A CRITICAL EVALUATION OF THE BELL ADJUSTMENT INVENTORY:

STUDENT FORM

By

Elvet G l y n Jones

A Thesis Submitted in Partial Fulfilment of

The R e q u i r e m e n t s f o r t h e Degree o f

MASTER OF ARTS

In t h e Department

of

PSYCHOLOGY

THE UNIVERSITY OF B R I T I S H COLUMBIA

O c t o b e r 1949
 ABSTRACT OF THESIS

A C R I T I C A L EVALUATION OF THE BELL ADJUSTMENT INVENTORY:

STUDENT FORM

by

B l v e t Glyn Jones

Abstract of Thesis Submitted ia P a r t i a l Ful-

fillment o f t h e Requirements f o r

the Degree o f

MASTER OF AR2S

In t h e Department

of

PSYCHOLOGY

PHE UNIVERSITY OP B R I T I S H
4
COLUMBIA

O c t o b e r 1949
 ABSTRACT OF THESIS

A C R I T I C A L EVALUATION OF THE B E L L ADJUSTMENT INVENTORY?

During the course of t h i s study, an attempt was made

to establish evidence concerning the r e l i a b i l i t y and valid-

ity of t h e f o u r a d j u s t m e n t subsections included within the

Student Form o f t h e A d j u s t m e n t Inventory,. The f o u r aubsec*

tions are? Hone A d j u s t m e n t ; H e a l t h Adjustment,;. S o c i a l Ad-

justment ; and Emotional Adjustment*

The total sample used, in, t h i a , s t u d y c o n s i s t e d of

103 g r a d e t w e l v e b o y e a n d 104 grade twelve g i r l s from the

Kitsilano J u n i o r - S e n i o r H i g h S c h o o l , Vancouver., B r i t i s h Col-

umbia.

Within the l i m i t a t i o n s of t h e s t u d y , the salient

f i n d i n g s may be stated as follows:

1* Certain of the subsections y i e l d e d distributions

f o r the samples u s e d t h a t d i v e r g e d G i g n i f i c a n t l y f r o m norm*

ality resulting f r o m an a c c u m u l a t i o n o f s c o r e s a t t h e well-

a d j u s t e d end o f t h e scale.

2, Significant sex d i f f e r e n c e s w i t h i n t h e s c o r e s of

t h e boy8 a n d g i r l s w e r e o b t a i n e d i n t h e c a s e o f t h e Emotion-

al s e c t i o n and t h e S o c i a l section.

3* Statistical s i g n i f i c a n c e b e t w e e n mean s c o r e s was

o b t a i n e d f o r t h e sample of g r a d e t w e l v e boys used in this

s t u d y and t h e o r i g i n a l standardization sample of high school

boys ( s e l e c t e d from a l l g r a d e s ) i n t h e c a s e of t h e H e a l t h

s e c t i o n and t h e S o c i a l section. Comparing the original

standardisation sample o f g i r l s with the preeent grade twelve

sample, s i g n i f i c a n t d i f f e r e n c e s were f o u n d b e t w e e n their

group s c o r e s f o r t h e Home, H e a l t h , a n d S o c i a l sections•

These r e s u l t s s u g g e s t that a revision of norms i s p o s s i b l y

required i ncertain cases*

4. Prom a n i t e m a n a l y s i s , i t was n o t e d t h a t f o r each

section certain items f e l l below s t a t i s t i c a l requirements

for acceptance* In t h e c a s e o f t h e Health s e c t i o n , f o r t h e

boys,, 1? o f t h e 3 5 i t e m s f e l l b e l o w r e q u i r e m e n t s , indicating

weak i n t e r v a l consistency. The S o c i a l s e c t i o n proved t o

h a v e t h e f e w e s t number o f p o o r items, f o u r i n t h e case o f

the boys and throe f o r t h e g i r l s *

5. The obtained r e l i a b i l i t y coefficients f o r t h e Home

and S o c i a l s e c t i o n s were f o u n d t o b e a b o v e t h e .80 l e v e l i n

all cases, ranging from .86 t o . 9 1 . F o r t h o H e a l t h a n d Emot-

ional sections the r e l i a b i l i t y coefficients i ncertain cases

fell below .80, t h e H e a l t h s e c t i o n p r o d u c i n g a l o w o f .701

ae calculated f o r t h e b o y s on t h e b a s i s of the H l c h a r d s o n ^

K\xder formula.

6. Although l a most e a s e s t h e c o e f f i c i e n t s of Inter-

c o r r e l a t i o n s w e r e low, c e r t a i n of the subsections c o r r e l a t e d

sufficiently h i g h enough t o s u g g e s t the p o s s i b i l i t y that

euch s u b s e c t i o n s were m e a s u r i n g related factors,

7. On t h e b a s i s o f r a t i n g s a r r i v e d a t b y means o f a

p r o l o n g e d i n t e r v i e w , t h e v a l i d a t i n g o f t h e Home Adjustment

s e c t i o n was s u b s t a n t i a t e d . The r e s u l t s i n d i c a t e d that the

Home s e c t i o n o f t h e I n v e n t o r y i s c a p a b l e of y i e l d i n g results
significantly s i m i l a r t o t h o s e o b t a i n e d b y means o f a lengthy

interview.

8. The f i n d i n g s of the study suggest that tho seores

made on t h e S o c i a l A d j u s t m e n t s e c t i o n are significantly r e -

lated to active social participation. Ho statistically

significant r e l a t i o n s h i p was f o u n d b e t w e e n s c o r e s mads on

the S o c i a l s e c t i o n and s o c i a l "popular i t y ' a r r i v e d a t by

1

means o f a p o p u l a r i t y v o t e . Suggestion i s made tfchat t h e

Social s e c t i o n might w e l l be used i n counselling f o r detect-

ing t h o s e who a r e s e r i o u s l y w i t h d r a w i n g from social partic-

ipation.

9. The v a l i d i t y o f t h e H e a l t h s e c t i o n failed t o be

substantiated on t h e b a s i s o f h e a l t h r a t i n g s g i v e n t o 98

grade twelve boys by t h e School Nurse.

10. The v a l i d i t y of the Emotional Adjustment section

failed t o b e s u b s t a n t i a t e d on t h e b a s i s o f c o m p o s i t e emot-

i o n a l adjustment r a t i n g s a r r i v e d a t b y means o f t h e r a t i n g s

o f t h e S c h o o l Nurse and t h e w r i t e r , t o g e t h e r w i t h inform-

a t i o n g i v e n b y each s t u d e n t d u r i n g an i n t e r v i e w .

11. To more s a t i s f a c t o r i l y evaluate t h e Adjustment I n -

ventory as a t o o l f o r use i n a guidance and c o u n s e l l i n g pro-

gramme i n h i g h s c h o o l s , a s p e c i a l l y d e v i s e d S t u d e n t Problem

Poll was c o n s t r u c t e d w i t h t h e v i e w of d e t e r m i n i n g where t h e

f o u r problem a r e a s included wltMft the Inventory fell in

relationship t o other f i e l d s considered important by grade

twelve students. According t o the estimations of the stud-

ents, o t h e r a r e a s o f p r o b l e m s a r e c o n s i d e r e d t o bo more im-

portant than, or as e q u a l l y as i m p o r t a n t as t h e f o u r a r e a s

included i n tne Inventory*

 ACKNOWLEDGMENTS

The author wishes t o e x p r e s s acknowledgments a n d

thanks to the various members of t h e S t a f f o f t h e K i t s i l a n o

Junior-Senior High S c h o o l , Vancouver, B.C., who so g e n e r o u s

ly gave-of their time and a s s i s t a n c e .

The author i s e s p e c i a l l y indebted to M i l t o n Gordon

and William McCormach who so w i l l i n g l y offered their pro-

fessional assistance i n the obtaining of r a t i n g s used f o r

evaluating t h e Home A d j u s t m e n t s e c t i o n o f the Adjustment

Inventory.

Appreciation i s e x p r e s s e d t o Robert E. Jones who

reviewed and checked the s t a t i s t i c a l results.

For their guidance and p r o f e s s i o n a l a d v i c e , grate-

ful acknowledgments a r e e x t e n d e d t o E.S.W.Belyea a n d

F.T.Tyler.
 TABLE OF CONTENTS

CHAPTER PAGE

I INTRODUCTION 1
Factors leading to present study 1
The s t a t e m e n t o f t h e p r o b l e m . . . . 6

II THE BELL ADJUSTMENT INVENTORY 9

General information 9
C o n s t r u c t i o n a n d s t a n d a r d i z a t i o n of t h e I n -
ventory 10
Reliability coefficients 12
Validation - 12
The s t a t e d c l a i m s f o r t h e A d j u s t m e n t Inven-
tory 18

III A SURVEY AND REVIEW OF THE RELATED L I T E R -

ATURE 20
S t u d i e s on t h e r e l i a b i l i t y o f t h e I n v e n -
tory 20
Validating studies 22
Summary o f v a l i d a t i n g s t u d i e s . . . . 26
Other s t u d i e s u s i n g t h e Adjustment Inven-
tory 27

IV METHODOLOGICAL PROBLEMS OF PERSONALITY

MEASUREMENT 29
The p r o b l e m d e f i n i t i o n 30
The p r o b l e m o f e q u a l u n i t s . . . . . . . . . . . . . . . . 31
Problems of i n d i v i d u a l d i f f e r e n c e s 32
The e f f e c t of t e s t i t e m s 33
The c o n c e p t of " t r a i t " 34
Problems r e l a t e d t o t h e e s t a b l i s h m e n t o f
r e l i a b i l i t y and v a l i d i t y 35

V EXPERIMENTAL PROCEDURES 39
P r o c e d u r e s u s e d i n v a l i d a t i n g t h e Home A d -
justment s e c t i o n of t h e I n v e n t o r y 41
The c o n s t r u c t i o n o f i n t e r v i e w q u e s t i o n s
f o r e v a l u a t i n g home a d j u s t m e n t 42
Method u s e d t o r a t e s t u d e n t on Home a d -
justment * 46
Procedures used i n v a l i d a t i n g the s o c i a l
adjustment s e c t i o n 52
S o c i a l p a r t i c i p a t i o n as a c r i t e r i o n 52
S o c i a l " p o p u l a r i t y " as a c r i t e r i o n 54
P r o c e d u r e s u s e d i n v a l i d a t i n g the E m o t i o n a l
section 55
 TABLE OF CONTENTS (con't)

CHAPTER PAGE

V Teachers' ratings * 55
C o m p o s i t e r a t i n g on E m o t i o n a l a d j u s t m e n t . . 56
Procedures used i n v a l i d a t i n g the H e a l t h
adjustment s e c t i o n . . . . . . 57
Self-ratings 58

VI THE TREATMENT OF DATA AND EXPERIMENTAL EVID-

ENCE.. 60
D i s t r i b u t i o n of scores 60
Skewness and K u r t o s i s • 60
Sex d i f f e r e n c e s . . . 64
Comparison of s c o r e s of o r i g i n a l s t a n d a r d i z -
a t i o n samples w i t h s c o r e s of p r e s e n t s a m p l e s . 67
Item A n a l y s i s 70
Reliability coefficients 74
Subtest i n t e r c o r r e l a t i o n s 77
R e s u l t s of t h e v a l i d a t i o n o f t h e s u b s e c t i o n s . 79
Home A d j u s t m e n t s e c t i o n . . . . . . . . 79
S o c i a l Adjustment s e c t i o n . 83
Health Adjustment s e c t i o n 37
Emotional Adjustment s e c t i o n 89
Self-ratings 92

VII THE STUDENT PROBLEM POLL 95

Purpose of the P o l l 95
C o n s t r u c t i o n of t h e P o l l . . . . . 95
R e s u l t s of t h e P o l l 98

VIII SUMMARY AND CONCLUSIONS 110

Appendix A 118
Specimen copy of t h e B e l l Adjustment Inven-
t o r y and Manual.

Appendix B 119
S p e c i m e n c o p y of s e t o f I n t e r v i e w Q u e s t i o n s
I n t e r v i e w Form
I n f o r m a t i o n Form.

Appendix C 120
Specimen copy o f e m o t i o n a l adjustment rating
form

Appendix D.......... 121

Specimen copy o f s e l f - r a t i n g form
 TABLE OF CONTENTS (Con't)

CHAPTER PAGE

Appendix E .. 122
Specimen c o p y of S t u d e n t P r o b l e m Poll

Appendix Tables.... 123

Bibliography 125
 L I S T OF TABLES

TABLE PAGE

I C o e f f i c i e n t s o f R e l i a b i l i t y f o r the A d j u s t -
ment I n v e n t o r y as R e p o r t e d by B e l l . 13

II Data C o n c e r n i n g t h e O r i g i n a l V a l i d a t i n g
G r o u p s of t h e B e l l A d j u s t m e n t I n v e n t o r y . . . . 16

III C o e f f i c i e n t s of I n t e r c o r r e l a t i o n s f o r t h e
A d j u s t m e n t I n v e n t o r y a s R e p o r t e d by B e l l . . . 17

IV C o e f f i c i e n t s of R e l i a b i l i t y f o r the A d j u s t -
ment I n v e n t o r y a s ' R e p o r t e d b y V a r i o u s
Studies 21

V Range of S c o r e s , Mean, S t a n d a r d E r r o r Of t h e
Mean, S t a n d a r d D e v i a t i o n , and M e a s u r e s o f
Skewness a n d K u r t o s i s of S c o r e s Made on t h e
I n v e n t o r y by 100 G r a d e X I I Boys and 104 Grade
XII G i r l s 61

VI E x t e n t of K u r t o s i s and Skewness o f D i s t r i b -
u t i o n s f o r 100 G r a d e X I I Boys and 104 Grade
XII G i r l s 62

VII E x t e n t of Sex D i f f e r e n c e s w i t h i n S c o r e s
made on t h e A d j u s t m e n t I n v e n t o r y b y sample
of 104 G r a d e X I I G i r l s and 100 G r a d e X I I
Boys 65

VIII E x t e n t of D i f f e r e n c e s Between Mean S c o r e s of

O r i g i n a l S t a n d a r d i z a t i o n Sample o f 161 H i g h
S c h o o l Boys and P r e s B n t Sample o f 100 G r a d e
X I I Boys 68

IX E x t e n t o f D i f f e r e n c e s between Mean S c o r e s o f
O r i g i n a l S t a n d a r d i z a t i o n Sample of 190 H i g h
S c h o o l G i r l s and P r e s e n t Sample o f 104 G r a d e
XII G i r l s 69

X Number o f Item i n each of t h e S u b s e c t i o n s

f o u n d t o be S i g n i f i c a n t a t t h e .01 L e v e l and
.05 L e v e l o f C o n f i d e n c e and Number Found
Below .05 L e v e l 73
 X 11

L I S T OF TABLES (Con't)

TABLE PAGE

XI C o e f f i c i e n t s of C o r r e l a t i o n f o r t h e Sub
s e c t i o n s of t h e I n v e n t o r y f o r Grade X I I
Boys a n d G r a d e X I I G i r l s 75

XII Coefficients of S u b s e c t i o n Intercorrela

tion. 78

XIII C o m p a r i s o n o f t h e Home A d j u s t m e n t R a t i n g s -
of t h e I n v e n t o r y w i t h I n t e r v i e w R a t i n g s
of Home A d j u s t m e n t f o r 100 G r a d e X I I B o y s . 80

XIV Data C o n c e r n i n g the S o c i a l Adjustment V a l -

i d a t i n g Group S e l e c t e d on the B a s i s o f
Social Participation 84

XV Data C o n c e r n i n g t h e S o c i a l Adjustment V a l -
i d a t i n g G r o u p s S e l e c t e d on t h e B a s i s o f
a Popularity Vote 86

XVI Data C o n c e r n i n g t h e H e a l t h A d j u s t m e n t V a l -
i d a t i n g Groups S e l e c t e d on the B a s i s of
R a t i n g s by the S c h o o l Nurse 88

XVII Data C o n c e r n i n g the E m o t i o n a l A d j u s t m e n t

V a l i d a t i n g Groups S e l e c t e d on t h e B a s i s
of Composite R a t i n g s 91

XVIII Data C o n c e r n i n g t h e C r i t e r i o n G r o u p s Sel-

e c t e d on t h e B a s i s of S e l f - R a t i n g s 93

XIX P r o p o r t i o n p f Times 103 G r a d e X I I Boys

Marked t h e P r o b l e m F i e l d a t t h e Top o v e r
the Problem F i e l d a t t h e L e f t i n impor-
tance.. 99

XX P r o p o r t i o n o f Times 63 G r a d e X I I G i r l s
Marked t h e P r o b l e m F i e l d a t t h e Top e v e r
the P r o b l e m F i e l d a t t h e L e f t i n i m p o r -
tance 100

XXI S i g n i f i c a n c e of the Estimated Propprtipns

p f 103 G r a d e X I I Bpys a s L i s t e d i n T a b l e
XIX 103
 L I S T OF TABLES (con»t)

TABLE PAGE

XXII S i g n i f i c a n c e of t h e E s t i m a t e d P r o p o r t i o n s
of 62 G r a d e X I I G i r l s L i s t e d i n T a b l e XX. 104

Appendix T a b l e I : P h i C o e f f i c i e n t s f o r E a c h Item
o f t h e A d j u s t m e n t I n v e n t o r y f o r 100 G r a d e
X I I Boys and 100 Grade X I I G i r l s ."... 134
A CRITICAL EVALUATION OP THE B E L L ADJUSTMENT INVENTORY:
STUDENT FORM

Chapter I
INTRODUCTION

Factors l e a d i n g to the present study

During the past t h i r t y years considerable progress

has b e e n made i n t h e f i e l d of c o u n s e l l i n g . This progress

has been p a r t l y the r e s u l t of t h e e x i g e n c i e s growing out

of the accumulating need f o r c o n s t r u c t i v e a s s i s t a n c e t o

help the individual i n h i s p e r s o n a l d e v e l o p m e n t , and partly

the result of t h e wide i n t e r e s t that has developed in this

area. Workers i n the c l i n i c a l and counselling fields soon

discovered that exuberated interest alone c o u l d not estab-

lish a p o s i t i v e programme t h a t would be widely applicable

in dealing adequately with adjustment problems... However,

the growing interest did lead subsequently t o the realiz-

ation o f a n e e d f o r new and improved methods o f facilitat-

ing individual counselling.

During the past t h i r t y y e a r s t h e r e a l s o have b e e n

great strides i n two other aspects of p s y c h o l o g i c a l

science; one of these being t h e movement w h i c h can be re-

ferred t o as t h e "psychology of p e r s o n a l i t y " , and the

other being the impetus t h a t has occutred i n t h e f i e l d of

measurement. Even t h o u g h ^progress i n each of the three

areas progressed p a r t l y i n d e p e n d e n t l y whether i t be the

field of c o u n s e l l i n g , the f i e l d o f measurement, o r the

theoretical area of the "psychology of p e r s o n a l i t y " , i t

would be s a f e t o s a y t h a t each of these areas s t i m u l a t e d

and i n t u r n was s t i m u l a t e d b y t h e o t h e r s * The advancement

in t h e s e two l a t t e r fields brought forth theories, methods,

and devices that have been o f f e r e d i n part t o meet t h e de-

mands o f t h e c o u n s e l l o r and t h e c l i n i c i a n * .

At times some o f t h e expounded t h e o r i e s have con-

flicted, as i s seen i n t h e view e x p r e s s e d by Lewin (36)

that what o c c u r s i n a person's immediate environment i s

all-important, and t h e s e e m i n g l y d i v e r g e n t view of

Guthrie (28) t h a t i t i s n o t t h e immediate s i t u a t i o n b u t

the e f f e c t of early t r a i n i n g and e x p e r i e n c e t h a t should

be c o n s i d e r e d paramount. Some t h e o r i e s p r e s e n t e d concepts

that have b e e n o p e n l y c r i t i o i z e d (14) f o r l a c k of s c i e n -

tific verification, such a s t h e view of t h e p s y c h o a n a l y s t s

that personality i s t h e outward m a n i f e s t a t i o n s o f t h e con-

flicts between c e r t a i n "internal segments" p r e s e n t within

the individual* Some s p e c u l a t i o n s , however, were noted

for similarities of concepts as i s evidenced i n t h e view

h e l d b y t h o s e p s y c h o l o g i s t s who c o n s i d e r e d t h a t any i n -

fluence affecting a system of energy affects.it through-

out, and t h e view o f t h o s e p s y c h o l o g i s t s who s t r e s s e d t h e

"dynamic" n a t u r e of p e r s o n a l i t y , b o t h views having among

their basic principles t h e concept of i n t e g r a t i o n and

interaction of t o t a l factors.
 ~ -3-

At t h e p r e s e n t t i m e a s one r e a d s t h r o u g h t h e

literature he o b s e r v e s t h a t t h e r e a r e two f a i r l y distinct

and extreme a p p r o a c h e s t o the study of p e r s o n a l i t y . The

word "extreme" i s used here i n t h e sense t h a t t h e s e two

extreme g r o u p s c a n b e c o n s i d e r e d a s t h e two o p p o s i t e

points on t h e " c o n t i n u u m " of present-day approaches to the

study of p e r s o n a l i t y . One o f t h e s e extreme approaches

d e a l s w i t h t h e i n d i v i d u a l a s an " u n i q u e w h o l e " , a s i s

exemplified in writings o f men s u c h a s A l l p o r t (l), Murray

(38), and K l o p f e r (33), and i t i s e s s e n t i a l l y t h e same a s

the " g l o b a l " view of p e r s o n a l i t y encompassed w i t h i n t h e

projective techniques. The o t h e r extreme a p p r o a c h i s ev-

idenced i n the writings-of s u c h men a s C a t t e l l ( 9 ) ,

Guilford ( 2 5 ) , and T h u r s t o n e ( 5 5 ) , who h o l d that personal-

ity can be d e s c r i b e d i n terms of d i s c r e t e , i f not indep-

endent, traits. V a r i o u s s t a n d a r d i z e d measuring devices,

s u c h as t h e p e r s o n a l i t y questionnaire, a r e based essen-

tially upon t h e l a t t e r point of view, whereby t h e i n d i v -

idual i s compared w i t h o t h e r s i n terms arrived a t b y means

of statistical methods.

These many c o n c e p t s s u g g e s t e d b y t h e v a r i o u s

restricted s c h o o l s of thought emphasize t h e f a c t that

such i s o l a t e d views a r e determined t o a g r e a t e x t e n t by

the special objectives that the p a r t i c u l a r group desires

to a c c o m p l i s h , as mentioned by Rosenzweig (48, p.540).

Having t h i s f a c t i n attention, the eclectic psychologist

n e e d n o t be d i s t u r b e d about t h e v a r i o u s diverse and, a t

times, seemingly a n t a g o n i s t i c viewpoints, f o r i t i s to h i s

advantage t o have t h e o p p o r t u n i t y t o s e l e c t that approach

or t h o s e a p p r o a c h e s t h a t most a d e q u a t e l y supply the best

solution t o h i s needs o f t h e s p e c i f i c circumstance.

Today a s t h e r e s u l t o f t h e p r o g r e s s i n the various

areas o f s t u d y mentioned, t h e worker s t u d y i n g personality

has, besides basic theories, many methods and d e v i c e s from

which t o choose. T h e s e methods and d e v i c e s can be a r b i t r -

arily divided, although not without certain overlapping,

into the following three groups: t h e " s u b j e c t i v e " includ-

i n g among many, t h e i n t e r v i e w , the personal case history,

the questionnaire, t h e use of a u t o b i o g r a p h i e s , and o t h e r

methods whereby t h e s u b j e c t gives directly information

about h i m s e l f ; the "objective" including t h e t e c h n i q u e of

actually observing and r e c o r d i n g behaviour of the i n d i v i d -

ual in a real l i f e s i t u a t i o n and t h e use o f p h y s i o l o g i c a l

measurement, t o name b u t two examples w i t h i n this group;

the " p r o j e c t i v e " which includes those techniques i n which

the individual reveals c e r t a i n unique features of h i s per-

s o n a l i t y b y p r o j e c t i n g h i s m e a n i n g s and f e e l i n g s i n t o some

configuration.

One of t h e r e l a t i v e l y new d i v i c e s t h a t h a s come

t o the fore i n the f i e l d of p e r s o n a l i t y evaluation i s the

 -5-

questionnaire or inventory. According to B e l l (5.P.15)

the beginnings of the use of t h e questionnaire can be

traced to the e a r l y p s y c h i a t r i c interview during which the

subject was a s k e d t o answer a l i s t of p r e d e t e r m i n e d ques-

tions dealing with h i s a f f e c t i v e . r e a c t i o n s . The earliest

published list of such q u e s t i o n s appeared i n 1905 when

two medical workers (Heymans and Wiersma) p r e p a r e d a list

of n i n e t y items. I t was not long before several similar

lists of questions were p u b l i s h e d (5, p . 1 7 ) , some of which

contained m o d i f i c a t i o n s , s u c h as the use of a coarse

weighting s c a l e , i n an attempt to evaluate the responses

more a d e q u a t e l y . With t h e coming of W o r l d War I there

was created a n e e d f o r some e f f i c i e n t and s p e e d y method

by w h i c h e n l i s t e d men c o u l d be evaluated i n terms of the

adequacy of t h e i r a d j u s t m e n t . I t was during this crisis,

in 1917, t h a t R.S.Woodworth d e v e l o p e d h i s w e l l - k n o w n Per-

sonal Data S h e e t , w h i c h was t o become t h e basis f o r the

development of many s i m i l a r questionnaires, some of which

are i n use today.

According t o many r e p o r t s (51;53;55) among the

more w i d e l y used q u e s t i o n n a i r e s of t o d a y i s the Bell Ad-

justment Inventory (Appendix A ) . Tyler (61,p.356) s t a t e s

that i t i s considered one of t h e b e s t i n the field and

is used e x t e n s i v e l y i n both c l i n i c a l and counselling areas.

This Inventory i s being used i n some s c h o o l s i n Vancouver

 -5-

as p a r t of t h e c o u n s e l l i n g programme f o r t h e school. How-

ever, evidence to support t h e wide a p p l i c a t i o n of d e v i c e s ,

such as t h e A d j u s t m e n t Inventory, is lacking and at the

present time their worth i s only i n the investigative stage,

as i s r e f l e c t e d by t h e r e p e a t e d comment f o u n d i n the lit-

e r a t u r e t h a t more a n a l y t i c a l s t u d i e s upon them i s i m p e r a t i v e .

Therefore, considering t h i s latter p o i n t of the need f o r

f u r t h e r r e s e a r c h , t o g e t h e r w i t h the growing demands o f the

clinician and counsellor, i t i s one o f t h e main aims of

this study to present f u r t h e r evidence concerning the ade-

quacy of such means o f measurement.

The Statement of the Problem

The problem which w i l l be the nucleus of this

s t u d y c a n be stated as f o l l o w s : on t h e f o u n d a t i o n of cer-

tain selected criteria, t o what degree i s the B e l l Adjust-

ment I n v e n t o r y a r e l i a b l e , valid and u s e f u l measure of

grade twelve students* adjustments, with specific reference

to those f a c t o r s that the Inventory i s constructed to

evaluate? The p r o b l e m , as stated, delimits the study and

yet is flexible enough t o p e r m i t a comprehensive investig-

a t i o n w i t h i n c e r t a i n boundaries.. In e v a l u a t i n g t h e worth

o f any m e a s u r i n g instrument one of the f i r s t essentials

is t o have a d e f i n i t e understanding of i t s o r i g i n a l design.

A certain t h e r m o m e t e r , i n way of example, m i g h t be quite

inadequate f o r measuring minute temperature gradations,

and i f i t were u s e d beyond i t s c o n s t r u c t e d capacities

then any r e s u l t a n t errors o f measurement w o u l d be t h e

fault of i t s m i s a p p l i c a t i o n r a t h e r than the d e v i c e itself.

T h e r e f o r e , any s t u d y of instruments such as the B e l l Adjust-

ment I n v e n t o r y must b e p r e c e d e d b y a k n o w l e d g e of t h e de-

clared c l a i m s of t h e t e s t w h i c h d i r e c t s and s e t s limits

to the i n v e s t i g a t i o n . However, w i t h i n s t r u m e n t s l i k e the

Bell Inventory, the stated c l a i m s a r e o f t e n g i v e n i n gen-

eral r a t h e r than specific t e r m s and t h e m i n i m a l and max-

imal measuring potentials remain vague. In such cases,

where t h e c a p a c i t i e s of a measuring device are not clearly

known, t h e n the study as an i n v e s t i g a t i o n develops, per-

haps imperceptibly at times, i n t o a r e s e a r c h problem with

the aim of s u p p l y i n g e m p i r i c a l evidence r e g a r d i n g t h e de-

fining o f t h e test's limits.

The statement of t h e problem implies that this

study w i l l be, i n p a r t , a statistical analysis. However,

as A l l p o r t (l,p.382) states: "The v a l u e of statistical

analysis in sorting, comparing, and determining the r e l i a b -

ility of accumulated data i s u n q u e s t i o n a b l e ; but so t o o

is i t s power f o r m i s c h i e f when t h e p s y c h o l o g i c a l a i m a n d

significance o f t h e i n v e s t i g a t i o n become obscured i n the

sheer exuberance of d i g i t s " . Therefore, considering this

latter p o i n t , i f any evidence f o r the worth or f o r the

ineffectiveness of t h e I n v e n t o r y p r e s e n t s itself outside

 -8-

of the s t a t i s t i c a l analysis, of the t e s t itself, these

findings will be incorporated accordingly. In addition,

the s t a t i s t i c s resulting from any s t u d y of t h i s nature

are not self-interpretive. T h e r e f o r e , i t i s of t h e ut-

most importan&e when i n t e r p r e t i n g the s t a t i s t i c a l results

that a l l important factors, such as t h e r e a s o n f o r t h e

use of c e r t a i n criteria and the adequacy pf t h e criteria,

be e x p l a i n e d as c l e a r l y as pcssible.

During the course of t h e s t u d y o t h e r objectives

besides that of p r e s e n t i n g e v i d e n c e concerning the Inven-

tory will be sought. Since i t i s obvious t h a t the prob-

lems i n t h e f i e l d o f p e r s o n a l i t y measurement a r e multiple

and complex, i t w o u l d seem o n l y l o g i c a l that a review of

s u c h p r o b l e m s w o u l d be commanding. I t i s important to be

a c q u a i n t e d w i t h these problems not only f o r the purpose

of getting a t r u e r p e r s p e c t i v e of the d i f f i c u l t i e s that

beset t h o s e r e s e a r c h e r s who attempt to c o n s t r u c t m e a s u r -

ing d e v i c e s , but also for furnishing a background of i n -

formation to a s s i s t i n making sound interpretations.

 CHAPTER I I

THE B E L L ADJUSTMENT INVENTORY: STUDENT FORM

General Information

The B e l l Adjustment Inventory Is a q u e s t i o n n a i r e

a p p r o a c h t o t h e measurement of p e r s o n a l i t y . The Inven-

tory, adapted t o group t e s t i n g , consists of a t o t a l o f

140 items divided into f o u r s e c t i o n s known a s Home, H e a l t h ,

Social, and E m o t i o n a l , each s e c t i o n containing thirty-five

questions. Rather than have a l l t h e q u e s t i o n s o f one s e c -

tion clustered t o g e t h e r , which has t h e d i s a d v a n t a g e of

tending t o develop a "set" within the subject taking the

test, t h e q u e s t i o n s a r e randomly d i s t r i b u t e d throughout.

For purposes of s t a n d a r d i z a t i o n i n the adminis-

tration of the t e s t , the students are given initial in-

structions, printed on t h e f r o n t sheet of each Inventory

blank, w h i c h a r e r e a d a l o u d t o them w h i l e they read sub-

vocally. Within these directions the students are told

how t o mark t h e i r a n s w e r s , t h a t 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 n d t h a t i f t h e q u e s t i o n s a r e answered

" h o n e s t l y " and " t h o u g h t f u l l y " t h e r e s u l t s w i l l give the

student a b e t t e r understanding of h i m s e l f . Bell (5,p.30)

believes that this latter p o i n t i s important f o r getting

the student's co-operation since i t stimulates curiosity

and leads to greater Interest i n the r e s u l t s . In a d d i t i o n ,

Bell b e l i e v e s that the Inventory s h o u l d be g i v e n t o t h e

students with t h e i r understanding that the r e s u l t s will

 -lp-

be discussed with them.

In s c o r i n g t h e Inventory, which can be done i n

approximately t h r e e m i n u t e s by the use of s p e c i a l scoring

stencils, only those responses indicative of maladjustment

are given a s c o r e , and each of t h e s e receive a score of

"one" point. Therefore, the higher the numerical score

t h e more i n d i c a t i v e i s i t of adjustment disturbances.

For interpretive purposes a separate set of norms

( s e e Manual o f D i r e c t i o n , A p p e n d i x A.) are available for

both high s c h o o l men and women and f o r both college men

and women. Also f o r interpretive purposes, d e s c r i p t i v e

terms are Included i n the Manual whereby e a c h s t u d e n t is

classed, according to h i s score, into one of f i v e r a t i n g s ,

including: " e x c e l l e n t ; " "good;" " a v e r a g e ; " " u n s a t i s f a c t o r y ; "

and "very u n s a t i s f a c t o r y " .

Norms a r e a l s o a v a i l a b l e f o r t o t a l scores, that

is, f o r the sum of t h e s c o r e s made on the four sections.

However, s i n c e t h e total scores are of l i t t l e o r no mean-

ing i n themselves, i t would appear t h a t i n c l u d i n g norms

for them i s u n s o u n d , e s p e c i a l l y s i n c e the Inventory has

b e e n p u b l i s h e d f o r w i d e use which o b v i o u s l y i n c r e a s e s the

possibility of t h e m i s u s e of s u c h scores.

C o n s t r u c t i o n and S t a n d a r d i z a t i o n of the Inventory

The initial stage i n the c o n s t r u c t i o n of the In-

ventory began i n 1930 when t h e Thurstone P e r s o n a l i t y

S c h e d u l e was administered to the e n t e r i n g freshman class

at Chico State College, C a l i f o r n i a . The s t u d e n t s who took

the Thurstone P e r s o n a l i t y Schedule were i n t e r v i e w e d d u r i n g

the course of the y e a r w i t h t h e v i e w of a s c e r t a i n i n g the

v a l u e of the Schedule f o r c o u n s e l l i n g , and to attempt to

utilize the information i n order to c o n s t r u c t a new test

t h a t w o u l d h a v e more v a l u e f o r c o u n s e l l i n g . The 223 ques-

tions i n the Thurstone Schedule were u s e d t o commence an

item study. To these q u e s t i o n s were added 188 original

items. T h e s e 411 q u e s t i o n s were d i v i d e d arbitrarily into

the f o l l o w i n g groups: Home L i f e ; H e a l t h ; Use of Time;

Emotional C o n t r o l ; S e l f - P e e l i n g ; A t t i t u d e Toward Others;

Social R e a c t i o n ; A t t i t u d e Towards L i f e ; A t t i t u d e Towards

Sex; P a t h o l o g i c a l Tendencies. The p u r p o s e of t h e item

s t u d y was to e l i m i n a t e those q u e s t i o n s w h i c h were not

suitable. The criteria used i n the item e v a l u a t i o n were

as f o l l o w s : i n t e r n a l consistency, " a p p l i c a b i l i t y " and am-

biguity. With r e f e r e n c e t o i n t e r n a l consistency, only

those items were r e t a i n e d c l e a r l y differentiated between

t h e u p p e r and the lower 15 p e r c e n t . w i t h i n each category.

"Applicability", as a criterion, refers t o the requirement

that an i t e m be marked by a p p r o x i m a t e l y 25 per cent of the

maladjusted group. The third criterion was ambiguity

which r e f e r s to the elimination of items t h a t proved to be

misunderstood o f t e n , by the student. Another c o n s i d e r a t i o n

was t h a t of p r a c t i c a l i t y , f o r i t was found, that certain

q u e s t i o n s , f o r example, a r o u s e d embarrassment and so were

 -12-

eliminated i n order to get f u l l e s t co-operation of the

students.

At the completion of t h e s t a t i s t i c a l a n a l y s i s of

the items, 140 i t e m s were r e t a i n e d , 35 d e a l i n g w i t h each

of t h e f o l l o w i n g a r e a s ; home, h e a l t h , s o c i a l , and emotional

adjustment. These f o u r c a t e g o r i e s were c o m b i n e d t o f o r m

the present Adjustment Inventory.

Reliability Coefficients

The reliability coefficients and probable errors

f o r the subsections of the Inventory a s r e p o r t e d by B e l l

are t a b u l a t e d i n T a b l e l . The sample u s e d c o n s i s t e d o f

258 c o l l e g e f r e s h m e n a n d j u n i o r s , i n c l u d i n g both sexes.

The coefficients were o b t a i n e d b y c o r r e l a t i n g t h e odd a n d

even i t e m s and a p p l y i n g t h e Spearman-Brown prophecy for-

mula f o r c o r r e c t i o n . It will be seen t h a t t h e s e corrected

reliabilities range from .80 f o r t h e H e a l t h s e c t i o n t o .89

f o r both the Social a n d t h e Home s e c t i o n s .

Validation

Bell u s e d s e v e r a l methods i n an a t t e m p t t o estab-

lish validity f o r the v a r i o u s subsections of t h e I n v e n t o r y .

As h a s a l r e a d y b e e n m e n t i o n e d , an i t e m a n a l y s i s was done

with t h e aim of e s t a b l i s h i n g internal consistency within

the s u b t e s t s . Of c o u r s e , a high degree of i n t e r n a l con-

s i s t e n c y among t h e i t e m s does n o t n e c e s s a r i l y i n d i c a t e

validity f o r what t h e t e s t claims t o measure, b u t i t is

very unlikely that a test will be h i g h l y v a l i d i f there

 -13-

TABLE I

C o e f f i c i e n t s of R e l i a b i l i t y f o r the Adjust-
ment I n v e n t o r y a s r e p o r t e d b y B e l l

N r 258 h i g h school students

Adjustment section r PE r

d.008
1.015
i.008
Emotional A d j u s t m e n t . . . .93 ±.012
 -14-

is low "Internal consistency" with reference to the items.

Bell (5,p.81) c i t e s as evidence of v a l i d i t y the

correlation coefficients o b t a i n e d between c e r t a i n other

personality q u e s t i o n n a i r e s and the Social and Emotional

sections. The other t e s t s used were t h e A l l p o r t Ascend-

ance-Submission test, the Thurstone P e r s o n a l i t y Schedule,

and t h e B e r n r e u t e r B4-D (social) section. The Social

section of t h e B e l l Inventory correlated .73*.051 w i t h the

Allport test u s i n g 46 m a l e s t u d e n t s and .811:.034 when u s i n g

a sample of 50 female students. The Social section and

t h e B e r n r e u t e r B4-D correlated * 9 0 ± . 0 1 8 w i t h a sample of

39 students. The Emotional section, using 96 students,

correlated .93±".010 w i t h the Thurstone. Interesting as

these correlations (corrected for attenuation) are, i t

would appear t h a t l i t t l e i s accomplished by this part of

the study since the v a l i d i t y of these other t e s t s remains

questionable (16). In a d d i t i o n , i t i s o n l y t o be expected

that such tests as these will produce f a i r l y high correl-

ation coefficients b e c a u s e of t h e essentially similar de-

s i g n used in their construction.

Each o f t h e f o u r s e c t i o n s , of t h e A d j u s t m e n t In-

v e n t o r y was e v a l u a t e d by means of v a l i d a t i n g groups sel-

e c t e d by counsellors. In e a c h c a s e , t h e g r o u p s c o n s i s t e d

of two e x t r e m e s , a w e l l - a d j u s t e d g r o u p and a poorly ad-

justed group. These g r o u p s were g i v e n t h e A d j u s t m e n t In-

ventory and the c r i t i c a l ratio computed t o d e t e r m i n e the

extent o f a n y d i f f e r e n c e i n mean s c o r e s . The d a t a r e -

garding these validating g r o u p s a r e t o be f o u n d i n Table

II. It will be o b s e r v e d t h a t f o r e v a l u a t i n g t h e Home A d -

justment s e c t i o n t h e two extreme g r o u p s , c o n s i s t i n g o f 51

students each, d i f f e r e d significantly, on t h e b a s i s o f t h e

d i f f e r e n c e between mean s c o r e s , a t t h e .01 l e v e l of con-

fidence with a CR o f 7.G2. Similarly each o f t h e two

groups f o r t h e other three sections differed significantly

at t h e .01 l e v e l , t h e CR f o r t h e v a r i o u s sections being:

Social, 8.40; E m o t i o n a l , 5.29; H e a l t h , 6.59. These CR»s

indicate that on t h e e v i d e n c e given, the Inventory i s

clearly differentiating between t h e e x t r e m e s o f a d j u s t -

ment a s s e l e c t e d b y c o u n s e l l o r s . I t should be a d d e d , i n '

passing, that these g r o u p s were s e l e c t e d f r o m t h e r e p o r t s

of many c o u n s e l l o r s o v e r a period of more t h a n a y e a r , so

that t h e g r o u p s c h o s e n were evidently well-defined.

The coefficients o f i n t e r c o r r e l a t i o n as r e p o r t e d

by Bell are l i s t e d i n Table III. An e x a m i n a t i o n of t h i s

table shows t h a t a l t h o u g h the i n t e r c o r r e l a t i o n s a r e low

there is a possibility that c e r t a i n of the subsections

have e l e m e n t s i n common a n d s u c h r e s u l t s a s t h e r o f .53

between H e a l t h and Emotional s e c t i o n s tend to indicate

t h a t v a r i o u s s e c t i o n s a r e not m e a s u r i n g s e p a r a t e and

clearly-defined factors.

Concerning sex d i f f e r e n c e s , B e l l (5,p.l48) found

s i g n i f i c a n c e between t h e mean s c o r e s of 161 h i g h school

 -16-

TABLE I I

Data C o n c e r n i n g t h e O r i g i n a l V a l i d a t i n g
Groups of t h e B e l l Adjustment Inventory

Type o f Well-adjusted P o o r l y a d j u s t e d Mean Sigma

Adjust- Group Group Diff. Diff. OR
ment Wean Sigma Mean I Sigma

Home (51
i n each 4.65 3.18 10.27 4.67 5.62 .80 7.03
Group
H e a l t h (42
i n each 5.40 3.11 11.53 5.22 6.13 .93 6.59
Group
S o c i a l (24
i n each 8.40 4.59 16.80 5.89 8.40 1.52 5.53
Group

Emotional
(36 i n 8.28 4.88 16.28 7.08 7.50 1.42 5.32
o
each Group
 -17-

TABLE I I I

C o e f f i c i e n t s of I n t e r c o r r e l a t i o n s f o r t h e A d j u s t -
ment I n v e n t o r y as r e p o r t e d b y B e l l

Inventory Subsections r PE r

.43 .04
.04 .05
.38 .04
.24 .04
H e a l t h and Emotional.... .53 .03
S o c i a l and Emotional.... .47 .04
 -18-

b o y s a n d 190 h i g h school g i r l s , on a l l e x c e p t the Health

section. The CR's were a s f o l l o w s : Home, 3.67; H e a l t h ,

1.58; Social, 2.03; E m o t i o n a l , 8.51.

The Stated Claims F o r The A d j u s t m e n t Inventory

The Adjustment Inventory was c o n s t r u c t e d with the

v i e w o f g i v i n g c o u n s e l l o r s a means o f f a c i l i t a t i n g t h e

personal g u i d a n c e of s t u d e n t s . Bell (5,p.29) does n o t

make a n y e x t r a v a g a n t claims f o r the Inventory b u t he does

state that i t h a s been d e v e l o p e d p r i m a r i l y f o r personal

counselling with t h e aim of g i v i n g t o t h e c o u n s e l l o r valid

and reliable knowledge c o n c e r n i n g the subject i n f o u r im-

portant areas of adjustment. In a d d i t i o n , he c l a i m s that

the reliabilities are s u f f i c i e n t l y high enough t h a t t h e

Inventory c a n be u s e d f o r r e s e a r c h studies.

At the b a s i s of the Inventory i s the view that

the concept of adjustment i s t h e soundest principle f o r the

measurement o f a s p e c t s of p e r s o n a l i t y , f o r as B e l l (5,p.l)

states:

The c o n c e p t o f a d j u s t m e n t as a g u i d i n g p r i n -
c i p l e f o r measurement i n c o u n s e l i n g i s o f -
f e r e d a s p r o v i d i n g a dynamic a n d m e a n i n g f u l
d e s c r i p t i o n of the student's p e r s o n a l i t y .
I n s t e a d o f t i c k e t i n g t h e student as " i n t r o v -
e r t e d " or " n e u r o t i c " , t h i s concept permits
d e s c r i b i n g b e h a v i o r i n t e r m s of how s a t i s -
f a c t o r i l y o r u n s a t i s f a c t o r i l y he i s a d j u s t e d
t o c e r t a i n p e r s o n a l and s o c i a l s i t u a t i o n s .

Sell f u r t h e r s t a t e s that adjustment can be c o n -

sidered i n t e r m s of some o b j e c t i v e e v a l u a t i o n o f t h e i n -

dividual or i n terms o f the i n d i v i d u a l s own evaluation

 -19-
of h i s b e h a v i o r * In i n t e r p r e t i n g the scores of t h e A d -

justment Inventory, this l a t t e r v i e w i s t o be u s e d , a n d

the s c o r e s made by t h e s u b j e c t s h o u l d be c o n s i d e r e d a s t h e

individual's own " • • • e v a l u a t i o n o f h i s home, h e a l t h , a n d

other adjustments" (5,p.29).

 CHAPTER I I I

A SURVEY AND REVIEW OF THE RELATED LITERATURE

It would appear t h a t t h e p u b l i s h e d l i t e r a t u r e re-

lated t o the B e l l Adjustment Inventory d i s p l a y s two main

types of s t u d i e s . One of these groups of s t u d i e s consists

of those that are concerned with determining the v a l i d i t y

and reliability of the Inventory i t s e l f , while the other

main g r o u p includes those s t u d i e s t h a t have u s e d the In-

ventory assuming, with or without limitations, that the

I n v e n t o r y measures t h o s e f a c t o r s included i n the test ade-

quately enough f o r p r a c t i c a l and experimental purposes*

Since this paper i s more c o n c e r n e d with the former aspect

t h e g r e a t e r p a r t of t h i s section will deal with the im-

p o r t a n t a r t i c l e s t h a t have attempted t o make a statistical

evaluation of the s u b s e c t i o n s of the Adjustment Inventory*

Studies on t h e R e l i a b i l i t y of t h e Inventory

A comparison of the reliability coefficients re-

p o r t e d by v a r i o u s s t u d i e s can be made by referring to

Table IV..

Among t h e first s t u d i e s of t h e B e l l Inventory re-

ported i n t h e l i t e r a t u r e was t h a t made i n 1936 by Turney

and -Fee (60) who were investigating t h e use of the Inven-

tory f o r high school guidance. In t h i s study the authors

sought to determine the subtest r e l i a b i l i t i e s on t h e b a s i s

of retesting after a six-month interim. The reliability

coefficients f o r the v a r i o u s s u b t e s t s as obtained by

 21-

TABLE IV

C o e f f i c i e n t s of R e l i a b i l i t y f o r t h e Adjustment
I n v e n t o r y as Reported by V a r i o u s Independ-
ent S t u d i e s

Name Number Method

of of of Adjustment S e c t i on
Study Students Correlat ion
Home Health Social Emot i o n
Traxler 43 split-half .838 .831 .932 .875

348(Male) s p l i t - h a l f .796 .717 .850 .789

Tyler 392(Fern.) s p l i t - h a l f .827 .797 .876 .839

Turney
and F e e 78 r e t e s t ( 6 moj .851 .741 .832 .823
 -22-

T u r n e y a n d F e e u s i n g a sample o f 78 h i g h school students

were a s f o l l o w s : home .851; h e a l t h .741; s o c i a l .832; a n d

e m o t i o n a l .788.

W i t h i n t h e same y e a r (1936) T y l e r (61) made a

study o f the v a r i o u s s u b t e s t s and u s i n g t h e s p l i t - h a l f meth-

od a n d t h e Spearmen-Brown formula, obtained the f o l l o w i n g

coefficients f o r 392 m a l e h i g h s c h o o l s t u d e n t s : Home .796;

Health .717; S o c i a l .850; a n d E m o t i o n a l .789. F o r 348

females Tyler obtained t h e following c o e f f i c i e n t s : Home

.827; H e a l t h .797; S o c i a l .876 a n d E m o t i o n a l .839.

In 1941 A . E . T r a x l e r ( 5 6 ) made a s t u d y w i t h a

small sample o f 43 h i g h s c h o o l p u p i l s and a l l h i s r e l i a b -

ilities were over .80 r a n g i n g f r o m .831 f o r t h e H e a l t h

section t o .932 f o r t h e S o c i a l section. A s oan be n o t e d

in Table I I I a l l t h r e e s t u d i e s p l a c e d the H e a l t h S e c t i o n

as t h e l e a s t reliable while the Social section was r a t e d

most r e l i a b l e by both T r a x l e r and T y l e r w h i l e t h e Home s e c -

tion was most reliable a c c o r d i n g t o T u r n e y and F e e .

From t h e s e results i t would appear t h a t the Soc-

ial s e c t i o n t e n d s t o b e t h e most r e l i a b l e , w i t h t h e Emot-

ional a n d Home s e c t i o n s f o l l o w i n g ; while the Health sec-

tion shows evidence of being the least reliable. A com-

parison c a n be made w i t h B e l l ' s own r e s u l t s by r e f e r r i n g

to Table I.

Validity Studies of t h e B e l l Inventory

Traxler ( 5 6 ) a n d T u r n e y a n d F e e ( 6 0 ) made v a l -
 -23-

idity evaluations within their studies, and i n b o t h cases

the outside criterion u s e d was teachers' ratings* In

neither case d i d the obtained coefficients substantiate

the validity of any of t h e s e c t i o n s * However, the lack of

v a l i d i t y m i g h t p o s s i b l y be t h e r e s u l t o f t h e c r i t e r i o n

used. T u r n e y and F e e ( 6 0 , p*197) made r e f e r e n c e to the

fact that the teachers used i n t h e i r s t u d y showed a lack

of sufficient t r a i n i n g i n the task that was p r e s e n t e d t o

them.

One study that dealt s o l e l y w i t h t h e v a l i d i t y of

the I n v e n t o r y was t h a t by Pederson (45) who used a t o t a l of

380 f r e s h m e n women f r o m t h e U n i v e r s i t y of Rochester. In

this study the v a l i d i t y i n d i c e s were c a l c u l a t e d by using

the following four criteria: (1) a u t o b i o g r a p h i e s ,

(2) records f r o m t h e Dean's p e r s o n a l files, (3) r a t i n g s

of t h e g i r l s ' Social Advisor f o r each s t u d e n t on social

a d j u s t m e n t , and (4) r a t i n g s of the Physical Education

Instructor who rated the subjects on h e a l t h adjustment.

On t h e b a s i s o f one o r more o f t h e c r i t e r i a mentioned

Pederson d i v i d e d t h e group into various l e v e l s of adjust-

ment and then n o t e d any s i g n i f i c a n c e between t h e differ-

e n c e s o f t h e mean s c o r e s . In d e t e r m i n i n g the v a l i d i t y of

the Home A d j u s t m e n t s e c t i o n P e d e r s o n u s e d 57 s t u d e n t s who

were c l a s s i f i e d as h a v i n g home d i f f i c u l t i e s , according to

the Dean's f i l e s and o t h e r information, a n d 323 others

who d i d n o t show s u c h difficulties. The d i f f e r e n c e ob-

 -24-

tained between t h e means o f t h e two g r o u p s was 3.6 times

the standard error of t h e d i f f e r e n c e , and t h i s was i n t e r -

preted a s i n d i c a t i v e o f s i g n i f i c a n c e a t t h e one p e r c e n t

level of c o n f i d e n c e *

For t h e S o c i a l Adjustment section the students

were d i v i d e d according to ratings by t h e S o c i a l Advisor

into three groups, namely: " e x c e l l e n t " ; "average"; and

"poor"* Statistical s i g n i f i c a n c e was f o u n d b e t w e e n t h e

"excellent" and " a v e r a g e " , and t h e " e x c e l l e n t " a n d " p o o r " ,

but s i g n i f i c a n c e was l a c k i n g between t h e " a v e r a g e " a n d

"poor" groups. Pederson stated that this partially indic-

ated that either the test o r t h e S o c i a l A d v i s o r was u n -

able t o d i s t i n g u i s h between t h e m o d e r a t e l y a d j u s t e d a n d

t h o s e who were v e r y r e t i r i n g (45, p . 2 3 4 ) . I t would also

seem r e a s o n a b l e t o s t a t e that i t i s possible that both

the t e s t a n d t h e A d v i s o r were u n a b l e t o d i s t i n g u i s h between

t h e s e two g r o u p s , or that i t i s possible that the Advisor

and the test are evaluating d i f f e r e n t aspects of s o c i a l

adjustment. No m e n t i o n was made i n the study of t h e b a s i s

used by the S o c i a l A d v i s o r t o c l a s s i f y the students.

No s i g n i f i c a n c e i n a n y c a s e was n o t e d b y P e d e r s o n

between g r o u p s o f t h r e e l e v e l s of adjustment when divided

on the basis of a u t o b i o g r a p h i e s . I t would appear that

using a criterion such as a u t o b i o g r a p h i e s i s experimentally

unsound because of t h e v e r y n a t u r e o f t h e method o f p r e -

senting evidence which Is almost entirely uncontrolled.

 -25-

In evaluating the Health s e c t i o n t h e r a t i n g s of

the P h y s i c a l Education I n s t r u c t o r were u s e d , again divid-

ing t h e groups into three levels* In t h i s case signific-

ance was f o u n d o n l y between t h e two e x t r e m e s "excellent"

and "poor"*

For the Emotional s e c t i o n Pederson f o u n d no sig-

n i f i c a n c e between a n y o f t h e g r o u p s divided first on t h e

basis of r e p o r t s from t h e Dean's f i l e s , and then on t h e

basis of a u t o b i o g r a p h i e s * From P e d e r s o n ' s study, then,

t h e Home A d j u s t m e n t section stands v a l i d as f a r as h e r a n -

alysis went, w h i l e t h e H e a l t h a n d S o c i a l sections are

c l a s s e d as p a r t i a l l y invalid since they are incapable of

differentiating between c e r t a i n levels of adjustment, and

the Emotional section showed no v a l i d i t y according to

her results.

In 1943 M a r s h (38) p u b l i s h e d a r e p o r t on t h e d i a g -

nostic value of the B e l l a n d A used, as d i d Pederson, groups

of freshmen women* I t was t h e p o l i c y a t t h e s c h o o l (Ste-

phens C o l l e g e ) where t h i s s t u d y was done t o r e f e r stud-

e n t s a p p e a r i n g t o have p r o b l e m s t o a G u i d a n c e Committee*

From t h e r e p o r t s o f t h e G u i d a n c e Committee g r o u p s were

selected f o r t h o s e h a v i n g home, s o c i a l , and e m o t i o n a l dif-

ficulties* S i n c e t h e numbers i n these groups were excep-

tionally small (ranging from five to twenty-five) the

value of the r e s u l t s i s somewhat d u b i o u s * However, M a r s h

found s i g n i f i c a n c e between t h e mean s c o r e s o f t h e home

 -26-

maladjusted g r o u p and t h e n o r m a l g r o u p . No o t h e r statis-

tical significance was o b t a i n e d . From t h e p o i n t o f v i e w

of t h e p r e d i c t i v e v a l u e of t h e s u b t e s t s , Marsh f o u n d that

the S o c i a l and E m o t i o n a l s e c t i o n s were o f d o u b t f u l v a l u e

for predicting student maladjustment during the c o l l e g e

year.

According t o a s t u d y made b y H.P.Smith (50,p.16)

in 1947, " C o n f i d e n c e i n the s o c i a l section of t h e Inven-

tory i s i n c r e a s e d as i t i s found to differentiate between

students who p a r t i c i p a t e in social activities and t h o s e

who do n o t " . In t h i s study Smith used 1700 s t u d e n t s i n

grades t e n , e l e v e n and t w e l v e . Smith divided these stud-

ents i n t o 31 d i f f e r e n t activity g r o u p s and a "non-activity"

g r o u p w h i c h was composed o f members who d i d n o t b e l o n g t o

any school group. When c o m p a r i n g t h e s c o r e s made on t h e

Bell I n v e n t o r y b y t h e members o f t h e s e v a r i o u s g r o u p s with

the group of students who d i d n o t b e l o n g t o any a c t i v i t y ,

Smith found t h a t i n 12 o f t h e 31 c a s e s t h e mean differ-

e n c e s were s i g n i f i c a n t a t t h e one p e r c e n t level of c o n -

fidence, 5 more were s i g n i f i c a n t at the f i v e per cent

level and i n a l l b u t 3 c a s e s t h e a c t i v i t y g r o u p s had h i g h e r

mean s c o r e s t h a n the "non-activity" group.

Summary o f v a l i d i t y studies

Reviewing these reported studies i n b r i e f , i t

would appear t h a t adequate experimental information i s

lacking concerning the v a l i d i t y of the subsections of the

 -27-

Bell Adjustment Inventory. In many c a s e s i t would seem

that the experimental design used f o r the purpose of estab-

lishing evidence of v a l i d i t y was itself of d o u b t f u l a u t h -

enticity. In some c a s e s t h e samples u s e d were e i t h e r very

small or p o o r l y d e f i n e d . However, c o n s i d e r i n g t h e ade-

quacy of t h e experimental procedures used, the positive

results r e p o r t e d by P e d e r s o n (45) and Marsh (38) f o r the

Home s e c t i o n , as f a r as their s t u d i e s went, and the i n -

f o r m a t i o n p r e s e n t e d by Smith's (50) study concerning the

relationship f o u n d between s o c i a l participation and social

adjustment s c o r e s made on the Inventory appear highly

fruitful and i t i s the intention of t h i s study to supply

further evidence along these lines.

Other Studies Using the B e l l Adjustment Inventory

The B e l l Adjustment I n v e n t o r y has been u s e d by

many r e s e a r c h e r s f o r v a r i o u s e x p e r i m e n t a l s t u d i e s n o t

directly concerned with a s t a t i s t i c a l e v a l u a t i o n of t h e In-

ventory itself.

S t u d i e s by C l a r k and Smith ( 1 1 ) , Drought (13),

Young et a l . (63j), and Griffiths (22) a t t e m p t e d t o show

the r e l a t i o n s h i p between p e r s o n a l a d j u s t m e n t as measured

by the Inventory and scholastic achievement. Little or

no r e l a t i o n s h i p was shown as i s u s u a l l y the case i n such

studies (51). The results of these studies dealing with

t h e r e l a t i o n s h i p between s c h o o l p r o f i c i e n c y and Inventory

s c o r e s c a n be summed up i n the statement from Drought (13,

 -28-

p.604) t h a t , "The B e l l Adjustment Inventory is of little

v a l u e f o r the purpose of d i f f e r e n t i a t i n g between students

who will o b t a i n grades above p r e d i c t i o n and those who

will fall markedly below prediction."

Other s t u d i e s have u s e d the I n v e n t o r y f o r the

purpose of c o m p a r i n g one selected group with another. One

study ( 1 5 ) , f o r example, a t t e m p t e d t o compare t h e a d j u s t -

ment of o n l y - c h i l d r e n w i t h c h i l d r e n who had siblings,

u s i n g as the b a s i s of comparison the scores obtained by

t h e two g r o u p s on t h e Inventory. Such s t u d i e s as this

are d i r e c t l y dependent upon t h e degree of exactitude to

which the I n v e n t o r y measures the f a c t o r s concerned. There-

fore, the c o n c l u s i o n s of such r e p o r t s b y n e c e s s i t y must

be tentative only, u n t i l evidence i s present to support

a s u f f i c i e n t l y high degree of v a l i d i t y f o r t h e Inventory

itself.
 CHAPTER IV

METHODOLOGICAL PROBLEMS OF PERSONALITY

• MEASUREMENT

E v i d e n c e of P r o b l e m s of Measurement

The field of p e r s o n a l i t y measurement, and that of

the evaluation o f human b e h a v i o u r , h a v e been c h a r a c t e r i z e d

by a l a r g e number of complex and seemingly unsurmountable

problems* The lack of obtained success in evaluating be-

haviour by means of t h e personality questionnaire is re-

flected i n the general disappointed r e a c t i o n o f many w o r k e r s

in the v a r i o u s psychological fields who have a t t e m p t e d to

use them* A recent study by Kornhauser (34) gives fairly

positive evidence of the lack of e n t h u s i a s m t h a t has dev-

eloped among p s y c h o l o g i s t s concerning the u s e f u l n e s s of the

questionnaire* Kornhauser's study was, i n essence, a sur-

vey of t h e opinion pf well-known p s y c h o l o g i s t s . This study

showed t h a t w i t h a sample of 67 specialists in various

fields of p s y c h o l o g y , less t h a n two per cent considered

these devices as "highly satisfactory", about t h i r t e e n per

cent felt that they were " m o d e r a t e l y s a t i s f a c t o r y " , while

the remaining e i g h t y - f i v e per cent considered that they

were of "doubtful" value. When u s i n g a sample o f 30 clin-

ical p s y c h o l o g i s t s the results were s l i g h t l y more favorable

towards the questionnaire, as thirty per cent felt that

they were " s a t i s f a c t o r y " or "very satisfactory" while sev-

enty per cent c l a s s e d them as "doubtful" in value.

 -30

E v e n more c o n c r e t e p r o o f o f t h e e x i s t e n c e of prob-

l e m s o f measurement i n the f i e l d of p e r s o n a l i t y i s mani-

fested, i n the l a c k of e x p e r i m e n t a l e v i d e n c e to support the

validity of the v a r i o u s devices that have been o f f e r e d f o r

use (16).

It i s t h e aim of t h i s s e c t i o n to r e v i e w t h e s e prob-

lems o f measurement t h a t make the q u a n t i f i c a t i o n of aspects

of b e h a v i o u r a d i f f i c u l t task.

The Problem of D e f i n i t i o n

Perhaps t h e most commonly s t a t e d difficulty i n the

field o f p e r s o n a l i t y measurement i s the f a c t , w h i c h we have

already noticed i n Chapter I, t h a t t h e r e i s no consistent

agreement as t o j u s t what t h e term "personality" constit-

utes. The lack o f agreement in definition i s evidenced

not only i n i t s p o p u l a r u s a g e compared t o i t s more scientif-

i c meaning but also i n the disagreement of v i e w p o i n t s p r e s -

ent i n the realm of p s y c h o l o g i c a l science. I t appears that

at the present time i n the f i e l d of p s y c h o l o g y the term

"personality" i s being used b o t h by t h o s e who believe that

it can be m e a s u r e d and b y t h o s e who believe that i t i s not

a measurable entity. It i s possible that a c e r t a i n amount

of t h e d i v e r g e n c e and, at l e a s t , ambiguity could be over-

come b y r e s t r i c t i n g the term " p e r s o n a l i t y " , as suggested

by A n d e r s o n (2,p.399), t o r e f e r , f o r example, t o t h e unique

integration of a l l the b e h a v i o u r reactions and conditions

t h a t make t h e p e r s o n the individual that he is. Such a view

 -31-

would imply that "personality", as d e f i n e d , could n o t be

measured s i n c e the s i n g l e case i s meaningless ina strictly

statistical sense. However, A n d e r s o n (2,p.401) f u r t h e r

states that the various components of p e r s o n a l i t y develop

within a s i m i l a r f r a m e w o r k a n d each i n d i v i d u a l possesses

some d e g r e e o f v a r i o u s common t r a i t s , implying that certain

traits are quantitative even i f t h e y a r e n o t d i r e c t l y meas-

urable. Then a f t e r r e s t r i c t i n g t h e meaning o f t h e term

"personality", another term should be s e l e c t e d or devised

to r e f e r t o t h e i n d i v i d u a l as a composite of these so-called

generalized o r common t r a i t s that are present i n some degree

in a l l individuals. Although, t h i s suggested "Appeasement"

does n o t overcome t h e p r o b l e m s of measuring these common

traits, i t does s u g g e s t a p o s s i b l e means o f o v e r c o m i n g

certain ambiguities inherent i n inadequate definition.

The P r o b l e m of E q u a l Units

One o f t h e m a i n p r o b l e m s of p e r s o n a l i t y measurement

by means o f t h e q u e s t i o n n a i r e lies within the fundamental

principles of true measurement w h i c h include that the units

o f measurement be e q u a l a n d d i r e c t l y comparable. Obviously

such d e v i c e s as t h e q u e s t i o n n a i r e do n o t meet t h e s e rigid

standards. The p r o b l e m of e q u a l u n i t s h a s become a dif-

ficult one i n t h e measurement of p e r s o n a l i t y f o r u n l e s s t h e

units c a n be assumed e q u a l t h e n i t i s not possible to add

these u n i t s directly o r , of c o u r s e , t o compare them dir-

ectly one w i t h t h e o t h e r . S i n c e most p e r s o n a l i t y tests

 -32-

are constructed to yield a statement of the individual i n

the form of a score, then c o n s i d e r i n g their theoretical

limitations, these scores, at best, can be c o n s i d e r e d only

as rough e s t i m a t e s , and t h e i r u t i l i t y will b e dependent

upon w h e t h e r o r n o t t h e y make p o s s i b l e a better description

of t h e v a r i a b l e whioh t h e y a r e d e s i g n e d t o measure.

Problems of I n d i v i d u a l Differences

Also i n the physical sciences there i s , f o r pur-

poses of v e r i f i c a t i o n , the p r i n c i p l e of universal agreement

and i n some c a s e s a u n i t standard f o r which there i s an

actual referent. However, in personality measurement, no

universal agreement i s p r e s e n t , and e v a l u a t i o n s of behav-

i o u r become b a s e d upon v a r i o u s a r b i t r a r y standards. The

individual taking a personality test l i k e the questionnaire,

is evaluated i n terms of standards that are arrived at f o r

a c e r t a i n group. At times, because of p a r t i c u l a r circum-

stances, these a r b i t r a r y standards do n o t a p p l y t o a s p e c -

ific individual. Here, then, enter those errors o f meas-

urement t h a t occur because the t e s t using f i x e d and a r b i t -

rary standards i s not designed t o make a l l o w a n c e s f o r t h e

r e l a t i v e nature of adjustment.

This last paragraph suggests those d i f f i c u l t i e s of

personality measurement t h a t a r i s e from t h e "uncontrolled

variable" of the i n d i v i d u a l . Many e r r o r s of measurement

are t h e r e s u l t of the f a c t that the Individual i s often

a s k e d t o make judgments t h a t a r e beyond h i s d i s c r i m i n a t i v e

 -33-

ability. The maladjusted individual, for example, is often

unaware o f t h e true nature of h i s c o n d i t i o n , and is there-

f o r e unable to answer a c c o r d i n g l y . Then a g a i n , there is

always the problem in questionnaire measurement of deter-

m i n i n g whether the subject i s answering h o n e s t l y or whether

he is giving "deceiving" a n s w e r s , w i t t i n g l y or otherwise.

The importance o f t h e s e two f a c t o r s upon t h e r e s u l t i n g

validity and reliability of t h e test results is evidenced

in the fact that some r e s e a r c h e r s (S3;47) consider them to

be c h i e f reasons f o r the lack of the success of question-

naires.

The Effect of Test Items

McQuitty (39) attempted to deal with the problems

o f p e r s o n a l i t y measurement by comparing the nature of per-

sonality test c o n t r u c t i o n with that of the intelligence

test. He assumed on the b a s i s of present day evidence

that intelligence t e s t s a r e more v a l i d . One main f a c t o r ,

that McQuitty reports that r e s u l t s i n lower v a l i d i t y and

reliability of the p e r s o n a l i t y t e s t s compared t o intellig-

ence t e s t s i s i n h e r e n t i n the n a t u r e of the items. In the

case of intelligence t e s t s the items are as McQuitty (39,

p.35) states "...an o b j e c t to object r e l a t i o n s h i p " while

in the case of p e r s o n a l i t y t e s t items, the relationship is

one of "...object to s e l f " . Consequently, i n answering

the questions the i n d i v i d u a l has, i n the case of intellig-

ence t e s t questions, only one c o r r e c t answer w h i l e in

 -34-

personality tests there i s no " r i g h t o r wrong a n s w e r " b u t

instead an a n s w e r t h a t i s d e p e n d e n t upon a v a r i e t y o f s i t -

uational factors a f f e c t i n g t h e i n d i v i d u a l , w h i c h may o r

may n o t r e m a i n c o n s t a n t from one t e s t i n g t o a n o t h e r . In

addition, when s c o r i n g the responses t o t h e items o f i n -

telligence t e s t s we know e x a c t l y what i s the correct answer,

however, i n t h e case of p e r s o n a l i t y tests there i s always

the element o f doubt concerning w h e t h e r t h e answer given

is "correct" in light of a c e r t a i n individual's behaviour.

Consequently there i s a much g r e a t e r possibility of chance

and systematic errors o f measurement t o o c c u r i n t h e answer-

ing and s c o r i n g of p e r s o n a l i t y test items t h a t w i l l , of

course, lead t o lower r e l i a b i l i t y and v a l i d i t y .

The Concept of "trait"

Another difficulty i n personality measurement men-

tioned by M c Q u i t t y (39,p.44) p e r t a i n s t o the concept of

"traits", a n d he g i v e s e v i d e n c e t o show t h a t f a c t o r i a l an-

alysis studies on p e r s o n a l i t y tests fail to reveal indep-

endent t r a i t s t o t h e same e x t e n t t h a t studies reveal indep-

endent f a c t o r s within intelligence tests.

Such men a s C a t t e l l (9;10) h o l d t o the view that

personality can and s h o u l d be d e s c r i b e d i n terms o f d i s -

crete and i n d e p e n d e n t traits. However, C a t t e l l agrees

with A l l p o r t (1) o v e r t h e v i e w t h a t no two p e r s o n s ever

have e x a c t l y t h e same c o m b i n a t i o n of t r a i t s , b u t he d e -

limits t h i s view by s t a t i n g (9,p.56): " H e r e d i t y and envir-

 -35-

onment are sufficiently alike f o r most p e o p l e i n one c u l -

ture t o give s u b s t a n t i a l l y t h e same f o r m of behavior of

mature a d u l t s " . C a t t e l l makes a d i s t i n c t i o n b e t w e e n what

he c a l l s "common t r a i t s " w h i c h c a n be m e a s u r e d , a n d "unique

traits" (cf.p.31) w h i c h c a n n o t be m e a s u r e d . In a d d i t i o n ,

he d i s p u t e s t h e d e f i n i n g of a t r a i t merely as a mathematical

factor, o r as a simple cluster of c o r r e l a t i n g elements ob-

t a i n e d b y means o f a f a c t o r i a l analysis. Instead, Cattell

(9,p.580) states:

The d e t e r m i n i n g o f t r a i t s must p r o c e e d b y
t h e u n i v e r s a l method o f d i s c o v e r i n g c o v a r -
i a t i o n a n d i n e v i t a b l e s e q u e n c e among ob-
served events. F a c t o r s which r e p r e s e n t
s o u r c e s Of c o v a r i a t i o n r a t h e r t h a n h i g h -
c l u s t e r s correspond t o t r a i t s .

He a l s o p o i n t s o u t t h a t other, methods, s u c h as t h a t o f a n -

alysis o f v a r i a n c e , s h o u l d be used along with f a c t o r anal-

y s i s which a l o n e c a n n o t be c o n s i d e r e d s u f f i c i e n t i n the

determining of t r a i t s . The p u r p o s e o f t h e v a r i o u s methods

is t o s e e k common v a r i a t i o n among v a r i a b l e s of behaviour.

Problems R e l a t e d t o t h e E s t a b l i s h m e n t o f R e l i a b i l i t y and
Validity .

In r e f e r e n c e t o t h e e s t a b l i s h i n g of evidence f o r

the r e l i a b i l i t y of a t e s t , the problem here i s t o show

the degree t o which a t e s t produces c o n s i s t e n t l y similar

scores f o r individuals over a p e r i o d of time. The t h r e e

t r a d i t i o n a l methods u s e d t o determine reliability are the

test-retest method, t h e a l t e r n a t e - f o r m s method, and t h e

split-half method. Each of t h e s e t h r e e methods g i v e some

 -36-
estimate of the t e s t ' s reliability, but they are not iden-

tical and each has i t s own u n d e r l y i n g a s s u m p t i o n s and e a c h

subject to certain limitations. I t i s important therefore

that a k n o w l e d g e b e h a d o f t h e s e methods when interpreting

the coefficients of c o r r e l a t i o n . Considering the t e s t - r e -

t e s t method, whereby t h e s u b j e c t s t a k e t h e same t e s t over

again, there i s the d i f f i c u l t y of determining the effect

of the f i r s t testing upon t h e s e c o n d as w e l l a s t h e e f f e c t

of the a c t i v i t i e s of the various subjects during the i n -

terim. Therefore, t h i s method i s not s u f f i c i e n t when these

u n c o n t r o l l e d f a c t o r s a r e known t o o p e r a t i v e t o s u c h an e x -

tent that the results will be d i f f i c u l t to interpret. In

the split-half method t h e t e s t i s divided into two s e c t i o n s

w h i c h a r e assumed t o b e two s t r i c t l y comparable halves.

A criticism (24,p.276) o f t h i s method i s that there are

many ways i n w h i c h a t e s t c a n be d i v i d e d i n t o h a l v e s and

which a r e c a p a b l e of producing quite different reliability

coefficients. I f , however, t h e r e i s every reason to believe

that t h e two h a l v e s c o n t a i n a random sample of s i m i l a r

items, then t h e method y i e l d s a good i n d i c a t i o n of c o n s i s -

tency and i s c o n s i d e r e d under such c o n d i t i o n s t h e b e s t o f

the traditional procedures (24,p.275). The a l t e r n a t e - f o r m s

method assumes t h a t t h e two t e s t s a r e comparable forms.

Obviously, here, as i n t h e case of the s p l i t - h a l f method,

is the problem o f determining i f there i s any s i g n i f i c a n t

affect of the f i r s t testing upon t h e s e c o n d , a s w e l l a s

establishing evidence that t h e two f o r m s are equal.

Concerning the e s t a b l i s h i n g of the v a l i d i t y of a

t e s t , t h e main d i f f i c u l t y i s that of f i n d i n g adequate crit-

eria, that a r e i n themselves r e l i a b l e , w i t h which to cor-

r e l a t e with the t e s t results. This difficulty i s , of course,

directly related t o t h e problem of d e f i n i t i o n that was

discussed earlier (see p.30). To e l u c i d a t e , and i n way o f

example, the question of f i n d i n g the v a l i d i t y of a " p e r s o n -

ality t e s t " becomes a m e a n i n g l e s s p r o b l e m when a t t h e o n -

s e t we a r e a d m i t t e d l y m e a s u r i n g but a few phases of a poor-

ly d e f i n e d whole, a n d i n a d d i t i o n h a v e weak supporting

evidence f o r the r e l i a b i l i t y of the c r i t e r i o n used. Con-

sequently, i n the f i e l d o f " p e r s o n a l i t y " measurement i t

would seem o n l y l o g i c a l that measurement b e p r e c e d e d b y

the exact d e f i n i t i o n of q u a l i t a t i v e behaviour c h a r a c t e r i s -

tics that i n turn c a n be c o n v e r t e d t o q u a n t i t a t i v e descrip-

tion.

In t h e c h a p t e r we have d i s c u s s e d t h e p r o b l e m o f

measurement i n the l i g h t of p o i n t s such a s , the t h e o r e t i c a l

assumptions u n d e r l y i n g measurement, t h e f a c t o r of i n d i v i d -

ual d i f f e r e n c e s , t h e lack of s a t i s f a c t o r y d e f i n i t i o n of

terms, t h e a f f e c t of the nature of t e s t i t e m s , and t h e gen-

eral problems pertaining t o the gathering of s u p p o r t i n g e v -

idence concerning r e l i a b i l i t y and v a l i d i t y . Although this

has n o t b e e n a comprehensive review, i t i s s u f f i c i e n t to

i n d i c a t e t h e import of t h e problems that remain unsolved

 -38-

in the f i e l d of p e r s o n a l i t y measurement*
 CHAPTER V

EXPERIMENTAL PROCEDURES

This chapter w i l l o u t l i n e the procedures followed

in carrying out t h e i n v e s t i g a t i o n of t h e problem, and w i l l

d e s c r i b e t h e sample o f s u b j e c t s employed, a n d e x p l a i n a n y

form or s p e c i a l d e v i c e used i n t h e study.

Description of subjects

The t o t a l number of s u b j e c t s u s e d were 207 g r a d e

twelve students from the K i t s i l a n o Senior High School, Van-

couver, British Columbia. T h i s g r o u p c o n s i s t e d o f 104

girls a n d 103 b o y s , who r a n g e d from 16 y e a r s t o 19 y e a r s

i n a g e , w i t h a mean age o f 17.7 y e a r s .

The s c h o o l from which t h e s t u d e n t s were selected

neighbours upon a wide s o c i o - e c o n o m i c area. Consequently,

it i s assumed t h a t the group used is f a i r l y representative

of grade twelve students throughout the c i t y .

Administration of t h e Inventory

The Bell Adjustment Inventory was a d m i n i s t e r e d b y

the w r i t e r , a c c o r d i n g t o t h e d i r e c t i o n s contained within

t h e Manual of I n s t r u c t i o n s ( s e e A p p e n d i x A ) , t o 104 girls

and 103 b o y s . After an i n t e r i m of approximately sixty days

the I n v e n t o r y was a g a i n a d m i n i s t e r e d . The r e t e s t group

consisted o f 100 b o y s a n d 82 g i r l s , used f o r obtaining test-

retest reliability coefficients.

The Interview

One of t h e procedures used in this s t u d y was t h a t

 -40-

of i n t e r v i e w i n g 102 grade twelve boys.

Prior to the a d m i n i s t r a t i o n of the Inventory and

the conducting of the i n t e r v i e w , the students were told

by t h e B o y s ' Head C o u n s e l l o r t h a t t h e y would be a s k e d to

take p a r t i n a study and that i n a d d i t i o n those who desired

could take any p r o b l e m t h a t t h e y m i g h t have t o t h e inter-

viewer and have i t d i s c u s s e d * T h i s p r e l i m i n a r y announce-

ment t o t h e s t u d e n t s accomplished the purpose of p r e p a r i n g

them f o r t h e i n t e r v i e w s and of a r o u s i n g t h e i r interest* It

may be s t a t e d , i n p a s s i n g , t h a t t h e co-operation obtained

from the students was excellent.

The interview technique served to f u l f i l several

conditions t h a t were a d v a n t a g e o u s t o t h e s t u d y as a w h o l e .

First, i t helped i n meeting the s u g g e s t i o n g i v e n by Bell

(5,p.30) t h a t t h e Inventory s h o u l d be given to the students

with t h e i r understanding t h a t the r e s u l t s w i l l be discussed

with them. (Because of the time f a c t o r i t was p o s s i b l e to

interview o n l y 102 boys. The w r i t e r used boys in prefer-

ence t o g i r l s i n the b e l i e f that better rapport could be

e s t a b l i s h e d with the boys. However, t h e g i r l s w e r e inter-

v i e w e d by the v a r i o u s g i r l s ' counsellors during the course

of the term which c o m p l i e d with the s u g g e s t i o n by Bell

just referred to). Secondly, the i n t e r v i e w served as a

means o f g a t h e r i n g d a t a f o r p u r p o s e s of o b t a i n i n g v a l i d a t -

ing evidence f o r t h e Home, S o c i a l , and Emotional seotions

of the Adjustment Inventory. Thirdly, the interview provid-

 -41-

ed t h e o p p o r t u n i t y f o r t h e a c t u a l use of the I n v e n t o r y i n

the c o u n s e l l i n g situation.

So t h a t each s t u d e n t w o u l d be made t o f e e l a t ease

and so t h a t good c o - o p e r a t i o n w o u l d ensue, each subject

was g r e e t e d c o r d i a l l y and e x p l a i n e d t h e p u r p o s e -of t h e i n t e r -

view. I t was c l e a r l y b r o u g h t t o the students a t t e n t i o n that

the i n t e r v i e w s were c o m p l e t e l y confidential.

Interviewing time ranged from f o r t y t o n i n e t y min-

u t e s , w i t h a median t i m e of approximately f i f t y minutes.

Procedures Used i n V a l i d a t i n g t h e Home A d j u s t m e n t Section

of t h e I n v e n t o r y

Next to actually v i s i t i n g t h e s t u d e n t s * homes, t h e

i n t e r v i e w t e c h n i q u e was c o n s i d e r e d t o be t h e most e x a c t i n g

means a v a i l a b l e whereby t h e home a d j u s t m e n t of the students

c o u l d be s t u d i e d . In a d d i t i o n , t o t h e obvious f a c t o r s of

the impracticality and i n c o n v e n i e n c e o f making p e r s o n a l

home v i s i t s , t h e i n t e r v i e w method was c h o s e n because i t

appeared t o have t h e a d v a n t a g e o f a f f o r d i n g a means o f d i s -

cerning the student*s own a t t i t u d e t o h i s home environment

which i s of major importance i n the f i n a l e v a l u a t i o n of t h e

student's adjustment in this area.

The interview technique presented several problems

intrinsically concerned with the establishment of c o n t r o l s .

It was d e c i d e d a t t h e o n s e t that t h e p a r t of t h e i n t e r v i e w

concerned with t h e e v a l u a t i n g o f t h e s t u d e n t ' s home a d j u s t -

ment, w o u l d be a " c o n t r o l l e d i n t e r v i e w " so t h a t the separate

 -42-

results would have c o m p a r a t i v e m e a n i n g . I t s h a l l be n o t e d

that although controls are necessary, r i g i d i t y and extreme

formality will o f t e n produce negative affects such as r e -

ticence and p o o r c o - o p e r a t i o n , as m e n t i o n e d consistently

by r e s e a r c h e r s i n t h e f i e l d of interviewing (6;19;29).

Consequently, with t h i s i n mind, a n attempt was made t o c o n -

duct the interviews with a c e r t a i n degree of i n f o r m a l i t y

but within certain limits so t h a t t h e main o b j e c t i v e s would

not suffer.

The controls pertaining t o t h e i n t e r v i e w may b e

summarized as f o l l o w s : ( a ) each i n d i v i d u a l was a s k e d t h e

same q u e s t i o n s ; (b) t h e w o r d i n g and sequence of questions

remained t h e same f o r a l l s t u d e n t s ; ( c ) a l l t h e i n t e r v i e w s

were c a r r i e d o u t b y t h e same i n t e r v i e w e r ; (d) t h e c o m p l e t e

set o f i n t e r v i e w s were h e l d i n a private office free from

disturbances; (e) t h e e s t a b l i s h i n g and m a i n t a i n i n g o f good

rapport was a t t e m p t e d throughout; ( f ) t h e responses, as

far as p o s s i b l e , were r e c o r d e d v e r b a t i m .

The C o n s t r u c t i o n o f I n t e r v i e w Q u e s t i o n s f o r E v a l u a t i n g
S t u d e n t Home A d j u s t m e n t '

The procedure used t o s e l e c t suitable questions

related t o home a d j u s t m e n t commenced b y l i s t i n g from the

literature (5; 7;17;31;37;40;41;54) t h o s e home f a c t o r s con-

sidered important by l e a d i n g psychologists and s o c i o l o g i s t s .

After these various p o i n t s were g a t h e r e d from t h e l i t e r a t u r e

it was o b s e r v e d t h a t t h e y c o u l d be d i v i d e d f o r purposes of

organization into the following interrelated areas:

 -43-

1. "Confidence i n Parents", which includes questions a t -

tempting t o determine the feelings of s e c u r i t y or i n s e c -

urity t h a t t h e s u b j e c t has i n h i s r e l a t i o n s with h i s par-

e n t s , whether t h e r e is a feeling o f " c l o s e n e s s " or " d i s t a n c e "

in these r e l a t i o n s , and t o discern the extent t o which the

student actually does c o n f i d e i n h i s p a r e n t s .

2. " F a t h e r a n d M o t h e r R e l a t i o n s h i p s " , d e a l s w i t h t h e mar-

ital adjustments that the parents have made t o e a c h other

as observed i n matters such a s t h e i r mutual interests,

affection, c o - o p e r a t i o n , and g e n e r a l c o m p a t a b i l i t y .

3. " G e n e r a l Harmony Between S t u d e n t and F a t h e r " , includes

questions seeking t o d i s c o v e r t h e amount of d i s c o r d that

e x i s t s between t h e f a t h e r a n d t h e s t u d e n t , t h e types of

circumstances that produce d i s p u t e s , and t h e e x t e n t t o

which disagreements cause unpleasantness i n t h e home*

4. " G e n e r a l Harmony Between S t u d e n t and Mother", which i s

identical to the previous section but dealing with the

m o t h e r and s t u d e n t relationships*

5. "Sense o f Home's Worth", p e r t a i n s t o t h e s o c i a l a n d

economic sufficiency o f t h e home a n d t h e s t u d e n t ' s general

attitude t o w a r d s , a n d e s t i m a t i o n o f , t h e home itself*

6. "Social Participation of S t u d e n t with Parents", contains

questions r e l a t i n g t o the nature of t h e s t u d e n t - p a r e n t

social relationships, assuming that a c t i v e and c o n g e n i a l

participation between members o f t h e f a m i l y i s an i n d i c a t -

ion of s a t i s f a c t o r y home c o n d i t i o n s , w h i l e t h e l a c k o f s u c h
 -44-

participation, especially when c i r c u m s t a n c e s afford i t ,is

indicative o f an u n s a t i s f a c t o r y home environment,

7, "Harmony Between S t u d e n t and Other Members of t h e Family",

which deals with both the g e n e r a l atmosphere of t h e relat-

i o n s between t h e s t u d e n t with h i s b r o t h e r s , s i s t e r s , and

o t h e r members and seeks i n f o r m a t i o n c o n c e r n i n g how adequat-

e l y the o t h e r members t h e m s e l v e s get a l o n g with each other.

8, A " m i s c e l l a n e o u s " s e c t i o n was also included, mainly

as a s u p p l e m e n t a r y check. Since the interview questions do

not cover a l l the p o s s i b l e f a c t o r s and conditions, this

eighth section was i n c l u d e d so a s t o g i v e e a c h s u b j e c t

the o p p o r t u n i t y of s t a t i n g any additional :circumstances

that he considered pertinent to the f u r t h e r understanding

of h i s p a r t i c u l a r home situation.

After determining the content f o r the q u e s t i o n s t o -

g e t h e r w i t h a p l a n f o r o r g a n i z a t i o n , the next c o n s i d e r a t i o n

was that of the a c t u a l stating of the questions. The prob-

lem h e r e was t o word t h e q u e s t i o n s so t h a t t h e responses

would y i e l d a sufficient number of examples of behaviour

reactions, as w e l l as f a c t s about t h e home, a n d i n such a

way that levels of c o m p a r i s o n between t h e s t u d e n t s could

be estimated from these responses. Some of t h e questions

c o u l d be answered by e i t h e r "yes" or "no" which, of course,

would y i e l d o n l y one of two e x t r e m e s t o any single aspect,

but i n t h e m a j o r i t y of c a s e s the subject's replies were

d i r e c t e d by qualifying phrases such as "how o f t e n i n a week? * 1

 -45-

"could you g i v e an e x a m p l e ? " w h i c h , s h o u l d r e q u i r e d e l i m i t a t -

ion and e x p l a n a t i o n a n d w h i c h w o u l d make f o r f i n e r discrim-

ination i n the task of r a t i n g . In b r i e f , the questions

were c h o s e n i n an attempt t o sample b e h a v i o u r a n d circum-

stances reflective of home c o n d i t i o n s a n d home a t t i t u d e s ,

and were worded s o t h a t q u a l i t a t i v e d i f f e r e n c e s between

the students c o u l d be d e t e r m i n e d on t h e b a s i s of t h e r e s -

ponses.

Before the f i n a l list of q u e s t i o n s was p r e p a r e d , t h e

original list, which c o n s i s t e d of e i g h t y - f o u r questions

p r e p a r e d b y t h e a u t h o r , was s u b m i t t e d t o s e v e n p e r s o n s con-

sisting of f i v e p s y c h o l o g y major s t u d e n t s , and two high-

school c o u n s e l l o r s , who r e v i e w e d t h e q u e s t i o n s a n d marked

each a s e i t h e r " e x c e l l e n t " , "good", o r " f a i r " depending

upon t h e i r own o p i n i o n of the s u i t a b i l i t y of e a c h question.

In a d d i t i o n , t h e y were a s k e d t o i n d i c a t e i f a n y q u e s t i o n

appeared p o o r l y worded o r ambiguous a n d to i n c l u d e a n y q u e s -

tions that they considered potentially useful. The new

questions, eight in all, were i n t u r n s u b m i t t e d f o r consid-

eration. On t h e b a s i s of these r a t i n g s and suggestions,

eight of the e i g h t y - f o u r original questions were omitted,

f o u r new ones a d d e d , a n d s i x r e v i s e d g i v i n g a t o t a l o f

eighty questions which c o m p r i s e d t h e f i n a l s e t of home a d -

justment interview questions (see A p p e n d i x B ) . These

eighty questions before being used i n the interview proper

were p r e - t e s t e d on f o u r g r a d e t w e l v e s t u d e n t s t o determine
 -46-

if any q u e s t i o n s were n o t s u i t a b l e during the actual inter-

view situation. Although a l l o f t h e q u e s t i o n s were retain-

ed some m i n o r r e v i s i o n s were made t o a s s u r e b o t h clarity

and c o n c i s e n e s s .

Method U s e d t o Rate Student on Home Adjustment

During t h e i n t e r v i e w the responses of the students

t o t h e q u e s t i o n s on home a d j u s t m e n t were r e c o r d e d on a

s p e c i a l l y prepared form (see A p p e n d i x B ) . Since the f i n a l

r a t i n g s t o b e g i v e n w e r e t o b e made a t a l a t e r date i t was

of p r i m e importance that t h e comments be r e c o r d e d v e r b a t i m

as f a r a s p o s s i b l e *

For c l a r i t y of d i s c u s s i o n , i t i s important to re-

view the f a c t that the interview questions p e r t a i n i n g t o

home a d j u s t m e n t were d i v i d e d into seven broad areas. It

i s agreed (21;57) t h a t g r e a t e r v a l i d i t y o f r a t i n g s a r e ob-

tained i f the individual i s g i v e n s e v e r a l p a r t r a t i n g s on

various factors contained within t h e main f a c t o r t h a t i s

being rated. In t h i s c a s e i t would be p o s s i b l e t o r a t e t h e

individual on e a c h of t h e seven s e p a r a t e s e c t i o n s , and

then by u s i n g these r a t i n g s o b t a i n an o v e r a l l r a t i n g on

home a d j u s t m e n t * In a d d i t i o n , a n o t h e r method t h a t c o u l d be

u s e d w o u l d be t o a s s i g n w e i g h t s to the individual items

and then o b t a i n an o v e r a l l r a t i n g on t h e b a s i s o f t h e sum

of t h e s e w e i g h t e d values. A c t u a l l y , both procedures were

used i n obtaining a f i n a l composite rating f o r each s t u d -

ent.
 -47-

The final rating g i v e n t o each student was a com-

p o s i t e r a t i n g made b y t h e w r i t e r w i t h the c o - o p e r a t i o n of

two members* o f t h e Department of P s y c h o l o g y , Oregon State

College, both o f whom h a v e h a d c o n s i d e r a b l e e x p e r i e n c e i n

methods o f r a t i n g .

Although 102 boys were i n t e r v i e w e d , t h e f i n a l val-

idating g r o u p c o n s i s t e d of 100 s t u d e n t s , two o f t h e s t u d -

ents b e i n g omitted because of circumstances that prevented

adhering to the experimental controls. One o f t h e s e stud-

e n t s was o m i t t e d b e c a u s e of h i s r e t i c e n c e i n answering

certain questions. The s e c o n d s t u d e n t was o m i t t e d because

he presented a p e r s o n a l problem a t t h e b e g i n n i n g of t h e

interview of s u c h a n a t u r e that i t d i d not appear clinically

sound t o c o n d u c t the formal interview. In t h i s case, the

student's i m m e d i a t e p e r s o n a l p r o b l e m was d e a l t w i t h only.

The actual procedure used i n obtaining the f i n a l

composite rating f o r each o f t h e 100 b o y s was a s f o l l o w s :

1. The two r a t e r s , just mentioned, together with the

writer, commenced b y g i v i n g a weighted v a l u e t o each o f

t h e home a d j u s t m e n t questions included i n the interview.

T h i s was done i n an a t t e m p t t o overcome, a t l e a s t i n part,

the fact t h a t t h e questions a r e not of equal import as i n -

dicators o f u n s a t i s f a c t o r y home c o n d i t i o n s . At f i r s t i t

was decided that a three-point weighting system be used,

but this proved to be too f i n e a discrimination f o r the

t. M i l t o n G o r d o n , D i r e o t o r o f t h e Oregon S t a t e C o l l e g e , Coun-
s e l i n g Bureau, and I n s t r u c t o r i n P s y c h o l o g y .
W i l l i a m F.McCormach, I n s t r u c t o r i n P s y c h o l o g y , Oregon S t a t e
College.
 -48-

raters, and i t was d e c i d e d that a two-point s y s t e m be u s e d *

Therefore, e a c h q u e s t i o n was g i v e n a w e i g h t o f e i t h e r one

o r two p o i n t s b y each r a t e r and t h e f i n a l weighted value

given t o a q u e s t i o n was a r b i t r a r i l y taicen t o be t h a t value

agreed upon b y two o f t h e j u d g e s .

2. The n e x t s t e p was t o d e v i s e some q u a n t i t a t i v e meth-

od which c o u l d be u s e d f o r d i f f e r e n t i a t i n g b e t w e e n t h e

students' responses. In t h i s case, a convenient three-point

scale, from z e r o t o two, was u s e d . A weight of "zero"

given t o a response t o a q u e s t i o n was t o mean t h a t , i n t h e

estimation of the r a t e r , t h e r e p l y gave no i n d i c a t i o n o f

any u n s a t i s f a c t o r y home c o n d i t i o n . A weight o f one p o i n t

was t o be i n t e r p r e t e d as meaning t h a t t h e r e p l y indicated

that a minor degree o f home i n a d e q u a c y or d i s s a t i s f a c t i o n

was p r e s e n t . A weight o f two p o i n t s was t o be u s e d f o r

those responses t h a t showed a m a j o r o r s e v e r e inadequacy*

Therefore, both t h e q u e s t i o n and t h e response were weighted,

and the value given t o any one q u e s t i o n b y a r a t e r was taken

t o be t h e p r o d u c t of these two v a l u e s , w h i c h we s h a l l refer

t o a s t h e "Minus S c o r e " f o r the question. Each o f t h e t h r e e

raters, independently gave a M i n u s S c o r e t o each question

for each of the students. By summing t h e t o t a l of t h e s e

Minus S c o r e s f o r a n y one s u b j e c t , a n d d i v i d i n g by t h r e e ,

it was p o s s i b l e t o o b t a i n f o r him what we s h a l l c a l l , an

average " T o t a l Minus S c o r e " . It will be n o t e d that f o r

some s t u d e n t s a l l the s e c t i o n s d i d not apply, therefore,

 -49-

it was n e c e s s a r y , i n s u c h c a s e s , t o m u l t i p l y by a simple

correction factor i n o r d e r t o have a s i m i l a r denominator

throughout.

3. After each individual s t u d e n t was g i v e n a Total

Minus S c o r e , t h e c o m p l e t e s e t o f i n t e r v i e w s were a g a i n r e -

viewed b y t h e t h r e e r a t e r s u s i n g a n o t h e r method as t h e b a s i s

of r a t i n g . This f o l l o w i n g method o f r a t i n g was done one

week l a t e r w i t h o u t r e f e r e n c e t o a n y o f t h e r e s u l t s of the

first rating. The p r o c e d u r e h e r e , a s b e f o r e , was a r e v i e w

o f t h e r e s p o n s e s , b y t h e t h r e e j u d g e s who t o o k n o t e s a n d ,

using the f i v e - p o i n t descriptive s c a l e r a n g i n g from "Excel-

lent" t o "Very P o o r " referred to earlier (see p.10), rated

the i n d i v i d u a l s t u d e n t on each of t h e seven sections. After

each r a t e r had i n d e p e n d e n t l y g i v e n h i s r a t i n g f o r t h e s e c -

tion, t h e t h r e e judges by mutual agreement d e c i d e d upon a

single rating f o r each s e c t i o n , and t h e n on t h e b a s i s o f

the seven s e p a r a t e s e c t i o n a l r a t i n g s a g r e e d upon an overall

rating o f home a d j u s t m e n t f o rthe individual. This overall

rating arrived at by u s i n g the s e p a r a t e s e c t i o n a l ratings,

will be r e f e r r e d t o a s t h e "Composite Sectional Eating".

It s h o u l d be n o t e d t h a t when m a k i n g t h e s e s e c t i o n a l ratings,

t h e t h r e e j u d g e s r a t e d a l l t h e s t u d e n t s on e a c h section at

a time r a t h e r than rate one i n d i v i d u a l on a l l s e v e n sections

one after the other. F o r example, a l l 100 b o y s were rated

on t h e f i r s t section of t h e i n t e r v i e w q u e s t i o n s ( i . e . "Con-

fidence i n Parents") before rating anyone on t h e n e x t s e c -

 -50-

tion. T h i s was done w i t h t h e v i e w of p r e v e n t i n g any pos-

sible "halo" effect.

Therefore, at t h i s p o i n t , each student c o u l d be com-

-s.

pared with the t o t a l group on the b a s i s of a q u a n t i t a t i v e

measure ( i . e . h i s T o t a l M i n u s S c o r e ) and a qualitative term

( i . e . h i s Composite S e c t i o n a l R a t i n g ) . The reason for us-

ing both o f t h e s e m e a s u r e s was mainly f o r purposes of a

s u p p l e m e n t a r y c h e c k , f o r i f t h e r a t i n g s by the t h r e e judges

were c o n s i s t e n t t h e r e should be a c o n s i d e r a b l e amount of

r e l a t i o n s h i p between t h e two methods. In a d d i t i o n , i t was

felt t h a t e a c h o f t h e methods had certain limitations that

would n o t justify i t s use alone. Considering the Total

Minus Score i t was quite within p o s s i b i l i t y that a certain

student could on one s e c t i o n of t h e interview questions re-

c e i v e s e v e r a l h i g h Minus Scores t h a t would g i v e a final

rating that i n a c t u a l i t y was not a good indication of h i s

general home a d j u s t m e n t . In a d d i t i o n , t h e T o t a l Minus

Scores c o u l d be u s e d t o put the individual i n a rank order,

but i t c o u l d n o t be directly i n t e r p r e t e d i n terms of the

quality of t h e a d j u s t m e n t . The use of t h e Composite Section-

al Rating alone d i d not seem j u s t i f i a b l e since there was

a g r e a t e r element of s u b j e c t i v i t y than i n t h e method using

the Minus Scores.

5. Using the T o t a l Minus Score f o r each individual,

the g r o u p o f 100 b o y s were p l a c e d into a rank order from

the h i g h e s t T o t a l Minus S c o r e , down t o t h e lowest. Then

 -51-

as t h e s t u d e n t s were a r r a n g e d in this order t h e y were div-

ided into five subgroups, v i z . "Very Unsatisfactory",

"Unsatisfactory", "Average", "Good", " E x c e l l e n t " * This arb-

itrary division o f t h e g r o u p was done b y s i m p l y noting the

number o f i n d i v i d u a l s who were so r a t e d on t h e b a s i s of

their Composite S e c t i o n a l Rating, F o r example, according

to t h e Composite S e c t i o n a l R a t i n g s n i n e boys were r a t e d as

"Very U n s a t i s f a c t o r y " , therefore, the nine students with

the highest T o t a l Minus S c o r e s were p l a c e d i n t o one g r o u p

and l a b e l l e d "Very U n s a t i s f a c t o r y " . The o t h e r four groups

were d i v i d e d i n t h e same way a n d a l l t h o s e who fell within

the g r o u p on t h e b a s i s of t h e i r T o t a l Minus S c o r e s were

given t h e group rating.

6. Finally, the complete s e t of data on e a c h individ-

ual was reviewed in total by t h e t h r e e judges together.

At this point t h e p r o c e d u r e was t o compare t h e d e s c r i p t i o n

rating that the i n d i v i d u a l received from t h e group into

w h i c h he f e l l with h i s Composite S e c t i o n a l R a t i n g . If

t h e s e two r a t i n g s a g r e e d , t h e n t h i s r a t i n g was considered

as the students final r a t i n g on home a d j u s t m e n t . However,

where t h e r e was any d i s c r e p a n c y between t h e two ratings

the t h r e e judges reviewed such a case u n t i l a final rating

was established by a g r e e m e n t .

Once each s t u d e n t was g i v e n a final r a t i n g on t h e

basis of the interview r e s u l t s , i t was p o s s i b l e t o note

the degree o f r e l a t i o n s h i p between t h e s e r a t i n g s and t h e

 -52-

d e s c r i p t i v e ratings received by the students on the Home Aijustment

section of the .Adjustment Inventory.

Although the questions used i n the interview attempt to

evaluate both the p o s i t i v e as w e l l as the negative aspect of home

adjustment, the emphasis has been placed on the negative aspect.

This was done i n an attempt t o d i f f e r e n t i a t e c l e a r l y at the c r i t i c a l

or unsatisfactory end of the scale-, since from the counselling

viewpoint i t i s more pertinent to discover those who have home

d i f f i c u l t i e s than i t i s to discover those who have no seriously

disturbing conditions i n the home.

Procedures Used i n V a l i d a t i n g the S o c i a l Adjustment Section

S o c i a l P a r t i c i p a t i o n as a c r i t e r i o n

In order to establish further information con- •

earning the S o c i a l section of the Inventory, an attempt was made

to r e l a t e the scores made on the section with actual s o c i a l p a r t i c -

ipation. Therefore, using 100 boys as a sample, i t was necess-

ary to determine to what s o c i a l groups each student belonged both

at school and outside of school. 1

In order to accomplish t h i s , the

students were asked to complete a section of a form, referred to

as the "Information Form" (see Appendix B) i n which the students

l i s t e d the groups to which they belonged, and indicated what

o f f i c e s they held and what duties they performed. Then, during

the interview ( see p, 39 ) t h i s information was reviewed with

the student, considering the following points:

1. Were-the groups included by the student good examples

of social functions? Some o f t h e s o - c a l l e d social groups

i n c l u d e d b y t h e s t u d e n t s were not r e a l l y social-participa-

tion groups, such a s c l a s s e s g i v i n g special instruction in

school subjects.

2. To what e x t e n t d i d t h e student take part i n the

group? A t times a student i n c l u d e d an o r g a n i z a t i o n i n w h i c h

he had never taken any a c t i v e part.

3. Did the student belong to any h e t e r o s e x u a l group?

The assumption was made t h a t , f o r g r a d e t w e l v e students, be-

longing t o heterosexual groups indicates a greater degree

of social participation a n d shows g r e a t e r s o c i a l adjustment

than does b e l o n g i n g o n l y t o g r o u p s o f t h e same s e x .

Using the obtained i n f o r m a t i o n t h e 100 s t u d e n t s were

divided into the f o l l o w i n g three groups:

1. The f i r s t group (Group SP I ) c o n s i s t e d of t h o s e stud-

e n t s who d i d n o t a c t i v e l y b e l o n g t o any s o c i a l - p a r t i c i p a t i o n

gro up•

2. The s e c o n d group (Group SP I I ) c o n s i s t e d o f t h o s e

who a c t i v e l y b e l o n g e d t o one o r two g r o u p s , as w e l l as those

s t u d e n t s who b e l o n g e d t o more t h a n two b u t d i d n o t b e l o n g

to any h e t e r o s e x u a l group.

3. The t h i r d group (Group SP I I I ) . i n c l u d e d t h o s e who

belonged t o t h r e e o r more social-participation groups includ-

ing at least one h e t e r o s e x u a l group.

A f t e r the students were p l a c e d i n t o one o f t h e t h r e e

g r o u p s i t was p o s s i b l e t o d e t e r m i n e i f t h e r e was a n y e v i d -
 -54-

ence of r e l a t i o n s h i p between p a r t i c i p a t i o n in social groups

and s c o r e s made on t h e social section of the Inventory*

Social " P o p u l a r i t y " as a C r i t e r i o n of S o c i a l Adjustment

Since social participation i n group a c t i v i t i e s is

but one way of e v a l u a t i n g s o c i a l a d j u s t m e n t i t was decided

that another criterion that of "social popularity" would

be used. In t h i s case the s t u d e n t s were asked to vote f o r

t h e t h r e e boys i n grade twelve t h a t they liked the b e s t *

The actual procedure u s e d was as follows:

1. At the t e r m i n a t i o n of the i n t e r v i e w each student

was asked i f he w o u l d w r i t e down t h e names o f "the t h r e e

boys i n your grade twelve c l a s s e s whom you c o n s i d e r as your

best friends, o r b o y s w i t h whom you would l i k e t o be friends"*

2. The s t u d e n t s were a l s o t o l d , t h a t i t was not imper-

ative that t h e y put down t h r e e names, one o r two would, do,

or none i f t h e r e was no person whom t h e y p a r t i c u l a r l y liked.

3. The s t u d e n t s were t o l d , n o t to write their own names

on t h e answer sheet.

4. The s t u d e n t s were a f f o r d e d c o m p l e t e privacy while

writing. When f i n i s h e d , they dropped their answers into a

c l o s e d box t h a t was p r o v i d e d f o r the purpose.

Therefore, at the end of the i n t e r v i e w s i t was pos-

sible, t o o b t a i n a p o p u l a r i t y vote f o r each student. Using

these r e s u l t s , the 100 boys were d i v i d e d into three dis-

tinct groups. The f i r s t group based upon t h e v o t i n g (Group

ST I ) c o n s i s t e d of t h o s e s t u d e n t s who d i d not r e c e i v e any

 -55-
votes o r who r e c e i v e d one v o t e . The s e c o n d group (Group

SV I I ) c o n s i s t e d of t h o s e who r e c e i v e d f r o m two t o f o u r v o t e s .

The third group (Group SV I I I ) c o n s i s t e d o f t h o s e who r e -

ceived five votes and o v e r .

Using these t h r e e groups i t was p o s s i b l e t o d e t e r -

mine i f t h e r e was a n y r e l a t i o n s h i p between s o c i a l p o p u l a r i t y

and t h e s c o r e s made on t h e I n v e n t o r y .

Procedures Used in Validating the Emotional Section

Teach Ratings

The procedures used to evaluate t h e Emotional sec-

tion i n c l u d e d t h e c o n s t r u c t i n g of an " e m o t i o n a l adjustment"

rating scale (see Appendix C) w h i c h was u s e d i n obtaining

teacher's r a t i n g s o f 90 b o y s . The r a t i n g s c a l e was con-

structed i n s u c h a way t h a t t h e r a t e r s were a i d e d in defin-

ing the type of behaviour t h a t t h e y were r a t i n g . On t h e

emotional rating form a r e t o be found a l i s t of t e n signs

related t o emotional behaviour problems which t h e t e a c h e r s

were a s k e d t o c h e c k f o r each of t h e s t u d e n t s rated. The

actual ratings b y t h e t e a c h e r s were made on a g r a p h i c

scale p r i n t e d below these t e n emotional behaviour charac-

teristics. Dividing this s c a l e , which t h e t e a c h e r s were

asked t o c o n s i d e r as a continuum, into seven parts, a score

ranging from one t o s e v e n c o u l d be o b t a i n e d f o r each stud-

ent rated. Symonds {52) f o u n d t h a t optimum reliability

for r a t i n g s c a l e s i s obtained with a seven-point scale.

E a c h s t u d e n t was r a t e d b y t h r e e t e a c h e r s independ-

ently, s i n c e i t i s g e n e r a l l y agreed (23) t h a t , with certain

factors controlled, validity of r a t i n g s i n c r e a s e w i t h an

increase i n t h e number o f r a t e r s used. Averaging the three

ratings g i v e n , i t would be p o s s i b l e to obtain a single

rating f o r each s t u d e n t , a n d t h e r e s u l t s o b t a i n e d c o u l d be

oompared w i t h t h o s e of t h e I n v e n t o r y .

Composite R a t i n g s of E m o t i o n a l Adjustment

Concerning the Emotional section, the w r i t e r , i n

addition t o the above, g a t h e r e d t h e f o l l o w i n g information

concerning 98 s t u d e n t s on e m o t i o n a l adjustment:

1. During one s e c t i o n of the i n t e r v i e w the student

was a s k e d i f he h a d any p e r s o n a l p r o b l e m s a n d specifically

any emotional problems, w h i c h were d e f i n e d t o him by way

of examples.

2. Each s t u d e n t was r a t e d b y t h e w r i t e r on g e n e r a l em-

otional s t a b i l i t y a s d i s p l a y e d by h i s b e h a v i o u r during the

interview. The e m o t i o n a l rating form, described earlier

(see p.55), was u s e d for this purpose.

3. The S c h o o l N u r s e was a s k e d t o group the students

into three l e v e l s of emotional adjustment on t h e b a s i s o f

t h e h e a l t h r e c o r d s w h i c h made p r o v i s i o n f o r recording

"nervous symptoms" t h a t were d e t e c t e d by t h e p h y s i c i a n o r

nurse during the p h y s i o a l examinations. The S c h o o l Nurse

placed the students into t h r e e groups: ( a ) t h o s e who showed

"marked e m o t i o n a l instability" according to the records;

(b) t h o s e who showed s i g n s o f m i n o r e m o t i o n a l troubles;

(c) those who showed no e m o t i o n a l difficulties.

 -57-
TTsing t h e Information as s u p p l i e d b y "the student,

by t h e S c h o o l N u r s e , and by t h e w r i t e r ' s own ratings, the

s t u d e n t s were d i v i d e d into three groups. The first group

(Group E I ) was composed of those who on t h e a g r e e m e n t of

at least two of t h e a b o v e r e p o r t s showed m a j o r emotional

difficulties. The second group (Group E I I ) were those

students who were shown t o have e m o t i o n a l difficulties on

but one of the s e t s of i n f o r m a t i o n mentioned above. The

third group (Group E I I I ) was composed o f t h o s e students

who showed no signs of emotional d i s t u r b a n c e s on any of the

sets of i n f o r m a t i o n . Once t h e s t u d e n t s were d i v i d e d into

one of t h e t h r e e g r o u p s , i t was p o s s i b l e t o compare the

g r o u p s c o r e s made on t h e Emotional section of the Inventory

and note any agreement b e t w e e n t h e Inventory scores and

the c r i t e r i o n ratings.

The number of b o y s u s e d i n the v a l i d a t i n g groups

for the Emotional section totalled 98. An attempt was made

t o keep t h e same sample o f 100 students throughout, however

s i n c e two s t u d e n t s were r e l a t i v e l y new to the school their

h e a l t h r e c o r d s were n o t sufficiently complete f o r t h e

S c h o o l Nurse to use for classifying t h e s e two students.

Similarly, i t will be noted t h a t t h e sample used f o r the

validation of the H e a l t h s e c t i o n also c o n s i s t e d of 98.

Procedures Used in Validating the H e a l t h Adjustment Section

The Health Adjustment s e c t i o n was e v a l u a t e d by com-

paring the results of t h e Inventory w i t h r a t i n g s , made by

 -58-

th 9 School Nurse, of t h e h e a l t h of t h e s t u d e n t s .

It should be e x p l a i n e d that i n the school i n Van-

couver each s t u d e n t i s given a yearly physical examination

by a qualified physician and t h e r e s u l t s a r e r e c o r d e d * In

addition, at the K i t s i l a n o High School each student who i s

away b e c a u s e o f i l l n e s s must r e p o r t t o the School Nurse be-

fore returning t o c l a s s e s , and a r e c o r d i s kept of these

visits*

The School N u r s e d i v i d e d 98 male s t u d e n t s into

three g r o u p s on t h e b a s i s of t h e i r health records. The

first group (Group H I ) was composed of students who accord-

ing to the health records had a h i s t o r y o f i l l n e s s e s and

whose p r e s e n t health i s classified as poor. The s e c o n d

group (Group H I I ) c o n s i s t e d of those students who were des-

c r i b e d from "fair" t o "good" on t h e b a s i s of t h e i r health

records. The t h i r d g r o u p (Group H I I I ) c o n s i s t e d of those

students whose p h y s i c a l h e a l t h on t h e b a s i s of t h e h e a l t h

records was e x c e l l e n t * I t should b e made c l e a r t h a t t h e

ratings given by the School N u r s e was o f t h e s t u d e n t s '

present health status i n terms o f t h e i r past health history*

After the students were d i v i d e d i n t o t h e v a r i o u s

groups i t was p o s s i b l e t o compare t h e r e s u l t s o f t h e I n v e n -

tory with t h e r a t i n g s made b y t h e S c h o o l Nurse.

Self-Ratings

In a d d i t i o n t o t h e v a r i o u s procedures used to obtain

validating evidence f o r the separate s e c t i o n s , 100 g r a d e

 -59-
twelve girls were a d m i n i s t e r e d a s e t of s e l f - r a t i n g scales

and a s k e d t o make r a t i n g of themselves on home, social,

emotional, and h e a l t h a d j u s t m e n t . A copy of t h e s e l f - r a t i n g

scales constructed f o r this purpose can be seen i n Appendix

D.

This part of t h e study was i n c l u d e d t o o b t a i n evid-

ence c o n c e r n i n g t h e f o l l o w i n g s t a t e m e n t made b y B e l l (5,p.29)

The s c o r e on t h e m e a s u r e s o f a d j u s t m e n t r e -
p r e s e n t s t h e i n d i v i d u a l ' s own f e e l i n g s w i t h
regard to the questions. I t i s h i s own e v -
a l u a t i o n o f h i s home, h e a l t h , a n d o t h e r a d -
j u s t m e n t .... • The s c o r e on t h e A d j u s t m e n t
I n v e n t o r y r e p r e s e n t s h i s own e v a l u a t i o n o f
his conduct.

It will be n o t i c e d t h a t i n t h e " d e s c r i p t i o n " o r ex-

planation given on t h e s e l f - r a t i n g form, social adjustment

was defined i n terms o f a c t i v e l y b e l o n g i n g t o and t a k i n g

part i n s o c i a l groups. Emotional a d j u s t m e n t was d e f i n e d b y

way of e x a m p l e s . Health and home a d j u s t m e n t were defined

in general terms s i n c e t h e i r meanings appear s e l f - e x p l a n a t o r y .

By having the students place themselves i n t o one

of t h r e e distinct g r o u p s f o r each of t h e f o u r a r e a s con-

cerned i t was p o s s i b l e t o d e t e r m i n e i f t h e r e was a n y c o r -

r e s p o n d e n c e between t h e s c o r e s made on t h e I n v e n t o r y a n d

their own g e n e r a l evaluation of t h e i r behaviour.

 CHAPTER VI

THE TREATMENT OP DATA AND EXPERIMENTAL

EVIDENCE

Distribution of Scores

The r a n g e of s c o r e s , mean, s t a n d a r d deviation, stan-

dard error o f t h e mean, and measures of skewness and kurtos-

is f o r the v a r i o u s subsections of t h e A d j u s t m e n t Inventory

f o r 100 boys and 104 girls can be seen i n Table V,

Skewness a n d Kurtosis

It i s of c o n s i d e r a b l e importance t o note the degree

to which the obtained distributions vary from normality.

To d e t e r m i n e t h i s , m e a s u r e s of skewness a n d kurtosis were

obtained f o r the distributions of t h e b o y s a n d girls on each

of t h e Inventory subsections. Table VI shows t h e extent

to which the v a r i o u s distributions deviated from normality.

In interpreting the r e s u l t s , skewness i s c o n s i d e r e d s i g n i f -

icant a t the .01 l e v e l of c o n f i d e n c e i f our obtained t-ratio

(Sk/o"s ) c equals 2.58, and i s s i g n i f i c a n t at the .05 level

if the t - r a t i o equals 1.96. For k u r t o s i s , these same v a l u e s

for the t - r a t i o (Ku^/Ku) a r e r e q u i r e d f o r s t a t i s t i c a l sig-

nificance at e i t h e r the .01 or .05 level of confidence.

It will be observed that f o r the boys, a l l d i s t r i b u t i o n s

except t h a t f o r the S o c i a l section were s i g n i f i c a n t l y

skewed a t e i t h e r the .01 or .05 l e v e l of c o n f i d e n c e . In a l l

eases the skewness was positive, indicating a piling up of

s c o r e s a t t h e low end (i.e."better a d j u s t m e n t " end) of the

 -61-

TABLE V

Range o f S c o r e s , Mean, S t a n d a r d E r r o r o f t h e Mean.

S t a n d a r d D e v i a t i o n , and M e a s u r e s o f Skewness
and K u r t o s i s of S c o r e s made on t h e A d j u s t -
ment I n v e n t o r y f o r 100 G r a d e X I I B o y s
and 100 G r a d e X I I G i r l s

SECTION Sample Range Mean M SD Sk Sk Ku Ku d

Boys 0-25 6.04 .599 5.99 3.47 .94 .398 .135

HOME
Girls 0-20 6.35 .488 4.98 2.60 .78 .298 .03 5
Boys 0-16 5.58 .354 3.54 1.12 .46 .454 .191
HEALTH
Girls 0-17 6.36 .388 3.96 1,59 .64 .200 .063

Boys 0-30 11.56 .7 53 7.53 1.81 1.02 .295 .032

SOCIAL
Girls 0-30 13.78 .694 7.08 .87 .73 .292 .029

Boys 0-25 7.42 .546 5.56 1.59 .69 .465 .202

EMOTION-
AL Girls 0-26 11.95 .565 5.76 1.04 .87 .313 .050
 -62-

TABLE VI

E x t e n t o f K u r t o s i s a n d Skewness of D i s t r i b u t i o n o f
S c o r e s f o r 100 G r a d e X I I Boys and 104 G r a d e
X I I G i r l s on E a c h o f t h e S u b s e c t i o n s
of t h e Adjustment I n v e n t o r y

Adjustment Sk/6"Sk ( t ) Ku /Ku(t)

d

Section Boys Girls Boys Girls

3.69 3.33 4.82 1.29

2.43 2.48 6.82 2.33
1.77 1.19 1.14 1.07
Emotional*. 3.49 1.19 7.21 1.85
 -63-

scale. I n t e r m s of k u r t o s i s , a l l distributions f o r the

boys, except that f o r the Social section deviated signific-

antly a n d were p l a t y k u r t i c , indicating '•flatness'* o f t h e

distributions•

For the g i r l s , the distributions of t h e s c o r e s made

on t h e Home and H e a l t h s e c t i o n s were s i g n i f i c a n t l y skewed

in the positive d i r e c t i o n , and a l s o deviated significantly

i n terms of k u r t o s i s . However, f o r t h e g i r l s the Social

and Emotional section distributions arewithin normal stat-

istical limits.

By referring t o T a b l e V I i t w i l l be seen that

marked d e v i a t i o n was p r e s e n t i n the distributions of t h e

Home A d j u s t m e n t s c o r e s a n d H e a l t h A d j u s t m e n t scores f o r

both t h e boys and t h e g i r l s . The E m o t i o n a l section although

within normal l i m i t s f o rthe g i r l s deviated significantly

for the boys. The S o c i a l section was t h e o n l y s e c t i o n which

produced distributions i n the case o f b o t h t h e boys and t h e

girls that were w i t h i n normal limits.

Among the possible r e a s o n s why t h e d i s t r i b u t i o n s

diverge from n o r m a l i t y a r e t h e f o l l o w i n g : (a) that t h e sam-

ple used i s a select group; (b) t h a t the test being used

i s n o t d i f f e r e n t i a t i n g between v a r i o u s levels of adjustment;

(c) t h a t the " t r a i t " b e i n g measured i s not normally distrib-

u t e d and ( d ) t h a t t h e r e h a s b e e n some u n d e t e c t e d systematic

errors during the administration of t h e I n v e n t o r y , such a s

the giving of f a u l t y instructions.

 Taking a l l the f a c t s i n t o c o n s i d e r a t i o n , we m i g h t

state that explanations " c " and "d" p r o b a b l y don't hold f o r

this testing situation* Explanation "c", while possible,

would be e x t r e m e l y h a r d t o d e m o n s t r a t e and i n t h e a b s e n c e

of e v i d e n c e t o the negative i t would seem n e c e s s a r y toas-

sume t h a t a s p e c t s of p e r s o n a l i t y are normally distributed*

T h e r e i s no e v i d e n c e t h a t explanation "d" holds in this case

since e x t r e m e c a r e was t a k e n i n t h e a d m i n i s t r a t i o n of t h e

test a n d t h e i n s t r u c t i o n s were f o l l o w e d explicitly.

Explanations "a" and b " both

n
seem p l a u s i b l e . Doubt

lessly, students i n grade twelve may w e l l d i f f e r from a

group t h e i r own age l e v e l who have l e f t school. Certain s e l

ective factors, such a s good home c o n d i t i o n s , may c a u s e i n -

dividuals t o remain i n school* Thus, t h e s t u d e n t s in this

testing group, i fthis fact were t r u e , w o u l d b e expected

t o show b e t t e r home adjustment*

Explanation "b" w o u l d h o l d t h a t t h e r e i s n o t enough

differentiating items w i t h i n t h e t e s t * It i s possible that

both explanations a r e mutually a t work t o a f f e c t the d i s -

tributions* The d e g r e e t o w h i c h e a c h i s a f f e c t i n g t h e de-

viations of these d i s t r i b u t i o n s from n o r m a l i t y would r e q u i r e

considerable further research.

Sex Differences

The extent of sex d i f f e r e n c e s found between t h e

s c o r e s made b y t h e b o y s w i t h t h e s c o r e s made b y t h e g i r l s

j . S o t o be f o u n d i n Table V I I . By c a l c u l a t i n g t h e mean d i f -
 TABLE V I I

E x t e n t o f Sex D i f f e r e n c e s W i t h i n s c o r e s Made.-on.the
A d j u s t m e n t I n v e n t o r y Between Sample o f 104
G r a d e X I I G i r l s a n d Sample of 100 G r a d e
X I I Boys

ADJUSTMENT Boys Girls Mean

SECTION Mean Sigma OM Mean Sigma &M D i f f , tfbiff. CR

HOME 6.04 5.99 .599 6.35 4.98 .488 .31 .76 .04

HEALTH 5.58 3.54 .354 6.36 3.96 .388 .78 .51 1.53

SOCIAL 11.56 7.53 .753 13.78 7.08 .694 2.23 1.01 2.20

EMOTIONAL 7.42 5.56 .546 11.95 5.76 .565 4.53 .77 5.88
 -6 6-

f e r e n c e and the standard error of t h e difference to obtain

the critical r a t i o we can d e t e r m i n e f o r each of t h e subsec-

t i o n s w h e t h e r any difference e x i s t i n g between t h e means

scores is statistically significant. In t h i s c a s e , it is

necessary t o have a CR of 2.58 for statistical signific-

ance a t the .01 level of c o n f i d e n c e a n d a CR of 1.96 for

significance at the .05 level. Consulting the data found in

Table T i l i t w i l l be seen t h a t s i g n i f i c a n t sex differences

were f o u n d f o r t h e Social section at the .05 level of con-

fidence and f o r the Emotional section at the .01 level of

confidence. No s i g n i f i c a n t sex difference was indicated,

on the basis of the r e s u l t s , f o r e i t h e r the Home section

or H e a l t h section.

Assuming t h a t the test i s measuring adequately the

factors described as " s o c i a l a d j u s t m e n t " and "emotional ad-

justment", the results indicate that the grade twelve girls

as a g r o u p make s i g n i f i c a n t l y h i g h e r scores on these two

subsections of the Inventory indicating a greater degree of

maladjustment in these areas compared w i t h t h e boys. This

fact, i f true, would n e c e s s i t a t e the establishing of sep-

arate norms f o r t h e b o y s and girls f o r both the Social and

Emotional sections. Actually, s e p a r a t e norms a r e given for

all four sections i n the Manual f o r t h e Inventory.

These r e s u l t s a g r e e c l o s e l y w i t h B e l l ' s (5,p.148)

findings c o n c e r n i n g sex differences. He found s i g n i f i c a n t

sex differences at the .01 level of c o n f i d e n c e f o r the Em-

otional a n d Home s e c t i o n , and a t t h e .05 l e v e l f o r t h e Soc-

ial section, and f o u n d no s e x d i f f e r e n c e s w i t h i n t h e s c o r e s

of t h e H e a l t h section. Therefore, the only discrepancy be-

tween t h e two s t u d i e s w i t h r e f e r e n c e to sex d i f f e r e n c e s i s

in t h e case o f t h e Home section.

C o m p a r i s o n o f S c o r e s o f O r i g i n a l S t a n d a r d i z a t i o n Samples with
S c o r e s o f Samples U s e d i n P r e s e n t S t u d y

It s h o u l d be n o t e d t h a t t h e o r i g i n a l male standard-

ization sample c o n s i s t e d o f 161 h i g h school boys including

students from grade nine t o grade twelve. The o r i g i n a l

female s t a n d a r d i z a t i o n g r o u p was composed o f 190 g i r l s sel-

e c t e d from a l l four high school grades*

Comparing t h e r e s u l t s of. t h e s c o r e s made b y t h e

original group with t h e 100 g r a d e t w e l v e boys used i n this

study, i twill be s e e n f r o m Table V I I I that c e r t a i n signif-

icant differences exist* I t w i l l be observed t h a t t h e mean

d i f f e r e n c e s were s i g n i f i c a n t a t t h e .01 l e v e l between t h e

two m a l e samples f o r t h e H e a l t h and S o c i a l sections. No

statistical significance at either t h e .01 l e v e l o r .05

level o f c o n f i d e n c e was p r e s e n t i n the case o f t h e Home a n d

Emotional sections.

For t h e g i r l s , a comparison of t h e o r i g i n a l female

sample of 190 s t u d e n t s and t h e s a m p l e of 104 g r a d e twelve

girls used i n the present study c a n be made b y r e f e r r i n g t o

Table IX. Statistical significance was o b t a i n e d between

t h e s e two f e m a l e samples a t t h e .01 l e v e l of c o n f i d e n c e on

t h e b a s i s o f s c o r e s made on t h e Home a n d H e a l t h s e c t i o n s
 -68-

TABLE V I I I

E x t e n t o f D i f f e r e n c e s Between Mean Spores' o f

O r i g i n a l S t a n d a r d i z a t i o n Sample of 161
H i g h S c h o o l Boys a n d P r e s e n t Sample
o f 100 G r a d e X I I Boys

Type Standardization Present Group Mean

of Group Diff dbiff. CR
Adjustment MeanJSigma | 0 M MeanjSigma 0M

Home 6.86 5.98 .39 6.04 5.99 .599 .82 .70 1.17

Health 7.28 4.16 .33 5.58 3.54 .388 1.64 .50 3.28

Social 14.14 6.46 .51 11.56 7.53 .694 2.58 .81 3.19

Emoti o n a l 8.20 5.18 .41 7.42 5.56 .565. .78 .69 1.13
 -69-

TABLE IX

E x t e n t o f D i f f e r e n c e s Between Mean S c o r e s o f O r i g -
i n a l S t a n d a r d i z a t i o n Sample of 190 H i g h S c h o o l
G i r l s and P r e s e n t Sample of IPS G r a d e X I I
Girls

Type S t a n d a r d i z a t ion P r e s e n t Group Mean

of Group D i f f . ODiff. CR
A d j u s t m e n t Mean Sigma °M Mean Sigma CM

Home 9.10 6.44 .47 6.35 4.98 .488 2.75 .67 4.10

Health 7.98 4.84 .35 6.36 3.96 .388 1.62 .51 3.16

Social L5.64 7.40 .54 13.78 7.08 .694 1.86 .87 2.13

Emoti o n a l 13.48 6.48 .47 11.95 5.76 .565 1.53 .79 1.93
 -70-

and significance a t t h e .05 l e v e l of c o n f i d e n c e f o r t h e

Social section. Only i n t h e c a s e of t h e E m o t i o n a l section

was t h e r e no i n d i c a t i o n of a s i g n i f i c a n t difference at eith-

e r of t h e a o c e p t e d levels.

It s h o u l d be u n d e r s t o o d t h a t i n comparing the res-

ults of t h e v a r i o u s samples used i n t h e two s t u d i e s that

significant differences are highly possible in light of the

n a t u r e o f t h e samples used. S i n c e t h e samples used i n the

original s t u d y by B e l l were composed of s t u d e n t s f r o m a l l

high s c h o o l grades w h i l e t h e p r e s e n t s t u d y had groups com-

posed only of grade t w e l v e s t u d e n t s , i t i s p o s s i b l e that the

two s a m p l e s are not e q u a l l y r e p r e s e n t a t i v e o f t h e same

"population"• I t would seem o b v i o u s t h a t t h e samples used

i n t h e p r e s e n t s t u d y a r e more r e p r e s e n t a t i v e of g r a d e twelve

students. Therefore, since there are considerable differ-

ences i n d i c a t e d by the r e s u l t s , i t i s highly possible the

norms g i v e n b y B e l l a r e n o t s u f f i c i e n t f o r the various grade

levels. Consequently, the f i n d i n g s of t h i s study would

suggest that at least a revision o f t h e norms be made f o r

the H e a l t h and S o c i a l sections f o r g r a d e t w e l v e boys and

for t h e Home, H e a l t h , a n d S o c i a l s e c t i o n s f o r grade twelve

girls. F u r t h e r r e s e a r c h would be n e c e s s a r y t o d e t e r m i n e i f

s e p a r a t e norms a r e r e q u i r e d a t e a c h of t h e o t h e r g r a d e lev-

els.

Item A n a l y s i s •

In o r d e r t o d e t e r m i n e t h e e x t e n t t o w h i c h the v a r -
 -71-

ioua items i n the Inventory differentiate between t h e v a r -

i o u s l e v e l i of adjustment an i t e m a n a l y s i s was conducted*

To accomplish this item a n a l y s i s , the students were

divided into upper and lower c r i t e r i o n g r o u p s on t h e b a s i s

of the scores obtained on t h e v a r i o u s s u b s e c t i o n s f o r both

t h e m a l e and f e m a l e samples u s e d . I t has been determined

by K e l l e y (32) t h a t maximum v a l i d i t y i s obtained when t h e

subgroups used i n c l u d e t h e t o p and b o t t o m t w e n t y - s e v e n p e r

cent of t h e d i s t r i b u t i o n * This division was u s e d i n this

study.

After t h e upper and lower c r i t e r i o n g r o u p s were sel-

e c t e d f o r each s e c t i o n , and the p r o p o r t i o n p a s s i n g and f a i l -

ing each item determined, i t was p o s s i b l e t o o b t a i n t h e

phi coefficient f o r each q u e s t i o n by u s i n g a s p e c i a l l y pre-

pared c h a r t c o n s t r u c t e d by G u i l f o r d ( 2 4 ) .

To determine the s i z e of the p h i c o e f f i c i e n t necess-

ary to e s t a b l i s h item acceptance u s e was made o f c h i s q u a r e

when t h e two c r i t e r i o n groups a r e e q u a l in proportion ac h i

square o f 3.841 i s c o n s i d e r e d significant a t t h e .05 l e v e l

of confidence and one o f 6.635 i s s i g n i f i c a n t a t t h e .01

level. A phi coefficient significant a t t h e .05 l e v e l would

be equal t o

/5.841

and a phi coefficient significant a t t h e .01 l e v e l w o u l d be

equal to
 -72-

Therefore, f o r our purposes i t i s necessary t o have a p h i

coefficient e q u a l t o .26 t o be c o n s i d e r e d s i g n i f i c a n t a t

the .05 l e v e l o f c o n f i d e n c e , and .35 a t t h e .01 l e v e } o f

confidence.

The phi coefficients, g i v e n s e p a r a t e l y f o r t h e boys

and g i r l s , f o r each item a r e l i s t e d i n Appendix Table I .

The a c t u a l number of i t e m s found t o be s i g n i f i c a n t

at t h e .01 l e v e l a n d t h e .05 l e v e l of c o n f i d e n c e a n d t h e

number f o u n d t o be b e l o w t h e .05 l e v e l c a n be seen i n Table

X. It will be r e c a l l e d that t h e r e a r e 35 i t e m s i n each

subsection.

Analyzing T a b l e X we f i n d that, f o r t h e boys, t h e

number of items f a i l i n g t o reach statistical significance

at t h e .05 l e v e l of confidence f o r the separate s e c t i o n s

was as f o l l o w s : Home, 7 i t e m s ; H e a l t h , 17 i t e m s ; Social, 4

items; and E m o t i o n a l , 8 i t e m s . For the g i r l s , t h e number

of items f o r each section f a i l i n g to reach t h e .05 l e v e l

were: Home, 5 i t e m s ; H e a l t h , 8 i t e m s ; S o c i a l , 4 i t e m s ; and

Emotional, 5 items.

From t h e s e r e s u l t s we f i n d that approximately half

of t h e items of the Health section f o r t h e boys do n o t meet ,

the s t a t i s t i c a l requirement f o r acceptance which strongly

supports the conclusion that this section i s poorly differ-

entiating between l e v e l s of h e a l t h adjustment of t h e boys.

The Health section also proved t o have t h e l a r g e s t number

of poorly differentiating items i n t h e case of t h e g i r l s .

 73

TABLE X

Number o f Items i n E a c h o f t h e S u b t e s t s Found

t o be S i g n i f i c a n t a t t h e .01 L e v e l and
.05 L e v e l o f C o n f i d e n c e and Number
Found Below .05 L e v e l f o r 100
Boys and 104 G i r l s

Level Adjustment Section

of HOME HEALTH SOCIAL EMOTIONAL
Confidence uoya |iiirJLs uoys u - i r x s iJoy,siu-ir±s Boys ju-irJ-s

.01 24 23 10 18 30 28 24 26
.05 4 7 8 9 1 4 3 3

Below.05 7 5 17 8 4 3 8 6
 -74-

Th e number i n t h e H e a l t h section that f a i l e d to reach the

.05 level was 9 items.

For both the g i r l s and the boys the Social section

had the largest number of h i g h l y a c c e p t a b l e (.01 level)

items, 30 f o r t h e b o y s and 28 f o r the g i r l s . The Home s e c -

t i o n had 24 highly acceptable items f o r t h e b o y s and 23 for

the girls, while the Emotional section had 24 f o r t h e boys

and 26 f o r the girls.

The items failing below the acceptance levels were

not always the same i t e m s f o r both t h e boys and the girls,

indicating the p o s s i b i l i t y , as noted previously, that sex

differences exist w i t h i n the subsections.

Reliabilities

The obtained r e l i a b i l i t y coefficients f o r each of

the f o u r subtests f o r both t h e boys and the g i r l s are to

be found i n Table XI. It w i l l be observed that these coeff-

i c i e n t s were c a l c u l a t e d by using different methods a n d form-

u l a e , which i n c l u d e d : (a) t h e product-moment coefficient by

means of t h e split-half method (b) t h e product-moment co-

efficient by means o f t h e test-retest method, and (c) t h e

correlation coefficient using the f o l l o w i n g Richardson-

Kuder formula:

* - -A- x (f 2
-
where r • r e l i a b i l i t y c o e f f i c i e n t f o r t h e whole t e s t
n a number o f i t e m s i n t h e t e s t
(j* a s t a n d a r d d e v i a t i o n of t o t a l t e s t s c o r e s
p s p r o p o r t i o n of t h e g r o u p " p a s s i n g " an i t e m
q a p r o p o r t i o n f a i l i n g to pass the item
 TABLE X I

C o e f f i c i e n t s of C o r r e l a t i o n (with P E ) f o r t h e Subsections
r

of t h e A d j u s t m e n t I n v e n t o r y f o r Grade X I I Boys a n d
Grade X I I G i r l s

Correlation Method Used

Adjustment
Section S P L I T - HALF RETEST (60 d a y s ) RICHARDS ON-KUDER
Boys Girls Boys Girls Boys Girls
N - 100 N = 104 N-100 N=82 N»100 N= 104

HOME 912 ±.011 .887 ± 6 1 4 .8701:016 .884+.016 .897 1.011 .860+.016

HEALTH 7811.030 .773 1.026 .843 ±.019 . 801 i . 02 6. .7011.034 ,72lf.032
SOCIAL 899+.011 .851 +.018 .881 +.014 .881+.016 .877 ±. 017 .802 +.024
EMOTIONAL 843i.019 .785 i.025 .775±.026 .825ir.033 .823±.021 .8471.017
 -76-

Many r e s e a r c h e r s have c r i t i c i s e d t h e use of t h e

split-half method b e c a u s e of t h e f a c t that t h e r e a r e many-

ways o f d i v i d i n g a test into two p a r t s . I n an a t t e m p t t o

overcome t h i s difficulty R i c h a r d s o n and Kuder (24,p.276) have

derived o t h e r methods f o r c a l c u l a t i n g reliability. Their

most u s e f u l and a c c u r a t e f o r m u l a i s t h e one j u s t referred

to. This formula emphasizes t h e i n t e r c o r r e l a t i o n s among

the items of t h e t e s t r a t h e r than t o t a l t e s t scores. The

coefficients yielded by t h i s Richardson-Kuder formula slight-

ly u n d e r e s t i m a t e t h o s e p r o d u c e d b y t h e product-moment method

and when u s i n g this f o r m u l a we c a n b e a s s u r e d t h a t the actual

reliabilities are at least as h i g h a s t h o s e o b t a i n e d (24,

p.278).

I f we f o l l o w t h e r a t h e r common and a r b i t r a r y prac-

tice of a g r e e i n g that tests s h o u l d have r e l i a b i l i t y coeffic-

ients of at l e a s t .90 f o r i n d i v i d u a l diagnosis, then we

might state that no s u b t e s t o f t h e Adjustment Inventory,

with the possible exception of t h e Home s e c t i o n , i s suitable

for individual diagnosis. I t w i l l be seen i n Table I I that

the reliability coefficient f o r t h e Home s e c t i o n f o r the

b o y s was .912 as d e r i v e d b y t h e s p l i t - h a l f method, w h i c h was

the highest coefficient obtained. For t h i s same section

the Richardson-Kuder formula yielded a coefficient o f .897

while the retest method c o e f f i c i e n t was .870. Similarly

high coefficients were o b t a i n e d f o r the Social section and

although they do n o t meet t h e a r b i t r a r y requirement o f .90

 -77-

for individual p r e d i c t i o n , as was t r u e a l s o i n t h e c a s e o f

t h e Home s e c t i o n , i t i s s a f e t o s t a t e t h a t these high coef-

ficients compare f a v o u r a b l y with those obtained by t h e more

widely accepted t e s t s i n the f i e l d of p e r s o n a l i t y measure-

ment (16)• Following the accepted demand t h a t a test reach

•80 f o r group d i a g n o s i s , we m i g h t w e l l s t a t e t h a t these

two sections f a l l well within the accepted limits f o r group

predictive use.

Considering the other two s e c t i o n s H e a l t h a n d Emot-

ional, i t will be n o t i c e d t h a t , i n some i n s t a n c e s , t h e

reliabilities f o r these sections fall below .80. While t h e

E m o t i o n a l s e c t i o n does t e n d t o reach t h e .80 l e v e l , the co-

efficients f o r the Health section f a l l considerably below

in c e r t a i n cases. It will be n o t i c e d t h a t t h e c o e f f i c i e n t s

obtained f o r the Health s e c t i o n by the Richardson-Kuder for-

mula were .701 f o r t h e b o y s and .721 f o r t h e g i r l s , indicat-

ing possible lack of i n t e r n a l consistency among t h e t e s t

i t e m s a s was s i m i l a r l y n o t i c e d from t h e item analysis study.

Subtest I n t e r c o r r e l a t i o n

The obtained coefficients of i n t e r c o r r e l a t i o n s f o r

the v a r i o u s subtests can be seen i n Table XII* In c e r t a i n

instances the coefficients are sufficiently l o w t h a t we

m i g h t assume t h a t different aspects of behaviour a r e being

measured. However, some o f t h e c o e f f i c i e n t s were fairly

high. The c o r r e l a t i o n coefficient (with the probable error

of r ) f o r t h e E m o t i o n a l and Home s e c t i o n f o r t h e b o y s , was

.54± .047, and . 6 1 ± . 0 4 2 for the g i r l s . Also the coeffic-

 -78-

TABLE X I I

C o e f f i c i e n t s of S u b s e c t i o n I n t e r c o r r e l a t i o n s
F o r t h e A d j u s t m e n t I n v e n t o r y f o r 100
G r a d e X I I Boys and 104 G r a d e X I I
Girls

S u b s e c t i o n of Boys Girls
Inv ent or y
r PE r "PE r

r
Emotional'- Home..'. .543 1.047 .619 ±-.041
E m o t i o n a l - H e a l t h . . .541 ±.046 .394 ± . 0 5 6
E m o t i o n a l - S o c i a l . . .453 ±.052 .232 ± . 0 5 6
.316 ±.060 .481 ± . 0 5 1
.272 ±.061 .126 ±.065
.014 ±.065 .329 ±.053
lent f o r t h e E m o t i o n a l and H e a l t h s e c t i o n was .541: #046,

for t h e boys, and . 3 9 ± .056 f o r t h e g i r l s . These coeffic-

ients are high enough t o s u g g e s t the p o s s i b i l i t y that i n

certain cases s i m i l a r a n d r e l a t e d components exist within

some o f t h e s u b s e c t i o n s which would e x p l a i n t h e r a t h e r high

coefficients obtained. However, t o o b t a i n a d e q u a t e infor-

mation concerning this, a detailed factorial analysis

through t h e medium o f t h e t e s t items would appear necessary.

R e s u l t s o f t h e V a l i d a t i o n of t h e S u b s e c t i o n s of t h e A d j u s t -
ment Inventory

Home A d j u s t m e n t Section

As mentioned i n C h a p t e r V t h e Home A d j u s t m e n t sec-

tion of t h e I n v e n t o r y was v a l i d a t e d b y means of t h e i n t e r -

view technique. Table XIII gives a comparison of the r a t -

ings assigned by t h e i n t e r v i e w with those given on t h e b a s i s

of t h e i n t e r v i e w .

Using t h e s e r e s u l t s i t was p o s s i b l e t o d e t e r m i n e i f

any significant r e l a t i o n s h i p s e x i s t e d b e t w e e n t h e two s e t s

of r a t i n g s b y means o f t h e c h i s q u a r e test.

The c h i square t e s t i s a useful device for discov-

ering i f any r e l a t i o n s h i p e x i s t s between v a r i a b l e s which

can be c l a s s i f i e d i n t o two or more categories.

For t h e problem under c o n s i d e r a t i o n , t h e h y p o t h e s i s

t o be t e s t e d i s the n u l l hypothesis, namely, t h a t the r a t -

ings of home a d j u s t m e n t g i v e n by t h e i n t e r v i e w procedure

are essentially unrelated or i n d e p e n d e n t t o those given by

 -80-

TABLE X I I I

C o m p a r i s o n o f t h e Home A d j u s t m e n t R a t i n g s of t h e
I n v e n t o r y w i t h I n t e r v i e w R a t i n g of Home A d -
j u s t m e n t f o r 100 G r a c e X I I Boys

INTERVIEW RATINGS

Very Unsat- Unsatis-

isfactory factory A v e r a g e Good Excellent

Very
Unsat i s - 7 2 0 0 0
f actory

Unsatis- 2 4 2 1 0
factory

Average 2 3 12 7 2

Good 0 1 8 23 3

Excellent 0 0 3 9 9
 -81-

the Inventory.

The calculated c h i square f o rthis problem was found

t o b e 121, w h i c h i s very highly significant, indicating

that the n u l l hypothesis c a n be r e j e c t e d a n d t h e c o n c l u s i o n

of a d e f i n i t e relationship between t h e r e s u l t s of t h e two

methods of r a t i n g be e s t a b l i s h e d .

Furthermore, i t i s possible to calculate directly

from c h i square the contingency coefficient (C) w h i c h gives

an indication of t h e d e g r e e t o w h i c h two v a r i a b l e s a r e r e -

lated a n d p r o v i d e s a measure o f c o r r e l a t i o n that under cer-

tain c o n d i t i o n s i s c o m p a r a b l e t o t h e product-moment r .

In t h i s problem, C (with i t s s t a n d a r d e r r o r ) was

calculated t o be .721;..10. It i s possible to correct this

coefficient t o make i t a p p r o x i m a t e l y equal t o the product-

moment r ( 2 0 , p . 3 6 2 ) . Applying the c o r r e c t i o n f a c t o r our

"corrected C" becomes .82. This c o e f f i c i e n t indicates that

a significant and f a i r l y high degree of r e l a t i o n s h i p exists

between t h e r a t i n g s o b t a i n e d b y t h e two s e p a r a t e methods.

These f i n d i n g s indicate that t h e Home A d j u s t m e n t

section of the Inventory i s capable of y i e l d i n g results

significantly similar t o those o b t a i n e d b y means of a p r o -

longed interview. The Home s e c t i o n of t h e I n v e n t o r y takes

approximately s i x minutes t o complete while the interviews

as t h e y were c o n c e r n e d s o l e l y with the e v a l u a t i o n of t h e

s t u d e n t s ' home a d j u s t m e n t , ranged from twenty-five to f o r t y -

f i v e minutes i n duration. Therefore the r e s u l t s a r e en-

 -82-

haneed i n the favor of t h e Home s e c t i o n when t h i s time

element i s taken into consideration.

Referring to Table XIII it will be seen t h a t although

a high d e g r e e of r e l a t i o n s h i p e x i s t s , c o n s i d e r a b l e variation

o c c u r e d between t h e two seta of r a t i n g s . Most important,

from the counselling and clinical viewpoint, i s the amount

of v a r i a t i o n t h a t occured at the " c r i t i c a l " or b e l o w aver-

age end. It w i l l be noticed that 6 b o y s were r a t e d below

a v e r a g e by the interview method who were c l a s s e d as either

average or a b o v e by the Inventory. Also 3 b o y s were rated

as b e l o w a v e r a g e by the I n v e n t o r y who were g i v e n an average

o r a b o v e a v e r a g e r a t i n g by the interview. However., o f the

21 subjects who were r a t e d i n the c r i t i c a l group of below

average, 15 of t h e s e were s i m i l a r l y detected by the Inven-

tory. In g e n e r a l , it will be noticed that the Inventory

ratings indicated greater leniency. That i s , there was a

greater number of b o y s r a t e d a s " e x o e l l e n t " and fewer rated

"very u n s a t i s f a c t o r y " by t h e Inventory ratings i n comparison

w i t h the interview ratings.

One of t h e r e a s o n s why the relatively high degree

of r e l a t i o n s h i p e x i s t e d between t h e two sets of ratings

m i g h t p o s s i b l y be inherent i n the fact that the factor being

measured i s f a i r l y well-defined. I f so, t h i s would enable

measurement, t o be more e x a c t i n g and consistent. In addition,

if the f a c t o r being measured i s w e l l - d e f i n e d , the probabil-

ity increases that the subject will be able to give accurate

 -83-

answers s i n c e there would e x i s t some d e f i n i t e o b j e c t i v e

basis f o r reference.

Talcing into consideration a l l the evidence obtained

in this study, i t appears that t h e u s e o f t h e Home Adjust-

ment s e c t i o n f o r c o u n s e l l i n g p u r p o s e s i s substantiated. Sug-

gestion i s made t h a t the matter of p o s s i b l e r e v i s i o n of

norms be c o n s i d e r e d , as w e l l as t h e improvement of c e r t a i n

items found t o be l i m i t e d i n d i f f e r e n t i a t i o n on t h e b a s i s o f

the item analysis.

S o c i a l Adjustment Section

It will be r e c a l l e d t h a t i n order t o obtain valid-

ating e v i d e n c e f o r the S o c i a l Adjustment section t h e 100

b o y s were d i v i d e d into three clearly defined groups, first

on the basis of s o c i a l p a r t i c i p a t i o n and s e c o n d l y on t h e

basis of a " p o p u l a r i t y vote".

The r e s u l t s of the c r i t e r i o n groups selected i n terms

of s o c i a l p a r t i c i p a t i o n a r e t o be seen i n Table XIV. I t

will be n o t i c e d t h a t Group SP I , w h i c h we c a n d e s c r i b e a s

the "retiring" g r o u p , was composed o f 25 b o y s ; Group SP I I /

the "average" group, c o n s i s t e d of 48 b o y s ; and G r o u p SP I I I ,

the "aggressive" group contained 27 b o y s .

The extent of t h e d i f f e r e n c e s e x i s t i n g between t h e

mean s c o r e s of t h e t h r e e g r o u p s a r e shown i n T a b l e X I V ,

and i twill be s e e n t h a t without e x o e p t i o n t h e CR's a r e

significant a t t h e .01 l e v e l of confidence. These r e s u l t s

indicate that a consistent significant relationship exists

between t h e s c o r e s made on t h e S o c i a l s e c t i o n of t h e A d j u s t -
 84-

TABLE XIV

Data c o n c e r n i n g t h e S o c i a l A d j u s t m e n t
V a l i d a t i n g G r o u p s s e l e c t e d on the
B a s i s of S o c i a l P a r t i c i p a t i o n

N s 100 Grade' X I I B o y s

Validating Group K Mean Sigma tfMean Mean Diff. (TD.Lf f. CR

SPI ( r e t i r i n g ) 27 18.51 1.22 6.34 (M -M I I I I )12.45 1.42 8.76

SPII ( a v e r a g e ) 48 11.48 .78 5.39 (M : -M N ) 7.03 1.44 4.88

S P I I I ( a g g r e s s - 25 6.06 .73 3.60 (M I;[ -M II:[ )5.42 1.06, 5.11

ive)
 -85-

ment Inventory with actual social participation which sup-

ports the findings r e p o r t e d by Smith (see p.25).

The results o b t a i n e d f o r the v a l i d a t i n g groups div-

ided on t h e b a s i s of t h e number o f v o t e s r e c e i v e d f r o m their

fellow students i s t o be found i n Table XT.

Group ST I, w h i c h r e f e r s to the group of students

who r e c e i v e d e i t h e r no vote or one vote c o n t a i n e d 29 stud-

ents; Group ST I I , the group c o n s i s t i n g of those who receiv-

ed f r o m two to f o u r v o t e s , was composed of 41 b o y s ; and

Group ST I I I , the group r e c e i v i n g f i v e votes or more, con-

tained 30 boys. From t h e results obtained, i t was found

that none o f t h e s e g r o u p s ...diff e r e d s i g n i f i c a n t l y . The CR's

o b t a i n e d w e r e : .29 f o r Group ST I and Group ST I I I ; 1.00 for

Group ST I I and Group ST I I I ; and 1.15 f o r Group ST I and

Group S T I I . We might conclude from these r e s u l t s that the

scores obtained on t h e Social section of t h e A d j u s t m e n t In-

v e n t o r y by 100 grade twelve b o y s do n o t show a n y significant

relationship with the students' " p o p u l a r i t y " which, in this

study, i s d e f i n e d i n terms of f r i e n d l i n e s s and congeniality.

It is possible, t h e r e f o r e , t h a t t h e s c o r e s on the Social

section of the Inventory bear little relationship to the

individual's ability to get along with others. Consequently,

since this " s o c i a l - s t i m u l u s " v i e w of s o c i a l a d j u s t m e n t i s of

considerable importance i n any total appraisal of an individ-

ual's s o c i a l adjustment i t i s imperative that those who make

use of t h e Inventory be w e l l aware o f the section's limits. How-

 -86-

TABLE XV

Data C o n c e r n i n g t h e S o c i a l Adjustment V a l i d a t i n g
G r o u p s S e l e c t e d on t h e B a s i s o f a P o p u l a r -
i t y Vote

N = 100 G r a c e X I I Boys

Validating N Mean Sigma 6"M Mean Diff. tfbiff. CR

Group

SVI(0-1 29 11.61 7.82 1 .47 ( M J - M J J J ) .54 1.85 .29

Votes)
SVIl(2-4 41 9.97 7.44 1.17 (M-r-Mjj) 2.18 1.88 1.15
Votes )
SVIlKover 30 12.15 6.09 1.13 (M I I -M I I I ) 1.64 1.63 1.00
5 Votes)
ever, we c a n s a y , on t h e b a s i s of o u r o b t a i n e d evidence,

t h a t f r o m t h e c o u n s e l l i n g and c l i n i c a l viewpoint the Social

Adjustment s e c t i o n s appear t o be u s e f u l f o r d e t e c t i n g those

who a r e w i t h d r a w i n g f r o m s o c i a l contacts and t h e r e f o r e c a n

be u t i l i z e d forfacilitating s o c i a l adjustment by d i r e c t i n g

these students into social activities*

Health Adjustment Section

In a r r i v i n g at the criterion groups f o r e v a l u a t i n g

the H e a l t h s e c t i o n , 98 boys were divided into three levels

of a d j u s t m e n t by t h e S c h o o l Nurse on t h e b a s i s o f t h e s t u d -

ents* school health records* The t h r e e g r o u p s included:

Group H I w h i c h c o n s i s t e d o f 11 b o y s who were r a t e d a s p o o r

in general h e a l t h ; Group H I I c o n t a i n e d 39 b o y s who were

r a t e d a s a v e r a g e i n h e a l t h ; and Group H I I I was composed o f

48 s t u d e n t s who were d e s c r i b e d a s b e i n g i n excellent health*

The r e s u l t s f o r these various criterion groups are

t o be found i n Table XVI. The c r i t i c a l ratio f o r Groups

H I a n d H I I I , t h e two e x t r e m e s a s r a t e d b y t h e S c h o o l Nurse,

was computed t o b e .83, w h i c h is clearly not s i g n i f i c a n t a t

the .05 l e v e l of c o n f i d e n c e . The c r i t i c a l ratio f o r Group

H I and H I I was .24, a n d f o r Group H I I and H I I I , 1.20

neither of w h i c h :.is s i g n i f i c a n t statistically.

These r e s u l t s i n d i c a t e that there i s weak relation-

s h i p between the scores o f 98 b o y s made on t h e H e a l t h sec-

t i o n and the health r a t i n g s given to these boys by t h e S c h o o l

Nurse. Assuming t h a t the r a t i n g s of t h e School N u r s e , on

 -88

TABLE X V I

Data Concerning the H e a l t h Adjustment V a l i d a t i n g

G r o u p s S e l e c t e d on t h e B a s i s o f R a t i n g s b y
the S c h o o l Nurse

N = 98 G r a d e X I I Boys

VALIDATING
GROUP N Mean Sigma ft Mean Mean Diff. (fDif f . CR

HI (poor) 11 6.18 4.20 1.32 (Mj-MjnJl.16 1 .39 .83

HII(Average) 39 5.84 2.51 .40 (Mj-Mjj) .34 1.39 .24

HIII(Excel- 48 5.02 3.11 .45 (M I I -M I I I ).82 .60 1.20

lent)
 -89-
t h e b a s i s of what a p p e a r t o be f a i r l y detailed and accurate

records, are v a l i d estimates of t h e students' health, i t is

highly suggestive that the H e a l t h s e c t i o n serves little

utility for indicating the relative health standing of the

students. Taking i n t o c o n s i d e r a t i o n the other f i n d i n g s per-

taining to the section, including the low reliabilities and

the indication o f weak i n t e r n a l consistency, i t would appear

that t h i s s e c t i o n i s of l i t t l e value f o r use i n the counsel-

ling of g r a d e t w e l v e students.

The Emotional Ajustment Section

In C h a p t e r V the procedures used in gathering evid-

ence c o n c e r n i n g the Emotional s e c t i o n were d i s c u s s e d . It

will be remembered t h a t 90 b o y s were e a c h r a t e d b y three

teachers on "emotional adjustment". The s e c o n d method of

gathering evidence was obtained by dividing 96 boys into

three c l e a r l y d e f i n e d groups of e m o t i o n a l adjustment*

The results of t h e t e a c h e r s ' r a t i n g s have not been

included in this report f o r validating purposes because of

the obvious unreliability of t h e obtained results. The

intercorrelations (calculated using Sheppard's correction

formula) between t h e r a t i n g s g i v e n b y t h e t h r e e teachers

together with their probable e r r o r s were .175 ± . 0 6 4 , .137i

• 066 and •^•034 ir,068 none of w h i c h iiSa statistically signif-

icant. Consequently, averaging the r a t i n g s of the three

judges d i d not seem d e f e n s i b l e . In a d d i t i o n , t h e results

were d i s c a r d e d a l s o i n v i e w o f t h e f a c t that the teachers

 -90-

expressed considerable difficulty i n making t h e r a t i n g s a n d

in many c a s e s f e l t that t h e r a t i n g s were of d o u b t f u l accur-

acy because of t h e i r l i m i t e d k n o w l e d g e of some of t h e s t u d -

ents. Consequently, since these r e s u l t s a r e h i g h l y unrel-

iable within themselves nothing of any value could be obtain-

ed b y u s i n g them f o r v a l i d a t i n g p u r p o s e s .

The r e s u l t s of t h e v a l i d a t i n g g r o u p s selected on t h e

basis of a composite e m o t i o n a l r a t i n g a r r i v e d a t by u s i n g

information given by t h e student during the i n t e r v i e w , t o -

g e t h e r w i t h t h e r a t i n g s made by t h e S c h o o l N u r s e a n d t h e

writer, c a n be s e e n i n Table XVII. The 98 boys were divid-

ed into the following three g r o u p s : Group E I c o n s i s t i n g

o f 17 b o y s who were c l a s s e d a s h a v i n g difficult emotional

p r o b l e m s : Group E I I c o n s i s t i n g of 39 boys whom we may call

the a v e r a g e g r o u p ; and G r o u p E I I I composed o f 42 boys who

gave e v i d e n c e of e x c e l l e n t emotional adjustment. The c r i t -

ratio o f 1.90 f o r G r o u p E I and Group E I I I i n d i c a t e s that

the d i f f e r e n c e between t h e means i s n o t s t a t i s t i c a l l y signif-

icant since i tfell slightly short o f t h e .05 l e v e l of c o n -

fidence. S i m i l a r l y , the c r i t i c a l ratio o f 1.12 f o r Group

E I a n d Group E I I a n d t h a t of 1.06 f o r Group E I I and Group

E I I Iare not s i g n i f i c a n t . We m i g h t c o n c l u d e t h a t the scores

made on t h e I n v e n t o r y are not s i g n i f i c a n t l y r e l a t e d to the

composite r a t i n g s given t o t h e 98 b o y s . The p r o b l e m arising

here that prevents any d e f i n i t e c o n c l u s i o n s regarding the

Emotional s e c t i o n i s the lack of s u f f i c i e n t evidence to sup-

 91-

TABLE X V I I .

Data Concerning the Emotional Adjustment V a l -

i d a t i n g G r o u p s S e l e c t e d on t h e B a s i s
of Composite R a t i n g s

N z 9 8 G r a d e X I I Boys

Validating
Group N Mean Sigma G"Mean Mean Diff. iff. CR

E I (poor) 17 9.64 6.17 1.54 (Mj-MjJJ)3.82 1.75 1.90

E II(Average) 39 7.58 5.20 .84 (Mj-Mjj) 2 . 0 6 1.74 1.12

E I I I (Excel- 42 6.32 5.43 .83 (MJJ-MJJJ)1.26 1.18 1.06

lent)
 -92-

port the v a l i d i t y of t h e c r i t e r i o n used f o r comparative

purposes.

However, t h e l a c k of p o s i t i v e e v i d e n c e i n favour of

this S e c t i o n makes i t s wide u s e o f d o u b t f u l v a l u e . The

chief limitation of the Emotional section i s the f a c t that

it is difficult t o determine just what i t measures. Conse-

quently, the scores and r a t i n g s g i v e n b y t h e I n v e n t o r y are-

ambiguous i n i n t e r p r e t a t i o n a t the p r e s e n t time and i t is

unlikely that this section will s e r v e any m e a n i n g f u l pur-

p o s e f o r wide u s e i n c o u n s e l l i n g g r a d e t w e l v e students*

Self-Ratings

Table XVIII contains the data p e r t a i n i n g to the v a l -

idating groups s e l e c t e d on. t h e b a s i s o f t h e s e l f - r a t i n g s

of 100 g r a d e t w e l v e girls.

Analyzing t h e r e s u l t s we s e e t h a t f o r t h e Home A d -

justment s e c t i o n t h e d i f f e r e n c e s b e t w e e n t h e mean scores

were a l l s i g n i f i c a n t a t t h e .01 l e v e l * For the S o c i a l t h e

d i f f e r e n c e between t h e means of t h e " A g r e s s i v e G r o u p " a n d

the " R e t i r i n g G r o u p " was s i g n i f i c a n t a t t h e .05 l e v e l of

confidence, while t h e other groups f o r t h e S o c i a l s e c t i o n

differed significantly a t t h e .01 l e v e l . For the Emotional

and Health sections, i twill be noted that there was no

statistical significance i n t h e mean o f any o f t h e compared

criterion groups.

These r e s u l t s indicate that there i s considerable

agreement between t h e s t u d e n t s ' own g e n e r a l e v a l u a t i o n of

 -93-

TABLE X V I I I

D a t a C o n c e r n i n g t h e C r i t e r i o n Groups Selected"
on t h e B a s i s of S e l f - R a t i n g s

N = 100 G r a d e XII G i r l s

Type of
Adjustment Criterion Group N Mean Sigma (jMean

Above A v e r a g e 37 4.02 3. 48 .58

HOME Average 43 7.52 4. 51 .69
B e l o w Averag 20 10.83 4. 01 .92

A b o v e Averag5e 34 6.06 3. 11 .54

HEALTH Average 41 7.24 3. 41 .53
B e l o w A v e r a g5© 25 7.61 3. 38 .68

Agressive 24 8.13 4. 46 .93

SOCIAL Average 51 12.15 3. 97 .56
Retiring 25 15.01 5. 78 1.18

Above A v e r a g e 19 10.61 5. 75 1.33

EMOTIONAL Average 48 11.79 4. 91 .71
Below Average 33 13.89 5. 96 1.05
 -94-

their f s o c i a l a n d Home a d j u s t m e n t with their s c o r e s made on

the Social a n d Home s e c t i o n s o f t h e I n v e n t o r y . However,

it would appear from the results t h a t t h e e v a l u a t i o n by

the students of t h e i r own h e a l t h a n d e m o t i o n a l adjustment i s

not significantly related t o t h e s c o r e s made on t h e H e a l t h

and E m o t i o n a l section of t h e I n v e n t o r y . Although these r e -

sults of the s e l f - r a t i n g s present little knowledge concern-

ing the Inventory they do s u p p l y a d d i t i o n a l p o s s i b l e support

for t h e v i e w that the Emotional section i s lacking i n clear

definition and t h e view t h a t the H e a l t h section i s not

clearly d i f f e r e n t i a t i n g between t h e extreme groups a t t h e

grade twelve level.

It s h o u l d be n o t e d that the various v a l i d a t i n g groups

used i n this study were, w i t h t h e e x c e p t i o n of t h e 100 g i r l s

used f o r t h e s e l f - r a t i n g s , grade twelve boys. Therefore,

the results should be i n t e r p r e t e d , as f a r as the v a l i d a t i o n

evidence i s concerned, o n l y f o r t h e g r o u p which t h e s e stud-

ents represent.

A summary o f t h e v a r i o u s f i n d i n g s of t h i s study

w i l l f o l l o w i n Chapter VIII.
 CHAPTER V I I

THE STUDENT PROBLEM POLL

Purpose of tne Poll

With the view of more s a t i s f a c t o r i l y estimating the

worth of t h e B e l l Adjustment I n v e n t o r y , e s p e c i a l l y as a tool

for aiding i n a guidance and counselling programme i n t h e

schools, the author f e l t that I t would be pertinent to dis-

c o v e r where t h e f o u r a d j u s t m e n t areas included i n the Inven-

tory f a l l i n the s t u d e n t s ' o p i n i o n i n r e l a t i o n to other im-

portant areas of a d j u s t m e n t . In o r d e r t o do t h i s i t was

necessary to determine what o t h e r a r e a s of problems a r e con-

sidered important t o grade t w e l v e s t u d e n t s and t h e n have the

students d e c i d e the r e l a t i v e importance of each of these

major problem areas. In o r d e r t o f i n d these r e l a t i o n s among

the v a r i o u s problem fields the "Student Problem Poll" was

constructed (see Appendix E).

Construction of the Poll

The first s t e p i n the c o n s t r u c t i o n of the Student

Problem Poll was a s e t o f two forty-minute classroom dis-

c u s s i o n p e r i o d s w i t h each of f o u r s e p a r a t e g r o u p s of grade

twelve s t u d e n t s . -There were a p p r o x i m a t e l y e i g h t y male and

fifty female students i n t h e combined f o u r groups. The pur-

p o s e of t h e s e d i s c u s s i o n s was to get the students themselves

to s u g g e s t what p r o b l e m s a r e important t o grade twelve stud-

e n t s as a g r o u p . S i n c e most o f t h e e a r l y responses pertain-

 -96-

ed t o s p e c i f i c problems, i t was necessary to suggest to the

students that they combine the specific problems under

more g e n e r a l i z e d h e a d i n g s . In a d d i t i o n , i n order to elim-

inate those f i e l d s w h i c h were s u g g e s t e d but which had little

importance t o t h e g r o u p as a w h o l e , i t was decided arbitrar-

ily that only those fields would be r e t a i n e d t h a t were con-

sidered important by at l e a s t forty percent of t h e students.

At the c o n c l u s i o n of t h e d i s c u s s i o n s the f o l l o w i n g n i n e gen-

eral problem areas were o b t a i n e d : Home, H e a l t h , Social,

ft

Emotional, Friendship, Financial, School, Future Occupation

and Sex*

Utilizing these n i n e problem f i e l d s the Student

Problem P o l l was c o n s t r u c t e d u s i n g as its statistical basis

t h e method, o f p a i r e d c o m p a r i s o n . T h i s method was chosen

since, as n o t e d by G u i l f o r d (23, p.240) and Greene (21, p.694),

it has b e e n f o u n d t o be more p r e c i s e t h a n a n y other m o d i f i c -

ation of t h e p s y c h o t e p h y s i c a l methods w h i c h w o u l d be ap-

plicable t o problems such as t h e one presented here.

The main t a s k i n u s i n g t h e method o f p a i r e d compar-

isons i s to present each item w i t h every other item and

have t h e s u b j e c t s make a c h o i c e between e a c h p a i r . In this

p r o b l e m t h e r e were t h i r t y - s i x s u c h c o m p a r i s o n s . It should
ft In t h e S t u d e n t P r o b l e m P o l l , t h e E m o t i o n a l p r o b l e m f i e l d
i s r e f e r r e d t o a s " N e r v o u s n e s s and E m o t i o n a l " s i n c e t h e
s t u d e n t s d u r i n g t h e d i s c u s s i o n s f e l t t h a t t h i s term had
more meaning t o t h e m . However, w i t h i n t h e t e x t , t h e
t e r m " e m o t i o n a l " w i l l b e u s e d f o r t h e s a k e of s i m p l i c i t y .
The o t h e r t e r m s a r e u s e d as t h e y were s u g g e s t e d by t h e
students.
be noted that i n the directions given within the Student

Problem P o l l the s t u d e n t s were t o l d to guess i f i t became

difficult f o r them t o d e c i d e between any pair. This was a

necessary c o n d i t i o n r e s u l t i n g from the limitation of the

method o f p a i r e d comparisons which r e q u i r e s that no pair be

left u n d e c i d e d , an essential precaution for facilitating

the statistical treatment of t h e results. Forcing the stud-

e n t s t o make a c h o i c e in this way is likely to l e a d to dis-

tortion of i n d i v i d u a l opinion, but is justifiable to the

extent that i t i s the r e s u l t of t h e group as a whole that

i s being sought. In u s i n g a sufficiently l a r g e group i t is

assumed t h a t chance f a c t o r s would be operative equally in

all d i r e c t i o n s , and c o n s e q u e n t l y l e a d t o no serious distor-

tion of the r e s u l t s f o r t h e g r o u p as a whole.

Also i n the directions i t will be noted that the

s t u d e n t s were t o l d n o t to sign their names t o t h e Problem

Poll. This was done s i m p l y t o overcome any d i s t o r t i o n of

the r e s u l t s t h a t might occur i f there was any factor oper-

ative that would l e a d the students to desire to conceal their

actual opinions.

Within the d i r e c t i o n s of t h e Problem Poll only four

of the nine problem f i e l d s were e x p l a i n e d . At first it was

not considered necessary to explain a l l of the fields on

the a c t u a l form since i t was assumed t h a t after" having re-

v i e w e d them d u r i n g the discussion periods the students

would be sufficiently acquainted with t h e i r descriptions.

 -98-

However, d u r i n g the a c t u a l a d m i n i s t r a t i o n of the P o l l , as

an added p r e c a u t i o n , a l l the f i e l d s were e x p l a i n e d and the

d i s t i n c t i o n s b e t w e e n them n o t e d i n order to overcome any

ambiguity. For example, t h e f r i e n d s h i p p r o b l e m s were made

distinct from the social problems i n t h a t the former refer-

red to r e l a t i o n s h i p s with one's c l o s e f r i e n d s , and the latter

to r e l a t i o n s h i p s with people in general. In order t o over-

come any ambiguity t h a t might exist i n the comparison of

sexual problems with h e a l t h problems, i t was explained to

the students t h a t the former r e f e r r e d to problems arising

out of a l a c k of k n o w l e d g e c o n c e r n i n g t h e i r sexual develop-

ment t o g e t h e r with any worries concerning t h e i r sexual be-

haviour, whereas a n y actual sickness or illness resulting

from the f u n c t i o n i n g of the sexual s y s t e m w o u l d be consid-

ered a h e a l t h problem. One o f t h e most d i f f i c u l t distinc-

t i o n s was t h a t between f i n a n c i a l p r o b l e m s and social prob-

lems. In t h i s case, i t was emphasized t o the s t u d e n t s that

the social problems r e f e r r e d to r e l a t i o n s h i p s w i t h people

whereas f i n a n c i a l p r o b l e m s were r e s t r i c t e d t o difficulties

arising out of h a v i n g insufficient f u n d s t o have, or t o do,

the things that one would wish.

Results

The Student Problem P o l l was administered to 103

grade twelve b o y s , and 62 grade twelve girls. The results

of the P o l l are shown i n . T a b l e X I X f o r t h e b o y s and Table

XX f o r the g i r l s i n which the v a r i o u s proportions are given

 TABLE X I X

Proportion o f Times 105 G r a d e X I I Boys Marked t h e P r o b l e m F i e l d a t t h e Top

over t h e Problem F i e l d a t t h e L e f t i n Importance

Pro b1em Finan- Future

Field cial School Occup- E m o t i o n . Soc i a l Home Health Sex Friend-
t ion ship
Financial .500 .417 .544 .311 .301 .272 .224 .156 .194

School .583 .500 .525 .496 .331 .321 .166 .204 .204

Future
Occupation .456 .475 .500 .379 .301 .393 .272 .283 .283

Emotional .689 .504 .621 .500 .417 .417 .'360 .340 .166

Social .699 .669 .699 .583 .500 .475 .369 .417 .204

Home .728 .679 .607 .583 .52 5 .500 .428 .408 .379

Health .776 .834 .728 .640 .631 .572 .500 .428 .574

Sex .844 .796 .717 .660 .583 .592 .572 .500 .560

F r i e n d s h i p .806 .796 .717 .834 .796 .621 .525 .440 .500

6.081 5.670 5.658 4.986 4.375 4.163 3.416 3.176 2.965

Mp .675 .630 .627 .5.54 .486 .462 .379 .352 .329

Rank ^ 1 2 3 4 5 6 7 8 9
 TABLE XX
Proportion o f Times 62 Grade X I I G i r l s Marked t h e P r o b l e m F i e l d a t t h e Top o v e r
t h e P r o b l e m F i e l d on t h e L e f t i n I m p o r t a n c e

Problem Future
Field Occupa- School Emotion, Finan- Social Home Health Friend- Sex
t ion cial ship
Future Occup-
ation .500 .456 .368 .352 .235 .323 .235 .206 .176
School .544 .500 .442 .500 .352 .441 .309 .250 .147

Emot i o n .632 .558 .500 .485 .309 .323 .379 .250 .147

Financial .648 .500 .515 .500 .352 .426 .323 .265 .147

Social .765 .648 .691 .648 .500 .426 .456 .309 .368

Home .677 .559 .677 .574 .574 .500 .471 .442 .383

Health .765 .691 .603 .677 .544 .529 .500 .442 .338

Friendship .794 .750 .750 .735 .691 .558 .558 .500 .397

Sex .824 .853 .853 .853 .632 .617 .662 .603 .500

6.149 5.515 5.399 5.324 4.189 4.143 3.911 3.267 2.603

Mp .683 .613 .599 .591 .465 .460 .434 .363 .289

Rank 1 2 3 4 5 6 7 8 9
 -101-
regarding the calculated choices of the students* The r e -

sults f o r t h e boys a n d g i r l s were h a n d l e d separately since

a significant s e x d i f f e r e n c e was d i s c o v e r e d i n the order of

the importance of t h e problem f i e l d s as i n d i c a t e d b y t h e

choices o f t h e two g r o u p s .

F o r t h e boys t h e o r d e r o f i m p o r t a n c e c a l c u l a t e d on

the b a s i s of t h e average o f t h e mean p r o p o r t i o n s , was:

Financial, School, Future Occupation, Emotional, Social,

Home, H e a l t h , Sex a n d F r i e n d s h i p . For the g i r l s the order

was: Future Occupation, School, Emotional, Financial, Socia

Home, H e a l t h , F r i e n d s h i p a n d S e x . Itwill be noted that

neither t h e boys nor t h e g i r l s , a s a g r o u p , p l a c e d any one

of t h e f o u r problem areas i n c l u d e d i n t h e Adjustment Inven-

t o r y a t t h e t o p of t h e l i s t in importance.

In d e a l i n g w i t h estimated d i f f e r e n c e s , as a r e p r e s -

ented here, i t i s necessary t o determine statistically

w h e t h e r o r n o t t h e d i f f e r e n c e s c o u l d have o c c u r e d on t h e

basis of c h a n c e alone.

It i s possible t o apply the t-test i n order t o det-

ermine whether t h e s e d i f f e r e n c e s depart significantly from

some g i v e n h y p o t h e s i s . In t h i s case, testing the n u l l hy-

p o t h e s i s we assume t h a t t h e r e i s no d i f f e r e n c e between t h e

various problem a r e a s , i n importance, according t o t h e stud

ents* opinions.

The standard e r r o r o f a p r o p o r t i o n c a n be computed

hy means o f t h e f o l l o w i n g formula:
 -102-

where (fp s the standard e r r o r of the proportion

p m t h e p r o p o r t i o n i n one c a t e g o r y
q s 1-p, o r t h e p r o p o r t i o n i n t h e s e c o n d category
N a t h e number o f c a s e s .

If the n u l l hypothesis were t r u e , t h e s t a n d a r d error

of t h e p r o p o r t i o n when N - 103( i . e . t h e number of b o y s )

w o u l d be .
/(.5)(.5) o f .049
V 103

and the standard e r r o r o f t h e p r o p o r t i o n when N a 62 ( t h e

number of g i r l s t a k i n g t h e P o l l ) w o u l d be .063. Using these

two v a l u e s , .049 f o r t h e b o y s , a n d .063 f o r t h e g i r l s , we

can d i s c o v e r i f a n y of t h e a c t u a l p r o p o r t i o n s obtained dif-

fer significantly from t h e h y p o t h e t i c a l p r o p o r t i o n .

In t h i s problem, f o r t h e boys i t was n e c e s s a r y to

have a t - r a t i o of 2.58 t o b e a s s u r e d of s i g n i f i c a n c e a t t h e

.01 l e v e l of c o n f i d e n c e and a t - r a t i o o f 1.96 f o r s i g n i f i c -

a n c e a t t h e .01 l e v e l of c o n f i d e n c e . For the g i r l s , a

t-ratio o f 2.66 was r e q u i r e d a t t h e .01 l e v e l a n d 2.00 a t

the .05 l e v e l . T a b l e XXI p r e s e n t s a list of the t-values

for t h e v a r i o u s p r o p o r t i o n s f o r each of t h e t h i r t y - s i x pairs

of problem f i e l d s f o r the boys, and Table XXII gives simi-

lar data f o r the g i r l s .

These r e s u l t s show t h a t , f o r t h e b o y s , t h e estimated

p r o p o r t i o n s f o r the F i n a n c i a l problem f i e l d i n comparison

with each of t h e f o u r p r o b l e m f i e l d s i n c l u d e d i n the A d j u s t -

ment Inventory ( i . e . H e a l t h , Home, S o c i a l , Emotional) were

all significant a t t h e .01 l e v e l of c o n f i d e n c e , indicating

that t h e male s t u d e n t s , as a g r o u p , c o n s i d e r e d t h a t t h e F i n -
 TABLE XXI
Significance ( t - r a t i o s ) of the Estimated Proportions of 105 G r a d e X I I Boys
L i s t e d i n Table XIX

Problem Finan- F u t u r e Oc-

Field cial School cupation Emotional S o c i a l Home Health Sex Friendship

Financial .00

School 1.69 .00

F u t u r e Oc-
cupation .89 .51 .00
Emot i o n a l 3 .85 .08 2.46 .00

Social 4.06 3.44 4.06 1.69 .00

Home 4.65 3.65 2.38 1.69 .51 .00

Health 5.63 6.81 4.65 2.85 2.67 1.46 .00

Sex 7.02 6.04 4.42 3.28 1.69 1.87 1.42 .00

Friendship 6.24 6.04 4.42 6.81 6.04 3.46 .51 1.22 .00
 TABLE X X I I

Significance ( t - r a t i o s ) of the Estimated Proportions o f 62 Grade X I I G i r l s

L i s t e d i n T a b l e XX

Problem F u t u r e Oc- Finan- Friend-

Field cupation School Emotional cial Soc i a l Home Health ship Sex

F u t u r e Oc-
cupation .00

School .69 .00

Emotional 2.09 .09 .00

Financial 2.34 .00 .02 .00

Social 4.36 2.34 3.03 2.34 .00

Home 2.80 .09 2.80 1.17 1.17 .00

Health 4.36 3.03 1.63 2.80 .07 .03 .00

Friendship 4.66 3.96 3.96 3.73 3.03 .09 .09 .00

Sex 5.14 5.60 5.60 5.60 2.09 1.85 2.57 1.63 .00
 -105-

ancial problem field p r e s e n t e d more p e r s o n a l p r o b l e m s than

any o f t h e problem areas i n c l u d e d w i t h i n t h e I n v e n t o r y . The

e s t i m a t e d p r o p o r t i o n s f o r the School problem field compared

with the S o c i a l , Home, a n d H e a l t h f i e l d s were a l l signific-

a n t a t t h e .01 l e v e l of c o n f i d e n c e b u t the t - r a t i o indicated

no statistical s i g n i f i c a n c e between t h e S c h o o l problem field

and the Emotional problem field. For the Future Occupation

field, t h e e s t i m a t e d p r o p o r t i o n s o f t h e b o y s were signif-

icant a t t h e .01 l e v e l o f c o n f i d e n c e compared w i t h t h e S o c i a l

and Health f i e l d s , and a t t h e .05 l e v e l in relation to the

Emotional a n d Home f i e l d s . Consequently, both t h e F i n a n c i a l

field and t h e Future Occupation field were c o n s i d e r e d more

important (i.e.statistical significance was o b t a i n e d ) than

any of t h e areas covered by t h e Adjustment Inventory while

the School problem field was c o n s i d e r e d more important than

the f o u r areas covered by t h e Inventory w i t h the exception

of the Emotional field. In a d d i t i o n , of the f o u r fields

included w i t h i n the Inventory, t h e Emotional field was t h e

only f i e l d to differ s i g n i f i c a n t l y from t h e Sex p r o b l e m

field. A l l t h e problem areas included i n the Inventory with

the e x c e p t i o n of t h e H e a l t h f i e l d produced significant t r

ratios at either t h e .01 o r .05 l e v e l of c o n f i d e n c e compared

with t h e F r i e n d s h i p problem field f o r t h e boys.

Similar results are noticed f o r the g i r l s . It will

be observed that the t-ratios included i n Table XXII indic-

ate that the Future Occupation, School, and F i n a n c i a l prob-

 -106-

lem fields were c o n s i d e r e d e i t h e r s i g n i f i c a n t l y more impor-

tant than, o r as i m p o r t a n t as, t h e f o u r problem areas includ-

ed i n the Inventory. The F r i e n d s h i p f i e l d was c o n s i d e r e d ,

statistically, as i m p o r t a n t a s t h e Home f i e l d and Health

field, a n d t h e Sex f i e l d was a s i m p o r t a n t a s t h e Home field

in the estimations of t h e g i r l s .

These r e s u l t s would i n d i c a t e t h a t t h e Adjustment I n -

ventory fails to cover areas of p e r s o n a l p r o b l e m s t h a t in-

the e s t i m a t i o n of grade twelve students a r e more t r o u b l e -

some t o them t h a n .the a c t u a l a r e a s i n c l u d e d i n t h e Inventory.

In o r d e r t o h a v e some c h e c k on t h e c o n s i s t e n c y o f

the r e s u l t s as e s t a b l i s h e d by t h e Problem P o l l , the students

ware a s k e d , a f t e r an i n t e r i m o f a p p r o x i m a t e l y sixty-one days,

to rank the nine problem f i e l d s in their order of importance.

The rank o r d e r f o r t h e g r o u p was d e t e r m i n e d on t h e b a s i s o f

t h e mean rank f o r e a c h field.

The results of t h i s simple r a n k i n g method, f o r t h e

boys, p l a c e d t h e f i e l d s i n the i d e n t i c a l order as d i d t h e

p a i r e d c o m p a r i s o n method, w i t h the exception that t h e Health

problem f i e l d a n d Sex p r o b l e m f i e l d were i n t e r c h a n g e d . On

t h e b a s i s o f t h e r a n k i n g method t h e Sex f i e l d ranked sixth

and the Health field was s e v e n t h whereas t h e i r o r d e r was r e -

versed i n t h e case of t h e p a i r e d comparison method.

For the g i r l s t h e order remained i d e n t i c a l with the

exception that the Emotional and F i n a n c i a l fields were inter-

changed in positions. Neither of the p a i r s of problem

 -107-

fields t h a t were c h a n g e d i n o r d e r - s e q u e n c e f o r t h e boys or

the g i r l s were c o n s i d e r e d significantly different a t the

.01 level o r .05 level of c o n f i d e n c e on t h e b a s i s of t h e

results of t h e p a i r e d c o m p a r i s o n method so t h a t their var-

iation in position c o u l d be e x p e c t e d on t h e b a s i s of chance

factors alone.

These results show t h a t a f t e r a p e r i o d of a p p r o x -

i m a t e l y two months t h e r e l a t i v e o r d e r of t h e p r o b l e m fields

remained practically identical, On the b a s i s of the two

methods u s e d , f o r t h i s g r o u p of g r a d e t w e l v e s t u d e n t s .

It s h o u l d be b r o u g h t t o t h e a t t e n t i o n of t h e r e a d e r

that these results i n no way detract from the a c t u a l worth

of t h e p r o b l e m s e c t i o n s included i n the Inventory. In ad-

dition, no claim i s made t h a t the problem f i e l d s included

in the P o l l are u n r e l a t e d or unique w i t h i n themselves.

However, i n d e a l i n g w i t h problems of s t u d e n t s f r o m the coun-

selling viewpoint i t i s imperative that the c o u n s e l o r have

a good knowledge of t h e r e l a t i v e importance of adjustment

areas as they s t a n d i n r e l a t i o n s h i p t o one a n o t h e r . In a d -

dition, the r e s u l t s of t h e P o l l do n o t n e c e s s a r i l y establish

i n any a b s o l u t e way the o r d e r of t h e s e adjustment f i e l d s as

they a c t u a l l y exist i n importance. The opinion of t h e stud-

ents themselves c o n s t i t u t e but one b a s i s f o r t h e establish-

ment o f an o r d e r of i m p o r t a n c e f o r t h e v a r i o u s a r e a s . N e v e r -

t h e l e s s , f o r the c o u n s e l l i n g situation i t would appear only

logical that the problems as set f o r t h by t h e s t u d e n t s be

 -1 OS-

dealt with at l e a s t ss t h o r o u g h l y as t h o s e determined on

the basis o f some o t h e r criterion. A l s o , the results of

the P o l l should be i n t e r p r e t e d o n l y f o r gnade t w e l v e stud-

ents s i n c e I t i s h i g h l y probable that the relative importune

of the problem areas i s a f f e c t e d by age and grade level.

Another important f a c t o r which should be considered as af-

fecting the e s t a b l i s h e d order of the problem f i e l d s is the

prevailing cultural patterns and societal conditions, which

would n e c e s s i t a t e a p e r i o d i c r e v i s i o n of the established

order from time to time.

Several c o m p e t e n t p e r s o n s who independently reviewed

the e a r l y r e s u l t s of the Problem P o l l expressed doubts con-

cerning the relatively low rank given t o the Sex problem

field by both the g i r l s and the boys. It i s highly possible

that since this f i e l d refers to matters that often produce

embarrassment, t h a t t h e a c c u m u l a t e d a f f e c t of social inhib-

i t i o n s a c t u a l l y produced a systematic error within the re-

sults. However^ t h e w r i t e r has no e v i d e n c e t o o f f e r t o

substantiate t h i s view, but suggests that the results be

interpreted with t h i s possible limitation in consideration.

The r e s u l t s of the Problem P o l l c e r t a i n l y warrant the

expressing of c a u t i o n i n the use o f any s i n g l e t e s t such as

the Adjustment Inventory to evaluate ia full the adjustment

problems of individuals. In a d d i t i o n , i t would a p p e a r that,

at l e a s t f o r grade twelve students, other areas are consid-

ered to contain more p r o b l e m s t h a n t h o s e a r e a s w h i c h the

 -109-

Inventory samples.

C o n s e q u e n t l y , any a t t e m p t to use the Adjustment I n -

ventory f o r making a t o t a l a p p r a i s a l of personal adjustment

„ would be a m i s a p p l i c a t i o n of t h e t e s t . Bell (5,p.108) h i m -

s e l f gave warning about s u c h o v e r - a p p l i c a t i o n when he made

reference to the f a c t that i n o r d e r t o do c o n s t r u c t i v e i n -

dividual work i n t h e f i e l d of c o u n s e l l i n g i t i s necessary

to have r e l i a b l e and v a l i d measures of s t u d e n t a d j u s t m e n t

i n more t h a n just those f i e l d s included within the Inventory.

Indeed, to f i n d v a l i d and r e l i a b l e measures o f t h e v a r i o u s

phases of adjustment i s the e s s e n t i a l problem. At least

the p r o b l e m has b e e n isolated, even though as y e t t h e s o l -

ution i s undertermined.
 CHAPTER V I I I

Summary a n d C o n c l u s i o n s

During t h e course of t h i s study an a t t e m p t h a s been

made t o e s t a b l i s h evidence concerning t h e r e l i a b i l i t y and

validity of the s u b s e c t i o n s of t h e B e l l Adjustment Inventory.

In c o n c l u d i n g , we may s t a t e t h a t w i t h i n t h e l i m i t a t i o n s o f

the study itself, the salient f i n d i n g s were a s f o l l o w s :

1. F o r t h e sample o f 100 g r a d e t w e l v e boys used, t h e

distribution of s c o r e s f o r t h e Home A d j u s t m e n t , H e a l t h A d -

justment, and E m o t i o n a l Adjustment s e c t i o n s of t h e I n v e n t o r y

were a l l s i g n i f i c a n t l y skewed i n the positive direction at

e i t h e r t h e .01 o r .05 l e v e l of confidence. In terms of

kurtosis, these three sections deviated significantly from

normality and were platykurtic.

2. The d i v e r g e n c e from normality of these sections

indicated a piling up o f s c o r e s a t t h e w e l l - a d j u s t e d end

of t h e s c a l e .

3. The d i s t r i b u t i o n o f s c o r e s f o r t h e boys on t h e S o c -

i a l Adjustment s e c t i o n was s t a t i s t i c a l l y within normal

limits i n t e r m s o f skewness a n d k u r t o s i s .

4. For the g i r l s , the d i s t r i b u t i o n s of scores made oh

the Home A d j u s t m e n t a n d H e a l t h A d j u s t m e n t sections deviated

significantly i n t e r m s of b o t h skewness and k u r t o s i s ,

5. For the g i r l s , t h e d i s t r i b u t i o n s f o r t h e S o c i a l and

Emotional s e c t i o n s were w i t h i n n o r m a l statistical limits.

 -111-
6. The s i g n i f i c a n t deviations found in certain of the

distributions indicate the p o s s i b i l i t y that t h e Adjustment

I n v e n t o r y might n o t be d i f f e r e n t i a t i n g clearly between t h e

various levels of adjustment.

7. Significant sex d i f f e r e n c e s were f o u n d between t h e

100 grade t w e l v e b o y s a n d 104 g r a d e twelve g i r l s f o r the

Emotional section a t t h e .01 l e v e l of c o n f i d e n c e and f o r t h e

Social section a t t h e .05 l e v e l of c o n f i d e n c e . No statis-

tically significant s e x d i f f e r e n c e s were f o u n d f o r t h e Home

or Health sections.

8. The p r e s e n c e of t h e n o t e d sex d i f f e r e n c e s would sug-

gest that the establishment of s e p a r a t e norms f o r g r a d e

twelve boys and g i r l s i s warranted f o r the Emotional and

Social sections of t h e I n v e n t o r y .

9. Concerning sex d i f f e r e n c e s the only discrepancy

between t h e p r e s e n t s t u d y a n d t h e o r i g i n a l study by B e l l i s

i n t h e case o f t h e Home s e c t i o n f o r which the o r i g i n a l

study noted significant d i f f e r e n c e a t t h e .01 l e v e l of con-

fidence.

10. Comparing t h e s c o r e s made b y t h e 100 g r a d e twelve

b o y s w i t h t h e s c o r e s made by t h e o r i g i n a l standardization

sample of 161 h i g h s c h o o l b o y s s i g n i f i c a n t difference was

noted a t t h e .01 l e v e l i n the case of both t h e H e a l t h and

Social sections. It is highly possible, therefore, that

the p r e s e n t norms f o r t h e H e a l t h and S o c i a l sections of t h e

Inventory a r e not adequate f o r grade twelve boys a s r e p r e s -

 -112-

e n t e d by t h e sample u s e d within this study.

11. Comparing t h e s c o r e s made by t h e o r i g i n a l standard-

ization sample of 190 h i g h school g i r l s w i t h t h e sample of

104 grade twelve g i r l s used i nthis study significant dif-

f e r e n c e was o b t a i n e d f o r t h e Home, H e a l t h , a n d S o c i a l sec-

tions, suggesting that t h e p r e s e n t norms o f t h e s e sections

are inadequate f o r grade twelve girls a s r e p r e s e n t e d by t h e

sample u s e d in this study.

12. From a n i t e m a n a l y s i s , f o r t h e boys, 7 items on t h e

Home s e c t i o n s , 17 i t e m s on t h e H e a l t h sections, 4 i t e m s on

the S o c i a l section, and 8 i t e m s on t h e E m o t i o n a l section

failed t o meet t h e s t a t i s t i c a l requirements for acceptance.

These r e s u l t s indicate the p o s s i b i l i t y of low " i n t e r n a l con-

sistency" of the Health s e c t i o n , and suggests t h a t t h e items

are not c l e a r l y d i f f e r e n t i a t i n g between v a r i o u s l e v e l s of

health adjustment. These r e s u l t s a l s o suggest that improve-

ment of t h e v a r i o u s s e c t i o n s might be made b y s u b s t i t u t i n g

new items f o r those found t o be below the acceptance level."

13. Similar results were f o u n d f o r the g i r l s from t h e

item a n a l y s i s . In a d d i t i o n , i t was n o t e d that the items

falling below t h e acceptance level were n o t a l w a y s t h e same

for both the g i r l s and t h e b o y s , giving further indication

of the p o s s i b i l i t y that sex d i f f e r e n c e exist within certain

subsections.

14. Concerning the obtained r e l i a b i l i t y coefficients,

no subsection, with the possible e x c e p t i o n of t h e Home s e c -

 -113-

tion, g a v e i n d i c a t i o n of u s e for individual diagnosis. The

high c o e f f i c i e n t s obtained f o r the Home and Social sections

ranging from .860 to .913 compare f a v o u r a b l y with those

established f o r the more w i d e l y - a c c e p t e d t e s t s i n the field

of p e r s o n a l i t y measurement, and indicate that these sections

are a d e q u a t e f o r g r o u p p r e d i c t i v e use i n terms of reliabil-

ity.

15. The obtained reliabilities f o r the H e a l t h and Emot-

ional sections fell below the .80 level in certain cases.

The Emotional s e c t i o n tended to reach t h i s l e v e l but the

Health section on the basis of the Richardson-Kuder formula

dropped to .701 f o r the boys. This low reliability calcul-

a t e d by the Richardson-Kuder formula indicates the possibil-

ity of low internal consistency within the items. These

low reliabilities o b t a i n e d f o r the Health section make i t s

use, even f o r g r o u p p r e d i c t i v e p u r p o s e s , a p p e a r doubtful.

16. The results of the subtest intercorrelations indicate

the possibility that c e r t a i n sections may well be measuring

related factors, i n as much as the E m o t i o n a l and Home s e c -

tion p r o d u c e d a c o r r e l a t i o n c o e f f i c i e n t of .54 f o r the boys

and .61 f o r the girls, w h i l e the Emotional and Health sec-

tions produced a c o r r e l a t i o n c o e f f i c i e n t of .54 for the

b o y s and .39 f o r the girls.

17. Using the interview t e c h n i q u e f o r r a t i n g 100 boys

on home a d j u s t m e n t , t h e findings indicate that the Home Ad-

justment section of the Inventory i s capable of yielding re-

 -114-

sults significantly s i m i l a r to those o b t a i n e d b y means o f

a prolonged interview. These interview ratings were arrived

at by o b t a i n i n g a composite r a t i n g f o r each s t u d e n t on t h e

basis of r a t i n g s given by t h r e e independent raters. A

"corrected" c o n t i n g e n c y c o e f f i c i e n t of .82 was o b t a i n e d b e -

tween t h e two s e t s of r a t i n g s .

18. A comparison of the r a t i n g s g i v e n by t h e Inventory

compared w i t h t h e i n t e r v i e w ratings i n d i c a t e d that there

was a t e n d e n c y f o r t h e I n v e n t o r y t o r a t e more l e n i e n t l y .

However, o f t h e 21 s u b j e c t s r a t e d below average on t h e b a s i s

of t h e i n t e r v i e w 15 o f t h e s e were s i m i l a r l y rated by t h e

Invent o r y .

19. The r e s u l t s o b t a i n e d p e r t a i n i n g t o t h e Home Adjust-

ment section i n d i c a t e that i t susefullness f o r counselling

purposes i s substantiated, but suggestion i s made c o n c e r n -

ing t h e possible r e v i s i o n of norms a n d t h e m o d i f i c a t i o n o f

certain of t h e t e s t items f o u n d t o be low v a l i d i t y .

20. The t e s t r e s u l t s o f t h e S o c i a l A d j u s t m e n t v a l i d a t i n g

groups which c o n s i s t e d of a t o t a l o f 100 g r a d e t w e l v e boys

and which were s e l e c t e d on t h e b a s i s of t h e degree t o which

the i n d i v i d u a l a c t i v e l y belonged to social-participation

groups, yielded statistical s i g n i f i c a n c e a t t h e .01 l e v e l o f

c o n f i d e n c e between each o f t h e t h r e e groups. The r e s u l t s

strongly indicate that there i s considerable relationship

between s c o r e s made on t h e S o c i a l s e c t i o n of t h e I n v e n t o r y

and actual social participation.

 -115-

21. When t h e s e same 100 g r a d e t w e l v e b o y s were divided

i n t o t h r e e g r o u p s on t h e b a s i s of " p o p u l a r i t y " v o t e , t h e

results failed to reveal statistical significance between

the v a r i o u s groups. This f i n d i n g suggests that the scores

on the S o c i a l section of the I n v e n t o r y are.significantly

related to the a b i l i t y t o get along with others. If this

is so, those using t h e Inventory s h o u l d be made f u l l y aware

of t h i s delimitation of the s e c t i o n .

22. From t h e e v i d e n c e presented i n the study t h e S o c i a l

s e c t i o n .appears t o serve a p o t e n t i a l l y u s e f u l role i n the

clinical and c o u n s e l l i n g s i t u a t i o n s f o r t h e p u r p o s e of d e t e c -

ting those, who a r e r e t i r i n g from social c o n t a c t s and, con-

sequently, aidinfacilitating the s o c i a l adjustment o f such

individuals by d i r e c t i n g them i n t o s o c i a l groups.

23. The c r i t e r i o n g r o u p s f o r e v a l u a t i n g t h e H e a l t h Adjust-

ment s e c t i o n c o n s i s t e d of 98 b o y s d i v i d e d into three levels

of h e a l t h a d j u s t m e n t by the S c h o o l N u r s e . The r e s u l t s indic-

a t e d t.hat t h e r e was no s t a t i s t i c a l s i g n i f i c a n c e between t h e

mean s c o r e s made on t h e I n v e n t o r y f o r any o f t h e g r o u p s .

Consequently t h e r e was l i t t l e a g r e e m e n t between t h e s c o r e s

made b y t h e s t u d e n t s on t h e H e a l t h section of the Inventory

and the h e a l t h r a t i n g s g i v e n by t h e School Nurse.,

24. Considering the v a r i o u s f i n d i n g s of . t h i s s t u d y per-

taining t o the Health section, including the low r e l i a b i l i t -

ies, t h e l a r g e number of p o o r l y d i f f e r e n t i a t i n g items, t o -

gether w i t h t h e l a c k of v a l i d a t i n g evidence supported by the

 -116-

negative results r e p o r t e d by other s t u d i e s , i t would appear

tha't t h i s s e c t i o n has v e r y l i m i t e d use i n c o u n s e l l i n g of

grade t w e l v e students.

25. The t e s t results f o r the Emotional section validat-

ing groups, selected on t h e b a s i s o f a c o m p o s i t e emotional

adjustment rating, failed t o support the v a l i d i t y of t h i s

section. Although the r e l i a b i l i t y and v a l i d i t y of t h e

validating criterion used was i n t u r n u n d e r t e r m i n e d , theuse

of t h i s section appears l i m i t e d f o r c o u n s e l l i n g purposes

because of t h e l a c k of meaning o f i t s "measurements". Sim-

ilar negative r e s u l t s f o rthis s e c t i o n have b e e n c o n s i s t e n t -

ly r e p o r t e d by other s t u d i e s .

26. On t h e b a s i s o f t h e s e l f - r a t i n g s o f 100 g r a d e twelve

girls i t was n o t e d t h a t t h e r e was s i g n i f i c a n t agreement be-

tween t h e s t u d e n t s ' self-evaluations of t h e i r home a d j u s t -

ment and s o c i a l a d j u s t m e n t with their s c o r e s made on t h e

Inventory. The h e a l t h a n d e m o t i o n a l self-ratings of t h e

students d i d n o t show a n y s i g n i f i c a n t agreement w i t h their

Inventory scores on t h e H e a l t h and Emotional s e c t i o n s .

27. According to the r e s u l t s of t h e S t u d e n t Problem Poll,

the order of importance of nine problem f i e l d s f o r 103 g r a d e

twelve b o y s was: F i n a n c i a l , School, Future Occupation, Emot-

ional, Social, Home, H e a l t h , Sex a n d F r i e n d s h i p .

28. F o r 62 g r a d e t w e l v e girls t h e o r d e r was estimated

as: Future Occupation, School, Emotional, Financial, Social,

Home, H e a l t h , F r i e n d s h i p , S e x .
 -117-

29. F o r t h e boys b o t h the F i n a n c i a l field and the F u t -

ure Occupation field were c o n s i d e r e d more i m p o r t a n t ( i . e .

statistical significance was obtained) than any o f t h e a r e a s

included i n t h e Adjustment Inventory. The S c h o o l problem

field was c o n s i d e r e d s i g n i f i c a n t l y more important than a l l

the areas included i n the Inventory with the e x c e p t i o n of

the Emotional field. Similar results were n o t e d f o r the

girls.

30.. F o r the boys, t h e Sex p r o b l e m field was considered

statistically as i m p o r t a n t as a l l the a r e a s c o v e r e d by t h e

Inventory w i t h t h e e x c e p t i o n of t h e E m o t i o n a l field.

31. The r e s u l t s of t h e S t u d e n t Problem P o l l indicated

that the Adjustment Inventory f a i l s to cover areas of p e r -

sonal problems that i n the e s t i m a t i o n s of t h e s t u d e n t s a r e

more t r o u b l e s o m e t o them t h a n the actual areas c o v e r e d by

the Adjustment Inventory. Consequently i t would a p p e a r that

any attempt t o u s e t h e I n v e n t o r y f o r making a total apprais-

al of p e r s o n a l adjustment p r o b l e m s w o u l d be a m i s a p p l i c a t i o n

of the Inventory.
 -118-

APPENDIX A

Specimen copy of t h e Bell

Adjustment Inventory

and Manual
 THE A D J U S T M E N T INVENTORY
STUDENT FORM
(For students of high school and college age)

By HUGH M. BELL

Published by
STANFORD UNIVERSITY PRESS
Stanford University, California

NAME AGE SEX

NAME OF SCHOOL SCHOOL CLASS

DATE

DIRECTIONS
Are you interested in knowing more about your own personality? If you will answer
honestly and thoughtfully all of the questions on the pages that follow, it will be possible
for you to obtain a better understanding of yourself.
There are no right or wrong answers. Indicate your answer to each question by drawing
a circle around the "Yes," the "No," or the " ?" Use the question mark only when you are
certain that you cannot answer "Yes" or "No." There is no time limit, but work rapidly.
If you have not been living with your parents, answer certain of the questions with re-
gard to the people with whom you have been living.

NO. SCORE DESCRIPTION REMARKS

c
d

Copyright 1934 by the Board of Trustees of the Leland Stanford Junior University
All rights reserved
 2
Id
Yes No Do you day-dream frequently?
2b
Yes No ? Do you take cold rather easily from other people?
3C
Yes No ? Do you enjoy social gatherings just to be with people ?
4d
Yes No ? Does it frighten you when you have to see a doctor about some illness?
5C
Yes No ? At a reception or tea do you seek to meet the important person present?
Ob
Yes No ? Are your eyes very sensitive to light?
7a
Yes No ? Did you ever have a strong desire to run away from home?
8c
Yes No ? Do you take responsibility for introducing people at a party?
9a
Yes No ? Do you sometimes feel that your parents are disappointed in you ?
lOd
Yes No ? Do you frequently have spells of the "blues"?
lib
Yes No ? Are you subject to hay fever or asthma?
12c
Yes No ? Do you often have much difficulty in thinking of an appropriate remark to make in group conversation ?
13a
Yes No ? Have you been embarrassed because of the type of work your father does in order to support the family ?
14b
Yes No ? Have you ever had scarlet fever or diphtheria?
15c
Yes No ? Did you ever take the lead to enliven a dull party ?
IGa
Yes No ? Does your mother tend to dominate your home?
17d
Yes No ? Have you ever felt that someone was hypnotizing you and making you act against your will?
18a
Yes No ? Has either of your parents frequently criticized you unjustly?
19c
Yes No ? Do you feel embarrassed when you have to enter a public assembly after everyone else has been seated ?
20d
Yes No ? Do you often feel lonesome, even when you are with people?
Zla
Yes No ? Do you feel there has been a lack of real affection and love in your home ?
22c
Yes No ? In school is it difficult for you to give an oral report before the class?
23b
Yes No ? Do you have many headaches ?
24a
Yes No ? Have your relationships with your father usually been pleasant ?
25b
Yes No ? Do you sometimes have difficulty getting to sleep even when there are no noises to disturb you?
26c
Yes No ? When riding on a train or a bus do you sometimes engage fellow-travelers in conversation?
27b
Yes No ? Do you frequently feel very tired toward the end of the day ?
28d
Yes No •? Does the thought of an earthquake or a fire frighten you ?
29b
Yes No ?" Have you lost weight recently ?
30a
Yes No ? Has either of your parents insisted on your obeying him or her regardless of whether or not the request
was reasonable?
31c
Yes No ? Do you find it easy to ask others for help ?
32a
Yes No ? Has illness or death among your immediate family tended to make home life unhappy for you ?
33b
Yes No ? Have you ever been seriously injured in any kind of an accident?
34a
Yes No ? Has lack of money tended to make home unhappy for you?
35d
Yes No ? Are you easily moved to tears ?
36C
Yes No ? Are you troubled with shyness?
37a
Yes No ? Has either of your parents frequently found fault with your conduct?
38b
Yes No ? Have you ever had a surgical operation?
39c
Yes No ? Would you feel very self-conscious if you had to volunteer an idea to start a discussion among a group
of people ? "
40d
Yes No ? Do you dread the sight of a snake?
4la .
Yes No ? Have your parents frequently objected to the kind of companions that you go around with?
4 2d
Yes No ? Do things often go wrong for you from no fault of your own?
43b
Yes No ? Do you have many colds?
44c
Yes No ? Have you had experience in making plans for and directing the actions of other people?
45d
Yes . No ? Are you frightened by lightning?
46a
Yes No ? Is either of your parents very easily irritated?
47b
Yes No ? Are you subject to attacks of influenza?
 3
Yes No ? Have you frequently been depressed because of low marks in school?
Yes No ? Do you have difficulty in starting conversation with a person to whom you have just been introduced?
Yes No ? Have you had considerable illness during the last ten years?
Yes No ?' Have you frequently disagreed with either of your parents about the way in which the work about the
home should be done?
Yes No ? Do you sometimes envy the happiness that others seem to enjoy?
Yes No ? Have you frequently known the answer to a question in class but failed when called upon because you
were afraid to speak out before the class ?
Yes No ? Do you frequently suffer discomfort from gas in the stomach or intestines?
Yes No ? Have there been frequent family quarrels among your near relatives?
Yes No ? Do you find it easy to make friendly contacts with members of the opposite sex?
Yes No ? Do you get discouraged easily ?
Yes No ? Do you frequently have spells of dizziness?
Yes No ? Have you frequently quarreled with your brothers or sisters?
Yes No ? Are you often sorry for the things you do?
Yes No ? If you were a guest at an important dinner would you do without something rather than ask to have it
passed to you?
Yes No ? Do you think your parents fail to recognize that you are a mature person and hence treat you as if you
were still a child?
Yes No 7 Are you subject to eye strain?"
Yes No ? Have you ever been afraid that you might jump off when you were on a high place?
Yes No ? Have you had a number of experiences in appearing before public gatherings?
Yes No ? Do you often feel fatigued when you get up in the morning?
Yes No ? Do you feel that your parents have been unduly strict with you?
Yes No ? Do you get angry easily ?
Yes No ? Has it been necessary for you to have frequent medical attention?
Yes No ? Do you find it very difficult to speak in public ?
Yes No ? Do you often feel just miserable?
Yes No ? Has either of your parents certain personal habits which irritate you ?
Yes No ? Are you troubled with feelings of inferiority?
Yes No ? Do you feel tired most of the time?
Yes No ? Do you consider yourself rather a nervous person?
Yes No ? Do you enjoy social dancing a great deal?
Yes No ? Do you often feel self-conscious because of your personal appearance?
Yes No "? Do you love your mother more than your father?
Yes 'No ? Are you subject to attacks of indigestion?
Yes No ? When you want something from a person with whom you are not very well acquainted, would you
rather write a note or letter to the individual than go and ask him or her personally?
Yes No ? Do you blush easily?
Yes No ? Have you frequently had to keep quie t or leave the house in order to have peace at home ?
Yes No ? Do you feel very self-conscious in the presence of people whom you greatly admire, but with whom you
are not well acquainted?
Yes No ? Are you subject to tonsillitis or laryngitis?
Yes No ? Are you ever bothered by the feeling that things are not real?
Yes No ? Have the actions of either of your parents aroused a feeling of great fear in you at times?
Yes No ? Do you frequently experience nausea or vomiting or diarrhea?
Yes No ? Are you sometimes the leader at a social affair?
Yes No ? Are your feelings easily hurt?
Yes No ? Are you troubled much with constipation?
Yes No ? Do you ever cross the street to avoid meeting somebody?
Yes No Do you occasionally have conflicting moods of love and hate for members of your family?

3
 4
03c
Yes No ? If you come late to a meeting would you rather stand or leave than take a front seat?
04b
Yes No Were you ill much of the time during childhood?
95d
Yes No ? Do you worry over possible misfortunes?
OGC
Yes No ? Do you make friends readily?
OTa
Yes No ? Have your relationships with your mother usually been pleasant?
98d
Yes No j> Are you bothered by the feeling that people are reading your thoughts?
00b
Yes No ? Do you frequently have difficulty in breathing through your nose?
100c
Yes No ? Are you often the center of favorable attention at a party?
101a
Yes No ? Does either of your parents become angry easily?
102b
Yes No ? Do you sometimes have shooting pains in the head?
103a
Yes No ? Was your home always supplied with the common necessities of life?
104C
Yes No ? Do you find that you tend to have a few very close friends rather than many casual acquaintances?
105a
Yes No 5
Was your father what you would consider your ideal of manhood?
lood
Yes No ? Are you troubled with the idea that people are watching you on the street?
107b
Yes No ? Are you considerably underweight?
108a
Yes No ? Has either of your parents made you unhappy by criticizing your personal appearance?
luod
Yes No ? Does criticism disturb you greatly ?
1 IOC
Yes No ? Do you feel embarrassed if you have to ask permission to leave a group of people?
111b
Yes No ? Do you frequently come to your meals without really being hungry?
112a
Yes No ? Are your parents permanently separated?
113d
Yes No ? Are you often in a state of excitement ?
114c
Yes No ? Do you keep in the background on social occasions?
115b
Yes No ? Do you wear eyeglasses ?
lied
Yes No ? Does some particular useless thought keep coming into your mind to bother you?
117a
Yes No ? Did your parents frequently punish you when you were between 10 and 15 years of age?
118c
Yes No ? Does it upset you considerably to have a teacher call on you unexpectedly?
119b
Yes No ? Do you find it necessary to watch your health carefully?
120d
Yes No ? Do you get upset easily?
121a
Yes No ? Have you disagreed with your parents about your life work?
122c
Yes No ? Do you find it difficult to start a conversation with a stranger?
123d
Yes No ? Do you worry too long over humiliating experiences?
124b
Yes No ? Have you frequently been absent from school because of illness?
125d
Yes No ? Have you ever been extremely afraid of something that you knew could do you no harm?
126a
Yes No ? Is either of your parents very nervous ?
127c
Yes No ? Do you like to participate in festival gatherings and lively parties?
128d
Yes No ? Do you have ups and downs in mood without apparent cause?
120b
Yes No ? Do you have teeth that you know need dental attention?
130c
Yes No ? Do you feel self-conscious when you recite in class ?
131a
Yes No ? Has either of your parents dominated you too much?
13 2d
Yes No '? Do ideas often run through your head so that you cannot sleep?
133b
Yes No ? Have you had any trouble with your heart or your kidneys or your lungs?
134a
Yes No ? Have you often felt that either of your parents did not understand you?
135c
Yes No ?. Do you hesitate to volunteer in a class recitation ?
136d
Yes No ? Does it frighten you to be alone in the dark?
137b
Yes No ? Have you ever had a skin disease or skin eruption, such as athlete's foot, carbuncles, or boils?
138a
Yes No ? Have you felt that your friends have had a happier home life than you?
139b
Yes No ? Do you have difficulty in getting rid of a cold?
140c
Yes No ? Do you hesitate to enter a room by yourself when a group of people are sitting around the room talking
together ?

4
 M A N U A L FOR

THE A D J U S T M E N T INVENTORY
STUDENT FORM*
(For students of high school and college age)
By HUCH M . BELL

Published by S T A N F O R D U N I V E R S I T Y PRESS, Stanford University, California

The Adjustment Inventory provides tour separate measures of personal and

social adjustment:
a. Home Adjustment. Individuals scoring high tend to be unsatisfactorily
adjusted to their home surroundings. Low scores indicate satisfactory home
adjustment.
b. Health Adjustment. High scores indicate unsatisfactory health adjust-
ment; low scores, satisfactory adjustme.it.
c. Social Adjustment. Individuals scoring high tend to be submissive and
retiring in their social contacts. Individuals with low scores arc aggressive in
social contacts.
d. Emotional Adjustment. Individuals with high scores tend to bo unstable
emotionally. Persons with low scores tend to be emotionally stable.
USE OF T H E INVENTORY
The Inventory has been successful when used with persons of high-school
and college ages. It is suitable for use with both sexes. The high reliabilities ot
the measures make possible comparisons of one individual with another. The
measurement of four types of adjustment permits location of specific adjustment
difficulties. The use of the small letters a, b, c, and d, corresponding to the four
measures of adjustment, enables the counselor; to discover quickly the particular
questions relating to each measure. The total score may be used to indicate the
general adjustment status.
INSTRUCTIONS FOR GIVING
1. The Inventory is self-administering. To insure careful reading of the in-
structions, the examiner should read the instructions appearing on the first page
of the blank aloud while-the individuals being tested are reading them silently.
2. There is no time limit. Ordinarily not more than twenty-five minutes are
required for all students to complete the Inventory.
3. Each individual being tested should interpret the questions for himself.
However, questions about the meaning of words may be answered by the ex-
aminer.
4. The examiner should make every effort to secure complete co-operation of
all persons filling in the blanks. He should indicate the value oi the results to the
students, assuring them the scores will be treated with strictest confidence.
5. If questions concerning the purpose and use of the test arise, they should
be answered frankly and honestly.
6. Unless students ask why the letters a, b, c, and d are placed before the
questions, nothing need be said about them. If a question is raised, the ex-
aminer should state that they correspond to the letters on the first page of the
inventory and are usecTTn analyzing the test results.
INSTRUCTIONS FOR SCORING
The Inventory can be accurately scored in three minutes. Thus, to obtain the
score on Home Adjustment, take the scoring stencil entitled ''Home" and lay the

* T h e A d j u s t m e n t I n v e n t o r y is p u b l i s h e d i n two f o r m s — t h e Student Form for high s c h 6 o l a n d

college students, and the Adult Form.
column for page two on page two of the Inventory so that the "2" at the top and
that at the bottom of the stencil are superimposed upon the corresponding fig-
ures of the test. Then count the number of instances where the vertical marks on
the scoring stencil fall immediately over a circle on the test, writing this total at
the bottom of page two or keeping it in memory. Then similarly apply the col-
umn of the stencil for page three to the third page of the Inventory and the
column for page four to the fourth page. Write opposite "a" in the column en-
titled "Score" on the first page of the blank the total of the three pages thus
derived. Obtain the scores for Health, Social and Emotional Adjustment in the
same manner. Do not score the question marks. •

NORMS
The interpretation of individual scores is made more meaningful by. the use
of certain descriptive designations. However, the difference between two de-
scriptive terms should not be overemphasized, since a difference of only one
point frequently determines whether a score falls under one heading or another.
If the counselor reports scores to persons who have taken the test, he should
use caution in giving out results to those who have evidenced unsatisfactory ad-
justments. For unless something is done to help the student overcome his malad-
justment, he will benefit little or none merely from being told of it.
The results of the Health Adjustment section should be considered not as
taking the place of a medical examination but rather as a possible preliminary to
such an examination. Unsatisfactory scores on this section of the Inventory may
indicate the need for a physical examination by a physician.
In Table I tentative norms are given for high-school and college students of
both sexes. The high-school scores were obtained from' freshmen, sophomores,
juniors, and seniors at Chico and at Redwood City, both in California. The col-
lege scores include freshmen and seniors from the State College at Chico,Xali-
fornia, juniors from.the State College at San Jose, California, and freshmen and
sophomores from Menlo.Junior College at Menlo Park, California.

T A B L E I . — N O R M S F O R H I G H - S C H O O L A N D C O L L E G E S T U D E N T S

HIGH SCHOOL SCORE RANGE ,. C O L L E G E S C O R E RANGE

Men . Women DESCRIPTION Men Women

(161) (190) (171) (243)

0-1 0-2 Excellent 0-1 0-1

2-4 3-5 •' Good 2-4 2-4
5-9 6-13 Average 5-9 5-9
10-16 14-20 Unsatisfactory 10-16, 10-15
Above 1 6 Above 20 Very unsatisfactory Above 16 Above 1 5

0-1 0-1 Excellent 0-1 0-1

2-4 2-4 Good 2-4 2-4
Health 5-9 5-11 Average 5-11 5-9
10-15 12-16 Unsatisfactory 12-16 10-15
Above 1 5 Above 16 Very unsatisfactory Above 16 Above 1 5

0-4 0-4 Very aggressive 0-3 0-3

5-9 5-10 Aggressive 4-7 4-8
10-20 11-21 Average 8-17 9-19
21-26 22-30 Retiring 18-25 20-28
Above 26 Above 30 Very retiring Above 25 Above 2 8
0-2 0-3 Excellent 0-2 0-3
3-5 4-8 Good 3-5 4-7
6-11 9-18 Average 6-13 8-15
12-18 -19-24 Unsatisfactory 14-19 16-21
Above 18 Above 2 4 Very unsatisfactory Above 19 Above 2 1

0-12 0-15 Excellent 0-9 0-12

13-24 16-31 Good 10-22 1J-24
Total Score . . 25-44 32-57 Average 23-41 25-47
45-60 58-74 Unsatisfactory 42-60 48-65
Above 60 Aboye 7 4 Very unsatisfactory Above 60 Above 65
 RELIABILITY
The coefficients of reliability for each of the four sections of the Inventory
and for its total score are reported in Table II. These were determined by corre-
lating the odd-even items and applying the Spearman-Brown prophecy formula.
The subjects were college freshmen and juniors. .• «
TABLE II.—COEFFICIENTS OF RELIABILITY ( N =. 258) . .
a. Home Adjustment 89 c. Social Adjustment ...... 89
b. Health Adjustment .' 80 d. Emotional Adjustment .85
Total Score 93

VALIDITY
The Inventory has been validated in the following ways:
First, the items for each of the sections in the Inventory were selected in
terms of the degree to which they differentiated between the upper and lower
fifteen per cent of the individuals in a distribution of scores. Only those items
which clearly differentiated between these extreme groups are included in the
present form of the Inventory.
Second, the results of the various sections of the Inventory were checked dur-
ing interviews with four hundred college students over a period of two years.
- Third, the Social Adjustment section, the Emotional Adjustment section, and
the total score of the Inventory were validated by correlating the Social Adjust-
ment section with the Allport Ascendance-Submission test and the Bernreuter
Personality Inventory, B4-D, and by correlating the Emotional Adjustment sec-
tion and the total similarly with the Thurstone Personality Schedule. These
coefficients are reported in Table III.
TABLE III.—COEFFICIENTS O F V A L I D I T Y
N . Uncorr. Corr.
Allport and Social Adjustment (Men) .' ". 46 .58 .72
Allport and Social Adjustment (Women) 50 .67 .81
Thurstone Schedule and Emotional 96 .83 .93
Thurstone Schedule and Total Score 96 .89 .94
Bernreuter B4-D and Social .39 .79 .90

Fourth, the Inventory has also been validated through the selection of "Very
well" and "Very poorly" adjusted groups of students by counselors and school
administrators in California and New Jersey and a determination of the degree
to which the Inventory differentiates among them.
The groups used to validate the Home Adjustment section were selected by
the counselors in the high schools at Chico, California, and Hasbrouck Heights,
New Jersey.
The groups used to validate the Health Adjustment section were selected in
the high schools at Chico and Redwood City, California, and at Hasbrouck
• Heights, New Jersey. Students who had been absent from school three or more
times during the school year on account of illness were included in the "Poorly
adjusted" group. Students who had not been absent during the school year be-
cause of illness were included in the "Well adjusted" group.
The Social Adjustment section was validated by groups selected in the junior
college at Sacramento, California. - Students who had been leaders in school ac^
tivities during their freshman and sophomore years were included in the "Well
adjusted" group, and students who had participated in few or no school activi-
ties during these years were included in the "Poorly adjusted" group.
The Emotional Adjustment validating groups were selected by the counselors
in the junior college at Pasadena, California. In Table I V (page 4) are sum-
marized the means, the differences between the means, and the standard errors of
the mean differences of all the groups used for validation purposes.
 T A B L E IV.—VALIDATING GROUPS S E L E C T E D BY COUNSELORS
Mean: "Well Mean: "Poorly
Adjusted" Adjusted" Diff. Sigma of
Group Group Diff.
Home Adjustment
(51 students in each group) 4.65 10.27 5.62 .80
Health Adjustment
(42 students in each group) 5.40 11.53 6.13 .93 '
Social Adjustment
(24 students in each group) 8.40 16.80 8.40 1.52
Emotional Adjustment
(36 students in each group) 8.28 15.78 7.50 1.41

PROBABLE ERRORS OF MEASUREMENT

In Table V are listed the probable errors of measurement of the four types of
adjustment measured and for the total score of the Inventory for high-school
and college students of both sexes.
T A B L E V.—PROBABLE ERRORS OF M E A S U R E M E N T

HIGH SCHOOL COLLEGE

Men Women Men Women
Home 1.11 1.43 1.08 1.24
Health 1.26 1.47 1.30 1.40 '
Social 1.44 1.65 1.48 1.74
Emotional 1.36 1.70 1.44 1.69
Total Score 2.50 3.11 2.43 3.18

INTERCORRELATIONS
In Table V I are reported the coefficients of intercorrelation of the four sec-
tions of the Inventory.
T A B L E V I . — C O E F F I C I E N T S O F I N T E R C O R R E L A T I O N (N = 197)
Home and Health... .43 Health and S o c i a l . . . . .24
Home and Social.... .04 Health and Emotional .53
Home and Emotional .38 Social and Emotional. .47

ACKNOWLEDGMENTS
The author is greatly indebted to the following persons who have co-operated
in validating the Inventory: Dr. J. C. De Voss and Professor Harrison Heath
of the State College at San Jose, California; Miss Isa D. Reed of the State Col-
lege at Chico, California; Miss Margaret E . Bennett, Director of Guidance of
the Pasadena City Schools, and Miss Ida E . Hawes, Dean of Guidance of the
Pasadena Junior College, California; Miss Virginia Lee Block of the Hasbrouck
Heights High School, New Jersey; Principal Frank Cummings and Mr. Carl
Schreiter of the Chico High School, California; Principal A . C. Argo'and Miss
Petra B. Cooper of the Sequoia High School, Redwood City, California; Dean
Harry Tyler of the Sacramento Junior College, California; and Dean Charles T.
Vandervort and Dr. Herbert Popenoe of the Menlo Junior College, California.
The author wishes also to acknowledge his obligation to Dr. Lewis M . Ter-
man, Dr. Edward K . Strong, Jr., and Dr. C. Gilbert Wrenn for helpful criti-
cisms during the construction of the Inventory.

REPORT TO AUTHOR
In order that more extensive norms may be compiled the author will appre-
ciate receiving scores obtained from the use of the Inventory. Communications
should be addressed in care of the Chico State College, Chico, California.
PRICE SCALE
Sample sets, 15 cents. Package lots: 25 copies, $1.75; 50 copies, $3.00; 100
copies, $5.50; 500 copies, $25.00; 1,000 copies, $40.00.
Printed in the United States of America
 -119-

APPENDIX B

(a) S p e c i m e n Copy of s e t of Interview

Quest i o n s •

(b) I n t e r v i e w Form

(c) I n f o r m a t i o n Form
 Interview Questions f o r Evaluating Home Adjustment

1. Confidence i n parents
1. I f you had an important matter on your hands that you could not
solve yourself, what v/ould you do?
2. What important matters have you ever talked over with your parents?
3. Have you ever talked over (a) your future occupation with your par-
ents to any great extent? (b) sex matters?
4. (a) Do you prefer to keep your problems to yourself? (b) Why?
5. (a) Have you ever had a problem that you f e l t you should have
talked over with your -parents but didn't? (b) Why?
6. (a) Do you prefer to go to someone else i n preference to your
parents with most of your problems? (b) Why?
7. (a) Do you f e e l that you are not close to either of your parents?
(b) Mother or Father?
8* (a) Is either of your parents too curious about your personal
affairs?
(b) In what way?
9. (a) In the past year or so has the behaviour of either of your
parents embarrassed you before your friends?
(b) How often does t h i s occur?
10. (a) Do you f e e l that your parents are old fashioned i n t h e i r ideas?
(b) In what ways?
11. Do your parents give you the impression that they have l i t t l e con-
fidence i n you? How?

2. Father and Mother relationships

1. Do your mother and father enjoy the same type of movie and the
same kind of radio program between themselves?
2. Do they have similar tastes i n most things? How do they d i f f e r ?
3. Do they, agree on household matters?
4. How often do your mother and father go out s o c i a l l y i n a month
together?
5. When they come home from going somewhere together, do they usually
appear to have enjoyed themselves? If not, why not?
6. Do you f e e l that one of your parents doesn't consider the feelings
of the other enough? In what ways?
7. How often do your parents quarrel i n a week or i n a month?
8. How long does i t usually take your parents to get over an argument?
Have you ever noticed that i t has taken several days for them to
get 'over an argument? How often?
9. Does either of your parents have habits that annoy the other?
10. Are your mother and father close to each other or do they have l i t t l e
to do with each other?
11. Are things made unpleasant around your home because of constant
disagreement between your parents?
12. When you have a disagreement with one o f your parents what does the
other parent do?
13. Do you f e e l that your parents could get along better than they do,
or do they get along as w e l l as you would l i k e ?
 Interview Questions for Evaluating Home Mjustment (cont'd, Page2)

3. General harraonv between student and father

1. (a) When was the l a s t time that you had an argument with your father?
(b) what was i t about?
2. How often do you argue with your father i n a month?
3. (a) Does i t sometimes take you and your father more than a day to
get over a disagreement? (b) How long does i t usually take?
4. Do you have to stay c l e a r of your father i n order to prevent ar-
guments?
5. Do you have disagreements with your father over:
(a) your work around home?
(b) how long you can stay out at night?
(c) Where you can go at night?
(d) your choice of friends?
(e) matters regarding money?
(f) matters concerning school work?
(g) your future choice of occupation?
(h) any other matters?
6. Do your disagreements with your father make things continually un-
pleasant around home for you?
7. Do you avoid disagreoing with your father because of what might happen?
Why?
8. When he gets very angry with you does he resort to physical punish-
ment? (b) i f not what does,he do?
9. Does your father get angry over l i t t l e unimportant things?
What, f o r instance?
10. Do you f e e l that you could get along better with your dad, or do
you f e e l that you get along very well?

4. General harmony between student and mother

A repeat of section 3, with word "mother" replacing word "father".
5. Sense of home's worth
1. How often do your own friends come up to the house to see you?
2. Do your parents ever object because you bring i n friends? Why2
3. Do you usually go to your f r i e n d s ' houses rather than i n v i t e
them- to yours?
4. Do your folks own the house?
5. Do you have your own room or do you share a rooia? With whom?
6. Do you f e e l your home i s over-crowded?
7. Does your home lack anything that you think i t should have? What
for example?
8. (a) Where do you l i v e i n the c i t y ? (b) Do you l i k e the l o c a l i t y ?
9. Do you have good conditions f o r studying?
10. (a) How many rooms are there i n your home? (b) How many people
l i v e i n your home?
11. Are there many repairs needed on the house at present? Can you give
an example?
12. Are you troubled by the lack of money of your f o l k s ? How does i t
effect you?
13. Do most of your friends have homes that are better than your own i n
appearance.
14. Do you have to get away from home before you can enjoy y o u r s e l f ?
 Interview Questions f o r Evaluating Home Mjustment (con't, Page 3 )

S o c i a l p a r t i c i p a t i o n of student with parents

1. (a) When was the l a s t time that you went out with your father
s o c i a l l y ? (b) Where did you go?
2. ( a) When was the l a s t time you went out with your mother soc-
r

i a l l y ? (b) ¥ftiere did you go?

3. How often do you go out with your father i n a month or year?
(b) How often with your mother i n a month or year?
4. Does the conversation at the supper table usually i n t e r e s t you?
Do you j o i n i n the conversation?
5. When was the l a s t t i n e that you and your parents joined each
other i n a game or some other amusement at home?
6* How often do you spend evenings together at home for entertain-
ment i n a month?
7 a Do you usually enjoy y o u r s e l f when you are with your parents
at home or when you go out with them?
8. (a) Have you ever gone on t r i p s with your parents? (b) Where?
9. (a) Do you and your father make things or do things around the
house together? (b) Is he d i f f i c u l t t o work with?
10, Do you help your mother around! the house? (b) Is she hard to
work w ith?
11» Do both your parents show considerable interest i n your work
and play?
( As a check question- Is there any reason why you and your parents
are unable to go out together or spend evenings together at home?)

Harmony between student and other members of the family*

1« I f you and your brother ( s i s t e r , etc.) want something a.t home
but only one can have i t , who i s usually given the preference?
2. Do you f e e l that your parents tend to favor someone else i n the
family over you? Who?
3. How often do you quarrel with your brother (etc.) i n a week?
4a Does your brother (etc.) take advantage of you?
5. How often do you and your brother (etc.) go out together?
6* How often do you and your brother (etc.) j o i n i n games?
7. Do you have to t r y to stay away from your brother (etc.) so as
tp prevent quarreling?
8 . Do you find i t d i f f i c u l t to get along with any other member of
the house besides your parents, brothers and s i s t e r s ? Explain?
9a Are there.any other members i n the home who can not get along
with each other? .Explain?
Miscellaneous
la Are there any conditions about your home that I have not men-
tioned that make things unpleasant?
2a When you have your own home what are some of the things that
you w i l l change, i f any?
 Interview Form HO.

1. Con. i n p a r . 2. F-M Relat.

1. 1. .
2. 2_.
"3. "3i"
4. a) 4o days a mo.
b)-
5, a) 6.
b) 7. d a y s a week days a mo.
6. a) "_§_.
" 9. " •
7.
b
l bj
a
>

11.
y.
i-U. a) b) 13.
i i .

0 1 2 3 0 1 2 5 4
3. Gen H a r w i t h F . 4. Gen H a r w i t h M.
1. a) 1. a)
b) i l )
2. a) 2. a)
Jal b)
3. a ) b) 3. a) b)
4. T : —

5. a TT 'b. a
b f) b If
c) g) c) g)
a) n) d) H)
6. 6,
"TV 7_,_
8. a) '8.~aT
JLL
9.
ror 10,

0 1 2 0 1 2 3 4
5. Sense o f Hm's Worth 6. Soc p a r t o f s a n d p.
_1. _1 1. •%)
2.
b)
.-^
2. a)
57 b)
~W7 3, a) a mo.
7. bi . •
8. a) 4. a)
b)
9~r 5i
•iimT
TTT b. eacn mo.
12. 7.
13« 8 aj 0

b.)
14. 9, a)
b)
0 1 2 3 4 10. a) •

7. R e l o f S w i t h o t h e r mem. b)
1T7
a. i _ . . u i

3. a month
4. 0 1 " 2 • 3 "4
_

5.
6. 8 d Misc.
7.
8.

0 1 2 3 4
 Information Form
1. (li'JS) ............. A g e . . . . . . . . . o oex

2, Underline a l l of the following who l i v e i n the same house as you:

father; mother; brother(s); s i s t e r ( s ; ; step-parent; grandparent(s);
and others.

3. Whr.t i s your father's occupation?^ Mother's

4. How many brothers do you have? Their ages?,

Kow many s i s t e r s do you have?_ Their ages?

5, L i s t below a l l the clubs and school organizations that you belong to..
This w i l l include clubs and organizations that are or were active
for only part of the year, such as school plays or teams, and any group
which has not yet commenced but which you are certain to j o i n .

Club or organization Your duties Office held by you

6. L i s t any clubs or organizations i n the school to which you would l i k e to

belong, but are unable, and explain why you are unable to j o i n .

7. What clubs (etc.), i f any, do you belong to outside of school and what
are your duties?

S. During the school term, what work do you do outside of school work?
If possible, indicate when this work is done and time spent on i t .
 APPENDIX C

S p e c i m e n Copy o f E m o t i o n a l A d j u s t m e n t
R a t i n g Eorm
 EMOTIONAL ADJUSTMENT RATING FORM

Name o f student

Below i s a l i s t o f t e n " e m o t i o n a l b e h a v i o r ' c h a r a c t e r i s t i c s

1

each i n the form o f a q u e s t i o n , i t would, be a p p r e c i a t e d i f you w o u l d

p l a c e a checkmark ( J ) i n t h a t c o l u m n on t h e r i g h t w h i c h you f e e l b e s t
d e s c r i b e s the b e h a v i o r o f the above student i n each o f the c h a r a c t e r -
i s t i c s d e s c r i b e d on,the l e f t . I f t h e b e h a v i o r c h a r a c t e r i s t i c on t h e
l e f t d o e s n o t a p p l y ' t o t h e above s t u d e n t , o r i f i t has n o t b e e n
o b s e r v e d by you, ' i t s h o u l d be l e f t unmarked.

Observed,
• Emotional behavior characteristic Consist- Often but not
ently often
Does t h e student stutter or stammer?

-
I s S ( s t u d e n t ) e a s i l y d i s t u r b e d by
criticism?
Does S have i n v o l u n t a r y movements o f m u s c l e s ,
i . e . t i c s , f a c i a l grimaces, etc.?
Does S b l u s h on t h e s l i g h t e s t p r o v o c a t i o n ?

I s S n e r v o u s when s p e a l c i n g . o r a n s w e r i n g
before the c l a s s ?
Does S o s c i l l a t e between e x t r e m e s i n mood,
i . e . i s he e i t h e r e l a t e d o r d e p r e s s e d ?
Does S become e x c i t e d o r i r r i t a b l e
'easily?
Does S d i s p l a y o v e r a g g r e s s i v e o s t e n t a t i o u s
behavior?
Does S d i s p l a y e x t r e m e w i t h d r a w n b e h a v i o r ? !
i
Does S show s i g n s o f r e s t l e s s n e s s o r j
nervousness? i i—.. , — . .J

B e l o w i s a g r a p h i c r a t i n g s c a l e o f '''emotional adjustment' '. 1

C o n s i d e r t h e s c a l e ' as a c o n t i n u u m m e a s u r i n g e m o t i o n a l a d j u s t m e n t from
e x t r e m e m a l a d j u s t m e n t t o e x c e p t i o n a l l y good a d j u s t m e n t . Please place
a v e r t i c a l mark ( j ) a t t h e p o i n t on t h e s c a l e w h i c h y o u f e e l b e s t
d e s c r i b e s the emotional adjustment of the student. The f i v e d e s c r i p t i v e
t e r m s shown b e l o w s h o u l d be u s e d o n l y a s g u i d e s t o t h e r a t e r . If, for
example, a c e r t a i n s t u d e n t i n y o u r o p i n i o n i s " b e l o w a v e r a g e " , y o u w i l l
be a b l e t o i n d i c a t e , t h e d e g r e e t o w h i c h he i s b e l o w a v e r a g e by p l a c i n g
t h e v e r t i c a l mark a t t h e a p p r o p r i a t e p l a c e on t h e s c a l e .

Unsatis- Below Average Above Consist- •

factory Average Average ently well
adjusted
 -121-

APPENDIX D

S p e c i m e n Copy of S e l f - R a t i n g Form
 STUDENT SELF-RATING FORM
NAME
To the student:

You a r e g o i n g t o be a s k e d t o r a t e y o u r s e l f on f o u r d i f f e r e n t m a t t e r s .
Aa a s u g g e s t i o n j t r y t o r a t e ' y o u r s e l f on each o f t h e f o u r m a t t e r s s e p -
arately. Some p e o p l e a l l o w t h e r a t i n g t h a t t h e y p u t down f o r one t o
a f f e c t t h e way t h a t t h e y r a t e t h e m s e l v e s on t h e f o l l o w i n g o n e s .
The r e s u l t s o f t h e s e r a t i n g s , o f c o u r s e , w i l l be s t r i c t l y c o n f i d e n t l a l .
B e f o r e you r a t e y o u r s e l f on each m a t t e r , p l e a s e r e a d o v e r t h e " d e s -
c r i p t i o n " f i r s t , f o r this i s very important.

Rating I
Description: C o n s i d e r your " s o c i a l l i f e " . You a r e a s k e d t o check
one o f t h e f o l l o w i n g : "engrossivy", " a v e r a g e " , o r " r e t i r i n g " . By an
"aggrossiva" p e r s o n we mean one who a c t i v e l y b e l o n g s t o many s o c i a l
g r o u p s , b o t h a t s c h o o l and o u t s i d e o f s c h o o l ; a p e r s o n who e n j o y s
s o c i a l g a t h e r i n g s , and who l i k e s t o , and does, t a k e a l e a d i n g p a r t
i n them. By a " r e t i r i n g " p e r s o n we mean one who b e l o n g s t o v e r y few
s o c i a l g r o u p s i f any, and who does n o t d e s i r e t o t a k e p a r t i n many
social activities. An " a v e r a g e " p e r s o n w o u l d be one who does n o t f a l l
in e i t h e r of these other groups. Now c o n s i d e r your own s i t u a t i o n and
check ( ) one of t h e d e s c r i p t i o n s below t h a t b e s t f i t s y o u .

A^groasivo ( ,) Retiring ( ) Average ( )

Rating I I
Description: C o n s i d e r your g e n e r a l h e a l t h . Be c a r e f u l n o t t o r a t e
y o u r s e l f on j u s t how you f e e l a t t h e moment b u t r a t h e r on t h e u s u a l
s t a t e o f y o u r h e a l t h as compared w i t h most p e o p l e . Check one o f t h e
terms b e l o w .

Average ( ) Below A v e r a g e .{ ) Above A v e r a g e ( )

Rating I I I
Description: C o n s i d e r your home s i t u a t i o n , w h i c h i n c l u d o s e v e r y t h i n g
about i t s u c h as how e v e r y o n e g e t s a l o n g a n d what you t h i n k o f t h e
home i t s e l f . Now i n d i c a t e w h i c h of t h e t e r m s b e l o w b e s t d e s c r i b e s
y o u r home l i f e .

Average ( ) Below A v e r a g e ( ) Above A v e r a g e ( )

R a t i n g IV
Description: C o n s i d e r your e m o t i o n a l s t a b i l i t y . A p e r s o n who o f t e n
d i s p l a y s b e h a v i o u r such as b e c o m i n g e x c i t e d o r w o r r i e d e a s i l y , g e t t i n g
i n t e n s e l y a n g r y , b e i n g v e r y s e n s i t i v e t o c r i t i c i s m , o r who becomes
e x t r e m e l y d e p r e s s e d e a s i l y w o u l d be c l a s s e d as "below a v e r a g e " . A
p e r s o n who n e v e r e x p e r i e n c e s such b e h a v i o u r and who i n s t e a d i s
u s u a l l y v e r y c a l m even u n d e r s t r e s s would be c l a s s e d as "above a v e r a g e "
Those who do n o t f a l l i n e i t h e r of t h e two g r o u p s d e s c r i b e d would
be " a v e r a g e " . In your e s t i m a t i o n , c h e c k t h e t e r m t h a t b e s t f i t s y o u .

Above A v e r a g e ( ) Below A v e r a g e ( ) Average ( )

 -122-

A.PPENDIX E

S p e c i m e n Copy of t h e S t u d e n t

Problem Poll

o
 THE STUDENT PROBLEM POLL

The purpose of t h i s p o l l i s to f i n d out just what problems students

consider to be the most important and troublesome to them. Since we are
interested, here, with the opinions of the students as a group, there w i l l
be no need to sign your name on t h i s sheet. However, we do want to have
your personal opinions.

The f i e l d s , or areas, within which the most common problems of stu-

dents are located, and which w i l l be considered here, include: health
problems, home problems, school problems, sex problems, f i n a n c i a l problems,
future occupation problems, nervousness andemotional problems, friendship
problems, and s o c i a l problems. Most of these f i e l d s are self-explanatory,
but, to make sure that you understand what i s meant, some of them vri.ll be
explained more f u l l y . I t i s important f o r you to r e a l i z e that the following
descriptions of the problem f i e l d s are i n no way complete, but are intended
to give you a better idea of what type of problem to look f o r i n the various
problem f i e l d s .

The "Friendship Problems" f i e l d , f o r example, refers s p e c i f i c a l l y

to problems and d i f f i c u l t i e s a r i s i n g from your associations with your close
friends. Perhaps you have many disagreements with your friends. ' Then
again, you might f i n d i t d i f f i c u l t to have the friends you want, or to keep
the close friends you do have. This f i e l d includes your r e l a t i o n s with
both boy friends and g i r l friends.

The "Social Problems" f i e l d refers to problems and d i f f i c u l t i e s

that might arise out of your associations with people i n general. I f you
f i n d i t d i f f i c u l t to get along with most people you would have problems i n
t h i s f i e l d . This f i e l d also includes problems that you might have regarding
s o c i a l functions, such as p a r t i e s and gatherings. Perhaps you are unable to
j o i n into s o c i a l a f f a i r s l i k e you would wish.

The "Nervousness & Emotional" f i e l d refers to personal d i f f i c u l t i e s , •

such as: having tense feelings without any r e a l cause, becoming over-excited
frequently, having many fears, having nervous habits such as f i n g e r n a i l
b i t i n g or restlessness, and becoming embarrassed e a s i l y .

The "Sex Problems" f i e l d r e f e r s to problems that you might have,

f o r example, because of a lack of knowledge regarding sex. Perhaps you have
d i f f i c u l t i e s and worries over c e r t a i n phases of your sexual development.
Then again, you might have d i f f i c u l t i e s concerning b o d i l y changes. This
f i e l d refers also to any personal problems related to sexual behavior.

The remaining problem f i e l d s are: home problems, health problems,

future occupation problems, school problems, and f i n a n c i a l problems. What
these r e f e r to i s f a i r l y evident, but i f you do not understand any one of
them ask about i t immediately.

(Please turn to next sheet)

The Student Problem P o l l page 2

What you are to do now i s to read through a l l the pairs of problem

f i e l d s l i s t e d ' below, and underline the one i n each pair which you think has
contained the most difficult.problems for you i n the past year. I f you f i n d
a pair that i s hard to decide upon, then guess. Do not omit any p a i r . The
l e t t e r "P" i s used as an abbreviation f o r "Problems". Work- f a i r l y r a p i d l y .

(1) Health P. - Home P. (19) School P. - F i n a n c i a l P.

(2) F i n a n c i a l P. - Friendship P. (20) S o c i a l P. - Home-P.

(3) School P. - Sex'P. (21) Friendship P. - Sex P.

(ii) Nervous "c Emotional P." - S o c i a l P. (22) Future Occupation P. - Home P.

(5) Home P. - School P. (23) School-P. - Nerv. & Emot. P.

(6) Sex P. - Financial*P. (2ii) Sex P. - Future Occupation P.

(7) Health P. - School P. ( 2 5 ) Health- P. - Friendship P.

(8) Friendship P. - Nervous & Emot. "P. (26) F i n a n c i a l P. - Social P.

(9) S o c i a l P. - Future Occupation P; (27) Home P. - Sex P.

(10) Home P. - Financial' P. (28) Friendship P - Future Occup.- P.

(11) Nervous & Emot.' P. - Health P. (29) F i n a n c i a l P. - Health P.

(12) F i n a n c i a l P. - Future Occupation P. (30) School P. - S o c i a l P.

(13) Friendship P. - Home P. (3D Health P - Future Occupation P.

(Hi) Future Occupation P. - School P. (32) Sex P. - S o c i a l P.

(15) Health P. - S o c i a l P. (33) School P. - Friendship' P.

(16) Sex P, -r Health P. (3U) Nervous e"c Emot. P. - Sex P.

(17) Nervous & Smot. P. - Home P. ;(35) Friendship P. T Social P,

(18) Future Occup P. - Nervous & Emot P. (36) F i n a n c i a l P. - Nervous & Emot P

Of the following, underline the, one problem f i e l d which you think

has caused you the most d i f f i c u l t y i n the past year: ( l ) Home P.; (2) Health P.;
(3) S o c i a l P.j (k) Nervousness•and Emotional; (5) School P.; (6) Sex P.;
(7) F i n a n c i a l P.; (8) Friendship P.;' and (9) Future Occupation P.

UNDERLINE ONLY ONE '

I f you f e e l that you have important problems not covered by the

above nine f i e l d s , indicate these problems below or on the reverse side.
 -123-

APPENDIX TABLES
 -124-
APPENDIX TABLE I
Phi C o e f f i c i e n t s f o r E a c h Item o f t h e A d j u s t m e n t I n v e n -
t o r y f o r 100 G r a d e X I I Boys and 104 G r a d e X I I
Girls

Home Health Social Emotional

Item Item <P Item 0 Item <P
No. Boys Girls No. Boys j G i r l s No. Boys G i r l s No. Boys Girls

7 .52 .63 2 .22 .49 3 .24 .25 1 .58 .47

9 .60 .59 6 .48 .50 5 .60 .21 4 .2-1 .4-6
13- .21 .22 11 .21 .32 8 .67 .30 10 .65 .68
16 .50 .33 14 .34 .12 12 .61 .41 17 .25 .31
18 .72 .51 23 .«3 .49 15 .85 20 .72 .73
21 .33 .41 25 .68 .58 19 .59 .66 28 .31 .22
24 .30 .12 27 .54 .64 22 .74 .79 35 .33 .58
30 .59 .49 29 .24 .34 26 .23 .34 40 .23 .24
32 .21 .37 33 .22 .00 31 .54 .4-9/ 42 .51 .60
34 .43 .42 38 .17 .21 36 .71 .66 45 .10 .21
37 .71 .52 43 .36 .56 39 .52 .83 48 .21 .08
41 .23 .42 47 .11 .30 44 .65 .59 52 .44 .50
46 .75 .67 50 .24 .51 49 .65 .71 57 .51 .47
51 .62 .62 54 .23 .31 53 - .50 .42 60 .58 .58
55 .51 .51 58 .20 .42 56 .86 .67 64 .24 .47
59 • 52 .34 63 .48 .44 61 .49 .40 68 .59 .48
62 • 44 .54 66 .68 .40 65 .54 .59 71 .51 .68
67 .25 .44 69 .31 .52 70 .71 .68 73 .50 .61
72 .71 .62 74 • 48 .45 76 .60 .41 75 .41 .34
78 .47 .23 79 .11 .30 80 .21 .37 77 .52 .50
82 .60 .71 84 .13 .32 83 .39 .43 81 .42 .21
86 .24 .31 87 .10 .24 88 .62 .58 85 .45 .47
92 .69 .71 90 .24 .21 91 • 45 .15 89 .69 .66
97 .10 .28 94 .33 .36 93 .34 .46 95 .45 .45
101 .82 .72 99 .31 .30 96 .51 .51 98 .11 .22
103 .34 .18 102 .25 .64 100 .62 .65 106 .43 .31
105 .53 .18 L07 .33 .20 104 .48 .33 109 .48 .76
108 .34 .46 111 .51 .38 110 .60 .39 113 .42 .54
112 .22 .30 115 .22 .06 114 .61 .61 116 .41 .52
117 .37 .45 119 .22 .41 118 .24 .46 120 .40 .60
121 .43 .60 124 .33 .61 122 .56 .78 123 .60 .53
186 .53 .35 129 .32 .33 127 .56 .30 125 .43 .39
131 .40 .51 133 .41 .30 130 .75 .79 128 .31 .61
134 .64 .81 137 .32 .21 135 .64 .73 132 .62 .57
138 .72 .51 139 .38 .81 140 .68 .68 136 .21 .41
 -125-

BIBLIOGRAPHY
 -126-

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