“Traditional” Classroom Attitudes,The A.C.T. and the 16 P.F.

Abstract

A factor analytic study of the Minnesota Teacher Attitude Inventory indicated that a 'Traditionalistic" belief about child control was measured by that instrument. The relationships between the "Traditionalism" factor, the 16 PF, and ACT were examined for 101 students prior to admission into professional education courses. The naive student who espoused "Traditionalism" tended to be anxious, less intelligent and male. The ACT "English" and "Mathematics" test scores seemed to correspond more with measures of intelligence than the "Social Studies" and "Natural Science" scores, although all four together defined an "achievement" factor. Evidently the student registering greater achievement was "tender-minded" and "imaginative." Differences between male and female students who intend to teach suggest that they may best be taught differently.     

Changes in Handedness Associated with Onset or Disappearance of Stuttering

The relationships between scores on the Sixteen Personality Factor Questionnaire (16 PF), the Brown Personal Beliefs and Teaching Practices Inventories, and the Rokeach Dogmatism Scale for 191 female, beginning teacher education students were investigated using canonical and simple correlation analyses. A significant canonical correlation of .51 was established between these measures, with factors M (Practical vs. Imaginative), and Q1 (Conservative vs. Experimenting) of the 16 PF and total scores on the Brown inventories accounting for the multivariate correlation. Teacher education students who indicate high agreement with Dewey’s philosophy on the Brown instruments appear to also score high on the imagination and experimentation factors of the 16 PF. An additional finding of importance was the absence of significant relationships between the 16 PF and the Rokeach Dogmatism Scale.     

Analytical,Sample, and Gender Variations in 16 PF Second-Order Personality Factors

Separate principal components analyses delineate five second-order factors for the Sixteen Personality Factor subscales (16 PF) when four male and female subsamples are analyzed. If these factor solutions are subjected to varimax and oblimin rotations, no substantive gender or technique differences emerge. Only moderate sampling variations are apparent. The five factors specified are Anxiety vs. Adjustment, Independence vs. Subduedness, Extraversion vs. Intraversion, Affective Field Dependence, and Superego Strength. Orthogonal solutions are recommended for future research because of the suitability of derivative factor scores for regression analysis.     

A Study of the Effectiveness of Certain Techniques of Reading Instruction in Developing the Ability of Junior High-School Students to Conceptualize Social Studies Content

Abstract

Declines in college entrance examination test scores have been documented both on the Scholastic Aptitude Test (SAT) and the American College Testing Program (ACT). Sources of such declines seem to be functions of three main contexts: (a) school-related factors, (b) student-related factors, and (c) family structure-related factors. It was found that academic course taking had the greatest partial regression coefficient. Next in predictive power was the level of educational aspiration of the student. Size of school was negatively associated with composite ACT scores. Student-related factors comprised the most significant context of association. More modest support was demonstrated for school-related factors. Family structure factors did not appear significantly related to composite ACT scores.     

Sociometric Predictors of the Self Concept among Fifth and Sixth Grade Children

Abstract

Theories of self-concept usually maintain that the individual’s self-esteem is reflected in peer ratings. The purpose of this 6tudy is to isolate factore of self-esteem and of peer ratings and to determine significant relationships between the derived factors. Over two hundred elementary pupils were selected from two metropolitan areas.

Approximately half were black, disadvantaged pupils; the remainder were white with above average cultural advantages. The Coopersmith Self-Esteem Inventory (SEI) and a semantic differential (SD) were administered to all students. From a factor analysis of responses to the SEI, four factors of self-esteem and a lie scale emerged.

Three SD factors were obtained from a factor analysis of the peer ratings. One significant canonical correlation (.325 p = .01) resulted from the correlation of the three SD factor scores with scores on the five SEI factors. “Activity” dominated the relationship between peer feelings and self-concept dimensions.     

Identification of Greek beekeepers' educational needs,a case study

Abstract

This study was conducted to identify the Greek beekeepers' educational needs. A questionnaire was mailed to 1000 beekeepers selected at random from a list of subscribers to a beekeeping journal published monthly. The questionnaire consisted of 16 items related to course instruction and other questions regarding their demographic characteristics.

For data analysis three statistical techniques were used: (i) factor analysis, (ii) Kruskal-Wallis test and (iii) Mann-Whitney U test. From the factor analysis, the 16 items related to course instruction were grouped into four factors indicating beekeepers' preference on those topics. Using demographic characteristics, beekeepers' preference to educational needs was identified.

It is necessary to provide a quality education for adult beekeepers which must be flexible enough to meet the needs of farmers and which is also supported by the local community. The findings aided authors in recommending procedures for the organisation of future seminars meaningful for the Greek beekeepers.     

Related factors of the MTAI and the 16PF

The Minnesota Teacher Attitude Inventory (MTAI) and the Sixteen Personality Factors Questionnaire (16PF) were administered to 395 undergraduate teachers-in-training. The MTAI and the 16PF were compared using canonical analysis. They contained three related factors accounting for 41% of their total variance. It was concluded that teachers' attitudes toward their pupils are determined in large part by measurable personality traits.     

Evaluating Experimental and Control Programs for Attrition/Persistence

Abstract

This study assessed the effectiveness, in terms of attrition/persistence, of an experimental program for disadvantaged freshmen (A’ = 104) as contrasted with a control program (N = 104). Multifactor analyses of variance considered the effects of programs, special instruction, financial aid, ACT, sex, race, and GPA. In terms of freshman attrition/persistence, there were no viable significant differences between the experimental and control programs; between special and regular instruction; between financial aid and no financial aid; between special instruction with financial aid and regular instruction with no financial aid; between lower and higher ACT scores; between males and females; or between blacks and whites. Grades (as significant main effects and in significant interactions) differentiated freshman attrition/ persistence consistently.     

A Survey of Nursery School Costs

ABSTRACT

The authors investigated the extent to which taking specific types of Advanced Placement (AP) courses and the number of courses taken predicts the likelihood of passing subject benchmarks and earning a score of 19 on the composite score on the ACT test, and examined the role gender plays in the projection. They found evidence that taking an AP mathematics course and taking more AP courses derives a positive benefit. Results suggest young men are more likely to succeed in passing ACT mathematics and ACT science tests than are young women, but no gender difference was found on ACT Reading and ACT social studies.     

Student Values and Grades in General Psychology

Abstract

The extent to which personality differences exist between teachers and teachers-in-training was investigated. Thirty-two teachers (16 males and 16 females) and 32 persons with undergraduate liberal arts training (16 males and 16 females) who were undergoing teacher training at the post-baccalaureate level were administered Cattell’s Sixteen Personality Factor Questionnaire. An analysis of variance indicated that the four subgroups were significantly different on four of the sixteen personality factors. The results suggest that only slight personality differences exist between teachers with an undergraduate teacher training background and prospective teachers with an undergraduate liberal arts background.     

AN ATTITUDE STUDY OF STUDENTS IN A COMMUNITY COLLEGE,A STATE UNIVERSITY,AND A TECHNICAL INSTITUTE

The purpose of this study in college student culture was to determine whether students entering different types of postsecondary institutions have value systems and/or personality characteristics which differ according to the type of institution they select An assessment of the attitudes and traits students bring with them to college was made at a comprehensive state university, a technical institute, and a community college.

The 16 Personality Factors Test of the Institute for Personality and Ability Testing (16 PF of the IPAT) was administered to 269 students in selected freshman level mathematics classes at the three schools. Individual factor scores were used to compute group means for each type of school on the 16 personality factors. The t test applied to differences in group means revealed significant differences (p < 0.05) among groups on several factors. The results support the hypothesis that student personality factors are related to the type of college selected.

If further research as recommended by the authors reinforces these findings, there are implications for many areas of the educational experience; e.g., college selection, programming activities, choosing instructional methods, counseling.     

On Establishing Norms in a Large City System

This article reports a study using the Sixteen Personality Factor Questionnaire (16 PF) and grade point average as predictors of performance in a performance-based teacher education course. While the results of the study established statistical significance for the use of the developed regression model, practical significance is limited. These results are consistent with other research and lead to suggestions for using a different technique in predicting performance of candidates.     

The Counselor Evaluation Rating Scale: A Valid Criterion of Counselor Effectiveness?

Should the Counselor Evaluation Rating Scale (CERS) be used as a criterion measure of counselor effectiveness in studies attempting to identify correlates of counselor effectiveness? The validity of recent recommendations regarding the use of certain factors of the 16 Personality Factor Questionnaire (16PF) to select persons for counselor training programs, where the CERS was the criterion measure, is challenged. Relationships between the three scales of the CERS and levels of empathy, respect, and empathy offered in a counseling relationship were investigated; only one of the hypothesized relationships was found (p < .05).     

Empirical Study of the Role of Government Support and Success Factors in Industry-University-Institute Cooperation

Abstract

Empirical research methods were used to study the state of industry-university-institute collaboration in China and the factors influencing the results of cooperation between members of technological innovation alliances, from the dual perspectives of enterprises and universities/research institutes On the basis of questionnaire surveys of 100 universities/research institutes and 100 enterprises across the country, through factor analysis, correlation analysis, regression analysis, and other methods, we conducted a thorough study of the impact of success factors and government support on the results of cooperation; we found that the format of an alliance has a significant promotional effect on the results of industry-university-institute cooperation, but universities/research institutes have not given this sufficient attention. Among the success factors for industry-university-institute cooperation, enterprises give equal weight to the factors of “ability” and “mechanisms,” while universities/research institutes emphasize “ability.” The government must strengthen policy support for enterprises and guiding support for universities/research institutes.     

Scales for Measuring Results of Physics Teaching

ABSTRACT

The Advanced Placement (AP) program is an educational program that permits high school students to take introductory college-level courses and receive college credit by passing a standardized end-of-course exam. Data were obtained from a statewide database of 2 high school graduating cohorts (N = 90,044). We used a series of propensity score analyses and marginal mean weighting through stratification to examine the impact of the AP program on students' academic achievement as measured by ACT scores. Results indicate that merely enrolling in an AP course produces very little benefit for students. Students who take and pass the AP exam, however, obtain higher ACT scores, even after controlling for a wide variety of academic, socioeconomic, and demographic variables. The authors conclude the article by discussing aspects of the AP program that remain unanswered.     

Efficacy of Two Tests in Differentiae Ing Potentially Low from Average and High First Grade Achievers

Abstract

Reports of all published factor analyses of student ratings of college faculty were reviewed to determine what common factors had emerged and to identify items likely to be useful in discrimination between teachers. A 39-item form was administered to students of 18 instructors both at the beginning and end of a semester course. Twenty-four items had been included in the form used earlier by Isaacson et al. (5). The current data and those collected by Isaacson et al. were analyzed by multiple discriminant analysis and the results were compared to those obtained by factor analysis. While results of the analyses were generally similar, the differences between the results of multiple discriminant analysis and factor analysis point to differences between student stereotypes of teacher behavior and differences in actual behavior between teachers. For uses in which the primary concern is to compare one teacher with another, the dimensions derived by multiple discriminant analyses seem likely to be more useful.     

Personality and Attitude to Microtraining: a correlational study

Summary

This study is concerned with an examination of the relationship between student attitude to microtraining, as a form of communication skills training, and personality as measured by Cattell's 16PF. In addition, the extent to which the influence of age, gender and type of course studied will differentially affect student attitude is also explored. The results indicated that students displaying high levels of anxiety reacted significantly more negatively to microtraining, as did students displaying high levels of emotionality. No significant differences emerged in relation to age, gender or type of course studied. These findings are discussed in relation to strategies which might be employed to reduce the anxiety‐provoking effects of microtraining.     

An Inquiry Into the Relationship of Achievement Scores And Certain Variables in an Adult High School

Abstract

The Teaching Situation Reaction Test (T.S.R.T.) was studied to discover if there was a relationship between the instrument, factors in the T.S.R.T., the option rankings of the T.S.R.T., and six factors proposed as being built into the instrument. The factors proposed as being built into the T.S.R.T. were objectivity, sociability, control, confidence, reflectiveness, and empathy. The group studied consisted of 238 pre-service education students. The data were analyzed by a 100 x 100 factor analysis program with rotation and product moment correlation. The results indicate that some aspects of the T.S.R.T. consistently appear to be related to negative control and positively related to empathy.     

The Extent of the Use of the Left Hand in Handwriting

Abstract

Four representative Educational Psychology classes (N =139) were drawn from the fall semester offering of a large Midwestern teachers college. Two additional classes (N = S3) were selected from a small Eastern liberal arts school also training teachers.

At the beginning of the semester, all subjects were administered measures of intrinsic parental acceptance (Ausubel Parent Attitude Rating Scale), manifest anxiety (AT scale of MMPI), attitudes toward teaching (MTAI), attitudes about the value of professional education (SEAS), and authoritarianism (California F Scale). Measures of academic aptitude (ACT, SCAT) and academic achievement (GPA) were secured from the college records. At the end of the same semester, subjects completed a student information sheet and a second measure of their attitudes toward teaching (MTAI).

Significant correlations were obtained between parental acceptance scores and each of the following measures; manifest anxiety, attitudes toward teaching, and attitudes toward professional education. Male overachievers were found to have significantly lower parental acceptance than male underachievers. No significant relationships were found between parental acceptance and attitude shift or authoritarianism.