i iskscarcetastesndspitcher-

1)
1)
1)
1)
1)

security
bn v
sweet
soak
handle

(2 ) danger
( 2) costly
(2 ) bitter
( 2 ) stock
( 2 ) rim

( 3)
(3)
(3 )
(3 )
(3)

(4
(4
(4
(4
(4

life
rare
tongue
clothes
spout

191.
192.
193.
194.
195.

book-author
wolt-slieep
trille-disaster
cloud-storm
date-calendar

machinecatsparkfeverhour-

1)
1)
1)
( 1)
(1 )

inventor
fur
small
thermometc
time

(2 )
(2)
(2 )
(2)
(2)

genius
(3) factory
kitten
( 3 ) dog
hot
( 3) bright
temperature ( 5 ) doctor
minute
( 3) clock

(4
(4
(4
(4
(4

mechanic
mouse
burn
patient
week

(5
(5

drivi
puzz
confi
sickn
o’cloi

196.
197.
198.
199.
200.

hinge-door
cave-house
plumber-pipe
lawless-lynch
cable-wirc

jointclubcarpenterlegalcrowd-

( 1)
(1 )
(1 )
(1 )
(1 )

liend
police
saw
kill
audience

(2 )
(2 )
(2)
(2)
(2)

open
gun
board
execute
trio

(4
(4
(4
(4
(4

arm
rock
screw
drown
mob

(3
(5
(3
(5
(-3

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anno
bencl
trial
mess

181. nation-war
1 8 2 . large-ohject
183. how-violin
181. metal-gold

(3 )
(3 )
(3 )
(3 )
(3)

servant
duel
Christmas
slave
bus

insurance
bargain
sugar
dirt
cover

fasten
strike
wrench
condemn
individual

(5

(3
(•3
(-3
(3
(3
(3
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swin
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parac
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amu5

good
plent
smcl
foam
basit

SOCIAL PERSONALITY INVENTORY
FOR COLLEGE WOMEN

214

By A. H. MASLOW

NAME.........................................................................................DATE.................................. AGE............
Underline one: Single Married Divorced Separated Widowed
Education...................................................................School........................................................................
Occupation ..................................................................................................................................................
H eight:...................................... Weight:......................................
Underline one: Catholic

Protestant

Jewish; or, if other (write in )...................................................

GENERAL INSTRUCTIONS
Read carefully
If possible, answer all questions. If you have any difficulty in understanding or answering a ques­
tion, put a question mark in the margin beside your answer, with a brief explanation of your diffi­
culty. Your answers and any comments you may make will, of course, be considered strictly con­
fidential.
Check only one answer. If you find that no one of the possible answers fits you perfectly, check
the one that is nearest true for you.

STANFORD UNIVERSITY PRESS
STANFORD, CALIFORNIA
Copyright 1997, by A. H. Mallow
Copyright 1942 by the Board ol Trnatoea
of the Leland Stanford Junior UniTenity

Answer each question by writing X before the word or phrase that is nearest true for you «
that most closely expresses your attitude or feeling.
1. Do you think girls are catty and petty?
Moat are.
Many are.
Some are.
.A few are.
Rare exceptions are.
2. Do you feel that you have a “stronger personality” than
your girl associates?
Than
Than
Than
Than
Than

almost all.
most.
many.
some.
a few or none.

3. What is your attitude toward women who often disregard
the usual social, moral, or ethical conventions?
Dislike very much.
Dislike somewhat.
Neither like nor dislike.
.Like somewhat.
Like very much.
4. Are you repelled by the sight of physical cruelty?
Always.
Usually.
Sometimes.
Seldom.
Never.
5. How do you prefer a man to be dressed?
Very carefully.
Carefully.
Casually.
Somewhat carelessly.
Carelessly.
6. How many of the men that you know, of about your own
age, do you dominate?
Most.
Many.
Some.
A few.
None.
7. What is your attitude toward men who look as if they
could be brutal?
Very much repelled.
Somewhat repelled.
Neither repelled nor attracted.
Somewhat attracted.
Very much attracted.

8. Have you broken or inwardly rebelled against rules
rority, college, club, etc.) ?
Very often.
Often.
Sometimes.
Seldom.
Never.

9. How do you regard a man who is frequently blunt i
speech?
Like very much.
Like somewhat.
Neither like nor dislike.
Dislike somewhat.
Dislike very much.

10. How would you feel about accidentally going to a fc
party in street clothes?
Dislike very much.
Dislike somewhat.
Neither like nor dislike.
Like somewhat.
Like very much.

11. How many girls that you know, of about your own
do you dominate?
Most.
Many.
Some.
A few.
None.

12. How do you react to the shy, timid, bashful kind of i
Like very much.
Like somewhat.
Neither like nor dislike.
Dislike somewhat.
Dislike very much.

13. Which do you prefer for company (in sports, intell<
activities, hiking, the theaters, conversation,
men or women? Strike a rough average of your
erences in all of these activities.
Always prefer women.
Usually prefer women.
No preference.
Usually prefer men.
Always prefer men.

to you consider yourself more or less sympathetic than
the average toward your friends and acquaintances in
their woes and troubles?
Very much more than the average woman.
Somewhat more.
Average.
Somewhat less.
Very much less.
•o your friends and acquaintances come to you for ad­
vice concerning their personal problems?
Very frequently.
Frequently.
Sometimes.
Rarely.
Never.
ow often are you apt to be the leader in such activities
as organising and running clubs, discussion groups,
committees, etc.?
Much more frequently than the average woman.
Somewhat more frequently than average.
About average.
Somewhat less frequently than average.
Much less frequently than average.
ow quickly do you make the ordinary decisions of
everyday life?
Very quickly.
Rather quickly.
Average.
Rather slowly.
Very slowly.
re you troubled with feelings of inferiority?
Much more than the average woman.
Somewhat more than the average woman.
About average.
Somewhat less than the average woman.
Much less than the average woman.
a you tend to ignore the feelings of others when ac­
complishing some end that is important to you?
Usually.
Often.
Sometimes.
Seldom.
Never.
aw often are people successful in taking advantage of
you?
Usually.
Often.
Sometimes.
Seldom.
Never.

21. How important is it for your feeling of security that the
people about you should like you?
Vary important.
Fairly important.
Very slightly important.
Completely unimportant.
22. How do you feel about being a housewife and mother as
a life job?
Completely satisfying.
Would also like some outside work or activities.
Would also like much outside work or activities.
Would also like a career or job of my own at
same time.
Would prefer a career.
23. How often do you tell people what you think of them
when they do something you dislike?
Very frequently.
Often.
Sometimes.
Rarely.
Never.
24. Must your ideal man, in your private life, observe the
customary niceties of behavior (politeness, etiquette,
manners, etc.) ?
Always or almost always (90%-100% of the
time).
Most of the time (70%-90% of the time).
Often (40%-70% of the time).
Sometimes (20%—40% of the time).
Rarely or never (0-20% of the time).
25. How do you feel about men who always follow the usual
social conventions (manners, customs, etiquette) ?
Like very much.
Like somewhat.
Neither like nor dislike.
Dislike somewhat.
Dislike very much.
26. How often do you blush?
Very frequently.
Frequently.
Sometimes.
Rarely.
Almost never or never.
27. How frequently are you embarrassed?
Very frequently.
Frequently.
Sometimes.
Rarely.
Almost never or never.

Encircle
Encircle
Encircle
Encircle
Encircle

—2 if you disHke it very much; thus: C—2) —1 0

+1 +2.

—1 if you dislike, or tend to dislike it moderately orsomewhat.
0 if you neither like nor dislike it.
+1 if you like or tend to like it moderately or somewhat.
+ 2 if you like it very much.

If you have even the slightest feeling of like or dislike, encircle appropri­
ately —1 or -f 1. Reserve 0 as an answ er for those cases w here you have
absolutely no feelings of like or dislike.
ANSWER

1. Aloofness in ■ person you have just met............................ .............

-2

-1

0

+1

+2

2. Worldliness (rather than pseudo sophistication)................ .............

-2

-1

0

+1

+2

3. A career (for you)................................................................ .............

-2

-1

0

+1

+2

4. Men who antagonize you somewhat..................................... .............

-2

-1

0

+1

+2

5. Making up your own mind................................................... .............

-2

-1

0

+1

+2

6. Fame (not mere notoriety)................................................... .............

-2

-1

0

+1

+2

7. Men of whom you are a bit afraid....................................... .............

-2

-1

0

+1

+2

8. Unconventional language...................................................... .............

-2

-1

0

+1

+2

9. To be an executive.................................................................. .............

-2

-1

0

+1

+2

10. Strong-willed people.............................................................. .............

-2

-1

0

+1

+2

11. Risque stories.......................................................................... .............

-2

-1

0

+1

+2

12. Very dominant men................................................................ .............

-2

-1

0

+1

+2

13. Very dominant women.......................................................... .............

-2

-1

0

+1

+2

14. Being a leader........................................................................ .............

-2

-1

0

+1

+2

15. Sweet, “feminine” type of girl as your friend................. .............

-2

-1

0

+1

+2

16. Playing cards for money....................................................... .............

-2

-1

0

+1

+2

17. Driving an automobile at great speed................................ .............

-2

-1

0

+1

+2

18. Being popular with men........................................................ .............

-2

-1

0

+1

+2

19. Men who are never profane................................................... .............

-2

-1

0

+1

-t-2

20. Being hypnotised.................................................................... .............

-2

-1

0

+1

+2

21. Sewing...................................................................................... .............

-2

-1

0

+1

+2

22. Discussing politics.................................................................. .............

-2

-1

0

+1

+2

23. Discussing people’s personalities......................................... .............

-2

-1

0

+1

+2

24. Betting on horse races........................................................... .............

-2

-1

0

+1

+2

25. Justifiable conceit in a man................................................... .............

-2

—1

0

+1

+2

COOPERATIVE TE STS
Sponsored by the
AMERICAN COUNCIL

215

ON EDUCATION

GENERAL

EDUCATION

SERIES

IE COOPERATIVE STUDY
V GENERAL EDUCATION

Executive Committee

Inventory of
Personal-Social Relationships

P T o lle y ,
Chancellor,
Syracuse University,

Test No. 291-42-1

W illia m

D EV ELO PED BY T H E CO O PERA TIV E STUDY

Chairman

IN GENERAL EDUCATION

C. E m m o n s ,
Dean,
Michigan State College
L lo y d

B. L a m a r J o h n s o n ,
Dean,
Stephens College
E a r l J . M cG r a t h ,

Dean,
itate University of Iowa
E Z ook,
President,
rican Council on Education
G eorce

ex officio

R a lp h W. T y le r ,

General Instructions
Developing insight and skill in hum an relations is one of the im portant
objectives of general education. T his inventory is designed to provide
you w ith a convenient means for “ taking stock*’ of your own experiences,
your activities and interests, your concerns and difficulties—in your per­
sonal-social relationships in school or college and at home. Such a self­
appraisal, if it is thoughtfully and honestly done, can be revealing and
useful. Analysis and discussion of your responses with a competent coun­
selor should give you constructive ideas for the attainm ent of this
objective.
You may have as much time as you need to work on the Inventory. You
will probably be able to finish it in one class period; bu t if you do no t
your instructor will arrange some other time for you to finish.
N am e.

.School or College.

Group_

_ D ate_____________

Director
R a lp h W. O c a n ,

Associate Director

P U B L I S H E D BY

COOPERATIVE

TEST

DIVISION

E D U C A T I O N A L

T E S T I N G

S E R V I C E

PRINCETON,

NEW J E R S E Y

• LOS ANGELES, CALIFORNIA

A ll rig h ts re s e rv e d .
C o p y rig h t, 1941, by C o o p e ra tiv e Study in G en erel E d u c a tio n
C o p y rig h t, 1950, by E d u c a tio n a l T e a tin g S e rv ice .

PA R T

I. ACTIVITIES AND INTER ESTS

D irections:
Mark your r e s p o n s e s a s f o llo w s in th e A
(T ) U

D

, ©

d

A

U

-

D c o lu m n a t th e l e f t - h a n d s i d e of th e pag e :

Draw a c i r c l e aro u n d the A if th e item r e p r e s e n t s an a c t i v i t y in w h ic h you part i c i p a t e or s o m e th in g you d o , e i t h e r o c c a s i o n a l l y or fre q u e n tly .
Draw a c i r c l e aro u n d th e U if th e item r e p r e s e n t s s o m e th in g you ra re ly o r n e v e r do
B U T in w h ic h you a re i n t e r e s t e d —t h a t i s , s o m e th in g y o u w ould lik e to do.

**

Draw a c i r c l e aro u n d the D if th e item r e p r e s e n t s s o m e th in g you ra re ly or n e v e r do
AND to w a rd w h ic h you a r e m ore or l e s s in d if f e r e n t.

DO N O T OMIT ANY ITEMS.
THE

U

BEST

QUICK

DECISION

IF

YOU ARE

YOU C A N .

DOUBTFUL

ABOUT

DO N O T P A U S E

YOUR

TOO

R E S P O N S E , MAKE

LONG ON

ANY ONE

STATEM ENT.

s

A

U

D

1.

k,i

A

U

D

2.

S in g in g in a g l e e c l u b , c h o r u s , q u a r t e t , or s i m il a r m u s i c a l g ro u p .

s ,k

A

U

D

3.

P la y i n g

f

A

I!

D

4.

A tte n d in g

s ,k

A

L'

D

5.

G oing

o

A

U

D

6.

S tu d y in g w ith

h

A

U

D

7.

D iscu ssin g

r

A

U

D

8.

S e rv in g on the s t u d e n t c o u n c il or on a c o m m itte e a p p o i n t e d by it.

s

A

U

D

9.

P a r t i c i p a t i n g in th e s o c i a l a f f a i r s of a f r a t e r n i t y , s o r o r ity , or s o c i a l c lu b .

h

A

U

D

10.

E n g a g in g in outdo or s p o r t s w ith my fam ily.

i

A

u

D

11.

P a r t i c i p a t i n g in a d e b a ti n g or li te r a r y (p o e try , book re v ie w , r e a d in g , e t c . ) c lu b .

G oing

to a s t u d e n t

"h an g o u t”

on an o r g a n iz e d
stu d en t-facu lty

w ith

ath letic

fr ie n d s

team

for a C o k e ,

(v a rsity

a

snack, etc.

or in tra m u ra l).

teas.

to d a n c e s .
a student of

my s c h o o l

the o p p o s i t e

or c o l l e g e

sex.

ex p e rien ce s

in d e t a i l

w ith my p a r e n t s .

-4-

A s a rem inder—
A
U
D

— m e a n s s o m e th in g you d o or p a r t i c i p a t e in
— m e a n s s o m e th in g y o u ra r e l y or n e v e r d o but a re
i n t e r e s t e d in
-- m e a n s s o m e th in g you ra r e l y or n e v e r d o an d a r e
in d if f e r e n t tow ard

1

A

U

D

12.

S erv in g a s a l e a d e r in a s t u d e n t r e l i g i o u s o r g a n i z a t i o n —e . g . , o f f ic e r , c o m m itte e
c h a ir m a n , e t c .

M

A

U

D

13.

O r g a n iz in g a s o c i a l a f f a i r for a la rg e group of s t u d e n t s .

i

A

V D

14.

V i s i t in g a m u seu m or a r t g a l l e r y w ith o th e r s t u d e n t s .

1

A

u

D

15.

A c tin g a s a le a d e r in a j o u r n a l i s t i c or li te r a r y a c t i v i t y ~ e . g . , e d ito r, b u s i n e s s
m a n a g e r, o f f ic e r o f lite r a r y c l u b , e tc .

0,1

A

V

D

16.

G e ttin g d a t e s for my f r ie n d s .

i.r

A

u

D

17.

G o in g v o lu n ta r ily w ith fe llo w s t u d e n t s on fie ld t r i p s to g e t f i rs t-h a n d k n o w le d g e
a b o u t o th e r p e o p l e w h o s e w a y s of liv in g a r e d iffe re n t from m in e.

o

A

u

D

IS .

T a k i n g p a rt in indoor g a m e s with s t u d e n t s of th e o p p o s i t e s e x —e . g . , p in g -p o n g ,
c a r d s , p a rlo r g a m e s , e t c .

i.l

A

u

D

19.

V o lu n te e r in g to h e l p s t u d e n t s w ho a r e h a v in g tro u b le w ith th e ir s t u d i e s .

o

A

u

D

20.

G oing out to lunch or d in n e r w ith a d a t e .

f,r

A

L'

D

21.

S erv in g on a s t u d e n t - f a c u l t y p r o j e c t to re n d e r a s p e c i a l s e r v i c e to th e s c h o o l or to
th e c o m m u n ity - -e .g ., r a i s i n g fu n d s for s o c i a l s e r v i c e s , im proving h o u s i n g , e t c .

f

A

U D

22.

H a v in g a frie n d ly ta l k w ith my f a c u lty a d v i s e r a b o u t t h i n g s in g e n e r a l .

r

A

U D

23.

P a r t i c i p a t i n g in s o c i a l - s e r v i c e work through th e S c o u t s , Y .M .C .A ., e t c .

h

A

u

D

24.

D i s c u s s i n g th e f a m ily ’s f i n a n c i a l c i r c u m s t a n c e s w ith my p a r e n t s .

f

A

u

D

25.

H aving c o n g e n i a l , inform al c o n t a c t s w ith f a c u lty m em bers o u t s i d e o f c l a s s —e . g .,
h a v in g a C o k e , w a lk in g down th e s t r e e t , e t c .

s

A

u

D

26.

G oing on a h o u s e p arty or ta k in g w e e k -e n d j a u n t s w ith a g roup o f fellow s t u d e n t s .

-5 -

k

A

U

D

27.

L e a r n i n g u s e f u l t h i n g s a b o u t e t i q u e t t e by a t t e n d i n g o r g a n i z e d d i s c u s s i o n

s,k

A

U

D

28.

L e a r n i n g new d a n c e s t e p s .

M

A

U

D

29.

A tte n d in g d e p a r t m e n t a l c l u b m e e t i n g s - * e .g ., s c i e n c e , F r e n c h , e c o n o m i c s , e t c .

s,k

A

U

D

30.

A tte n d in g form al p a r t i e s .

o ,h

A

U

D

31.

H a v in g h e lp fu l t a l k s w ith o n e or more m em bers o f th e fa m ily a b o u t th e p h y s i c a l
a s p e c t s o f s e x a n d th e m oral s t a n d a r d s i n v o lv e d in s e x r e l a t i o n s .

r

A

U

D

32.

Working (w ith o u t p a y ) on a g ro u p p r o j e c t to im prov e t h e p h y s i c a l f a c i l i t i e s or
s e r v i c e s o f my s c h o o l or c o l l e g e .

h

A

U

D

33.

G o in g on t r i p s w ith th e w h o le fam ily on w e e k e n d s or d u rin g v a c a t i o n s .

o

A

U

D

34.

R e a d i n g a l o u d w ith s t u d e n t s o f the o p p o s i t e s e x .

h

A

U

D

35.

T e l l i n g my fr ie n d s a b o u t my fam ily .

i

A

U

D

36.

A tte n d in g (or l i s t e n i n g to b r o a d c a s t s o f) good p l a y s or c l a s s i c a l c o n c e r t s w ith
fe llo w s t u d e n t s .

1

A

U

D

37.

B e in g a l e a d e r in s t u d e n t g o v e rn m e n t w ork—e . g . , m em ber of s t u d e n t c o u n c il ,
c h a ir m a n o f c o m m itte e , o f f ic e r or c a n d i d a t e for o f f ic e , e t c .

M

A

U

D

38.

S e rv in g a s t o a s t m a s t e r or s p e a k e r a t a d in n e r or a n e n t e r t a i n m e n t .

i

A

U

D

39.

D i s c u s s i n g s e r i o u s l y w ith fe llo w s t u d e n t s c u r re n t w orld p ro b le m s a n d th e ir im p li­
c a t i o n s for e d u c a t i o n , fo re ig n p o l i c y , e t c .

f

A

U

D

40.

G o in g to th e hom e o f a f a c u l t y m em ber for a n info rm al s o c i a l a f f a ir .

o

A

U

D

41.

D a tin g .

i

A

U

D

42.

S tu d y in g w ith o th e r s t u d e n t s or w o rk in g c o o p e r a t i v e l y w ith th em o n c o u r s e p r o j e c t s .

o

A

u

D

43.

T a k i n g p a rt in o u td o o r a c t i v i t i e s w ith s t u d e n t s o f th e o p p o s i t e s e x —e . g . , h i k e s ,
p ic n ic s, sp o rts, etc.

s

A

u

D

44.

G e tt i n g a d v i c e or h e l p on p e r s o n a l p r o b le m s from fe llo w s t u d e n t s .

o

A

u

D

45.

C h a t t in g fr e e ly and in fo rm a lly ( b e tw e e n c l a s s e s , e t c . ) w ith s t u d e n t s o f the
opposite sex .

h

A

u

D

46.

D i s c u s s i n g r e l i g i o u s p ro b le m s w ith my p a r e n t s .

f

A

u

D

47.

G oing v o lu n t a r i l y to ta lk w ith a d e a n or s o m e o th e r s t u d e n t - p e r s o n n e l o ffic e r.

s

A

u

D

48.

E n jo y in g f r ie n d ly t a l k s w ith m a i n t e n a n c e w o r k e r s —e . g . , j a n i t o r s , m a id s , w a tc h ­
m en, e t c .

g ro u p s .

-6 -

A s a reminder
A
U
D

h

— m eans s o m e t h i n g y o u d o or p a r t i c i p a t e in
— m e a n s s o m e t h i n g y o u r a r e l y or n e v e r d o b u t a r e
i n t e r e s t e d in
-- m ean s s o m e t h i n g y o u r a r e l y or n e v e r d o a n d a r e
in d ifferen t to w ard

h

A

U

D

49.

H a v in g s e r i o u s d i s c u s s i o n s w ith the fa m ily a b o u t m a jo r s o c i a l p r o b l e m s s u c h a s
w a rs , p o litics, e tc .

f

A

U

D

50.

B e i n g e n t e r t a i n e d by my a d v i s e r —e . g . , a t h i s h o m e , on a p i c n i c , e t c .

s,k

A

LJ

D

51.

P a r t i c i p a t i n g v o l u n t a r i l y in s u c h o u td o o r a c t i v i t i e s a s o u t i n g - c l u b e v e n t s , inform al
g ro u p s p o rts , e t c .

f

A

U

D

52.

E n g a g in g in s p o r t s o r g a m e s w ith m e m b e r s o f th e f a c u l t y .

k ,i

A

U

D

53.

P l a y i n g an i n s t r u m e n t in e i t h e r a n in fo rm a l o r an o r g a n i z e d m u s i c a l g ro u p .

f

A

U

D

54.

D i s c u s s i n g p r o b l e m s o f s e x a n d m a r r ia g e w ith f a c u l t y m e m b e r s .

k ,i

A

U

D

55.

Working on th e s t a f f o f a s t u d e n t p u b l i c a t i o n .

o

A

U

D

56.

"G o in g s te a d y .”

h

A

U

D

57.

P a r t i c i p a t i n g w i t h m y p a r e n t s in h a n d i c r a f t , c r e a t i v e a r t , or m u s i c a l a c t i v i t i e s .

r

A

U

D

58.

P a r t i c i p a t i n g i n the a c t i v i t i e s o f a p o l i t i c a l or s o c i a l - a c t i o n o r g a n i z a t i o n s u c h a s
Y o u n g D e m o c r a t s , Y o u n g R e p u b l i c a n s , U n i t e d World F e d e r a l i s t s , e t c .

s

A

U

D

59.

D o in g things w i t h a s p e c i a l g ro u p o f i n t i m a t e f r i e n d s .

h

A

U

D

60.

Working with m y p a r e n t s on s u c h fa m ily p r o j e c t s a s g a r d e n i n g , im p ro v in g t h e h o u s e
o r y a rd , etc .

i

A

U

D

61.

E n t e r i n g into l o n g d i s c u s s i o n s w ith o t h e r s t u d e n t s o n p r o b l e m s r a i s e d in c l a s s or
b y re a d in g , by s p e e c h e s , a n d th e l i k e .

1

A

U

D

62.

B e in g c a p ta in o f an a t h l e t i c te a m ( e i t h e r v a r s i t y or i n t r a m u r a l) .

k ,l

A

u

D

63.

E n te r ta in in g a g r o u p w i t h s o n g s , s t o r i e s , or j o k e s .

i

A

u

D

64.

D i s c u s s i n g r e l i g i o u s p r o b l e m s w ith a n o t h e r s t u d e n t .

f

A

u

D

65.

P a r t i c i p a t i n g i n a s t u d e n t - f a c u l t y c o m m itte e or d i s c u s s i o n g ro u p to c o n s i d e r im ­
p ro v e m e n ts in t h e c u r r i c u l u m o r o t h e r a s p e c t s o f th e s c h o o l or c o l l e g e p ro g ra m .

o

A

u

D

66.

D a ti n g a n u m b e r of d i f f e r e n t p e r s o n s .

7

r,l

A

U D

67.

T a k i n g an a c t i v e p a r t in a n e n t e r p r i s e to p ro v id e s o c i a l l i f e for s t u d e n t s w ho h a v e
few or no f r ie n d s .

o

A

U D

68.

G e tt i n g to know m em bers o f th e o p p o s i t e s e x w h o m e a s u r e up fu lly to my i d e a l s .

r,l

A

U D

69.

B e in g h e lp fu l to s t u d e n t s w ho a r e i l l or w h o s e f i n a n c i a l m e a n s are l i m i t e d - - e .g .,
d o in g e r r a n d s for s t u d e n t s who a r e s i c k in b e d , r a i s i n g m oney for s c h o l a r s h i p or
lo a n fu n d s , s h a r in g b o o k s o r o t h e r b e l o n g i n g s , e t c .

o

A

U D

70.

S h a rin g w ith a s t u d e n t o f t h e o p p o s i t e s e x an i n t e r e s t in m u s i c , d r a m a t i c s , or a r t —
e . g . , g o in g t o g e t h e r to c o n c e r t s , p l a y s , a r t e x h i b i t s , e t c .

h

A

U D

71.

H a v in g long , i n tim a te t a l k s w ith o n e or b o th p a r e n t s .

f

A

LI

D

72.

G e tt i n g to know a f a c u l t y p e r s o n w e ll en o u g h t o c o u n t him or h e r a s o n e o f my b e s t
p e r s o n a l f r ie n d s .

r

A

U D

73.

B e in g a c t i v e in a p r o j e c t to do s o m e th in g c o n s t r u c t i v e for th e com m unity in w hich
my s c h o o l or c o l l e g e i s l o c a t e d .

h

A

u

D

74.

E n g a g in g in indoor g a m e s a n d s o c i a l p a s t i m e s a t hom e w ith th e fa m ily —e . g . , s i n g ­
in g , c a r d s , p in g -p o n g , c h a r a d e s , e t c .

r

A

u

D

75.

A c ti v e l y w o rk in g in a s t u d e n t r e l i g i o u s group.

s ,k

A

u

D

76.

P l a y i n g c a r d s , p a r lo r g a m e s , b i l l i a r d s , a n d s i m il a r in d o o r g a m e s w ith fe llo w s t u d e n t s .

s

A

u

D

77.

G e tt i n g a c q u a i n t e d thro ug h c a s u a l or c h a n c e c o n v e r s a t i o n w ith s t u d e n t s I h a v e n ’t
m et fo rm a lly .

k ,i

A

u

D

78.

T a k i n g a p a rt in or a s s i s t i n g in th e p r o d u c tio n of a p la y or o p e r e t t a .

f

A

u

D

79.

D i s c u s s i n g r e l i g i o u s p ro b le m s w ith f a c u lty m e m b e rs.

k ,i

A

u

D

80.

P a r t i c i p a t i n g v o lu n ta r ily (n o t in c l a s s ) w ith o th e r s t u d e n t s in c r e a t i v e work in fine
a r t s , c r a f t s , or g ra p h ic a r t s .

o

A

u

D

81.

D i s c u s s i n g p ro b le m s o f s e x a n d m a rria g e w ith a co n te m p o ra ry of the o p p o s i t e s e x .

h

A

u

D

82.

G oing ou t s o c i a l l y w ith my p a r e n t s —e . g . , d a n c e s , c h u rc h s u p p e r s , c a rd p a r t i e s , e t c .

r

A

u

D

83.

Working a c t i v e l y w ith o t h e r s th ro u g h c o n f e r e n c e s or o th e r e n t e r p r i s e s to im prove
in terracial re la tio n s .

s

A

u

D

400
k

-

H a v in g lo n g , i n tim a te t a l k s w ith o n e or more s t u d e n t f r ie n d s .

h,r

A

u

D

85.

Working w ith my p a r e n t s on com m unity s e r v i c e p r o j e c t s —e . g . . C om m unity C h e s t ,
R ed C r o s s , e t c .

f

A

u

D

86.

D i s c u s s i n g th o ro u g h ly w ith my f a c u l t y a d v i s e r th e m ean in g of my t e s t s c o r e s .

1

A

u

D

87.

B e in g a le a d e r in m u s i c a l or art o r g a n i z a t i o n s —e . g . , s o l o i s t , o f f ic e r, e t c .

-

-8 -

A s o r*m in d c r—
A
B
C

— m e a n s s o m e th in g you do or p a r t i c i p a t e in
— m e a n s s o m e th in g you r a r e l y or n e v e r d o bu t a r e
i n t e r e s t e d in
— m e a n s so m e th in g you r a r e l y or n e v e r d o a n d a re
i n d iffe r e n t to w ard

A

U

D

88.

B e in g on a d e b a t e te a m or m ak in g p r e p a r e d t a l k s a t a s s e m b l i e s , s t u d e n t m e e tin g s
etc.

i

A

U

D

89.

R e a d in g a lo u d w ith fe llo w s t u d e n t s .

f

A

U

D

90.

D i s c u s s i n g p e r s o n a l p ro b le m s (o th e r th a n a c a d e m i c o n e s ) w ith my a d v i s e r .

o

A

U

D

91.

D i s c u s s i n g re lig io n w ith a c o n te m p o ra ry of th e o p p o s i t e s e x .

r »l

A

U

D

92.

P a r t i c i p a t i n g in th e p ro m o tio n a l a s p e c t s o f e x t r a c u r r i c u l a r a c t i v i t i e s - - e . g . ,
e l e c t i o n e e r i n g , s e l l i n g s u b s c r i p t i o n s , g e t t i n g s i g n a t u r e s for p e t i t i o n s , e t c .

o

A

i:

D

93.

H a v in g good tim e s on d a t e s or w ith m ix e d g ro u p s in w a y s t h a t a re i n e x p e n s i v e .

r,l

A

u

D

94.

Working to d e v e l o p h ig h e r s t a n d a r d s of h o n e s t y , c o n d u c t, g o o d c i t i z e n s h i p , e t c . ,
am ong s t u d e n t s .

s

A

u

D

95.* F orm ing stro n g f r i e n d s h i p s w ith s t u d e n t s I h a d n ’t know n b e f o re com in g to c o lle g e

h

A

U

D

90.* I n v itin g my p a r e n t s to v i s i t me at c o l l e g e .

r

A

U

D

97.* P a r t i c i p a t i n g w ith o t h e r s in a p r o j e c t to m ake the c o l l e g e b e t t e r know n to highs c h o o l s t u d e n t s a n d t e a c h e r s , v i s i t o r s , or th e g e n e r a l p u b lic .

f

A

U

D

98.* H a v in g a goo d ta l k w ith the h o u s e m other or s u p e r v i s o r of a c o l l e g e d om ito ry or
o t h e r ty p e of s t u d e n t room ing p l a c e .

r,l

A

U

D

99.* S e rv in g a s a s t u d e n t c o u n s e l o r .

h ,s

A

U

D

•
©
oH

k ,l

In v itin g c o l l e g e fr ie n d s to v i s i t my hom e.

Go on to P a r t II. Road the in stru c tio n s for P a r t II carefully; they are different from th o s e for P a r t 1.

-9 -

PART II. CONCERNS AND D IFFICU LTIES
In t h i s p a r t o f t h e i n v e n t o r y y o u a r e a s k e d t o i n d i c a t e a n y c o n c e r n s o r d i f f i c u l t i e s y o u h a v e in y o u r
p e r s o n a l - s o c i a l r e l a t i o n s h i p s . T h e a s s u m p t i o n s t h a t h a v e b e e n m a d e in p r e p a r i n g P a r t II a r e t h e s e : ( 1 )
a ll in d iv id u a ls no rm ally d o e x p e r ie n c e d if f ic u ltie s at tim e s in th e ir p e r s o n a l - s o c i a l r e la t io n s h i p s ; (2 ) th e
d i f f i c u l t i e s e x p e r i e n c e d o f t e n p r o v i d e o p p o r t u n i t y f o r g r o w t h w h e n w e u n d e r s t a n d th e m a n d m a k e i n t e l ­
l i g e n t e f f o r t s t o s o l v e t h e m ; (3 ) fr a n k e v a l u a t i o n o f d i f f i c u l t i e s c a n c o n t r i b u t e t o g r o w t h in s k i l l a n d
in sig h t.

D ir e c tio n s :
Mark y o u r r e s p o n s e s a s f o l l o w s in t h e A U D c o l u m n a t t h e l e f t - h a n d s i d e o f t h e p a g e :
U

A

A

D

D

U

D ra w a c i r c l e a r o u n d t h e A if t h e i te m r e p r e s e n t s a d i f f i c u l t y o r c o n c e r n
o f im p o rta n c e to you.
--

D ra w a c i r c l e a r o u n d t h e U if t h e i t e m r e p r e s e n t s a m i ld d i f f i c u l t y o r
c o n c e rn to you.

—

D ra w a c i r c l e a r o u n d t h e D i f t h e i te m r e p r e s e n t s s o m e t h i n g t h a t i s n o t
a d iffic u lty or co n c ern to you.

DO N O T O M IT AN Y IT E M S . I F YOU A R E D O U B T F U L A B O U T Y O U R R E S P O N S E ,
MAKE T H E B E S T Q U IC K D E C IS IO N YO U C A N . DO N O T P A U S E T O O L O N G ON
ANY O N E S T A T E M E N T .

s

A

U

D

101.

B e i n g in t o o fe w s t u d e n t a c t i v i t i e s .

It

A

U

D

102.

F o r g e t t i n g n a m e s or f a c e s .

p

A

U

D

103-

L a c k in g e n o u g h en e rg y to en jo y s o c i a l life.

s

A

U

D

104.

L a c k o f m o n e y (or o f t im e b e c a u s e o f t h e n e c e s s i t y for e a r n i n g m o n e y )
p r e v e n t i n g p a r t i c i p a t i o n in s o c i a l a n d r e c r e a t i o n a l a c t i v i t i e s .

k

A

U

D

105.

Not k no w in g how to d a n c e w e ll.

p ,n

A

U

D

106.

B ein g s e lf - c o n s c io u s ab o u t n o tic e a b le p h y s ic a l d e f e c ts .

I

A

U

D

107.

N o t f i n d i n g o p p o r t u n i t y t o d i s c u s s p r o b l e m s w ith i n s t r u c t o r s o u t s i d e o f c l a s s

h

A

U

D

108.

F a m i l y o v e r i n f l u e n c i n g my a c a d e m i c o r v o c a t i o n a l c h o i c e s .

- 10-

A i a rem in d er —
A
U
D

— m e a n s a d i f f i c u l t y o r c o n c e r n o f i m p o r t a n c e to y o u .
— m e a n s a m ild d i f f i c u l t y o r c o n c e r n .
-- m e a n s n o t a d i f f i c u l t y or c o n c e r n .

f

A

U

D

109.

L a c k o f in fo rm a l s o c i a l c o n t a c t s w ith f a c u l t y m e m b e r s .

h ,p

A

U

D

no.

D i f f e r e n c e s o f o p i n i o n w ith my fa m ily c o n c e r n i n g w h a t i s g o o d fo r my h e a l t h .

o,k

A

U

D

111.

N o t k n o w in g h ow to be e n t e r t a i n i n g on a d a t e .

s

A

U

D

112.

L a c k o f i n t e r e s t i n th e s t u d e n t a c t i v i t i e s a v a i l a b l e .

s,k

A

u

D

113.

F i n d i n g it h a r d t o g e t a c q u a i n t e d w ith p e o p l e a t s o c i a l a f f a i r s .

P

A

u

D

114.

L a c k o f s l e e p s p o i l i n g my e n j o y m e n t o f s o c i a l a c t i v i t i e s .

o

A

u

D

115.

T o o few d a t e s .

h ,e

A

u

D

116.

F a m i ly m a k in g u n r e a s o n a b l e r e s t r i c t i o n s in r e g a r d to my s o c i a l l i f e .

n

A

u

D

117.

H a v in g h a b i t s , m a n n e r i s m s , or a v o i c e t h a t i m p r e s s f e llo w s t u d e n t s u n f a v o r a b l y .

A

u

D

118.

N o t t a l k i n g w ith i n s t r u c t o r s b e c a u s e I m ig h t b e c o n s i d e r e d an ’’a p p l e p o l i s h e r . ”

h

A

u

D

119.

N o t f e e l i n g f r e e t o e n t e r t a i n f r ie n d s a t h o m e b e c a u s e of p a r e n t s ' a t t i t u d e s .

s

A

U

D

120.

F e e l i n g t h a t w h a t 1 c a n c o n t r i b u t e to s t u d e n t g r o u p s i s n o t c o n s i d e r e d im p o rta n t

o ,n

A

U

D

121.

B e i n g c o m p l e t e l y u n i n t e r e s t e d in t h e o p p o s i t e s e x .

s ,e

A

u

D

122.

L a c k i n g c o n f i d e n c e in m y s e l f in s o c i a l s i t u a t i o n s .

o

A

u

D

123.

L a c k o f i n e x p e n s i v e a n d e n j o y a b l e s o c i a l a f f a i r s at my s c h o o l o r c o l l e g e w h e re
fe llo w s and g irls can g e t a c q u a n ite d .

s,n

A

u

D

124.

F i n d i n g it d i f f i c u l t to t a k e p a r t in s t u d e n t s o c i a l l ife b e c a u s e I am a m e m b e r o f a
m in o r ity r a c i a l , r e l i g i o u s , or n a t i o n a l i t y g ro u p .

o ,e

A

u

D

125-

L a c k i n g e x p e r i e n c e in m ix in g s o c i a l l y w ith th e o p p o s i t e s e x .

f

A

u

D

126.

C o n f e r e n c e s w ith my f a c u l t y a d v i s e r b e i n g l i m i t e d p r e tt y m uch t o s e l e c t i o n o f
c o u r s e s for my s c h e d u l e

k

A

u

D

127.

B e i n g u n a b l e to s a y my s h a r e o f i n t e r e s t i n g t h i n g s in a s o c i a l ’’g a b f e s t . ”

I tt^

-11-

p

A

U

D

128.

P h y s i c a l d e f i c i e n c i e s k e e p i n g me o u t o f s p o r t s or o t h e r e x t r a c u r r i c u l a r
a c tiv itie s.

s

A

U

D

129.

S p e n d i n g t o o m u ch t i m e w ith o n e p e r s o n o r w ith v e ry fe w p e r s o n s .

k

A

u

D

130.

N o t h a v i n g t h e s k i l l s o r t a l e n t s r e q u i r e d t o e x c e l in e x t r a c u r r i c u l a r a c t i v i t i e s .

p,n

A

u

D

131.

F e e l i n g h a n d i c a p p e d in s o c i a l l i f e by i m p a i r e d h e a r i n g o r p o o r v i s i o n .

f

A

u

D

132.

F e e l i n g t h a t I d o n o t k n o w my i n s t r u c t o r s a t a l l w e l l .

h

A

u

D

133.

D i s a g r e e i n g w ith fa m ily o n s o c i a l m o r a l s or c o n d u c t — e . g . , d a n c i n g , c a r d s , dr<
sm o k in g , e tc .

f»P

A

u

D

134.

U n s a t i s f a c t o r y c o n t a c t s w ith t h e s t a f f o f t h e s t u d e n t h e a l t h s e r v i c e .

h,n

A

u

D

135.

B e i n g e m b a r r a s s e d b y my fa m ily b a c k g r o u n d .

o,p

A

u

D

1 36.

N ot k n o w in g enough a b o u t th e p h y sio lo g y of se x .

s

A

u

D

137.

B e in g w o r r ie d about th e k in d of im p re ss io n I m ake at s o c ia l fu n c tio n s .

k

A

L

D

138.

B e i n g u n a b l e to h o ld my o w n in an a r g u m e n t .

P

A

r

D

139.

Il l h e a l t h p e r i o d i c a l l y o r c o n t i n u o u s l y r e s t r i c t i n g s o c i a l l i f e a n d r e c r e a t i o n .

o

A

i:

I)

140.

F e e l i n g t h a t 1 am u n a t t r a c t i v e to t h e o p p o s i t e s e x .

h,e

A

t

D

141.

B e i n g t r e a t e d l i k e a c h i l d by my p a r e n t s .

h

A

u

D

142 .

N o t g e t t i n g a l o n g v e ry w e ll w ith b r o t h e r s or s i s t e r s .

f>e

A

u

D

143.

B e i n g a f r a i d of s o m e i n s t r u c t o r s .

h

A

u

D

1 44.

F a m i l y d i s a p p r o v a l o f my f r i e n d s .

e

A

u

D

145 .

L a c k o f p r e v i o u s e x p e r i e n c e m a k in g it d i f f i c u l t t o g e t i n t o s t u d e n t a c t i v i t i e s .

o,n

A

u

D

146.

F e e l i n g t h a t I am m u c h l e s s m a t u r e th a n my f r i e n d s in my a t t i t u d e t o w a r d t h e
o p p o site sex .

s

A

u

U

147.

S p e n d i n g t o o m u ch ti m e a l o n e .

o

A

u

I)

148.

B e i n g i l l a t e a s e in c a s u a l , f r i e n d l y c o n t a c t s w ith t h e o p p o s i t e s e x .

n,e

A

i;

1)

149-

B e in g c o n s i d e r e d u n s o p h is tic a te d and s o c ia lly in e x p e rie n c e d .

s

A

u

D

1 50.

B e i n g u n i n t e r e s t e d in t h e k i n d s o f s o c i a l a c t i v i t i e s a v a i l a b l e .

f

A

u

I)

1 51.

L a c k o f f r i e n d l y c o n t a c t s w ith s t u d e n t - p e r s o n n e l o f f i c e r s s u c h a s c o u n s e l o r s ,
e m p lo y m e n t o ff ic ia ls , d e a n s , etc.

-12-

A» a rom indor —
A
U
D

-- m e a n s a d i f f i c u l t y o r c o n c e r n o f i m p o r t a n c e t o y o u .
— m e a n s a m ild d i f f i c u l t y or c o n c e rn .
— m e a n s n o t a d i f f i c u l t y or c o n c e r n .

k

A

U

D

152.

N o t h a v i n g t h e s k i l l s I n e e d t o e n jo y s u c h g ro u p s o c i a l a c t i v i t i e s a s s i n g i n g , c a r d
p l a y i n g , in fo rm a l s p o r t s , p a r lo r g a m e s , a n d s o o n.

P

A

U

D

153-

B e i n g n e r v o u s , " j u m p y , " or i r r i t a b l e to o m u ch of t h e tim e .

3

A

U

D

154.

N o t b e i n g a b l e t o p a r t i c i p a t e in th e a c t i v i t i e s of a s o c i a l c l u b or f r a t e r n i t y .

f

A

U

D

155.

I n s t r u c t o r g e t t i n g a f a l s e i m p r e s s i o n t h a t 1 am i n d i f f e r e n t or a n t a g o n i s t i c .

p ,n

A

U

D

156.

F e e l i n g t h a t I am t o o fa t o r t o o th in .

f

A

U

D

157.

H a v in g a f a c u l t y a d v i s e r w ho d o e s n ’t know m uch a b o u t me.

h

A

U

D

158.

D i s a g r e e m e n t s w ith fa m ily c o n c e r n i n g f i n a n c e s .

f

A

U

D

159-

I n s t r u c t o r f a i l i n g t o c o n s i d e r my o t h e r o b l i g a t i o n s o u t s i d e h i s c l a s s .

p ,n

A

U

D

160.

F e e l i n g h a n d i c a p p e d s o c i a l l y by a p o o r c o m p l e x i o n .

o

A

U

D

161.

M em bers o f o p p o s i t e s e x b e in g a d i s t r a c t i n g i n f l u e n c e .

s

A

u

D

162.

F e e l i n g t h a t t h e r e i s t o o m uch c l i q u i s h n e s s in s t u d e n t a c t i v i t i e s .

k

A

u

D

163-

N o t b e i n g a b l e t o t e l l a g o o d jo k e or s t o r y .

P

A

u

D

164.

I n f e c t i o n s ( c o l d s a n d t h e l i k e ) o f t e n p r e v e n t i n g me from b e i n g a t my b e s t s o c i a l l y .

o

A

u

D

165.

F e e l i n g u n c e r t a i n a b o u t how far to g o in my r e l a t i o n s w ith t h e o p p o s i t e s e x .

A

u

D

166.

G e tt i n g e m b a r r a s s e d w h e n I h a v e t o i n t r o d u c e p e o p l e to o n e a n o t h e r .

h

A

u

D

167.

L a c k o f n o rm a l fa m ily l i f e b e c a u s e o f b ro k e n hom e.

k ,e

A

u

D

168.

N o t k n o w in g h o w to d r e s s s u i t a b l y for a n y o c c a s i o n .

h

A

u

D

169-

F a m i ly g i v i n g m e t o o m u c h a d v i c e or w o rry in g to o m u ch a b o u t me.

e

A

u

D

170.

N o t h a v i n g d o n e u n u s u a l or i n t e r e s t i n g t h i n g s a b o u t w h i c h I c a n t a l k .

n

A

u

D

171.

N o t h a v in g e n o u g h m o n ey t o k e e p p a c e s o c i a l l y w ith my f r ie n d s .

s

A

u

D

172.

B e in g c o n s i d e r e d s n o b b i s h , a l o o f , o r s a r c a s t i c by f e ll o w s t u d e n t s .

-13-

n

A

U

D

173-

F e e l i n g t h a t I am t o o t a l l o r t o o s h o r t .

o

A

U

D

174.

B e in g d is i ll u s i o n e d by th e a t t i tu d e s a n d b e h a v io r o f m em b ers o f th e o p p o s ite

n

A

U

D

175.

B e in g c o n s id e r e d e ith e r o v e r in te lle c tu a l or ra th e r s tu p id by fe llo w s t u d e n ts .

f

A

U

D

176-

T he im p erso n ality of te a c h in g .

k

A

U

D

177.

N o t e v e r b e i n g a b l e t o t a k e t h e l e a d in s o c i a l a c t i v i t i e s .

f

A

U

D

178.

N o t b e c o m i n g w e l l a c q u a i n t e d w ith my f a c u l t y a d v i s e r .

s

A

U

D

179.

F e e l i n g t h a t I d o n ’t r e a l l y " b e l o n g ” in t h e s o c i a l g r o u p s I a s s o c i a t e w i t h .

f

A

U

D

180.

L a c k of op p o rtu n ity to v is it fa c u lty h om es.

p ,n

A

u

D

181.

Worry a b o u t d i s e a s e s o r m e n t a l c h a r a c t e r i s t i c s w h i c h ru n in my f a m i l y .

f

A

u

D

182.

L a c k o f f a c u l t y i n t e r e s t in m e a s a n i n d i v i d u a l .

h

A

u

D

183.

D i f f e r e n c e s w ith t h e f a m i l y c o n c e r n i n g r e l i g i o n .

f

A

u

D

184.

M e m b e r s o f t h e f a c u l t y h a v i n g f o r g o tt e n w h a t i t ’s l i k e t o b e y o u n g .

p ,n

A

u

D

185.

F e e l i n g t h a t u n a t t r a c t i v e f a c i a l e x p r e s s i o n s or f e a t u r e s a r e h a n d i c a p s in my
so c ia l c o n tac ts.

o

A

u

D

186.

F e e l i n g t h a t I ’ll n e v e r fin d t h e k i n d o f p e r s o n I ’d l i k e t o m a rry .

s

A

u

D

187.

F a i l u r e t o fin d g o o d s t u d e n t f r i e n d s of my o w n s e x .

k

A

u

D

188.

H e s i t a t i n g t o e x p r e s s my o p i n i o n in an o r g a n i z e d g r o u p w h e n s o m e t h i n g i s
b e i n g fo r m a lly d i s c u s s e d .

P

A

u

D

189.

T h e k i n d o f fo o d I g e t in t h e s c h o o l or c o l l e g e d i n i n g ro o m s p o i l i n g my
e njo ym en t o f m e a ltim e s.

o

A

u

D

190.

L a c k o f m o n e y p r e v e n t i n g me from h a v i n g d a t e s or g o i n g t o d a n c e s .

k ,e

A

u

D

191.

B e i n g u n c e r t a i n o f t h e e t i q u e t t e r e q u i r e d in s o c i a l s i t u a t i o n s .

h

A

u

D

192.

B e i n g u p s e t by f r e q u e n t q u a r r e l s b e t w e e n p a r e n t s .

k ,e

A

u

D

193-

L a c k o f p r e v i o u s e x p e r i e n c e in g ro u p s o c i a l l i f e .

h

A

u

D

194.

V e ry fe w i n t e r e s t s in co m m on w ith my p a r e n t s .

k ,e

A

u

D

195.

N o t k n o w in g h o w t o g e t a n i n t r o d u c t i o n t o s o m e o n e I ’d l i k e t o m e e t .

o ,e

A

u

D

196.

N o t k n o w in g h o w t o g e t d a t e s .

n

A

u

D

197.

H a v in g m o ra l s t a n d a r d s o r r e l i g i o u s b e l i e f s w h i c h d i f f e r from t h o s e o f
fe llo w s tu d e n ts .

-14-

A i a rem in d er -A
U

D

o

A

U

D

198.

h

A

U

D

199.*

e

A

u

D

200.*

-- m e a n s a d i f f i c u l t y or c o n c e r n o f i m p o r t a n c e t o y o u .
— m e a n s a m ild d i f f i c u l t y o r c o n c e r n .
— m ean s not a d ifficu lty or concern.

c o lle g e s o c ia l life.

END

OF

INVENTORY

-«corln«

KUDER PREFERENCE RECORD
VOCATIONAL
FORM CM
P repared by

G . Frederic Koder, Editor, Educational and Ptychologkal Moaturomonl
P rofsuor of Psychology, Duka Univarsity

This blank is used for obtaining a record of your preferences. It is not a test. There are no right or
wrong answers. An answer is right if it is true of you.
A number of activities are listed in groups of three. Read over the ihree activities in each group. Decide
which of the three activities you like most. You have been given a separate answer sheet; each column
on the answer sheet corresponds to a page in the booklet. When the answer sheet is correctly lined up
with the booklet, there are two spaces for marking answers on the same line as each activity. Make a
heavy, black mark with the special pencil in the left-hand space following the activity you like m o a t.
Then decide which activity you like le a s t, and make a heavy, black mark in the right-hand space follow­
ing this activity. Be sure that the letter by the space you mark is the same as the letter in front of the
activity in the booklet.
In the examples below, the person answering has indicated for the first group of three activities, that he
would usually like to viait a museum m o s t, and brow se in a library le a s t. In the second group of
three activities he has indicated he would ordinarily like to collect autographs m o s t and collect but­
terflies le a st.
EXAMPLES
Put your answers to these questions in column O.

10 I

P. Visit an art gallery

!i p

Q . Browse in a library

;j Q |

R. Visit a museum

I " i!

S.

I *!!

Collect autographs

T. Collect coins

.

.

U. Collect butterflies

;| T |j

:iu|

Some of the activities involve preparation and training. In such cases, please suppose that you could
first have the necessary training. Do not choose an activity merely because it is new or unusual. Choose
what you would like to do if you were equally familiar with all of the activities.
In some cases you may like all three activities in a group. In other cases you may find all three
activities unpleasant. Please show what your first and last choices would be, however, if you had
to choose.
Some activities may seem trivial or foolish. Please indicate your choices, anyway, for all of the
groups. Otherwise we cannot give you a complete report. Your answers will be kept strictly
confidential.
Please do not spend a lot of time on one group. Put down your first reaction and go on. Do not discuss
the activities with anyone. An answer is worthless unless it is your own judgment.
If you want to change an answer, erase your first answer completely; then mark the new answer in the
usual way. Be sure that you mark all your answers with the special pencil.
Now go ahead with the activities on the next page.

Publiihod by SCIENCE RESEARCH ASSOCIATES. 2 2 8 South W abath A v o i h m , Chicago 4, ttlinoi*.
Copyright 1948, by G. Prodork Kudor. Copyright undur kit*motional Copyright Union.

Put ycwr oim nw to <W» pog* In Cofcmw I

A. Take,special notice of people whon you are t r a v e l i n g .............................................
B. Take spaoial notice of tha scenery whan you ara t r a v e lin g .......................................
C. Taka special notica of tha crops whan you ara tra v a lin g .............................................
D. Read la—ona to a blind s tu d e n t..........................................................................................
E. Kaap a racord of traffic past a cartain p o i n t ................................................................
F. Intarviaw paopla in a survey of public o p i n i o n ..........................................................
a

G . G o to tha amusamants at a country f a i r .......................................................................
H. Saa tha exhibits of cannad goods at a country f a i r ...................................................
J. Saa tha livaetock at a country f a i r ....................................................................................
K. Exercise in a gym nasium .......................................................................................................
L. Go fis h in g .................................................................................................................................
M. Play b a s e b a ll..........................................................................................................................
N. Brow— in a l i b r a r y .............................................................................................................
P. W atch a rehearsal of a large orch estra .............................................................................
Q . Visit an aq u ariu m ....................................................................................................................

R. C ollect tha signatures of famous p a o p l a .......................................................................
S. C ollect b u tterflies....................................................................................................................
T. C ollect pieces of different kinds of w o o d .......................................................................
U. Visit an exhibit of famous paintings

.............................................................................

V. Visit an exhibit of various means of tr a n s p o r ta tio n ...................................................
W. Visit an exhibit of laboratory e q u ip m e n t ......................................................................
X. Sell v e g e t a b l e s ....................................................................................................................
Y. Be an o r g a n ist..........................................................................................................................
Z. Raise v e g e t a b le s ....................................................................................................................
a. Be the chairman of the social committee for a club d a n c e .......................................
b. Decorate the hall for the d a n c e ..........................................................................................
c. Send out the announcem ents of the d a n c e .......................................................................
d. V isit's museum of scien ce

e. Visit an advertising agency
X

-

X____ L --------- f ------------- x -------------------------

Put your omwort to <W» pogo In Coturwn 2

g. Road a story to a sick p a r s o n ...........................................................................................
h. Teach tricks to a d o g ..............................................................................................................
j. Taka apart a toy that won't work to saa how to repair i t ..............................................
k.

Taka a course in s k e t c h in g ................................................................................................

1.

Taka a course in b io lo g y .......................................................................................................

m. Taka a course in m etal w o rk in g ...........................................................................................
n. Build bird h o u s e s .....................................................................................................................
p. W rite articles about b i r d s ..................................................................................................
q. Draw sketches of b i r d s ........................................................................................................
r. Tinker with a broken sew ing m a c h in e ..............................................................................
s. Play a p i a n o ............................................................................................................................
t.

Sketch an interesting s c e n e ..................................................................................................

A. Listen to a radio program on how to grow good fr u it....................................................
B. Listen to a radio program on how to make things of p la s t ic .......................................
C. Listen to a radio program on how to get natural photographs of

w ild
-

A
D. W rite a newspaper colum n of advice on personal p ro b lem s.......................................
E. Raise fine d o g s .....................................................................................................................
F.

Conduct studies on the effectiveness of different types of sales letters .

G . Be an authority on contract b r id g e ....................................................................................
H. Be an authority on soil e r o s io n ...........................................................................................
J. Be an authority on billboard a d v e r t is in g ........................................................................
K. Visit a motion picture stu d io ..................................................................................................
L. Visit a national park famous for its mountain sc e n e r y ....................................................
M. Visit a former b a ttle fie ld ........................................................................................................
N. Read about famous men and women in public l i f e ....................................................
P. Read various writers' descriptions of what an ideal world w ould be like
Q. Read about the lives of the early pioneers of the c o u n t r y .......................................
R. A dvise people concerning improving their p erso n a lities..............................................
S

Catch rare anim als for a museum

...........................................................

rvr yew. •ntwan le Ms pegs in Cowmw 3
u.

B elong to a group for tha discussion of problams of modaru lifa

V.

Balong to a litarary discussion club

. . . .

..........................................................

w . Belong to an amateur astronomy c lu b .......................................................................
X.

A ssociate with average p a o p la ....................................................................................

Y.

A ssociate with paopla who look queer and have unusual ideas

Z.

A ssociate with carefree paopla w hose behavior attracts a good deal of attention

a.

Teach classes in English to applicants for c it is e n s h lp .......................................

b.

S ell stocks and b o n d s .................................................................................................

c.

Be the chief cook in a fine restau ran t.......................................................................

d.

D evelop new varieties of f l o w e r s ..............................................................................

e.

Conduct advertising cam paigns for f l o r i s t s ..........................................................

f.

Take telephone orders in a florist's s h o p .................................................................

g-

Be the director of a group conducting research on propaganda m ethods .

h.

Be a dean in a u n iv e r s it y ...........................................................................................

j-

Be an expert on color p h o to g r a p h y .......................................................................

. . . .

<
\

k.

Draw the pictures for a history of the w o r ld ..........................................................

1.

D evelop a variety of pitless ch erry ..............................................................................

m.

C oach a group that wins first place in a national dramatic contest

n.

Earn part of your expenses in college by helping in a laboratory . . . .

P-

Earn part of your expenses in college by scoring examination p ap ers.

q-

Earn part of your expenses in college by playing in an orchestra . .

r.

W rite a history of the Red C r o s s .......................................................................

s.

Search for information w hich would shed new light on a famous historical evenl

t.

W rite a m usical com edy

A.

Teach E n g l i s h ...........................................................................................................

B.

Take orders for m erchandise over the telep h o n e .....................................................

C.

Ask people's opinion over the telephone for a survey of p u b lic opinion

D.

Be a person who buys m erchandise to be sold in a department store .

E.

Interview people applying for work in a s t o r e .....................................................

V

Pa m mwiKrtw

. .

M your n n tun tm i l l H I * In Colw n 4

G.

B e in char?* of em ploying paopla for a burins—

...............................................

H.

W rita articles about w ild a n im a ls ................................................................................

I.

W rit* a colum n of personal ad vice for a n ew sp a p er..............................................

K.

Bead about m odem business m eth o d s.........................................................................

L.

Read about custom s of p eop le in other c o u n tries.....................................................

M. Read about m odem farm ing m e th o d s .........................................................................
N.

Work at a w eather station in th e A r c t i c ...................................................................

P.

Work at a w eather station in a c i t y .........................................................................

Q.

Work at a w eather station in the m o u n ta in s ............................................................

R.

B e w ell known as a director of scien tific r e s e a r c h ..............................................

S.

B e w ell known as a social w o r k e r .................................................................................

T.

B e w ell known as a literary c r i t i c .................................................................................

U.

D esign the scenery for a p l a y ......................................................................................

V. Make a chem ical analysis of a new t o o t h p a s t e ......................................................
W. W rite an article for housew ives on how to repair household appliances .
i
X.

Interview applicants for r e l i e f ......................................................................................

Y.

Try out different sales letters to see w hich type works b e s t .................................

Z.

Work on the developm ent of m ore efficient m ethods of handling office work

a.

Edit the financial new s for a n e w s p a p e r ...................................................................

b.

Work on the developm ent of a lighter and stronger m e t a l .................................

c.

M anage a m odel v illage for factory w o r k e r s ..................................................................

d.

Visit a fin e art m u se u m ..........................................................................................................

e.

Visit a recreation center for peop le in the s lu m s ...........................................................

f.

Visit a famous m edical research la b o r a to r y ...........................................................

g.

B e responsible for dism issing unsatisfactory workers from a com pany .

h.

B e responsible for talking to workers who are not doing very good work .

j.

B e responsible for hiring new workers for a c o m p a n y ..............................................

k. C om pile a dictionary of slang
1.

D iscover a cure for hay fever
V

i

11

•

a

vs.

•

n.

Read about tha history of tha d r a m a .........................................................................

p.

Read about aarly m usical forms.......................... ............................................................

q.

Raad about aaparima nts on tha affect o l langu age on behavior

r.

M ake cham ioal an slysas a l new com m ercial p r o d u c t s ........................................

s.

W ork on develop in g an artificial lu n g w hich w ill allow w eare r to m ove about h

t.

C onstruct charts to show business co n d itio n s............................................................

.

.

.

.

A . Put advertising circulars in oars passing a street c o r n e r ........................................
B. Count the num ber of cars passing th e corner at different hours

.

.

.

.

C. D irect traffic at th e street c o r n e r ..............................................

D. G ive ex ercises to crippled c h i l d r e n .........................................................................
E.

G row vegetab les for the m a r k e t ........................................

...........................

K

Teach basket-m aking and w e a v in g ................................................................................

G . Solicit m oney for a com m unity c h e s t .........................................................................
H.

W rite daily reports of the progress of a com m unity chest drive

.

.

.

J.

Make a record of the com m unity ch est p led ges as they com e in

. . .

K. Take charge of the arrangem ents for a b ig w ed d in g .
L. A ddress the invitations to a b ig w edding

.

M. W rite a new s article about a b ig w edding
N. W rite n o v e l s ............................................................
P. C onduct rese arch on the psychology of m usic
Q . Make p o t t e r y ............................................................
R. C onduct re se arch on the effectiven ess of various types of sellin g m ethods
S.

Sort m ail in a post o ffic e ..............................................................................................

T. Raise c h i c k e n s ..........................................................................................................
U. W rite a new spaper colum n on current events
V. G ive popular lectures on chem istry
W . H elp young p eople select their vocations .
X. H ave som eone you trust m ake your decisions for you most of the tim e
Y. H ave som eone you trust m ake your decisions for you o n ce in a w hile

.

a.

Supervise a la rg e department in a s t o r e ...............................................................

b.

C onduct research on television ...................................................................................

c.

B e th e director of recreation for a welfare o r g a n is a tio n ...................................

d.

Supervise th e work of several typ ists........................................................................

e.

Intervie w p eop le w ho are applying for j o b s ........................................................

f.

B e a private se c r e t a r y ..............................................................................................

g. Draw a com ic s t r i p .........................................................................
h.

W rite advertising for electrical a p p l i a n c e s ........................................................

j.

O perate a truck f a r m ..............................................................................................

k. Experim ent w ith making some candy for w hich you d on 't k n o w th e recip e
1.

T ell stories to children

...........................................................................
*
m. Paint water c o l o r s .....................................................................................................

n. D o chem ical r e s e a r c h ...............................................................................
p.

Interview applicants for e m p lo y m e n t.....................................................................

q.

W rite feature stories for a n e w sp a p e r .....................................................................

r.

Sketch an interesting s c e n e .........................................................

s.

Try out various types of sails on a toy sailboat to se e w h ich w orks b est

t.

W rite an essay in the style of a certain a u t h o r .........................

A. S ell tickets for an amateur p la y ..........................................................................
B.

Prepare the copy for the programs and tickets for th e p la y .

C. B e the treasurer for the p l a y ....................................................................
D. D eterm ine the cost of producing a new type of dishw asher .
E.

C onvince financiers to back a company to make the d ish w a sh er

F.

Teach p eople to use the d is h w a s h e r ...........................

G . O rganize results from surveys of public opinion .
H. W rite editorials for a n e w s p a p e r .................................
J.

Teach handicraft in a camp for children from th e slum s

K. Read about the causes of various di seases.

.

.

.

L.

Read about how leaders of industry achieved su ccess

M

Rm J nhnut how to raise liv e s to c k .................................

N. Go to a party where moat of tha paopla ara s tr a n g e r s ....................................
P. Go to a party whara you know moat of tha p a o p l a ...........................................
Q . Go to a party oompoaad aqually of atrangara and paopla you know

.

.

R. SaU artists' a u p p lia a ........................................................................................................
S.

Grow seed for f l o r i s t s .................................................................................................

T. Raisa white m ice for s c ie n tis ts .....................................................................................
U. Perform laboratory e x p e r im e n t s .........................................................................
V. Make f u r n it u r e .............................................................................................................
W. Sell in a u r a n o e .............................................................................................................
X. W eigh packages and look up how much postage they should hare
Y. Read manuscripts submitted for p u b lic a tio n .......................................................
Z.

Try out new automobiles to find out how they can be improved

. . . .

a.

Be an expert on cutting J e w e ls...............................................................................

b.

Conduct research on developing a substitute for r u b b e r ....................................

c.

Be a radio music com m entator.....................................................................................

■
A

d.

Help in a s ic k r o o m .................................................................................................

e.

Sell musical instruments............................................................................................

f.

Repair household a p p lia n c e s ...............................................................................

g-

Design flower p o t s .................................................................................................

h.

Supervise tha manufacture of flower p o t s .............................................................

1-

Work out a more efficient method of making flower p o t s ..............................

k.

Compute customers' bills in a c a f e t e r ia .............................................................

1.

Teach children to make model a ir p la n e s.............................................................

m.

Keep the records for a scientist conducting medical r e s e a r c h ........................

n. Diract a playground for undarprivilagad children
p.

B o a cook in a r a a ta u r a n t....................................

q.

Sail chamical a u p p lia a ...........................................

r.

Assemble a good aaaortmant of woodworking tools

s.

Maka a scrapbook of pictures of paintings you like

4

*---------------

» Ile a l e l J

lsfl

n a a fw mas a s a a a si a s ia a

A. Direct an amateur p l a y .....................................
B. Gat tha programs and ttokats printed for tha play
C. Write tha p l a y .................................................
D. Flay chaekats with somaoaa who usually basis y o u .................................................
E. Flay chaohars with somaona who hardly avar boats y o u ...........................................
F. Flay checkers with somaona of about your own a b i l i t y ...........................................
G. Propara tha advertising copy for a naw d ish w a sh a r.................................................
H. Datarmina tha cost oi producing tha d ish w ash ar.......................................................
J. Sail d ish w a sh a rs.............................................................................................................
K. Write a column oi local gossip for a n e w sp a p e r ......................................................
L. Write a column oi personal advice for a n ew sp a p er................................................
M. Write a column on gardening for a n e w s p a p e r .......................................................
N. Be an e x p l o r e r .............................................................................................................
P. Be a d e sig n e r ....................................................................................................................
Q. Be an i n v e n t o r ........................ ....................................................................................

I
R. Pick c h e r r ie s ...................................................................................................................
S. Drive a tractor on a fa rm .................................................................................................
T. Work in a chemistry laboratory.....................................................................................
U. Taka a course in public s p e a k in g ...............................................................................
V. Study s o c io lo g y .............................................................................................................
W. Study story w r i t i n g .......................................................................................................
X. Operate a calculating m a c h in e .....................................................................................
Y. Put together tha parts of calculating m a c h i n e s .......................................................
Z. Sell calculating machines..................................................................................................
•

1

■ i

■

a. Build b o a t s ...................................................................................................................
b. Settle labor d is p u te s .......................................................................................................
c. Compose m u s i c .............................................................................................................
d. Be the most successful tractor salesman in the country

. . . .

e. Be a certified public a c c o u n t a n t ......................................................
f

Ba an authoritv on ta x a tio n ...................................................................

g . D m lo p n o n a ttc k a t office m ethods for business concerns
0

h. B e a practical n u r t e ...................................................................
|.

D rralop Im proved n d p N lor b a te d g o o d s ........................................

k. R spair a broken connection on an electric I r o n .................................
1.

B uild a fire in a f i r e p l a c e .........................................................................

m. Typo a tetter lor a frtend

.........................................................................

n. M anaga a m usic s t o r o ................................................................................
p. Draw plans lor bu ildin gs

.........................................................................

q. Investigate social conditions in various c o m m u n itie s...........................
r. Take apart a new m echanical toy to se e how it works

.

.

.

.

s. Play c h e c k e r s ....................................................................................................
t. Play c h e s s ...........................................................................................................
A. K eep the books for a business co n c er n .....................................................
B. D evelop new flo w e r s ......................................................................................
C. C onsult w ith p eop le on their personal p r o b le m s ..................................

D. C atch fish for a l i v i n g ................................................................................
£. Pick out th e trees to b e cut dow n in f o r e s t s ........................................
F.

Paint cars in a f a c t o r y ................................................................................

G . B e a social service v i s i t o r .........................................................................
H. B e the social secretary of a fam ous p erson ...............................................
J.

Prepare the advertising for a publishing house

K. W rite up a true story for a m a g a z in e ...........................................................
L. W rite an article on how to raise p o u l t r y ..............................................
M. W rite an article about first aid m e t h o d s ....................................................
N. W ait on table in a r e s t a u r a n t .........................................................................
P. Look up addresses of lists of p eop le in a city directory

.

.

.

.

Q . Take care of sick p e o p le ...............................................................................
R. M odel in c l a y ..........................................................................................................
S.

W rite an article on the psychology of convincing p eop le

. . .

T. B e th e prompter for an amateur p l a y ...........................................................

U . B e a p h y s i c i a n .................................................................................................................
V. B e a s c u lp t o r ........................................................................................................................
W . B e a Journalist........................................................................................................................
X. A nsw er letters o l inquiry about a now a a h a of typ e write ! .................................
Y. C om pile data on tha galas of tha ty p a w r it a r ............................................................
Z.

Kaap tha typawritars in ordar for cu stomars

............................................................

a.

Study propaganda m athods usad in w a r ...................................................................

b.

Malta a study of offloa sffician cy s y s t a m s ..................................................................

c.

Maka a study of inunigration into tha U nitad S t a t u s ..............................................

d.

Look fo r arrors in tha draft of a r u p a r t.........................................................................

e.

W ash d i s h a s ........................................................................................................................

f.

Cook a m a a l ........................................................................................................................

g.

Taach a r c h it a c t u r a ..........................................................................................................

h.

Solicit advertisem ents for a m a g a iin a .........................................................................

J.

Repair w a t c h a s .................................................................................................................

k. Cook a m a a l ............................................................
1.

M and a brokan t o y ...............................................

m. G iva som aona a s h a m p o o .................................
n.

G o on axpaditions to find rara

.

p.

G o on axpaditions to fight nativa apidam ics

q.

Do socia l walfara w o r k ........................................

r.

B a a portrait p a in ta r ...............................................

s.

C onduct rasa arch on tha causas of aarthquakas

t.

B a a m achanical a n g in a a r .................................

A. H alp paopla on raliaf plan thair budgets
B. Put tha proper lab els on library books
C. Be an expert on tha care of trees
D. S ail in a s to r e ........................................
E. Work on a r a n c h ..................................
F. Work in a publishing house .

.

H. Be a publicity director lor a big university
J.

B• a ptolsmor oI a foreign language

.

.

K. Take a course in business letter w r i t i n g .............................................................
L. Take a oourse in p r i n t i n g ............................................................................................

M. Take a course la s e llin g ...............................

.......................................................

N. Draw plans for h o u s e s ..................................................................................................
P. W rits the advertising for new real estate developm ents...........................................
Q. W rits articles about new ideas in building h o u s s s .................................................

R. Buy an expensive article on the installment p la n .......................................................
S. Borrow money from a friend to buy the a r t i c l e .......................................................
T. Save until you can pay cash for the a r t i c l e .............................................................
U. Decorate f u r n it u r e ........................................................................................................
V. Supervise workers in sugar beet fie ld s.............................................................
W. Raise tu r k e y s....................................................................................................................
1

X. Help young people select v o c a t i o n s ...................................................................
Y. Design new f a b r i c s ..................................................................................................
Z. Make estimates on the cost of printing books and circu la rs..............................

a. Build a hand l o o m .................................................................................................
b. Derive mathematical formulas for predicting trends in business

. . . .

c. Make a survey to discover youths' attitudes on attending church

. . . .

d. Make a life mask of a famous p e r s o n .............................................................................
e.

Write an article on how dealers determine what prices to charge . . . .

f.

Compose a theme song for a radio p r o g r a m ...............................................................

g. Test various brands of products for a co-operative store to see which are best

h. Taka care of th e bulletin boards in a large business organisation
j.

K eep accounting m achines in good o r d e r ..............................................

k. H ave p eople treat you as a c o m r a d e .....................................................
1.

H ave p eople treat you as superior to t h e m ........................................

n. Be a music tw ch w

..................................................................................................

p. Be an artist far an advertising t g n o y ...................................................................
q. Conduct research on what makes Jokes f u n n y .................................................
r.

Go shopping far a sick p m n ...................................................................

«. M a b aJigsaw p u d * far a aick p a n o n .......................................................
t.

Road to a aick p a n o n ...........................................................................................

A. Halp in giving fln t aid aft a h o s p i t a l ...................................................................
B. Sail flowers in a florist's s h o p ...............................................................................
C. Ba a private s e c r e t a r y .....................................................................................
D. Edit tha financial pages of a n e w s p a p e r .............................................................
E. Farm a large tract of l a n d .....................................................................................
F. Sell real e s t a t e ............................................................. ..........................................
G. Taka care of deal p e o p l e .....................................................................................
H. Draw graphs based on statistical t a b l e s .............................................................
J.

Clerk in a s t o r e ........................................................................................................
"

K. Be a w r i t e r .............................................................
L. Be an authority on billboard advertising
M. Be a religious le a d e r .................................................
N. Have work you like with high p a y ........................
P. Have work you like with low p a y ........................
Q. Have work you don't like with high pay

.

R. Teach people on relief how to keep in good health
S. Write feature articles for a newspaper .

T. Be an art d e a le r ...........................................
U. Be the secretary of a Congressman .
V. Teach children to model and paint .
W. Write articles for an art magazine .
X. Choose your own clothes
Y. Get advice on choosing your clothes
Z. Have someone else choose your clothes

1

a. Draw plane for hridgw

.

...............................

b. Dp work which tm tmires mlot of i—ntal
e. Do clerical w o r k .......................................................
d. Supervise tko manufacture ol greeting cords .
e. ' D atem ina tho ooat ol producing tho giw U ag oarda
f.

Daatgn tho greeting o a r d a .....................................

g . Taka a brokan look apart to aoo w hat la w rong w ith i t ........................................
h . C hock lor orxora in tho cop y of a r o p o r t ...................................................................
J.

A dd colum ns o f f i g u r e s ....................... .............................................................................

k. H aro aomoono m ako you look f o o l i s h .........................................................................,
1.

Mako aom oono alao look fo o lish .......................................................................................

m . Not h a w anyono m ado to look f o o lis h ..........................................................................
n. Bo a p sy c h o lo g ist..................................................................................................................
p.

Suporviao tho oroction of b r i d g o s ................................................................................

q. Bo a landacapo aroh itoct.....................................................................................................
I

r.

Investigate the ca u ses of m ental i l l s ..........................................................................

s.

Study m usic a r r a n g e m e n t ..............................................................................................

t.

Study s h o r th a n d ..................................................................................................................

A. B e a street car c o n d u c t o r ..............................................................................................
B. Bo a ligh th ou se k e e p e r ..........................................................................
C. Bo a w atchm an at a railroad c r o s s in g ..........................................................................
D. W rite a d v e r tisin g ..................................................................................................................
E. B e in ch arge of a pu blic l i b r a r y ................................................................................
F. Publish a n e w sp a p e r ...........................................................................................................
G . Take a course in cost accounting
H. Take a course in salesm anship .
J.

Take a course in business E nglish

.

K. W rite a p l a y ...............................................
L. B e in charge of sellin g tickets for a play
v/

D_

mM wrtv matnjirror for a nlav

N . Draw funny pictu res o l fam ous p eop le .

.

P. Paint portrait* o l fam ous pooplo

.

.

.

Q . Paint piotura* o f sc e n e r y .
1L Draw illustrations for —“-j—
S . W rit* artiflfa* for m sq a iin e* ...........................
T. Ba tho salsa m anagor of a
U. Stay at a fashionable r o s o r t ...........................
V. G o on a cam ping t r i p ..................................
W . Taka a trip ovar back country road*
X. Live w ith a fam ous dram atic critic .
Y. Liya w ith a fam ous social workar

Z. Liva w ith a fam ous a r tis t................................
a.

W rit* articles on h o b b i e s ...........................

b. C onstruct tables of figures on costs of livin g
c.

Repair and refinish old furniture
1

d. Read printer's proof of books for ch ild ren ........................
e. Tell stories to c h ild r e n .......................................................
f.

Make children's t o y s .............................................................

g- Take a course in physical e d u c a t io n ...............................
h. Take a course in shop w o rk .................................................
J.

Take a course in m a th em a tics...........................................

k. Be a piano tu n e r ...................................................................
1.

Be a school te a c h e r .............................................................

m. Be a d e n t i s t .........................................................................
n. Be a court stenographer.......................................................
P-

Be the business manager for a famous pi ani st. . . .

q. Be a vocational counselor
r.

Visit a museum of natural history

s. Visit an airplane factory .
*

V<«il

tha aluTna of

a citv

..............................

A. Draw pictures for megasine stories
B. Raise beef c a t t l e ........................
C. Grow Imit lor the market
D. Be a ball boy in a h o t e l.......................................... ................................................
E. Carry out tha dirty dishes in a raataurant........................ ...................................
F. Liva by younaU on an i a l a n d ..............................................................................
G. Ba a guide on camping t r i p s ..............................................................................
H. Dasign camp equipm ent..........................................................................................
J.

Sail camp equipm ent........................

................................................

K. Sail liie insurance......................................................................................................
L. Write stories for

....................................................................................

M. Ba a landscape g a r d e n e r ....................................................................................
N. Ba known as m o d e st.......................................... ......................................................
P. Ba known as reliab le................................................................................................
Q. Be known as h a p p y -g o -lu c k y ..............................................................................
1

P. Teach arith m etic..............................
S. Train dogs to lead blind p eop le.
T. Be the secretary ol a famous scientist
U. Take a course in modern music .

V. Take a course in the modern n ovel.
W. Take a course in modern painting .
X. Be considered hard-boiled
Y. Be considered fair-minded
Z. Be considered intelligent.

a. Be an orchestra conductor
b. Be the manager of a large office
c. Direct slum clearance projects .

d.

G row flo w e r s .........................................................................

e.

O perate a m im e o g r a p h .....................................................

f.

C om pute b ills for a sto re.....................................................

g. G u id e visitors in a national p a r k .................................
h. M ake fin e J e w e l r y ............................................................

].

A rrange m usic for an orch estra ........................................

k.

W ork at a telep h on e s w itc h b o a r d .................................

1.

M ake linoleum block bookplates

m. Teach gam es to ch ild ren .....................................................
n. Repair a broken ironing b o a r d ........................................

p. W ash d i s h e s .........................................................................
q. Put a room in o r d e r ............................................................
r.

T each cabinet m a k i n g .....................................................

s.

Read proof for a n e w sp a p e r ...............................................

t.

Import oriental r u g s ............................................................
1

A. Be a private s e c r e t a r y .....................................................
B. B e a b o o k k e e p e r ...................................................................
C. Be a sa lesm a n .........................................................................
D. Do figu re s k a tin g ..................................................................
E. nay p o l o ................................................................................
F. Clim b m o u n ta in s..................................................................
G. Work at a d e s k ..................................................................
H. Work on a r a n c h ..................................................................
J.

Do house-to-house s e l l i n g ..............................................

K. Work in a candy factory
L. K eep b ees .

.

.

.

M. G ive ey e exam inations
N. B e a fanner
P. B e a railroad conductor

..........................................

ft* ymm t »

t» SO n w In C ih n 17

R. Do dad ool w o r k ............................................................................................................
S. Teach fngHsh literature .

..............................................................................

T. Sell ext supplies

..................................................................

U. Study aooounting..............................

..................................................................

V. Study irrigation methods................................................................................................
W. Study ■ to p o g ra p h y ......................................................................................................
X. Dolivor m a i l ..................................................................................................................
i

T. CoUoct g a r b a g e ............................................................................................................
Z. Sort mail in a postofB oo................................................................................................
a. Bo a pool ,

........................ .........................................................................................

b. Bo an a r t i s t ......................................................................................................
c. Bo a ■octal service w o r k o r ..........................................................................................
d. Work mathoeaatioal pnwrloo....................................................................................
e. Play ch eck ers..................................................................................................................
f.

Work monhanioal p n i t l s e ..........................................................................................
1 7

g. Start a newspaper............................................................................................................
•

•

h. Start an art s c h o o l ......................................................................................................
j.

Start an orchostra......................................................................................................

k. Havo fr io n d s ..................................................................................................................
1.

Havo p o w e r ..................................................................................................................

m. Havo tam o........................................................................................................................
n. Bo a m a c h in is t .......................................... .................................................................
p. Bo an a r c h it e c t ............................................................................................................
q. Bo a c h e m is t.................................................................. ...............................................
r.

Bind books

8.

Look after sick children

t.

Type letters