The problem with which this investigation is concerned is whether or not dogmatism and neuroticism in supervisors of sheltered workshops is related to changes in the self-concept of handicapped employees. The measurements of dogmatism and neuroticism were accomplished through the use of Rokeach's Dogmatism Scale, (form E) and Winne's Neuroticism Scale. Pitt's Tennessee Self Concept Scale was used to measure the self-concept of the handicapped employees.

This study was conducted to compare changes in self-concept and dogmatism among high school subjects at three levels of manifest anxiety following group vocational counseling.

The problem is to study the relationship between two personality measures, self-concept and authoritarianism, as each relates to certain academic, vocational, and biographical variables of male freshmen attending a state-supported university in the Southwest.

The purpose of this study was to examine whether closemindedness is related to decision-making behaviors. The decision-making variables in this study were: Pieces of Information, Decision Change, Decision Confidence, Decision Accuracy and, post hoc, Decision Appropriateness. The measures of decision-making behaviors were obtained from four decision situations developed by the experimenter. Closemindedness was assessed using Rokeach's (1960) Dogmatism (D) scale.

The purpose of this study was to investigate the effects of experimenter status and subject dogmatism on anagram solving. The subjects were 90 college students. Only those subjects scoring in the upper or lower thirds on the Dogmatism Scale were utilized. The same experimenter was described as being of either high or low status in each class. In the low status condition, the experimenter was introduced as a student making up an incomplete, while in the high-status condition, the experimenter was introduced as a Doctoral student doing research for a Federal Grant Agency. Therefore, four experimental groups were formed in relation to two different levels of dogmatism and two different statuses for the experimenter. A two-way analysis of variance with one covariate {Composite ACT scores to account for intellectual functioning) was computed using subject dogmatism and experimenter status as the independent variables and anagram performance as the dependent variable. It was found that neither the main affects of subject dogmatism and experimenter status, nor the interaction between the two variables were significant. Analysis of a questionnaire designed to evaluate the status manipulation indicated that the manipulation had not been effective. The problem of devising an effective status manipulation for a female experimenter was discussed in relation to future research.

No description available.

The purpose of this study was to test for a correlation between the scores of secondary social studies teachers on dogmatism and their curricular preferences. The present study has identified two directions in curricular development for the purpose of classifying curricular preferences. These include social studies as social science and social studies as citizenship problems. The former direction emphasizes the structure of the separate social science disciplines while the latter emphasizes a more eclectic approach which cuts across and goes beyond the separate social science disciplines.

The purpose of the study was to construct and test a theoretical subjective authority continuum model for institutions of higher education. The model designed consisted of two major parts:(1) a model for the classification of subordinates according to one of 16 subordinate types and (2) a subjective authority continuum presented as a horizontal line along which three interrelated zones expand and contract. The three zones on the subjective authority continuum are: (1) zone of indifference, (2) zone of analysis, and (3) zone of rejection.The zone of indifference is characterized as when subordinates carry out administrative requirements without resistance, or thought. The zone of analysis means the subordinate will analyze administrative requirements before complying or not complying. The zone of rejection means the subordinate will not willingly comply with an administrative requirement.Testing of the model was accomplished through the use ofquestionnaire type instrument. Thirty nine potential respondents were sent packets. Each packet included a test instrument. Twenty one of the selectees responded by returning the test instruments. The respondents were selected according to predetermined criteria. No individual identification of respondents was sought or received.The analysis of the responses was accomplished as follows:(1) The respondent was identified according to subordinate type. Subordinate type was determined by specific responses to four questions in part one of the test instrument. The four questions were relevant to three conditions: (a) superior-subordinate relationships, (b) personal professional values, and (c) attitudinal uniformity. There were three levels of combinations which resulted in 16 possible subordinate types. A respondent was identified as one subordinate type only.(2) Four specific situations were then given to respondents. That is, the four questions in part two of the instrument were designed to relate to four situations involving conflict, or a lack of conflict, of the three conditions determined as representative of subjective authority. That is, superior-subordinate relationships, personal professional values, and attitudinal uniformity.(3) Three responses were given for selection and a comments section was provided. The three given responses related directly to the three zones along the subjective authority continuum. The three responses and corrollary zones were:(1) I would ordinarily comply--representative of zone of indifference.(2) I would ordinarily take under advisement-representative of the zone of analysis.(3) I would ordinarily reject--representative of the zone of rejection.Analysis of the data supported the notion that subordinates can be identified according to type, and that subjective authority does exist within the academic department of the institution of higher education where the study was conducted. Further, operating professionals are sensitive to the three conditions given as necessary for subjective authority to exist. The majority o the respondents indicated a strong preference for superiors to demonstrate a high consideration for subordinates, while preferences for task involvement by superiors in tasks performed by subordinates was mixed. A majority of the respondents also indicated strong influence from personal professional values while all of the respondents which were identified by type, indicated strong influence from colleague attitudinal uniformity.The model is not intended to be a panacea. Other models, theories, and concepts should be considered when using the subjective authority continuum mode.

The purpose of this study was to determine the correlation (r) between the criterion variable of cognitive flexibility and each of the selection criteria variables used by the Ball State University Graduate Studies Committee in screening applicants into a doctoral program in Counseling and Guidance. The differential effect of these selection criteria variables on various multiple correlations (R) was also examined.

This research project was a study to determine the relationship of two characteristics--dogmatism and educational philosophy--to teachers' acceptance and understanding of the New Social Studies (NSS). The sample consisted of 222 secondary social studies teachers from three counties in tho San Francisco Bay Area. Questionnaires were mailed to schools selected at random and were administered by an agent, in most cases, the department chairman, to all social studies teachers in the school, during a single administration period. The questionnaire utilized four measurement scales. Trolldahl and Powell's Short Form Dogmatism Scale and Curran's Short Test of One's Educational Philosophy, published and used in previous studies, were employed. A two-part social studies test, designated the S Scale, was developed for this study. Part I, the Acceptance Scale, consisted of 16 statements constructed using a Likert-type scale to test teacher acceptance of the NSS. Part 2, the Understanding Scale, was designed to test teacher understanding of the rationales of the NSS. Respondents were asked to rate 18 statements about the social studies along a three position continuum from traditional to "new". Results indicated that both degree of dogmatism and educational philosophy were significantly related (P Neither sex, age, nor years of teaching experience were significantly related to a teacher's degree of dogmatism or educational philosophy, nor were those variables significantly related to acceptance or understanding of the NSS. The only significant difference among undergraduate group mean scores on any of the tests was for the Dogmatism Scale, significant at the .05 level. The area in which respondents received the master's degree against those who had not was on the Dogmatism Scale, where the difference was significant at the .01 level. Whether teachers had attended one or more social studies institutes or had never attended an institute had no significant relationship to their mean dogmatism or educational philosophy scores. Also, there were no significant differences on any of the tests between respondents who had applied for and those who had never applied for a summer social studies institute fellowship. When grouped by membership in professional organizations, the respondents were not significantly different in their mean acceptance, understanding, dogmatism, or philosophy scores. It was found that, for this sample, teachers's degree of dogmatism and educational philosophical orientation are significantly related to the extent to which they accept and/or understand the rationales and strategies of the New Social Studies.