Gottfredson's theory of circumscription and compromise provides a framework for the application of a cognitive perspective in redefining the integration of career development and choice. A schematic reconceptualization of Gottfredson's theory was proposed to reconcile the conflicting findings of the circumscription and compromise process. The current methods in measuring circumscription and compromise, however, were not adequate to measure them schematically. So the purpose of the present study was to develop a schema-based vocational scale to measure Gottfredson's compromise process.Two goals guided the development of the Vocational Schema Compromise Scale (VSCS), the establishment of an acceptable level of reliability and the establishment of construct validity. Goal 2, the establishment of construct validity, included the following four hypotheses: Hypothesis 1 - four factors similar to Gottfredson's dimensions, masculine and feminine sex type, prestige, and interest, would emerge from factor analyses; Hypothesis 2 - the VSCS would have convergent validity with another career measure, the Vocational Preference Inventory (VPI); Hypothesis 3 - the VSCS would have discriminant validity with a generalized locus of control measure; and hypothesis 4 - the VSCS was not a measure of socially desirable responding.Eight hundred and eighty-two undergraduate male and female students participated in the study. The findings of the study indicated that the goals of the study were partially accomplished and two of the four hypotheses were supported. For goal 1, reliability was establishedat an acceptable level on 11 of the 12 VSCS subscales. For goal 2, construct validity was partially accomplished. Hypothesis 1 was partially supported; internal construct validity was established for two of the three VSCS scales with four factors emerging on each scale. Hypothesis 2 was not supported; there was only a small relationship between the VSCS and the VPI, indicating that the VSCS may not really be measuring the dimensions of sex type, prestige, and interest or may be measuring them differently than the VPI. Hypothesis 3 was supported; the VSCS did not measure a generalized locus of control. Hypothesis 4 was also supported; the VSCS did not substantially measure social desirability. Limitations and implications for future research of the VSCS are discussed. / Department of Counseling Psychology and Guidance Services

There is no abstract available for this dissertation.

Youth in modem society can be seen as a synonym for the term problems. No longer children, yet not adults, youth are exposed to most of the stressors of adulthood. Alcohol, drugs and other illegal substances are freely available and provide youth with the easy way of handling the problems that they face in becoming adults. The objective of this study was to determine whether an adventure experiential learning programme had an effect on the self-perception as an emotional component of youth, as well as the sustainability of the proposed change. The participants (N=28) were tested before the five-month adventure experiential learning programme, directly afterwards and a month after the programme. Participants were from all over South Africa and the training took place at Beyond Adventure School located in the Alexandria vicinity in the Eastern Cape Province. There were boys (n=18) and girls (n=10) within the group that included white (n=26) and other (n=2) race groups. The effect on self-perception was determined by means of two tests, the Self-perception Scale (SPS) and the Comprehensive Functioning Inventory: Post-matric (CFI-post). The tests include the following dimensions: inner insecurity, guilt feelings, lack of self-worth, anxiety, responsibility for consequences for others and lack of assertiveness. The data received from the two tests was processed in conjunction with PASWIN 2000. The SAS System for Windows Release (SAS Institute lnc.. 1999) was used to determine the effect sizes and calculate the sustainability of the effect. The study shows that the adventure experiential learning programme had a medium effect (d = 0.59) on the self-perception of participants. All the different dimensions improved after the second testing. Inner insecurity (d = 0.47), lack of self-worth (d = 0.67) and anxiety (d = 0.53) were the biggest contributors towards the medium effect. Adventure experiential learning programmes were results oriented and had a significant effect on the participants. In other words, the effect was medium-sustainable (d = 0.46). The effect could have been greater if more time had been available and if more participants had been involved. Responsibility for consequences (d = 0.90) for others showed the largest sustainability in the long run. The presence of change could be related to several factors. One, the participants were pre-assessed, which helped to plan the programme according to the identified needs of the participants. Two, the programme had a duration of more than 20 days, which created a greater and more sustainable effect on the participants. Three, there was more time for reflection on activities during this programme to make the participants aware of what they had actually accomplished. There were also some shortfalls. In future, more participants should be involved in the programme to create more sustainability. Secondly in experiential learning programmes provision must be made for diversity. Boys and girls experience certain aspects differently and the programme should be planned accordingly. In the third instance, individual attention should be paid to the dimensions instead of the bigger aspects (i.e. total self-perception) to ensure a more results-oriented adventure experiential learning programme. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2005.

The purpose of the study was to compare the perceptions of subordinates with top managements? own perceptions regarding top management leadership and innovative ability and to determine whether differences and/or similarities exist. The Multi Leadership Questionnaire (MLQ form 5X) from Avolio & Bass (2004) was used to measure self– and subordinates? perceptions of leadership styles. The Situation Outlook Questionnaire (SOQ) was used to measure leaders? self– and subordinates? perception on the ability to be innovative. The questionnaires were completed by 6 executive committee members (top management) and 94 subordinates that have a direct relationship with the executive committee members in an agricultural business. The research findings revealed that there is a significant difference between leaders? (executive committee members) self–perceptions on their own leadership and ability to be innovative, versus the perceptions of their subordinates on their leadership and ability to be innovative. The research showed that leaders tend to assess themselves higher than their subordinates do. Both leaders and subordinates indicated that the leaders have a transformational leadership style. The results also showed that there is a weak to moderate, positively significant correlation between innovation and transformational leadership styles. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

In the context of increasing isolation for members of our society the encounter group movement has emerged. While growing evidence indicates that encounter groups may have therapeutic effects, just what those effects are and under what circumstances they occur requires further investigation. One process variable frequently mentioned as critical to encounter group outcomes is feedback.This study examined the question "Does a relationship exist between the amount of verbal feedback directed toward a person and his perceptions of himself and others?"Specifically the study (a) devised content categories to quantify verbal feedback statements, (b) examined the incidence of verbal feedback as a natural occurrence in two marathon encounter groups, and (c) examined the relationship between the number of units of feedback directed toward group members and changes in their perceptions of themselves and the other group members.Twenty-three subjects, primarily Ball State University graduate students, participated in one of two non-stop marathon encounter groups with professional leadership. The groups started at 12:30 PM on a Saturday and ended at 8AM the next morning. Random, 15 minute segments of the sixteen hours between pre and posttesting were recorded for each group. Four hours of segments for each group were divided into individual verbal units and then later each unit was assigned to one of three categories by three independent raters. The categories used were: Type I feedback (a verbal statement from one group member to another which is about the person addressed and/or which explicitly includes the subjective, response of the speaker to the person addressed), Type II feedback (a verbal statement from one group member to another which explicitly, includes both a description of some physical act or verbal utterance of the person addressed and the subjective response of the speaker to that act or utterance), and category N (all other statements). Rater reliabilities for the categories were r=.91 (Type I); r=-.03 (Type II); r=.98 (N).A pretest and posttest was administered to all subjects using the Group Semantic Differential (GSD) and the Barrett-Lennard Relationship Inventory (BLRI). Concepts assessed with these instruments were (a) self-perceived actual behavior, (b) self-perceived ideal behavior, (c) the discrepancy between self-perceived actual behavior and actual behavior as perceived by other group members, and (d) the perceived relationship offered by others Factor scores derived from the instruments by the principal components method were then used with an analysis of covariance procedure to test thirty-five separate hypotheses.Results of the study did not demonstrate a significant relationship between the number of units of feedback received and changes in perceptions of self or others. Three other findings of interest were (a) a very low incidence of Type II feedback, (b) the emergence of two primary factors on the GSD (Impact and Evaluation), and (c) the extraction of a single factor which accounted for sixty-four percent of the variance for the BLRI.Discussion of the findings and recommendations for further investigations of verbal feedback as a process variable were made.

The purposes of this study were (1) to investigate the relationship of the self concept to the concept of the occupational self (ideal occupant of the teaching role) as held by religious women high school teachers and lay women high school teachers, and. the effects of this self perception upon occupational change using of the Index of Adjustment and Values by R. E. Bills, and (2) to determine from the 15 personality variables of the Edwards Personal Preference Schedule the specific personality needs of teachers and the measure to which they agree or disagree with the general adult female population sample included in the manual.The research was planned to examine 15 hypotheses. The writer collected two tests and a questionnaire from each subject. These devices were administered at the early phase of the study. After the results had been divided into specific units, three analytical processes were used to evaluate the subjects' answers: (1) t test of significance, (2) analysis of variance and (3) one-way multivariate analysis of variance.There were 100 high school teachers involved in the study, 50 religious women and 50 lay women. The subjects ranged in age from 25 to 55 years. Each group of teachers included 25 subjects (25-35) and 25 subjects (3655). The length of tenure for religious women was from 2 years to 28 years, while tenure for lay women extended from 6 months to 20 years.Statistical processing of the data on the first 12 hypotheses consisted of the use of the t test of significance with repeated variables. Interactions were computed between (1) self concept, ideal self-concept and occupational self concept for all 100 teachers, (2) religious teachers and lay teachers on self, ideal self and occupational self, (3) self, ideal self and occupational self for religious teachers only and (4) self, ideal self and occupational self for lay teachers only. Calculation of these analyses led to significant or non-significant t's.Further processing of the data involved hypothesis 13 and consisted of the use of the analysis of variance and the one-way multivariate analysis of variance. Interactions were computed between the 50 religious women and the 50 lay women on all 15 variables of the EPPS. Calculation of this analysis led to the F ratio.Processing of data on hypotheses 14 and 15 consisted of the use of the t test on the compared variables. Interaction of the religious women and the lay women with the general adult female population sample was evaluated with a significant or non-significant t resulting. Review of all this data led to the following conclusions:The 100 teachers felt a discrepancy between their: (1) self concept and ideal self concept, (2) self concept and occupational self concept and (3) ideal self concept and occupational self concept.The religious teachers and the lay teachers felt similarly about their concept of self and their concept of the ideal occupant of the teaching role but felt a discrepancy in their views of the ideal self.Religious women felt dissimilarly about their views of self and ideal self, self and occupational self and ideal self and occupational self. Although lay teachers felt a discrepancy between self and ideal self and ideal and occupational self, their views of self and occupational self were similar.Religious women and lay women teachers had a similar need for achievement, deference, order, exhibition, autonomy, intraception, dominance, abasement, endurance and aggression. Religious women had a greater need than lay teachers for affiliation, succorance and nurturance. Lay teachers ahd a greater need for change and heterosexuality.When compared with the general adult female population sample, religious women teachers had a greater need for affiliation, succorance, intraception and dominance. When compared with this same group, lay teachers had a greater need for exhibition, intraception, dominance and heterosexuality.Teachers, as a group, had a greater need for achievement, exhibition, endurance, and aggression; the general adult female population (a sample contained in the EPPS manual) scored highest in deference, order, abasement, nurturance and endurance.

The purpose of this study was to assess the efficacy of a course in Intrapersonal Relationships on the academic self-concept of a group of high risk, first quarter matriculates. Self-concept theorists assert that the perceptions people hold of themselves (their self-concept) impose functional limits on what individuals will attempt and achieve. If students with marginal academic potential, as measured by the traditional criteria, SAT scores and class rank, are to persist in college, remedial assistance along with self-concept enhancement work, would seem to be imperative.A review of the related literature revealed a plethora of studies examining the influence of some treatment variable on global self-concept and/or achievement; however, few studies investigated the effect of that treatment variable on academic self-concept.The sample used in this study consisted of 158 students, enrolled in Ball State University, who were under the auspices of the Academic Opportunity Program (AOP). This is a program designed to provide academic assistance to students who score between 310 to 340 on the SATverbal section and rank below the 50th percentile exclusive of the lowest 10th percentile of the high school graduating class.Because of administrative policy set forth by the AOP director, random assignment to group was not employed.Those students who scored within the zero through 10th percentile on the SAT sub-tests (composite scores on reading, vocabulary, and Test of Standard Written English) were required by the director of the AOP to take Intrapersonal Relationships, CPSY 130. These students comprised the experimental group.A control group was comprised of students enrolled in Career and Life Planning, CPSY 110 or Interpersonal Relationships, CPSY 230. All classes were taught by doctoral fellows in the Department of Counseling Psychology and Guidance Services.All students completed the Academic Self-Concept Scale (ASCS) in their respective classes during the first week of fall quarter, 1982. This instrument served as the pretest and posttest. The posttest was administered during the last week of classes fall quarter, 1982 -- 10 weeks later.Statistical analyses were computed through the use of analysis of covariance. The covariates were: pretest scores, SAT verbal scores, SAT math scores, and class rank measured in percentiles. One hypothesis was tested: there will be no significant differences between students participating in treatment and control groups on the posttest measure of academic self-concept as measured by the ASCS. This hypothesis failed to be rejected at the .05 level of significance. Experimental subjects did not demonstrate a significantly higher academic self-concept than control subjects after completing a 10 week course designed to help students recognize and free themselves from self-limiting patterns of behavior.

The purpose of this study was to compare the development of self-concept and achievement in reading of students in the first, third, and fifth year of attendance in graded and nongraded schools.

The purpose of this study was to investigate whether an individual's self-esteem would effect the amount of effort that person expected to expend in a task performing situation with an evaluator. Two social psychological principles of an individual's self-perception, the self-esteem and self-consistency theories, were the theoretical concepts upon which this study was based.The 403 subjects were undergraduates at Ball State University, Muncie, Indiana. The study was conducted during the winter of 1980.Subjects were administered two self-report questionnaires measuring self-esteem and locus of control. High and low self-esteem groups, each containing 70 subjects, were selected for participation in phase two.Prior to meeting with the evaluator, each subject was given a verbal cue regarding the evaluator's demandingness. Each subject was asked to determine the number of practice problems to be done in presentation for a task. The number of problems chosen constituted the amount of effort the individual expected to expend, or the dependent variable.Using a univariate analysis of variance, the data analysis showed a statistically significant interaction between the self-esteem and evaluator demandingness factors for the male sample. Four null sub-hypotheses were also rejected for the male sample. Due to lack of homogeneity of variance in the female sample, four revised null subhypotheses were tested using a non-parametric procedure, the KruskalWallis Rank Sums. Each of these sub-hypotheses was rejected for the female sample.As a result of the data analysis, the following conclusions were made: (1) High self-esteem individuals expected to expend more effort with a difficult-to-please evaluator than with an easy-to-please evaluator, and (2) conversely, low self-esteem individuals expected to expend more effort with an easy-to-please evaluator than with a difficult-to-please evaluator. The findings of this study support self-esteem theory.

The purpose of the study was to compare the perceptions of subordinates with top managements? own perceptions regarding top management leadership and innovative ability and to determine whether differences and/or similarities exist. The Multi Leadership Questionnaire (MLQ form 5X) from Avolio & Bass (2004) was used to measure self– and subordinates? perceptions of leadership styles. The Situation Outlook Questionnaire (SOQ) was used to measure leaders? self– and subordinates? perception on the ability to be innovative. The questionnaires were completed by 6 executive committee members (top management) and 94 subordinates that have a direct relationship with the executive committee members in an agricultural business. The research findings revealed that there is a significant difference between leaders? (executive committee members) self–perceptions on their own leadership and ability to be innovative, versus the perceptions of their subordinates on their leadership and ability to be innovative. The research showed that leaders tend to assess themselves higher than their subordinates do. Both leaders and subordinates indicated that the leaders have a transformational leadership style. The results also showed that there is a weak to moderate, positively significant correlation between innovation and transformational leadership styles. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.