摘要:

Summary.Previous studies of personality assessments of adolescents in secondary schools have depended largely upon the use of teachers' ratings. For the present investigation, ratings of boys and girls from two age groups were made by girl peers.The subjects were 220 pupils in the second and fourth years of a coeducational secondary school. Four girls in each of eight classes made ratings for boys and girls separately on twenty personality traits.A matrix of correlations between ratings was computed for each of four categories: girls' ratings of girls, and of boys, in the second and the fourth year. A principal components analysis was made for each of the four matrices of correlations, and the axes were rotated in accordance with the Varimax method. In each case, eight factors were extracted, accounting for some 70 per cent, of the variance.Three factors are broadly comparable across the four analyses; they have been interpreted as three dimensions on which adolescent girls perceive and classify their peers. Discussion is divided into three parts: the identification and naming of the dimensions, comparisons with the dimensions consistently reported from studies of teachers' ratings, and comparisons across the present analyses in respect of the age of raters and subjects, and the sex of subjects.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01875.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.An enquiry carried out among a random sample of children attending local authority schools in Buckinghamshire made it possible to compare information provided by the parents and teachers of over 6,000 children. This revealed that deviant behaviour at home was significantly associated with lack of academic success and also with the manifestation of behavioural disorders in school. There were, however, many children who exhibited disorders of behaviour either only at school or only at home. This suggests that any comprehensive attempt to estimate the distribution of maladjustment in the child population must utilize the information of both teachers and parents.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01876.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.Dental students were lectured alternately at the beginning and end of the day throughout a lecture series at which summary hand‐outs were available. They were tested by a multiple‐choice examination paper, and the results analysed statistically. There was no reliable evidence that the students' performance was better after attendance at the morning than at the afternoon lectures. However, they recorded significantly more correct responses to questions set on the lectures they attended than on those they missed.As a group they showed no preference for the late rather than early lectures, although some students favoured the former while others favoured the lat

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01877.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.A battery of thirteen tests, six ‘ convergent ’ and seven ‘ divergent,’ was administered to 320 Grade Seven children and the ‘ divergent’ tests scored for originality. Correlations were then subjected to principal axis factor analysis. The results indicated that the two largest factors were denned by ‘ convergent’ tests and ‘ divergent’ tests, respectively. These factors were subjected to both orthogonal and oblique rotations and it was found that, although the ‘ divergent’ tests indicated a separate factor, creativity, it showed a significant correlation with the factor denned by the more normal tests of intelligence, amountin

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01878.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.The sample population was some 2,000 ex‐grammar school pupils who were intending teachers; it was, therefore, representative of only a section of the grammar school population. A previous article based on 1,500 of this sample reported that the co‐educated women found the school atmosphere pleasanter and life in school happier than did the women educated in girls' schools; the co‐educated men had similar but slighter trends, significant only for school atmosphere. The co‐educated men and women expressed a very much greater preference for co‐education than their opposite numbers did for single‐sex education. The present article describes a first attempt to discover the reasons for these opinions, in the region of pupil‐teacher relationships. The co‐educated women thought their teachers more friendly, more helpful, more influential for good and less influential for bad, than did the women from girls' schools. These results support and extend the pr

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01879.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.Teachers' ratings of the personality traits and attainments of their pupils were analysed according to the social class background of schools, age and experience of teachers, and teachers' opinions about education. Examination of the results of the principal components analyses and Varimax rotations showed that assessments were made on two main dimensions, but that the traits defining these dimensions differed according to the social class of the pupils, their sex, and the age and experience of the teachers. Assessments for girls were largely uniform across the different analyses, the first factor emphasising traits descriptive of good behaviour. For boys, however, there were considerable social class differences, both in the relative importance of factors and in the traits descriptive of the kind of pupil most worth taking trouble over. Teachers in middle class and mixed social class schools laid stress on traits descriptive of the pleasant and trustworthy pupil whilst those in urban and suburban working class schools showed particular concern for the pupils' attainments and attitudes to school. Assessments by older and more experienced teachers emphasised attainment and attitudes to work whilst those of younger teachers were primarily concerned with the good behaviour of pupils.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01880.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.Intelligence (fluid‐culture fair, and crystallized‐traditional tests), fourteen primary personality factors (on the HSPQ), and fifteen dynamic structure factors (on the School Motivation Analysis Test), were measured on five samples of seventh and eighth grade children (Total N = 563) involving (with the achievement test), eight hours of testing.Each of the three modalities of predictor accounted for about a third of the criterion variance, and since each has its own space, they together accounted for almost three‐quarters of the observable variance, leaving one‐quarter for environmental influences and accidents outside the child. The nature of the personality and motivation correlations, e.g., positive relations with super ego and self sentinlent factors, negatively with sensuality and pugnacity ergs, fits general motivation theory. Counsellers could thus increase predictive power by adding personality and motivation measures to the current abilit

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01881.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.The extent to which errors interfere with efficient learning was examined in two experiments in which punchboards were used to provide immediate feedback. Rote and logical learning tasks were learned under varying and deliberately manipulated error rates. As predicted, rote learning efficiency was reduced under high error rates, and error repetition was considerable. With meaningful, non‐arbitrary tasks, however, initial error rates were unrelated to end‐test performance, and error repetition was uncommon. Implications were drawn for programmers and teach

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01882.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.This study represents an initial investigation of the relationship between logical, pre‐requisite operations and Piaget's conservation tasks. The hypothesis considered special training on multiple classification, multiple relations, and reversibility, as a means of inducing conservation acquisition or improvement. Twenty nursery school children between the ages of 4.3 and 5 with I.Qs. over 130 were assigned to training and control groups. Ten of the subjects made up a pilot study and ten constituted a replication sample. All subjects were given four conservation of continuous quantity tasks, i.e., substance, liquid substance, weight, and volume. The training subjects received classification, relationality, and reversibility enrichment experiences in a small group setting. The control subjects had non‐relevant, interpolated activity.Post‐testing shows clear differences between the training and control subjects. Considering the subjects who indicated a complete lack of pre‐test conservation ability, seven of eight Training Group children improved in later performance. No change was shown for seven Control subjects. Significant post‐test differences, were found for substance and weight conservation. In addition, the training subjects' performances indicated a greater awareness of relevant attributes and increased verbal sophistication within the test situation.The failure of previous conservation training attempts is attributed to a lack of concern for the stage‐related, pre‐requisite operations. Direct training on Piagetian tasks may be unnecessary if attention is directed to the logical precursors of specific levels of cognitiv

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01883.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.Part of Progressive Matrices (1947) and an Arithmetic test were administered with initial and final time limits to a group of 100 9‐year‐old pupils. It was shown that, as in previous studies, with university students, groups of subjects could be identified who were slow but accurate workers whose intellectual level was severely underestimated by imposed time limits. It was also shown that the same subjects tended to be handicapped by imposed time limits on both tests. No relationship between preferred work‐method and neuroticism or extraversion scores on the Junior M.P.I, was

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01884.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY