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The purpose of this thesis is to examine the relationships between personality-centered and issue-centered approaches to a study of attitudes. The relationships will be sought through examination of the essential characteristics of the ideas behind each approach and by exposing the same population to both of the data-gathering methods employed by these researchers, i.e., Rokeach's Dogmatism Scale, and Sherif, et al.'s Method of Ordered Alternatives.

This research sought to find if a significant relationship existed between a factor of personality, authoritarianism, as measured on the Rokeach Dogmatism Scale, and perceived effectiveness of teaching as measured by ratings on the Purdue Rating Scale for Instruction.

The problem of this study was to factor-analyze Rokeach's Dogmatism Scale and examine the factor structures of the scale for differences in the solutions obtained for the male and female groups. It was hypothesized that the Dogmatism Scale consists of several discriminable dimensions of the construct dogmatism and that these dimensions differ significantly for males and females. The dogmatism scale was administered to 186 male and 115 female college students. The male and female solutions yielded thirteen and sixteen orthogonal factors, respectively. Six male factors and eleven female factors were unique to their respective sex groups, indicating that the Dogmatism Scale is multidimensional and that significant sex differences are found when these dimensions are examined.