ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb02817.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

A presentation of vocational motivation theories as specific cases of the more general motivational theories is made, noting the strict adherence of the theorists to taxonomies of positive motives. It is proposed that avoidance behavior be included in the theories, noting support from the work of Miller and Mowrer. Two cases of apparent career avoidance behavior are presented, along with a third case which demonstrates the development of neither positive nor negative attributes to the idea of a career. It is suggested that vocational guidance instruments attempt to measure avoidance behavior, and that the naive view that everyone has some positive motivation toward work be discarded.

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb02818.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

The study attempts to determine the nature and scope of preparation programs for elementary school guidance workers: (a) the content and scope of the preparation programs; (b) the personal and professional characteristics of the counselor educators in these programs; (c) the personal and professional characteristics of the counselor enrollees in these programs. A preliminary questionnaire was mailed to 575 institutions which offered a master's and/or doctor's degree. Of these 575, 45 offered at least a master's degree in elementary school guidance. An institutional data blank, counselor educator and counselor enrollee data blanks were mailed to the chief counselor educator in each of the 45 institutions. 36 institutions participated fully in the study. Conclusions are that: (a) Although many institutions were offering preparation in the field of elementary school guidance, relatively few were offering preparation at this level that was significantly different from the preparation in guidance at the secondary school level. (b) The developmental aspects of guidance were stressed in the preparation at this level. (c) Emphasis was placed on the child development, child study and appraisal, and elementary education areas for preparation in elementary school guidance. (d) Preparation programs in elementary school guidance, at the time of the study, were relatively few.

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb02819.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

The “common sense approach” to organizing and administering guidance services needs to be buttressed by sound theoretical principles and the results of meaningful research. In view of the absence of such support, the contributions of the science of organizations are examined for relevant concepts and conclusions. Commonly held assumptions regarding the value of democratic supervision and participative problem‐solving need to be qualified. In addition, effective social interactions are viewed as a function of a complex of behaviors and events involving the initiator, the recipient and their situational circumstances. The concepts of communication, organization fiction, power, and decision‐making were seen as providing the administrator with additional cues for appraising and revitalizing his program and

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb02820.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Efficiency of prediction of college grades when students are grouped by social origin was studied by evaluating: (a) Differences between achieved and predicted grade‐point averages when a verbal scholastic aptitude test is the predictor; (b) Differences between achieved and predicted grade‐point averages when a mathematics achievement test is the predictor; (c) Correlations between grade‐point average and a verbal scholastic aptitude test and grade‐point average and a mathematics achievement test. Nine social groups identified by father's occupation and parental education were chosen from 4,283 entering university freshmen. Conclusions are: (a) College grades can probably be predicted more efficiently by social group than for the total group; (b) Grades for students from homes of superior cultural advantage are not over‐predicted nor under‐predicted for those of lesser cultural advantage; (c) There is no consistent relationship between social origin and achievement of col

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb02821.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

A study was conducted to determine the significance of the relationships between social class, social mobility, and delinquent behavior. Data was collected from a population of 683 pupils attending a 9–12 urban high school. Information regarding delinquency was gathered by using an anonymous 120 item “delinquency inventory.” The chi‐square technique was employed to analyze the data which showed that, in general, there is no significant relationship between social class status and delinquent behavior. A very strong relationship exists between social mobility status and delinquent behavior. Adolescents moving downwardly in the social structure are more heavily involved in delinquency; adolescents moving upwardly are least involved. The major conclusion is that juvenile delinquency is less a function of the class an individual is in and much more a function of the class to which he aspires or toward which he is

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb02822.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

This is an investigation of the role of family financial ability as a factor in the college attendance of a sample of Missouri high school graduates, who were in the upper one‐third with respect to college ability. Questionnaires were mailed to parents of the subjects to learn the amount of federal income tax paid by the parents which was then used as an index of financial ability. Family financial power appeared to be a significant factor in college attendance when only sex and ability were controlled. However, when other factors related to college attendance and associated with financial ability were controlled, the impact of family financial power was substantially reduce

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb02823.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

One hundred Negro ninth graders were matched with 100 Caucasian ninth graders on the basis of scores attained on the Multiple Aptitude Test. Aptitude scores were then correlated with vocational interest scores derived from the Picture Interest Inventory. When matched, correlations between aptitude and interest were found to be negligible and to be differentiating between the races to only a small degree. Vocational interests of the two races, on the other hand, were found to be significantly different. The Negro youth was interested in interpersonal, business, verbal, computational, and long training occupations; the Caucasian, in occupations concerned with nature and with machines.

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb02824.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Using a factored aptitude test, the mean performance of approximately 300 young adults in a chronically depressed area was compared to general population norms. Special attention was given to the aptitudes of the emerging labor force in high school. Aptitudes of the average young adult in this area approximated those of the general population. High school student performance in general fell slightly below that of employed adults and above that of the unemployed. High school students appeared to be most deficient in communication skills and to excel in numerical abilities. No significant differences in average aptitude levels were found between male and female respondents.

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb02825.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

This article reports an investigation of the relationships between counselor trainees' knowledge of counseling and guidance and their competence in conducting counseling interviews. The 39 enrollees were tested before and again at the end of a nine month program. Randomly selected, tape‐recorded interviews, conducted by the enrollees with secondary school students in a counseling practicum, were evaluated on an interview rating scale. Correlational analyses were used to test hypotheses regarding the relationships between the two outcomes. No significant relationship between knowledge and counseling competence at the beginning of the training program was found. The hypothesis that the relationship between the two outcomes is significantly higher at the end of the training program than at the beginning was not supported. Correlations beween specific areas of subject‐matter knowledge and “logically” related dimensions of counseling competence were generally not sign

ISSN:0031-5737    

DOI:10.1002/j.2164-4918.1965.tb02826.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY