THE RELATIONSHIP OF CONCERN FOR THE BODY AND THE CLOTHING 0F ADOLESCENTS "I! Thesis {or II“. Degree of M. A. MICHIGAN STATE UNIVERSITY Effie Hewitt Hacklander 1968 ITTTTTTTTTT 11111111 301068 1652 + .) 1105‘991' " - a .1 WM .,1 ‘ 1, ’V.;‘,I-V .11, 1 :31, .' z ' F-f"_. . P “ " '2o.~~'.""f7r ' - ' ‘ ‘- ‘ I '. { I. 1 ‘ 1 —. ___ _,5 . , -- .. ”h-v OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: Place in book return to reuove charge from circulation records ADDENDUM June 30, 1971 A recheck of the computer data output revealed a labeling error involving the variable Body Intensity. The specific tables involved are Tables 12, 15, and 16. Data, and corresponding discussions and conclusions using this variable are in error and should not be quoted. ABSTRACT THE RELATIONSHIP OF BODY CONCERN AND THE CLOTHING OF ADOLESCENTS by Effie Hewitt Hacklander Each person is thought to have a physical self-image which is made up 0; physical characteristics, attitudes, and feelings about parts of the body as well as the image of himself he thinks he projects to others. The present investigation (which is part of a larger project) was undertaken to investigate the possible relationship be- tween the adolescent's concern for his physical body and his uses of clothing. Data anlayzed in this study were obtained from question- naires administered to 270 females and 251 males in grades ten, eleven, and twelve of a central high school in a small midwestern city. The data were separated by sex and by grade for all analyses. I Clothing scores were determined for eight different aspects: aesthetic, comfort, interest, management, modesty, psychological dependence, social approval, and special attention. Concern for the body was measured by the Body Characteristics instrument which contained 23 body parts on a seven interval satisfaction-dissatisfaction continuum. Over-all Body Satisfaction was obtained by subtracting the dissatisfaction score from the satisfaction score and adding 100. Intensity of feeling about the body was determined by transforming the satisfaction and dissatisfaction scores and summing the absolute values. The 23 body characteristics Effie Hewitt Hacklander were arbitrarily categorized into four groups to determine if concern for the body was concentrated in any particular area of the body. Perceived Peer Self, or the subject's estimation of how his classmates saw him, was measured by summing scores of 20 traits on Brownfain's Self Rating Inventory, and Social Class Status was determined by Hellingshead's Two-Facotr Index of education and occupation of the main wage earner of the family. Pearson product-moment correlation coefficients were determined between the eight aspects of clothing and Over-all Body Satisfaction, Body Intensity, 3roups of Body Charac- teristics, Single Body Characteristics, Social Class, and Perceived Peer Self. Results indicated that the subjects were generally more satisfied than dissatisfied with their physical bodies, but males revealed a higher mean score of Over-all Satisfaction with the body than did females, regardless of grade, while females revealed higher mean scores, regardless of grade, than did males for Intensity of feeling about the body. However, the differences were not significant between grades in either case. Over-all Satisfaction with the body related positively for both males and females in all three grades with the Aesthetic aspect of clothing, and males were more consistent in the number of relationships between Body Intensity and clothing, regardless of grade, while for females the number decreased as grade increased. When Groups of Body Characteristics were correlated with the various aspects of clothing, no specific pattern in relationships existed for either sex in any grade, but when single Body Characteristics were correlated with clothing, the number of significant relationships increased as grade increased. Both sexes revealed more significant relationships in grades ten and twelve than in grade eleven when the aspects of Clothing and Perceived Peer Self were correlated. However, a different pattern emerged when Groups of Body Characteris- tics and Single Body Characteristics were correlated with Perceived Peer Self, since a larger number of significant relationships occurred a year earlier for males than for females. Some general implications of this research are that certain clothing uses do have significant linear relation- ships with an individual's concern for his physical body, and how he believes others view him; boys are interested in clothing, possibly to a greater extent than has previously been investigated; and that the Aesthetic qualities of clothing, or the striving to achieve a beautiful or pleasing appearance through clothing, is possibly an important factor in satisfaction or dissatisfaction with the body. THE RELATIONSHIP OF CONCERN FOR THE BODY AND THE CLOTHING OF ADOLESCENTS By Effie Hewitt Hecklander A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Textiles. Clothing and Related Arts 1968 ACKNOWLEDGMENTS The writer wishes to express her gratitude and appreciation to her adviser, Dr. Anna Creekmore, for her guidance, criticism, and encouragement throughout the writing of this study; to the members of her committee, Dr. Mary Gephart, Dr. Joanne Eicher, and Dr. Richard Heifner, for their helpful suggestions; to Dr. Francis Magrabi and Mrs. Margorie Helfner for their assistance with computer programming; and to the other researchers of the larger project, Carolyn Andree Humphrey, Sue Hundley, Mary Green Klaasen, and Mary Jane Young, for their cooperation in answering questions about procedure and methodology in the collection of the data. Gratitude is also expressed to the writer's husband and children for their patience and under- standing during the duration of this study. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS................................. ii LIST OF TABLES.................................. v Chapter I. INTRODUCTION........................... 1 II. REVIEW OF LITERATURE................... 5 Body Image.......................... 5 ' Clothing and Appearance as a Symbol of the Body in Social Interaction..................... 11 Clothing............................ 12 Aesthetic Aspect.................. 13 Comfort Aspect.................... 14 Interest Aspect................... 15 Management Aspect................. 17 Modesty Aspect.................... 18 ~Psychological Dependence Aspect... 19 \uSocial Approval................... 20 Special Attention................. 21 \«Clothing and Perceived Peer Self as Aspects of Body Image.......... 23 -Clothing and Concern for the Physical Body..................... 26 III. STATEMENT OF THE PROBLEM............... 30 Definition of Terms................. 30 Assumptions......................... 32 HypetheseaOO0.0000000000000000000000 33 Limitations of the Study............ 34 I.V 0 PRmEDURE AND METHODOLQQY. O O O C O O O O O O O O O 35 Development or Selection of Measures 36 Clothing.......................... 35 Body Characteristics.............. 37 Groups of Body Characteristics.. 39 Perceived Peer Self............... 41 Background Information............ 41 Selection of the Sample............. 42 Administration of Measures.......... 43 Statistical Analysis................ 43 iii V. RESULTS Aqu DISCUSSIONOOOOOOOOOOOOOOOOOOOOO. 45 Biographical Data......................... 45 Sex and Age............................. 45 Grade Distribution...................... 47 Social Class............................ 47 Social Class and Its Relationship to Brads................................. 48 Clothing.................................. 48 Distribution of Clothing Scores......... 48 Relationship Between the Aspects of Clothing by Srade..................... 52 Clothing and Its Relationship to Social CI388000000000000000000OOOOOOOOOOeooIO 55 Concern for the Body...................... 55 Distribution of Over-all Body Satisfaction Scores................... 57 Distribution of Body Intensity Scores... 60 The Relationship Between Clothing and Over-all Body Satisfaction............ 60 The Relationship Between Clothing and Body Intensity........................ 62 The Relationship Between Clothing and Satisfaction with Groups of Body Characteristics....................... 64 The Relationship Between Clothing and Satisfaction with Specific Body Characteristics....................... 7O Perceived Peer Self..................... 72 Relationships Between Aspects of Clothing and Perceived Peer Self.... 73 Relationships Between Perceived Peer Self and Groups of Body Character- istics.............................. 75 Relationships Between Perceived Peer Self and Satisfaction with Specific Body Characteristics.......... ..... . 77 IV. SUMMARY AND CONCLUSIONSOOOOOOOOOOO.0.0.00... 79 Recommendations........................... 99 OOOOOOOOOIOOOOCOOOOOOOCO100 APPENDIX A.OOOOOCOOOOOOOOOOOOOCOOOCO. BIBLIOGRAPHY................. 0.00000000000000106 APPENDIX BOOOOCCOOOOIOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOO116 iv 10. 11. 12. 13. 14. 15. 16. LIST OF TABLES Distribution of students by age........... Distribution of students by grade......... Distribution of students by social class.. Distribution of students in each social C|a88 by gradeOOOOOOOOOOOOOOOOOOOOOOOOOO Distribution of scores for males on the eight aspects of clothing............... Distribution of scores for females on the eight aspect of clothing................ Simple correlations between aspects of clothing for males...................... Simple correlations between aspects of clothing for females.................... Simple correlations between the aspects of clothing and social class............ Distribution of scores for over-all body satisfaction............................ The most frequently rated body character- istics in each scale interval........... Distribution of scores for body intensity by gradeOOOOOOO.OOOOOOOOOIOOOOOOOOOOOOIO Simple correlations relating the eight aspects of clothing to over-all body satisfaction for males.................. Simple correlations relating the eight aspects of clothing to over-all body satisfaction for females................ Simple correlations relating the eight aspects of clothing to body intensity for ma'eSOIOOOOOOOOOOOOIOOOOOOOOOOIQOOCO Simple correlations relating the eight aspects of clothing to body intensity for femaleSOOOOOOOOOOOOOOOOO00.00.000.00 Page 46 47 49 50 51 53 55 57 58 59 6O 62 64 65 17. 15. 19. 20. 21. 22. II. III. IV. VI. VII. Simple correlations relating eight aspects of clothing to groups of body characteristics for males................ Simple correlations relating eight aspects of clothing to groups of body characteristics for females.............. Simple correlations relating eight aspects of clothing and perceived peer self for maIeSOOOOOOOOOOOOI‘OOOOOOOIOOOOOOOOC Simple correlations relating eight aspects of clothing and perceived peer self for females...OI.OOOOCOOOOOIOOOOOOOOOOOOO Simple correlations relating groups of body characteristics and perceived peer self for males..................... Simple correlations relating groups of body characteristics and perceived peer se'f f.r fema'QBOOOOOIOIOIOOOOOON.0 Percentage of responses at each scale interval for each of the body char- acteristics for males................... Percentage of responses at each scale interval for each of the body char- acteristics for females................ Simple correlations relating eight aspects of clothing and twenty-three body characteristics for tenth grade males.... Simple correlations relating eight aspects of clothing and twenty-three body characteristics for tenth grade females. Simple correlations relating eight aspects of clothing and twenty-three body characteristics for eleventh grade males. Simple correlations relating eight aspects of clothing and twenty-three body characteristics for eleventh grade females................................. Simple correlations relating eight aspects of clothing and twenty-three body char- acteristics for twelfth grade males..... vi 67 68 74 75 76 76 107 108 109 110 111 112 113 VIII. Simple correlations relating eight aspects of clothing and twenty- three body characteristics for twelfth grade females........................... 114 Ix. Simple correlations relating twenty- three body characteristics and perceived peer self..................... 115 vii CHAPTER I INTRODUCTION Adolescence is often described as a very emotional. unstable time in.a person's life. it is a time of extensive body change where the young take on characteristics of physical maturity which are largely determined by heredity.1 Each person is thought to have a physical self- image which is made up of physical characteristics. attitudes. and feelings about parts of the body as well as the image of himself he thinks he projects to others.2 The physical changes taking place during the period of adolescence have an important bearing on the satisfaction or dissatisfaction he has with his self-image. Others often remind the adolescent of the social significance of physical size. appearance, and physical ability. Con- sequently. adolescents are very aware of their physical bodies and the new profile that emerges with extended growth. Physical development is thought to have a psychological effect on attitudes regarding self. These attitudes may 1Arthur T. Jersild. P c o o e e co (2nd ed.; New York: HacmiEIan 50.. TESEI. p. EB. 2Camille Anderson. "The Self-Images A Theory of the Dynamics of Behavior." £235.;_§Ig;gng, V61. 36. (1952). pp. 227-2uu. \T 2 lead the adolescent to try to alter his physical appearance and to change his bodyaimage which is "...believed to be integrally related to the self-concept, although identifi- able as a separate aspect."1 The bcdy has special signi-, ficance since it is the medium for expressing oneself ”...in all of its aspects. not only physical. but also emotional. intellectual. and social."2 One of the developmental tasks of adolescence is acceptance of a body that is in transition from childhood to adult. Appearance is an important factor for the adol- escent. particularly if a feature is more than a little different from that which his peer group regards as usual.3 Clothing and personal appearance are possible elements for manipulation for the adolescent who seeks approval or seeks_to cover-up the body. As the adolescent becomes Older. clothing can reflect more mature feelings about the self as a more mature body demands a more mature style of 010th1n8 e ’4' 1Paul F. Secord and Sidney n. Jourard. "The.Apprasial of Body-Cathexis--Eody Gathexie and the Self.” Journal of W..Yol- 17. (1953): P- 3‘0- Jersild. gp‘_g;£:, p. 62-63. 3I'bid. , p. 34. “Elizabeth B. Hurlock. o e co t elo ent. (2nd ed.. New York: McGraw-Hill g§o§ Campany. Ific.. 1955). p. 65. 3 Physical defects, imagined or real, can be disturbing to an adolescent, and can influence feelings about his self-image. It is more difficult to change physical characteristics such as height and size and shape of the different parts of the body, than to manipulate clothing and personal appearance to gain psychological stability. Langer says, Man was not happy with nature's handiwork so far as his body was concerned. He set out to improve it from his early beginnings by inventing clothing not only to alter his appearance, but also to supply what he felt to be missing in ordsr to overcome his physical deficiences. If the adolescent is dissatisfied with his body, he can use clothing to help alter his total self-image. Self-image, of which the body image is a part, is thought to be formed by social interaction and thus cannot be observed directly, but must be inferred from behavior of the adolescent himself, as well as the responses he receives from his peers.2’3’4 €¥E 1Lawrence Langer, The 1mgor§3ncg 9f flggglng Clothes New York: Hastings House, 1 59 , p. 2 . 2Erving Goffman, Th P es n i n slf in Eve d Ljfg, (Garden City, New York: Doubleday and 50., 1959}. 3Tamotsu Shlbutsnti, 8-_ e _ -.P s-nzllt In ' on st .-.-- 0 Men.” h o- Englewood s, New Jersey: Prentice-Ha I, nc., 1961), pp. 213-248. 4Gregory P. Stone, ”Appearance and the Self," Hgmgn sh vior and Soci l Proc sses° An nter ct onist A roach, e . Arno d M. Rose pp. 86-117. u Silverman summarizes the relationship between self. body. and clothing in the following manner: It would appear then. that in adolescence the self. the body, and the clothes are interrelated in symbolic fashion. the body representing the self and acquiring the attitudes and feelings held toward the self. and the clothes in turn acquiring the emotional reactions previously reserved for the attitude toward or feelings about the body.1 It is the purpose of this study to determine if any relationships exist between the adolescent's concern for his body and his clothing. This study is one part of a larger project investigating the relationship between clothing of adolescents and their self-concepts and attitudes.2 1Sylvia S..Silverman, Cloth -;Ji~duA-;a _ce. Their Pc .- -; or“ W ew Yor: eac ers o ege. o um- * i ivers ty. 1' . p. 26. ginna Mary Creekmore. "The Relationship cf Clothing to Self Concept and to Attitudes Tbmard Clothing." Michigan Agricultural Experiment Station Project 78“. 1967. CHAPTER II BEVIEU OF LITERATURE The review of literature pertaining to concern about the body and clothing will be presented as follows: 1) theories and studies related to body image. 2) use of clothing and appearance as a symbol of the body in social interaction, 3) clothing and perceived peer self as aspects of body image. and #) clothing and concern for the physical body. I seal gagge Social psychologists of interactiontst orientation subscribe to a general theory of self concept as follows: "The individual's conception of himself emerges from social interaction and. in turn guides or influences the behavior of that individual."1 Historically. researchers have been interested in the body from various viewpoints, but few have investigated feelings about the body. Using a homonym word-association test, Secord counted the number of body-related responses to determine the frequency and depth of concern for the body. Subjects obtaining a high score on the H-test were regarded as being more anxious about their bodies than those obtaining a low 1Jenn w. Kinch. {m Formalized Theory of the Self-Con- cept." S bolic Interaction: A Reader in Social Ps cholo . Hanis and Meltzer. ed. ston: lyn and ran. 19 7 . p. 233. 5 score.1 A more direct method of appraising concern about the body, the Body Cathexis Scale, was developed by Secord and Jourard. Parts and functions of the body were listed, with possible responses to be chosen from.a five-point scale. ranging from positive feelings of satisfaction about the body to very negative or dissatisfaction with the body. Self-cathexis was also measured at the same time. Sex differences in responses were noted--females cathected their bodies to a greater degree than did males.2 To determine why a subject responded that he liked or disliked a given body part. JOurard and Secord adminis- tered Body Cathexis and Self Cathexis scales to 62 college males. Physical measurements were taken and correlated with five ofthe relevant Body Cathexis ratings. The study was repeated a year later using 60 college females. The findings revealed. when compared, that for males the "...large size of the relevant body parts is associated with positive cathexis. while the reverse is true for small size.“3 Ebwever. the reverse was true for the females as 1Paul F. Secord. “Dbjectificationofilord Association Procedures by the Use of.Homonyms: A Measure of Body Cathexis," ggyrg§;_g£_§g;ggggli§z, vo1. 21 (1953). pp: “79-495. 2Secord and Jourard. "The Appraisal of..." 22;_2;£;. PP. 3u3'347o 3Sidhey s. Jourard and'Paul F. Secord. "Body-Cathexis and Personality " Briti h Jo of Pa h 1 v01s [+6. pe.13‘&: ' 955. a small size was thought most desirable. except for the bust. Jourard and Secord hypothesize this may be an in- dication of our cultural ideals concerning masculinity and femininity. ' During the study reported above. each girl was asked what measurements would be ideal for her. This was done to determine if the ”concept of ideal figure" was shared by all girls participating in the study. The "ideal“ measurements were then compared with actual measurements. More variance was observed in the group in actual measure- ments than with ”ideal” measurements. indicating a shared or common view of "ideal” measurements.1 When asked to write compositions entitled {'What I Like About Myself." and “What I Dislike About Myself.” Jersild found that girls at all grade levels mentioned "disliking" more physical characteristics of themselves than they mentioned “liking." Size. weight. and head and face features were most often mentionrd by both sexes.2 1Sidney H. Jourard and'Paul 1". Secord. ”Body-Cathexis 1nd. the 16.63]. Female F1 e," Jgnml of Ameme! and 302!!! Ellshslssz: 1955. pp. 2 3-2u6. 2Jersiid. log, oit.. pp. 66-67. 8 Zion conducted a study in 1963 to determine how attitudes about the body influence other aspects of life. She developed a measure based on.a five-point Guttman scale to collect_data on body description. body acceptance. and ideal body. as well as self concept. Discrepancy scores were determined between body description and ideal body , facets. Body concept criteria established were: 1) Attitudes as affected by the opposite sex 2) Attitudes regarding movement of the body 3) Attitudes regarding grooming h) Attitudes regarding expressiveness 5) Attitudes regarding masculinity and femininity1 Results indicated a significant relationship between self concept and two of the different dimensions ob body concept. The grooming and expressiveness facets were positively correlated wh11e masculindty-femininity scales were found to be insignificantly negative. As a result of these relationships Zion concluded. "It appears that the security one has in one's own body is related to the security one faces one's self and the world."2 1Leela C. Zion..*Body Concept as it Relates to Self- Concept." W. 1965. Vic". 36. PP- ”90-“95- 2lbidn p. h9h. 9 Coleman studied 6,289 students, in ten Illinois schools of various sizes and types of communities, as an extensive investigation of the adolescent culture in high school. Responses to the open-ended-question, "What does it take to get into the leading crowd in this school?" were "personality," "good looks," and "being well-dressed" in that order.1 Another question of this type was, ”I worry most about..." Responses involving personal attri- butes such as weight, hair, figure, etc.. accounted for 8.6 per cent of the total responses.2 The responses to these questions suggest that in the adolescent subculture clothing and good looks are important. A study conducted at Tohoku University, a Japananese researcher used a questionnaire as the instrument to measure self-satisfaction and/or dissatisfaction feelings with appearance and disposition.3 The study included a total of 407 boys from age twelve to twenty, the equivalent of junior high through college. Students used a seven- point scale to respond to 1James W. Coleman, Th Ad lescent Societ (Glencoe, Ill.: The Free Press, 1962), p. 37. 2Ibld,, Table 12, p. 53. 5The term "personal appearance" as used bv Vitamura is interpreted by this writer, from the content of the report, to mean "physical appearance," not including clothing. 10 questions such as: ”what features do you concern yourself with?." "How do you feel about the looks of your face?." or "What features do you feel satisfied with. and what features do you feel dissatisfied with?" Scale intervals used were: greatly satisfied. fairly satisfied. somewhat satisfied. indifferent. somewhat dissatisfied. fairly dissatisfied. and greatly dissatisfied.1 Methods of attaining reliability and validity were not discussed: therefore. implications can be made only from the data as was included in the report: 1) the frequency of dissatise fied cases was greater than that of satisfied respondents. and 2) the frequency of satisfied respondents increased with age.2 1 The literature reviewed in this section indicates that through the socialization process. everyone acquires an image or concept of himself that is composed of many parts. both physical and psychological. Part of the total self concept is that of the image one has of his body which is composed of physical properties and characteristics of the body. as well as attitudes and feelings.3’h _ 1S. Kitamaura. "0n the Feelings of Satisfaction and Dissatisfaction With Ono's Own Appearance and Disposition." Tghgku Pszohologlgg F911;. XII. 1951. pp. 67-81. 2Ibid. 3Anderson.,;oc, cit. “Arthur T. Jersild. "Social and Individual Origins of the Self.” The Self in G wt T c i and Learni . Don E. Himachek. 33.. {Eiglewood Cliffs. New Bork: FEentice-Hall. 1965. pp. 196-208. 11 ;ni Use of Clothing and Appearance as a Symbgl t e S c te Goffman defined ”interaction" as ”...the reciprocal influence of individuals upon one another's actions when 1 Interaction in one another's immediate physical presence." can take place verbally. non-verbally. or as in most_in— stances. a combination of the two. for each person presents definitions or impressions of himself to others by his appearance. as well as by his conversation.2 The partners of interactions serve as a means of reflecting one's own image back to himself in the form of varying responses from others. as "ordinarily appearance is communicated by such nondverbal'symbols as gestures. grooming. clothing. location.and the like...”3 Interpretation of symbols during social interaction is the important factor since "...appear- ance provides the identities. values. moods. and attitudes of the person-in-communication. since it arouses in others the assignment of words embodying these dimensions to the one who appears."u Hurray we: suggests that one of the icOffman. an‘_2;ses Pa 15s Goffman, lgc, cit, 3Stone. loo, git. “Stone. 02: 2;§ss P. 1200 2 12 "social functions" of cosmetics and clothing is a means for the adolescent to ”try out" roles or personalities to see what response they will bring in social situations. He states that one of the reasons for experimentation with clothing and cosmetics is that the adolescent "...has not yet developed a self-image with which she can be comfort- able.1 Shibutanti indicates. “...the manner in which a man personifies himself is largely limited by the symbols that are available to him for describing and ordering his experiences."2 Thus manipulation of clothing and appear- ance in social interaction could symbolically convey identity. values. moods. attitudes. and feelings of the adolescent about himself and his body. CLOTHING The use of clothing is assumed to be consistent with basic values and attitudes acquired in the socialization process as clothing is used by individuals in varying ways based on experiences and basic cultural structure.3 inurray “ix. "Themes.in Cosmetics and Grooming.” Dress. Adoggment, and the Socfigl gzger. ed. by nary Ellen Roach and oanne bo z c or ew or : John Wiley & Sons. Inc.. 1965). p. #2. 2Shibntenti. 22, cit.. p. zuo. 3Mary S. Ryan. at : A Stud in Human Behavior (New Ibrk: Holt. Bine r ns on 0.. . P. . 13 The findings from related research on the uses of clothing are discussed under the following specific aspects of clothing (as they applied to this study): aesthetic, comfort, interest, management, modesty, psychological dependence, social approval, and special attention.1 Aesthetic Studies measuring "aesthetic" aspects of clothing are not easily compared since definitions and instruments used varyycpnsiderablycu‘ Lapitskypflusing a clothing values measure developed to parallel the Allport-Vernon-Lindzey measure of general values, reported the aesthetic value higher than other clothing values tested.2 "Good looks" and "being well-dressed" were the second and third items most frequently mentioned to the question posed by Coleman: "What does it take to get into the leading crowd in this school?"3 Although the terms "good looks" and "being well-dressed" were not defined by Coleman, neatness might well have been part of the criteria used by the students in judging their peers. 1See Chapter III, p. 30 for definitions of clothing aspects. 2 Mary Lapitsky, ”Clothing Values and their Relation to General Values and to Social Security and Insecurity.” (Unpublished Ph. D. Dissertation, Pennsylvania State University, 1961). 3Coleman, lcc, c]t.. p. 37. 14 In an exploratory study of college females. Creekmore sought possible relationships between clothing behaviors. general values. and basic needs. She hypothesized that the emphasis the individual placed on clothing appearance. in terms of ‘beauty. fit. and neatness. would be related to the general aesthetic value. The data showed that aesthetic emphasis was the highest and most important specific clothing behavior of the eight investigated.1 Comfort many clothing studies have included the comfort aspect of clothing. however. only a few designate between physical comfort and psychological comfort. Two relatively recent studies found physical comfort to be the most important (factor in complete satisfaction with an article of clothing. Included were characteristics related to fit. texture. and temperature.2’3 1Anna Mary Creekmore. "Clothing Behaviors and Their Relation to General values and to the Striving for Basic Needs." (Unpublished Ph.D. dissertation. Pennsylvania State University. 1963). pp. 125-126. 2Mary Whitlock. eta al.. "Satisfaction with Women's Blouses. Part I: Fie tudy in Four Communities in the Northeast." University or Rhode Island Agriculture Experi- ment Station Bulletin 3A9. June. 1959. 3Mary S. Ryan. et. a1.. "Consumer Satisfaction with Men's Shirts and with Women's Slips and Casual Street Dresses, Part I: Field Study in Four Communities in the Northeast." ngnell6University Agriculture Experiment Station Bulletin 9 . 19 3. 15 Silverman reported 71% of the girls questioned con- sidered physical comfort in their clothing. but only 10% over-looked discomfort in favor of becomingness of the 1 In contrast to the above. warden article of clothing. found that college students would sacrifice both physical comfort and serviceability. if necessary. to have their clothing look fashionable and expensive.2 Interest Individual interest in clothing and appearance can be shown in various ways. Silvermanis questionnaire had several questions concerning qualitites that make a girl attractive-- interest in improving personal appearance. acquiring "fad" articles. use of cosmetics. and use of the beauty parlor for special occasions.3 Rosencranz developed an objective test to measure the depth of interest one has in clothes for himself. lrrm“ a list of 20 names. ten of which were dress designers and ten were from other professions, the respondent was to pick out all the names she recognized as clothing designers.“ 1Silverman. loo, cit.. p. 5h. 2Jessie Harden. "Some Desires or Goals for Clothing of College Women." gnrnal of Home Ecggogigs. vol. #9. (1957). P0 795- 3Silverman. loo, cit.. p. 57-59. “Mary Lou Rosencranz. "A Study of women's Interest in Clothing." Journal of Home Economics. Vol. 41. (19h9). pp. too-#62. 16 However. as Ryan pointed out. it is possible to obtain a high score on this test with little interest in clothing.1 Other questions were aimed at the amount of time. money. and energy devoted to clothing. as indicated by reading of fashion columns. fashion periodicals. and helping friends to select clothing. Although adolescents were not questioned. Rosencranz found that age was significant since younger women showed more interest in clothing than did older women. Two other factors were found to be significant: women from urban areas showed more clothing interest than those from rural areas. and those with higher income showed more interest than women with the smaller income.2 In another study. Rosencranz measured "clothing aware- nose" with a modified Thematic Apperception Test. Socio- economic status. amount of education. verbal intelligence. and membership in social organizations were found to be related to clothing awareness. In contrast to her previous study. differences were not found due to age or to rural- urban background.3 lByan. ClOthLIBssss P. 111-112s 2Rosencranz. "A Study of women's Interest.... ".p. #62. 3Mary Lou Rosencranz. "The Application of a Projective Technique for Analyzing Clothing Awareness. Clothing Symbols. and the Range of Themes Associated with Clothing Behavior." (Unpublished Ph.D. thesis. Department of Sociology and Anthropology. Michigan State University. 1960). 1? Creekmore's definition for clothing interest is similar to the definition of interest used for this study.1 Her findings show interest positively related to a high need for self-esteem.2 Management As defined for this study. the Management aspect of clothing includes economic factors of planning. buying. and caring for clothing. Several studies have indicated that responsibility for choosing one's clothing increases with age. with 82-92% of college age girls choosing all of their own clothing.3 Although warning's study was concerned with younger subjects. she reported that as income and Social Class increased. girls were more likely to participate in decisions about their clothing. # and Creekmore found manage- ment of clothing related to the economic value as she had hypothesized.5 18cc Chapter III. p-30for definitions of aspects of clothing. ZCreekmore. "Clothing Behaviors...." p. 121, 149. ’Ryan. ggthizmese. P. 276s “Warning. Margaret C. "The Implications of Social Class for Clothing Behavior: ,The Acquisition and Use of Apparel for Girls 7. 8. and 9 Years of Age in 3 Social Classes in D3; Moines. Iowa. Ph.D. Thesis. Michigan State university. 7. 5Creekmore. "Clothing Behaviors...." l22;_2;£,. p. 153. 18 Modesty As Silverman emphasized, modesty was related to age, peer group, specific clothing items and to what was currently being worn. For example, in her study of adolescent girls she reported data for low necklines (22% liked), scanty bathing suits (78% liked), and sweaters (70% liked).1 This study was conducted in 1945, and if it were to be repeated now, most likely "scanty bathing suits" would be accepted by a larger percentage, as can be demonstrated by informal observation of any public beach. Creekmore hypothesized a relationship between modesty in clothing and the striving for belcngingness, safety, action, and physiological needs--these relationships were 2 partially confirmed. Barr also found modesty to be a factor in some instances, possibly indicating that the desire to conform may also be a part of modesty.3 1Sliverman, lgcI cit.. pp. 57-59. 2Creekmore, ”Clothing Behaviors...." igg‘_glt.. p. 158 3Estelle DeYoung Barr, "A Psychological Analysis of Fashion Motivation," Agghiyes of Psychology, CLXXI (1934). p. 100. 19 ngghologigg; Espendence Feelings of ease and self-confidence were thought by 76% of the respondents in Silverman's study to be part of having a good appearance. She states. in discussing adolescent girls. "It would seem that wearing clothes which they considered adequate was one means by which the girls achieved feelings of security in social situations or relieved themselves of fear in such situations."1 Studies by Ryan show that when students were asked to describe moods attributed to feeling well-dressed at a particular time. they recall they felt “...more confident and so they were relaxed. comfortable and at ease." When they felt poorly dressed at a particular time they recall feeling self-conscious. worried. bothered. uncomfortable. uneasy. or irritable.2 The category "Personal Satisfaction" was used for varying responses in Alexander's study of motives for being well-dressed. ”Self-confidence" and "well-being." as well as. ”boosts my moral” and "makes me feel good" were some of the most common replies.3 In the J‘Silverman. 1pc, cit.. pp. 51:, 56-57. 2Mary. 8. Ryan. "Effect on College Girls of Feeling Wellggressed. " Journal of Home Ebonomics. V01. #3 (1951). p. . 3Olive Ness Alexander. "A Pilot Investigation of the Motives Underlying the Desire to Feel Well-Dressed at Vhrioas Age Levels." (unpublished Master's thesis. Cornell university. 1961). p. 27. 20 cases studied. 50% of the high school girls and boys. 71% of the adult women. and 3% of the adult men mentioned "self-confidence and well-being."1 Studies reviewed concerning psychological dependence seem to substantiate the view that people use clothing. either consciously or unconsiously. as a means of creating a mood of well-being. as well as a feeling of security or self-confidence in social situations. Social Approval Adolescents may be influenced towards conformity in dress by their peer group. They are very likely to choose clothing that will be acceptable to the restrof the peer group. especially if they feel unsure of their position in the group. Alexander found that high school respondents frequently give "acceptance" as a reason for being well-dressed. but as age increases. the number of responses in the category decreases.2 All but three respondents. of 118 who answered Warden's questionnaire. responded that they wanted clothes which would conform to those of their friends as well as 3 help them make new friends. 11bid.. p. as. 21bid.. p. 27. 3Warden. loc. cit.. p. 795- 21 Lott found differences by race in dress referents: Negro adolescents chose peers in preference to celebrities. while white adolescents chose celebrities before peers. But as Lott points out. her "...find1ngs do not designate whether or not the Negro's referent for appearance is white."1 Special Attention Although it appears that conformity is of a prime con- sideration for clothing of many adolescents, some may also seek attention from others by their choice of clothing. Such attention is often sought by those who are known as "fad" or ”fashion" leaders. Janney found those college girls who originated fads were generally those who were also leaders in other activities. and were often members of prestige groups.2 A study of fashion leadership of college men by Sohn3 supports Janney's findings as.does Silverman's . 1Isabelle Hushka Lott. "Self-Concept of Appearance and Related Adornment Behavior of Negro and White Adolescent Girls" (Uh ublished Master's thesis. Michigan State Univer- sity. 1966 . pp. 70-71. _2J.E.,Janney. "Fad and.Eashion Leadership Among Under- graduatellomen." Jopppp; o; Abnormal Psychology. Vol. 36. 1941). pp. 275-27 . 3Marjorie Ann Sohn. "Per onal and Social Character- istics of Clothing Fashion Leaders Among Fraternity Men" (unpublished Master's Thesis. Pennslyvania State University). 1959. 22 study where 77% of the group stated they liked to "invite comment and attention to their clothing."1 The definition of clothing "used as a tool" as investi- gated by Creekmore is somewhat similar to "special attention" as defined for use in this study.2 She found that tool use of clothing was a "coping type" of behavior and was closely related to striving for self-esteem.3 In the studies reviewed. use of clothing can be interpreted as being of two general types: (1) use of clothing to reveal feelings or as a means of expression. and (2) use of clothing as a means of coping with a social situation. 1Silverman. lpc. cit.. p. 57. 23cc Chapter III. p. 30 for definitions of clothing aspects. BCreekmore. loo. cit.. pp. 12. 132, 133. 23 CLOTHING AND PEECEEEED FEE; §§LE AS ASPECTS OF EOE! IMAGE Social awareness is high during adolescence making the importance of conforming to the group increase with an increased desire to be accepted. Anything that makes the adolescent different is likely to become an object for ridicule. embarrassment. and will make the individual feel insecure. The adolescent still thinks in concrete rather than abstract terms. It is easier for him to understand and to assign causation to something he can feel or see. Therefore. he tends to think of the reasons for social approval in terms of clothing and appearance. specific manners. or possessions_rather than in the more abstract terms of friendliness. loyalty. maturity. and so on. This_leads to a heightened interest in clothes and makes concern about physical appearancg one of the dominating factors in his lites Although the presence of physical appeal. or lack of it. cannot be entirely explained. it is evident throughout life. To test this truism. Perrin asked advanced students to list the names of 25 girls and 25 boys who were physi- cally attractive and a corresponding number who were con- sidered to have negative appeal. The Judges were then asked to list the physical characteristics which aroused either affective reaction. Each characteristic was then ifiyan. "010th1 “seep pe 270s 24 rated for "pleasing appearance" on a seven-point scale from "very low" to "very high." Groups of characteristics included: head and face. arms and hands. legs and feet. trunk. personal habits. expressive behavior. voice. and dress.1 One of the several investigations using these group characteristics was con'ucted with four groups: 1) physically attractive females. 2) physically attractive males. 3) physically una‘tractive females. and a) physically unattractive males. Followir.~ essentially the procedure as described above. Perrin used a median Judgment to deter- mine the amount and degree of each trait. Because Af the nature of the study. only general tendencies were indicated for each group: (i) [perceived] physical measurements of attrac- tive males and females conform to the mode of the group studied. (2) fierceivefl physical measurements of un- attractive males and females deviate from the mode; the greater the deviation. the greater the negative affect reaction. (3) physically unattractive females were rated low in the areas of face and head and legs and feet. Physically unattractive males were rated low on arms and feet. 1F.A.C. Perrin. "Physical Attractrveness and Repul- siveness." Jopgggl of gapepimenpgl ngchology. Vbl. IV. 1921. pps 20 - e 2Ibid.. p. 21h. 25 A model image of the traditional white Anglo-Saxon Protestant in American society was used by Lott as a basis for her study of differences between Negro and white teenage girls and their concerns about their appearance as compared to their peers. Twenty-six race-related physical characteristics were self-rated by the subJects. They were told to rate themselves on a five-point scale by comparing themselves to peers. A greater number of Negroes rated themselves higher for all attributes than did the whites. opposing Lott's hypothesis.1 The differences in methodology and procedure in the two studies reported above may be the basis for the some- what contrasting conclusions. In Perrin's study those subJects considered physically attractive by the Judges conformed to the mode of the entire group.. In Lott's study where eubJects rated themselves by comparison to peers. they did not necessarily use traditional standards of physical attractiveness. 1Lott. lpc. ci . 26 CLOTHING;AND CONCERN 30R THE PHYSICAL BODY All adolescents have a physical self image. and as growth and_maturity cause changes in their bodies it be- comes necessary to revise the body image. _Schilder pointed out that whenever an article of clothing is put on. it immediately becomes part of the body image. and in fact. attitudes can be changed simply by changing clothes. "Since clothes are a part of the body schema. they gain the same significance as parts of the body and can have the same symbolic significance as parts of the body."1 Manipulation of clothing and appearance can become a means of changing one's body image as well as oneis physical appearance. wax discusses the "function of grooming" in terms of conscious sociability: we_identify ourselves. as well as others. by clothing. using the "...manipu1ation of one's superficial physical structure so as to make a desired impression upon others."2 The body is plastic and can be supplemented by clothing. cosmetic“. and grooming to obtain the desired body image. 1Paul Schilder. Th e and A earance of the Human Body (New York: John Wiley E Sons. Efic.. 1935) p. 205. ZWax. loo, Cite. pa 36o 27 That feelings about the body are part of the general feelings of satisfactior and/or dissatisfaction about one's self is borne out by research.1 ,however. studies of the relationship of clothing and body image are almost non- existent. Two aspects of body image were defined and categorized by Fischer and Cleveland using a Rorschach test as a base. The "Barrier Score" was defined as "...an index of the degree to which the individual regards his body exterior as a defensive barrier."2 ”Penetration of Boundary Score" was defined as "...an index of the degree to which the individual regards his boundaries as readily penetrated."3 After a series of tests. Fisfinr and Cleveland determined that "body-image boundaries" are more likely to be the result of forces from inside the body rather than by actual physical characteristics of the body."u 1See sections 1 and h of Chapter II. 2S. Fischer and S. Cleveland. "Body-Image Boundaries and Style of Life.” Jopypgl of Abpoymal apd Social Psychology. vol. 52 (1956). p. 37 . 31pm, 4 1d. 28 Using Fischer and Cleveland's studies as background. Compton investigated the possible relationship between psychotic hospitalized female patients' preference in clothing fabrics and design. to aspects of the body image boundaries.1 The Rorschach was individually administered. scored. and then evaluated according to Fischer and Cleve- land's method of content analysis. A clothing fabric and design preference test. designed by Compton. was also administered.2 A weight/height ratio of the women was determined. Conclusions reached from these tests were: (1) Subjects with weak body boundaries to reinforce body limits through clothing choices. (2) WOmen_with large body size are already provided with a "defense" in body image terms. Thus. it seems that limits of the body can be extended. or conversely contracted. by clothing choices of the individual. However. it would seem that the appearance of the physical 'body. and the satisfaction or dissatisfaction one has with his body image would be more dependent upon clothing than are body limits per se: it is to the former that the present study has been directed. , 1Norma H. Compton. "Body-Image Boundaries in Relation to Clothing Fabric and Design Preferences of a Group of Hospitalized Psychotic women." Jourpel of Home Economics. Vol. 56. (1964). p. 40. 28cc Compton. p. 42 for futher information on the clothing fabric and design preference test. 3C0mpt0n. 22p Cite, P: “4. 29 The literature reviewed concerning the relationship of clothing to body image indicated that: (1) an indi- vidual's self-concept is acquired through interaction with others, (2) the image he has of his body is composed of attitudes and feelings about his physical characteristics as well as how he thinks others see him. (3) clothing and personal appearance can be manipulated to alter an in- dividual's self-image. and (4) clothing can be used by an individual as a means of changing the impression one gives to others 3r coping with a social situation. CHAPTER III STATEMENT OF THE PROBLEM The specific purpose of this study was to determine whether the adolescents' satisfaction and/or dissatisfaction with his body was related to his use of clothing. Deflnitiogg 9: Teams Uped The investigators of the larger project. under the direction of Anna M. Creekmore. co-operatively devised the following definitions for the clothing terms.1 The definition for Perceived Peer Self is that used by Klaasen. one of the researchers of the larger project.2 This writer helped formulate the definitions for Body Image. Body Intensity. and Over-all Body Satisfaction. Clothing refers to the use of clothing and includes the following specific aspects: Apgthepic refers to the use of clothing to achieve a p easing or beautiful appearance. Cpmfpyt means the use of clothing to achieve comfort whether this relates to temperature. physical response to certain textures. or the acceptance of tightness or looseness in garments. 1Carolyn Andree Humphrey. Sue Hundley, nary Green Klaasen. and Mary Jane Young. 2Mary Green Klaasen, "Self Esteem and Its Relationship to Clothing" (Unpublished Master's thesis. Department of Textiles. Clothing and Related Arts. Michigan State University. 1967). p. 31. 30 31 Ipteyest in clothing includes the willingness to give attention. investigate. manipulate or experiment with the putting together of the parts of a costume. flgpgggmppp refers to the thoughtful and careful use of resources. including the use of time. money. and energy in planning. buying. and using clothing: thus. it can be an economic aspect of clothing usage. Modest refers to the use of inconspiduous clothing which is quite conservative in design. color. fit. and body exposure. Psycpplogippl Depppdepce refers to the use of clothing to in uenoe moods. emotions. and feelings. Spcial Apppoval is the use of clothing to attain a feeling of belongingness or the approval of others in a particular role situation.and usually indicates conformity to the group norm. Special Attention is the seeking of prestige and status hrough the use of clothing. The attention that is sought may be either socially approved or not approved depending on the reference group. Concern for the physical body (Body Concern) refers to feelings of satisfaction or dissatisfaction an individual expresses for his physical characteristics and includes the following aspects as measured in this study: Body Ippge is the general term used to cover the impression an individual has of the physical charac- teristics of his body. his appearance. and includes how he thinks others see him. Body Ipteppipy refers to the strength of satisfaction or dissatisfaction with the physical parts of the body. Ovey-all Body fiepisgpctiop refers to the difference between satisfaction and dissatisfaction which indi- cates whether a subject is relatively more satisfied or dissatisfied with his body. 32 Groups of Body Cpgypctepistics refers to the categori- zation of the twenty-t ee physical characteristics into the following four groups: Plastic Build hair height face shape weight complexion posture eyes muscular coordination ears muscular development nose teeth lips Cpltural Periphergl. bust/Ehest veice waist body hair hips moles. birthmarks. etc. legs other. specified hands feet A picture of how an individual thinks others see him is included in this total self concept. This estimation as defined for this study is given below. Peyceived Peer Self is the subject's favorable or unfavorable estimation of how his peers see him. and refers to the score obtained on the self rating inventory. ’ Assumptions 1. That individual's responses to questions on clothing will reflect the emphasis placed on certain clothing aspects. 2. The Perceived Peer Self score will be a measure of an individual's estimate of his acceptance by peers. 3. Adolescents are motivated to achieve a body image acceptable to their peers. 33 flypotheses I. Over-all Body Satisfaction will be positively related to grade. II. Body Intensity will be related negatively to grade. III. Females will reveal more significant relationships between concern for the physical body and clothing than will males. IV.A.Over-all Body Satisfaction will be positively related to the following aspects of clothing: 1. Aesthetic 2. Comfort 3. Interest 4. Special Attention B.Over-a11 Body Satisfaction will be negatively related to the following aspects of clothing: 1. Modesty . 2. Psychological Dependence 3. Social Approval C.There will be no relationship between Over-all Body Satisfaction and the Management aspect of clothing. V.A.Body Intensity will be'positively related to the following aspects of clothing: 1. AesthetiC' 2. Comfort 3. Interest 4 Modesty 5. Psychological Dependence 6. Social Approval 7. Special Attention B.There will be no relationship between Body Intensity and the Management aspect of clothing. VIA.P1astic. Build. Cultural. and Peripheral Groups of Body Characteristics will be positively related to the following aspects of clothing: 1. Aesthetic 2 e Comf art 3. Interest 4. Modesty 5. Psychological Dependence 6. Social Approval 7. Special Attention VII. 1. 34 8. There will be no relationship between Plastic, Build, Cultural, and Peripheral Groups of Body Characteris- tics and the Management aspect of clothing. Perceived Peer Self will be positively related to the following aspects of clothing: 1. 03"] mm «FUN Aesthetic Comfort Interest Management Modesty Psychological Dependence Social Approval Special Attention Limitations A random sample was not used, therefore the conclusions do not necessarily apply to the whole adolescent population. The Psychological Dependence aspect of the clothing measure was not pretested, but because of this writer's view that it is important in the concept of body image, results are included and discussed. The measures used depend upon the respondent to reveal feelings about himself, hence respondents may have deliberately concealed or misrepresented their feelings in some cases. CHAPTER IV PROCEDURE.AND METHODOLOGY The objectives of this study were to test for relation- ships existing between concern for the body. Perceived Peer Self. and an individual's use of his clothing. This study is one part of a larger project. conducted by Creekmore.1 concerning the relationship of several aspects of clothing to self concept.2 socio-economic status and status incon- sistency.3 self-esteem.“ and peer acceptance.5 The dis- cussion of the procedure includes the following sections: (1) development and selection of measuring instruments, (2) selection of the sample. (3) administration of the measures. and (h) statistical analysis of the data. 1Anna Mary Creekmore. "The Relationship of Clothing to Self Concept and to Attitudes Toward Clothing." Michigan Agricultural Experiment Station Project 78”. 1967. 2Carolyn Andree Humphrey. "The Relationship of Stability of Self Concept to Clothing of Adolescents" (unpublished Master's thesis. Department of Textiles. Clothing and Related Arts. Michigan State University. 1968). 3Winifred Sue Hundley, "The Relationship of Clothing Behaviors of High School Students to Socio-economic Status and Status Inconsistency" (Unpublished Master's thesis. Department of Textiles Clothing and Related Arts. Michigan State University. 19675. “Klaasen, op, cit. 5Mary Jane Young. "The Relationship of Social Acceptance to Clothing and to Personal Appearance of Adolescents" (Unpublished Master's thesis. Department of Textiles. Cloth- ing and Related Arts. Michigan State University. 1967). 35 36 v o t d Se ection of M s In t e ts oth ‘ The Clothing Importance questionnaire (Appendix.Fh117) was used to determine clothing scores. The rating scales consisted of ideas adapted by Humphrey. Hundley, Klaasen. Young. and Engel. from scales by Creekmore.1 Sharpe.2 and Brady.3 One-hundred-seventy questions were pretested by 28 female college students. Likert item analysis was done to determine the ability of each question to discriminate between the high and low scoring groups. One-hundred-twenty- three statements were administered to 21 adolescents in the Lansing school system and to 68 students at Penn- sylvania State university. After each pretest items were revised. and some dropped. until eleven statements which were believed to represent various levels of intensity of importance remained in each of the eight categories. The first statement was introductory and was not computed in the analysis of any clothing score (see pages 30 and 31 for definitions of the clothing categories). Face validity was 1Creekmore. "Clothing Behaviors..." op, cit. 2Elizabeth Susan Sharpe. "Development of a Clothing Interest and Importance Scale" (Unpublished Master's thesis. Ohio State university. 1963). 3Betty L. Brady. "Clothing Behavior: Refinement of a Measure and Relationships with Social Security and Insecurity for a Group of College women" (Unpublished Master's thesis. Department of Clothing and Textiles. Pennsylvania State un1v0r81ty , 1963 ) s 3? determined from thorough evaluation by eight authorities in the area.1 .Rgdy Charggtggigtics Concern for the body was measured by the Body Charac- teristics instrument (Appendix. p. ”E” which determined the amount of satisfaction and/or dissatisfaction with certain parts of the body. Items for the Body Characteristics instrument were taken from Secord and Jourard's Ebdy Cathexis 2 which originally listed #6 body parts and functions. Scale All items listing processes of the body were dropped. since they were not directly related to the adolescents' concern for outer clothing. A seven interval satisfaction to dis- satisfaction continum1was devised. modeled after that developed by Secord and Jourard.3 A twenty-two item measure was pretested by fifteen women graduate students in the College of Home Economics at Michigan State University during the spring of 1966. The students were asked to check themselves on a seven-point scale as they remembered feeling in high school. Space for 1See theses by Humphrey. Hundley, Klaasen, and Young for detailed information on development of the Clothing Importance Measure 0 2Secord and Jourard. "The Appraisal of Body Cathexis..." 224.223: 3Jourard and Secord. "Body Cathexis and the Ideal..." 92. Cite 38 additional items not covered in the scale was provided. After the pre-test, the items of the scale were rearranged so that parts of the body were grouped together in a logical sequence. The measure was then given to the pre- test sample of 21 high school boys and girls. The final instrument consisted of 23 items which were self-rated by the respondents according to the following value scale. Statements 9, 2, and 3 made up the satisfaction scale and 5, 6, and 7 the dissatisfaction scale. To obtain the satisfaction score, the body Respondent's Rating Irgngfocmgd Scale yalue Satisfaction Dissatisfaction Scale Scale 1) Think that others would like to be just like me 3 O 2) Consider myself rather for- tunate ‘? O 3) Am satisfied 1 O 4) Have no particular feelings one way or the other 0 O 5) Don't like, but can put up with O -1 6), Have strong feelings about, and would change if I could (or am changing) O -2 7) Find it unbearable, and would do almost anything to change 0 -3 characteristic scores were transformed as indicated above. and added together.‘ The dissatisfaction score was obtained in a similar manner using the trans- formation shown absve. The satisfaction and dissat- isfaction scores were then added without regard 39 for the sign to determine intensity of feeling about the body (Body Intensity). The Over-all Body Satisfaction score. obtained by subtracting the dissatisfaction score from the satisfaction score and adding a constant of 100 to keep the score positive. was used to determine whether the respondent was generally more satisfied or dissatisfied with his body. Grggps of Body Characterigtics The twenty-three body characteristics were arbitrarily categorized in four groups to determine if concern for the body was concentrated in any particular area of the body. The first category. the Plastic Group of Body Characteris- tics. was based on discussion by Max concerning the "plasticity" of the body and the possibilities for manipu- lation or modification through use of cosmetics.1 In addition. in extreme cases of personal dissatisfaction. changes could be effected by plastic surgery. Body characteristics included in this category were: hair. face shape. complexion. eyes. ears. nose. teeth. and lips. Since Jersild found size and weight most frequently mentioned by adolescents as physical characteristics most often disliked.2 and Coleman reported athletic ability in 1WaX. lac: Cite. ppe 36"qu 2Jersild. loo. cit.. pp. 66-67. #0 the schools he studied to be important.1 these Body Characteristics mainly concerned with the form of the body were categorized under Build: height. weight. posture. muscular coordination. and muscular development. Cultural ideals of femininity and masculinity play a part in determining satisfaction or dissatisfaction with one's body. as well as the more shortlived fashion ideals.2 Body characteristics included in the Cultural Group of Body Characteristics were: bust or chest. waist. hips. legs. hands. and feet. Four items remained which did not seem to fit any of the other categories and were not themselves related except that they were characteristics to some extent common to all individuals. This Peripheral Group of Body Characteristics included: voice. body hair. birthmarks or moles. and the item "other." which was left as a write-in for the res- pondent to specify. It should be noted that no effort was made to balance the number of items in each category. but each item was placed where it seemed most logically to belong. 1Coleman. loo. cit.. p. 37. 2Jourard and Secord. "Body Cathexis and the Ideal Female Figure..." op. cit. 41 The raw scores on the Satisfaction-Dissatisfaction continuum for each item of a group of body characteristics were summed and averaged yielding a particular Group Body Characteristics score. Each of the group scores, as well as single Body Characteristics, were then correlated with the eight aspects of clothing. Prior to calculating correlations, the signs on the Satisfaction scale were reversed in order to make increasing scale values correspond with increasing satisfaction. Percgived Pge: Self Since this study is part of a larger study, the data on Perceived Peer Self were collected by another researcher,1 and were included in this study because the writer felt that it would be relevant to the respondent's total body image and concern for his body. A modified Brownfain Inventory. consisting of twenty traits thought to be descriptive of the self, was adminis- tered for self-evaluation at two different times. The second time the inventory was completed, the respondent was asked to estimate how the other students in his class would rate him on a ten-interval scale. This score composed the Perceived Peer Self. (See Appendix B, p.126 for instrument.) 1See thesis by Klaasen. 23¢. thesis by Hundley for detailed information concerning the background of the subjects. 42 Biographical4Qgtg Background information (Appendix B. p. hi5) obtained from the respondents included: age, grade, sex, the main wage earner, his occupation, educational level, and estimated yearly income. This study used data concerning sex, grade, and social class.2 Social class was determined by Hollingshead's two factor index of the occupational role of the head of the household and the amount of education of that person.1 Both indices were divided into a seven point scale with one indicating a high position and seven a low position. The two scores were weighted according to Hollingshead's multiple correlation techniques. The composite score of these two factors gives an Index of Social Position where a low score indicates a high social position. Sglection of the Sample Subjects for the study were students attending a central high school in a midwestern city with a population 2 A range of family socio-economic of approximately 15,000. positions, both rural and urban backgrounds was available with representation from all social classes. An effort was made to balance the representation from each grade. ‘ _l August B. Hollingshead, wo F cto de of S cial Pgsitton (New Haven, Connecticut: c-1957 . 2U.S. Bureau of Census, U Summa Gen r l S 'al and conomic Ch r ct i t c : 19 O. U.S. Department of ommerce. U.S. Bureau of Census. Michigan General §ocigl gnd figgnemic ghirggtgrlstics: 19 O U.S. Department of Commerce. 43 A non-random sample of 521 students taken from the tenth, eleventh, and twelfth grades, consisted of 270 females and 251 males. Six study hall classes were utilized: therefore those students carrying a full subject load were not included in the sample. Administration of the Measures The research data were collected on two different days during fifty minute class periods, one week apart, in the fall of 1966. The Clothing Measure was administered the first session and the Body Characteristics ratings, background information, and Perceived Peer Self scores were obtained during the second session. Questionnaires from the two sessions were matched for each subject by a cover sheet incorporating initials, sex, and birthdate. Statisticgl Analysis of the Data To separate sex differences, the data for males and females was studied independently. The data were further separated by grade to investigate any differences attri- butable to age/grade. Frequency distributions, means, and standard deviations were computed for descriptive purposes for the aspects of clothing, body concern and Perceived Peer Self. Pearson product-moment correlation coefficients were determined among the main variables. The test of signi- ficance for the correlations was a two-tail test to reject the null hypotheses at the .05 level of significance.1 ‘N.M. Downie and R.w. Heath, Basic Statisticgi Methods (New York: Harper and Row, 1965), p. 130. 44 Simple correlations were computed to determine whether a relationship existed between the eight clothing aspects, and body characteristics, grade and Perceived Peer Self. Each Body Characteristic and Groups of Body Characteristics were correlated with both the clothing variables and background information to determine whether concern for the body was stronger in any one area. Simple correlations were used to determine relationships between the aspects of clothing and social class after the signs on the Social Class scale were reversed. Differences between means of Over-ail Body Satisfaction and Body Intensity among grades and between sexes were tested by the use of the standard score 2 test between sample means to reject the null hypothesis at the .05 level of significance.1 Statistical tests of significance used in this study are based on the assumptions of random sampling and a normal population distribution.2 Although the sample used in the present study was not randomly selected, the distribution of raw scores on Body Intensity, Over-all Body Satisfaction, and Clothing, as well as background data concerning the distribution of age, grade, and social class would indicate that the sample would appear to approach the normal distribution. 1Lbid., 132-133. 21bid., p. 122-135. CHAPTER V RESULTS AND DISCUSSION The discussion of the results includes descriptions of the subject's background as well as descriptions of and relationships between the following major variables of the study: eight aspects of clothing, Over-all Body Satisfaction, Body Intensity, and Perceived Peer Self. Biographical Data Background information obtained from the respondents included the subject's age, grade, sex, and the identity of the main wage earner of the family, as well as his occupation, educational level and estimated yearly income. This parti~ cular study utilized sex, age, grade, and social class. Sex and Age The questionnaire was administered to 521 students (251 males and 270 females) in the tenth, eleventh, and twelfth grades of a Midwestern high school. The data for each sex were separated for all statistical treatments because it was felt males and females hold different attitudes towards clothing. The possible effect of age on responses to the question- naire was investigated. The age of the respondents ranged from thirteen to nineteen years (Table i), with only a small number of subjects in the extreme age levels. Eighty-four per cent of the males and 90% of the females were concentrated in the fifteen to seventeen age group. 45 Table 1. Distribution of students by age 46 Age in Years No. % Total Number 13 - Males u 1.6 5 Females 1 .u 1n Males 18 7.2 40 Females 22 8.2 15 Males 76 30.3 182 Females 106 39.3 16 Males 71 28.3 1N3 Females 72 26.7 17 Males 64 25.5 128 Females 6” 23.7 18 , Males 11 “.4 15 Females # 1.5 19 . Males 2 .8 2 Females 0 0.0 Unk'bwn Males 5 2-0 6 Females 1 .u TOTAL Males 251 521 Females 270 47 Grade Distribution The distribution of males and females by grade is given in Table 2. The largest percentage of students in the sample (37.8) was in the tenth grade. Table 2. Distribtuion of students by grade Total % % % % Number Grade 10 Grade 11 Grade 12 Unkhowh Males 251 36.3 23.9 22.3 17.5 Females 270 39.2 24.8 22.2 13.7 Total 521 37.8 22.3 22.3 15.5 Social Class Social class position was determined for each subject according to Hollingshead's two factor index using occupation and level of education of the main wage earner of the family. Five categories were utilized, with Class I being the highest social class. Sixty per cent of the students in the sample were in Social Classes IV and V. The breakdown of educational level of the main wage earners of the entire sample is given below: Completed grade school only 27% Completed high school 25% Completed 4 or more years of college 12% Unknown 36% Occupations of the main wage earner of the families in Social Classes IV and V consisted of owners of small busi- nesses, clerical workers and technicians, skilled, semi- skilled, and unskilled workers. 48 Table 3. Distribution of students by social class Social Class % Males % Females % Total I 3.2 2.6 2.9 II 4.0 '2.2 3.1 III 12.8 14.4 13.5 IV 40.6 50.4 45.7 V 17o5 16o} 15o0 Unknown 21.9 14.1 17.9 Total n 251 270 521 Social Classtgggflts Relationship to giggg The highest percentage of both males and females were found to be in Social Class IV (see Table 3). The dis- tribution of students by grade in each of the five social class categories is given in Table 4. Clgthing Distribution of the Clothing Scores Tables 5 and 6 show the mean and standard deviations for the scores of each of the eight aspects of clothing. When means of the various uses of clothing were compared, the findings indicated that males and females placed differnet emphasis upon each of the eight different aspects of clothing. Aesthetic emphasis on clothing, or a pleasing or beautiful appearance, was ranked first by both males and females. Females ranked Interest in clothing, defined as giving attention, investigating, manipulating, or experi- 49 awdwo :. Upmnwpdccpo: ow mdcnoudm pd coo: manpow onmm 6% mamas mamas Ho Gamma H» @8990 pm mamas eowmw p: omo: ddwos: monuma owmmm woos; Some Lao. : w m? w zot la HM 3825 s F: m Pu m as o o m w.» moswwom u :.q H H.m H H.n o 0 V m.m HH. smwom u u.m : m.w u m.# o 0 Ho :.o moBmHom _ m N.m m m.o H H.u o o m m.m HHH. zmwom Hm Hw.~ Hm No.0 0 Ho.u N c.u wm Hm.w moamsom Hm Hm.p Ho Ht.© Ho Ha.q w w.H we as.# H<. zmHom sq mH.V m: to.o Nu sm.w s w.u pom so.m woamwom mo mm.a wm mN.m ub mm.o m m.m Hum mo.c <. szom H: Hm.: H: mm.u H: mm.o m can :: Hu.m woBmHom Ho Hu.w Hm mu.: m Hw.u m m.m cc Hm.u moopmw OHDmm cswozd modem H» Hm.» : m.s : a.“ ma mp.m mm Np.o masssom w m.m : m.o H H.V wo mu.w um Hr.» eonow us one: @8990 sswom 0H mo mm 7 s: Nmp mosmwou pom mu ma mu muo Qi'e Ammmjowfi son‘s. n_omm ooaooonx 50 Table 5. Distribution of scores for males on the eight aspects of clothing Clothing Aspect Mean Standard Deviation Aesthetic Grade 10 35.6 4.8 Grade 11 36.8 7.5 Grade 12 36.6 5.9 Comfort Grade 10 32.1 6.2 Grade 11 31.2 5.2 Grade 12 32.9 4.8 Interest Grade 10 26.6 7.7 Grade 11 23.9 6.6 Grade 12 23.8 8.0 Management Grade 10 32.8 5.8 Grade 11 32,0 6,2 Grade 12 33o0 5e Modesty Grade 10 29.1 6.5 Grade 11 28.8 5.8 Grade 12 29.1 5.2 Psychological Dependence Grade 10 31o]. 7!2 Grade 11 30.9 5.8 Grade 12 29.8 6.8 Social Approval Grade 10 31.3 6.5 Grade 11 31.1 6.1 Grade 12 Boos 5'5 Special Attention Grade 10 27.6 6.9 Grade 11 27.8 6.3 Gr‘de 12 26s“ 7": m Grade 10 N c 91 Grade 11 N s 60 Grade 12 N a 56 Unkown = 44 51 Table 6. Distribution of scores for females on the eight aspects of clothing Clothing Aspect Mean Standard Deviation Aesthetic Grade 10 41.8 4.4 Grade 11 42.3 4.4 Grade 12 42.9 3.6 Comfort Grade 10 35.1 4.7 Grade 11 35.9 5-3 Grade 12 36.8 5.4 Interest Grade 10 38.7 6.5 Grade 11 37.9 6.8 Grade 12 40.8 6.2 Management Grade 10 38.8 5.4 Grade 11 38.5 6.0 Grade 12 38.7 5.1 Modesty Grade 10 37.5 6.8 Grade 11 37.4 6.2 Grade 12 38.3 6.4 Psychologidal Dependence Grade 11 35.9 5-9 Grade 12 36.1 6.7 Social Approval Grade 10 34.2 5.2 Grade 11 34.0 6.0 Grade 12 33.7 6.2 Special Attention . Grade 10 30o? o3 Grade 11 31.0 7.2 Grade 12 31.1 6.1 Grade 10 N a 106 Grade 11 N g 67 Grade 12 N = 60 Uhkown g 37 52 menting with clothing, second in importance; and Management or the economic aspect of clothing third. Males ranked Management second and Comfort third. A complete ranking of the means by sex is given below:- Males Females Aesthetic Aesthetic Management Interest Comfort Management Social Approval Modesty PsychOIOgical Dependence Psychological Dependence Modesty Comfort Special Attention Social Approval Interest Special Attention Relationships Betpeen the Aspecis of Clothtng was. The relationships between clothing aspects for females and males generally followed the same pattern--the number of significant correlation coefficients decreased as age increased. As shown in Table 7, the correlation Coefficient for tenth grade males between the Special Attention aspect, (use of clothing to gain prestige), and the Social Approval aspect, (use of clothing to conform to group standards), was significant at the .01 level. This relationship is anomalous, as the two uses of clothing are generally thought to be in opposition. The relationship was, how- ever, present in the earlier analyses of these data,1 1Humphrey, Hundley, Klaasen, and Young, op, cit. 53 Table 7. Simple correlations between aspects of clothing for pales 7: 3 o p «10 o : HJG r4 H +3 0 0|) o p u m 8 >3 Fwd > 0 S-l 0 0 +3 o g: .—1 o c o a w ID 5:0 as. .p s. o a 0 an; «are m a in 'u o 011 o o c :g 0 wt: 0<£ 4 :3 r4 2 cu m Comfort Grade 10 o23* Grade 11 .45** Grade 12 o26* Interest Grade 10 .44** .03 Grade 11 .50** .65** Grade 12 .34** .22* Management Grade 10 .55** .42** .43** Grade 11 .46** .46** .57** Grade 12 .59** .38** .40** Modesty Grade 10 .02 .14 -.05 .08 Grade 11 .30** .52** .26* .24 Grade 12 .54** .31* .47** .49** Psychological Dependence Grade 10 .38** .12 .49** .18 -.05 Grade~11 .38** .31* .57** .44** .11 Grade 12 .15 .24* 52** .20 .36** Social Approval Grade 10 .20 .01 .42** .22* .11 .42** Grade 11 .47** .43** .20 .34** .23 .51** Grade 12 .25* .17 .40** .26* .30** .55** Special Attention Grade 1o .44** .04 .76** .28** -.1o .51** .u3** Grade 11 .49** .34** .65** .47** .24 .56** .25 Grade 12 .14 .14 .62** .21* .34** .59** .56** Grade 10 N s 91 Grade 11 N g 60 Grade 12 N s 56 iSignificant at the .05 level **Significant at the .01 level 54 and was also present for the twelfth grade males in this study. Another interesting relationship was found between the Interest aspect of clothing and the use of clothing for Physical Comfort. The relationship was significant at the .05 level for both sexes in twelfth grade, and at the .01 level for both sexes in the eleventh grade. This relation- ship was significant for females in the tenth grade (see Table 8) but not for males. The significant relationship at the .01 level, between the Modesty and Psychological Dependence aspects of clothing for both sexes in the twelfth grade seems logical. Ryan found that feeling at ease and having self-confidence were 1 attributable to a feeling of being well-dressed, while Silverman found being well-dressed influenced security or stability in social situations.2 A possible explanation for this papulathon may be that Modesty is related to self- confidence because of the individual's knowledge of con- servative custom as to dress; thus, if an individual conforms to his group's standards of dress he is using clothing as an aid to security and self-confidence. The 1Ryan, "Effect on College Girls...," locI cit.. p. 56-57. 2Silverman, loc, ci ., p. 54. 55 Mable 8. Simple correlations between aspects of clothing 422.211.122.122 WW o p t>o o : e10 3 p 4; g 3», $5 H o a o o +2 Fwd o .c o H u) m c1: P1P :3 s. o o ;:o olo n a +2 3 '8 gfh 2:3‘ .3 13 15 :2 a: mag 01a Comfort Grade 10 .24** Grade 11 .42** Grade 12 .41** Interest Grade 10 e 1* 025*“. Grade 11 . 9*‘ .32** Grade 12 .34** .20* Management ‘ . Grade 10 .35" .30” .33M Grade 11 .56** .34** .30* Grade 12 .42** .34** .33* Modesty Gr‘de 10 oL"2** ou5** o25 ** oOS Grade 11 .31** .46** .25* .22 Gnde 12 o38** o3u‘** o37** o27** Psychological Dependence Gndo 10 o1? e06 o15 -.02 o2u** Grade 11 .30* .29* .26* .15 .36** Grade 12 .42** .32** .37** .28** .41** Social Approval Grade 10 .11 .12 .13 -.15 .15 .49** Grade 11 .14 .25* .16 .03 .51** .51** Grade 12 .06 .12 ,.05 -.03 .23** .28** Special Attention Grade 10 .27* .11 .34** .26* .38** .42** .26* Grade 11 .19 .09 .41** .15 .04 .45** .16 Grade 12 o33* .00 o53** o31** e21* o30** .04 *Significant—at the .05 level **Significant at the .01 level Grade 10 N’s 106 Grade 11 N 2 67 Grade 1 2 N 60 56 same significant relationship between Modesty and Psy- chological Dependence upon clothing was found for grade eleven females. However, this relationship was non-sig- nificant for grade eleven males and for both sexes in the tenth grade. Clothing and its figlgplonship to Socla less Simple correlations were used to determine if there were relationships between the aspects of clothing and Social Class. As shown in Table 9, Social Class was found to be related slightly to the Management aspect of clothing for females, although the size of the coefficient indicated little real strength to any relationship. In other words, females in the lower social classes placed a bit more emphasis on planning, buying, and caring for clothing than dld those females in the higher social classes. (Note: The signs on the social class scale were reversed before the correlations were computed in order to make increases in scale values correspond to increases in clothing scores.) Concern for the;§ppy Since an individual's physical characteristics provide a foundation for how he views himself as well as how he believes others view him, the reactions he recleves from others can in turn influence how he feels about his body.1 1Goffman, Jerslld, Schilder, Shibutanti. 57 Table 9. Simple correlations between the aspects of soc‘ l cl Clothing Aspect Social Class Males Females n=2§1 en=270 Aesthetic -.01 -.02 Comfort .07 .01 Interest .03 .02 Management .01 -.13e Modesty .11 -.07 Psychological Dependence -.06 -.04 - Social Approval .01 .02 Special Attention -.01 -.06 *Significant at the .05 level Concern for the body, as measured for this study had two aspects: 1) the measure of Over-all Body Satisfaction which indicated whether a person was generally satisfied or dissatisfied with his physical body, and 2) Body Intensity which indicated the strength, but not the direction, of concern about the body.- Distplbpiion of Qper-all Body Sgtlsfgciion Spores Concern for the body was measured by the Body Charac- teristics measure, which consisted of 23 body related items such as "legs," "hair," and "muscular co-ordinatlon." Each of these items were rated by the subject on a seven- point scale of satisfaction to dissatisfaction. The 58 Over-all Body Satisfaction scores were determined, using the transformed scale value, by adding the summed dissatis- faction ratings to the satisfaction ratings. A constant of 100 was then added to keep all scores positive. Table 10 shows the means and standard deviations of Over-all Body Satisfaction scores by grade, and indicates that males were generally more satisfied with their bodies than were the females. Table 10. Distribution of scores for Over-all Body Satisfaction Mgan Stand d tion Grads 10 Males 116.2 Females 113.4 Grade 11 Males Females _a..a _a‘ -U‘l (DUI d _o Grade 12 Males Females e—l—L d—L mm 0 0 \Oh) i\) O A The percentage of responses at each scale interval for each of the Body Characteristics items for males and females are shown in Tables I and II Appendix A, p.108, 109.1 Interval 4, "have no particular feelings one way or the other," was the neutral point of the scale. Interval 3, "am satisfied," was most frequently used by both males and females in rating the body characteristics. Interval 7, indicating the most dissatisfaction, was used less by 1All tables located in appendix A will be referred to in the text by Roman numberals I, II...etc. 59 all males and was not used by them at all in rating three characteristics-~"face shape," "ears," and nose." The most frequently rated Body Characteristic in each scale interval is given in Table 11. Table 11. The most frequently rated Body Characteristic in ggch scale inperval c le n e val Mgipg Females 1-very satisfied Muscular Develop. Teeth 2-satisfied Muscular Coordin. Eyes 3-somewhat satisfied Hands Voice 4-neutral 0ther (specified) Other (specified) 5-somewhat dissatisfied Complexion Complexion 6-dissatisfied Complexion Weight 7-very dissatisfied Height Hips -._ It is interesting that both males (74%) and females (81%) felt the "other" scale item important enough to write in a specific body characteristic, and yet gave the characteristic a "4" rating or "neutral." Two character- istics most frequently written in by subjects were "finger- nails" and "freckles." The other write-in responses were all dissimilar, and in most cases were repetitions or variations of items included in the questionnaire. 6O Distribption of Body intensity Scopes Intensity of concern for the body was obtained by summing the absolute transformed scale values for the 23 body characteristic items. This sGore indicated the strength, or intensity, or an individual's feeling about his body. The distribution of scores for Body Intensity is given in Table 12. L‘J‘n'fl/ ' Taple 12. Qistribution of Spores for Body intensity by Grade Mean Standard Deviation Grade 10 Males 31.1 7.2 Females 36.8 5.5 Grade 11 Males 30.9 5.8 Females 35.9 5.9 Grade 12 Males 29.8 6.8 Females 36.1 . 6.7 The Relationshl Be w en C othin and Over- l od Sat ction That feelings about the body are part of the general feelings of satisfaction or dissatisfaction about one's self seems apparent. The cultural emphasis on physical size, athletic ability, and appearance is enough to make the adolescent very aware of his body. Clothing could be an acceptable and available medium open to the adolescent for manipulation of the appearance of his body to obtain more satisfaction with his body. Therefore, it seems reasonable that the attitudes and feelings an individual 61 has toward his body might be closely related to the way in which he uses his clothing. Simple correlations between Over-all Body Satisfaction and the eight aspects of clothing were computed and are given in Tables 13 and 14. Positive significant relation- ships were noted for males in all three grades between the Aesthetic aspect of clothing and positive body concern, meaning that the greater the Over-all Satisfaction with the body, the greater the concern for beauty in clothes. Correlation coefficients were noticeably higher for the males than the females (grade ten, .54, grade eleven, .73, and grade twelve, .67). All other significant relation- ships for males were confined to grade twelve--concern for Physical Comfort in clothing, the Management or economic aspect of clothing, conservative and inconspicuous clothing (Modesty), use of clothing for self-confidence and stability, and use of clothing for conforming to group norms and gaining Social Approval. Females in all three grades also had positive signi- ficant relationships between Over-all Body Satisfaction and Aesthetic emphasis, or beauty in clothes (Table 14). The only other significant relationship for this variable for females was found with Physical Comfort in clothing, in the twelfth grade. 62 Table 13. Simple correlations relating the eight aspects of clothing t010verell Body Satisfaction for males '— 0ver-all Body Satiafaction Clothing Aspect Grade 10 Grade 11 Grade 12 n=91 n=60 n=56 Aesthetic .54** .73** .67** Comfort .14 .23 .42** Interest -.02 -.04 -.14 Management .12 .21 .29* Modesty .13 .21 .30* ngggcllgficlsgal I . o1 . 16 . 35** Social Approval .10 .10 .30* Special Attention .11 .20 .13 *Significant at the .05 level *“Significant at the .01 level The etionshi e n Clothing and §o_y ntens ty Body Intensity refers to the strength of feelings of both satisfaction and dissatisfaction an individual has with parts of his body. No research was available in which satisfaction or dissatisfaction with the body was correlated with clothing as a variable. After reviewing literature related to concern for the body, as well as clothing studies, it seemed reasonable that clothing could be used either as a means of expressing satisfaction with the body, or as a 63 Table 14. Simple correlations relating the eight aspects of clothing to Over-all Body Satisfaction for females Over-all Body oatipfaction Grade 10 Grade 11 Grade 12 Clothing Aspect n=106 n=67 n=60 Aesthetic .35** .24* .31* Comfort .06 .16 .32* Interest -.02 .15 -.02 Management .01 .06 .04 Modesty -.O4 .23 -.01 Psychological Dependence .00 .20 .13 Social Approval .12 .05 .23 Special Attention -.03 .21 -.02 *Significant at the .05 level **Significant at the .01 level way of camouflaning parts of the body the individual was dissatisfied with to make them more acceptable. When Body Intensity was correlated with eight aspects of clothing the direction of the significant relationships was similar for both sexes. Differences in number of significant relationships between Body Intensity and Clothing by age/grade were apparent for females; the males were more consistent regardless of grade (Table 15), while for females the number decreased as age increased (Table 16). C4 4.“ WWW ts of Table 1 . Simple correlations relating the eight aspec 5 clothing to Body Intensity for males f Body Intensity Grade 10 Grade 11 Grade 12 Clothing Aspect ”=91 ":60 [1:56 ‘I’ Acethetic -o07 o 10 o31 Comfort .52** .57** 49** Interest .36** .11 -.05 Management .59** .56** .51** Modesty .15 .38** .39** Pa chological ' Dgpendence .55** .51** .42** Social Approval .20 .44** .18 Special Attention .24* .31** .12 *Significant at the .05 level *‘Significant at the .01 level 'Tha Beiatipnahip Between Cloihing Agpects and Satisfaction with chups pf dey Characterisyips The 23 body characteristics were categorized in four groups--Plastic, Build, Cultural, and Peripheral. Relation- ships between clothing aspects and Groups of Body Charac- teristics were expected to be in the same direction as relationships between Clothing aspects and Body Intensity. 55 :9“. 43‘" 6"" . Table 16. Simple correlations relating the eight aspects of clothing to Body Intensity for females Body Intensity Clothing Aspect Grade 10 Grade 11 Grade 12 n=106 n=67 n=60 Aesthetic .14 .11 .05 Comfort .37** .26* .15 Interest .41** .36** .24 Management .30** .45** .42** Modesty .42** .30* .17 Psychological Dependence .28** .51** .48** Social Approval .28** .15 -.02 Special Attention .32** .29* .19 *Significant at the .05 level *‘Significant at the .01 level Cut of the total of the 96 relationships between the aspects of Clothing and Groups of Body Characteristics, males revealed a total of eight significant relationships, while 10 occurred for females. The only significant re- lationships for grade ten males were between the Peripheral Group of Body Characteristics and use of clothing for 66 Psychological Dependence and for Social Approval (Table 17). Females in grade ten showed only one significant relationship (Table 18). A negative correlation was found between the Cultural Group of Body Characteristics and use of clothing for Modesty. There were no significant relationships for any Group of Body Characteristics for grade eleven males. A positive correlation (significant at the .01 level) was obtained when General Interest in clothing and the Plastic Group of Body Characteristics were correlated for females in grade eleven. Also in grade elven, females had significant negative relationships between the Social Approval aspect of clothing and a positive relationship between the Special Attention aspect of clothing, and the Build Group of Body Characteristics. The items in the Build Group usually are not as easily or as quickly manipulated, thus an eleventh grade female who was pleased with Build aspects of her body for meeting the "ideal" criteria might attempt to draw attention to herself through her use of clothing. Significant positive relationships were found between the Plastic Group and two aspects of clothing, Interest and Social Approval, for twelfth grade males. A significant correlation coeffieicent of .27 was found between the Build Group and emphasis on Physical Comfort in clothing. If a twelfth grade male were satisfied about the impression he gave of his height, weight, posture or muscular ability, he was also likely to be concerned with physical comfort 67 Table 17. Simple correlations relating eight aspects of clothing to satisfaction with Groups of Body Characteristics for males G on s'of Bod racteri tics CIOthing AspeCt P] E Btic Build Cultural Peri EheraL Aesthetic . Grade 10 .11 .07 .09 “.03 Grade 11 .11 .12 ~.11 .14 Grade 12 .11 ‘323 .05 .02 Comfort Gnde 10 -o06 -o16 "315 o0]. Grade 12 .0 .27* .16 .08 Interest Grade 10 .08 .03 ‘106 -.11 Grade 11 -oou _ 'o 11 o09 o0? Grade 12 .27* .20 .29* -.03 Management Grade 10 .11 .04 .11 .03 Grade 11 .07 .14 .03 .18 Grade 12 .08 .18 .07 ‘.04 Modesty Grad. 10 “313 ~o20 W17 ‘o06 Gnd. 11 -oo9 ~o07 -.10 ‘o09 Grade 12 f'eé6 ~e01 v-o09 o08 Psychological Dependence Grade 10 .02 .00 .08 -326* Gr‘de 11 e08 ".02 “.02 "o10 Gr‘d.‘ 12 e17 o38** o38** o12 Social Approval ‘ Grade 10 .12 .14 .06 -.31** Grade 11 .00 -.01 ‘-;03 ~.O6 Grade 12 .27* .10 .11 .06 Special Attention Grade 10 .14 .01 ‘205 -.07 Grade 11 .03 .07 .13 -.05 Gr‘de 12 o19 o08 o09 ‘oo9 *Significant at the .05 level ** t th .01 1 ve Grade 10 N a 91 Significant a e e 1 Grade 11 N a 60 aha- 19 at (L Table t8. Simple correlations relating eight aspects of clothing to Satisfaction with Groups of Body Characteristics for females Groups 9: Body Characteristics C1°th1n2.ASD°°t Plastic Bui d .tura eripheral Aesthetic Grade 10 006 e08 e03 .904 Grade 11 .12 .12 .05 “.Oh Grade 12 .2h .33** .22 .22 Comfort Grade 10 ~.o6 .00 -;12 -.11 Gradé 11 e01 ’019 ’.10 -e08 Grade 12 aeoé .00 ~313 ”.00 Interest Grade 10 ~.05 ~,17 .07 ~.04 Grade 11 .33** .15 .08 .17 Grade 12 .15 .19 .04 .30* Management _ Grade 10 .12 .08 1.10 .06 Grade 11 e1? e18 018 “003 Grade 12 .17 .15 .03 .31* Modesty ' , Grade 10 ‘.08 .e16 -e21* “908 Grade 11 ‘.OO ‘e23 -e1l4' '00? Grade 12 “e02 e26* .306 001 Psychological Dependence Grade 10 .13 .11 .16 -,01 Grade 11 .03 .02 .08 .01 Grade 12 .11 .01 .01 ‘.02 Social Approval Gr‘de 10 ‘e01 000 e08 -002 Gr‘de 11 \015 ‘e27* ‘022 “033** Grade 12 .22 .00 -.O7 .10 Special Attention Grflda 10 ' coo ”e12 e13 e07 Grade 11 .22 .36** .10 .16 Grade 12 .22 .11 '.02 .26* ;Significant at the .65 level **Significant at the .01 level Grade 10 N . 106 Grade 11 N g 67 .Grade 12 N s 60 .- 09 in his clotihing. By the same line of reasoning, the signi- ficant relationship (.38) between the Build Group of Body Characteristics and the Psychological Dependence aspect of clothing indicated that if a male were pleased with his "build" he might use clothing to give himself self-confidence and stability. Significant positive relationships were also found for twelfth grade males between culturally defined ideal charac- teristics and Interest in clothing, and Psychological Depen- dence on clothing. No significant relationships were found for twelfth grade males between Peripheral Group of Body Characteristics and the different aspects of clothing. In grade twelve, 6 of the total of 8 significant relationships for males occurred between aspects of clothing and Groups of Body Characteristics, and all were in the positive direction--Comfort, Interest, Psychological Dependence, and Social Approval. To clarify, males in grade twelve who had feelings of satisfaction about the body also had a general interest in clothes, in having comfortable clothing, liked clothing comparable to their peers, and used clothing to build self-confidence. Two or more groups of Body Characteristics related positively to Aesthetic, Modesty, Management, and Special Attention for twelfth grade females, and negatively for General Interest in clothing. To clarify, females in grade twelve who revealed feelings of dissatisfaction about 70 the body had a General Interest in clothing. The females students with feelings of satisfaction about the body placed emphasis upon becomingness and beauty in clothing (Aesthetic), as well as Modesty and Management aspects, and were willing to draw attention to themselves by use of clothing. he lat. nsh t e n C othjng and ‘ is ct; n w h ecif Body Characteristics Using the raw score of each scale item as a score value, 23 separate Body Characteristics were correlated with the eight aspects of clothing to determine if specific charac- teristics of the body were of more concern than others for the adolescent. It is interesting that out of a possible 184 relationships for the eleventh grade, only three positive significant relationships existed between clothing aspects and Body Characteristics for males, while 16 relationships (9 positive) existed for females. There appeared to be no congruence between sexes for these relationships. As shown in Table III, tenth grade males were found to have significant relationships only between the Modesty aspect of clothing and the Body Characteristics of "hair" and 'hands." The adolescent maie's hands are body parts that frequently seem out of proportion and clumsy to him; hence they would also seem conspicuous. Tenth grade females also had significant relationships, (at the .01 level), in the clothing aspect of Modesty, but 71 with different Body Characteristics than for males-~"teeth" and "muscular development." These relationships are peculiar, but could be explained in terms of ”conspicuous- ness." Twice as many significant relationships existed between a body part and clothing for teneth grade females as for tenth grade males, half for each sex linked with the Modesty aspect of clothing (see Table IV). Table V shows a positive relationship, significant at the .01 level, for eleventh grade males between the Management, or economic aspect of clothing, and the Body Characteristic "chest." Females in grade eleven revealed significant negative relationships between the Social Approval aspect of clothing and the Body Characteristics of face shape, weight, waist, legs, and moles or birthmarks (see Table VI). Thus, if an individual expressed dissatis- faction with these Body Characteristics, he also used clothing to conform to his peers. Two relationships, significant at the .01 level, be- tween aspects of clothing and single Body Characteristics were found for twelfth grade males (see Table VII). Both were in the negative direction. A correlation coefficient of -.38 existed between Psychological Dependence on clothing and "muscular coordination.“ An adolescent's body image is composed of physical properties and characteristics as well as a psychological part, which includes attitudes and feelings toward the body. Skill in athletics is important to the adolescent male; thus if he were dissatisfied with 72 his "muscular coordination" he might be dependent on clothing for self-confidence. The correlation coefficient of -.33 between use of clothing for Special Attention or prestige and "chest," was also significant at the .01 level. Significant positive relationships were found for twelfth grade females between the Aesthetic aspect of clothing and the single Body Characteristics of "hair," "lips," "weight," and posture. Thus if an individual were satisfied with these parts of the body, she was also interested in beauty and becomingness in clothing (see Table VIII). When specific Body Characteristics and the various aspects of Clothing were correlated, the number of significant relationships increased as age increased. Although no specific pattern in relationships existed between specific aspects of clothing and Body Characteristics, tenth graders of both sexes more often revealed significant relationships regardless of direction, between the Modesty aspect of clothing and Body Characteristics. Pecceived Peer Self An individual's self concept, of which body image and Perceived Peer Self are a part, is acquired through social interaction. Thus, what an individual believes his peers think of him could be related to his satisfaction or dis- satisfaction Wlth this body, and could also be reflected in his use of clothing. A modified Brownfain Self Rating Inventory (see appendix 8, p.126) was used to measure what an individual 73 believed his peers thought of him on 20 descriptive person- ality traits. However, no consideration was given to whether the estimation was actually correct. The 20 ratings were then summed to derive the Perceived Peer Self score. Relationships Between Asgects of Clothing ;Qd_Eerceived Peer Self The relationships between aspects of clothing and Perceived Peer Self are given in Tables 19 and 20. A positive significant relationship, at the .01 level, was found be- tween the Aesthetic aspect of clothing and Perceived Peer Self for all grades and both sexes, except eleventh grade males. Other positive significant relationships, at the .01 level, were found for tenth grade females between the clothing aspects of Interest and Special Attention and Perceived Peer Self, indicating that if tenth grade females believed their peers thought highly of them, they were also interested in clothing in terms of experimenting and manipulation as well as using clothing to draw attention to themselves, while eleventh grade females were concerned with planning, buying and caring for clothing. Twelfth grade females who believed their peers though highly of them used their clothing to gain prestige and status for themselves. 74 Table 19. Simple correlations relating aspects of clothing and Perceived Peer Self for males Clothing Aspect Perceived Peer Self Grade 10 Grade 11 Grade 12 n=91 n=6O n=56 Aesthetic .31** .18 .#9** Comfort -.05 ..13 ..11 Interest .18 .20 .15 Management .21* .18 .16 Modesty .05 .19 -.02 Psychological Dependence -.01 .10 .22 Social Approval .14 .13 .11 Special Attention .16 .30 .17 *Significant at the .05 level **Significant at the .01 level Only one other significant relationship existed-- tenth grade males who held a high estimation of Perceived Peer Self were also slightly interested in the planning and selection of their clothing. 75 Table EKL. Simple correlations relating aspects of clothing and Perceived Peer Self for females Cothing Aspect Perceived Peer Self Grade 0 Grade 11 Grade 12 __ nle n55? n=60 Aesthetic ,29** ,uuee .h0** Comfort .00 .08 .12 Interst .36** .22 .27* Management .13 .33** .30* Modesty .22* .02 .19 Psychological Dependence .15 .00 .11 Social Approval -.03 -.25* .05 Special Attention .39** .14 .37** Relgtionshigs Between chceiy h ract r1 nd 8 of d *Significant at **Significant at the .01 level the .05 level red Pee; Self stic When Groups of Body Characteristics and Perceived Peer Self were correlated for males and for females, signi- ficant relationships were confined to the Plastic, Build, and Cultural Groups of Body Characteristics, and all were in the positive direction (see Tables 21 and 22). If either a grade ten male or grade eleven female were more satisfied with these Groups of Body Characteristics, he or she also revealed a higher estimation of the Perceived Peer Self. 76 Table 21. Simple correlations relating Groups of Body Characteristics and Perceived Peer Self for Males Group of Body A Perceived Peer Self characteristics G::ge 10 Grgggoli agige 12 Plastic .38** .17 .17 BUl'd .35** .35** .04 Cultural .3d** .10 -.08 Peripheral .08 .18 -.O7 *SignifTCant at the .05 level **Significant at the .01 level Males satisfied with their bodies showed concern for clothing uses a year earlier than did females since three significant relationships out offour possibilities for males occurred in grade ten, with only one out of four in grade eleven, while three out of the four relationships for females occurred in grade eleven, and only one a year later in grade twelve.‘ Table 22. Simple correlations relating Groups of Body C argctegistigs gnd Perceived Peer Self fgr females Group of Body Egrceived Peer §2lf characteristics 3:3?3310 said; 11 aaggé 12 Plastic .09 .34** .34** Build .07 .36** .15 Cultural . .12 .31** -.10 Peripheral .12 .20 .16 *Significant at the .05 level **Significant at the .01 level 77 Relationships Between Perceived Peer Self and Satisfaction with Specific §9d¥ Characteristics When simple correlations were computed between single Body Characteristic scores and the Perceived Peer Self score, a positive significant relationship, at the .01 level, was found for tenth grade males (see Table IX). "Other" (specified) was a write in item, to which responses were varied, with "fingernails" and "freckles" being the most frequent replies. Other positive relationships, significant at the .01 level, were found between Perceived Peer Self and "ears," "nose," "posture," "muscle coordination," "waist," and "legs" for tenth grade males. Two significant relationships, out of 23 total possible relationships, were found for tenth grade females. Correlation coefficients of .18 were signi- ficant at the .05 level for "muscle coordination" and "feet." Significant positive relationships, at the .05 level, were found for eleventh grade males between Perceived Peer Self and "nose" and "muscle coordination." Females had significant relationships, at the .01 level, in the positive direction between Perceived Peer Self and "face," "height," and "feet." Two significant positive relationships, at the .01 level, were found for twelfth graders. If these males had a high estimate of Perceived Peer Self they also were satisfied with "teeth," and while if twelfth grade females believed their peers thought highly of them they showed satisfaction with their "Speaking voice." 78 When clothing and concern for the body were related, males increased in number of significant relationships with age, while the frequency of significant relationships for females decreased with age. When clothing and Perceived Peer Self were correlated, both sexes revealed more signifi- cant relationships in grades ten and twelve than in grade eleven. However, when Perceived Peer Self and Groups of Body Characteristics were related, a different pattern emerged, since the larger number of significant relationships occurred in grade ten for males and in grade eleven for females. The relationships between single Body Character- istics and Perceived Peer Self followed the same pattern as that of the Groups of Body Characteristics. CHAPTdR VI SUMMARY AND CONCLUSIONS The major concern of this study was to investigate the relationship of eight aspects of clothing, the Over-all Body Satisfaction individuals have towards their bodies, the Intensity of feelings about the body, and Perceived Peer Self. Clothing and personal appearance are thought to be important to the adolescent since they allow him a means of expressing satisfaction with his body, or of coping with dissatisfaction with parts of the body, which in turn could affect how he thinks others see him. A review of related literature showed varying definitions and instruments for measuring the use of clothing by in- dividuals as well as the relationship of clothing and acceptance by the peer group. That an individual can use clothing as a symbol of identification in social interaction is generally accepted; that clothing can also convey sat- isfaction with the body, or be used in camouflaging or mani- pulation of the body to give a more pleasing effect, seemed reasonable. A clothing questionnaire developed by the researchers of the larger project measured the following eight aspects of use of clothing: Aesthetic, Comfort, General Interest, Management, Modesty, Psychological Dependence, Social Approval, and Special Attention.1Each of the eight sections of the clothing measure contained eleven statements. A score was obtained for each of the eight aspects of clothing using a 1Humphrey, Hundley, Klaasen, and Young, 0 c t. 79 80 five point rating scale ranging from "almost always" to "almost never." Each score was then correlated separately, with the other variables used in this study. Concern for the body was measured by the Body Characteris- tics instrument consisting of 23 body related items. A seven point scale was used ranging from (1) "think that others would like to be just like me," to (7) "find it unbearable, and would do almost anything to change." The scores were transformed using scale item (4) as a neutral point to obtain the strength of feeling, or Body Intensity. Over-all Body Satisfaction was obtained by subtracting the dissatisfaction score from the satisfaction score, and adding 100 to eliminate negative numbers. The 23 body characteristics were categorized into four groups: Plastic, Build, Cultural, and Peripheral. The raw scores on the satisfaction to dis- satisfaction continuum were summed and averaged for each group to yield a Group Body Characteristics score. Perceived Peer Self, or an individual's estimate of how others see him, was measured by a modified Brownfain Self Rating Inventory, where the individual rated himself on 20 descriptive traits using a ten point scale. The nonrandom sample obtained for this study consisted of 251 males and 270 females from grades ten, eleven, and twelve of a Midwestern city high school, representing all social calasses and both urban and rural backgrounds. Background information obtained from the subjects included age, sex, and grade. Also included was identity of the main wage I‘ , ~11 earner in terms of his occupation, educational level, and estimated annual income. The nonrandom sample used in this study necessarily limits predictions to other pepulations. In evaluating the results, this study should be considered a pretest situation for the Psychological Dependence aspect of the clothing measure. In addition, it should be emphasized that all of the measures used depend upon the subject's willingness to reveal feelings about himself, and thus a representative score might not have been given. For all statistical analysis the data were separated by sex and by grade to investigate any differences attri- butable to these variables. Simple correlations were com- puted between the various aspects of clothing, as well as between clothing aspects and Over-all Body Satisfaction, Body Intensity, Body Characteristics, Groups of Body Char- acteristics and Perceived Peer Self. In addition, simple correlations were used between the various aspects of clothing and Social Class status. Social Class was found to be related slightly to the Management or economic aspect of clothing for females meaning that the lower the social calss category, a little more planning, buying, and caring for clothing by the individual was likely. Previous research was used, whenever applicable, as a basis for the research hypotheses. In some cases, contra- dictary results have been reported by various researchers, and in other cases, no literature was available relating the 82 specific variables investigated in this study. Hypothgsis I. Over-all Body Satisfaction will be positively related to grade. Kitamura,1 Coleman,2 and Jersild3 reported that adolescents were more likely to be satisfied with themselves as they increased in age and maturity. Thus hypothesis I was formulated. When 2 tests were computed between means of Over-all Body Satisfaction there were no significant differences for either sex in any grade. Therefore, Hypothesis I was not confirmed. Hypothesis II. Body Intensity will be related negatively to grade. Hypothesis II was formulated concurrently with Hypothesis I as it was expected that the strength of feelings about the body would decrease with age as an individual became more accepting of his physical body. when 2 tests were computed between means of Body Intensity, there were no significant differences for either sex in any grade, and Hypothesis II was not confirmed. Males and Females Hygothgsis III. Females will reveal more significant relation- ships than will males between concern for the body and the aspects of clothing. Secord and Jourard in developing the Body Cathexis scale, noted differences between males and females in feelings of 1Kitamura, lgg, cit.. p. 77. 2Coleman, loc c t. 3Jersild, locI cit.. PD. 66-67. 83 1 In their satisfaction or dissatisfaction with the body. studies, females showed more concern for their bodies, thus it was hypothesized that females in the present study would reveal more significant relationships between concern for the body and the aspects of clothing, than would males. Males as a group more often showed positive significant relationships than did females when the various aspects of clothing were correlated with Over-all Body Satisfaction and Body Intensity. Hypothesis III was not confirmed. Oygc-gll figdy Satigflctlon Hygothgsis IV A 1. Over-all Body Satisfaction will be positively related to the Aesthetic aspect of clothing. Compton studied ”body boundaries" and preferences in fabrics for clothing,2 but no literature was available in which use of clothing and concern for the body (as measured for this study) were variables. Thus the following hypotheses were formed using logical deduction from results of previous studies of clothing and studies of various aspects of concern about the body. Various studies have reported the importance of beauty in clothing to the individual. An individual generally satisfied with his body would feel he presents an acceptable or pleasing image to others, while a person who was less satisfied would rate Aesthetic emphasis important as he 1Secord and Jourard, "The Appraisal of...," loc, cit.,p.400. 2Compton, l c c t. 84 attempted to achieve a pleasing body image. Positive significant relationships were obtained for both sexes in all grades. Females are often felt to place more emphasis on beauty in clothing than are males, however, correlation coefficients for males were noticeably higher in all grades in relationships between Over-all Body Satisfaction and Aesthetic use of clothing. The hypothesis was confirmed for both sexes in all grades. Hygothesig IV A 2. Over-all Body Satisfaction will be positively related to the Comfort aspect of clothing. Both grade twelve males and grade twelve females showed significant positive relationships between the Comfort aspect of clothing and Over-all Body Satisfaction. Since no significant relationships were found for grades ten and eleven, but all correlation coefficients were in the positive direction, the hypothesis was partially confirmed. Hypothegig IV A 2. Over-all Body Satisfaction will be positively related to the Interest aspect of clothing. General Interest in clothing and appearance might be shown by manipulation and experimentation with clothing. Thus, if an individual is not satisfied with his body he might be interested in clothing as a way to camouflage less than perfect physical characteristics, and perhaps also with the result of gaining general Over-all Body Satisfaction. No significant relationships were obtained relating Interest in clothing and Over-all Body Satisfaction. Although the hypothesis was not confirmed it is possible that those subjects who were less pleased with their bodies 85 might not be "sophisticated" enough to utilize clothing to conceal or disguise parts of the body with which they were dissatisfied. 0 hesis 4. Over-all Body satisfaction will be positively related to the Special Attention aspect of Clothing. Some individuals like to invite comment upon or draw attention to their clothing. Use of clothing in this manner can also be a medium for gaining prestige and status. If an individual is willing to attract attention to himself through his clothing, it would seem he would also be satis— fied with his body characterstics. With this reasoning as a basis, the hypothesis was written. The Special Attention aspect of clothing did not relate significantly to Over-all Body Satisfaction for either sex in any grade. Thus, the hypothesis was not confirmed. 7H h sis v a i. Over-all Body Satisfaction will be negatively related to the Modesty aspect of clothing. Although Modesty in clothing is often equated with body exposuro,for this study Modesty was defined as the use of inconspicuous clothing which was very conservative in design, color, fit, and body exposure. The definition then covers startling designs and tight garments, as well as uncovering parts of the body. The hypotheses dealing with the Modesty aspect of clothing were based on the idea that an individual who was less satisfied with his body might use clothing to cover-up or hide himself. 86 The correlation coefficient between the Modesty aSpect of clothing and Over-all Satisfaction with the body was significant for males in grade twelve, but not in the predicted direction. No other significant relationships existed for males, nor were significant relationships present for females in any grades. Thus, the hypothesis was not confirmed. H othesis V B 2. Over-all Body Satisfaction will be negatively related to the Psychological Dependence aspect of clothing. The use of clothing to influence moods, feelings, and emotions was investigated by several researchers. Various aspects of dressing for "Personal Satisfaction" were con- 1 sidered by Alexander, while feelings of security or self- confidence in social situations attributable to clothing were considered by Silverman2 3 and Ryan. Being psychologically dependent on clothing may not be a conscious effort, but simply a matter of seeking to create a mood of self-confidence and well-being. An individual, by wearing garments he felt "sure of," might achieve an acceptable body image and hence use clothing as a means of coping with body dissatisfaction. A significant relationship existed for twelfth grade males between Psychological Dependence on clothing and Over-all Body Satisfaction, but not in the predicted 1Alexander, locI cit., p. 4?. 2.. A Silverman, loc, cit., D. 5 -57. 3Ryan, "Effect on College Girls...," n. 790. locI cit., 87 direction. Over-all Body Satisfaction did not relate with the Psychological Dependence aspect of clothing for females in any grade. Thus, the hypothesis was not confirmed. Hypothesis IV B_3. Over-all Body Satisfaction will be negatively related to the Social Approval aspect of clothing. Use of clothing by an individual for Social Approval or acceptance, implies conformity to a group norm, thus an individual less satisfied with his body characteristics could use clothing or cosmetics as an aid in presenting an appearance similar to his peers. With this reasoning, the hypothesis was formulated. One significant relationship for males between Over-all Body Satisfaction and use of clothing to gain Social Approval resulted, but it was not in the predicted direction and no significant relationships existed for females in any grade, thus the hypothesis was not confirmed. Hypethasls {V C. There will be no relationship between Over- all Bo y Satisfaction and the Management aspect of clothing. The Management, or economic, aspect of clothing, seemed unlikely to be related to feelings of satisfaction or dis- satisfaction with the body, mainly because the planning and buying of clothing are not usually readily apparent nor directly observable by others. In addition, the Management aspect involved care of clothing and not the actual wearing of clothing in social interaction. With this idea in mind the hypothesis was formed. 88 There were no significant relationships for tenth and eleventh grade males between Management of clothing and Over-all Body Satisfaction, but the relationship for twelfth grade males was significant. Emphasis upon the Management aspect of clothing did not relate significantly to Over-ail Body Satisfaction for females in any grade. Thus, the hypothesis was confirmed for females and partially confirmed for males. 8 d nten t Body Intensity was determined by transforming the seven-point satisfaction and dissatisfaction scale from the neutral point (scale interval 4); the scale values then ranged from +3 to -3. The absolute values were summed and the resulting value indicated the strength of feelings of satisfaction or dissatisfaction with the body. It was expected that the stronger an individual felt about his body, the stronger he would also feel about his clothing. H o hesi V A . Body Intensity will be positively related to the Aesthetic aspect of clothing. The correlation coefficient for males in grade twelve relating the Aesthetic aspect of clothing and Body Intensity was significant, but no other significant relationships were found for either sex in any grade. Thus, the hypothesis was partially confirmed for males and unconfirmed for females. Hyggthgsjs V A 2. Body Intensity will be positively related to the Comfort aspect of clothing. Emphasis on Comfort in clothing related with Body Intensity in the predicted direction for males in all grades. 89 The relationship between the clothing aspect of Comfort and Body Intensity was significant for tenth and eleventh grade females, but not for twelfth grade. Therefore, for males, the hypothesis was confirmed, but only partially confirmed for females. Hygothgsi! V A 3. Body Intensity will be positively related to the Interest aspect of clothing. Although Body Intensity related to General Interest in clothing for tenth grade males, it did not relate fer eleventh and twelfth grade males. General Interest in clothing was related to Body Intensity for females in grades ten and eleven, but not grade twelve. The hypothesis was partially confirmed for both males and females. H e he V A 4. Body Intensity will be positively related to the Modesty aspect of clothing. Emphasis on Modesty in clothing related to Body Intensity for males in eleventh and twelfth grade, but not in grade ten, and Body Intensity and the Modesty aspect of clothing were related for females in grades ten and eleven, but not twelfth grade. Thus, the hypothesis was partially confirmed. Hygethgsio V A 5. Body Intensity will relate positively to the sychelegical Dependence aspect of clothing. Being Psychelogically Dependent on clothing was signi- ficantly related to Body Intensity for both sexes in all grades. Thus, the hypothesis was confirmed for both males and females. 9O Hypothesis v A 6. Body Intensity will be positively related to the Social Approval aspect of clothing. The use of clothing to gain Social Approval related with Body Intensity for grade eleven males and grade ten females. Since no other significant relationships existed, the hypothesis was only partially confirmed for both males and females. Hypothesis V A z. Body Intensity will be positively related to the Special Attention aspect of clothing. The use of clothing to gain Special Attention, or prestige, related to Body Intensity for both males and females in grades ten and eleven. Thus, for both sexes, the hypothesis was partially confirmed. Hygothggjs V B. 'There will be no relationship between Body Intensity and the Management aspect of clothing. Body Intensity related to the Management, or economic, aspect of clothing for both males and females in all grades. Thus, the hypothesis was not confirmed. When all aspects of clothing and Body Intensity were correlated, the greatest number of relationships occurred in grade ten for females and a year later in grade eleven for males. Females in grade twelve had only two significant relationships between the various aspects of clothing and Body Intensity, Management and Psychological Dependence aspects, indicating that although other aspects of clothing were no longer emphasized, the twelfth grade female who felt strongly about the body was still interested in planning, selecting, and caring for her clothing as well as using clothing to 91 gain self-confidence and to influence moods and emotions. The relationships between both Management use of clothing, Psychological Dependence on clothing, and Body Intensity were significantly positive for females in all grades. Grou of d Ch r cter st cs From the list of body related items Groups of Body Characteristics were arbitrarily categorized into four Groups, which used the raw score average of the items in each group as a group score to correlate with the eight aspects of clothing. Body Characteristics included in the Plastic Group were those parts of the body which can be manipulated or that are plastic in nature. The Build Group included structural body characteristics, while the Cultural Group included waist, hips, bust or chest, legs, hands and feet. Other items did not logically fit into the categories previously mentioned, and although the items themselves were dissimilar they were included in the Peripheral Group of Body Characteristics. No literature was available in which groups of body characteristics were related to aspects of clothing. Since this grouping was actually only a different treatment of the data, the hypotheses were formulated parallel to those relating Body Intensity with Clothing. 92 Hyggthegis VI A 1. Plastic, Build, Cultural, and Peripheral Groups of Body Characteristics will be positively related to the Aesthetic aspect of clothing. Aesthetic emphasis on clothing did not relate signi- ficantly to any of the Groups of Body Characteristics for males in any grade, but a significant relationship was found for twelfth grade females between the Build Group and Aesthetic concern in clothing. Thus, the hypothesis was not confirmed for males and partially confirmed for females. H o hesis A 2. Plastic, Build, Cultural, and Peripheral Groups of Body Characteristics will be positively related to the Comfort aspect of clothing. Emphasis on Physical Comfort in clothing did not relate in the predicted direction to any of the groups of body characteristics for females in any grade. However, a signi- ficant relationship was found for grade twelve males between the Build Group and the Comfort aspect of clothing. The hypothesis was partially confirmed for males, and unconfirmed for females. H . Plastic. Build, Cultural, and Peripheral Groups e Body Characteristics will be positively related to the Interest aspect of clothing. General Interest in clothing related to the Plastic and Cultural Groups of Body Characteristics in the predicted direction for grade twelve males, and with the Plastic Group for grade twelve females. Thus, the hypothesis was partially confirmed. 93 Hypothesip V] A 4. Plastic, Build, Cultural, and Peripheral Groups of Body Characteristics will be positively related to the Modesty aspect of clothing. Emphasis on Modesty in clothing did not relate signi- ficantly to any Group of Body Characteristics for males in any grade. The Build Group related significantly in tmapredicted direction with the Modesty aspect of clothing for twelfth grade females. The hypothesis was unconfirmed for males and partially confirmed for females. Hypethepie VI 5. Plastic, Build, Cultural, and Peripheral Groups of Body Characteristics will be positively related to the Psychological Dependence aspect of clothing. Use of clothing to gain Psychological Dependence related significantly in the predicted direction to the Build and Cultural Groups of Body Characteristics for grade ten males, but did not relate to any Group of Body Characteristics for females in any grade. Thus, the hypothesis was partially confirmed for males and unconfirmed for females. Hyppthesis VI 6. Plastic, Build, Cultural, and Peripheral Groups of Body Characteristics will be positively related to the Social Approval aspect of clothing. The Plastic Group of Body Characteristics related significantly in the predicted direction, to the use of clothing to gain Social Approval for twelfth grade males, while use of clothing to gain Social Approval did not relate in the predicted direction for eleventh grade females. Thus, the hypothesis was partially confirmed for males and unconfirmed for females. 94 Hypethepis VI A Z. Plastic, Build, Cultural and Peripheral Groups of Body Characteristics will be positively related to the Special Attention aspect of clothing. Groups of Body Characteristics did not relate to use of clothing to gain Special Attention, or prestige, for males in any grade, but significant positive relationships were found for grade eleven females between the Build Group and Special Attention aspect of clothing and the Peripheral Group for grade twelve females. The hypothesis was not confirmed for males and partially confirmed for females. Hypothgsis VI B. There will be no relationship between Plastic, Build, Cultural, and Peripheral Groups of Body Characteristics and the Management aspect of clothing. There were no significant relationships between the Management aspect of clothing and the four Groups of Body Characteristics for males in any grade. However, the Management aspect of clothing did relate significantly in the positive direction to the Peripheral Group of Body Characteristics for twelfth grade females. There were no other significant relationships, thus, the hypothesis was confirmed for males and partially confirmed for females. ngceived Pper Self It is generally agreed that an individual's self concept is acquired through the socialization process. A part of the total self concept is composed of the image a person has of his body and how he thinks others see him, or perceived peer self. Thus, the appearance of the physical body pre- sents an identifying symbol to others in social interaction. 95 Previous research indicated that individuals generally wish to accentuate their best physical characteristics. The hypothesis relating the various aspects of clothing and Perceived Peer Self were formulated with this idea in mind. Hypothesis V1; 1. Perceived Peer Self will be positively related to the Aesthetic aspect of clothing. Aesthetic interest in clothing related to Perceived Peer Self for males in grades ten and twelve, while signi- ficant relationships were found for females in all grades. The hypothesis was partially confirmed. h is VI 2. Perceived Peer Self will be positively related to the Comfort aspect of clothing. Emphasis on Comfort in clothing did not relate to Perceived Peer Self for either males or females in any grade. Thus, the hypothesis was not confirmed. H e h sis I . Perceived Peer Self will be positively irelated to the nterest aspect of clothing. General Interest in clothing did not relate to Perceived Peer Self for males in any grade while the relationship was in the predicted direction for females in grade ten and twelve, but not in grade eleven. The hypothesis was unconfirmed for males and partially confirmed for females. H o h sis VII 4. There will be a positive relationship between Perceived Peer Self and the Management aspect of clothing. Since emphasis on Management of clothing did relate to Perceived Peer Self for tenth grade males and eleventh and twelfth grade females, the hypothesis was partially confirmed. 96 Hypothesis VII 5. Perceived Peer Self will be positively related to the Modesty aspect of clothing. Emphasis on Modesty in clothing did not relate to Perceived Peer Self for males in any grade, but the re- lationship did exist for tenth grade females. Thus, the hypothesis was unconfirmed for males and partially con- firmed for females. Hypothesis VII 6. Perceived Peer Self will be positively related to the Psychological Dependence aspect of clothing. Psychological Dependence on clothing did not relate to Perceived Peer Self for either males or females in any grade. Therefore, the hypothesis was not confirmed. Hypothpsjs yI] z. Perceived Peer Self will be positively related to the Social Approval aspect of clothing. Use of clothing to gain Social Approval did not relate to Perceived Peer Self for males in any grade, and was not in the predicted direction for females. Thus, the hypothesis was not confirmed. Hypgthesis VII 8. Perceived Peer Self will be positively related to the Special Attention aspect of clothing. The use of clothing to gain Special Attention did not relate to Perceived Peer Self for males in any grade, but did relate for females in grades ten and twelve, but not in grade eleven. The hypothesis was unconfirmed for males and partially confirmed for females. 97 The results of this study indicated that students were generally more satisfied than dissatisfied with their physical bodies. Males showed higher mean scores on Over- all Body Satisfaction, regardless of grade, than did females, but females revealed higher mean scores in strength of feeling about the body (Body Intensity) than did males. Both males and females in all grades who were satisfied with their bodies also were interested in the Aesthetic properties of clothing. Males were most satisfied with the body characteristics "muscular development" and "muscular coordination" and were least satisfied with "height" and "complexion." Females reported themselves as being most satisfied with body characteristics "teeth" and "eyes," and least satisfied with "weight" and "hips." Males and females who had high Overeall Body Satis- faction scores placed emphasis on Aesthetic qualities of clothing, while those males and females who had strong feelings about the body (Body Intensity) were also con- cerned with the planning, selecting, and caring for their clothes (Management aspect) as well as using clothing for self-confidence and well-being (Psychological Dependence). When Groups of Body Characteristics and the various aspects of clothing were related, no Specific pattern in relation- ships emerged, but tenth graders of both sexes had more significant relationships, regardless of direction, between the Modesty aspect of clothing and specific body charac- teristics. 98 Females who believed their peers thought highly of them were also interested in beauty and becomingness in clothing (aesthetic aspect), while males in grade ten and females in grade eleven who were satisfied with the Plastic, Build, and Cultural groups of body characteristics also had a high estimation of Perceived Peer Self. Some general implications of this research are that certain clothing uses do have significant linear relation- ships with an individual's concern for his physical body, and how he believes others view him; boys are interested in clothing, possibly to a greater extent than has pre- viously been investigated; and that the Aesthetic qualities of clothing, or the striving to achieve a beautiful or pleasing appearance through clothing, is possibly an important factor in satisfaction or dissatisfaction with the body. 99 Recommendations 1. The investigation should be reoeated‘using a random sample and an extended age range to determine if the results reported in this study would again occur. 2. A comparison of results obtained by data collected with the Perceived Peer Self instrument (a subjective measure) and Peer Acceptance (an objective measure) when both are related to Over-all Body Satisfaction and Body Intensity might be interesting. The estimation an individual has of how he appears to others could then be compared with his actual acceptance by others. 3. The study should be repeated administering the Body Characteristics instrument at two separate times and using a discrepancy score to obtain a more stable and possibly a more accurate score for each subject. 4. The study should be repeated comparing scores obtained on the Body Characteristics instrument, a subject rated measure, and those obtained by an observation rating by the investigator. 5. The investigation of the data collected by the Body Characteristics instrument could be extended by separating the individuals who have scores indicating general dissat- isfaction with the body from those who have scores indicating satisfaction, to determine if any differences exist between the two groups, as well as between the males and females, in the way in which they use clothing. BIBLIOGRAPHY 3111011011. 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APPENDIX A spawn H. onooswmmo ow HompOSmom ow BnHom do one: mopwo panofidpw on one coda oSDHDoonpmdwom ppmdwcaosd ll mom—Ho Had edema. 107 some osmamoaospmapo H m ulliiiunimaiail m 11 ml ml. cases: mops e.: m.m mm.» u.m n.m ~.o a.» Hm.uo mica manoo .m H¢.u cm.m um.w u.o N.o 0.0 Hm.ww ooscwoxpoa H.m Ho.: wm.» Ho.m m.© m.: a.» um.wu meow u.m Hm.u on.a m.o ~.o .m H.m Ha.uu muflm N.o Ho.o mm.m Hu.o ¢.o H.N 0.0 Hm.ww zomo H.m o.¢ mm.m Hm.m m.m .m o.o Hm.wm econ: t.m Hu.m w:.q HH.© m.m m.# H.o Hm.vm hpom N.m Ho.o tm.m pm.¢ m.m .c H.N no.1w monSd N.# HN.m km.N o.# m.o u.N m.¢ Hm.um tapmwd N.m Ho.m wm.fl HH.N Ho.m v.0 H.m um.flu womncHo w.» Hu.o 3:.N Hm.o ¢.¢ ¢.m .m Hm.uu scoochH cocoa. u.» m:.m w:.u m.: m.c m.¢ .z Hm.um zomozwmw was. m.m Hm.w uw.o w.m w.m m.m .c Hm.wu mcmd\owomd w.m H~.¢ cm.o Hu.m N.m u.» H.@ um.wu SWHmd H.N HH.mm t©.m HN.# N.# #.o N.o Hm.ww mpvm N.o m.o mH.# H#.w v.0 N.m H.N Hm.vu homo w.N uo.o tm.m Hm.u m.m m.m H.N Hm.wu mmbflm H.N HH.m mt.m HN.m H.m H.N .# Hm.vu moon H.o v.0 #0.: Hv.o u.» m.m .m Ho.uw mponw»sm . -:o m -— 0 I. ll 0 +4 01! -' > 604 .C O i. m to .1: C «10 -C «H 14— 0 (U 0 0 ll - L U 0 to S H C '0 >50 00. 0+4 0 C (B 0 no on. 0.44 < A) "‘ MW Body Char- W Hair —,11-.19 -.21 -;04 '235**‘;13 .08 .13 Face Shape ,og-.01 .10 .08 -.04 .12 .15 .08 Complexion .17 .OO .l2 .l2 -.O4 .09 .lO .08 Eyes .00 .06 '.03 .l2 .13 ‘.07 ‘203 .05 Ears -.O7 .11 .l3 ‘209 .09 ’.02 .03 -.I4 Nose —,02 .13 -—.oz: -.05 .18 -.01 .03 .19 Teeth -‘7 p.16 .14 -.23*-.05 .01 .18 .19 Lips -.13 -.12 .12 .08 .04 .07 .11 .09 Height 1 -.O4 ’.O9 .00 .01 .11 ‘.01 ‘.O7 '104 Weight -—.16 —. 13 -.06 v.10 .25* .03 .03 -.07 Posture .11 ’.l3 .10 .10 .10 .06 .20 .06 MUBCU|IF .13 “.15 .02 .OO .15 ‘.O4 .08 '.O9 Coordination Muscular .15 “.04 :04 .17 .08 '.05 -.11 .02 Development Bust/Chest .00 a0} :03 .08 -.03 -.05 —-.01 -.01 waist .10 '.20 ‘120 .16 .07 ‘.05 .04 '.09 Hips .02 ‘210 —;10 .10 .12 ..,05 .05 .01 Legs .10 «.05 -.05 -.03 .19 -.O8 .02 -.04 Hands '.06 -.11 ‘.11 ’.10 .26* c.08 -.01 “.07 Feet .17 o.07 “307 .11 .03 -.01 .11 .01 Speaking ‘-.03 ..09 .09 .07 .18 -.21*'.17 “.04 Voice Body hair .04 .03 .03 .02 -.O4 -.O7 -.19 ‘zO9 Moles, etc. .04 -.O4 .04 .06 -.O2 “.17 *.19 ’.03 Other (Spec.)«'.18 «.18 -.18 -.14 .03 ‘-.15 -.16 —.OO *Significant at the .05 level N=males a 91 **Significant at the .01 level 110 Table IV. Simple correlations relating eight aspects of clothing and twenty-three body characteristics for grade ten females 4.: U C .. +4 0 «H +J 0) E 0 L 0 0 .c O I. U: «H «- 0 1° to E +’ C 0 O C (U ( L) H Body Char- a t ri tic Hair .06 .03 ’.O7 ‘.03 Face Shape .10 -.03 '.06 -.14 Complexion .04 -.1O -.17 ’.05 Eyes ’.03 .08 .07 .13 Ears .08 .03 -.O7 -.O6 N088 .06 ’0 08 ‘ o 07 o 07 Teeth '.03 ". 08 - .06 '. O2 Lips .09 —.10 -.01 .16 Hnght o18* ‘oOS .04 'o‘S Weight .05 '307 v.08 .20* Posture .OO '.01 -.16 ‘.14 Muscular .01 .10 '.13 .01 Coordination Muscular —.04 .06 -.09 -. 10 Devel0pment Bust/Chest -.03 -.05 .01 .00 Waist '.11 ‘.O7 .01 .07 Hips .07 ‘314 .03 03 Legs .10 ‘;12 .13 04 Hands .02 .01 .01 10 Feet .07 .01 .06 .10 Speaking -.07 .00 ‘305 .01 Voice Body hair .04 -.O9 .01 .15 Moles, etc. '.02 '.15 ‘.O2 .04 Other (Spec.)'.05 .OO -.11 '.05 odesty .09 -.O4 ‘322* -.16 ‘.01 ’.01 '.24** ‘.06 '.O2 -.09 v.08 “331 ”.08 ‘.16 “.09 '.17 -.O9 -.11 .02 ‘.02 sychologi- .00 .06 ’.01 .18* '.08 ‘308 .12 .16 .04 .17 ‘.07 .10 '110 ‘.05 .10 -.08 cal Depend. ocial pproval pecial ttention ‘.14 .01 '.10 -.02 ‘.O2 "'. 12 ".05 ”.03 '.04 .09 .09 .02 .09 .02 .10 .09 ‘.1O .03 .05 .05 .04 “.10 .03 7319* ‘. 06 '. 25M “.09 “.06 .14 .06 .OO .13 .08 .l8* .10 .02 .06 .09 .00 .01 .03 .11 ‘109 .05 .04 -.02 ,:Significant at the .05 level Significant at the .01 level Nafemaies a 106—7 111 Table V. Simple correlations relating eight aspects of clothing and twenty-three body characteristics for grade eleven males —J:_ (U +0 U I) U C." - U C .. +-‘ 0 DC - O .J +4 co E >. 0a: a: --— 0 L 0 0 H “'0 "' > (644 .c O I. 01 to O c (o 0 ~— c .a a. o m o 5:0 m-L Llfl Q g +4 C ‘O U D. U O. 044 I) C w 0 >50 00. 0.44 l<» o m 2 2 m3 wq m< B Cha cte s A “’ Hair .0 .04 .07 .02 .00 ’.20 .05 .13 Face Shape .10 .08 ”.05 .08 ’.17 .10 .12 .14 Complexion -.23 “.07 '.25 ’.O6 '.19 '.01 -.01 n.06 Eyes ’o 22 o0} o24 .14 o 17 'o 26* .04‘ o08 Ears .25 .07 -.01 .25 -:01 -.01 -.06 .05 N089 .05 .16 .02 .oo .11 .01 .01 .02 Tee‘" ~.21 ‘113 -.11 .01 .17 -.07 ’.08 -,12 Lips ’.07 -.19 .02 ‘.02 ‘.08 ‘.16 ’.09 .13 Height .14 -.1o v.01 -.22 .08 .oo .14 ».02 Weight .16 .05 -.22 -.09 ".15 ":05 ‘.08 ’.14 Posture ~.18 -.13 -.11 .04 .19 .09 “.02 .09 Muscular -.13 .12 ‘.12 .10 ‘.2O .02 '.02 .14 Coordination Muscular ‘.18 -.11 .11 .18 -.18 '.11 -.06 .10 Development Bust/Chest .,14 .13 .06 .33**?14 --o7 -07 ~15 Waist ".23 .21 .05 “.19 “.23 '.O6 -.15 ’.02 Hips -.19 .11 .03 .13 '.19 .02 .04 .09 Legs “.25 -;O1 .04 .07 '.25 .00 ‘.10 .06 Hands .30* .23 .12 .20 .30* .13 .04 .15 F881. o2} 'o02 .10 _o13 'o25 ‘oOB .303 o11 Speaking —.23 ’.11 .08 .06 -.O6 ‘;O6 ‘215 .11 Voice BOdy hair .008 o05 .04 o22 '.04 'o 20 .o06 -o04 Moles. etC- .05 -.24 .05 .02 -.08 .04 .16 -.22 Other (spec.) .10 .06 4.08 .11 .02 .oo .24 .17 *Significant at the .05 level N=males - 60 **Significant at the .01 level 11? TabieVI. Shnpie correlations relating eight aspects of clothing and twenty-three body characteristics for grade eleven females 7. U 4.! u- U u .c OH) 2 l» -p m 5 >5 --0 m —w— I! L 0 0 +9 0'!) —> (lie-i .c O L C» 0) .cc do we '04 '0— 0 G 0 U” oo-L. U.) a: E u c 'o >.o. 00. 0+: o o c to o «lo 0:1 a.a <' t) - zg____Ji___J££l——JEJL——JQ‘L Bod Char cteristlcs Hair -o12 -o05 o24* o1} -023 .007 .017 '21 Face Shape .04 ‘;21 .08 -.19 -.23 “.14 v.29* .06 Complexion '.08 ‘310 .14 '.O4 ‘.O3 .01 v.05 -.20 Eyes .16 .22 -,13 .11 .04 .11 -:02 .06 Ears o0? o05 o23 011 003 'o20 'o03 o30* Nose ',14 -.05 .11 .02 .18 v.03 -.01 —.10 Teeth .06 .08 .19 .17 .07 «.13 ’.12 .09 Lips .15 .18 .39** .13 .20 ~.O9 '.O2 .19 Height ,3o*-.17 .11 .03 .14 v.24* .09 .14 Weight .14 ‘;16 .07 .14 -,2o ”.01 -.27* .08 Posture .02 -.14 .25* .20 v.17 .12 -.16 .33** Muscular .08 -,18 .07 .12 «.20 .12 -.22 .40** Coordination Muscular ~.03 “.21 ".07 *;01 *.21 -.10 "118 -.17 Development Bust/'4lnest —.12 .06 .10 '.08 v.02 .07 .14 .17 Waist .,03 e,23 '.06 .20 v.33** .00 -.28* .04 Hips o14 ‘oog o1} 'o21 -017 00“ -019 ‘02 L898 ‘.01 ‘.19 -.O7 -.O8 '.16 -.03 '.26* .00 Hands .,05 .,15 .19 -.12 .20 .29* ‘.06 .15 FEET. °.05 .02 .13 .15 .08 oOS 'o15 o08 Speaking -.06 '.07 '334** .20 -.08 .04 '.20 .15 Voice Body hair ..06 -.03 .13 .oo —.16 .18 .,20 .16 Moles, etc. -.15 -.12 9.10 ‘-.18 -.13 1'.1O ‘.27* .09 Other (Spec.) -.04 -.02 .01 -.14 .13 -.14 o.06 “.11 *Significant at the .05 level N=females = 67 **Significant at the .01 level 113 Table‘VII. Simple correlations relating eight aspects of clothing and twenty-three body characteristics for grade twelve males E. “ c 2 .. 5 .. 25?. a: -3 '3 t: 3 5 H -“U 1;; .21; .C o L 5‘ (0 O: _L 00 «H l:- " ‘5 v :0 a. ale-l m *“ C 'O 00' 39, 0.4-1 o g c :13 0 >50 m< (’34: < 01 " 5 :5 afic’ d h ct r c 7’7 Ha r -.02 ...08 .08 v.17 -.2o .06 ‘204 .10 Face Shape .04 .,03 .22 '.06 ~.06 .04 .25 '-.18 Complexion .11 —.17 .11 .01 -.15 .12 .04 .15 Eyes .58** .29 .06 .11 —.03 .26 .12 l—.1o Ears 1.25 .13 .35**'.26* .00 .35** .34** .15 Nose -.08 ~.04 .03 «.06 .12 .01 .36** .09 Teeth -.05 ~.03 .16 —;03 .11 ‘;08 .11 ..24 Lips '.15 ~408 .19 .23 -.03 .05 .16 -.01 Height .03 -.O9 '-.O4 .06 .12 .05 '.02 -.14 Weight .03 .14 .—.1o '.11 .14 ..17 '104 -.20 Posture .29* .20 .25 -.40**'.06 ’.22 -.41** .13 Muscular .23 .28* .25 «.23 —.16 —.38** .02 -.24 Coordination Muscular .17 .14 .50* .04 “.11 .33* -.03 .28* DeveIOpment Bust/Chest .23 .18 «.47** .31* '.21 .33* '104 '533* Waist —.01 .05 ’,15 «.11 ‘.i7 .29* -.O7 .03 Hips .-.16 .04 .05 -.14 -:14 .19 -.06 -.07 Legs .07 .15 .25* .16 .03 .26* -.1o .11 Hands ‘.O4 .07 '.05 ’.O2 .31* .06 .25 '.14 Feet .11 .10 ,.16 -.O5 ‘104 .18 .13 .03 Speaking ”.01 .13 -,05 -.O7 .10 .19 -.O7 ”.03 Voice Body Hair v.09 .14 ..14 -.O9 ‘104 .03 .02 *.19 M0168, etc. o0} o0} - o 10 -o07 o10 oO6 ’o03 -o18 Other (Spec) .16 —.2o .34** .19 .01 -.01 .16 -.30* *Significant at the .05 level **8ignificant at the .01 level Namalesg 56 114 Table VIII.Simple correlations relating eight aspects of clothing and twenty-three body characteristics for grade twelve females .. F33 e .2 ‘H 2‘ 2» 5:5 .2 o e-l +4 U) _ -“’ 2’ ‘5 8 8. 1?. 32 .3 .22 'H 1:- 0 (U 0 £0 --L 00 m H C '0 DO. UCL 0P 0 g C (111 O >~.o OD. Q-H < 0 :-: 2 I in U3< 034 Bgdy Qhargcterigtics __7 Hair .2 ". 9 .17 .09 .04 .26* 25 .37 Face Shape .05 .16 v.01 .21 .07 ‘.05 —311 .05 Complexion .07 -.2O .13 .10 v.27* ‘.i8 .02 ~;03 Eyes .O3 -.Oi '.01 .11 ~31} ‘;02 .04 -;03 Ears .22 .06 -.01 ';06 .03 .26* .25 .04 Nose .15 '—.01 .OO 11 -;O8 .14 .21 .03 Teeth .03 .OO .17 .14 11 .OO .10 .29* Lips .28* .09 .13 .02 .24 v.17 .20 .18 Height .11 (.03 .07 ‘.O6 .00 .10 .23 -.04 Weight .26* -.03 .10 ‘30} .09 -.O4 -.05 .04 Posture .30* 0.08 '.28* .01 -.21 «.04 -.O8 .18 Muscular .22 “.15 .00 .OO .37* “.04 .04 .15 Coordination Muscular .07 .15 .16 .25* ‘.23 -.O8 ‘;18 -.04 Development Bust/Chest .07 v.11 .05 .26* -.05 '.22 .13 .14 Waist .16 “.23 ‘305 .13 -.O4 “.02 4.15 «311 Hips .21 ’.25* .OO .22 v.16 ‘zii -.1O '.07 Legs .08 ‘.2O .00 .13 '.12 “202 v.05 .03 Hands .19 .11 “.03 -.21 .02 .00 *.O9 ‘107 Feet .18 .31* .26* -235** .21 ‘217 .03 .09 Speaking .19 ~.05 -.1O “:05 ’.O7 “324 .03 .03 Voice Body Hair .14 -.O7 .24 ‘133**'203 ‘.15 .06 .09 Moles, etc. .21 .10 .22 ‘330* .10 ‘.19 .O7 .29* Other (Spec.)110 -.O9 .09 ‘110 .03 ".42** .08 v.27* *Significant at the .05 level Nafemalesw= 60 **Significant at the .01 level 115 Table LK. Simple correlations relating body characteristics and perceived peer self c.‘..___rade 10 ._r_a_d_e__1_1. smug Body Characteristic M F M F M F Hair .18 .03 ¥.O2 .20 .27* .27* Face Shape .17 .13 ~.31* .50** .20 .17 Complexion '.2O ‘.01 -.08 .10 -.O4 .13 Eyes .20 .03 .14 .17 .21 .13 Ears .27** .12 -.05 .03 .09 .05 Nose ..29** .05 .27a 27* .02 .17 Teeth .25* .05 -.05 11 .37** .29* Lips .23* .14 .12 .14 .30* .99* Height .26* —.02 .19 .34»:s .26a .03 Weight .11 .06 .12 .28* .22 v.03 Posture .30.. .09 .20 .13 .3o* .?6* Muscular .29** .18* .33* .10 .14 .14 Coordination Muscular .25* ~.07 .23 .13 .12 .21 Development Bust/Chest .08 *.07 .07 —;01 —301 .06 Waist .29** .05 .22 ‘.22 .16 -.18 Hips .23* '.03 .08 .25* .07 ...09 Legs .37**-.08 .05 .20 .08 ..,19 Hands .25* .14 .03 .26* .05 e.1o Feet .18 .18* ‘;04 .38** .03 .16 Speaking Voice .16 .03 .24 .30* .39* .33** Body Hair .17 .10 .16 .oo .13 —.06 Melee. etC- .03 .11 .05 .11 .33* .00 Other (Specified) .27**—.02 -.13 ".Oi ~.O5 .24 *Significant at the .05 level N= 3rade 10 males = 91 **Significant at the .01 level N= Grade 10 females = 106 N: Grade 11 males = 60 N= Grade 11 females = 67 N: Grade 12 males a 56 N: Grade 12 females = 60 APPENDIX B 117 EXPLANATION OF CLOTHING MEASURE The clothing questionnaire completed by the sub- jects consisted of preliminary inStructions and the eighty- nine statements. Additional information about the final pre-test and scoring of the questionnaire are included in this appendix. Moreover, the statements of the question- naire have been divided into the clothing aspects that they measure, but this information did not appear on the form given to the subjects. figxpfor Pre-test gag Scoring Infgrmgtign 1. * Negative statement for which the scoring was reversed. 2. ** Wording changed slightly after third pre-test. 3. # New or drastically changed statement. 4 . Index of Discrimination determined by Likert Scaling Technique for Pre-test III (69 subjects). 115 IMPORTANCE OF CLOTHINQ Read the following statements and rate each according to the scale given below. Place the number corresponding to your choice in front of each statement. The statements generally refer to a school situation. Scale: Not analyzed .92* .74 1.00 .70* .78 1.35** .21* 1. 5 4 3 2 1 . Almost Always-~very few exceptions . Usually-~majority of the time Sometimes . Seldom--not very often . Almost Never-~very few exceptions The way I look in my clothes is important to me. Aggthetic 2. When I am shopping I choose clothes that I like even if they do not look best on me. It bothers me when my shirt tail keeps coming out. I consider the fabric texture with the line of the garment when choosing my clothes. I use clothing as a means of disguising physical problems and imperfections through skillful use of color, line, and texture. I wear clothes which have buttons or snaps missing. I pay a lot of attention to pleasing color combinations. I keep my shoes clean and neat. I carefully coordinate the accessories that I wear with each outfit. I wear the clothing fads that are pop- ular in our school even though they may not be as becoming to me. 119 5,5lmost Ang g 4}Usuglly 3,Sometimes 2,Seldom 1.Almost Never 1.05 11. I spend more time than others coordinat- ing the colors in my clothes. Theoretical 12. I try to figure out why some people's 1.13 clothes look better on them than others. Mgdegty .56 13. Unlined sheer dresses or blouses reveal too much of the body. .47 14. I select clothes that are conservative in style. .92 15. I feel uncomfortable when someone has forgotten to close their zipper. 1.65 16. The first time in the season that I go to a public beach or pool I feel exposed in my bathing suit. 1.18 17. I choose clothing with small prints, even though a larger design looks equally well on me. 1.56 18. I feel embarrassed when I see someone in too low cut a dress. .78 19. I select clothes which do not call attention to myself in any way. 1.17 20. I feel embarrassed when I see someone in clothes that are too tight. .26 21. I like dark or muted colors rather than bright ones for my clothes. 1.74 22. I hesitate to associate with those whose clothes seem to reveal too much of their body. Theoretical 23. I wonder why some people wear clothes 1.39 that are immodest. 120 5.Almost Alwgys 4,Usuglly‘3,Sometimes 2,Seldom 1.Almost NevZF Interest 1.02 24. My friends and I try each other's clothes to see how we look in them. 1.87** 25. I enjoy trying shoes of different styles or colors. 1.26 26. I study collections of accessories in the stores to see what I might combine attractively. 1.52 27. I try on some of the newest clothes each season to see how I look in the styles. 1.31 28. I read magazines and newspapers to find out what is new in clothing. 2.78 29. It's fun to try on different garments and accessories to see how they look together. 1.69** 30. I experiment with new or different "hair do's" to see how I will look. 2.35** 31. I like to know what is new in clothing even if none of my friends care and I probably would not want to wear it anyway. 1.57 32. I try on Clothes in shops just to see how I will look in them without really planning to buy. 1.44** 33. When I buy a new garment I try many different accessories before I wear it. Not pretested 34. I am curious about why pepple wear the clothes they do. Comfort .92 35. The way my clothes feel to my body is important to me. 121 §,Almost Alwgys 4.Usuglly 3,Sometimes 2,Seldom llAlmost Ngvgr .93** 36. There are certain textures in fabrics that I like and especially try to buy, for example, soft, fuzzy, sturdy,smooth. .49 37. I am more sensitive to temperature changes than others and I have diffi— culty being comfortable in my clothes as a result. 1.74** 38. I wear my pants or slacks with an easy fit even when tight ones are fashion- able. .69 39. I get rid of garments I like because they are not comfortable. .43 40. I find it difficult to buy clothes suitable to the temperature. .68 41. I would buy a very comfortable bathing suit even if it were not the current style. 1.30 42. I avoid garments that bind the upper arm. .95 43. I am irritable if my clothes are un- comfortable. 1.39 44. I am extremely sensitive to the tex- ture of the fabrics in my clothing. Theoretical 45. I wonder what makes some clothes more 1.12 comfortable than others. Special Attention 1.48 46. When new fashions appear on the mar- ket, I am one of the first to own them. .62 47. I have clothes that I don't wear be- cause everyone else has them. 2.17 48. I like to be considered an outstanding dresser by my friends. 1?? 5,5lmos; Always 4,Usually 3,ngetimes 2,Sgldom 1.Almost NevEF .95 Theoreticical .70 1.36 .75** 1.57** .52* .24 49. I try to keep my wardrobe in line with the latest styles. 50. I go to nearby cities to shOp for better fashions. 51. I try to buy clothes which are very unusual. 52. I avoid wearing certain clothes because they do not make me feel distinctive. 53. I enjoy wearing very different cloth- ing even though I attract attention. (Two good questions combined.) 54. I try to buy clothes with the best labels. 55. I wear different clothes to impress pepple. 56. I am interested in why some people choose to wear such unusual clothes. Managgment 57. I plan for and prepare clothes to wear several days in advance. 58. I see that my out-of-season clothing is cleaned and stored. 59. I look over the clothing in my ward- robe before each season so that I know what I have. 60. I am enticed into buying garments I like without having anything to go with them. 61. I enjoy trying to get the most for my money in clothing purchases. 62. I wear a raincoat or carry an umbrella to protect my clothes in rainy weather. §,Almost Alwayg 4,Usually 3,80metimeg 2,Seldom 1.Almost Nevgr .37** 1.31** l.39** 1.28** Theoretical 1.42 63. 64. 65. 66. 67. I have something to wear for any occa- sion that occurs. I have a long-term idea for purchas- ing more expensive items of clothing such as coats or suits. I carefully plan every purchase so that I know what I need when I get to a store. I am more concerned about the care of my clothing than my friends are about theirs. I try to find out how I can save as much time, energy, and money as possible with my clothes. Socigl Aggroyal 68. 69. 70. 71. 72. 73. 74.. I check my friends about what they are wearing to a gathering before I decide what to wear. I would rather miss something than wear clothes which are not really appropriate. I feel more a part of the group if I am dressed like my friends. I wear clothes that everyone is wearing even though they may not look as good on me. I am uncomfortable when my clothes are different from all others at a party. I try to dress like others in my group so that people will know we are friends. I get new clothes for a special occa- sion if the clothes I have are not the type my friends will be wearing. 124 §.Aimost Always74,Usually 3.30metimea 2,Seldom 1.Almost Neygr .53 Theoretical Not Not Not Not Not Not NOt Not NOt Not .29 pretested pretested pretested pretested pretested pretested pretested pretested DFQtEStEd pretested Theoretical 75. 76. 77. 78. I have gone places and then wished after I got there that I had not gone because my clothes were not suitable. I wear what I like even though some of my friends do not approve. When I buy a new article of clothing I try to buy something similar to what my friends are wearing. when someone comes to school dressed unsuitable, I try to figure out why he is dressed as he is. Psychological Deggndence 79. 80. 81. 82. 83. 84. 850 86. 87. 88. 89. Certain clothes make me feel more sure of myself. I decide on the clothes to wear accord- ing to the mood I'm in that day. Days when I feel low I wear my gayest clothes. I "dress-up" to make an ordinary occasion seem more exciting. I am aware of being more friendly and outgoing when I wear particular clothes. I feel and act differently according to whether I am wearing my best school clothes or not. I buy clothing to boost my morale. I get bored with wearing the same kind of clothes all the time. I have more self-confidence when I wear my best school clothes. When things are not going well I like to wear brighter colors. I wonder why some clothes make me feel better than others. Body ghgrggterisyics Please place the number which best corresponds to your feelings (as indicated in the scale) in front of gggg characteristic listed below. (1) Think that others would like to be Just like me (2) Consider myself rather fortunate (3) Am satisfied (4) Have no particular feelings one way or the other (5) Don't like, but can put up with (6) Have strong feelings about, and would change if I could (or am changing) (7) Find it unbearable, and would do almost anything to change EXAMPLE: Height ____Hair ____Muscular development ____face shape ____Bust or chest ,___gComplexion ____flaist _Eyes __Hi ps ____Ears ____Legs ____Nose ____Hands ____Teeth ____Feet ____Llps ____Speaking voice __l-iei ght ____Body hair ____Weight ____Birthmarks, moles, etc. ____Posture ____Other (Please specify) Muscular co-ordination SELF RATING INVENTORY Every person has a picture of himself or a way he sees him- self. lesser degree. This inventory consists of 20 traits which all people possess to a greater or These traits are used by persons in order to paint this picture of themselves. Only the extremes of each trait are described. The low end, "1,” describes in approximate terms the students who stand lowest on a particular trait, while the high end, ”10,” describes the people who stand highest on the trait. To simplify matters the masculine pronoun (he) is used to refer to both girls and boys. 1. 2. 3. 5. LOW END (1) INTELLIGENCE Is among the least bright of his classmates. Is not especially quick or alert in grasping complicated ideas and tasks. MATURITY In many ways is "childish" and seems younger than actual age. Simply is not "grown-up." Is among the least mature in the group. AT EASE SOCIALLY Tends to be awkward and clumsy in social situations; seems embarrassed or shy in mixing with classmates and adults. PHYSICAL ATTRACTIVENESS Is among those in the class who are physically most homely or plain-looking GENEROSITY Tends to be selfish with money and possessions; not helpful to others; self- centered and thinks of self first. -versus- HIGH END (10) Is among the most bril- liant of his class. Is alert, quick, and imagina- tive in understanding com- plicated ideas and tasks. Acts his age and is not at all childish. Is among the most grown-up and mature in his class. Acts skillfully and smooth- ly in social situations: is confident and at ease in meeting and mixing with classmates and adults. Is among the physically most attractive in the class. Could be consid- ered quite handsome or, if a girl, beautiful. Gives generously of pos- sessions and money: wants to help other people: usu- ally thinks first of the welfare of others. 7. 9. 10. 11. 12. LOW END (1) CHEERFULNESS Tends to be gloomy and “sour“ about life: is something of a ”wet- blanket" in social groups. SINCERITY Is insincere: you can't tell whether or not he is kidding or means what he says or does. INITIATIVE Is dependent upon others; has trouble making up his mind; seems to need reas- surance and support from others. TRUSTFULNESS Is suspicious of others and looks for hidden reasons: might feel mistreated or disliked without good reason. ADAPTABLE Is among the most stubborn in the class. Sticks to own ideas and ways of doing things even though they may not be suitable to the alt- uation. SPORTSMANSHIP Can't take a joke: tends to hold a grudge: is a poor loser and a boastful winner. INDIVIDUALITY Conforms very closely to what the class expects: quite conservative and cautious, and afraid to be different. - VEI‘BUS“ HIGH END (10) Is very cheerful and op- timistic about things: tends to spread good will in a group. Is sincere in what he says and does: you can always tell whether he is being earnest or is kidding. Is self-reliant: makes up own mind without difficulty: does not lean on others in situations where he could act by himself. Trusts other people with- out being fooled by them; gives people the benefit of the doubt without look- ing for hidden motives. Is among the most readily adjustable to changing conditions: accepts com- promises and suggestions where needed. Can take a joke and give one; takes victory and defeat in stride. Expresses feelings and Opinions easily and free- ly; is not a rebel or a radical but is not afraid to be different. 13. i4. 15. 16. 17. 18. 19. 1.7”.) LOW END (1) -vers SELF-UNDERSTANDING Does not understand or recognize his weak and strong points. Is uncer- tain of own abilities and not aware of personality handicaps. INTEREST IN OPPOSITE SEX Talks very little about opposite sex. Does not use opportunities for con- tact and may avoid associ- ation with opposite sex. DEPENDABILITY Is among the least reliable in a number of ways. Might fail to keep promises, ap- pointments, or to return borrowed things. Lacks a sense of responsibility to others. UNDERSTANDING OF OTHERS Tends to be indifferent and us- HIGH END (10) Understands own weak and strong points especially well. Is well aware of his shortcomings and .personality handicaps. Associates a great deal and talks a lot about the opposite sex. Well aware of the apposite sex and enjoys being with them. Is among the most depend- able: can be relied upon to meet promises and to fulfill responsibilities to others. Is very aware of the needs blind to the needs and feel- and feelings of other ings of others: doesn't understand what makes other people "tick." ACCEPTING ONESELF Is very dissatisfied to be the kind of person he is: wants very much to be a different kind of person; doesn't accept self. POPULARITY Has very few close friends and few acquaintances, tends to be disliked by others PERSISTENCE Does not ”stick" to his work delays or treats lightly his assignments and undertakings people and shows good understanding of their personality. Is generally pleased (but not conceited) about being the person he is; accepts himself; feels no need to be like a different person. Has many friends and ac- quaintances: is among the best liked in the class. ; Works consistently, at- tentively and industrious- . ly at any task undertaken or assigned, without slighting or postponing the task. 20. 129 LOW END (1) -versus- HIGH END (10) SELF-CONTROL Loses temper easily; Has very good control of becomes upset when angered temper and emotions; calm- or cannot get his way. ly attempts to find solu- 'tions to frustrating events. 130 Rating Sheet No. 1. Most people are not entirely certain as to exactly where they stand on these traits as compared to other people. We want to know HOW YOU SEE YOURSELF, but with this differ- ence. Rate yourself taking a favorable view of yourself. Give yourself the benefit of any reasonable doubt you might have on any trait and rate yourself in the HIGHEST THAT YOU REALISTICALLY THINK YOU ARE on that trait. realistic in your favorable self-rating. Remember, be Do not, without careful consideration, give yourself a high rating on every trait. NOTE: On some traits, you may see yourself as higher than any member in the class. In this case, you may use an "11” to rate your standing on that trait instead of a "10." m _a o o o d d d o O O 12. \N .‘p ‘- OUT 17. _o (D 19. m 0 O SELF-RATING INVENTORY RATING SCALE INTELLIGENCE MATURITY 10 In the Top 10% of your High AT EASE SOCIALLY School Grade PHYSICAL ATTRACTIVE- 9 In'the Second 10% from the NESS top GENEROSITY ’In the Third 10% from the CHEERFULNESS __mt°p .: SINCERITY 7 In the Fourth 10Z_from the top INITIATIVE In the 103*]ust above the-7 TRUSTFULNESS middle ADAPTABLE ’5 In the iofi'just below the SPORTSMANSHIP mldd'ffif 4—In the ourth 10% From the INDIVIDUALITY bottom - L—— a.» I SELF UNDERSTANDING 3 In the Third iofl'from the INTEREST IN OPPOSITE bottom SEX 2 In the Second 10% from {Fe DEPENDABILITY bottom UNDERSTANDING OF 1 In the Bottom 10% 0? your OTHERS High School Grade ACCEPTING ONESELF POPULARITY PERSISTENCE SELF-CONTROL 131 Rating Sheet NO. 2. This time, when you are uncertain as to exactly where you stand on each trait as compared to other people in the group, rate yourself taking an unfavorable view of yourself. DO not give yourself the benefit of any reason- able doubt you might have on any trait. But remember to be realistic. Do not, without careful consideration, give yourself a low rating on every item. NOTE: On some items, you may see yourself as lower than an member in the group. In this case, you may use a zero (0 to rate your standing on that item instead of a "1." SELF-RATING INVENTORY RATING SCALE 1. INTELLIGENCE 10 In the TOp 10% of your 2. MATURITY High School Grade 3. AT EASE SOCIALLY 9 {get23p°°°°”d ‘53 fr°m --4' PHY§ICAL ATTRACTIVE- 8 In the Third 10% from the NEbb top -——-5° GENEROSITY 7 In thePFburth 10% from the 6. CHEERFULNESS top ____7. SINCERITY “6 In the 10%_just above the s. INITIATIVE __,m‘dle , 9. TRUSTFULNESS 5 ;?d§?§ lozfijust be'°" the --10’ ADAPTABLE ‘4 In thETEOurth 15% from the* 11. SPORTSMANSHIP bottom 12. INDIVIDUALITY In the Tiird 10% from the 13. SELF-UNDERSTANDING b°tt°m_g ___14. INTEREST IN OPPOSITE 2 §"tt“e se°°nd lozifr°m th° SEX 0 tom 1 In the Bottom 10% of your 15. DEPENDABILITY High SChOOl Grade 16. UNDERSTANDING OF OTHERS 17. ACCEPTING ONESELF ___18. POPULARITY ___j9. PERSISTENCE 20. SELF-CONTROL PLEASE DO NOT REFER BACK TO PREVIOUS RATINGS FOR GUIDANCE. 13;) Rating Sheet No. 3. This time we want you to estimate as accurately as you can HOW THE OTHER STUDENTS IN YOUR CLASS WOULD RATE YOU on all the items. would see you. SELF-RATING INVENTORY _- ‘ _e n) .. O o o #- _e—a mm 18. INTELLIGENCE MATURITY AT EASE SOCIALLY PHYSICAL ATTRACTIVE- NESS GENEROSITY CHEERFULNESS SINCERITY INITIATIVE TRUSTFULNESS ADAPTABLE SPORTSMANSHIP INDIVIDUALITY SELF-UNDERSTANDING INTEREST IN OPPOSITE SEX DEPENDABILITY UNDERSTANDING OTHERS ACCEPTING POPULARITY PERSISTENCE SELF-CONTROL OF ONESELF RAT This is how OTHERS OF YOUR AGE GROUP ING SCALE 10 In the—TOp 10% of yoGF High School Grade 9 In the Second 10% from the top ‘8‘In the:Thlrd 10% from the top 7 In the Fourth 10% from the top 6 In the 10% just above the middle Fjgln the 10% just below the middle 4 In the Fourth 10%frOE the bottom __37In the—Tfiird 10% from tEe bottom 2 In the Second 10%:from the bottom' 1 In the BOttom 10%ToF—your High School Grade PLEASE DO NOT REFER BACK TO PREVIOUS RATINGS FOR GUIDANCE. 133 Your initials: Your birthday: Month Day Year Sex: Mile -Female 134 BACKGROUND INFORMATION Age (at last birthday) Grade Sex How many living brothers and sisters do you have? (Circle the correct number on eggh line, the 0 if none.) Brothers 0 1 2 3 4 More Sisters 0 1 2 3 4 More Who is the main wggg gggner where you live? _____father stepfather mother other (specify) :t For example: 3my uncle," guardian” Draw a circle around the one number representing the highest grade the main wage earner completed in school. Note: the main wage ggrng; is the person checked in question number 3. Grade School 1 2 3 4 5 6 7 8 High School 9 10 .11 12 College or University 1 2 3 4 Graduate School 1 or more years If the main wage earner is a college graduate, what is the highest degree he holds? What kind of work does the mgin wgge ggrner do? Please describe his or her work as spec ca y as you can; we need to know the t f rk done but not the name of the company or business. #55 EXAMPLE: sawyer in a lumber mill, teacher in a high school, chemical en- gineer in chemical plant, salesman for a book company, waitress, Operates fram of l6O acres, retired college professor, unemployed. 9. 10. 11. 135 Which of the following statements best describes the working situation of the person you named m in w rn ? (Check the one which applies to your situa- tion.I works for someone; does not manage the business (or farm) works for someone: does manage the business or a main part or section of it owns a business (or farm) but hires someone else to manage it owns and manages his or her own business (or farm) retired Please estimate the yearly income which the mgin yggg gggngr receives. less than 85999 $10,000 - 24,999 86000 - 9999 over $25,000 Does any other person or source contribute to the financial support Of your family? Yes NO If yes, explain who (mother, brother, social security, pension, etc.). What is the type of work done by this person? Please estimate the income which this person or source contributes. ____less than 35999 $10,000 - 24,999 ____$6000 - 9999 Over $25,000 lllllllll lllllll