Thesis (Ph. D.)--Columbia University, 1937. / Vita. Published also without thesis note. Bibliography: p. 92-94.

Thesis (Ph. D.)--Columbia University, 1938. / Vita. Published also without thesis note. Bibliography: p. 297-306.

Thesis (Ph. D.)--Columbia University, 1942. Published also as Teachers college, Columbia University, Contributions to education, no. 874. / Vita. Bibliography: p. 107.

D. Litt. et Phil. / In the past, psychology has typically focused on identifying and treating mental illness, psychological deficits and disabilities, and research was often concerned with the respective roles of nature and nurture in behavioural problems. A number of psychologists and researchers have initiated a paradigm shift to one of positive psychology which emphasises enhancing personal strengths, developing and maintaining well-being, and encouraging positive emotions. Little research however has thus far been done to investigate the role of nature and nurture in psychological wellness. The current study addressed this dearth in the scientific literature by investigating the possible relationships between temperament and psychological well-being, specifically character strengths and resilience. The study was based on the assumption that positive emotionality and psychological well-being may have biological roots, just as psychopathology has been found to have biological underpinnings. The biologically-based construct of temperament refers to the innate and stable aspect of an individual that impacts thoughts, feelings and behaviours. Psychological wellbeing, for the purposes of the current study, incorporated two elements, namely character strengths and resilience. Character strengths may be defined as positive characteristics within individuals. Resilience refers to coping with, and perhaps even thriving, when faced with challenging life situations.

The purpose of this research was to investigate the relationship between masculinity-femininity scores on the Terman-Miles Attitude Interest Analysis Test and interest scores on certain subtests of the Kuder Preference Record. Masculinity-femininity was defined as the degree of similarity of the individual's responses to the responses characteristic of men or of women, respectively, of our culture. Interest was defined as the readiness of an individual to engage in some activity. The major purpose of this study was to determine whether members of opposite sexes having similar personality characteristics in relation to masculinity-femininity were closer in interest scores than were members of the same sex having opposite personality characteristics in relation to masculinity-femininity. Four groups of deviates on the masculinity-femininity dimension were selected from a large group of male and female volunteer undergraduates of the University of British Columbia. These four groups were then given the Kuder Preference Record, and six subtests, selected because of their proven ability to discriminate between the sexes, were scored. Statistical analysis showed that the hypothesized relationship did exist in two vocational areas and did not exist in the remaining two vocational areas and two personal areas. The second purpose of this study was to investigate the statement that amount of education is positively correlated with degree of masculinity for both sexes throughout life. A large group of male and female volunteer, white-collar, high-school graduates, none of whom had attended university, was given the Terman-Miles test. A comparison of the scores of these non-university males with the scores of the university males showed that the latter group was significantly more masculine. No significant difference was found in the case of the female non-university and university groups. It was concluded first, that interests, as measured by the Kuder Preference Record, are not as closely related to masculinity-femininity, as measured by the Terman-Miles test, as common-sense judgments of the situation would indicate: and second, that the positive relationship between degree of masculinity and amount of education may exist in the male population, but possibly not in the female population, in our culture. / Arts, Faculty of / Philosophy, Department of / Graduate

The purpose of this thesis was to make a comprehensive statistical evaluation of the California Test of Personality, Intermediate Series, Form A. This test was given to 175 boys and 155 girls in ten classes in Grade VIII, and 125 boys and 125 girls in eight classes in Grade X. All subjects were tested as a group in their respective classes at the Kitsilano Junior-Senior High School, Vancouver, British Columbia. Of the students originally tested, 100 students in each of the two grades were retested approximately six and one half months later. In resume of the results, one may say that within the limits of this study the following general conclusions appear. 1. There were significant differences between the mean scores at the 1% level between Grade VIII and X students on self adjustment, sense of personal worth, social adjustment, freedom from anti-social tendencies, school relations and total adjustment. Significant sex differences exist on various measures, both within grades and between grades. Where significant grade and sex differences exist, a separate set of norms should be used in scoring such groups. 2. The manual norms would appear to be of little value in the school system where this study took place. 3. Because of the high average scores on the various measures and the extreme negative skewness on many of the subtests, these measures probably do not discriminate between those students who are exceptionally well adjusted from those who are well adjusted. 4. The Kuder-Richardson reliabilities of the subtests indicate that they are not high enough for individual diagnosis. The total adjustment score for Grade VIII pupils is the only measure sufficiently reliable for individual diagnosis. The test-retest reliabilities indicate that what is being measured is perhaps something transitory, rather than the fundamental pattern or organization of personality. 5. According to an item analysis, the test appears to be more valid or internally consistent for Grade VIII students than for Grade X students. 6. Because items are more valid when correlated with subtest score than when correlated with self or social or total adjustment score, it is suggested that the scores on the subtests may be more meaningful than those on self or social or total adjustment. 7. The correlation between the Detroit Adjustment Inventory and the California Test of Personality is .51, and when corrected for attenuation it becomes .65. 8. Correlations between five measures on the California Test of Personality and teacher ratings of adjustment vary from -.145 to +.223. 9. In the main there are significant relationships between the various subtests. The subtests are probably not measuring uncorrelated unique traits. 10. The findings of correlation cluster analysis, correlation profile analysis and factor analysis tend to corroborate one another. Three factors or clusters of traits will account for most of the relationships among the subtests. Factor one was named a general adjustment factor, factor two was described as a sense of personal security or self assurance, and factor three was related primarily to cordial relations with people and respect for social standards. / Arts, Faculty of / Psychology, Department of / Graduate

No description available.

Thesis (Ph. D.)--Columbia University, 1928. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 322. Bibliography: p. 59-64.

Thesis (Ph. D.)--Columbia University, 1926. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 196. Bibliography: p. 193-199.

Thesis (Ph. D.)--Catholic University of America, 1938. / Includes bibliographical references (p. 71-74).