Thesis (M.A.)--Trinity Evangelical Divinity School, 1992. / Abstract. Includes bibliographical references (leaves 61-66).

Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1931. / Typescript. eContent provider-neutral record in process. Description based on print version record.

Thesis (M.S.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 43-45.

Thesis (Ph. D.)--Wayne State University, 1990. / Typescript. Includes bibliographical references (leaves 150-162).

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ed.D.)--Boston University. / I. Problem: To construct a measure of classroom adjustment which would be easily administered and interpreted by the classroom teacher. II. Procedure: A. Two measures were developed; an 86 item Teacher Checklist and a 40 item Parent Rating Scale. 1. Classroom teachers were asked to submit situations which would give evidence of good classroom adjustment. Ten trait categories were established as follows: concentration, cooperation, courtesy, emotional stability, friendliness, health, initiative, responsib- ility, self-confidence and self-reliance. A list of 86 items, to check the child's performance in these trait areas was complied. i.e. "He is wiilling to lead Opening Exercises (initiative)." Any item which could not be objectively observed was discarded. For ease of checking, the 86 items were so arranged as to follow the routine of a normal classroom day. Each child was rated twice on the Checklist. In 12 classrooms, (299 children) the child was rated by his own teacher first, then by a second person. In 4 classrooms (101 children) the child's teacher did both ratings with a lapse of 4 weeks between the two. 2. The Parent Rating Scale again attempted to get evidence on the same ten traits. i.e. "He can shop by himself (Initiative)." The parents were asked to check each item as "Usually, Often or Occasionally." B. Four hundred first grade children who participated in the study were administered the following tests: 1. Otis Quick Scoring J.iental Ability Test. 2. The Teacher Checklist of Adjustment. 3. The Parent Rating Scale was filled out by parents of the children. 4. The Detroit Word Recognition Test and the Boston University Reading Tests were used to measure reading achievement. III. Major Findings and Conclusions: A. Teachers and parents found both measures were easily administered. B. Reliability was established as follows: 1. For the Teacher Checklist a. Correlation between 2 raters was .73. b. Correlation on same rater twice was .97. c. Split half reliability for whole test corrected by Spearman Brown Formula was .96. d. Item analysis revealed significant differences for 81 out of 86 items for high and low scorers. 2. For the Parent Rating Scale· a. Split half correlation on whole.test, corrected by Spearman Brown Formula, was .70. b. Item analysis revealed significant differences on 24 of the 40 items. c. The Parent Rating Scale did not correlate significantly with the Teacher Checklist (.16). C. Relation of Adjustment to Reading Achievement 1. Positive Correlations of .48 and ·57 were found between adjustment and reading achievement. 2. Children were divided on the basis of adjustment scores into three groups--high, middle and low. a. The means of these three groups on the Detroit Word Recognition Test were 25.76, 19.00 and 13.80, respectively. Means on the Boston University Test were 88.3, 52.0 and 40.5, respectively. The differenees in achievement were statistically significant between high and middle as well as between middle and low groups. b. The mean mental age for the high group was 90.5 months, for the middle 82.5 and for the low 80.0. c. The difference in mental age between the high and the middle group was very significant but the difference between the middle and low groups was not significant. d. The mean IQ's were 118, 107 and 105 for high, middle and low groups, respectively. The difference between the high and middle groups was statistically significant but this was not true between the middle and low groups.

The personality characteristics of three groups of Weight-Trainers were investigated in order to determine: 1. if Weight-Trainers, as a group differed significantly from the general population; 2. if Weight-Trainers differed from one another when compared on the basis of their motivation for participation; 3. if one group of Weight-Trainers deviated from the norm more than the other groups. Cattell's Sixteen Personality Factor Questionnaire was administered to forty-five subjects. Fifteen of these subjects trained as a conditioning activity for another sport, fifteen trained to improve their physique and fifteen trained to increase their strength for Weight Lifting competitions. Results, derived by the methods of an analysis of variance and "t" tests, indicated that: 1. Weight-Trainers, as a group, differ at the one per cent level from the general population on measures of intelligence, character strength, naivete, extroversion and self-sufficiency; 2. Weight-Trainers are a relatively homogeneous group of athletes. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The general purpose of this study was to examine one approach to the study of the relationship of personality variables to expectation theories of gambling. The Coombs and Bezembinder (1964) method of testing expectation theories of gambling behaviour was used to determine how many, among a group of 77 subjects, obeyed each of four expectation theories. These four expectation theories were: EV theory, assuming the maximization of the product of objective prize values and actual probabilities of winning; EU theory, assuming maximization of the product of subjective prize values and actual probabilities of winning; SEV theory, assuming the maximization of the product of objective prize values and subjective probabilities of winning; and SEU theory, assuming the maximization of the product of subjective value of the prize and the subjective probability of winning. The Coombs and Bezembinder method consists of comparing an estimate of an individual's consistency of choices independent of expectation theory assumptions with estimates of consistency under assumptions basic to each of the four expectation theories. A lower value of the consistency estimate under assumptions of a given expectation theory than the value calculated independently of any expectation theory assumptions leads to rejection of that particular theory as a model for the subject's behavior. The Coombs and Bezembinder technique for determining whether an individual obeys the four expectation theories leads to the prediction of an ordering of the expectation theories with respect to the number of subjects who do not satisfy them. The procedure in the present study involved the presentation of 96 pairs of one-outcome gambles to 77 subjects in an introductory psychology class. A subject was required on each pair to choose between a gamble combining high risk with a large prize and a gamble combining a low risk with a small prize. It was found that EV theory was rejected for 57 subjects, EU theory for 31 subjects, SEV theory for 26 subjects and SEU theory for 14 subjects. The hypothesis of monotonicity in the number of rejections for the two sequences SEU-SEV-EV and SEU-EU-EV was accepted. A second hypothesis, that a higher proportion of females will obey the expectation theories than will males, was rejected. The subjects were subdivided into high and low anxious and high and low defensive groups groups on the basis of scores obtained on the Alpert and Haber Test Anxiety Scale and the Crowne and Marlowe Defensiveness Scale. An examination of the data was sufficient to reject the hypothesis that more low anxious-low defensive and high anxious-high defensive subjects would obey the four expectation theories than would subjects who were either low anxious-high defensive or high anxious-low defensive. There were, however, some statistically significant results obtained on the basis of several ad hoc analyses. Fewer high defensive males than low defensive males appeared to obey SEV theory. Furthermore, fewer males who were either high anxious-high defensive or low anxious-low defensive obeyed SEU and SEV theory than did males who were either low anxious-high defensive or high anxious-low defensive. On the basis of these results, it was recommended that further research be conducted on the relationships of personality variables to expectation theories of gambling. It was noted that the use of the Tversky method of testing expectation theories would permit the simultaneous examination of two approaches to the relationship of personality variables to decision making (personality variables versus propensity for risk and personality variables versus rationality of decision). Finally, with respect to technique, it was recommended that better ways of assessing personality variables be found and the subjects be fully trained and run individually through the experiment. / Arts, Faculty of / Psychology, Department of / Graduate

M.A. / A summary of existing and relevant literature confirms that conceptualisation, measuring and determination of the origin of jealousy are currently still in an infantile phase when compared to other psychological phenomena such as anxiety.Jealousy is an emotion that is responsible for considerable emotional and physical suffering and discomfort. Considering society's uneasy silence about jealousy, it would seem that scientific studies about jealousy are warranted. Since personality forms the base from which jealousy originates and from where it ripples out wards to influence relationships between individuals, families, population groups, et cetera, it was decided to undertake a study of the personality of the jealous person. The purpose of the study, therefore, is to determine whether there are statistically significant differences in certain personality dimensions between a group of jealous and a group of significantly less jealous female students at a tertiary institution. Jealousy is discussed on the basis of the current state of literature on the topic. A distinction is made between jealousy and a similar emotional experience namely envy, after which a model of romantic jealousy is presented. The possibility of psychopathology as a result of jealousy is then investigated as well as the typical coping behaviour displayed by a jealous person. Furthermore, the relationship between jealousy and personality with specific reference to the typical personality traits of the adult jealous individual is considered.