There is no abstract available for this dissertation. / Department of Counseling Psychology and Guidance Services

There is no abstract available for this dissertation. / Department of Counseling Psychology and Guidance Services

The present study attempted to replicate a previously documented typology of perfectionism in a sample of college students (N=216). Furthermore, this study sought to determine whether a set of predictor variables comprised of selected subscales from the Patterns of Adaptive Learning Scales (PALS) and the College Adjustment Scales (CAS) could be used to reliably predict groups of perfectionists. Students' scores from the Frost Multidimensional Perfectionism Scale (MPS) were entered into a two-step cluster analysis, which revealed four clusters: Mixed-Maladaptive (N=62), Pervasive (N=43), Mixed-Adaptive (N=53), and Non-Perfectionists (N=32). A standard discriminant analysis was then calculated, with measures of achievement goal orientation and psychological symptomatology serving as the independent variables, and perfectionism cluster group serving as the dependent variable. This analysis yielded two statistically significant discriminant functions. The first function, labeled Maladaptive Parental Influences, was comprised of two subscales which were related to students' perceptions of their relations with their parents. Pervasive perfectionists showed the highest mean value on the first function, while Non-Perfectionists were lowest. The second function, Intrapersonal Adaptive Outcomes, consisted of a total of seven subscales, four of which measured problem areas for the student, and showed a positive correlation with the overall function value. The other three subscales assessed traditionally adaptive-oriented concepts. Moreover, higher scores on these adaptive-oriented subscales showed a negative correlation with the overall function value, suggesting a lower function value reflected a healthier profile for the individual. As such, Mixed-Adaptive perfectionists showed the lowest mean value on the second function, while Mixed-Maladaptive perfectionists had the highest value. Of particular note, the Performance-Avoid subscale from the PALS was not found to significantly discriminate among the four perfectionism clusters, a surprising result given the conceptual similarities that the two constructs share with one another. However, an interesting new avenue in the study of the development of perfectionism is offered in the current study, whereby students' perceptions of their parents' achievement goals for them were empirically linked to their own manifestations of perfectionism, which had not been previously documented in the literature to the researcher's knowledge. / Department of Educational Psychology

Piano proficiency students who are required to memorize music take different approaches in their learning process. They may not be aware of how they memorize or how these approaches are related to their learning style preferences. Seventeen test subjects (N=17) who volunteered from a private university in north central Indiana were _ tested for their learning style preferences and then were given a sample of music to memorize. A video camera recorded the memorization process for observation of the learning approaches each subject used while memorizing. In addition, each subject completed 1) a brief experience and task ease pretest, 2) an interview while observing the video of what took place during the memorization process, and 3) a posttest questionnaire on learning approaches used.The purpose of this study was to observe which learning approaches to memorization were being used by group piano students and which of these were most effective in short memorization tasks. Investigation of existing literature of piano pedagogy found that the most common ways in which pianists memorize are by using aural, visual, tactile and analytical approaches.Subjects who were observed for this research had a tendency-to memorize more from the visual and tactile approaches. Out of the 17 class piano students who were observed, 15 or 88% used visual and or tactile memory as their preferred approach. Students also assessed their own procedure of memorization by rating the approach as to how much they used it. Findings in this posttest questionnaire indicated that the aural and visual approaches to memory were rated by the students as being the preferred ways of memorizing. Thirteen subjects or 76% indicated that they preferred the aural and or visual memory approach to memory.The effectiveness of these approaches was indicated by the subjects receiving a memory performance rating. This research showed that there was more tendency for subjects using visual approach memory to receive the best memory scores (excellent, no errors). This study also indicated that students using the analytical approach to memory tended to have the highest percentage of best performance score (two of three received excellent/no errors scores). / School of Music

The purpose of this study was to investigate the impostor phenomenon (IP), an internal feeling of intellectual phoniness that was originally discovered in a group of highly successful women (Clance & Imes, 1979), by administering Harvey's IP Scale, Ratter's Internal-External Locus of Control Scale (LOC) and a demographic questionnaire to 126 college students (73 women and 53 men). The goal of this study was to examine the relationships between the impostor phenomenon locus of control, gender, level of education, generation status, age and race. Results indicated a significant positive relationship between the impostor phenomenon and locus of control. No other constructs were found to be significantly related to the impostor phenomenon. / Department of Counseling Psychology and Guidance Services

The purpose of the study was to examine the relationship between preferred learning styles and prevailing personality types among traditional age college students and adult learners. Participants in the study were enrolled in either the undergraduate program at Marion College or the Leadership Education for Adult Professionals (LEAP) program at Marion College. Kolb's learning style inventory and the Performax Personality Profile (DISC) were self-administered to 221 traditional students and 253 adult learners. Kolb's learning style inventory was used to identify each learner's preferred style of learning: converger, accommodator, diverger, or assimilator. The Performax personality profile was used to identify each learner's prevailing personality type: dominant,influencer, steadiness, or compliant. Factors including learners' age, gender, and occupation were also considered.A pilot study had indicated a high correlation between learning style preference and personality type among adult learners. Data from the full study was subjected to a multivariate analysis of variance. Findings derived from this analysis indicated the relationship between learning style preference and personality type was predictable at the .000 level of confidence for participants of all ages. Dominant personality types preferred converger learning styles, influencer personality types preferred accommodator learning styles, steadiness personality types preferred diverger learning styles, and compliant personality types preferred assimilator learning styles.The overall age effect was significant at the .02 level of confidence. Younger adults (26-37) preferred abstract conceptualizations over concrete experiences significantly more than older adults (38-56) or traditional students.The accommodator learning style was significantly more predominant among adult learners; the diverger learning style was slightly more predominant among traditional students. Participants were, however, represented in all four-of Kolb's preferred learning styles for both traditional and adult learners.Gender was not found to be a significant predictor of learning style preference. Occupational choices, likewise, were not determined by this study to be significantly related to learning style preference or personality type.To the extent that participants in this study were representative of learners in general, the following implications appear warranted:Since students of all ages were represented in all four learning style categories, educators should be prepared to be flexible in teaching styles in order to meet varying individual learner needs.Learners should be given opportunities to expand their learning style range, to move through all four stages of Kolb's learning cycle.An awareness of a students personality type may enhance a teacher's understanding of the students learning needs. An understanding of personality type may also enhance interpersonal relationships both in and outside of the classroom.Students should be assisted in recognizing and understanding their own personality type and how it relates to their learning and work experiences. This understanding should facilitate lifelong learning for all individuals. / Center for Lifelong Education

The purpose of this research was to examine relationships between Scale 5 scores on the Minnesota Multiphasic Personality Inventory (MMPI) and adjectives endorsed on the Adjective Check List (ACL) for University Women. The groups being studied were undergraduate and graduate women, psychology and science women; and, women under 28 years old and women over 28 years old.The participants in the research were 93 women enrolled in courses at Ball State University during Spring Quarter, 1986. The sample consisted of 31 undergraduate women (15 psychology women and 16 science women), 32 graduate women (17 psychology women and 15 science women), and 30 women who were matched for area of study and level of education and then divided into two groups (Under 28 and Over 28) of 15 each.The participants were administered the MMPI, the ACL, a Demographic Data Sheet and a Closeness Rating Scale. They were asked to have a significant person in their life endorse the ACL as it applied to the participant and to complete a Closeness Rating Scale.A 2X2 ANOVA was utilized to analyze the impact of level of education and area of study on Scale 5 scores on the MMPI. A One Way Analysis of Variance was used to analyze the relationship of age and Scale 5 scores on the MMPI. Each of the 300 adjectives on the ACL's were compared using Chi Square or Fisher's Exact Test to derive lists of adjectives descriptive of the subgroups.The results of the research indicated that science women had a significantly higher 5 scale score than psychology women (49.52 vs. 44.22; probability less than .05). Lists of adjectives for each group were derived. However, the number of adjectives descriptive of each group was so small that the descriptors may be by chance.

Adolescents’ (N = 272) psychological changes were examined at a residential academy for gifted junior and senior high school students in the Midwest. The School-Based Conception of Giftedness (Coleman & Cross, 2005) was drawn on to understand how school environment influences student development. Quantitative and qualitative research methods were used to inform the study. Outcome measurement data from the Youth Outcome Questionnaire Self-Report 2.0 (YOQ-SR) tracked students’ level of psychological distress over the course of an academic year. Using Latent Growth Curve Model (LGM) analysis, the initial level of distress did not impact how students’ stress levels changed over time. The results indicated a strong negative correlation (r =-.884) between the slope and quadratic change; meaning, the more a students’ level of stress increased the more rapidly they were able to reduce it over time. Overall, the change in stress formed an inverted-U shape, as students adapted to the challenges of the school. Phenomenological interviews were conducted with 9 senior students with a wide range of YOQ-SR scores at the beginning of their junior year. Four categories emerged from the interviews about student experiences at the academy: Psychological Changes, Academic Adjustment, Social Adjustment and Social Comparison. In essence, when participating in the academy, students experienced advanced personal development, improved management skills and developed a sense of readiness for college. / Department of Educational Psychology

A sample of 791 college students between the ages of 18 and 25 years-old completed an online survey. Respondents were administered a series of measures to determine their sexual identity development status, global self-esteem, global psychological distress, sexual esteem and sexual distress. A 2 X 4 MANOVA (Sexual Orientation X Sexual Identity Development Status) was conducted. Results indicated that no significant difference was observed in terms of psychological distress, global self-esteem, sexual esteem or sexual distress between those who identified as gay, lesbian, or bisexual and those who identified as heterosexual. Significant differences were found among participants in relation to sexual identity development status. Specifically, those who were classified as having achieved a sexual identity scored higher on measures of self-esteem and lower on measures of psychological distress. Notably, follow up DFA indicated that sexual distress emerged as a particularly stable and important variable in explaining differences among those in different sexual identity development statuses. Implications for research and practice are discussed. / Department of Counseling Psychology and Guidance Services

MOTIVATION FOR THE STUDY: In a young growing country such as the Republic of south Africa there is a growing need for higher productivity. The gifted person does not always perform according to his abilities, because he is not identified at an early age and is therefore not completely understood. Previously, gifted persons were only identified by their mental abilities, whereas it is known that there are more factors involved, such as personality, interests, study methods and attitudes. etc. Psychological aspects that play an important role in the better understanding of the gifted person are the following :- - academic performance, - influence of the gifted person on the family, - the influence of inheritance and environment on giftedness, - education of the gifted, - sex differences with the gifted. AIM OF THE RESEARCH: The general aim of this study was to compare the gifted and average groups of students according to their abilities, scholastic achievement, interests, personalities and study-orientation. This was done through the following specific aims to determine if:- i) the gifted and average groups (both sexes included) differed in their profiles of the cognitive variables (SAT and standard ten results). ii) the mean profiles of the gifted and average groups (both sexes included) comparing non-cognitive variables (19FII, PHSF, SSHA), differed. iii) the mean profiles of the gifted male and average male groups comparing the cognitive variables differed. iv) the mean profiles of the gifted male and average male groups comparing the non-cognitive variables proved to be significantly different. v) the mean profiles of the gifted female and average female groups comparing cognitive variables were significantly different. vi) the mean profiles of the gifted female and average female groups comparing non-cognitive variables were different. The second aim of this study was to determine by t-tests whether there is a statistically meaningful difference between the different groups on the various fields or components of the psychometric instruments. METHOD OF INVESTIGATION: In the first place, a study of the relevant literature was undertaken, concerning the concepts of average, gifted, interest, aptitude, personality and study methods and attitudes. The psychometric instruments used in this research are discussed thoroughly according to their development, contents, reliability and validity. The sample used in this research consisted of one hundred and forty average students (seventy male and seventy female) and seventy gifted students (thirty five male and thirty five female) which were selected after the 1984 mass testing of first year students of the PU for CHE. Statistical operations were done for these groups with the aid of a computer. This work included the drawing-up of mean profiles on each variable (cognitive and non-cognitive) for each group (i.e. the gifted and average groups, the gifted and average male groups; and the gifted and average female groups) as well as the statistical comparison of these profiles with each other. In the second place t-tests were completed to detect differences between these groups on different fields of interest, personality, abilities, etc. CONCLUSIONS With regard to the first aim of this study, the following can be concluded: i) The gifted and average groups' mean cognitive profiles (both sexes included) were not parallel. ii) The gifted and average groups' mean non-cognitive profiles were not parallel. iii) The gifted and average male groups' mean cognitive profiles were not parallel. iv) The gifted and average male groups' mean non-cognitive profiles were parallel. v) The gifted and average female groups' mean cognitive profile were not parallel. vi) The gifted and average female groups' mean non-cognitive profile were not parallel. With regard to the t-tests, the following can be concluded:- The gifted group (both sexes included) showed statistically better performance on the following fields or components compared to the average group. a) Subjects: Afrikaans (1st language), English (2nd language), German higher grade, Latin higher grade, Mathematics higher grade, Science higher grade, Biology higher grade, History higher grade, Geography higher grade & standard grade, Accountancy higher grade & standard grade, Domestic Science higher grade and standard grade, Wood & Metal work standard grade, Technical Drawings higher grade and Typing standard grade. b) Interests (19FII):- Fine Arts, Performing Arts, Creative Thought and Numerical. c) Personality: (PHSF):- Desirability scale. d) Study Methods and attitudes (SSHA) - The average students (both sexes included) showed a statistically higher performance on clerical interest and sociability (Groups). The gifted male group performed statistically better on the following fields:- a) Subjects:- Afrikaans (1st language), English (2nd language), Latin higher grade, Mathematics higher grade, Science higher & standard grade, Accountancy higher grade, Technical Drawings higher grade and Wood & Metal work standard grade. b) Interests:- Creative thought. c) Personality:- Desirability Scale. - The average male students performed higher on the following:- a) Interests:- Clerical b) Personality:- Sociability (G) The gifted female group showed the following statistically higher performances:- a) Subjects:- Afrikaans (1st language), English (2nd language), German higher grade, Mathematics higher grade, Science higher grade, History higher grade, Geography higher grade. Accountancy higher and standard grade. Biology higher grade, Domestic Science standard grade and Typing standard grade. b) Interests:- Fine arts, Creative Thought, Practical - Male, and Numerical. c) Personality:- None. It was also found that the gifted group as a whole, as well as the gifted female group, tend to be more actively inclined towards interests. RECOMMENDATIONS The results of this study show that the gifted student does differ in many ways from the average student. There is thus a need for early identification of the gifted person so that he could be understood and so that there could be catered for this student at school level. The following recommendations can be made in connection with future research studies:- a) More meaningful findings may be gathered on the personality of the average student by including a second personality questionnaire such as the Jung Personality Questionnaire. The results of this questionnaire could lead to better understanding of the PHSF results of this study. b) More instruments can be used to evaluate study orientation, such as personal questionnaires and interviews. c) It is also recommended that the size of the groups be increased in order to increase the reliability of such findings. / Thesis (MA)--PU vir CHO, 1988