摘要:

Summary.Empirical findings are presented on the distribution of over‐and under‐achievement in reading in five general population groups encompassing four age‐groups and two parts of the country—a major city and an area of small towns. It is shown that reading achievement does not exactly parallel IQ at all levels of intelligence, confirming the inappropriateness of the achievement ratio and like statistics. It is argued that over‐ and under‐achievement are best defined in terms of a regression equation based on IQ scores. Defined in this way, reading ability follows a generally normal distribution, over‐achievement and under‐achievement occurring with roughly the same frequency. However, there is a significant departure from normality at the extreme lower end of the curve such that gross under‐achievement in reading occurs at well above the expected frequency. This suggests that there is a meaningful group of children with specific reading retardation which is not explicable simply in terms of the bott

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00760.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.Recent research shows a high prevalence of psycho‐social disturbance in university students, and there is some evidence that inadequate social participation is associated with disturbance and with failure to complete courses. This study examines the extent, degree and type of difficulty in social situations reported by a random sample of Oxford University students. Nearly 10 per cent, mostly from lower social classes and small families, had great difficulty in, or tried to avoid, about six common social situations described in a questionnaire, and a principal components analysis discriminated different types of social difficult

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00761.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.The Rothwell Miller Interest Blank was completed by members of the National Survey of Health and Development, two months before their fifteenth birthday. Their scores on this inventory were subjected to a component analysis. Interpretations of the first three components are made by examining the job choices of the Survey members. The first component ‘ambition’ is related to home and school factors. It is shown that the social composition of the school is an important determinant of ambition at nonselective scho

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00762.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.The hypothesis that there is a significant relationship between attitudes towards self and others and adjustment to teaching was supported by the following evidence: scales to measure the attitudes were shown to correlate consistently at the ·01 level with three different estimates of job satisfaction in three different population samples—factor analysis confirmed the relationships; the scales differentiated at the ·01 level between groups of students who had never considered withdrawal (i.e., who were well adjusted), those who had seriously considered withdrawal (less well adjusted) and those who withdrew voluntarily (unable to adju

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00763.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.A random sample of right‐handed children and a population sample of left‐handed children, including over 100 subjects in each group, were assessed for vocabulary, drawing, maze tracing and for laterality of hand, eye and foot. Reading quotients were available for 145 children. The data were examined in two ways. The first compared the abilities of laterality groups over the total sample and found no significant differences. The second assessed the laterality of children at the lower extreme of the ability distribution and found a slight excess of left handers. A brief survey of the literature shows that a distinction between studies according to their resemblance to these two analyses could help to account for the coexistence of positive and negative findings. Possible causes of the excess of children with sinistral tendencies in groups selected for educational disabilities are discussed with special reference to a theory of the determination of handedness (Annett, 1972) which permits a restatement of the maturational lag hypothesis of developmental language de

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00764.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.A Wherry‐Wherry (1969) hierarchical factor solution was obtained on WAIS subtest intercorrelations reported by Wechsler (1955, 1958) and Doppelt and Wallace (1955) for the following age groups: 16–17, 18–19, 25–34, 45–54, 60–64, 65–69, 70–74 and 75+. An hierarchical arrangement of abilities highly congruent with Vernon's (1950) paradigm of cognitive structure was obtained. A strong g‐factor and two major group factors were clearly evident at all age levels. The g‐factor was defined by substantial loadings from all subtests at all age levels. Removal of variance attributable to g produced almost complete bifurcation between verbal and performance subtests. Verbal subtests at all age levels defined v:ed; performance subtests at all age levels defined k:m. A slight but consistent decrease in g‐variance beyond the mid‐50s was evident. This gradual decrease in g‐variance was accompanied by a parallel increase in variance attributable to th

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00765.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.157 science teachers from 39 schools in Scotland completed a 44‐item questionnaire on their perceptions of effective science teaching. An earlier study using a 106‐item questionnaire isolated eight factors which, it was suggested, were characteristic of styles of effective teaching among science teachers in England. The 44‐item version consisted of those items which, in the English study, had high loadings on the eight factors. There was a high correlation between the mean ratings given to individual items by the Scots and the English, though the English teachers placed greater emphasis on ‘pupilcentredness.’ However, none of the eight factors identified in the English study appeared in the factor analysis of the Scottish responses. The greater centralisation of education in Scotland may account for the lack of validity of the scale in the Scottish context, but doubt must be cast on the generality of the factor structure of

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00766.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.A 40‐item, Likert‐type attitude inventory was completed by a sample of 448 teachers in schools with sixth forms. The inventory comprised five scales of equal length relating to attitudes to sixth form education defined in discussion with teachers and through searches of the relevant literature. A first order factor analysis yielded eight factors, six of which are interpreted. A second order analysis is described in which two factors only are retained from the eight principal components. It is concluded that this analysis shows features similar to those discovered in studies of American teachers, and provides some confirmation for the view that attitudes towards education are basically dualistic. Implications for policy making in the area of sixth form education are briefly discus

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00767.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.This study examines a neglected area: the relationship between personality and academic achievement for school children in a non‐Western culture. EPI or JEPI scores for black Ugandans of three different age groups were correlated with exam, results from several school subjects. The pattern of results was remarkably similar to that found in Britai

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00768.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.The attitudes of 600 second‐year and fifth‐year grammar school pupils towards their school subjects were investigated using a repertory grid developed specifically for this purpose. Attitude dimensions of ‘interest,’ ‘difficulty,’ ‘freedom,’ and ‘social benefit’ were isolated. Rank orders of mean scores of pupils on these four scales were produced together with inter‐correlations indicating the extent to which attitudes were specific to parti

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00769.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY