That each is born with differing capacities and potentials is self-evident. Both students and teachers should accept as their right and duty the task of bringing to full fruition these latent potentialities. It is a cause of concern in the nation, among parents and teachers, and in later years among students themselves, that many of our youth fail to achieve that of which they are capable. This is a loss to society and a disappointment to the individual. The purpose of this study is to add to the growing fund of knowledge concerning factors related to this important area of education and the relationship of these factors to life's fulfillment

The purpose of this study was to compare the academic achievement and social adjustment of mentally retarded students who have had five years of special education with mentally retarded students who have had no special education. This comparison was made to determine if there is a significant difference between the two groups. The present study was not undertaken to defend or attack special education classes. The study was designed to determine to what extent academic and social differences existed between the two groups. It is hoped the results of this study can be used in planning programs for the educable mentally retarded children in the Weber County Schools. The writer proposes the following hypotheses: 1. There will be no significant difference between the two groups in reading. 2. There will be no significant difference between the two groups in arithmetic. 3. There will be no significant difference between the two groups in language. 4. There will be no significant difference between the two groups in attitude toward school. 5. There will be no significant difference between the two groups as evaluated by their teachers. Data concerning these problems were collected from standardized tests from teacher-appraised school adjustment rating scale, and from school records.

An attempt was made in the present research to investigate the effects of informational source, instructional differences, environment in the college, and awareness of ethnic and religious attitudes as the result of the administration of the test instrument. Subjects used in the study were drawn from courses in general psychology and basic orientation courses in engineering. All subjects were presented with a revision of the Bogardus Social Distance Scale following the fall quarter of instruction (1960-61 academic year). All but a control group taken from one psychology section received the same scale at the beginning of the instructional period. Since the engineering course offered no female subjects, and since sex differences were detected, comparisons for instructional source was limited to male students. Other comparisons were made between male subjects in the various psychology sections. Additional comparisons were made between female subjects within and between psychology sections. The results of these comparisons as they related to they hypotheses presented would suggest: There are differences in the way male and female subjects respond on the Bogardus scale. Engineering subjects demonstrated initially lower scores as measured in the pre-test situation. Psychology males demonstrated significantly greater change in the direction hypothesized than did engineering males. Instructional differences were noted and conclusions for such differences were ventured. The hypothesis presented to account for college "atmosphere" was rejected since all sections did not exhibit changes during the instructional period. The presentation of the test instrument resulted in an opposite effect from that hypothesized. Some conclusions were offered as an attempt to explain this effect.

The idea of a scholarship program is almost as old as the oldest institution of higher learning. The universality of such a program is almost completely comprehensive throughout the world. Although the purpose of scholarship programs has varied as much as each of the institutions varies, in most of the situations the programs have been well acclaimed. The success of these programs in terms of the student has often been tested or at least scrutinized. This type of study has been attempted several times. However, both Harris and Endler, in reviewing the literature from 1931 to 1959, report that there is little agreement as to the relative merit of any particular kind of test, scores, grades, or other subjective evaluations used to select successful scholastic achievers. Henceforth, throughout this paper, these selective factors and others to be cited will be referred to as factors or variables predictive of academic success or predictive factors. A more complex type of problem associated with the granting of scholarships has been that of predicting the successful scholarship recipient. That is, the scholarship recipient who will be successful in college. An extensive review of the literature to date reveals only a few scientific studies on the predictors of successful scholarship holders. Most of the studies were conducted in an attempt to predict college success, using the grades for the first year of college as the criterion of success. Therefore, with confusion in the area of predicting college success as indicated by the author cited above, the need for such a study is evident. The purpose of this investigation will be to identify some of the variables which appear to be predictive of or correlates of the successful scholarship recipient. In this study it will be necessary to define what the writer means by successful scholarship recipient. Hereafter the term successful scholarship recipient will refer to those students who have been able to maintain, during their freshman year of college, a grade point average of 3.0 or B average. Universities and colleges generally require that a student maintain at least a grade point ranging from C to B to retain his scholarship. He must also live in accordance with the rules and regulations of the institutions. Very few scholarship recipients, for example, lose their financial aids for reasons of incorrigibility. The criterion for success, therefore will be that of maintaining the grade point average required. In this investigation the writer will attempt to answer the following questions: (a) What type of test scores, grades, evaluations or non-intellectual or biographical factors can be used to identify scholarship recipients who will be successful in college; (b) will the use of several factors together be more predictive of the academic success of scholarship recipients; (c) are nonintellectual or biographical factors useful in selecting scholarship recipients; (d) can the factors predictive of academic success now in use be validated.

It is apparent to college workers that inadequate adjustment to college loses many potential scholars to the world. It is further apparent that many students fall short of realizing their full capabilities because of lack of adjustment. To meet this condition, more and more colleges and universities are instituting and developing counseling services. Because of the increases cost of such service and the extended time involved, it has become apparent that any device which improves the efficiency of counseling is highly desirable. As this counseling service has grown and expanded, college advisors have realized the service that could be performed if it were possible to anticipate abnormal reactions before they occur. In the past, this has been difficult because of the lack of properly validated predictive devices. Of course, hasty conclusions can be drawn from impressions, but they are as often faulty as valid. Since the signs of latent personality disturbances and, in many cases, even existing maladjustment, are often not revealed in overt behavior, devices which would aid counselors in selecting from a large population the individuals having or who are likely to develop problems of a personal and social adjustment would be very helpful. In this investigation, the Minnesota Multiphasic Personality Inventory, a device which has been found valid in other situations, will be evaluated with the intent of discovering how valid this test is in determining maladjustment in college life. Specifically, it will be determined to what extent scores on this inventory earned by students when they enter college will be predictive of maladjustment which may develop later in several aspects of college life.

Grading within a single school was studied by comparing the grades with the policy of grading recommended by the high school, and the relationship between the grades and two tests administered by the school. Six hundred fifty-five graduates from the 1964, 1965 and 1966 graduating classes made up the sample. The grades used were those received during their three years in high school. The tests were the Henmon-Nelson Test of Mental Ability administered in the tenth grade and the American College Test which was taken in the twelfth grade. The Pearson r Correlation Coefficient was used to make the correlations. The number of A and B grades given in all subject areas were beyond that recommended by the school policy. A t test showed the differences in grading between required subjects and nonacademic elective subjects in the lower 25 percent of each graduating class to be significant at the .01 percent level. In the upper 25 percent the differences were not significant. The required subjects area grades correlated highest with scores from both tests.

Role behaviors for men and women in our society are undergoing change. Research data to reveal student attitudes toward these role behaviors and choices were needed for the development of strategies to eliminate sex bias and sex stereotyping in our educational programs and ultimately in the socialization process. The purpose of the study was to collect research data to determine Utah high school student attitudes toward women's roles and non-traditional vocational career choices. The survey instrument used to collect the data was constructed, pilot tested, factor analyzed, and revised prior to its administration to the sample. The revised instrument contained 60 attitudinal statements regarding women's roles and non-traditional vocational career chokes and demographic data requests. Instrument reliability was determined on each of the factors using the Guttman Split-half. The Factor I coefficient of reliability was .91. The reliability coefficient on Factor II was .82, while the Factor III reliability coefficient was .81. A total of 23 Utah public high schools and 1,454 sophomore students participated in the study. The data were analyzed using Five-way Analysis of Variance and Chi Square programs (Statistical Package for the Social Sciences). The Total Attitudinal Score, based on Women's Roles and Non-Traditional Vocational Career Choices, and three factor scores were the dependent variables analyzed. The factor scores included: Factor I, Women's Place--Women's Roles; Factor II, Sex Role Equity--Equal Treatment; and Factor III, Leadership Roles. Comparisons were made on total score and three factor scores based on the five independent variables: Sex (male/female), Religious Commitment (high/low), Location of Family Residence (rural/metro), Mother's Employment Status (employed/not employed), and Social Class (middle/working). A significant difference was found between male and female student attitudes for each factor and the total score. On each comparison of the Sex variable, female attitudes toward women's roles and choices were more non-traditional than male attitudes. For comparisons on the Religious Commitment variable, a significant difference was found in attitudes between students of high and low religious commitment on total score and each of the factor scores. Students of low religious commitment held more non-traditional attitudes toward women's roles and choices than students of high religious commitment. A significant difference was found on the Location of Family Residence variable for Total Attitudinal Score. Students from metropolitan locations responded more non-traditionally toward women's roles and non-traditional vocational career choices than students from rural locations. Differences in rural and metropolitan student attitudes were not found to be significant for Factor I, Factor II, and Factor III scores. Significant differences in student attitudes were found on the Mother's Employment Status variable on total score and each of the factor scores. Students whose mothers were employed outside the home held more non-traditional attitudes toward women's roles and related career choices than students with homemaker mothers. Findings on the Social Class variable were found to be significant for the Total Attitudinal Score and Factor scores II and III. A significant difference was found in attitudes between students from middle class families and students from working class families. Students from middle class families held more non-traditional attitudes toward roles and related career choices for women than students from working class families. No significant difference was found on the Social Class variable for Factor I.

The purpose of this thesis was to assess the influence of the teachers' classroom behavior on students' classroom behavior. Three hypotheses were made as the teacher systematically increases positive responses and decreases negative responses in the classroom, 1) the total time spent with the misbehaving student will decrease, 2) student non-attentive behavior will decrease and student attentive behavior will increase, and 3) there will be an inverse relationship between teacher negative responses and student attentive behavior. Student subjects were selected randomly from a previously selected group of misbehaving students; teacher subjects were 12 volunteers from a Junior High School who wanted to learn more about classroom behavior management. During the treatment process, teachers were to attempt to 1) decrease the amount of teacher negative reaction, 2) increase the amount of teacher positive response, and 3) to implement the various types of methods, procedures, and principles learned in the training course. Six trained observers were used to collect data over a 3-month period. A baseline of classroom behavior was established while the teachers were simultaneously involved in a classroom behavior management training course. Both student and teacher behaviors were computed and graphed on a logarithmic graph. All three hypotheses were confirmed at or beyond the .05 level of significance. Results were discussed in terms of the relationships that exist between the variables, and how they apply to the hypotheses.

Subtle occurrences of discrimination, insults, and slights against gender can impact woman of all ages, although little research has been done on the mental health impacts of these events on adolescents or middle-aged women. Additionally, a person’s own views on sex roles and sexism may impact how these events affect them. The following study examined the relationship between mothers and daughters on variables related to ambivalent sexism, gender-based microaggressions, and anxiety and depression. One hundred two mothers and their adolescent daughters completed various online surveys through the use of a Qualtrics panel. The sample was fairly representative, with respondents varying in social class, age, religious preference, and geographical location. Mother and daughter participants separately completed various online measures related to microaggressions, sexism, and mental health. Results indicated that mothers and daughters reports of mental health outcomes, experiences of microaggressions, and ambivalent sexism were very correlated. Additionally, for both mothers and daughters, there was a positive correlation between experiences of gender-based microaggressions and increased symptoms of anxiety and depression. A moderation analysis was done to see if a women’s level of benevolent sexism acted as a moderator to the relationship between experiences of microaggressions and mental health. Although no significant interactions were found, the results did approach significance for the dependent variable of mother’s depression. This study highlights the occurrence and impact of gender-based microaggressions on two under-researched populations, and also begins to explore how views about gender roles may interact with mental health.

This study was designed to determine (1) the trend of anxiety level of social work students, term by term, over the academic year; (2) the cyclical trend of anxiety level of social work students within each term and (3) the effects of age and sex on level of anxiety among social work students. Anxiety was measured with the IPAT – 8 Parallel Form Anxiety Battery. This test was administered to twenty randomly selected first year students in the School of Social Work during the 1969-1970 academic year at Portland State University. Data was collected from six test administrations which took place at the beginning and the end of each term. Analysis of variance in a 2x2x2x3 factorial design simultaneously investigated all four variables. Some variation among these variables and their interactions was found, but only the “time of quarter” main effect reached statistical significance. A cyclical pattern of anxiety following a high-in-the-beginning, low-at-the-end of each term trend was observed. Anxiety, however, remained quite level over the three terms of the academic year. Nor was anxiety level related to differences in age or sex. These findings have led the authors to speculate that the uncertainty of a new situation at the beginning of each new term created more anxiety than did the final field evaluations, classroom examinations, papers or other outside influences such as the Kent State incidents etc., and that increased structuring at the beginning of each term might help to allay that anxiety. Perhaps it could be said that each individual’s role as a “social work graduate student” had a greater effect on his anxiety level than did sex, age, or important events not directly related to school expectations.