摘要:

Summary.From the results of a survey of the attitudes and values of 506 boys, aged 14–15 years in grammar and secondary modern schools, no support is given to either of two current hypotheses about home and school as socializing agents: that either the social class of origin or the type of secondary school attended provides the criterion for discerning the sub‐cultures of this population. Nor does anticipatory socialization to the attitudes and values of the individual's expected socio‐economic status occur. The variables used in some of the previous research on adolescent socialization, ‘social class,’ and ‘type of school,’ it is argued, are inappropriate even as summary variables: the differences in attitudes between types of secondary school, for example, are no greater than those between rural and urban schools; and to establish a norm for a particular type of school is to mask the wide variations existing between individual schools, and between streams within a

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1972.tb00689.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Summary.115 children from an ESN school were pre‐tested on Piaget‐type conservation tasks involving seven different attributes: number, substance, length, distance, area, weight and volume. 51 of these children, who failed to conserve in relation to two or more attributes, were studied further. Aged 10 to 16 years, IQ 50–77, they were divided into three groups matched for age, IQ and level of initial understanding of conservation. One group was instructed on conservation of a variety of attributes, a second group on conservation of area only; and the third group was given practice in reading. Post‐tested after one week and then two months, 30 of the 34 instructed children consistently recognised, generalised, and gave reasons for conservation on both post‐tests. No control child improved in understanding of conservation by the time of the second

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1972.tb00690.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Summary.Previously reported correlations between extraversion‐introversion and scholastic attainment were examined and a consistently changing relationship was noted depending on the mean attainment level of the subjects. The relationship between reading attainment, intelligence, extraversion and neuroticism was then examined for groups of junior school children whose CA, MA and RA were relatively constant. It was concluded that there is a high correlation between extraversion and RA but a negligible one between extraversion and IQ when MA and RA respectively are held relatively constant. Neuroticism was negatively correlated with scholastic attainment, confirming other findings on school children. Finally, an explanation of the effects of personality upon scholastic attainment was suggeste

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1972.tb00691.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Summary.Using visual and auditory memory sequencing tests with 140 children aged 8–10, this study aimed to investigate the commonly held assumption that visual and auditory memory are important component functions in children's spelling. From this sample three sub‐groups were derived. The first (18 children) consisted of those whose scores were higher on the visual memory than on the auditory memory test by 1 sd or more. The second (22) were those whose scores differed by 1 sd or more in the reverse direction, whilst the third group (21) had test scores which differed by less than ·16 sd. The three sub‐groups were then given the Schonell Spelling Test of Irregular Words IA and an English Picture Vocabulary Test. No significant differences were found in the groups’ mean spelling scores, but there were differences in the proportions of certain error types. The implications of these findings for the role of visual and auditory memory in spelling achievement are d

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1972.tb00692.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Summary.1,439 boys, members of four public schools, took Test AH6 AG. This is a high‐level test of reasoning whose total score can be broken down into a verbal (V) and a numerical‐plus‐diagrammatic (N + D) subscore. These three measures were compared with the boys’ GCE results at O‐level and A‐level.Significant correlations were obtained between the test and GCE, for most school subjects. A tendency was found for V to yield the best results in arts subjects; in mathematics and science, however, total score in general yielded a closer association than did N + D. AH6 AG proved to be a good predictor of all‐round scholastic ability on the criterion of number of O‐ and A‐level subjects s

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1972.tb00693.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Summary.A two‐stage investigation of applicants' choices of university was undertaken, using group versions of tests based on Kelly's repertory grid technique. In the course of the first stage nine major constructs were elicited from 32 subjects, and these were used as provided constructs in a second stage test which was completed by 70 subjects. Data were also collected on the personal and educational backgrounds of these subjects, and analyses carried out to indicate possible relationships between the choices they expressed on their UCCA forms, their assessment of universities (both those they had chosen and some they had not) on the constructs, and the background data. It is concluded that these analyses provide important insights into the determinants of the choices which applicants make, and indicate that repertory grids may profitably be used on a group basis to investigate choice situations of this typ

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1972.tb00694.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Summary.Scores on the ‘evaluation,’ ‘potency’ and ‘activity’ of four concepts concerning school and four about the university were obtained from a Semantic Differential test completed by 274 first‐year university students. The women from girls’ schools tended to evaluate ‘my school’ and ‘school teacher’ lower than did the co‐educated women (P<<0–1 and 0–2, respectively). On the Pleasant/Unpleasant scale within the evaluation of ‘my school’ both co‐educated men and women rated their schools as more pleasant than did men and women from single‐sex schools (P<0–05).Co‐educated students rated ‘school,’ ‘teacher,’ and ‘classroom’ as significantly less potent than did those from single‐sex schools. The latter saw ‘university’ as less potent than ‘my school’ (P<0–01), ‘lecture‐t

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1972.tb00695.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Summary.The relationship of two motivational measures, n/achievement and neuroticism, with expressed achievement motivation was examined in groups of successful and unsuccessful secondary school boys in a three‐way analysis of variance. When the expressed motivation was of a fantasy nature it was found to be associated with neuroticism in both groups, but when real‐life items were used to elicit it, the direction of the relationship with n/achievement and neuroticism was contrary in the successful and unsuccessful groups. Among the successful there was an increasing drop in achievement motivation from the consistently high n/achievement and neuroticism groups through the inconsistent groups (high n/achievement low neuroticism, low n/achievement, high neuroticism) to the consistently low n/achievement and neuroticism groups while amongst the unsuccessful groups there was a corresponding rise. This result in the unsuccessful group was interpreted as a resolution of the conflict they experienced between normative expectations for success and information about their actual performa

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1972.tb00696.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Summary.Attitude scales measuring various aspects of school life were presented to approximately 2,000 junior school children. Clear sex differences appeared in the attitude scores: girls tended to have more favourable school‐related attitudes, boys tended to have a better academic self‐image, to be better socially adjusted and to be less anxious in the classroom situation. In all attitude areas, brighter children tended to have more positive attitudes; also the tendency for more favourable attitudes was found for middle class children in contrast to those from working‐class homes. The findings did, however, suggest that the different attitudes of pupils of different social classes could partly be accounted for by their differences in academic performance, but this was not the full explan

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1972.tb00697.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Summary.Studies of streaming policy typically show small differences in average attainment between different school regimes. Data are presented for 13 mixed‐sex junior schools which show different effects of school regime on boys’ and girls’ attainment in relation to intelligence. Individual differences in Reading and Comprehension are more strongly related to differences in intelligence among boys in streamed schools and among girls in non‐streamed schools. The finding for Arithmetic is in the same direction but cannot be stated with the same con

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1972.tb00698.x

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY