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English Pages 273
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ProQuest Number: 10295222
All rights reserved INFORMATION TO ALL USERS The quality o f this rep ro d u ctio n is d e p e n d e n t u p o n th e quality o f th e c o p y subm itted. In th e unlikely e v e n t th a t th e a u th o r did n o t sen d a c o m p le te m anuscript a n d th e re a re missing p a g e s , th e s e will b e n o te d . Also, if m aterial h a d to b e rem o v ed , a n o te will in d icate th e deletion.
uest ProQ uest 10295222 Published by ProQ uest LLC (2016). Copyright o f th e Dissertation is held by th e Author. All rights reserved. This work is p ro te c te d a g a in st unauthorized copying u n d er Title 17, United States C o d e Microform Edition © ProQ uest LLC. ProQ uest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346
Accepted W th t fn m tt ? o f th t goh&ol of EdoootIon of Indiana th&ivarsity a.» f u lf illin g the thcci* rccttlrafor the degree o f Doctor of Evocation*
5 l ? i f e t o r 'o F f h o s t s ' v
D o c to ra te C o m ! tto o t
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1 wists to m & k n & w a p p r e c i a t i o n to the associate mmtMm of my doctoral committee fo r their in terest t» the study during the forasiivp stages of th e m rit*
fo 0r# X*ewts# my wsjor adviser and m z m tttm tih%lrmmp t m profoundly grateful to r the rtirivtleg* of m Joying m 4.m h it friendly and natfent guidance an experience in educational research which has bem m inspiration to mo*
1 urn eso eeia lly indebted to
him for the benefit of hi a untiring assistance in counsel m i In c r itic a l ew luatloru I extend my gratitude to the s ta ff sse&bera of the Laboratory and Qersteeyer Sigh Schools who assisted In securing the data used in the study* to the of fie® s ta ff for their generotia cooperation, and to those friends and swashers of my family nho len t tbelr aid vhenever possible* Si .near® fch&n&s for constant understanding ®nd assistance are expressed to ay mother ®nd the on# rho has been my mainstay of Inspiration m f fKieourage&ent without which th is study could never have been completed* W* M. C . H i
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?sge BIVARIATE DISTRIBUTION OF CTf-FB THEO RETICAL SCORES AND SELF SOCIAL DIS TANCE RATINGS ...................................................
144
BXVARXATE DISTRIBUTION OP NOPER TBBORRTICAL SCOBBS MP CHOSEN 8CCIOHSTRIC RATINGS .................................................................
146
BXVARXATE OISTRIBOTION OP NODES TSBORBTICAL SCORES AND RECIPROCAL SOCIOaRTBIC RATINGS
148
b i v a e i a t e d is t r ib u t io n op NODES THEO RETICAL SCORES AND SCHOOL GRADES . . .
I SO
BXVARIATB DISTRISOTIOB OP KODFR THEO RETICAL SCORES AXD INTELLIGENCE ............................................
I BS
BXVARIATB DISTRIBUTION OP KODER. THEO RETICAL SCORES ML TRACKER THEORETICAL RATINGS
154
BXVARXATE DISTRIBUTION Of KUDER AGREE ABLE SCORES A»D GROUP SOCIAL DISTANCE RATINGS .....................................
156
RTVAMATE DISTRIBUTION 0?' KDDFR AGREE ABLE SCOPES AND S E P SOCIAL DISTANCE RATINGS « . . . . # • « * , . * » «
158
BtVARIATI DISTRISOTIOB OP K80S® AGREE ABLE 3CGBES MB CBCSPN 80CI0VVTRTC RATINGS » ............................... . . . .
160
BXVARIATB DI8TRIBOTION OP KODER AOREBABLE SCOPES MB RECIPROCAL SOCIDBPTRIC R ATIN OS
168
BXVARIATB DISTRIBUTION OP NUDER aqrbb able scores « t> school shades . . . .
164
c o o n w r s
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XLI.
X L II.
30.111.
XLXV,
XL?,
ix
LIST OF TABLES (C o n tin u e d ) Tabl® XLVI. XLVI I .
XLVIII*
XLIX*
L« L I.
L IT . L IU . LTV, I.V,
L V I.
L V II.
O ar©
RIVASIATB DISTRIBUTION OF KOjv?R AGREE ABLE SCOERE ARE INTSLLICBRCF. fOOTT^TS , .
138
BIVARIATE CISTBIBOTIOB Or KOriB AGREEAH.8 SCORES AND TFACREB AGREEABLE *■ AIXNOS
188
BIVARIATE DISTRIBOTICW Of KOLHt r O S m S T SCORES AFI) OHOnp SOCIAL DISTANCE RATINGS .................................................. . .
171
BIVARIATE BISTRIBOTIOM OF XBpBR POVXBART SCORES ABB 8 RLE 80CTAL DISTANCE RATINGS . . . . . . . . . . ............................
173
BIVARIATE BISTBlB'J'HOH OF TDBTR WHIN ANT SCORES AND CBOSSR SOCtONPTHIC LATIS08 , .
175
BIT ARTATE DISTftlBOTIOS OF KOF'R. BOBIB AST SCORES ASR EBCIPRj CAL EOCIOM"TEIC RATINGS . . . . . ...................................................
177
0 IVARI6TB d t s t r i b o t i o n o f jto d s r d o j o t a b t ................... SCORES ATIB SCHOOL GBftDSS
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BIVARIATS DISTRIBUTION o r KORBR DOMINANT SCORES AND INTELLIGENCE 0OOTIERTS . . . .
181
BIVARIAT8 DTSTBIBDTXON OF TTOBP. DOMINANT SCORES JL’!D TFAC*! 3ft I>-'«IR.»JIT PATT"OS , . .
183
BIVAPIATE DISTRIBOTICN op 0803° SOCIAL BTST ABC8 RATINGS AND ? 5 ,p SOCIAL P I8 TA.BCF R A T IN G S .......................................................................
187
SIVARTATS DISTRIBUTION 0- ^POrra SOCIAL DISTANCE PATINOS ABB CGOSWf SOCTOSETRIC RATINGS .................................... , . .
190
BIVARIATE niRTRIBOTION O'- SROOP BOCtAL DISTANCE PATINOS AHX -SOIPROCAX SOCIORBTRIC PATTVOS . . . . . . . . . . . . . .
193
x
LIST OF TABLES (C ontinued) T a b le
L m t.
°a g e BIBARIATS DIBTniDOTION O'- OROtJB SOCIAL DISTANCE RATINGS AND SCHOOL GRADES . . .
194
BIVAfiTATE DISTRIBUTION OF CROC? SOCIAL DISTANCE PATINOS AND U Jf ILLTn«fC8 ............................ CBOTIFNTS
196
BIVARIATF DISTRIBUTION OF SELF SOCIAL DISTANCE PATINOS AND CFOSB* ROOIOWFTRIC RATINGS ........................................ .
DOO
SIVAHIATS DISTRIBUTION OF SELF SOCIAL DISTANCE RATINGS A?D RECIPROCAL SOCIO' METRIC RATINGS .......................................................
SOS
BIVARtATB DISTRIBUTION OF SELF SOCIAL SISTANCE RATINGS AND SCHOOL GRADES . . .
504
SIVARIATE DISTRIBUTION 0-~ CSI-F SOCIAL ASD INTELLIGENCE COOTI S T S ....................... .... ....................................
505
BIFARIATB DI8TBIB0TI0S OF CffOSSS SOCIQKPTRIC RATINGS AND RECIPROCAL SOCIOurTBXC RATINGS . .
SOS
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BXVARIATB DISTRIBUTION OF CBOPBS 80CXOSFTRIC RATINGS AND SCHOOL GRADES . . . .
aio
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8IVABXATB DISTRIBUTION OF CHOSEN 50C I0¥TTRTC RATINGS AND IS'r"L L IC rNCR CSOOTIENTS.................................................................
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BIVARTATE DISTRIBUTION 0«- RECIPROCAL SOCtOAS.BTRIC R'■TING;'! s»D SCHOOL C-:'*DE8
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214
BIVf-RIATF DISTRIBUTION Of tNT'LLIGFNCB COOTIENTS AND RECIPROCAL SOCIOSETRIC RATINGS .............................................. .... . . .
HIS
BXVARIATB DISTRIBUTION OF INTELLIGENCE COOTIESTS f-XD i.-CHOOL GLADES . . . . . .
S17
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CHAPTER 1
XWB00U€Tf0f l& tr o d u e ilo n and Statement o f ProbXssa ® m m r e l a t i o n s h i p s w ith in & g ro u p haw© b e ta d ie * cow ered to be- d y n a m ic a lly im p o rta n t*
S o c ia l i n t e r a c t i o n
ie comple* In a wide reage o f wariattone*
laeh internet*
Ing i m p o f in tiw ld m ls h m it s own sphere o f operating In a elassrocsi at w ell as in any group situation certain patterns o f so cia l relationship a mm® into exis tence#
!he need i s strong to got an increasingly cloarer
view o f the factors that so w to bring $w tb together or to 'mmp thea apart*
I t i s necessary to taow o f the m la e s
they look: for in one another* o f the bases noon which they eith er cu ltiv a te contacts or Xe&irs youth m t m woot in m ir crowd**
In working with froth i t is no longer su ffic ie n t to have only the imce&edgo o f the sp e c ific capacities and difference* o f the indlwldixal#
Teaching is done in a. grotip*
the i&cMitres o f recreation ora ©smerlmeed in warious grocps and friarulSblpa are constancy being b u ilt on the basis o f the individual** own. standard* and moon* o f evalua tion#
Youth a ffect each other In their peer groups*
The
mores o f those groups sro established by their actions and
in te ra c tio n s *
Itie h in f o r m a tio n and d i r e c t i o n i s n e e d ed i n o r d e r t o b e mbX# t o s e c u r e s a t i s f a c t o r y r e l a t i o n s h i p s i n g ro u p proM tfti*M +
I t i t p o s s i b l e t o l o a m much a b o u t g ro u p s t r u c
t u r e from X lsis m io g t o om tW M tlm s and from o b s e rv in g a c t i v i t i e s o f v a r io u s g ro u p s* Uto p la y s w ith Whosf
flho i s alw a y s in. o v a ry s o c i a l
aotiw ltyf Hio never i s Included in invited groups?
Who
s a y s h o l l o t o .Whom* m i w hich s t u d e n t s n e i t h e r sa y h o l l o
th w se lv ss nor are g r e e t e d by others?
Who a r t the Individ
uals who rtcoiv# help in an emsrgancy and who are those who s tru g g le
alone? V ary i s 111 and & h a l f doson g ir ls w ish
t o h e l p h e r homo*
Jam a i s i l l b u t h e r illn e s s i s not n o tic e d *
Who are the emerging landers wtieaewar leadership i s needed? Sow does the group react to various tyros o f leader ship? Sow ar# intragroup and inter-group lo y a ltie s and anim osities ©rested? What e r e th e s t r u c t u r e s o f th o s e dynam ic i n t e r a c t i o n s which haw su c h controlling in f l u e n c e s o v e r i n d i v i d u a l s and g r o u p in g s o f I n d i v i d u a l s ? F o r gome y e a r s g u id a n c e s p e c i a l i s t s i n e d u c a tio n * p s y o h o lo g ls ts * s o c i o l o g i s t s and s o e i o m e t r t s t s h a v e endea v o re d t o r e a c h a h i g h e r l e v e l o f p e r f e c t i o n in m e etin g th e c h a lle n g e o f g ro u p dynam ics# k n m em p h asis i n m odem e d u c a tio n a l th e o r y i s p la c e d
tm the so©lo-e»oti«mal aspects -of hxmm. growth m& developta t#
She n ecessity has sirIsom for the development of tech
niques for evaluating the dogros and character o f social development*
f h is probles has been eoaplloatsd by the fa s t
that the evaluation mist b® coaaorned not with the Individur*X alone bat also with tho g m i p structure in tshich ha oper ates#
Both variEblas most be considered for -an tinderstand
ing o f social dovs&opsant# She d ev elo p m en t m i im provem ent o f g ro u p p r o c e s s e s
and th tlr diagnostic in*trm m t» hcv® consumed such in research#
®vgy
I t would sts® that educator* srald be eager
to u t i l i s e so valuable a technique as the study of so cia l ohenmsiia#
fvon so* there i t arid once to Indict to that
classroom ssrowlwmss for learning and for democratic U fa v%r# frsqw sn ily void o f uny recognition of rot terns o f accep tance and rejection* tlumcrous records and seal os t e w h-®m designed to m easure p referen ces* I n t e r e s t s and c o n tr o llin g f a c to r s
which may h&v® an in flu one; a on grow;} interactions*
"on-
iid a r & h l# r e s e a r c h i s n e c e s s a r y to p ro v e t h e v a lu e o f any seal© * and su ch s t u d i o s a r e c o n s t a n t l y i n p r o g r e s s i n o r d e r t h a t © s la tin g d i a g n o s t i c and ov& Iuallv® devices can bn g iv e n a sound p r a c tic a l
a p p lic a tio n *
to# o f th e d svlcos for the ©tody o f s o c i a l structure and so cia l s t a t u s I s th e s o e i o a a t r l c te a t *
T h is te c h n iq u e
m a te s p o s s i b l e t h e analysis o f th e student1s position mi thin
4 h i s group*
I t a l s o males# p o s s i b l e m a n a l y s i s o f th@ fram e
work o f t h e group o r g a n t m t t m
— th e i d e n t i f i c a t i o n o f
le a d e r # * o f o l i v e s mml o l m m g m ? o f d o m in an t g ro u p s , end o f p a t t e r n s o f a M * p t# n e * and r e j e c t i o n o f v a r io u s I n d i v l d -
onl# within the group# •
I t makes possible a storing
evaluating o f the stttd#nt*g rank in respect to other member# o f M s group*
I t ###68# important th an * to discover relationship# b-ctsmsu t b s u s e # o f t h e m-otam®t r i o d e v io * # and o t h e r r a t -
Infs that h&m b##n devised for the e v a lu a t io n o f social p u f ilit i^ s and o b a r o e t s r l s t i e s # f h # pro b lem u n d e r ta k e n h e r o may be s t a t e d a s f o llo w s ! flA S tu d y o f t h e R e la tio n s h ip # b-ofmiom th e Ktoder P r e f e r e n c e
Hecoro-Hsrson&X end Certain S o c i« # tr le Hstings*#
The soclo-
metric ratings may further b@ s s e e tfi ed a.# Orono Social B isto n e # B a tln g s * S o l f S o c ia l D is ta n c e H a tin g s , Chosen S o c lo -
metric B&timg# .and Bseiproc&l S o ei ©metric H a tin g # * D e li m i t a t i o n
In order to indict* to clearly the score o f th e study, several statement# clarifyin g and delim iting th e problem may be o f v a lu e * t h e s tu d y i s lim it e d to f in d in g th e in t e r r e l a t !.o n -
shins bctsrosn th n #o o lo m e tr tc r a t i n g s snd the scores fomd on one scale o f social c h a r a c t e r i s t i c s , th e Kmdor ^ r ^ f^ v ^ n . co
5
I t i s reeognlr&d that there are othor scalcs to r such diagnosis*
Th® ftudor Pmf®tenet* Beoord*
Personal i s now in th© field *
The sirp^flts ^hich arc eon-*
sidcred in the record are described as sociable* practi* ©•&!* thcorstlc& l*. a g r e e a b le and dom inant#
kn attempt i s
toeing made to discover the valuta o f the record in resnaet to a possible pattern o f ® mrm ishieh are ©h«i racier! s t ie Of StUd«tS Who toCCCaC w ell Isnovrx and wall lilted as con trasted uritlx the m itM rm m m-d rejected students* Thera i s need at t h i s tim e f o r a more so eel ft© under standing o f th e moaning of socionotrio ratings*
The general
area of SMlomctrtcs may ho described as the s c ie n tific seam r m m t o t s o c i a l structures*
S o c ia l structure i s a ‘v i t -
tom o f group r e l a t i o n ships as defined by i t s gangs, i t s c liq u e s * i t s ©Xaavmgos* mad i t s i s o l a t e d I n d iv id u a ls *
S o c io -
meiry i s concern ad n o t o n ly with t h e Individual pad h is d if ferences# b u t also w ith th e group i n which ho f i n d s himself# and w ith th e lat**»r s la t Ions o f th e I n d i v i d u a l s w ith in th e
group*
A s o e l M o t r l e r a t i n g must ta k a i n t o consideration
n o t o n ly the motivation and d r i v e o f an individual In h is s o c i a l r e l a t i o n s * b u t p r o v is io n m a t
made f o r e v a lu a tin g
■the e f f e c t t h a t i n d i v i d u a l h a s noon o t h e r s o b e r s o f h i s
group* and What reaction other group aeatoars o f that parti cular social sphere have concerning him. S e v e r a l te c h n i q u e s h a v e b o o n d e v e lo n o d
s a tis fa c to r ily to measure group structure*
*nd u se d
Whoever socio*
m e tr i c m & m r m m t i t a t t m p t e d , i t o u s t be a ced u re #
p ro
T h e re l a th e In -co m in g and th® o u t- g o in g o f s o c i a l
c u r r e n t*
The i n d i v i d u a l t e a a d e f i n i t e f u e l i n g a b o u t o t h e r s
I n h i b group $ a t th e sa n e h i m thor© a r y bo e i t h e r p o w e rfu l o r » & k r e t u r n c u r r e n t s w hich a r e r a d i a t i n g dynandealX y t o w ard th e I n d i v i d u a l from. h i e o s s o e i a t e i *
MX o f t h e 00 f o r c e s
com bine to d e s c r ib e th e f o r c e and M g n e tia m o f th e h n m n I n 't e r - r o la t io n 1 • I t I f th e p u rp o s e o f so e lo m e tri-e r a t i n g to n e a s » r * and e v a lu a t e th o s e f a r m s no t h a t th e tn o w lo d fa o f th e de g r e e o f t h e i r « g i s to n e s m y be a f a c t o r in th e im p r o ir a m t o f th e s o c i a l s t a t u s o t b o th th e i n d i v i d u a l and th e group* S o c ia l D io tu n e e Be tin g e s a y be c o n s id e r e d s p e c i f i c a l l y s i a a o e io m o trie t e c h n i c s 0 em ployed t o mm w ire th e s o c i a l d i s t a n c e f e a t s i g h t be fo u n d f o r any one in d iv i d u a l betw een t h e p o in t o f h i e own f u e l i n g end th e n o i n t o f th e c e n t e r o f th e g ro u p fo a lin g *
The in c o m in g c u r r e n t ssoy bo
d e s c r ib e d a s th e c o m p o site r a tin g o f th e g ro u p f o o lin g f o r th e I n d i v i d u a l i n te rm s o 1' a c c e p ta n c e o r r e j o e i 'o n o f h i s s in is te r s h ip *
T h is m e a su re m e n t f e e
G ro u p S o c i a l |}1. s t a n c e
B atin g *
Hie o u t-g o in g c u rre n t m a t t e manner f o r th e su ccess o f th e group,
00
nsid^r-^d in s i x t i e r
Tte SM f S o cial
t a s f B a tin g i s b a s e d upon how th e In d iv id u a l H its s o lf m y
f o c i ©boot in c e p tin g o r ro je c ttn -r ih~ o th e rs v~ fe vrhon ho
I s a s s o c ia te d * B i t h e r b eca u se o f M s o m e l e c t io n s or b e eatas® ho was p la ced in th e group by f o r c e s o u ts id e o ' h i s
control,* .M other to c h n ic u e o f s o e io m o tr lc rsn&suramnt i s to o b ta in a c tu a l c h o ic e s o f in d iv id u a ls fo r f r ie n d s h ip s .
Th® 'particular reason for desiring to be with son eon® my bo a determining factor in that particular choice*
I f the
sought far best friends are honestly naned, group patterns of friendships can ea sily be constructed, to r tiisgneniic pur noses*
fhe out-going and In-corning current is observed
In t h i s iedmipuo as w ell as in tho Social 3)I.sin ce Rating* The Chosen Boelosotrie Bating aecauros these 1n~coming forces*
Hot aany times have other students chosen th is in -
dividual for a best friend, or has ho not teen chosen by ®ny«m©f Th® choice® o f the group arc tubulated for a Chosen H e e to m tr l© R a tin g *
I f an individual m&Ves h is o n choices for friend®, haw a n a y time® a r e th o s e f r i e n d s h i p s returned?
Arc h i s
friendships received iM reciprocated, or are they rejected? Th© out-going ©orrant o f th© individual choices is termed the B*o1p*m®1 Soctomoiric Bating* Th® m m s u r t n e n t s
j u s t d e s c rib e d
n orm
*-o c o v e r a n
© v a lu a tio n o f b o th in -co m in g end. o u * -g o in g s o c ! M c u r r e n t s f o r b o th frm ip m6. i n d i v i d u a l r e a c tio n s *
Those a r c th e
f o u r s o c io m o tr ic r a t i n g s t h a t a r c u se d in t h i s study*
e A n o th er te c h n iq u e i n s o c i o ^ ^ t r l c
has
r e c e iv e d some exovviift&xit o t i o n &nd r e s - a r c h , h u A i s n o t o f s p e c i f i c v a lu e f o r t h i s s fcudy#
A s h o r t e x p la n a tio n
w i l l bo made o f i t sin.ee i t r i l l In o e o t'to n o f Ir-n x - 'in t h i s d is c u s s io n # o f th e
A q u e s t i o n n a i r e i s - i m ^ r - d on th -■ h e a ls o f th e group*
th e
os?,Ions r ^ y ss> f o r
such In fo rm atics* a s : nWho I s th e m ost p o p u la r g i r l in th e room?15
fr$ho l a th e .a s s t s i n c e r e stu d o n t? * 1
th® h & rd aat?*
*Wfto w orks
o r **Who i s th e m ost l o y a l ? 1* An e v a lu a tio n
o f anaw ors to su ch q u e s tio n s w i l l g iv e no i n s i g h t in to g ro u p s t r u c t u r e *
t h i s p ro c e d u re i s known a s a "C hasa fh a*
ttie h n im m in s o o io m o trie m easurem ent* t h e a o c io m c ttric m easu rem en ts to fen u sed in t h i s s tu d y a r # Group S o c ia l D is ta n c e R e tin g s , S e l f S o c ia l B ie~ tsaae® E a t i n g s , Chosen S o c l o a s t r i e he t i n g s , m 6. 'R e c ip ro c a l & > e im « tr lc Ratings#
The sp ecific development of these
r a t i n g s w i l l b# d e s c r ib e d in C h a n te r I I I # A eoroX l& ry s tu d y t f l l l a tte w n t to d is c o v e r th e rein-*
ttoashlps between -the Ku&er Preference R e c o rd -0 ~r$onel EetIn g a and Tea ©her E a tin g s o f s tu d e n ts on s o c i a b l e , p r a c t i c a l , t h s o r w tle s l* a g r e e a b le and dom inant c h a r a c t e r i s t i c s *
An**
o t h e r c o r o l l a r y i s d e v e lo p e d i n th e a t tests t to i n j e c t th e o t i n t e l l i g e n c e s c o r e s and s c h o o l g r a d e s i n i n t a r - o o r r e l a t i o n to d is c o v e r p o s s i b l e m i t t e r n s o f r a l a *
tio n s h ip s *
9
the l« it« lltc m m te s t used here is the Otis S elf Administering t e s t — f o m A* l i t selection in th is study Is made by 'virtue o f the fa ct that i t Is & te s t normally used in the schools because o f i t s langth, construction, end s u ita b ility for group testing# fe e oases
in the entire study are
in tli# c ity o f ferre Haute* Indiana#
students
fe e students are «m~
rolled In th# ten schools in the c ity feioh h ew grades nine through twelve in th# high school organisation#
the
too schools are the laboratory School o f Indiana State Teachers Soilage m i Cerafeeyev Technical High gchool# fe e m m comprehensive portion o f the study uses a ll S&8 oases frm . fee two schools named above# i s a member o f the laboratory School staff*
fe e writer
It ts fe a sib le
to approach a study such as th is with a clearer understandin f o f th# ram ifications o f the social d e t a i l i f the eases studied actu ally have been known by fee observer for a per iod o f time*
I t Is also recognised tb it the su b jectivity
o f personal knowledge m n fee uted only to substantiate and strengthen ob jective fasts# f t i s recognised feat there are numerous lim itation s to the c r ite r ia selected*
there are other ratings and re
cords e m lm tin f additional aspects of so cia l Interaction and personal character!sties#
io attempt Is made to ex
haust fee f e a s ib il it ie s for analysis of factors that might
i n f lu o n e # fftmxp V h n v iO T n a* ta m e *
Certain o th er d o ltm ltin r factory ro ta tiv e to hh© general n*t»r* nod ra rio n a nrcoa of greem V hnvior m-1to m o vm ttin to ho mor^isnc!*,
Cne e f *V?".o ^e,•>**,..£ rn._
T o lir ts s t h e e r n e i a l
m l ?y ?1a yn -.«
Thor** i s no
t i c theory eMoh n decmiho tha
1;r*.g--*
f» *
*•.^ '$• ;-H.;"’#0
•‘O#
fn n d a m M ^ l dime&fctons o f s o d 1 hnfc*: v i or m l th e r e ere
f**w standard!£©$ and re tl.fi able -i" •v O*V - •-; * ••> •’ n (./’ ivT ■ty'W f» !,r-f fy, S *.-iil IS sS m s s M ” • 175' 6u % or& cs M atm -M neoln I n s t i t u t e o f S chool Pxveri mm t& t io n * rf-*S*1***■
hcr'^ptly «h#n resu lts o f the testing w ill *mk® si d iffer* to the T.ibjoot, ' Tosti-op should h* «rot no in «vt^h e as to &&jglml&e the r&pnort with the «®»eriwimt«* and th e m o tiv n tio n f o r t-tv* su b je c ts * Thor pro *Y?>XAd* .in th e eon or tp-.et. if--a** •■re
subjectively honest* Tt should he fa aeh er st-:-1nd th a t o sn eio ’-r’t r i c study
i s oouy th •»