Sociometric status, and mental health of overage and underage pupils in the sixth grade

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SOCIOMETRIC STATUS AM) MENTAL HEALTH OVERAGE AND UNDERAGE PUPILS IN THE SIXTH GRADE

A D issertatio n P re se n ted to th e F a c u lty of the School of E d u catio n The U n i v e r s i t y ’ o f S o u t h e r n C a l i f o r n i a

In P a rtia l F u lfillm en t o f th e R e q u ire m e n ts f o r th e Degree D octor of E d u ca tio n

by V a g h a r s h Hagop B e d o ia n December 1950

UMI Number: DP25797

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£ D. ! '3 y / i 71/t« dissertation, written under

the direction of the Chairman of the candidate’s Guidance Committee and ap prov ed by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Do ctor of Education.

j

£

L

............... Dean

Guidance Committee

Chairman ^.........

TABLE OP CONTENTS CHAPTER I.

PAGE

THE PROBLEM AND DEFINITIONS OP TERMS USED . . . P r e s e n t a t i o n o f t h e p r o b l e m .........................................

1

S t a t e m e n t o f t h e p r o b l e m .........................................

5

Im portance of th e problem

6-

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

R easons f o r m aking th e s t u d y a t t h e

six th

g r a d e l e v e l ........................................................................

8

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

8

D e f i n i t i o n o f t e r m s u s e d ..............................................

9

S ketch of proced u re

O u tlin e of rem aining c h a p te rs II.

1

. . . . . . .

11

REVIEW OP THE L I T E R A T U R E ...................................................

12

L ite r a tu r e r e l a te d to th e study of o verage and underage p u p i ls

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

O verageness and m en tal h e a l t h

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

R e t a r d a t i o n and m a s t e r y of s u b j e c t m a t t e r S tudies

12 12

•

14

i n f a v o r o f n o n - p r o m o t i o n .....................

15

R e t a r d a t i o n a s a sy m ptom o f s c h o o l m aladjustm ent

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

U nderageness and p u p i l achievem ent

. . . .

16 17

U n d e r a g e p u p i l s who e n t e r s c h o o l on m e n t a l a g e ........................................................................ S tudies

18

o p p o sin g a c c e l e r a t i o n and e a r l y

s c h o o l a d m i t t a n c e .........................................................

19

iii CHAPTER

PAGE S tud ies r e la te d

to th e p e r s o n a lity ....................................

a d ju stm e n t of a d o le s c e n ts

P e r s o n a l i t y a d ju s tm e n t and r e t a r d a t i o n

.

21 21

S tu d ie s r e l a t e d to p e r s o n a l i ty ad ju stm ent and p h y s i c a l c h a r a c t e r i s t i c s S tudies r e la te d to th e of ad o lescen ts

so cial

S ociom etric

23

acceptance

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

R e li a b i l i ty of so cio m etric The n e e d f o r

. . . . .

so cio m etric statu s

scores

. . . .

24

t e s t s .....................

III.

PROCEDURE

26

and p e r s o n a l i t y

a d j u s t m e n t ................................................................... S ociom etric

24

statu s

and l e a d e r s h i p

. . . .

29 32

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

36

S o u r c e s o f d a t a ...................................................................

36

M ethod o f d e t e r m i n i n g o v e r a g e n e s s and u n d e r a g e n e s s .............................................................

.

36

S e l e c t i o n and a d m i n i s t r a t i o n of in s tr u m e n ts u s e d ....................................................................................... IV.

SOCIAL ACCEPTABILITY AND SOCIAL REJECTION OP THE UNDERAGE, AT-AGE AND OVERAGE'PUPILS

44

S ocial a c c e p ta b ility

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

45

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

56

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

61

MENTAL HEALTH ANALYSIS AND SOCIOMETRIC STATUS

63

S o cial r e je c tio n

V.

39

.

.

iv CHAPTER

PAG-E M ental h e a l t h of u n d e ra g e , overage p u p i ls

at-ag e,

and

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

63

M ental h e a l t h of o v e r- a c c e p te d and u n d e r­ a c c e p t e d p u p i l s ........................................................

.

67

t h e r e m a i n d e r o f t h e g r o u p ....................................

73

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

74

M ental h e a l t h of

Summary

• •

i s t a r s , f Tr e j e c t e e s *

and

V I . INTELLIGENCE QUOTIENT, HEIGHT, WEIGHT AND ECONOMIC LEVEL OP THE UNDERAGE, AT-AGE AND OVERAGE P U P I L S ........................................................................ In tellig e n ce

q u o tie n t of the underage,

at-ag e

a n d o v e r a g e p u p i l s ........................................................ In tellig e n ce

77

q u o t ie n t o f o v e r - a c c e p te d and

u nd er-accep ted p u p ils Econom ic l e v e l age p u p i l s

77

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

of u n d e ra g e,

a t - a g e and o v e r ­

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

E conom ic l e v e l o f t h e

79

79

s o c ia lly o v er-accepted

a n d u n d e r - a c c e p t e d p u p i l s .................................... H eight of th e u nderage,

81

a t - a g e and o v e ra g e

p u p i l s .......................................................................................

84

H e ig h t o f o v e r - a c c e p t e d and u n d e r - a c c e p te d p u p ils W eight of u n d e r a g e ,

■. at-ag e

and o v e ra g e p u p i l s

W eight o f t h e o v e r - a c c e p t e d and u n d e r-N

84 87

CHAPTER

PAGE accepted p u p ils Summary

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

89

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

89,

V I I . FINDINGS, CONCLUSIONS AND RECOMMENDATIONS .

93

S u m m a r y ............................................. S tatem en t

93

o f t h e p r o b l e m ...............................

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

93

.

94

F i n d i n g s .............................................................................

94

C o n c l u s i o n s ........................................................................

97

R e c o m m e n d a t i o n s ..............................................................

98

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

102

APPENDIX A,

T a b l e f o r C o n v e r t i n g Ages I n t o G r a d e P l a c e m e n t s .........................................................

Ill

APPENDIX B,

M a n u a l f o r U s e ..................................................

11 2

APPENDIX C,

S tudent Q u e stio n n aire

APPENDIX D,

B e c k m a n 1s L i s t o f R e p r e s e n t a t i v e O ccupations

i n Each Grade of

th e O ccup ation al S cale APPENDIX E ,

Sociogram s

..............................................1 1 8

. . . . . .

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

119 124

LIST OP TABLES TABLE

PAGE I.

D i s t r i b u t i o n o f Boys and G i r l s

in the

V a r i o u s C l a s s e s S t u d i e d ............................. II.

D i s t r i b u t i o n o f U nderage, P upils

III.

. . . .

37

A t-a g e and Overage

in th e V ariou s C la sse sS tu d ied

T able of S ta n d ard D e v ia tio n s

. . .

38

of Upper and

Lower H a lv e s of t h e D i s t r i b u t i o n a n d fC i r c l e o f S i g n i f i c a n c e 1 o f S o c i o m e t r i e T e s t D a t a o f t h e V a r i o«u s C l a s s e s IV.

o f U nderage,

Overage P u p i l s

.

46

A t- a g e and

. . . . .

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

47

C o m p a r i s o n s o f Mean S o c i a l A c c e p t a b i l i t y S tan d ard Scores

o f Underage, A t-ag e

and Overage P u p i l s VI.

.

C o m p a r i s o n s o f Mean S o c i a l A c c e p t a b i l i t y Raw S c o r e s

V.

T ested

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

50

C om parisons of P e r c e n ta g e s o f U nderage, A t - a g e a n d O v e r a g e P u p i l s Among t h e Pour

V II.

*S t a r s

of A t t r a c t i o n f

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

53

S o c ia l A c c e p ta b ility S tan d ard Scores of M i l d l y U n d erag e and E x tr e m e ly U n d erag e P upils

V III.

. . . . .

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

C om parisons o f P e r c e n ta g e s

55

of U nderage, A t-

a g e a n d O v e r a g e Among t h e P o u r H i g h e s t R ejectees

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

57

vii TABLE IX.

PAGE Mean S o c i o m e t r i c R e j e c t i o n Raw S c o r e s o f U nderage, A t- a g e and Overage P u p i l s

X.

. . . .

60

C om parisons o f M ental H e a l th A n a ly s is Mean P e r c e n t i l e S c o r e s o f U n d e r a g e , A t age,

X I.

a n d O v e r a g e P u p i l s ...............................................

65

C o m p a r i s o n s o f M e n t a l H e a l t h A n a l y s i s Mean P e r c e n t i l e S c o r e s of O v e r - a c c e p t e d and U n d er-accep ted P u p ils

X II.

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

C o m p a r i s o n s o f Mean C h r o n o l o g i c a l A g e s o f O v e r - a c c e p t e d and U n d e r - a c c e p t e d

X III.

68

P upils • .

71

C o m p a r i s o n s o f M e n t a l H e a l t h A n a l y s i s Mean P e r c e n tile Scores of th e Pour H ighest R ejectees,

th e Pour

*Stars of A t t r a c t i o n 1

a n d t h e R e m a i n d e r o f t h e G r o u p ........................ XIV.

C o m p a r i s o n s o f Mean I n t e l l i g e n c e Q u o t i e n t s o f U n d e ra g e , A t - a g e and O verage P u p i l s

XV.

72

.

.

78

C o m p a r i s o n s o f Mean I n t e l l i g e n c e Q u o t i e n t s o f O v e r - a c c e p t e d and U n d e r - a c c e p t e d P u p ils

XVI.

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

C o m p a r i s o n s o f Mean E c o n o m i c L e v e l B a s e d on P a r e n t s *

O ccu p atio n of U nderage, A t-

a g e a n d O v e r a g e P u p i l s ............................................. XV II.

80

C o m p a r i s o n s o f Mean E c o n o m i c L e v e l B a s e d on P a r e n t s r O c c u p a t i o n s o f O v e r - a c c e p t e d

82

viii TABLE

PAGE and U n d er-accep ted P u p ils

X V III•

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

C o m p a r i s o n s o f Mean H e i g h t s i n I n c h e s o f U nderage, A t-a g e and Overage P u p i l s

XIX.

83

. . .

85

P u p i l s .................................................................................

86

C o m p a r i s o n s o f Mean H e i g h t s ,

In Inches,

of O v e r-ac ce p te d and U n d er-accep ted

XX.

C o m p a r i s o n s o f Mean Yifeights i n P o u n d s o f U n d e r a g e , A t - a g e and O v e rag e P u p i l s

XXI.

C o m p a r i s o n s o f Me an W e i g h t s ,

1 .

88

i n Pounds,

o f O v e r - a c c e p t e d a nd U n d e r - a c c e p t e d P u p i l s ........................................................................

90

LIST OF FIGURES PAGE

FIGURE

........................126

1.

S c h o o l 1,

C lass 1

2.

S c h o o l 2 , C l a s s 2 ............................................................. .

3.

30 S c h o o l 3 , C l a s s 3 ......................................................................................1 .

4.

S c h o o l 4 , C l a s s 4 . .................................................................................13 2

5.

S c h o o l 4,

34 C l a s s 5 ......................................................................................1 .

6.

S c h o o l 4,

C lass 6 .

7.

S ch o o l 5,

. 138 C l a s s 7 ......................................................................................

8.

40 S c h o o l 6 , C l a s s 8 ......................................................................................1 .

9.

School 7, C la s s

9 .

128’

............................................................................1 36

.

142

10.

S c h o o l 7,

C l a s s 10

............................................................................1 4 4

11.

S c h o o l 7 , C l a s s 11

........................................................................... 1 46

12 .

Sch o o l 8,

C l a s s 12

........................................................................... 1 4 8

13.

S c h o o l 8 , G l a s s 13

........................................................................... 1 5 0

14.

S c h o o l 8,

C l a s s 14-

............................... ........................................ 15 2

15.

S c h o o l 8,

C l a s s 15

............................................................................1 5 4

16.

S c h o o l 9 , C l a s s 16

........................................................................... 1 56

17.

S c h o o l 1 0 , G l a s s 17

............................................................................158'

18.

School 10,

C l a s s 18

160

19.

S c h o o l 11,

C l a s s 19

16 2

20.

School 11,

G l a s s 20

............................................................................1 6 4

21.

S c h o o l 1 1 , C l a s s 21

166

22.

S c h o o l 12,

168

C l a s s 22

CHAPTER I PRESENTATION OP THE PROBLEM The a d m i n i s t r a t i v e

d e v i c e k now n a s t h e g r a d e d s y s t e m

has b een u se d i n an a tte m p t to p la c e c h i l d r e n w ith com parable a b ilities

in to the

by a s e r i e s cla ss

same c l a s s .

of p ro m o tio n s,

School a u t h o r i t i e s hoped t h a t

a cceleratio n s

o f p u p i l s w ould have r e l a t i v e l y

cause p u p ils

come t o

a group of c h i l d r e n w it h g r e a t the r e s u l t s

Be­

the tea ch e r is faced w ith

d ifferen ces

of a b i l i t y .

Fur­

f r o m s t u d i e s h a v e sh o w n t h a t p u p i l s

have c o n s id e ra b le d i f f e r e n c e s w ith in a c la ss

h ig h hom ogeneity.

a

sc h o o l from d i f f e r i n g b a ck g ro u n d s and

have a wide ra n g e o f b i r t h d a t e s ,

therm ore,

and r e t a r d a t i o n s

of a b il i ty

and a c h ie v e m e n t

or a g rade.

As e a r l y a s 1 9 0 9 L e o n a r d P Ayers'*' was a w a r e o f p u p i l d ifferen ces lic

and th e

schools.

n atio n , 1 th at

im p o rta n t problem of o v e ra g e n e ss in pub­

A long w i t h o v e r a g e n e s s , is,

a p u p i l who l e f t

A yers s t u d i e d

TE l i m i -

s c h o o l b e f o r e he f i n i s h e d

t h e p r e s c r i b e d c o u rs e b e c a u s e he had p a s s e d t h e com pulsory a tten d a n ce age.

Ayers com piled d a ta from t h i r t y - o n e

school sy stem s.

He f o u n d t h a t

t h e c i t y w i t h t h e l e a s t num­

b e r o f r e t a r d e d p u p i l s was M e d f o r d , M a s s a c h u s e t t s . ford,

city

I n Med­

o n ly 7 .5 p e r c e n t were r e t a r d e d as com pared w i t h 6 0 .1

"*■ L e o n a r d P . A y e r s , L a g g a r d s i n Our S c h o o l s , New Y o r k C h a r i t i e s P u b l i c a t i o n C o m m i t t e e , New Y o r k , 1 9 0 9 . pp. 45-46.

2 per cent in E rie,

P e n n s y lv a n ia w hich

centage of re ta r d e d p u p ils .

It

i s n o t e w o r t h y t h a t Los A n g e ­

l e s had 3 8 .3 p e r c e n t r e t a r d e d p u p i ls c o n c lu d e d t h a t “ on t h e a v e r a g e , th e c h ild re n in our c it y fo r th e ir grades,

--

had th e h ig h e s t p e r­

i n 1903-1904.

A yers

a p p ro x im a te ly one t h i r d

s c h o o ls a r e above t h e norm al age

th ey are r e t a r d e d .”

The B o a r d o f E d u c a t i o n o f N e w a r k , New J e r s e y

2

s t u d i e d t h e a g e - g r a d e p r o b le m i n 1922 an d f o u n d t h a t overage p u p ils s ix th grade.

of

the

i n c r e a s e d from t h e f i r s t u n t i l t h e f i f t h and R obinson

«z

w rote t h a t th e a v erag e f a i l u r e r a t e

t h r o u g h o u t t h e U n i t e d S t a t e s was t e n p e r c e n t o f t h e p u p i l s e n r o l l e d and t h e a v e r a g e f a i l u r e tw enty p e r c e n t .

rate

in th e f i r s t

g r a d e was

A more r e c e n t a g e - g r a d e s t u d y c o n d u c t e d b y

t h e Los A n g e le s C o un ty S c h o o l s ^ i n t h e w i n t e r o f 1948 r e ­ vealed s u rp ris in g fin d in g s . was f o u n d among p u p i l s s ix th grade le v e l.

A l a r g e amount o f o v e r a g e n e s s

o f above a v erag e i n t e l l i g e n c e

T he n u m b e r o f o v e r a g e p u p i l s

classroom has d e c re a se d ,

a t the

in the

b u t th e problem re m a in s .

Q

N e w a r k , New J e r s e y , “ N a t i o n a l i t y a n d A g e - G r a d e S u r v e y s i n t h e P u b l i c S c h o o l s o f N e w a r k , New J e r s e y , 11 B o a r d o f E d u c a t i o n , N e w a r k , New J e r s e y , 1 9 2 3 . 45 p p . ® B. B . R o b i n s o n , “ F a i l u r e I s Too C o s t l y f o r t h e School C h i l d ,” P aren ts* M agazine/ I T ;22-23, 55, Jan u ary , 1936. ^ “V i s i t i n g t h e C h a p te rs o f P h i D e l t a K appa," D e l t a Kappan, 3 0 :2 5 9 , M arch, 1949.

Phi

5 Many c a u s e s h a v e b e e n c i t e d tio n .

th at re s u lt

Ayers'® f o u n d t h a t p h y s i c a l d e f e c t s ,

in re ta rd a ­

illn e ss,

irreg u lar

a t t e n d a n c e a n d t o some d e g r e e s e x w e r e i m p o r t a n t f a c t o r s caused r e t a r d a t io n .

th at

I n a d d i t i o n a low s o c io - e c o n o m ic l e v e l

may c a u s e p u p i l f a i l u r e .

P u p i l s f r o m homes o f l o w e c o n o m i c

lev e l,

it

whose p a r e n t s f i n d

bare n e c e s s itie s rishm ent, ance. p ils

d iffic u lt

of th e fa m ily ,

have i l l

som etim es l a c k p r o p e r nou­

h e a l t h and c o n s e q u e n tly i r r e g u l a r a t t e n d ­

At t h e end o f t h e s e m e s t e r , fin d th a t

to p ro v id e fo r th e

th ey have f a i l e d .

prom pt th e s c h o o l- a g e p u p i l to

th ese le s s

A m e a g e r f a m i l y i n c o m e may

do p a r t

tim e work or s t a y o u t

of s c h o o l to augment th e f a m i l y incom e. d istract

the p u p il to

classroom d u tie s

fo rtu n a te pu­

P a r t t i m e w o r k may

th e p o i n t w here he c a n n o t p e rfo rm h i s

and c o n se q u e n tly f a i l s .

P u p i l m a l a d j u s t m e n t may a l s o r e s u l t

in fa ilu re .

It

i s no a c c i d e n t t h a t R o b i n s o n ® f o u n d a g r e a t e r p e r c e n t a g e o f r e ta r d e d c h ild r e n in the f i r s t

grade th an the o th e r g rad e s.

The c h i l d comes t o s c h o o l w i t h a c e r t a i n p a t t e r n of p a r e n t c h i l d a d j u s t m e n t t h a t h e b r i n g s w i t h him i n t o t h e T h i s new e x p e r i e n c e places falls

o f t e a c h e r - p u p i l a d ju s tm e n t som etim es

the c h ild a t a d isad v an tag e. lo w e r and lo w e r b e lo w t h e c l a s s —

A yers,

op.

R obinson,

classro o m .

c i t .,

pp.

lo c. c i t .

60-75.

The b e w i l d e r e d c h i l d lev el

of a c t i v i t y .

E v e n t u a l l y he i s u n a b le t o cope w i t h t h e a c t i v i t i e s peers.

of h is

The c h i l d b e c o m e s f r u s t r a t e d a n d s o c i a l m a l a d j u s t ­

m ent becom es more a c u t e . w hich o n ly h e ig h te n s t h e

Then t h e c h i l d

is branded a f a ilu r e

em otional c o n f l i c t

th at

the c h ild

h a s e x p e r i e n c e d i n h i s r e l a t i o n s h i p w i t h t h e t e a c h e r and fello w p u p ils. to h is

Prom t h i s

env ironm ent i s

v iew p o in t the p u p i l fs adjustm en t

of g r e a t im p o rtan ce.

The p r o b l e m o f p u p i l a d j u s t m e n t w i t h i n a c l a s s r o o m i s n o t only p e c u l ia r to

th e overage p u p il.

Some r e s e a r c h

f i n d i n g s h a v e sh o w n t h a t t h e u n d e r a g e p u p i l may a l s o b e p l a c e d i n a c l a s s r o o m s i t u a t i o n w i t h w h ic h he c a n n o t c o p e . The u n d e r a g e p u p i l , toot, h a s i n some c a s e s f a i l e d h i s g r a d e and developed a n t i - s o c i a l a t t i t u d e s m aladjusted,

how ever,

and h a s become s o c i a l l y

t h e u n d e r a g e c h i l d seems t o a d j u s t

h im s e lf r e l a t i v e l y b e t t e r th a n th e overage c h il d i n a giv en group. P e rso n a l ad ju stm en t of th e classro om p u p il has a number o f c o n c o m i t a n t s .

M ental h e a l t h ,

and s o c i a l r e j e c t i o n w ere th e f a c t o r s in v estig atio n .

7

considered in th is

M e n t a l h e a l t h was e v a l u a t e d b y a d m i n i s t e r i n g

a s e lf-ra tin g p e rso n ality q u estio n n aire,

s o c ia l acceptance

i n v e n t o r y and t h e s o c i o m e t r i c

a tech n iq u e f i r s t

i n t r o d u c e d b y M o r e n o , 17 was

J a c o b L . M o r e n o , Who S h a l l S u r v i v e ? N e r v o u s a n d Men­ t a l D is e a s e P u b l i s h i n g C o ., W ashington, D .C ., 1934. 45 0 p p .

5 used to ev alu ate The s o c i o m e t r i c th e

s o c i a l a c c e p t a n c e and s o c i a l r e j e c t i o n . q u e s t i o n n a i r e makes u s e o f p e e r - r a t i n g s by

in d iv id u a ls w ith in a c la ss

tech n iq u es th e r e s u l t s

or group.

a n d how o v e r a g e n e s s a n d u n d e r a g e n e s s may i n f l u e n c e p rom pted t h i s I.

research. THE PROBLEM

S tatem en t of th e p ro b lem . was t o

The u s e o f t h e s e

e v alu ate the

socio m etric

overage and und erag e p u p ils

The p u r p o s e o f t h i s sta tu s

study

and m e n ta l h e a l t h of

in the s i x t h g ra d e .

The s t u d y

in v o lv e d s e e k in g answ ers to th e f o llo w in g q u e s tio n s : ( 1 ) What i s

the so c io m e tric

age and a t - a g e p u p i l s ?

Is

sta tu s

of overage,

s o c i a l a c c e p t a n c e and s o c i a l r e ­

j e c t i o n a f f e c t e d by o v e ra g e n e s s and u n d e ra g e n e s s ? o verage and u n d e ra g e p u p i l s

under­

so c ially

Are t h e

o v e r-a c c e p te d or under-

accepted? ( 2 ) What a r e t h e p a t t e r n s itie s

and a s s e t s

of underage,

of m en tal h e a l t h l i a b i l ­

at-ag e

and o v e ra g e p u p i l s ?

Are t h e s e p a t t e r n s u n i q u e t o o v e r a g e a nd u n d e r a g e p u p i l s th e classroom ? peers

in

Do s t u d e n t s who a r e c h o s e n o f t e n b y t h e i r

on a s o c i o m e t r i c q u e s t i o n n a i r e

d iffer

in m ental h e a l t h

s c o r e s f r o m s t u d e n t s who a r e c h o s e n v e r y l i t t l e ? ( 3 ) How do u n d e r a g e , in so cio m etric

sta tu s

a t - a g e and o v erage p u p i ls

and p h y s ic a l c h a r a c t e r i s t i c s

m ined by h e i g h t and w e ig h t?

compare

as d e t e r ­

Does b e i n g l i g h t e r o r h e a v i e r

th an th e average c o r r e l a t e sta tu s? pare

s i g n i f ic a n t l y w ith so cio m etric

D o e s b e i n g t a l l e r o r s h o r t e r t h a n t h e a v e r a g e com­

s ig n if ic a n tly w ith so cio m etric

sta tu s?

Are h e i g h t and

w eight f a c t o r s t h a t h e lp to d eterm ine s o c i a l l y o v e r-a c c e p te d and u n d e r-a c c e p te d p u p ils ? (4)

How do u n d e r a g e ,

pare in socio m etric

sta tu s

a t- a g e and o v erag e p u p i l s

and econom ic s t a t u s ,

m ined by t h e p a r e n t s T o c c u p a tio n ?

com­

a s.d e te r­

Does econom ic l e v e l a f f e c t

s o c i a l o v e r-a c c e p ta n c e and u n d e r-a c e e p ta n c e ? (5)

How do u n d e r a g e ,

pare in in te llig e n c e

a t- a g e and o verage p u p i l s

q u o tien t?

Is

s o c ia l over-acceptance

and u n d e r-a c c e p ta n c e r e l a t e d to i n t e l l i g e n c e Im portance of th e p ro b le m . catio n al research lite ra tu r e

com­

q u o tien t?

A cross th e pages of edu­

th e o pin io ns

of w r ite r s

are

m any a n d v a r i e d w h en t h e d i s c u s s i o n t u r n s t o o v e r a g e a n d underage p u p i ls . f e r i n g cam ps.

E d u catio n al w rite rs

are d iv id ed in to d i f ­

One g r o u p o f w r i t e r s b e l i e v e s

and e a r l y e n tr a n c e to s c h o o l,

in a c c e le ra tio n

w h ile a n o th e r group i n s i s t s

t h a t a c c e l e r a t i o n and e a r l y e n tr a n c e to sc h o o l w i l l cau se s o c ia l m aladjustm ent. sh o u ld be r e t a r d e d i f

Some w r i t e r s b e l i e v e t h a t p u p i l s th e y have n o t s a t i s f i e d

m ents f o r a g iv e n c o u rs e w h ile o th e r s b e l i e v e

the r e q u ir e ­ th at re ta rd a ­

tio n w ill cause p e r s o n a lity m alad ju stm en ts. R e t a r d a t i o n and a c c e l e r a t i o n a re u s u a l l y prom pted by

7 th e d e s ir e to p ro v id e f o r th e needs of the k e e p h i m a m em ber o f a g r o u p t h a t p ro g re s s in th e classro om . d is c o v e r w hether p u p ils tie s

and i n t e r e s t s .

tard ed p u p ils stu d ies

is

i n d i v i d u a l and to

cap ab le of s im ila r

S t u d i e s have b e e n c a r r i e d on t o

i n a g iv e n group had s i m i l a r a b i l i ­

R esearch conclu sio n s d e alin g w ith r e ­

are u su a lly u n fav o rab le.

On t h e c i t h e r h a n d ,

o f a c c e l e r a t e d c h i l d r e n u s u a l l y show j u s t i f i c a t i o n

f o r e a r l y a d m itta n ce and e x tr a pro m o tio n . Van W a g e n e n , Study of E d u c a tio n ,

w r itin g f o r th e N a tio n a l S o c ie ty f o r the rep o rts

th at:

I t i s n o t u n u s u a l t o f i n d i n t h e same c l a s s p u p i l s d i f f e r i n g i n m e n t a l age b y a s much a s f o u r y e a r s . Nor a r e t h e v a r i a t i o n s i n a t t a i n m e n t i n any p h a s e o f s c h o o l w o r k u s u a l l y d i s c o v e r e d t o b e m u ch l e s s . . . .

^ R

G a r l e t o n W a s h b u r n e sums u p t h e p r o b l e m i n t h i s m a n n e r : There i s a c le a r im p lic a tio n t h a t our p r e s e n t scheme o f g r a d i n g a n d a n n u a l p r o m o t i o n s , w i t h i t s assu m p tion t h a t p r a c t i c a l l y a l l c h ild r e n i n a g iv en g rad e a re above p r a c t i c a l l y a l l i n th e p re c e d in g g ra d e s and below p r a c t i c a l l y a l l i n th e g ra d e h i g h e r , i s u t t e r l y f a l l a c i o u s , and th at^ i n th e p r e s e n t ty p e o f s c h o o l o r g a n i z a t i o n , any g iv e n c la s s ro o m h as to b e r e c o g n i z e d a s b e i n g made u p o f i n d i v i d u a l s o r s m a l l g r o u p s d i f f e r i n g w i d e l y f r o m one a n o t h e r i n t h e i r l e v e l s o f d e v e lo p m e n t, o v e r l a p p i n g g r a d e s one o r tw o y e a r s l o w e r a n d o n e o r tw o y e a r s h i g h e r . 9

*/

® M. J . Van W a g e n e n , 11G r a d e P l a c e m e n t V e r s u s M e n t a l Age a s a F a c t o r i n S c h o o l A c h i e v e m e n t , tf T w e n t h - S e v e n t h Y e a r ­ b o o k , P a r t I I , N. S . S . E . , 1 9 2 8 , p . 1 1 3 . ^ C a r l e t o n W a s h b u r n e , HI n t r o d u c t i o n , tf N a t i o n a l S o c i e t y f o r t h e S t u d y o f E d u c a t i o n , T h i r t y - E i g h t h Y e a r b o o k , C h i l d De­ v e l o p m e n t a n d t h e C u r r i c u l u m , P u b l i c S c h o o l P u b l i s h i n g Com­ p a n y , B l o o m i n g t o n , I l l i n o i s , 1 9 3 9 , 442 p p .

8 The t w o w r i t e r s m ent i n s p i t e later.

Today,

q u o ted above a re i n co m p lete a g r e e ­

o f t h e f a c t t h a t W ashburne w r o te e l e v e n y e a r s e le v e n y e a r s a f t e r W ashburnefs w r i t i n g s ,

w ide sp a n o f age and a b i l i t y

still

e x ists

B ecause r e s e a r c h w orkers have found t h a t

i n m an y c l a s s r o o m s . an u n s a tis f a c to r y

c o n d i t i o n among o v e r a g e a n d u n d e r a g e p u p i l s d ealin g w ith th e s o c ia l a c c e p ta b ility , m ental

th is

e x ists,

a study

s o c i a l r e j e c t i o n and

h e a l t h o f t h e s e p u p i l s becomes i m p o r t a n t . R easo n s f o r m aking t h e

study a t th e s i x t h grade

lev e l.

E le m e n ta ry s c h o o l c h i l d r e n were s t u d i e d b e c a u s e t h e y a r e k e p t t o g e t h e r m ost of t h e day and t h e r e f o r e have a b e t t e r oppor­ t u n i t y t o know e a c h o t h e r .

P u p il acq u ain tan ce i s

t a n t f a c t o r when o n e a d m i n i s t e r s a s o c i o m e t r i c necessary fo r the p u p ils

an im por­

te st.

It

is

t o know e a c h o t h e r s o t h a t t h e y may

make a c c u r a t e a n d i n t e l l i g e n t Inasm uch as th e p u p ils

peer ratin g s. w ere a s k e d t o e v a l u a t e them ­

s e l v e s b y means o f a s e l f - r a t i n g p e r s o n a l i t y

in v en to ry ,

th e

s i x t h g r a d e p u p i l s were c h o s e n b e c a u s e t h e y a r e t h e m ost ad ­ v an ced i n t h e e le m e n ta ry sc h o o l and th u s b e t t e r a b le t o cope w i t h t h e q u e s t i o n n a i r e w i t h t h e minimum o f h e l p a n d i n s t r u c ­ t i o n on t h e p a r t o f t h e t e s t a d m i n i s t r a t o r . II.

SKETCH OF PROCEDURE

An a t t e m p t was made i n t h i s

in v e s tig a tio n to d eterh.

9 m i n e wlnat e f f e c t s m etric

sta tu s

o v e r a g e n e s s and u n d e r a g e n e s s h av e on s o c i o ­

and on t h e m e n ta l h e a l t h of t h e p u p i l s

Tw enty-tw o c l a s s e s rooms s i t u a t e d research. Form A ^

of s i x t h grade p u p ils

in v arious

stu d ied . c la ss­

i n and a ro u n d Los A n g e les were i n c l u d e d i n th e

The M e n ta l H e a l t h A n a l y s i s — E l e m e n t a r y S e r i e s , and a m u l t i - c r i t e r i a

so cio m etric

a d m in is te re d by th e c lassro o m te a c h e r . t i o n n a i r e was c o m p o s e d o f f i v e low ing c r i t e r i a :

(a)

q u e s t i o n n a i r e were

The s o c i o m e t r i c q u e s ­

q u e s t i o n s b a s e d on t h e f o l ­

choose th r e e boys o r g i r l s

from t h i s

c l a s s whom y o u w o u l d t a k e i f y o u w e r e c h a n g e d t o a n o t h e r classro o m ;

(b)

choose th r e e boys o r g i r l s

whom y o u w o u l d n o t t a k e room;

(c)

choose t h r e e boysor g i r l s

you

w ould s e l e c t as a

(d) choose t h r e e boys o r

you w ould l i k e f o r c l a s s p r e s i d e n t ;

th r e e boys or g i r l s

c la ss

i f you were changed t o a n o t h e r c l a s s ­

c a p t a i n f o r a game o f s p o r t s ; g irls

from t h i s

you w ould

t r o u b l e w ith y o u r c l a s s work.

and (e)

want to h e lp you i f you had Thes o c i o m e t r i c q u e s t i o n n a i r e

wa s d e s i g n e d t o o b t a i n t h e p u p i l ’ s a g e , h e i g h t , th e o c cu p a tio n of b o th p a r e n ts .

choose

w e ig h t and

The t r e a t m e n t o f t h e d a t a

w ill be d isc u sse d in a n o th er c h a p te r. III. R ejectee.

DEFINITION OF TERMS USED A rejectee is

o n e who i s

activ e ly d islik e d

by h is

p e e r s who f i n d h i m a n u n d e s i r a b l e

com panion.

H ealth

L . P . T h o r p e , W.W. C l a r k , a n d E.W. T i e g s , M e n t a l A n a l y s i s , C a l i f . T e s t B u r e a u , Los A n g e l e s , 19WET, p T 8 .

10 Iso la te .

B e c a u s e c e r t a i n p u p i l s h a v e no s o c i a l a t ­

tr a c tio n fo r t h e ir fello w p u p ils a c tiv itie s.

These p u p i l s ,

h a te to w ard th e m s e lv e s ,

th ey are ignored in c la ss

who a c t u a l l y may n o t m o t i v a t e a n y

are c a lle d is o la te s .

T h e o r e t i c a l m ean.

The s c o r e t h a t a l l p u p i l s w i t h i n

a c la s s r o o m w ould r e c e i v e i f

a ll

o f them r e c e i v e d th e

q u e stio n n a ire is

same

ra w s c o r e on

th e so cio m etric

the th e o re ­

t i c a l mean.

I t may a l s o b e c o n s i d e r e d t h e m e a n o f t h e r a w

s c o r e s a s s i g n e d on a c h a n c e b a s i s . C ircle

of s i g n i f i c a n c e .

T his i s

th e d iv id in g lin e

(on th e p o l a r i z e d so cio g ram ) b e tw ee n t h e s c o r e s w hich d i f f e r s i g n i f i c a n t l y f ro m t h e t h e o r e t i c a l mean an d t h e r e s t d istrib u tio n . mean,

There i s

a c irc le

th a t is fo r th e p o s itiv e

of th e

o f s i g n i f i c a n c e above th e

s t a n d a r d s c o r e s a n d one b e lo w

t h e mean f o r t h e n e g a t i v e s t a n d a r d s c o r e s . O v er-accep ted .

A ll th e p u p ils beyond th e c i r c l e

of

s i g n i f i c a n c e abo ve t h e t h e o r e t i c a l mean a r e s a i d t o b e o v e r ­ accepted. U n d er-accep ted .

T he s t u d e n t s b e y o n d t h e c i r c l e

of

s i g n i f i c a n c e b e l o w t h e t h e o r e t i c a l m e a n a r e kn o w n a s t h e u nder-accepted p u p ils . O verage.

T h e p u p i l s who w e r e n i n e m o n t h s o l d e r t h a n

t h e mean c h r o n o l o g i c a l ag e o f t h e i r h a l f - g r a d e p l a c e m e n t were c o n s i d e r e d o v e r a g e .

11 U nderage.

T h o s e p u p i l s who w e r e n i n e m o n t h s y o u n g e r

t h a n t h e mean c h r o n o l o g i c a l a g e o f t h e i r h a l f - g r a d e p l a c e m e n t w ere

judged u n d e ra g e . O u tlin e of rem ain in g c h a p t e r s .

lated

lite ra tu re

is

w ith so cio m etric

A review of th e r e ­

d is c u s s e d in C hapter I I .

sta tu s,

s o c ia l accep tan ce,

S tudies d ealin g so cial re je c tio n

and th e problem s o f u n d e ra g e and o v e ra g e p u p i l s cussed.

are d is ­

The p r o c e d u r e a n d m e t h o d o l o g y o f t h e r e s e a r c h a r e

p r e s e n te d i n C h ap ter I I I .

C h a p t e r IV e v a l u a t e s

the

effect

o f o v e r a g e n e s s and u n d e r a g e n e s s on s o c i a l a c c e p t a b i l i t y so cial re je c tio n .

I n C h ap ter V th e

H e a lth A nalysis sco res p u p ils

co m p arisons o f M ental

of th e underage,

a c c e p te d and th e u n d e r-a c c e p te d p u p ils .

tie n t,

at-ag e

and o v erag e

are p re s e n te d to g e th e r w ith s im ila r d ata fo r

com piled a l l m is c e lla n e o u s h eig h t,

w eight

and u n d e ra g e n e s s .

in v estig atio n . d isse rta tio n .

the over­

I n C h a p t e r VI a r e

d a ta com paring i n t e l l i g e n c e

quo­

and econom ic s t a t u s w i t h o v e r a g e n e s s

The s a m e c o m p a r i s o n s a r e made f o r t h e

o v e r- a c c e p te d and u n d e r-a c c e p te d p u p i l s . s e n t s t h e summary,

and

C hapter V II p r e ­

c o n c lu s io n s and recom m endations of t h i s

A b ib lio g r a p h y and a p p en d ix es com plete th e

SHATTER I I

REVIEW OP RELATED LITERATURE I.

LITERATURE RELATED TO THE STUDY OP OVERAGE AND UNDERAGE PUPILS I

Many r e s e a r c h w o r k e r s h a v e s t u d i e d t h e r e t a r d e d a n d a ccelerated p u p il. of m aladjustm ent, m aladjustm ent.

Some a g r e e t h a t r e t a r d a t i o n w hereas o t h e r s b e l i e v e

S till

it

is

is th e cause th e r e s u l t

of

o th e r w orkers f e e l t h a t und erageness

can cause m aladjustm ent w h ile o th e rs b e lie v e t h a t i t

is

not

in co m p atib le w ith th e m ental h e a lth and w ell b e in g of th e in d iv id u a l. O verageness and m en tal h e a l t h .

As e a r l y a s 1 9 1 5 ,

Meek'*' r e p o r t e d t h a t a f t e r n o n - p r o m o t i o n t h e p u p i l u s u a l l y becomes m o r b id ly s e n s i t i v e

or brazen ly in d iffe re n t

and th e

rep e ate r is u su ally a q u itte r. B a sse t^ w r i t i n g a g a in s t n o n -p ro m o tio n s t a t e s ,!d e p r i v i n g c h i l d r e n o f p r a i s e ,

approval,

th at

and encouragem ent

a n d e x p o s i n g t h e m t o r e p e a t e d f a i l u r e s may p e r m a n e n t l y w a r p th e ir p e rso n alitie s i n m e n t a l d i s e a s e . 11

a n d o u t l o o k on l i f e

a n d may e v e n r e s u l t

\

C . S . Meek, "A S t u d y i n R e t a r d a t i o n a n d A c c e l e r a ­ t i o n , 11 E l e m e n t a r y S c h o o l J o u r n a l , 1 5 : 4 2 1 , A p r i l , 1 9 1 5 . ^ C. B a s s e t , " S c h o o l S u c c e s s , An E l e m e n t i n M e n t a l H e a lth ," J o u rn a l of th e N .E .A ., 2 0 :1 5 -1 6 , Ja n u a ry , 1931.

13 C asw ell, of fa ilu re

3

to o ,

t h at tends

concluded t h a t to deaden,

11n o n - p r o m o t i o n i s

d isillu sio n ,

* a type

and d e f e a t th e

c h ild .” The f a i l u r e , p lays

d isillu sio n m en t,

a v ery im p o rtan t p a r t

c h ild .

th e d esire

in the l i f e

to q u it,

of the r e ta r d e d

B a r o n 4 f o u n d t h a t so c i a l c o o p e r a t i o n a n d s o c i a l p a r ­

t i c i p a t i o n w e r e some o f t h e f a c t o r s a cc ep tab ility .

If

t h is be th e case,

may a l s o b e q u i t t e r s , a cc ep tab ility .

have l i t t l e

B eing a f a i l u r e

a s s o c ia te d w ith s o c ia l th e overage p u p i l s ,

who

o r no c h an c e f o r s o c i a l

a n d o n e who r e f u s e d t o t r y

o r c o o p e r a t e a r e tw o m o r e s t u m b l i n g b l o c k s f o r t h e o v e r a g e p u p ils

tow ard t h e i r

d e s i r e f o r r e c o g n i t i o n and s o c i a l a c c e p t ­

ance. M i l l e r ^ s t u d i e d c h i l d r e n from t h e f i r s t

to the f i f t h

g r a d e a n d f o u n d some o f t h e u t t e r l y r i d i c u l o u s r e a s o n s why p u p i l s w ere r e t a r d e d .

He f o u n d t h a t p u p i l f a i l u r e s

c a s e s were b a s e d on c o n d u c t, p e a ra n c e and c l e a n l i n e s s .

p h y sical d efects,

i n some

p e rs o n a l ap­

Many c h i l d r e n l a b e l e d a s " b r i g h t ”

•z

H. L . C a s w e l l , N o n - P r o m p t i o n i n E l e m e n t a r y S c h o o l s , F i e l d S t u d i e s No. 4 , G e o r g e P e a b o d y C o l l e g e f o r T e a c h e r s , N a s h v i l l e , T en n esse e, 1933, p . 81. 4 R o b e rt B aron, M ental H e a lth F a c to r s A s s o c ia te d w ith S o c i a l A c cep tan ce and R e j e c t i o n , (U n p u b lish ed D o c t o r rs D is ­ s e r t a t i o n , U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a ) L os A n g e l e s , C a l i f . , 1 9 4 8 , 173 p p . J. M ille r, E d u c a t i o n a l M ethod,

"C auses o f F a i l u r e and S uccess i n S c h o o l,” 1 0 :3 2 7 - 3 3 3 , M arch, 1931.

14 by th e t e a c h e r s were v e ry a t t r a c t i v e pearance,

and v e ry c l e a n i n ap­

b u t had o n ly a v erag e i n t e l l i g e n c e .

R e t a r d a t i o n and m a ste ry of s u b j e c t m a t t e r . t h e c l a i m s o f t e a c h e r s who f a v o r n o n - p r o m o t i o n i s

One o f th a t the

p u p i l w i l l l e a r n t h e c o n t e n t o f t h e c o u r s e by r e p e a t i n g a grade.

T hey d e f e n d n o n - p r o m o t i o n b e c a u s e i t h e l p s

to a tta in

t h e m inim um s t a n d a r d s f o r t h e c l a s s

b e t t e r a b le to cope w ith th e n e x t c l a s s .

the p u p il

and th u s be

As u s u a l t h e r e ­

s e a r c h w o r k e r s do n o t a g r e e t h a t r e t a r d a t i o n w i l l h e l p p u p ils

the

to m aster th e c o n te n t of th e c o u rse. Keyes^ w r i t i n g

does n o t r e s u l t sh ip .

f

i n 1911 s t a t e d :

"R epeating a grade

i n any p e rm a n e n t im provem ent o f t h e s c h o l a r ­

Of t h e w h o l e n u m b e r o f a r r e s t s ,

(retard ed )

p e r c e n t do b e t t e r a f t e r r e p e a t i n g t h a n b e f o r e , show no c h a n g e ,

and f o r t y p e r c e n t a c t u a l l y

tw enty-one

th irty -n in e

do w o r s e . "

F a r l e y * ^ f o u n d when a c h i e v e m e n t t e s t s w e r e g i v e n a t th e. b e g i n n i n g a n d a t t h e e n d o f t h e e x p e r i m e n t t o ta rd e d c h ild r e n very l i t t l e

if

the r e ­

a n y g a i n s w e r e sh o w n ;

some g r o u p s t h e c h i l d r e n a c t u a l l y r e t r o g r e s s e d . c l u d e d t h a t " t h e c h i l d who^ c o n s t a n t l y f a i l s ,

in

F a r le y con­

r e c e i v e s no

Q

C. H. K e y e s , P r o g r e s s T h r o u g h t h e G r a d e s i n C i t y S c h o o l s , C o n t r i b u t i o n s t o E d u c a t i o n , No. 4 2 , B u r e a u o f P u b ­ l i c a t i o n s , T e a c h e r s f C o l l e g e , C o l u m b i a U n i v . , New Y o r k , 1 9 1 1 . p . 63, 7 E. S. F a r l e y , " R e g a r d i n g R e p e a t e r s , Sad E f f e c t s o f F a i l u r e Upon t h e C h i l d . " The N a t i o n 1s S c h o o l s , 1 8 : 3 7 - 3 9 , O cto b er, 1936.

15 s a t i s f a c t i o n fro m h i s work an d f r e q u e n t l y becom es so d i s ­ couraged t h a t c o n tin u ed e f f o r t

seems f u t i l e . "

B o y e r a n d C h eyney® s t u d i e d n o n - p r o m o t i o n i n P h i l a ­ d e lp h i a and c o n c lu d e d t h a t i n g e n e r a l th e r e p e t i t i o n work o f g r a d e s e c t i o n s

is

of the

l e s s p ro d u c tiv e of e d u c a tio n a l

g ain s to the p u p il th an r e g u la r p ro g ress S tu d ie s i n fa v o r of n o n -p ro m p tio n . w r i t e r s fa v o r a n o n -p ro m o tio n p o l ic y .

It

through the g rad e s. The f o l l o w i n g is th e ir b e lie f

t h a t a c h i l d who d o e s n o t a t t a i n a minimum s t a n d a r d f o r t h e class

is

to be r e t a i n e d

in th a t c la ss.

E rcel F ra n c is9 stu d ied s ix ty re ta rd e d c h ild re n in G len R id g e,

New J e r s e y s c h o o l s .

F ran cis

found t h a t e ig h ty -

se v e n p e r c e n t o f t h e r e t a r d e d c h i l d r e n were c o n s id e r e d t o have s u c c e s s f u l accom plishm ent. th e w rite r s ta te s

th at " I t

is

I n d e fe n se of n o n -p ro m o tio n

s a f e t o assum e t h a t f o u r y e a r s

of s u c c e s s f u l accom plishm ent w i l l

o f f e r a g r e a t e r hope f o r

c o n tin u e d su c ce ss th a n w i l l f o u r y e a rs of accum ulated con­ f u s i o n and d is c o u ra g e m e n t.”

8

P h i l l i p B o y e r a n d W. W. C h e y n e y , " I s N o n - P r o m o t i o n a D e fen sib le School P o licy ?" E lem entary School J o u rn a l, 3 3 : 6 4 7 - 6 5 1 , May, 1 9 3 7 . 9 E r c e l F r a n c i s , "A F o l l o w - u p o f N o n - P r o m o t i o n , " J o u rn a l o f E d u c a tio n , 122:187-188, June, 1939.

16 T e m p l i n " ^ a n d Goodman^*** a g r e e w i t h F r a n c i s c h i l d r e n who f a i l y e a r * s work.

t h a t norm al

to resp o n d should be r e q u ir e d to re p e a t th e

They f e e l t h a t t h e o b j e c t i v e

standards

in each

c l a s s m u st b e k e p t low e n o u g h so t h a t t h e a v e r a g e c h i l d c a n accom plish th e ta s k s who l a c k a b i l i t y u n t il th e

se t.

T e m p lin makes a l l o w a n c e s f o r t h o s e

and s u g g e s t s

s o c i a l p r o m o t i o n s f o r them

sch o o l can be a d ju s te d to meet th e needs o f th e

in d iv id u al c h ild . R e t a r d a t i o n a s a sy m p to m o f s c h o o l m a l a d j u s t m e n t . Lindsay-*-^ d o e s n o t b l a m e t h e p u p i l , p h ase of th e c u rric u lu m developm ent,

but the c o lla p se

o f some

the te a c h in g p ro ced u re,

or th e m ethods o f p u p i l p la c e m e n t and c l a s s i f i c a t i o n . Saunders, p ro m o tio n i s p riate

e q u ally v in d ic a tiv e

th at

” N on-

an a d m issio n of i n e f f i c i e n t te a c h in g ,

ad m in istrativ e p ra c tic e s ,

p lan n in g .

sta te s

inappro­

and in a d e q u a te e d u c a tio n a l

N o n - p r o m o tio n h a s no p l a c e i n a s c h o o l i n w h ic h

c h i l d r e n a r e p r o p e r l y m o t i v a t e d an d work t o t h e l i m i t o f

10

,

,

R. S. T e m p lin , ”A Check-Up o f N o n - P r o m o t i o n s , ” J o u r n a l o f E d u c a t i o n , 1 2 3 : 2 5 9 - 2 6 0 , November, 1 9 4 0 .

J . N. Goodman, ” The I m p o r t a n c e o f P e r f e c t P e r f o r m ­ a n c e , ” J o u r n a l o f th e N a tio n a l E d u c a tio n A s s o c i a t i o n , 28: 9-10, Ja n u a ry , 1939. IP

J . A. L i n d s a y , A n n u a l a n d S e m i - A n n u a l P r o m o t i o n , W ith S p e c i a l R e f e r e n c e t o t h e E le m e n ta ry S c h o o l , C o n t r i b u ­ t i o n s t o E d u c a t i o n , No. 5 7 0 , B u r e a u o f P u b l i c a t i o n s , T e a c h e r s * C o l l e g e , C o l u m b i a U n i v e r s i t y , New Y o r k , 1 9 3 3 . p. 152.

17 th eir

in d iv id u al c a p a c itie s

. . . .

U n d erag en ess and p u p i l a c h ie v e m e n t. be seen t h a t the overage, i n m ost o f th e s t u d i e s . ju s tm e n t and l i t t l e

It

can r e a d i l y

as a w hole, have n o t f a r e d so w e ll As a g r o u p t h e y h a v e shown p o o r a d ­

o r no a d v a n c e m e n t i n a c h i e v e m e n t .

t u n a t e l y t h e u n d e r a g e h a v e sh o w n t h e m s e l v e s t o b e t t e r tage.

In 1924, A l l t u c k e r l ^

sch o o l p o p u la tio n of 1800. had h ig h e r

in tellig en ce

s t u d i e d 135 a c c e l e r a n t s

For­ advan­

out of a

She f o u n d t h a t t h e a c c e l e r a n t s

and ran k e d h ig h e r i n s c h o la r s h ip

th a n t h e i r norm al p r o g r e s s

peers.

Sh e a l s o f o u n d t h a t t h e y

were o f n o rm al p h y s i c a l d e v e lo p m e n t, were w e l l a d j u s t e d and p a r t i c i p a t e d

e x celled in lea d e rsh ip , in e x tr a - c u r r ic u la r

ac­

tiv itie s . W riters g e n e ra lly

are uniform in t h e i r p r a is e

a c h ie v e m e n t and m a t u r i t y o f t h e u n d e r a g e .

W i l k i n s ^ ,

of th e 16

and H andyl^ s t u d i e d u n d e ra g e c h i l d r e n and f o u n d them t o be _

_

C. S a u n d e r s , P r o m o t i o n o r F a i l u r e o f t h e E l e m e n ­ t a r y School P u p i l , B ureau of P u b l i c a t i o n s , T e a c h e r s 1 C oll e g e , C o l u m b i a U n i v e r s i t y , New Y o r k , 1 9 4 1 . p . 4 4 . M argaret A lltu c k e r , " Is th e P e d a g o g ic a lly A ccel­ e r a t e d S t u d e n t a M i s f i t i n t h e S e n i o r H igh S c h o o l? " School R ev iew , 3 2 :1 9 3 - 2 0 2 , M arch, 1924. W. L. W i l k i n s , " T h e S o c i a l A d j u s t m e n t o f A c c e l e ­ r a t e d P u p i l s , " School R eview , 4 4 :4 4 5 -4 5 5 , Ju n e , 1946. P u p ils," 17

_________, " H i g h S c h o o l A c h i e v e m e n t o f A c c e l e r a t e d S chool R eview , 4 4 :2 6 8 -2 7 3 , A p r i l , 1936.

A. B . H a n d y , " A r e U n d e r a g e C h i l d r e n S u c c e s s f u l i n S c h o o l? " Amer. S c h o o l B o ard J o u r n a l , 9 7 : 3 1 - 3 2 , O c t o b e r , 1 9 3 8 .

18 w ell a d ju s te d in t h e i r g ro u p s. Plym outh, M a s s a c h u s e tts ,

Handy s t u d i e d c h i l d r e n i n

and found t h a t th e underage achieved

and m a in ta in e d a h ig h e r s c h o l a s t i c age-grade stu d e n ts .

s ta n d in g th a n th e norm al

In h ig h scho ol th e s e underage p u p ils

did

b e t t e r th a n t h e n orm al a g e -g ^ a d e group i n academ ic a c h i e v e ­ ment and s o c i a l m a t u r i t y . N oel Keys went one s t e p f a r t h e r and s t u d i e d t h e u n d e r ­ age s t u d e n t i n h i g h sc h o o l and c o l l e g e . a group of h ig h sc h o o l a c c e l e r a n t s , h e lp fu l to the s o c ia l r e la tio n s th e a c c e le ra te d stu d e n ts c u rricu lar a c tiv ity .

K eysl8 found t h a t i n

a cc elera tio n

of the b r ig h t.

is

actu ally

He f o u n d t h a t

e n g a g e d i n a g r e a t e r amount o f e x t r a ­

I n c o l l e g e t h e a c c e l e r a t e d s t u d e n t s won

m o r e h o n o r s a n d t h e i r a c h i e v e m e n t was h i g h l y s u p e r i o r t o t h a t of th e overage s tu d e n t. U n d e r a g e p u p i l s who e n t e r s c h o o l o n m e n t a l a g e . L in co ln ^ *

^ m a d e two s t u d i e s ,

s tu d y i n 1929,

a n d came t o

the

one i n 1926 and a f o l l o w - u p sa m e c o n c l u s i o n i n b o t h c a s e s .

18

Noel K eys, "The U nderage S t u d e n t i n H igh S chool an d C o l l e g e , " U n i v e r s i t y o f C a l i f o r n i a P u b l i c a t i o n s i n Educ a tio n , U n iv e rs ity of C a li f o r n ia , B e rk eley , 7:147-271, 1942. 1 ^ E . A. L i n c o l n , " U n d e r a g e d C h i l d r e n i n t h e Low G rad es," A m e ric an S c h o o l B o a rd J o u r n a 1 , 7 2 : 5 4 , M arch, 1926. _________, " L a t e r P e r f o r m a n c e o f U n d e r a g e d C h i l d r e n A d m i t t e d t o S c h o o l on t h e B a s i s o f M e n t a l A g e , " Jo u rn a l of E d u c a tio n a l R e se a rc h , 1 9 :2 2 -3 0 , Ja n u a ry , 1929.

19 He s t u d i e d c h i l d r e n who e n t e r e d t h e f i r s t age r a t h e r th eir

grade

on m e n t a l

t h a n c h r o n o l o g i c a l age and f o u n d them s u p e r i o r i n

s c h o o l w o r k w h e n c o m p a r e d w i t h c h i l d r e n who w e r e a d ­

m i t t e d on c h r o n o l o g i c a l a g e . Z i r k l e 2 ^ s t u d i e d 3 0 3 c h i l d r e n who w e r e a d m i t t e d t o s c h o o l u n d e r n o rm a l age on t h e b a s i s

of m ental age.

concluded t h a t

the underage p u p il i s

somewhat above t h e

average in h is

achievem ent.

S tu d ies m ittan ce . tio n .

too,

opposing a c c e l e r a t i o n and e a r l y sch o o l ad­

Hot a l l w r i t e r s

Some o p p o s e i t

w ith re s e rv a tio n s . fails

He,

a g r e e on t h e v a l u e o f a c c e l e r a ­

c o m p le te ly w hereas o th e r s

0 fR e i l l y ^

to p r o f i t m ost by h i s

b e liev e s

oppose i t

th e underage c h il d

e d u c a tio n i n h ig h sc h o o l and

c o lle g e because of h is youth.

He f u r t h e r s t a t e s

th a t th e

I

underage are s o c i a l l y m a la d ju s te d because th ey a re c o n s ta n t­ ly w ith c h ild re n of c o n sid era b ly g re a te r p h y sic a l m a tu rity . T his a r t i c l e his

c o n trad icts

conclusions

e v e r y p o i n t t h a t N o e l K e y s made i n

in a p rev io u sly c ite d

article .

H. W. Z i r k l e , ” A S t u d y o f t h e P r o g r e s s o f U n d e r a g e P u p i l s a t M ilto n , M a s s a c h u s e t t s , ” A m erican School B oard J o u r n a l , 8 3 : 3 4 , November, 1931. 22 E . P . C M R e i l l y , P e r s o n a l i t y A d j u s t m e n t o f t h e E le m e n ta ry S ch o o l C h i l d , ” 1 5 th Y earb o o k , D epartm ent of E lem en tary School P r i n c i p a l s , 1936, p . 341.

20 U n zick er^ ence b etw een th e

anc} H e r r 2 4 d i d n o t f i n d a n y g r e a t d i f f e r ­ ach iev em en t of th e un d erag e p u p i l and th e

norm al p r o g re s s p u p i l .

Her does a g r e e ,

u n d e r a g e d p u p i l was a b l e t o Engle25*

the

com pete w i t h t h e a t - a g e p u p i l .

s t u d y E n g l e f o u n d t h a t p u p i l s who r e c e i v e

double pro m o tio n s

th at

th at

2 6 c o n d u c t e d tw o s t u d i e s w i t h c o n f u s i n g r e s u l t s .

In th e f i r s t

failu re

how ever,

in elem entary school l a t e r

in high school.

some a c c e l e r a t i o n

I n th e se co n d stu d y E ngle c o n c lu d e d i n e le m e n ta ry sch o o l does n o t h a n d i­

cap a p e rs o n e d u c a ti o n a l l y ,

v o catio n ally ,

T h e s e s t u d i e s h a v e sh o w n t h a t a l m o s t no c h a n c e f o r

or so c ia lly .

th e overage p u p il has

so cial a c c e p ta b ility

or le a d e rs h ip un­

l e s s he p o s s e s s e s

some u n i q u e s p o r t s

overaged. p u p i l

c o n fro n te d by f r u s t r a t i o n ,

is

r e c o g n i t i o n he d ev elo p s

experience

a n ti-so c ia l

a b ility .

Because th e and l a c k of

a t t i t u d e s w hich p la c e a

. b a r r i e r a r o u n d h i m a n d make s o c i a l a c c e p t a n c e d i f f i c u l t .

On

^ S . P . U n z i c k e r , 1TA S t u d y o f A c c e l e r a t i o n i n t h e J u n i o r H i g h S c h o o l , ” S c h o o l R e v i e w , 4 0 : 3 4 6 - 3 5 6 , May, 1 9 3 2 . 24 W i l l i a m A. H e r r , " J u n i o r H i g h S c h o o l A c c e l e r a n t s and T h e i r P e e rs i n S e n i o r H igh S c h o o l , ” S chool R eview , 4 5 :1 8 6 - 1 9 5 , 2 8 9 -2 9 9 , M arch and A p r i l , 1937. 25 T . L . E n g l e , ” A S t u d y o f t h e S c h o l a s t i c A v h i e v e m e n t s i n S e n i o r H i g h S c h o o l o f P u p i l s Who Have Had D o u b l e Prom otions in E le m e n tary S c h o o l,” E lem en tary School J o u r n a l , 31:1 3 2 -1 3 5 , O ctober, 1930. _________ , " A c h i e v e m e n t s o f P u p i l s Who Have Had D ouble P ro m o tio n s i n E le m e n ta ry S c h o o l , ” E lern en tary S chool J o u r n a l , 3 6 : 1 8 5 - 1 8 9 , November, 1 9 3 5 .

21 th e o th er hand p r a is e fo r form ,

He i s

so cially ,

the underaged p u p il i s

c o n s id e r e d to be w e ll a d j u s t e d ,

alm o st u n i ­

to p a r tic ip a te

and to hav e s u p e r i o r academ ic a c h ie v e m e n t.

th u s p la c e d i n an i d e a l p o s i t i o n f o r s o c i a l

He i s

a c c e p t a n c e a nd

lead ersh ip . II.

STUDIES RELATED TO THE PERSONALITY ADJUSTMENT OF ADOLESCENTS

P e r s o n a l i t y a d ju s tm e n t and r e t a r d a t i o n . o f d e s i r a b l e and u n d e s ir a b le t r a i t s

of accelerated ,

a n d r e t a r d e d c h i l d r e n McElwee^*7 f o u n d t h a t p e rso n ality

tra its

a lly n e g lig ib le , In g en eral,

the

norm al

d ifferen ces

in

b e tw e e n t h e b o y s and g i r l s w ere p r a c t i c ­

e x c e p t i n t h e group of r e t a r d e d c h i l d r e n . a c c e l e r a t e d c h i l d r e n seem ed t o p o s s e s s

g r e a t e r degree a l l tarded ch ild ren .

In a study

the d e sira b le

tra its

to a

th a n did th e r e ­

A lth o u g h t h e r e t a r d e d c h i l d r e n were th e

m ost d is o b e d ie n t of th e t h r e e g ro u p s,

th e y com pared f a v o r ­

a b ly w i t h th e c h i l d r e n o f norm al p r o g r e s s w i t h r e g a r d t o q uietn ess, b ility

calm ness,

quarrelsom eness,

stu b b o rn n ess,

e x cita ­

and t a l k a t i v e n e s s . A c c o r d i n g t o Wickman^® t h e u n d e s i r a b l e t r a i t s

men-

27 E. W. M c E lw e e , n A C o m p a r i s o n o f P e r s o n a l i t y T r a i t s o f 3 0 0 A c c e l e r a t e d , N o r m a l a n d R e t a r d e d C h i l d r e n , 11 J o u r n a l o f E d u c a tio n a l R e s e a r c h , 2 6 :3 1 -3 4 , Septem ber, 1932. 28

E . K. W ic kman, C h i l d r e n r s B e h a v i o r .and T e a c h e r s 1 A t t i t u d e s , T h e C o m m o n w e a lt h F u n d , N#w Y o r k , 1 9 2 9 . pp. 59-60.

22 tio n e d in the p rev io u s

stu d y a re "prim a f a c i e

th e c h ild i s b ein g fo rc e d in to is

a n tag o n istic

evidence t h a t

an e d u c a tio n a l p ro c e d u re t h a t

t o h i s n a t u r e a n d c a p a c i t i e s . 11

He f o u n d

t h a t th e p u r e l y p e r s o n a l problem s o f c h i l d r e n w hich d id n o t fru strate

or a ffe c t

th e im m ediate p u rp o se s o f th e t e a c h e r

a r e n o t i d e n t i f i e d a s s y m p to m a tic of

s ig n ific a n t m alad ju st­

m ent. L uekey^ b eliev es forces

th at

so cial

t h a t p la y upon a s i t u a t i o n

d iv id u al. couraged,

She w r i t e s unhappy,

asso ciates

jo y fu l,

d ir e c tly a ffe c t th e in ­

t h a t tfA d u l l c h i l d may b e c o m e d i s ­

a n d a n t a g o n i s t i c b e c a u s e h e i s g i v e n no

o p p o r t u n i t y t o s u c c e e d on h i s o p tim istic ,

and e n v iro n m e n ta l

own l e v e l ,

o r h e may d e v e l o p

and c o o p e r a t i v e a t t i t u d e s ,

because h is

a c c e p t h im and a p p r e c i a t e w h a t e v e r c o n t r i b u t i o n s

h e c a n make t o t h e g r o u p . 11 T y r o n ^ ^ s t u d i e d 350 c h i l d r e n f ro m t w e l v e t o f i f t e e n years

of age.

She f o u n d t h a t

th e tw elve y e a r o ld g i r l ad­

m ire d b e h a v i o r w hich conform s to tio n s

of th e a d u lt w orld.

o l d b o y a d m i r e s o n e who i s

On t h e

t h e demands and r e g u l a ­ o th e r hand the

tw elv e y e a r

s k i l l f u l and a l e a d e r i n gam es.

QQ

B e r t h a M. L u c k e y , P e r s o n a l i t y A d j u s t m e n t o f t h e E l e m e n t a r y S c h o o l C h i l d , 11 D e p a r t m e n t o f E l e m e n t a r y S c h o o l P r i n c i p a l s , 1 5 th Y earbook, 1936. p . 271. 30

C a r o lin e Tyron, " E v a lu a tio n o f A d o le sc e n t P e rso n ­ a l i t y b y A d o l e s c e n t s , 11 M o n o g r a p h s o f t h e S o c i e t y f o r R e s e a r c h i n C h i l d D e v e l o p m e n t , V o l . 4 , W o .4 , 1 9 3 9 . p p . 7 7 - 7 8 .

23 He i s

d a rin g and f e a r l e s s .

E xtrem e t i d i n e s s

and m arked con­

fo rm ity in th e classro o m a re a sig n of w eakness. th e g i r l has changed c o n s id e ra b ly . dem ure,

d o cile,

e x ists.

r a t h e r prim ,

g irl

ad m iratio n fo r

the

l a d y - l i k e p r o t o t y p e no l o n g e r

S h e now a d m i r e s e x t r o v e r s i o n ,

sportsm anship. T his i s

Her

At f i f t e e n

a c tiv ity

and good-

The f i f t e e n y e a r o l d b o y h a s n o t c h a n g e d .

h i g h l y s i g n i f i c a n t when one c o n s i d e r s t h e o v e r a g e

i n th e s i x t h grade classro o m .

Her s e n s e o f v a l u e s a r e

n o t t h e sam e a s t h o s e o f h e r c l a s s m a t e s .

S h e may f i n d t h i s

a b a r r i e r to g ain s o c ia l acceptance. S tu d ie s r e l a t e d to p e r s o n a lity ad ju stm en t and p h y sic a l ch aracteristics.

E d u cato rs g e n e r a lly b e lie v e t h a t c e r t a i n

p h y sical c h a r a c te r is tic s , facto rs

th a t in flu en ce

group.

Inskeep

31

such as,

h eig h t,

and w e i g h t ,

th e i n d i v i d u a l fs a d ju s tm e n t

b eliev e s

to a

t h a t th e overw eight c h ild i s

a l l y n o t an ad ju stm en t case u n le s s he i s v e ry s e n s i t i v e the fun th a t is if

his

o f t e n m ade o f h i m .

sen sitiv en ess

a n tiso c ia l a ttitu d e .

are

usu­ to

He b e c o m e s m a l a d j u s t e d

d r i v e s him w i t h i n h i m s e l f o r i n t o an She m a i n t a i n s t h a t o f t e n t h e

overage

a n d u n d e r a g e may b e p o t e n t i a l m a l a d j u s t m e n t p r o b l e m s b e c a u s e ——

A n n i e D. I n s k e e p , " P e r s o n a l i t y A d j u s t m e n t o f t h e E l e m e n t a r y S c h o o l C h i l d , 11 D e p a r t m e n t of E l e m e n t a r y P r i n ­ c i p a l s , 1 5 th Y earbook, 1936. pp. 455-457.

24 th ey are

ta ll

th an o th e rs

or sh o rt.

of h is

a g e a n d g r a d e may d r i f t

or a n tis o c ia l a ttitu d e desks,

S h e w r i t e s t h a t ” A c h i l d m u ch t a l l e r

i f made t o f e e l o u t o f p l a c e b y s e a t s ,

o r o t h e r equipm ent t h a t i s K n ig h t^

may c a u s e t h e

to o sm all f o r h im .”

a g r e e s w i t h I n s k e e p t h a t h e i g h t and w e i g h t

in d iv id u a l to f e e l

c h i l d i n th e group and f e e l The f i n d i n g s a lity

i n t o an u n s o c ia l

in ferio r.

in the l i t e r a t u r e

a d ju stm en t in d ic a te

w as m a l a d j u s t e d .

d i f f e r e n t from th e a v e ra g e

of ad o lescen t p e rso n ­

t h a t g e n e r a ll y th e overage p u p il

On t h e o t h e r h a n d , r e s u l t s

from m ost studies

r e v e a l e d t h a t t h e u n d e ra g e p u p i l s were w e ll a d j u s t e d . III.

STUDIES RELATED TO THE SOCIAL ACCEPTANCE OP ADOLESCENTS

R e liab ility

of so cio m etrie

h a v e b e e n m ad e t o sh ow t h e

re lia b ility

d a ta in d ic a te t h a t the so c io m e tric f a i r l y w ell r e f l e c t th is

scores.

of peer r a tin g s .

ch o ices

the s o c ia l c lim ate

A few s t u d i e s

of th e i n d iv i d u a l

of t h e g r o u p .

c o n n ectio n B o n n e y ^ found t h a t sc o re s

The

In

of s o c ia l ac-

32

P . B . K n i g h t , 11P e r s o n a l i t y A d j u s t m e n t o f t h e E le m e n ta ry School C h i l d , ” D epartm ent o f E le m e n ta ry School P r i n c i p a l s , 1 5 th Y earbook, 1936. p . 282. ^ M.E. B o n n e y , S ociom etry, 6 :409-424,

” The C o n s t a n c y o f S o c i o m e t r i c S c o r e s , ” November, 1 9 4 3 .

c e p ta n c e were as c o n s t a n t tellig e n ce

as academ ic a c h ie v e m e n t and i n ­

over a p e rio d of fo u r y ears.

!1e x c e p t i n u n u s u a l c i r c u m s t a n c e s , th a t a ch ild

(or a d u lt)

th ere

He c o n c l u d e d t h a t is

n o t much hope

who i s m a l a d j u s t e d i n o n e g r o u p w i l l

b e much b e t t e r o f f b y c h a n g i n g t o a n o t h e r g r o u p . ” lie v es

He b e ­

t h a t a s u c c e s s f u l c h i l d c o u ld w in a p p r o v a l i n any

group.

T his i s

th e problem .

a h ig h ly f a t a l i s t i c

Some o f B o n n e y * s f i n d i n g s

se arc h in the f i e l d ,

b u t as Je n n in g s,

in so cio m etric re s e a rc h , tio n are

a ttitu d e

indigenous to

or sociogroups

rep o rts

ta k e tow ard

agree w ith th e re -

^ one o f t h e

th a t lea d ersh ip

the s p e c if ic m ilie u of th e

i n w hich th e y a r e p ro d u c e d .

c o n t r a r y to B on n ey fs c o n c l u s i o n s . t h e i n d i v i d u a l w hich i s

to

tru e to

and i s o l a ­ so ciogroup

T his i s

Bonney l a y s

a degree,

lead ers

q u ite

e m p h a sis on

b u t Jennings b rin g s

in the a ll- im p o r ta n t a sp ec t of so c io m e tric r e l a t i o n s . X Jen­ nings co n tin u es late

t h a t b ecau se groups d i f f e r

a le a d e r or i s o ­

i n o n e g r o u p may o r may n o t b e a l e a d e r o r i s o l a t e

an o th er group. E llio tt

35

w orking w ith e le m e n ta ry sc h o o l c h i l d r e n

34 H e len H a l l J e n n in g s , S o c io m e try of L e a d e r s h i p , S o c i o m e t r i c M o n o g r a p h s No. 1 4 , B e a c o n H o u s e , New Y o r k , 1947, 28 p p . ^ M. H. E l l i o t t , " P a t t e r n s C lassro o m ,” P ro g re s s iv e E d u catio n , 1941.

of F rien d sh ip in the 1 8 : 3 8 3 - 3 9 0 , November,

in

26 f o u n d t h a t t h o s e who w e r e n o t s o c i a l l y

a cc e p te d co uld be

g i v e n t h e p r o p e r g u id a n c e and h e l p e d t o a c q u i r e s o c i a l sk ills sure,

to w in th e s o c i a l a c c e p ta n c e o f t h e i r p e e r s . e d u c a t o r s a r e p l e a s e d t o know t h a t

are r e lia b le ,

To b e

so cio m etric

b u t t h e y a r e m o r e p l e a s e d t o know t h a t

who l a c k a c c e p t a n c e c a n b e h e l p e d when t h i s

fact is

scores th o se d eter-

m ined. In an o th er stu d y of th e r e l i a b i l i t y q u e s t i o n n a i r e s Pow ell ratin g s

f o u n d t h a t among p e e r r a t i n g s ,

a n d e x p e r t 1s r a t i n g s

of p e rso n a lity

p e e r - r a tin g s had th e h ig h e s t r e l i a b i l i t y concluded, ficien t to

how ever,

of so cio m etric

th at p eer-ratin g s

self-

adjustm ent,

co efficien ts.

the She

a lo n e were n o t s u f ­

e v id e n c e on w h ic h t o b a s e a d i a g n o s i s ,

o r on w h ic h

d e te r m i n e t h e outcom e o f t h e r a p y w h ich h a s b e e n u n d e r ­

tak en . The n e e d f o r cato rs

so cio m etric

i n sm a ll and l a r g e

sta n d so cio m etric

test

te sts.

T h e r e a r e m any e d u ­

school d i s t r i c t s

d a ta and t h e r e f o r e

who do n o t u n d e r ­ do n o t

v a lu e in th e d a ta o r any need f o r th e t e s t s . tu n a te fo r the 36

see any

T his

is unfor­

" i s o l a t e * 1 o r t h e r e j e c t e d c h i l d who r e c e i v e s

M. G. P o w e l l , " C o m p a r i s o n s o f S e l f - R a t i n g , P e e r R a t i n g and E x p e r t s 1 R a t i n g of P e r s o n a l i t y A d j u s t m e n t , " E d u c a tio n a l and P s y c h o lo g ic a l M easurem ent, 8 :2 2 5 -2 3 4 , Summer, 1 9 4 8 .

little

s a t i s f a c t i o n from h i s

school l i f e .

In the p i l o t

stu d y co n n ected w ith th e p r e s e n t r e s e a r c h the

t e a c h e r and

p r i n c i p a l w e re am azed a t t h e c o m p l e t e r e j e c t i o n o f one in d iv id u a l in a s i x t h grade c la s s .

I t may b e o f i n t e r e s t

t o n o t e t h a t t h e b o y was t h e o l d e s t mem ber o f t h i s grade c la s s .

I f p u p ils

a re to be h e lp e d to g a in s ta tu s

t h e i r g ro u p a n d t o work c o o p e r a t i v e l y as a g r o u p , . co m es n e c e s s a r y t o d i s c o v e r t h e s t a t u s so t h a t

sta tu s

in

i t be-

of each in d iv id u a l

i n t e l l i g e n t h e l p may b e g i v e n .

so cio m etric

six th

I n a s tu d y of the

o f a d o l e s c e n t s , K uhlen and B r e t s c h i

37

f o u n d t h a t t h o s e who w e r e l e a s t a c c e p t e d b y t h e i r g r a d e m a te s h a d r e l i a b l y m ore p e r s o n a l p ro b le m s p r e s s i n g to be checked as " o fte n " h ig h ly accepted.

present

enough

t h a n d i d t h o s e who w e r e

U n f o r t u n a t e ly c h i l d r e n w ith problem s a re

u s u a l l y c o n s i d e r e d u n d i s c i p l i n e d and "b ad " d e a lt w ith acco rd in g ly .

If

c h i l d r e n and

t h e same t e a c h e r g a v e s o c i o m e t r i c

tests

an d fo u n d t h a t t h e s e c h i l d r e n w ere n o t a c c e p t e d by t h e

cla ss

and t r i e d

to help th e in d iv id u a l,

p ro b le m s w ould e i t h e r

d i s a p p e a r o r become l e s s e n e d .

and B r e ts c h i e n t e r t a i n th e h y p o th e s is ju stm en t and a cc ep tan c e few er

is

th at i f

so cial

K uhlen ad-

im proved,

(th e unaccepted c h ild re n 37

m any o f t h e s e

d r o p - o u t s'^w i l l b e a