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RELATIONSHIPS BET7/EEU SELF-ACTIIALIZATJQII AND
SQCIOIffiTRIC STATUS FOR ADOLESCENTS
APPROVED:
l/iaj o r Prof e'sa'or /
Minor i ' r o i e a s o r
Desn of t he School §>i fiauca t i o n
(r^AJ • J Deen of nhe Graduate School
RELATIONSHIPS SELF-AGTUALI ZikTlGN AKD
SQCIQMhTRIO STATUS .POR ADO L2SCENTS
THESIS
P r e s e n t e d to the Graduate Counc i l of the
N o r t h Texas S t a t e U n i v e r s i t y in Pa r f c i c l
F u l f i l l m e n t of the Requirarconts
For the Degree of
KASTiR OF SCIENCE
By
Kenneth G. Koyrn, B, S,
Denton, Texas.
Augus t , 3967
Tis-BLE 0? OOKTEHTS
?e ge l i s t of t a b l e s ' . . . » iv
Cha p t e r
INTRODUCTION 9 <t » • # « » • # •
T h e o i ' e t l c a l Background I ' e a s u r e m e n t of S o l f ~ A c t u aliza t t o n Review of R e l a t e d S t u d i e s
I I . METHOD 34
S u b j e c t s S t a t i s t i c a l D e s i g n M a t e r i a l s
Measure of S e l f - A c t u a l i z a t i o n Measure of S o c l o i i i e t r l c S t a t u s
P r o c e d u r e
I I I . RESULTS . 4 3
D i f f e r e n c e s Between K)I S c o r e s f o r t h e T h r e e S o c i o n e t r I c Eeve i 3
C o r r e l a t i o n s Between S c o r e s on t h e PQI and S o c i o m y t r i o Stsfcua
I n c i d e n t a l R e s u l t s
IV, DISCUSSION 55
Re c oi irne nd & 11 o n a
sf. SUMMARY « « * » * . . . . . . . . . . . . . . . (32
APPENDIX , . . 67
BIBLIOGRAPHY 7 4
LIST OF TABLiiS
Table Page
I . Per formance on the P e r s o n a l Or i en fca t ion 8 3 Compared between ' t he Three
S o o i o m e t r i c L e v e l s 45
I I * Level of S i g n i f i c a n c e of the D i f f e r e n c e s Between the High, Middle , and Low S o c i o -m e t r i c S t a t u s Groups on t h e ?QI D e t e r -mined by Simple A n a l y s i s of Var i ance . . » . . 46
I I I . Leve l of S i g n i f i c a n c e of the D i f f e r e n c e s Among the Three S o c i o n e t r i e Leve l Means 47
IV* Means, S t anda rd D e v i a t i o n s , and Cor re ! a t i o n s Among the P r e d i c t o r V a r i a b l e s and the C r i t e r i o n V a r i a b l e s CHILIS) . * 60
V. Level of S i g n i f i c a n c e of the D i f f e r e n c e s Among the School G l a s s e s on the POI ( C l a s s e s 1 Through 6 ; 11= 143) . 50
VI. Level of S i g n i f i c a n c e of the D i f f e r e n c e s Be~ t'<veen the High, Midd le , and Low Soc io -m e t r i c S t a t u s Groups on the ? 0 I Determined by Simple A n a l y s i s of Variance"". . . . . . . . 71
V I I , Leve l of S i g n i f i c a n c e of the D i f f e r e n c e s Among the Three S o c i o m e t r i c Leve l Means . . . 73
1 v
CHAPTER I
IHT ROD13 G T ION
I n the l a s t two d e c a d e s , t h e r e has "been a growing
i n t e r e s t In the. normal p r o c e s s e s of m e n t a l h e a l t h (1 , 3 , 6 ,
13, 18 , 27 , 34 , 4 5 ) . 'Too much has been taken f o r g r a n t e d
In the development of the concep t of p s y c h o l o g i c a l he&1th
a c c o r d i n g t o B l s t t ( 1 ) . As a r e s u l t , he p o i n t s out the need
to be no re e x p l i c i t about the l i i . d t s of such a c o n c e p t . Ki-
t-hough t h e r e h a s been e x t e n s i v e r e s e a r c h and t h e o r y about
d i s t o r t e d sad a b e r r a n t p e o p l e , only r e c e n t l y have t h e r e been
e f f o r t ? , to i n v e s t i g a t e " t h e p s y c h o l o g i e s 1 Xy h e a l t h y . 1 ' A l l
too f r e q u e n t l y normal or h e a l t h y people have been d e f i n e d e s
n o n - h o s p i t a l i z e d , n o n - c l i n i c a l , or vague ly as the " a v e r a g e
man."
The n o n d e s c r i p t s t a t i s t i c a l concep t of men ta l h e a l t h a 3 the ave rage p e r s o n , o r the n e g a t i v e d e f i n i t i o n of n o r -m a l i t y a s l a c k of symtomatology, i s f a r f rom s a t i s f a c -t o r y , p a r t i c u l a r l y i f we a r e t o u n d e r s t a n d the dynamic, s t r u c t u r a l , and deve lopmen ta l d imens ions of p s y c h o l o g i -c a l m a t u r i t y and menta l h e a l t h ( 1 , p . 146 ) .
Th i s d e s i r e t o see more c l e a r l y t h e d imens ions of men-
t a l h e a l t h ha s l e d to the p r e s e n t s t u d y . ^ The ma jo r purpose
of the s tudy i s to p rov ide a t e n t a t i v e d e s c r i p t i o n of the
r e l a t i o n s h i p s e x i s t i n g between s e l f - j c t u a l i z s t i o n and s o c i o -
m e t r i c s t a t u s i n , ' sdolesceut s t u d e n t s . An e f f o r t i s made t o
i n t e g r a t e f i n d i n g s w i t h the e x i s t i n g knowledge abou t m e n t a l
h e a l t h . But why do so? H u r l e y r a i s e s t he q u e s t i o n s "Whet
migh t be d o n e , h e r e and new, t o h e l p c h i l d r e n to a c t u a l i z e
more of t h e i r n a t i v e p o t e n t i a l i t i e s " ( 2 6 , p . 3 3 ) . H i s q u e s -
t i o n r a i s e s o t h e r q u e s t i o n s , " 'ha t a r e t h e n a t i v e p o t e n -
t i a l i t i e s t o wh ich he r e f e r s ? ''vhst a r e t h e f a c t o r s t h a t
p r o v i d e t he i n d i v i d u a l w i t h t h e m o t i v a t i o n t o s e l f - a c t u a l i z e ?
I s t h e r e a s e l f - a c t u a l i z a t i o n p o t e n t i a l p r e s e n t , f o r e x a m p l e ,
i n t h e t e n t h g rade s c h o o l p o p u l a t i o n ? "(hat type of l i f e e n -
c o u n t e r i s mos t c o n d u c i v e i n b r i n g i n g a b o u t s e l f - a c t u . 3 l i g a -
t i o n ? Can s o c i o r n e t r i e a s s e s s m e n t s h e l p t o d e s c r i b e t h e
c o n d i t i o n s which promote s e l f - a c t u a l i z a t i o n ? "«hat a r e the
s e l f - a c t u a l i z a t i o n c h a r a c t e r i s t i c s of a d o l e s c e n t s o f d i f f e r -
i n g d e g r e e s of p e e r a c c e p t a n c e ? Does a t i g h t l y k n i t o r
l o o s e l y k n i t g roup seem t o be a s s o c i a t e d w i t h f u l l y f u n c -
t i o n i n g i n d i v i d u a l s ? A l t h o u g h t h e s e q u e s t i o n s mus t be
r a i s e d , t h e y a l l can n o t be a d e q u a t e l y a n s w e r e d . T h i s i n - ,
v e o t i g a t i o n . w a s i n t e n d e d to s t u d y l i m i t e d a s p e c t s o f t h e
q u e s t i o n s posed a b o v e . The h y p o t h e s e s t o be p o s i t e d w i l l be
b a s e d on the t h e o r e t i c a l b a c k g r o u n d and r e l a t e d r e s e a r c h
which f o l l o w ,
T h e o r e t i c a l Background
L i t e r a t u r e r e l a t i n g t o p s y c h o l o g i c a l h e a l t h r e v e a l s
tha t : t h e c o n c e p t of optimum p s y c h o l o g i c a l h e a l t h r e m a i n s
u n c l e a r . I/Iov/rer ( 3 6 ) and S c o t t (52) a t t e m p t t o d e f i n e the
c o n c e p t by r e v i e w i n g the d e f i n i t i o n s of p s y c h o l o g i c a l h e a l t h
and c o n c l u d e t h a t t h e c o n c e p t i s a s t a t e m e n t o f v a l u e s wh ich
can n o t be s u f f i c i e n t l y f o x v a i e fcoa i n t r , a u n i f i e d d e f i n i -
t i on»
I n en e f f o r t t o b r i n g t o g e t h e r a u n i f i e d body of
knowledge , Shos t rom ( 5 0 ) , ;-!eslow ( 3 4 ) , R o g e r s ( 4 7 ) , Bonney
( 5 ) and o t h e r s have p r o p o s e d t o measure a l a r g e number of
p o s i t i v e l y v a l u e d c h a r a c t e r i s t i c s a s f a c e t s of p s y c h o l o g i -
c a l h e a l t h * K&slow ( c 4 ) p r e s e n t s a d e s c r i p t i o n of t h e
p a y c h o l o g i c a l l y h e a l t h y p e r s o n . H i s s u b j e c t s were chosen by
a n orpin a 1 p r o c e s s f rom a 5 , 0 0 0 member c o l l e g e s t u d e n t b o d y .
The c r i t e r i o n f o r s e l e c t i o n was p o s i t i v e e v i d e n c e of s e l f -
s o TO :J 11a t i on v«hi ch
, , . m y be l o o s e l y d e s c r i b e d e s t h e f u l l u s e and e x -p l o i t a t i o n of t o l e n t s , c a p a c i t i e s , p o t e n t i a l i t i e s , e t c . Such peop le seem t o be f u l f i l l i n g t e n i a e I v e s and t o be d o i n g " t h e b e s t t h a t t hey a r e c a p a b l e of d o i n g , r e m i n d -i n g u s of N i e t z s c h e ' s e x h o r t a t i o n , "Become what thou s r U " ( 5 4 , pp . 2 0 0 - 2 0 1 ) ,
Ms s low used the t e c h n i q u e of i t e r a t i o n , b u i l d i n g f r o m f o l k
a s s u m p t i o n s to s e l e c c c r i t e r i a f o r s e l f - a c t u a l i z a t i o n . W i t h
t he e s t a b l i s h e d c r i t e r i a in h a n d , i n d i v i d u a l s were n o m i n a t e d
and e x a m i n e d . As a r e s u l t of t h e s e e x a m i n a t i o n s of n o m i n a t e d
p e o p l e , Mo slow began t o d e l e t e i l l o g i c a l i n c o n s i s t e n c i e s
f rom h i s c r i t e r i a u n t i l be c o u l d s y s t e m a t i c a l l y c l a s s i f y
t h e s e p e r s o n s as p o s s e s s i n g s e l f - a c t u a l i z i n g q u a l i t i e s t o a
h i g h o r low d e g r e e . Because of the d i f f i c u l t y i n f i n d i n g
s u c h s u b j e c t s , Ma slow c o n d u c t e d c a s e s t u d i o s of h i s t o r i c a l
f i g u r e s to f i n d n e u who /not t h e e s t a b l i s h e d c r i t e r i a . He
a d m i t t e d h i s d i f f i c u l t y in making a h o l i s t i c a n a l y s i s a a
r e qu i r o d by h i s d e f i n i t i o n . Of a l l t h e s u b j e c t s compared ,
Me slaw found the f o l l o w i n g common c Via rn c te r i a fc t c s :
1 . S u p e r i o r p e r c e p t i o n of r e a l i t y . 2 . I n c r e a s e d a c c e p t a n c e of so I f , of o t h e r s , r.nd of
n a t u r e . 5 * I nc re a so d s pon t n e 1 t y , 4 . I n c r e a s e In p r o b l e m - c e n t e r i n g .
' 5 . I n c r e a s e d de tachment end d e s i r e f o r p r i v a c y . 6 . I n c r e a s e d autonomy,. and r e s i s t a n c e bo e n c u l t u r a -
t i o n . 7 . Gx»rjatex* f r e s h n e s s of a p p r e c i a t i o n , tnid r i c h n e s s
of emo t i ona 1 i*e a c 11 on s . 8 . Higher f r e q u e n c y of peaic e x p e r i e n c e s . 9 . I n c r e a s e d i d e n t i f l e t s t l o n w i t h the human s p e c i e s ,
10. Changed ( t h e olin.i c i s n would s a y , improved) i t r c e r -per- soua 1 re la t5 o tis.
11. I/iore d e m o c r a t i c c h a r a c t e r s t r u c t u r e . 12. Greo t l y i n c r e a s e d crea t i vene . s s . 15* J e r t a l n changes In the v-olue system (35 , pp. 23-24).
Kflch of the abovs c h a r a c t e r i s t i c s I s more t h o r o u g h l y
e l a b o r a t e d i n Ma s low' s s t u d y . Fov & >;a mple, on the r e s i s t a n c e
t o e n e u l t u r o t i o n he w r i t e s ;
. . . i n a c e r t a i n p ro found end m e a n i n g f u l sense they r e s i s t e n c u i t u r a t i o n and m a i n t a i n s c e r t a i n i n n e r de -tachment from the c u l t u r e i n which they ore immersed . . . on the whole the r e l a t i o n s h i p of the3© h e a l t h y people w i t h t h e i r much l e s s h e e l thy c u l t u r e i s a com-
. p l ex one ( 3 4 , pp. 2 2 4 - 2 2 5 ) .
h i s s u b j e c t s f a l l w i t h i n the a p p a r e n t l i m i t s of c o n v e n t i o n -
n l i t y , y e t t hey a r e no t c o n v e n t i o n a l . 'ii'hen b e h a v i n g conven-
t i o n a l l y i s a p t t o be p r o f i t a b l e , t hey y i e l d to the demands
of c o n v e n t i o n ; however , when y i e l d i n g i s too annoying or too
e x p e n s i v e or becomes s u p e r f i c i a l , t h e n b e i n g c o n v e n t i o n a l i a
abandoned . These i n d i v i d u a l s e x h i b i t no a c t i v e i m p a t i e n t or
c h r o n i c d i s c o n t e n t w i t h the c u l t u r e and no undue p r e o c c u p a -
t i o n w i t h chang ing i t ; however , they o f t e n show a c u t e b u r s t s
of i n d i g n a t i o n a g a i n s t i n j u s t i c e . .As a whole , they a r e an
a c c e p t i n g group whose everyday e f f o r t s to improve the c u l t u r e
a r , , d e r i v e d f r o m w i t h i n "he c u l t u r e va bher t h a n r e f o r m i n g i t
f r o m w i t h o u t * They o o n n s s s an u u u s i a l a b i l i t y co bo o o j o o -
t i v e tow a r d s o c i e t y . !.0h<vy w e i g h t i c # a s s a y i t , t a s ^ e i t ,
t h e n make t h e i r own d e c i s i o n s * '*.'hey may ce c a l l e d a u t o n o -
raous 83 r u l e d by l a v s of t h e i r own c h e r a c t o r r a t h e r t h a n by
t h e r u l e s of s o c i e t y . They a r e n o t E e r e l y A m e r i c a n s , b u t t o
a g r e a t e r d e g r e e t h a n o t h e r s , members s t l a r g e o f t h e human
c j <'"* •} ,Cs r j j y l'S V«r J , Xrf ' 1 ( 5 4 ) .
S e l f - a c t u a ' l i s e r s c a n be d e f i n e d a s p e o p l e who a r e no l o n g e r m o t i v a t e d by t h e n e e d s , s a f e t y , b e l o n g i n g n e s s , l o v e , s t a t u s , a n d s e l f - r e s p e c t b e c a u s e t h e s e n e e d s h a v e a l r e a d y b e e n s o t i s . t i o d . , . . C^hey l . . . have no d e -f i c i e n c i e s t o make up and must nov/ be l o o k e d upon a s f r e e d f o r g r o w t h , m a t u r a t i o n , d e v e l o p m e n t , i n a word f o r t h e f u l f i l l m e n t end a c t u a l i z a t i o n of t h e i r h i g h e s t i n d i v i d u a l and s p e c i e s n a t u r e ( 3 4 , p . 2 5 8 ) ,
C o n c e r n i n g t h e s e c h a r a c t e r i s t i c s of t h e s e l f - G O t u a l i z e r ,
Me slow L - t r e s s e s t h a t t h e r e i s a r e s o l u t i o n of d i c h o t o m i e s .
" I n h e a l t h y p e o p l e p o l a r i t i e s d i s a p p e a r e d , and many oppo-
s i t i o n s t h o u g h t t o be i n t r i n s i c merged a n d c o a l e s c e d w i t h
e a c h o t h e r t o f o r m u n i t i e s " ( o 4 , p . 2 3 3 ) . R e g a r d i n g t h e
d e t a c h m e n t and i n d i v i d u a l i t y of s e l f - c c t u a l i z e r s i
. , . t h e f a c t i s t h a t s e l f - a c t u a l i z i n g p e o p l e a r e s i m u l t a n e o u s l y t h e most i n d i v i d u a l i s t i c and t h e m o s t a l t r u i s t i c -and s o c i a l and l o v i n g of a l l human b e i n g s . . . . These p e o p l e p o s s e s s . . . a h e a l t h y s e l f i s h -n o s s , a g r e a t s e l f - r e s p e c t , a d i s i n c l i n a t i o n t o make s a c r i f i c e s w i t n o u t good r e a s o n ( 3 4 , p . 2 5 7 ) .
C r i t i c i s m a r i s e s c o n c e r n i n g t h e m o l a r n a t u r e of s e l f -
a c t u a l i z a t i o n as p r e v i o u s l y d e f i n e d , Ysylie ( 5 4 ) n o t e s t h a t
. c o m p a r e d t o o t h e r r e s e a r c h v a r i a b l e s t h i s c o n c e p t ' s p r o d u c -
t i v i t y i s l i m i t e d . She s a y s j
. , , i t a p p e a r s thb t more m o l e c u l a r I n f e r r e d v a r i a b l e s noy ha v e gr e « t e v x: e s<s y r ch u~ 11 i t y , ~ ha t I s , su eh c ha ractex*! s t i e s o s s e l f - a c t is l i s a t i o n , s e l f - d i f f e r e n -t i a t i o n , and s e i r - c o n a i c teaoy have not l e d to e n l i g h t -ened reso^i 'dL, t'y contra,->t, such c o n s t r u c t s a s a s l f -acc2ptan.ce ox* s e l f - e s t e e m , e spec i s l l y when referrin-;?, t o s p e c i f i c a fctributes, have y i e l d e d more manageable and f r u i t f u l r e s e a r c h p r o c e d u r e s (54 , p . 519}.
"Vith those bx'oadly d e f i n e d c h a r a c t e r i s t i c s i n mind,
Shoatrow (50) des igned end p u b l i s h e d an i n v e n t o r y to measure
a v/ide rang© of c h a r a c t e r i s t i c s which ha c o n s i d e r e d t o be
ivnportont t o s e l f - o c t a a l i i . a t i o n . Hamlin and Nemo (21) &lso
d i s c u s s the f o r m u l a t i o n of a s c a l e t o measure s e l f - a c t u a l i z a -
t i o n , molar a a the concep t may b e .
Upon f u r t h e r r e s e a r c h , Viz slow r e d e f i n e d , s e l f - a c t u a l i z a -
t ion , making i t i n c l u s i v e of peak e x p e r i e n c e s and t h e r e b y
more re s e a r c h a b l e because such s t a t e s or e p i s o d e s can , i n
t heo ry , , come a t any time- i n the l i f e of a p e r s o n . D e f i n i n g
the concep t in such manner i s h e l p f u l because t h i s "makes
s e l f - . - a c t n a l i s a t i o n a m a t t e r of degree and of f r e q u e n c y r a t h e r
t ban an a l l - o r - n o n e a f f a i r , and t h e r e b y i/xakes i t more amen-
ab l e to a v a i l a b l e r e s e a r c h p r o c e d u r e s " (55 , p . 9 2 ) . Some
people a r e openly r e c o g n i s e d a s hav ing much mox'o p o t e n t i a l
f o r p s y c h o l o g i c a l g r o w t h . t h a n o t h e r s .
S i m i l a r l y , Rogers groups the c h a r a c t e r i s t i c s of the
o p t i m a l l y h e a l t h y under the h e a d i n g of the f u l l y f u n c t i o n -
ing person l i v i n g in " t h e he re and nov;." He d e s c r i b e s tkera
w i t h a d j e c t i v e s such a s ;
. » . e n r i c h i n g , e x c i t i n g , r e w a r d i n g , c h a l l e n g i n g , m e a n i n g f u l . . T h i s p r o c e s s of the good l i f e i s \ n . o t , I N M r*.ON V ? H . n 1 1 f * f T* h A f n * o n . T i-
i n v o l v e s the courage to 'oe. I t n.eans l a u n c h i n g one so 1 f f u l l y int.o the- t>f l i f e (47 , p , 136) .
These i n d i v i d u a l s l i v e f u l l ; / in a voider l i f e raa&Q than
" a v e r a g e " people do , .because they encounter- l i f e a s t r u s t -
worthy ana c o n f i d e n t c i t i z e n s .
Rogers con tends t h a t the congruen t i n d i v i d u a l d e v e l o p s
the most h e a l t h y i n t e r p e r s o n a l relat ions*. :} p s . F u r t h e r m o r e ,
f o r a t e s t of h i s p o s i t i o n ho fox-mule t e d a law of I n t e r p e r -
sona l r e l a t i o n s h i p s which said,*
• . . The wore t h a t Y e x p e r i e n c e s the communica-t i o n of X as a congruence of e x p e r i e n c e , a w a r e n e s s , and c o m i u n i c a t i o n ; the no re the e n s u i n g r e l a t i o n s h i p w i l l i n v o l v e i a t endency to.vard more m u t u a l l y a c c u r a t e u n d e r s t a n d i n g of the comraunicat ions; improved psycho-l o g i e s ! a d j u s t m e n t and f u n c t i o n i n g of 'both p a r t i e s ; mutu31 s a t i s f a c t i o n In the r e l a t i o n s h i p #
Converse ly the g r e a t e r the coranunica t e d i ncon -gruence of e x p e r i e n c e end a w a r e n e s s , the more the en -s u i n g r e l a t i o n s h i p w i l l i n v o l v e ; f u r t h e r coiurauxiicsti on w i t h the same q u a l i t y ; d i s i n t e g r a t i o n of a c c u r a t e under-s t a n d i n g , l e s s edoqua te p s y c h o l o g i c a l a d j u s t m e n t and f u n c t i o n i n g i n b o t h p a r t i e s ; and mutua l d i s s a t i s f a c t i o n in the r e l a t i o n s h i p (47 , pp . 5 4 4 - 0 4 5 ) .
The cong ruen t i n d i v i d u a l to whom Rogers r e f e r s i s "one u n i -
f i e d pe r son a l l the way t h r o u g h , whe ther we t a p h i a e x p e r i -
ence a t the v i s c e r a l l e v e l , t he l e v e l of h i s a w a r e n e s s , or
the l e v e l of comraunication" ( 4 7 , p . 3 5 9 ) .
The above lay? c o l l s f o r some methodology f o r m e a s u r i n g
i n t e r p e r s o n a l r e l a t i o n s h i p s . Through a p i o n e e r i n g e f f o r t i n
1954, Moreno p r e s e n t e d the s o c i o m e t r i c a p p r o a c h . He s a y s ,
' 'Soe iomet ry i s the m a t h e m a t i c a l s tudy of p s y c h o l o g i c a l p r o -
p e r t i e s of p o p u l a t i o n s , I.he e x p e r i m e n t a l t echn ique of and the
r e s u l t s o b t a i n e d by a p p l i c a t i o n of q u a n t i t a t i v e methods" (36,
8
p. 4o2). Moreno do fine s *:he pocioiaetric scale as consisting
"of an individual chooai r;g his a ssoeifcccs from any group of
which he is or might become a member1' (oo, p. 13). Broafea-
brenner gives a considerably refined definition.of sociome-
try; "Socio&etry is a method for discovering, describing,
and evaluating social status, sfcructura, and development
though measuring the extent of acceptance or rejection be~
tween individuals in groups" (10, p. 6).
Moreno and Jennings (37) see sociometry as a method of
measuring social configurations, because the group as a
whole is considered. They note that the sociometric situa-
tion has many characteristics of the (lestalt: different
portions of the structure are interdependent upon other por-
tions; a change in the structural pattern of a group may
alter the status of the individual.
Referring to the nature of the individual as observed-
socioraetrically, Jennings says:
He may approach those who respond to him or whom he wishes would respond to him; he may keep away fioxri those whom he feels he cannot interest- or who repel -him. This reaching out of the individual to other in-dividuals may be said to be a projection of the self, a seeking for fulfillment of a need of the individual for other persons to whom he responds, drawing him to them and causing him to want to include them in his life situation (28, p. 6-7).
In an early sociometric study related to personality
patterns, Horthwsy (41) says, "With children perhaps the most
unfortunate thing we do is to insist that to be successful
they must drive toward winning friends and influencing
people . . . that i.ncreased social acceptability and optimal
personality development ?ro directly .rein ted seems unwar-
ranted" {41, p. 17). Ao a result of these children's com-
pensation for their lock of social assimilation, potential
psychotic a and misfits may be in the making.
Ivorthway and '"i&gor (43), who studied the relationship
of Rorschach patterns and sociometrie status in school chil-
dren, relate that individuals scoring low socionetrically
usually are found to lack spontaneity, to lack sensitivity
to the environment, arid to possess a distorted interpreta-
tion of reality. However, scoring high sooiometrieslly does
not relate directly to the best adjustment psychologically.
Northway, Frankel, and Potashin stafcei
Our American culture places a pre mi urn on sociability and all the qualities associated with the extravert. This is because we are a nation of salesmen and so-ciability pays. If howeverj we removed the premium value of sociability and emphasised the environment ' value, we would no longer attempt to make all children leaders, a goal few of them can reach, but would help each child to gain that level of sociability which best satisfies his unique needs. This is, we would formu-late our requirements on the basis of the individual's ability to meet them (42, p. 64).
Similarly, Kiesman, Glaser, and Denny (45) discuss the
detriment of the socialisation process for the child as that
child develops a social radar for life in his daily reaction
to the unresolved conflicts between inner-directedness and
other-directedness in our society. Ihey recognized the value
of sociometric assessments in understanding these problems
(46, pp. 67-71).
10
Peck (45) characterises nomca! persons as those who
possess neither outstandirgly he sichy nor outstandingly
unhealthy fea tares.
In en effort to arrive at a description of the normal
personality, Bonney (3) utilizes peer nominations to produce
a high normal group of subjects and a low normal group of
subjects. He administered the Edwards Personal Preference
Schedule to students along with a series of interviews to
attain their life history records. Individuals in the high
normal group were found to be interpersonally attractive and
honest in communlcatlon with others. Possessing a strong
motivation to maintain and to actualize themselves, these
individuals had a capacity to be asserting against other's
efforts to dominate or to refect them. Although some of his
subjects at times had exhibited problem behavior in earlier
life ( , one person had been a near alcoholic), it was •
apparent that peer nominations could help to select the
o p t i ma1ly he a 1thy people.
In a like m?nner Foreman (18) makes an effort to pro-
vide acme empirical correlates of psychological health. His
purpose is to differentiate between the performance of as-
sumed normal and optimally healthy subjects on the basis of
the dimensions of personality that hold positive value within
our society. He identified his subjects by a process of
instructors5 and student peers' nominations from a population
of 10,000 students. Twenty-nine optimally healthy and
t w e n t y - n i n e normal i n d i v i d u a l s wore coinpared* Mefehods were
deve loped by Foreman to wo*nare p o s i t i v e l y va lued c h a r a c t e r -
i s t i c s . The f o l l o w i n g f i n d i n g s were r e v e a l e d . S u b j e c t s
nomina ted a s o p t i m a l l y lies 1 thy behave i n a manner ve ry d i f -
f e r e n t f rom t h a t of s u b j e c t s presumed, t o be of normal p sy -
c h o l o g i c a l h e a l t h . They were found to be more a c t i v e l y
i nvo lved in t h e i r i mine d i t t o env i ronment ( p a r t i c i p a t i n g i n
more u n i v e r s i t y a c t i v i t i e s , bo th s o c i a l and academic , end
assuming more p o s i t i o n s of l e a d e r s h i p w i t h i n t h e s e a c t i v i -
t i e s ) , and more open i n admiss ion of p e r s o n a l p rob lems and
l i m i t a t i o n s and in spon taneous ar.d d i v e r s e e x p r e s s i o n of
b o t h t h e i r p o s i t i v e and n e g a t i v e f e e l i n g s . The s e s t f u l sub-
j e c t s d e m o n s t r a t e d t h e i r h i g h e r l e v e l of p s y c h o l o g i c a l h e a l t h
through the manner i n which they r e l a t e d t o o t h e r s in sma l l
d i s c u s s i o n g r o u p s .
E x c l u d i n g Meslcw'3 d e s c r i p t i o n s , the p r e c e d i n g s t u d i e s .
a r e g e n e r a l l y conce rned w i t h homogenous c o l l e g e p o p u l a t i o n s .
In e f f o r t s t o a r r i v e a t a d e s c r i p t i o n of men ta l h e a l t h ,
o t h e r s t u d i e s have been made on more r e p r e s e n t a t i v e samples
( 2 , 22 , 4 5 ) .
Herzburg , Mausner, and Synderman (25) c o n t r i b u t e d to
the d e s c r i p t i o n of menta l h e a l t h a s t hey s t u d i e d m o t i v a t i o n
to work. They t e s t e d the concep t that man h a s two s e t s of
needs? hi3 need a s an an imal to avo id pa in and his need a s
a human t o grow p s y c h o l o g i c a l l y , T e s t i n g an i n d u s t r i a l pop-
u l a t i o n composed of 200 e n g i n e e r s and a c c o u n t a n t s , thev
12
found d i s l i n e t d e s c r i p t i o n s of " j o b s a t i s f i e r s and j o b d i o -
s a t i s f i e r . a " ( 2 5 ) . These w o r k e r s showed t h a t ' s t r o n g d e t e r -
m i n e r s of job s a t i s f a c t i o n \»ere a c h i e v e m e n t , r e c o g n i t i o n ,
work - i t s e l f , r e s p o n s i b i l i t y and o d va n a e i a e - n t - t h e l a s t t h r e e
b e i n g of g r e a t e r i m p o r t a n c e f o r l a s t i n g changes of a t t i t u d e s .
E e r z b u r g narked the30 f a c t o r s " m o t i v a t o r f a c t o r s . " The m a j o r
d i s s a t i s f i e r s ^ were company p o l i c y and a d m i n i s t r a t i o n , s u p e r -
v i s i o n , s a l a r y , i n t e r p e r s o n a l r e l a t i o n s , end w o r k i n g c o n d i -
t i o n s . These d i s s s t i s f i e r s were named the " h y g i e n e f a c t o r s "
s i n c e they d e s c r i b e d t h e e n v i r o n m e n t snd had l i t t l e e f f e c t
on p o s i t i v e job a t t i t u d e s .
I n a l e t e r s t u d y Herzburg and Kamlin f o r m u l a t e d a t h e o -
r e t i c a l p o s i t i o n (24 ) w h e r e i n m e n t a l h e a l t h and m e n t a l i l l -
n e s s were p l a c e d on two d i s t i n c t c o n t i n u a s u p p o r t i n g much
the s a m e . p o s i t i o n a s Maslqw ( 3 2 , o 3 ) . He rzbu rg i l l u s t r a t e d
t h i s p o s i t i o n t h r o u g h h i s m o t i v a t i o n - h y g i e n e t h e o r y which he
d i a g r a m e d a,:* f o l l o w s :
Animal—Adam—Avoidance of P a i n f rom Env i ronmen t
<_ Ii um a n - - A b r a b a m - - £• e e k i n g Growth f rom T a s k s ( 2 2 , p . 76)
H e r z b u r g " s b a s i c theme i s t h a t of t y i n g worke r a t t i t u d e s t o
m e n t a l h e a l t h w i t h the m o t i v a t i o n - h y g i e n e t h e o r y . He s ay3 , -
. . . f rom job a t t i t u d e s t o m e n t a l a t t i t u d e s we can t h i n k of two t y p e s of a d j u s t m e n t fox* m e n t a l e q u i l i b r i u m . F i r s t , an a d j u s t m e n t t o t he e n v i r o n m e n t , wh ich i s ma in -l y an a v o i d a n c e a d j u s t m e n t ; second an a d j u s t m e n t t o o n e s e l f , which i s d e p e n d e n t on the s u c c e s s f u l s t r i v i n g
- • f o r p s y c h o l o g i c a l g r o w t h , s e l f - a c t u a l i z a t i o n , , s e l f -r e a l i z a t i o n o r , most s i m p l y , b e i n g p s y c h o l o g i e s l l y more than one h a s been In the p a s t ( 2 2 , p . 7 8 ) .
To substantiate this position, twelve replications of the
initial 1959 study including thret> cross-cultural samples
of employees working in Finnish, Hungarian, and Russian in-
dustries are presented. With individual differences -per
study considered, the theoretical position remained substan-
tially the same.
Hamlin end "emo-(21) studied-self-actualization in im-
proved schizophrenics In order to test Herzburg'o theory.
In the study, 23 improved and 23 non-improved subjects with
a mean age of 40 were tested. The improved schizophrenics
were found to have higher self-actualization scores and re-
flected an orientation toward achievement, responsibility,
creativity, and enjoyment of productive efforts. This same
group of improved schizophrenics obtained lower hygiene
scores or were less preoccupied v«*ith surrounding conditions
over which the subjects had limited control. These findings
were substantiated at the ,001 level of significance using a
t test. The name of the scale used for measuring self-actu-
alization in this study was not given.
Bondy (2) discusses some of the problems of Nazi in-
ternment camps of World War II. He attempts to show that
one can not become himself without satisfying his needs in
a social context. He says the relative priority and the
interaction of physical and social needs showed up clearly
in a Nazi concentration camp. Accordingly, in one camp
where the food and housing conditions were not as bad as in
14
o t h e r n , eomn-.deship d e v ^ l o r ^ d . There , where the. i n d i v i d u a l s
were monitors of a small u l o o e l y . ;n \ t group of p r i s o n e r s t h a t
s h a r e d t h i n g s e q u a l l y , i n d i v i d u a l s s u r v i v e d b e t t e r than i n -
d i v i d u a l s who were i s o l a t e d . Bondy ' s i n f o r m a t i o n i l l u s -
t r a t e s Ma s l e w ' s h i e r a r c h y of n e e d s . The d i v i s i o n between
d e f i c i e n c y m o t i v a t i o n and growth m o t i v a t i o n may "be seen on
t h i s b a s i s ( 5 3 ) .
Bradburn and C s p l o v i t a (9 ) i n v e s t i g a t e d community d i f -
f e r e n c e s on d imens ions of h a p p i n e s s and b e h a v i o r r e l a t e d t o
menta l h e a l t h . They found t h a t h a p p i n e s s and worry a r e i n -
compa t ib l e h u t a r e o f t e n a s s o c i a t e d a s a r e f l e c t i o n of i n -
volvement and a f f e c f c i v i t y . People of low soc io -economic
s t a t u s and o l d e r peop le ..rere b o t h l e s s happy and l e s s i n - -
v o l v e d . The d a t a shoved t h a t t h e r e were community d i f f e r -
e n c e s , due l a r g e l y , however , t o trie d i r e c t impact of eco -
nomic c o n d i t i o n s on the l i f e s i t u a t i o n of i n d i v i d u a l s . V.'hen
t h e s e communit ies were compared w i th the e f f e c t s of unem-
ployment o r low income on h a p p i n e s s , t h e c o n t e x t u a l e f f e c t s
were' sma l l and t ended to be l i m i t e d to the lower s o c i o e c o -
nomic g roups who.were most v u l n e r a b l e t o changes i n economic
condi t i o n 3 .
Al though d i f f e r e n c e s of o p i n i o n e x i s t , the p r e v a i l i n g
p o s i t i o n s ( 3 , 6 , 15, <-̂ 2, 34 , 43 , 45 , 4 3 , 50) g ive common
s u p p o r t to the f o l l o w i n g c h a r a c t e r i s t i c s of p s y c h o l o g i c a l
h e a l t h ; ( a ) a c t i v e involvement wi t h the e n v i r o n m e n t j (b )
s o c i a l o r i e n t a t i o n ; ( c ) admis s ion of p e r s o n a l p rob lems ;
( d ) aponfeanel t y ; ( e ) f l e x i b i l i t y ; ( f } e x p r e s s ion of a f f e c t ;
(g ) s e l f - o t h e r orlenbi-- t i o n ; ( h ) o p e n n e s s to e . x p 3 r i e n c e ; ( i )
c l o s e i n t e r p e r s o n a l r e l a t i o n s ; ( j ; au tonomy; and (k ) s n t i c i -
p a t i o n of outconic s , _i.e • o p t i m i s m . The preceding c h a r a c t e r -
i s t i c s e r e d r s w n t o ge the r by ? o r ems n ( 1 8 , p * 5) >
F o r t h e p r e s e n t i n v e s t i g a t i o n a r e c o g n i s e d m e a s u r e of
s e l f - a c t u a l i c a t i o n i s n e e d e d . Sach a seal© h a s b e e n d e v e l -
oped and p u b l i s h e d by Shostrom. ( 5 0 ) . Below i s a d i s c u s s i o n
of t h i s s c a l e .
Measurement of S e l f - A c t u a l i z a t i o n
*ie Pe r sona 1 O r i e n t s t i o n I i nven to ry ( h e r e a f t e r r e f e v r e d
to a s t he POX) h a s been p r e s e n t e d by Shos t rom ( 5 0 ) a s a
measu re of s e l f - a c t u a l i z a t i o n . I t h a s been d e v e l o p e d t o
p r o v i d e an o b j e c t i v e d e l i n e a t i o n of t h e l e v e l of on i n d i -
v i d u a l ' s m e n t a l h e a l t h and to p r o v i d e a b a s i s f o r t h e r a p y
tha t - s u g g e s t s a p o s i t i v e d i r e c t i o n f o r g r o w t h . I t s c o n c e p -
t u a l f r amework i s b a s e d a r o u n d c o m p a r e t i v e v a l u e and b e h a v -
i o r j u d g e m e n t s . Normat ive da ta have been p r o v i d e d f o r 412
h i g h s c h o o l s t u d e n t s and 2 , 8 7 7 a d u l t s i n a v a r i e t y of d i f -
f e r e n t s i t u a t i o n s ( 4 5 ) .
Review of R e l a t e d S t u d i e s
I n i t s r e s e a r c h s t a g e t he v a l i d i t y of t h e POI was e s -
t a b l i s h e d ( 1 9 , 29 , 3 1 , 4 0 , 4-8, 51 , 5 3 ) . - Shos t rom ( 4 4 )
t e s t e d i t s e f f e c t i v e n e s s of d i s c r i m i n a t i o n by a d m i n i s t e r i n g
the- POI t o s u b j e c t s n o m i n a t e d a s s e l f - a c t u a l i z o d , n o r m a l ,
16
end n o n - s e l f - a c t u a l i z e d . ' fhe I n v e n t o i ' y ^ s i g n i f i c a n t l y d i s -
c r i m i n a t e d b e t w e e n c l i n i c a l l y j u d g e d , s e l f - a c t u a l i z e d and
nop, -• ss I f - a c tua l i zed g r o u p s on 1 1 of t h e 12 s c a l e s ( 1 0 a t t h e
. 0 1 l e v e l ) .
C o n c u r r e n t v a l i d a t i o n s t u d i e s \'ieve made ( 1 9 , 29, 5 1 ,
5 3 ) . Xnapp compared s c o r e s on t h e PQI and t h e Byaenck P e r -
s o n s l i t y I n v e n t o r y f rom 94 s u b j e c t s . A l l o b t a i n e d d i f f e r -
e n c e s were a t o r beyond t h e . 0 5 - l e v e l of s i g n i f i c a n c e . He
said- , " . . . s e l f - a c t u a l i z a t i o n i s s e e n t o be p o s i t i v e l y a n d
s i g n i f i c a n t l y r e l a t e d t o t h e l a c k of n e u r o t i c symptoms and
t e n d e n c i e s " ( 2 9 , p . 1 7 0 ) - a s t u d y d e s i g n e d t o r e v e a l t h e
s e n s i t i v i t y of t h e POX i n c l i n i c a l s e t t i n g s and e s t a b l i s h
c o n c u r r e n t v a l i d i t y w i t h t h e Minnesot-a M u l t i p h a s i c P e r s o n -
a"11 t y I n v e n t o r y ; was r e p o r t e d - b y S h o s t r o m and -Knapp ( 5 1 ) .
The i n v e n t o r i e s were a d m i n i s t e r e d t o two g r o u p s of o u t -
p a t i e n t s i n t h e r a p y . One wa s a g r o u p of 37 b e g i n n i n g p a -
t i e n t s i n a d v a n c e d s t a g e s of t h e r a p e u t i c p r o g r e s s . W h e r e a s
a l l 12 PCX s c a l e s d i f f e r e n t i a t e d b e t w e e n t h e c r i t e r i o n
g r o u p s a t t h e . 0 1 c o n f i d e n c e l e v e l o r b e t t e r , o n l y f o u r of
t h e KFPI s c a l e s made t h e same d i f f e r e n t i a t i o n a t t h e . 0 1
l e v e l and t h r e e o t h e r s a t t h e . 0 5 l e v e l . C o r r e l a t i o n s b e -
tween t h e two i n v e n t o r i e s ' s c a l e s were c o n s i s t e n t l y n e g a t i v e ^
i n d i c a t i n g cha t t h e s e s c a l e s may n o t be m e a s u r i n g e x a c t l y t h e
same a s p e c t of m e n t a l h e a l t h .
Fox a d m i n i s t e r e d t h e POI t o a g r o u p of 100 h o s p i t a l i z e d
p s y c h i a t r i c p a t i e n t s i n o c l i n i c a l s e t t i n g and compared
their scores with Shostrom1 s 1364 groups. All scales slg-
niflcsntly differentiated (beyond -.the .001 confidence level)
the hospi tall zed sample from the nomine te>:l groups. Pox dis-
covered that these patients even performed significantly
below the non-self-actualized group (19).
Using the POI in an industrial setting, Marquiies (31)
found significant mean differences between employees of
departments where the department head was significantly more
self-actualizing and employees of departments having a leas
self-actualizing department head, further investigation re-
vealed that these differences were associated with the or-
ganizational climate within the department. Maraulies sold
it seems that the organization of work had significant ef-
fects on the organizational culture, and this culture seema
to be associated with the degree to wh ich the growth tenden-
cies, both individual and organizational, were realized.
In an exploration of the relationship of self-actuali-
zation and teacher success, Murray (40) found a significant
difference - in POI scores between home economics teachers,
receiving high student ratings and those receiving low rat-
ings. Ratings for 26 public school home economics teachers
were based on responses of 2,.333 students. The more favor-
ably rated teachers, who were considered more successful,
were more self-actualized. Differences in teacher effec-
tiveness between those relatively more self-actualized were
in a consistent direction when analyzed by grade. This was
18
s i g n i f i c a n t l y s u b s t a n t i a t e . ' ! f o r g r a d e s 7 , 3 , 9 , and 10 b u t
n o t f o r g r a d e s 11 and 12.
The e f f e c t s of g r o u p g u i d a n c e upon c o l l e g e a d j u s t m e n t
were r e p o r t e d by P e a r s o n (44 ) u s i n g t h e ?QI . Re h y p o t h e -
s i z e d : where t o p i c s o r i g i n a t e d w i t h g r o u p members and i n -
f o r m a l d i s c u s s i o n s were c e n t e r e d on p e r s o n a l f e e l i n g s and
n e e d s of s t u d e n t s t h a t a r o r e i n s m a l l - g r o u p s , a g r e a t e r
i n c r e a s e i n PCI s c o r e s would be shown t h a n i n g r o u p s i n
wh ich a l e a d e r and g r o u p members c o l l a b o r a t e d i n d i s c u s s i n g
a t t i t u d e s and o p i n i o n s ; o r i n r e g u l a r c l a s s e s w i t h l e a d e r
planned, t o p i c s and l e c t u r e s ; o r where s t u d e n t 4 were exempted
f rom c l a s s f o r the s e m e s t e r . S t u d e n t s e x p o s e d t o a p e r m i s -
s i v e g r o u p - d i r e c t e d fo rm of g u i d a n c e p e r m i t t i n g i n t e r a c t i o n
be tween t h e m s e l v e s d e m o n s t r a t e d a more e f f e c t i v e a d j u s t m e n t
t o c o l l e g e t h a n s t u d e n t s exposed t o o t h e r m e t h o d s . He
d i scovered t h e most s i g n i f i c a n t i n c r e a s e on the h y p o t h e s i z e d
g r o u p . These d i f f e r e n c e s were e x p r e s s e d on the Time Compe-
t e n c e and I n n e r D i r e c t i o n s c a l e s and e i g h t of t he ? 0 I s u b -
s c a l e s .
Moxey ( 5 9 ) I n v e s t i g a t e d the r e l a t i o n s h i p of s e a t i n g
c h o i c e of c o l l e g e s t u d e n t s t o academic a c h i e v e m e n t and p e r -
s o n a l i t y f a c t o r s . He t e s t e d t he h y p o t h e s i s t h a t s t u d e n t s
c h o o s i n g t o s i t n e a r the f r o n t of the room w i l l have h i g h e r
a v e r a g e s c o r e s i n b o t h academic a c h i e v e m e n t and s e l f - c o n c e p t '
t h a n t h o s e - c h o o s i n g s e a t s n e a r the b a c k I n c l a s s e s i n h i s
s t u d y . Us ing POI s c o r e s f o r t h r e e s c a l e s — s e l f - a c t u a l i z i n g
19
v a l u e s , s e l f - r e g a r d , end s e l ' " - a c c e p t a n c e " - - h e found no s i g -
n i f i c a n t d i f f e r e n c e betv;«erv t h o s e who sa t i n the f r o n t of
the c l a s s and t h o s e who s a t i n t h e beck of the. c l a s s .
Booze r ( 8 ) r e p o r t e d s i g n i f i c a n t d i f f e r e n t i a t i o n s among
s o c i o m e t r i e s t a t u s l e v e l s and seven POX s c a l e s when he
s t u d i e d 44 c o l l e g e s t u d e n t s . H i s h y p o t h e s i s s t a t e d t h a t
m i d d l e o r a v e r a g e sociome t r i e s t a n d i n g e v i d e n c e s t he g rea te r*
d e g r e e of m e n t a l h e a l t h . V.'hen he. used t h e d e v i a t i o n f rom
chance method (10 ) t o d e r i v e t h e sociome t r i e s t a t u s l e v e l s ,
t h r e e s c a l e s (Time R a t i o , I n n e r D i r e c t i o n , and k e i f - A c t u a l -
i z i n g V a l u e ) s i g n i f i c a n t l y d i f f e r e n t i a t e d be tween t h e h i g h
and low l e v e l g r o u p s ; «nd f i v e s c a l e s ( O t h e r D i r e c t i o n ,
I n n e r D i r e c t i o n , S u p p o r t Ra t i o , . S e l f - A c t u a l i z i n g V a l u e , and
H a t u r e of Man C o n s t r u c t i v e ) s i g n i f i c a n t l y d i f f e r e n t i a t e d
be tween the a v e r a g e and low l e v e l g r o u p s , ^'hen he u s e d the
d i v i s i o n i n t o f o u r t h s method ( 7 ) , two s c a l e s ( A c c e p t a n c e of •
A g g r e s s i o n and C a p a c i t y f o r I n t i m a t e C o n t a c t ) s i g n i f i c a n t l y
d i f f e r e n t i a t e d be tween the a v e r a g e and h i g h s o e i o m e t r i c .
l e v e l s ; and t h e N a t u r e of Man C o n s t r u c t i v e s c a l e s i g n i f i -
c a n t l y d i f f e r e n t i a t e d b e t w e e n t h e a v e r a g e and low s o c i o -
me t r i e l e v e l s .
Vance ( 5 5 ) u t i l i z e d the POI a n d the Men ta l H e a l t h
Ana l y s i s t o d e s c r i b e the r e l a t i o n s h i p of s e l f - a c t u a l i z a t i o n
and m e n t a l h e a l t h . She a d m i n i s t e r e d t he i n v e n t o r i e s t o 218
e n t e r i n g c o l l e g e f r e s h m e n a t U o r t h Texas S t a t e U n i v e r s i t y .
I n h e r f i n a l a n a l y s i s , she s a y s , "The t h e o r y of" s e l f - a c t u a l i z a t i o n
20
a s r e f l e c t e d I n t h e POI i s c l o s e l y r e l s i b e d o n l y t o a f e w
a s p e c t s of m e n t a l h e a l t h a s r e f l e c t e d i n t h e c a t e g o r i e s o f
t h e I'.i'HA" ( 5 3 , p . 9 7 ) .
Z s c c a r i a and V. 'eir (55) t e s t e d t h e h y p o t h e s i s t h a t t h e
POI c o u l d d i f f e r e n t i a t e b e t w e e n male , a l c o h o l i c s a n d f e m a l e
a l c o h o l i c s , m a l e a l c o h o l i c s s a d t h e i r n o n - a l c o h o l i c w i v e s ,
a n d a l c o h o l i c s a n d r e l a t i v e l y s e l f - a c t u a l i z e d i n d i v i d u a l s ,
a l c o h o l i c s a n d n o r m a l i n d i v i d u e l s , a n d a l c o h o l i c s a n d n o n -
s e I f - a c t u a l i z e d a d u l t s . T h e s e c o m p a r i s o n s w e r e made on 3 8
m a l e a l c o h o l i c s , 7 f e m a l e a l c o h o l i c s , a n d . 2 5 n o n - a l c o h o l i c
w i v e s o f m a l e a l c o h o l i c s raid s u b j e c t s n o m i n a t e d a s s e l f -
a e t u a l i z e r s , n o r m a l a d u l t s , a n d n o n - s e l f - a c f c u a l i z i n g a d u l t s
i n S h o s t r o m ' s 1964 n o r m a t i v e g r o u p . S i g n i f i c a n t d i f f e r e n c e s
w e r e f o u n d b e t w e e n . a l c o h o l i c s a n d s e l f - a c t u a l i z e d i n d i v i d u -
a l s on t h e 12 p o s i t i v e POI s c a l e s . C o n c e r n i n g t h e i n t e r p e r -
s o n a l ' m i l i e u w h e r e a l c o h o l i s m e x i s t s , t h e y s a i d :
The l a c k of s i g n i f i c a n t d i f f e r e n c e s b e t w e e n a l c o h o l i c s and t h e i r s p o u s e s a p p e a r s " t o ' s u b s t a n t i a t e t h e c o n t e n -t i o n t h a t a n a l c o h o l i c p r o b l e m f o r one f a m i l y member a l s o i n f l u e n c e s t h e d y n a m i c s a n d a d j u s t m e n t o f t h e s p o u s e ( a n d o t h e r f a m i l y m e m b e r s ) ( 5 5 , p . 1 5 6 ) .
On t h e b a s i s o f t h e p r e c e d i n g s t u d i e s , t h e v a l i d i t y o f
t h e POI i s a s s u m e d t o a d e q u a t e l y d i f f e r e n t i a t e b e t w e e n a
v a r i e t y o f c r i t e r i a . H o w e v e r , a q u e s t i o n s t i l l r e m a i n s a s
t o w h e t h e r a p o t e n t i a l t o s e l f - a c t u a l i z e e x i s t s i n t h e h i g h
s c h o o l s t u d e n t .
D r e w s , a t e a c h e r f o r g i f t e d s t u d e n t s , r e a d Ma s l o w ,
R o g e r s j Fromm, May. and o t h e r s i n t h e e a r l y 1 9 5 0 ' s . She wa.s
21
in f luenced , by t he se w r i t e r s , t o the e x t e n t t h a t she began t o
do re sea rch , w i t h t h e i r u s i n g new e v a l u a t i o n i n s t r u -
ments t h a t measured p o s i t i v e a t t i t u d e s r a t h e r than j u s t the
n e g a t i v e or abnormal a t t i t u d e s . 'with t h i s new way of l ook -
i n g a t he r problem (14 , pp. x i l i , x i v ) , she .va 3 l e a d t o the
d i s c o v e r y t h a t a p o t e n t i a l to s e l f - a c t u a l i z e e x i s t e d i n an
a d o l e s c e n t p o p u l a t i o n . She i n t e r v i e w e d lviaslow p e r s o n a l l y
t o be t t e r - o r i e n t h e r approach ( 1 4 ) .
Drews s u g g e s t s t h a t f o r c e s in o u r ' s o c i e t y encourage
s e l f - a c t u a l i z a t i o n in a d o l e s c e n t boys ? bu t to a much l e s s e r
e x t e n t i n g i r l s . She a t t e m p t s t o p r o v i d e & way t o encourage
t he se c h a r a c t e r i s t i c s i n g i r l s by c o u n s e l i n g and a dynamic
new e d u c a t i o n a l program. She i n s i s t s t h a t t h e r e i s a p o t e n -
t i a l t o s e l f - a c t u a l i z e i n the h i g h schoo l s t u d e n t , and t h a t
t h i s p o t e n t i a l may be s t i m u l a t e d and s e t i n t o mot ion ( 1 5 ) .
Drews (16) i n v e s t i g a t e d s t u d e n t a b i l i t i e s , g r o u p i n g
p a t t e r n s , and c l a s s room i n t e r a c t i o n e s p e c i a l l y c o n c e r n i n g
the e f f e c t of homogeneous and h e t e r o g e n e o u s a b i l i t y g roup ing
in n i n t h grade E n g l i s h c l a s s e s . Then, she i n i t i a t e d an i n -
v e s t i g a t i o n of t he c r e a t i v e i n t e l l e c t u a l s t y l e i n g i f t e d
a d o l e s c e n t s and the m o t i v a t i o n t o l e a r n a s t h e s e a f f e c t a t -
t i t u d e s , i n t e r e s t s , and v a l u e s . Cinder c o n d i t i o n s of the
p r e c e d i n g s t u d y ( 1 4 ) , she t e s t e d the e f f e c t i v e n e s s of a u d i o -
v i s u a l s in chang ing . a s p i r a t i o n s of i n t e l l e c t u a l l y s u p e r i o r
s tud .en ts ( 1 2 ) . kn e f f o r t was made t o u n d e r s t a n d how the
c r e a t i v e i n t e l l e c t u a l , - w h o - i s o r i g i n a l , p e r c e p t i v e , i n t u i t i v e ,
2 2 .
end f l e x i b l e i n t h o u g h t , . ^ v o l c p & j and to r e p o r t h i s v i e w s
on. educo t i o n , c u l t u r e (.te c hv.*>lo {.;io s 1, . .o e s the t i e , hui.ian) , - . and -
s e l f - f u l f i l l m e n t ( 1 5 ) . The c r e a t i v e i n t e l l e c t u a l s t y l e was
t e s t e d i n D r e w ' s s t u d i e s by the f o l l o w i n g s t a n d a r d i z e d i n -
s t r u m e n t s j P e r s o n a l i t y J j ^ v e n t o r y , A l l p o r t - V e r n o n -
L i n d s e y Study of V a l u e s , A On- Or 1 t i c a 1 T h i n k i n g T e s t , Form G
and t h e Rokeach Dogmatism S c a l e and Rokeach R i g i d i t y S c a l e ,
O t h e r i n f o r m a l i n s t r u m e n t s d e v e l o p e d e a r l i e r by Drews were
u s e d : S t u d e n t I n t e r e s t Survey S e a l e s , t h e R e a s o n s f o r Occu-
j)aJ:_ion8_l C h o i c e . t he S t u d e n t P r o f i l e Ch.eok, the A b i l i t y
Self - C o n c e p t Ha t i n g , and the A c c e p t s r.ce of Wome n Sca le , t h e
S e l f - A c t u a l i g a t i o n of ^omon and the Hum an i t a r ia n -A1 t ru1sm
Sea l e » These e x t e n s i v e s t u d i e s t e s t i n g a p p r o x i m a t e l y 2 , 0 0 0
a d o l e s c e n t s t u d e n t s were s u p p o r t e d by the Media B r a n c h ,
T i t l e VI I of t he O f f i c e of E d u c a t i o n and W e l f a r e . T h e r e f o r e ,
a c o m p l e t e l y new s c h o o l i n g p rogram was d e v e l o p e d a'nd s t u d i e d •
i n o r d e r t o p roduce a t t i t u d e c h a n g e s i n t h e d i r e c t i o n l e a d i n g
toward a g r e a t e r m o t i v a t i o n t o l e a r n , o p e n n e s s t o p s y c h o l o g i -
c a l g r o w t h , and g e n e r a l s o c i a l c o n c e r n .
Drevo says t h e w e l l - r o u n d e d s e l f - a c t u a l i z i n g human b e i n g
i s one who " i s c h a r a c t e r i z e d by a s e c u r i t y v/ifcliin h i m s e l f ^
which e n a b l e s him t o a p p r o a c h l i f e w i t h z e s t .and e n t h u s i a s m ,
and t o make f u l l and c r e a t i v e u s e of h i s .unique c a p a c i t i e s
f o r - o t h e r s " : ( 1 6 , p , 2 2 5 ) , Of t he r e l a t i o n s h i p be tween s e l f -
a c t u a l i z a t i o n and s o c i o m e t r i c s t a t u s , she i n d i c a t e s t h a t
where a b l e g i r l s a r e p l a c e d i n g r o u p s o r f o u n d a l r e a d y
e ^ £* O
grouped , they a s s o c i a t e with- o t h e r s e l f - a c t u a l i z e r s , y e t
where t h e r e I s an a c t i v i t y - l e s s group, i n d i v i d u a l s e l f - a c -
t u a l i z e r s a r e a b l e a t w i l l t o b r e a k away from c o n f o r m i t y
w i t h i t . She n o t e s however, t h a t c o n s i d e r a b l e p r e j u d i c e i s
e x p r e s s e d a g a i n s t p e r s o n s "who behave in s e l f - a c t u a l i z i n g
•ways. Th i s p r e j u d i c e main ly was e x h i b i t e d by boys who a l s o
e x p r e s s e d s t r o n g f e e l i n g s a g a i n s t o t h e r v a l u e s s t e r e o -
t y p i c a l l y a s s o c i a t e d w i t h women" (17 , p . 6 ) .
In a d o c t o r a l d i s s e r t a t i o n by Guinouard (20) p e r s o n a l i -
ty t r a i t s and menta l h e a l t h h a b i t s of s o c i o n o t r i c c l l y popu-
l a r and unpopu la r s i x t h and e i g h t h grade s t u d e n t s wore i n -
v e s t i g a t e d . This r e l a t i o n s h i p was t e s t e d on 112 s i x t h grade
s t u d e n t s and 93 e i g h t h grade s t u d e n t s i n Pul lman, Washington
p u b l i c s c h o o l s . A p e r s o n a l i t y q u e s t i o n a i r e , the Mental
He a 1 t h Ana l y s i s and a soc i one t r i e i n v e n t o r y were a d m i n i s -
t e r e d . He (20) found popu la r c h i l d r e n a t b o t h grade l e v e l s
to have more d e s i r a b l e m e n t a l h e a l t h c h a r a c t e r i s t i c s and
p e r s o n a l i t y t r a i t s .
T h i s i n v e s t i g a t i o n p r e s e n t s t h e need f o r a s o e i o m e t r i c
a s s e s s m e n t . The 1947 "LIOW I F e e l Toward Others" s c a l e ( 5 )
was d e v i s e d by M. E. Bonney and s t u d e n t s of the Depar tment
of Psychology a t Nor th Texas S t a t e U n i v e r s i t y to meet such
a n e e d . The v a l i d i t y of t h i s s c a l e was f i r s t t e s t e d in an
e x p l o r a t o r y s tudy by Cox. S c o r e s on the s c a l e were compared
w i t h judged a n e c d o t a l r e c o r d s of f i f t h grade schoo l c h i l d r e n .
An r=* .26 + .14 was r e p o r t e d ( 1 1 ) . Bonney ( 4 , p . 101)
24
r e p o r t e d t h e o . o r r e l o t i ons b e t w e e n s u c c e s s i v e g r o u p r a n k s ,
w h i c h v a r i e d f r o m . 6 2 t o *94* T h e s e f i n d i n g s r e p r e s e n t e d
t i m e i n t e r v a l s w h i c h v a r i e d f r o m one d s y t o f o u r m o n t h s *
The v a l i d i t y of t h e i n s t r u m e n t i s "based on t h e a s s u m p t i o n
t h a t f e e l i n g s c a r r y t h e i r own v a l i d i t y f o r t i e p a r t i c u l a r
p e r s o n s c o n c e r n e d . T h i s v a l i d a t i o n p r o c e s s a s s u m e s t h a t
t h e s u b j e c t i s g i v i n g h o n e s t o r s i n c e r e r e s p o n s e s . Bonney
a d d s t h a t t h e v a l i d i t y of t h e 'ilow I F e e l Toward O t h e r s ' s c a l e
was e n h a n c e d b e c a u s e s t u d e n t s s u b m i t t e d t h e i t e m s w h i c h com-
p o s e d t h e & ut i le {4 } .
Bonney s n d P e s s e n d e n ( 7 , p . 9 ) s a y , c o n c e r n i n g t h e
v a l i d i t y of s o c i o m e t r i c s c o r e s , t h a t i n t o t a l g r o u p s t h e
r e l a t i o n s h i p s b e t w e e n p e r s o n a l i t y a s s e s s m e n t and s o c i o m e t r i c
s c o r e s s r e n o t m a r k e d ; h o w e v e r , i f t h o s e who a r e h i g h i n
c h o s e n s t a t u s a r e c o n t r a s t e d w i t h t h o s e who s r e l o w , q u i t e
c o n s i s t e n t l y t h e f i n d i n g s show t h a t f r e q u e n t l y c h o s e n s u b -
j e c t s a r e r e l i a b l y s u p e r i o r t o l e s s f r e q u e n t l y c h o s e n o n e s
i n d e s i r a b l e t y p e s of b e h a v i o r a d j u s t m e n t . He t e s t r e l i a b i l i -
t y c o e f f i c i e n t s " r e n g e f r o m r = . 4 0 "to r - . 9 0 ( 9 ) . Bonney
r e p o r t e d s i m i l a r f i n d i n g s ( 4 ) . The r e l i a b i l i t y o f t h e " s c a l e
was e s t a b l i s h e d by the c o n s t a n c y of s c o r e s on two s u c c e s s i v e
a d m i n i s t r a t i o n s of t h e s c a l e o v e r v a r i o u s t i m e i n t e r v a l s .
C o n s i d e r i n g t h e a b o v e l i t e r a t u r e r e l a t i v e t o p o s s i b l e
r e l a t i o n s h i p s b e t w e e n s o c i o m e t r i c s t a t u s a n d s e l f - a e q u a l i z a -
t i o n , t h e m o s t r e l e v a n t s t u d i e s were g r o u p e d a s f o l l o w s :
Mo3low ( 5 - 1 ) , Bonney ( 3 , 8 ) , Foreman ( 1 8 ) , S h o s t r o m ( 4 8 ) ,
25
-Drews ( 1 6 ) , and o t h e r s (S , 31 , 40, 47) use a nominal a n d / o r
- soeioraefcrie- p r o c e s s - i n - d e s c r i b i n g the- s e l f - a c t u a l i z i n g - a nd - '
o p t i m a l l y h e a l t h y person* These i n v e s t i g a t o r s r e v e a l e d t h a t
the o p t i m a l l y h e a l t h y u s u a l l y p o s s e s s e d h i g h e r s o c i a l s t a n d -
i n g . Other i n v e s t i g a t o r s , namely Nor thsay and Widgor ( 4 3 ) ,
and- Booser (8) r e v e a l e d t h a t t he middle s o c i o i n e t r i c group
p o s s e s s e d few p s y c h o l o g i c a l s t r e s s e s . Shostrom (43) and
Rogers (47) p o i n t e d out t h a t low s t a n d i n g i n d i v i d u a l s poa-
se s sed n e g a t i v e c h a r a c t e r i s t i c s or were i n c o n g r u e n t . Data
r e p o r t e d by Drew3 ( 1 6 ) , P e a r s o n ( 4 4 ) , J e n n i n g s ( 2 3 ) , and
Bonney (6) have shown t h a t some h i g h l y chosen i n d i v i d u a l s
have numerous s o u r c e s of p s y c h o l o g i c a l s t r e s s® Herzburg
(22) s u g g e s t e d t h a t i n t e r p e r s o n a l r e l a t i o n s , a s they a f -
f e c t e d worker job s a t i s f a c t i o n , were n e g a t i v e l y r e l a t e d t o
men ta l h e a l t h . The above i s a. summary of background l i t e r a -
t u r e on which the h y p o t h e s e s were b a s e d ;
I t was t h e purpose of the p r e s e n t i n v e s t i g a t i o n to d i s -
p lay the t e n t a t i v e r e l a t i o n s h i p s between s e l f - a c t u a l i z a t i o n
and sociometx ' ic s t a t u s of a d o l e s c e n t s choo l s t u d e n t s . In
l i g h t of t h e t h e o r e t i c a l and r e l a t e d l i t e r a t u r e p r e s e n t e d
above , the f o l l o w i n g h y p o t h e s e s were p o s i t , e d j
Hypo thes i s I : S t u d e n t s who a r e h i g h s o c i o m e t r i c a l l y
w i l l ev idence h i g h e r POI means than the midd le or low g r o u p s
on t h e f o l l o w i n g POI s c a l e s :
a . Time Competent—These people a r e p r i m a r i l y s e l f -
a c t u a l i j s e d and appea r t o l i v e more. ' fu l ly- "in the h e r e and now.
26
Such people me ke p o s i t i v e use of t h e i r t ime by t y i n g t o -
g e t h e r t h e i r past . , p r e s e n t , and f u t u r e .
b . Time H a t i o — I n d i c a t i v e of the degree of i m p e r f e c -
t i o n - in s e l f - a c t u a l i z e d p e o p l e . Th i s r a t i o may be viewed a s
an e x p r e s s i o n of u s e , c o n t r a s t e d w i t h misuse of t ime .
o . I n n e r D i r e c t i o n — T h e i n n e r - d i r e c t e d mun goes th rough
l i f e a p p a r e n t l y i n d e p e n d e n t o f , bu t i n obeyance of o u t s i d e
a u t h o r i t y ( c o n v e n t i o n ) . He i s gu ided by i n t e r n a l m o t i v a t i o n s
r a t h e r than e x t e r n a l i n f l u e n c e s .
d . Suppor t R a t i o - - T h e s e l f - a c t u a l i z i n g p e r s o n i s on ly
to a deg ree s e l f - s u p p o r t i v e ; some of t he t ime he i s o t h e r -
o r i e n t e d .
e« S e l f - A c t u a l i z i n g Va lue- -The i n d i v i d u a l h o l d s and
l i v e s by v a l u e s of s e l f - a c t u a l i z i n g p e o p l e ; a low s c o r e
means he r e j e c t s t h e s e v a l u e s . . . .
f-. Na tu re of Han, C o n s t r u c t i v e - - T h e s e peop le can r e - '
so lve the g o c d n e s s - e v i l , m a s c u l i n e - f e m i n i n e , s e l f i s h n e s s -
u n t j e l f i s h n e s s , and s p i r i t u a l i t y - s e n s u a l i t y d i c h o t o m i e s in
the n a t u r e of man.
g3 Acceptance, of A g g r e s s i o n - - T h e s e peop le have a b i l i t y
to a c c e p t a n g e r or a g g r e s s i o n w i t h i n o n e ' s s e l f a s n a t u r a l .
H y p o t h e s i s I I : S t u d e n t s mho a re low or middle s o c i o -
m e t r i c a l l y w i l l e v i d e n c e h i g h e r PQI means than t h e h i g h
group on the ma jo r n e g a t i v e PQI s c a l e s ; " - •
a . Time I n c o m p e t e n t - - I n d i c a t i v e of a p e r s o n e x p e r i -
e n c i n g d i f f i c u l t y in h i s persona 1 e f f e c t i v e n e s s 'as a r e s u l t
of. Misuse of t i m e . TME i n d i v i d u a l i s e x c e s s i v e l y p a s t o r
f u t u r e o r i e n t e d . - •
b. O t h e r D 3 r e c t i o n - - A p p r o v s 1 by o t h e r s becor .es t h i s
p e r s o n ' s h i g h e s t g o a l , a 1 1 h i s power i s i n v e s t e d i n an
a c t u a l o r i m a g i n a r y , a p p r o v i n g g r o u p .
. H y p o t h e s i s I I I : There , w i l l be a - low p o s i t i v e c o r r e l a -
t i o n be tween s o c i o m e t r i c s t a t u s end the f o l l o w i n g p o s i t i v e
(49) POI v a r i a b l e s : Time c o m p e t e n c e , Time R a t i o , I n n e r Di -
r e c t i o n , S e l f - A c t u a l i z i n g V a l u e , E x i s t e n f c i a l i t y , P e e l i n g
R e a c t i v i t y , S p o n t a n e i t y , S e l f - A c c e p t a n c e , N a t u r e of Man,
Syne rgy , and A c c e p t a n c e of A g g r e s s i o n .
H y p o t h e s i s IV : There w i l l be a low n e g a t i v e ' c o r r e l a -
t i o n be tween s o c i o m e t r i e s t a t u s and the f o l l o w i n g n e g a t i v e
(49) POI v a r i a b l e s : T ine I n c o m p e t e n t and Othe r D i r e c t i o n .
CHAPTER BIBLIOGRAPHY
1* B l a t t , S . J » , ''An At tempt t o D e f i n e C e n t a l H e a l t h , " J o u r n a l of C o n s u l t i n g P s y c h o l o g y , XXVIII ( A o r i l , lySTJ*, " i T o - T b o "
. 2 , Eondy, C . , "Prob lems of I n t o m e n t Camps," Journa 1 of /.bnorraia 1 and S o c i a l P s y c h o l o g y , XXX VI11' COcto'Fer,
*453-475
3 . Eonney, Iv', E , , !fA D e s c r i p t i v e S tudy of the Korrr.al P e r -s o n a l i t y , " J o u r n a l of C l i n i c a l P s y c h o l o g y , XVIII (•July, 1962'},~£ 56^26 6 . "
4 . - __ "Choos lng^be tween the Sexes on a S o c i o -rae t r i e He a -s ure me n t , " Tbe J o u r n a l of S o c i a l Psy -c h o l o g y , XXXIX ( F e b r u a r y , "1954), W - l l 4 . ""
5 . _____ , 'jiow I P e e l Towa x\l O t h e r s , " u n p u b l i s h e d soc ione t r i e s c a l e , Depa r tmen t of E d u c a t i o n and P s y c h o l o g y , Worth Texas S t a t e U n i v e r s i t y , Denton , . Texas , 1947.
6 . , Mental H e a l t h i n E_ducatiori, B o s t o n , AXiyli arid EaconJ Inc ." , *1950. " ~
7 . sad S. A» F o c s e n d e n , • Manuals Bonney F o s -serTden Soc iCRrsph , Los ^ n g e l e s T '"CoTT f o r n i F T e s t ' 3 ' u r e a u , ~ V m * r
8 . B o o z e r , H. 0», "The R e l a t i o n of S o c i o m a t r i e S t a t u s , F requency of V e r b a l i z a t i o n s , and a Measure of S e l f - A c t u a l i z a t i o n , " u n p u b l i s h e d roaster'a t h e s i s , Depar tment of P s y c h o l o g y , Nor th Texas S t a t e U n i v e r s i t y , Den ton , T e x a s , 1966.
9 . Eraciburn, N, M„ and D. C a p l o v i t z , R e p o r t s on H a p p i n e s s : ft B e h a v i o r B e l a t e d t o Mental*™ 'Bei~l t h7 Uliicago," 7*ldThe PuU 11 shingnJompi1E^7 1965.
10. B r o n f e n b r e n n e r , U , , '''I/he Measurement of S o c i o n . e t r i c S t a t u s , S t r u c t u r e , >ind Deve lopmen t , " S o c i o m e t r y Monograph f No. 6 , New York, Beacon House ,"94*5."
23
'AQ
l l * Cox, J* A - , '"A v iudy of the Rsl i&Jai] i t y and V a l i d i t y of a S o c i o m o t r i o Scale* on t h e &le :ncn ta ry S c h o o l L e v e l , " u n p u b l i s h e d m s s t e r ! s t h e s i s , DeiDartrnent of P s y c h o l o g y , I l o r t h T e x a s S t a t e U n i v e r s i t y , E e n t o n , T e x a s , 1948 .
12. Drev/s, E l i z a b e t h , B e i n g and Becoming; A Cosmic A p p r o a c h t o CounselIr iK end _CuFrloul'inT~of The C r e a t i v e I n t e 1 l e c t uiT~*Sty 1 e i n G i f t e d A d o l e s c e n t s , F i n a l ' R e p o r t of T i t l e VI±7~Pro j c c t*lTo, 647^T,~~~~ If. D. B* A . , U. S« 0* E . , Phase I , E a s t L a n s i n g , M i c h i g a n , O f f i c e of Re sea r c h and P u b l i c a t i o n s , Mich igan S t a t e U n i v e r s i t y , 1965a .
X"" 13* _ _ _ _ _ _ _ _ " C o u n s e l i n g f o r S e l f - A c t u a l i s a t i o n i n G i f t e d " G i r l s and Young Women,<f J o u r n a l of C o u n s e l -i n g P s y c h o l o g y , X I I ( Summer, * 1965FJ*, 16'f^lTE'.
T-4 * . Moti va t i o n to' L e a r n of The Crea 11 ve I n t e l l e c t u s I Stymie i n G i f t e d Ado 1 e s c e n b g T ^ T n a T ' " lie p o r t of "Goo p e r a t i ve Re s e a r c h P rog r sc i j P r o j e c t No* E~2, Media B r a n c h , T i t l e V I I , U. S . O f f i c e of E d u c a t i o n , E a s t L a n s i n g , M i c h i g a n , M i c h i g a n S t a t e U n i v e r s i t y , 1964*
1-3* ^ P r o c e s s and P r o d u c t : A R e a s s e s s m e n t of Student"3 end" Program o F T h e C r e a t I v e ' T n t s T X e c -.tu^l, In G i f t e d A d o l e s c e n t s « f i n a l R e p o r t of T i t l e " V I I , P r o j e c t No. 6 4 7 - I,""Ti„ D. >js A. ,*U» S. 0% E . , Phase I I , E a s t L a n s i n g , M i c h i g a n , M i c h i g a n S t a t e U n i v e r s i t y , 1966#
• ; . . . S t u d e n t A b i l i t i e s , G r o u p i n g Pa t feerna t sad Ola S s r QOUI I n t e r a c t ion?; "" F i n a l " R e p o r t , Ceo p e r a « t i v s R e s e a r c h P r o g r a m , 808 U» S» 0 . E . , E a s t L a n s i n g , M i c h i g a n , O f f i c e of R e s e a r c h and P u b l i c a -t i o n s , Mich igan S t a t e U n i v e r s i t y , 1963b*
"The E f f e c t of s S p e c i a l Program on C r e a t i v e and I n t e l l e c t u a l A t t i t u d e s , I n t e r e s t , V a l u e s and S k i l l 1 1 of The C r e a t i v e I n t e l l e c t u a l •Style i n G i f t e d A d o l e s c e n t s s e r i e s , u n p u b l i s h e d r e p o r t , Depa r tmen t of E d u c a t i o n , M i c h i g a n S t a t e U n i v e r s i t y , E a s t L a n s i n g , M i c h i g a n , May, 1965#
18® Foreman , M* E* , "Some E m p i r i c a l C o r r e l a t e s of P s y c h o -l o g i c a l H e a l t h / 1 J o u r n a l of C o u n s e l i n g P s y c h o l o g y , X I I I ( S p r i n g , 1 9 6 6 T r 3 ^ ~ ' " ~ ^ ~ ~
50
1 9 . F o x , J . , " O n t h e C l i n i c a l I ' s s o f t h e . P e r s o n a 1 . O r i e n t a -t i o n I n v e n t o r y , , P e r s o n a l O r i e n > a H o n I n v e n t o r y M a n u a l ^ 1 9 3 G , 2 7 •
2 0 . G u i n o u a r d , D . J S . , " P e r s o n a l i t y T r a i t s a n d . K e n t & l H e a l t h H a b i t s o f Soc-ior- ie t i ' i o a l l y P o p u l a r a n d i J n p o p u l a r S i x t h a n d highth G r a d e S t u d e n t s , " u n p u b l i s h o d d o c t o r s 1 d l s s e r t a t i o n , D e p a r t m e n t o f E d u c a t i o n , ¥ a s b l n g t o n S t a t e U n i v e r s i t y , P u l l m a n , W a s h i n g t o n , 1 9 6 1 .
2 1 . K a m i i n , R . a n d R . N e m o , " S e l f - A c t u a l i c a t i o n i n C h o i c e S c o r e s o f T & p r o v e d S c h i s o p h r e n i c s , 1 1 J o u r n a l o f C l i n i e a 1 P s y c h o l o g y , X V I 1 1 ( J a n u a r y , 1 9 3 2 } , 5 1 - 5 4 .
22. H e r z b e r g , F . , W o r k a n d t h e H a t u r e - o f M a n , C l e v e l a n d , W o r l d P u b l i s h i n g " C o r c p a . n y , r T 9 6 6 ~ ~
2 3 . a n c i R* H a m l i n , "A M o t i v a t i o n H y g i e n c e *T'or /oep*t o f M e n t a l H e a l t h , " M e n t a l H y g i e n e , VL
( J u l y , 1 9 6 1 ) , 3 9 4 - 4 0 1 .
24® a n d R . H a m l i n , , i f T h e M o t i v a t i o n H y g i e n e . - C ^ c - g j j | r a n c j p 3 y o l i o t h e r a p y , " M e n t a l H y g i e n e , V L V I I
( J u l y , 1 9 6 3 J , 3 8 4 - 3 9 7 * *
2 5 , ^ B . M s u s n e r , a n d B . S y n d e m i a n , T h e " l I c ) " t i F u ' t i o n t o V . ' o r k , New Y o r k , J o h n Y i i l e y ' a n d S o n s ,
y g p — - •
2 6 , H u x l e y , A . , " H u m a n P o t e n t i a l i t i e s , " S c i e n c e a n d H u n a n * A f ^ a J L r s ^ e d i t e d "by R i c h a r d E . F o r e o n , " " P a l o J i l t o f U S ' x i T o r . i i a ^ S c i e n c e a n d B e h a v i o r B o o k s , I n c . , 1 9 6 5 , 3 2 - 4 0 *
2 7 , J a h o , \ f i , M a r i e , C u r r e n t C o n c e p t s o f P o s i t i v e M e n t a l J a h o , \ f i , M a r i e , C u r r e n t C o n c e p t a o f K o n o c . r o o h S e r T e s " ! " N o T ~ T , " J o i n t i o g . r o p h S e r i e a # N o . 1 , J o i n t C o m m i s s i o n o n M e n t a l I l l n e s s a n d H e a l t h , New Y o r k , B a s i c B o o k s , I n c . , 1 3 5 8 .
2 3 . J e n n i n g s , H e l e n , L e a d e r s h i p m i d I s o l a t i o n , 2 n d . e d . , Hew Y o r k , L o ' n g r a H s ~ G r e e n ' a*nd C o m p a n y , I n c . , 1 9 5 0 .
2 9 . K h a p p , R . ? » , " R e l a t i o n s h i p o f a M e a s u r e o f S e l f -A c t u a l i z a t i o n t o N e u r o t i c i s m a n d E x t r a v e r s i o n , " J o u r n a l o f C o n s u l t i n g P s y c h o l o g y , X X I X ( A n r i l , T 9 ; 3 5 l ' 7 ^ 1 6 8 - I 7 2 7 ~ ~ "~
3 0 . L e m a n n , T . B . a n d R . L . S o l o m o n , " G r o u p C h a m e t e r i s t i c a a s R e v e a l e d i n S o c i o m e t i ' l c P a t t e r n s a n d P e r s o n a l i t y R a t i n g s , " S o o l o m e t r y M o n o g r a p h s , X X V I I , New Y o r k , B e a c o n H o u s e , ' * * 1 9 5 2 ~ , ' ' ~ "*
31
31 . K o r q u l i e s , H . , "A Study, of O r g a n i z a t i o n a l C u l t u r e and t h e Se 1 f - A c t u e 11 z i n g P r o c e s s / ' u n p u b l i s h e d d o c -t o r a l d i s s e r t a t i o n , 'Department of P s y c h o l o g y , U n i v e r s i t y of C a l i f o r n i a , Los A n g e l e s , 1965 .
32 . Ma s low, A. H. , "Def i c loncy "Motlvs t i on and Growth Mo-t i v a t i o n , " lie bra sic a Symposium on Ivlotiva t l o n , e d i t e d by Ii7~R. "Tones", Lincol 'n" U n i v e r s i t y r r e s s , 1955.
33 . , » a p s y c h l 8 n Management: n J o f u r n s l , Tlome-we rcf, 111i 'noi s ,""Ri c ha rd XrwL n , Inc . , a rid "The Dorsey P r e s s , 1965.
34 . , Motive t l o n a rid P e r s o n s 11 t y , Lev; York , Harper and B r o t h e r s , 1954.
•35. _ , Toward a Psycho logy of B e i n g , P r i n c e t o n , • Hew J e r s e y , D; Vs a Ho s t r a n d Company, I n c . , 1962 .
36 . Moreno, J . L . , Tilio S h a l l Surv ive .? , Key/ York, Beacon House, 1934*7""
37 . - and He len J e n n i n g s , "Soc iome- t r i c Measure -"T&eTiF" of S o c i a l Conf igu r a t i o n s , ! t Soci one t r y T£ono-
gra p h s , I I I , Hew York, Be scon House ,""T9¥5T
38. Kcwrer , 0 . H . , "V/ha t i s no rmal B e h a v i o r ? " , An I n t r o -d u c t i o n t o C l i n i c a l Ps?7"^2^pg7> ed i t ed~ l iy~ lT A. P e n n i n g t o n and xT~A.~B"erg," l-Jiw" York , Rona ld , 1954 ,
. • 5 3 - 8 3 .
39 . Iv'oxey, K . , "The R e l a t i o n s h i p of S e a t i n g Choice of C o l -l e g e S t u d e n t s t o Academic Achievement and C e r t a i n P e r s o n a l i t y F a c t o r s , " u n p u b l i s h e d d i s s e r t a t i o n . Depa r tmen t of E d u c a t i o n and P s y c h o l o g y , Worth Texas S t a t e U n i v e r s i t y , D e n t o n , T e x a s , A u g u s t , 1956.
40 . Murray , M. B . , "An E x p l o r a t i o n of the R e l a t i o n s h i p of S e l f - A c t u a l i z a t i o n t o T e a c h e r S u c c e s s , " u n p u b l i s h e d m a s t e r ' s t h e s i s , Depar tment of E d u c a t i o n , P e n n s y l -v a n i a S t a t e U n i v e r s i t y , U n i v e r s i t y P a r k , P e n n s y l -v a n i a , 1966.
4 1 . Northwey, Mary L . , " O u t s i d e r s ? A Study of the P e r s o n -a l i t y P a t t e r n s of C h i l d r e n L e a s t A c c e p t a b l e t o the i r A ge IIs t e s,11 Soc Iome' try, VII (Feb rue r y , 1944) , 1 0 - 2 6 . ' ~ " *" ' -
4 2 . , -f- s t e r / r a n x e 1, u i d Hev& P o t s s h i n , " "Pe r sQuality und S o c i c i r . e t r i c Sfca t a t= , u S o c i o r i e t r y
Monogrs p h s , X I , sew Y o I - c s o o a H o u s e 7 "194*7","""
4 3 . h nd B l o s s o m V^igdor , 5 5 R o r s c h a c h ? s t -t e r n s H e l a t o d GO t h o S o c i o w e t r i e S t a t u s o f S c h o o l C h i l d r e n , " S o c i o c i c - t r y , X (May, 1 9 4 7 ) , 1 3 6 - 1 9 9 .
4 4 . P e a r s o n , 0 . , " E f f e c t s of Group G u i d a n c e Upon C o l l e g e A d j u s t m e n t , 1 1 u n p u b l i s h e d d o c t o r a l d i s s e r t a t i o n ,
. De p a r t r ie n t o f P s y c h o l o g y , u n i v e r s i t y o f . K e n t u c k y , L e x i n g t o n - , K e n t u c k y , 1 9 6 5 .
4 5 . P e c k , R. " M e a s u r i n g t h e Kent'J-1 H e a l t h of N o r m a l A d u l t s , " G e n e t i c P s y c h o l o g y H o n o u r s o h s , LX (I lovem-b e r , 1 9 h 9 T T t 9 T P 2 i r b \ ~
4 6 . R i e s m a n , D . , He t h a n G l a z e r , a n d R e u e l E n n e y , The L o n e l y Crowd, Hew H a v e n , C o n n e c t i c u t , Y a l e U n i v e r s i t y P r e s s , 1 9 6 1 .
4 7 . R o g e r s , C. R , "A T e n t a t i v e F o r m u l a t i o n o f A G e n e r a l Law of I n t e r p e r s o n a l R e l a t i o n s h i p s , " C h a p t e r 1 8 , On Becorni j ig a_ P e r s o n , B o s t o n H o u g h t o n M i f f l i n Company, l 9 6 x , 5*3*3-346.
4 3 . S h o s t r o a , E . L . , " a n I n v e n t o r y f o r t h e M e a s u r e m e n t o f S e l f - A c t u a l i z a t i o n , " e d u c a t i o n a l a i d P s y c h o l o g i M e a s u r e m e n t , XX.IV ( Summer, 1 9 6 4 7 , 2 0 7 - 2 1 8 .
ca I
4 9 . , Planus I P e r £ o n a 1 Q r i e n t a t i o n ' I n v e n t o r y , ban D i e g o , E d u c a t i o n s ! a n d I n d u s t r i a l T e s t i n g " S e r v i c e , 1 9 6 6 .
50 . , P e r s o n a 1 O r i e n t s t i o . n I n v e n t o r y , San D i e g o . E d u c a t i o n a l a n d I n d u s t r i a l T e s t i n g S e r v i c e , 1 9 6 2 , 1 9 6 3 .
5 1 . a n d R. R . Xnapp , "The R e l a t i o n s h i p o f a M e a s u r e o f S e l f - A c t u a l i z a t i o n ( P Q I ) t o a M e a s u r e of P a t h o l o g y (MM P I ) a n d t o T h e r a p e u t i c G r o w t h , " A m e r i c a n J o u r n a l of P s y c h o t h e r a n y , XX ( J a n u a r y , 1 9 6 6 ) , 1 0 3 ^ 0 ^ w
5 2 . S c o t t , TV. A . , " R e s e a r c h D e f i n i t i o n s o f M e n t a l H e a l t h a n d M e n t a l I l l n e s s , " P s y c h o l o g i c a l B u l l e t i n , LV ( J a n u a r y , 1 9 5 8 ' ) , ' 2 9 - 4 5 . * ' "
55
53. Vcnce, Edith, "Relstioaship of Sa If-Actualize tion to Wenta 1 Health," unpublished doctoral dissertstion, Department of Education and Psychology,, Korfch Texas State University, Denton, Texas, January, 1307.
54. Wylie, Ruth, Tho Ze I f-Con c e p t; A Critical Survey of Pertinen t"TTe¥edrch""lXfe"ro tur'e", TCncoTn*,""TnTvbFsi ty of N*e"brss~ka" PFeiTsT 1"96T.
Sf
55. Zaectsria, J. S. and 'V. H. "Vlr, "A Comparison of Alco-holics c-rid Selected Sample s of Non-alcoholics "In Terms of e. Positive Concept of Mental Health," Journal of Social Psychology, LXXI (February, 19S7) 151^157. "
CHAPTER TI
METHOD
Subjects
One hundred and forty-nine students enrolled in four
Texas public schools were used as subjects. These students
were enrolled in high school during May and June of 1967®
There war© 56 Denton students, 31 West Columbia students,
25 Orchard students, and 37 Rosenberg students. Completed
data were obtained on 118 of the subjects. There were in-
sufficient socioraetric data for the Orchard group and no
self-sequalisation measure on seven of tho West Columbia
subjects. The mean age of the 118 subjects was 15,3 years
with a range of 14 to 19. There wore 56 females and 62
males. No eligibility requirements ?/ere placed on the
students other than grade xov&l. All were assumed to be
above a mental age of 14.
. Statistical Design
A simple analysis of variance technique was utilized to
test the preliminary hypotheses that significant differences
existed among .the POI mean scores for each of the three so-
cionietrie levels (6, 7). Those soeioinstrie levels were
derived by ranking the individual sociometrie indexes of the
113 subjects from high to low and by dividing the resultant
35
d i s t r i b u t i o n s i n t o app rox ima te t h i r d s ( 8 ) . The f i r s t and
second h y p o t h e s e s were then t e s t e d by a p p l y i n g F i s h e r ' s jt
t e s t t o t h e FGI means f o r soeioraefrr ie l e v e l s .
Hypotheses I I I and IV r e q u i r e d Pea r son p r o d u c t moment
c o e f f i c i e n t s of c o r r e l a t i o n ( r ) to t e s t the r e l a t i o n s h i p be -
tween s e l f " - a c t u a l i z e t i o n and soc iorne t r i e s t a t u s . A p p r o p r i -
a t e t t e s t were a p p l i e d t o t e s t the s i g n i f i c a n c e of t h e s e
r e l a t i o n s h i p s . The 5 pe r c e n t l e v e l of c o n f i d e n c e was s e t
a s c r i t i c a l .
Ma t e r i s I s
Me a sure of S e l f - A c t u a l i z e t i o n
The Persona 1 O r i e n t s t i o n I riven, t o r y , by E v e r e t t B® Sho~
s t rom,was used to measure s e l f - a c t u a l i z a t i o n ( 1 0 ) . The POI
has been deve loped to p rov ide a p o s i t i v e d i a g n o s t i c app roach
as e b a s i s f o r t he r apy t h a t s u g g e s t s a p o s i t i v e d i r e c t i o n
f o r growths • T h i s o b j e c t i v e l y s c o r e d s e l f - a d m i n i s t e r i n g i n -
v e n t o r y c o n t a i n s 150 p a i r e d o p p o s i t e s t a t e m e n t s . A sample
of an i t em i s as f o l l o w s ; A I am s e l f - s u f f i c i e n t . . B I am
no t s e l f - , s u f f i c i e n t . The s t u d e n t marked e i t h e r A or B on e
machine sco red answer s h e e t . Prom t h e s e i terns were d e r i v e d
two r a t i o s c o r e s , Time Incompetenee- -Time Competence ( T i / T c )
and O t h e r D i r e c t e d - - I n n e r D i r e c t e d ( O / l ) ; and 10 s u b s c a l e a i
S e l f - A c t u a l i z e d Value (SAV), Exi s t e n t i a l i t y (Ex) , F e e l i n g
R e a c t i v i t y ( F r ) , S p o n t a n e i t y ( S ) , Se l f Regard ( S r ) , S e l f -
Accep tance ( S a ) , Na tu re of Kan (Nc) , Synergy* ( S y ) , Acceptance
36
As to the v a l i d i t y of the FOI, Shontrom s t a t e s t h a t
most i m p o r t a n t l y the t e s t should be ab l e t o d i s c r i m i n a t e
between i n d i v i d u a l s who have been obse rved in t h e i r l i f e
b e h a v i o r to have a t t a i n e d a r e l a t i v e l y h igh l e v e l of s e l f -
a c t u a l i z a t i o n and those i n d i v i d u a l s who have no t e v i d e n c e d
such a deve lopmen t . S i g n i f i c a n t d i sc:ciraina t i o n a r e -
p o r t e d between c l i n i c a l l y judged s e l f - a c t u a l i z e d and non-
s e l f -a c tua l i z e d g roups on 11 of the 12 PQI s c a l e s {11, p. 25).
The t e s t i s a p p l i c a b l e t o a d u l t s and a d o l e s c e n t s down to
about age 13. The manual c a u t i o n s a g a i n s t i n t e r p r e t i n g r e -
s u l t s f o r i n d i v i d u a l s w i t h m e n t a l a g e s of l e s s then 14.
An o u t s t a n d i n g c h a r a c t e r i s t i c of the ?0I i s t h a t i t
m in imizes the sub j ec t ' s c h o o s i n g d e s i r a b l e i t ems and r e j e c t -
i n g u n d e s i r a b l e i t e m s by o f f e r i n g him a p a i r of s t a t e m e n t s .
Pie i s f o r c e d t o choose the s t a t e m e n t which b e s t d e s c r i b e s
h i m s e l f . "The p a r t i c u l a r continuum or e n d - p o l e s of the
dichotomy i n q u e s t i o n a r e made e x p l i c i t l y c l e a r " (11 , p . 25).
P e r l s ( 9 , p . 17) i n s i s t s t h a t o p p o s i t e s a r e d i c t a t e d not by
word but by t h e i r c o n t e x t ; t h e r e f o r e , the PQI does n o t a s -
sume t h a t t h e r e a d e r knows the " o p p o s i t e " of t h e s t a t e m e n t
i n q u e s t i o n .
k low i n t e r c o r r e l a t i o n h a s been r e p o r t e d between the
s c a l e s . The Time Competence and I n n e r - D i r e c t e d s c a l e s a r e
the on ly s c a l e s t h a t do no t have o v e r l a p p i n g i t e m s ,
T e s t - r e t e s t r e l i a b i l i t y c o e f f i c i e n t s of . 7 1 and .34
were o b t a i n e d f o r the m a j o r s c a l e s of Time Competence and
37
Inner-Direction respecfcively, and coefficients for the sub-
scales range from .55 to tfP5. These coefficients were
obtained for the ?QI scales from a sample of 48 under-
graduate college students (11, p. 31).
Moa sure of Sociometric Sfca tua
The sociorcetrie assessment used is an adaption of the
1947 "How I Peel Toward Others" scale devised by M. E.
Bonney and students of the Department of Psychology at North
Texas State University (1). The scale uses the following
criteria by which choices were made: 1. My best friends;
2, My other friends; 5« Don't know; 4. Wot my friends;
5, Do not want as friends. These consist of psyche-group
or friendship criteria• The scale is directed toward
uncovering psyche-group processes. Jennings defines
psyche-groups as those having a structure based on. a
criterion which is strictly private in nature; or as "asso-
ciation in the time individuals have at their disposal for
leisure" (4, p„ 3).
In order to get at a more inclusive GestaIt of the
group, the 1IIPT0 "asks for both positive and negative
choices. Since its development, support has been given to
the use of both criteria (positive and negative choices) (5,
p. 9; 2, p. 103). Concerning the method of scoring, weighted
scores are used to represent the choices and rejections
received by each Individual. They are derived by assigning
a weighted score of 2 to each first choice (best friend);
38
1 to each sccond choice (other friend); 0 to each third
choice (student I don1 fc -know); -1 to each fourth choice
(student I Know but who is not my friend) and; ~2 to each
fifth choice (student I do not want to have as a friend).
The weighted scores received above are comparable only
to other members in one group. However, the hypotheses re-
quired that the sociometric score value of each individual be
comparable with score values received in other groups as
well. Therefore, the weighted scores received by each indi-
vidual from other members of his own group were converted to
individual sociometric indices. This was done by entering
each weighted score into the following formulas weighted
score/ [(number in group -1) X 2j. The need for a method to
make sociometric score values comparable with individual
score values on other scales is discussed by Bro.nfenbrenner
(3, pp. 69-73).
'The validity of a sociometric assessment is generally
assumed through the fact that such data are samples of actu-
al behavior studied. Since the data are in .such form, the
validity.of any sociometric technique depends upon the task
to be accomplished and how effectively one uses the data
available concerning the task. The reliability of the HIFTO
was established by the constancy of scores on two successive
administrations of the scale - over various time intervals•(2/ -
p. 101). The rho correlations betvisen successive group
.ranks varied from .62 to .04.
59
Procedure
The "How I Feel Toward Others?' scale and the Persona 1
Orientation Inventory were each cdministered to the subjects
by their homeroom teacher. Prior to the testing, the in-
vestigator read through the instructions for each test with
each teacher. He answered any questions which arose con-
cerning the instruments and their administration.
The ,!HQW I Peel Toward Others" 3cale was given prior to
the POX. Each student was given a copy of the scale which
contained descriptive statements of each of five categories.
The teacher read the scale aloud to the students while they
read it silently. A copy of the HIPTO is provided in the
appendix of the present report. Each student wa s given a
class list which included the name of every student in the
class,. Every student indicated his feeling of friendship
toward every other student in his class by placing a number
from one to five by the name of every student on his list
(excluding himself); these numbers corresponded in meaning
to the five major headings on the scale.
After the instructions were read and all questions con-
cerning the HIPTO v.ere answered, ..the choices were assigned
by the subjects. This required approximately 20 minutes for
each class. - After everyone terminated the HIPTO, a short
rest period was allowed. Then the Persona 1 Orientatlon In-
ventoi'y wa3 administered.
The POI test booklets with answer sheets inside were
passed out. The directions were read aloud by the teacher
'iO
a s g i v e n on t h e f r o n t page of e o o h t e s t b o o k l e t ; ( 1 0 ) . They
a r e a s f o l l o w s :
T h i s i n v e n t o r y c o n s i s t s of p a i r s o f numbered s t a t e m e n t s . Rea-d e a c h s t a t e m e n t a n d d e c i d e w h i c h o f t h e two p a i r e d s t a t e m e n t s m o s t c o n s i s t e n t l y a p p l i e s t o y o u .
You a r e t o mark y c u r a n s w e r s on t h e e n s w e r s h e e t y o u h a v e . Look a t t h e e x a m p l e of t h e a n s w e r s h e e t shown s t t h e r i g h t . I f t h e f i r s t s t a t e m e n t of t h e p a i r i s TRUE o r MOSTLY TRUE a s a p p l i e d t o y o u , b l a c k e n b e -t w e e n t h e l i n e s i n t h e column h e a d -e d " a " . ( S e e Example I t e m 1 a t Section o f Answer r i g h t . ) I f t h e s e c o n d s t a t e m e n t Column C o r r e c t l y of t h e p a i r i s TRUE o r MOSTLY Marked TRUE a s a p p l i e d t o y o u , b l a c k e n b e t w e e n t h e l i n e s i n t h e column a b h e a d e d " b " . ( S e e Example I t e m 2 1 . O i a t r i g h t . ) I f n e i t h e r s t a t e m e n t a p p l i e s t o y o u , o r i f t h e y r e f e r _a_ b t o s o m e t h i n g you d o n { t know 2, , Of a b o u t , make no a n s w e r on t h e a n s w e r s h e e t . Remember t o g i v e * YOUR OWIf o p i n i o n of y o u r s e l f and do n o t l e a v e a n y b l a n k s p a c e s i f you can a v o i d i t .
I n m a r k i n g y o u r a n s w e r s on t h e a n s w e r s h e e t , be s u r e t h a t t h e number o f t h e s t a t e m e n t a g r e e s w i t h t h e number on t h e a n s w e r s h e e t . Make y o u r m a r k s h e a v y a n d b l a c k . E r a s e c o m p l e t e l y a n y a n s w e r you w i s h t o c h a n g e . Do n o t make a n y m a r k s i n t h i s b o o k l e t . ' • .
Remember, t r y t o make some a n s w e r t o e v e r y s t a t e -m e n t .
B e f o r e you b e g i n t h e i n v e n t o r y , be s u r e you p u t y o u r name, y o u r s e x , y o u r a g e , a n d t h e o t h e r i n f o r m a -t i o n c a l l e d f o r i n t h e s p a c e p r o v i d e d on t h e a n s w e r s h e e t .
NOW 0FE1T THIS BOOKLET AliD ST.fc.RT WITH QUESTION 1 (10, p .1 ) .
A f t e r a l l q u e s t i o n s were a n s w e r e d , t h e a s s e s s m e n t , com-
m e n c e d . The i n v e n t o r y r e q u i r e d a b o u t 50 t o 60 m i n u t e s t o
a d m i n i s t e r . D u r i n g t h e a d m i n i s t r a t i o n , no d i f f i c u l t i e s were
e n c o u n t e r e d . When t h e s t u d e n t s c o m p l e t e d b o t h i n s t r u m e n t s ,
t h e y were t h a n k e d f o r t h e i r c o o p e r a t i o n . I f any q u e s t i o n s
a r o s e a f t e r t h e t e s t i n g was c o m p l e t e d , t h e y were ' a n s w e r e d a s '
41
fully as possible by the ee&cher-y ..md/or the investigator.
Because the collection of the dots involved subjects in six
different schools, testing too'k place over s 45-day period.
In the following chapter, the results are presented in
the order required by each hypothesis.
CHaPT^R BIBLIOG-Rtt PHY
1. Bonney, M. E., "How I Feel Toward Others," unpublished sociometric scale, Department of Psychology, North Texas State University,'Denton, Texas, 1947.
2. , "Choosing Between the Sexes on a Socio-metric Measurement," Journal of Social v><
. ' XXXIX (February, 1954J7~ 9 9 - 1 1 4 " *
3. Eronfenbrenner, TJ«, "The Measurement of Sociometric Status, Structure, and Development," Sociometry Monograph, Number 6, New York, Beacon House"7 1945.
4. Jennings, Helen H«, "Sociometry of Leadership," Socio-metry Monographs, Number 14, New York, Beacon House, 1947?.
5. Lernonn, T. B. and R. L. So Ionian, "Group Characteristics as Revealed in Sociometric Patterns and Personality Ratings," Sociometry Konographs, Number 27, New York, Beacon House, 1952.
6» McGuigan, F. J», fcxperimental Psychology A Methodologi-cal Approach, Jingle wood Cliffs, New "Jersey"" "Prentice Hall", "Inc., "i960.
7. . McNemar, Q., Psychologies 1 Statistics, Third .Edition,' New York, John Vailey and Songs, Inc., 1962.
8. Northwsy, Mary L., A Primer cf Sociometry, Toronto, Canada, University of Toronto Press'7 1952.
9. Perls, F., Ego, Hunger, and Aggression, London, C-eorge Allen and Unwin,~~Ltd. / 1947.
10. Shostrop, E. L., Personal Orlentation Inventory, San Diego, California, Educational" and" Industrial Testing Service, 1962, 1963.
11* _, Manuel For The Personal Orientation Inventory, S'an'DTe'go, California, "Tlducational and liidusT/rlal Testing Service, 1986.
42.
CHi.PTLR I I I
RESULTS
Hypotheses I and I I pi*e s e a t e d i n Chap te r I were
t e s t e d by s u b j e c t i n g each FOI s c o r e v a l u e t o a s imple
a n a l y s i s of v a r i a n c e schema ( 1 , 2 ) , The s i n g l e i ndependen t
v a r i a b l e was s o c i o m e t r i e s t a t u s d i v i d e d i n t o t h r e e l e v e l s - -
h i g h , Midd le , and lov/.
The magni tude and d i r e c t i o n of the r e l a t i o n s h i p b e -
tween s o c i o m e t r i e s t a t u s and the 16 PQI v a r i a b l e s were p r e -
d i c t e d -in Hypotheses I I I and IV. The Pea r son P roduc t Moment
C o e f f i c i e n t of C o r r e l a t i o n v/as the s t a t i s t i c employed t o
t e s t Hypotheses I I I and IV ( 2 ) .
P r e s e n t a t i o n of the s t a t i s t i c a l r e s u l t s bea r ing on the
h y p o t h e s e s a p p e a r s below. The r e s u l t s f o r Hypotheses I
end I I ore p r e s e n t e d f i r s t , and those f o r Hypo theses III end
IV f o l l o w .
The s t a t i s t i c a l a n a l y s e s of the r e s u l t s we re o r g a n i z e d
under t h e s e h e a d i n g s ;
1 . D i f f e r e n c e s between PQI s c o r e s f o r the t h r e e s o c i o -me t r i e l e v e l s .
2. C o r r e l a t i o n s between s c o r e s on the PQI and s o c i o -me t r i e s t a t u s .
3 . I n c i d e n t a l r e s u l t s .
43
44
D i f f e r e n c e Be twoen POX S c o r e s f o r t h e T h r e e D o c i o m e t r i c L e v e l s
The s o c i o m e t r i e levels were c o n s t i t u t e d i n t h e f o l l o w -
i n g way ( 3 ) . The sociorne t r i e indexes r e c e ' i v e d f o r t h e t o t a l
sample of 118 s u b j e c t s were p l a c e d i n r a n k o r d e r f r o m h i g h -
e s t t o l o w e s t . The i n d e x e s r a n g e d f r o m a v a l u e o f . 6 5 5 t o
•-.•,333. Nex t t h e d i s t r i b u t i o n vias d i v i d e d i n t o a p p r o x i m a t e
t h i r d s . The u p p e r t h i r d ( h i g h g r o u p , N~39) s c o r e s r a n g e d
f r o m . 6 5 3 t o *516. The m i d d l e s o c i o m e t r i e g r o u p ( m i d d l e
g r o u p ) was composed of 40 s u b j e c t s whose s c o r e s r a n g e d f r o n
• 307 t o . 116, L a s t l y , t h e l o w e r t h i r d ( l ow g r o u p , H s 39 )
s c o r e s r a n g e d f r o m . 1 1 1 t o - . 3 3 3 .
The means and s t a n d a r d d e v i a t i o n s of t h e 16 P e r s o n a l
O r i e n t s t i o n I n v e n t o r y v a r i a b l e s f o r e a c h of t h e t h r e e s o -
ciorne t r i e l e v e l s a r e p r e s e n t e d i n T a b l e I . The d a t a p r e -
s e n t e d i n T a b l e I r e v e a l t r e n d s i n f a v o r o f h i g h e r h i g h
g r o u p means t h a n m i d d l e o r low g r o u p means on t h e f o l l o w i n g
POX s c a l e s : Time Compe ten t ( T c ) ; Time R a t i o ( T i / T c ) ; I n -
n e r - D i r e c t i o n ( l ) ; S e l f - A c t u a l i z i n g V a l u e ( S a V ) ; S e l f - A c -
c e p t a n c e ( S a ) ; N a t u r e of Man C o n s t r u c t i v e (ITc) | S y n e r g y
( S y ) ; and A c c e p t a n c e o f A g g r e s s i o n ( A ) . On the S u p p o r t
R a t i o ( i / o ) , E x i s t e n t i s l i t y (Ex)* and P e e l i n g R e a c t i v i t y
( F r ) s c a l e s , t h e h i g h g r o u p mean was h i g h e r t h a n t h e low
g roup , b u t b o t h t h e h i g h and low g r o u p s were l o w e r t h a n t h e
m i d d l e g r o u p . To t h e e x t e n t t h a t . the m i d d l e g r o u p h a d h i g h -
e r means t h a n t h e h i g h g r o u p on t h e l a s t t h r e e s c a l e s c o n -
s i d e r e d , H y p o t h e s i s I wc3 i n e r r o r .
45
rp h t.-) r r:' T J. J*
PERFORMANCE ON THE PEBSO/CAL ORiEUTATlOII IIJVE1JTORY AS COMPARED BETWEEN THE THREE SOCIOEBTR1C LEVELS
POX Sociometric Level Variables
Low N-39 Middle : 21*40 High Us39
• He s n S * Da Mean 5.D. Mean S.D.
f,T, * 9.17 .. 3.41 8.67 nt rz,A
tj 9 M 'X 7.46 2.79 To. 15.56 OIZ 13* 30 3.14 15.43 2.79 Ti/Tc 1.93 ls 37 2,04 1.28 2.61 l.b3 JL 52 »84 10 * 65 51.45 10.18 51.61 6.45 I 71, 66 9.89 71®20 9.11 73.56 6® 16 v / ^ ,
J./ U 1.45 ® oo 1.47 .50 1.46 .30 SAV 17«S 9 2.86 16,62 3,07 18.64 3.23 Ex 16 . 53 4.81 17,00 3.54 16 *82 3.78 Fr 13.07 3.01 13.90 2.74 13.25 2S 54 S 10.12 2.30 10*02 2.13 10.10 1.87 Sr 11,02 2*7.5 9.90 2,75 10.05 2.50 So TO 2 a 95 12.92 2.75 13.07 2.78 Kg 10.15 2o2Q 9.82 2.88 11.28 1.43 Sy A
5.69 1.38 5.27 1.48 6.12 1 CO JL 0 O*"*
Sy A 14,30 3,39 14 • t* 0 2.81 14,84 2.37 C 3,5.02 4,20 15.00 3.31 14.79 2.70
The means of the low sociometric group exceeded both
the means of the high and middle soaioinetries groups on the
f o 11 ow i n g POI variable s: T i me I no otnpe ter.ee (T i); 0 the r
Direction (0)? Capacity for Intimate Contact (C)j Sponta-
neity (S); and Self-Regard {Sr) •
Farther statistics! treatment provided significance of
the differences. A simple randomised analysis of variance
was utilized to test the significance of the difference
among the three seeione trie level means for each of the 16
variables. Table II contains the summary analysis of
variance information for the six POI variables yielding
46
s i g n i f i c a n t F r a t i o s . The summary d a t a f o r t h e t e n r e m a i n -
i n g n o n - a i g n i f l e a n i ; er«. l y a v s of v a r L a n o a a r e i n c l u d e d i n
T a b l e VI i n t h e a p p e n d i x .
TABLE II
LEVEL OP SIGNIFICANCE OF THE DIFFERENCES BETWEEN THE HIGHj, MIDDLE, A?® LO^ SOCIOMETRIO STATUS GROUPS ON
THE POI DETERMINED BY SIMPLE ANALYSIS OF VARIANCE
S o u r c e Sum Sq .
DF Mean -S q .
F P
T irne Incompe t e nc e Betvifee.il 'Si thin T o t a l
6 0 . 3 7 1 2 0 6 . 2 1
2 115
3 0 . 4 3 1 0 . 4 8
2 . 9 0 0 . 1 T irne Incompe t e nc e
Betvifee.il 'Si thin T o t a l 1 2 6 7 . 0 8 117
Time Competence Be tween W i t h i n T o t a l
7 7 . 8 3 1 1 1 2 . 7 3
2 115
3 8 . 9 1 9 . 6 7
4 . 0 2 . 0 5 Time Competence
Be tween W i t h i n T o t a l 1 1 9 0 . 6 1 117
Time R a t i o Be tween W i t h i n T o t a l
1 0 . 5 3 2 4 3 . 3 9
2 115
5 . 2 6 2 . 1 1
2 . 4 8 0 . 1 Time R a t i o
Be tween W i t h i n T o t a l 2 5 3 . 9 2 117
S e l f - A c t u a l i z i n g V a l u e
Be t v/een W i t h i n T o t a l
6 5 . 1 4 1 1 0 5 . 0 5
2 115
3 2 . 5 7 9 . 6 0
3 . 3 8 . 0 5
S e l f - A c t u a l i z i n g V a l u e
Be t v/een W i t h i n T o t a l 1 1 7 0 . 2 0 117
N a t u r e of Man, C o n s t r u c t i v e
Be tween Within T o t a l
4 5 . 9 0 6 0 2 . 7 5
2 115
2 2 . 9 5 5 . 2 4
4 . 3 7 . 0 5
N a t u r e of Man, C o n s t r u c t i v e
Be tween Within T o t a l 6 4 8 . 6 5 117
S y n e r g y Between W i t h i n T o t a l
1 4 . 3 7 2 5 2 . 6 4
2 115 .
r> T O T *
2 . 1 9 3 . 2 7 . 0 5
S y n e r g y Between W i t h i n T o t a l 2 6 7 . 0 1 ~Trr~
47 I
Inspection of Table II reveals that significant differ-
ences between the means existed eciong the high, middle, and
low soc iometrie groups on the PGI» These differences were
present for the Time Competence (Tc); Self-Actualizing
Value (SAV); Nature of Man Constructive (Nc).; and Synergy
(Sy) scales with .05 level of confidence F tests. Scales
approaching the confidence level but significant only at the
0.10 level P test were Time Incompetence (Ti) and Time Ratio
(Ti/Tc). The remaining 10 POI scales did not achieve high
enough F levels to be considered,,
after significant F tests, the remaining logical ana-
lytical procedure was to test the significance of the dif-
ferences among the three sociometrie level means using the
t test. . Those jfc tests v. hi oh were significant are presented
in Table III.
TABLE III
LEVEL OF SIGNIFICANCE OF THE DIFFERENCES AMONG THE THREE SOCIOMETRIC LEVEL MEANS
» JVU--,, ....., ^ u. . ,, ..... ...J 'ir
POI Scales
• High-Middle High-Low Middle-Low POI Scales t P jfc - P t • P
Ti -1.67 .10 -2.34 . 05* - .69 <.10 Tc '2.19 ®05-« 2.66 . 02* .47 <.10 Ti/Tc 1.75 .10 2.07 . 05* .33 <.10 SAV 2.60 , 02 A- 1,35 <.10 -1.24 <.10 Nc 2.32 .0K- 2.17 o 05-" - .63 <.10 sy 2.55 , 02* 1.30 • <.10 -1.25 <.'10
#P=.05
48
Inspection of Table III reveals tlist four scales sig-
nificantly differentiated "between the high and middle socio-
metric status groups. These scales, Time Competence (Tc);
Self-Actualizing Value (SAV); Nature of Man Constructive
(Nc); and Synergy (Sy) were in favor of Hypothesis I. When
the high and middle socionetrie status groups were contrasted
the Time Incompetent (Ti), the Time Competent (Tc), and the
Time Ratio (Ti/Tc), and the Nature of Man Constructive
scales significantly differentiated between the groups. The
latter three scales named were in support of Hypothesis I.
There was no appreciable differentiation between the middle
and low sociometric status groups.
The only scale to make significant differentiations in
support of Hypothesis II was Time Incompetence. This scale
differentiated between the high and low sociometric status
groups at the .05 confidence level. The _t test between the
high and middle sociometric status group (t™ -1.67, P» 0.10)
only approached, significance.
Note that when the high and low sociometric status
groups were contrasted, the Time Incompetence (Ti) scale
and the Time Competence (Tc) scale significantly differen-
tiated in opposite directions. Time Competence, a positive
scale, bad significantly higher high group means than the
low group, where as the Time Incompetence, a negative
scale, had significantly higher low group means than the
49
h i g h g roup . These r e s u l t s a r e in s u p p o r t of b o t h Hypotheses
I and I I ,
In summary the r e s u l t s p e r t a i n i n g to Hypotheses I and
I I Vifere o b t a i n e d by s imple a n a l y s i s of v a r i a n c e . The s o c i o -
m e t r i e s t a t u s l e v e l s were d e t e r m i n e d by the d i v i s i o n i n t o
t h i r d s method. From Table 1 , d i f f e r e n t i a t e d t r e n d s between
the means were enumera ted . Of t he se t r e n d s Tab le I I r e v e a l e d
t h a t t h e r e were s i x POI v a r i a b l e s which s i g n i f i c a n t l y d i f f e r -
e n t i a t e d among the means f o r the s o c i o m e t r l c s t a t u s g r o u p s .
L o c a t i o n of t h e s e d i f f e r e n c e s was accomplished by comput ing
t e s t s between the means. The _fc t e s t s r e a c h i n g s i g n i f i c a n c e
were p rov ided i n Table I I I and enumera t ed .
C o r r e l a t i o n s Between Scores on the POI and S o c i o m e t r i e S t a t u s
The r e s u l t s of the c o r r e l a t i o n s between the s c o r e s on
the 16 POI s c a l e s and sociome t r i e s t a t u s a r e p r e s e n t e d i n •
Table IV. The means and s t a n d a r d d e v i a t i o n s a r e i n c l u d e d
for f u t u r e i n v e s t i g a t o r s who may w i s h to use the Persona 1
O r i e n t a t i o n I n v e n t o r y w i t h t e n t h grade h i g h schoo l s u b j e c t s .
I n s p e c t i o n of TableIV r e v e a l s t h a t s i g n i f i c a n t c o r r e -
l a t i o n s i n f a v o r of H y p o t h e s i s I I I were o b t a i n e d on the
Time Competence, Time R a t i o , and N a t u r e of Man C o n s t r u c t i v e
s c a l e s . N o n - s i g n i f i c a n t t r e n d s in f a v o r of t he h y p o t h e s i s
were found on the I n n e r D i r e c t i o n , Suppor t R a t i o , S e l f -
A c t u a l i z i n g Va lue , S x i s t e n t i a l i by, S e l f - A c c e p t a n c e , Synergy ,
50
TABLE IV
MEANS, STj-.l«'DiiRD BLVJ^TIOivS. AND CORREIATIOHS ^ • AMONG THE PREDICTOR VARIABLES idID THE
CRITERION ViiRL.-iBLE (N-118)
V a r i a b l e 3 Ti Tc T i / T c 0 I i / o SAY
Bccib"rrlcl'/r f c S t a t u s £ - . 1 9 9 * t 2 2 3 * * 174*
I r> 0 « 1 . 0 9 1 • 012 . 0 5 9
Mean 8 .44 ' "14.29 2 . 1 5 1 . 9 6 72 • 13 1 . 4 1 1 7 . 7 1 S t a n d a r d Devlafcion 3 . 2 3 . 1 1 . 4 9 . 3 8 . 6 . 4 5 3 . 1
xSign3 L f l e a n t a t the . 0 5 l e v e l .
TABLE V
LEVEL OP SIGNIFICANCE OP THE DIFFERENCES AMONG THE ECHOOL CLASSES ON THE POI
(CLASSES I THROUGH 6; N-143)
POI S c a l e s T i Tc Ti/I'c 0 I i / o SAV F L e v e l
T e s t 3 . 9 0 2»93 2 . 9 8 4 . 5 1 3 . 7 4 4 . 4 3 2 .OS ? r o b a b i l l -
. 0 1 . 0 5 . 0 5 . 0 0 1 . 0 1 . 0 0 1 • 0 . 1 0
D e c r e e s o f f r e e d o m w i t h i n e a u a l s 137
5 1
T&BLL I V - - C o n t i n u e d
Ex F r S Sr Sa ! lie Sy A. C
. 0 4 6 e 04-2 - . 0 3 3 - • 102 . 1 0 3 * 197*- . 0 6 9 . 0 3 0 - .030
l Z v 2 ^ 13.41 10.03 10.32 12 e 8 1 0 . 4 1 5 . 6 9 p . 58 [14.94
4 . 0 2.7 2. 1 2 . 7 2 . 8 2 . 3 1 . 5 2 . 8 3.4
TABLE V ~ - C o n t i n u e d
Ex P r S Sr I Sa He ,T , ,
s y !
A 0
1 . 4 7 1 . 7 1 1 . 1 6 1 • 5 8 2V24 2 , 1 7 , 62 2 . 9 0 2 . 4 3
0 . 2 0 ' 0 . 2 0 | 0 . 2 0 . 0 5 0 , 1 0 • 05 . 05
52
and Acceptance of Aggre s s ion s c a l e s . The S p o n t a n e i t y s c a l e
was In o p p o s i t i o n t o H y p o t h e s i s I I I b u t n o n - s i g n i f i c a n t l y .
The same t a b l e r e v e a l s t h a t only one s i g n I f ica n t c o r r e -
l a t i o n was found i n f a v o r of H y p o t h e s i s IV, The Time I n -
competence had an r = - . 1 9 9 , ? = . 0 5 . Table IV a l s o p r o v i d e s
the P01 means and s t a n d a r d d e v i a t i o n s d e r i v e d f rom the 118
s u b j e c t sarnple •
^ In summary, Hypotheses I I I and IV were t e s t e d by sub-
j e c t i n g the POI s c o r e s and soc lo i r . e t r i e s t a t u s t o P e a r s o n
p r o d u c t moment c o r r e l a t i o n * These c o r r e l a t i o n s were p r e -
s e n t e d in Tab le IV. The s c a l e s a c h i e v i n g s i g n i f i c a n t t_ t e s t s
were enumera ted when i n f a v o r of e i t h e r h y p o t h e s i s . The
Time Competence, Time R a t i o , and Nature of Man C o n s t r u c t i v e -
s c a l e s were In s u p p o r t of Hypo thes i s - I I I . ^JPhe Time Incompe-
t e n c e s c a l e was n e g a t i v e l y r e l a t e d and i n s u p p o r t of Hypothe-
s i s IV.
I n c i d e n t a l R e s u l t s
D i f f e r e n c e s among s i x s c h o o l c l a s s e s , who se rved a s
s u b j e c t s and took the POI, were d i s c o v e r e d . Because no
h y p o t h e s i s was made r e l a t i v e t o t he se v a r i a b l e s , the i n c i -
d e n t a l r e s u l t s a r e p r e s e n t e d bu t n o t examined f u l l y a s a
ma jo r p a r t of t h i s I n v e s t i g a t i o n . The a n a l y s e s d e r i v e d
were F t e s t s d e t e r m i n e d by s imple a n a l y s i s - o f v a r i a n c e among
s i x s choo l classes (II « 143). who took the POI. The i n c i d e n t a l
r e s u l t s a r e p r e s e n t e d in Tab le V.
53
I n s p e c t i o n of Tab le V r e v e u I s t h u t n i n e of the 16 FQI
v a r i a b l e s a c h i e v e d b e t t e r - t h a n . 0 5 l e v e l , P t e s t , d i f f e r -
e n c e s among the means . These d i f f e r e n c e s among the means
were p r e s e n t on the Time I n c o m p e t e n c e , Time Competence ,
Time S u p p o r t , O t h e r D i r e c t i o n , I n n e r D i r e c t i o n , S u p p o r t
R a t i o , S e l f A c c e p t a n c e , Accep tance of A g g r e s s i o n , and Ca-
p a c i t y f o r I n t i m a t e C o n t a c t s c a l e s of t he POX. O t h e r a p -
preciable differences a t t he 0 . 1 0 l e v e l P test were present
among the.Self-Actualizing Value and Mature o f Man C o n s t r u c -
t i v e s c a l e means . E l a b o r a t i o n of t h e s e r e s u l t s is beyond
the scope of thi3 investigation.
The s t a t i s t i c a l a n a l y s i s o f t h e r e s u l t s were o r g a n i z e d
and p r e s e n t e d t o corapare and t o c o n t r a s t the r e l a t i o n s h i p
between s e l f - a c t u a l i z a t i o n and s o c i o r a e t r i c s t a t u s . I n c i -
d e n t a l r e s u l t s were p r o v i d e d t o r e v e a l t h e d i f f e r e n c e s b e -
tween the g roups e x h i b i t e d on t h e FOX. The f o l l o w i n g
c h a p t e r p r o v i d e s a d i s c u s s i o n of t h e s e r e s u l t s .
OE/i?T£K Br'-LIL>GEAPHX
1. Mc'.luigan, P. J.} Experir.iental Psychology A Met ho do-led, cal At) proach, Englewood Cliffs, New Jersey, "Frontice Hall, "Inc., i960.
2. KcNenar, Q., Psychological Statistics. 3rd, ed., New Xork, John- v / i l e y and Sons, Inc., 1962,
3. Northway, Mary L., A Primer of Socionetry. Toronto, Canada, University of Toronto Press, 1952,
54
CHAPTER "IV
DISCUSSION
L i t t l e r e s e a r c h has been done by any i n v e s t i g a t o r t o
compare and t o c o n t r a s t t he r e l a t i o n s h i p be tween s e l f - a c t u -
a l i z a t i o n and s o c i o m e t r i e s t a t u s . Ho r e s e a r c h h a s been
found which does b o t h . Many s t u d i e s have ' i n v e s t i g a t e d the
r e l a t i o n s h i p be tween s o c i o m e t r i e s t a t u s and p e r s o n a l i t y
v a r i a b l e s , bu t no s t u d i e s have used the "How I F e e l Toward
Other si' s c a l e and the P e r s o n a l O r l e n t a t l o h I n v e n t o r y . The
p r e s e n t s tudy i n v e s t i g a t e d - the d i f f e r e n c e s be tween s o c i o -
m e t r i c l e v e l s and s e l f - a c t u a l i z a t i o n a s w e l l a s the r e l a t i o n -
s h i p between t h e s e two v a r i a b l e s w i t h the above i n s t r u m e n t s
a s a t e s t of the h y p o t h e s e s p r e s e n t e d .
H y p o t h e s i s I p r e d i c t e d t h a t s t u d e n t s who were h i g h
s o c i o m e t r i c a l l y would ev idence h i g h e r POI means t han midd le
o r low groups on seven s c a l e s , ^vhen s t a t i s t i c a l t e s t s of
s i g n i f i e s ! ce were used t o c o n t r a s t the h i g h and low s o c i o -
raetrlc g r o u p s , the Time Competent , S e l f - A c t u a l i z i n g V a l u e ,
Na tu re of Man C o n s t r u c t i v e , and Synergy s c a l e s were s i g n i f i -
c a n t i n the p r e d i c t e d d i r e c t i o n ; however , H y p o t h e s i s I d i d
no t c o n s i d e r the Synergy s c a l e . Vvhen t h e h i g h and midd le
s o c i o m e t r i c g roups were c o n t r a s t e d , , the Time Competence,
Time R a t i o , and Nature of Man C o n s t r u c t i v e s i g n i f i c a n t l y
5o
differentiated in the predicted direction. No appreciable
differences were found between the means of the middle and
low sociometric status groups. As measured, those individu-
als in the high sociometrie group possessed more positive
characteristics: they made competent use of time, held
positive values, saw man as essentially good, and saw oppo-
sites of life as meaningfully related. These findings were
in support of Hypothesis I and similar to those reported by
Drews (4) and Boozer (2). Ma slow (11), Shostrom (16), and
other3 (1, 6, 10, 13) have equally revealed that self-aotu-
alization (healthier) tendencies in subjects could be differ-
entiated on the basis of a nominal process.
Hypothesis II, which specified negative variables:
Time Incompetence and Other Direction as the scales of the
POI which would be differentiated by the three sociometrie
groups, received only partial support. .The only scale to -
significantly differentiate between the sociometric status
levels was Time Incompetence. Individuals in the low group
more predominantly revealed misuse of time than those in
high groups. According to Shostrom the Time Imcompetence
scale measured negative characteristics (17). The higher
low sociome trie group means on this scale were in agreement
with Shostrom.
Heca 11 that significantly higher high group means were
present on the Time Competence scale and that significantly
highor low group means were present on the Time Incomoetence
s c a l e * Shostrorn d e s i g n s tod t h e s e a s m a j o r and oppos ing
s c a l e s of the POI ( 1 7 ) . These f i n d i n g s s u p p o r t e d H y p o t h e s i s
I and I I and were in k e e p i n g w i t h o t h e r s t u d i e s ( 2 , 7 , 10,
13, 14) which he lped to v a l i d a t e the POI,
The n e x t s t e p was to see how and i n what way, i f any ,
d i f f e r e n t POI v a r i a b l e s wore r e l a t e d to s o c i o / a e t r i e s t a t u s .
Thi3 was accompl i shed by t e s t i n g H y p o t h e s i s I I I , which s p e c i -
f i e d t h a t a low p o s i t i v e c o e f f i c i e n t of c o r r e l a t i o n ( r )
e x i s t e d between p r e d i c t o r and c r i t e r i o n v a r i a b l e s , and by
t e s t i n g Hypo thes i s IV, which s p e c i f i e d t h a t a low n e g a t i v e
c o e f f i c i e n t of c o r r e l a t i o n ( r ) e x i s t e d between o t h e r p r e -
d i c t o r and c r i t e r i o n v a r i a b l e s . Four POI v a r i a b l e s were
s i g n i f i c a n t l y c o r r e l a t e d w i t h s o c i o m e t r i c s t a t u s f o r the
t o t a l 118 s u b j e c t g roup . Three of t h e s e s c a l e s t Time Compe-
t e n c e , Time H a t i o , and Nature of Man C o n s t r u c t i v e , s i g n i f i -
c a n t l y s u p p o r t e d H y p o t h e s i s III® The Time Incompetence
s c a l e y i e l d e d a low s i g n i f i c a n t n e g a t i v e c o r r e l a t i o n i n f a -
vor of H y p o t h e s i s IV. These r e s u l t s were i n k e e p i n g w i t h
f i n d i n g s r e p o r t e d by Shostrom (16 , 1 7 ) . A l s o , t hey ag reed
w i t h the p o s i t i o n t h a t a low c o r r e l a t i o n e x i s t s i n a g r e a t e r
p r o p o r t i o n of the p o p u l a t i o n (.1, 4 , 11 , 1 2 ) . The low c o r r e -
l a t i o n i s s i m i l a r to the c o n c l u s i o n made by J e n n i n g s (9 ) t h a t
s t a t u s was no t r e l a t e d to p e r s o n a l i t y bu t to the i n t e r p e r s o r t -
a l c o n t r i b u t i o n s of the i n d i v i d u a l t o t h e g r o u p .
The p r e s e n t s tudy was no t a b l e t o support o r d i s c r e d i t
Herzburg ' a p o s i t i o n (3), which s p e c i f i e d t h a t i n t e r p e r s o n a l
5B
relationships were not related to mental health factors such
as self-actualization. Neither was the investigation able
to support Drew1 s contention (5, p» 6), which specified that
considerable prejudice may be expressed against some indi-
viduals' behaving in self-actualizing ways. Nor was it
considered to be a sufficient indicator or test of Rogers'
tentative law of interpersonal relations. (15, pp. 344-345).
The incidental results reported in Chapter "III revealed
differences among the six classes of students who took the
POI. These differences did not pertain to any hypothesis
put forth in Chapter X but arose when the means for each of
the six subject groups v/ere contrasted. When the data were
subjected to an analysis of variance schema., P tests for
nine of the 16 POX variables achieved better than .05 level
differences among the means* Two other scales were signifi-
cantly differentiated among the groups at the 0.10 level.
Tlio ability of the POX to c\ifferentiate among a variety of
groups or subjects ho 3 been substantiated by other studies
(2, 10, 13, 14, 16, 17, 18). This incidental finding was
considered to be.indicative of the fact that the POI is
sensitive enough to discriminate among high school age -
populations; however, within the limits of this investigation
tliia indication was not verifiable.
In summary, an effort has been made to discuss the re-
sults pertinent to the hypotheses set forth in Chapter I and
to tie this discussion to other findings in related studies.
59
The r e s u i t s d i s c u s s e d a r e i n g e n e r a l a g r e e m e n t w i t h t h e
p o s i t i o n t h a t u p p e r and l o w e r s o c i o m e t r i c s t a t u s l e v e l s con
be u s e d t o d i f f e r e n t i a t e b e t w e e n t h e means of p e r s o n a l i t y
v a r i a b l e s . The r e s u l t s d i s c u s s e d a r e a l s o i n a g r e e m e n t
w i t h t h e p o s i t i o n w h i c h s t a t e s t h a t low c o r r e l a t i o n s a r e fco
be e x p e c t e d between p e r s o n a l i t y v a r i a b l e s and s o c i o n e t r i e
s t a t u s .
P.e c omme nd a t i ons
The f o l l o w i n g r e c o m m e n d a t i o n s a r e made t o f u t u r e i n -
v e s t I g a t o r s j
1 . The m e a n i n g of m e m b e r s h i p i n t h e m i d d l e a s w e l l a s
h i g h and low s o c i o m e t r i c g r o u p s n e e d s t o be more a c c u r a t e l y
s p e l l e d o u t .
2 . The n o r m a t i v e g r o u p o f t h e POX n e e d s t o be e x p a n d e d
to i n c l u d e a r e p r e s e n t a t i v e s a m p l e of h i g h s c h o o l s t u d e n t s
t o d e t e r m i n e t h e e f f e c t i v e n e s s of t h e P e r s o n a l O r i e n t a t i o n
I n v e n t o r y a s a c o u n s e l i n g t o o l .
5 . O t h e r v a r i a b l e s s h o u l d be o b s e r v e d a t the same t i m e
t o d e t e r m i n e the e x i s t e n c e of i n t e r a c t i o n .
4 . On t h e b a s i s o f t h e i n c i d e n t a l r e s u l t s p r o v i d e d i n
C h a p t e r I I I , i t i s r e c o a a e n d e d t h a t the c o r r e l a t i o n s b e t w e e n
s e l f - a c t u a l i z a t i o n a n d s o c i o m e t r i c s t a t u s be e x a m i n e d on a
g r o u p by g r o u p b a s i s .
The f o l l o w i n g c h a p t e r "summar ises t h e p r e s e n t i n v e s t i g a -
t i o n . I t p r e s e n t s t he p r o b l e m , t h e h y p o t h e s e s , and how t h e y
were t e s t e d a s w e l l a s t h e r e s u I t s .
CllA PTER B TI?LI0G-RAPHY
1. Bonney, M. E., "A Descriptive Study of the formal Per- y sonality," Journal of Clinical Psychology, XVIII (July, 1962~256~266. ' '
2. Boozer, H. 0., "The Relation of Sociometrie Status, frequency- of Verbalization, and a Measure of Self-Actualization," unpublished master's thesis, De-partment of Psychology, liorth Texas State Universi-ty, Denton, Texas, 1966.
3. Drews, Elizabeth, Being and Becoming: A Cosmic Ap-proach to Counseling and Curriculum of The Crea-tive Trite llectua 1~ Style in Gifted Adolescents, "Firio 1~Report" 6f T i t 1 e VilJ "Project' jJo. 647-1,
D. B* A•, !J. S. 0. E., Phase I, East Lansing, Michigan, Office of Research and Publications, Michigan State University, 1965a.
4. _ Student Abliltles, Grouping Pa tterns, a"ncT"'CrIqssroon "Inter action;* "FIna'l Tleport," Coopera-tive Research Program,- 603 TJ. S. 0. E., East Lansing, Michigan, Office of Research and Publica-tions, Michigan State University, 1963b,
5* . ___ , "The Effect of a Special Program on Creative "and Intellectual Attitudes, Interest, Values and Skill" of The Creative Intellectual Style in Gifted adolescents series, unpublished report^ East Lansing, Michigan, Office of Educa-tion, May, 1965.
6. foreman, M. E., "Some Empirical Correlates of Psycho-logical Health," Journal of Counseling Psychology, ^ XIII (Spring, 1966), 3-11. '
7* Guinouard, D. E«, "Personality Traits and Mental Health Habits of Sociometrically Popular and Unpopular Sixth and Eighth Grade Students," unpublished doc-toral dissertation, Department of Education, Wash-ington State University, Pullman, Washington, 1931.
8. Herzburg, P., W or k a nd the Nature cf Man, Cleveland, World Publishing "Company7 1966."
60
61
9. J e n n i n g s , Helen , Leadora h i p and l a o l a h i on, 2nd. ed* , Hew York., Lo?7^jma~Gr e sn a rd Company, I n c . , 1950.
10 . M a r q u l i e s , II . , "A Sfcu/jy of the S e l f - A c t u a l l s ! : ; t o r a l d i s s e r t a t i o n , U n i v e r s i t y of C a l i f o r n i a , Los iinge l e s , 1965.
O r g a n i z a t i o n a l C u l t u r e and c r o a e s a , " u n p u b l i s h e d doc -
11. Ma slow, A. H. , M o t i v a t i o n and P e r s o n a l i t y , Hew York, Harper and B r o t h e r s , 1954•
12.- ,' Toward A p s y c h o l o g y of Be ing , P r i n c e t o n , ~~ _ ^ J e r s e y , D.~ Van Liostra*nd Com pa ny, I n c . , "1962.
13. Murray, M. E . , "An E x p l o r a t i o n of the R e l a t i o n s h i p of S e l f - A c t u a l i z Q t i o n t o Teacher S u c c e s s , " unpub-l i s h e d m a s t e r ' s t h e s i s , Depar tment of E d u c a t i o n , Pennsy lvan ia S t a t e U n i v e r s i t y , U n i v e r s i t y P a r k , P e n n s y l v a n i a , 1966.
14. P e a r s o n , 0 . , " E f f e c t s of C|roup Guidance Upon Co l l ege A d j u s t m e n t , " u n p u b l i s h e d d o c t o r a l d i s s e r t a t i o n , Depar tment of Psycho logy , U n i v e r s i t y of Kentucky, L e x i n g t o n , Kentucky, 1966.
15. Roge r s , C. R . , "A T e n t a t i v e F o r m u l a t i o n of A Gene ra l Law of I n t e r p e r s o n a 1 j R e l a t i o n s h i p s , " C h a p t e r 18 , On Becoming a_ Pe r so n j Boston Houghton M i f f l i n Company, 1961, 538-546 .
16. Shos t rom, E . L», "An I n v e n t o r y f o r the Measurement o f ' S e l f - A c t u a l i z a t i o n , " E d u c a t l o n a l end P s y c h o l o g i c a l Measurement, XXIV (Summer, 19647, 207-213 .
17. _ , Harm a 1 P e r s o n a l Or l e n t a t i o n I n v e n t o r y , San Diego , E d u c a t i o n a l and I n d u s t r i a l T'estirig S e r v i c e , 1966.
18. Z a c c a r i a , J , S . and W. R. Yi/'eir, "A Comparison of A l c o -h o l i c s and S e l e c t e d Samples of H o n - a l c o h o l i c s i n Terms of a P o s i t i v e Concept of Mental H e a l t h , " J o u r n a l of S o c i a l Psycho logy , LXXI ( F e b r u a r y ,
CHAPTER- V
SUMMARY
The s tudy was u n d e r t a k e n t o compere and c o n t r a s t the
r e l a t i o n s h i p betwoen s e l f - a c t u a l i z a t i o n and s o c i o m e t r i c
s t a t u s . The Persona 1 O r i e n t a t i o n I n v e n t o r y (POI) (2 ) was
used t o measure s e l f - a c t u a l i z a t i o n . An a d a p t i o n of the How
X F e e l Toward O t h e r s (HIFTO) s c a l e ( l ) was used t o a s s e s s
s o c i o r a e t r i e s t a t u s . The f o l l o w i n g h y p o t h e s e s were t e s t e d .
Hy pot ho s i s I_i S t u d e n t s who a r e h i g h s o c i o m e t r i c a l l y
w i l l ev idence h i g h e r PQI means t han the midd le o r low groups
on the f o l l o w i n g POI s c a l e s : Time compote a t ; Time R a t i o ;
I n n e r D i r e c t i o n ; Suppor t R a t i o ; S e l f - A c t u a l i z i n g Va lue ;
Na tu re of Man C o n s t r u c t i v e ; and Acceptance of A g g r e s s i o n .
• H y p o t h e s i s I I : S t u d e n t s who a r e lower middle s o c i o -
m e t r i c a l l y w i l l ev idence h i g h e r POI means t han the h i g h
group on the f o l l o w i n g POI s c a l e s ; Time Incompetence and
Other D i r e c t i o n . .
H y p o t h e s i s X I I i '^here w i l l he a low p o s i t i v e c o r r e l a -
t i o n between s o c i one t r i e s t a t u s and the f o l l o w i n g p o s i t i v e
POI v a r i a b l e s ! Time Competence; Time R a t i o ; I n n e r D i r e c t i o n ;
S e l f - A c t u a l i z i n g Va lue ; E x i s t e n t i a l ! t y ; P e e l i n g R e a c t i v i t y ;
S p o n t e n e i t y ; S e l f - A c c e p t a n c e ; Ha ture of Man C o n s t r u c t i v e ;
Synergy; and Acceptance of A g g r e s s i o n .
62
bo
H y p o t h e s i s IVi There w i l l be a low n e g a t i v e c o r r e l a -
t i o n between s o c i o m e t r i c s t a t u s rnd the f o l l o w i n g n e g a t i v e
POI v a r i a b l e s : Time Incompetence and Other D i r e c t i o n .
The s u b j e c t s , one hundred e i g h t e e n male and female
s t u d e n t s , w i t h a mean age of 1 5 . 3 y e a r s r a n g i n g f rom f o u r -
t e e n t o n i n e t e e n y e a r s , were o b t a i n e d from f o u r Texas p u b l i c
s c h o o l s .
The s o c i o m e t r i c t e s t c o n s i s t e d of psycho-g roup c r i t e r i a .
I b was an a d a p t i o n of the'How I P e e l Toward 0 t h e r d ' s c a l e d e -
v i s e d by K. E . Bonney ( 1 ) . The s c a l e i s composed of f i v e
c a t e g o r i e s : 1 . b e s t f r i e n d s ; 2 . o t h e r f r i e n d s ; 3 . s t u -
d e n t s I do n o t know; 4 . n o t my f r i e n d s ; and 5 . s t u d e n t s I
do no t l i k e . Choices r e c e i v e d were we igh t ed and t o t a l e d ,
and c o n v e r t e d t o i n d i v i d u a l s o c i o m e t r i c i n d i c e s . The HIPTO
was a d m i n i s t e r e d f i r s t and took a p p r o x i m a t e l y twenty minu te s
t o c o m p l e t e . '
The Persona 1 O r i e n t a t i o n i n v e n t o r y (POI) (2 ) c o n s i s t s
of 150 two-choice compara t ive va lue and b e h a v i o r j udgemen t s , .
d e s i g n e d t o measure twelve c h a r a c t e r i s t i c s of s e l f - a c t u a l i z a -
t i o n . T h i s t e s t was a d m i n i s t e r e d i n s i x c l a s s r o o m s by a
homeroom t e a c h e r s u p e r v i s e d by the i n v e s t i g a t o r . The n a t u r e
of t he t e s t was no t r e v e a l e d to the s u b j e c t s . A l l the s t u -
d e n t s who began the t e s t f i n i s h e d i t . The t e s t r e q u i r e d a p -
p r o x i m a t e l y 65 m i n u t e s t o a d m i n i s t e r t o each c l a s s .
•64
H y p o t h e s i s I . a n d I £ wtsre t e s t e d by s u b j e c t i n g t h e o b -
t a i n e d s c o r e s t o a n a n a l y s i s of v-.riance schema f o r t h r e e
s o c i o m e t r i c l e v e l s . H y p o t h e s i s I I I a n d IV w e r e t e s t e d by
s u b j e c t i n g t h e o b t a i n e d s c o r e s t o P e a r s o n p r o d u c t moment
c o r r e l a t i o n . ,J-'his s t a t i s t i c a l t r e a t m e n t was c a r r i e d o u t by
t h e N o r t h T e x a s S t a t e U n i v e r s i t y Compute r C e n t e r . The
p r i n c i p a l f i n d i n g s w e r e a s f o l l o w s :
1 . H y p o t h e s i s I . w a s p a r t i a l l y s u p p o r t e d . F i v e o b -
t a i n e d mean d i f f e r e n c e s b e t w e e n h i g h and m i d d l e o r low
s o c i o m e t r i c g r o u p s w e r e s u s t a i n e d by t_ t e s t s a t t h e . 0 5
l e v e l o r b e t t e r .
2 . H y p o t h e s i s I I was p a r t i a l l y s u p p o r t e d . D i f f e r e n c e s
b e t w e e n " t h e low and m i d d l e o r h i g h s o c i o m e t r i c . g r o u p s were
c o r r e c t l y p r e d i c t e d f o r t h e Time I n c o m p e t e n c e POI s c a l e .
T h i s f i n d i n g was s u b s t a n t i a t e d a t a . 0 5 l e v e l jt t e s t when
t h e h i g h and low s o c i o m e t r i c g r o u p s w e r e c o n t r a s t e d .
3 . H y p o t h e s i s I I I was p a r t i a l l y s u p p o r t e d . T h e r e were
t h r e e s i g n i f i c a n t p o s i t i v e r ' s , r a n g i n g b e t w e e n . 2 2 3 a n d
. 1 7 4 .
4 . H y p o t h e s i s IV w a s p a r t i a l l y s u p p o r t e d . T h e r e was a
s i g n i f i c a n t n e g a t i v e r o f - 4 1 9 9 b e t w e e n POI s c a l e Time I n -
c o m p e t e n c e a n d s o c i o m e t r i c s t a t u s .
The 3 t u d y d e m o n s t r a t e s b h a t mean d i f f e r e n c e s on t h e
POI ( s e l f - a c t u a l i z a t i o n ) c 8 n be p r e d i c t e d by s o c i o m e t r i c
s t a t u s when t h e d i v i s i o n i n t o t h i r d s m e t h o d i 3 u s e d . T h i s
s t u d y a l s o d e m o n s t r a t e s t h a t a n a p p a r e n t r e l a t i o n s h i p e x i s t s
65
between sociometrie ststus and self-a ctua 11 ?ation. Recom-
mendations for future investigators have been offered.
OH A ?TKR BIBLIO GHii PHY
1 . Bonney, M. E . , "How I j?eel Toward O t h e r s S c a l e , " unpub-l i s h e d s o c i o m e t r i e s c a l e , Depar tment of E d u c a t i o n and Psychology , Nor th Texas S t a t e U n i v e r s i t y , Denton, Texas , 1947.
2 . Shostrom, E» L.-, E1TS Manua 1 f o r the P e r s o n a l O r i e n t a -t i o n I n v e n t o r y , San Diego, C a l i f o r r t i a , E d u c a t i o n a l and I n a u s t r i a 1 T e s t i n g S e r v i c e , 1966.
APPENDIX
HOW I PEEL TOYtJi-.HD OTHJtsKS*
The t e a c h e r end the s t u d e n t s s h o u l d r e a d t h i s e n t i r e s c a l e t o g e t h e r .
To the s t u d e n t s J
You have taken- t e s t s i n a r i t h m e t i c , r e a d i n g , and o t h e r s u b j e c t s so t h a t your t e a c h e r c o u l d know b e t t e r how t o h e l p you in your s t u d i e s . Now you a r e a sked t o t e l l how you f e e l toward o t h e r s t u d e n t s i n your c l a s s . T h i s i s n o t a t e s t l i k e t h e o t h e r s you have t a k e n . T h e r e . a r e no r i g h t o r wrong a n s w e r s . A l l you need t o do i s t o t e l l how you f e e l toward o t h e r s t u d e n t s i n your c l a s s . By c o m p l e t i n g t h i s a s s e s s m e n t you w i l l h e l p the t e a c h e r t o know which s t u d e n t s you can b e s t g e t a l o n g w i t h .
Ho s t u d e n t w i l l be a l l o w e d to see a n o t h e r s t u d e n t ' s p a p e r .
DIRECTIONS; On another- s h e e t of p a p e r you have the names of a l l t he s t u d e n t s in your c l a s s . As soon a s we f i n i s h r e a d -i n g t h e d i r e c t i o n s , you w i l l be a sked t o draw a c i r c l e a round one of the numbers b e s i d e e a c h name, i n c l u d i n g your ov/n name. The numbers which you w i l l use a r e the numbers of the p a r a -g r a p h s l i s t e d b e l o w .
' 22 CIRCLE AMY HUMBERS YET. P l e a s e l e a v e y o u r pen-c i l s down u r i t i T your t e a c h e r t e l l s you t o b e g i n .
Number 1 i s f o r j Bes t Fr iend3- -How can we t e l l our b e s t f r i e n d s f r o m j u s t o r d i n a r y f r i e n d s ? Below you w i l l f i n d l i s t e d some t h i n g s which a r e g e n e r a l l y t r u e of our b e s t f r i e n d s . C i r c l e a Uuinber 1 n e x t t o the names of t h e s e s t u -d e n t s who a r e b e s t f r i e n d s .
A. You a s s o c i a t e w i t h y o u r b e s t f r i e n d s a l o t and e n j o y b e i n g w i t h them.
B. You t r e a t them n i c e , h e l p them whenever you c a n , and s h a r e your t h i n g s w i t h them.
C. You go p l a c e s Y / i t h them and balk w i t h them a l o t . D. You go t o t h e i r homes and t h e y come t o y o u r home
q u i t e o f t e n .
Number 2 i s f o r : -My 0 t h e r F r l e n d 3 B e s i d e s our b e s t f r i e n d s a l l of u s have o t h e r f r i e n d s whom ""we l i k e f a i r l y w e l l . C i r c l e a Number 2 n e x t t o t he names' of tho"se s ' t u d e n t s you l i k e f a i r l y w e l l .
""'Adapted by P a t r i c i a and Kenne th Koym, Den ton , T e x a s , 1966.
69
A. You a s s o c i a t e wi th Iheai o c c a s i o n a l l y , bu t you do no t always e n j o y b e i n g w i t h t h e n .
B. You a r e n i c e t o them moat of the t i m e , bu t seldom share your t h i n g s w i t h them.
C. You o c c a s i o n a l l y go p l a c e s w i t h them and. t a l k w i t h them, bu t not very o f t e n .
D. You seldom go t o t h e i r homes and they sc-ldora come t o your home.
Number 3 i s f o r ? S tuden t a I D o n ' t Knew--There may be some s t u d e n t s on your l isfTwhom you don ' t "know w e l l enough t o t e l l much abou t them o r t o know whether you l i k e them o r h o t . C i r c l e a Number 3 n e x t to the names of the s t u d e n t s t h a t you do not &now w e l l enough t o r a t e .
Number 4 i s f o r ; F r i e n d s , A l l of not' c o n s i d e r the names of f r i e n d s .
S t u d e n t s «hom "know" us know some
them t o be our f r i e n d s , the s t u d e n t s you do no t
Know,. But Are Not My p e r s o n s q u i t e wel'l -fcut~we do
G i r c l e a Number 4 by c o n s i d e r a s your
A» B .
D.
d e s i r e t o be w i t h them. g e t a l o n g very w e l l w i th them when you them. t a l k t o them o r go p l a c e s w i t h them un-n e c e s s a r y t o be p o l i t e .
t i l i ngs they do ,
You seldom You do not a r e around You do no t l e s s i t i s You do no t a p p r e c i a t e some of t he and the way they a c t a t t i m e s .
gar
Number 5 i s f o r % S t u d e n t s I Do Not Wa nt- To Have As Fr lends-a s l ong a s they a re l i k e they "are now. N e a r l y c l T ' o f " us" f i n d t h e r e a r e a few p e r s o n s we cannot ge t a long w i t h . These people, may be a l l r i g h t i n some ways, and may be r e -
ded as good f r i e n d s by o t h e r s , b u t n o t by u s . A. You avo id a s s o c i a t i o n s w i t h them, and you neve r
choose them a s p a r t n e r s f o r a game. B. Sometimes you f u s s , q u a r r e l , and f i g h t w i t h them
when you a r e around them. C. You never go p l a c e s w i t h them and you neve r t a l k
w i t h the.m u n l e s s you have t o . D. You d i s l i k e ve ry much some of the t h i n g s they do ,
and the way they a c t a t t i m e s .
Now l e t us go over the main h e a d i n g s . What i s number 1 f o r ? ( S t u d e n t r e s p o n s e ) What i s number 2 f o r ? ( S t u d e n t r e s p o n s e ) What i s number 3 f o r ? ( S t u d e n t r e s p o n s e ) What i s number 4 f o r ? ( S t u d e n t r e s p o n s e ) What i s number 5 f o r ? ( S t u d e n t r e s p o n s e )
fQ
You do not have to _use all these numbers. Yog r\oj_ use any of these as" many tI'm'e's "aa" you wTsh. " "All ~ycu~need to do is to show how you feel about each person on your list by drawing a circle around one of- the numbers to' the right of his name.
Be sure to drew a circle around one number beside each name. Do not Je ave out anyone.
Has everyone found his own name? If your name is not on the list tell the teacher 30 we can have all the students add your name to their list. As soon as you have found your name or have written it in, write o_ 6_besi.de your name.
If you have any quest ions 7 "please" ask""them now,
Vihen you have finished marking your list, turn your paper face down on your desk and leave it there until the teacher takes it up.
Go ahead now and place the other numbers (1-2-3-4-5) to the right of any names added to you.r list.
TABLE VI
LEVEL OP SIGNIFICANCE OF THE DIFFERENCES BETWEEN THE HIGH, MIDDLE, AND LOW SOCIOMETRIC STATUS GROUPS
ON THE POI DETERMINED BY SIMPLE ANALYSIS ~~~ OF VARIANCE
Source Sum Sq,
DF Mean Sq,
F
Other Direction (0) Between Within Total
45.65 10204,22
2 115
22,82 88.73
.25 Other Direction (0)
Between Within Total 10^49,87 117""
Inner Direction (I) Between Within Total
123.18 8628.66
2 115
61.59 75*03
.82 Inner Direction (I)
Between Within Total 8751.84 117
Support Ratio (l/O) Between Within To ta 1
.00 24.85
2 115
.00
.21 .01
Support Ratio (l/O) Between Within To ta 1 24.86 117
Exi stentlolity (Ex) Between Within Total
9.36 1966.41
2 115
4.68 17.09
.27 Exi stentlolity (Ex)
Between Within Total "1975TV7 117"
Feeling Reactivity (Pr) Between Within Total
14.84 909.80
2 115
7.42 7.91
.93 Feeling Reactivity (Pr)
Between Within Total 924.65 117
Spontaneity (S) B©tv»een Within Total
.22 526 . 92
2 115
. 11 4,58
.02 Spontaneity (S)
B©tv»een Within Total 527.15 117
Self-Regard (Sr) Between TV it hi n Total
29.29 840.47
2 115
14,64 7.30
2.00 Self-Regard (Sr)
Between TV it hi n Total 869.76 117
71
TABLE V I - - C o n t i n u e d
72
S o u r c e SUEL Sq .
DP Mean S q .
F
S e l f - A c c e p t a n c e (So) Between W i t h i n
6 . 0 1 9 4 5 . 2 3
2 115
3 . 0 0 8 . 2 1
. 36
T o t a l 9 5 1 . 2 5 117
A c c e p t a n c e of A g g r e s -s i o n (A)
Between 1 i t h i n
5 . 6 6 9 8 4 . 9 8
2 115
2 . 8 3 8 . 5 6
. 3 3
T o t a l 9 9 0 . 6 5 117
C a p a c i t y f o r I n t i m a t e C o n t a c t (C)
Between W i t h i n
1 , 2 5 1 4 1 5 . 3 3
2 115
.62 1 2 . 3 0
.05
T o t a l 1 4 1 6 . 5 8 117
TABLF V.II
LEVEL OP SIGNIFICANCE OP THE-DIFFERENCES AMONG THE THREE SOCIOJvIETRIC LEVEL MEANS
FOX H i g h - M i d d l e High-Lov# Middle-Low Ouaxc3
(DP-115) t t t
0 . 0 8 - . 5 8 - . 6 5
I 1.521 . 9 7 - . 2 4
I / O - n 12 . 0 3 . 1 5
Ex - . 1 9 . 5 2 . 72
F r - 1 . 0 2 . 2 8 1 . 3 0
S .16 - . 0 5 - . 2 1
Sr , 2 5 - 1 . 5 9 - 1 . 8 5
Sa .24 . 8 3 . 6 0
A .37 . 8 1 ' . 4 4
0 - . 26 - . 2 9 - . 0 3
• The raw d a t a from. t h i s i n v e s t i g a t i o n was f i l e d w i t h t h e
E d u c a t i o n P s y c h o l o g y L i b r a r y of t h e Worth T e x a s State
University•
7 3
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