ixica.,matiatusaak

RE.PORT RESUMESED 010 636 24

TO DEVELOP AND PARTIALLY VALIDATE A QUESTIONNAIRE TO MEASUREVALUES RELEVANT TO GOOD CITIZENSHIP AND TO PREPARE ALARGE -SCALE PROJECT TO STUDY VALUE CHANGE IN A VARIETY OFCOLLEGES.BY- PERLOE, SIDNEY I.HAvERFORD COLL., PA.REPORT NUMBER CRP-5-308 PUB DATE 67

REPORT NUMBER BR-5-8210EDRS PRICE MF -SD.72 HC-$19.36 484P.

DESCRIPTORS- *QUESTIONNAIRES, VALUES, *SOCIAL VALUES, ETHICALVALUES, MORAL VALUES, POLITICAL ATTITUDES, *PERSONAL VALUES,*CITIZENSHIP RESPONSIBILITY, CITIZEN PARTICIPATION, COLLEGEATTENDANCE, COLLEGE STUDENTS, CHANGING ATTITUDES, NEGATIVEATTITUDES, *ATTITUDE TESTS, MEASUREMENT INSTRUMENTS,HAvERFORD, PENNSYLVANIA, SOCIAL VALUES QUESTIONNAIRE

THIS RESEARCH WAS CONDUCTED TO PRODUCE A QUESTIONNAIRETHAT WOULD BE USEFUL FOR EXAMINING THE DEGREE TO WHICHPRESENT DAY COLLEGE ATTENDANCE FACILITATES THE DEVELOPMENT OFVALUE ORIENTATIONS LIKELY TO ENCOURAGE FUTURE GOODCITIZENSHIP. A SECOND PURPOSE WAS TO BROADEN THE DOMAIN OFVALUES GENERALLY STUDIED BY SOCIAL PSYCHOLOGISTS TO INCLUDETHE AREA CONCERNED WITH THE BALANCE BETWEEN IDENTIFICATIONWITH GROUPS, ON THE ONE HAND, AND INDIVIDUALISM ON THE OTHER.A POOL OF OPINION AND VALUE STATEMENTS BELIEVED TO VARY ALONGTHE DIMENSION OF INDIVIDUALISM OR GROUP IDENTIFICATION WASCOLLECTED. SEVERAL FORMS OF A SOCIAL VALUES QUESTIONNAIREWERE CONSTRUCTED USING THOSE ITEMS. ALL THE FORMS REQUIREDTHE REsPONDENT*TO RATE ME EXTENT OF HIS AGREEMENT ORDISAGREEMENT WITH THE OPINION AND VALUE STATEMENTS DEALINGWITH FOUR CLUSTERS OF RELATED DIMENSIONS. THEY WERE THEEVALUATION OF IDENTIFICATION WITH GROUPS, PROBLEMS CREATED BYTHE COORDINATION AND REGULATION OF THE ACTIVITIES OF GROUPMEMBERS, REACTIONS TO UNJUST OR ANTISOCIAL BEHAVIORS OFOTHERS, AND THE CONSIDERATION OF THE WELFARE OF OTHERS. AFTERA TEST - RETEST PROCEDURE AND A COMPARISON OF THE VALUES SCORESOF THE TEST SAMPLE WITH TWO GROUPS OF PEACE CORPS TRAINEESAND A GROUP OF UNDERGRADUATES AT A CONSERVATIVELY ORIENTEDMEN'S COLLEGE, IT WAS CONCLUDED THAT THE SOCIAL VALUESQUESTIONNAIRE DID CONVEY INFORMATION ABOUT THE ORIENTATIONSIT WAS DESIGNED TO MEASURE. FURTHER WORK WAS NEEDED, HOWEVER,TO CLARIFY THE FACTORIAL STRUCTURE Of THE DOMAIN BEINGASSESSED BEFORE THE INSTRUMENT COULD BE USED IN LARGE -SCALE-STUDIES OF THE EFFECT Of COLLEGE ATTENDANCE ON VALUESRELEVANT TO GOOD CITIZENSHIP. (GD)

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U. S. DEPARTMENT OF HEALTH, EDUCATION AND WELFAREOffice of Educcait

This document has bean iciproduced ox:Ict'sy .s received from theperson or organ raven orig:nating it. Pe.ri:z os ve...w or opinionSstated do not necessarily represent official Office of Edusetioltposition or poNcy.

TO DEVELOP AND PARTIALLY VALIDATE A QUESTIONNAIRE TO

MEASURE VALUES RELEVANT TO GOOD CITIZENSHIP AND TO

PREPARE A LARGE-SCALE PROJECT TO STUDY VALUE CHANGE

IN A VARIETY OF COLLEGES

Project Number S-308, Bureau Number 5-8210

Sidney Irwin PerloeDepartment of Psythology

Haverford CollegeHaverford, Pennsylvania

1967

The research reported herein was supported by theCooperative Research Program of the Office of Education,

U.S. Department of Health, Education, and Welfare.

SUMMARY

Title: TO DEVELOP AND PARTIALLY VALIDATE A QUESTIONNAIRE TOMEASURE VALUES RELEVANT TO GOOD CITIZENSHIP AND TOPREPARE A LARGE-SCALE PROJECT TO STUDY VALUE CHANGE IN.A VARIETY OF COLLEGES.

Investigator: Sidney Irwin Perloe

Institution: Haverford College, Haverford, Pennsylvania

Project Number: 8-308

Bureau Number: 5-8210

Duration: June, 1965 to February, 1967

SUMMARY

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BACKGROUND AND OBJECTIVES:

Although there have been many studies of the effects of

college attendance upon the attitudes and values of students,

there has not been much effort to study orientations specifically

relevant to effective citizenship in democratic communities.

The present research was aimed at producing a measure of values

that would be useful in examining the degree to which college

attendance facilitates the development of orientations likely to

encourage future good citizenship. A second purpose of the

research was to broaden the domain of values generally studied by

social psychologists to include an area relevant to recent

ideological movements that have occurredlIn some parts of the

college student population. The new area is concerned with the

balance between identification with groups, on the one hand,

and individualism on the other. Not only is this dimension of

considerable interest in current student movements, it is also

one along which current and past movements differ. In particular,

the "New Left" movement appears to differ from its ideological

predecessors by being considerably more individualistic.PROCEDURE AND RESULTS:

The first step of the research was the collection of a pool

of opinion and value statements which were believed to vary

along the dimension just described and also with regard to the

value placed upon consideration of the welfare of others.

Several forms of a Social Values Questionnaire were constructed

from these items. All required the respondent to rate the extent

of his agreement or disagreement with the opinion and value statement

The ratings made by several samples of college students on the

several forms of the questionnaire were factor analyzed to

clarify the definitions of the dimensions being measured. Although

the factor analyses did not yield a neat set of dimensions, they

did reveal four clusters of related dimensions which served as

the basis for further work. Each of these clusters will be

described in turn.

The first cluster concerned the evaluation of identification

with groups. At one end there were statements about the value

of participating in and becoming part of a group; e.g., "It is

extremely satisfying to know that one is an indispensible

member of a purposeful and effective group," "Man is a social

animal. He cannot flourish and grow without identifying himself

with some group." At the other end were statements asserting

the value of remaining aloof from groups; e.g3 "Mants natural

state is as an independent, unattached individual. He acts in

conflict with his essential qualities.when he acts jointly with

others as a member of a highly unified group."

The second.cluster was also concerned with orientations

toward groups but focused primarily on the problems created by

the coordination and regulation of the activities of group members.

The items at one pole of this factor emphasized the acceptance of

the need to regulate the members' activities; e.g., "A democrat-

ically organized group has the right to determine what should be

considered proper behavior in areas relevant to the group." At

the other end of this dimension were items which stressed the

need to resist conformity pressures and the dangers posed by such

Imr11111.1,

pressures for an individual's integrity; e.g., "A person

should not feel bound to follow the decisions of the groups of

which he is a member if these decisions are not in accord with

his private preferences," and "The development of individual

consciences is hindered by the development of formal group

regulations and codes."

The third cluster pertained to reactions to unjust or

immoral (anti-social) behaviors of others. At one end there were

items advocating active steps to stop or correct the injustice;

e.g., 'Everyone has an obligation to criticize other members of

his community when they act in an immoral, anti-social manner."

At the other end were statements advocating a laissez-faire

approach; e.g., "It is wrong for a man to point out other people's

moral shortcomings," and "The only people guilty of immoral acts

are those who commit them or directly cause them to be committed.

Others who might have prevented the acts, but who did not, should

bear no blame."

The final cluster was similar to the one just described, but

bad less emphasis on morality. The items at one pole voiced the

obligation to help others in need and to refrain from acts which

might unintentionally hurt others; e.g., "All men hive an

obligation to promote not only the welfare of their immediate

circle of relatives, but also to work for the well being of all

of the members of the community in which they live," and

"Individuals should be ready to inhibit their own pleasures if

these inconvenience others." The other end of this cluster

contained items which denied social welfare obligations; e.g.,

"Except for one's .immediate family and friends, people have a

perfect right to pursue their own goals without regard to the

convenience or comfort of others."

In order to determine whether a person's standing on any of

the dimensions being measured was misrepresented by the

restriction of his response to merely rating his degree of

agreement or disagreement with the items, a sample of students

was interviewed intensively with regard to the areas covered by

the questionnaire. A reliable coding system was constructed

for the open-ended interview responses. An assessment was then

made of the relations between these coded responses and the

responses given by the interviewed students to the Social

Values Questionnaire. The coded responses were in significant

agreement with the questionnaire measures for three of the four

clusters. The exception occurred with the second cluster,

where the agreement was not strong enough to reach significance.

The. next step in the investigation was the examination of p/

the. relationship between scores derived from the values question-

naire and other relevant variables.. This analysis was performed

in order to d..6coverthe psychological context surrounding the

values under study. Most of the data were obtained from question-

naires given to two classes of students at Haverford College

before or at the very start of the freshman year. The following

areas were covered with one or both of the groups: authoritarianism

(the F Scale); the goals sought in college; the kind of role a

student SAW himself as playing while at college; views about

regulation of student behavior; the aspects of college life for

which the student felt prepared; the characteristics desired

in teachers; the goals sought in ones future occupation; views

about religion; and several other topics. Personality test data

were also available for one of the classes.

There were a number of significant relationships which

emerged between the social values scores and the other variables.

Rather than list these, a brief interpretive summary will be

given of the major characteristics associated with each of the

poles of the four social values clusters. The identification

with groups end of the first cluster was related to a positive

evaluation of friendly, social interaction and of the conventional

social patterns in which such interaction occurs. The individualist

pole was associated with the rejection of affiliative goals in

favor of academic achievement and general creativity; the

individualists also were relatively likely to see thmselves as

non-conformists. The acceptance of group regulations end of the

second cluster was accompanied by the acceptance of both

administrative and student-made rules about student behavior and

a preference for well-defined interpersonal relationships. The

other end of the cluster seemed to be part of a negativistic type

of non-conformity.

The third and fourth clusters of social values had similar

correlates and will therefore be treated together. The social

welfare oriented values were associated with strongly humanistic

interests, such as wanting to develop intellectually and personally,

wanting to formulate a clear ethical or moral position for oneself,

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and wanting to enter an occupation that stresses working with

and helping otners. The opposite poles.of these clusters were

accompanied by a low degree of interest in personal development

or achievement, a low interest in working with others and a

concentration upon leisure time activities (as opposed to work

or service) as the major source of gratification.

The social values measure was readministered to the two &/7

Haverford classes at the ends of their respective freshman years.

. There were rather sharp differences in the changes which occurred

in the two years. In one case there were two inconsistently

directed changes involving the second cluster. In the other

case there were consistent movements away from the social welfare

ends of the third and fourth value clusters and toward the

negativistic, anti-conformity pole of the second cluster.

Additional data collected from one of the classes and a finer-

grained analysis made it seem likely that the discrepancies

between the findings in the two classes were the results of

differences in campus political events clrir3 the two years and

the fact that a large proportion of one of I:lie samples was inter-

viewed about the social values measured by the questionnaire

shortly before it was administered for the second time. When

these two factors were controlled, the differences between the

changes occurring during the two years were eliminated. The

non-artifactual changes which occurred were towards lower concern

for the welfare of others and greater resistance to group norms.

It seemed quite possible that these changes were not predictive

of the ultimate effect of the college experience at Haverford,

1";

but that they represented-an intermediate stage in the evolution

of personal values in which externally imposed values were being

discarded in preparation for the creation of a set of orientation

more firmly anchored in the students' evolving identities.

This possibility could not be evaluated with the data at hand.

The final, section of the report compared the values scores

of the Haverford samples with the scores obtained from two group!

of Peace Corps trainees and from a group of undergraduates at a

conservative men's university. It was expected that the men's

university sample would be closer than the other samples to the

laissez-faire poles of the third and fourth clusters, while the

Peace Corps samples, would be closer to the social welfare poles

of these clusters. The Haverford scores were expected to fall

somewhere in between the other two sets. The comparisons

involving the men's university sample and one of the Peace Corps

samples produced the expected results, but the relevant scores

of the second Peace Corps sample did not differ as significantly

or consistently from the other samples. The comparisons also

showed that the Haverford sample had stronger social welfare

orientations than the men's university sample even when the

Haverford data from the end of the freshman year was used in

the comparison.CONCLUSIONS:

It was concluded that the social values questionnaire did

convey information about the orientations it was designed to

measure. However, further work was needed to clarify the factori

structure of the domain being assessed before the instrument couJ

be used in large scale studies of the effect of college

attendance on values relevant to good citizenship.

TABLE OF CONTENTSPart I

Introduction 1

Overview of Research Procedures 16

The Development of the Social Values Questionnaire 17

Form AForm BForm CPooled AnalysisThe Construction of Factor Scores

The Validation Interview

1729404557

59

The Purpose of the Interview 59Interview Procedure 60The Construction of Interview Scores 66The Reliability of the Coding System 68The Relationship Between the SVQ and

Estimated Factor Scores 69

The Relations Between the Social Values QuestionnaireFactor Scores and Other variables 72

The F Scale 73The College Goals Items 78The College Rules Items 85The College Types Questionnaire 90Occupational Goals . 104Preparation for College 110Desired Characteristics in Teachers 113Miscellaneous Beliefs and Attitudes 117The MMPI 124The Opinion, Attitude and Interest Survey (OA'S) 130Aptitudes and Grades. 133Social Background 135Summary of the Correlates of the SVQ Factor Scores 138

Changes in Social Values During the Freshman Year 14.1

Comparisons of the SVQ Scores of Different Populations 160

Conclusion

Bibliography

162

165

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TABLE OF CONTENTS (cont'd) ,

APPENDICES

I. Questionnaires and Letters to Respondents

A. Social Values Questionnaire - Form AB. Summer, /964 QuestionnaireC. Summer, 1965 QuestionnaireD. Spring, 1965 QuestionnaireE. Letters, to Respondents

Part II

168178213248265

II. Social Values Questionnaire Data

A. List of Correspondences Among Item andVariable Numbers of Several Forms and-Factor Analyses of Social Values

Form275

B. Form A Data 278C. Form B Data 284D. Tests of Differences Between Mean Item

Ratings on Forms A and B 286E. Form C Data - Spring, 1965 288F. Form C Data - Class of 1969 290G. Form C Data - Men's University Students 296H. Form D Data 298I. Factor Analyses - Form A 304J. Factor Analyses - Form B 318K. Factor Analyses - Form C 328L. Factor Analyses - Pooled Forms B and C 338

III. Interview Analysis Materials

A. List of Factor Themes 353B. Coding List of Factor Themes and Index of

Coding Manual 356C. Description of Coding Categories and

Coding Notes 357D. Estimated Factor Score Tally Sheet 383

IV. Auxilliary Measures

A. The F Scale Data 386B. The College Goals Data 397C. The College Rules Data . 409D. The College Types Data 420E. Occupational Interests and Goals 424.

F. College Preparation Data 434G. Teachers' Characteristics Data 439

INTRODUCTION

The purposes of the study

The work described in the following pages was influenced

by several intentions. The most important of these was an

interest in developing a questionnaire which would be useful

in studying the impact of college education on attitudes and

values relevant to good citizenship in a democratic community.

A second goal was to provide a means of studying attitudinal

dimensions relevant to ideological interests of the current

generation of students. Lying behind this goal was the view

that our current instruments were more oriented toward the

ideological concerns of the decades surrounding the Second World

War, rather than toward the present, It was also hoped that the

value dimensions measured could be related to their personal and

social matrix, i.e., to the personality and demographic charac-

teristics of the persons adhering to the ideologies. Finally,

the study proposed to examine the changes ocauring along the

dimensions of interest during the freshman year of college.

Some preliminary definitions

In an excellent critique of social science oriented studies

of values, the philosopher John Smith (1958) comments that despite

countless studies and urgent discussions concerning the values

of college youth, little attention has been ,id to defining

what is meant by value. He proposes that we reserve the term

for the standards used in deciding among alternative directions

of action. A value is a criterion against which one judges

whether one act is more worthwhile than another. The meaning

of worthwhile depends upon the nature of the value criterion.

A religious criterion, for example, implies a rather different

sort of "worthwhileness" than an esthetic or hedonic criterion.

The contents of criteria may vary within a given category as

well as among categories: witness the current dialogue between

theologians who view saving souls and those who view good works

as the primary criteria in Christianity.. Smith ..goes on to

define an attitude as the stance toward an object or event which

is taken as the result of applying a value criterion or, put

more colloquially, having made a value 'judgment. We look with

favor or disfavor upon the participation of clergymen in

political demonstratidhs, depending upon which of the two

religious criteria, mentioned above, we apply. The same behaviors

might be evaluated esthetically as well.

Smith's philosophical discussion of values and attitudes

was stimulated by work specifically oriented toward studies of

the impact of colleges upon their students. At the same time

as he was writing, social psychologists, having a scientific

interest in the study of values and attitudes were also re-

examining their concepts. The outcome of this re-examination

was remarkably similar to the position proposed by Smith.

Katz (1960), Katz and Stotiand (1959), Rosenberg (1960)

and others also define attitudes as orientations toward objects

or events which are judged in relation to evaluative criterion.

However, the social psychological approach diverges from

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Smith's philosophical approach in two important respects.

Smith implies that the value is always prior to the attitude;

social psychologists are often interested in cases where the.

attitudes are determined by social or personal forces acting

upon a person who then rationalizes these attitudes by creating

or adopting values which are consistent with the attitudes.

-Forces exerted by reference groups or by defense mechanisms

may lead to the acceptance of an attitude toward school de-

segregation before a person has considered the relation of

this event to his values or in cases where a pgrson has no

values relevant to the event. Once the attitude is adopted,

or following along in step as the attitude is formed, a person

invents or accepts assertions-about desegregation which make it

consistent or inconsistent with some value. The processes

whereby this rationalization is accomplished have been one of

the major foci of-recent social psychological research.

The studies of cognitive dissonance (Brehm and Cohen, 1962)

as well as the previously noted works are examples of this concern.

The rejection by social psychologists of the primacy of

values in the formation of attitudes is accompanied by a de-.

emphasis on the distinction between attitudes and values. For

Smith, values appear to b3 ultimate; they do not derive their

power to influence decisions from any other current psychological

structures. Social psychologists, on the other hand, regularly

observe a hierarchical arrangement among orientations such that

what is an attitude at one level becomes a value at another.

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One's attitude toward a civilian police review board is

functionally related to one's attitudes toward changes in the

social position of Negroes. One attitude toward the latter

serves as the criterion against which the review board is

evaluated because the board is seen as instrumental to change

in the social position of Negroes. However, the latter

orientation in turn may be seen as related to the criteria of

maintaining the value of one's property or protecting one's

physical safety. There last two orientations might themselves

be related to still more general orientations, and-so on. It

is the dual psychological potentiality of orientations which

has led many social psychologists to use the term attitude and

value interchangeably. Although this may at times cause con-

fusion among philosophers as well as others,the situation

reflects a genuine ambiguity in the phenomena we wish to study

and not just fuzziness in our conceptions of these phenomena.

While it may be wise to -eserve the use of the term value to

rather general and abstract orientations and to use the term

attitude for more concrete orientations (some would also add

the term opinion for very specific orientations), there seem to

be no compelling reasons for trying to locate the bodndaries

between the domains of these various terms.

The social psychological approach to attitudes involves

one more consideration relevant to our study. The orientations

which we shall sometimes call values and sometimes attitudes

often exist in a network of related orientations which may be

labeled a value-orientation system or ideological orientation

system. Some of the other components of the network are

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other value-attitudes, while the remaining ones Liight be called

beliefs. The latter are a person's representations of the

nature of the events or objects relevant to the system. They

carry no evaluative significance by themselves, but often serve

as links between events and values which affect the way the

event is evaluated. For example, the belief that reLroes

moving; into previously white nei,:hborhnods lower 1,:iroperty values

has no implication for action by itself. It is merely a rep-

resentation of what a person takes to be real or factual.

However, when it is located in a system in which maintaining

property values is a major criterion a:Ainst which actions are

evaluated, the belief will affect a person's attitudes toward

Negroes moving into white nei:nborhoods. It is quite conceivable

that such a belief miZnt have little effect if a person did not

use maintenance of property values as an evaluative criterion, as

might be the case if the person owned no property. The research

implications of the existence of systems of ideological orien-

tations is that one may sometimes :.;et useful inforLiation about

attitudes or values by measuring; the non-evaluative beliefs

which are part of the system in which the attitudes of interest

are embedded. Such procedures may also be a reason for the non-

psycholo_:ist's confusion about what is meant by value.

The definitional points concernini; attitudes, values, and

beliefs have been discussed because the major measure used in

the present study taps some orientationsfrom each of these

catezories. This mixture is a matter of desi,;n1 not ccmfusion.

The study is concerned with orientations, that is, ways of inter-

preting and judging or evaluating situations. The primary concern

is with values or attitudes which are parts of general ideological

systems of orientation because it is assumed that such systems are

important determinants of action. These systems are also of

interest-because the educational setting is one in which they might

be exposed to powerful change-producing influences.

College education and good citizenship

In 1948 the President's Commission on Higher Education stated

that preparation for good citizenship was an important purpose of

higher education. Most college catalogues mention a similar

purpose; Haverford, for example, states that the mastery of

knowledge should be "coupled with the desire and moral capacity

to use. ..(it)... for worthwhile ends." Despite these explicit

affirmations of the importance of the civic function of college

education, relatively little attention has been paid to it in the

day to day operation or long range policies of institutions of

higher education. It is generally assumed that four years of

college more or less autoiOically makes one a good citizen. To

some extent this assumption is correct. College educated persons

are more likely oto vote and to have more information about

political events than are persons without experience in college.

(Havemann and West, 1952) On the other hand, it is far from

certain what effect college education has on actual participation

in political and other civic programs. Havemann and West report

that persons in a given profession who have had liberal arts,

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social science or humanities majors were more likely to participate

in civic activity than those 'who had specific pre-professional

or technical training. Although it is possible that this indicates

a differential effect of liberal arts as opposed to pre-professional

collegiate experiences, it might as easily reflect a difference in

the two populations that was not a function of their different

college experiences.

Although the studies relating specific college experiences

to later citizenship behavior are rare, studies of the general

effects of college on students' attitudes and values are plentiful.

Unfortunately only two of these, the Bennington and Vassar studies

(see below), appear to have followed up their subjects after

graduation, so that the link between changes in attitudes during

college and later behavior is still primarily a speculative one.

Nevertheless, if one assumes that action is a partial function

of systems of ideological orientations, studies of changes in

orientations during college provide an appropriate start to a

thorough investigation of the general question of the contribution

of college experience to good citizenship.

Newcomb's (1943) classic study of Bennington was primarily

oriented toward measuring and accounting for changes in political

and economic attitudes. As is well known, he found that the

experience of most students at Bennington, particularly those

involving pressures exerted by peer and faculty reference groups,

led them to reject conservative attitudes. Newcomb mentions

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incidentally that many of the students were involved in political

activity on and off the campus. His early work documented the

persistence of the rejection of conservatism for several years

after college. In a 1963 address to the Society for the Psycho-

logical Study of Social Issues, Newcomb reported that recent inter-

views of the women he had studied 25 years before showed a retention

by many of the political orientation they held as seniors and also

a high level of community participation.

Unfortunately, the specific attitudes measured by Newcomb

in his original study are too bound to issues of the 1930's to be

useful in.r.nderstanding the persistence of the liberal orientation

in the women he studied. However, his impressionistic description

of the dominant Bennington ethos was one which placed high value

on emancipated, enlightened, liberal women playing an active role

in communit:;' affairs. It is likely that the incorporation of

this ego-ideal and the selection of husbands who accepted or

supported the ideal were quite important in the lasting, active

community welfare orientation of many Bennington graduates

(Newcomb, 1963).

The starting point for many recent studies of value change

in college has been Jacob's (1957) report, covering research done

in the decade after the Second World War. The results of a large

and heterogeneous group of studies led Jacob to conclude that

college education in the social sciences during the period he

studied did not have appreciable effects on the values of students.

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While the students did seem to be tolerant, their values appeared

to hold little promise as motivators of active participation in

political and civic community functions. It is rather difficult

to compare the findings summarized by Jacobs with those of the

pre-war studies because of the change in the content of many of

the attitude issues between the two periods. However, the general

position of the seniors in the Jacob report studies and those in

the pre-war studies appears to be somewhat to the liberal side of

center, with the pre-war students having changed more to arrive

at this position than the post-war ones. In their summary of a

large number of early studies of value changes in college, Webster,

Freedman and Heist (1962) state that the general finding has been

toward more liberal attitudes on social issues and more tolerant

attitudes toward individual and ethnic group differences.

The American Council on Education (Dressel and Ilayhew, 1954)

conducted a large scale study of the effects of general education

in which one of the major concerns was the impact upon social

attitudes. The study relied heavily upon an instrument called

the Inventory of Beliefs, which appears to have been very similar

in content to the California F Scale. Although this instrument,

like the F scale, was subject to the influence of response sets

(Stern,1962 ), it does seem fair to conclude from the findings

that students decreased their acceptance of authoritarian beliefs

during their freshman year. The two schools at which the greatest

changes occurred were described as having highly selected student

bodizn and carefully integrated general education programs.

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Similar results were obtained by Brown and Bystryn (1956) who

found decreases in F-scale scores among students at two small

liberal arts colleges for women, but not at a larger co-ed

university. From these studies, from Jacob's report, which noted'

that some small schools did produce pronounced value changes,

and from the fact that the two most impressive investigations of

changes produced by college, namely the Bennington (Newcomb, 1943)

and Vassar studies Webster, 1956; iiebster, Freedman and Heist,

1962; Freedman, 1962),took place at small colleges, one might be

led to conclude that the small liberal arts college setting is

the only one in which changes in students' values occur. However,

Lehman and Dressel (1962) found changes in responses to the Invento

of Beliefs at a very large co-ed university. They also observed

a- shift from values emphasizing thrift, hard work, desire for

success and willingness to sacrifice present for future rewards

to values emphasizing sociability, the importance of present

rather than future rewards, consideration for others and moral

relativity.

The problemsof understanding this irregular array of findings

are increased by Plant's work comparing value changes among student

with varying amounts of college (Plant, 1965). This study is

noteworthy in its inclusion of a control group of persons who had

been admitted but who did not attend college. All the subjects

studied showed decreases in authoritarianism over the time periods

studied. Although there was an indication that the length of stay

in college was positively related to the amount of value change,

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the college experience, or se, was not a necessary condition for

the occurrence of the change. Plant interpreted his data as

indicating that general maturational processes lead young people,

who intend to go to college, to become less authoritarian and

that experience in college may facilitate, but is not primarily

responsible for, this tendency. Additional difficulty is presented

by a study in which a comparison was made of freshmen and seniors

in ten schools of varying size and selectivity in southern

California (McClintock and Turner, 1962). Although there were

differences in the direction of the seniors responding more

liberally to questionnaire items, these were eliminated once sex

and grade averages were controlled. The discrepancy between

Plant's data and these may be due to a difference in the generality

of the orientations measured. Plant examined authoritarianism,

while LcClintock and Turner examined attitudes toward specific

issues such as federal government involvement in medical care,

civil rights issues and the regulation of labor unions. The

latter were the kinds of items with which Newcomb observed changes

in the late 1930's, but it is possible that the locus of the value

,miact of college is at a more general level.

Despite their concern with liberalism, most studies of value

change in college have not provided data directly relevant to the

problem of values underlying good citizenship, as it has been

defined above. Neucomb's findings notwithstanding, liberals are

not necessarily good citizens. While the liberals of the 1930's

studied by Newcomb did contribute and continue to contribute to

the welfare of their communities, this was probably not just a

consequence of their liberalism. This conclusion seems inescapable

in the face of the data concerning the liberals of the fifties.

The latter were often passive observers of their social environments,

even when no penalty attached to participation and the potential

dangers of passivity were clear. Harold Taylor's (1962) comparison

of Sarah Lawrence students of the thirties and the fifties provides

a vivid description of the differences between the two groups.

The discrepancy between the IicClintock and Plant findings may also

support the position that non-authoritarian orientations need not

have specific effects on concrete community interests.

The areas not fully treated by current research and the lack

of consistency in the findings argue for the collection of data

concerning value changes likely to be directly relevant to later

good citizenship. An additional reason for collecting new data

is the possibility that events of the 1960's, particularly the

college civil rights and anti-war movements, may have created new

conditions affecting value change. Finally, it should be noted

that the most intensive studies on the effects of college have

been done at women's schools. While women undoubtedly have much

to contribute to community affairs, the major leadership respon-

sibilities fall upon men. It therefore seems important to begin

intensive studies of value change in co-ed and male colleges,

particularly in those whose graduates are likely to move into

positions of prestige and power.

Recent ideological trends among students

The past decade has witnessed the emergence of two major

ideological positions among young people, particularly those in

college. One of these, known as the "new left," emphasizes the

t

-13-

need for a radical reorganization of industrialized societies to

achieve individual liberation from the constraints of outdated

traditions and freedom from exploitation by economic and political

power elites. The other., which for want of - better name, might

be called "rightist individualism," emphasizes the liberation of

individuals from the constraints of governmental social regulation

so that they may be free to use their resources and skills in ways

they feel are most appropriate for themselves. Although clearly

related to previous positions, the new ideologies, particularly

the one on the left, appear to give more attention to the conflict

between individual development and group demands than did their

antecedants.

The most prominent differences between the left and right

during the thirties and forties lay along the equalitarian-

authoritarian cluster of dimensions. These dimensions under a

variety of names were the focus of a great deal of social psycho-

logical research in the past three decades and continue to be the

object of study today. Embedded in this general cluster was a

continuum running from cooperatively oriented collectivists on the

left to laissez faire oriented individualists on the right. To be

sure the latter pole had its collectivist manifestations in fascism,

but these were not dominant in America. Today the collectivist vs.

individualist dimension appears to have become dissociated from

the traditional left vs. right spectrum. The "new left" seems

markedly individualistic in some of its tenets, sometimes approaching

the classical anarchist position. The "rightist individualist"

dimension has placed even greater emphasis on individualism and

reduced the explicit importance of traditional, hierarchical status

differences. The rightist dichotomy between the in-group and the

out-group seems to have been displaced largely to the sphere of

international relations and the related struggle against internal,

political subversion. Racist appeals are not usually advanced by

rightist student groups.

While today's ideology of the right can be described as the

result of a shift in emphasis, the picture on the left is one of

a sharp break with the past. The significance of the individualism

on the left goes beyond the establishment of a new ideological

direction. Individualism is clearly inconsistent with some of the

goals and means of the "new left" movement. To bridge the gap

between the call for a transformation of society and emphasis upon

individuals acting as free agents, untrammeled by the bureaucratic

stifling of spontaneity, some proponents of the movement have had

to recreate a belief in natural harmony of individuals, who are

freed from the effects of the "establishment." This belief is

similar to the premise of Spencer's social Darwinism and is

strikingly at odds with the left's interest in regulations and

organizations to protect and upgrade the disadvantaged members

.of our society. The members of the "new left" appear to be quite

ambivalent toward organized groups. They advocate the brotherhood

of men and see the practical need for collective action on the one

hand, but they fear the detrimental effects of conformity pressures

that they believe arise inevitably in groups, even when composed

of "brothers." A related conflict exists concerning the validity

of moral or ethical imperatives. On the one hand the leftists see

themselves as motivated by high ideals and they wish others to be

-15--

similarly motivated. On the other hand, they do not wish to be

identified with an absolute conception of morality. They believe

that each man decides for himself what is right and wrong and

that no man has a right to impose his morals upon another or, at

times, even to suggest that one moral code is superior to another;

The ideas presented above are based upon unsystematic

observation and the mainly journalistic literature about the new

ideologies. It is not clear how adherents of the "new left" deal

with the conflicts mentioned. It is also not clear whether the

conflicts can be resolved and whether the "new left" can serve

as.the basis for a widespread ideological movement in the same

way as socialism formed the basis for the liberal, welfare state

movement of the past few decades. These unanswered questions make

the "new left" and its companion on the right significant phenomena

for study by social scientists. The phenomena are even more

interesting to social scientists who are also college teachers

because the college campus has been one of the centers of the

development of the ideologies and their transmission to new adherents.

The relations among good citizenship, college impact and ideology

What may appear to be diverse areas come together in the

present study because the values involved in the conflict of social

welfare and laissez faire orientations on the one hand and between

individualistic and social orientations on the other appear to be

directly relevant to good citizenship in a democratic community.

This relevance is based on the assumption that flourishing,

democratic communities require men who are motivated to concern

-16-"

themselves with the welfare of their fellow citizens and who are

able to cooperate with others in organized actions designed to

promote the general welfare. It appears self evident that authori-

tarianism is inconsistent with 'such motives so that the studies

of the effects of college upon authoritarianism have not"been

irrelevant to the major question addressed by the present research.

However, as was indicated above, the absence of authoritarianism

is not a sufficient value base for the actions we seek to promote.

It is hoped that the extension of college impact studies into the

ideological areas of concern to the current generation of college

students will provide information that will enable colleges to be

more effective in attaining the citizenship goals they proclaim

in their catalogues.

OVERVIEW OF RESEARCH PROCEDURES

Because the major goal of the research has been the development

of a measure of social values relevant to good citizenship in

democratic communities, the major procedures have been the formu-

lation, administration and analyses of successive forms of a values

measure, the Social Values Questionnaire (SVQ). The measure is

now in its fourth form and has been taken alone or with other

measures by groups of students at two small colleges and one

university, by two groups of Peace Corps trainees and by a small

group of Vista Volunteers at an urban settlement house. The major

- data have been collected from the testing of the classes of 1968

and 1969 at Haverford College at the beginnings and ends of their

respective freshman years. A number of other questions were asked

along with the SVQ, particularly in the administrations at the

starts of the freshman year, in order to discover something about

the personal and social context of the values tapped by the SVQ.

Additional data available from College records were also used

for this purpose. A sample of students in the class of 1969 was

also interviewed intensively about their views in areas relevant

to the SVQ. These interview data were coded and related to scores

derived from the values measure as a means of providing a partial

test of the validity of the measure. Comparisons among the SVQ

scores of the samples drawn from different populations were performed

in order to supply information about the questionnaire's validity.

The data from the two administrations to the large Haverford

samples also provided information about value change during the

freshman year.

The procedures employed in each step of the research will be

discussed in detail along with the presentations of the results

of that step. Because the work supported by the Cooperative

Research Contract with the Office of Education was a direct continu-

ation of previous efforts," which have not been published, and

because much of the activity under the Contract consisted of

analyzing data collected earlier, the report will begin at the

very beginning of the research program.

The development of the social values questionnaire (SVQ)

Form A

The first step was the creation of a set of items to be used

in the questionnaire. The format was the conventional one of

1The pre-contract work was supported by grants from the Haverford

College Faculty Research Fund, which also supplemented the contractfunds when it became clear that these would not cover the costsinvolved in completing the present phase of the program.

assertions with which the respondent could agree or disagree." A

six category scale ranging from strongly agree to strongly disagree

was chosen as the means by which the subjects would respond. After

looking At a number of riblishari value scales; it was decided to

write a new set of items which had high face validity with respeCt

to the orientations to be measured. This pool was supplemented

by some items from the Couch factors of the Bales Value Profile

Inventory (Couch, 1960). Drs. Donald R. Brown and Kathryn Koenig,

then of Bryn Mawr College, assisted the writer in the creation and

editing of the items. Both of these researchers had been intimately

involved with intensive college studies, Dr. Brown with the Vassar

studies and Dr. Koenig with the replication and follow-up of

Newcomb's Bennington study. In writing the items, it became clear

that more value dimensions were potentially involved in the area

of interest than had been originally considered. It seemed wisest

to include all possible items. in the initial pool. A special

attempt was made to vary the point of view expressed in the items

items was answered by a preliminary sample of 59 Haverford and

agreement response set would play in responding to the items.

relevant to a given dimension in order to minimize the that

The first form of the questionnaire composed of 133 of these

30 Eryn Mawr undergraduates late in the spring of 1

(See Appendix I A for a copy of the questionnaire.) All the Bryn

Mawr students and 40 of the Haverford students were 7-1-inuited from

410classes in social psychology. The remaining 19 Hay.....ord students

were drawn from a group selected at random from t'..a college directory.

-19-

In addition to asking for ratings of agreement with the items, the

form asked the respondents to indicate which items were seen as

ambiguous. Six Bryn Mawr and 12 Haverford students were interviewed

about their reactions to the questionnaire in order to discover why

some items were ambiguous and to obtain a general impression of

whether the questions were eliciting responses relevant to the

value areas at the focus of the research. In general, the students

found most of the items clear and appeared to be responding in

terms of a frame of reference that was relevant to the values we

wished to measure. No systematic analysis was made of these

interview data.

On the basis of the interviews and the remarks made on the

questionnaire, 15 items were eliminated from further analyses

because they were found to be ambiguous by approximately 10 per cent

or more of the respondents. The listing of item correspondences

among the several forms and analyses in Appendix II A indicates

which items were omitted. There did not appear to be any pattern

in the contents of the omitted items. The remaining 118 items

were run through a program yielding means; standard deviations,

variances, sums of ratings and sums of squared ratings. These are

given in Appendix II B 1 and II B 2. A "t" analysis of the

differences between the mean item ratings made by the two samples

revealed 22 items which differed at the p ,05 level, with a two

tailed test.2 (See Appendix II B 3.) In responding to these items,

2In this and all other analyses, missing or unreadable ratings werereplaced by the integer closest to the mean of the ratings given byall the people in the sample who had responded to the item. If morethan 10 per cent of a person's ratings were missing, he was eliminatedfrom the sample. Relatively few persons omitted ratings and therewere no items which more than two or three per cent of the samplefailed to rate.

-20-

Haverford students showed less agreement than Bryn Mawr students

with statements emphasizing the need for self restraint to avoid

hurting others and with statements involving concern for the

welfare of others. The men also'showed more disagreement with

assertions about the need for rules and cooperation with leaders

in groups; on the other hand they agreed more with the positions

that men are naturally socially oriented, and that persons ought

to join in group activities. The unrepresentative nature of the

two samples prevents the drawing of any conclusions from these

findings about differences between the Bryn Mawr and Haverford

populations, to say nothing of diff4rences between men and women

in general. The differences did, however, make it necessary to

carry out further analyses separately for each sample. The Bryn

Mawr analyses were not pursued very far because of the small size

of the sample and the fact that conditions did not permit the

collection of additional data at Bryn NiaTIAW.

The next steps in the treatment of the data from Form A of

the SVQ were to intercorrelate the item ratings and to subject

these correlations to a centroid factor analysis. It was recognized

that the computations of means, nt's", and product-moment correlations

with rating scale data violated the interval scale requirements of

these methods. Unfortunately the computer facilities and programs

available allowed no other methods for discovering the structure

of the domain from which the items were drawn. It was hoped that

consistency with additional data to be collected and the generation

of meaningful relationships would test the degree to which the

statistical improprieties diminished the reliability of the results.

S.

-21-

As is usual in such matters, it was expected that the violation of

the statistical requirements would create noise so that any

consistencies in meaningful relations observed could be trusted.3

The orthogonal rotation program used in the analysis was

written by Professor A. Paul Hare of Haverford College and was

based upon a method described by Guilford (1954). It involved

approximating simple structure by rotating a factor in order to

maximize the loading of a selected item on the factor being rotated.

The choice of the item was determined by inspection of the plots

of the unrotated centroid factor loadings. The decisions were

sometimes rather difficult to make because there was more than one

3 A partial check on possible departure of the rating scale datafrom an equal interval scale was made as follows: the ratingswere examined to determine whether individual differences in theuse of extreme values affected the inter-item correlations. Eachsubject's ratings were divided by the standard deviation of hisratings and his mean rating was added to each of these quotients.This eliminated individual differences in variability of ratings,while preserving the individual differences in mean rating givento all the items.

Inter-item correlations were then computed using these correctedratings and compared with the correlations based on the raw data.It is difficult to compute the significance of the differencesbetween correlations based on the two kinds of scores because thesamples are obviously not independent, thereby reducing thestandard error of the difference.

Using the r to z transformation, the standard error of thedifference is .19. Using the .10 level of confidence as thecriterion of significance because of the non - independence ofsamples, the transformed correlations must differ by .31 in orderto be significantly different. Only one of the 6,903 differencesapproached this size and 18 more were within seven units of thecriterion. Nost of the differences between the correlations wereless than .10. These results appear to rule out any distortinginfluence of individual differences in the range of the ratingsgiven to the items. It was therefore decided to continue usingthe raw ratings in subsequent analyses.

-22-

reasonable rotation. Alternative rotations of the first centroid

factor yielded similar results with the absolute values of the

correlations between the alternative sets of loadings on the

respective first factors ranging from .88 to .92.4 The difficulty

became greater as one went from the first to the second, to third,

etc., factors. As a result, it seemed unwise to give too much

weight to the later factors, especially in view of the small size

of the sample. Sometime after the centroid analyses were performed,

the same data re re-analyzed using the Principal Components method,

with the varimax rotation. The new analysis was made possible

through the help of Dr. Donald Brown of the Center for Learning

and Teaching at the University of Michigan, who arranged for

access to a large computer.

Appendices II I 1 and II I 2 present the factor loadings of

the Form A items obtained by the centroid method. In the most

thorough analysis of the Haverford data, the first factor was

rotated through item 129, which appears as variable 113 in the

analysis. It had 47 items with loadings -.30 at one end and 30

items with loadings -.30 at the other end. The criterion value of

1.301 for including an item in the definition of a factor was made

rather arbitrarily; when items with lower loadings were included,

the meaning of the factor tended to blur because the items with

4 Although several complex methods of comparing loadings of a setof items on two factors do exist, none were available to thewriter and non appeared to be accepted as standard (H. Kaiser,personal communication). Reliance was therefore placed uponproduct-moment correlations of factor loadings. Correlationsprobably overestimate the similarity of sets of factor loadingsbecause the many items which have near zero loadings on bothfactors contribute to the correlation. While this is not un-reasonable, in the sense that agreement about which items do notload appreciably on the factors bein compared is an index ofsimilarity, it would have been desirable to have givez1 the itemswith moderate and high loadings greater weight in the correlations.The .rograms available did not allow this.

-23-

low loadings appeared inconsistent with more heavily loaded items.

The first end of the first factor might be described as an amalgam

of valuing democratic, cooperative activity in groups and being

concerned with the welfare of others. The other end emphasizes

the values of acting out of genuine personal interest or preference,

rather than from a feeling of social obligation, and independence

from group ties or conformity pressures. This factor accounted for

about 17 per cent of the total variance in the inter-item cor-

relations. It appeared to be rather closely related to the value

dimension which was believed to be a pre-requisite for good

citizenship.

The Haverford second factor was placed through item 1

(variable 1) and accounted for 6.3 per cent of the total variance.

At one end there were 19 items which met the criterion for

inclusion; these stressed the values of individualism and self

reliance in a rather exaggerated way. The other end had only

four defining items; these reflected an altruistic concern for

taking care of others. The major difference between the first

and second factors was the prominence in the latter of what can

be called a "Social Darwinist" ethic at the individualist pole.

The statements at the individualist end of the first factor had-a

less strident tone and seemed to be concerned mostly with denying

the obligatory nature of social welfare or group-oriented

activities rather than directly valuing a rugged individualist

position.

-24-10'

The third and final factor to be rotated was located through

item 108 (variable 93) and accounted for 3.9 per cent of the

variance. At one pole it had 13 items with loadings greater than

1.301: these valued a laissez- faire, non-Judgmental stance toward!"

the behaviors of others and a disinclination to act to correct or

prevent unjust behaviors. The six items defining the other pole

emphasized the obligation to act in order to prevent immoral acts

by others. Rather surprisingly, both ends had a few items, with

loadings very near the criterion, which expressed the value of

belonging to groups. These last items clouded the meaning of the

dimension.

No attempt was made to do an independent analysis of the Bryn

Mawr data, for reasons already discussed. Instead, the centroid

factor matrix, derived from the Bryn Mawr inter-item correlations,

was rotated through the same items as the Haverford matrix in order

to determine how well the former would fit the latter. A prelim-

inary examination of the differences between corresponding

correlations in the Haverford and Bryn Mawr correlation matrices

revealed many large differences. These, combined with the

previously observed differences in mean item rating led to the

expectation that the Bryn. Mawr matrix would not be described well

by the Haverford factors. This expectation was borne out by the

differences between the unrotated matrices. (See Appendices

II I 3 and II I 4.) Had the Bryn Mawr data been analyzed indepen-

dently, the first rotation would not have been made through

item 128 which was used with the Haverford factors°

-25-

As was mentioned earlier, the Haverford Form A inter-item

correlations were also subjected to a Principal Components analysis.

This technique tends to divide the variance into smaller parts

than the centroid method. The major components were' put through

the varimax orthogonal rotation, which uses mathematical criteria

rather than subjective judgments for deternining angles of rotation.

These appeared to be the primary methods used in recent factor

analytic work and it was hoped that their use would provide a more

dependable and meaningful description of the dimensions along which

the ratings of the SVQ items varied.5

Eleven rotated factors were obtained from the analysis,

accounting together for 54 per cent of the total variance in the

correlations. (See Appendix II I 5.) The rotated factors are

described below. Following each factor number is the percentage

of the total variance for which it accounts. Also included are thenumbers of items with loadings greater than `.30I at each pole. It

will be seen that some descriptions are based upon very few items

and must therefore be regarded as very tentative; indeed, the number

of subjects involved is considerably smaller than is normally used

in such analyses, making the entire set of factors tentative.

5Ihe program employed in the analysis had a limit of 110 variables.

This limit required the elimination of eight items from the set sub-jected to the centroid factor analysis. Due to faulty communication,an error occurred in the item elimination. It had been intended toeliminate items 5,6418,21,37,71, and 73, primarily on the basis ofambiguities or awkwardness in their wordings. Instead, the itemsbearing the centroid variable numbers listed above were eliminated.Time and cost considerations prevented a re-analysis of the data asoriginally planned. The presence of a large pool of items

410 probably minimized the effect of the error.

Table 1

Descriptions of Principal Components - Varimax Factors

Form A - Haverford Subjects

1. (2.6) Individual, self- fulfillment and resistance to conformitypressures 0 items) vs. creating and conforming to groupnorms (4 items)

2. (4.9) Refraining from moral judgments of others (9 items)vs. supporting generally held moral standards andworking for group goals (7 items)

3. (4.3) Altruism and devotion to group goals (12 items) vs.letting people take care of themselves (2 items)

4. (6.9) Remaining aloof from others and lack of concern fortheir rights and welfare (22 items) vs. obligationto act to protect rights and welfare of others (10 items)

5. (3.2) Uninterpretable (6 items vs. 2 items)

6. (3.1) Uninterpretable (11 items, unipolar)

7. (5.2) Rejection of group rules (13 items)vs. gratificationfrom working toward group goals (6 items)

8. (3.2) Extreme individualism and standing alone (7 items) vs.mild disposition to cooperate in group setting (6 items)

9. (7.9) Active support of group norms and the general socialwelfare (22 items) vs. denial of obligation to supportgroups and belief in the damaging effects of conformitypressures (13 items)

10. (7.1) Laissez-faire orientation towards protecting the welfare ofothers (15 items) vs. moral obligation to prevent injustices'toward others and to protect their welfare (11 items)

11. (5.7) Identification with and participation in groups(18 items) vs. opposite (2 items)

Although most of the factors appeared meaningful in terms of

what the questionnaire was supposed to study, the large number of

factors was puzzling, especially in view of their apparent

redundancy. Shared items aside, several of the factors teemed to

-27-

mean the same thing. To be sure, it was possible to create

410 descriptions reflecting subtle differences in the connotAtions of

the items, but these might well have been a better measure of the

interpreter's verbal fluency than the nature of the value structure

giving rise to the subjects' ratings. An indication of the

redundancy is provided by the correlations among the 110 item

loadings on each of the rotated factors (see Table 2). Many of the

correlations are quite high, exceeding by far the .25 value

required for significance at the .01 level with a two tailed test.

Rotated components 7, 9, 10 and 11 forked a fairly tight cluster,

with 2 and 4 closely related to some of the components in the cluster.

Table 2 also presents the correlations among the loadings produced

by the several rotations of the first centroidfactor and the

III corresponding loading rotated on the Principal Components.

Table 2

Correlations Among Loadings on Principal Components -

Varimax Factors and Various Rotations of First Centroid Factor

Form A - Haverford Data

Principal Components - Varimax Factors

Factor 1 2 3 4 5 6 7 8 9 10 11

1 -.19 -.09 .14 -.07 -.03 .10 .04 -.08 .11 -.302 .24 -.38 .12 .11 -.31 .26 .48 -.50 .383 -.44 .14 .19 -.50 -.09 .36 -.40 .244 -.03 -.19 .25 -.01 -.33 .52 -.425 .04 -.11 -.05 .12 -.15 .296 -.06 .06 -.02 -.11 .037 .23 -.51 .45 -.418 .26 .17 -.219 -.53 .50

10 -.48

I

Factor

123456789

1011

12812211485

-28-

Table 2 (cont'd)

Haverford - First Centroid Factors

128* 122* 114*

.23 -.12 -.17-.63 .63 .64-.48 .53 .54.54 -.64 -.72

-.30 .25 -.03-.07 .06 .05.63 -.58 -.51.27 -.25 -.24

-.81 .74 .80.79 -.77 -.75

-.78 .62 .56

-.91 -.88.89

85* 76*

-.12 -.11.58 .65.78 .58

-.71 -.71.18 .18.16 .20

-.63 -.59-.22 -.23.70 .64

-.74 -.90.60 .56

-.88 -.89.89 .90.90 .91

.92

1

* The numbers refer to the items through which the rotationswere passed. 1

I

I

-29-

Because of the high intercorrelations among the centroid factors,

they present virtually the same patterns of relationships with the

other set of factors, ignoring directions of correlations. It is

particularly interesting to note that the correlations between the

Principal Component-varimax and the rotated centroid factors were

highest,with only two exceptions out of 30 instances, when the

components in or associated with the cluster were involved. It is

clear that the first rotated centroid factor includes items which

are separated by the other method.6

Form B

The appearance of a strong, first, rotated centroid factor in

the analysis of Form A which corresponded rather well to the com-

bination of values the questionnaire was designed to measure led to

a more systematic and large scale collection of data. In the con-

struction of the new form, items with ambiguous or awkward wording

were rephrased or eliminated, as were items with low centroid

6 It might be thought that such high correlations among loadings

as were found with the Principal Components-varimax method would be

impossible because of the orthogonal nature of the varimax rotation.However, this is not the case if the factors are poorly placed.An extreme example of this would exist when a plot of all the itemloadings lay along a straight line which made a 45 degree'anglewith each of the two factors serving as the axes of the plot. In

this case the correlations between the two sets of loadings would be

1.00, despite the orthogonality of the factors. One could hardly

call such a rotation an approximation to simple structure,but thepresent correlations indicate a less extreme form of departure fromsimple structure. .This problem with what was expected to be a moreadequate method than the one previously employed was not discovereduntil rather late in the research. As a result the major reliance

continued to be placed upon the more advanced, but perhaps less

adequate procedure. Ideally the data should have been put through

411a procedure allowing oblique rotations, but such a procedure was

not available.

-30-

communaliti es. Many pairs of apparently similar items were retained

with the hope that they would eventually be used in alternate forms

Of the SVQ. An introduction was added to the items in order to

clarify the meanings of some terms that were important but ambiguous.

The SVQ-Form B was included as part of a long questionnaire which

was mailed to all incoming freshmen, with United States addresses,

in the Haverford class of 1968. (See Appendix I B). Students

received these a week or so before they arrived on campus for

freshmen orientation. The questionnaire was accompanied by a

short letter from the Director of Admissions approving of the study

and mildly recommending that the student participate. Also

included was a longer letter from the project director which

explained the general purpose of the research as trying to find out

about the effects of college upon students and solicited the

student's cooperation in the research. Both letters, which are

reproduced in Appendix I E 1 and I E 2, contained prominent state-

ments indicating that participation in the study was voluntary.

Students were requested to complete and return the questionnaires

in the stampede addressed envelopes provided.

The rate of return was quite high. The class contained 144

freshmen, of whom 122 eventually returned questionnaires. About

two thirds of the respondents mailed the materials as requested.

The remainder either brought the completed forms when they arrived

or answered the questions during their first two or three weeks

on campus. All students who had not returned the questionnaire

by the time they came to Haverford were sent a note reminding them

of the study and asking them to respond to the questions and to

return the materials. (See Appendix I E 3j

0

r

The mean ratings,of the items on Form B of 118 students)

are given in Appendix II D 1. The four who are missing either.

failed to respond to many of the items or omitted the SVQ

section completely. Several analyses were performed to determine

whether the items elicited similar responses to Form A and Form B

administrations. The differences between the mean ratings on

comparable items were tested for significance.?

Thirty-one of the differences produced "t" values that

were significant at p -4.05, with two tailed tests. (See

Appendix II D 2.) Some of the items involved in the differences

had been reworded in more than a minor way; the Form B numbers

of these were 1, 6, 8, 11, 24, 48, 73, 75, 89 and 92. The

remaining.items producing significantly different ratings were

3, 9, 19, 21, 27, 28, 40, 46, 50, 59, 61, 63, 66, 69, 70, 77,

79, 81, 97, 103 and 105. An intuitive assessment of the nature

of the differences betWeen the samples suggests that the students

responding to Form B saw relatively more conflict between

individual development and self7fulfillment on the one hand and

'involvement in groups on the other; they were also relatively

more willing to acknowledge the rights of groups to put pressure

upon members to conform to group standards; and finally they

were more in favor of action to promote the welfare of others.

7 The wording changes made in some of the items createddifferences in meaning as well as clarity. Often the itemsbecame less extreme as a result of the changes.

Alb

-32-

The data at hand do not permit an explanation of these differences.

However, despite their presence, the means of the responses to

the two sets of items correlated .91. This indicates that while

the level of agreatmont- with certain PnetirinA was different in

the two samples, the patterns of agreement and disagreement were

rather similar.8

The item ratings on Form B were intercorrelated and subjected

to a centroid analysis. (See Appendix II J 1.) Once again

several rotations of the first centroid factor were possible,

but it was decided to try only two,toth of which had been

tried in the analysis of Form A. One rotation was passed

through Form B item number 100, which corresponds to Form A

item 122; the other was located through item 106, corresponding

to Form A item 128. The correlation between the factor loadings

produced by the alternate rotations was -.91. Rotations of the

second and fourth factors were carried out through items 62.

and 85, respectively, after the rotation of the first factor

through item 100. However, the availability, by that time, of

the more advanced analysis led to the decision not to try to

interpret these rotated factors. (See Appendix II J 2.) The

major reason for the centroid analysis of Form B was to check

the stability cf the major factor. The correlations between the

two sets of loadings on the Form A and Form B factors were .81

and .82, suggesting a fair degree of stability.

8 The correlation involved only 110 of the 111 items becauseit was computed as part of a larger analysis, involving thePrincipal Components from Form A (see Table 2); this analysiswas limited to 110 items.

0

0

0

-33-

The Principal Components-varimax analysis of the Form B

data required the elimination of one item to fit the limits of

the program. Item 27 was discarded because of its wording,

its low loading on the first rotated Form B centroid factor,

and its low communality. Fifteen components were selected for

rotation; after rotation they accounted for 52.9 per cent of

the total variance in the correlations among the Form B items.

(See Appendix II J 3.) The factors are described in Table 3.

The number in parentheses following the factor number is the

per cent of the total variance accounted for by that factor.

Table 3

Descriptions of Principal Components

Varimax Factors - Form B

1. (2.2) Belief in groups having detrimental effects onindividual freedom and self-fulfillment (5 items,unipolar)

2. (2.5) Emphasis on the conflict between individual needs andgroup demands, with former being more valued (4 items)vs. uninterpretable (I item)

3. (2.6) Minding one's own business and not volunteering tohelp or influence the morals of others (4 items) vs.uninterpretable (3 items)

4. (3.6) Self restraint out of consideration for others andacceptance of social control (6 items) vs. lack ofconcern about effects of one's behavior on others(3 items)

5. (8.6) Obligation to protect the welfare of others and toparticipate in group activities (18 items) vs. denialof this obligation (19 items)

6. (3.1) Giving individual goals greater weight than groupgoals (3 items) vs. opposite (6 items)

7. (2.3) Active, unrestrained satisfaction of individualdesires (6 items, unipolar)

-34-

AroeowmAmuoMAWOIWWW.M...A.AWJWW..hfwdW.VD.V...*..M.,

8. (2.6) Cooperativeness and willingness to enforce groupnorms (7 items, unipolar)

9. (2.7) Emphasis on voluntary aspect of cooperation in groupsetting and concern for others (8 items) vs. unin-terpretable (1 item)

10. (2.6) Emphasis on personally motivated as opposed to groupmotivated altruistic and considerate behavior(7 items, unipolar)

11. (3.8) Rejection of group-imposed restraints (7 items) vs.acceptance of obligation to participate and cooperatein groups (7 items)

12. (4.3) Rejection of group pressures and conformity to groupnorms (9 items) vs. uninterpretable (3 items)

13. (4.8) Self-fulfillment through identification with groupsand warm interpersonal relationships (12 items) vs.uninterpretable (3 items)

14. (4.6) Obligation to act in order to uphold generallyaccepted moral code (12 items) vs. refusal to makemoral judgments of others (5 items)

15. (2.6) Importance of maintenance of group norms and generalmoral standards (5 items) vs. uninterpretable (2 items

The redundancy noted among the rotated components of Form A

also emerged in the analysis of Form B. The correlations among

the rotated components are presented in Table 4.. While the

relationships are not generally as high as was the case with

Form A, there was a loose cluster composed of rotated components

4, 5, 6, 11, 13 and 14. These components are the ones accounting

for relatively large amounts of variance, although component 12,

which is also strong, is not present in the cluster. The cluster

components also are the ones which correlate most highly with

the loadings obtained from the two rotations of the first

centroid factor.

'''114446244146111404iNgjai

-35-

Table 4

Correlations Among Form B Rotated Irincipal Components

and Rotated Centroid Factors

1 2 3 4 5 6

1 .01 .01 .01 .04 XI2 -.08 .1? .17 .143 -.14 -.15 -.134 .46 .315 .32678

123456789101112131415

100

10 11 12 13 14

.05 .00 -.06 .10 ..02

.06 .16 -.03 .12 -.22

.00 -.08 .03 -.03 .16

.18 .30 -.19 .13 -.32

.13 .41 -.22 .41 -.46

.11 .27 -.22 .20 .24109 .C4 .00 .13 -.13

-.05 .09 -.18 .01 -.03-.09 -.11 .17 -.08 .07

.11 -.13 -.06 -.06-.18 .32 -.21

-.14 .05-.20

7

.03

.00-.02.07.14.07

8 9

.07 .02

.00 -.02-.03 .06.05 -.15.06 -.13.08 -.12.10 -.10

-.07

15 100*. 106*

-.08 -.02 .04-.08 -.21 .19108 .18 -.14

-.17 .-.58 .50-.19 -.92 .80-.15 -.49 .47-.C8 -.11 .15-.09 -.07 .06.04 .09 -.18

-,.12 -.11 .06-.09 -.55 .74.11 .23 -.35

-.10 -.55 .65.19 .62 -.42

.24 -.17

-.91

* The numbers refer to the items through which the rotationswere passed

-36-

The stability of the factorial structure across the two

forms of the SVQ was tested with the rotated principal

components as it had previously been tested with the rotated

first centroid factors. At first it was thought that this

comparison would provide a more reliable index of stability

than the previous one because the components were not influenced

by the decisions of an analyst. However, the peculiarly divided,

redundant nature of the components put this assumption in doubt.

Nevertheless, the 10 largest rotated components of Form B were

correlated with the eight largest rotated components of Form A

and also with the rotated Form A first centroid factorA.9

Some of the correlations among the rotated components of

the two forms are quite high. Form B component 5 is strongly

related to Form A components 4 and 11. Indeed, Form B compon-

ent 5 is correlated fairly highly with all of the ,Form A com-

ponents and also related more strongly to the Form A centroid

factors than did any of the other Form B components. Because

the analysis included only components accounting for relatively

large amounts of variance, it is difficult to determine whether

the components in the clusters correlated more highly across the

9 This analysis was based on only 88 items because it wasperformed as part of a larger analysis involving the third formof the SVQ; only items with substantially the same wording inall three forms were included. One measure of the effect ofdropping some items from the correlation can be obtained bycomparing the correlations of corresponding centroid factors ofthe two forms obtained in the limited analysis with the samecorrelations obtainea =.A1 the analysis performed with almost allthe items (see p. 32 above). The corresponding correlations inthe two analyses are almost identical, differing by .06 in oneinstance, and .02 in the other. On this basis, it appears thatthe correlations in Table 5 provide a valid index of what thematrix would have been had all the items been included.

-37-

Table 5

Correlations Among Fonm A and ?orm B Rotated

Components and Factors

Form

Form A

Principal Components - Varimax FactorsCentroid

1st Factor

B 2 3 4 7 9 10 11 107 113

1 -.13 -.12 .01 .34 -,16 .11 -.11 -.13 .173 .20 .05 -.04 -.17 .22 -.17 .08 .18 -.204 -.26 -.49 .37 .36 -.51 .47 .-.23 -.57 .515 -.38 -.52 .68 .39 -.53 .73 -.44 -.76 .696 -.48 -.25 .29 .29 -.49 .35 -.44 -.54 .568 -.20 .01 .24 .18 -.19 -.25 .3011 -..46 -.30 .44 .25 ...32 .48 -.51 -.57 .5612 .30 .22 -.22 -.50 .39 -.13 .29 .35 -.3713 -.29 -.45 .41 .42 ...44 .46 -.64 -.59 .6214 .50 .24 -.35 -.26 .45 -.45 .24 .53 -.48

100 .51 .58 -.68 -.4? .64 -.77 .56 .87 -.81106 -.54 -.54 .66 .50 .74 -.68 -.87 .84

two forms than did the other components. Despite the difficulty,

an attempt was made to make this determination by dividing the

correlations into three groups: a) those involving components

associated with clusters in each of their respective forms;

b) those involving a component associated with.a cluster and a

component not associated; and c) those involving two components,

neither of which was associated with a cluster. Correlations

falling in these classes were divided according to their

absolute magnitudes into four approximately equal groups. The

contingency table created by these divisions is shown in Table 6.

There is a definite tendency for components drawn from the

clusters to produce higher correlations than those not associated

-38-

Table 6

Classification of Correlations Among Rotated Components

From Form A and Form B According to Cluster Membership

Both Componentsin Clusters 0 9 14 13 36

One Componentin Cluster 14 8 5 3 30

Neither Componentin Cluster 3 1. 0 0 4

Correlation Range Total

51.201 1.211- .3211 I II I033,- ,.4e.151

Total 17 18 19 17 70

with clusters. This table was not tested for significance

because of the omission of several factors from the correlation

analysis. It does, however, seem likely that the addition of

the weak, non-cluster components would most likely have added

cases to the lower left..-hand cells, thereby increasing the

strength of the relationship observed. This supposition is

based on the idea that the weak components are probably chance

occurrences, unlikely to show up on repeated analyses.

The contingency analysis of the inter-form correlations

and the correlations between the Form B components with the

Form A and B centroid factors suggest that the relatively stable

aspect of the SVQ factorial structure was tapped by the rotated

first centroid factors. and by the components which were

correlated with these factors as well as among themselves.

An examination of the meanings of these factors indicates that

the dimension dealing with protecting the welfare of others

is the one which is most Clearly repeated. Beyond this clear

repetition, the other cluster components on one form which

correlate with several but not all cluster components on the

other form seem concerned with the value of being identified

with groups, as opposed to being a rugged individualist; and

to a lesser extent with the value of cooperation, where no

mention is made of specific group rules. In both forms there

were components (A7 and B12) which were concerned with

orientations toward group regulations. On Form A this theme

was clearly a part of the general cluster and the first rotated

centroid factor; component A7 correlated .63 with the preferred

rotation of the first centroid factor. On Form B the nature

of this component had changed so that it was no longer part of

the global first centroid factor and associated components.

The major change appears to have involved the value

placed on working for group goals. In Form A it is part of the

rules component; in Form B it is not. It was probably the

positive, altruistic aspect of working for group goals that

produced the correlation betweenA7 and the cluster. It is also

interesting to note that despite the separation of concern with

specific group rules from the general cluster, a more general

kind of orientation toward supporting general moral standards

(B5 and B14.) does remain in the cluster. Discussion of the

possible significance of these patterns of stability and change

for evaluating the success of the questionnaire in measuring

what it was intended to measure will be delayed until after the

presentation of data from the third form.

Form C

Because of the wording changes between Forms A and B of the

Social Values Questionnaire and because of the peculiar nature of

the first sample, it was decided to collect one more round of

data before accepting a given set of factors for further work.

The third form of the SVQ was constructed with the major aim of

cutting down the number of items in order to reduce resistance

to completing the questionnaire. As before, judgments of

meaning clarity and the magnitudes of item communalities were

used as criteria in eliminating items. In April of 1965, Form C

of the SVQ and two other parts of the questionnaire administered

the previous summer were given to volunteers in the Haverford

freshman class of 1968. The SVQ alone was given to the Form A.

respondents who were still on campus and who were willing to

cooperate. All the respondents were recruited by mail, but were

given the questionnaire in the psychology laboratory. The latter

procedure was used to minimize the opportunity for students being

influenced by roommates or friends as they answered the questions.

Because the questionnaires were administered over a two-week

period, it is quite possible that the items were discussed,

although the students were asked not to do this. The freshmen

were paid $2.00 in cash when they handed in the completed

questionnaire, while the upperclassmen were given $1.00. The

discrepancy in payment was due to the difference in the amount of

time required of the two groups. Of the approximately 135

freshmen on campus in the spring of 1965, 111 completed Form C

of the SVQ; 94 of these had also completed Form B. Thirty-six

upperclassmen also answered the questions.

Appendix I E 7 contains the initial spring recruitment letter

sent to the freshmen during the replication of'the study the

Pro-louring year. The note used -with the class of 1968 was sub-

stantially the same. Students who did not respond to the first

note received a second, much like the first. The remaining

holdouts received a short handwritten appeal to participate.

The upperclassmen were sent a note similar to the one sent to the

freshmen. Appendices II E 1 and II E 2 present the item means

and standard deviations for the two groups of subjects tested in

the spring of 1965.

The'Form C responses of the freshmen were inter-correlated

and subjected to a centroid factor analysis. Two rotations-of

the first factor were made through the items that had been used

in the Form B rotations. (See Appendices II K 1 and II K 2.)

The purpose of this analysis was simply to examine the

stability of the loadings. The two sets of Form C loadings

correlated .88 with each other, .93 and .88 with their corres-

ponding Form B factors and .87 and .89 with their corresponding

Form A factors. It is clear that, insofar as the correlation

coefficients can be relied upon for an indication of the similarity

of factors, the same first rotated centroid factor appeared in

all three sets of data.

A Principal Components-varimax analysis was also carried

out with the Form C data. For reasons which will:be explained

below, this analysis was not performed until some time after the

-42-

centroid analysis. By that time working definitions of the SVQ

factors had been chosen so that no attempt was made to interpret

the rotated Form C components. However, the loadings on the

rotated components correlated with each other, with the loadings

on the two Form C rotated first centroid factors and with the

loadings on the rotated Form B components (see Table 7).

The picture presented in Table 7 is the familiar one of

non-independence among a cluster of components. In the present

case, rotated components 8, 10, 11 and 12 were relatively

closely related to one another, with component 4. being closely

bound to two of the cluster members. Also associated with the

cluster were components 5 and 9; they were tied in primarily

through correlations with component 12. Continuing the pattern

of repeated findings is the observation that the components in

the cluster were the-ones accounting for relatively larger amounts

of variance and were more highly correlated with the first .

rotated centroid factors.

Table 8 shows the correlations between the Form B and Form C

rotated components. As before, tnere were a number of moderate

and a few high correlations between components from the two sets

of data. A contingency table ,of the correlations divided by

cluster membership and magnitude was set up in order to see

whether the correlations among components belonging to clusters

on their respective Forms would be more highly correlated than

non-cluster members. It seems clear from Table 9 that this was

indeed the case.

1

2 3 4 5 6 7 2

101112

92

Table 7

Correlations Among Rotated Principal Components and

Rotated Centroid Factors - Form C

Principal Coiuiponenta

2

.13

3

.14

.19

4

.24

.20

..20

5

.22

.21

.23

.10

6

.11

.13

.17

.20

.16

7

-.02

.09

.13

-.09

-.05

.16

Variznax i'actors

89

10

11

12

Centroid

Factor*

92*

98*

.26

.34

.22

.11

-.35

-.24

.39

.28

.23

.33

.26

-.31

-.48

.48

.18

.17

.32

.25

-.29

-..34

.24

.31

.30

.44

.27

-.46

- .54

.59

.28

.38

.18

.15

-.44

-.21

.37

.30

.10

.37

.27

-.15

-.36

.22

.04

-.11

.13

.14

-.03

-.11

.01

.39

.47

.40

-.38

-.63

.61

.37

.26

-.43

-.48

.60

.50

-.39

-.89

.66

-.36

-.71

.62

-.88

*The numbers refer to the items through which the rotations were passed.

-44

tO CO Tr 0 CO OCUCOr - I C\i 0 CJ :11 Vi r~t H r-I r-1 11) rA CO Cf)

1 t 1 1 1 1 1 g I

t- N CO 0 t.0 H CD r-I 08--3 r--1 0 00 Li J 0 0 r-i 0 \II C i C13 r-i

o1 1 I 1 1 1 I I

cii0C0r-101(NCOCOCOVNctliVOO0 rACJO(00000HOHCIVriC`Jli0r--I

CD 1 1 I 1 1

aCD .00100,-iN3 t,.(oo) cv ooco coN0 O H 1--1 r,1 sil C') cif 0 CO s41 ri CO LI) C\] CI al0 eQ04 I i I 1 I00 CO Is) CM C.- r.\3 Cl r-I CI) r-I CV (0 C\I 0 01 CO

00 ON 1:1) CO tr) Cl 0 r-I r4 0 CY) r--I (.1 N CIr0a) I I i I I

4-,d+3 0 gati 00 0 CJ CD 0 C:3) 00 r-i CO N r4 :r) 01 C1O N 0000HHOC000r-10r-10r-1

1-4^". 5.,I 1 1 1 I 1

C.) 0sz.

Et. co N 0 is) 0 0-.) o r-hr) cl co IN co 0 olg 4 to Or-IHNL01-101-10HHOOCOH00 0rti I 1 I I I

40ri tri.X) ' NT C\I N Cl V tO CI CI '-lt.0 al N 00 V criIS 1- tO 0 CO Ci C\1 s-1 C\1 i-11-1 CI) 0 CO CY) CV HEl

A ,1 1 1 1 1

LO r--1 03 01 0.) 0 L) CO 0 CO 0 CI COV CV N 0 ti 71C.\3 1-11-1 H 0 CO f.Y3 r-1

I I

CO

04-,

r-1

;.4 r-103 -s1.4 V al N 03 CO N NONI`+ CON OHNC\10 N r-I 0 rl \-11O

1 1

CO Cr) CO CO CI CO t..0 C\I 0 0") LO CO Cq0 0 0 01 ri r1 T-1 CY) czai 0 CO H CJ

1 1 1 1

tO cc) cY) c'r3 ce) Ls) r-1 CO -4 0CV otmr-IcAce.)cl000rAcnoc'br-1 o

*1 1 1 1 1 1

A1-100),01.0(oNotmor-1 CU co\iito

;4 HHHHHH0rt.

Table 9

ClassificatiOn of Correlations Among Rotated

Components From Form L and Forms C

According to Cluster Kembership

4

Correlation Range

10 1.111-1.181 1.19171.311 -.32 Total

Both Corponents12 29 42in Clusters 0 1:

.

One Component31 12 93in Cluster 22 28

Neither Componentin Cluster 24 13 6 3 45

Total 46 44 48 180

Pooled Analysis

The indications of stability in the factorial structure of

the SVQ made it appear reasonable to pool the data from Forms

B and C for an additional PrinCipal Components-varimax analysis.

The Form A data were not included because of the considerable

number of wording changes that had been made between Forms A and

B. The fact that 94 of the 173 respondents were represented

by a set of responses to each form of the SVQ had advantages and

disadvantages as far as the development of the questionnaire was

concerned. Sets of items eliciting the same relative amounts of

. agreement on both administrations to the common sample would

correlate more highly in the total analysis than items eliciting

less stable response patterns. In turn, these higher correlations

-46-

would have a relatively greater effect upon the factorial structur

emerging from the pooled data anlysis. The advantage of this

state of affairs is a structure with increased reliability and

equal appropriateness for students who had never before answered

the questions and students who had already been tested once.

The use of resnonses made at'the start and the end of the

freshthan year also makes the structure appropriate for students

who have had no college and students who have had what previous

research suggests is the most influential year of college.11

The disadvantage of pooling the summer and spring responses

is that of covering up any changes in factorial structure which

might occur during the freshmen year. The relatively small sizes

of the samples made it unlikely that such differences could be

clearly observed even if the pooling had not occurred,'particu-

larly given the absence of a readily aailable method for

testing the differences that might be observed,. The final

element tipping the scales in favor of pooling was the high level

of agreement between the separate centroid analyses of the B and

C data. The decision to pool the data was made bcfore the

11This advantage would have been retained had different samples

been used for the two degrees of college experience. Such aprocedure would have been possible by including the summerresponses of half of the common subjects and the spring responsesof the other half, with random determination of which of asubject's responses would be used. Given the small number ofsubjects, it was thought that the advantages of additionalresponses outweighed the disadvantages of throwing out half the da

,fr

amount of agreement between the rotated components of the two12

sets of data was known.

Nine components, accounting for 38 per cent of the total .

variance, emerged from the analysis of the pooled data. They

are described briefly in Table 10. Appendix II L presents the

rotated matrix. Because these factors were used in the remainder

of the research, a listing was prepared of.the items loading

above the criterion on each factor. This fills out the skeletal

descriptions presented in Table 10 and can be used to check the

adequacy of these descriptions. The listing may be found in

Appendix II N.

An inspection of Table 10 reveals the redundancy that has

been noted in previous analyses. The redundancy can also be

seen from correlations among the components presented in Table 11.

Components 3, 5, 7, and 8 appear to form one cluster, while

components 4. and 6 form another, with 2 loosely tied to 6.

Component 9 appears to be equally related to both clusters.

12Unfortunately a second misunderstanding occurred in the mail

communication between the project director and the people doingthe Principal Components-varimax analysis. It was intended thattwo analyses be performed, one with the pooled B and C responsesand the other with only the Form C responses. To facilitate this,two decks'of cards were mailed, one containing the pooled dataand the other containing just the Form (0 data. The instructionsaccompanying the cards proved to be ambiguous and led to theinclusion of both decks in a single analysis. The Form C datawere therefore entered twice in computing the correlations andtherefore had twice the weight that was intended. The long delaysbetween sending the data and receiving the results, usually tmto three months, made it impossible to hold up the rest of theanalysis in order to wait for a re-analysis of the properly pooleddata. The Form C data were returned for a separate analysisbecause no decisions depended upon the factorial structure of thesedata, taken alone. The general consistency between the rotatedcomponents obtained in the seprate B and C analyses (see Table 8)and the substantial correlations between some of the pooled com-ponents and Form B components (see p. 4.2) mean that the errormost likely had little effect upon the nature of the factorialstructure emerging from the pooled analysis.

Table 10

Descriptions of Principal Components - Varimax. Factors

Forms 13 and C - Pooled Data

1. (2.6) Satisfaction from working towards group goals or forothers, group emphasis primary (.6 items, unipolar)

2. (3.1) Dangers of group effects on development and maintenanceof individual potential and integrity, laissez faireattitude toward deviation from norms of democraticgroups (8 items) vs. uninterpretable (1 item)

3. (3.0) Obligation to act to protect .welfare. of others whenone is not directly the cause of their problens or'closely related to them (5 items) vs. denial of this 4

obligation (5 items)

4. (3.1) Opposition to group pressures toward conformity togroup norms and preference for reliance on individualconsciences for social control (9 items) vs.uninterpretable (1 item)

5. (4.8) eblition to influence other's to conform to moralcode (8 items) vs. letting each person mind his ownmorals and not those of his neighbors (6 items)

6. (4.3) Legitimacy of group demands and pressures toaardconformity to rules of group (8 items) vs. obliationto follow individual preferences when these conflictwith group (6 items)

7. (4.8) Denial of social welfare obligation, Ath the emrhasison obligation, in favor of followinz directions set byone's personal orientation. This doesn't excludesocial welfare activities, provided they spring fromself rather than being t--...ken on from outside becauseof obli,;.ations or pressures (12 items) vs. obliationto promote welfare of others (2 items)

8. (6.4) Lmphasis on compassion and willingness to limit at'sown behavior for the good of others, with subsidiaryemphasis on positive action to help others (16 items)vs. lack of responsibility for well being of others(7 items)

9. (6.7) belief in identification with and participation in -zrou;;s

as natural :Ind conducive to develo;-,,mec,t of self (10items) vs. emphasis on remainin aloof from groups(8 items)

Table 11

Correlations Among Rotated Con.ponents -

Forms B and C - Pooled Data .

Principal Comoonents - Variniax Factors

1 2 3 4 5 6 7 8 9

1 -016 .01 .23 -.11 .16 -.10 .03 .26

2 -.21 -.12 .26 -.33 .28 .37 -.32

3 .12 -.45 .19 -.47 -.52 .026

4 -.27 .40 -'.24 -.21 .17

5 -.37. .51 .51 -.41

6 -.36 .38 -.31

7 - .68 -.48

8 -.46

The first cluster deals primarily with orientations concerning

the welfare of others, while the second pertains to orientations

toward group norms and conformity pressures. It seems reasonable

that component 9 forms a link between these two clusters because

it focuses upon identification with groups and could reflect

either a "brother's keeper" or a conforming orientation.

In order to assess how well the pooled components represented

the.structures arrived at through previous analyses, the loadings

obtained from the pooled analysis were correlated with some of

the loadings obtained from each of the individual analyses.

Table 12 presents correlations between the pooled components and

the components derived from Forms B and C. All 102 items used

on Form C were involved in the analysis. The double weight

given to the Form C data in the pooled analysis (see footnote 12,

p. 1.7) necessarily produced higher correlations between the

I

Table 12

Correlations Among Components Based on Pooled Data'and

Components Eased on Separate Analyses of Each Form

Form BPooled Components

Components 1 2 .3 4 5 6

1 -.05 .42 -.0? -.15 004 -.092 -.03 .19 -.23 -.26 .34 -.203 -.18 .14 .20 .17 -.26 .344 .00 .34 -.40 -.12 .43 -.445 -.04 .42 -.73 -.18 .58 -.306 -.24 .20 -.24 -.21 .36 -.507 -.0? .17 -.15 -.07 .05 -.098 -.50 .29 .05 -.14 .12 -.409 -.08 .04 -.09 .35 -.G9 .5210 -.09 .12 -.20 -.15 .03 -.1211 :-.20 .19 -.14 -.45 .37 -.2312 .07 -.52 .11 .47 -.GS .5213 -.20 .19 -.15 -.37 .20 -.2014 .10 -.15 .50 .23 -.87 .2515 .38 -.10 .26 .30 -.27 .27

Form CComponents

1 -.2? .59 -.20 -.58 .26 -.312 .02 .04 -.05 -.25 .32 -.193 -.53 .00 -.22 -.52 .09 -.104 -.26 .68 -.45 -.OS .36 -.265 -.01 -.02 -.19 -.72 .2? -.496 .03 -.07 -.8? -.15 .38 -.097 .53 -.10 -.11 -.24 .03 .318 -.20 .21 -.35 -.34 .96 -.359 -.15 .38 -.18 -.44 v10 -.S5

10 .04 .50 -.59 . -.12 .55 -.3411 -.14 .09 -.30 -.17 .44 -.2212 .31 -.29 .21 .54 -.39 .39

7

-.06.19

-.07.52.79.43.03.05

-.19.0$.59

-.n3.36

-.37-.13

8 9

.10 ,-.15

.16 -.23-.09 .08.60 -.26.83 -.49.37 -.42.11 --.19.05 -.09

-.22 .10.31 .12.51 -.52

-.11 .22.43 -.86

-v40 .34-.09 .13

.14 .20 -.21

.30 .48 -.37

.35 .52 -.27

.44 .37 -.56

.21 .17 -.43

.3? .38 -.17

.23 .21 -.02

.4? .4-6 -.39

.40 .36 -vI2

.71 .94 -.A3

.92 .48 -.39-.44 -.42 .98

-51-

pooled data components and the Farm C components. It is clear

that pooled components 3 and 5 through 9 are virtually identical

with Form C components 3 and 8 through.12. The pooled components

3 and 7 through 9 are also strongly related to Form B components.

A fuller description of these correspondences will be given after

presenting the correlations among the pooled factors and the 7

components accounting for the largest amounts of variance in the

Form A data (see Table 13). This last set of correlations

involved the loadings of the 88 items having substantially the

same wording on all three forms. The loadings on the two

repeated centroid rotations were also included in analyses

reported in Table 13.

The correlations shown in Tables 12 and 13 were examined

to discover which of the components in the individual analyses

showed the closest correspondence to the pooled components.

In some cases the correspondences were clear, with correlations

around .80 or higher. In other cases there were no single

components which could be pointed to as being equivalent to .a

given pooled component. When this occurred, the highest cor-

relations were taken as indices of correspondence, with the

arbitrary restriction that these be at least .50 in absolute

magnitude. The results of this examination are set forth in

Table 14.

The separate components which-are best represented by -.the

pooled components are those accounting for relatively large

amounts of variance in their respective analyses and those which

or,

Table 13

Correlations Between Components Based on Pooled Data 9

Components From'Form Al and Rotated

Centroid.Factors From Forms 41B and C-

Form AComponents

23479

1011

Form ACentroid

122128

Form B(.:entroid

100106

Fonm CCentroid

9298

Pooled Components

1 2 3 4 5 6 7 8. 9

.26 -.30 .2? .41 -.55 .44 -.47 -.36 .45

.29 -.4? .41 .23 -.34 .35 -.39 -.62 .41

.01 .29 -.54 -.30 .36 -.19 .66 .70 -.40-.31 .53 -.35 -.48 .37 -.51 .32 .31 -.51

.26 -.36 .38 .4? -.56 .73 -.44 -.51 .5?-.20 .28 -.4? -.32 .64 -.38 .76 .70 -.56

.32 -.20 .25 .55 -.38 .51 -.49 -.42 .78

.28 -.43 .52 .51 -.68 .61 -.77 -.76 .72-.35 .40 -.44 -.5? .6C -.68 .70 .67 -.78

.19 -.41 .68 .27 -.?2 .44 -.84 .69-.21 .41 -.50 -.42 .58 -.48 .83 078 -.79

.13 -.43 .52 .22 --.70 .44 -.85 -.88 .6?-.24 :46 ...37 ..43 .6? 02 .65 .90

Table 11

Correspondences B6tween Pooled, Components and

Components From Separate Analyses

Pooled Components

1 2 3 4 5

FormA

B 8-:50

FormB

C 3".53

FormC C 7

-.53

6 7 8 9

A? A -4' 'w".14-1 .31 --A- lo A9 IA 10 A 4 1A11.

.53 1-.54 '.55 .64 .73 .76 .70 .78

B12 B5 B 11 B 6 B5 B5 B13-.52 ,-.73 -.87 .50 .79 .83 -.86

B9.52

B 12A52

Cl C6 iC 5.59 -.87 -.72

C 10.50

C 8 C 9 C 11 C 10 C 12.96 .95 .92 .94 .98

showed the greatest stability from one analysis to another.

However, the stability was neither perfect nor simple. Single

dimensions in one analysis sometimes were broken into two

correlated dimensions in another analysis. For example, A 10

correlated strongly with both pooled 5 and pooled 79 which in

turn correlated with each other.

1

-54.-

4

In terms of contents these correlations indicated that

persons strongly oriented toward protecting the welfare of others

were also likely to agree to the need to uphold general moral

code6. Sometimes, as -in the Form A analysis, these two related

orientations appeared on the same component. At other times,

as in the pooled analysis, they appeared on two correlated

components. This change is not really a change in the nature of

the relationships between orientations; rather, it is a change

'in the arbitrary placements of the reference axes by the varimax

rotation.

A similar situation was observed in the case.of B 5, which

correlated with pooled 3, 7and 8, all of which in turn were

related to one another. The stability appeared to exist

between sets of components rather than single components. The

somewhat complex picture with regard to stability is probably

the result of the failure of the varimax rotation to produce a

simple factorial structure. This point will have to be kept in

mind when relations between scores based upon the pooled

dimensions and other variables are presented. It is likely that

no single pooled component is a reliable reflection of the

dimension it is supposed to represent, although consistency of

findings involving sets of related components are probably

trustworthy. Judging from the patterning of correlations among

the components within and between analyses and the results

of the centroid analyses, aborted in favor of the newer method,

-55-

rotations of the centroid factors might well have provided

simpler factorial structure than the one presented above.

Probably the ideal method would have been an oblique rotation

of the components, but this was beyond the capacity of the

computing, facilities and programs available.

An intuitive examination of the patterns of correlations

described above suggests that the questionnaire was most successful

in reliably measuring orientations relevant to being concerned

about the welfare of others and orientations toward being

identified with groups and that these two orientations went

together. That is, persons accepting the obligation to protect

the welfare of others were also likely to value identification

with groups. Dimensions concerning behavior in groups and

orientations toward group norms were not as successfully

measured. Somewhat surprisingly, orientations toward general

moral imperatives, as represented particularly by pooled com-

ponent 5,and to a lesser extent by component 3, were somewhat

separate from orientations toward specific group norms. They

fell somewhere between the latter orientations and the social

welfare orientations.

The prominent social welfare dimension seems rather

similar in content to the traditional difference between the

left and the right, so that its appearance does not indicate

anything new in the study of political ideologies held by

college students. On the other hand, the wordingsof the items

;'''''

-56-

are less specifically political than was the case with Newcomb's

scales and seem more directly appropriate to the things a good

citizen in a community would have to think about than do the

items in the many variants of the F Scale. The group identifi-

cation dimension and the two sets of dimensions dealing with

social norms, one on a general moral plane and the other on a

specific group activity plane, seem to tap aspects of the second

set of orientations with which the study is concerned. -The

diversity of the dimensions in this area indicates that it may

be unwise to think of individualism vs. positive orientation

toward groups as a single dimension. Some kinds of group-

oriented responses went with concern for the social welfare of

others, as one would expect in the case of conventional leftist

ideology. These were the more abstract positive orientations

toward groups and social harmony, as reflected in pooled com-

ponents 3, 5 and 9. However, the behavioral or practical

aspects of this positive orientation toward groups was relatively

independent of the basic social welfare, left vs. right dimension.

It is tempting to think of this split as a manifestation of the

new left ideology "discussed earlier. The new left, rather

than the right, is referred to here because the general orientation

of the students tested was toward valuing concern for the social

welfare of others. This point will be discussed again below

when comparisons are made between the SVQ responses of the

Haverford sample and those made by other samples. This is not

to say that the sample was made up mainly of members of the new left;

-57-

rather, it suggests that this aspect of the new left ideology

may reflect a general ambivalence toward cooperative behavior

in a formal group context, which is present in the larger

population of college students from which the new left obtains

many of its members.

The construction of factor scores

Having achieved a working set of Social Values Questionnaire

factors, the next step was to determine eaca respondent's

standing with regard to these factors. Practically, this amounted

to deciding how each item rating would be weighted in the com-

bination of ratings to items defining a factor. Guilford (1954)

suggests the use of the beta weights derived from the computation

of the multiple correlations between a factor and the items

loading on the factor. The absence of a multiple correlation

program which would handle the present data made it impossible

to use this method. Because of the ambiguity regarding the

best technique for choosing the item weights, three methods were

tried initially.

All three methods constructed the score for a given factor

from a weghted sum of the ratings given to items which loaded

above the 1.301 criterion. The first method gave all the

ratings the weight of unity; the ratings were simply added

algebraically, with the signs determined by the signs of the

loadings. 'he second method used the loadings themselves as weights.

-58-

The third method used the squared loadings as weights, with the

signs of the original loadings retained. The last method was

the one which seemed preferable on an a priori basis because

when the loading is considered as a correlation coefficient, the

squared loading reflects the amount of variance in the factor

accounted for by variance in the item. The squared loading and

unit weight scores were used in most of the analyses of .the

relationships between the SVQ responses and other variables.13

The redundancy among the factors made it desirable to

compute some scores based on combinations of correlated factors.

Four such composite scores were constructed. Where the same

item loaded on more than one of the factors being combined, its

weight was determined by the highest loading it received* sn the

factors included in the composite score. Factors 1 and 9 were

joined for the first composite score; this score dealt with

identification with groups and general individualism. Because 9

was such a large factor end 1 was so small, the composite did not

differ greatly from factor 9 taken alone. The next composite

joined factors 2, 4 and 6; it covered orientations relevant to

group norms and conformity pressures. The third composite score

included factors 3 and 5; it was concerned with active protection

of others from injustice and with moral evaluations of others'

13 The e correlations among the three kinds of factor scores wereextremely high; they ranged from .93 to .99. Only the resultsinvolving the squared loading scores will be reported because ofthe virtual identity between these results and the ones involvingthe other scores.

behaviors. The final composite score linked factors 7 and 8,

both of which dealt with the obligation to be concerned about

the well-being of others. The decisions about which factors to

link were made on the basis of their apparent meanings and the

correlations among the factors obtained from the Principal-

Components-varimax analysis of the pooled data.

THE'VALIDATION INTERVIEW

. The purpose of the interview

One of the major dangers confronting the user of objective

questionnaires, such as the SVQ, is that of bias in his item

pool. The respondent is restricted to telling us about the

ideas conveyed by the items. If these ideas are an unrepre-

sentative sample of those relevant to the area being measured,

the questionnaire may present a distorted picture of the

respondent's views. The interviews were designed to determine

how applicable this potential danger was to the SVQ. The

general plan was to encourage the respondent to discuss his

views freely on to relevant to the SVQ factors. These

respondent-structured comments were then coded into categories

corresponding to the SVQ categories. The correlations between

the factor scores and the coded interview responses provided

an index of the representativeness of the SVQ items and therefore

provided a measure of one aspect of the validity of the SVQ

factor scores.

.60.

Interview procedure-

The major dilemma posed by the general plan just described

was that of maximizing the freedom of the respondent to answer

in a manner reflecting his personal outlook while at the same

time making his responses relevant to the SVQ factors. It was

decided at the outset never to pose one of the actual SVQ items

as a question because this might spuriously inflate the.cor-

relation between the factor scores and the coded interview

responses. A variety of questions were tried with pre-test

subjects in interviews lasting from one to three hours. The

final forms of the questions used are presented in Table 15.

There were five general questions, each followed by a set of

probes. Additional probes were given by the interviewer if she

believed they were necessary to clarify a respondent's answer.

A total of 65 interviews were taken. Of these, 12 were pre-

test interviews which were administered in the winter of 1966

to Haverford juniors and seniors who had responded to the SVQ-

Form A about 21 months earlier. Four pre-test interviews were

given to Vista volunteers. With the exception of the Vista

workers andfive Haverford students, the pre-test interviews were

conducted by the project director. The remaining pre-test

and regular interviews were conducted by an experienced female

psychiatric social worker who was familiar with Haverford but

who did not know the respondents. The regular interviewer also

had no information about the factor scores obtained by the

YAMokt," - "7,117 '1111FT-7.-

.61.

Table 15

Validity Interview Questions

1. In any gr oup, formal or informal, situations are bound toarise in which a large majority of members favor one courseof action and ;r.t. minority favors a different course. ..hatshould people do in such a situation?

Do you think that the minority and majority have any obligationtoward each other in such situations? dhat are they?

Give an exarAle of such a situation in a political or civicgroup.

Can you see any problerz that rd. ht arise if people Jere tobehave as you suz,;est?

2. People have different points of view on making moral judgments.At one pole you have the view that certain moral imperativesapply to all men under all circ=stances, and that a person istherefore justified in making moral evaluations of otherpeople's behaviors. On the other dole you have the view thateach man determines his own moral code and that no one isjustified in makinz: moral evaluations of another person.

What are your views about this dile:ma?

.Are there situations in which you would make moral judoiients,but other people you know would not Or vice versa? .y by

the difference?

Interviewer: (If moral term is rejected entirely, ask): Doyou ever r:ake vwlue juilments on z.-our or other i:eople'sbehaviors? In what terms do you make these judomnts?is the difference between these terms and the term "moral"?

$41., t.

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Table 15 (contld)

3. This question is concerned with people's feelings ofresponsibility for the welfare and personal growth of. others.Specifically we want to know how responsible you think aperson ought to be to.dare others Iiho are at different socialdistances fru. him. You ini;:h-e think of social distance asvarying from close family relations at one end to peoplewhom you don't know about and will never meet at the other.

Interviewer: (Lake sure that followin2 are covered in response.)

people in local community whom they don't knowpefple in some other 1.art of the countrypeople in some other part of the world

familyclose friendsacquaintances

4. This question is concerned with how strongly you think peopleou.:;ht to identify with groups. People's group membershipsgenerally play scce part in their self concepts or the picturethey have of themselves. Litt there are large differences inhow strongly they identify with groups. in a sense peol.lestrike different balances betaeen individualism on the onehand and identification with groups on the other hand. .:heredo you think ..eople ought to strike this balance?

dhat dangers exist from overemphasizing one or the other sideof the balance (or, which ought a person to worry about most?)

Let's look at identification with iroul.s in a somewhatdifferent way now. :do you think that individuals should feelstrongly attahced to groups? Should a group's well being, itsprosoect for the future, its position in society, its successesand failures be experienced by a person as thouJI they werehis own? dhy?

What could be the reasons for taking the opposite view? 11011

should this conflict be resolved?

So far we have been talking about the identities of i.,eoi;le ingeneral. Now I'd like you to talk about yourself. Do anygroups fore, a prominent part of your self il:taL;e? Lo youidentify strongly with any groups?-,4hich ones? (Are thereany larger social groups with which you identify?)

Are you satisfied with the balance you have struck? 4;1.11 thebalance chane7 How?

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Table 15 (cont'd)

5. Some NeLro leaders believe that wiLite A:fteric::Ins in Eeneralou. :ht to be held respeonsible for the discrLmination practicedagainst the Yeeyo in the North and South even when they donot personally elule in discrimination. Hu/ do you feelabout this? .ihy?

That would be a person's reason for not beld.evinE: the above?

Suppose a Yezyo were to say that a white person should dc morethan not discriminate but actively work against discrimination.hou would you feel about that?

NO4 I'd like you to think in a more general gray about thisproblem of indiviC.ual responsibility for the dronP,'s canrattedby members of his group. Do your feelings about this racialsituation apply to other kinds of groups?

Are there any circu2stances in thich you think an indivic.ualshould or should not be held responsible for the action ofmembers of a eyoul, to which he belongs?

students she saw. Her knowledge of the project was limited to

its gmferal purposes and the contents of the questions contained

in the form that had been mailed to the students the previous

summer. During the latter phase of the pre-testing and the

beginning of the regular interviews, the project director

listened to the interview tape recordings and discussed their

contents with the interviewer. Some minor changes were made in

the questions after the first few interviews had been completed.

The interviews typically lasted one and a half hours, but some

were as short as an hour and one was over two hours long.

The regular interviews were administered to 50 Haverford

freshmen in the class of 1969 during the months of March, April,

and May, 1966. An initial group of respondents were selected

randomly from the list of freshmen because the factor scores

. had not yet been computed by the time the interviews were to begin.

-64-

The remaining respondents were chosen from the students having

relatively and consistently extreme scores on one or both of

two groups of factors: 2, 4. and 6 on the one hand and 3, 5, 7

and 8 on the other. This was done to insure variability in

orientations relevant to social welfare and cooperativeness in

groups. The selected students were contacted by 'phone and

asked to volunteer for the interviews. No perion contacted

refused to be interviewed, but a few did not appear fortheir

appointments or were not available during the times when the

interviews were conducted. Typed transcripts were prepared for

44 of the regular interviews. Five others were coded aurally.

One interview was lost because of a tape recorder malfunction.

The construction of the interview code was begun after

all the interviews had been collected. The first ten typed

transcripts of the regular interviews were used in the process.

Although this procedure suffered from the disadvantage of a

limited range of responses, it was necessary so that a sufficient

number of protocols could be retained for the calculation of

inter-coder reliabilities. The code was developed jointly by

the project director and an assistant who was quite familiar with

the study. These two also applied the final coding system to

the other protocols.

At first it was hoped that each factor could be used as a

coding category, with the items loading on a factor serving as

the category description. However, it was not possible to reach

a high enough level of inter-coder reliability with this method.

-65-

The major source of.the difficulty seemed to be the redundancy

among the items and themes on ostensibly different factors.

In order to overcome this problem, the items loading on each

factor were divided into groups with relatively specific themes.

Thirty-nine factor theme groupings were formulated, they are

described in Appendix III A. Because some of the themes shared

items or were otherwise similar in meaning, some interview

responses were still relevant to more than one theme grpuping.

It was not possible to formulate a set of mutually exclusive themes.

The coding system finally used involved coding categories

that were defined by one or more of the theme groupings. Eleven

additional categories were added because they appeared relatively

frequently in the protocols and appeared to be relevant to one

or another of the factors but were not clearly reflected in any

of the items. Some of these additional categories were present

because of the way the interview questions were put; that is,

they-were more or less direct answers to specific probes. The

final number of general coding categories used was 30; six of

these were subdivided, making a total of 42 specific categories.

A coding manual was prepared in which each category was given a

verbal definition, accompanied by the items contained in the

relevant themes and by notes concerning the use of the category.

(See Appendices III B and III C.) The coding notes were

augmented and in a small number of cases the category definitions

were slightly modified during the course of the coding. When

these changes occurred, the previously scored protocols were

examined and the scorings changed where required to make them

consistent with the changed definitions.

-66-

Each c gory or subcategory could be scored with three

strengths: weak, normal and strong. The weak scot-6 'was given

when the interview response was highly qualified or of border-

line relevance to the category. The strong score was given

when a theme appeared frequently in the response to a single

question or when it appeared in a particularly emphatic way.

When in doubt about whether to score the category at the normal

or extreme strengths, the rule was to score the normal strength.

Some of the categories had logically or pSychologically

opposite themes in other categories and some did not. In the

latter cases it was possible to assign a statement a negative

category score if it embodied a theme opposite to one included

in the coding category. Each of the categories could be scored

only once for each major question. If a given theme appeared

more than once in response to a single question it affected the

strength of the category score.

The construction of the interview scores

In order to correlate the factor scores against the coded

interviews, the latter had to be translated into numbers. The

method employed used the coding category scores to estimate the

factor scores. These estimated factor scores were then cor-

related with the actual SIX/ factor scores. The estimations were

arrived at as follows: the first step was to obtain a weighted

sum, over the entire interview, of the scores in each category.

A weak score was given a weight of one, a normal score was

given a weight ol two and a strong score was assigned a weight

of three. The contribution of a given coding category to the

estimated score for a given factor was determined by the algebraic

sum of the loadings of the items defining the category on the

factor whose score was being estimated. These loading sums were

rounded to the nearest half integer, within the following limits:

no sum could be closer to zero than + .5 or further from zero

than + 3.0.14

The next step in the construction of the estimated factor

scores was the multiplication of the weighted categoi.y score

sums by the appropriate loading sums. These products were added

for each factor to yield the estimated factor score based on

the interview responses. Estimated composite factor scores were

calculated by adding the estimated scores for each of the

individual factors included in the composite. Appendix III D

presents a repliCa of the tally sheet used to Construct the

estimated factor scores. Examination of the Vlly sheet will

show the weights that were used and should aid :in understanding

the rather involved computation procedure.

14 This method could not be used in determining the contributionof the itemless categories. In all but one of these cases thevalue of + .5 was assigned, with the sign depending on therelation of the direction of the theme to the direction in whichthe factor was scored. The one exception was category 5 whichwas assigned a weight of 1.0 for factor 5 because it seemed totap a central aspect of the factor.

-68-

Because of the arbitrary method of constructing the

estimated factor scores, it was decided GO try some other methods

to see whether they would increase the inter-coder reliability.

Five alternate methods were tried. The relinbilities aid not

differ greatly among the scoring methods,and those obtained

with the method just described were generally higher than the

others. It was therefore decided to continue with the

original procedure.

The reliability of the coding system

The determination of inter-coder reliability posed a problem

because of the limited number of protocols available. It was

necessary to learn while scoring. As was mentioned above, the

first ten typed transcripts were used for creating the coding

system. After this was accomplished, neither coder felt

sufficiently practiced to score the remainder of the interviews

without further consultation. It was believed that the absence

of consultations would lead to a drift away from the initial

definitions of the categories because these were not firmly

anchored. In order to overcome this difficulty, the interviews

were coded in sets of varying sizes, ranging from three to eight

or nine, with convenience dictating the size of the set. Each

set was scored independently. After completing each set, the

coders compared their decisions. Disagreements were resolved

or the different scores were averaged to produce a single set

-69-

of coding scores for each subject. The inter-coder reliability

correlations were performed with the scores before they were

adjusted by consultation. The correlations between the

estimated factor scores and the SVQ factor scores used the post-

consultation estimated scores.

The reliability correlations,'which are presented in

Table 16, were based upon 39 protocols. Most of the correlations

were above the standard .85 criterion for inter-coder reliability.

Three correlations are within .04 of the criterion and two fall

between .73 and .80. Given the small number of cases on which

to develop and practice the coding scheme, this was a surprisingly

high level of agreement. The lowest correlations occurred

with the three smallest factors: 1, 2 and 4. The small number

of items on these factors may have made the relevant category

definitions ambiguous, thereby producing the lower correlations.

It is also possible that the three factors are intrinsically

unstable and that they do not provide adequate reflections of

the orientations they were meant to measure.5

The relationship between the SVQ and estimated factor scores

The estimated factor scores, constructed from the coded

interview responses were correlated with the SVQ factor scores

15 Before passing on to the relations between the interviews andthe SVQ data, it should be noted that the coding system was farfrom exhaustive. The respondents voiced many interesting ideas,relevant to the areas covered by the study, which were not pickedup by the coding system. A re-analysis of the interview data toget at these ideas might be quite profitable.

Inter-coder Reliability Correlations

Interview Code Score Correlation

1 , .812. .783 .884 .735 .87.e .887 .828 .899 .841,9 .87

21416 .88315 .907,8 089

based on the responses of the interview sample in the spring of

1966. The questionnaire was completed by the respondents at least

three days and in most cases more than a week after their inter-

views. The spring SVQ data were used in preference to the data

collected the previous summer because of the expectation that some

respondents would have changed their orientations in the six

months between their earlier SVQ responses and their interviews.

This expected change would have spuriously lowered the correlations

between the interview and SVQ data. 16

16 In one case the summer SVQ responses were used because theinterviewee did not take the SVQ in the spring.

The correlations, which are presented. in Table 17, were

significant for seven of the nine individual factor scores and

for three of the four composite scores. The insigAificant

correlations occurred with the dimensions relevant to cooperation

and conformity in groups. This was the area in which the

factors themselves tended to be less stable so that the insig-

nificance of the correlations between the questionnaire and

interview supports the general caution already advanced- with

regard to the interpretation of these factors. On the whole,

the correlations were not strikingly high, but they did indicate

that the meanings of the SVQ factor scores were not wholly

limited to the SVQ itself. The scores do reflect the respondents'

orientations as they describe them in their own words. Therefore,

it is proper to use the SVQ factor scores as indices of these

orientations in further analyses.

Table 17

Correlations Eetween Sn4 Factor Scores and

Estimated Factor Scores Based on Coded Interviews

1 .27* 7 .472 .28 8 .363 .70 9 .394 .11 1,9 .445 .44 2,4,6 .196 .21 3,5 .53

7,8 .41

The signs of the correlations have been adjustedso that a positive correlation indicatPs azreeL:entoCorrelations .3. .24 were significant a.. the .05level; while correlations .33 were significantat the .01 level. The tests 4ere one tailed testsbecause the direction was si:ecified.

-72-

The relations between the Social Values Questionnaire factor

scores and other variables

The questionnaires given to the Haverford freshmen contained

several sets of questions besides the ones concerned with social

values. Many of these additional questions were asked to

obtain information about the cognitive and attitudinal context

of the orientations at the focus of the study. As was mentioned

in the first section of the report, attitudes and values are

often parts of personal ideological systems. Often one cannot

fully grasp the meaning of an orientation without looking at the

other orientations to which it is related. Furthermore,

orientations that are parts of personal ideologies often change

410 only when the system as a whole changes, so that an investigation

of change must examine the contextual constraints and facili-

tations of change.

Four major kinds of contextual materials were gathered in

the present study. The first was attitudes and beliefs in areas

of general ideological interest. The second and largest category

of contextual information contained beliefs and attitudes about

aspects of experience at college. These were included because

it was believed that the role a student played at college and

the goals and expectations he had for his four collegiate years

would be particularly sensitive indicators of his general values

and would therefore help to understand the orientations at the

focus of the present study. It was also believed that a student's

-73-

orientations towardcollege would affect his susceptibility to

change while he was a student. The third category of information

was personality test data. This was not collected specifically

for the study but was available from the College's regular

testing program. The final kind of extra information was demographic.

There was 3 fair amount of variability between the two

classes in what additional data were collected. Some of the

measures were taken from the literature directly or modeled after

ones used by other investigators. Other measures, were created

for the present purpose. Not all of the contextual data were

analyzed due to lack of funds and time. In particular, open-

ended responses were not examined systematically. Each of the

additional measures will be described in turn, along with the

data it yielded and the relations between these data and the SVQ

factor. scores. The measures given to both samples will be

treated first.

The F Scale

As was mentioned in the introduction, some of the major

orient4.-Aons being studied are believed to be relevant to the

conventional left vs. right ideological dimension. Because the

F Scale has been a widely used measure of this dimension, it

seemed important to locate the SVQ factors with regard to the

F Scale domain. Part VII of the summer questionnaire admini-

stered to the class of 1968 contained a set of 28 items, most of

which were taken from the balanced F Scale formulated by

-74.-

Christie, Havel and-Seidenberg (1958). A few additional items

were written to provide complete coverage of the F domain. The

F Scale given to the class of 1968 may be found in Appendix I B.

Twenty two of these items were used in the F Scale given to the

class of 1969; they were supplemented by three additional items

(see Appendix IC, Part V, questions 8-32). The mean ratings

and other statistics concerning the F items are in Appendices

IV A 1 and IV A 2.

It was clear from the literature, e.g., Christie (1954) that

the F Scale domain is not uni-dimensional. This consideration

and the desire to reduce the number of variables made it advisable

to factor analyze the F Scale responses and to construct F Scale

factor scores in order to obtain variables that could be cor-

related with the SVGS factor scores. Separate centroid analyses

were performed with the data from the classes of 1968 and 1969.

The two sets of factor matrices, which may be found in Appendices

IV A 5 to IV A 8, appeared Fairly similar by inspection. It

therefore seemed advisable to pool the data for the items

common to both administrations and to analyze these in order to

obtain a single set of factors.17

17Item 19, which was used only with the class of 1969, was

clearly relevant to the common item factor 2 and was highlycorrelated with the common items loading heavily on the factor.It was therefore considered part of common item factor 2 withthe class of 1969 data and was assigned the loading it receivedon the corresponding factor resulting from the separate analysisof the class of 1969 data.

,,C,,- iv -

':.

-75-

Three interpretable factors emerged from the analysis of

the pooled data, accounting for 25.7 per cent of the total

variance (see Appendices IV A 9 to IV A 11). The first factor

accounted for 6.6 per cent of the total variance and containedI

seven items loading above the 1.30; criterion. It was uni-

polar and tapped a dimension which might be called "humanitarian

cooperativeness." The second factor accounted for 12.5 per cent

of the total variance. It had ten items, eight of which loaded

in one direction. This factor appeared to be the standard F

dimension of patriotism, value on obedience, toughness vs.lack of

concern for personal honor and openness to new ideas. The third

factor accounted for 5.6 per cent of the common variance. It

had five items loading above the criterion in one direction and

one item loading above the criterion in the other. The items

seemed to emphasize a value on rebellious, unconventional, per-

haps even mystical, ideas.

Factor scores were constructed from the ratings using the

same method that was employed in computing the SVQ factor scores.

Two sets of correlations, one for each class, were computed

between the SVQ factor scores and the F Scale factor scores.

They are presented in Table 18. The replication provides a second

route for assessing the reliability of the relationdhips. In the

present case, where the sampling procedure was not actually

random, the test by replication is particularly important. An

examination of Table 18 shows that the only clearly repeated

relationships occurred between the first factor*score of the

I

-76-

Table 18

Correlations .119tween the :1NQ and F Factor Scores

SVQFactors*1

Class of 1968Sulaaer 1964n 120

F Factors2

1 2 3

1 .2]! -.10 -.152 06 .41** .073 .33** .40** -.Q1*4 -.10 .16 .22*5 .31** .09 .C46 .07 .17 .13? .19* .32* -.118 .33 -.2144 -.21*9.' .09 .03 -.21*

1,9 .11 -.05 -.22*2,4,6 .03 .25** .19*3,5 35** .20* -.05798 .31** .27** -.18*

1

2

Class of 1969Summer 1965n 11?

F Factors**

1 2 3

.12 ..e4.0* .08

.08 .13 .12

.23* .11 -.06

.C4 -.14 .02

.11 -001 .0513 -.32** .02.21* .18 -.10.40 ** .12 -.14.12 -.14 .12.14 -.19* .12.11 ..,21* .05.17 .C4 002.36** .16 -.13

The 51(,. Factor scores have been computed so that a hiEhscore indicated an individualistic, non-social welfareoriented, or laissez -faire resi:;onse.

The F Factor scores are directed so that a hicl;h score onfactor :Leans not humanistic or cooperative; a high scoreon factor 2 Eeans authoritarian; and a high score onfactor 3 mkans valuing unconventional, rebellious ideas.

p gr .C5 two tailed test

**p *col Jo tailed test

I ;

dIN

ai

-77-

F Scale and the scores for the two social welfare concern SIA011

factors. The SVQ factor 3 score was also consistently related

to the first F Scale factor score. The relationships are such

that students who were oriented toward humanistic cooperation

also. emphasized the obligation to act to protect the welfare of

others and to prevent them from being subjected to the unjust

actions of others.

None of the significant correlations involving the con-

ventional F factor score were repeated. In the class of 1968,

students who were low on this dimension had SVQscores similar

to the students who were humanistically oriented (F Scale factor 1) 9

but these relationships did not approach significance with the

class of 1969. The data of the latter group also suggested that

people who valued identification with groups were also likely to

be authoritarian, but this relationship was not 0. all present

in the other class's data. Finally, there were significantly

opposite correlations tetween the cooperation-and-conformity-in-

groups SVQ factor and the second F Scale factor. These unexpected

differences between the relationships involving authoritarianism

obtained with the two classes suggest that in the first class

authoritarianism had its usual relationship with the left-right

ideological dimension. Here students who were relatively high

on the authoritarian dimension were also relatively uninterested

in the social welfare of others and were opposed to cooperative

behavior in groups. But in the class of 1969, this dimension

appears to have been more closely related to the individualism

-:!-,17'1111111117777-:*-4111"1"171""'

S

e

-78-

dimension, with students who were relatively high in authori-

tarianism tending to value identification with groups and

cooperation and conformity in groups. The third F Scale factor

score was involved in several significant relationships in the

class of 1968 data: people who valued identification with groups

and who were social welfare oriented placed more value on uncon-

ventional thought. There were no significant correlations

involving the third F Scale factor score in the class of 1969

data. While it is temptinf, to accept the differences between the

patterns of relationships in the two samples and to suggest that

they contained students with rather different ideological

orientations, this sweeping conclusion would not be justified

by the data presented thus far. However, the point should be

remembered because other important differences between the

samples will be described below.

The college goals items

The study of the effects of variation in college experience

upon attitudes and values is the central concern of the research

program of which the present project is a part. Therefore,

factors affecting the kind of experience a student has at college

are of particular interest. One set of such factors is the

student's initial orientations toward college. For example, the

student who sees college as a means of remaking his identity is

likely to be affected differently than a student who sees college

14 .41 .14

-79-

as his last chance for having a good time before taking on the

responsibility for supporting himself. Orientations toward

college are also important for the present study because they

probably form a ^1.11^4n1 segment of the student's general cat of

beliefs, attitudes and values or, as we have called it, his

personal ideology. Their importance stems from the fact that

being at college and acting in the role of the college student

takes up an extremely large part of the student's time and energy.

For many it has been a goal for which they have spent years

preparing and which has been treated as very important by family

and friends. Put simply, the central importance of a student's

orientation toward college is a consequence of the central

importance of the college experience itself.

Both of the points just mentioned made it advisable to measure

some aspects of students' orientations toward college to see

whether they were related to the social values reflected in the

SVQ and to changes in these values. This examination was carried

out through several parts of the questionnaires administered to

the Haverford students. The measure of the goals sought at

college will be the first of these parts to be discussed.' In both

years the summer questionnaires requested the students to rate

the importance of a series of goals that might be achieved at

college. (See Appendices I B, Part II, and I C, Part II e) An

attempt was made to make the set of goals as complete as possible.

-80-

In the form given to the class of 1968 the students were

requested to add goals to the set if they found it incomplete.

A number of new goals were suggested, some of which were 'added

to the set given to the class of 1969.

The mean ratings assigned to the goals by each class were

intercorrelated and subjected to a centroid factor analysis

(see Appendices IV B 1 to IV B 8). The two sets of factors

were quite similar, with the exception of a new factor in the

class of 1969 data. The new dimension consisted primarily of

goals which had been added to the original set. The similarity

between the two sets of factors made it passible to carry out a

third factor analysis based upon the pooled responses of both

samples tc the items common to both administrations. The results

of this analysis are presented in Appendices IV B 9 to IV B 11.

Table 19 describes the major ideas in each factor. All of the

factors were unipolar. An additional factor was used in the

analyses of the class of 1969 data. This was the one, referred

to above, which was defined by the added items. It was unipolar,

contained six items and accounted for six per cent of the total

variance of the class of 1969 goals ratings. The new factor

reflected an interest in developing a sense of purpose in life,

in clarifying one's conception of oneself and in developing one's

moral and ethical values.

Scores based on the five common item factors were con-

structed for each respondent, using the method described previously.

-81-

Table 19

Descriptions of notated Centroid Colic:6e Goals Factors

Pooled Responses - Classes of 1968 and 1969

Common Items

1. (11.4*) Beinz; socially active and respected by others (8 items)

2. (10.2) Developinz; intellectually or emotionally and becominzprepared for future occuation (12 items)

3. (5.0) Occupational preparation (3 items)

4. (4.1) Developing knowled:e of oneself and others (3 items)

5. (3.2) Developinz social skills, particularly with re,;ardto women (3 items)

86= The numbers in parentheses refer to the amount of totalvariance accounted for by each of the factors.

The respondents in the class of 1969 sample also received a

score based on the additional goals factor. These scores were

correlated with the SIN factor scores obtained from the summer

questionnaires (see Table 20). There was some overlap in the

pattern of significant correlations and some clear differences

As vell. The identification-with-groups vs. aloofness-from-

groups factor scores (SVQ 1,9 cluster) were related in both

samples to the other-directed, extroverted goals factor score,

with persons scoring at the identification pole showing stronger

interests in these goals than persons scoring at the other pole.

A finding from Part VI of the summer, 1965 questionnaire supplies

additional evidence for the relationship between interest in

AI

-82-

Table 20

Correlations Between SVQ and Goals Factor Scores

SVQ Factors1

12

3

45

6

7

91,92,4,63,57,8

SVQ Factors

1

2

3

45

6

7

91,92,4,63,57,8

Class of 19682

Goals Factors

1 2 3 4 5

-.22* -.10 -.18* -.12 .05.18* -.04 .19* -.09 .12.05 -.19* .18* -.25** .21*.00 .00 -.02 .01 .14

-.11 -.17 -.05 -.04 .06.06 -.05 .05 -.06 .21*.01 -.15 .10 -.17 .26**

-.06 -.08 .11 -.14 .19*-.20* -.11 -.13 -.05 -.06-.22* -.12 -.15 -.06 -.04.07 -.04 .07 -.06 .21*

-.07 -.19* .03 -.12 .12-.04 -.12 .10 -.16 .22*

1

-.36**-.o5-.08.07

-.04.

-19*-.03-.15..,33**.5**-.12-.06-.10

Class of 1969,Goals Factors'

2 3

-.22* -.22*-.16 -.01-.25** -.03-.01 -.10-.14 -.03-.20* -.35**-.18 .03-.36** -.07-.30** -.16-.31** -.17-.17 -.24-.20* .-.03-.29** -.03

...

4. 5

-.23*-.26**-.28**-.13.3**-.18-,27**.07**-.23*-.25**-.23*_05**-.34**

-.26**-.16-.16-.02-.29**-.05-.21*

24*-;28**-.29**-.o8-.28**24*

6

-.23*-.22*-.30**-.05.5**-.04.41**

-.21*-.22*-.11

-.44#*

1The SVQ Factor scores have been computed so that a highscore indicated an individualistic, non-social welfareoriented,oriented, or laissez-faire response.

2 A high score on the goals factor indicates that the relevantgoals are seen as relatively important.

* <p - .05

**p -< 01

-83-

social activity at college and the individualism-group identifi-

cation'dimension. Students at the latter pole were more likely

to state that they expected to .be quite active in extra-curricular

activities (chi square = 6.67, with 2 df, p .05, 7= .45).18

In the class of 1969, students scoring at the identification

pole also showed relatively stronger interest in all of the other

college goals represented by the factor scores. Because these

other relationships were not repeated in the class of 1968

data, they must be regarded as only tentatively suggesting that

persons who value staying aloof from groups also show relatively

little interest in most potential college goals; while those who

value identification with groups seem to show a diffuse, high

level of interest in what college has to offer.

The third SVQ factor score, reflecting the obligation to

act to protect others against injustice, was consistently related

to goals factor scores 2 and 4. Students who accepted the

obligation were more likely to want to develop intellectually

and emotionally and to develop knowledge about themselves and

others than were students who rejected the obligation. In the

class of 1969 sample there were also significant correlations

between scores from the SVQ 3,5 cluster and goals factors 5 and 6.

Here, individuals who accepted the obligations to protect others

against injustice and to support general moral norms were more

interested in developing their social skills and general philosophy

18The five step extra-curricular activity scale was divided

between category 2 and 3. The method for dividing the SVQdimension and the meaning of )(will be described below.This was the only significant relationship obtained between theobjective questions on Part VI and the SVQ scores.

of life or system of ethics than were those who rejected these

obligations. The relation between these SVQ factors and the

social skills development goal was not at all present in the

class of 1969. Indeed, the correlation between the goals factor

5 score and the SVQ factor 3 score was significant in the

opposite direction. The consistency of the correlations with the

sixth goals factor could not be assessed because the items com-

prising that factor were not present in the form given to the

class of 1968.

In the class of 1969 data, concern for the welfare of others,

As measured by SVQ factor scores 7 and 8,was associated with

goals factors which emphasized finding purpose in life, developing

one's ethical or moral outlook, developing intellectually and

emotionally and growth in self kYowledge. Similar, insignificant

trends were found in the class of 1968 with the exception of the

relations involving the moral development goals factor which was

not present in this class' data. The relations of SVQ factor

scores 7 and 8 with goals factor score 5 were significant in

opposite directions in the two samples; the difference between

the two corresponding correlations was also significant (p .05,

two tailed test). An examination of the correlations involving

the social skills development factor reveals a rather consistent

reversal of direction between the two samples. In the class of

1968 this factor was associated with a non-cooperatively oriented,

laissez-faire outlook, while in the class of 1969 it was

-85-

associated with a concern for the welfare of others and high

evaluation of identification with groups. There is no clear

explanation for this difference.

Tho college noels items

The second' set of orientations toward college that was

related to the SVQ scores concerned the regulation of student

behavior. Interest in this area stemmed from the belief that the

social value orientations being studied, particularly those con-

cerned with cooperation and conformity in groups, were influenced

by a student's experience with rules aimed at his own and his

peers' behaviors. It seemed likely that the orientation toward

such regulations that developed while in college would generalize

to views ali^ut social control in post-collegiate communities.

For example, students who developed the view that campus social

regulations were unnecessary or pernicious might be expected to

have similar views about the regulation of similar behaviors in

the communities in which they lived after graduation. Although

the test of this general hypothesis could not be made in the

present study, it did seem wise to examine the relations between

the SVQ orientations and views about the regulation of campus

behavior.

There are a large number of behaviors which could be subject

to social control by formal rules, and a considerably larger

number of rules which could be created to control these behaviors.

It was therefore necessary to select a few areas from the many

relevant ones. The areas treated were sexual behavior,

4u1.- .4- s-'441,.

-86-

IS

consideration of others, property damage, and the balance

between student and administration responsibility for the

creation and enforcement of rules.

Three sets of rules items were administered. The first

was given to the class of 1968 as Part VIII of the summer, 1964.

questionnaire (see Appendix I B). The second was a shortened

set given to the class of 1968 in the spring of 1965 (see

Appendix I D). Many of the original items were restored to the

third set which was given to the class of 1969 in the summer of

1965 and the spring of 1966 (see Appendix I C, Part VIII).

The summer, 1964 ratings were factor analyzed, as were the

pooled data from 18 of the 19 items common to all administrations

(see Appendix IV C).19

The data from the class of 1969 were subjected to a separate

factor analysis. Only results involving factors from the common

item analysis will be reported.

Three interpretable factors, accounting for 39.3 per cent of

the total variance in the ratings of the common items, resulted

from the analysis. The first factor accounted for 14.7 per cent

of the total variance and had seven items meeting the criterion

for inclusion in the factor definition; six were worded in one

direction. It dealt primarily with views about who should

create and enforce college rules. Items proposing administration

creation and enforcement of rules had high loadings, suggesting

19 One item was omitted inadvertently.

-87..

that the factor expressed a conventional hierarchical view of

social control on the campus. There was one defining item,

loading in the pro-administration direction, which favored

student creation of rules, with administrative veto. The fact

that this item loaded in the pro-administration direction may

indicate that the respondents saw this example of student

participation in campus regulations not being substantially

different from a situation in which administration exercises

major control overtly. Perhaps it was seen as an instance of

"puppet" student government.

The second factor accounted for 9.4 per cent of the variance',

it was unipolar and had eight defining items. This factor was

concerned with the content of the rules; it contained restrictive

regulations requiring decorous, sober, quiet, conforming behavior

and might be said to represent a generalized restrictive view of

behavior regulation at college. The third factor had four items

and accounted for 4.3 per cent of the total variance. It was

unipolar and expressed the view that students ought to be re-

sponsible for enforcing campus rules and, to a lesser extent, for

making the rules as well. The rules mentioned were not the same

as the ones which were at the focus of the second factor.

Rather they were concerned with cheating, destructive behavior

in the dorms, and honor system violations. At Haverford, the

honor system deals primarily with cheating and plagiarism, and

secondarily with behavior in regard to female guests. Most of

these rules appear to focus or behaviors having potentially

detrimental effects on peers or the colleve community.

or

11t

Because the opinions about college regulations were

measured twice in each sample it is possible to examine a large

number of relationships between the rules and SVQ factor scores.

However, the present purpose of discovering the context of the

SVQ orientations requires only the comparison of SVQ and rules

factor scores from data collected at the same time. Four sets

of correlations are therefore relevant, one for each class at

the start and end of its freshman year. These correlations are

shown in Table 21.

There were no correlations between the rules and SVQ factor

scores that were significant on all four occasions. However, in

three of the data sets, people who were oriented toward furthering

the welfare of others and protecting them against injustice

(SVQ factors 3, 5, 7 and 8) were also more favorable toward

students enforcing and setting up rules about behaviors affecting

others at the College. It may be that these students saw such

student-run social control systems as means of achieving the

supportive social conditions they valued. On the other hand,

students who held a laissez-faire point of view toward the social

welfare of others and the maintenance of just interpersonal

relations may have viewed the kind of social control described

by the third rules factor as overly restrictive even though it

was not imposed by an authority. The laissez-faire group may

. have been guided by the view embodied in the motto ""..at

government which governs least governs best."

,._

-89-

Table 21

Correlations Between SVQ and Rules Factor ScoresON

Class of 1968Sumner 1964- mi nr.it - 1.4V

Rules Factors2

SVQ 1 1 2 3Factors

1 -.08 .17 .28 **

2 -.01 -.033 -.19 .054 .06 -.035 -.04 .25**6 -.01 .117 -.21* -.018 -.13 .049 -.10 .06

1,9 -.11 .072,4,6 -.02 .043,5 -.09 .21*7,8 -.16 .04

Spring 1965n = 111

Rules Factors

1 2

1 .08 .172 -.09 -.043 -.13 .124 .19* .085 -.04 .146 .02 .077 -.09 -.038 -.05 -.029 .02 .19*

1,9 .02 .20*2,4,6 .06 .063,5 -.01 .087,8 -.05 -.03

.05

.09-.05-.04.12.07.05. 15.18

-.07.00

-.01

SVQFactors'

I23456789

2,

9,6

3,57,8

3

.06 1

.10 2

.20* 3-.01 4.22* 5.11 : 6.14 7.24** 8.07 9.07

: 1,9.08 2,416

3,5.22* ; 7,8

Class of 1969Summer 1965

n = 117

Rules Factors2

1 2 3

-.01 .32** .32**-.07 .08 .274*.20* .07 .33**.07 .13 .23%

-.10 .11 .34.4".4

.10 .41** .40**-.12 -.04 .28**-.09 .03 .40**-.01 .25** .24*-.01 .28** .27**

.05 .31** .39**-.15 .11 .38**-.10 .00 .38**

Spring /966n = 124

Rules Factors

1 2A. 3

.13 .22* .14.

.17 .23* .04-.17 .15 .31**

.25** .22* -.05

.00 .20* .18

.23* .27** .13-.06 .10 .24*-.04 .16 .29**

.03 .17 .07

.04 .19* .08

. 26** .30** .07-.06 .19* .25**-.06 .14 .28**

1 The SVQ Factor scores have been computed so that a highscore indicated an individualistic, non-social welfareoriented, or laissez-faire response.

2A high value of the rules factor scores indicates oppositionto the kind of procedure described in the factor

* p -4. .05 two tailed test; ** p -- .01 two tailed test

-90-

A .second relationship appearing in three of the data sets

involved the second rules factor score and the SVQ individualism

vs. identification with groups factor score (SVQ factors 1 and 9).

Students at the individualistic end of this dimension were more

strongly opposed to the regulation of dress, boisterous or

drunken behavior and to restrictions on living arrangements than

were students who were at the opposite end of the dimension.

The former appeared to place more value on acting impulsively

or according to their personal tastes than did the latter. In

both sets of the class of 1969 data, students who scored at the

cooperative; conforming pole of the SVQ 2, 4, 6 cluster were more

likely to favor strict regulation of students and having

students make and enforce rules. This relationship failed to

appear at all in the class of 1968 data, a failure which is

surprising and disappointing, giVen.the direct relevance of the

2, 4., 6 cluster to social control.

The college types questionnaire

The last aspect of orientations toward college measured in

both samples was concerned with student views about the various

roles students might play while at college. The role played by

a student may be thought of as an organization of many of the

specific orientations toward college tapped by the other measures.

As conceived of here, student roles refer to more or less the

same area which is studied by people working on student cultures.

A typology presented by Martin Trow (1960) has dcacribed four

cultures: vocational, academic, collegiate and non-conformist.

-91-

Trove's work has serves as the model for a section of Peterson's

College Student alutionnaire (1965) which has been used widely

in research on college students. The present work approaches the

Aplouiem of tde iI in student ULLIA,ULUb uy lvt.ubing on he student

roles through which the cultures affect student behavior.

The parts of the questionnaires aimed at measuring student

roles or types presented the respondent with a series of para-

graphs or vignettes, each describing a different role (see

Appendices I B, Part IV; I C, Part III; and I D, Part II). The

summer, 1964 questionnaire contained 16 vignettes; the spring,

1965 form omitted four of these, the ones labelled F, K, L and N

on the summer, 1964 form. Both administrations of the measure

to the class of 1969 contained 14 roles, omitting types K and N.

The responses required of the students varied somewhat from one

form of the measure to another. In the summer of 1964, students

were asked to select and rank order three types on the basis of

a number of criteria. The only responses to be examined here are

the ones made to the request for the three most and the three

least applicable types for describing the student himself.

These responses need not be taken as accurate descriptions of

the role the student intended to play, although they probably do

provide some information about these intentions. However, it is

also likely that the responses are influenced by the desire to

present an attractive, valued view of oneself. On the basis of

this surmise, a student's choice of a type as applicable in

describing himself indicates something about his values concerning

the roles he believes he ought to be playing.

ef

-92-

The difficulty., in working with the choice data.led to the

addition of a new kind of question to the types section of the

class of 1969 questionnaire. The new question asked the student

to rate each of the types on a four point scale ranging from

highly characteristic (of himself) to not at all characteristic.

The choice queitions were retained, with the condensation of two

of the criteria into one and the reduction of the number of types

named for each criterion to two. The summer, 1965 questionnaire

also contained Peterson's item assessing the student's 7alative

preference for Trow's four college subcultures. Because students

in both samples were asked to choose the types which were

applicable (and inapplicable) in describing themselves, these

data will be examined first,

The nature of the choice data required the use of two way

contingency analyses in which one classification was based upon

variation in SVQ factor scores and the other upon variation in

types. In order to keep the analyses within manageable tAinds,

only the composite SVQ scores were employed. The respondents to

each administration on the SVQ were divided into sets of three

categories (high, medium and low) on the basis of their composite

SVQ scores, one set of divisions being made for each score on

each administration. The first and second choices made under

the two applicability criteria were combined in the analyses to

create cell frequencies sufficiently large for the application of

the chi square statistic. The third choices in the class of

1968 data were ignored to make the data from the two samples

-93-

directly comparable. This procedure provided two entries per

respondent in each SVQ X types choices contingency table, one

for his first choice and one for his second ch9ice. Because

each Aiihject contributed two observations to each table and

because there were still many cells with low or zero frequencies,

it was not posSible to test each table as a whole. Instead,

tests were made comparing the choices of a given type with all

the other choices combined. Because each subject could choose

each type but once, he contributed only one entry to each of

the reduced tables. This permitted the application of the chi

square test, with 2 df, to the observed relations between the

SVQ categories and the choices of the type involved in any

particular table. A significant result in these analyses

indicated that a student's standing on the SVQ factor score was

not independent of whether he chose the type as applicable or

inapplicable in describing himself. Two sets of analyses were

carried out for each sample, one using the responses from the

summer questionnaires and the other using the responses from the

spring questionnaires.

In three of the four sets of data, students who scored at

the individualist end of SVQ composite factor 1, 9 were signifi-

cantly more likely than others to choose type A (self-directed,

critical, intellectual, interested in ideas, not grades) as

descriptive of themselves. The chi square values for the four

sets of data, listed in order of administration were 10.95,

4.51, 6.20 and 8.06. In the spring of 1966, students at the

,

group identification end of this continuum were also signifi-

cantly more likely than others to select type P (chi square =

8.06) which emphasizes a balance between academic and social

activities and an ability to organize one's activity in order

to do well in course work and still enjoy social and extra-

curricular activities. The same trend appeared insignificantly

in the other three sets of data. In addition, the results

contained two significant trends suggesting that individualists

are more likely to accept the non-conformist, bohemian role

(type G) than people at the other end of the 1, 9 dimension. 20

The only trend involving the SVQ 2, 4, 6 composite score

that shows some generality is one in which cooperative-conforming

subjects name the ladies' man role (type J) as less applicable

to themselves than do other students. This trend is significant

in the summer of 1965 (chi square ==-6.70) and insignificant in

summer, 1964 and spring, 1966.

In the summer of 1964, students scoring at the social

welfare, concerned activist end of the 3, 5 composite continuum

were significantly more likely than others to name the athletic

role as inapplicable in describing themselves (chi square = 18.33).

This trend appeared insignificantly in the spring of 1966 and

not at all in the other two sets of data.

20 The relationships with type G are not strictly duplicated.In the spring of 1966 the individualists choose type G as.applicable more than others (chi square = 9.05), while thespring, 1965 data show that the individualists choose type Gas inapplicable less than others (chi square = 9.79).

-95-

The summer, 1965 data contained a significant relationship

between the SVQ 7, 8 composite score and the choice of the

student leader role as applicable (chi square = 7.60). Respon-

dents with a laissez-faire orientation were more likely to

choose this role than were their opposites. A similar insignifi-

cant trend appeared in the springs 1966 data.

The relations between the SVQ composite scores and the

rankings of Trow's four philosophies or student subcultures

were also examined through the use of contingency analyses. The

fact that both dimensions consisted of ordered sets of categories

permitted the use of index of the degree of association as well

as the chi square test of independence. The index, called

gamma, was formulated by Goodman and Kruskel (Hays, 1963).21

The gamma statistic was applied only if the chi square value

was significant.

Students scoring individualistically on the 1, 9 composite

dimension were significantly more likely to rank the non-

conformist philosophy first, while their opposites were likely

to rank it last. Chi square = 9.54, with 2 df; gamma = .44.

This result is quite consistent with the relationship obtained

using the choices of types. Students at the non-cooperative end

of the 2, 4, 6 composite were also significantly more likely to

rank the non-conformist philosophy first than were their fellows.

21Gamma indicates the

the same rank order ofdifferent rank orders.monotonic relationshipfrom -1.00 to +1.00.

difference between the probabilities ofpairs values on both dimensions andThe larger the gamma, the stronger is the

between the two dimensions. Gamma varies

e

-96-

This is congruent with the anti-conformity emphasis of theII

2, 4, 6 cluster. The chi square and gamma for this relationship'

were 10.67, with 2 df and .45, respectively.

V.2....11. ..4.....7.......s... ...a. A.U.- ,,..1 ..11b.. ...A ...X+ 4.1.,.. n 6r1lia1.1.11 L,LAueuuo au uue SOCia.s. Wca-Lare e_nu of tam ( 0,

composite score were significantly more likely to rank the

academic philosophy first than were the laissez -faire students.

The chi square was 12.31, with 4 df and the gamma was .29.

While this finding doesn't seem particularly relevant to the

interpretation given to the 7, 8 dimension, it might be related

to this meaning if one interprets it as indicating that the

social welfare oriented students are serious-minded persons who

value their obligations as students to pursue knowledge as highly

as their obligations as citizens to help others. This inter-

pretation is supported by the finding described earlier that

social welfare oriented students place more value on the college

goal of intellectual development than do their opposites.

The types ratings made by the class of 1969 sample were

intercorrelated and factor analyzed. The item means and loadings

may be found in Appendices IV D 7 to IV D 11. Five factors

emerged from the analysis, accounting for 38 per cent of the

variance; they are described in Table 22. Scores were constructed

for each of the factors, except the last which had only one

defining item. The SVQ factor scores were then correlated with

the types factor scores and with the ratings of the individual

types (see Table 23). The usual procedure of relying-solely

upon factor scores, rather than upon the responses to the items,

was not followed in the preseat case because it was believed

that the individual types had clearer meanings than the single

1.

2.

3.

4.

-.97--

Table 22

Descriptions of Rotated Types Factors.Haverford Freshmen, Class of 1969

Hardworking, grade-oriented pre-professionalorientation (5 items) vs. carefree affiliation (1 item)

Intellectual, non-conformist artistic (4 items)vs. student-athlete orientation (1 item)

Affiliative, social athletic orientation (6 itemsunipolar)

Intellectual-political orientation (2 items,unipolar)

5. (3.1) Rebellious negativistic orientation (1 item

1The numbers in parentheses refer to the total amount of.variance accounted for by the factor.

items in the other parts of the questionnaire. It also seemed

desirable to compare the correlations involving the individual

types with the contingency analyses already described.

The relationship between the SVQ 1, 9 cluster and

type A (the self-directed intellectual), which appeared con-

sistently in the analysis of the choice data and in the preference

among the collegiate subcultures, was present only in the spring

set of correlations and just reached significance there. This

discrepancy 'between the findings with the two methods of data

analysis might indicate that the contingency relationships

contained strong curvilinear components which did not show up

Types 2Ratings

ABC,D)EFGHIJL14

0P

Types t

Factors"

.98-

Table 23

Correlations Between SVQ andTypes Ratings Factor Scores

gaverford Freshmen Class of 1969

Summer 1965

SVQ Factor Scoresl

1 2 3 4 5 6

-.10 .10 .18 .03 .14 -.01-.01 .02 -.16 -.03 .00 .15.24* -.01 -.01 -.07 -.09 -.01

-.10 -.16 .00 -.29** -.12 -.27**.11 -.12 .03 -.07 .08 .05

.20* -.03 -.03 -.06 .16 .18

-.35** -.06 -.16 -.11 -.16 -.26**.05 -.02 -.05 -.05 -.01 .02.03 .06 .16 .06 .02 .12

.08 .00 -.05 .04 .01 .08-.14 .02 -.18.35" .09 -.01.07 -.13 -.12.26** .18 .04

-.09 -.07 -.12-.05 -.03 .25**-.07 .06 -.04.17 .12 .28**

1 .15 -.04 -.19* -.052 -.25** .02 -.13 -.10

3 .29**. -.06 -.16 -.03

4 -.06 .05 .16 .07

.03 .19-.06 -.18-.09 .09.06 .04

1 High scores indicate individualistic, non-cooperative,non-social welfare oriented responses.

2 High scores indicate that the type is rated as not charac-teristic of oneself.

3 Type D also defined a factor.

4 Low scores indicate thehardworking, pre-professional end offactor 1, the intellectual-artistic end of factor 2, theaffiliative end of factor 3, and the intellectual-politicalend of factor 4.

* p .05, two tailed test

** p St two tailed test

-99-

Table 23 (cont'd)

Summer 1965

SVQ Factor Scores'Types ,Ratings' 7 8 9 1,9 2,4,6 3,5 7,8

A 020* .13 -.07 -.08 .03 .18 .16B -.11 -.09 .07 .06 .09 -.06 -.10Cl .01 .04 .11 .14 -.02 -.07 .03D3 -.02 -.11 -.11 -.31** -.08 -.04E .03 .10 .07 .08 -.02 .07 .07F -.14 .05 .09 .11 .10 .11 -.04G -.13 -.16 -.27** -.29** -.23** -.18 .-.16

H -.10 -.03 .07 .07 -.01 -.02 -.07I .09 .10 .07 .07 .11 .09 .12J .02 .05 .00 .02 .05 -.01 .05L -.20* -.09 -.16 -.16 -.11 -.12 -.14M -.07 .03 .33** .36** .18 -.03 -.010 -.14 -.05 .07 .07 -.08 -.09 -.10P .01 .13 .25** .26** .29** .11 .09

TypesFactors'

1 -.23* -.09 .13 .14 .10 -.05 -.152 -.12 -.11 -.22* -.23* -.15 -.09 -.11

3 -.18 -.04 .19* .22* .04 -.13 -.104. .13 .11 -.01 -.02 .06 .12 .13

on the linear correlations. There was more agreement between

the two methods of analysis regarding the relation between the

A 1, 9 cluster and the choice of type P (the academic-social

balancer).

Turning to the correlations with the types factor scores,

it can be seen that the 1, 9 cluster correlated with the second

and third types factor scores in both sets of data. The

correlational findings indicate that the individualists in the

sample were more likely to describe themselves as intellectual,

Types 0Ratings'

ABCDEFGHI

J

L14

0P

TypesFactors*

1.

2

43

4.

1

-,35**.10.13

-.18*.21*

-.04-.37**

-./4-.16-.04-.09.13.21*.19*

.04

.04.3**.26**

-.28**

.

-100-

Table 23 (contfd)

Spring 1966

SVQ Factor Scoresi

2 3 4

-.02 .08 .00.05 .08 .06.00 -.07 -.17

-.37** -.28** -.35**-.05 -.13 -.06-.02 -.03. .11-.23* .00 -.19*.00 418* -.03

-.19* .18* -.15-.08 .06 -.13.00 .14 .03.07 -.05 .01.13 -.07 .14.15 .06 .08

.04

.04-.09-.05-.15

.06

.06

.15-.07.16

5 b

.07 .03

.07 .08-.09 -.08-.27** -.27**-.05 -.11.10 .17

-.07 -!.07.114 -.01.09 -.02

-.04 .02.01 .00

-.04 .05-.02 -.09.20* .04

.13 .15

.13-.05-.13-.09

.15

.03-.01.09

.16

.16

.00

.06

.00

artistic and non-conformist, while rejecting the conventional,

collegiate, and social-affiliative, "big man on campus" roles.

In the case of the non-conformist type, it might be more accurate

to say that the individualists reject this type less than others

do. The same set of findings could also be described by attri-

buting the opposite tendencies to the students who valued

identification with groups. In the spring, 1966 data, the

difference between the two poles of the 1, 9 cluster was also

I

-101-

Table 23 (cont'd)

Spring 1966

qUn Ilmes+. qn^in^e:fw% AGavywa .0%.t./LIQv

1

1

TypesRyatings'

,7

11

9 1,9 2,4,6 3,5 7,8

A .15 .07 -.15 -.19* -.01 .08 .09B .05 .11 .01 .02 .08 .06 .09C -.09 .05 .17 .17 -.10 -.09 .01D -.37** -.37** -.33** -.32** .38** -.30** .07**E -.16 -.10 .11 .13 -.08 -.OS -.12F .00 .05 -.10 -.09 .13 .06 .04G -.10 -.10 -.30** -.31** -.17 -.05 -.14H .22 .17 -.12 -.12 -.02 .16 .19*I .14 .00 -.11 -.12 -.11 .13 .07J -.01 .06 -.09 -.08 -.05 -.01 .05L .05 .20* .01 .00 .01 .06 .15M -.04 -.07 .13 .13 .02 -.05 -.06O -.09 .04 .11 .13 -.12 -.04 .00P .03 .07 .20* .20* '0.0 .16 .05

Types ,

Factore

1 .07 .09 -.02 -.01 .15 .13 .092 .10 .13 -.17 -.19* -.05 .08 .11

3 -.11 .01 .21* .22* -.07 -.04 -.024 .17 .04 -.13 -.16 -.07 .13 .10

related to the fourth factor, suggesting that interest in

political affairs had been added to the individualists' self-

description or that the students valuing identification with

groups might have come to see this type as less descriptive of

themselves. Because most of the political interest on campus

during the 1965-66 academic year focused on criticism of the

U.S. involvement in Vietnam, it is possible that the rejection

of this activity by the pro-identification students was a function

w ,- % et A *ft

-102-

of their identification with the U.S.A., as part of their general

* group orientation, while the criticism of their opposites was a

function of their rejection of this identification. It might

also be a function of their higher level of authoritarianism.

The 2, 4, 6 SVQ cluster correlated rather consistently

with type D. Given the generally high level of rejection of

this type, the relationship probably means that subjects who

valued cooperative pursuit of group goals and support of group

norms were more likely to reject the rebellious role than were

their less cooperative fellow students. A similar tendency

appeared with the rejection of the non-conformist role (type G).

At the start of the year the cooperatively oriented students

were also more likely to rate the well-balanced role (type P)

as descriptive of themselves, but this relationship was no

longer significant by the end of the year.

Students scoring at the unconcerned end of the SVQ 3, 5

cluster did not differ consistently from their fellows scoring at

the other end. In the summer of 1965 there was only one signifi-

cant correlation involving the scores in this cluster, and this

was not repeated in the spring data. The latter set of findings

contained clear, significant correlations with type D. Students

who were more oriented toward protecting others from injustice

and in upholding general moral standards were more likely to

reject the rebellious, negativistic type. The results involving

the 7, 8 cluster were parallel to those just mentioned. The

only additional relationship occurred with type H, in the

-103-

spring data: the social welfare orirlted students were more

likely to describe themselves as being extremely bright. This

finding may reflect the same trend as the preference shown by

the social welfare oriented students for the academic subculture.

At a rather speculative level, the relationships between the

social values and the self-descriptions may be placed into two

groups. One set, involving the SVQ 1, 9 cluster, is oriented

around unconventionalism and rejection of stereotyped collegiate

roles of dating, varsity athletics and participation in. organized

campus events. Students. who accept the culturally approved views

of identifying with groups also tend to accept the cultural

definition of the collegiate role. On the other hand, students

wishing to remain aloof from the usual ties to groups opt for

unconventionality. This stance resembles some aspects of the

new left orientation.. The association of individualism with

anti-authoritarianism in the class of 1969 data supports this

interpretation. .It is not being suggested that the social values

determine these orientations toward the conventional collegiate

role but that both sets of orientations are part of the same

ideological structure. The second set of relationships is much

narrower and indicates that the laissez -faire orientation.is

joined with a negativistic stance toward college authorities.

While it is tempting to identify this pattern with the new right,

the fact that it is associated with anti-authoritarianism in the

class of 1969 data indicates that such an identification would

be mistaken.

-104-

Occupational goals

It seems reasonable to assume that the kind of occupation

a student selects and the goals he seeks through his work should

provide information about some of his importAnt values: The

rationale for this assumption is much the same as the one behind

the examination of students' goals in college. Both college and

job careers involve choices with long-term consequences, hence

the decisions made regarding these careers should involve

evaluative criteria of central importance. These ideas led to

the collection of data concerning occupational choices and goals.

The form of the d-ta was different in the two samples, apart

from a single question which asked for specific choices of

future occupations; The wide 'variety of responses to this

direct question, coupled with the relatively small number of

cases made it impossible to obtain any clear quantitative trends

from the data. The discussion will therefore be limited to the

relations between social values and general occupational

orientations. In the class of 1968, these orientations were

assessed through the use of the Strong Vocational Interest

Inventory. In the class of 1969 sample, students rated the

importance of each of a series of potential occupational goals,

formulated by Goldsen et al (1960) (see Appendix II C, Part VII).

In each set of data, ratings or scores of the individual items

were intercorrelated and the correlations were factor analyzed.

The 1968 data will be discussed first.

The factor analysis of the Strong Vocational Interest data

used the responses of the entire class whose responses were

collected as part of the regular college testing program.

Table 24 describes the factors obtained. The item data, factor

matrices, and fuller descriptions of the factors are in Appendices

IV E 1 and IV E 4. The criterion for inclusion in the description

of the Strong factors was generally 1.501 because there were a

large number of high loadings. There were only four exceptions

in whi-th items with 1.401 to 1.501 loadings were used to fill

out the description of the weak end of a factor. The factors

fitted the data extremely well, accounting for412.7 per cent of

the total variance. Only one factor had to be rotated to produce

a meaningful simple structure. Factor scores computed from the

Strong data were correlated with the SVQ factor scores. These

correlations, which may be seen in Table 25, will be discussed

with the comparable data from the class of 1969.

The ratings of occupational goals made by the second sample

were also intercorrelated and factor analyzed. Four inter-

pretable factors emerged, accounting for 51 per cent of the

total variance. The factors are described in Table 26 and the

item data, factor matrices, and fuller descriptions of the factors

are presented in Appendices IV E 5 to IV E 8. Correlations

between the SVQ and occupational goals factor scores appear

in Table 27.

-106-

Table 24to I

Descriptions of Rotated StrongVocational Interest Factors

1 (17:2)1 Social service lnw prestige and innnm (5 itAmslvs. business, high prestige and income (11 items)'

2. (24.9) Creative professional (11 items) vs. routinebusiness ( items)

3. (25.6) Working with material objects or numbers (14 items)vs. working with words (7 items)

4.. (10.2) Administration (7 items, unipolar) 2

1 The numbers in parentheses refer to the total amount ofvariance accounted for by the factor.

2Two above criterion items were dropped from factor 1 and onewas dropped from factor 4 to clarify the meanings of thefactors and the scored based upon them.

The SV1 factor scores of students in the class of 1968

were involved in only one significant set of correlations.

Students who valued cooperation and conformity in groups (SVQ

2, 4., 6 cluster) were more likely to show .interests similar to men

in administrative occupations than were students who showed the

opposite values. In contrast to this lonely result, there were

a number of significant relationships in the class of 1969 data.22

22 The larger number of correlations generated by the occupationalgoals items may-be a consequence of the greater similarity betweenthe form of these items and the SVQ items than between the latterand the Strong Vocational Interest items. The irrelevant contri-bution of item form to correlations of the sort reported hererequires additional caution in accepting the relationships asclearly proven.

Table 25

Correlations Between SVQ and

Strong Vocational Interest Factor Scores

Strong

SVQ Factor Scores)*

Factoro

Scores

12

34

56

78

91,9

2,4,6

3,5

7,8

1.03

-.16

-.04

-.10

.02

-.10

-.03

.02

-.10

-.10

..13

.00

.01

2-.09

.08

.04

-.08

-.05

-.11

.06

.03

.08

.06

-.07

-.03

.03

3.18

.00

.00

.11

-.10

-.03

.08

.02

.03

.05

.02

-.08

.05

4.06

-.21*

.03

-.23*

.07

-.18

.10

.00

-.11

-.09

-.23*

.06

-.03

1High scores indicate individualistic, non-cooperative, non-social welfare

oriented responses.

2 High

scores indicate high interest in occupations included in score.

*pS .05,

two tailed test

Descriptions of Rotated Occupational Goals FactorsHaverford Freshmen,Class of 1969

1. (17.8)1

Money, security, prestige and leadershipopportunity (4 items: unipolar)

2. (13.6) Leadership opportunity, working with and helpingpeople, prestige and adventure (5 items, unipolar)

3. (10.1) Opportunity to be creative and to use specialskills (2 items, unipolar)

4. (7.3) Working with and helping others (2 items) vs.freedom from supervision (1 item)

1 The numbers in parentheses refer to the total amount ofvariance accounted for by the factor.

Students who were individualistically oriented on the 1, 9 cluster

were less likely to ascribe importance to making money, having

security or prestige, working with or helping others, and being

a leader. On the other hand, they did see freedom from super-

vision as important.

Students scoring on the cooperative-conforming end of the

2, 4, 6 cluster were more likely to want to work to help others

and less concerned with being free of supervision than their

opposites. This relationship, taken with the one on the Strong

Inventory, suggests that the cooperative-conforming men might

resemble the stereotyped "organization man" in prefering to

work within a hierarchically organized bureacracy. Such a

preference would be consistent with this group's strong rejection

of the negativistic, rebellious student role. It is a. con-

sistent with its higher authoritarianism (at least in the class

of 1969).

Occup.

Goals

Factor

Scores

Table 27

Correlations Between SVQ and

Occupational Goals Factor Scores

SVQ Factor Scores1

12

34.

56

7

1-.19*

-.03

2-.22*

-.17

3-.02

-.16

47.45** -.33**

.._,...

.05

-.08

.00

-.24* -.02

-.11

-.16

,.05

.00

-.47**-.25**-.29*

89

1,9

2,4,6

3,5

..

... .

..

....

.. 8

. 6 .6

* a

S...........

......

...00

.%11

1....

41/..

.10

a.%

v. ..

..NM

.....

.0 .

oft..

......

.,....

......

.

-.20*

.04

-.16

-.25**

-.05

.00

-.26

-.49**

-!.17

-.31

-.06

-.43*

iv

."*"

...."

...."

'",..

7,8

-.16

.02

.05

-.16

-.17

.29**

-.05

.06

-.10

-.34* -.4.0*

-.50 **

.1.1

041.

... a

..

1High scores indicate individualistic, non-cooperative, non-social welfare

orientation responses.

2High scores indicate high importance attributed to goals included in score.

*p

.S .05, two tailed test

**

p .-

.01, two tailed test

1

t-110-

The social welfare oriented ends of the 3, 5 and 7, 8

clusters were associated with the helping and working-alongside-

others end of the fourth goals factor. The same ends of the

latter cluster and the factor 3 score were also related to the

leadership, wcwking-with-others, prestige and adventure pole of

the second goals factor. The relationships between the social

welfare orientation and helping and working with others are not

surprising; they fall quite clearly under the definitions of the

7, 8 cluster and,to a somewhat lesser extent, the 3, 5 cluster.

Preparation for college

Entering freshmen in the class of 1968 were asked to rate

their degree of preparation with regard to a number of aspects

of college life (see Appendix I B, Part III). These items were

included for two reasons. First, it was initially hoped that

some observations of communication and affiliation patterns could

be made to see whether social comparisons or other conformity-

producing processes played a part in producing changes in social

values. Areas in which a student felt unprepared were thought

to affect his selection of other students for the purposes of

communication and affiliation and thereby make him susceptiblei

to influence by these students. It was also believed that the

less prepared a student believed himself to be, the lower his

self-esteem would be and the more he would change in response to

influence from others. Unfortunately it was not possible to

carry out this part of the study. Nevertheless, the responses

to the items were examined for the light they might throw on

the personal context of the social values being studied.

The ratings of preparedness were intercorrelated and factor

analyzed. Six interpretable factors emerged from the analysis.

These are described in Table 28. The item data: factor matrices,

and fuller descriptions of the factors are in Appendices IV F 1

to IV F 4. Scores derived from the college preparation ratings

were correlated with the SVQ factor scores; the results of this

analysis are presented in Table 29.

Table 28

Descriptions of Rotated Centroid FactorsCollege Preparation Items

Freshmen Class of 1968, Summer 1964

1. (12.4)1

Adjustment to the interpersonal relations aspectsof college life (6 items, unipolar)

2. (10.1) Adjustment to heavy academic demands (5 items,unipolar)

3. (7.7) Maintenance of ego-integrity and self confidencein the face of academic and social challenges(3 items, unipolar)

4.. (6.2) Playing "stereotyped collegiate" role of datingand athletics (3 items, unipolar)

5. (3.5) Participating in college pranks (2 items) vs.broadening of personal outlook (1 item)

6. (4.6) Self control (1 item) vs. originality andflexibility (5 items)

1The numbers in parentheses refer to the total amount ofvariance accounted for by the factor.

-112-

Table 29of,

Correlations Between the SVQ andCollege Preparation Factor Scores

Class of 1968, Summer 1964

College Preparation Factor2SVQ 1Factor 1 2 3 4 5 6

123456789

1,92,4,63,57,8

-.22* -.07 -.05 .02 -.02 -.04-.06 -.05 -.16 .02 .08 .06

-.27** .08 -.23* -.05 .06 .12-.11 .01 .07 -.07 .00 .00-.16 -.05 -.08 -.01 -.07 .01

-.17 -.06 -.11 -.11 .06 .07

-.34** .06 -.18 -.19 .03 .13-.28** .04 -.20* .01 .00 .09

-.14 .01 .00 .04 -.02 -.10-.16 .00 -.01 .05 -.03 -.10-.15 -.04 -.07 -.07 .03 .05

-.22* -.01 -.14 -.02 -.03 .05

-.32** .04 -.20* -.08 .01 .11

1 High scores indicate individualistic, non-cooperative,non-social welfare oriented responses.

2A high score on a preparation factor indicates preparedness,a low score indicates unpreparedness.

* p IS .05, two tailed test

** p 15 .01, two tailed test

The only significant correlations revealed that students

who were oriented toward protecting the welfare of others and

protecting others against injustice (SVQ 7, 8 and 3, 5 clusters)

rated themselves as more prepared to adjust to the interpersonal

aspects of college life than did students who were relatively

indifferent to the well being of others. The former students

were also somewhat more likely than the latter to rate themselves

as more able to maintain their views and self-confidence in the

face of challenges from others and from academic pressures.

Both of the relationships suggest that the pro-social orientations

existed in a context of confidence about the beneficial outcomes

of interpersonal relationships. The abstract values about helping

others may be part of a more general positive orientation toward

other people. The fact that preparation for the conventional

collegiate or practical joker kind of activity did not relate

to concern for the welfare of others suggests that the general

orientation being sketched here refers to valuing direct,

friendly interchange and not popularity.

Desired characteristics in teachers

Part V of the summer questionnaire administered to the class

of 1968 asked students to rate how important it was for college

teachers to possess each of a set of 26 characteristics (see

Appendix I B). It was believed that the kinds of traits and

characteristics a student sought in his teachers would reflect

some important aspects of his orientation toward college.

Ere

-114-

The ratings were subjected to the same kinds of analyses as the

other ratings items. This produced five interpretable factors,

which are described in Table 30. (See Appendices IV G 1 to

IV G 4 for item data, factor matrices, and fuller descriptions

of the factor's.) Factor scores were computed and correlated

with the SVQ factor scores; the results may be seen in Table 31.

Freshmen who scored at the individualistic end of the 1, 9

cluster were less likely than their opposites to think that it

was important for a teacher to be sociable and informal outside

of class or non-directive and discussion-oriented inside of class.

Table 30

Descriptions of Rotated Centroid FactorsTeacher's Characteristics Items

Freshmen Class of 1968, Summer 1964

1. (13.7)1 Friendly, has many informal, extra-curricularsocial contacts with students (11 items, unipolar)

2. (11.7) Skillful, stimulating, expects high level ofstudent performance (11 items, unipolar)

3. (4.5) Formality (2 items) vs. informality (1 item)

4. (3.5) Admits inadequacy (2 items) vs. well-organizedand demanding (2 items)

5. (4.0) Non-directive, discussion oriented (4 items, unipolar)

1The numbers in parentheses refer to the total amount ofvariance accounted for by the factor.

1

-115-

Table 31

Correlations Between the SVQ andTeachers' Characteristics Factor Scores

Class of 1968, Summer 1964

Teachers' Characteristics Factor2SVQFactor 1 2 4. 5

1 -.19*2 .163 ....11

4 .095 ....14

6 .157 .....03

8 -.119 -.25**

2,4,6 .15

-.12 -.05-.07 -.23*.-.18* .01.03 ....15

-.13 .....06

....07 ..19*

....16 ....01

-.17 .01-.12 -.05

-.05 -.22*3,5 aa.14 -.16 ....04

7,8 -.08 -.17 -.01

.04 -.25**-.03 -.02-.02 -.20*.14 .07.03 -.05.00 0706 ....18

....01 ....26**

.10 -.22*

.06 .04

.01 -.10

.00 -.23*

1 High scores indicate individualistic, non-cooperative,non-social welfare oriented responses.

2 High scores indicates that the characteristics defining thefactor are believed to be very important.

* p S.05, two tailed test

** p S .01, two tailed test

The first of these associations parallels the earlier finding

that the individualistic students were less likely to value

affiliative college goals and may also reflect the rejection of

the conventional view of college discussed earlier. The second

relationship is rather surprising. One would expect individ-

ualistically oriemed students to value the freedom of the non-

directive, discussion-oriented class. It may be that the social

interaction and affiliativeness implied by such a teaching method

is what leads the individualists to fillo it less attractive.

In a complementary way, students who value affiliation with

others may value teachers who permit friendly exchanges in

their classes.

Students who were oriented toward cooperation and conformity

in groups (SVQ 2, 4, 6 cluster) were more likely to think that

it is important for teachers to provide a clear formal structure

for students inside and outside of class. This preference might

indicate that the cooperative-conforming orientation was part

of a more general need for structure in social relationships.

The suggestions of a preference for a hierarchically organized

work situation,and of a relatively authoritarian orientation

noted above, may also be part of the general desire for structure.

The 3, 5 SVQ cluster, as a whole, was not significantly

related to any of the teachers' characteristics factor scores,

but the SVQ factor 3 score was involved in two significant cor--

relations. Students who accepted the obligation to act to

prevent injustice placed more importance than others on skilled,

demanding, and stimulating teaching. In addition, they were more

-117-

likely to regard reliance:upon the non-directive, discussion

method as important. Social welfare oriented students (SVQ 7, 8)

were also more impressed than their oppositei with the importance

of the non-directive discussion-oriente approach. It may be

that the high value placed upon the non-directive discussion

approach by social welfare oriented students is related to their

generally high evaluation.of the interpersonal interchange which

the approach encourages.

.Niscellaneous beliefs and attitudes

Seven general attitude and belief qUestions from the Cornell

Student Survey (Goldsen et al., 1960) were included in the

questionnaire because they seemed relevant to the values tapped

by the SVQ. It was also hoped that they might be of help in

comparing the present data to the Cornell findings. The questions

asked about 1) the kinds-of activOties which a person would

expect to give him the most satisfaction; 2) the groups which he

saw as having personalities of their own; 3) whether he believed

that people were inclined to help others or to look out for them-

selves; 4) whether people needed religious faith; 5) how important.

it was for him to know about what he Would do in the future; 6)

his ideas about the Deity; and 7) whether most people could be

trusted. The specific questions may be found in Appendix I 0,

Part V.

Students located at the identification-with-groups end of

the 1, 9 SVQ cluster were more significantly likely than

v.,

individualists to believe that people needed a religious

philosophy (chi square = 9.89, 4 df). This was the only relation-

ship of the questions with the 1,-9 cluster. It appears to be

consistent with previously described acceptance of conventional

VAllleg by ParmAnS At the grnITidentifientiOn p1/3 of thm 1, 9

cluster.

The SW factor 6 score was significantly correlated with the

fifth question, with cooperative-conforming respondents placing

more importance on having their future plans known (r = -.21,

1:.5.05). The association is congruent with the tendency, seen

in previous findings, for cooperative-conforming students toft

seek structure. The other two factor scores in the cluster did

not correlate significantly with the responses to question 5.

However, the cluster as a whole was related to beliefs about the

Deity. The cooperative-conforming students were more accepting

of a personalized deity or divine force than were the anti-

conformists (chi square = 7.30, 2 df,.p.S.05).23

Students scoring at the laissez-faire ends of the 3,5 and

7, 8 clusters were significantly more likely to name leisure time

recreational activities as ones from which they would expect the

most gratification than were their social welfare oriented com-

patriots (chi square = 6.67 and 7.66, respectively, 2 df, p$.05).

23The test was made by comparing the combined responses to the

first two alternatives to the combination of the remainingcategories. This split seemed meaningful and also came close todividing the sample in half. The frequencies were too low inseveral of the cells of the original contingency table to permit ,

a.test of significance.

-119-

Thelatter were more likely to believe that most, people could be

trusted. The second relationship fits easily into the other

findings which show that social welfare oriented students appear

to have positive feelings about other people. The findings with

the first question may simply indicate that laissez-faire

students are more self-indulgent and self-centered than their

opposites or that the social welfare oriented students are likely

to value general impulse control.

A related finding appears in an answer to question 23 on

the summer questionnaire given to the class Of 1968. The 7,11

laissez-faire. students described themselves as having less

intense political preferences than did their opposites (chi

square = 9.07, 2 df, p -4 .05). Further data concerning political

interest was provided by the political information quiz included

in Part I of the 1968 summer questionnaire. The students at the

laissez-faire poles of both the 3, 5 and 7, 8 dimensions and the

anti-conformists on the 2, 4, 6 dimension had fewer correct

answers than their opposites (r's = -.22, p < .05; -.24. and

-.32, p's 5.°1).

infOi;iiii.tiOnut students' reliiio'usbeliekaiid.

preferences were obtained from answers .to items which requested

the students' religious affiliations (see Appendices I B, Part I

and I Co Part IX). Although the responses were made in terms of

specific denominations, the small samples made it necessary.to

combine them in order to test the relationships between the SVQ

categories and religious identification. The categories used in

the analysis were as follows: a) Baptist, Catholic and Lutheran;

-120-

b) Episcopalian, Methodist and Presbyterian; c) Quaker, Unit'arian-

Universalist and United Church of Christ; d) Jewish; and e) explicit

choice.of the_"None" response. These groupings join denomi-

nations which are similar to one another with regard to degree of

religious conservatism Or adherence to.traditional Christian

views about the nature of the Deity. Tests were made by comparing

each category against the remainder with respect to the distri-

bution of respondents .across the three categories on a.given SVQ

composite dimension (see Table 32). Each year's data was examined

separately, and in some cases the results were also combined

across the samples.

The strongest relationships appeared between the SVQ scores

and the rejection of any religious preference, i.e., the choice

of the "None" response. With the exception of the 3, 5 dimension

in the class of 1968 data, all the composite scores were

significantly related to this choice in both years. The chi square

values for the earlier set of data were 1, 9: 8.30; 2, 4, 6: 8.32;

7, 8: 7.18; all were significant at p .05, with 2 df. The

values in the second set were 1, 9: 13.79; 2, 4, 6: 11.85;

3, 5: 6.89; 7, 8: 6.93; the first.two were significant at'',

with 2 df, and the second two at p S..05, with 2 df.

The.reluctance to select a religious preference shown by

the individualist and anti-conformist stuCents lends support to

the evolving pictures of the 1, 9 and 2, 4, 6 dimensions. A

close examination of Table 32 suggests that the relationships

just described were generated primarily by the group-oriented

Of, 1 1 .. .

;',IrI

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..10" .Nt " r )*4. .

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-121..

Table 32

SVQ Categories vs. Religious IdentificationHaverford Freshmen

SVQ CompoO.teScore-L.

Class of 1968 Class o± 1969

a2 b3 c4 d5 e6 a2 b3 c4 d5 e6

High 7 10 5 2 13 1 13 3 If 181,9 Med 3 10 4 6 12 3 12 6 6 10

Low 7 13 10 2 3 5 10. 13 6 3

High 7 10 5 2 13 1 11 7 3 16.2,4,6 Med 3 10 4 12 4 8 6 7 12

Low 7 13 10 2 3 4 16 9 6 3

High 9 6 5 4 14 2 10 6 3 163,5 Med 1 17 5 3 7 3 12 11 5 8

Low 7 10 9 3 7 4 13 5 8 7

High 6 8 2 5 15 2 10 6 3 167,8 Med 7 12 8 2 8 3 12 11 5 8

Low 4 13 9 3 5 4 13 5 8 7

1 High scores indicate individualistic, non-cooperative, non-social welfare oriented retponses.

2 The "a" group refers-to the Baptist-Catholic and Lutherancategory.

3 The "b" group refers to the Episcopalian, Methodist and.Presbyterian category.

4 The "c" group refers to the Quaker, Unitarian - Universalistand United Church of Christ category.

5 The "d" group refers to the Jewish category.

6 The "e" group refers to the "None" category.

4,4( .4....

: .2-

fh144W400Vim40(4.- fsotzt:

L.

fh:v;".PY.,,. =7'.7",

5k, g,!,

'0 '

-122-

-^ ,3, , ; ,`:,1,-- ""'"` ,1.

' .1

(low scoring) students who were disproportionately absent-from

the ranks of the "None" choosers. On the other hind, the findings'

with the other two SVQ dimensions are a bit surprising. The cell

freqUencies indicate that the results were produced primarily by

the heavy choice of "None" by students. at the laissez-faire ends

of the SVQ dimensions.'Nornally one thinks of students at the

leftist, social welfare oriented poles as being more likely to

reject religious identification than those with conservat1.17s2

laissez-faire values. The opposite result obtained in thtl present

case may have been due in part to the rtrongly moralistic tone of

many of the social welfare oriented 1.tems, particularly those on

factor 5. It may be that students who reject identification with

religious groups rejected the social welfare items too because

of this aspect of'their wording. If this suggestion is correct,

it prompts the question of whether the rejection of the social

welfare items by the group of religious-identification rejectors

is simply an artifact stemming from the rejection of the language

of religious morality, or whether it involves a substantive

rejection as well. The disinclination towards using the term

"moral" was shown by a large number of the interview respondents.

Many would start.by asserting that they didn't believe in making

moral evaluations of the behaviors of others, but they would then

go on to make such evaluations on an implicit basis. When con-

fronted with their inconsistencies, most would admit that moral

judgments were permissible sometimes. A few would stick to their

original position and retract the evaluations they had made,

VAR.. *4AWR5.4.:!o-,,,54.'fwtelet-

ti

NN.

.3

.4: A . f C).47, .

'-' JA:,` AAVA'All celf.g."'

' .:4-- _

despfte their discomfort about the behaviors they had previously

condemned. Thii pattern of ambivalence about moral evaluations

clearly was more than a matter of linguistic preference. It did

appear to le0 to a rathmr extreme non-judgmental, laissez-faire

attitude toward others.

This question is relevant to the comment made in the intro-

duction-about the strain ir the leftist ideology between t4 call

for a revolutionary remaking of pociety to eliminate injustice

and the rejection of the belief in universal moral standards

which could justify the changes being sought. One consequence

of the strain might bE; the concentration on the anti-status quo

aspects of the movement rather than on the eventual restructuring

of society. Another might be the disavowal of both the ends and

means of the present order and the adoption of a self-centered,

hedonistic stance. An example of the latter route might be seen

in the use of npsychodelie drugs by college students and their

fellow travelers. All of the foregoing speculation is an attempt

to describe a possible source of the unexpected laissez-faire

orientation of the religious-identification rejectors. The

withdrawal reaction may also be what was being expressed by the

laissez-faire students' greater choice of recreational activities

as a major source of gratification.

The only other significant relationship between the SVQ

scores and religious preference shoWs that students who identify

themselves as Quakers, Unitarian-Universalists and members of the

United Church of Christ (category c in Table 32) were more likely

.4nA' "4A,

.

-,,;.-st*,.0'

,-

to be group oriented on the 1, 9 dimension (class of 1969: chi

square = 8.09, p 1 .05, with 2 df, combined samples: chi square =

l284, p .01, with 2 df). Although these denominations are

known as liberal, they do riot stand out from other religious

units with respect to the emphasis they place upon identification

with groups. However, they may offer an attractive alternative

to the withdrawal reaction described above. By providing an

institutional setting and a coherent, apparently traditional

value basis for social criticism, they may produce a positive

view of group participation in critical students who would other-

wise move to the'individualist extreme. These suggestions would

have a firmer basis if the category c students were also more

social welfare oriented. In the class of 1968 this was indeed

the case (chi square = 6.08, p 5 .05, with 2 df), but the

relationship was not present at all in. the other set of data.

The MPI

The MMPI responses of the class of 1968 were made available

through the cooperation of the College's testing program. In

addition to the basic clinical and validity scores, a number of

other scores were computed because they seemed relevant to the

values being studied. The descriptions of the scores presented

in Dahlstrom and Welsh's WI Handbook (1960) served as the basis

for the selection and interpretation of the scores. The cor-

relations between the MMPI variables and the SVQ composite scores

are shown in Table 33. Unless indicated, the correlations with

the individual SVQ scores echoed the ones with the composite scores.

en.

t.

-125-

Table 33

Correlations Betwten,NMPI Scores andSVQ Composite Factor Scores

Haverford Freshmen Class of 1968

SVQ Composite Score1

MMPI Score'm,

1,9 2,4,6 3,5 718

1,- .01 -.17 -.11 -.17F .13 .00 -.01 -.01IC -.06 -.20* -.05 .00

Hypochondriasis (Hs) -.13 -.12 -.05 -.18*Depression (D) -.02 .04 .12 .00Hysteria(Hy) .-.03 -.22* -.04 -.12Psychopathic Deviate (Pd) -.08 -.15 -.11. -.11Masculinity-Femininity (Mf) -.09 -.19* -.20* -.27**Paranoia (Pa) -.12 -.14 -.14 -.19*Psychasthenia(Pt) -.23* -.11 -.14 -.23*Schizophrenia (Sc) -.07 .08 -.07 -.08Hypomania (Ha) .00 :09 -.08 -.09Social Introversion (Si) -.04 .13 .09 .02Anxiety (A) -.12 .15 -.07 -.14Dependency (Dy) -.22* .03 -.13 -.22*Lack of Emotional

Control (C) -.01 .20* .21 .21*Dominance (Dor) .10 -.15 .04 .07Ego Over-control (Eo) -.02 -.05 .05 .06Ego Strength (Es) .21* .04 .14 _.23*Hostility Control (Ho) -.13 ,.13 .01 -.03Overt Hostility (Hy) -.01 .14 -.07 -.08Neurotic Over-control (No) -.06 .05 .10. .03Neurotic Under-control (Nu) .05 .18* -.01 -.03*Prejudice (Pr) -.08 .34** .04 .05Social Responsibility (Rex') .07 -.17 -.04 -.09Social Desirability (Sor) .06. -.18* .0.5 .11Socialjarticipation (Sp) .04 -.13 -.09 -.05

1 High scores indicate individualistic, non-cooperative, non-social welfare oriented responses.

2 A high score indicates possession of the trait being measured;on the M-F dimension a high score indicates femininity.

p S .05, two tailed test

** p .01, two tailed test

-126-

The relations with the several MNPI validity scales and

Edward's MMPI.social desirability scale provide some infor-

mation. about the degree to which the.SVQ scores might be affected

by response sets. The 2, 4, v SVQ cluster was the only one which

correlated with these indicators. Students scoring at the

cooperative-conforming end of the cluster were more likely to

respond to the indicators in a socially desirable way. As is

always the case with such relationships, it is not. possible to

determine whether they can he taken at face value as indicating

substantive characteristics of the subjects of whether they

must be regarded as detracting from the variables correlating

with the social desirability indicators (Block, 1965). In the

present case, the' content of the 2, 4, 6 score makes it quite

reasonable to expect a relationship with the tendency to respond

in a socially desirable fashion. There was only one other

significant relationship between the SVQ and validity scores:

the first factor score correlated .29 with the F score, which

indicates unusual responses.

The significant correlations with the other NMPI variables,

involving the SVQ 1, 9 composite score, all appear to reflect

the same personality trait, namely, self-confidence.

Individualists, when compared to group identifiers, had lower

psychasthenia scores, indicating greater personal balance, self-

control, and independence. Low scores on this variable are said

-127-

to reflect sentimentality, even-temperednesq,9alld non-

aggressiveness.24 The individualists also scored lower on

dependency and higher on ego strength than the group identifiers.

it may be that the latter group's strong affiliative orientation

stems from their dependency. Folltwing Schacter (1959), one

might expect this group to have a disproportionate number of

first and only borns. In the class of 1969 this expectation was

strongly supported by the data (chi square = 11.60, pl;.01, with

2 df). However, the other set of data showed an insignificant

reversal of this expected relationship.

Proceeding to the next SVQ dimension, we"'see that in

addition to responding in a socially desirable way, conforming-

cooperative students were more likely to receive high scores on

the Hysteria scale. According to Welsh and Dahlstrom (1960),

this indicates mixing well socially, having wide interests, and

being particularly accessible to others. The fourth SVQ factor

scores, taken alone, also correlated With the social introversion

variable, with the cooperative-conforming students receiving lower

24 Welsh and Dahlstrom (1960) present a varlet, Af descriptionsof the differences between the high and low sckaers on the majorNINPI clinical Jsclaes. Some are based on ratings of extreme scorersby peers, some on clinical assessments of creative persons withextreme .)cores. The descriptions here will rely primarily uponthe peer ratings and therefore say more about the overt socialbehavior than genotypic personality characteristics. It shouldalso be noted that there are varying amounts of item overlap amongthe scales. Sets of relationships involving similar sounding NMPIvariables often involve a Lir amount of literal redundancybecause of item overlap.

-128-

scores than their opposites. The conformist students also

received low scores on the C variable, indicating that they show

good emotional control in the face of stress; a similar meaning

can be given to the relationships betuaen the 2, 4., 6 cluster

and the Neurotic Undercontrol score. The higher M -L score of

the cooperative-conformists can be taken to mean that they are

more likely to be sensitive, idealistic, peadeable, sociable,

curious, and aesthetically oriented than their anti-conformist

opposites. Finally, there was a clear and surprising reltionship

with the prejudice scale, with the anti-conformists responding more

like prejudiced persons than the conformists. This finding is

inconsistent With the class of 1969 finding that the anti-conformists

were also anti-authoritarian. Although all but the last relation-

ship between the 2, 4, 6 SVQ dimension and the WI scores make

sense, it should be recognized that the cooperative-conformists

always come out at the desirable end of the M14PI scales. This

reinforces the suspicion that the relationships between this

variable and the NMPI, and perhaps other measures as well, are

affected by the tendency to respond in a socially desirable manner.

The next SVQ dimension examined, viz. the 3, 5 cluster, was

part of only two significant relationships; both of these are due

to the third SVQ factor. The laisse-faire students were more

likely to score at the masculine (low) end of the M-F continuum

and were also more likely to show lack of emotional control in

response to stress. These two traits appear to be somewhat

inconsistent because men with low M-F scores are seen by others

0.

-129-

as self-confident and independent, which suggests a good degree

of self-control. One way of eliminating the inconsistency is to

hold that the self-confidence shown by the low M-F scorers is a

brittle front which breaks down under stress. The lack of

concern for the welfare of others might be a part of this

tough front.

The SVQ 7, 8 composite score was correlated with several

MMPI variables. Social welfare oriented students were high on

four of the clinical scales: Hypochondriasis, M-F, Paranoia and

Psychasthenia. These relationships indicate a tendency toward

sensitivity, idealism, proneness to worry, peaceableness, soft-

heartedness and cooperativeness. All of these seem quite con-

sistent with the definition of the social welfare orientation.

The NMPI scores of these students also indicated that they were

more dependent, had lower ability to control their emotions

under stress and had lower ego-strength. These findings suggest

the possibility that the greater concern for others shown by the

social welfare oriented students grows out of their recognition

of their own vulnerability. In a complementary fashion, they

may also indicate that the security and stability of the laissez-

faire students has not prepared them 'for understanding and

empathizing with others who are not as well off as themselves.

As is frequently the case with correlational results, the

direction of causation might be reversed. It may be that the

difference in sensitivity to others' welfare is what leads to the

differences in apparent stability. That is, laissez-faire

-130-

students may appear or actually be more untroubled because they

ignore the difficulties of those who are not as well off as

themselves. If the interpretation of the laissez-faire orientation

as a withdrawal is correct (see above), the second direction of

causation becomes quite likely.

Before concluding this section, it is important to mention

that two expected relationships did not occur. The social

responsibility scale, which presumably measures trustworthiness,

willingness to accept the consequences of one's own behavior,

and sense of obligation to groups, did not correlate with either

the 3, 5 or 7 8 cluster. This scale had previously been found

to be correlated with ratings of good citizenship in high-school

students. The social participation scale, containing items

which have been found to differentiate between high-school

students falling at the extremes of extra-curricular activity,

was not associated with either the 1, 9 or the 2, 4, 6 dimensions.

The Opinion, Attitude and Interest Survey (OAIS)

The College testing program also provided the responses of

the class of 1968 students to the OAIS (Fricke, 195 ). Unlike

the MNPI, the OAIS is specifically designed for testing college

students. Although there is no reason to expect strong relation-

ships between many of its scores and the SVQ scores, the availa-

bility of the data made it seem wise to examine the correlations

between the two sets of scores. As was done with the NNPI data,

fp

-133.-

the presentation of results will be restricted to correlations

involving the SVQ composite scores, except where the relationships

involving individual SVQ scores are not reflected in the cor-

relations with the composite scores. The results are presented

in Table.34.

The first SVQ dimension to be examined is individualism vs.

identification with groups (the SVQ 1, 9 variable). The group

identifiers were more likely to respond in a manner calculated

to make a good impression than were their opposites. The

individualists were more likely to respond in the same manner

as students who receive high grades, and who are seen as highly

creative by their college instructors. In the OAIS the measures

of these two qualities are uncorrelated. The individualists'

scores indicate that they are less likely to be able to get along

with others(low social adjustment) than the group identifiers

and are more likely to be athletic, rough, inconsiderate,

immature and unpolished. This last set of traits comprise the

interpretation suggested by Fricke for high masculinity scores.

The final relationship suggests that the individualists'

responses resemble those of physical science majors more than is

.true of the group identifiers. The OAIS findings fit quite well

with the differences between the two poles of the 1, 9 dimension

found in responses to the role choices and. other parts of the

Ammer questionnaire. The only incongruous element is the

interest in athletics. This may well be a part of the general

masculine orientation which the present group of individualists

does not share.

-132-

Table 34

Correlations Between OAIS Scores andSVQ Composite Factor Scores

Haverford Freshmen Class of 1968

SVQ Composite Score'

OAIS Score2 1,9 22.4,6 3,5 7,8

Agrement Response Bias -.06 *19* -.10 .OInfrequent Response .06 .14 .00 -.03Social Undesirability 622* .09 .11 .12

Achieving Personality .05 -.04 -.03 .01Intellectual Quality .18* -.11 .05 .02Creative Personality .21* -.07 .10 -.02Social Adjustment -.27** -.19* -.17* -.13Emotional Adjustment .05 -.06 -.06 -.02Masculine Orientation .18* .19* .14 .26**

Interest in Business -.06 .12 .09 .13Interest in Humanities .14 .06 .08 -.04Interest in Social Science .05 -.10 .06 -.04Interest in Physical Science .18* .12 .15 .20*Interest in Biological Science -.11 -.08 -.09 -.07

1 High scores indicate individualistic, non-cooperative,non-social welfare oriented responses

2 A high score on the OAIS indicates high standing on thetrait being measured.

* p S .05, two tailed test

** p .01, two tailed test

.oiti";'-'.."7r17-7,47;4.

.: -'1",'"

-133-

The findings with the SVQ 2, 4, 6 cluster shows a puzzling

correlation with the measure of agreement response bias. The

anti-conforming students were more likely to show this bias than

were their opposites. This is quite out of keeping with the

meaning of this dimension. In any case, the mean score of the

entire sample was 39, which falls very close to the norm of

approximately 4.2 (Fricke, 1963, p. 219). The standard error of

the Haverford sample mean is 2.89. These statistics indicate

that even relatively extreme scorers on the Haverford sample

fell well within the normal, bias-free limits of 28 and 56.11

The reversal, therefore, does not appear to be important. The

anti-conformists also responded in a manner indicating lower

social adjustment. In addition, students at the anti-group end

of the second SVQ factor, taken separately, were more similar

to overachievers than were their opposites.

Students scoring at the social welfare end of the SVQ 3, 5

cluster had higher social adjustment scores than their opposites,

while students at the corresponding end of the 7, 8 dimension

scored low on masculinity and interest in physical science.

These relationships are congruent with the definitions of the

3, 5 and 7, 8 SVQ dimensions*

Aptitudes and grades

The SVQ dimensions were also run against the Scholastic

Aptitude Test scores and grade averages. The results of this

analysis are shown in Table 35. In that table it can be seen

that the anti-conformists of the class of 1968 had lower verbal

dD

-134-

Table 35

Aptitude Scores and Grades vs.SVQ Composite Factor Scores

Class of 1968

SVQ Composite Factor Scores'

1,9 2,4,6 3,5 7,8

SAT Verbal .15 -.25** .11 -.01

SAT Math .12 -'.09 .06 .10

-Freshman Average .09 -.07 .08 .10

Sophomore Average .05 -.04 -.03 -.09

Class of 1969

SAT Verbal .16 -.11 .02 -.07

SAT Math .11 .07 -.05 .04

Freshman Average -.05 -.18* -.18* -.25**

1High scores indicate individualistic, non-cooperative, non-social welfare oriented responses.

*p - .05, two tailed test

** p .015 two tailed test

-135-

SAT scores than their opposites. While the corresponding

.composite score in the class of 1969 data did not show this

relationship, one of its components, the second SVQ factor score,

did (r = -.22, p 5 .05). In the class of 1969, anti-conformists

and the laissez-faire students also had lower grades than their

opposites. The latter relationships migk, be due to these

students not working hard, a tendency that would be quite in

keeping with their less serious approach to academic demands.

Social background

Both questionnaires contained a number of questions designed

to find out about the social backgrounds of students (see

Appendices I B, Part I and I C, Part II). The social homogeneity

of the Haverford student population made it unlikely that any

strong relationships would be found, but it was decided to

look nonetheless.25

Several relationships occurred between SVQ variables and

responses about parents' political views. In the class of 1968,

the fathers and mothers of students scoring at the anti-

conformity end of the 2, 4, 6 dimension were more likely to

have preferred Johnson to Goldwater in the 1964 presidential

campaign (chi square = 9.10 and 9.43, p - .05 and p < .01,

respectively, with 2 df). In the class of 1969, the fathers of

students scoring in the middle category of the 2, 4, 6 dimension

25Time limitations prevented complete analyses of all of the

relevant items. Questions 16 through 26 on the summer, 1964form, and 2 through 13 on the summer, 1965 form were examined.Only the significant results will be mentioned.

1 0

, .

-136-

were more likely to be Democrats than the fathers of students

'falling al. either pole (chi square = 7.50, p S .05, with 2 df).

Among the first set of students, persons scoring at the laissez-

faire end of the 3, 5 dimension were more likely to report

their fathers as having weak political interests than were their

opposites (chi square = 8.20, p S .05, with 2 df). The same

trend was shown with regard to both parents of the 7, 8

laissez-faire students (chi square = 9.69 and 10.98, p .01,

with 2 df). In the second sample, students at the social

welfare, morally-oriented end of the 3,5 continuum were more

likely to report their parents as having different political

preferences than were their opposites (chi square = 8.12, p 15 .05,

with 2 df). The findings regarding strength of parents'

political preferences repeat ones reported earlier concerning

students' preferences. They present the usual picture of family

resemblances in views about party politics.

Questions about parents' religio.is preferences also pro-

duced a scattered set of findings. In the class of 1968 and in

the combined data, students reporting that their fathers and

mothers had no religious preference were more likely to score

at the laissez-faire end of the 3, 5.dimension (chi square =

7.18 and 6.93, p .5 .05, with 2 df). The same kind of relation-

ship,involving mothers only, was found with the 7, 8 score

(chi square = 9.25, p 1 .05, with 2 df). A comparison of sons9

and parents' religious preferences showed that students whose

-137-

preferences differed from those held by either of their parents

were more like.4 to be at the individualist pole of the 1, 9

dimension (chi square = 17.95, p g .001, with 2 df). The

magnitude of this result is probably due to the large number

of individualists choosing the 'None" alternative, while

reporting their parents as having some specific denominational

preference.

The background data of the combined samples also showed

that students who said that their fathers had completed some

college, but had received no degree, were more likely to be at

the individualist pole of the 1, 9 dimension (chi square =

5.99, p = .05, with 2 df). The same was true of students whose

mothers had college degrees *but no advanced training (chi square =

7.16, p with 2 df).

The final result to be reported occurred in the class of

1969 data. Individualists were more likely to come from the

suburbs of a large city than were individuals who valued

identification with groups (chi square = 7,5h, p .05, with 2 df);

neither city residence, per se, nor small t43141 residence was

related to any SVQ variables.

VA10110101111111wiliiirc-.

'Vr * J? 104194.:*te,

-

,7,. et; ,/rse

Summary of the correlates of the SVQ factor scores

The purpose of examining the relations between the SVQfactor scores and other variables was to help in the delineationof the meanings of the SVQ variables. Because of the scatteredand varied nature of these relationships, it seemed useful topresent a summary of the contexts of the SVQ orientations. Thesummary will attempt to organize and interpret, rather than re-capitulate, the results of the analyses described above. Some

inconsistencies'will'be ignored and the findings which occurredin only one of the years will be used unless they were contra-dicted by findings in the other year's data (as opposed to beingmerely absent).

The correlates of the 1, 9 dimension will be discussed firstThe identification pole of this dimension was embedded in a conteof positive evaluation of friendly, social interaction and of theforms provided for this interaction in the collegiate and widersocial setting. These positive evaluations were supported by adesire for approval from others and by a lack of self-confidence.

The individualistic orientation, on the other hand, occurred alongwith negative evaluations of conventional collegiate and occu-

pational goals and with a rejection of affiliative goals in favorof achievement-creativity goals. Non-conformity in an intellectwartistic, religious and perhaps political sense was also present

with the individualistic orientation. The data led to the im-

pression that one of the primary negative reference groups for the

individualists were the "squares" and boy-scout types represented

-139-

by their opposites on the SVQ 1, 9 dimension. The individualis-

tically oriented students appeared quite-willing to dispense with

acceptance by conventional peers and adults and rather unwilling

to regulate their behaviors in order to keep within the bounds of

conventional propriety and considerateness for others.

We- turn next to the correlates of the conformity and coop-

eration in groups cluster. As one might expect, high value on

conformity and cooperation in groups was accompaniea by a rela-

tively positive evaluation of explicit regulation of student be-

havior, regardless of whether the source orthe control was in

the college administration or in the students. In addition, the

cooperative conforming orientation was associated with a general

preference for social relationships in which the participants

have clearly defined roles and know what to expect of each other.

The context also includes a positive view of social relationships,

but it is not clear whether this is due to an interest in the

rewards of affiliation or of being linked into a clearly structured

social system; the latter seems more likely. A rejection of overt,

non-conforming behavior and the attempt-to present t-a socially

desirable front were also correlates of the cooperative-conforming

orientation.

The context of the other end of the SVQ 2, 4, 6 cluster

appears to have consisted primarily of a rejection of restrictive

rules. The negativistic, rebellious aspect of non-conformity was

more prominent in this setting than it was in the context of the

individualist pole of the 1, 9 cluster.

-140-a

The third context to be examined pertains to the SVQ.3, 5

v,ariables.26 The active, moral, pro-social ends of this cluster

existed in a setting of strongly humanistic interests. There

was a positive evaluation of intellectual and general self-

development while at college; the latter included the development

of a personal moral or ethical system. The context also contained

a positive view of students creating and enforcing rules, which

would support considerate, honorable interpersonal behavior; and

an unfavorable view of negativistic behavior. The pro-social

orientation appeared to be part of a generally positive view of

other people; i.e., others were not seen as threatening. As one

would expect from the definition of this pole, its context

included a high interest in working with and helping others.

The correlates of the laissez-faire end of the 3, 5 cluster

are difficult to describe other than by stating that they were

the reverse of the 'correlates of the social welfare pole. Apathy,

lack of interest in others (rather than hostility toward them),

and lack of interest in ethical or instrumental concerns seem to.

be associated with the laissez-faire orientation. The only

positive statements that seem applicable is that this orientation

is accompanied by a strong interest in leisure activities and

perhaps by a stronger than usual interest in being an athlete.

26 Several of the following statements apply to factor 3 but notto factor 5.

The correlates of the remaining SVQ cluster are rather

similar to the ones just described. The social welfare end of

the 7, 8 dimension was accompanied by humanistic and intellectual-

personal development goals and by the rejection of negativism.

This context also contained positive views about working with and

helping others, and in being a leader. There is a suggestion that

the social welfare end of the 7, 8 cluster was accompanied also by

lower self-confidence and aggressiveness and by greater sensi-

tivity and dependency. The laissez-faire end of this cluster had

much the same context as its 3, 5 counterpart. The only difference

appears to be that the 7, 8 orientation is connected to greater

assertiveness and interest in being a student leaders

CHANGES IN SOCIAL VALUES DURING THE FRESHMAN YEAR

Repeated administrations of the SVQ provided data regarding

stability and change in the social values scores during the

freshman year. Although there were no clear expectations about

the direction of change at the College, it seemed quite possible

that immersion in the campus culture would affect the students'

value orientations. This culture places strong emphasis upon

social responsibility and liberalism while stressing individualism.

There are few formal organizations on campus and a resistance to

formally organized group efforts. Students generally prefer to

rely upon individual consciences rather than upon formal regulations

as means of social control. The general agieement about these

values may be a function of changes occurring In students toward

a common position as a result of their experiences at the College.

-142-

On the other hand they might also be a function of the self-

selection of students who seek to attend the College. It is the

presence of these two possible sources of consensus that makes

prediction of change difficult.

The first data to be examined were concerned with the

stability of the students' SVQ scores from the start to the finish

of the freshman year. Table 36 presents the correlations between

the scores based on responses at the beginning and end of this

period. It is clear from these correlations that the relative

standings were fairly consistent over the nine months, although

the correlations are not up to the commonly accepted level of test-

retest reliabilities for stable traits. The stability of the

relative standings provides some support for. the psychological

coherence of the factors°

Turning to changes in the absolute levels of the SVQ scores,

we find two methods of examining the data. The first compares the

two sets of scores made by subjects responding to both admini-

strations in a given year. These data are presented in Table 37.

The second method compares the mean responses of the total samples

responding on each administration to a given class (see Table 38).

Because approximately 80 per cent of the students contributed to

both sets of data and because of the high stability of the

relative standings on the SVQ scores, the "t" formula for repeated

administrations yields a more sensitive test of the different changes.

The SVQ scores of the class of 1968 freshmen did not change

41very much. The only two significant differences involved

ais

Table 36

C,I,rrelations Between SVQ Factor Scores at

Beginning and End of Freshman Year

Factor Score

12

34

56

78

91,9

244,6

3,5

7,8

Class of 1968

n = 94

.45

.59

.63

.49

.60

.49

.48

.62

.54

.54

.61

..64

.60

Class of 1969

n = 106

.64

.59

.73

56

.67

.56

.68

.75

.67

.69

.62

.71

75

SVQFactor,Score4,

12

. 3'

4567

949

21,4,6

73,5,8

123

45678

91,9

2,4,63,57,8

-144-

Table 37

Comparisons of SVQ Factor ScoresHaverford Freshmen

Summer1964Mean

23.363-44.52-17.60-50.78-27.13-5.85

-81.9050.6763.5479.16-82.71-39:28

Summer1965Mean

23.38-43.56-17.98

-27.57-4.62-82.0651.2865.3581.41-83.42-39.75-2.99

Class of 1968, n = 941

Spring16Me9an

5

23.67-43.67-17.29-50.69- 31.57

-2.61-82.9350.7757.6973.99

-81.28'43.21

-4.44

tChange Sum.'64

vs.Mean Spr.'65

-0.30 . -0.442.15 2.83***

-0.31 -0.32-0.09 -0.074.44 1.94

-3.241.02 0.51

- 0.10 -0.045.85 1.565.17 1.36

-1.37 -0.583.93 1.411.31 0.36

Class of 1969, n = 1061

Spring Change1966Mean Mean

24.57-42.00-14.71-48.78- 23.09

1.41-78.39

658.629.6814.95

-74.57-32.16

5.79

-1.17-1.56-3.27-1.39-4.48-6.04-3.68-7.010.69

- 0.55

-8.85- 7.59'-8.98

tStun.' 65

vs.Spr.'66

.2.015*

-2.03*-3.68***-1.21-2.35*

-2.27*-3.26***0.25

-0.19-3.54***-3.15***-3.17***

1968 Changevs.

1969 Change

0,993.42***2.24*0.793.01**1.241.851.99*1.13

2.161.22

3.16**.2.25*

1 Only Ss responding to inch freshmen administrations are included.

2 High scores indicate individualistic, non-cooperative, non-socialwelfare oriented responses.

3 Because the factors had different numbers of items and differentproportions of positive and .negative loadings, the magnitudes ofthe scores are not comparable across factors.

* Att.

p - .05, two tailed test; ** p Ar'.01, two tailed test;

*** p 6 .005, two tailed test

00 T

able 38

Across-Class Comparisons of

SVQ Factor Scores

o.

Class

'68

Class

Spring

Summer

Class '68

Class '69

SVQ

Sum. '64

Sum. '§5

'64 vs.165

'65 vs. '66

Factor

n =

120

n = 117"

n ilel?.114

Scor

eMean

Mean

tt

..:It

123.453

23.39

0.06

23.80

-1.52

2-.41.84

-43.81

-2.12*

3-17.86

1.91

;4.7.27

-13.96

-2.16*

4-50.86

-50.32

-31.35

5-27.11

-0.05

lig'

.2.99**

6-6.34

-3.63

-1.33

-3.04

-2.67**

7-82.01

-81.34

-0.27

-82.22

-1.96*

850.87

52.93

-0.52

-0.62

51.87

-2.23*

963.09

65.67

81.73

58.84

.67::2827

-1.67

-0.66

-1.80

1,9

78.82

-83::::

2,4,6

-83.58

-82.05

.2.54*

3,5

-39.44

-38.81

-0.16

-3.09***

7,8

-3.21

-0.83

-4.45

-2.9

49.32

-2.30*

1 High

scores indicate individualistic, non-cooperative, non-social welfare oriented respon

responses.

2N refers to total sample tested at stated time.

3 Because the factors had different numbers of items and different proportions of positive

and negative loadings, the magnitudes of the scores are not comparable across factors.

*p

.05, two tiled test; ** p

1 .01,

two tailed test; *** p

.005, two tailed teat.

t:

factors 2 and 6,. which moved in opposite directidns. This

incongruity casts some doubt upon the unity of the 2, 4, 6

cluster. It should be noted here that this cluster was the one

whose reliability and validity were most in doubt. Taking the

changes at face value, it appears as if the students became less

accepting of pressures toward conformity and group norms, while

simultaneously becoming less worried about the dangers posed by

groups for individual development and integrity. The change in

the fifth factor score barely missed significance, with the

Luudents moving toward greater concern for preventing immoral

and unjust anti-social acts.

The findings with the class of 1969 were drastically

different than those just reported. Significant changes occurred

on all SVQ factor scores, except 4., 9 and the 1, 9 composite.

The changes were consistently in tine laissez-faire, anti-

cooperation and anti-conformity directions. The differences

between the changes .occurring in the two classes were significant

for four of the separate and three of the composite SVQ scores

(see Table 3d).

The differences between the changes occurring in the two

classes might have been due to a large number of factors, only

SOMR of which could be examined with the data at hand. The first

possibility is that the successive classes were made up of

different kinds of students and that the divergent-reactions to

the Haverford setting were a function of these differences. To

test this possibility, comparisons were made between the two

samples with regard to the data collected before the starts of

their respective freshman years.

z: tl

-147-

None of the SVQ scores differed significantly between the

samples at the start of the freshman year, but by the end of the

year, six of the separate and three of the composite scores were

significantly different (see Table 38). Comparisons were also

made of the two eamples' responses to several other measures

common to both summer questionnaires (see Table 39). It was

found that the class of 1969 was significantly more opposed to

administrative formulation of rules, significantly less interedBd

in social life, and in the development of self-knowledge and

intellectuality. The students in the 1969 sample were also less

likely to choose the political type as descriptive of themselves

(chi square 1-4.79, 1' 5 .05, with 1 df). Finally, there was a

trend approaching significance for the second class to show more

agreement with rebellious, unconventional ideas. These differences

suggest that the members of the class of 1969.may have been more

prone to an anti-conformist, laissez-faire orientation- than their

predecessors. However, it is difficult to explain why this

proneness did not reveal itself in the initial SVQ scores but did

influence changes in these scores. The data at hand indicate

that the explanation of the discrepant finding in terms of

initial differences is a weak one.

A second possible source of the discrepant findings is

variation in the campus atmosphere during the two years covered

by the study. Although one can always find differences between.

the concrete events taking place in any. two years, the period

under consideration appeared to have been marked by more than the

Class 1968

Mean Factor

Score

Class 1969

Mean Factor

Score

t

1

75.61

80.16

Table 39

Across-Class' Comparisons of Responses to

Parts of Questionnaire Common to Both Classes

Rulesi

2 243.43

3

14.31

44.32

13.39

-2.31*

-0.44

1.32.

0.8.

..ww

ww

,.....

.014

4 .0

114.

0011

4 14

Class 1968

Mean Factor

Score

1

29.74

FScale3

23

-72.65

-18.56

Class 1969

Mean Factor

28.66

-72.19

-20.2

Score

t0.97

-0.18

1.93

12

66.21

.89.19

Goal s2

34

5

33.07

36.51

25.55

61.18

83.86

31.02

33.72

24.38

2.16*

2.91**

1.87

3.57***

1.03

Hollingshead

SAT

SAT

Index4

Verbal

Math

18.22

658.98

687.90

650.54

68'7.00

0097

0,1C)

19.32

-0.83

1High scores indicate: 1) Opposition to administration creation of rules; 2) Opposition

to

rules restricting student misbehavior; 3) Opposition to students creating their

own rules.

2High scores indicate high importance attached to: 1) Social-collegiate activities; 2)

Intellectual development; 3) Occupational preparation; 4)

Development of self-knowledge;

5) Developing social skills.

3 High

scores indicate: 1) Opposition to humanistic cooi)erativeness, 2) High authoritar-

ianism; 3) High value placed on irrational, rebellious thinking,..

4 High

scores indicate high social class.

* p

two tailed test; ** p f= .01, two tailed test; *** p = .005

two tailed test,

$:

-149-

usual amount of variation. The 1964. -65 academic year was one

of high political activity on campus. Both local and national

questions were at issue. There was a good deal of student

pressure for student participation in curricular planning and

other aspects of policy formation affecting students.

The ferment culminated in the election of a rather radical

activist as student council president. He tried quite hard to

put his participatory democracy plans to work with-regard to

campus affairs. A committee with representatives in all campus

living units was formed to supplement the student council. The

members of the committee were to act as discussion leaders and

to elicit ideas abl5ut campus reorganization from the students.

These ideas were then to be fed to the student council which would

coordinate them and propose changes for the student to vote on.

After a few weeks the interest in change began to wane. This

decline, added to a somewhat rejecting attitude on the part of

the administration, led to the unprecedented resignation of the

newly elected president. This resignation led, in turn, to

several heavily attended meetings to discuss what the student body

should do. Eventually a new election was held and a less radical,

and less charismatic student was elected as student council president

The 1964-65 academic year was also one in which there was

a considerable amount of anti-war activity by students. The anti-

war activists at this time were still optimistic and generated an

enthusiasm which spread to many non-participating sympathizers.

The final unusual aspect of this year was the national presidential

campaign which produced a great deal of political interest and

mobilized otherwise latent liberal sentiment.

-150-

The following year was a quiet one, as far as student campus

action was concerned. A student-faculty-administration group was

created to work out the method whereby students could participate

in a variety of policy decisions. The presence of the committee,

which did accomplish its purpose, eliminated the need for further

student agitation. The anti-war movement slowed down considerab]

during the year and turned inward in the form of an eight-day

fast by about 50 students. Although the fast was the subject of

some controversy on campus, it attracted much less attention

than its organizers had expected.

The differences in the political climates correspond to theti

differences between the changes occurring during the two years.

It seems quite possible that the heightened degree of political

activity and social concern during the first year might have

blurred the normal movement toward a laissez-faire, anti-

conformist position. If this assumption is correct, one would

expect that during the second, more normal year the students in

the class of 1968 would have moved in the same direction as the

members of the class of 1969. This hypothesis was checked by

administering the SVQ to the class of 1968 at the start of the

1966-67 academic year. A somewhat briefer version (Form D) was

used; but with the exception of one item, none of the omitted

questions contributed to the factor scores. The mean SVQ factor

scores for this administration are shown in Table 38. The item

statistics for these data may be found in Appendix II H. The

comparison of the new set of SVQ scores with those collected the

-previous spring from the class of 1969 reveals fewer differences

-151-

than were found in the comparison involving the spring 1965 SVQ

scores of the class of 1968. In the new comparison, the older

class remains less anti-conformist but is no longer more social

welfare oriented. The previously insignificant difference in the

SVQ factor 9 scores is now significanl,with the older class

being less individualistic.

Another way of checking to see whether the class of 1968

changed in the same direction as the class of 1969 during the

1965-66 academic year is to examine the changes occurring between

the summer, 1966 administration of the SVQ and the two earlier

ones. The mean changes in SVQ scores involving the summer, 1966ti

data are shown in Tables 38 and 40. Looking first at the movements

over the two-year period (summer, 1964 to summer, /966), it can be

seen that there were two significant changes: one toward

individualism on factor 1 and the other toward the laissez-faire

pole of factor 8.27 Both of these are in the same direction

observed in the class of 1969 changes. A comparison of the

class of 1969 changes with the two-year changes in the class of

1968 produced only one significant difference and one almost

significant difference. Both of these involved the anti-conformity

and cooperation cluster. The large decrease in the number of

significant discrepancies between the changes in the two classes

that occurs as a result of using the summer, 1966 data supports

the view that the data collected at the end of the 1964-65 academic

year was atypical and responsible, at least in part, for the sharp

divergence in the results with the two classes.

27 The t value for the latter change missed significance by only.0053 and will be considered significant.

ati

Table 40

Comparisons Involving Form D of the SVQ

SVQ

Form,D

Form 11 vs.

Sum. '46

Factor

n=712

Spr. 166'

n=653

Score

Mean

Mean

1.

25.30

0.15

23.14

2-43.59

-1.73

-41.75

3-14.85

-0.51

-17.25

452.79

.2.66**

-50.21

5-28.66

-1.93

-28.80

6-3.73

1.30

4.21

741.28

1.42

.81.23

8.58.08

-0.70

50.55.

956.69

-2.0l*

61.18

1,9

74.39

-1.84

76.49

2,4,6

-81.20

-2.12*

-81.17

,..38.14

-1.53

a.40.55

7,8

3.83

-0.90

r.2.57

t

25.24.

-2.18*

-43.17

1.29

-14.93

-1.54

-52.30

1.24

-28.30

-0.14

-0.72

-1.54

.80.91

-0.13

58.14

-1.99

57.52

0.68

75.17

0.23

-80.78

-0.10

-37.81

0.64

4.20

-1.27

Class '68-2 yr.

change vs. Class '69

1 yr. change.

t

-2:H*

0.58

1.77

1.10

0.95

1.16

-0.14

0.55

0.33

1.96

1.03

0.52

1 High

scores indicate individualistic, non-cooperative,

non-social welfare oriented

responses.

2 Nrefers to total number of students taking Form D.

3 N refers to number of students common to two administrations being compared.

* p

1'.05, two tailed test; ** p

.01, two tailed test.

-153-

There was one further difference between the two years

which might have affected the SVQ factor score changes. Xn

January of 1965 there was a massive reshuffling of room assignments

as a result of the opening of a new dormitory.28 During the

previous semester, most of the freshmen had lived in a very

crowded state in one of the dorms. The reshuffling provided a

possibility for realignment of roommates which may have permitted

the students to live under more congenial arrangements during the

second semester. The large scale movement did not take place

the following year. It is possible that the decrease in concern

for the welfare of others and the increased antipathy toward

cooperation in grOlips shown by the class of 1969 was partly a

consequence of the generalization of hostility created by friction

among more or less arbitrarily grouped freshmen roommates. This

friction may have been relieved in the previous class by the

reshuffling. The type of process suggested here is similar to

the generalization of interpersonal anger to social attitudes

shown by Weiss and Fine (1956).

Besides the naturally occurring differences in the College's

environment during the two years covered by the study, there was

also a difference produced by the research itself. Somewhat over

a third of the class of 1969 was interviewed about the values

measured by the SVQ. Although it was thought that the interviews

might crystallize or sharpen positions, it was not expected that

they would produce any bias. In order to discover whether the

28The writer wishes to thank Dr. Douglas Heath for calling this

point to his attention.

-154.-

interviews did exert a pressure toward the direction of change

found in the class of 1969, a comparison was made between th

changes shown by the students who were interviewed and those

shown by the non-interviewed students. These comparisons are

presented in Table 41. The changes in the 2, 4, 6 composite

score and the second factor score, taken alone, were significantly

more in the anti-conformity direction in the data collected from

the interviewed students. Because of these differences and

others, which were not significant but were not negligible

either, it was decided to compare the changes in the two sub-

samples from the class of 1969 with the changes in the class of

1968. As can be seen in Table 41, only the difference involving

the 3, 5 cluster remains significant when the non- interviewed

subjects are used in the comparison between the classes. Although

the difference falls short of significance, it is likely that the

changes in the 7, 8 cluster are also different in the two samples.

It therefore seems that the interview had the effect of biasing

the respondents toward the anti-conformity-cooperation position.

The combined influence of the differences between the events

of the two years and the effects of the interviews appear to

account for the differences in the SVQ factor score changes

occurring in the two years. When the two-year change scores of

the class of 1968 are compared with the changes of the non-

interviewed sample in the class of 1969, there are no differences

approaching significance (see Table 41).

The disappearance of the differences between the changes

occurring in the two classes when the effects of atypical campus

-155-

Table 4.1

Comparisons of Interviewed andNon-interviewed Students

SVQ InterviewedFactorScore.

1234567a9

21,9,4,6

73,5,8

11234567a91,9

2,4,6

73,5,8

n = 45Mean Change2

- 2.27

-3.25-3.05-3.81-8.90-8.51- 3.29-8.60-3.73-5678-14.87-11.96-10.75'

Non-interv'dn = 61

Mean Change

- 0.37

-0.31-3.420.40

-1.22-4621-3697-5.84-3.953.31

-4.41-4.57-7.66

1968 Change vs.1969 Interviewed,...ubjects' Change

1.694.02**1.541.753.36**1.811.251.811.621.833.13**3.15**1.94

Interviewed vs.Non-interviewed

t

-1.65-1.910.21-1.83-2.02*-1.35-0.21-0.63-1.41-1.58-2.10*-1.47-0.54

.

196$ Change(1vs. 1969 Non-inter-viewed Subjects'

Changet

0.671.962.120.261.670.381.711.410.330.320.782.06*1.68

Non-interviewed

t

-0.51-0.30-3.32**0.28

-0.53-2.11*.2.04*-2.16*-0.980.78-1.38-1.64-2.19*

1968 Change(2. yr.vs. 1969 Non inteviewed Subjects'

Change

-1.421.140.600.770.170.241.12

-0.370.04

-0.280.820.330.24

1High scores indicate individualistic, non-cooperative, non-social welfare oriented responses.

2 The 1969 change scores were subtracted from the 1968 score. Apositive t value indicates that the 1969 class changed moretoward the high end of the SVQ dimensions. The 1968 change scoresmay be found in Tabe 37.

* p -4.05, two tailed test; ** p 4~.019 two tailed test.

-156-

events and the interviews are removed suggests that the best

index of the naturally occurring change during the freshman year

may be found in the non-interviewed sample of the class of 1969.

This was the only group which was not affected by either of the

biasing influences. As can be seen in Table 41, these students

became significantly more laissez-faire oriented with regard to

the SVQ 7; 8 cluster and with regard to the third SVQ factor.

They also became significantly less favorable to cooperative-

conforming behavior in groups, as measured by SVQ factor 6.

The natural direction of change in social values during the

freshman year at Haverford is in contrast to the generally held

view of the campus atmosphere as socially concerned. However, it

must be remembered that the students were freshmen and sophomores

who might well change in the opposite direction by the time they

graduate. As will be shown below, they entered college being

rather extreme in their pro-social orientations so that the

changes still left them more social wAfare oriented than a

conservative comparison sample (see Tables 4.2 and 4.3). It is

quite possible that the orientations of the entering students

were not well integrated into their evolving personal identities.

In some/instances they may have been no more than transplants of

parental values which were not rooted in the students' own

outlooks. If such were the case, the reorganization of identity,

which is intensified by effective liberal arts education, may

have produced a weakening of the pro-social committment of these

students. It seems quite possible that the weakening of

SVQ

Peace

Factor

Group 1

Scored-

n =56

Mean

1 2 3 4 5 6 7 8 91,9 4

2,6

3,, 5

7,8

3.H

igh

24.16

-42.25

- 18.96

-52.56

- 28.05

-10.20

- 86.61

48.64

50.77

67.86

- 80.55

- 41.11

- 68.27

Table 42

SVQ Factor Scores of Comparison Samples

Corps

Group 2

n =38

Mean

- 25.03

- 39.18

-15.03

-47.97

- 21.42

28.03

-78.24

54.29

58.39

76.66

-70.47

-23.13

3.89

scores indicate

responses.

Men's University

individualistic,

n = 58

Mean

24.44

-41.76

-11.16

- 50.35

-14.39

-5.54

- 70.71

65.84

54.71

75.74

-82.22

-20.57

18.74

Haverford

Summer '64 and

Sum

mer

'65

nm:a

p7

23.42

- 42

.57

-17.74

- 50.39

- 27.03

-5.00

-81.86

51.87

64.36

80.25

- 82.83

-41.10

- 20.32

Spring '66

Non

-int

ery

d)and Summer 166

n = 148

Mean

25.11

-42.63

-15.33

-50.21

-25.48

1.23

-79.95

57.68

61.31

78.88

-76.63

-34.88

4.58

non-cooperative, non-social welfare. oriented

Table 43

Selected t values for Inter-Sample Comparisons

Haverford Summer 1964 andSummer 1965

vs.Peace Corps - 1

SVQFactorScore

91,9

t2

2.84**2.45*

vs.Peace Corps -~2 2 - 2.30'

6 -2.88**.2,4,6 -2.71**3,5 -3,53***

vs..Men's University 3 .3,83***

5 -3,59***

7 _3,85***

a -3.10**9 -1.96*

3,5 4.74***7,8 73.61***

Haverford Spring 1966 andSummer 1966

vs.Peace Corps - 1

vs.Peace Corps - 2

vs.Men's University

3 2.16*7 2.39*

2.01*9 1.95

1,91.907,8 1.95

2 -2.3803,5 -2.17

3 -2.43*5 -346**6 2.73**7 -3.19**

3,5 -3.06**7,8 ;,44*

1 High scores indicate individualistic, non-cooperative, non-social welfare oriented responses.

2 Positive value indicates that the Haverford sample has a higherscore.

i

t

Men's University

3Positive value indicates that the men's university has ahigher score.

* p S .05, two tailed test** p $ .01, two tailed test*** p S .001, two tailed test

vs.Peace Corps - 1

-159-

Table 43 (cont'd)

SVQFactorSnoreL

t3

3 3.62***5 2.93**7 4.82***a 2.98**

3.47**,

7385 3.43**

,

vs.Peace Corps - 2 6 -2.46*

7,8 1.92

e

-.160-

externally imposed pro-social orientations during the process of

identity reorganization is a positive step in the direction of

good citizenship. The present study is unable to provide any

data about this hypothesis.

COMPARISONS OF THE SVQ SCORES OF DIFFERENT POPULATIONS

One of the standard methods of validating psychological

measurement techniques is to compare the scores they assign to

groups believed or known to differ with regard to the character-

istic being measured. The value of this method depends upon the

validity of the assumption that the groups being compared do

indeed differ as presumed. In the present case, it was possible

to obtain responses from two groups sufficiently large to permit

statistical comparisons with the Haverford samples.

The first of these was made up of two sets of Peace Corps

trainees. One set was tested in the early summer of 1966, the

other in the fall of the same year. The forms were administered

by persons involved in the training program. Unfortunately,

there is no information about the conditions under which the

responses were made. It was expected that the Peace Corps group

would be more social welfare oriented than the other samples.

There were no clear reasons for expecting differences along the

other dimensions,, The item statistics for the Peace Corps data

are presented in Appendices II H 2 and 3; the mean SVQ scores are

shown in Table 42. It was not possible to combine the data from

the two groups of trainees because they differed significantly

with regard to two of the factor scores. The first group had lower

-161-

scores on factor 7 and the 3, 5 composite (t = 2.31 and 2.72,

respectively, p .0;); the difference on factor 4 approached

significance (t = 1.95, .054p 4%.10).

The findings discussed in the previous section permitted

the condensation of the Haverford SVQ data into two sets. The

first contained the summer, 1964 and 1965 responses and repre-

sented the orientations of the students before they started

college. The second consisted of the summer, 1966 data of the

class of 1968 and the spring, 1966 data of the non-interviewed

students in the class of 1969; it represented the orientations

after the "normal" change due to the first year or two of

attendance at Haverford.

The comparisons of the Peace Corps scores and the pre-

college Haverford scores produced different patterns of results,

depending upon which sample of trainees was involved (see Tables

42 and 4.3). In comparison to the first set of trainees, the

Haverford sample was more individualistic; with regard to the

second they were more cooperative and conforming and more oriented

toward active, morally based support of others' social welfare.

After having completed one or two years of college, the Haverford

students were still somewhat more individualistic than the fi-rst

set of Peace Corps respondents and also less social welfare

oriented on the 7, 8 dimension. The differences with regard to the

second Peace Corps sample were almost the same as they were using

the pre-freshmen responses.

The other comparison sample was taken from a relatively

small men's university which has been traditionally oriented

-162-

toward the training of engineers and had had a rather conservative

atmosphere with regard to social and political issues. It was

expected that this sample would receive scores indicating stronger

laissez-faire orientations. The sample was gathered from under-

graduates taking an introductory social relations course. The

small size of the group made it unwise to separate the responses

of the engineering and liberal arts students or the responses

of under- and upperclassmen. It is clear from Tables 42 and 43

that the men's university students were more laissez-faire than

the Haverford samples, regardless of when the latter were

assessed. The same difference was strongly present with one of

the Peace Corps samples but did not quite reach significance with

the other.

The weight of the inter-sample comparisons support the

validity of the social welfare vs. laissez-faire dimensions,

although not without some ambiguity. The discordant findings

involved the second Peace Corps sample. Whether the discord is

due to that sample, or the low validity of the measure cannot be

determined from the present data.

CONCLUSION

The major purpose of the present project was the development

of an objective measure of social values relevant to good citizen-

ship in democratic communities and to the ideological concerns of

the current student generation. The questionnaire which was

constructed appears to have illuminated its intended targets,

although in a somewhat blurred fashion. Each of the two major

-163-

content areas, viz., orientations toward groups and orientations

toward the welfare of other persons, was represented by two

clusters of more or less redundant dimensions. It seems reasonable

to assert that the redundancy pl.^hnhly created inelegance rather

than distortion. This is so because the apparently redundant

dimensions in a single cluster usually were related in a parallel

fashion to other variables. A clean-cut measure of the dimension

underlying the cluster would have produced the same relationships.

The face validity and the correlates of the identification

with groups vs. individualism cluster supports the claim that

this dimension is the one which plays a prominent role in

current student ideologies. In the other major content area,

the 7, 8, social welfare vs. laissez-faire cluster comes close

to at least one aspect of the traditional conception of the

left vs. right ideological dimension. If the descriptions of

these clusters are correct, the combination of the two sholild be

able to distinguish between the four ideological positions

discussed in the introduction, viz., the authoritarian right,

rightist individualism, the collectivist left and the .new left.

The characterization of the other clusters is less certain.

The most doubt is generated by clusters relevant to cooperation

and conformity in groups. This was not significantly related to

the corresponding coded interview variables nor did its components

appear consistently in the several factor analyses. Its relation

to the social desirability measure and the fact that two of its

components changed in opposite directions in one of the Haverford

samples also detract from its validity On the other hand,

it was involved in a number of significant relationships which

did not appear to be a function of response bias. Because it

deals with an area which is of critical importance for the

practical exercise ,If good citizenship, its items should be

retained in the questionnaire for further study. The problem

with the remaining cluster, containing factors 3 and 5, may be

one of hasty marriage. There were a number of instances in

which the factor 3 scores varied with the 7, 8 scores while the

factor 5 scores did not. Factor 3 shares the stress on morality,

central to the definition of factor 5 and the social welfare

content, central tchfactors 7 and 8. It may well be that the

latter should have been given more weight than the former in the

formation of the clusters.

The refinement of the factorial structure of the SVQ would

seem to be the next step for the present research. Until that

is done, all studies involving the SVQ will be forced to carry

a cumbersome set of variables, making analyses time consuming

and interpretations of results awkward. The fact that the

instrument in its present, crude form yielded measures which

were generally supported by the few validity tests employed and

which also fitted into a meaningful network of relationships is

a hopeful sign for its ultimate utility in studies of the effects

of college attendance upon values.

I

-165-

BIBLIOGRAPHY

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Brehm, Jack W. and Cohen, Arthur R. Explorations in CognitiveDissonance. New York: Wiley, 1902.

Christie, R. "Authoritarianism re-examined," in R. Christie andM. Jahoda, Eds., Studies on the Scope and Diethod of TheAuthoritarian Personality. Glencoe, Ill.: Free Press, 1954.

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Fishman, Jacob R. and Solomon, Fredrick, Eds. "Youth and socialaction," Journal, of social issues, 1964, 20; whole No. 4..

Foster, F.S., Stanek, R., and Krassowoski, W. The Impact, of aValue-Oriented University on Student Attitudes and Thinking.

olBiiita Clara, 1961.

Freedman, M.B. "Studies of college alumni," in N. Sanford, Ed.,The American. College. New York: Wiley, 1962, pp. 847-886.

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Gelineau, V.A. and Kantor, D. '"Pro-social committment amongcollege students," Jourral of social issues, 1964, 20, pp. 112-130.

Goldsen, Rose K. et al. What College Students Think. Princeton,N.J.: D. Van Ircstrand737, 1960.

Hays, William L. Statistics, for Psychology. New York: Holt,

Rinehart and Winston, 1963.

Guilford, J.P. Psychometric Methods, 2nd ed. New York:

. McGraw-Hill, 1954.

Hofstader, Richard. "The pseudo-conservative revolt," American

scholar, 1954-55, pp. 9-27.

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BIBLIOGRAPHY (conttd)

Katz, D. "The functional approach to the study of attitudes,"

Public opinion Quarterly, 1960, 24, 163-204.

Katz, D. and Stotland; E. "A preliminary statement to a theory of

attitude structure and change," in S. Koch, Ed., Psychology:A Study of a Science. Vol. 3: "Formulations of the Person

and the Social Context." New York: McGraw-Hill, 1959.

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Education of Cooperatfire-Research 'Project No..590).

McClintock, Charles -0: and Turner, H. ."The impact of college

upon political knowledge, participation and values," HumanRelations, 1962, 15, 163-176.

Newcomb, Theodore M. "Interdependence of attitudes andenvironment: long-range studies." Kurt Lewin IemorialAward Address, 1963.

Newcomb, Theodore M. Personality and Social Change. New York:

Dryden, 1943.

Petersen, R.E. A Summary of Responses to the College Student-

Questionnaire, Experimental Form 284 riering FreshmanClass of 1967. Mimeo. PrincOon, N.J.: Educational Testing

Service, January, 1964.

Petersen, R.E. Technical Manual: College Student Questionnaires.Princeton, N.J.: Educational Testing Service, 1965.

Plant, Walter T. "Longitudinal changes in intolerance and

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education," Genetic, psychology, monographs, 1965, 72, 247-287..

President's Commission on Higher Education. Higher Education

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Schacter, S. The Psychology of Affiliation. Palo Alto, Calif.:

Stanford Univ. Press, 1959.

Smith, John E. Value, Convictions and Higher Education, New Haven:Hazin Foundation, 1955.

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BIBLIOGRAPHY (cont'd)

Stern, G.G. "Environments for learning," in N. Sanford, Ed., The

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arcourt, -Wive and 67,--Egg:

11;8Appendix I A

Social Attitude and Value Inventory (Form A)

This questionnaire is aimed at assessing some of your views about individuals,groups, and their interrelationships. Please indicate your opinion about each itemby using the following rating scale:.

1. strongly agree2. moderately agree34, slightly agree4. slightly disagreeSo moderately disagree6. strongly disagree

Because this is a preliminary form of the questionnaire there may be ambiguousitems. When you encounter such items we should like you to make your rating onthe basis of its most probable meaning and to place a question mark next to yourresponse. Please note your opinion of all of the items, even when you are uncertainof your response. At the end of the questionnaire you will be given an opportunityto explain your responses to the items you found unclear.

Name School address

Tel

This information is requested so that we may ask some of you to volunteer laterto be interviewed about your responses. The data will be used for research purposessgazand will be kept strictly confidential. Bryn Mawr and Haverford students willbe taking part in this research. In order to protect your privacy, all interviewsat Bryn Mawr will be carried out by Dr. Perloe. At Haverford the interviews ofPsych. 12 class members will be carried out by Drs. Koenig and Brown.

Thank you very much,

Dr. Per loe

Dr, BrownDr. Koenig

1 G 9

Answer each item below in term of you personal opinion. You may find your.

self agreeing strongly with some of the statements, disagreeing strongly withothers, and perhaps oncertain about others.

Mark each statement in the left margin according to how much you agree or

disagree with it. Please mark every one. Write I, 2, 3, 4, 3, or 6, dependingon how you feel in each case.

1: strongly agree 4: slightly disagree

2 arAerately -wren ewlaraeoly otaerea

3: slightly agree 6: strongly disagree

If arty question is confusing or if you don't understand the wording, answer

it as best you can and put a ? in the margin.

1. In life an individual should for the most part go it alone, assuringhimself of privacy, having much time to himself, attempting to control

his own life.

2. The typical law abiding person who avoids situations in which transgressionsoccur, rather than acting in such situations to protect those who are being

injured, does not deserve the respect of his fellow citizens.

3. Most satisfying is the knowledge that one is an indispensable and appreciated member of a purposeful and effective group (team or institution).

4. The members of a group ought to be willing to inconvenience themselves in

order to help the group accomplish its goals.

One must avoid dependence upon persons or things; the center of life should

be found within oneself.

6. If a person is not genuinely and spontaneously concerned with the welfare

of others he should vat engage in social welfare activities.

7. Spontaneous, vigorous action is more important than taking precautions to

minimize the inconvenience one's acts cause to others.

8. tether someone works for the welfare of others or devotes himself to hisprivate interests is less important in determining his worth than whether

or not he acts on the basis of genuine personal interest.

9. It is often better for a group to agree upon specific rules to regulate

behaviors of importance to the group than to leave the regulation to the

individual judgments of the group members,

0111111010. A person who witnesses an unlawful or immoral act and does not try to

prevent its occurrence shares some part of the guilt with the transgressor,

11. Concern for the welfare of others should go beyond seeing that they haveIIRMOOMISP

their essential physical needs met.

12. A person must limit the range of people toward whom he acts with considers.

tion and compassion.

n().2.

13. It is immoral for a person to show indifference toward the wm11-beingof members of his immediate circle of friends.

14. People cannot rely solely upon ministers, policemen- and judges to insuremoral behavior among the citizens of a community; they oust each act todissuade others from anti-social acts.

15. It is quite reasonable for the members of a group to try to influenceindicfawm,nt or mildly A:seer:tins *meters *, en al Ang smith the grumpOr

16. A member of a group which engages in immoral acts shares C44:: cunt of thegroup unless he does all he can to prevent its immoral behavior.

17. An individual who has not caused another's misfortune has no obligationto help the other person.

18. To be superior a man must stand alone..

19. A man's self-fulfillment through his work and his life with family andfriends should almost always transcend his obligations to the largercommunity in which he lives.

20. It is wrong to limit the freedom of one man benause it inconveniences

another.

21. Although groups are composed of individuals, they have valuable character.istics which cannot be found in any of the individual members.

22. The feeling of having caused someone harm or discomfort is one of the

most painful a human can have.

23. Some of life's greatest satisfactions are found in working cooperativelywith others.

24. Nature's law for all organisms is the survival of the fittest; to hinderits operation is to endanger the survival or health of the entirecommunity.

25. Happiness comes when a man puts self interest aside and devotes himself tothe welfare of others.

26. The aims and procedures of a group ought to be arrived at through free giveand take discussion and then adhered to by all the members.

27. People should be as concerned with the rights and conditions of othersas they are of themselves or their immediate faudliee.

28. Whether an individual acts to protect and enhance the welfare of personsbeyond his circle of friends and relatives is a mater of personal prefer.ence, not moral obligation.

29. People cannot be considered moral if they are indifferent to the welfareof the members of the community in which they live and work.

is strongly agree 4: slightly disagree2: moderately agree 5: moderately disagree3: slightly agree 6: strongly disagree

30, Pt man who is unable to take care of the needs of himself and hisfamily does not deserve the respect of others.

31. Everyone has an obligation to criticise other members of his communitywhen they behave in an immoral, anti-social manner.

32. It is worth embarrassing another person in order to make a good joke orcarry out a clever prank.

33. Men are first and foremost individual beings; the identifications they mayhave with groups never really alters their essential separateness fromone another.

34. It is only natural that the desires of the individual and the desires ofthe group to which he belongs will come into conflict frequently.

35. The person who chooses to pay little or no attention to the welfare ofpersons with whom he has no personal connection is acting immorally.

36. No limitations should be placed on the freedom of people to do as theyplease unless their acts unquestionably cause serious damage to others.

37. Altruistic acts are not sufficiently valued in our society.

38. It is better for a person to ignore the larger social concerns of thecommunity in which he lives than to force himself to take part in theseconcerns merely from a sense of obligation.

39. When one person behaves unjustly toward another it is wrong for a thirdperson to intervene to correct the injustice unless he is a close friend orrelative of one of the parties.

40. Democracy requires both the free participation by group members in decidingupon the goals and regulations of the group and the willingness of themembers to abide by these decisions.

41. Not only does everyone have an inalienable right to life, liberty and thepursuit of happiness, he also has an equally inalienable obligation toprotect others from having these lights. taken from them:

42. One's major obligation to other men is to let them alone so that theymay sink or swim by their own efforts:

43. Man's natural state is as a member of a group; the individual who holdshimself aloof from active participation in a community-is acting againsthis natural inclinations.

44. People should leave the prevention of immoral acts up to those whose jobis specifically concerned with such prevention.

1 'g

1: strongly agree 4: slightly disagree2: moderately agree 5: moderately disagree3: slightly agree 6: strongly disagree

45. Minor conflicts between one's own comfort and convenience and that of aneighbor should be resolved in favor of the neighbor more often than not.

46. It is often more gratifying tn work for the Aftemmftliabmcnis of goalheld by a group to which one belongs than to work for the attainment of apurely personal goal.

47. Although altruism and a feeling of responsibility for the welfare ofothers are admirable qualities, Is person should not be required to Navethem in order to be respected by himself or others.

48. Most of life's goals are accomplished better by people organizing thewselves into groups and working in a coordinated way than by people workingas individuals.

49. A community in which people were very concerned with each other's moralityas well as their own would be en intolerable one in which to live.

50. People should be willing to diminish their own comfort and convenience inorder to avoid interfering with the rights and welfare of their neighbors.

51. An individual most deserves the feeling of satisfaction with himself afterhe has done something to help someone else.

52. A person should be willing to speak out against individuals who break therules agreed upon by the group.

53. It is important for en individual to be closely identified with at leastone group.

54. No one can be genuinely concerned with the welfare of people whom hedoesn't know and has never seen,

55. A young person's most important responsibility is developing his ownskills and capacities and his ability to appreciate what life has to offer.

56. When groups have to exert pressure on some members in order to accomplishgroup goals and uphold norms, the goal or norm loses its value.

57. Individual consciences need the support of laws and social codes in orderto function most effectively in producing moral behavior.

58. Things work best when people concern themselves with their own welfare andlet others take care of themselves.

59. It is natural and proper that a person should approachother people with aview to how they can help him reach his goals.

60, Group members ought to join in group activities even if they are initiallyindifferent or mildly opposed to these activities,

wse

1: strongly agree 4: slightly disagree2: moderately agree 5: moderately disagree3: slightly agree 6: strongly disagree

61. The individualist is the men who is most likely to discover the but roadto a new future.

62. A community in which everyone could be sure that his well - being would be

protected and fostered by his fellow citizens would soon lose its vitalityand cease to develop.

63. It is better to let someone behave inconsiderately toward another personthan to butt into the relationship in order to correct the injustice.

64. Virtue and honor do not belong to those who merely dissociate themselvesfrom the immoral acts of their fellow men; rather, it belongs only to thosewho energetically work to prevent such acts.

65. Conformity to group norms and goals should be left to the consciences ofthe individual members.

66, One of the worst feelings a person can have occurs when he has fallenshort of what his group expected of him.

67. It is just as important to work toward group goals and adhere to theestablished rules of the group as it is to gratify one's individual desires.

68. When one individual behaves unjustly toward another, it is wrong for athird person to intervene to correct the injustice unless he has beenasked to do so.

69. Every person's values ultimately spring from some group to which he hasbelonged, currently belongs or aspires to belong.

70. It is better to ignore a person in need when one feels no personal come,passion for him than to act compassionately out of a sense of obligationor guilt.

71. The most profound happinesz is reserved for those who are capable of self-less dedication to a cause.

72. Regardless of the content of the act, it is better to do something thatsprings from a genuine personal interest than from a feeling of socialobligation.

73. It is the man who stands alone who excites our admiration,

74. A men should not be respected for his achievements if they were obtainedby interfering with the welfare and development of others.

75. Only a person who remains aloof from social organizations and group allegelances can fully develop his potential as an individual.

1: strongly agree 4: slightly disagree

2: moderately agree 5: moderately disagree

3: slightly agree 6: strongly disagree

76 An individual should be concerned with promoting the welfare of persons incommunities far removed from his own as well as those in his own community.

77. The consequences flowing from the limitation of a person's freedom to usehis resources and skills as he wishes are often far worse than the discomfort such freedom might cause to others.

78. Man's natural state is as an independent, unattached individual; he actsin conflict with his essential qualities when he acts jointly with othersas a member of a solidary group.

79. It is dishonorable to feel indifferent towards persons in distant landswho are deprived of their rights or well-being.

80. The mere fact that one group or nation is prosperous and another is notplaces no obligation on the ',have group to improve the lot of the nhave

not', group.

81. Individuals do not really fulfill their human potentials unless they involwithemselves deeply in some group.

82. Regardless of how democratically a group sets up its rules, it ceases tobe a democratic group once it begins to pressure its members to conformto these rules.

83. Groups and communities which refuse to regulate the behaviors of theirmembers encourage the exploitation of the weak by the powerful.

84. There is no necessary opposition between an individual's fulfillment ofhis own needs and his fulfillment of the needb of the groups to which he

'belongs.

85. Individuals should be ready to inhibit their own pleasures if these inconvenience others.

86. People who identify strongly with some group usually do so at the expenseof their development and individual self fulfillment.

87. Doing something for a friend is more satisfyieg than doing something foryourself.

88. When the needs of a group and the preferences of some of its members comeinto conflict, the latter ought to be given far greater weight in deter-mining the outcome.

89. It is up to the government to make sure that everyone has a secure job anda good standard of living.

90. When democratically organised groups begin to influence and regulate thebehaviors of their members, they either disintegrate or become transformedinto undemocratic, autocratic groups.

,- , 6 ....raak54.34.

4 ea. owe)

.7.

1: strongly agree 4: slightly disagree2: moderately agree 5: moderately disagree3: slightly agree 6: strongly disagree

91. An individual's responsibility for the welfare of others extends nofurther than the boundaries of his immediate circle of friends andrelatives.

92. The absence of rules regulating the social conduct of the members of acommunity has the effect of implicitly condoning anti - social behavior.

93. It is not proper for an individual to refuse to actively participate insome of the group activities of the community in which he lives.

94. Except for one's immediate family and closest friends, people have aperfect right to pursue their own goals without regard to the convenienceor comfort of others.

95. Tyra development of individual consciences and the development of formalgroup regulations and codes are mutually antagonistic.

96. Encouraging others to behave in accord with generally accepted moralstandards is as important as ones own living up to these standards.

97. One should accept moderate amounts of unfairness as an inevitable part oflife and avoid trying to make people more moral and considerate than theygenerally are.

98. A person should be willing to cooperate with democratically selected groupleaders, even though they are not the ones he personally preferred.

99. Group members have a right to resist doing something in which they have nointerest even when the action in question is necessary for their groupto reach its goal.

100. The essence of democracy is protection of the individual against any grouppressures designed to make him conforms

101. As soon as a person begins to consider what effects his actions will haveon bystanders, neighbors, or fellow workers, he begins to compromise hisvalue as an individual.

102. Individuals and groups exist in a symbiotic relationship; neither can flour.ish without satisfying the needs of the other.

103. Life is more a festival than a workshop or a school for moral discipline.

104. Although others may equal it in importance, there is no value more inportant than compassion and consideration for others.

105. We intrude unjustifiably into the privacy of other individuals when we tryto get them to abide more closely by some moral code.

Id4

I ti1.8.

1: strongly agree 4: slightly disagree2: moderately agree 5: moderately disagree

3: slightly agree 6: strongly disagree

106. Regardless of whether groups are democratically or autocratically organ-ized, they tend to encroach upon the individual freedoms of their members.

107. Individuals should feel responsible for fostering the moral growth as welt

as the physical well-being of others.

108. If one individual is treated unjustly by another, but does not do anythingto remedy the injustice, it is improper for an outsider to interfere andtake the part of the injured person.

109. In the long run, people are best off if left to regulate their ant behaviorrather than setting up group norms and sanctions.

110. A person is justified in feeling annoyed or angry when other members ofhis group ignore legitimate group demands.

111. A citizen has the responsibility to answer questions put to him by properauthorities about illegal acts he-may have witnessed, but he has no obli-gation to volunteer such information if he is not asked.

1111112. People who are unable to provide for their own welfare have a right toexpect help from others.

113. The ideal society would be one in which each individual was true to hisown conscience and immune to the effects of group pressure.

114. Acting to protect and enhance the rights and interests of otter members ofone's Aomnunity is a major obligation for all persons.

115. Every person should be his brother's keeper in the physical and moralsense.

.-. 116. The only people gutty of immoral acts are those who commit them or directlycarse them to be committed; others who might have prevented the acts, but

did not, should bear no blame.

117. People should give up activities which bring them pleasure if theseactivities cause serious discomfort to others.

118. Conformity to the-policies of your group when you are not wholeheartedlyin agreement with them is wrong, even when the policies are the result ofa democratic process in which you were free to participate.

119. An individual truly finds himself when he merges with a social group andjoins with others in resolute and determined activity for the realizationof social goals.

120. A person should not feel bound to follow the decisions of the groups towhich he belongs if these decisions are not in accord with his privatepreferences.

1: strongly agree 4: slightly disagree2: moderately agree 5: moderately disagree3: slightly agree 6: strongly disagree

121. The presence of rules and regulations governing aspects of community lifetends to lead individuals to rely upon external authorities rather than ontheir own consciences in determining what is right and what is wrong.

122. All men have an obligation to promote not only the welfare of theirimmediate circle of relatives but also to work for the welt -being of allthe members of the community in which they live.

123, It is wrong for a man to point out other people's moral shortcomings.

124. It is sympathetic love among persons which alone gives significance tolife.

125. It is the duty of every good citizen to correct anti-minority remarks madein his presence,

126. People damage themselves as individuals when they inhibit or in some otherway modify their behaviors as a result of the rules of the groups to whichthey belong.

127. A democratically organized group has the right to determine what should beconsidered proper behavior in areas relevant to the group.

128. Individuals should feel no obligation to participate in the group activi-ties of the communities in which they happen to live or work.

129. Each cancan do no more to achieve a just society than to see to it thathis own behavior is moral.

130. It is proper for a group to decide to mete out some kind of punishment togroup members who act without regard to the goals and rules of the group.

131. Man is a social animal; he cannot flourish and grow without identifyinghimself with some group.

132, It is legitimate for democratically organized groups to influence memberswho disagree with the prevailing opinion by presenting arguments and in-formation, but not by rewarding acquiescence or punishing deviance.

11114INIMS/11133, Emphasizing the obligations people have to help one another impugns their

abilities to take care of themselves.

Now that you have finished responding to the questionnaire, we would like youto look again at the items you found to be ambieuous. It would be of great helpto us if we knew why you found the items unclear, what alternative interpretationsyou found possible and which interpretation you chose as most probable. Pleaseprovide this information for as many as possible of the items you indicated to beambiguous. ("trite an the back of the questionnaire pages if you need more apacefor your responses.

1.78APPENDIX ,I B

FRESHMAN STUDY PROJECT

PreOrientation Questionnaire

Name Date Completed

Home Address all.01111.4111

All information provided 'on this form is confidential. It will beused for research purposes only and will not be available to thefaculty or administration to evaluate or judge* you as an individualIn order to assure your privacy you are being asked to constructyour own foursymbol code number as follows:

1. The first symbol is the initial of your father's first name.2. The second symbol is the initial of your mother's first name*3. The third and fourth ,symbols are the day of the month on

which you were born. If you were born before the 10th ofthe month, use a zero as the third symbol and the date asthe fourth*

For example: If your father's first Fame were John, your mther'sfirst name Alice, and you were born on the 7th ofthe month, your code number would be:

J A 0 7

Please write your code number in the space below.

111

It is not necessary that you memorize your number because theinstructions for constructing- it will be repeated when the numberis required. These sheets will be detached from this questionnaireand will be available only to the project director.

Please read all the instructions carefully and answer all questions,unless otherwise instructed. Answer the qu stions in their givenorder; if you wish, you may take a break between parts. Whenanswering questions with numerical rating scales, please use onlyone of the, numbers provided. Try to think of the numbers asequidistant from one another. Please do not discuss the questionsor the answers with anyone.

^C6.1 t.,k, - _

The first section of the questionnaire foreuses on the informationyou have about Haverford and on a few other background items.

1. How well informed do you think you are about'thi) academicprogram at Haverford? (Please check.on of the following)

Only slightly informed

Somewhat more than slightly informed

Moderately informed

Fairly well informed

Very well informed

2. How well informed do you think you are about the nonacademicaspects of being a student at Haverford? (Please check oneof the following)

IPP".

swilmomml

00.1

Only slightly informed

Somewhat more than slightly informed

Moderately . informed

Fairly well informed

Very well informed

3. About which specific academic or non4Leademic aspects ofHaverford do you wish you had more information than you nowhave (e.g., advisor system, student honor system, curriculum, etc)

4. a) Do you have any friends or relatives who were or are studentsat Haverford? b) If yes, please state (1) their relationto you, and (2) their approximate year of graduation.

5. a) Have you ever visited Haverford? b) If yes, (1) when,(2) with whom, (3) for how long, and (4) for what purpose.(If you have visited Haverford more than three times, list thethree longest visits you made and indicate how many additionalvisits you made). Use the back of the sheet if you need more room.

Part I contld180

--2r-

6. a) Have you ever visited any other colleges far a full dayor more? b) If yes, (1) which ones, (2) when, (3) withwham, (4) for how long, and (5) for what purpose?

7. a) Listed below are several sources of information aboutHaverford. Place a check next to those which provided youwith information about the college. (Check as many as needed.)

A. Prep or high school counselorB. College catalogueC. Discussion with college visitor to your prep or high schoolD. Friend or relative of approximately your age (within 5 yrs.)E. Visit to campusF. Discussion or correspondence with members of Admissions OfficeG. Discussion or correspondence with college big brotherH. Discussion or correspondence with member of Athletics Dept,,I. Other (please specify below)

b) Please rank order the information sources you have checkedabove in terms of how much information they provided aboutthe academic aspects of Haverford. List the letters of theitems, from left to right, with the most informative sourceon the left and the least informative source on the right.

c) Please rank the same sources again, now in terms of theamount of information they provided about the nonacademieaspects of Haverford.

S. The academic departments at Haverford are divided into threedivisions, Physical Sciences, Social Sciences, and Humanities,Please rank order the divisions in terms of your interest inthe kind of subject matter covered by each by placing a I nextto the one holding the most interest, a 2 to the next, etc.

Physical Sciences

Social Sciences

Humanities

Part I contgd 1

9. In which subject do you think you are likely to major?(Please name some subject even if you are uncertain.)

10. How certain are you of your answer to the previous question?(Please check one)

111.0110111- Very uncertainModerately uncertainSlightly uncertain

Slightly ce to innouerateg- certainVery certain

11. What occupational plans, if any, do you have? (Please nameone or more occupations even if you are uncertain.)

12. How confident are you of your answer to the previous queStion?

Very uncertainModerately uncertainSlightly uncertain

Slightly certainModerately certainVery certain

13. a) Were you accepted by any colleges other than Haverford?b) If yes, which ones?

14. State briefly the four most important reasons that led you todecide to come to Haverford, in order of importance, with themost important one first.

1

3

4 -~0....................

15. In which of the following geographical regions of the countryhave you spent most of your pre-college years?

New England

111.New EnglandMiddle AtlanticMidwestWest Coast

1/11141111141M

4

Southeast or deep SouthSouthwestFar WestOther (please specify below)

Part I Cont'd 11410...

16. a) What is the approximate size of the. town or city in whichyour family resides?

b) If you live in a city of under 50,000 people, is it within40 miles of a city which has over 125,000 people?

17. What is your father's occupation? (Please be as specific aspossible, naming his position, the type and approximate size

44" ir.0"4...1.. U." TO%PA. he MI, GliXty .L..0.1. WO 1.1.V% N.J.L %AL-

. deceased, retired or has recently changed his occupationsubstantially, please state his previous occupation.)

18. List the ages of your brothers and sisters (use S for sisterand B for brother).

19. How much eduCation have your parents had? (Place an F inthe. appropriate space to indicate your father's educationand M to do likewise for your mother.)

a....Smamo

10.1

OnsMMIP..0

111111.41...

Did not go beyond grade schoolDid not go beyond high schoolSpecialized professional or technical training, but no collegeSome college, but no degreeCollege graduateSome postgraduate training, but.no advanced orprofessional degreeAdvanced or professional degree

20. To which of the following socioeconomic classes would yousay your immediate family belongs?

Working 4.... LowerupperLowermiddleUppermiddle

21. Listed below are a numbei of religious denominations. Pleaseindicate your own religious preference with an S; indicateyour father's religious preference with an F and your mother'swith an M.

Upperupper

Baptistin...ow . 1Catholic

Ilm".........

CongregationalEvangelical11...r....s 11..11.....Episcopalian ..Jewish

111,10011

MethodistPresbyterianSociety of FriendsUnitarianUniversalistOther (please specify)

Lutheran None

S

Part I contld 5Th

22. Please place an S next to the political party which youprefer in general. Use an F to indicate your father'spreference and an M to .indicate your mother's preference.

1.101.141..11110

DemocraticRepublican

Other (please specify)....t....

None

ngc.v. now strong is the party preference you just indicated?

(Use Ss M. and F as above)

Very weak Moderately strong.----_.Moderately weak Very strong

24. If you could have voted in 1960 whom would you have selectedas President? Whom did your father and mother prefer? (Use SsF, and M as above)

i

Kennedy Nixon

25. If you could vote in the forthcoming presidential election,whom would you select as President? Whom would your fatherand mother prefer? (Use S, F, and M as above)

Goldwater

Johnson411111.1

Other (please specify)

Would not vote for president

26. Please ahswer the following questions with no help fromreferences or persons:

A. Who are the senatorial candidates in your state? (Writenone if there is no senatorial contest and ? if youigoiirt know.)

27. B. Who are the gubernatorial candidates in your state(Answer as above)

C. Who are the congressional candidates- from your district?

D. Who is the chancellor of the West German Federal Republic?

E. Who is the United States Ambassador to South Vietnam?Who was the Ambassador before him?

0 .1

es.

Part I contid1846

F. Who is the governor of Alabama?

G. Who is the director of C.O.R.E.?

Who is the execmive director of the N.A.A.C.P.?

Instructions

Students vary in what they wish to get out of their stay in college.They vary in the experiences they would like to have, the qualitiesthey would like to develop and the goals they would like to attain.Listed below are a number of statements describing goals, qualities,and experiences which might be attained as a result of being incollege. This section of the questionnaire is designed to assessthe importance you place on each of these ends. The type ofinformation desired might be better understood by thinking in termsof the following phrase: " An extremely important goal I.want toattain (experience I wish to have, or quality I wish to develop)as part of my four years at college is... 11

Please rate the importance of each of the following goals listedbelow, using one of the six scale steps:

1. Unimportant2. Slightly important3. Somewhat more than slightly important4. Fairly important5. Very important6. Extremely important

Think of the six steps as being evenly spaced on the importancedimension. You may distribute your ratings over the six stepsin any fashion you feel is necessary to provide an accuratereflection cf your viewsp-but please use only one number per item.Place your ratings in the space to the left of each item.

111.0¢11

I. Forming a close friendship with a faculty member you admire.

2. Developing a well thought out philosophy of life.

3. Becoming a well rounded, mature person.

4. Becoming intensely interested in some intellectual pursuit.

5. Engaging in many stimulating and enlightening intellectualdiscuss ions.

wwa , '" Syr

Part II contld

6. Having a good time participating in collegiate social life.

7. Becoming a thoughtful intellectual.

8. Meeting your future wife.01119. Being a varsity athlete.

10. Being friendly with a large number of people...411. Meeting one or two fellow students with wham you make

close, lifelong friendships.

foomsta.4..4P/O

111+.

10.

12. Developing a deep appreciation of literature, art, musicand the world of culture in general.

13. Dec iding upo.n, an occupat ion.

14. Developing a mature understanding of people and the factorswhich influence their feelings, thoughts, and actions.

15. Engaging in scholarly or scientific research which makes agenuine contribution to knowledge.

16. Developing a close, apprenticelike relationship with afaculty member who is highly respected in his professionalfield.

17. Becoming a leader in student activities.

18, Obtaining as much knowledge as you can about fields whichinterest you.

19. Doing well enough in your course work to gain theadmiration and respoct of your fellow students and the'faculty.

20. Learning more about yourself,

21. Becoming well prepared for your future occupation.

22. Developing more skill and confidence in your relationshipswith women.

23. Developing emotional independence from your parents.

24. Meeting types of people you have never met before.

25. Becoming independent of your family.

26. Discovering your intellectual capabilities.

27. Raising your social status.

28. Learning skills and modes of behavior which will guaranteeyour future economic well being.

29. Developing more self discipline.111elM,

30.

Part II contld

Please list and rate any additional goals, experiences or qualitiesyou hope to attain as a result of being at college.

31.

32.

33.

Now return to the preceding list and select the five items whichyou feel are most important. List their numbers (not the ratingsyou gave them) in order of their importance to your. Please donot list more than one statement In each rank.

Statement No. Certainty rating (seebelow)Most important

Second most importantThird most importantFourth most importantFifth most important 111.0...rwasres

1.0.INNIn.lielogrom

Please rate how certain you are of getting what you want out ofcollege with respect to each of the five items you just listed.Use the following rating scale and write in the numbers in theright hand column above;

1. Very uncertain 4. Slightly certain2. Moderately uncertain 5..Moderately certain3. Slightly uncertain 6. Very certain

sz 7-9.-III

Most college freshmen look forward to their college careers witha mixture of pleasant anticipation of the many rewards of c011egelife and vague apprehension about their abilities to live up tothe varied demands to be made upon them. Freshmen differ from oneanother with respect to the aspects, of college life for which theyfeel most. and least prepared. '!Ehis part of the questionnaire isaimed at discovering how you feel about your ability to meet thedemands made by the several facets of col leg life. Please rateyour ability with respect to each of the aspects listed below.on the following rating scale:

1. Not at all able2. Slightly able3. Somewhat more than slightly able -

4. Fairly able5. Very able6. Extremely able

Think of the six steps as being evenly spaced on the abilitydimension. You may distribute your ratings over the six stepsin any fashion you feel is necessary to provide an accuratereflection of your views. Please use only one number per item.

powswer.110

11r.

..?4,rionaragamo

1. Getting along well with roomates.

2. Working long hours on class assignments.

3. Participating in the jovial, college prankster" aspectof campus life.

4. Writing original papers.

5. Engaging in sharp intellectual discussions and debates.

6. Dating and social activities with women.

7. Working in an organized and efficient manner under thepressure of heavy assignments and deadlines.

8. Adjusting to the change between living at home and livingin a college dormitory.

9. Being able to take time off and relax a bit when academicpressures are high.

10. Maintaining selfdiscipline with respect to social behaviorin the abmence of supervision by adult authorities.

11.* Being able to take a large measure of responsibility forthe direction of your academic work (e.g., determiningwhat and how much you should read in connection with a coursewhich gives few explicit assignments)

. Part III

IPIMIlle.10

11101111li

12. Maintaining your self' - confidence in the face of failure.to do as well academically as you wished.

13. Getting along with"people whose social backgroundsdiffer considerably from your own.

14. Learning to adjust emotionally to not being as outstandinga student in college as .you were in h45h school-or prepschool because of the higher ability level of college

.

students.

, 15. Being sufficiently flexible to incorporate new valuesand traits into your personality as t result of newexperiences you have at college.

16. Maintaining your personal independence in the face ofpressures and temptations to conform to the expectationsof dominant, popular members of the informal studentgroups to which you belong.

17. Being able to achieve a satisfying balance between theacademic demands made by your course work and thesocial demands made by your fellow students.

Ipmewirimm

10 18. Participating in intramural athletics.

01ilimremagmmoolm-

19. Participating in varsity athletics.

20. Doing the work in courses which you find unpleasantor boring.

xx

21. Describe the aspect of college life you are best-preparedto meet and what reasons you have for your answer.

22. Describe the aspect of college life you are least preparedto meet and what reasons you have for your answer.

Ar

189-117

Yv

The next section of the questionnaire asks you to examine brief sketchesof types-of students found, on college campuses. In order to avoid. themisunderstanding and resentment that sometimes occurs when people areasked to think in terms of psychological types, an explanation of theway in which types are conceived of in the present research will be given.

A psychological type is a set cf peisonal qualities existing inspecified amounts. The qualities making up a typo are often, butnot always, interrelated. We may assign individuals to typeswhen we observe in them the specified qualities and amounts andrelationships. But it should be noted that the student is not .

the tne and that it is not quite correct to say that the studentbelongs to the type either. Rather, we can think of the type asa set of qualities that is manifested in the behaviors, thoughtsand feelings of the student. The type is characteristic of thestudent, but it does not totally embrace him, nor will any twostudents express a given type in the same way. Furthermore, thesame student may express more than one type. Therefore, when weclassify a student into a type, we do not assume that we havedescribed all or even the most significant part of his personality.

With this definition of type in mind, please read the descriptionS setforth below and then respond to the questions which follow them.

A. He gets great satisfaction from absorbing, organizing andcreating ideas in a variety of areas. He is easily drawn intointellectual discussions about topics which engage his interests.He is quite critical of courses and teachers which he feels donot to knowledge, stimulate his thinking or allow him toexpress the ideas he has. His grades are likely to be variable,doing well in courses in which he is interested and not so wellin others. He has no more than the averageinterest in gettinggood grades and gets very concerned with grades only when hethinks he has received a low grade because he did not get acrossan idea hs had or because the teacher did not understand what'hehad to say. Be prefers friends (male and female) who share hisinvolvement with ideas and enjoys being with such frieAds frequently. He is not very active athletically, although he mayenjoy hiking, bicycle riding and other non 'te m sports.

B. He is a hard worker who is primarily oriented toward doingwell in his courses and is generally willing to subordinate mostother goals to this end. Although he sometimes does get intrinsicsatisfaction from the contents of his studies, this disappears ifhis hard work does not result in high grades. He focuses more onthe specific requirements of the courses he takes than on thesubject matter in general, and would prefer to go through an

410assigned reading twice than to read an 'unassigned but highlyrelevant article. His assignments and papers are usually completedwith time to spare. He doesn't participate as much in the campussocial life as others because of his long hours of study. Herarely engages in athleticS outside of physical education classes.He generally does somewhat better than average to very well inhis courses,

;1'4:43 .

. Part IV contld

Ilir C. His major satisfactions come from his friendships with otherstudents. He is an extrovert whose room is a gathering place forothers who enjoy his pleasant company. He can usually be enticedto leave his studies by any opportunity for friendly interaction,e.g., a trip to the snack bar, a pingpong game; etc. He enjoysgoing to. college sporting events with groups of his friends andprefers double and triple dates. Although he is not usually anoutstanding athlete, he participates in and enjoys intramuralspdrts. A good deal of his course work is seen as something thathas to be done, but that isntt very interesting or useful. He doesnot aspire towards high grades, but he tries to avoid getting belowaverage grades. Usually he tends to postpone his work untilshortly befcre exams and paper deadlines. His grades are averageor below average.

D. His most prominent characteristic is resentment against whathe considers to be infringements upon his personal freedom byolder authorities. He considers himself a staunch individualist.Faculty and administration members consider him to. be somewhatnegativistic. He generally sees the administration and faculty

as setting forth and enforcing unnecessarily restrictive rules inan unfeeling way. He is critical of many campus organizationsbecause he sees them as requiring him to yield some of hisindependence. He casts relations between students, on the onehand, and faculty and administration on the other into a " we

II/ againstthey" mold and is very critical of students he thinks havegone over to the opposing side. His participation in collegeactivities is low, although he may very active in spontaneoushorseplay such as snowball fights, food riots, etc. Hs has anaverage interest in sports and enjoys taking part in intramuralathletics. He does average or below average work and is ingeneral apathetic to most of his courses.

E. This student gets satisfaction from the physical energy,excitement and competition of athletics. He is a member of atleast one varsity team and participates in intramural athleticsas well. He feels uncomfortable and tense unless he can engagein some kind of athletics or strenuous physical activity a fewtimes a week, even if it is only throwing a football around. Hisfriends share his athletic interests, although they are notnecessarily team members. He considers unathletic students as unmasculine and unattractive as friends and companions. He does notget into many discussions other than ones concerning sports orwomen. He enjoys rough and tumble physical horseplay. His gradesare average or below average and he has little interest in hiscourse work or in intellectual matters.

410

F. For this type of student, college is primarily a way of preparing himself for entry into a.professional or graduate school.He tends to take as many courses in his major and closelyrelatedfields as he can, although he may have interests in other courseareas as well. He spends a good deal of time around his majordepartment and sometimes works as an assistant to one of thefaculty,members. He tends to spend more time with faculty members

"0, '=<pc

Part IV cOnt'd

1 9 1

-13-

in his areas than do other students. He takes:his course workvery seriously when it is related to his professional interestand often does extra work on his own in these courses. He enjoysthinking of himself in his future occupational .role. He generallygets fairly high grades in his major field and average or better-than-average grades in other areas. Although he works quite hardhe is distinguished from just a plain hardworking student by thegreater interest his work holds for him and by his focus on gradesas means to a professional end rather than as symbols of approvalby adult.authorities.

G. This type is often distinguished by unusual dress and sometimes bya more than usually unkempt appearance. He generally prides

'himself on.being- more worldlyssophisticated and perhaps more " beat"than his fellow students, whom he may regard as childish. He tendsto restrict his acquaintances to students like himself and amongthem is fairly outgoing. He enjoys being with female members ofhis type. Music, folk and classical, is a frequent interestof the type and he probably can play a guitar, banjo or similarinstrument. His dates are more likely to involve parties than .

attendance at official college events. He travels to nearby citiesfor entertainment more often than many of his classmates and hetends to think of himself as a city person. It is not unusual forhim to show more than average interest in art or politics. Hisgrades may vary from poor to excellent. He is likely to bespontaneous and original in his course work but may suffer becausehe attacks his assignments in a poorly organized way. Sometimeshe is given to dramatic bursts of course work and can get deeplyinvolved in some of the topics covered in his classes.

H. This student's outstanding characteristic is the high qualityand creativity of his thinking. He has an intellectual Midas'touch so that almost every topic he turns his mind to is masteredwith distinction. Although he usually has an area of majorinterest and plans to go to graduate school in that area, he getsinvolved in many other areas. He spends a good deal of time workingbut often on material that goes beyond his assignments. Hegenerally enjoys his school work and looks upon much of it in analmost playful manner. He has few if any doubts about his abilities,yet is not boastful' or derogatory toward other students. He isoften aloof from other students but can form close friendshipswith others like himself or with those who value intellectualactivities. He is also likely to be on close terms with a facultymember who shares his interests.

T. He devotes more time than most other students to politicalevents on the national and international scene. He is likely toread newspapers and magazines regularly in order to keep up withthe news. He often participates in political activities bothon and off campus, e.g., attending talks by political figures,campaigning during elections, and participating in demonstrations.His conversation frequently focuses on political events and attimes his interest in his courses wanes because of his politicalinvolvement. His friends generally share his political views andhe may have a close relationship with a like-minded faculty mmmbersHe is an average or better than average student.

Part IV cont'd

J. This student's major interest is women. He dates frequentlyand is skilled at making contacts .with attractive females.Although he doesn't discuss his exploits as a matter of course,it is generally assumed that he engages in intimate sexualbehavior with women more frequently than most other students. Heis friendly, but does not have a large coterie of friends. Heprefers-single dates or small gatherings to large partied. Heenjoys participating in intramural athletics on an occasional basis.

`His grades may vary from poor to fairly good.

K. This type of student has probably already begun some businessactivity before entering college. While on campus-he is likely tohave some kind of business enterprize, e.g. running a laundry orsnack concession. It is not unusaal for him

,

to have outsidebusiness interests, such as.being a salesman for a local concerncr making -6/nail investments in the stock market. He tends tobe gregarious and interested in athletics, but does not let these.detract from his business activities. He does not take his coursework very seriously because he sees it as having little relationto his future. His grades therefore range from average to belowaverage.

L. .This type of student devotes a good deal of time to and derivesmuch pleasure from the exercise of some artistic talent, e.g.,music, writing, drama or one of the graphic arts. He is ofteninvolved in student organizations concerned with artistic productions, e.g., the orchestra or drama club. His involvement withthese timeconsuming activities often leaves him with little timefor participation in other campus activities. It also may interfere with his course work. Generally he is an average student.

M. He seeks prominence fin campus affairs via activity, in studentgovernment, the newspaper or some other means. He is generally awell organized, mature, responsible and ambitious person with manyideas about things to do on campus. He is on good terms withmany students, but his campus activities keep him from spending.large amounts of time socializing. He is better known to themembers of the administration than most students. He enjoys.athletics both as a spectator and a participant. His grade6 tendto be average or better than average.

N. This type views college largely as a place to develop or perfecta gracious; gentlemanly style of life. His room is likely to besomewhat more tastefully, but not necessarily more expensively,furnished than others. He values his leisure highly and enjoysspending it with a good book, piece of music, drink or friend. Hetends to be more aware of standards of taste in art and dress thanmost of his classmates. He tends to restrict his friends to thosewho share. or at least appreciate his tastes. He enjoys hostingparties for his friends and is likely to take the same kind ofinterest in women as he does in the other aspects of his life.

. Part IV contld

He is not interested in high grades but does well enough to avoidbeing in trouble. He resists having his life disrupted by demandsfrom faculty, administration or students. His interest in hiscourse work is likely to be sporadic, but when something doesinvolve him he is capable of getting a good deal from it. Hisathletic preferences are likely to run toward individual ratherthan. team sports.

0.- This student is more mature than most of his classmates. Heis a warm person who is not easily ruffled and who is ready toliind a sympathetic .ear and give advice to other students whenthey wish to discuss something 4-hat troubles them. The studentwho is upset over failing an exam or over trouble with a girlfinds that a talk with this type of student helps him regain hisbalance. This type is usually socially active, is likely to havea steady girl or a fiancee. He enjoys participation in intramuralathletics, and his grades are generally average or better than average..

P. This type is noted for his ability to balance and satisfythe academic and social demands made by college life. He is quitewell organized so that he usually gets his course work done withenough time to spare for social and extracurricular activities.'There are, of course, times when he lets his course work or hissocial activities slide in order to pay more attention to theother, but these times are infrequent. He is generally wellliked by the students who know him, but he would not be considereda campus social leader. He forms very close relationships withhis roommates, who know that they can count on him for help whenneeded. His course work is above average;by his senior year heoften becomes quite involved with work in his major field. Heenjoys participating in intramural sports.and is a loyal supporter .of college teams as well as of other college efforts, e.g.,orchestra, drama club, etc.

Now that you have read the descriptions, select the three which youthink you would be most likely to manifest in your behavior and feelings.List them below .in ordei, of their applicability to you, with the mostapplicable first. Then select the three which you would be least likelyto exemplify and list them in order with the least applicable first.

Applicable Types Inapplicable Types

Most

Second

Third

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PArt IV contld

. ,

4i0The next qUestions ask you to estimate the types several persons wouldselect, as appropriate and inappropriate for their conception of theideal student. .

Which three types do you think your father and mother would prefer youto exemplify? Which types would they prefer you did not exemplify?Please list the types in order as you did in the previous question andanswer separately for each parent.

. First

Second

Third

. Prefer you to exemplify Prefer you not to exemplify

Father Mother Father Mother

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Now please estimate which types you think 7,he majority of Haverfordstudents would prefer to manifest in their behaviors and which typesthey would prefer not to show, Also, estimate which types you thinkthe majority of the Haverford -faculty would like to have their1/students manifest and which types they would not like to have theirstudents show.

First

Second

Third

Positive Preference for Negative preference fox' `

Student Faculty Student Faculty

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11.1....1.1=o 11.If there is a type which you or one of the other persons asked aboutwould prefer, but which was not listed, please describe it briefly.Indicate who would prefer it and where it would stand in relation tohis or her other preferences.

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Please rate how important you think it is for a college teacherto have each of .the behaviors or characteristics listed below.Use the following scale:

1. Unimportant2. Slightly -.1m,portant3. Somewhat more than plightly'important4. Fairly important5. Very important6. Extremely important

1111.

1. Establishes personal friendships with students.

2. Is a leading scholar or researcher in his field.

3. Forces students.to become aware of their inconsistent values.

4., Displays a -benevolentspaternal attitude towards his students.

enaglawANOMIII

5. Is very critical of the shortcomings of our social system.

6. Maintains a friendly, but formal attitude toward studentsoutside of.class.

7. Gives emotional support to students when they are havingpersonal troubles.

8. Is politically active in the community outside the "college.

4

9. Is very informal with students outside of class.

10. Sets demanding standards for the aiount and quality ofwork he expects from his students.

11. Is helpful to students who come to him with academic problems.

12. Enjoys participating in student social events.

13. Is quite informal with the students duririg.classetto

14. Gives highly organized, information-packed lectures.

15. Expects all students to participate in discussions.

16. Enthusiastically supports student athletic events.

17. Works intensively with talented majors in his department .

so that they are able to do graduate level work as seniors.

18. Leaves the student on his own with respect to much ofthe course work.

Part V contid

APR

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17

19. Openly admits his lack of knowledge when students raisequestions which stump him.

20. Is concerned that students live up to nonacademic aswell as academic standards of the college.

21. Gives the students a clear idea of what is expected ofthem in his courses=

22. Invites students to his home several times during theschool year.

23. Allows students to direct their own clasS discussions.

24, Permits students to criticize his courses and teaching style.

25. Stimulates interesting discussions in his courses.

26. Keeps his office door open to students at all times.

Please look through the items you have just completed and selectthe five which you think are the most important. List theirnumbers below in order of importance.

Most important

Secoad most important

Thiri most important

Fourth most important

Fifth racist important

If there are any other characteristics which you consider itimportant for teachers to have, please list them below. Assignratings to them and, if relevant, indicate where they would fallin the five most important items.

I 9 7

VI

In the following portion of the questionnaire, you will be askedto indicate your agreement or disagreement with a number of generalstatements about individuals and groups, and their inter-relationships. Some of the statements might appear ambiguousbecause of their generality and because they do. not appear in thecontext of a- paraaraph. In order to make the meanings clearer,the definitions assigned to some of the terms used in the statementsare given below. Please read the definitions carefully becausethey may be slightly different than the ones you would spontaneouslygive. In all cases please respond to the words in terms of thedefinitions given here.

Group -.An association or organization such as the P.T.A., alucal civic or political club, a student governmentorganization; a committee functioning within suchorganizations.

Community -.The town, city or neighborhood in which a personresides. 'Although a community does not always haveexact boundaries, it is generally thought of as arelatively coherent unit by those who live in and near it.

Inconvenient -.Annoying, awkward, causing mild to moderatedispleasure or discomfort, usually of a temporary 'nature.

Preference -.The state of desiring some alternative more thanothers. As used in the questionnaire, the term connotesa small to medium differenCe between the desired andrejected alternatives.

Moral - Just, good, ethical. Although the sTnonyms listed herevary somewhat in strength, all refer to judgments ofright and wrong with respect to some importantprinciples concerning how people ought to act. Thesegeneral principles command a moderately high degreeof agreement by the members of our society, althoughthere is disagreement on the source of the principlesand on the range of situations to which they apply.There are moral principles for most areas of humanconduct, particularly ones involving interactions. among

When you are asked to judge whether somethingis moral, right, etc., in the following questionnaire,you should respond in terms of what you personallybelieve the relevant moral principles are, even if youthink that some other Deople would disagree..

Some of the following statements contain combinations of assertionswhich might evoke different reactions from you if they were respondedto separately. Such combinations are often necessary in order topresent complex ideas. In such cases your response to the totalstatement should be based on some combination of your reactions toeach part, with the part which is more important to you being givengreater weight. It is important 'that you assign only a singlerating to the combined statement.

Part VI conttd

19819

Please use the following rating scale to indicate your reactionsto the statements;

1. Strongly agree 4. Slightly disagree2. Moderately agree 5. Moderately disagree3. Slightly agree 6. Strongly disagree

Please do not be disappointed or annoyed if the .statements do notallow you to give a precise picture of your own ideas. Duringthe coming year you will have an opportunity to discuss your viewsabout the material covered in this section of the questionnaire.

110

fil1110110INIMOMIONW

1. In life an individual should for the most part tt go it alone, ttassuring himself of privacy, having much time to himself,attempting to resist being influenced by others.

2. The typical law abiding person who avoids situations inwhich transgressions occur, rather than acting in suchsituations to protect those who are being injured, does

not deserve the respect of his fellow citizens.

3. The members of a group ought to be willing to inconveniencethemselves in order to help the group accomplish its goals.

4. Spontaneous, vigorous action is more important thantaking precautions to minimize the inconvenience on-ttsacts cause to others.

5. It is often better for a group to agree upon specific rulesto regulate behaviors of importance to the group than tolave the regulation to the individual judgments of thegroup members.

6. A person who witnesses an unlawful or immoral act, suchas physical assault or sadistic taunting and teasing,and who does not try to do what he can to stop itsoccurrence shares some part of the guilt with the transgressor.

7. Concern for the welfare of others should go beyond seeingthat they have their essential physical needs met.

8. It is extremely satisfying to know that one is an indispensable and appreciated member of a purposeful andeffective group (team or institution) .

9. One of the worst feelings a person can have occurs whenhe has fallen short of what his group expected of him.

10. It is not-wrong for a person to limit the range of peopletoward whom he acts in a considerate manner.

11. It is wrong for a person to show indifference toward thewell being of members of his immediate circle of friends.

12. People cannot rely solely upon ministers, policemen andjudges to insure moral behavior among the citizens of acommunity; they must each act to dissuade others fromantisocial acts.

'

199Part VI cont'd 20

III

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13. There is nothing wrong in the members of a group tryingto persuade indifferent or mildly dissenting membersto go along with the group.

14. A member of a group which engages in immoral acts sharesthe guilt of the group unless he does all he can toprevent its immoral behavior.15. A man's selffulfillment through his work and his lifewith family and friends should almost always transcendhis obligation to participate in the civic activitiesof his community, e.g., being; active in a local civic,political, cultural or charitable organization.16. The feeling of having caused someone harm or discomfortis one of the most painful a human can have.

17. Some of life's greatest satisfactions are found inworking cooperatively with others.

18. Whether an individual acts to protect the welfare ofpersons beyond his circle of friends and relatives isa matter of personal preference0.not moral obligation.19. A man who is unable to take care of the needs of himselfand his family does not deserve the respect of others.20. It is worth embarrassing another person in order tomake a good joke or carry out a clever prank.

21. Men are first and foremost individual beings; theidentifications they may have with groups never reallyalters their essential separateness from one another.22. Everyone has an obligation to critize other members ofhis community when they act in an immoral, antisocialmanner.

23. It is only natural that the desires of the individualand the desires of the groups to which he belongs willcome into conflict frequently.

24. It is wrong for a person to choose to pay little or noattention to the welfare of persons with whom he has nopersonal connection.

25. No limitations should be placed on the freedom ofpeople 'to cflo as they please unless their acts unquestionably cause serious damage to others.

26.. It is better for a person to ignore the larger socialconcerns of the community in which he lives than toforce himself to take part in these concerns merelyfrom a sense of moral obligation.

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-----. Part VI contld

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200211. Strongly agree 4. Slightly disagree2. Moderately agree 5. Moderately.disagree3. Slightly agree 6. Strongly disagree

27. Democracy requires both the free participation by groupmembers in deciding upon the goals and regulations ofthe group and the willingness of the members to abideby these decisions.

28. Not only does everyone have an inalienable right to life,liberty and the pursuit of happiness, he also has anequally inalienable moral obligation to protect othersfrom having these rights taken from them.

29. Man's natural state is as a member of a group; theindividual who holds himself aloof from active participation in a community is acting against hisnatural inclinations.

30. People should leave the prevention of immoral acts upto those whose jobs are specifically concerned withsuch prevention.

31. People should be as concerned with the rights and conditionsof others as they are of themselves or their immediatefamilies.

32. Minor conflicts between one's own comfort and convenienceand that of a neighbor should be resolved in favor ofthe neighbor more often than not.

33. It is often more gratifying to work for the accomplishmentof a goal held by a group to which one belongs than towork for the attainment of a purely personal goal.34. Although altruism and feelingsof responsibility for thewelfare of others are generally thought to be admirablequalities, a person should not be required to have themin order to be respected by himself or others.

35. A community in which people were very concerned witheach other's morality as well as their own would be anintolerable one in which to live.

36. An individual most deserves the feeling of satisfactionwith himself after he has done something to help someone else.37. Individuals should feel responsible for fostering theimprovement of morals as well as the physical well beingof others.

38. A person should be willing to openly criticize .individualswho break the rules agreed upon by the group.

is

Part VI contld 22

39. An individual who has not caused another's misfortune has no110 moral obligation to help the other person.

40. It is important for an individual to be closely identifiedwith at least one group'.

41. No one can be genuinely concerned with the welfare ofpeople whom he doesn't know and has never seen.

42. A young person's most important responsibility isdeveloping his own skills and capacities.

43. When groups have to exert pressure on some members inorder to accomplish group goals and uphold norms, thegoal or norm loses its value.

44. People cannot be considered moral if they are indifferentto the welfare of the members of the community in whichthey live and work.

45. Individual consciences need the support of laws andsocial codes in order to function most effectively inproducing moral behavior.

46. Man's natural state is as an independent, unattachedindividual; he acts in conflict with his essentialqualities when he acts jointly with others as a memberof a highly unified group.

47. Things work best when people concern themselves withtheir own welfare and let others take care of themselves,.

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48. There is nothing wrong about a person thinking of otherpeople primarily in terms of haw they aan help himreach his goals.

49. Group members ought to join in group activities evenif they are initially indifferent or mildly opposed. tothese activities.

50. A community in which everyone could be sure that his.well being would be protected and fostered by his fellowcitizens would soon lose its 'vitality and cease to develop.

51. Virtue and honor do, not belong to those who merelydissociate themselves from the immoral acts of theirfellow men; rather, it belongs only to those whoenergetically work to prevent such acts.

52. Conformity to grdup norms and goals should be achievedby relying upon the consciences of the individual members.

53. People should be willing to diminish their own comfortand convenience in order to avoid interfering with therights and welfare of their neighbors.

Part VI contld

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1. Strongly agree 4. Slightly disagree2. Moderately agree 5. Moderately disagree3. Slightly agree 6. Strongly disagree

54. When one individual behaves unjustly toward another,it is wrong for a third person to intervene to correctthe injustice unless he has been asked to do so.

55. It is better to ignore a person in need when one feelsno personal compassion for him than to act compassionatelyout of a sense of obligation or guilt.

56. It is just as !important to work-toward group goals andadhere to the established rules of the group as it isto gratify one's individual desires.

57. A man should not be respected for his achievements ifthey were obtained by interfering with the welfareand development of others.

58. Only a person who pemains aloof from social organizationsand group allegiances can .fully develop his potentialas an individual.

59. The consequences flowing from the limitation of aperson's freedom to use his resources and skills as hewishes are often far worse than the discomfort suchfreedom might cause to others.

60. The mere fact that one group or nation is prosperousand another is not places no moral obligation on the" have" group to improve the lot of the " have not" group.

61. Individuals do not really fulfill their human potentialsunless they involve themselves deeply in some group.

62. Regardless of how democratically a group sets up itsrules, it ceases to be a democratic group once itbegins to pressure its members to conform to these nales.

63. Groups and communities which refuse to regulate thebehaviors of their members encourage the exploltationof the weak by the powerful.

64. There is no necessary opposition between an individual'sfulfillment of his own needs and his fulfillment ofthe needs of the groups to which he belongs.

65. Individuals should be ready to inhibit their ownpleasures if these inconvenience others.

.66. People who identify strongly with some group usuallydo so at the expense of their development and individualself fulfillment.

Fart VI cont'd

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24

67. Regardless of the content of the act, it is better todo something that springs from a genuine personalinterest than from a feeling of social obligation.

68, Doing something for a friend is more satisfying thandoing something for yourself.

69. When he needs of a group and the preferences of someof its members come into conflict, the latter ought tobe given far greater weight in determining the outcome.

70. When democratically organized groups begin to influenceand regulate the behaviors of their members, they eXherdisintegrate or become transformed into undemocratic,autocratic groups.

71. An individual's responsibility for the welfare of othersextends no further than the boundaries of his immediatecircle of friends and relatives.

72, The absence of rules regulating the social conduct ofthe members of a community has the effect of implicitlycondoning antisocial behavior.

73. It is wrong if an individual refuses to participateactively in at least some of the group activities ofthe community in which he lives.

74. Except for one's immediate family and closest friends,people have a perfect right to pursue their own goalswithout regard to the convenience or comfort of others.'

,75. The development of individual consciences is hinderedby the development of formal group regulations and codes.

76. Ehcouraging others to behave in accord with generallyaccepted moral standards is as important as one's ownliving up to these standards.

77. A person should be willing to cooperate with demo. cratically selected group leaders, even though they

are not the ones he personally preferred.

78. One should avoid trying to make people more moral andconsiderate than they generally are.

79. Group members should not be criticized when they refuseto do something in which they have no interest evenwhen the action in question is necessary for their groupto reach its goal.

80. One's major obligation to other men is to let themalone so that they may sink or swim by their own efforts.

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Part VI cont td 25

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. 1. Strongly agree 4. Slightly disagree2. Moderately agree 5. Moderately disagree3. Slightly agree 6. Strongly disagree

81. As soon as a person begins to consider what effectshis actions will have on bystanders, neighbors, orfellow workers, he begins to compromise his value asan individual.

82. Individuals and groups exist in a symbiotic relationship;neither t:an flourish withcut satisfying the 1:eeds ofthe other.

83. Although others may equal it ir. icapwtareff Chore isno value more important than colapassinn to_ others,

84. Regardless of whether groups are demcqratically orautocratically organized, they tend to encroach uponthe individual freedoms of their members.

85. We intrude unjustifiably into the privacy of otherpersons when we try to get them to abide more closelyto a moral code which they accept as a vague ideal,but which they do not follow in their behavior.

86. If one individual is treated unjustly by another,but does not do anything to remedy the injustice, itis improper for an outsider to interfere and take thepart of the injured person.

87. In the long run, people are best off if left to regulatetheir own behavior rather than settiag up group normsand sanctions.

88. A person is right in feeling annoyed or angry when othermembers of his group ignore justifiable group demands.

89. A citizen has, the responsibility to answer questionsput to him by proper authorities about illegal acts hemay have witnessed, such as reckless driving whichendangers the lives of pedestrians or physical assault,but he has no obligation to volunteer such informationif he is not asked.

90. People who try but are unable to provide for their ownwelfare have a right to expect help from others.

91. The ideal society would be one in which each individualwas true to his own conscience and'humune to theeffects of group influence.

'

Part VI cont'd

41*

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92. Acting to protect the rights and interests of othermembers of one community is a major obligation forall persons.

93, Evury person should be his brother's keeper in thephysical and moral sense:

94. The essence z.f democracy Is protection of the individualagainst any group pressures designed to make lhim conform.

E5. The only people guilty of immoral acts are those whocommit them or directly cause them to be committed;others who might have prevented the acts, but did not,should bear no blame.

96. People should give up activities which brihg themplea.-Jure if theSe activities cause serious discomfortto others.

97. Conformity to the policies of your group when you arenot wholeheartedly in agreement with them is wrong,even when the policies are the result of a democraticprocess in which you were free to participate,

98. An individual truly finds himself when he merges witha social group and joins with others in resolute anddetermined activity for the realizatioa of social goals.

99. The presence of rules and regOations gwvJrning aspectsof community life tends to lead individuals to relyupon external authorities rather than on their*ownconsciences in determining what is right and what is wrong.

100, All men have an obligation to promote not only thewelfare of their immediate circle of relatives butalso to work for the well 'sing of all the members ofthe community in which they live.

101. It is wrong for a man to point out other people'smoral shortcomings.

102, It is sympathetic love among persons which alone givessignificance to life.

103. It is the duty of every good citizen to criticizeprejudiced,anti-minority remarks made in his presence.

104. People damage themselves as individuals when theyinhibit or in some other way modify their behaviorsas a result of the rules of the groups to which they belong.

105. A democratically organized group has the right todetermine what should be considered proper behavior inareas relevant to the group.

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Part VI cont'd

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106.. Individuals should feel no obligatioa to participatein the group activities of the communities in whichthey happen to live or work.

107. Each man can do no more to achieve a just societythan to see to it that his own behavior is moral.

108. It is proper for a group to decide to mote out somekind of punishment to group members w!..1c4 act vOthatregard to the e.oels and rules of.th6 group

109. Man is a social animal; no cannct flourish and groiiiwithout identifying hlmself with some group,

110,, Emphasizing the obligations people have to help meanother hinders their abilities to take care of tilemflelves.

111. A person should not feel bound to follow the decisionsof the groups to which he belongs if these declaimsare not in accord with his private preferencas,

VII

This section of the questionnaire covers a broader area; than theone you just completed, bat its items are similar in form.Please read each of the following statements and rate youragreement with the it truth or accuracy, using the same sk*point scale as above.

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1. Science has its place, but there are many importantthings that can never possibly be understood by thehuman mind.

2. If it weren't for the rebellious ideas of youth, themewould be less progress in the world.

3. It is right for a person to feel that his country orreligion is better than any other.

4. In a svmllgroup there should be no real leaders;everybody should have an equal say.

5. Nowadays more and more people are prying into mattersthat should remain personal and privat.

6. Books and movies ought to give a more realistic pictureof life even if they show that evil sometimes triumphsover good.

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Sex crimeE. Such as rape and attacks on children deservemore than ere imprisonment; such criminals ought to bepublicly whipped or worse.

Inherited racial characteristics have more real importance in shaping the tadividual and nation than mostpeople are ready to admit.

One of the most important things children should learnis when to disobey authorities.

10. Our country would be better off if we paid more attentionto intelligence and humanitarianism and less to toughnessand aggressiveness in selecting political leaders.11. The findings of science may someday show that many of ourmost cherished beliefs are wrong.

12. Any real man would fight to defend his property.13. Every person should have complete faith in some supernatural power whose decisions he obeys without quest ion.14. When a person has a problem or worry, it is best toface it and try to think it through, even if it is soupsetting that it keeps him from concentrating onother things.

15. Obedience and respect for authority are the mostimportant virtues children should learn,

16. The worst danger to our American heritage during thepast fifty years has come from foreign ideas and agitat,ors.17. People ought to pay more attention to f!cvz ideas, evenif they seem to go against the American tral-;' of life.

18. Insults to our honor are not always important enoughto bother about.

19. The artist and professor are probably more importantfor society than the businessman or manufacturer.20. It is essential for effective work that our teachersor our bosses outline in detail what is to be done andexactly how to do it.

21. Governments ought to be more willing than they are toapply social science findings to the solution of socialproblems.

22. No sane, normal, decent person could ever think ofhurting a close friend or relative.

Part VII 29

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An urge to jump from high places is probably theresult of unhappy personal experiences rather thansomething inborm.

Books and movies ought not to deal so much theunpleasant and seamy side of life; they ought toconcentrate on themes that are entertaining or uplifting.

No weakness or difficulty can hold us back if we haveenough will power.

Wars and intergroup conflict are not necessaryexpressions of human nature; they could be eliminatedor drastically reduced.

When a person has a problem or. worry, it is best forhim not to think about it, but to keep busy with morecheerful things.

The most effective way of reducing crime and *juveniledelinquency is to improve the.environment of underprivileged groups in our society.

VIIIThe final section of the questionnaire is aimed at learning aboutyour views concerning the rules that ought to govern campus lifeand the manner in which the rules ought to be created and administered. Listed below are statements reflecting a number ofopinions about this aspect of college. These rules and views arenot necessarily ones you will encounter at Haverford. Pleaseindicate your agreement or disagreement using the rating scale atthe top of the page.

1. Requiring students to wear a coat and tie to dinner.

2. Expecting students to act in a quiet decorous mannerwhile in the dining hall.

3. Requiring the door to be open when women are In men's rooms.

4. Allowing women in men's rooms on weekday evenings.

Ip~pmarw

5. Allowing women in men's rooms after 2:00 A.M. on weekends.

6. Allowing women in men's rooms after 2:00 A.M. during theschool week.

7. Allowing women in men's rooms at any time.

--4" Part VIII contld

20930

8. Prohibiting women from being in men's rooms withoutadult chaperones.

9. Prohibiting drinking in dormitories.

10. Permitting drinking in dormitories for men who are abovethe state's legal limit (21 -years).

11. Prohibiting drunken, disorderly behavior on campus.

12. Having the student government set up the living andsocial regulations for students on campus, with theadministration playing only an advisory role.

13. Having the student government set up the living andsocial regulations for students on campus with theadministration setting certain limits and requirementswhich the student government must follow.

14. Having the college administration set up the livingand social regulations for students on campus in consultation with members of the student government andother members of the student body.

1E. Having the college administration set up the livingand social regulations for students on campus in termsof what they, the administration, think is best andwith little or no consultation with students.

16. Having no rules concerning the nonacademic aspects ofcampus life and trusting to the decency and common sensecf students to behave in a maturetashion.

17. Having specified evening times in the dormitory whenconversations, phonographs, etc., would have to bevery quiet so that those who wished to could study or sleep.

18. Having resident upperelassmen counselors in thedormitories to help students who are having difficultieswith academic or nonacademic aspects of college life.

19. Having the students themselves responsible for seeing. to it that they follow the rules concerning such

. things as cheating and maintaining gentlemanly behaviortoward female guests.

20. Having the students themselves responsible forenforcing rules concerning considerate, nondestructivebehavior in the dormitories.

21. Having resident upperclassmen counselors in thedormitories to help enforce regulations concerningconcerning student be,.avior.

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VIII concl.

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2.10

31

1. Strongly agree 4. Slightly disagree2. Moderately agree 5. Moderately disagree3. Slightly agree 6. Strongly disagree

22. Leaving the enforcement of all rules up to theadministration, with provision for fair appeal procedures.

23. Requiring students to report themselves to the properbody for violations of the college honor system. .

24. Having the student council set up a student committeeto try other students who have been charged withviolating ,regulations regarding cheating and plagiarism.

25. Having the student .council set up a student committeeto try other students who have been charged with violating regulations concerning honorable behavior towardwomen guests.

26. Having the student council set up a student committeeto try other students have been charged with violatingregulations concerning considerate, nondestructivebehavior in the dormitories.

27. Prohibiting sexual intercourse in dormitory roomsbut permitting any other kind of sexual behaviorbetween men and women.

28. Prohibiting sexual behavior between men and womenwhich goes beyond kissing and caressing by fullyclothed couples.

29. Requiring students to attend classes.

111. 30. Requiring students to live on campus or. at home, andnot in private rooming houses or apartments.

31. Holding students responsible for their off campusbehavior while college is in session, e.g., takingdisciplinary action against students who start drunkenbrawls in a local bar.

32. Requiring a sworn statement that a student is not aneither of subversive organization before granting hima government supported scholarship or loan,

K

4/

2.1

Part VIII contld.

The immediately preceding questions asked you to indicate yourviews on college government by means of rating scales, Thefollowing .quest ions ask you to describe your views in moredetail on some issues concerning the living in the campuscommunity. They are concerned with four broad areas of none-academic life. The areas are

A. Relations with fellow students, particularly in the dormitory.B. Behavior with respect 'to college property.

C. Dress and deportment in college public.roams, dining roomsand at meetings to which the public is invited.

D. Behavior with respect to women on campus.

Please answer each of the following questions for each of theareas listed below. Try to make your answers as thoughtful as you can.Note: Your answers to some of the questions may be the same formore than one area; if that is the case, simply refer to what youhave already written. Please answer the questions for each areain the. appropriate space provided below. Use back of sheets ifmore room is required.

1. What standards, if any, ought students be expected to meet?Try to be as specific as you can

more

4

.7., Part VIII cone).*

2. If you think here should be standards, should they beembodied in a formal set of rules or in an informalset of expectations?

3. If you think There should be standards, through what procedure, if any, should the standards be selected or created?

4. If you think there should be standards, in what waysshould the students be encouraged to live up to them?

Thank you for your cooperation.

Name

qp 1

APPENDIX 2I C

PLEASE DO NOT BREAK THE SEAL UNLESS

YOU INTEND TO COMPLETE THE QUESTIONNAIRE

FRESHMAN STUDY PROJECT

. Pre-Orientation Questionnaire - Class of '69

Identification Page

Date Completed

Home Address

All information provided on this form is confidential. It will beused for research purposes only and will not be available to the facultyor administration to evaluate or judge you as an individual. As soon.as the questionnaires are received, the identification page will beremoved and a code number will be assigned. From that point, all thedata will be identified by code number, not byname.

Please read all the instructions carefully and answer all questions,unless otherwise instructed. Answer the questions in their given order;if you wish, you may take a break between parts. .The first part istimed, so yo should have a clock or watch nearby.

When answering questions with numerical rating scales, please useonly one of the numbers provided. Try to think of the numbers as equi-distant from one another.

Do not discuss the questions or the answers with anyone, please

There are 20 numbered blanks on the page below. Please write20 answers to the simple question, "who am I?" in the blanks. Justgive 20 different answers to this question. Answer as if you weregiving the answers to yourself, not to somebody else. Write the .

an in the order that they occur to you. Don t worry about logicor importance. Go along fairly fast; take no more than 12 minutes tocomplete this section.

5.

6.

7.

IP a.9.

10.

11.

12.

13.

14.

15

16.

17.

. 18.

19.

410 20.

i

'69 - Part II

Goals in College

Code No.

Listed below are a number of statements describing goals, qualities,and experiences which might be attained as a result of being in college.This section of the questionnaire is designed_to assess the importance youplace on each of these ends. The type of information desired might bebetter understood by thinking in terms of the following phrase: Anextremely important goal I want to attain as part of my four years atcollege is..."

Please rate the importance of each of the following goals listedbelow, using one of the six scale steps:

1. Unimportant20 Slightly important3. Somewhat more than slightly important4. Fairly important5. Very important6. Extremely important

Think of the six steps as beingevenly spaced on the importancedimension. You may distribute your ratings over the six steps in any

mifashion you feel is necessary to provide an accurate reflection of yourWviews, but ,please, use only, one number .p.e2 item.. Place your r atings in

the space to the left of each item.

1. Developing a well thought out philosophy of life.

2. Clarifying my moral and ethical values.

3. Becoming intensely interested in some intellectual pursuit.

4. Engaging in many stimulating and enlightening intellectualdiscussions.

5. Becoming more poised and sophisticated in my relations with others.

6. Having a good time participating in collegiate social life.

7. Becoming a thoughtful intellectual.

Participating in activities aimed at correcting social injustices.

Being a varsity athlete.

Being friendly with al.arge number of peoPle;

Developing self confidence.

12. Developing a deep appreciation of literature, art, music andthe world of culture in general.

""(77r1"117r71,01111"1"7

169 - Part 11.1111111nrr solemn

2.1 f;6-44- Code No.

13. Deciding upon an occupation.

14. Developing my understanding of people and the factors whichinfluence their feelings, thoughts, and actions..

.15. Finding a sense of purpose in life.lA ift410% AftliweAft ....4&1 12U ...lit s..2e01~0 relationship with a. faculty

member who is highly respected in his professional field.

17. Becoming a leader in student activities.

18. Developing my physical fitness and skills.

19. Doing well enough in my course work to gain the admiration andrespect of my fellow students and the faculty*

20. Learning more about myself.

21. Becoming well prepared for my future occupation.

22. Developing more skill and confidence in my relationshipswith women.

23. Developing emotional independence from my parents.

24. Meeting types of people .I have never met before.

25. Strengthening my religious faith.

26. Discovering my intellectual capabilities.

27. Raising my social status.

28. Learning skills and modes of behavior which will guarantee myfuture economic well being.

29. Developing more self discipline.

Now select from the above list of statements the three items whichyou feel are most important. List their numbers (not the r_ atinas, youAm them) in order of their importance to you. Please.do not list morethan one statement in each rank.

Most important

Second nzost important

Third most important

Statement No.

Statement No.

Statement No.

+,-v.

1.

de.

21 7.5-

'69 - Part III

. College Student Types

Code No.

The next section of the questionnaire asks you to examine briefsketches of types of students found on college campuses. In order toavoid the misunderstanding and resentment that sometimes occur whenM are asked to think in terms of psychological types, an' explanationof the way in which types are conceived of in the present research will.be given.

A psychological type is a set of personal qualities existingin specified amounts. We may assign individuals to typeswhen we observe the relevant qualities in them. It shouldbe noted that the student is not the lull however, and thatit is not quite correct to say that the student belongs tothe type either. Rather, we can think of the type as a setof qualities that is manifested in the behaviors, thoughtsand feelings of the student. The type is characteristic ofthe student, but it does not totally embrace him. Furthermore,the same student may express more than one type. Therefore,when we classify a .student into r type, we do not assume thatwe have described all or even the most significant part ofhis personality.

10.With this definition of type in mind, please read the descriptions

.set forth below. Rate each of them with respect to the extent to whichthe type is characteristic of you. Please use the following scale:

1. Highly characteristic 3. Slightly characteristic2. Moderately characteristic 1. Not at all characteristic

1. He gets great satisfaction from absorbing, organizing andcreating ideas in a variety of areas. He is easily drawn intointellectual discussions about topics which engage his interests,He is quite critical of courses and teachers which he feels do notadd to his knowledge, stimulate his thinking or allow him toexpress his ideas. His grades are likeiT to be variable, doingwell in courses in which he is interested and not so well in others.He has no more than the average interest in getting good grades andgets very concerned with grades only when he thinks he has receiveda low grade because he did not get across an idea he had or becausethe teacher did not understand what he had to say. He prefersfriends (male and female) who share his involvement with ideas andenjoys being with such friends frequently. He is not very activeathletically, although he may enjoy hiking, bicycle riding and othernonteam sports.

'69 - Part III -6- Code No.

2. He is a hard worker who is primarily oriented toward doingwell in his courses and is generally willing to subordinate mostother goals to this end. Although he sometiws does get intrinsic.satisfaction from the contents of his studies, this disappears ifhis hard work does not result in high grades. He fotuses more on thespecific requirements of the courses he takes than on the subjectmatter in general, and would prefer to go through an assigned readingtwice than to read an unassigned but highly relevant article. Hisassignments and papers are usually completed with time to spare.He doesn't participate as much in the campus social life as othersbecause of his long hours of study. He rarely engages in athleticsoutside of physical education classes. He generally doei somewhatbetter than average to very well in his courses.

major satisfactions come from his friendships with other students.He is an extrovert whose room is a gathering place for others whoenjoy his pleasant company. He can usually be enticed to leavehis studies by any opportunity for friendly interaction, e.g.,.,gtrip to the snack bar, a ping-pong game, etc. He enjoys going tocollege sporting events with groups of his friends and prefersdouble and triple dates. Although he is not usually an outstandingathlete, he participates in and enjoys intramural sports. A gooddeal of his course work is seen as something that has to be done,but that isn't very interesting or useful. He does not rspire towardshigh grades, but he tries to avoid getting below average grades.Usually he tends to postpone his.work until shortly before examsand paper deadlines. His grades are average or below average.

4. His most prominent characteristic is resentment against whathe considers to be infringements upon his personal freedom byolder authorities. He considers himself a staunch individualist.Faculty and administration members consider him to be somewhatnegativistic. He generally sec.ls the administration and faculty assetting forth and enforcing unnecessarily restrictive rules in anunfeeling way. He is critical of many campus organizations becausehe sees them as requiring him to yield some of his independence.He casts relations between students, on the one hand, and facultyand administration on the other, into a "we-against-they" mold andis very critical of students he thinks have gene over to theopposing side. His participation in college activities is low,although he may be very active in spontaneous horseplay such assnowball fights, food riots, etc. He has an average interest insports and enjoys taking part in intramural athletics. He doesaverage or below average work and is in general apathetic to mostof his courses.

5. This student gets satisfaction from the physical energy, excitementand competition of, athletics. He is a member of at least onevarsity team and participates in intramural athletics as well. Hefeels uncomfortable and tense unless he can engage in some kind ofathletics or strenuous physical activity a far times a week, evenif it .1,!4 Illy throwing a football around. His friends share hisathleti:, interests, although they are not necessarily team members.He considers unathletic students as unmasculine and unattractive asfriends and companions. He does not get into many discussions otherthan ones concerning sports or women. He enjoys rough and tumblephysical horseplay. His grades are average or below average and hehas little interest in his course work or in intellectual matters.

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'69 - Part III2 1

.7. Code No.

1. Highly characteristic 3. Slightly characteristic2. Moderately characteristic 4. Not at all characteristic

6. For this type of student, college is primarily a way of pre-paring himself for entry into a professional or graduate school.ne tends to take as many courses in his major and closely-related fields as he can, although hemay have interests inother course areas as well. He spends a good deal of time aroundhis major department and sometimes works as an assistant to oneof the. faculty members. He tends to spend more time with facultymembers in his areas than do other students. He takes his-ourse work very seriously when it is related to his professionalinterest and often does extra work on his own in these courses.He enjoys thinking of himself in his future occupational role.He generally gets fairly high grades in his major field andaverage or better-than-average grades in other areas. Althoughhe works quite hard he is distinguished from just a plain hard-working student by the greater interest his work holds for himand by his focus on grades as means to a professional end ratherthan as symbols of approval by adult authorities.

7. This type is often distinguished by unusual dress and sometimesby a more-than-usually unkempt appearance. He generally prideshimself on being more wordly, sophisticated an perhaps more "beat"than his fellow students, whom he may regard as childish. He tendsto restrict his acquaintances to. students like himself and whenamong them is fairly outgoing. He enjoys being with female membersof his type. Music, folk and classical, is a frequent interestand he probably can play a guitar, banjo or similar instrument.His dates are more likely to involve parties than attendance atofficial college events. He travels to nearby cities for enter-tainment more often than many of his classmates and he tends to

'think of himself as a city person. It is not unusual for him toshow more than average interest in art or politics. His grades mayvary from or to excellent. He is likely to be spontaneous andoriginal in his course work but may suffer because he attacks hisassignments in a poorly organized way. Sometimes he is given todramatic bursts of course work and can get deeply involved in someof the topics covered in his classes.

a. This student's outstanding characteristic is the high qualityand creativity of his thinking. He has an intellectual Midas' touchso that almost every topic he turns his mind to is mastered withdistinction. Although he usually has an area of major interest andplans to go to graduate school in that area, he gets involved inmany other areas. He spends a good deal of time working but oftenon material that goes beyond his assignments. He generally enjoyshis school work and looks upon much of it in an almost playful

. manner.- He has few if any doubts about his abilities, yet is notboastful or derogatory toward other students. He is often alooffrom other students but can form close friendships with others likehimself or with those who value intellectual activities. He is alsolikely to be on close terms with a faculty member who shares hisinterests.

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'69 - Part III

11

9. He devotes more time than most other students to politi-cal events on the national and international scene. He is likelyto read newspapers and magazines regularly in order to keep upwith the news. He often participates in political activities bothon and off campus, e.g., attending talks by political figures,campaigning during elections, and partidipating in demonstrations.His conversation frequently focuses on political events and attimes his interest in his courses wanes because of his politicalinvolvement. His friends generally share his political views andhe may have a close relationship with'a like-minded faculty member.He is an average or better-than-average student.

10. This student's major interest is women. He dates" frequentlyand is skilled at making contacts with attractive females. Althoughhe doesn't discuss his exploits as a matter of course, it isgenerally assumed that he engages in intimate sexual behavior withwomen more frequently than most other students. He is friendly, butdoes not have a large coterie of friends. He prefers single datesor small gatherings to large parties. He enjoys participating inintramural athletics on an occasional basis. His grades may varyfrom poor to fairly good.

11. This type of student devotes a good deal of time .to, andderives much pleasure from the exercise of some artistic talent,e.g., music, writing, drama or one of the graphic arts. He isoften involved in student organizations concerned with artisticproductions, e.g., the orchestraor drama club. His involvementwith these time-consuming activities often leaves him with littletime for participation in other campus activities. It also mayinterfere with his course work. Generally he is an average student.

12. He seeks prominence in campus affairs via activity in, studentgovernment, the newspaper or some other means. He is generally awell-organized, mature, responsible and ambitious person with manyideas about things to do on campus. He is on good terms with manystudents, but his campus activities keep him from spending largeamounts of time socializing. He is better known to the members ofthe administration than most students are. He enjoys athletics bothas a spectator and a participant. His grades tend to be averageor better than average.

13. This student is more mature than. most of his classmates. Heis a warm person who is not easily ruffled and who is ready to lenda sympathetic ear and give advice to other students when they wishto discuss something that troubles them. The student who is upsetover failing an exam or over trouble with a girl finds that a talkwith this type of student helps him regain his balance. This typeis usually socially active, is likely to.have a steady girl or afiancee. He enjoys participation in intramural athletics, and hisgrades are generally average or better than average.

'69 - Part III

WONDOMMab

-

.9. 22 1 Code No.

14. This type is noted for his ability to balance and satisfy,theacademic and social demands made by college life. He is quite wellorganized so that he usually gets his course work done with enoughtime to spare for social and extracurricular activities. There are,of course, times when he lets his course work or his social activitiesslide in order to pay more attention to the other. but these times areinfrequent. He is generally well liked by the students who know him,but he would not be considered a campus social leader. He forms veryclose relationships with his rommates who know that they can count'onhim for help when needed. His course work is above average; by hissenior year he often becomes quite involved with work in his majorfield. He enjoys participating in intramural sports and is*a loyalsupporter of college.teams as well as of other college efforts, e.g.,orchestra, drama club, etc.

Please place your answers to the following-questions in the spacesto the left of the items below. Be sure you use the descriptionnumbers, not the rating number.

15. Which type do you think is most characteristic of yoU?

16. Which type is second most characteristic?

17. Which type is least characteristic of you?

18. Which type is next to the least characteristic?

.19. Which type do you think your parents would most prefer you toexemplify?

20. Which would be their second preference?111111111111111M11

21. Which type would your parents least like you to exemplify?

22. Lich would be their second lowest preference?

23. Which type do you think Haverford students in general wouldconsider most desirable?

24. Which would they choose as next most desirable?.

25. Which type-would Haverford students consider least desirable?

26. Which type would they consider next least desirable?

169 - Part III14110 va

-10- Code No.

27. Which type do you think Haverford faculty in general wouldconsider most desirable?

28. Which type would they choose as next most desirable?

29. Which type would Haverford faculty consider least desirable?

30. Which-type would they consider next least desirable?

The next section of Part III is somewhat similar to the one youL:ve been answering. It has been used widely in research on collegestudents and is included here to discover its relationships to thequestions used in the present research.

"On every college or university campus students hold a variety el'attitudes about their own purposes and goals at college. Such anattitude might be thought of as a personal philosophy of higher education.Below are descriptive statements of four such "personal philosophies"which there is reason to believe are quite prevalent on American collegecampuses. As you read the four statements, attempt to determine how closeeach comes to our own philosophy of higher education.

PHILOSOPHY A: This philosophy emphasizes education essentially aspreparation for an occupational future. Social or purely intellectualphases of campus are relatively less important, although certainly notignored. Concern with extracurricular activities and college traditionsis relatively small. Persons holding this philo-sophy are usually quitecommitted to particular fields of-study and are in college primarily toobtain training for careers in their chosen fields.

PHILOSOPHY B: This philosophy, while it does not ignore careerpreparation, assigns greatest importance to scholarly pursuit of knowledgeand understanding wherever the pursuit may lead. This philosophy entailsserious involvement in course work or independent study beyond theminimum required. Social life and organized extracurricular activitiesare relatively unimportant. Thus, while other aspects of college life arenot to be forsaken, this philosophy attaches greatest importance to interestin ideas, pursuit of knowledge, and cultivation of the intellect.

PHILOSOPHY C: This philosophy holds that besides occupationaltraining and/or scholarly endeavor an important part of college lifeexists outside the classroom, laboratory, and library. Extracurricularactivities, living-group functions, athletics, social life, rewardingfriendships, and loyalty to college traditions are important elements inone's college experience and necessary to the cultivation of the well-rounded person. Thusl.while not excluding academic activities, thisphilosophy emphasizes the importance of the extracurricular side ofcollege life.

'69 Part IIIcy 23

Code No.

PHILOSOPHY D: This is a philosophy held by the student who either'conscious) rejects commonly held value orientations in favor of his own,

or who has not really decided what is to be valued and is in a sensesearching for meaning in life. There is often deep involvement with ideasart art forms both in the classroom and in sources (often highly originaland individualistic) in the wider society. There is little interest inbusiness or professional careers; in fact, there may be a definite rejectionof U4nA of senirkat-ifort Marty fanaita ne tha or011nao....nrmorsivmel ftvitt4n.

curricular activities, athletics traditions, .the college administration--ar:' ignored or. viewed with disdain. in short, this philosophy may emphasizeindividualistic interests and styles, concern for personal identity and,often, contempt for many aspects of organized society. .

The following four questions ask you to rank these foul' statements.according to the accuracy, with which each portrays, your own point of viewsBe sure to assign a different rank.to each "philosophy." Circle the .numberof the appropriate rank under each philosophy.

Philosophy A::1. Most accurate (i.e., of the four statements, this one is the best

description of my point of view)2. Second most accurate3. Third most accurate4. Least accurate 6

Philosophy B:

1. Most accurate (i.e., of the four statements, this one is the bestdescription of my point of view)

2. Second most accurate3. Third most accurate4. Least accurate"P.

Philosophy C:

1. I4ost accurate (i.e., of the four statements, this one is the bestdescription of my point of view)

2. Second most accurate3. Third most accurate4. Least accurate

Philosophy D:

1. Most accurate (i.e., of the four statements, this one is the bestdescription of my point of view)

2. Second most accurate3. Third most accurate4. Least accurate

I I 1 1 I 0.1 b

- =

9)4-12- Code No.

'69 - Part IV

Social Attitudes and Values

The following part asks you to rate your agreement or disagreementwith a number of general statements about individuals, groups, and theirinteirrAltinnAh4ps. In ArAor to make the meanings &len-, the definitionsassigned to some of the terms used in the statements are given below.Please read the definitions carefully because they may be slightly differentthan the ones you would spontaneously give. In all cases please respondto the words in terms of the definitions given here.

Group - An association or organization -such as the P.T.A., a localcivic or political club, a student government organization,a professional association, a committee functioning withinsuch an organization

Community - The town, city, or neighborhood in which a personresides. Although a community does not always have exactboundaries, it is generally thought of as a relativelyCoherent unit by those who live in and near it.

Inconvenient - Annoying, awkward, causing mild to moderate dis-pleasure or discomfort, usually of a temporary nature.

Preference - The state of desiring some alternative more than others.As used in the questionnaire, the term connotes a small tomedium difference between the desired and rejected alternatives.

Moral - Just, goods ethical. Although the synonyms listed herevary somewhat in strength, all refer to judgments of rightand wrong with respect to some important principles con-cerning how people ought to act. These general principlescommand a moderately high degree of agreement by the membersof our society, although there is disagreement on the sourceof the principles and on the range of situations to whichthey apply. There are moral principles for most areas ofhuman conduct, particularly ones involving interactionsamong people. When you are asked to judge whether somethingis moral, right, etc. in the following questionnaire, youshould respond in terms of what you personally believe therelevant moral principles are, even if you think that someother people would disagree.

Some of the following statements contain combinations of assertions- which might evoke different reactions from you if they were responded toseparately. Such combinations are often necessary in order to presentcomplex ideas. In such cases your response to the total statement shouldbe based on some combination of your reactions to each part, with the part

Trwhich is more important, to you being given greater weight. It is importantthat you assign only a single rating to the combined statements and thatyou rate all the statements. Think oV the six steps in the rating scaleas being evenly spaced.

MI I MMINM I 1.1 AY II al 1 I.

,ijk, 5":".;'

- Part IV Code No.

Please use the following rating scale to indicate your reactionsto the.statements. Place your ratings in 'the spaces to the left of the items.

1. Strongly agree 4. Slightly disagree.

2. Moderately agree 5. Moderately disagree3. Slightly agree 6. Strongly disagree

1. It is wrong for a person to show indifference toward the wellbeing of members of his immediate circle of friends.

2. In life an individual should for the most part "go it alone,"assuring himself of privacy, having much time to himself,attempting to resist being influenced by others.

3. The typical law abiding person who avoids situations in which.transgressions occur, rather than acting in such situations toprotect those who are being injured, does not deserve the respectof his fellow citizens.

4. The members of a group ought to be willing to inconveniencethemselves in order to help the group accomplish its goals.

5. It is often better for a group to agree upon specific rules toregulate behaviors of importance to the group than to leave theregulation to the individual judgments of the group members.

6. A person who witnesses an unlawful or immoral act, such asphysical assault or sadistic taunting and teasing, and who doesnot try to do what he can to stop its occurrence shares somepart of the guilt with the transgressor.

7. Conn ern for the welfare of others should go beyond seeing thatthey have their essential physical needs met.

It is extremely satisfying to know that one is an indispensableand appreciated member of a purposeful and effective group(team or institution).

9. One of the worst feelings a person can have occurs when he hasfallen short of what his group expected of him.

10. It is not wrong for a person to limit the range of people towardWham he acts in a considerate manner.

11. People cannot rely solely upon ministers, policemen and judgesto insure moral behavior among the citizens of a community; theymust cach act to dissuade others from anti-social acts.

IIP:

12. There is nothing wrong in the members of a group trying topersuade indifferent or mildly dissenting members to go alongwith the group.

::,"Ls1;"

'69 - Part IV

-44414Migier

796Code No.

111 13.. A member of a group which engages in immoral acts shares the. guilt of the group unless he does all he can to prevent its

immoral behavior.

14. A man's self-fulfillment through his, work and his life withfamily and friends should almost always transc9nd his obligationto participate in the civic activities of his community, e.g.,being active in a local civic, political, cultural orcharitable organization.

15. Some of life's greatest satisfactions are found in workingcooperatively with others.

16. Whether an individual acts to protect the; welfare of personsbeyond his circle of friends and relatives is a matter ofpersonal preference, net moral obligation.

17. A man who is unable to take care of the needs of himself andhis family does not deserve the respect of others.

18. Men are first and foremost individual beings; the identificationsthey may have with groups never really alters'their essentialseparateness from one another.

19. Everyone has an obligation to criticize other members of hiscommunity when they act in an immoral, anti - social manner.

20. It is wrong for a person to chOose to pay little or noattention to the welfare of persons with whom he has nopersonal connection.

21. No limitations should be placed on the freedom of people to doas they please unless their acts unquestionable cause seriousdamage to others.

22. It is better for a person to ignore the larger social concernsof the community in which he lives than to force himself totake part in these concerns merely from a sense of moral obligation.

23. Not only does everyone have an inalienable right to life,liberty and the pursuit of happiness, he also has an equallyinalienable moral obligation to protect others from havingthese rights taken from them.

24. Man's natural state is as a member of a group; the individual .

who holds himself aloof from active participation in a communityis acting against his natural inclinations.

25. People should leave the prevention of immoral acts up to thoseWhose jobs are specifically concerned with such prevention.

26. People should be as concerned with the rights and conditionsof others as they are of themselves or their immediate families.

'69 - Part IV

111INIMIN1111111111

1. Strongly agree2. Moderately agree3. Slightly agree

c).4.

-15-"e Code NO.

4. Slightly disagree5. Moderately disagree6. Strongly disagree

27. Minor conflicts between one's own comfort and convenience andthat of a neighbor should be resolved in favor of the neighbormore often thAn not

28. It is often more gratifying to work for the accomplishment of-agoal held by a group to which one belongs than to work for theattainment of a purely personal goal.

29: Although altruism and feelings of responsibility for the welfareof others are generally thought to be admirable qualities, aperson should not be required to have them in order to berespected by himself or others.

30. A community in which people were very concerned with each other'smorality as well as their own would be an intolerable one inwhich to live.

31. An individual most deserves the feeling of satisfaction withhimself after he has done something to help someone else.

32. Individuals should feel responsible for fostering the improvementof morals as well as the physical well being of others.

33, A person should be willing to openly criticize individuals whobreak the rules agreed upon by the group.

34. An individual who has not caused another's misfortune has nomoral obligation to help the other person.

35. It is important for an individual to be closely identified withat least one group.

36. Ho one can be genuinely concerned with the welfare of peoplewhom he doesn't know and has never seen.

37. A young person's most important responsibility is developinghis own skills and capacities.

38. When groups have to exert pressure on some members in orderto accomplish group goals and uphold norms, the goal or normloses its value.

39. People cannot be considered moral if they are indifferent to thewelfare of the mombers of the community in which they liveand work.

40. Individual consciences need the support of laws and socialin order to function most effectively in producing moral behavior.

t$9 - Part IV

1118

1111.1111.0.01

-;3.6:1"' Cede No.

41. Man's natural state is as an independent, unattached individual;he acts in conflict with his essential qualities when he actsjointly with others as a member of a highly unified group.

42. Things work best when people concern themselves with their ownwelfare and let others take care of themselves.

43. Group members ought to join in group activities even if they areinitially indifferent or mildly opposed to these activities.

44.. A community in which everyone could be sure that his well beingwould be protected and fostered by his fellow citizens wouldsoon lose its vitality and cease to develop.

45 Virtue and honor do not belong to those Ito merely dissociatethemselves from the immoral acts of their fellow men; rather,belongs only to those who energetically work to prevent such acts.

46. Conformity to group norms and goals should be achieved almostentirely by relying upon the consciences of the individual members.

47. When one individual behaves unjustly toward another, it iswrong for as third person to intervene to correct the injusticeunless he has been asked to do so.

0. It is better to ignore a person in need when one feels nopersonal compassion for him than to act compassionately out ofa sense of obligation or guilt..

49. It is just as important to work toward group goals and adhereto the established rules of the group as it is to gratify one'sindividual desires.

50. A man should not be respected for Irts achievements if they wereobtained by interfering with the welfare and development of others.

51. Only a person who remains aloof from social organizations andgroup allegiances can fully develop his potential as an individual.

52. The consequences flowing from the limitation of a person'sfreedom to use his resources and skills as he wishes are oftenfar worse than the discomfort such freedom might cause to others.

53 The mere fact that one group or nation is prosperous and anotheris not places no moral obligation on the "have" group to improvethe lot of the "have not" group.

54. Individuals do not really fulfill their human pote.,-lals unlessthey involve themselves deeply in some group.

55. Regardless of how democratically a group sets up its rules, itceases to be a democratic group once it begins -o pressure itsmembers to conform to these rules.

7.77-tr,

'69 - Part IV -17-

1. Strongly agree2. Moderately agree-3. Slightly agree .

$

229Code No.

4. Slightly disagree5. Moderately disagree6. Strongly disagree

56. Groups and communities which refuse to regulate the behaviorsof their members encourage the exploitation of the weak bythe powerful.'

57. There is no necessary opposition between an individual's ful-fillment of his own needs and his fulfillment of the needs ofthe groups to which he belongs.

58. Individualb should be ready to inhibit their own pleasures ifthese inconvenience others.

59. People who identify strongly with some group usually do so atthe expense of their development and individual self fulfillment.

60. Regardless of the content of the act, it is better to do some-

, thing that springs from a genuine personal interest than from afeeling of social obligation.

61. Doing something for*a friend is more satisfying than doingsomething for yourself.

62. When the needs of a group and the preferences of some of itsmembers come into conflict, the latter ought to be given fargreater weight in determining the outcome.

63. When democratically organized groups begin to influence andregulate the behaviors of their members, they either disintegrateor become transformed into undemocratic, autocratic groups.

64. An individual's responsibility for the welfare of others extendsno further than the boundaries of his immediate circle offriends and relatives.

65. It is wrong if an individual refuses to participate activity inat least some of the group activities of the community in whichhe lives.

66. Except for one's immediate family and closest friends, peoplehave a perfect right to pursue their own goals without regardto the convenience or comfort of others.

67. The development of individual consciences is hindered by thedevelopment of formal group regulations and codes.

el."4"",)'69 - Part IV Code No.

a. °Encouraging otheii to behave in accord with generally acceptedmoral standards is as important as one's own .living up to thesestandards.

An A person should be willing to cooperate with democraticallyselected group leaders, even though they are not the onesliepersonally preferred.

70. One should avoid trying to make people more moral and consideratethan they generally are.

71. Group members should not be criticized when they refuse to dosomething in which they have no interest even when the actionin question is necessary for their group to reach its goal.

72. One's major obligation to other men is to let them alone so thatthey may sink or swim by their own efforts.

73. As soon -as a person begins to consider what effects his actionswill have on bystanders, neighbors, or fellow workers, he beginsto compromise his value as an individual.

74. Individuals and groups exist in a symbiotic relationship;neither can flourish without satisfying the needs of the other.

75. Although others may equal it in importance, there is no valuemore important than compassion for others.

76. Regardless of whether groups are democratically or autocraticallyorganized, they tend to encroach upon the individual freedoms oftheir members.

77. We intrude unjustifiably into the privacy of other persons whenwe try to get them to abide more closely to a moral code whichthey accept as a vague ideal, but which they do not follow intheir behavior.

78. If one individual is treated unjustly by another, but does notdo anything to remedy the injustice, it is improper for anoutsider to interfere and take the part of the injured person.

79.. In the long run, people are best off if left to regulate theirown behavior rather than setting up group norms and sanctions.

O. A person is right in feeling annoyed or angry when other membersof his group ignore justifiable group demands.

81. A citizen has the responsibility to answer questions put to himby proper authorities about illegal acts he may have witnessed,such as reckless driving which endangers the lives of pedestriansor physical assault, but he has no obligation to volunteer suchinformation if he is not asked.

'69 - Part IV

1. Strongly agree2. Moderately agree3.. Slightly agree

Code NO.

4. Slightly disagree5. Moderately disagr2e6. Strongly disagree

82. People who try but are unable to provide for their own we farehave a right to expect help from others.

83. The ideal society would be one in which each individual was trueto his own conscience and immune to the effects of group influence.

84. Acting to protect the rights and interests of other members ofone's community is a major obligation for all persons.

85. Every person. should be his brother's keeper in the physical andmoral sense.

86. The essence of democracy is protection of. the individual againstany group pressures designed to make him conform.

87. The only people guilty of immoral acts are those who commit themor directly cause them to be committed; otherswho might haveprevented the acts, but did not, should bear no blame.

88. People should give up activities which bring them pleasure ifthese activities cause serious discomfort to others.

89. Conformity to the policies of your group when you are not whole-heartedly in agreement with them is wrong, even when the policiesare the result of a democratic process in which you were freeto participate.

90. An individual truly finds himself when he merges with a socialgroup and joins with others in resolute and determined activityfor the realization of social goals.

91. The presence of rules and-regulations governing aspects ofcommunity life tends to lead individuals to rel upon externalauthorities rather than on their own consciences in determiningwhat is right and what is wrong.

92, All Men have an obligation to promote not only the welfare oftheir immediate circle of relatives but also to work for thewell being of all the members of the community in which they live.

93. It is wrong for a man to point out other people's moralshortcomings.

94. It is sympathetic love among persons which alone gives signifi-cance to life.

95. It is the duty of every good citizen to criticize prejudiced,anti-minority remarks made in his presence.

tiSd

t

.

I It9 Part IV and V. -20- Code No.

4.

96. People damage themselves as individuals when they inhibit orin some other way modify their behaviors as a result of therules of the groups to which they belong.

97. A democratically organized group has the right to determine whatshould be considered proper behavior in areas relevant to the aro

98. Individuals should feel no obligation to participate in the groupactivities of the communities in which they happen to live or wor

99. It is proper for a group to decide to mete out some kind ofpunishment to group members who act without regard to the goalsand rules of the group.

100. Man is a social animal; he cannot flourish and grow withoutidentifying himself with some group.

101. Emphasizing the obligations people have to help one anotherhinders their abilities to take care of themselves.

102. A person should not feel bound to follow the decisions of thegroups to which he belongs if these decisions are not in accordwith his private preferences.

AP. two....

Part V

Personal Beliefs and Attitudes

1. Which three things or activities in the following list do you expectto be among those which will give you the most satisfaction? Place afigure 1 beside the one which you consider most important in thisrespect, a figure 2 beside the one you consider next in importanceand a figure 3 next to the third most important item.

1. Career or occupation

2. Family relationships

3. Leisure-time recreational activities

11P

4. Religious beliefs or activities

5. Participation as a citizen in the affairs of your community

6. Participation in activities directed toward national orinternational betterment.

Part V

21:1

-21-. Code No.

Does the following statement express the way you feel about any ofthe groups listed belaw?(check as many as apply)?:

"This group has its own personality, something over and above theindividual members in it."

1. Haverford College 5. Your clique or a groupof friends you go

2. Your immediate family around withonsolloms

111. 3. Your church or religion

4. Your nationality orethnic group

1.

6. A team to which you havebelonged

7. A club to which you havebelonged

e. None of the above

Would you say that most people are inclined to help others or to lookout for themselves. (Check one)

1. Help others 2. Look out for themselves

Do you, personally, feel you need to believe%in some sort of religiousfaith or philosophy? (Check one)

1. Yes 2. Undecided

.

3. No

How important is it for you to have your plans for the future knownin advance? (Check one)

1. Unimportant

2. Slightly important

3. Somewhat more thanslightly important

4. Fairly important

5. Very important

6. Extremely important

Which' of the following statements most closely describes your ideasabout the Deity? (Check one):

1. I believe in a Divine God, Creator of the Universe, who knowsmy innermost thoughts and feelings, and to whom one day Ishall be accountable.

2. I believe in a power, greater than myself, which some peoplecall God and some people call Nature.

(contld)

'69 - Part V

2:34-22- Code. No

4113. I believe in the worth of humanity, but not in God or a

. Supreme Being.

4. I believe in natural law and that the so-called universalmysteries are ultimately knowable according to scientific method.

5. I am. not quite sure what I believe.

6. I am an atheist.45;

7. Some say that-most people can be trusted. Others say you can't betoo careful in your dealings with people. How do you feel about it?

1. Most people can be trusted 2. You can't be too careful

Please rate your agreement with the following statements usingthe following six-point scale:

1. Strongly agree 4.. Slightly disagree2. Moderately agree . 5. Moderately disagree3. Slightly agree 6. Strongly disagree

8. Science has its place, but there are many important things thatcan never possibly be understood by the human mind.

9. If it weren't for the ideas of youth, there would beless progress in the world.

10. It is right for a person to feel that his country or religion isbetter than any other.

11. In a small group there should be no real leaders; everybody shouldhave an equal say.

12. Human nature is fundamentally cooperative.

13. Books and movies ought to give a more realistic picture of lifeeven if they show that evil sometimes triumphs over good.

14. Sex crimes such as rape and attacks on children deserve more thanmere imprisonment; such criminals ought to be publicly whippedor worse.

15. Inherited racial characteristics have more real importance inshaping the individual and nation than most people are ready to admit.

'1/41!fefinr.

4.

414

'69 - Part V

04V1'*We Ill

-23. Code No.

16. One of the most important things children should learn is whento disobey authorities.

17. Our country'would be better off if we paid more attention to. intelligence and humanitarianism and less to toughness and

aggressiveness in selecting political leaders.

18: No one is going to care much what happens to you when you getright down to it.

19. Any real man would fight to defend his property.

20. When a person has a problem or worry, it is best to face it andtry to think it through, even if it is so upsetting that it keepshim from concentrating on other things..

21. Obedience and respect for authority are the most important virtueschildren should learn.

22. The worst danger to our American heritage during the past 50years has come from foreign ideas and agitators.

23. People ought to pay more attention to new ideas, even if they seemto go against the American way of life.

24. Insults to our honor are not always important enough to bother about.

25. If you don't watch yourself, people will take advantage of you.

26. Governments ought to be more willing than they are to apply socialscience findings to the solution of social problems.

27. An urge to jump from high places is probably the result of unhappypersonal experiences rather than something inborn.

28. Books and movies ought not to deal so much with the unpleasantand seamy side of life; they ought to concentrate on themes thatare entertaining or uplifting.

29. NO weakness or difficulty can hold us back if we have enoughmill,power.

JD. Wars and intergroup conflict are not necessary expressions of humannature; they could be eliminated or drastically reduced.

31. When a person has a problem or worry, it is best for him not tothink about it, .but to keep busy with more cheerful things.

32. The most effective way of reducing crime and juvenile delinquencyis to improve the environment of underprivileged groups in our society.

111211rat Code No.

169 - Part VI

School Background, Activitiesand Interests

1. From what kind of high school or secondary school did you graduate?

1. public high school

2. private, non-military, non-religious boarding school111011M1111111111110

3. private, non-military, non- religious day school

4. Friends boarding school

5. Friends day school

6. Protestant denominational boarding school

7. Protestant denominational day school

8. Other (please specify)

2. Did you belong to any clubs or organizations or teams while in-secondary school? (Include organizations that were not connected withschool, also). If you did, please describe them.

3. For each of the organizations mentioned in the previous answer, describethe nature and extent of your participation.

r

'69 - Part VI

AIL; -41/- -

-25- Code No.

Did you hold any important offices in your secondary school government?If so,-please describe them.

5. How did youi overall amount of activity in extracurricular and otherOrganizations (e.g., YMCA, political clubs, etc) compare with that ofthe other members of your secondary school'graduating class?

1. among the most active

2. more active than the majority of classmates

3. about average in amount of activity

4. less active than the majority, but not among the least active

5. among the least active

6. How did your overall amount of informal social activity (e.g., bullsessions, informal outings, parties, etc.) compare with that of theother members of your graduating class?

1 among the most active

2. more active than the majority of classmates

3. about average in amount of activity

4. less active than the majority, but not among the least active

5. among the least active

How did your frequency of dating compare with that of the other membersof your graduating class?

1. among the most active

2. more active than the majority of classmates

3. about average in amount of activity

44 less active than the majority, but not among the least active

5. among the least active

40 to come to Haverford. List the reasons in order of importance, withthe most important one first.

State briefly the four most important reasons that led you to decide

3.

169 - Part VI -26-

C

Code No.

40a-01.111101111.001.111=1=101n

3.,

9. The academic departments at Haverford are divided into three divisions,physical sciences, social sciences, and humanities. Please rank orderthe divisions in terms of your interest in the kind of subject matter_covered by each by placing a figure 1 next to the one holding themost interest, a figure 2 to the next, etc.

alino11111111111

physical sciences

social sciences

humanities

10. In which subject do you think you are likely to major? (Please name0 some subject even if you are uncertain.)

11. How certain are'you of your answer to the previous question?

1. Very uncertain

2. Moderately uncertain

3. Slightly uncertain

4. Slightly certain

5. Moderately certain

6. Very certain

12. Do you expect to participate in any extracurricular or other formalorganizations while at college? If so, which ones?

169 - Part VI Code No.

L. What type and extent of activity do you anticipate in each of theorganizations, mentioned in the preceding answer?

14. How do you think your overall amount of activity in extracurricularand other organizations will compare to that of your college classmates?

11/

15. To what kinds of formal organizations, if any, do you think you willbelong after you complete your formal education?

1. among the most active

2. more active than the majority of classmates

3. about average in amount of activity

4. less active than the majority, but not among the least active

5. among.the least active

.

16. Wait type and extent of activity do you anticipate in each of theorganizations mentioned in the preceding answer?

2 4 9

Code No.

'69 - Part VII

Occupational Plans and Interests

1. What occupational plans, if any do you have? (Please name one ormore occupations even if you are linc=rtsain.)

2. How confident are you of your answer to the previous question?

1. Very uncertain

2. Moderately uncertain

3. Slightly uncertain

4.. Slightly certain

5. Moderately certain

6. Very certain

Nor

3. To what extent would you want your job or career to satisfy each ofthe following requirements? Rate the importance of. each roquirementusing the six-point scale given below.

.1. Unimpu.tant 4. Fairly important

2. Slightly important 5. Very important

.11.1

3. Somewhat more than 6. Extremely importantslightly important

-;.1. Provide an opportunity to ute my special abilities. =,

2. Enable me to look forward to a secure future.

3. Permit me to be creative acid original.

4. Give me an opportunity to be helpful to others.

5. Provide me with a chance to earn a good deal of money.

6. Give me an opportunity to work with people rather than with things

7. Give me a chance to exercise leadership.

8. Leave nu) relatively free of supervision by others.

9. Give me social status and prestige.

10. Provide me with adventure.

Ilow 9'69 - Part VII-VIII Code No.

[Mich of the requirements .1Ased above do you consider the mostimportant?

(Place the number of the item on the line at the left.)

5. Are there any job requirements not listed which you also considerimportant? If there are, please describe theme

Part VIII

Codes of Student Behavior

This section of the questionnaire is aimed at learning about yourviews concerning the codes of behavior that ought to govern campus life andthe manner in which the codes ought to be created .and administered. Listedbdlomr are statements reflecting a number of opinions about this'aspect ofcollege. They are not necessarily ones you will encounter at Haverford.Please indicate your agreement or disagreement with each of the statementsusing the following rating scale:

4111=1

4111.

-1. Strongly agree2. Moderately agree3. Slightly agree

4. Slightly disagree5. Moderately disagree6. Strongly disagree

1. Requiring students to .wear a coat and tie to dinner.

2. Expecting students to act in a quiet decorous manner while inthe dining hall.-

3. Requiring the door to be open when women are in men's rooms.

4. Allowing women in men's rooms on weekday evenings.

5. Allowing women in men's rooms after 2:00 A.M. on weekends.

6. Allowing'women in men's rooms after 2:00 A.M. during the school week.

7. Prohibiting drunken, disorderly behavior on campus.

8. Prohibiting drinking in dormitories. .

9. Having the student government set up the living and social regulationsfor students on campus, with the administration playing only anadvisory role.

10. Having the student government set up the living and social regulationsfor students on campus with the administration setting certainlimits and requirements which the student government must follow.

1111.1111

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'69 Part VIII

9 1 6)..-30 Code No.

411 11. Having the college administration set up the living and socialregulations for students on campus in consultation with membersof the student government and other members of the student,..body.

12. Having the college administration set up the living and socialregulations for students on campus in terms of what the admini-stration thinks is best and with little or no consultation withAtuesnts.

OIMINM0114 13. Having no rules concerning the-non- academic aspects of campus lifeand trusting to the decency and common sense of. students tobehave in a mature fashion.

14. Having specified evening timed in the dormitory when conversations,phonographs, etc., would have to be very quiet so that those whowished could study or sleep.

15. Having resident upper -classmen counselors in the dormitories tohelp students who are having difficulties with academic or non-academic aspects of college life.

16. Having the students themselves responsible for seeing to it thatthey follow the rules concerning such things as cheating andmaintaining gentlemanly behavior toward female guests.

_11 17. Having the students themselves responsible for enforcing rulesconcerning considerate, non-destructive behavior in the dormitories.

4

la. Having resident upper-classmen counselors in the dormitoriesto help enforce regulations. concerning student behavior.

19. Leaving the enforcement of all rules up to the administration,with provision for fair appeal procedures.

20. Requiring students to report themselves to the proper body forviolations of the college honor system.

21. Having the student council set up a student committee to tryother students who have been charged with violating regulations

,regarding cheating and plagiarism.

22. Having the student council set up a student committee to try otherstudents who have been charged with violating regulations con-cerning honorable behavior toward women guests.

'13. Having the student council set up a student committee to tryother students who have been charged with violating regulationsconcerning considerate, non-destructive behavior in the dormt,ories.

- .

.,,...4.--.2..

169 - Part VIII

1. Strongly agree2. Moderately agree3. Slightly agree

Code No.

4. Slightly disagree5. Moderately disagree6. Strongly disagree

. 24. Prohibiting sexual intercourse in dormitory rooms but permittingany other kind of sexual behavior between men and women.

25. Prohibiting sexual behavior between men and women which goesbeyond kissing and caressing by fully-clothed couples.

26. Requiring students to attend classes.

27. Requiring students to live on campus or at home, and not inprivate rooming houses or apartments.

28. Holding students responsible for their off- campus behavior whilecollege is in session, e.g., taking disciplinary action againststudents who start drunken brawls in a local bar.

29. Requiring a sworn statement that a student is not a member ofa subversive organization before granting him a government-supported scholarship or loan.

30. Disciplining students whose behaviors seriously disrupt the -

lives of those living near them.

MO.

The imAiediately preceding questions asked you to indicate yourviews, on college codes of student behavior by means of rating scales.The following questions ask you to describe your views in more detail onone aspect of campus life, namely, relations with fellow students, particu-larly in the dormitory.

1. What standards, if any, ought students be expected to meet in this area?-Try to be as specific as you can.

2. If you think there should be standards, should they be stated explicitlyor should students be expected to learn about them implicitly in thecourse of living on campus?

244'69 - Part VIII - IX -32- Code No.

3. If you think there should be standards, through what procedure, if any,should the standards be selected or created?

4. If you think there should be standards, in what ways should the students. be encouraged to live up to them?

Part ,

Family Background

1. In which of the following geographical regions of the country have youspent most of your adolescent years?(please check one)

1. New England 5. Southeast or deep South

-2. Middle Atlantic Southwest

3. Midwest 7. Far West

4. West Coast 8. Other (please specify)

2. Which of the following best describes the community in which you spentmost of your adolescent years? (please check one)

1. Suburb in a metropolitan area of more than 2,000,000 population.

2. Suburb in a metropolitan area of 500,000 to 1,999,999.

3. Suburb in a metropolitan area of 100,000 to 499,999.

4. An independent city (one which is not'a suburb) of more than500,000 population.

5. An independent city of 100,000 to 499,999. (conted)

2 4 5

Part IX -33- Code No.

6. An independent city or town of 50,000 to 99,999.

7.'An independent city or town of 10,000 to 4.9,999.

8. An independent town of less than 10,000.

9. Farm, ranch or other open country not in a suburban area.

Are you (put a check on the appropriate line)

1. an only child (if yes, skip to question 5)

2. the oldest child

3. the youngest child

4.. an in-between child

List the ages of yoUr brothers and sisters (use S for sister andB for brother).

.16

What is your father's occupation? (Please be as specific as possible,naming his position and the type of firm, if any, for which he works.If your father is deceased, retired, or has recently changed hisoccupation substantially, please state his previcus occupation.)

If your father works for, or owns a business firm, which of the followingbest describes its monetary value?

1. over $520002000 4. $100,000 to 24.9,999

2. $1,000,000 to 4,999,999 5. 052000 to 99,999

3. $250,000 to 999,999 6. $6,000 to 34,999

7. under $6,000

169 - Part

24f-34- Code No.

4111Ap7. Which of the following best describes the Combined income of your

family last year? Consider income from all sources before taxes.

1. Less than 34,000

2. 34,000 to 5,999

3. 36,000 to 7,999

4. $8,000 to 9,999

5. $10,000 to 13,999

6. 314,000 to 19,999

7. 320,000 to 25,999

8. $26,600 to 31,999

9. 332,000 to 39,999

10. 340,000 to 49,999

11. 00,000 and over

8. How much education have your parents had? (Place an F in the appropriatespace to indicate your father's education and lito do likewise foryour mother.)

1. Less than seventh grade level

2. Junior high school level (7th through 9th grade)

40 3. Some high school but did not graduate

4. High school graduate

5. Specialized professional or technical training, but no college

6*.'Sone college but no bachelor's degree

-7.--College graduate

8. Some postgraduate training, but no advanced or professionaldegree

9. Advanced or professional degree

9. To which of the following socio-economic classes would you say yourimmediate family belongs?

1.working 3. upper-middle

2. lower-middle 4. lower-upper .

5. upper-upper

N59 - Part IX2 4. 7

-35- Code No.,11EINOMMMO

10. Listed below are a number of religious denominations. Please indicateyour own religious preference with an 8, indicate your father's withan F and your mother's with an M.

1. Baptist

2. Catholic

3. Eastern Orthodox

4.. Episcopalian

5. Jewish

6. Lutheran 12. Other (please specify)

7. Methodist 13. None

a. Presbyterian

9. Society of Friends.

10. Unitarian-Universalist

11.. United. Church of Christ(including. Congregational)

11. PlaCe an F next to the category which comes closest to describing thenationality or ethnic background of your father's ancestors. Placean M next to the category which describes best your mother's ancestors.

1. Asia (froin Pakistan eastward)

2. British Isles

3. Central Europe (Germany, Austria, Switzerland)

4. Eastern Europe (Russia, Poland, Baltic States, Hungary, andthe Slavic.States)

5. Latin America

6. Near and Middle East (North Africa, Arabian Peninsula,Asia Minor)

7. Northeastern Europe (France,. Belgium, Holland)

8. Scandinavia.

9. Southern Europe (Spain, Portugal, Italy, Balkan States)

10. Sub-Saharan Africa

11. Other (please specify)

12. Please place an S next to the political party whicy you prefer ingeneral. Use an F to indicate your father's preference and an Mto indicate your mother's.

Democratic Other (please specify)Republican None

13. How strong is the party preference you just indicated? (Use S, lg,and F as above)

111M1..1111

Very weak Moderately strong

Moderately weak Very strong

Thank you for your cooperation

.APPENDIx ID'

EI.VM1fORD COI.Z.ZGB

SMUG 1965

ID 1

An Information 1,5,4ovided 022 this form is confidcatials, it tt4.11 be wed forresearch ruzsposes only clnd vial not be to the faculty or admini.s.tration to evaluate or Slattso zeta as an order to assure yourprivarxi you e o bans* oettee. to construct your Mal f012/7vrtrambo3. code nwabor asfollovs:

1. The first symbol is tho 1z.tt 3.ea of .yonr fanerta '.1.5.srat name.2 The socoid symbol is olio :.T.a.tial of yozn, notherls Vane: name.3e The third ant folvta symbols Las o' to day of .tho =nth on which you

ve.;-e born. IT yo'a were born before the 10th ow tho contho usezero es the tbird symbol zrar2 tte data cs the fotirt2t,.

For example: if your fataerts first maze is e: JoInt mothortstire; none Alice* end yam t=s- bora on the ?i.131 nomutt, your code timber .woad

A

Flew* ur.lte tyour cod° =box in ertiO 617C1C0 btraMio Cie you have 1..zad-wa. codeumber attatwett write both yo-or old and new code ntraero cud ine.icate viich isthe new one).

A nv.ralras of this itor..ts ca this form t. L bo i icir to 113747 you bee-cause t.t.ey agooared on a crl.cm-:lionnare you. have o3.ready conpleted. One ofthe TOE:5023 for remearinietoring Vat, items is to 6.Socover vhat your current .

opinicno erre& It Lo tIlerof.oz-o linportmt that you antraer terms of ;fourgresent attliasdes, uithout co:nada:1.ns the resprzaces you save on the prorilous

STZ..SI4C11,40 &MD

questionmare.

PA 1:

Conce.14rts otrationr:a:3.re arg-za you. to rate 2,-ot.i? avec:mat or d:3.F..tagree-seat ef.t7a a arr.11,eat o acrnoT.'. al statements about Sze:is-id:7;as% sztoups, clad tt2oirinte2.Aolaticronf.nz. olleor to make, the menn1.1.3 clew- t7,17.0ass:tsar:A to corr.: of tIto cairin useil in tile stattszry.ntz aro el. von belGth, Pieaseroad talc de..:4-...7i;;. ovo cc:7'0E1.1117 becatze Oozy may bc.1 la:snezent tatt" theones you To 12112 .-.T.oatnteour.1.:2 filV3 74 oil oases plecico to the words in

of 111.2 &Zit:141.0as 0.7c....1 bore.

Group « cromiss..tion ao t?..to P.1(10A.: a localC1710 or polit..lastl e7 .11b., studez".: Goya:us:cat orgamizatio;0. COMO:Li:C.0 EV.Zt:". :;10.t; 115.V4in mob. oriznizations.

COS'arittri-47 tedq-al, OZ),tat1 3:-.,,.. r-1. :for

. %. - 4,va

ar; titS.tat t./ 15.7o :la

r.cdriebor...7z2cf.1 4.ra 1...i e

::* r.r.).:.; :1.-"*CfV

oZ an

eFildese

7.7 cacco

Isconvortiont a-rezzardt ErT1.4 to mode:mxt COsnlestsureor discev.lo2.t. tr,:tir.112.7 of c trzpozmuy natura;

249

2

ID 2

Preference The state of desiring some alternative more than others.As used in the questiounairell the term COnnOtO3 a =all tosediun difference between the do:Arad end rejected atone)natives.

Komi Just,, g9ods ethical.. Althenat synonyma listed here -Eeryseraotalav, sti:tzt,stai wczor to judgecnts of rigiat Etnawrong wilih respoct to EOM important principles concerning howpeople ought to act. These general prizoiples command. amoderately high degree of agreement by the numbers of oursociety, aIthouz.,4!1 there is disagreement on the pewee of theprinciples and on the range o.f situations to which they apply.There are moral principles for most arms of human conduct,particularly ones involving 5.ntaractions among people. Whenyou are asked to judso Talisthor scrivning is corns, right, etc.is the followins questionnaire, you should respond 5.n 601:1213 ofwhat you person: My believe the relevant moral principles are,even if you think that some other people would disagree.

Boma of the follouitkar st-aterzents contain combinations of assertion& whichsight imam different reactions from you if they were responded to separately°Such.coiabinations aro often necessary in order to present complex ideas*In such cases your 2.sespouse to the total statement should be based on someconb5,v.ation of your siev.ctions to each part, with, the pa tfaLich is moreimportant to you being given elvater weight. It is inportant that you assignonly a ga.r..gis ratin to the cmibinod statement'

Please use the following ratin scale to indicate your reactions to thestatements. Place your -s-atItes in the spaces to the loft of the it

1. Strongly acr.<.Ae 4. Slishtly disagree2. Moderately Etepoo 5. lioderately disagree3. Slitly asree 6. Stronay disagree

1. It is urovIr, for a 2x3rson to ohm/ indiff.erwce toward the....... well being of mez-sbers of his immediate circle of friends".

2. In life an india.vduali should for tho most part "go it clonal"assuring himself of privacy, 12.ar.--Ing Erech time to himself,attempt-1ns to resist being inrk.teneed by others.

3. The typical law abAing person tho avoids situations in whichtransgressions ccc..tr, rath,or than acting in such sittuations toprotect those who aTe being injured, does not deserve the -

respect e e'!1-.12a

001171111111MINIasse 4* The ambers of a ouG'at to be willing to inconveniencethemselves in or0.c::: to help the group 0.cc=raich its goals.

......R,-..-

ansmpouralimee

01 3 *.

ID 3

5. It is often hotter for a gz.oup to aGree upon specific rules tore.sule.to behaviors of importztce to the group than to leave theregulation to the individual judgments of the group membera.

6. A. person who 'Atm-lases e.n manure" or immoral act, such asphysical assault or sadistic taunting and teasing, and who doesnot try to. do what he can to stop its occurrence shares somepart of the guilt with the tronsgresso?...

7. Concern for the welfare of others should go beyond seeing thatthey have their essential physical weds mot.

8. at is extremely satisfying to /mow that one is an indispensableand appreciated Ember of a purpoaeful and effective groupCteam or institution).

9. One of the worst feelings a person can have occurs whoa he hasfall esi short of what his group expectea of him.

10. It is tot wrong for a person to 14v.2...4t the range of people toward. whom he acts in a considerate canner.

11. Peep, lo cannot rely solely upon minieterz, policeman and judgesto insure meza3. hsaavior among the citimens of a cot mity; theymast each act to dissuade otb.ers fron ar.tiossocial acts.

12. More Is nothing wrong in the members of a grouo trying to perstirsuede indifferent or mildly dissen.t3 members to go along withthe group.

13. A member of a group which engages in i'moral acts shares theguilt of the group unless he does al.1 he can to pl.event itsimmoral behavicr.

14. A pan's throuGh Iii work and his life withfamily and friends should .13.rdost, always tr,anscerbd his obligationto participate in the civic activities of his community, e.g.,being active in lcca3. civic, political, oulttrzal or charitableorsznize.tion. ,

15. Some of 3..ifels gre?.test satisfactions are found in workingcooperatively with others.

16. Whether an indiviexml acts to pro+.,ect the we of personsbeyond his circle of friends and relatives is a matfter ofpareemil not moral °Mist:Ion.

17. A wza.. Isho to tr:.1,:rl care of Vile of himself andhis family does nc. deserve the respect of others.

1G. Kan are fire; and rorecost individuel beings; the identificationsthey Erty have witle. ivoups never really alters their essentialseparateness from one another.

ea 4 .0

ID 4

Akw Please use the fol./ovine; rating scale to indicate your reactions to the

otatenonts Place your ratings in the spaces to the loft of the items.

gimalltireresome

4111111MORNIMIMIP

esesormimesno

1. Strongly agreeNoderattzly agreo

3. Slightly e.groo

4. Slightly disagree5. )lode ate disagree6. Strongly disagree

19. Everyone has an obligation to critirao other members of hisconnunity when they act in an imeora3.. antideoc ci manner.

We It is wrong for a porson to choose to pay little or no attentionto the welfare of persona with whom ho has no personal connection.

21. So limitations should be placed on the freedom people to doas they please =lass their acts unquestionably cause seriousdamage to others.

22. It is better for a person to iL.Pnoro the /arms: social concernsof the community in w hich ho lives than to force himself totake part in thoso concerns merely from a sense of mora3obligation.

23. Not only doez every one have an inalienable ririlt to life,liberty and the val.:suit of happiness, ho also hats an equallyinalienable rural obligation to protect others from having theserights takon Irma QM.

24. genes natural state is as a Somber of a group; the individual uhoholds himself aloof from active participation in a. community is mete,ing against his natural inclinations,

25. People should leave the prevention of ieraoral acts up to those're. whose jobs are speoificaliy concerned with such prevention.

26. People should. be as concerned with the rite end conditinns ofothers as they are of themselves or their immediate

27. :Omar conflicts between oneos on comfort and convenience andthat of a neielbo2., should be resolved in favor of the neighbormore often than not.

0111.111101111110211

11111101.111111111111101111111

OMIIPWION023~11128. It is ofton nore czatify...n4 g to uork for the accomplishment of

a goal held by a oroup to 7.5bich one belonge than to work for theat-bal.:mat of aepurely personal goat.

29. .filthount altrnism and feelingb of responsibility for no welfareof otlrers awe gen:Talley thouatt ec,o tadr-nrable qual5.-ties, aperson chouid Le, -3e required to hay° them in ordor to bo re.0operated bs 11.14 asol. or others.

30. A community in with .eh people were very concerned with each otehor'smorality as t:all c.s their own woad be an intolorable one inwhich to live*

(

P R ' t

411111MININIM>illoossell

owollimerrows

ti

4a5-

ID 5

31. An individual most deserves the feeling of satisfaction withhimself after he has done something to help someone else.

32. Individuals should feel responsible for fostering the improve-meat of mor43.8 as well as the physical well being of ethers.

333 A person should be willing to openly criticize individuals whoN. '"I? the race ar.I.e.eed upon by the

31.

35

An individual who has not caused mother's misfortune has nomoral obligation to help tho otter person.

It is important for an indilidual to be closely identified withat least one group.

36. Zia one can be genuinely concerned the welfare of peoplewhom he doesn't know and has MVO« seen.

37. A young person's most importextt 1413rRiaviti3.ity is developinghis wait skills and capacities.

38. When groups have to exert pressure on 8020 members in order toaccomplish sicAup goals and uphold norms, th© goal or nornlosesits value.

39. People cannot be considered moral if they aro indifferent tothe welfare of the nenbera of the cams: amity in which they liveand work.

40. Individual, consciences need the support of laws and social, codesin order to function most effectively in producing moral behavior.

41, Itianes natural state is as an independent, unattached individual;he acts in conflict with his esaential qualities when ho actsjointly with oeiers as a member of a hi .y unified group.

42. Things work best when people concern themselves with their ofwelfare and let etb.ers Wm care of them:avec.

43. Group members oucitt to join in group activities even if they aroinitially indifferent or mildly oproSecl to these activities.

44. A community in which everyone could be sure that his troll beinglaculd b3 p.,:oteeted and fostered by his fellow citizens would soonlose its vitality and cease to dotrolop*

Virtue and hoziot, do not belong to these who merely dissociatethesamiros txon -Me immoral acts of -noir follounon; rather,it belcass on?* :* those who entr.1-:-)U',117 work to p:rovtat,each actao

43.

46. Cortfoxulty to group norms and goalo shosld be achieved almostentirely by relying upon the consciences of the individual members.

r

p

ID .6

'tii

6

Please use the followinis rating scale to indicate your reactions to thestatements* Mace your ratings in the spaces to the left of the items.

1. Stronsly Agree2. MDderately agree3. SligAtly avec,

4* Slightly disagree5. Moderately disagree6. Stronsly disagreo

Z When one individttal betstven unjustly toward another,it is mom for a third person to intermit) to correct theInSustice =leas he has been asked to do co.

48. It is better to ignore a person in need when one feels noporsonel Compassion for him than to act ooapassion.atelyout of a some of obligation or guilt.

49. It is just as important to work toward group goals andadhere to the established rules of the group as it is togratify °noes individual desires.

50. A man slio1d not be respected for his achieve:tents if theywere obtained by interfering ulth the welfare 'and detrolopmentof others.

eirs~~mo

11111111110011111111111110111

111111Nlmwomenla

fINWIFEMINVIMINIV

51. Only a person Vas, remains aloof frota social organizations ezdgroup ellecience3 can fully develop his potential ail an

52. he consocuences flowing from the linitation of a porsonisfreedom to two 1::-7.s resources and ea ho wishes arooften fer uorso than the ea.:mo .4:0:4. cinch freedom might causeto others.

53. he EOM fact tint one group or nat:I.on io prosporous andanother is not places no moral obligation on the 'lave"group to improve the lot of the "have not" group.

54, Individuu.ls do not really fulfill their b.tman potontials11==p-- unless they invelvo thonsolves deeply in saome group.

arescsurructso,

eilmaginerwree

negare.033 of how democratically a group sots up its estit ceases to bo a democratic croup once it begins to pAessureits montows to conform to these rules.

56. Grove nod corivaraitios wh.lobe refeme to regulate the behaviorsof thoir noalors encourage the e.xplCatntion of the tseak by thepowerful.

57. t'ettf:ro is r.o -sant b::tuez.n an individual'sfulfillmezat of 1..s on needs and-LI:la fulfillment of the needsof the groups to which he bolongs.

58. In e:c0..d be ready to inhibit their own pleasures ifthese incolarezic.::o othe.rs.

011111111=1.11M010

61111111.111.111MM XII

011114111011011MMNID

1011111ertiounne

1111110101111111=Sapies

IN Nu imolairem

filsoloarIMISINNI

2540. 7 MO

ID 7

59. People who identify strongly with some group usually do soat the expense of their development and individual self

60. Regardless of liee content of the act, it is better to dosomething tbat springs from a gentin' o personal interest thanfrftvie n feeling of .ftblisrx" cts:

61. Doing. something for a friend is more satisfying than doingsomething for yovreelf.

62. Mien the 'nr.seds of a group and the preferences of some of itsmembers cmo into conflict, the latter ought to be given fargreater weight in deter raining the outcome.

63. When democratically orgozased grorps begin to imfleence andregulate the behaviors of their members, thoy either dis,integrate or beccme traneformed into undemocratic, autocraticgroups.

64. An individuals responsibility for the welfare of others extendsno further than the boundaries of iris immediate circle of

/ friends and relatives.

63. It is wrong if an 11.xclividtsal refuses to participate activelyin at /east ore of tits group activities of the community inwhich he lives.

66. Except for one's iraaccliate family and closee friends, peoplehave a perfect rigIit to pursue their cm goals without rewardto the convenience or comfort of others.

67. The develoyaent of inavieual consciences is hindered by thedevelopment of formal soup stosulations and codes.

68. Eitcouragins otitc:os to behave in accord with generally acceptedmoral standards is as important as one's living up to themstandards.

69. A person should be willins to cooperate with democraticallyselected group leaders, oven theug'a they aro not the ones homsonally p7eforrod.

70. One should avoid twins to make puople CO3?0 Moral rind cons*cider ate than they generally are.

71. members rf:..)pld not be criticised /ellen they 7:e:r...co to docot-:::?;hiat3 .14a thoy ktc.:17o no intorcst even. ac4;,ion

quoe:::ton is :::::cessary for their c,Jvoup to reat.. sect.lo

72. OW'S MrajOW to of men is to let them alone sothat they may s:T..n11: or subs by the: 1r cm of

ID 8d8.Please use the following rating etlall to indivate your reactions to thestatements. Plaoo your ratings in the maces to the left of the items.

411.111MIONOMPOINO

11011111111UMUNMIONOM

01.11.0406114410011

4110001.1110.110111Mange

erinaleilaPINNWIS

iposwell.110.411All

411401111

111111111001110.111101

1. Strongly agree2. Moderately arms3. Slightly agree

4. Slightly disagree34, Moderately disagree6t, Strongly disagree

730 As soon as a person, begins to consider what effects his actionswill have on bystanders, neighbors, or follow workers, hebegins to compromise his value ss an individual.

74. Individuals and groups exist in a symiotic rtlatioaship;neither can flourish without satisfying the nosds of theother.

.75. Although others may equal it in importance,there is no valuemore irtrrortant than compassion for others.

76. Regardless of whAher groups are domocratically or auto-cratically orgarilmed, they tend to encroach upon the individualfreedoms of the:.: e mot:bora*

77. We intrude =jut; Ufiably into the privacy of other personswhen we try to g;?t them to abide more oloaely to a moralcode uhich thfty accePt as a vague ideb.1, but which they donot follow in thAr behavior.

780 If one individual ia treated injustlybq another, but doesnot do anything to remedy the injustic2, it is improper foran outsider to interfere and tako the part of the injuredperson.

79. In the long Mt psopie are beet off if loft to regulate theircm behavior rat'.4r tSun Setting up group no and sanctions.

Co. A pemoa is right in fooling annoj-od or angry whon other,medbers ex his gyoup ignore justifiable group demands.

81. A citizen has th.) reoponsibility to answer questions put tohis hy proper au7=horities about Mega acts he may havevitnesocdt rinc't Is reckless drivins which endangers the livesof pedostxLans o.;., physical assaultg but he has no obligationto viannteer DWI information if ho is not asked.

82. Peoplo ono try t;:-t are unablo to provide for thoir o alfareharo a risht to 1.1rpect help froze cthers.

83. The Mull woad !al one ir meh iz 1. d gal tit5tmo to 10-1 .110 cr srouninflnsnc)f),

84. Acting to prote::, the rishte and tatez;?esto of other netibersof one coianniij is a waSor oblisation for all persons.

8,0 EVery person Soo :._id be his brotiser.7s keeper in the physical andmoral sense.

ID 9

85. The essenco of domocracy is protection of the individual againstany sroup pressures desisned nem kin conform.

87. The only people slaty of immoral coos are those who committhem or directly cau.se them to be committed; others rho nighthave provonted the acts. but did note. should bear no blame.

88. Peoplo should give up etct...1:stities to:doh trins them pleasureif those activities =se serious clisconfort to others.89. Conformity -710 the policies a your grout when you are not

wholeinheartddly in agreeLlent with them Is wrong, even whenthe policica are the rozult a a domocratic process in whiphvon VG= free to participates

90. An Individual tzully finds hilzalf when he merges with a socialvoup and joins with others in re!-:;....uto tad deterzined activityfor the realm,Ition of c-oeial goals.

91. The presentee of rules and rogulationo governing aspects ofcommutity lixe tondo to lead indirIchlals to rely pen externalauthorities rather than on their cun consciences in detorminbigwhat is right ats.d tgat is limns.

etrosnerestas

orsaasericeacyr

92. All men haw an obligation to proaoto not only the welfare oftheir imediate circle of rolativou but also to work for thewell beln of ra/ the. members or to COLIT'41.1aity in ehich they live.

93. It lc went: for a man to point out utlior people's moral. short'comings.

94. It is eyepathetio love among persons %Saab. Llono gives significanceto life.95.

off. People damage thomSelves as indiviattals when they inhibit orE0.70 other vay mod:4,4;f their beizaviors as a result a theevie6 of the groups to which the7 Inlcncv).

97. A .derlocraticaltly oreanised group has the right to doterminethat shotald be; considered propor boliavior in areas r.olevantto the group.

98. Individuals should fool no obligation to participate in thegroup activities of the ccmannit;L:Is eliCh they ho.ppon to liveoz wort:.

It is the duty of every wed citizen to criticise proSuetiocdtanti-minority liefzirlz.'s made in ilia prosonced,

99. n is yToyysz cc: a crattp to decielo to note. C;V:.:t7) :-ad ogpuniz;7.1nas.3.t to c.,-; alp members who act without reward to the Goalsand rales of the croup.

1001111400010sab Zan is a soela7. :znitta; he cannot faottrish and crow uithouidentifying vith sem grolp4

. 20 «.

May0' use the following rating scale to itdicato 7our reactions to thelements Place our ratings in the %moos to the left-of the items.1. Sts..yongly aoo2, Moderately agree3. Sligiga7 &Greg

tlislitay disagree5* Moderately 'disagree6. El.engly disaves

101. &Amazing the .obligatlons people have to help one anotherhinders their abilities to take care of 'themselves*

102. A person &Ionid not fool borad to follow the decisions of thesroups to which he belongs if chose decisions are not in accordwith his goillate prefereneea.

01';wan.

40 11 dm

PAT 2 II

ID 11

,A

The next section of the question mire asks you to e=ine brief sketches of typesof students found on college campuses. 7.32 order to avoid the misunderstandinsand resentment that aorietires occurs when people are asked to think in terms o:/.`psychological typeo, en explanation of the way La which types are conceived of in-the present, research will be given.

.

A psyeholci:11.cal type is a sot of persanal qualities existing:inspecified amouats. We may assign individuals to types then weobserve in then the specified qualities and. amounte and relation-ships. But it should be noted that the student is.notAktlyse andthat it is not quite correct to say that the.. student belongs to thetype either. The type is elaracteristic of the student, but it doesnot totally embrace him, no will any two students express a giventype in the same way. Fbrthermore, the same student may express morethan one type. Therefore, when we.clessify a stUdent into a type, wedo'not assume that we ha7e described all or even the most significantpart of his persomlity.

elth this definition of typo in rinds please read tke descriptions set forthbelow and then respond to %As: qmstions ubich follow them.

A. .Whis student got scItisfaction from the physical eneray, ex Cementand competition of athloticy. He is a member of at least oue varsi:;7teem and participates in in.:-..ramural athletics as well. He feels un-comfortable and tense r: ;Ness ho can engage in come kind of athletics orstrenuous physizal aetivity &few times a we even if it is only threw6aing a football around, gis friends share his athletic interests, althoughthty are not mews:ex:11y tezm members. He cowiders unathletic studentsas unmacculine and unattraollve as friends and companions. He does notgat into many disoussaas c/Jeer than ones concerning sports or women.Re enjoys roirjh and ttmelle glysical horseplay. His grades are averageor below average and he baz; little interest b his course work or inintellectual. matters'

B. He devotes more ti ma elm most other students to political eventon the amnia 4al and interamtional scene. He is likely to read news*papers and maGazines reglaaay in order to kaop up with the newc. Heoftaa participates in political activities bon on and off campus, e.g.,atteading talks by pollU=1 figures, campaiving during elections, andparticipating in Ullu-:Ilustratians. His convoraation frequently focuses onpolitical cv,azte sad at tales his ittevest in his courses wanes becauseof hie political involvement. Bic friends generally share his politicalviews and he may have e. clase relatioachip vith a likei=minded facultymeeler. Ie j an alrers;.go r:? better thas averasa student.

C. lit major z.atisfeci,lo:': come from WA; frioakIaltipa vith ether Glraf5z.-7.He is an extrovert who An is a gathering place for ethers who en;;*:,his pleasant conpany. no can usually be entice! to leave his studies byany opportmity for friendly interaction, e.c., a trip to the snack bar,a ping spong gamey etc. no ?n joys going to college sporting eves ass withgroups of his frieadc and 7efere eoublo and triple dates. Althouel heis not usual l7 an outstandi4g athletec be participates in and enjoys

.

. s.) tl)1, I ID 12

intramural sports* A good deal of his dOurse work 14 seen as somethingthat has to be done, but that isn't very interesting or useful. Hedoes not aspire towards night grades, but he tries to avoid getting belowaverage grades. 'Usually he tondo to postpone his work until Shortlybefore examseknd paper deadlines. His grades are average or below aversage.

n. eke= type 4ft eePtcoi. d4at4t3u4nUerA unismwil elt*mas eneg enasaemes bya more than usually uukempt appearance. He general/y prides himself on.being more worldly, sophisticated and perhaps more "beat" than his allowstudents, wham he may rtgard as childish, He tends to restrict hisacquaintances to students like himself and among them is.fairly outgoing.He enjoys being with female members of his type. Male, folk and classical,is a frequent interest of the type and he probably can play a guitar,banjo or similar instrumento His dates are more likely to involve partiesthan attendance at official college events* Be travels to nearby citiesfor entertainment more often than many of hia classmates and he tends tothink of himself as a city person. It is not unusual for him to show morethan average interest in art or politics. His gradeo may vary from poorto excellent. He is likely to be spoataneous and original in his coursework but may suffer because he attacks his aesignments in a poorly organizedway. Sometimes be is given to dramatic bursts of course work and can getdeeply involved in some of the topics covered in his classes.

En .This student's major interest is women* He dttes frequently and isskilled at making contacts with attractive fatales. Although he doesn'tdiecuss his exploits as a spatter of course, it is generally assumed thathe engages in intimate sexual behavior with VC1031 more frequently thanmost students. He is frieadly, but does not have a large coterie of friends.He prefers single dates or amall gatherings to large parties. He enjoysparticipating in intramural athletics on an occasional basis. His gradesmay vary from poor to fair17 goods

F. He seeks prominence in campus affairs via activity in student govern,*nest, the newspaper or some other means* He is generally a well organized,mature, responsible and ambitious person with many ideas about things todo en campus. He is on good terms with many students, but his campusactivities keep him from spending large amounts of time socializing* Heis better. known to the ;embers of the administration than most students,*He enjoys athletics both as a spectator and a participante His gradestend to be average or better than averane.

Ge This student's outstanding charactottatic is the high quality andcreativity of his thinking. He has an intelleetual Midas' touch so thatAlmost every topic he turna his mind to is mastered, with distinction.Although he usually has an area of major ante eat and plane to go to gradu-ate school in that area, he gets involved in many other areas* He ependaa good deal of tirse Wrl'ItiP" but often on settrial ttat gook beyond htsassignments. Ea genenalln :n joys his echoel van% and looks upon au eh oZit in an almost playful mee nes* He has few if any doubts about his abili-ties, yet is not boastful or derogatory toward other students, He isoften aloof from other stueents but can form close friendships with otherslike himself or with Chose eiho value intelleetual activities. He is alsolikely to be on close tesun with a faculty weber who shares his interests*

4- .

l3* ID 13

H. His most prominent characteristic to resenteent againat what heConsiders to be infrisgementia.upOn his personal freedom by older authoriseties. He oonsiderd himself a staunch individualist. Faculty and adminismtration members consider him to be somewhat negativistic. He generallysees the administration and faculty as setting forth and enforcing unsnecessarily restrictive rules in an unfeeling way. He is critical ofany campus organisationd because he sees them as requiring him to yield

some of his independence. He casts relations between students, on the onehand, and faculty and administration on the other into a Nesagainststheemold and. Is very critical of students he thinks.have gone over to the .

opposing side. gis participation in college activities is low4 althoughhe may be very active in spontaneous horseplay such as snowball fights,food riots, etc. He has an average interest in.sports and enjoys takingpart.in intramural athletic°. He does average or below average work andla in general apathetic to most of his courses.

I. Ho is a hard worker who is primarily oriented toward doing well inhis courses and is generally wallas to Wks-Id/nate most other goals tothis end. Although be sometimes does get intrinsic satisfaction from thecontents of his studio?" this disappears if his hard work does not resultin high grades. He focusee more on the specific requirements of the courseshe takes than on the subject matter in gonoral, and would prefer to go throughan aesigued reading twice than to read an unausigned but highly relevantarticle. His aesignmeats and papers are usually completed with time to sparesHe doesn't participate as much in the campus social life as others becauseof his long hours of etudy. He rarely engages in athletics outside ofphysical education classes. He generally does somewhat better than-averageto very yell in his coursesa

J. This type is noted for his ability to talanee and satisfy the academicand social dm:ands made by college life. Ho is quite well organized sothat he usually gets his course work done with enough time to spare forsocial and extracurricular activities. Thera area of course, times when helets his course ork or his eocial activities slide in order to pay moreattention to the other, but these times are infreaaent. He is generallywell liked by the students who know him, but m would not be considered acampus social leader. IN forms very close relationships with his rootmates,sho know that they can count on him for help Viten needed. His course, workis above avers ,e3 by his senior year he often beeoses quite involved withwork in his major fields U enjoys participating in intramural sports andis a loyal eupporter of college teams as well as of other college efforts,e.g., orchestra, drama club, etc.

K. He gets great satisfaction from absorbing, organizing and creatingideas in a variety of areas. He is easily drawn into intellentual disc*eussions about topics which engage his interesto. He is quite critical ofcourses and teachers which he feels do not add to his knowledge, stimulatehis thinking or allow his to express the ideas he has. His arelikely to be variable, doina well in sources In which he is int....1-zsted andnot so well a oneras Ho :as no more than tAtl average ln gettilsgood grades and rAa vary c'tcerned with grades rally when ho t1-41r,iv3 he hasreceived a low grade because he did not get across as idea he had or becausethe teacher did not understsnd What he had to say. He prefers friends (raleand female) who share his involvement with ideas an& enjoys being with suchfriends frequently. He is n:t very active ataletically, although he may enjoybiking, bicycle riding and other nonsteam sporte.

4 _r

..7777 f

:

;

.."7"."7"1"4""r"..r."..'""rir".."- tr - -.or

ise

ID 14 .

Le This student is more mature than most of his classmates. Be is a..-warm person who is not easily, ruffled and'who is ready to lend a sympathetic ear and give advice to other students when they wish to discuss.'.sonotbing that troubles them. Al.he.student whO is .upset, _over failing anexam or over trouble with a girl finds that alalk with thip.type-ofstudent helps him regain his. balance. This,type.is usually sociallyactive, is likely to have a steady girl or'a fiancee. Be enjoys par-ticipation in intramural athletics, and his grades are generally averageor better average

lo Now that you have read the descriptions, select the three Vhich you thinkyou would be most likely to manifest in your behavior and feelings. -Listthem below in order of their applicability to you, with the.most applicablefirst. Then select the three which you would be least likely to exemplifyand list them in order with the least applicabe first.

Most

Second

Third

Applicable Types Inapplicable Types

111111111101.111111111111111111101110 1.1111110.11111111101110111100

sommommasommal NossurormaruND

alaaaree:ZeoWIONNO

2. Now please estimate which types you think the students "with whom you aremost friendly would prefer to manifest in their behaviors and which typesthey would prefer not to ohm.

First

Second

Third

Positive preference Negative preference

Student Student.

01111114011WISIP SIOIMPIIMP111.010111611111

ONIIIMINIMM11 1111111110111/WillerSIMINNIMO

4111111110.10111101111 NMIONOONNIONMOINONMNa

3.5

PART t ±±

D 15

This final section of thp.questionaire is aimed at learning aboutyour views concerning specific aspects of campus life0 Listed .

.below are statements reflecting a number of opinions about ruleswhich ought *govern canvas life and the manner in which .the rulesought to be created and 'administered* Please. indicate your weementor -disaveement tieing tb.e.following rating scale:

le Strongly agree 40 slightly disagree2.; Moderately agree C Moderately disagree30 slightly agree. 6* Strongly disagree

10 Requiring students to wear a coat and tie to dinner*20 &petting students to act in a quiet9 decorous .manner

while in the dining hall*30 Prohibiting women from being in men's rooms without

adult chaperoneso

40 Permitting drinking in -dormitories for men who are abovethe age of 21c,

50 Prohibiting drunk.en 'disorderly behavior on campus.,

60 Having no rules concerning the non-es:A(10de aspects ofcampus life and trusting to the decency and commonsense of students to behave in a mature fashion*

70 Having the sal:xi:lent government set up the living andsocial regule4onet for students on campus with tbaadministration playing only an advisos.7 role.?

8 Having the student govatnment set up the .living andsocial regulations for students on ccznpue With theGLIZairaletratiCa setting certain limits and requirementswhich the stullent government mast folZow0

90 Having the college administration set up the livingand social re.gulatione for stud to on campus in Conimitation with members of the student *government andother 'sabers of the student body.

100 Having tie college administration sat up the living andsocial regulF!'.ions for etiAdente on ea:1pm in terms 4fwhat tilezr. Vaink 16 best and withlittle or no onsiataahtion with stud4.3.ntso

Part III coned

01111111111111011411111

11111111110.1141110

--mow

OFIMMIN11011116110

a. 16 4-

ID 16

11. Having specified evening times in the dormitory whenconversations, phonographs, etc., would have to be veryquiet so that those who wished to could study or sleep.

124 Having the students themselves responsible forenforcing rates concerning considerate, non0destructiVebehavior in the dormitories.

13. Having resident upperclassmen counselors in thedormitories to help :aforce regulations concerning studstudent behavior.

14. Leaving the enforcement of all, rules up to theadministration, pith provision for fair appeal procedures.

15. Requiring students to report themselves to the properbody for violations of the college honor system.

160 Having the student council set up a student committeeto try other students who have been charged with, violatingregulation* concerning considerate, non-destructivebehavior in the dormitories.

4111111111111+MMIMO

411111104110101111011

AMOK NIIIMNIUMI0

17. Prohibiting sexual intercourse in dormitory roomsbut permitting any other kind of sexual behaviorbetween men and women.

18. Requiring students to attend classes:,

19. Requiring ir!vadents to live on campus or at home, andnot in priwtte rooming houses or apartments.

200 Holding stun ents responsible for their off-campasbehavior while college is in session, cog', takingdisciplinary action 4gainst students who start drunkenbrawls in a local bar.

21. Requiring a sworn statement that a student is not amember of a subversive organixation before granting hima governmentsupported scholarship or loan.

The last group of stauments are related to current campus issues.Fldase indicate you e&reement or diskireement using the ratingscale on pat.;.: Iro

ls msigra ion of Joe Eyre should be at!, elirectresult of a lack of support by students for Eyres policies.2. Eyre's resismtion was premature at best, since few ofthe reasonaUe avenues of poliey implementation hadbeen tried.,

Part III cant 'd

111M11101111111,111011

, y

ID 17

The president of the Student's Council shotild fulfill thefunctions' of his office as beet he can within.the existingframework of government, and not "give up" if thatfrarework imposes obstacles to this policies.

4. Civil disobedience should be used by students whereverand whenever they feel that it will apply pressure or asense of immediacy for' their cause.

5. Student protests and demonstrations against collegepolicy only serves to anger those in power and increasetheir resistence to change.

6.. Students should accept the traditional rules concerningcampus actiAritiest.su.ch as Collection,. meeting and sports,as part of the community of which they are voluntarilymembers.

7. The time limits section of our Honor System has nothingto do with honor and therefore it should be abolished.

ainummasso 8. Because the College is a part of a larger community,students should incorporate existing sexual mores intheir rules of conduct of their honor system.

9. An honor system should not be based upon hypocriticalstandards which are imposed upon students from outsideBourses.

10. The current grading system does not provide an effectiveevaluation of a student's work; every effort should be midto find an alternative system,

11. Academic stanCards of any kind require a system ofevaluation, the. present system is both necessary andsufficient for the purpose.

22. Grades are a hindrance to both professor and student andmay prevent both from realizing their capabilities.

The question; re is now eemplete. Thank you again for yew"cooperation.

NOP

265APPENDIX I re 1

HAVERFOND COLLEGE

HAVERF010, PA.

August 30, 1965

bear Mr.

Dr. Sidney Perloe, Chairman of the Psychology

Department at Haverford, is beginning a study of some

effects of college education on-students. Although

the research is not directly sponsored by the College

administration, it is welcomed as an effort to help

us understand Lore about what influence vour four

years here has upon you. We believe that in the long

run such understanding will help us to improve the

quality of the educational experience we can offer.

We therefore recommend that you cooperate with

Dr. Perloe by participating in his research.

Sincerely yours,

William AmblerDirector of Admissions

2gt;APPENDIX I E 2

HAVERFORD COLLEGE

HAVERFORD, PA.

August 309 1965

Dear Mr.

The college years you are about to enter are the focusof much energy, emotion and expense. You have spent twelveyears preparing for them. Your parents have also lookedforward to them and in most cases have committed a considerableamount of money to pay for your education. Finally, thefaculty and administration of the College direct most oftheir professional efforts towards providing you with a goodeducation and a personally enriching environment.

It is tempting to assume that all of this investmentis being used effectively toward the goal of intelligent andmature Ifaverford graduates. Yet every teacher knows somestudents who seem to show little return for the effort andexpenditure put into their college education.

There are many views about how to carry on theeducational process in a manner which maximizes a student'schances of getting what he should from his college years.Unfortunately, intelligent decisions are difficult to makein this area because we have little precise knowledge aboutthe effects of various educational arrangements. In recentyears, educators and social scientists have been studyingsome of the many aspects of college education in anincreasingly systematic and rigorous fashion. I am writingto you now to enlist your participation in one such studyof higher education.

A necessary prerequisite of my study is some information.from you before you arrive. I would greatly appreciate yourfilling out and returning the enclosed questionnaire. Forcontrol purposes it is desirable for you to respond to thequestionnaire on Tuesday, September 7. It will probablytake between two and three hours to complete. If it isimpossible to complete the questionnaire on September 7,please complete it as close to that date as you can. Pleasereturn the questionnaire to me in the enclosed envelope.

;i

lAVERFORD COLLEGE

Naturally, the work cannot proceed without the fullcooperation of most students. At this point the only rewardfor participation I can offer is the satisfaction of knowingthat you are aiding in work which might help to bring uscloser +A, immts goals college mrivown+Cmin eAirtAwa,www to mgmow.wwvamvu satawi theinterest of some of the questions. As results becomeavailable, you shall know of them when such information doesnot interfere with work in progress. When the project hasbeen completed, you will receive a full report of the findings.

All information you provide will be kept strictlyconfidential. No student, administration member or facultymember (other- than myself) will know the identity of personsmaking specific responses. In most cases the data will betreated so that even I do not know the identity of thepersons whose responses are being analyzed.

The questionnaire is not part of the regular orientationtesting program, although it is being administered withsupport of the College administration and the Customs Committee.Participation in the study is completely voluntary. There isno penalty for those who do not wish to take part. Naturally,I would like all of the freshmen to participate in order toensure the representativeness of my findings with respect toHaverford. If you should decide to refrain from taking partin the study, I would like you to mail back the questionnaire,unopened.

Thank you.

Sincerely yours,r1

.itvaeSidne3f I. Perloe, ChairmanDepartment of Psychology

268APPENDIX I E 3

HAVERFORO COLLEGE

HAVERFORD, PA.

Dear

...,...aamirs5.4.

Some weeks ago I sent a questionnaire to you with the requestthat it be answered and mailed back to me. The material was aentby third class mail and some of it _seems to have been deliveredlate or not at all.

You are one of the persons from whom I have not yet receivedthe questionnaire. I would like to know the status of your

.

questionnaire, that is, whether you received it, filled it out,returned it by mail, etc.

If you still have the questionnaire, but have not compltedit, I would appreciate your answering it and returning it to meas soon as possible. If you never received the questionnaire,please let me know so that I may send you one.

In any event, please return this letter to me by campus mailwith a note giving the infortation requested above.

Thank you.

SIP/er

Sincerely,

Sidney I. PerloeAssociate ProfessorDepartment of Psychology

21;9APPENDIX I E 4

HAVERFORD COLLEGE

September 15, 1965

Dear Jiro

A couple of weeks ago. I mailed vestiormiresto the members of the freshen class with the requestthat they be completed and returned by mail. Accordingto my records, I have not yet received your question=naireo Would you kindly indicate at the bottom ofthis note whether you intend to complete the quest-ionnaire.

Those of you who wish to answer the questionscan return the completed form to me through thecampus mail. I would appreciate your filling in theform before the start of classes. I would alsoappreciate your doing the work in a place whichwill be private, such as the library or a room inthe Psychology Department°

If you do not intend to answer the questions,'lease return the blank questionnaire with thisnote so that I can have a record of the peoplewho did not wish to respond to the items.

Thank you awl best wishes for the comingschool yearo

Sincerely yours,

Sidney Perloe

P.S. If you need another copy of the questionnaire,please let me know so that I can send one to youo

f

Dear

270APPENDIX I E 5

HAVERFORD COLLEGE

HAVERFORD, PA.

April 6, 1965

'r . .

Last August I sent you a questionnaire covering avariety of areas relevant to your college career.I had hoped to finish tabulating the responses by thebeginning of the spring semester, but I guess that thiswas too ambitious a goal. The tabulation is not yetcomplete. As you now know from your own experience,life at Haverford keeps people (I include faculty Inthis category) quite busy.

Despite the incompleteness of the analysis, Ithought that you would be interested in learning aboutsome of the data. With the help of Pete Mbskovitz, Ihave constructed the distribution of responses to someof the questions. The questions and response distri-butions are in the enclosed dittoed paper.

If you have any questions or comments about thedata, I would be happy to discuss them with you.

6,W:- e fl.g.Ve7..%!;47 ,fe:. ....ecieer., ,d ?

Sincerely,

Sidney Ierloe

-*- tte,

matsfa,,,4t1At

Dec Kr:.

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. APPENDIX I E 6

Janual.7 3s 1965

It is with some embrzermsw.Ant that I urito to you about 14.- ionsuniefilled promise of a rt.-Tort cm Ghc ressa.reh project :In it-hich 3rotthave particepatod* As yott tr.v recall, I had or:tab.:ally p3...arr.tod tointervial some of you Szt the cre..veing of 1965, This goal lamshifted to the fall of 1965'and now tr pions have 294,24 be cliansedag 'aim I hops to bo imilorziowins come of you in to coup:Le of mats*

Ste reasons for the e. clia.nges are varied, The major reason isthat I did not have suratrinnt Ales to do rile, I had iil.t.5tnecl. As :youoanprobably understarsio I cannot distTibuto a report of findings t.thileI still have data to coneet, Ilmervers, I have 1'C-^3i nd r.0:70 fraih-tri:ittla I IC11011 that by the end of the swizz samostas I tr.U.1 be finishedwith tho data co/loot:ton £ tho present phase of tvr work., At thatUm I -tr.7M. Bond you an interin report, A final report uill also besent %Then it is availabics

In the neentine: I want to VV--v- c you L.1..lain for your help and paticnoe.

Aft;=ScriW

,

Dear Mr.

,..')

APPENDIX 1'

HAMMED COLLEOZHAVERFOND, PA.

April 26, 1966

As you probably know, I am engaged in a study of thisyear's and last year's freshman classes at Haverford. Nowthat you have almost finished your first year in college,I am very interested in your opinions on some of the issues.I asked you about last September. Specifically, I wouldlike you to respond to a questionnaire sometime within thenext two weeks.

tion of our hel I will a 'ou 2 00 forthe approximately fifty p3 sgyenty minutes of work involved.You may complete the questionnaire in my office (305Sharpless) Mondays through Saturdays at any time between9 A.M. and 5.30 P.M. If the times are not convenient, Iwill arrange another time at your request.

It is quite important for me to have as many of thefreshmen as possible participate in this final part of theresearch, regardless of whether you have or have notparticipated in the earlier parts.

Please indicate on the attached slip whether you arewilling to take the questionnaire and, if you are, when youplan to do so. Return the slip to me via campus mail.Please make a note of the time on this letter as a reminderfor yoursalf.

Early next fall I will send you a report of myresearch findings.

Thank you for your cooperation.

Sincerely,

Sidney Perloe

4

Ait*A444104,awm4!wwcp.."

APPENDIX I E 8

HAVEFFORD CCLLEGE

HAVERFORD. PA.

September 6, 1966

Dear Mir.

You.probably breathed a sigh of relief last Na y when you didn'treceive a questionnaire from me. As I wrote to you last fall, myplan was to repeat with the class of '69 the study I had done withyocr cuss. This summer much of the data from the two studies wereanalyzed. When I finally looked at some of the results last week,it became clear that there were some surprising and large differencesbetween the results from the two classes. At present it is impossiblefor me to account for these differences because.]: did not measurethe relevant variables for your class again last spring, I cannotdetermine whether the discrepancy is due to differences in theclasses themselves or to differences in events during 1964-65 and1965=66. I am therefore writing to you again to ask for your help.

I would like you to fill out just one section of the question-naire I have been using and to mail it back to me as soon as possible.It is shorter now and should take no more than 30 or 40 minutes tocomplete. UnfJrtunately my original research grant has beenexhausted so that I am not able to offer-you any payment for yourwork. I will keep my promise to report the results of the work thisfall and to keep you informed as new results come in. Your helpwill be appreciated very much. If you do not wish to answer thequestions, just return the questionnaire to me by campus mail.

Sincerely,

Sidney Perloe

P.S. It is possible that some of your views might have changedsince last Lay. .,then answering the questions I would like you totry responding as you would have last My. If there has been achange, you may indicate your present opinions by placing theadditional, new answer in parentheses next to the answer you wouldhave given last Esq.

21;44APPENDIX I E 9

HAVE OE COLLFVE

DEPARIZENT OF ASYCHOLCell

Sept* 28, 1966

Dear Ifire

A few weeks ago I wrote to you at your home abouttaking a relatively short questionnaire (30-0 minutes)0The letter explained Ay reasons for needizz the data at thistime and asked you to return the questionnaire regardlessof whether or not you completed it0

I have no record of having received you.r gtleSt1011.11caire*I would appreciate yaw filling it out and returning it assoon as you cane If you have misplaced it, I will give youan extra copyy. I would also appreciate having the blank ,form returned if you that you are unable to completeit*

Thank you0

-Sincerelyv

Sidney Per loe

-275-

APPENDIX II A

List of Item Correspondences Among Item andVariable Numbers of Several Forms and

Factor Analyses of Social Values Questionnaire

Form C Form D Form -13 Form A..

Item Item Item, Var. Item Centr. Prin. Comp.No. .L Mo. bo.' Noe .No. Var.. Var. No.

No.

1.

11 /1 132 .. .1 .

:

I1

!3 2 2 74 -

3 3 45 3 5 5 o6 4 6 6 107 5 7 118 6 p 11

,9 4 9 9 66In , to 10 12!I 7 1? 12 1412 S 13 13 IA13 10 14 14 if)f 1 1 1 15 1 191s 1 415 1'% 17 f7k

2117 ,,. 10 19 3n6 14 2 T 21 11

19 ! 5 '...

,S2 1!20 16 24 ?4 1%21 - 25 25 36q, 224.4. 26 26 3R23 i7 2R P7 .4124 18 2t, 26 43.25 19 3n 29 a426 -

31 30 2727 21 32 3! aR28 23 31 12 4629 24 34 33 4730 25 35 34 4931 26 36 35 S!32 - 37 36 10733 28 3A 37 Rp34 29 la 18 1735 3n 4m 39 R336 31 41 a0 . 5437 32 42 41 5538 33 43 42 5639 .

;

-44 43 2940 35 45 44 5741 36 46 A= 7A

1? 9

2 24 48 te)

9 7103

55 491/

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14 11

11 14

1622 ly24 1926a2R29 2431 2634 2936 313721ip 1239 134041 3543 3792 8444 1R15 1245 d19

46 an

47 4123 1848 4267 A!

1Item and variable numuers were the same in both factor analysesof Form C and in the centroid analyses of Form B.

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Item MeanNumber Rating

A 4:t8323 2.48284 2.20695 2.48286 2.5907 2.246148 1.37939 2.637910 3.931011 2.120712 2.448313 2.620714 2.5015 2.241416 3.724117 3.793118 3.689719 3.517220 3103421 2..775922 3.431023 2.155224 4.137925 4.344826 3.069027 3.620728 3.741429 2.637930 2.241431 2.206932 3.189733 2.689734 4.344835 2.706936 3.534537 2.172438 30534539 3.775940 2862141 4..448342 4.344843 4.017244 3.327645 3.482846 3.051747 4.413848 4.379349 3.293150 2.396651 4.724152 2.965553 3.465554 3.982855 3.672456 2.879357 2.672453 2.396659 4.069060 2.3793

ItemLehigh

StandardDeviation

:22gR.2763.1560.16124516.2499.7387.2958.3754.3271.0855.4363.2764.2636.6166.4827.5336.3926.2957.7522.3533.1715.3448.3964.3628.1865.2806.3090.2220.1999.3320.2064.3840.3772.6104.2196.4046.4024.4196.2753.2532.2386.6440.5227.2787.05100958.2178.2857.2971.3891.3672.5255.6440.3008.5015.1132.4246.3238

29f;APPENDIX II GStatistics, Form CStudents, Spring 1966

Sum of Sum ofvariance Ratings Sq. Ratings N

2:8082g931.629013081.336504161.353151012.107312721.56242569.545778831.679250891.891795491.761296081,178359092.063020211.629310341.596908452.613555292.198573132.351961951.939357911.678953633.07045184.83145066.37247325.80856123

.85731272

.40784780

.64001189

.71373365

.49346017

.43995244

.77437574

.45541022

.91557670

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23g IgOR144 452128 360144 436149 505110 38280 142153 501228 1006123 363142 416152 518145 457130 384216 956220 962214 926204 830180 656161 625199 789125 340

109824.95005946 252 1208

178 654210 842217 907153 503130 378128 366185 69156 504 58252 1206157 535205 875126 360205 839219 9411662581242 58252 1186233 1025193 799202 838177 635256 1194254 1182191 715139 429274 1392172 622201 805231 1055213 9391 5767 9155 545139 405236 1078138 430

RO8

558

58585858585858585858585858585858585858585858585858585858

58585858585858

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APPENDIX II G (cont'd)

ItemNumber

616263646566676869707172737475767778798081828384858687888990919293949596979899

100101102

MeanRating

3.00004.24143.55174.53454.08624.67243.91383034481.93103.70694.17244.25863.89662.39662.91382.94832.96553.93103.89662.44833.81033.43104.20692.68973.82763.89664.25361.93104.36213.27592.98283.00003.46554.34483.29314.10342627593.46552.72413,10344.00003.6724

StandardDeviation

1.1447.9880

1.40401.23471.27691.25101.42971.5262.9070.

1.41431.19101.23951.47021.40121.36811.26521.28601.21571.39811.24801.38281.37851.42341.34171.46371.49351.1228.9070

1.25531.43591.37071.35181.13281.42091.43841.36061.1R601.44091.15651.47021.24561.4067

Variance

1.31034483.97621879

1.971462551.52467301'1.6304994110565101072.044292512.32936980.82282997

2.000297261.418549351.536563612.161712251.963436381.871878721.600772891.653983331.478002381.954815691.557669441.912306771.900416172.026159331.80023781

2.230677761.26070154.82282997

-1.575802622.061832161.879013081.827586211.283293702.019024972.069262781.851367421.406658742.076397151.337693222.161712251.551724141.97889417

Sum ofRatings

174246206263237271227194112215242247226139169171172228226142221199244156222226247112253190173174201252191238132201158180232213

1.0110.0 ...11111111MMINS.M111.Fwe

Sum ofSq. Ratings N

598 581200 58846 581281 58

581063581357

1007 58784 58264 58913 58

5810921141 581006 58447 58601 58597 58605 58982 58994 58438 58953 58793 58

581144524 58974 581010 581125 58264 58

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VariableNumber

.

APPENDIX II I 5Factor Analyses, Form A, Spring 1964.

Item Loadings, Centroid AnalysisAfter Alternative flotations of Factors 1 and 2

1 2 3

a198 ag33:3 .2942 2387 0374-4 4484 .1201- 26155 4374-- *0013- 2474-6 .1486-- .1395 *3578-7a

04818.-01909

24561719

.0195*0014..

9 03506 1995 *1839.10 3364 *0712-

1211 5886-

.4267.35813426

*0197-*1591-

13 4568 .1477 .0873.14 05052 .1080- *167115 02012.. .1143 087616 04399.- 0378 - *2432..17 02461- .0825- *3135..18 02797 .3011 *026919 3147 .0062 *0723..20 4405 2156 *169621 3303 .0666 *3418--22 7219- .1992 *043323 .5224 .0449 197624 01349-- .3740 147625 02802.. .2026 149326 *1505- .2662- *1621..27 .0978-- .0029- *1038-28 05810 .0443.. *065529 04137- 60346.- 1379-3 0 .0150. .3976 246931 *6741- .0492 *2256-32 .4114.- .4327 .2167-33 *2631 .2895 .119634 5719 .1107 - *3176..35 4352- .0510 *1621..36 5212 .3279 *122237 *5952- .2339 003438 *3572 .2691- 1556-39 2673 .1452 *227140 06375- .2023 027041 .4246- .1098 *2172-42 .2269 .1507- .037743 *3480 .0339- *3489..44 2360 .2769 *07614-3 4153 .4265 1126 -46 *6345-- .4455 *2081--47 *2169- .0437-- *1478-48 .2344 .4441 .0601..49 *5652-- .1336 .0270..so 2573- .2635 *103551 .3702 .2506 *0419-52 *4182- .2815 .1599-53 4552 .0376 *107254 .2450. .060'e *2264..55 *4589 .2837 .a.037056 *5477 .1797 067357 4718- 1346 *2154.-58 1616 .1322- *1232.59 6229- .1039 *2753.60 3262 1605 *3706-

Factor4 5 6

023-.2287.-1004-.4163.1429.1751.2265--.2693.10513588.0055.2241.2273.0208-.3594.2710.1166-.3016

.0118

.0079

.0442

.1991

.0984-

.2854

.1429-

.1249

.2525

.2090

.06411779-0410.1167-.0293.0663.3363-.0239

.01611581-2389.2197.2908.1747

.1150

.1821

.2099

.2283

.2167

.3140-1329 -.3863..0104940

-043:.2000.0473

.1 998

.2487

.1760

.3321

.0115-1635 -1461-

.3510 -3055-2095.2997.2460.2510.0226-.1974.2862-.1566-.1242.17941085...

.0834

.0002

.1807-

.0861

.0217

.0836

.1415

.1160

.0530

.3671

.0671

.3458

.2991

.0791-

.0516

.1374-.2224-.0268-

.0 154-

.1455

.0719

.1836

.2832-

.1536

.0091-

3439 -

:703:.0373.2234

1670 -

62937..

:Mr:7421:o2436*3662..0386

255562499..1731.0653.0603

.1468

.0432

.2503

*3439.-.0545-61263.0325

:72SR.1703-

:Ng.2032-

.1271

.0184-

.0765

.1849

.0334

.1694

:742,.033o-.1994

7 8 9 10

:MA= :19B266012780833 2023 -

.1753

.1277

.1668

,161*1986..

0951- .0106- .0152- *2469..2222 .2290.. .2211 *0610..1790- 1608- .3106 *3213...0760 1356 .2709 .2382..1612 .1563 .1625

1187- .10701. .1186.0480 2962 *1393 0643 -01669- 0858- .0921

0775 .2758 *2313..3689 - .3223- .2083

00601.. 2014- .2051 .1216.1423 .0120.. .1393-1764- 1404 - .1393 *07203272 .1288- .0364- 01190741 .1561.. .0747 0629-1332 .2977- .2026 1652_-.0435- .1907.. 3118.. .06343478 .1466 .4407 0329-0365 - .2389 0931.139'5 .2904 n87201827 .0404- .1212 .3389*2945. .1469.- .0177 .2102.0327- .2228 .2239*0088 .2050- .0917 3520.0640 .2807 .1005-*2749. 0826 .1695. .0031.00607-. .1069 *1389*3059.- .1109- .0534 .084101026. .1217 .2122 2182-*1673- 0163 .1858 2631.1112 0583 - .0421.0062 .0183 .23263391 .0138- .0530 .17561284 .0161- .1861 1683-2424- 0600- .2514.- .0448-3065 0476 .0309 .3607

.2450.. .0946 .11033521 1384- .2418.1368.- 2270 - .4195 .0990.0662 .2218-- .3093*1591.A1596.-.

.0807--

.0521-.1117 -.2749-

.0129

.2599

00310.-.009301273..*3319-.3547.2192

.0397

.2385--

.0387

.0339-

.1027-

.2256-

.0555

.1157

.1651

.2291

.1930

.2262

.2916.

.1644

.1896

.0582-

.33842115 .1531-- .1060 02347..

.0179*1164..*2504..

.1134

.0895

.3754

.0490

.2413

.1406-

*1691...2761

.1521 .0282

h2

0514259305346564667504061536138344751.47.7173.4441.41235146.43665129.5f1.495165.414005Mr1

44'og0PA

1?1,

"I"o.

APPENDIX II 15 (c^nt,A)

4

VariableNumber 1 2 3 4 5 6 7 8 9 10 h2

M= :Mg: MO= a20? :TM= :1M-: Ogg- OM= OM- :19t? (4963 .3815 1799 2332.. 0955 P233 2533. .1032 3040.- 1015.. .0984 .4864 .5413.. .2230- .3069- .1521 .2311.. 0349 1295. .1197 1053.. .0310 .5665 .6880 .1531.. .2763 0420 .2772' 0172 .2437 .1149 .1084 0788 .7566 .4729.. .0494 .0300 .1086 .0089 .0539.. .0551.. .1991 .2529 .0454 .3567 .4198.. 0984.- 2434... 3342 .1841.. .0156 1033 .3128 .0613 .1402 .5268 .4273- 2936 .2266 .2408 .0768.. .3027 2836... .2423.. .0599.. .1298 .6469 .3402 .3511 .1625.. 2504.. .2159 .0734. .1473 .0722..:14gt-

:WA- .6070 .2707.. .1331.. .3632.. 1940 0164 4560 0852.. .0100.. .5171 .3087 4025 .2712.. 1047.. .1412 2600. .0025- .1050.. .0632 .3209. .5572 2445 .1690 .1027 .2439 .1322 .2664. .0577 .0806 .2804- .1164 .3573 6303 0659 1967.... 0603 .3325 2279. .1656 .2030.. .0614... .0476 .7174 .4146.. .2666.. 1829.. 2821 .0163 3527 .3048... .0226.. 1049.. 0111... .5975 .2268 1345.. .3575.. 0914.. .1245 .2258. 1066 .3578- .1193... .3054. 5276 1252..... .4579.. 1714.. 0557 .1502.. .0980 .2865 .1935.. .0142... .1920. .4577 .1921 .0795- .3849.. .1412.. .2024 .0311 3086 1663 .0791- .1322.. .4078 4550.. .1166.. .0843- 1225 .1823.. 3422 0296 0739.. .0461.. .0117 .4079 1841.... 0912.. .3297.. .1790 .1316.. 2429. .2217 .0972.. .1196.. .0172.- .3380 .0975 3967 .2493.. .0209 .2059 1901.. .0301... 2320 .1608 22993. .4881 2485 .2050 .2401.. 4132.. .1344.. .2238 1608 .1295 2342 1601.. 5282 .6812.. .1005 1472 .0352 .0081- .1641 0021.. .0117.. .0324 .2277 5883 .3821.. .4353.. .0499- .2354.. .0398 .5059 .1049 .0504- .0612- 0022 .6784 44350 0419 .0029- .1646 .0842.. .1428 0583.- .0608.. .2729 .3940.. .4885 6178 2064 .0335- .0735 .3327.. .2574. 1106.- 2015.. .0811 .0757- .6986 .5295.. .2716.. 1026.... .0242 0927 052.. 0775 .1857 60590.. .2939 5087 .0483.. 0969 3017.. 0267.- .1004- .3846 1026.. .1738 .3016- .1296 .4188 2965.. .0153 .2658.. .0133 .2539- .3420 .2140.. 0314 0558 1281 .4189 3913 .3992 .0225.. .0270 .1521.. .2638- .0116 .1323- 0137.- 0001.. 4290 .5050 1298.. .4392.. 0255.- .0743 .0743- 2925 .0513.. .1564 2130.. .6391 .2736- .2843- .1956.. .1876 .3546 .0324 .2852... .0265- .1542 .1513 .4592 .5495 .0070.. .2379 2330 .2432 .0982.. 1736 .1778.. .2379 .1904. .64. 93 .3514.. .0845 .4475.. .1900- .1559... .1670 0872 .2275 .1793.. 2670 .5894 .6364.. .1077 .1274.. .2713 .0552... .1753 .1495 .0976 2751.- .2587 .7295 .1244 7300 .0000 .0000 0000... .0000.. .0000... .0000 .0001- .0000 .5596 .4356.. .1753.. 3009.. .3995.. .2340 .2365 0392 .0650.. .0194 .0090. 5997 4699 2304.. .2751.. .n870 .0082.. .0408- 1723 .3411 .1225 .0414 .5298 4166.. .1444. .2925.. 1430 .0145.. .3768 .1926.. .0451.. .2446- 0881.. .5599 .6624 .0843 .2219.. 01415 .2186 .0526.. 2386... .1130 .0808 .0618- 65100 .6003 .0283.. .0769 .2563.. .1233.. .0385 2704 .1402.. .0731 .0702... .55101 .3015.. .2153- .0273.. .P907- P424. 1564 3589 1924. .2987- .0932- .57102 .4218 .0933 02433.. 0865 .2812 .3844- .0393- .0902... .0375 .1438 .51103 .1857- .1303.. 60173.. .2375 .0866 .2494 1044.. .3274 .1060 .2231 36104 .3815 .2834 .2115.. 4326.- .1376... .1545." 2659 .0537- .1627 .0531 .60105 .4196.. .0733 .2314.. 2386 .0590 .0535 1951 .1364 1738.. .0395- .39106 .2746.. .0054 .0091 .3084 2785 .1710 0216 2232 .2210- .2790 .45107 .8548 .000 1- .0000 .noon .0001- .0000 .0001- .0001- .0001- .0000 .73108 .2581.. 1739.. .1437... 1473 .2223... 1754 1272... .2243 .0052- .3450 .40109 .1437 .2060 .2652.- .0726 .1746 .2106 .1979.. 1434 1387 .3149.. .39110 .3331 .0081 .2468.. .3314.. .1364 .1167- .0463.. .2359 .3343 .0521 .49111 .5032- .3180- .1572.. .1147 .2022 .2274 2500 .2305 .0138 .0614. 061112 .4559 .3724 .0326.. 2073 1492 0407 .2827.. .0313.. .3654 0852 664113 .7472- .2686.. .0484- .1021 .1271 .0329.. .1400.. .1744 .3251.. .0359 .82114 .2750- .3692 1305.. 1469 .0120.. .2450 .0516.. .0951 0857.- 2482... .39115 .3027 .3519 .1501 0076 .1223 0228.. 1410- .3576.. .3617 .0414- 96116 .4029 .4256 .2257.. .3721- .1093 1498 .1287 1403 .1336 .0050. .62117 .0651.. .2126-- .3533.. .1757- .1072 .3636 .4076.. .1872.. 2461. .0896 .624118 .5951- .0618- .0858 1282.- .1562... 3199 1942 .1014 .0511 .1226 .57119 _ .2101 0638 .0473 .0483 .0394 .0478 0391 .0366 .0423 0369 61.15* These values are the sums of the squared loadings on each factor and, in the case ofthe last column, the sum of the communalities. The proportion of the total variancewhich each of these sums represents can be obtained by dividing the sum by the numberof items included in the analysis.

GGG

Vari-

able

No.

12

1-.06

-.02

2-.11

-.29

3.09

.13

4.02

.48

5.02

-.04.

6-.34

.23

7-.02

.08

8.07

.20

9.21

-.03

10

-.16

.23

11

-.11

.27

12

.17

.00

13

.01

-.19

14

.06

-.23

15

.09

.05

16

.11

.23

17

.16

-.12

18

-.10

.12

19

.21

.12

20

-.14

-.14

21

-.01

-.15

22

-.09

-.15

23

.13

.30

24

.12

-.34

25

.20

.01

26

-.02

-.25

27

-.19

-.34

28

.10

.24

29

.00

.23

30

.08

-.15

APPENDIX II I 6

Social Values Questionnaire

34

Form A, Spring 1964.

Varimax Factor Matrix

Factor

56

78

910

11

h2

-.13

.54

-.14.

-.03

.12

.17

.27

.23

-.22

.55

.11

-.25

-.19

-.04

-.30

-.10

.45

-.08

.12

.53

.47

.07

.08

.18

-.37

-.07

.12

-.01

.42

.63

.21

-.12

.24

.18

-.16

-.04

.06

-.23

.12

.48

.01

.63

,.02

-.21

.04

.13

-.23

-.03

-.01

.51

.28

.02

-.04

-.09

-.23

-.21

.18

-.02

.15

.41

.24

.32

-.09

-.39

-.31

-.27

-.13

.07

-.23

-.29

.21

.16

.37

.04

-.24

-.11

.21

.13

.53

.52

-.04

.02

-.17

-.03

-.07

-.04

-.03

-.05

-.13

.07

.10

.09

.48

.58

-.09

-.16

.43

.08

.53

.47

M: -

.02

-.24

-.12

.05

-.27

.08

.52

-.21

-.11

.57

4:4

-.12

.34

.29

.10

.38

-.34

-.03

.17

-.20

.59

.00

.49

-.22

.06

.24

.32

.01

.09

-.22

.54

.08

.12

.06

-.03

.29

.39

.04

.05

-.22

.37

.56

-.16

-.01

-.16

-.14

.09

.13

-.19

-.12

.49

.35

-.12

.04

-.39

-.18

.27

-.10

.18

.51

.05

.42

.13

-.12

.02

-.02

-.29

.60

-.25

.75

.05

-.17

-.06

-.15

-.20

-.04.

.06

-.67

.28

.65

-.25

.55

-.08

-.07

.14

.02

.09

-.11

.17

.49

-.02

.50

.04

.19

-.32

.05

.08

.08

.06

.45

.21

.06

-.45

.25

.09

.02

.03

.11

-.27

.42

.07

.05

-.15

.10

.13

-.48

-.02

.13

-.06

.34

-.03

-.32

-.13

-.00

.02

.04.

.33

-.29

.26

.49

.25

.36

-.29

.12

.01

-.05

-.13

.06

-.31

.54

-.12

.06

.12

-.58

-.09

-.07

.13

-.10

-.09

.46

-.12

.27

-.13

-.11

.21

.12

-.10

.58

-.25

.65

.05

.36

-.03

-.33

.16

-.20

-.08

.28

.23

.59

-.07

.10

-.10

.02

-.00

-.31

.35

.07

.19

.35

.16

-.44

-.17

.13

.11

-.05

.19

-.22

.42

.59

-.34

.43

-.22

.19

.29

.10

-.14

.15

.10

.56

Ibat

,111

4")'.

4"4v

taa4

,ais

ailo

soar

......

. ....

,.....

, ,,,

,,..,.

....,

......

... ,

,,

...

315

[-02"0444NuN4m0N1^4uNOONNWHLAmi^41.40N MAO u1%0 u1 u1.0

1^41^%0%0LiNmsrv0 rWm40%H441^0.Wmmr-11:0E%-.0LINWCmOu1 m4uNGNO\H mHHOOH4H4ONI-400400HH4HHOr-IHNOHOOHHuNOONH1 1 1 1 1 I 1 I I I 1 1 1 1 I 1

4Mr-imtA0 Lmr.4000NHE4WONI-IHN-Lme-1 r40.0mmWONOOLm4W0 mr-iriOHNmm0 u1 NrimHOmv0HmNm0.0NmH04.000NNOONH11 : 1111 11 1111 I 1 1 1 I 1

ON4N0:00%HuNH-1-1AmmHHWHH4WWWmr4HNOHWNN.CN,H0' NO0mHOOm4001^00mHON4NOOrimr-irimOHONHHNmrAN

1 1 1 1 1 I 1 I I 1 1 1 1 1 1 1 1

molt-mNNE4N-muumHHuv-tHN01-1HNN-WWN0\0\WN4401-1N0'CO 0Nr1NHmON000000HOOOHMONOrAHmON004HHHOO&I 1 1 1 1 1 1 1 1 I I 1 1 I 1 1 I

H001^N1^400NHNHMHNNtr1N.W44N00[%-NLi14L1mu1000uNON 00%00000OHN4H000HHNOOHHNmHNOmNHHotm01-o^00000o0410111111 I 1 1 1 1 1 1 1 1 1 I I

$40 Nm0\0000m4N4m0WOWLAON-HLNIA00E%-0m4N.40HM4.1.0 HN00200000m0m04HHHOHOOHHONHOOHHHH0N000

N.al 1 11 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1

LAWHm4ritOmN41^401ANHNmE%-m001^.0N40NCT000O1-00W0HOH0000NmOONOOONONNOONOmN0000N

1 III 11 I I I 1 11 111111111N

NmE4N0NN.0m0OWNNHW040W001H0N0WNmOLI1LINWOELi1OCIN4 OmONNOHmHLINHOOm040mOONr-iHriLmmOrAmN00001-10,1 1 1 1 1 1 I I 1 1 1 I

m NO2.00mONmu1OHW4H0044440441-INHN0WWmNu1mt-OmNOHm4ON0000N0HNmHHNHOmNODHHHHN01001H0

1 I I I I I I I I I 1 1 1 1

OmmNNmmON%Or-04004:NNEHmoWLA4OCN4m00.0mW 1

N 40NHNOHOONNOONHHHOmH4u\OHH000NNNmNOOHO1 1 I 1 1 1 1 I I I I I I 1 I I 1

t0.44t...0%Ou1H0044HN.00mL1EOH.00.HW,01^0.NOmN

H 00000H(10HONOONNOOHON040Nr-1400HOHHmr-1.0H1 1 ; 1 1 1 1 1 1 1 I 1 1 1 I I 1

1.rie&IHO HNm41^.0OHNm4tr1' ptWOHNn4wuOr-WMOHNM40NO.

al.0 mmmmmmmmm44444444441.0J

)i

t

Vari-

able

No.

12

34

APPENDIX II I 6 (conttd)

Factor

56

78

910

11

h2

67

-.08

.26

.53

-.19

.13

.20

.05

.19

.04

.13

.15

.52

68

-.07

.12

.11

-.04

.09

.25

.22

.39

-.32

-.04

-.03

.41

69

-.08

-.22

.29

-.40

.05

-.09

.08

.12

-.10

-.16

.19

.40

70

-.07

-.29

-.04

.26

.05

-.20

.37

.02

-.30

-.01

-.28

.50

71

.08

-.03

.15

.06

-.03

a9

.08

.57

-.03

.20

-.03

.44

72

-.09

.10

.12

-.10

-.15

-.39

-.20

.17

.27

.18

.32

.50

7374

-.20

.07

.04

-.12

-.10

-.24

-.11

.49

.20

-.07

-.04

-.08

.07

.05

.14

.02

.05

-.37

-.06

.24

.64

- .16

.55

.56

75

-.22

-.02

-.21

-.02

.07

.11

.34

.01

-.63

.05

-.03

.62

76

.04

.50

-.03

-.04

-.04

-.03

.10

.13

.24

-.33

.27

.52

77

-.01

.05

.18

-.07

.18

.12

-.08

-.03

.73

-.17

.11

.66

78

..L4

-.29

-.11

.11

-.26

.18

.00

.09

-.47

.16

-.18

.52

79

.31

-.23

-.08

-.09

.02

-.10

.54

-.12

-.09

.07

.21

.54

80

-.17

-.07

-.21

.16

-.04

-.07

.46

.15

-.07

.32

.12

.46

/O.

81

-.03

-.02

.17

.03

.24

-.07

-.12

..01

.62

-.03

.08

.49

82

-.21

-.03

.50

-.37

.01

-.03

.10

.14

.19

-.29

.22

.63

83

-.10

.03

.04

-.00

-.58

.13

.15

-.09

-.21

.22

-.11

.50

84

.08

.41

.22

-.05

-.07

.09

-.26

-.06

.22

-.56

.03

.67

85

.02

-.49

-.12

.00

.04

-.04

.32

.17

-.20

.30

.20

.57

86

.28

-.32

-.05

.37

-.07

-.17

.23

.19

-.34

.25

-.23.

.67

87

.24

-.07

.11

.21

.13

-.41

-.08

-.22

.30

.03

.35

.57

88

-.33

-.10

.11

.03

-.02

.05

.15

-.05

-.54

.37

.21

.62

89

.10

-.08

.12

-.52

-.18

.11

.06

.21

.12

-.26

.26

.54

91

-.03

.59

.09

-.23

.34

-.10

.57

91

.00

.25

.19

-.38

-.24

-.08

.08

-.07

.44

-.26

.15

.60

92

-.04

.23

.03

-.22

.37

.23

-.06

.05

.lb

-.38

.32

.58

93

-.10

-.10

.06

.02

.51

.20

.17

.21

-.36

.25

-.02

.59

94

-.00

-.15

.51

-.19

-.16

.01*

-.15

-.13

.36

-.16

.02

.54

95

.15

-.01

-.26

.00

-.39

-.09

.18

.10

-.22

-.07

-.0g

.35

Ifoi

. .-.

...

Vari-'

able

No.

96

97

9899

100

101

102

103

104.

105

106

107

10

109

110

Total

Vari-

ance

Acct'd

For

1

.03

.02

.28

.01

-.17

-.26

-.04

-.12

.04

.17

.03

-.14

-.01

-.09

.03

2.64

2

-.20

-.27

-.20

.14

-.51

.14

.03

-.12

.24

-.16

-.03

.41

-.06

.02

-.22

4.89

3

.22

-.03

.06

.08

-.27

.11

..03

.04

.04

-.08

-.00

.09

.09

.12.

-.30

4.26

4

.02

.12

.02

-.41

-.12

-.19

-.29

-.03

.09

.05

.16

.34

.14

-.10

.26

6.88

APPENDIX II I 6 (contld)

Factor

56

78

.26

.14

-.18

-.04

-.10

-.33

.07

.28

-.22

.32

.15

-.10

.14

.12

-.01

:14

-.09

:03

.28

-.11

-.15

-.51

.20

-.04

-.24

.17

-.11

-.04

-.22

-.16

.17

.30

-.38

-.09

.01

-.24

-.19

-.06

.12

.06

.00

-.46

.23

.04

.07

-.02

019

-.21

.14

-.18

-.06

-.20

-.04.

.07

.56

... 33

.09

-.06

.13

ell

3.20

3.10

5.18

3.14

9

.19

-.24

-.28

.48

-.10

.17

.08

-.59

.49

:4.0(3).

.34

-.20

-052

7.91

10

-.26

.08

.02

-.50

.16

.08

-.07

.13

-.22

.53

-.12

-.10

.13

7.12

11

.53

-.16

-.28

.15

-.07

.18

.53

:10

-.40

..

.29

-.01

5.68

h2

.59

.38

.46

.75

.52

.52

.48

.60 2 .36 .

60

.63

.56

.53

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*

Vari-

able

1No.

1.02

2.09

3-.08

4.01

5-.04

6-.17

7-.28

8-.11

.

109

.0306

11

.12

12

-.06

13

-.23

14.

-.16

15

-.15

16

-.02

17

-.02

18

-.09

19

.09

20

-.03

21

.00

22

.12

23

.05

24

.02

25

.04

26

-.01

27

-.09

28

-.06

29

.21

30

-.07

APPENDIX II J 4

Social Values Questionnaire

Form B9 Class of 1968, Summer 1964

Varimax Factor Matrix

Factor

23

45

67

8

.27

.08

.06

.06

.05

.01

-.23

-.18

.09

.03

-.04

.07

-.08

.00

-.03

-.01

.16

.02

-.18

.12

.20

-.27

.31

.11

.71

.01

.18

.15

-.12

-.25

-.00

.02

.02

.17

.22

.00

.18

-.22

-.15

.55

.10

.16

.01

.10

.18

-.10

-.20

.03

-.03

-.05

-.01

-.04

-.05

-.17

-.01

.18

2.26

.07

-.01

-.01

.13

.07

-.24

-.21

-.01

.05

.14

.02

.13

.13

-.12

-.45

.05

-.44

-.05

.07

-.13

.17

.11

.09

-.12

-.33

-.26

-.24

-.01

-.07

-.08

-.17

.08

.27

-.07

-.10

.01

-.23

.00

.69

.25

.34

.11

..19

-.17

.07

.03

-.19

-.02

.12

-.03

-.47

.09

.08

.17

.32

.00

-.42

-.04

-.13

.22

.37

.06

-.42

.01

.06

-.09

.33

-.57

.10

-.03

.55

-.07

.00

-.14

.24

-.07

.06

-.22

.11

-.01

.01

.22

.11

-.19

.13

-.08

.02

.09

-.05

-.08

-.04

.14.8

.02

.02

-.22

-.06

-.18

.00

.07

.09

.09

.24

.18

-.11

.38

.09

-.12

.02

.08

.10

.06

.09

.55

.16

-.11

-.14

.06

.10

-.12

.04

.10

.02

.03

-.19

.25

- .11

.03

.30

.23

- .12

.54

.49

.09

.05

.02

.65

- .10

.18

.10

- .26

.06

- .11

.08

.04

.02

.13

.18

.11

.12

.12

.04

r*00

.rre

yo.0

11, *

/,

flan

%

910

11

12

13

14.

15

h2

-.03

-.10

.45

-.19

.03

-.20

..03

-.21

-.08

-.21

-.27

-.03

-.12

.02

.06

-.03

-.14 -.06

-.06

-.01

.01

.03

.03

-.05

-.02

-.18

-.02

-.05

.22

-.11

-.07

-.05

.09

.21

.40

.03

-.27

.05

.11

.25

.13

.08

-.01

-.08

-.27

.09

-.04

.15

-.22

-.15

.01

-.01

-.12

-.16

-.03

.24

-.11

.08

-.05

-.18

-.12

.23

-.06

-.06

.19

.13

-.17

-.04

-.05

.09

.03

-.29

-.07

-.05

.04 -.12

.21

-.06

-.03

-.03

-.03

.05

.42

.45

.15

-.02

-.06

.09

.05

-.23

.02

.03

.07

-.08

-.12

.18

.13

.34

.06

-.34

.11

.00

-.04

-.17

-.08

.03

-.57

-.06

.02

.01

.02

.10

-.15

-.13

.15

.17

-.50

.25

.16

-.05

.08

.08

.01

.01

-..11

-.05

-.10

-.18

-.32

.04

-.06

.18

.02

.25

-.02

-.13

.03

.04

-.34

-.11

-.51

.08

.08

.17

.03

.12

.12

-.10

.14

-.12

-.02

.63

.08

-.04 -.09

.12

-.01

.07

.06

-.20

.04

-.19

-.13

.19

.03

.27

.34

-.28

.05

.01

-.27

-.03

-.06

.06

-.34

-.11

.19

-.28

.08

.13

-.22

.15

-.23

-.02

-.29

-.06

.38

.06

-.07

.04

-.30

-.07

-.56

-.06

.04

-.03

-.10

.03

.15

-.21

-.40

-.08

-.18

-.22

-.37

.09

-.06

.36

.07

.43

.48

.39

.40

.52

.58

.49

.36

.54

.57

.28

.6o

.42

.66

.55

.44

.42

.62

.60

.55

.56

.55

.56

.61

.55

.56

.49

ag./.

.." %

. Sir

sera

ti,

Vari-

able

No.

12

34

56

31

-.12

.25

.00

-.27

-.26

,13

32

.07

.02

.03

-.12

-.01

-.43

33

-.01

.01

.14

-.02

.36

-.08

34

.00

.02

.12

-.06

.17

.11

35

.37

.04

.17

.01

-.23

-.04

36

.01

-.10

.17

-.12

-.21

.01

37

.11

.09

.16

-.07

-.30

-.11

38.

.06

-.09

-.06

.21

.66

-.13

39

-.12

-.03

-.03

-.00

-.19

-.03

40

-.09

-.05

-.10

.26

.24

.20

41

.18

.01

.31

.17

.10

-.15

42

.49

.16

-.10

.14.

.05

-.10

43

.01

-.20

-.02

.04

-.64

-.06

44

.14

.03

.18

-.18

.08

.01

45

.20

.09

-004

.07

.15

.28

46

-.12

-.01

-.01

.16

.55

-.05

47

-.28

.24

-.15

.32

.21

-.20

48.04

-.09

.14

-.13

-.11

-.29

49

-.01

.19

.14

-.08

.40

.07

50

-.08

-.C9

-.01

-.20

-.23

-.12

51

.08

.05

.02

-.06

-.12

-.Id

52

.14

-.04

-.11

-.66

-.11

-.07

53

.26

-.04

-.22

.08

.19

.14

54

-.00

-.08

-.41

.23

.49

.03

55

.12

.04

.05

-.06

-.17

-.43

56

-.07

-.09

.06

-.38

-.30

.07

57

.21

.12

.07

.24

.39

.03

58-.10

-.01

-.07

-.02

.15

-.07

59

-.11

.19

.02

-.00

.53

-.03

60

-.18

.17

.01

-.08

-.21

-.09

APPENDIX II J 4 (cont'd)

7

-.05

.12

.06

-.08

.09

.08

.26

-.05

.01

.17

.16

.24

.35

.06

-.13

.05

-.04

-.15

-.16

.12

aa

-.01

-.09

xi

.01

.18

-.04

.01

-.09

.23

Factor

8

.r.04

...12

-.3.7

.01

-47

,01

-.58

.06

-.02

-.01

-.23

9

.15

-.07

-.44

-.12

-.05

-.23

-.04

.02

.02

-.17

-.15

10

-.14

-.05

-.03

.00

-.33

-.13

-.00

-.06

.13

.10

-.07

11

-.32

-.08

.21

.33

.04

-.27

-.01

.08

-.04

.

.29

.27

12 .12

.13

.06

-.08

-.27

-.07

.05

-.27

.02

-.08

.02

13

-.15

-.45

.25

-.1 -.2

1.26

.04

-.71

-.10

.31

.12

.06

.01

-.14

-.16

-.07

-.04

.18

.09

-.19

-.18

-.19

-.25

.23

-.00

.24

.02

-.25

.07

.11

-.07

.40

-.13

.25

.08

-.01

-.22

.18

-.17

.18

.08

-.21

.21

.23

-.04

.10

-.30

.01

.08

-.07

.24

-.14

.04.

-.11

-.06

.26

-.13

.05

.04.

-.04

.09

-.06

-.31

-.16

-.06

-.39

.15

.00

-.26

.04

-a2

-.01

.04

.05

-.05

-.14

..09

-.07

-.03

-.14

-.00

.18

-.20

-.05

.09

-.19

-.08

-.10

.04

-.02

.02

.03

-.24

20

.19

-.45

-.

.....01:

DO

.15

-.15

.03

-.25

.25

05

-.02

.02

.62

-.10

-.12

DO

.25

.12

.09

-.17

.36

17

.16

.28

-.01

-.03

-.58

14

5h2

11

-.82

.149

:..1

.......

...iii,

.05

li ...8

.09

-

.57

-.18

.65

-.14

- 12

.17

.00

.62

.06

-.07

.61

.25

.13

.05

.30

im 21

.67

-002

.54

.O1

.54

...

1-.04

*17

.52

i.D

-.00

-.04

.50

fR

-.01

-05

.34

-.05

009

.37

.36

-'06

.41

-.23

--04

.40

.13

-.

.17

-.04

-__...!!

!!!.

-.48

. '36

.48

.02

-.16

.49

-.18

-.04

.61

-.04

.15

.67

4.)

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I

APPENDIX II J 4 (contid)

Vari-

able

12

34

56

7No.

91

.04.

.07

-.02

-.29

-.35

-.08

-.04

92

.01

-.11

.01

-.23

-.50

-.01

-.04

93

.12

-.01

.01

-.13

.20

-.14

.00

94

.26

.11

-.13

.39

.50

.10

.10

95

-.07

.00

.09

-.53

-.27

-.01

-.20

96

.02

-.11

-.09

.28

-.00

.Q7

.02

97

.06

.07

.04

.06

-.10

-:07

.03

98

..37

-.05

-.13

.03

-..17

.16

.13

99

.02

-.07

-.10

.-.12

-.58

-.30

.20

100

-.06

.16

.02

.24

.06

-.04

-.11

101

-.16

.24

-.12

.04

-.12

-.29

.04

102

.15

.06

.20

-.10

-.30

-.03

.07

103

104

.16

-.11

-.07

-.07

.15

-.10

.16

-.38

.01

.07

.17

-.29

.04

.18

105

.06

-.07

-.01

.16

.33

.21

-.02

106

.02

-.07

.01

.25

.21

-.17

.17

107

.16

.12

-.05

-.39

.12

-.17

.10

108

.02

.01

.25

.16

-.20

.01

-.07

109

-.03

.12

-.10

.06

.44

-.04

.30

110

-.10

.16

-.03

.13

-.00

.28

.14

ATotal

Vari-

ance

2.22

2.54

2.55,3.64

8.60

3.07

2.33

Acctid

For

Factor

-.25

.06

-.02

-.07

-.03

.08

.07

-.03

-.01

.06

-.01

-.06

.14

.08

-.03

-.15

-.24

-.02

.14

-.09

910

11

12

13

14

15

'h2

-.02

-.09

-.22

-.20

-.25

.33

.-.05

.55

-.01

-.20

-.25

-.00

-.32

.30

.02

.62

-.19

-.07

-.03

-.61

-.02

.00

-.07

.51

-.04

-.01

-.03

.11

-.10

-.26

-.14

.63

.09

.03

.05

-.07

.01

.01

07

.42

-.63

.05

.05

-.28

.04

.09

.09

.61

.10

-.05

.06

-.08

-.62

.05

-.13

.47

-.10

006

.24

-.13

.13

.0

-.18

.37

-.06

-.08

-.13

-.02

-..24

.24

-.00

.63

-.04

-.23

-.01

-.04

.04

-..53

-.01

.44

.04

-.20

-.21

-.03

-.39

.11

-.26

.52

.06

-.07

-.08

-.09

-.12

.40

-.26

.44

-.11

.19

.07

-.59

.05

-.08

-.06

.54

.05

-.13

.05

.38

-.23

.19'

.11

.37

.05

-.20

.52

-.11

.24

.03

-.16

.60

.02

-.42

.20

-.04

-.01

-.06

-.17

.44

.14

.03

-.41

.24

.21

-.00

,.07

.60

.06

.08

-.37

-.01

-.57

.13".-.00

.62

.03

-.04

-.03

-.20

.25

-.15

-.26

.53

-.40

.26

'.46

-.18

.02

-.04

.14

.65

2.64

2.70

2.58. 3.84

4.30

4.79

4.55

:?,59

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456.78910It12131415161718192021

23_24252627282930313233343536373839404142434445464748495051525354

R :57585960

APPENDIX II K 3Factor Analyses, Form C. Haverford Freshmen

Class.of 196$, Spring 1965Item Loadings, Centroid Analysis, After Alternate Rotation of Factor 1

2 3 4

Factor

5 6 7 .

3324.. 0764 0291 2413 1122 1118 0121- 17154019 .1680 0408.- .1034 0789 .3834 2462.. 60037..1523 .3735 2893.. .1904 0959.. 1664» .1178- 1272»2474.. .2343 0047 .1639 0479 .2027 .0954 0612»0945.. 0908 1244 3914 2009* 0564 0353 .0075...1704 .3187 .3440.. .1736 .1722- .2758.. .0741 .0780-.3343- .1083 .2856.. .0037 .1857 .0240 .0049- .1779.1049- .2077 3310 2955 1261 0188 .1405 1283-.1739.. .3215 .2128 -.0665 .0454- .0875 .3503 .1367.1924 .0922- .1646 .0119 .1116- .0005 .0919 .1029.2783- .0907- 12666.- .3740 .1924.. .0901 .2731 .1252-.0836- .2006- .0422 .4239 .2781 , .1662 .1103 .3127.0516- .1526- .2872- 32048 .2496 .1081.. 0660 1136.5197 .0117 1966 .1708 .1901 .0738.. .0032 .1607.3848- .2672 1663 .1557 .0943 .1669- .2729 .0928-.3212 .0003- .4882 .0678... .1791.. .2043 .0315 .2176-0356 .4644 .2429 .1116 .0722.. .2355 .0717.. .1341»*3196 .0958 .1497.. .0449 .2665 .3091 .0206 1281.1885- .0474 1956.. .3070 .2946- .0401 .2936 .2100».3159- 62123 .3552» .0637- .0983 .2443- .1711 .0264-.3207 .2574 .0407.. .0775- .2366 .0562- .1072 .0725.3589 .1188 .2821 .1914- .1044 .0791- .1381 .2953-.1409.. .2593 .4416.. 2639 .1569 2399 .2721 .1185...6392- .1771 .2417 62281» .0098- .0793.. .0344 .0496.1843 .1980 .5122 .1612 .3711 .1804 1773.- .0972.1826- .3465 .2053... .0107 .2638.. 2981 .2369 .0643.0108 .4578 1997» .1859 .0627 .0948- .1126 .2981.4272- .3271 .0461 .0420 0911 .1264.. 1891 .2710.2329 2138.. .4309 .0123 .0526-. .1207» .1074 .3235...4758 1021 .0880 1817. .3301 .1617- 3301.- .0526.0347 .4797 1617... .1391 .0595.- .2972- 0600 .1812.3860.. .0776 0034» .2552 1703 1040 .2585 .1489-.1914- 1123 .2968» .4810 .0766 .0302 2858 .1383-.0849 60569.- .5159 .1948- .0005.. .2633 0756 .0590.5232- .2051 .2864 .0378- .1097 .3000- .0067 .0389-.2459 .1580 .3741 .0179 1215 .0206- .0310 1054-.1037.. .0521.. 1532 .2989 .2027 .3201 .0611- .1467».1611 .2762 .0531» .2324- .0170- .0115- 1169- .2744-.4321- .3405 .3513.. 2246 .1936.. *0142 .0335- 62131.2508- .2389 .2956 .3187 3054.- .0395 1260.- .0754.5930 .1274 .0160.. .0239 .0749-. .2610 0796.- .2292.5291 0473 .3233 .0002- .1258 .2181 0360 .2181-,.2324.- .1032 .2462 0240T .2676.. .0642 0467.. .21751782 .0066 .3005 .0055- .2047 .2723 .0895.- .2303-.3801- ..2411 .1022.. .2590 .2567- .2378.. .0998 n9n5-.0017 .2237 .1916- .2345- .1755 61073 3213 .0978-2897 .2613 .5287 .1690.. .1149 .0259 .1916.- .1317.3931 .1208 .3356 .0254 .1392- .0983.. 1386 1220.3826- 3712 1556 .0508 .0290 .3084 1211 .0133.2838- .2913 .2169.. .2486 .0649.- .0092 0692- .2096..4253 .0094- .0681- .0155- 1447.. .1259 .2290... .08601032 0530..". .0438 .0043 .2078 .1734 1873» .0636*4782 .2214- .5061 .0967- .1203 .0280 .1150 .1454-.6417- .2373 .2681 .1187- .0252 .2741- 1977 .0645.213r. .3465 .1750- .2571- .1458 .0504 2202- 62982....

.0001 .1248 .0646 .3557 .1794.- .2529.. 3945- 2574

.2353.. .1432.- .0294 .0756 .1824 .0945 .2566 .2457

.2112.. .3044 .3384» .2515 .2728 .0276.. .0290 .0558

.4609 .1450 .0130 .0227- .0219.. .2791 2470» .1136-

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61626364

: 651 66i 67 i

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76777879

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:3:3:3

APPENDIX II K 3 (conttd)

1 2 3 4

Factor

5 6 7 8 9 10 h2

0237.= 2983 .1974- .1744 2821 .2885.. .0597 .0721- '62434.. .0912 .402154 1617 4942. .4055- 0107.- J2492 .1518. '.0626 0638.1. 1458 .392528 3625 ..1198... 540.- 0864 .1565 .2287.. 2589. .1063.. .0715- .38.3475 .0503 .5746 .0127 .0533- 1704 .1755- 0044 .1402 0850- .546790.. .2507 .1058 .0991 .1970.. .0177. .1406.. .0368 0276. .0016 061.4740 .1236.- .5501 .0183- *0522 .0767 .1437 .0123- .0364- .2599 .64.1111 1668 .2207.. 089.. .2665 2320 .1672.- 1274. 411567.. .1864 .41.2239. .2129 .0955.. .1428 3240.- 0203 .0442 .1340. 0431 .1585 .28.1564- .1150 .0064 .3831 .1t53 .0148.. .2143 .3541 .0065- .1622.. .40.4121 .1891 *3395 0098. .0728 0199. *0373.. .0464 1237 .2046 .48.3710 .3704 .0990 .3342- .1853.. .1361 .0650 '032.... .0066 .1059 .46.5498 .2013 .4774 .0168 .0075 .2827 .0371 .0958- .0254.. .0217 .662368 .1666 .2779 .0007- 1067.. 0423 .2333- .1584- .0457- .2064 .30.3085.- .1546 .3202 .0234 .0809 2212. .1935 .1290- .0510- .0457- .34.2226- .4858 .2117- .2318 .0670- .2037- *1069 .3129 .0409 .0380 .54.3210 .1488 .1878. .1503 .0027 *1475 .2523.. 0045 .2792- .2429 .41.3451 .1700 .3563 .2314- 461828 .1481. .0839.. .0828 1178 .1360 .43.1277 .1035 44111 .2153- .1452 2138 .0353.. .1400 .0306... .2492 .39.1869 .1166 .0145 1514'. .1292 .3871 .0131 .2248- .1368 63693 .43.3258- .0306- 0326. .5427 .2192 .0945 *1030:1--.0911 .0092 .0341 .48.4135 .0900- .2253 .1158- .1716- *0530 .2739 . .0543 2106 .1371- .41.2771- 1692 .2479.. .0174 .1773 .2434- .1062 .2017 0655 .0189 .31.4801 .1321 .1078.. 1895.- 2425 .2979 *0246 .0271 .1115.. .1572 .48.4283.. 2526 .3729.. .0220.. .1489 .1667- .1301 1337 .0379.. .1008- .48.5532- .1910 402188. .1102. .2249- .0989. 1046 .0168- .0258- .0423. .48.0145 .3865 .1916 .1760.. 0713- .1254 .1215 .0929- -.1484 .0e15 .29.3491 0735 .2384 1943.. .1968 .3136 .0952.- .0723 .0693.. 1121- .39.1692- .2542 .3738- .3444 .2550 .0145 .1048.. .0068 .0880- .2383- .493829 .2506 .1760- .3643- .2202- .2136 .1582 *0195 .0157- .1711 .53.5727- .3478 .1877 .0817 635. 2212. 0134 0573. .0145- .0147 .55.1403 .1271. .2796- .0134 .2490 1280 0191 41837. 0307. .2836 .31.5792- .1625 .4481.. .0202 .0961 .0635 0168.- .0498 .0132... .1443. .60.1716 2650 .2267 41942.. .0878 2852. .2940.. .2315 .1851 .0490. .4.0381.. *4494 .1731- .0238.. 0324. .0751 .0723 .2235 .1409 .1867. .38.2787- .0734 3935. .p929 .1078- .1880- .1077- .0874- .1518 .1137- .43.3709 62533 .0482- 405.. 2573. .3626 .0200. .1077 .1197 .2039 .59.3474- .1998.. .0331 4217 .1866 .2224- *1374.. .0152.. .0241.. .1091... .46.7993 .0000 .0001- .0000- .0001- .0001- .0000 .0000- .0001- .0001 - .64.2465.. .2049.. .1124 .3042 .0244 2007. .0577.. 2352 .0918- .0688 .32.5756 .3225 .3115 .0013 .1035 .2852.. 0989.. .1816- .0136- .1238 .68.4440 .1544 .2274 .2059- .1069- .1134 .0045 .0597 .0557- .1237 .36.3500 .1084 .0449- .3064- .3291.. 2329 .1524 .1133- 1168. .1409 .46.1184 .0526 .0715 40464 .0318 .0354 .0258 .0250 .0228 .0183 44.80

* These values are the sums of the squared loadings of each factor and, in the case ofthe last column, the sum of the communalities. The proportion of the total variancewhich each of these sums represents can be obtained by dividing the sum by the numberof items included in the analysis.

AA,

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-.04

-.64

5937

.10

-.03

.37

.01

-.05

.04

.09

.15

.28

60.1

1.0

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1.5

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01

12 .36

-.09

-.25 .1

3.2

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9.0

6.7

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10 .03.

.20

.36

;-.4

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23 .23

-.05 .3

1-.

04 .12

-.04 .6

3.0

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24)

-.15

-.13 .7

9-.

10 .05

-.02 .0

9-.

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11 -.23 .4

1.2

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14 .08

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0.4

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18-.

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.22

-.06 .1

9-.

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.62

-.10 .0

9.1

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07 .36

-.01 .1

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Vari-ableNo. 1 2 3 4 5 6 7 8 9 h2

4442/4- #.4 4,"Ui.26Afit440004,04

:3 :3 8

APPENDIX II L 1Social Values Questionnaire

Forms B and C, Class of 1968

Varimax Factor Matrix

Factor

.1 .18 -.10 -.02 .01 -.10 482 .01 .31 -.17 -.23 .12 -.043 .01 .26 .31 -.09 -.01 -.034 .23 .04 .00 -.09 -.05 .285 .20 .14 .12 .21 -.22 .346 .05 .01 .53 .09 -.11 -.047 .07 -.14 .15 -.04 -.06 .068 .49 -.09 .08 -.11 .00 .259 .52 .05 -.05 -.01 -.10 .0310 -.05 .20 -.04 .03 -.03 -.0711 .19 -.01 .14 -.00 -.54 .1912 .18 -.27 -.14 .04 :02 .4313 -.06 -.19 .13 -.00 -.12 .1914 .01 -.03 -.04 -.04 .28 .1315 .37 -.22 .18 .05 -.09 .1116 .07 .11 -.32 -.03 .14 -.1117 .34 .28 -.20 -.12 .02 -.0718 .13 .10 -.11 -.22 .11 -.0519 .14 -.01 .16 .13 -.57 -.0620 .12 -.16 .35 .01 -.12 -.1121 .20 .10 -.04 -.16 .16 -.24.22 -.03 -.02 -.01 -.22 .12 -.2523 .03 .01 .35 -.15 -.23 .1224 .07 -.01 -.15 .04 -.03 .0225 .13 .08 -.34 -.03 .50 -.0326 .20 .01 .39 .16 -.18 -.2027 .34 .05 .oa .16 .08 -.0228 .32 -.12 .00 .14 -.01 .0429 .01 -.06 .11 -.15 .09 -.0330 -.10 .05 .10 -.24 .63 -.0431 .24 .26 .28 .12 .12 .0032 .22 .00 .08 .04 -.49 .0433 .22 -.04 .12 -.03 -.38 .2234 .13 .13 -.36 .02 .16 -.0835 .09 -.07 -.04 .11 -.01 .1036 .03 .15 -.05 .01 .13 -.0537 .18 -.00 -.03 -.30 -.09 .3038 .00 .21 -.08 .21 ,04 -.2639 .02 .10 .07 .12 -.26 .0540 .21 .33 ..01 .28 -.12 .31

-.07 -.25 .09 .16.16 .05 -.37 .37

-.06 -.19 -.00 .21-.12 -.11 .19 .20.15 .02 .04 .31

-.05 -.22 -.13 .38-.27 -.33 .14. .26.15 .05 .24. .41.04 -.04 .21 .33.23 .19 -.11 .15

-.11 -.09 .01 .41.08 -.19 -.11 .37.00 -.25 -.10 .18.51 -.01 -.26 .42.05 -.11 .42 .43.50 .30 -.08 .50.24 -.03 -.00 .32.06 -.07 -.46 .32.09 -.15 .05 .42

-.40 -.14 .07 .37.16 -.05 -.17 .22.59 .13 -.05 .50

-.04 -.44 .09 .42-.13 -.13 .63 .47.23 .08 .03 .45

-.20 -.27 .15 .43-.25 -.44 .03 .42-.16 -.28 .37 .37.41 .46 -.08 .44.18 .07 -.21 .55

-.06 -.39 .13 .40-.16 -.05 .29 .41.03' -.28 -.06 .34.20 .38 .02 .38.04 -.15 .67 .51.45 .09 .05 .26.23 .12 -.11 .30.12 -.11 -.01 .19

-.24 -.49 .24 .45.06 -.04 .27 .42

. , - 7, ,-774:7,4,4:4- :7.4,

arxmltzt. CfUIPV741

3 3 9

APPENDIX II L 1 (cont'd)

Vari- FactorableNo. 1 2 3 4 5 6 7 8 9 h2

41 .02 .29 -.16 -.02 .04. -.16 .21 -.04 -.52 .4642 .22 .23 -.15 -.03 .16 -.07 .33.33 .00 .4643 -14 008 ime07 01 -.12 .29 -.03 s'e07 e17 e2644 .07 .12 -.11 -.30 .14 .12 .26 .26 -.06 .3045 .07 .17 .30 .08 -.30 .06 -.14 -.19 .34. .3946 .10 -.03 -.04 -.31 .01 -.24 -.05 -.13 -.04 .1947 .18 .25 -.13 4,03 .50 -.02 .10 . .26 .02 .4448 .07 .05 -.07 .00 .14. -.19 .52 .17 -.02 .3749 .29 .04 .13 .17 -.06 .13 -.07 -.23 .43 .3950 -.04 -.03 .03 -.01 -.13 .10 .02 -.57 .09 .3651 -.15 .43 -.13 .04 .04 -.08 .24 .07 -.35 .4252 .03 .13 .0]. -.32 .13 .04 .05 .20 -.16 .2153 -.06 .03 -.22 -.06 .17 -.03 .36 .33 -.25 .3854 .09 -.08 -.10 .12 -.04 .06 -.02 -.16 .70 .5755 -.02 .25 -.06 -.44 -.03 -.35 .17 -.19 -.07 .4556 -.08 .26 .16 .17 .04 .40 .06 -.18 .09 .3357 -.09 -.32 .03 .00 -.11 .11 -.03 -013 -.00 .1558 .12 -.08 .07 -.04 -.08 .15 -.13 -.58 .06 .4159 -.00 .43 -.01 -.17 .06 -.03 .01. .15 -.34 .3660 .22 .01 -.04 -.45 -.01 -.09 *35 -.09 -.02 .4061 .31 -.08 .28 -.08 .00 .02 -.04 -.34 .08 .3162 .00 .19 -.21 -.09 .10 -.33 -.13 .04 -.18 .2663 .07 .36 .03 -.40 .08 -.17 .19 -.14 -.12 :4064. .09 .26 -.38 .10 .18 -.04 .39 .34 -.18 .5665 .15 .18 -.13 .20 -.21 .16 -.40 -.16 .50 .6166 .23 .13 -.11 -.02 .15 -.08 .34 .47 -.14 .4667 -.11 .10 -.03 -.56 .13 -.14. -.12 .00 -.13 .4068 .07 .30 .22 .09 -.41 .06 -.03 -.01 .20 .3769 .22 -.09 .01 .11 -.02 .44 -.11 -.27 .04 .3570 .07 .12 -.05 -.03 .48 -.23 .17 .22 -.13 .3971 .03 .08 .00 -.03 .26 -.38 .16 -.05 -.13 .2772 .25 .29 -.19 -.06 .24 -.06 .35 .28 -.34 .5673 .11 .42 .04 -.14 .10 -.09 .18 .26 .03 .3374 .14 -.05 .17 .05 -.02 .21 .06 -.07 .51 .3775 .14 .10 .23 .15 -.00 .03 -.09 -.61 .25 .5576 .11 .31 .22 -.18 .07 .09 -.20 .05 -.31 .3477 .11 .10 .02 -.16 054 -.18 .30 .15 -.04 .4978 .17 -.16 -.19 -.06 .29 -.06 .25 .23 .00 .3079 .03 -.02 -.23 -.46 .15 -.21 .09 .10 -.24 .4180 .09 .00 .01 -.12 -.20 .57 -.05 -.13 .07 .4181 .15 -.08 -.25 .18 .07 -.25 .28 .23 -.26 .3882 -.01 -.23 .16 -.06 .03 .04 -.06 -.48 .22 .36-83 .06 .17 -.07 -.36 .21 -.14 .06 .06 -.36 .3684 .08 -.10 .09 -.08 -.18 .05 -.28 -.48 .27 .4585 .07 -.05 .15 .07 -.36 .01 -.21 -.40 .35 .49

-71 ;:t.,!4%fit.:49 - _

3'40

'APPENDIX II L 1 (cont'd)

Vari- FactorableNo. 1 2 3 4 5 6 7

AM ...I.

9 h2

86 .21 .31 -.02 -.22 .03 -.19 .23 -.07 .04 .29g7 ,10 -,51 -.A5 .96 -.05 .11 .14 -.10 .41as -.01 -.06 .12 -.11 -.10 .23 -.08 -.50 -.02 .3689 .12 .12 .11 -.10 -.01 -.57 .17 .05 -.15 4490 .06 414 -.02 .13 -.04 .08 -.05 -.22 .60 .4691 -.04 -.02 .11 -.43 -.05 -.07 -.03 .05 -.21 .2692 .05 -.03 .14 -.11 -.26 .07 -.41 -.48 .28 .5893 .07 .11 .08 .05 .62 -.09 .13 -.01 .00 .4494 .12 .04 -.11 .10 -.05 -.13 .07 -.52 .16 .3695 -.17 .09 .18 .04 -.35 .11 .01 -.40 013 .3896 -.04 .39 -.10 -.16 .10 -.42 .20 -.00 -.21 .4697 -.07 .10 .08 -.09 .53 -.07 -.11 .19 .3698 -.02 .09 .08 -.10 .20 -.13 .39 .19 -.51 .5399 .06 -.04 -.05 .19 -.05 .45 -.05 -.09 0-07 .26

100- .04 .12 .07 .05 -.04 -.13 -.04 -.11 .73 .58:101 -.04 .24. -.18 -.04 .24 -.18 .18 .17 -.16 .27102 .05 .06 .13 -.25 .03 -.45 .25 .17 -.16 .41

TotalVari- 2.50 3.04 2.97 3.09 4.70 4.19 4.71 6.27 6.54anceAcct'd

. For

FactorLoading

+.52

3 4

APPENDIX II L 2

Social Values Items Listed by Factors°on Which They Were Scored

Social Values . Factor 1

Item*

One of the worst feelings a person can have occurswhen he has fallen short of what his group expectsof him. (009)

+.49 it is extremely satisfying to know that one is anindispensable and appreciated member of a.purpose-ful and effective group (team or institution) (008)

+.37 Some of life's greatest satisfactions are found inworking cooperatively with others. (015)

+.34 Minor conflicts between one's own comfort and con-venience and that of a neighbor should be resolvedin favor of the neighbor more often than not. (028)

+.32 It is often more gratifying to work for the accom-..plishment of a goal held by a group to which onebelongs than to work for the attainment of a purelypersonal goal. 0029)

+.31 Doing something for a friend is more satisfying thandoing something for yourself. (062)

FactorLoading

*Numbers in parentheses refer to item numbers on Form C.

Social Values - Factor 2

Item

+.43 Only a person who remains aloof from social organiza-tions and group allegiances can fully develop hiSpotential as an individual. (051)

+.43 People who identify strongly with some group usually doso at the expense of their development and individualself-fulfillment. (059)

111 +.42 As soon as a person begins to consider what effects hisactions will have on bystanders, neighbors, or fellowworkers, he begins to compromise his value as an in.dividual. (073)

Factor.Loading

+.39

+.36

+.33.

:3 4 2APPENDIX II L 2

Social Values - Factor 2 (continued)

Ps

. Item

People damage themselves as individuals when theyinhibit or in some other way modify their behaviors-as a result of the rules of the groups to which theybelong. (096)

When democratically organized groups begin to influenceand regulate the behaviors of their members they eitherdisintegrate or become transformed into undemocraticautocratic groups. (063).

The essence of democracy is protection of the individ-ual agaimA any group pressures designed to make himconform. (086)

+.31 Regardless.of whether groups are democratically orautocratically organized, they tend to encroach uponthe individual freedoms of their members. (076)

+.31 In life an individual should for the most part go italone, assuring himself of privacy, having much timeto himself, attempting to resist being influenced byothers. (002)

-.32 There is no necessary opposition between an individ-ual's fulfillment of his own needs and his fulfillmentof the needs of the groups to which he belongs. (057)

FactorLoading

Social Values Factor 3

Item

+.53 A person who witnesses an unlawful or immoral act, suchas physical assault or sadistic taunting and teasingand who does not try to do what he can to stop itsoccurrence, shares some part of the guilt with thetransgressor. (006)

+.39 People should be as concerned with the rights and con-ditions of others as they are of themselves or theirimmediate families. (026)

Not only does everyone have an inalienable right tolife, liberty and the pursuit of happiness, he also hasan equally inalienable moral obligation to protectothers from having these rights taken from them. (023)

+.35

FactorLoading

"*C4'11.74411kett#4.00.1.1.14*-114.4~00.0..r.

APPENDr L 2

Social Values - Factor 3 (continued)

Item

+.35 Itis wrong for a person to choose to pay little orno attention to the welfare of persons with whom hehas no personal connection. (020)

.4.31 The typical law-abiding person who avoids situationsin which transgressions occur, rather than acting insuch situations to protect those who are being injured,does not deserve the respect of his fellow citizens.(003) -

-.51 Thi only people guilty of immoral acts are those whocommit them or directly cause them to be committed.Others who might have prevented the acts, but did not,should bear no blame. (087)

-.38 An individual's responsibility for the welfare of othersextends no further than the boundaries of his immediatecircle of friends and relatives. (064)

-.36 An individual who has not caused another's misfortunehas no moral obligation to help the other person. (034)

11 -.34 People should leave the prevention of immoral acts upto those whose jobs are specifically concerned withsuch prevention. (025)

-.32 Whether an individual acts to protect the welfare ofpersons beyond his circle of friends and relatives isa matter of personal preference, not moral obligation.(016)

Social Value's - Factor 4

FactorLoading Item

+.31 Group members ought to join in groupactivities evenif they are initially indifferent or mildly opposed tothese activities. (043)

-.56 The development of individual consciences is hinderedby the development of formal group regulations andcodes. (067)

410 ..46 In the long run, people are best off if left to reg-ulate their own behavior rather than setting up groupnorms and sanctions, (079)

FactorLoading

344APPENDIX II L 2

Social Values . Factor 4 (continued)

Item

-.45 Regardless of the content of the act, it is betterto do something that springs from a genuine personalinterest than from a feeling of social obligation.(060)

-.44 Regardless of how democratically a group sets up itsrules, it ceases to be a democratic group once itbegins to pressure its members to conform to, theserules. (055)

-.43 The presence of rules and regulations governing aspectsof community life tends to lead individuals to relyupon external authorities rather, than on their own con-sciences in determining what is right.and what iswrong. (091)

..40 When democratically organized groups begin to influenceand regulate the behaviors of their members they eitherdisintegrate or become transformed into undemocratic,autocratic groups. (063)

it-.36 The ideal society would be one in which each individual

was true to his own conscience and immune to the effectsof group influence. (083)

.32 The consequences flowing from the limitation of a person'sfreedom to use his resources and skills as he wishesare often far worse than the discomfort such freedommight cause to others.. (052)

.10

-.31 Conformity to group norms and goals should be achievedby relying upon the consciences of the individual mem-bers. (046)

FactorLoading

Social Valuei - Factor 5

Item

+.63 A community in which people were very concerned witheach other's morality as well as their own would bean intolerable one in which to live. (030)

4111+.62 It is wrong for a man to point out other people's moral

shortcomings. (093)

0 FactorLoading

+.54

+.50

+.50

Social

Item

.4

4 aAPPENDIX II L 2

Values . Factor 5 (continued)

We intrude unjustifiabily into the privacy of otherpersons when we try; to get them to abide more closelyto a moral code which they accept as a vague ideal,but which they do not follow in their behavior. (077)

When one individual behaves unjustly toward another,it is wrong for a third person to intervene .to correctthe injustice unless he has been asked to do so. (047)

People should leave the prevention of immoral acts upto those whose jobs are specifically concerned withsuch prevention. (025)

+.48 One should avoid trying to make people more moral andconsiderate than they generally are. (070)

-057 Everyone has an obligation to criticize other membersof his community when they act in an immoral, anti-social manner. (019)

-.54 People cannot rely solely upon. ministers, policemenand judges to insure moral behavior among the citizensof a community. They must each act to dissuade othersfrom anti- social acts. (012)

-.49 Individuali should feel responsible for fostering theimprovement of morals as well as the physical well-being of others. (032)

-.41 Encouraging others to behave in.accord with generallyaccepted moral standards is as important as one's ownliving up to these standards. (068)

-.38 A person should be willing to openly criticize individ-uals who break the rules agreed upon by the group. (033)

-.36 Every person should be his brother's keeper in thephysical and moral sense. (085)

-.35 It is the duty of every good citizen to criticize pre-judices, anti-minority remarks made in his presence.(095)

-.30 Virtue and honor do not belong to those who merely dis.sociate themselves from the immoral acts of their Yellowmen. Rather, it belongs only to those who energeticallywork to prevent such acts. (045)

Factor .

Loading

APPENDIX II L 2Social Values - Factor 6

Item

+.57 A person is right in feeling annoyed or angry when.other members of his group ignore justifiable groupInnnuwmeasay s %wow/

+053 A democratically organized group has the right todetermine what should be considered proper behaviorin areas relevant to the group. (097)

+.45 It is proper for a group to decide to mete out somekind of punishment to group members who act withoutregard to the goals and rules of the group. (199)

+.44 A person should be willing to cooperate with demo-cratically selected group leaders, even though theyare not the ones he personally preferred. (069)

+.43 There is nothing wrong in the members of a group try-.ing to persuade indifferent or mildly dissenting mem-bers to go along with the group. (012)

+040 Groups and communities which refuse to regulate thebehaviors of their members encourage the exploitationof the weak by the powerful. (056)

+.34 It is often ,better for a group to agree upon specificrules to regulate behaviors of importance to the groupthan to leave the regulation to the individual judgmentsof the group members, (005)

+.31 Individual consciences need the.support of laws andsocial codes in order to function most effectively inproducing moral behavior. (040)

-.57 Conformity to the policies of your group when you arenot wholeheartedly in agreement with them is wrong, evenwhen the policies are the result of a democratic pro-cess in which you were free to participate. (089) .

..45 A person should not feel bound to follow the decisionsof the groups to which he belongs if these decisionsare not in accord with his private preferences. (102)

-.42 People damage themselves as individuals when they in-hibit or in some other way modify their behaviors asa result of the rules of the groups to which they be-.

long. (096)

FactorLoading

-.38

APPENDIX II L.2

Social Values - Factor 6 (continued)

em

Group members should not be criticized when they re-fuqe to do something in which they have no interesteftvebn when the action in question is necessary fortheir group to reach its goal. (071)

-.35 Regardless of how democratically a group sets up itsrules, it ceases to be a democratic group once itbegins to pressure its members to conform to theserules. (055)

-.33 When the needs of a group and the preference of someof its members come into conflidt, the latter ought tobe given far greater weight in determining the outcome.(062)

FactorLoading

Social Values - Factor 7

Item

+.59 It is better for a person to ignore the larger socialconcerns of the community in which he lives than toforce himself to take part in these concerns merelyfrom a sense of moral obligation. (022)

+.52 It is better to ignore a person in need when one feelsno personal compassion for himthan to act compassionatelyout of a sense of obligation or guilt. (048)

+.51 A man's self-fulfillment through his Isoxk and his lifewith family and friends should alaicst always transcend ft

his obligation to participate in the civic activitiesof his community, e.g., being active in a local civic,political, cultural or charitable organization. (014)

+.50 Whether an individual acts to protect the welfare ofpersons beyond his circle of friends and relatives isa matter of personal preference, not moral obligation.(016)

FactorLoading

-

tY "

4. II....

3.48

APPENDIX II L 2Social Values - Factor 7 (Continued)

Item

+.45 No one can be genuinely concerned with the welfareof people whom he does not know and has never seen.(036)

+.41 Although altruism and feelings of responsibility forthe welfare of others are generally thought to beadmirable qualities, a person should not be requiredto have them in order to be respected by himself orothers. (029)

+.39 An individual's responsibility for the welfare ofothers extends no further than the boundaries of hisimmediate circle of friends and relatives. (064)

+.36 The mere fact that one group or nation is prosperousand another is not places no moral obligation on thegroup to improve the lot of the have-not group. (053)

+.35 Regardless of the content of the act, it is better todo something that springs from a genuine personal in-terest than from a feeling of social obligation. (060)

+.35 One's major obligation to other men is to let them aloneso that they may sink or swim by their own efforts. (072)

1

Except for one's immediate family and closest friends,people have a perfect right to pursue their own goalswithout regard to the convenience or comfort of others.(066)

+.33 Things work best when people concern themselves withtheir own welfare and let others take care of themselves.(042)

-.41 All men have an obligation to promote not only the wel-fare of their immediate circle of relatives but also towork for the well-being of all members of the communityin which they live. (092)

-.40 It is wrong for a person to choose to pay little or noattention to the welfare of persons with whom he hasno personal connection. (020)

+.34

FactorLoading

3 4 9

APPENDIX II L 2Social Values . Factor 8

Item

+.47 Except, for one's immediate family and closest friends,people have a perfect right to pursue their own goalswithout regard to the convenience or comfort of others.(066)

+.41 Although altriusm and feelings of responsibility forthe welfare of others are generally thought to beadmirable qualities, a person should not be requiredto have them in order to be respected by himself orothers. (029)

+,38 An individual who has not caused another's misfortunehas no moral obligation to help the other person. (034)

+.34 An individual's responsibility for the welfare of othersextends no further than the boundaries of his immediatecircle of friends and relatives. (064)

+.33 The mere fact that one group or nation is prosperousand another is not places no moral obligation on thehave

53)group to improve the lot of the have-not group.

(0

+.33 Things work best when people concern themselves withtheir own welfare ana let others take care of them-selves. (042)

+.30 Whether an individual acts to protect the welfare ofpersons beyond his circle of friends anC relatives isa matter of personal preferences-not moral obligation.(016)

-.61 Although others may equal it in importance, there isno value more important than compassion for others.(075)

-.58 Individuals should be ready to inhibit their own pleasuresif these inconvenience others. (058)

-.57 A man should not be respected for his achievements ifthey were obtained by interfering with the welfare anddevelopment of others. (050)

-.52 It is sympathetic love among persons which alone givessignificance to life. (094)

-.50 People should give up activities which bring thempleasures if these activities cause serious discomfortto others. (088)

r )(/:APPENDIX II L

Social Values - Factor 8 (continued)

Loading Item

-.49 People cannot be considered moral if they are indif-ferent to the welfare of the members of the communityin which they live and work. (039)

-.48 All men have an obligation to promote not only thewelfare of their immediate circle of relatives butalso to work for the well-being of all members of thecommunity in which they live. (093)

-.48 Acting to protect the rights and interests of othermembers of one's community is a major obligation forall persons. (084)

-.48 People who try but are unable to provide for their ownwelfare have a right to expect help from others. (082)

-.44 Minor conflicts between one's own comfort and conven.ience and that of a neighbor would be resolved infavor of the neighbor more often than not. (027)

-.44 Not only does everyone have an inalienable right tolife, liberty, and the pursuit of happiness, he alsohas an equally inalienable moral obligation to protectothers from having these rights taken from them. (023)

-40 It is the duty of every good citizen to criticize pre-judiced, anti-minority remarks made in his presence.(095)

Every person should be his brother's keeper in thephysical and moral sense. (085)

-.39 An individual most deserves the feelings of satisfactionwith himself after he has done something to help some-one else. (031)

-.40

-.34 Doing something for a friend is more satisfying thandoing something for yourself. (061)

.-33 Concern for the welfare of others should go beyond see-ing that they have their essential physical needs met.(007)

FactorLoading

351.APPENDIX II L 2

Social Values - Factor 9

Item

+.73 Man is a social animal. He cannot flourish and growwithout identifying himself with some group. (100)

Individuals do not really fulfill their human poten-tials unless they involve themselves deeply in somegroup. (054)

+.67 It is important for an individual to be closelyidentified with at least one group. (035)

+.63 Man's natural state is as a member of a group. . Theindividual who holds himself aloof from active partici..pation in a community is acting against his naturalinclinations. (024)

PPANTolW

+.60 An individual truly finds himself when he merges witha social group and joins with others in resolute and.determined activity for the realization of socialgoals. (090)

+.51 Individuals and groups are in a symbiotic relationship.Neither can flourish without satisfying the needs ofthe other. (074)

+.50 It is wrong if an individual refuses to participateactively in at least some of the group activities ofthe community in which he lives. (065)

+.43 It is just as important to work toward group goals andadhere to the established rules of the group as it isto gratify one's individual desires. (049)

+.42 Some of life's greatest satisfactions are found inworking cooperatively with others. (015)

+.37 It is often more gratifying to work for the accom-plishment of a goal held by a group to which onebelongs than to work for the attainment of a purelypersonal goal. (028)

-.52 Man's natural state is as an independent, unattachedindividual. He acts in conflict with his essentialqualities when he acts jointly with others as amember of a highly unified group. (041)

-.51 Individuals should feel no obligation to participatein the group activities of the communiVls in whichthey happen to live or work. (098)

:352APPENDIX II L 2

Social Values - Factor 9 (continued)

FactorLoading Item

-.46 Men are first and foremost individual beings. Theidentification they may have with groups never reallyalters their essential separateness from one another.(018)

-.37 In life an individual should for the most part go italone, assuring himself of privacy, having much timeto himself, attempting to resist being influenced byothers, (002)

-.36 The ideal society would be one in which each indi-vidual was true to his own conscience and immune tothe effects of group influence. (083)

-.35 Only a person who remains aloof from social organiza-tions and group allegiances can fully develop hispotential as an individual. (051)

MM.

-.34 People who identify'strongly with some group usuallydo so at the expense of their.development and indi-vidual self-fulfillment. (059)

.-31 Regardless of whether groups are democratically orautocratically organized, they tend to encroach uponthe individual freedoms of their members. (076)

Factor I

GI

G2

Factor II

G1 No opposition between group activity and fulfillingindividual needs: 57

3.53

APPENDIX III A

FACTOR THEMES

Satisfaction from participation in groups: 8, 9, 15,28 (IX G

3)**

Self-restraint for others' welfare: 27, 61 (VIII G2, II 12)

Il Self-development hindered by groups: 51, 59, 76 (IX 13)

12 Concerning oneself or inhibiting oneself because ofpossible effects of own acts on others is harmful toindividual: 73, 96, 2 (I G2, VIII G2) .

13 Democratic groups should not try to influence members:63, 86 (IV 13, VI 12, VI Gi)

Factor III

Gi Obligation to stop, prevent, protect against immoralacts even when one has not caused act: 6, 3, 23

G2 Obligation to help others beyond circle of personalrelationships: 26, 20 (VII Gl, VIII G3, VII Its VIII Ii)

11 Denial of guilt or responsibility over not preventing

immoral acts or helping others: 25, 34, 87 (VII 12,VIII I1, VII G1, VIII G3)

I2 Denial of obligation to help others beyond circle of

personal relationships: 16, 64 (VII 12, VIIIVII-Gi, VIII 03)

* Numbers refer to Form C items.

** Themes in parentheses are ones sharing items with the themebeing described or containing items which are opposite inmeaning to items in the described theme.

'

.."'""`".',-740,*AhSei=4,

354 P.2

Factor IV

G1 Group members should participate even when indifferentor mildly opposed to activity: 43 (VI GI, VI II)

I1 Group regulations not good for people, interfere withdevelopment of conscience: 52, 67, 91

12 Value of individual determinant of acts rather thandetermination by group pressures: 46, 60, 79, 83

I3

Democratic groups should not try to influence members:55, 63 (II I

3", VI I

2'VI G

1)

Factor V

G1 Obligation to monitor and criticize morality of others'

behaviors: 19, 95

G2

Obligation to influence others to live up to moralstandards: 11, 32, 33, 45, 68, 85

1 Illegitimacy and distastefulness of judging othersmorally: 30, 93

12 Illegitimacy of trying to influence others to live upto moral code when one is not directly charged withthis responsibility: 26, 47, 70, 77

Factor VI

G1 Legitimacy of group demands for "proper behavior" orcooperation: 12, 69, 97 (II 13, IV 13)

G2 Legitimacy of sanctions for non-conformity: 80, 99

G3

Beneficial effects of specific group norms: 5, 40, 56

I1 Conformity or modification of behavior to fit group.inopposition to individual preferences is wrong ordamaging: 62, 71, 89, 96, 102 (IV GI)

12

Democratic groups should not try to influence members:55 (II I

3'IV 13)

Factor VII

1Obligation to help others beyond circle of personal

relationships: 20, 92 (III 02, VIII G3, III 12,1111 Il)

I1 Promotion of social welfare should be result of personal

desire, not feeling of social obligation or guilt:22 9 948 60

3 5a. P. 3

Factor VII (cont'd)

12 Denial of obligation to promote social welfare of others

with whom one is not personally connected: 14, 16, 29,

53, 64, 66 (III I2'

VIII III G2 VIII G3

)

One should let people take care of themselves: 62: 72

(VIII I2)

14 Cannot feel genuinely concerned about distant others: 36

Factor VIII

G1Value of compassion or sympathetic love: 75, 94

G2Self-restraint and giving up of personal satisfactions

preferred to hurting others: 50, 88, 58 (I G2, II 12).

G3

Obligation to help others beyond immediate circle of

personal relationships: 39, 92 (III G2, VII G1, III Ii)

1Denial of obligation to help others beyond circle of

personal relationships: 16 29, 34, 53, 64, 66

(III IV VII 129III G

29VII GI)

I2

One should let people take care of themselves: 42 (VII 13)

Factor IX

Gi Man's development or fulfillment requires or is helped

by identifications with groups: 24, 54, 74, 90, 100

G2 Man has an obligation to participate in group activities

and to support group goals: 35, 49, 65

G3 Satisfaction results from participation in groups: 15,

28 (I G1)

I1Man is naturally solitary: 18, 41

I2

Denial of obligation to participation in community

group activities, positive value of "going it alone":

2, 83, 98

I3

Man develops his potential only when he is unaffiliated:

51, 59, 76 (II Ii)

APPENDIX III B

CODING LIST OF FACTOR THEMES ANDINDEX OF CODING MANUAL

Coc..1:. Factor FactorLiiMrv:Cate orb We' ThemeNumber Ea im-a: Number Mel:

1. II G 1 21. a. I G 32. III 2 b. VIII G 13. IV G 1; VI I 3.-4. IV I 1; VI G 3. 22. II I 1; VII 3; IX I36. V I 1.5. V G 3 23. 3; IV I 3;. V I I 27. VI G 2 24. a. 1 1 1 4g. in G 4 b. IX I 29. VII 1

10. VI I 4 25. III G 1; V G 2;11. VIII 1 VIII G 512. VII I 413. IX G 1; II I 1- 26. III G 2; VII G 1;14.. IX G 2; II 14-- VIII G 315. IX G 416. IX I 1 27. III G-3; V G 4e 17. 1 X 1 418. IX 1 5 28. III G 4; VII G 4.;19. I G 1; IX G 3 VIII G 4.

20. a. VIII G 2 29. III I 1; V I 2b. I G 2 ..

c. . VIII 2- 30. a. III I 2; VII I 2;d. Ian 1 1... VIII I 1

b. . VII I 2 (only)31. a. VI G' 3; IV I 1.

b. VI G 3; IV I 2

32. a. V G 1b. VIII G 6

le

33. VI G 1; II I 3.;IV r 3-

34.. VII I 3; VIII I 2;III G 2-

O ) :40 Imo

APPENDIX III C

DESCRIPTIONS OF CODING CATEGORIES AND CODING NOTES

INTERVIEW CODE CATEGORY NUMBER 1

Form C Social Values Factor Theme II G 1ftem No.

57 There is no necessary opposition between anindividual's fulfillment of his own needs-andhis fulfillment of the needs of the groups towhich he belongs.

.Notes

1. No necessary opposition between fulfilling group andindividual needs.

2. Score as category 1 minus if responsibility to self andresponsibility to group conflict; do not score if groupis not mentioned. This means that "family, others," etc.are not scored here. Formal group is necessary,.

3. No opposites are scored; no other factor scored at thesame time.

1

Form C

358

INTERVIEW' CODE CATEGORY NUMBER 2

Social Values Factor Theme II I 2

73 As soon as a person begins to consider what effectshis actions will have on bystanders, neighbors; orfellow workers, he begins to compromise his valueas an individual.

'Notes

1. Scored whenever "personal damage" occurs as a result ofconsideration of the wishes of others.

2. Do not score response if individual says that restraintshould be exercised if damage-is in no way mentioned.

3. Do not score if damage results from modifying behavior asa result of group rules (ordinarily scored as category 22)but do score if the idea occurs in relation to "family"or "others."

4. -Category 2 is nott, the opposite of category 20a or 20b, as_damaging self may be necessary aspect of fulfilllngobligation of self-restraint for other's welfare.

INTERVIEW CODE CATEGORY NUMBER 3

Form C Social Values Factor. Theme IV C 1item No.

43 Group members ought to join in group activitieseven if they are initially indifferent or mildlyopposed to these activities.

Social Values Factor Theme VI 11-

62 When the needs of a group and the preferences ofsome of its members come into conflict, the latterought to be given far greater weight in determiningthe outcome.

11).:16"0 P. 3

Form C .Social Values Factor Theme VI I 1- (cont'd)ITWEENo.

71 Group members should not be criticized when theyrefuse to do something in which they have nointerest even when the action in question isnecessary for their group to reach its goal.

89Conformity to the policies of your group when youare not whole-heartedly in agreement with them iswrong, even when the policies are the result of ademocratic process in which you were free to participate.

102 A person should not fe bound to follow the. decisions of the group ) which he belongs if these

decisions are not in accord with his private. preferences.

Notes

1. Group members ought to participate even if mildly opposedor initially indifferent to the group activity. Requiressome implication of group pressure or individual disinclinationto participate, so is to be scored very narrowly.

IFAh

2. Category 3 scored if says shouldn't support group whenMildly opposed.

3. See category 9. Do not score both 3 and 9 if both occur insingle phrase. Require independent mentions if both are tobe scored.

Form CItem No.

52

INTERVIEW CODE CATEGORY NUMBER 4

Social Values Factor Theme IV I 1

The consequences flowing from the limitation of aperson's freedom to use his resources and skills ashe wishes are often far worse than the discomfortsuch freedom might cause to others.

67 The development of individual consciences is hinderedby the development of formal group regulations andcodes.

91 The presence of rules and regulations governing111 aspects of community life tends to lead individuals

to rely upon external authorities rather than ontheir own consciences in determining what is rightand What is wrong. .

p

360

Notes (for Theme IV I 1)

1. Groups allow individual to avoid responsibility for makingdecisions, thinking for themselves. Scale is relevant toconformity, non-conformity in terms of principles.

P.4

2. Stated in terms of negative effects of groups on individualconsciences.

3. See category 31.

INTERVIEW CODE CATEGORY NUMBER 5

Social,Values Factor Theme V G

No Items Special Category

Notes

1. Society has the right to establish norms; there are moralimperatives.

2. Do not count prohibition on killing as moral imperative.

3. Do not score for saying that you can judge others--thatstatement should be scored minus in category 6.

4. If moral imperative is not hurting others and respondentexpects all people to abide by this "societal norm" thenscore in categories 5 and 20.

Form C

INTERVIEW CODE CATEGORY NUMBER 6

Social Values Factor Theme TI 1

93 It is wrong for a man to point out other peoples'moral shortcomings.

30 A community in which people were very concerned witheach other's morality as well as their own would bean intolerable one in which to live.

Form C

70

77

361

Social Values Factor Thema V I 1 (contvd)

P.5

One'should avoid trying to make people more moraland considerate than they generally are.

We intrude unjustifiably into the privacy of otherpersons when we try to get them to abide moreclosely to a moral code which they accept as a vagueideal, but which they do not follow in their behavior.

Notes

1. Should not be concerned with others? morality; should notpoint out others' moral shortcomings; should not try to getthem to be more moral than they are or to abide more closelyby their own moral code.

2. If subject states that you can do these things then category 6should be scored minus, statements sayirig that you shoulddo these things are. to be scored in category 5.

Form cNgNO.

99

INTERVIEW CODE CATEGORY NUMBER 7

Social Values Factor Theme Vi G 2

It is proper for a group to decide to mete out somekind of punishment to group members who act withoutregard to the goals and rules of the group.

80 A person is right in feeling annoyed or angry whenother members of his group ignore justifiablegroup demands.

Notes

1. Group members can use sanctions for non-conformity.

2. Category 7 should be scored minus for statement that sanctionsshould not be used.

INTERVIEW CODE CATEGORY NUMBER 8

Social Values Factor Theme ILLA

No Itsms Special Category

4'1

AIN MP.* 'Or

362P.6

Notes (for Theme. VI G 4)

1. Groups should reach compromise if the majority andminority disagree.

o. Category A should he scored minus for statements sayingthat.group factions should each go their own way if they disagree.

3. Category 8 should be scored when reference is made tobringing in outside arbitrator or mediator to settledisagreements in group. However, if mention is made of-binding arbitration or special intra-group agencies set upto judge disputes, category 33, not 8, is scored.

Form CItem No.

62

INTERVIEW CODE CATEGORY NUMBER 9

Social Values Factor Theme VI

When the needs of a group andsome of its members come intoought to be given far greaterthe outcome.

I 1

the preferences ofconflict, the latterweight in determining

71' Group members should not be criticized when theyrefuse to do something in which they have nointerest even when the action in question isnecessary for their group to reach its goal.

89 Conformity to the policies of your group when youare not wholeheartedly in agreement with them iswrong, even when the policies are the result of ademocratic process in which you were free to participate.

A person should not feel 'bound to follow thedecisions of the groups to which he belongs if thesedecisions are not in accord with his privatereferences.

102

Notes

1. Anti-conformity theme stating that it is wrong to followgroup if you do not agree with what the group prefers to do.No mention is made of damaging the individual.

2. Category 9 is scored minus for statement of "majority rule."Anytime that it is stated that all members of the group arebound by majority decision, this is scored.

3. See category 3, Do not score both.3 and 9 if both occur insingle phrase. Require independent mentions if both are tobe scored.

S

.

363

INTERVIW CODE CATEGORY NUMBER 10

Social Values Factor Theme VI I 4 -

Nn Ti...csme Ancbc4n1 nntesanry

Notes

P. 7

1. Majority and minority have no obligation to each other.Is usually used in answer to the question about majority-minority obligations.

2. Do not score category 10 minus if it is stated that they do. have obligations to each other.

Form CItem No.

INTERVIEW CODE CATEGORY NUMBER 13.

Social Values Factor Theme VII I 1

60 Regardless of the content of the act, it is betterto do something that springs from a genuine personalinterest than from a feeling of social obligation.

48 It is better to ignore a person in need when onefeels no personal compassion for him than to actcompassionately out of a sense of obligation or guilt.

22 It is better for'a person to ignore the larger socialconcerns of the community in which he lives than toforce himself to take part in these concerns merelyfrom a sense of moral obligation.

Notes

1. A person should feel a genuine personal interest in a socialcondition or in helping someone before he should act. Heshould not act out of a sense of obligation (moral or social)or guilt.

2. Family responsibility vs. self-interest is scored here unlessit is in terms of damaging self (see category 2) or in termsof following principles (see categories 4 and 31).

INTERVIEW CODE CATEGORY NUMBER 12

Form C ,

211too.. Social Values Factor Theme VII I 4

No one can be genuinely concerned with the welfareof people whom he does not know and has never seen.

.36

Notes

1. It is impossible to feel genuine concern for distant others.

2. No opposites.

Form CMilra

INTERVIEW CODE CATEGORY NUMBER 13

Social Values Factor Theme IX G 1

100 A man is a social animal. He cannot flourish andgrow without identifying himself with some group.

Individuals do not really fulfill their humanpotentials unless they involve themselves 'deeplyin some group.

24 Rants natural state is as a member of a group;the individual who holds himself aloof from activeparticipation in a community is acting against hisnatural inclinations.

54

106 An individual truly finds himself when he mergeswith a social group and joins with others inresolute and determined activity for the realizationof social goals.

74 Individuals and groups exist in a symbioticrelationship. Neither can flourish withoutsatisfying the needs of the other.

Social Values Factor Theme II I 1-

People who identify strongly with some group usuallydo so at the expense of their development andindividual self fulfillment.

59

51 Only a person who remains aloof from socialorganizations and group allegiances can fullydevelop his potential as an individual.

:3

1Znarrbalt=lfitriu

P. 9

Notes (for Theme II I 1-)

1. Man is by nature a social animal; he develops; hispotential is furthered and fulfilled by group identification.It goes against his nature to remain unidentified with groups.Individuals and groups satisfy each other's needs.

2. Category 13 is also scored for statements about negativeeffects of isolation and alienation on personality. Ifnegative effects are felt by society, rather than byindividual, score category 14..

INTERVIEW CODE CATEGORY NUMBER 14

Form CTtem NO. Social Values Factor Theme IX G 2

35 It is important for an individual to be closelyidentified with at least one group.

49 It is just as important to work toward group goalsand adhere to the established rules of the groupas it is to gratify one's individual desires.

65 It is wrong if an individual refuses to participateactivity in at least some of the group activities ofthe community in which he lives.

Social Values Factor Theme 11_14=

2 In life an individual should for the most part goit alone, assuring himself of privacy, having muchtime to himself, attempting to resist beinginfluenced by others.

Notes

1. People saould belong to groups; it is important that they beclosely identified with at least one group. They areobligated to participate in community activities, to worktoward group goals and to follow group rules.

2. These are scored weak for statement that individual shouldcontribute to the group if he voluntarily joins the group.If no mention is made of "volunteering" then it is scoredwith normal strength.

3. Opposite is scored in category 24.

3n6

INTERVIEW CODE CATEGORY NUMBER 15

Social Values Factor Theme IX G 4

No Items Special Category

Notes

P.1.0

1. Score for reference to instrumental value of group partici-pation, allowing you to do things, get things done that youcould not do by yourself...Statement or context within whichit occurs must imply a favorable orientation. toward groups.

Form C"

INTERVIEW CODE CATEGORY NUMBER 16

Social Values Factor Theme IX I I

le Men are first and foremost individual beings.The identifications they may have with groupsnever really alters their essential separatenessfrom one another.

41- ban's natural state is as an independent, unattachedindividual. He acts in conflict with his essentialqualities when he acts jointly with others as amenber of a highly unified group.

Notes

1. Man's natural state is alone. Any identification with agroup does not affect his natural separateness from hisfellow man.

2. People benefitting individually from group's instrumentalvalue--really as an individual using group, without anyimplication of being favorably oriented toward groupmembership 202 se.

ItimERVIEW CODE CATEGORY NUMBER 17

Social Values Factor Theme IX I 4

No Items Special Category

.Notes

1. It is up to the individual whether or not he joins in a groupor works toward group goals. Usually giVen in answer to thequestion asking just that.

111.

«we)L-b,)r

409f.re-4

INTERVIEW CODE CATEGORY NUMBER 18

Sociai'Values Factor Theme IX

No Items Special Category

Notes

P.11

1. Groups are bad because they can lead individuals toviolate or abdicate conscience and do things that heordinarily would not do, because of desire to be one ofthe group, or Le Bon idea.

"Form C

INTERVIEW CODE CATEGORY NUMBER 19

Social Values Factor Theme I G 1

8 It is extremely satisfying to know that one is anindispensable and appreciated member of a purposefuland effective group (team or institution).

9 One of the worst fselings a person can have occurswhen he has fallen short of what his group expectedof him.

28 It is often more gratifying to work for theaccomplishment of a goal held by a group to whichone belongs than to work for the attainment of apurely personal goal.

15 Some of life's greatest satisfactions are found inworking cooperatively with others.

Social Values, Factor Theme 1311

15 Some of life's greatest satisfactions are found inworking cooperatively with others.

28 It is often more gratifying to work for theaccomplishment of a goal held by a group to whichone belong., than to work for the attainment of apurely personal goal.

E

168

Notes (for Theme MEG 3)

.1. Both of these are all....l.r.tazs scored together.

P. 12

2. Refers to consummatory value of group participation. It isp7 Pasant to f'414lintel work for group goals.

3. Not necessarily good in the instrumental sense.. Does notmention accomplishment of objectives external to the groupand/or through interaction with the group. Instrumentalvalue scored under category 15.

Do not score 19 for mentioning that group participation isgood for self-development. This is scored under 13. .Score19 narrowly; don't score if 13 is scored for same response.

5. In answer to interviewer query.on Question # 4. concerning"enjoying group's successes,. failures as own," a plain "yes"answer is scored plus under 19, a "no" is scored as minus.Scoring may be altered if.additional comments require, butpresumption is that this category applies.

INTERVIEW CODE CATEGORY NUMBER 20

Form CZtem Social Values Factor Theme I G 2

27 Minor conflicts between one's own comfort andconvenience and that of a neighbor should be resolvedin favor of the neighbor more often than not.

Social Values-Factor Theme VIII G 2

27 Minor conflicts between one's own comfort andconvenience and that of a neighbor should be resolvedin favor of the neighbor more often than not.

58 Individuals should be ready to inhibit their ownpleasures if thete inconvenience others.

50 A man should not be respected for his achievementsif they were obtained by interfering with the welfareand development of others.

People should give up activities which bring thempleasures if these activities cause seriousdiscomfort to others.

Form C

369

Social Values Factor Theme VII I 2

16 Whether an individual.acts to protect the welfareof persons beyond hia circles of friends andrelatives is a matter of personal preference, notmoral obligation.

64 An individual's responsibility for the welfare ofothers extends no further than the boundaries ofhis immediate circle of.friends and relatives.

P. 13

66 Except for one's immediate family and closestfriends, people have a perfect right to pursuetheir own goals without regard to the convenienceor comfort of others.

29 Although altruism and feelings of responsibilityfor the welfare of others are. generally thought tobe admirable qualities, a person should not berequired to have them in order to be respected byhimself or others.

53 The mere fact that one group or nation is prosperousand another is not places no moral obligation onthe have group to improve the lot of the have not group.

14 A man's self-fulfillment through his work and hislife with family and friends should almost alwaystranscend his obligation to participate in the civicactivities of his community, e.g., being active in alocal civic, political, cultural or charitableorganization.

Notes

1. Statements saying that you should restrain yourself, yourpleasures, etc. to avoid harming, inconveniencing others,.causing them discomfort:

2. Obligation to 'help others is not scored here: this sub-scaleis in negative sense, not positive.

3. Generally score 20a; score 20b unless 20a is scored foritem 57; score 20c minus if relevant to item 66 on VII I 2.If scored for item 66, score 20d and 20b minus, and not 20a.

4. Note that 20b and 20c are weak and that they are not alwaysscored when 20a is scored.

5. If statement is in context of restraining self as a generalmoral obligation, score category 5 as well.

INTERVIEW CODE CATEGORY NUMBER 21

P. 14

Form CSocial--Values Factor Theme I ga

Al Doing something for a friend im mote satisfying thandoing something for yourself.

61

75

94

31

Social Values Factor Theme VIII G 1

Doing something for a friend is more satisfying thandoing something for yourself.

Although others may equal it in importance, there isno value more important than compassion for others.

It is sympathetic love among persons which alonegives significance to life.

An individual most deserves the feelings of.satis-faction with himself after he has done something tohelp someone else.

Notes

.1. Value of compassion, sympathetic love, doing things to helpothers. Accent is on finding pleasure in doing things outof love for others.

2. 21a is scored only if item 61 or item 31 is the reason 21bis scored.

3. Does not mention service, love for others as good for self-development. If self-development is mentioned, score category 28.

Form C11-ago.

INTERVIEW CODE CATEGORY NUMBER 22

Social Values Factor Theme II I 1

76 Regardless of whether groups are democratically orautocratically organized, they tend to encroachupon the, individual freedoms of their members.

59 People who identify strongly with some group usuallydo so at the expense of their development andindividual self-fulfillment.

51 Only a person who remains aloof from social organi-zations and group allegiances can fully develop hispotential as an individual.

96 People damage themsel"es as individuals when theyinhibit or in some other way modify their behaviorsas a result of the rules of the groups to which theybelong.

.

P. 15

Form Cneiii-RO. Social Values Factor Theme VI I 3

96 People damage themselves as individuals ':then theyinhibit or in some other way modify their behaviorsas a result of the rules of the groups to whichthe'!" belongs

53.

Social Values Factor Theme IX 13

Only a person who remains aloof from social organi-zations and group allegiances can fully develophis potential as an individual.

59 People who identify strongly with some group usuallydo so at the expense of their development andindividual self-fulfillment.

76 Regardless of whether groups are democratically orautocratically organized, they tend to encroachupon the individual freedoms of their members.

Notes

1. Conformity or over-attachment to formal groups damages theindividual, prevents growth and/Or personal development.It requires an explicit statement about the negative effectsof groups and is not just a general statement against groups.

2. Differs from category 4 which also mentions groups in that thelatter is in terms of responsibility for own actions, makingup own mind, etc., and doesn't mention damage to theindividual or his development.

3. Can be scored only for groups and not for "family, others."

INTERVIEW CODE CATEGORY NUMBER 23

Form CrieTI-No. Social Values Factor Theme II I 3

86 The essence of democracy is protection of theindividual against any group pressures designed tomake him conform.

63' When democratically organized groups begin toinfluence and regulate the behaviors of theirmembers they either disintegrate or become trans-formed into undemocratic, autocratic groups.

:3 7 2

Form CI'VeTWo. Social Values Factor T_heme /1/

When democratically organized groups begin toinfluence and regulate the behaviors of theirniembers they either disintegrate or become trans-formed into undemocratic, autocratic groups.

55 Regardless of how democratically a group sets up itsrules, it ceases to be a democratic group once itbegins to pressure its members to conform to these rules

63

P.16

55

Social Values Factor Theme VI I 2

Regardless of how democratically a group sets up itsrules, it ceases to be a democratic group once itbegins to pressure its members to conform to these rules

Social Values Factor Theme VI G 1-

97 A democratically organized group has the right todetermine what should be considered proper behaviorin areas relevant to the group.

There is nothing wrong in the members of-a grouptrying to persuade indifferent or mildly dissentingmembers to go along with the group.

67 A person should be willing to cooperate withdemocratically selected group leaders, even thoughthey are not the ones he personally preferred.

12

Notes

1. Democratic groups should not try to influence or regulate thebehavior of members.

2. Democracy is designed to protect the individual fromconformity pressures.

3. If groups try to influence members then they become autocratic.

4. Opposite is scored under category 33.

INTERVIEW CODE CATEGORY-NUMBER 24.

Form Cttemi No, Social Values Factor Theme II I k

2 In life an individual should for the most part goit alone, assuring himself of privacy, having muchtime to himself, attempting to resist beinginfluenced by others.

11)1 4)t) P. 17

Form CTEWNo. Social Values Factor Theme IX I 2

1 In life an individual should for the most part goit alone, assuring himself of privacy, having muchtime to himself, attempting to resist beinginfluenced by others.

98 Individuals should feel no obligation to participatein the group activities of the communities in whichthey happen to live or work.

63 The ideal society would be one in which eachindividual was true to his own conscience and immuneto the effects of group influence.

Notes

1. People not only have no obligation to join groups but they.should "go it alone" and remain uninfluenced by group contacts.Gets scored whenever individualism is highly valued eitherimplicitly or explicitly. Frequently scored in answer toquestion about what side of identification-individualism balanceshould be struck.

2. Opposite is scored under category 14..

Form CItem No.

3

INTERVIEW CODE CATEGORY NUMBER 25

Social Values Factor Theme III G 1

The typical law abiding person who avoids situationsin which transgressions occur, rather than acting insuch situations to protect those who are beinginjured, does not deserve the respect of his fellowcitizens.

6 A person who witnesses an unlawful or immoral act,such as physical assault or sadistic taunting andteasing, and who does not try to do what he can tostop its occurrence shares some part of the guiltwith the transgressor.

23 Not only does everyone have an inalienable right tolife, liberty and the pursuit of happiness, he alsohas an equally inalienable moral obligation toprotect others from having these rights taken from them.

Form C-Item No. Social Values Factor Theme V G 2

P.18

45 Virtue and honor do not belong to those who merelydissociate themselves from the immoral acts of theirfellow men. Rather; it belongs only to thnsa whoenergetically work to prevent such acts.

People cannot rely solely upon ministers, policemenand judges to insure moral behavior among theciti4ehs of a community. They must each act todissuade others from anti-social acts.

SoCial Values Factor Theme VIII G 5

23 Not only does everyone have an inalienable right tolife, liberty and the pursuit of happiness, he alsohas an equally inalienable moral obligation toprotect others from having these rights taken from them.

11

Notes

1. Doing something, intervening to stop or prevent immoral acts.Is not just a matter of disapproving of acts and/or trying toimprove morals of others, but is active protection againstwrong doing. Narrower than obligation to promote good interms of preventing bad.

2. An answer of "yes" to Ques. # 5, i.e., that all white Americansare to be held responsible, is scored in this category.Frequently references to group wrongs and individual responsi-bility are scored here.

3. Gets scored weakly if intervention implies moral relativism.

Form CItem go.

20

INTERVIEW CODE CATEGORY NUMBER 26

Social Values Factor Theme III G 2

It is wrong for a person to choose to pay little orno attention to the welfare of persons with whom hehas no personal connection.

26 People should be as concerned with the rights andconditions of others as they are of themselves ortheir immediate families.

Form CItem go.

:V75

Social Values Factor Theme VII G 1

P. 19

92 All men have an:obligation to promote not only thewelfare of their immediate circle of relatives butalso to work for the well being of all the membersof the community in which they live.

20 It is wrong for a person to choose to pay little orno attention to the welfare of persons with whom hehas no personal connection.

Social Values Factor Theme VIII G 3

92 All men have an obligAtion.to promote not only thewelfare of their immediate circle of relatives butalso to work for the well being of all the membersof the community in which they live.

85 Every person should be his brother's keeper in thephysical and moral, sense.

7 Concern for the welfare of others should go beyondseeing that they have their essential physical needs met.

39 People cannot be considered moral if they areindifferent to the welfare of the members of thecommunity in which they live and work.

82 People who try but are unable to provide for theirown welfare have a right to expect help from others.

Notes

1. Social welfare orientation: obligation to help those beyondrange of immediate acquaintances.

. INTERVIEW CODE CATEGORY NUMBER 27

Social Values Factor Theme III G

No Items Special Category

Social Values Factor Theme V G 4

No Items Special

Notes

1. If, after trying, one cannot stop immoral acts or one ispowerless to prevent immoral acts, then one must dissociateonseif from the group. Score only, when the group is said tobe doing something immoral.

:37f;P.20

INTERVIEW CODE CATEGORY NUMBER 28

Social Values Factor Theme III QJ

No Items Special Category

Social Values Factor Theme VII G

No Items Special Category

Social ValuesFactor Theme VIII G 4

No Items Special Category

Notes

1. Self-fulfillment through good works, service to others; nomention made of group as agency through which works are performed.

Form C

25

INTERVIEW CODE CATEGORY NUMBER 29

Social Values Factor Theme III I 1

People should leave the prevention of immoral actsup to those whose jobs are specifically concernedwith such prevention.

87 The only people guilty oflisioral acts are those whocommit them or directly cause them to be committed.Others who might have prevented the acts, but did not,should bear no blame.

Social Values Factor Theme V I 2

25 People should leave the prevention of immoral actsup to those whose jobs are specifically concernedwith such prevention.

4.7 When one individual behaves unjustly toward another,it is wrong for a third person to intervene tocorrect the injustice unless he has been asked to do so.

Notes

1. Denial of any responsibility to prevent immoral acts or helpunfortunate others if one is not directly involved.

Form C

d+

3 1444

INTERVIEW CODE CATEGORY NUMBER 30

P. 21

Social Values Factor Theme III I 2

An 4:1A4V4A"Al WhO has not caused an^therlo misfortunehas no moral obligation to help the other person.

16 Whether an individual acts to protect the welfare ofpersons beyond his circle of friends and relativesis a matter of personal preference, not moralobligation.

64 An individual's responsibility for the welfare ofothers extends no further than. the boundaries of hisimmediate circle of friends and relatives.

Social Values Factor Theme VII I 2

16 Whether an individuil acts to protect the welfareof persons beyond his circle of friends and relativesis a matter of personal preference, not moralobligation.

64. An individual's responsibility for the welfare ofothers extends no further than the boundaries 'of hisimmediate circle of friends and relatives.

66 Except for one's immediate family and closest friends,people have a perfect right to pursue their owngoals without regard to the convenience or comfortof others.

29 Although altruism and'feelings of responsibilityfor the welfare of others are generally thought tobe admirable qualities, a person should not berequired to have them in order to be respected byhimself or others.

53 The mere fact that one group or nation is prosperousand another is not places no moral obligation onthe have group to improve the lot of the have not group.

A man's self-fulfillment through his work and hislife with family and friends should almost alwaystranscend his obligation to participate in the civicactivities of his community, e.g., being active in alocal civic, political, cultural or charitableorganization.

14.

Form Cthem loo.

f) 14114 C)

0) d

Social Values Factor Theme VIII I 1

P.22

53 The mere fact that one group or nation is prosperousand another is not places no moral obligation on thehave group to improve the lot of the have not group.

29

66

Although altruism and feelings of responsibilityfor the welfare of others are generally thought tobe admirable qualities, a person should not berequired to have them in order to be respected byhimself or others.

Except for one's immediate family and closestfriends, people have a perfect right to pursue theirown goals without regard to the convenience or-comfort of others.

64 An individual's responsibility for the welfare ofothers extends no further than the boundaries ofhis immediate circle of friends and relatives.

16 Whether an individual acts to protect the welfareof persons beyond his circle of friends andrelatives is a matter of personal preference, notmoral obligation.

34 An individual who has not caused another's misfortunehas no moral obligation to help the other person.

Notes

1. Denial of responsibility to promote the welfare of thosebeyond immediate circle of friends.

2. Item 14 concerns the respective responsibilities of anindividual to his own self-fulfillment and to the largercommunity.

3. If item 66 is only relevant item, score under category 20.

Form CItem No.

46.

60

INTERVIEW CODE CATEGORY NUMBER 31

Social Values Factor Theme IV I 2

Conformity to group norms and goals should be achievedby relying upon the consciences of the individualmembers.

Regardless of the content of the act, it is betterto do something that springs from a genuine personalinterest than from a feeling of social obligation.

Form CTEWITIO.

lob* (Iel if 0

Social Values Factor Theme IV I 2 (cont'd)

P. 23

79 In the long run, people are best off if left toregulate their own behavior rather than setting upgroup norms and sanctions.

83 The ideal society would be one in which eachindividual was true to, his own conscience and immuneto the effects of group influence.

Social Values Factor Theme VI G

5 It is often better for a group to agree upon specificrules.to regulate behaviors of importance to the groupthan to leave the regulation to the individualjudgments of the group members.

Individual consciences need the support of laws andsocial codes in order to function most effectivelyin producing moral behavior.

56 Groups and communities which refuse to regulate thebehaviors of their members encourage the exploitationof the weak by the powerful. .

Social Values Factor Theme IV I 1

52' The consequences flowing from the limitation of aperson's freedom to use his resources and skills ashe wishes are often far worse than the discomfortsuch freedom might cause to others

40

67 The development of individual consciences is hinderedby the development of formal group regulations and codes.

91 The presence of rules and regulations governingaspects of community life tends to lead individualsto rely upon external authorities rather than ontheir own consciences in determining what is rightand what is wrong.

Notes

1. It is good to have group regulations that can help supportindividual consciences. This is the social anarchy scale- -is used when subjects say chaos would exist in a lawlesssociety. Reference to groups is not necessary.

2. Score 31a or 31b depending upon whether emphasis is on IV I 1(31a) or IV 12 (31b).

3S0

INTERVIEW CODE CATEGORY NUMBER 32

P. 24

Social Values Factor Theme V G 1

A person should be willing to openly criticizeindividuals who break the rules agreed upon by the group.

68 Encouraging others to behave in accord with generallyaccepted moral standards is as-important as one's ownliving up to these standards.

32 Individuals should feel responsible for fostering theimprovement of morals as well as the physical wellbeing of others.

19 -Everyone has an obligation to criticize. other membersof his community when they act in an immoral, anti-social manner.

.85 Every person should be his brother's keeper in thephysical and moral sense.

95. It is the duty of every good citizen to criticizeprejudiced, anti-minority remarks made in his presence.

Social Values Factor Theme VIII G 6

95 It is the duty of every good citizen to criticize .

prejudiced, anti-minority remarks made in his presence.

Notes

1. People have an obligation to criticize immoral, anti-socialbehavior and to encourage people to behave more morally. Aperson is respohsible for group wrongs if he does not speakup but is not responsible if he does not.

2. Do not score if says you can judge others; this is scoredminus under category 6.

3. Always score 30b if this category is used; 30a is also scoredonly when specific reference. is made to anti-minority remarks.

Form CItem go.

)L1t)(1

INTERVIEW CODE CATEGORY NUMBER 33

Social Values Factor Theme VI G 1

P. 25

97 A democratically organized group has the right to'determine what should be considered proper behaviorin areas relevant to the group.

12 There is nothing wrong in the members of a grouptrying to persuade indifferent or mildly dissentingmembers to go along with the group.

69 A person should be willing to cooperate withdemocratically selected group leaders, even thoughthey are not the ones he personally preferred.

Social Values Factor Theme II I 3-

86 The essence of democracy is protection of theindividual against any group pressuresdesigned.tomake him conform.

.63. When democratically organized groups begin toinfluence and regulate the behaviors of their membersthey either disintegrate or become transformed intoundemocratic, autocratic groups.

Social Values Factor-Theme IV I 3- .

63 When democratically organized groups begin toinfluence and' regulate the behaviors of their membersthey either disintegrate or become transformed intoundemocratic, autocratic groups.

55 Regardless of how democratically a group sets up itsrules, it ceases to be a democratic group once itbegins to pressure its members to conform to theserules.

Notes

1. Groups have the right to set up norms, rules governing theirmembers. They delegate power to leaders who then govern thegroup.

2. Group members can try to persuade dissenting members to followthe group's policy.

3. In both cases groups refer to specific associations, notsociety in general.

4. Category 33 scored only for making. rules, not group decisions.

5.' Opposite is scored under category 23.

'f,f11` 4111.5`r.

Form Cnit7No

42

72

42

. 20

'384) P. 26

INTERVIEW CODE CATEGORY NUMEli 34

Social Values Factor Theme VII LI

Things work best when people concern themselves withtheir own welfare and let others take -care ofthemselves.

One's major obligation to other men is to let themalone so that they may sink or swim.by their ownefforts.

Social Values Factor Theme VIII I 2

Things work best when people concern themselveswith their own welfare and let others take care ofthemselves.

Social Values Factor Theme III G 2

It is wrong for a person to choose to pay little orno attention to the welfare of persons with whom hehas no personal connection...

26 People should be as concerned with the rights andconditions of others as they are of themselves ortheir immediate families.

Notes

1. One should let people take care of themselves. Not denial ofresponsibility as much as affirmation of individualisticorientation as beneficial to others.

APP

EN

DIX

III

DE

stim

ated

Fac

tor

Scor

e T

ally

She

et'

Rounded

Interview

Fact

orC

ateg

.Su

m o

fC

odea

Fact

orC

ateg

.No.

Loadings

Score

No.

-

I19

1.5

II1

20b

0.5

2

21a

0.5

13

............

It

Tot

al (

Est

imat

edFactor Score)

22

III

251.

026

0.5

270.

528

0.5

29-1

.030

a-1.0

34-0

.5

Total (Estimated

Factor Score)

1111

1111

1111

1111

11

23 24a

33

Rounded

Interview

Sum

of

Cod

ea

Loa

ding

sSc

ore

0.5

SIO

NIM

MIC

VO

NN

IIMID

-0.5

1.0

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Tot

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re)

4111

1111

war

mw

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alw

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s.

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7110

1111

1011

1111

111v

1The form of the sheet han been

altered slightly to make it more

understandable.

2Weighted

sum

of scores in category,

multiplied by corresponding rounded

sum

of loadings.

APP

EN

DIX

III

D (

cont

. 1/4

1)

Bounded

Interview

Rounded

Interview

Factor

Categ.

Sum

of

Cod

e 2Fa

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Cat

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Sum

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XV

30.5

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-1.0

31a

1.5

31b

1.0

33

1.0

Total (Estimated

Factor Score)

V5

1.0

62.5

251.0

27

0.5

29

.1.0

32a

2.5

Total (Estimated

Factor Score)

1111

1111

1111

11M

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IIIM

O

0111

1111

11M

NIM

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NO

1111

.111

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31.5

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Factor Score)

klIM

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APP

EN

DIX

III

D (

c on

t Id)

Rou

nded

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0

APPENDIX IV A 1

The F ScaleList of Correspondences Among Item Numbers

on Forms and Factor Analyses of Scale

slimmer 194Part VII*Item No.*

12

3

4567

8

91011121314

15161718192021

22232425262728

S--mer 1965Part V Factor AnalysisItem No. Variable Number

8

91011

1314.

151617W

19

20

21222324SIDON

IMO&

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272829303132

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12

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12

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:cAPPENDIX

- F SeaItem Statistics -

Pooled Data-Classes of

Item Mean StandardNumber Rating Deviation Variance

IlV A 4

Haeverford1968 andSum ofRatings

Freshmen1969

Sum ofSq. Ratings N

1 2.9538 1.6958 2.87601512 703 2761 2382 2.5546 1.1353 1.28903326 608 1860 2383 3.4622 1.5893 2.92988094 824 3454 2384 1.1q11 1.'071 1.9m191n17 790 2828 2385 2.5210 1.3115 1.72014688 600 1922 2386 44,7899 1.3955 1.94746133 114n 7,024 2367 3.9412 1.7066 2.91290618 938 4390 2388 3.8109 1.6094 2.59030083 907 4073 2389 2.6008 1.3078 1.71041947 619 2017 23810 3.1176 1.4848 2.20464657 742 2838 23811 2.0630 1.0730 1.15149001 491 1287 23812 3(0971 1.1729 1.88909402 79, 3111 23811 4.8109 1.4000 1.96004873 1145 5975 23814 2.3025 1.1004 1.21100209 .Ft 1950 23815 2.4790 1.2046 1.45123932 590 1808 2381617

2.54622.7899

1.01451.4428

1.02937642.08191512

606664

17682348

238238

18 4.2731 1.1797 1.39179789 1017 4677 23819 3.0336 1.9417 2.37702139 722 2756 23820 2.6597 1.4587 2.19728n56 613 2197 23821 4.8403 1.030 1.1n896124 1192 5840 23822 2.3025 1.2837 1.647976P4 548 1654 238

.-

y1_ _ _

APPENDIX /V A 5F Scale

Item Loadings, Centroid Analysis, Unrotated FactorsIfavertord freshmen Class of 1968

Variable,Number 1 2 3

Factor

4 5 6 h2

1 .0781- .2339 .2625 3481 41466-- .2416- .332 .2018- .3568 .2440 0893 *0315- .2007 2834

!

.38091849-

.25271910

*0485229P-

*1716-.068S

.0963-

.11911845p281

.28201362 41972 12024. 2484 44120. 0541 .336 3369- 43471 *3571 41113 .U944- .0923 .397 4342 .0774 .1186 .1436 *2348- 308

92446.3609-

.2563

.0681.1754.2783

.1990

.1173 *1765-.1392.. .25

.3310 .4205- .2354 1706 2580 *2848 .111511 .3154- 0768 .2043 2073 *2041- 41949.12 .5433 .3406 1008 41116.- .1725- .1679 .4913 3259 .0859 .1341 .1069- .2343 1979 2414 1720- .3961 *3126. 42991.- 1964- 41394, .431516

52994767

.2104

.36050863-.1273

*030841485-

0973.1688

.1614

.1680-s374517 X4934- 1803 41212- .1651 .1181- .2558 4018 . 3540- .1322- 42513 2581 .0689 .1347 .2919

20.2397-.4052

*0487.3062

.2848

.095323161019

282!2169

.1329.1255-

.29

.3421 .4072- 2955 .1421 .197° 0943 3322 .0905 .4652 .0435. 41675- 3238 41784- 3923 0516- 1356 .2654- .2524- 0816- .0671- .1724 3785 .1368 .4180. .2680 .2179 .0907. 4625 2680 .4760 *1652. .0907- .0804- .1477 .3626 .1904- 41293 *2869-- .0343 .2920 .2011- 2627 2062 .2777-. 41793 .3135 1470 2550 o3428

*29.3202..0312

2896.0193

.17780130

.2954-

.0111*1021.0107

42398.0085

.379.38

*These values are the sums of the squared loadings on eachfactor and, in the case of the last column, the sum of thecommunalities. The p roportion of the total variance whicheach of these sums represents can be.obtained by dividing thesum by the number of items included in the analysis.

:3 9 (

APPENDIX 111 A 6F Scale

Item loadings, Centrola Analysis, After Rotation ofFactors-1-59 Haverford Freshmen Class of'1968

VariableNumber

Factor

1 2 3 4 5 6

1 .1295 .3134 .3241 .1650 .2014-2 .0937 .4616 .1279 .1855 .0526-3. .5063 .0382- .0775- .0542 .0259-4 .0681 -= .0814 .0319- .3840 .1127-56

.24710219

.0623-6255

0939.--.0001.

.1345

.0001....4152-.0001-

7 .-1947 .1468- .04P4 .1424- .0224-8 .3233 .0736 .0277 .0099- .0033-9 .2466- .3658 .0382- .1523- .0199-10 .3204- .1988 .0318 .5277 .000011 .2659- .0704 .2148- .1268 .2419-12 .7015 .0000 .0001- .0001- .0001-13 .3205 .0496- .1851 .0533 .238914 .0768 .1937 .5938. 1426 .1148-15 .5104 .2323- .0737 .1940 .100916 .5049 .0254- .1139- 0457 .416317 .2483- .3318 .0003 3085 .3587-18 .3991- .0479- .0805 .2641 .2368-19 .2591- .2248 .2226 .1028 .273620 .3769 .0764- .0408 .1785 .347121 .1613- .4806 .1945a. 0820 .148222 .1942 .1326 .2705- .2892 .423723 .0318 .0023- .37P6- .049n .05S1-24 .1819 .4672- .0775- .4152 .103225 .4848 .0587 .2022- .2802. .0513-26 .2513- .0605- .2399- 3190 .188827 .0257 .2042- .5426 .0000 .000028 .0026- .5078 .0503- .0987 .0682

*29 .0279 .0196 .0131 .0129 .0118.

h2

.2079.- .33

.0395- 28

.1302 .28

.1514 .20

.2624- .33

.nool 639

.3186 .30

.3799- .26

.3334- .33

.0000 .42

. 2712- .27

.0001 .49

.1947 .24

.0472 043

.0393 .37

.0930- .49

.0455 .40

.0326 .29

.1983- .29

. 1963.... .34

.0609 .33

.0000... .39

. 1275 .17

. 1558- .46

.0442 .36

.0239- .26

.0000 .34

.3141 .37

.0086 9.38

* These values are the sums of the squared loadings on each factor and,in the case of the last column, the sum of the communalities. Theproportion of the total variance which each of these sums representscan be obtained by dividing the sum by the number of items includedin the analysis.

VariableNumber

42)

zotaless.a.rasa4

APPENDIX IV A 7F Scale

Item Loadings, Centroid Analysis, Unrotated FactorsEaverford Freshmen Class of 1969

Factor

1 2 3 5 6 7 h2

.2557 .0917 .0608 .2746 .1148.. .1238 .3344- .292 2900 2007- .4025 .2887 .2320.. 1235 .0970 .453 7588 5295 .1481. .0345.. .0953 .0296- .354 ,3859 .1425- .2711- .0806 .1403 .2187 .345 3295 .1514- .4123.- .1394 .128,1 .2793- .1129. .436 .3646 .3806- .1740 .1643 .0749 1759 .3198.- .477 2526 .4499 .1768 .1980 .1619- .2525.. .1147- .448 2404 .5168 1860 .0960 .1296- .0376 .0785 .399 .2333 .4569- .1792 .2279- .1919- .0479 .3910 3099 .5036 .1573- .0962- .1881- 61989 .2231 .5111 2652 .1211 .4047 .1199 -- .1065 .0469 .1099 .2912 .2595 .5507 .1340 .2/58. .3065 .1299- .1663 .57 I13 .2980 .2313- .16/0 .2397 .2385 .2319. .1718 .3714 3916 .4522 .2206 .0682 .0679. .1952 .4915 .2564 .5552 .1890.. .0780- .1664 .1227 .1178- .4716 2821 .5828. 01622 .1686. .1828- .0584 .0892 .5217 .0805 .4955- .1304 .1503 .1350- .2822- .2220 '4418 .2996 .2213 .2077 .0820- .2249 .2958 .1147 .3419 .4346 .4795- .0379 .3145.. .1908 .1528 .0708 .5820' .2484 .2337. 1593 .2998... .1935 .3098. .2906- .4521 .1456 .4036 1988- .2141... .2218- .1861.. .1263 .3722 3425 .2127 .2848. .2750 .1375 .0449. .2783 .4223 .3044 .1928 - .6027. .0562 .1930 .0703 .0243 .5424. .2224 .28a7 .1404. .2995... .3999- .3411- .5225-#-26

28800207

.3434-

.0370.0692.0148

.0530

.0096.1468-.0089

.3313

.0084.0576.0082

.3410.76

* These values are the sums of the squared loadings on each factor and,in the case of the last column, the sum of the communalities. Theproportion of the total variance which each of these sums representscan be obtained by dividing the sum by the number of items includedin the analysis.

.,375.7.771m777,1f7T7, 1.4MAXA,7F;Ar

40

I

t .

AppRNIITY Tv

F ScaleItem Loadings, Centroid Analysis, After Rotation ofFactors 1 and.62 Haverford Freshmen Class of 1969

A

Factor-VariableNumber 1 2 3 4- 5 6 7 h

2

1 .1101 .1901 .1859 .P459 .1445- n68P- 1926- .292 1144 - .0613- 926 $2978 .2264- .1186 ."0683 1061 ,5474 .1=54- 80482- .0F119 0478- .n228 .154 1732 .0316 .1289 .0386- .^110 2799 .'1129- .346c 43 .0^00- .0000- .nn0n- .0000- .n001-6 .1918 .1937- .4830 .1117 .0229 .0271 .7907-. 6477P

.04981-4-

.51414;711n

.1481

.1249.2178.127n

.1462-

.10P1-.2-795-.0112

.1178

.0570.44.10

on447 1174- .4206 .2512- .20Pq- $0042.-in 1911 0283- .2654 .2023- .2730- 4221 .n000 .5111 1931- 2207 .4103 .n724- .14c1') .0220 .0e16 2012 .0404- .6n97 .0929 .1894- .1113 .219-7 .5713 2693 .08C8- .3E121 $2024 .1936 .0487 .241, .7714 2043 .57'44 .006n .1932 .0010 .2940 .0664 .4015 1038 .611C .1239- .1107- .1160 .°77n .188P- .4716 .026 .4118- 4921 .7147- .2117- .1416 ^14.6 .5717 1607 .4167- .P0A4 .1P41 .1=P4- on141- .7132P .4418 1506- .1261 o277P3 80704- .2 717 .2718 .^91P- .3419 .1990 .243- 4719 .3946- .1252 .2805 ne38- .5R20 :2152 .109.7- .3480 .1137- .1849 3560- 0440- .4521 .0739 .427 82284- .2715- .010°- 42097 .3722 .1596 .33f,2 .0211- .1778 .0420 .3302 .1804 .4223 .5934 .0481- .1290- .1140- .01P0 .3705 .1263- .5424 .0761 $7:4 s':420P- .40(41- .P49-2- .227-7- .522C °121 .1Q1P- .1409 .0017- .102 1- .3155 0851- *1 ?4

*26 ef.)151 .0329 60211 0098 .00Pq .0117 "85 10-M

* These values are the sums of the squared loadings on each factor and,in the case of the last column, the sum of the communalities. Theproportion of the total variance which each of these sums representscan be obtained by dividing the sum by the number of items includedin the analysis.

411

-

4I

I

.93.'1

APPENDIX IV A 9F Acn14'

Item Loadings, Centroid Analysis, Unrotated FactorsPooled Data for Common Iteks

VariableNumber 1

2840

2

.0296 3195-2 2595 .2796 .3461-3 2977 .4243- 08524 .3023 .2081 .20045 .3162 .4579 2013-6 1814 .4067- 2662-

2863 .3519.... .2364-8 0663 .4061 .2108-9 .2446 4714 .126010 .3434 5113-. .0421-11 2432 .2537 .304512 3650 4511- 061613 .3726 .4788- .153014 .1574 .5685 .1436-15 .0905- .4125 0674-16 3050 .4741 .057317 .1766 .1422 .130018 1825 .3867- 181219 .4097 .1876... .215320 1615 .1878 .479321 1146 .2552- 2556-22 2470 .3898 .0736.-

*23 .0151 .0312 .0104

Factor

4 5 6

2374 .1325- .2552-rn0764 .0865 .0981.0478- 1152.1283 .1592- 4.1674.1568- .0669 .1925.1404 .1223 .036241799 .0279 056740694.- .1017 - 2637.1179 .2448. .1355.2143- .3305 .0842.2096 .4102 .0478.1463 .1926 .0910.1655- .0912- .1455-.1054 .0548 .2230.2618 .0662 1719.2369- .0898 .0490.3041- 0893 3045.1859 .2023- 2935.2195 .10600779 .2381- .O979.1353- 4453- .1560.10/1- 0913 .2289-.0066 .0082 - .0063

h2

.1219- .34

.0382 .29

.0244 30

.1102 .26

.1579- .44

.1663- 33

.1875- .33

.1697- .33

.1201 .40

.1389 56

.3182- .53

.2230 46

.1776- .48

.1973 .47

.1614 .31

.0863 40

.0634 27

.0888 .39

.0307 .32

.1047 .37

.2580 .45

.1913 .33

.0056 8.35

* These values are the sums of the squared loadings on each factor and,in the case of the last column, the sum of the communalities. Theproportion of the total variance which each of these sums representscan be obtained by dividing the sum by the number of items includedin the analysis.

1

I

,

I

-4111r--

APPENDIX IV A 10F- Scale

Item Loadings. Centroid Analysis, After Rotationsof Factors 1 and 49 Pooled Data for Common Items

k

FactorVariableNumber 1 2 3 4 -5 6 7 h

!

1 .2148 1366- 4006- .2756- .0382- e094-2 .1657 08'2 4922- .0307' 0349- .0609-3 .0138 .5183- .0726 .0836 e0719- .0954-4 r170 ^00r) onOnn ,n000 encir%11 nnonS6

2658.215P-

1979.417Q-

4260-.104e-

.2424

.13gm-.n113-0'724-

.1948-onPln

7 .0890- oet2P- .224q- .1413- .112- on098 0134 oP984 3216- .16041 10? P 6P9 .4778 .2496 .1141- .0997 .0692 .294110 .1774- .61c;0- 0316- 1 .3C46 .1405- .0977-11 .2092 0711 .1023 .2475 .107- 06212 .1119 07$45- .0326 .0096- .26P7- .0716-13 .6.7- .1173 .M727 ell .1479..14 7.;TA. .37°0 .3427- .19'10 .1479- .264119 .1126 .'";9/1 .1155- .0371- .21%10- .241816 .1139 .2176 .1929- oaqR1 .nr'nn .^nne,_1I .n234 .0171 .0057 .479n e0FA3 ,17n619 .0548 .4220- .1921 .0973- .0512 .384919 .3176 .3968- .0792. .01071 e2q20- .0046-20 .9129 .06741 .309 .1360 . °P99 .06802i .0275- .2752- .2003- .1099- .4°5 .189422 * '.n411 .1RIO .26111- .2044 .n=00- onl6P-

*23 .0144 o0275 .0124 0092 .nr:'FI1 .0(166

2

.1617- .34ennln 29.0185 -2.1

.Anr'r 26

.231n- 044o117n- i'n.16A-.I8 3-on126.

ol,.3,4n

.1697 6

.1830- 413

.2n41 .46e24- .49.47

:I= .-21.ne:Z2-

Ao?7

0929 .74

.0396- -22

.^184- :17

.27 1 .45

.111 c1 .411,

on0c1 E4.1

* These values are the sums of the squared loadings on each factor and4in the case of the last Column, the sum of the communalities. Theproportion of the total variance which each of these sums representscan be obtained by dividing the sum by the number of items includedin the analysis.

1

-395-

APPENDIX IV A 11

The F-ScaleLists of Items Loadings Above Criterion on

Rotated Centroid Factors Used in Further Analysis

Factor 1FactorLoading Item

.68 Human nature is fundamentally cooperative.(added toClass of '69 only) (5)

.51 Wars and intergroup conflict are not necessarilyexpressions of human nature; they can be eliminatedor drastically-reduced (20)

.51 In a small group there should be no real leaders.Everyone should have an equal say (4)

.48 Our country would be better off if we paid moreattention to intelligence and humanitarianism andless tc toughness and aggressiveness in selectingpolitical leaders (9)

.34 The most effective way to reduce crime and juveniledelinquency in our society is to improve the lot ofthe underprivileged*(22)

.32 No weakness or difficulty can hold us back if wehave enough will power (19)

.31 Governments ought to be more willing than they areto apply social science findings to the solution ofsocial problems (16)

Factor 1

.39 Insults to our honor are often not big enough tobother about (15)

.38 People .ought to pay more attention to new ideas evenif they go against the American way of life (14)

-396-

APPENDIX IV A 11 (cont'd)

Factor 2 (cont'd)FactorLoading item

-.61

-.61

Any real man would fight to defend his property (10)

The worst dangers in the last 50 years to ourAmerican heritage have come from foreign ideas andagitators (13)

-.58 Obedience and respect for authority are the mostimportant virtues children can learn (12)

-.52 It is right for a person t;) fe-el that his country orreligion is better than others (3)

-.45 Inherited race is more important than most peopleare willing to admit (7)

-.44 Sex crimes, such as rape or attacks on small children,deserve more than imprisonment; such criminals shouldbe publicly whipped or worse (6)

-.42 Books and movies ought not to deal with the unpleasantand seamy side of life; they ought to concentrate onthemes that are entertaining or uplifting (la)

-.39 No weakness or difficulty can hold us back if we- have enough will power (19)

Factor 3

.31 Wars and intergroup conflict are not necessarilyexpressions of human nature; they can be eliminatedor drastically reduced (20)

-.48 If it werdn't for the rebellious ideas of youth,there would be less progress (2)

-.43 Books and movies ought to give a more realisticpicture of life even if they show that evil sometimes

triumphs over good (5)

-.40 Science has its place but there are many importantthings that can never be understood by the human mind (1

-.34. People ought to. pay more attention to new ideas evenif they against the American way of life (14)

-.32 One of the most importantvirtues children should learn iwhen to disobey authority (8)

t ;41

APPENDIX 1V B 1.

List ctf Correspondeilds Amongon Forms and Anelytei of College '46als

. It ems

Sumner 1964Part II*

Summer 1965- Common ItemPart 11* Analysis

134 3 25 4 36 6 47 7 589 610 10 71112 12 813 1314 14 101516 16 1117 17 121819 19 1320 20 :1421 21 1522 22 1623 23 1724 24 182526 26 1927 27 2028 28 2129 29 22

25811151825.

* Item number and factor analysis variable number are the samein this analysis.

Item MeanNumber Rating

APPENDIX IV B2Item Statistics . College Goals Items

Haverford Freshmen, Class of 1968, Summer 1964

StandardDeviation

Sum of Sum of'Variance Ratings Sq. Ratings N

1

23-456789

.'44117704.78695.17214.18854.31971.95744.01641.73772.1721 -f.z'

10276o1.43a031.10651.32021.2962.1.29971.40241.19281.4411

1.628325721.905401771'224469211.743147011.57813760I.6892Infrl1.966944171.421004572.07692825

10 3.2869A 1.3818 1.9099001311 4.2869 1.2705 1.6144181712 4.5656 1.2280 1.5n7(491713- 4.7787 1.3337 1 .7788900814 9.3279 .8142 .6629938215 3.8934 1.3598 1.8493012616 3.1557 1.1666 1.1609916717 3.0000 1.3670 1.8688524618 5.2295 .7974' .6358505819 4.0902 1.4315 2.0492475120 5.3197 1.0422 1.08621432.21 5.0984 .Q616 .9247514122 3.0738 1.3680 1.8716070923 3.4672 1.6905 2.72433486

4.0246 1.2444 1.9485756925 3.3361 1.5713 2.4690271926 4.7459 1.1912 1.4190405827 1.6967 1.0193 1.081193TP28 -3.44914 1447 2.1861869029 4.9328 1.3681 1.87187584

Item MeanNumber Rating

412 1590 122584 3028 122631 "4/11'2 122511 2153 122527 2469 122414 1/50 122490 2208 122212 542 122265 829 122401 1551 122523 2439 122557583

27273nn3

122122

650 3544 122475 2075 122385 1381 122366 I326 122638 3414 122499 2292 122649 3989 122622 3284 122379 1381 122423 1790 122491 2165 122407 1659 122579 2921 122207 483 122414 1696 122553 2735. 122

APPENDIX IV B 3Item Statistics - College Goali Items

Haverford Freshmen, Class of 1969, Summer 1965

StandardDeviation Variance

Sum of Sum ofRatings Sq. Ratings N

1 4.9714 1.1001 1.69027611 544 2688 1192 4.3109 1.3456 1.81088906 513 2427 1193 4.1345 1.4256 2.03234235 492 2276 1194 3.8571 1.3111 1.71908764 459 1979 1195 3.9462 1.4479 2.09660339 422 1.746 1196

''1.11761.1608 1.14751371 371 1317 119

78

1.8018241°496

1.97161.9169

2.467057412.20997882

461151

pmt?13n9

I I

1199 1.8739 1.2935 1.67318692 223 617 119In 3.1513 1.4930 2.22922110 379 1447 11911 4.0084 1.5365 2.36127392 477 2193 11912 4.3697 1.2425 1.54195876 520 2456 11913 4.5630 1.4874 2.21241438 543 2741 1 1 q14 4,9412 1.1616 1.14948097 588 3066 119151617

4.7981

2.8057

1.49851.4F,671.3118

2.127392112.19126m901.71894641

571197334

299311271142

11q1ln11q18 3.3697 1.1894 1.91051139 401 19;81 11919 3.8319 1.4685 2.19662739 456 2004 11820 4.8908 1.1907 1.'2420027 982 3004 11°21 4.7983 1.2270 1.50554339 571 2919 11022 1.2771

2.'24121.440q1.6017

2.099569242.86208601

390350

1=28137n

11C,11r;24 3.8824 1.3040 1.70044488 462 1996 11025

262.6723404706

1.51451.2010

2.1=4777211.44241226

31853P.

113(5z=g0 11°

11°27 1.=546 .9675 .93609209 185 399 11c28 3.1176 1.5780 2.49016089 371' 1451 I In29 4.1277 1.9904 2.40519737 919 291m 111

ItemNumber

1

234567

so 8910111213141516171819202122

MeanRating

4.68054.16184.09133:34023.95442.02493.21994.46894.67225.13693.07882.90463.96275.10794.95023.17433.20753.95444.61001.62663.25734.4315

... APPENDIX IV B. 4:College: Goals .

Item .Statisti66,11averford FrO6hmen,.

Pooled Data, Classes Of. 3.968 and 19&9

Standard - Sum of Sum ofDeviation variance Ratings Sq. Ratings N

1.34561.37351 30431.25251.4892

1'810781491.886675511.7(11210371:568877952 s21783371 .

1 3783 1.899795U1 4394 2.071968451 2390 1.535338581.4158 2.004579811.0194 1.039341611 3256 1.757270021.3431 1.804170041.4556 2.118937341.1179 1.249771871.1108 1.234035231.4122 1.994524891.6916 2.815 20981 .,2761 1 .6P8622101.2039 1.449527381.0070 1.014066561.5673 v 2.456638141.4648 2.14572752

1129 57161003 4629986 4444805. 3067953 4303488 1446.776 29981077 51831126 57441238 661r1742 2708700 2468955 4295

1231 65891193 6203765 2909773 3169.953 4161

1111 5471392 8827.5 3149

1068 5250

241241241241241241241241241241241241241241241241241241241241241241

, 'ad"'

110

VariableNumber

:

"1

APPENDIX IV B 5College Goals

Item Loadings, Centroid Analysis, Unrotated FactorsHaverford Freshmen Class of 1968

1 2

Fator

3 4 51 .3500 .0456 62752 .2463 2150-.2 3924 .2716 60850. 60398- .1498-3 2354 60882- 61926. .2115 .1147

.44

.39033816

.0453-

.3718.302261155.

.2337-

.0394-.2553..2071.6 5094 63191- .1481. 2097 .3158.7 4199 6/853 .1725 2471- .08478 3432 .0952- 1467- 1240 .05789 2883 .3119- 2241 2405 .1074.10 64546 .3534- .2126 63864. .2658.'11 5134 .0878- 2168 .1860 .1303 -12 3313 .3992 0338 62254- 169a-13 3662 .3013- 1839 .1972. .0876.14 3210 5481 61637. .1064' .094815 2700 1399 .1436. ,837 /66016 .5054 0761 .3134 2154 274617 3609 2337- en042 .1311 62637.18 2565 2634 '4,2686 41088. 6140219 .4743 .3046- 4..2273 62556- .0933.20 1940 .3167 .2696- .1005- .1937.21 .4525 1383- .1397 .0948 .226022 .4568 2117- .3326. .0305. .0980-23 4940 2065- .3968- 64131- .195824 .4019 2946 .2412. 6/204- 62210.25 4889 1196- .3442- 64193- .136326 4782 2357 .0701 .2101- .162127 3943 2759- 61226. .1033- .1393.28 4404 .2997- .1045- 0784 .323329 2271 2423 .1586. 1884 .2385*30 .0456 0198 .0143 0132 .0106

6 7 h2

2397.0924-330461773...1059.. 1007.2329.. 1867.09501318

. 1463-

.046314732251

.2449.

.3113.1M29

.2375

. 111916831333

. 1860.0667-24621563.

:1:Sg.05041574

60093

. 1488- .391908 301722. 300964 41.1489 38.0824- .541713. 391502 222511. .37.0769 62.1243 41.1930 .392786 401509 520695 292216. 6361074. 639. 1364.. .310581 461813 .320408 320407 413200- 76

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* These values are the sums of the squared loadings on each factor and,in the case of the last column, the sum of the communalities. Theproportion of the total variance which each of these sums represehtscan be obtained by dividing the sum by the number of items includedin the analysis.

-.4:1

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110

APPENDIX IV B 6College Goals

Item Loadings, Centroid Analysis, After Rotationof Factors 1-6, Class of 1968

Factor J

VariableNumber 1 2 3 4 5- 6 7 h2

1 3948 .0476 0132- .1608 .4084- 1797- 0627 .392 .1159 .3901 1119 .1144 .1981- 1797 .2034 .3(13 .2608 .2778 .0823 .1440- .1928 .(1000 .0n0^ .104 1062 .0392 .2447 .9778 .60r!rt ennn0 inn(Nn .415 .1084 .4591 .0903 .n421 .2841- .1'41 .2211 186 .6158 .0489 .3114 .2258- .0807- .0625 .0644 .C47 .0339 .2273 .2013 .4904 .1669- i1P2P :1270 39_8 .2262 .1225 .2043 .0841 (10475' .0.912-.- .1239 229 .5126 .1378- .1104 .0109- .0768- 1865- .1973- .17In .7876 .nnno .eineln .,Nnnel .nrnm .nnnn enfInn .6211 .5175 .1261 .0814 .2621 .1548- .0"98- .1551 .41IP .0099- .4412 .097R .1914 .2q7- ..1201 enncen .74013 .3220 .nn66- .21'13 .3395 .2606 .2646 .0615- .4"14 on122- .7211 e00n1 .n001- .nnnn .0'1,10 ennnn .9215 .1026 .2651 .0781 .0726 .0204- .2787- .3414 .2916 .2817 .1482 .1991 .4465 .2232- .4859- .0417 .6317 .5557 .0666- .C597 .0795 .1697- .0338 .1832- .3918 .0282 .3019 .0672 .2496 .0774- n949- .1e27- .1119 .4025 .067- 1288 .P916 .n079 .?730 .1612- .462n .0784- .4112 on683 .1919- .n671- .74029 .n684 .1221 .!1297P 1740 .2177 .2479 .1A46 .12,17- n974- .1222 .2601 .0625 .4631 .0639- .0407- e0888 .1342 .4123 .^404- CIPPP. .8708 .000n- .0001- .nnnl- .0nn1 .7624 .0606 .4214. 3615 2479- .74047- .088171 232n- 9325 .0997- .0717 .7704 .0837 .0666- .0723 n9'm .6126 .0516 .4019 .3399 .2788 .0681- .nn7s .2640- .4127 .2879 .0778- .4023 .0234 092P- 1162 1998 .10%2829

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APPENDIX IV B 9On:liege Goals

Item Loadings, Centroid Analysis, UnrotatedFactors, Pooled Data for Common Items

Factor

2 3 4 5 6 7 h2

.3561 .1000 0616 .1603 .0828.- .1712- 23.4185 .0510= .3417 62006- .0957s. .0360 0403 .35.4500 .3338- 1136... .0606 .0814 .1510.- 37.4764 .3197 .1073... .1042*. .1189 .2773.- 55.4452 .2576- .3097 .2309- .1113.... .0870.- -.44.3058 .2836 1064- 01116-- .0921 .1738 .2259.4906 .3810 .1327. 934 .2516 1926 .1384 -.829.56.3735 .2694- .1006 .1252. .1381 :0551' .30.4719 .3239 .3280 1968 .1140 0802- .1211 .513723 .3210- 2176- 2143 .2213 1109- .0427 .404852 .0814-- .0968 2524-- .0543.. 60569- .1568 .35-.4848 .2991 0910- .1562s- .2273 .1058 .1136 .435315 .1876 .11/7 .1589-.. .1487 1695- .1489.2761 .3921- 2236- 3018 .1940. .1415- 0647 .434957 1854 .3036 2555 .0902- .1471 .0709 .474185 1237 1336... .2893". 42690.. .084/c.. .43.4698 .1662- 01136.. .0831- .3203- .2326.. .2.598 .49.4149 .3477-- .0663 .0359= .0600 .0960 46.4790 .2830= .1347 61002 .0881= .2183 .0743 40.3826 .2811 .0295 - .0566 1800- .1405.- .1154- .29.4830 .3947 .2071 .3043 .2013= .0848- .1216- 59.2424 .0385- .2081 .1633.. 2069 .0467 20.0408 .0165 .0098 40072 .0063 .0046 .0044 8.96

* These values are the sums of the squared loadings on each factor and,in the case of the last column, the sum of the communalities. Theproportion of the total variance which each of these sums representscan be. obtained by dividing the sum by the number of items includedin the analysis:

0

. .. ' ..

r

APPENDIX IV B 10College Goals

Item Loadings, Centroid Analysis, After Rotation of-Factors 1-5, Pooled Data for Common Items

VariableNumber 1 2 3

1 .1751 .27812 .2095 .37653 .2184 *41A64 .6070 .02805 *1174 43716 .4267 *04967 .7488 *0000-8 .2043 .39949 .3606 .P1171^ .1018 .315111 .2922 *378012 .6093 .081313 .4441 .165314 .0401- 111115 .2941 .4i7716 .2640 .0728/7 .0495 .386818 .1312 418619 .1311 *511620 .3092 .066121 .3353 200522 .0253 .3792

*23 00250 .0224

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Factor

4 5 6 7 h2

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.1030 00AI .0019- 02F1,1) .4c7e"445 1823 .0729 1437 46

.0001 .^'Inn ii^.x1060- .1925 .1197 .f17;- .10.0735- .2619 .249 .2171- 699.0215 .0274 .2241 nr4 20

0^091 .0105 .0071 410n4q 8.07

* These values are the sums-of the squared loadings on each factor and,in the case of the last column, the-sum of the communalities. Theproportion of the total variance which each of these sums representscan be obtained by dividing the sum by the number of items includedin the analysis.

1

I 0

Ir

APPENDIX B 11

. Lists of Items Loading, Above Criterion onCollege Goals Factors Used in Further Analyses.

Common Goals - Factor 1

Factor Item*Loading

+.75 Being friendly with a large number of people. (007)

+.61 Becoming a le6der in student activities. (012) .

4.61 Having a good time participating in collegiatesocial life. (004)

+.44 Doing well enough in my course work to earn therespect and admiration of my fellow students andthe faculty. (013)

+.43 Being a varsity athlete. (006)

+.36 Deciding upon an occupation. (009)

+.34 Learning skills and modes of behavior that willguarantee my future economic well being. (021)

+.31 Raising my social status. (020)

Common Goals.- Factor 2

Factor Item*Loading

.462

+.44

+.42

+.42

+.42

+.39

4..38

Discovering my intellectual capabilities. (019)

Becoming a thoughtful intellectual. (005)

Engaging in many stimulating and enlikhteningintellectual discussions. (003)

Becoming well prepared for my future occupation. (015)

1eeting types of people I have never met before. (018)

Developing emotional independence from my parents. (017)

becoming intensely interested in some intellectualpursuit. (002)

*Numbers in parentheses refer to item numbers in commonitem factor analysis.

+.38

+.38

t.36

+.34

+.33

g

Factor 2 (cont'd)

Developing a close apprentice-like relationshipwith faculty member who is well respected in

. professional field. (011)

FactorLoading

4.58

+.50

+.41

FactorLoading

4.56

Developing more self-discipline. (022)

Developing a deep appreciation of literature, art,music and the world of culture in gen.eral. (008)

Developing my understanding of people and thefactors that influence their feelings, thoughtsand actions. (010)

Learning more about myself. (014)

Common Goals - Factor 3

Item*

Deciding upon an occupation. (009)

Learning skills that will guarantee my futureeconomic well being. (021)

Becoming well prepared for my future occupation. (015)

Common Goals - Factor 4

Item*

Learning more about myself. (014)

+.52 Developing my understanding of people and thefactors that influence their feelings, thoughtsand actions. (010)

4..35 ileeting types of people I have never met before. (018)

*Numbers in parentheses refer to item numbers in commonitem factor analysis.

of

111

I

FactorLoading

+.59 Developing more skill and confidence in myrelationships with women. (016)

4108Common Goals - Factor 5

Item.*

4-.35 Developing emotional independence from mynarents. (017)

+.32 Having a good time participating in collegiatesocial life. (004)

*Numbers in parentheses refer to item numbers in commonitem factor analysis.

FactorLoading

+.68

4.60

+.44

+.42

t,40

4-33

Lc

New Goals Factor - Class 1969

Item**

111

So.

Finding a sense of purpose in life. (015)Learning more about myself. (020)

Clarifying my moral and ethical values. (002)

Participating in activities aimed at correctingsocial injustices. (008)Developing my understanding of people and thefactors that influence their feelings, thoughtsand actions. (014)

Developing well thought out philosophy of life. (001)

**Numbers in parentheses refer to item number on Prt II ofSummer 1965 questionnaire.

APPENDIX IV C 1409List of Correspondences Among Item Numbers'on

Forms and Factor Analyses of Rules Items

Summer 1964Part VIII*

123.4

56789

10

Spring 1965Part III

12

3

4

Summer 1965Part VIII*

3456

8

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78

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11. 1415

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30

. Common ItemFactor Analysis

12

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:).-..-W04:10)3AMOJIJI0taaPJ100.40,AWIJMN03040

Tb...NTONa-bWMT.Atfl0031-MWMW-44MrIAN

,01)JiMIUTWW00-60W.40,0%W.W110"COMANMW*M'M

..................

mmmNNNNNNNNNNNNNNNVNNNNNNNNNNNMN

..),33'10300:333030.3003.30.:)0:300.3

Item MeanNumber Rating

4.1.1.

APPENDIX IV C 3College Rules

Item Statistics liaverford FreshmenClass of 1968 Spring 1965

StandardDeviation Variance

Sum ofRatings

Sum ofSq. Ratings N

1 237.9820 63.4135 4021.27895457 26416 6732894 1112 438.0901 84.6656 7168.'8017207 48628 22099124 1113 172.6756- 104.0970 10836.20112004 19167 - 4512493 1114 503.2431- 116.9975 13688.43632822 55860 -- 29630584 1115 313.4865 243.6397 59092.64621378 34797 17467673 1116 30.3783- 167.7490 28139.74872169 3372- 32259487 82.2162 19.2468 370.43973704 9126 791424 11189

51.8738-t.F5.8378

31.309840.6626

980.308416531653.45118091

5758-5511 la;;;I; 11111110 75.2252 42.3591 1795.14747179 8351 827392 11111 81.5404- 27.5577 759.97808620 9051-- 922"481 11112 42.9729- 29.7906 887.48575602 4770- 303492 11113 29.3693- 395.0972 156101.80050321 3260.. 17423044 11114 85.0180 14.3708 206.52219788 9437 82523915 592.6847 135.9903 18493.76904472 65788 41044304 11116 149.3694 58.1383 3380,07077348 16580 2851732 111

Item MeanNumber Rating

1 4.67232 2.31093 4.86554 2.02525 2.7479

--- 6 3.96647 1.65558 3.84039 1.806710 3.025211 4.033612 5.546213 4.033614 2.644115 2.512616 1.521017 1.747918 4.159719 4.89082 0 1815121 2..058822 2.445423 2.285724 4.042425 3.839026 3.663927 3.823528 2.781529 3.647130 1.7647

411 2

APPENDIX IV CCollege Rules

Item Statistics, Haverford FreshmenClass of 1969, Summer 1965

StandardDeviation

40,

Sum, of Sum ofVariance Ratings Sq. Ratings N

1.3291 1.766541921.2143 1.474754611.1370 1.29284655.8546 .730456891.2245 1.499470381.4605 2.133323921.0646. 1.133394531.6034 2.57114610.9638 .929030431.3748 1.890120701.1947 1.42744156.6449 .415931081.4777 2.183744081.2987 1.686871591.1066 1.22463103.7653 :58569310.9976 .995268701.1809 1.394675521.0594 1.12251960.8884 .789351031.1397 1.299060801.3639 1:860461831.2240 1.498199281.5370 2.362611321.6619 2.762209141.5078 2.273568251.4415 2.078101831.3606 1.851422921.9210 3.69055858.8954 80177954

556275579241327472197

215457

30480660

312480

299181208495582216245291272

453477

43455

6

331434 .210

2808811

10772126461

20614991314210637102196

4_897897

482345

22252980486659933800

220720651868198711412022466

91

119

1

1 19119

119119

119119

91

1 1

19119191

119119119119119119119119119119

11119-

9

11119

9119119119

I

. APPENDIX IV C 5College Rule6. 4 1

Item Statistics, Haverford FreshmenClass of 1969, Spring 1966

Item Mean Standard Sum of Sum ofNumber 'Rating Deviation Variance Ratings Sq. Ratings N

1 5.2500 1.0520 1.10685484 651 3955 1242 3.2661 1.5086 2.27594953 405 1605 1243 5.6859 .5137 .26398283 705 4041- 1244 1.14613 .6096 .17168314 167 271 124ci 2.A081 1.2857 1.6=116n77 2a0 70m 1246 2.9113 1.6363 2.67761447 361 1383 1247 2.8145 1.5046 20'639E4283 349 1263 124R 5.3306 1.1196 1.25357700 661 3679 1249 2.0645 1.1896 1.41519250 256 704 12410 3.43135 1.4986' 2.24583767 426 1742 12411 4.4274 1.2774 1.63182883 549 2633 12412 5.7419 .5661 .12049948 712 4128 12413 3.9123 1.5103 2.?A121749 438 1830 12414 3.7581 1.5573 2.42533819 466 2052 12415 3.6694 1.4296 2.04389959 459 1923 12416 1.5806 .9763 .95317377 196 428 12417 2.0887 1e1288 1:87438865 259 699 12418 4.9516 1.2368 1.929916701 614 3230 12419 q.P2F; 1.0R3R 1.17481700 649 353P 12420 1.505c .01,12 .6q001901 193 181 12421 1.8790 1.2087 1.46117121'4 233 619 12422 2.2500 1.4063 1.97782258 279 873 12423 2.7177 1.4841 2.2025884 q 337 1189 12424 4.7661 1.3265 1.75982050 591 3035 12425 5.1532 1.2184 1.48459637 639 3477 12426 4.9032 1.2142 1.47450572 608 3164 12427 4.8171 1.2910 1.66668P:1m 57q 2873 124PS 1.8545 1.6149 2.60706nAA 45.71; 2166 124P9 4.1791 1.''P0S 2.9611712c- R41 274 12430 2.2823 1.1112 1423484652 283 799 124

APPENDIX IV C 6College Rules

Item Statistics,'Summer Data for Common Items

Item Mean Standard Sum of Sum ofNumber Rating Deviation Variance Ratings Sq. Ratings N

1 4.9663 1.2777 = 1.63254959 2359 12491 4752 2.7642 1.4650 2.14650859 1313 4649 4753 2.1663 1.3610 1.85233906 1029 3109 4754 2.0295 1.1512 1.32544710 964 2586 4755 3.0379 1.4387 2.07014294 1443 5367 4756 4.1579 1.2270 1.50559557 1975 8927 4757 5.6189 .6325 .40006205 2669 15187 4758 3.3895 1.5953 2.54515235 1610 6666 4759 1.9853 1.1153 1.24399335 943. 2463 47510 4.4737 1.3348 1.78193905 2125 10353 47511 5.0211 1.0738 1.15324100 2385 12523 47512 1.6442 .9300 .86499280 781 1695 47513 2.4821 1.3646 1.86231135 1179 3811 47514 4.1579 1.5554 2.41927978 1975 9361 47515 4.1537 1.4979 2.24374959 1973 9261 47516 4.1832 1.4327 2.05276898 1987 9287 47517 3.3200 1.6373 2.68075789 1577 6509 47518 4.0779 1.9040 3.62551136 1937 9621 475

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APPENDIX IV C 9

College Rules

Item Loadings,

Centroid Analysis,

Unrotated Factors

Pooled Summer Data

for Common Items

Variable

Number

12

3

Factor

45

67

2

1

1 2 3 6 7 910

/1 12

13.

141516

17

16

*19

.4642

5283

.4867

4816

6232

.5513

.4747

.2498-

.5370

.6105

0728

2652

4785

.3613

.4821

.4533

0358

61233

2969

.2760

3773

*0506-

63793..

*3963

.1652

3473

1715

.2914-

.3084

63512

.0450

1692

.1980

.3169

0752

.0128

.0837 -

1569.s

176M.

1992

2415

.1883

.0407

.15030.

.1666

.0985

0945

1659

.2453

*1202

2121

1770

.1888.

60952..

.0049

0732

.2233

129/1

.1773.0

./800

2200

.0581

.1609

.2660

1853 -

62180

.2684

2097-

.0692

.0195

.0053

.0713

.0772.

4.0845

.1983

.18qa.

.0251

.1620

0314

0323

.1773

.0727

.1658-

1940

.0758

.3192-

.1301

.0636

.0037

.0987-

.1621

.tnee

.0414

.1784.

.0557

1561

1646

.0542

.1630

.1279

0933

.0476

.1425-

.1444

072S

.06970.

*11560.

60026

4.1880

.0925.0

60844

01795

.1161

0821

.1648

.1746

1541-

1761

*0489

1613

.1892

.1256

.2120.0

00378

1281

.03290.

.0033

.2322

0990

.1724.

.09000.

0293

1150

0770

0331-

.1443

0936

0660

0782-

.0933

0503

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0023

:35

.49

.42

.36

.41

.63

56

.37

.31

.47

51

.25

.36.

.14

.46

35

.25

7.08

* These values

are the sums of the

squared loadings

on eactLfactor and, in the

case of the last column, the sum of the communalities.

Tin

proportion of the total variance which each of these

sums represents can be

obtained by dividing the

sum by the number of items included in the analysis.

Variable

Number

1 2 3 4 5 6 7 a 911 1213

1415

1617 918

* 1

.

APPENDIX IV C 10

College Rules

Item Loadings, Centroid Analysis,

After Rotation of

Factors 1-3, Pooled Data for

Common Items

12

34

Factor

56

.2912

.3418

.0939.

.0283.

.1414

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.3015

.5348

.0378

.0822

.0083

.2077

.2577

4850

.1609

.0313

.1740

.1480

.4134-

0143-

.3408

.2459.

.0729

5010

2085

.0980

.0883-

,1961-

.7924.

6531

.000i

.0000

.1723-

onoon

.0300-

.n000

.2079

.0000

1165

.2476

041Cn

.0574.

.188s-

.1898

,170

2618-

3302

0139

3703

.3686

.0630

.1157

.3562-

.1551..

.2299

0233

.149c.

6384

.0538

.2063-'

1474

.1083

.1159-

.1565

.3014

.0535

.2933-

.0843

.0459

.1690

.5708

.0000-

0000

.0000

1815

.0940

.0440

01647.

.0632

.1505.

2658

.2336

.0021.

.4219.

60962.,

.1639

1871

.2136

.3192

6097

.0575.

.0000

63488.

00000

42640.

.000o

.1103

.0001"

2903

63127

.0173-

.0533-

.0885.

0265

.0169

.0078

0063

.0048

.0028

7

62799.

.2458.

.0319

.0077

oon

. 1862-

.0968

.2499-

.0563

.0103

.0592

.2861 -

.0260.

.000n

. 1108-

0038

28

.1797

.35

.0633

.49

-1798.

.42

.0388

.36

.1008-

.42

.0000

.63

.0524

0246

.37

.0774

011

.1283

.47

.0299

.51

.1459

.25

.0001-

.0830

.36

.14

.1868.

.46

.0508

.35

.0000

.42

.1456.

.25

00019

7.08

* These values are the szLi?z of the squared

loadings on each factor and, in the

. caseof the last column, the sumof the communalities.

The proportion of the

total variance which

of these sums represents can be obtained

by dividing

the sum by the number of items included

in the analysis.

t,

418

APPENDIX IV C 11

Lists of Items Loading Above Criterion onCollege Rules Factors Used in Further Analyses

FactorLoading

.79 Having college administration make rules after con-sultation with students. (006)

.65 Having administration make rules in terms of whatthey think best. Little or no student consultation.(007)

.64 Leaving enforcement of all rules up to the admini-stration with provision for fair appeal procedures.(011)

.50 Having the student government set up.living and socialrules'with the administration setting certain limits.(005)

.33 Having resident upperclassmen counselors to enforcestudent behavior regulations. (010)

.30 Expecting students to act in quiet, decorous mannerwhile in the dining room. (002)

. Common Rules - Factor 1

Item*

-.41 Having student government set up living and socialregulations with the administration playing onlyan advisory role. (004)

Common Rules - Factor 2

Factor Item*Loading

.61 Having students responsible for off-campus behaviorwhile college is in session, e.g. taking actionagainst students who start drunk brawls in localbars. (017)

.53 Expecting students to be quiet and decorous while inthe dining hall.

Numbers in ;parentheses refer to item numbers in common itemfactor analysis.

Miii!AagruiraeLgagtiaggaweaakigahriwgiAmgr:miAewaigiaia:ihiagMiliki:;:

419

APPENDIX IV C 11 (cont'd)

Factor Factor 2 (cont'd)Loading

e49 Prnhihiting drunken, disorderly behavior oncampus. (003)

.42 Having specified times when conversation andphonographs are quiet so people can study andsleep. (008)

.37 Having upperclassmen counselors to help enforcerules. about student behavior. (010)

.34 Requiring students to wear a coat and tie todinner. (001)

.32 Requiring students to live at home or on campusand not at off-campus apartments and roominghouses. (016)

.31 Requiring sworn statement saying student is not amember of a subversive organization before givinghim a government sponsored scholarship or loan (018)

FactorLoading

Common Rules - Factor 3

Item*

.57 Having student government set up student committeesto try other students who have been charged withviolating rules regarding cheating and plagarism.(013)

.37 Having students themselves responsible forenforcing rules concerning non-destructive behaviorin dorms. (009)

.34 Having student government setting up rules withthe administration playing only an advisory role.(004)

.30 Requiring students to report themselves for honorsystem violations.

Numbers in parentheses refer to item numbers in common itemfactor analysis.

APPENDIX IV Ell420

List of Correspondences Among Types

Labels on Different Forms

Summer 1964 Spring 1965Part IV Part III

Summer 1965 orSpring 1966Part III

A K 3.

B I 2C C 3D H .4

A 5F 6G D 7

G 8I B 9J B 10K

11M F 12N

13P J 14

tT

ip

APPENDIX IV D 2 4'21Item Statistics, College Types, Haverford

Class of 1969, Summer, 1965

Item MeanNumber Rating

StandardDeviation

Slim ofVariance .Ratings

Freshmen

Sum ofSq. Ratings N

1 2.2353 .8801 .77467597 266 666 1192 3.1429 oR055 .64891041 374 1252 1193 3.3193 .7122 '50733514 395 1371 1194 3.7479 .4909 .24099131 446 17°0 1101.4622 .6738 .45406637 412 14Sn 1196 2.9294 .9899 9R009982 201 877 1197 3.9847 .6834 .46711575 423 1571. 1108 2.630'4 .8220 .67568722 313 903 1199 3.3390 .7421 .55077502 394 1380 119

10 3.6975 .5454 ..29753596 440 1662 11911 3.1765 .9446 .89232303 378 1306 11012 2.8729 09247 .87380729 342 1086 11913 2.8319 .8995 .60202291 337 1949 11914 2.2024 .8727 .76169781 260 662 119

APPENDIX IV D 3Item Statistics, College Types, Haverford Freshmen

Class of 1969, Spring, 1966

:Item Mean Standard Sum of Sum of.Number Rating Deviation Variance Ratings Sq. Ratings N

I

234967.a9

1011121314

2.3069 .8950 .78337267 286 756 1243.2823 .8220 .67978023 407 1419 1242.8120 .9263 89819°09 346 1078 1243.6479 .6019 .16234927 4115 1667 1243.2439 .8809 .77608956 399 1389 1242.9106 .9121 .86898974 3%3 1148 1243.2358 .9841 .96E294591 198 1406 1243.12Q0 .8831 .77996328 /FIR 1111 1243.3710 .8785 .77183221 418 15°4 1243,4719 .8714 79942997 427 1g-M 1243.0650 1.0919 1.19245639 377 1301 1243.2023 .9140 .83539917 304 1364 1242.8306 1.0018 1.00360608 191 1117 1242.499, .077, 'OP PAP IPA

zi`3`)`1111, 410

APPENDIX IV D 4

Item Statistics, College Types, Haverford FreshmenClass of 1969, Pooled Data

Item Mann stonfiarA Sum of -Sum ofNumber Rating Deviation Variance Ratings Sq. Ratings N

11.

1 2.2664 8817 077739519 553 1443 2442 3*2090 .8156 .66532854 781 267 2443 .3.0933 .8691 .75=35810 745 2459 2444 3.7008 .5475 .29983539 903 3415 2445 3.3441 .7920 .6P738511 816 2882 2446 2.7459 .9414 88625370 670 2056 2447 1.4262 .8018 .64619726 836 302? 244P 2.905.7 .P464 "716524a6 724 2235 2449 1. -2R =? .7P16 5071 67m 8,6 2924 24410 3.A270 .6175 .18139949' 885 3303 24411 3.1557 .9540 .91017200 770 2652 24412 3.0738 .8690 .75685299 750 2490 24411 2.8607 .8991 80545201 698 2/94 24414 2.1320 .9190 .84471581 569 1533 244

APPENDIX IV D 5

I7.:-Tem Loadings, Centroid Analysis, Unrotated FactorsHaverford Freshmen, Class of 1969, Pooled Data

FactorVariableNumber 1 2 3 4 5 6 h

2

1 .1016 .6113 .1014 .2851- .1869- .0751.... 522 4454 41/40 .0817- .2168 29 .1n4 .72A1 4094- .1n74. .1537 .1718- .1257 .n1^ 4?4 .1629- .2609 .1722 .1222 .1407 .1601- .2o

.2142- .4e4?7- .19m1 .1617 .11,2 .1447 .4-76 41,C30 O587 4.0773 41,054 .7411 e1 P14 .417 .1760-- .9511 .2716 .0490- .1104- AA.-7. .=aa .3530 .4003 .15A1 .2565 .7462- .1471.- .469 .2248 .2169 .2945 10m6- .1,116 .1890- .411" .1717- .0475 .4160 o0910- .1327 ?=41 1n11 .1821- .39'0 .1700 .0742 .10:22- 4,1mmA 41'P19 40-716 41"404!".. 4,14q0 MCM1 ,tric..--7 P,R,.. *An1? .17am .70 1- .416q .mq9= 1mn.. ...I1 .PQ.14 .4537 .4099- .3044 .138" .1117- m6n .ten

*15 .0160 .01P5 .1:10044 .0045 .^060 .^112m 5.79

* These values are the sums of the _squared loadings on eachfactor and, in the case of the last column, the sum of thecommunalities. The proportion of the total variance whicheach of these sums represents can be obtained by diVidingthe sum by the number of items included in the analysis.

4`)41vio

APPENDIX IV D 6College Types

Item Loadings, Centroid Analysis After Rotation ofFactors 1-4, Haverford Freshmen, Class of 1969, Pooled D'ata

FactorVariableNumber 1 2 3 4 5 6 h2

1

P1456789

1011121114

*15

.0086

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.1717

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.4641.3n

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.0043 nncil : 4,P.1"i

These values are the sums of the-squared loadings on eachfactor and, in the case of the last column, the sum of thecommunalities. The proportion of the total variance whicheach of these sums represents can be obtained by dividingthe sum by the number of items included in the analysis.

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4"APPENDIX IV E 4

LiSts of Items Loading Above Criterion on RotatedStrong Vocational Interest Factors Used in Further Analyses

Factor 1

Factor .Item*Loading

.85 President4lanufacturing Concern (045)

.71 Occupational Level (048)

.54 Purchasing Agent (035)

.47 Senior CPA (031)

.43 Sales Manager (039)

-.69 Social Science Teacher (026)

-.68 Minister (029)

-.66 Vocational Agricultural Teacher (019)

-.66

-.64

-.62

-.56

-.53

-.52

-.51

-.51

Numbers in parentheses refer to item numbers.

Y.M.C.A. Physical Director (022)

Y.M.C.A. Secretary (025)

Social Worker (028)

Interest Maturity (047)

City School Superintendant (027)

Public Administrator (024)

Math, Physical Science Teacher (017)

Forest Service Man (021)

APPENDIX IV E 4 (contid)

Factor 2

Factor item*Loading

.92 Architect (003)

.90 Mathematician (008)

.88 Physicist (009)

.83 Artist (001)

.79 Chemist (011)

.77 Physician (004)

.72 Psychologist (002)

.66 Dentist (006)

.65 Engineer (010)

.57 Author-Journalist (044)

.52 Musician (Performer) (030)

-.85 Mortician (037)

-.83 Banker (036)

-.82 Office Man (034

-.69 Sales Manager (039)

-.68 Real Estate Salesman (040)

-.68 Life Insurance Salesman (041)

-.59 Purchasing Agent (035)

-.58 Accountant (033)

Numbers in parentheses refer to item numbers.

429

APPENDIX IV E 4 (cont'd)

Factor 3

Factor Item*Loading

.84 Advertising Man (042)

.80 Lawyer (043)

.63 Life Insurance Salesman (041)

.63 Author-Journalist (04.,

.61 . City School Superintendant (027)

.60 Social Worker (028)

.52. Minister (029)

-.86

-.83

-.80

-.79

-.77

-.69

-.63

-462

-.60

..53

-.55

-.55

-.54

-.5o

Carpenter (015)

Farmer (013)

Masculinity-Femininity (049)

Aviatof (014)

Industrial Teacher (018)

Production Manager (012)

Engineer (010)

Policeman (020)

Veterinarian (007)

Forest Service Man (021)

Math, Physical Science Teacher (021).

Senior CPA (032)

Vocational Agriculture Teacher (019)

Dentist (006)

Numbers in parentheses refer to item numbers.

*ft

430

APPENDIX IV E 4 (cont'd)

Factor 4

Factor Item*Loading

..65 Public Administrator (024)

.61 Personnel Director (023)

.61 Specialization Level (046)

.59 Interest Maturity (047)

.52 Senior CPA (032)

.46 Y.M.C.A. Physical Director (022)

47 City School Superintendant (027)

Numbers in Rarentheses'refer to item numbers.-

431APPENDIX IV E 5

Item Statistics, Occupational GoalsHaverford Freshmen, Class of 1969, Summer, 1965

Item Mean StandardNumber Rating Deviation

1

P34567a9

1°

V _ _ -var-LatuFe

Sum of Suin ofRatings Sq. Ratings 1,T

4.9812 .8694 .75602009 593 3049 1194.24.47 1.2896 1.66330062 50 2341. 1194.8571 1.0474 1.09723890 578 2938 1194.9042 1.2890 1.66174705 536 2612 1193.2437 1.2699 1.61288044 386 1444 1193.9076 1.5173 2.30237977 465 2091 1197.19713.7983

1.47971.2°16

2.1P9534641.67161°62

380452

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1191192.P941 1.2925 1.56895699 273 813 119

3.1511 1.6225 2.61258244 375 1499 119

APPENDIX IV E 6

Item Loadings, Centroid Analysis, Unrotated Factors,Occupational Goals, Haverford Freshmen, Class of 1969

FactorVariableNumber 1 2 4 5 h

2

1 . 2(448 .P.17 .243.. .1 =74= .n=11 .472 c4P79 .=9A2- 74g1-. .1789- .^819 .743 .2121 .5070 .36PP- 79n2 .1201 .624 .487'1 .16°8 1111.- .7766- 1779- ell=5 .50574 .6314.. .03P1- .0263- .1994 ."67

5160.6793

.100407p6

1229.4143

.7781-

.2410-.0644-.1/Agt=.

P.7^S 1726 .0621 .2452 .3354 .2117 PFA9 qP10 .?.R99- 173 .0992 .11704 .^1

10 2273 .1R71 26;23 .1747 .0Ac4- .2n*11 .0189 .0131 .0104 .0069 .(1019 _5.1,

* These values are the sums of the squared loadings of. each factor and, in the case of the last column, the

sum of the communalities. The proportion of the totalvariance which each of these sums represents can beobtained by dividing the sum by the number of itemsincluded in the analysis.

43..

APPENDIX IV E 7

Item Loadings, Centroid Analysis After Rotation ofFactors 1-3, Haverford Freshmen, Class of 1969

Occupational Goals

FactorVariableNumber 1 2 3 4 5 h

1 ;0435 .0871-2 .7846 .16463 7 P4n- oOPP14 149n ol7n9q 8742 nnni-6 .0786 60877 .3644 7m128 0727 .2n909 .5023 .1370

t(' .m391- .1098

*11 n ..,178

.6012

.0949

.747411P3.nne,.05290On1-20m20626-.1073

.P429

.881

.nn/Nn

..;:',Q

.nn,11o1672.110m1.7895-.0992-1155-

.0689 ,

tr17624InnnnnnrIn-.mmnior12 ?1emmnt.120n-41.1,P.7-.272-

.43

.74

.624q47^.247"'425.1751

.20

oini on073 o073 9.12

* These values are the sums of the squared loadings ofeach factor and, in the case of the last column, thesum of the communalities. The proportion of the totalvariance which each of these sums represents can beobtained by dividing the sum by the number of itemsincluded in the analysis.

FactorLoading

k78

.50

.36

43:

APPENDIX IV E 8

4 Occupational GoalsLists of Items Loading Above Criterion on

Rotated Occupational Goals FactorsUsed in Further Analyses

Factor 1

Item

Provide me with a chance to earn a good deal ofmoney (5)

Enable me to look forward to a secure future (2)

Give me social status and prestige (9)

Give me a chance to exercise leadership (7)

Factor 2

.75 Give me a chance to exercise leadership (7)

.61 Give me an opportunity to work with people, notwith things (6)

.37 Give me an opportunity to be helpful to others (4)

.34 Give status and prestige (9)

.31 Provide me with adventure (10)

Factor 3

.75 Permit me to be creative and original (3)

.60 Provide me with an opportunity to use my specialabilities (1)

Factor 4

.53 Give me an opportunity to be helpful to others (4)

.37 Give me an opportunity to work with people, notwith things (6)

-.39 Leave me relatively free of supervision by others (8)

1

w.rlr,=-7L 77-

APPENDIX IV F 1 1 1

Item Statistics, College Preparation Items,Haverford Freshmen, Class of 1968, Summer, 1964

Item Mean Standard Sum of Sum ofNumber Rating Deviation Variance Ratings Sq. Ratings N

1 4.48362 4.19673 3.39254 4.11489 4.13936 3.86077 4."410a 4.88529 4.467210 4.912611 4.180312 3.721311 4.721114 4.1119IC 4.639316 4.801117 4.024618 4.45 !e19 1.204920 3.6479

.8221 .675960769289 .862940071.4253 2.031510341.0138 1.068798711.1111 1.234681541.1474 1.11664875.g170 .842r=8264.9767 .9404461

1.1747 1.38007256.11228.9496 .9019n8no

1.0021 1.00429992oan..77 .82197201.0088 1.01773717.9068 .80435767

1.0452 1.00244827.8441 .71251o08

1.242'N 1.542663271.609^ 2.CP915614.8095 8020021=

APPENDIX IV F 2

547 2535 122512 2254 122409 1619 122502 2196 122

2241 122471 1970 122A0.1 2ncq 122596 2028 122545 26C3 122601 122_ .

510454

22421812

122-122

2S2n 122C26 2392 122566 2724 122CP6 2948 122491 2063 122543' 26r'.5 122391 1569 122445 1721 122

Item Loadings, Centroid Analysts, Unrotated Factors,College Preparation Items, Haverford Freshmen, Class of 1968

VariableNumber 1

Factor

2 3 4 5 6 h21 .c173 .105c- .n6t1t- .2506- .1 10 .1:15c .41*2 .1668 4,1O0 .1949- .2176- .167%9 .0791 .6n1 .1379 .4701- .173- 01128 .2900 2444 41a 5381 2582 1300 2464 .1092 .2364- .5n5 .4446 .1476 .1641 .3958 .1211 .116nd. .416 .0%90 .2944- 1969- .2621 .0464 .0797 .447 .3732 4209 .1048- 1648- 1617 .110d. 4,48 .5119 .2622.... 1C84 .1124- .2n.12 .11.. .2.4 .2257 .2281.- .1806 .1791 0849 or%04A. 1A

If) .t07:48 .11447 1200 .2777 .1(124- .2onn ..1411 .8145 .3721; .1446- .1272- .n779 212a.. 6.7,1.4820 .1610 .2120 .0874 :=_. :gr,13 .4478 .2110.- .4..,T77

12

14 .3855 .2162.- .251 0548- orri33 .IS 629IS .3310 .1401 .P417 1 c53- .1qA0- 6PP14- .29IA .4197 .24nq .100n .1 C46 .1821.- .8116 4,4E117 .108 .1996 .1154 01896 .11994 .1q6 .41lq .4080 .4410.- el2-80. .1470 ,,,m1.. 021n. .g,,19 .2410 .4rol- .4492- #20=48 .111:1- P^s'a- .An20 .4280 .2144 .2552.- .1356--- .1669.- enelo*21 .0354 .0190 .C135 .0088 .66 .r"--cs 8.:4^;

* These values are the sums of the squared loadings on each factorand, in the case of the last column, the sum of the communali-ties. The proportion of the total vrariance which each of these'sums represents can b.: obtained by dividing the sum by thenumber of items included in the analysis.

Annimarorlirstrrmnialt IV r

Item Loadings, Centroid AnalysisCollege Preparation Items After Rotation ofFactors 1-5, Haverford Freshmen, Class of 1968'

VariableNumber

1

2

456789in111213141

1617181920

*21 ei

1

Factor

2 3 4, 5 6 h26947.21711902

ArrinrIn4,744oP42?-

."1^1,1-

.nmn1-thif3F-

f+nrNnnAn^

rinnm,nr,nm.4PO4

emPtmnm,,mn

a.9*gm

1737 412 .74877 .1379 .4P6/-1183 .1062 .4136 .1398 .1621 .4349.ft. 4041.4567 41078. .1^47 .3494 .,g141 .120 =. .44.1047 .61R7 .n266- 41^676 efAPR. .406171 ,0336- 037 944- ..P61 o'1679 .1179- 2619 .1P14 .1^17-.1633 .1614 0996- .2136- 7034 -42810 ..57 .1417 .1183 194n- .2721- =1.3135 1890 .418P .1301- .1413 .1627- .17.4725 .2108 .3467 .1614- .P2.8(1- 4744271 .1607- sP97F1 .1151- 187 .^477 .201522to146

on911.1119

.27S7

.64140915-onnni

.10174-oni. 799-*twit

.2n.3152 411C11 .2=-!04! olf,F3 42140 .1177. 44:.4186 .2f)R1 4,44r." .^199 4c,2176 on^ni- ^rine. c,"1o.2986 .4042 .1403 .2217 .1^17- .123P .1=5

.'?48 .9291 m124 ,171 nncol pool

* These values are the sums of the squared loadings of eachfactor and, in the case of the last column, the sum of thecommunalities. The proportion of the total variance which eachof these sums represents can be obtained by dividing the sum bythe number of items included in the analysis.

43i;

APPENDIX IV F 4

College PreparationLists of Items Loading Above Criterion' on

Rotated Centroid Factors Used in Further Analyses

FactorLoading

.69

.64

.47

.46

43

.42

.39_

Factor 1

Item

Getting along well with roommates (1)

Adjusting to the change between living at home andliving in a college dormitory (8)

Getting along with people whose social backgroundsdiffer considerably from your own (13)

Dating and social activities with women (6)

Learning to adjust emotionally to not being asoutstanding a student in college as you were inhigh school or prep school because of the higherability level-of college students (14)

Participating in intra-mural athletics (18)

Participating in the jovial, college prankster--aspect of campus life (3)

Factor 2

.74 Working long hours on class assignments (2)

.64 Working in an organized and efficient manner underthe pressure of heavy assignments and deadlines (7)

54 Being able to take a large measure of responsibilityfor the direction-of your academic work (e.g.,determining what and how much you should read inconnection with a course which gives few explicitassignments) (11)

.40 Doing the work in courses whichor boring (20)

-.32 Being able to take time off andacademic pressures are high (9)

you find unpleasant

relax a bit when

Factortoeing

APPENDIX IV F 4 (cont'd)

Factor 3

Ttesivi

.64 Maintaining your personal independence 'in the faceof pressures and temptations to conform to theexpectations of doMinant, popular members of theinformal student groups to which you belong (16)

.42 Maintaining your self-confidence in the face offailure to do as well academically as you wished (12)

.41 Engaging in sharp intellectual discussions anddebates (5)

.39 Writing original papers (4).

.35 Getting along with people whose social backgroundsdiffer considerably from your own (13)

.31 Maintaining self-discipline with respect to socialbehavior in the absence of supervision by adultauthorities (10)

.28 Being sufficiently flexible to incorporate newvalues and traits into your personality as a resultof new experiences you have at college (15)

.26 Being able to take time off and relax a bit whenacademic pressures are high (9)

.26 Learning to adjust emotionally to not being asoutstanding a student in college as you were inhigh school or prep school because of the higherability level of college students (14)

Factor 4

.70 Participating in varsity athletics (19)

.64 Participating in intramural athletics (18)

.35 Dating and social activities with women (6)

Factortnatliner

APPENDIX IV F 4 (cont'd)

Factor 5

Ttern

.4.3 Participating in the jovial, college pranksteraspect of campus life (3)

.28 Dating and social activities with women (6)

-.39 Being sufficiently flexible to incorporate newvalues and traits into your personAlity as a resultof new experiences you have at college (15)

Factor 6

.38 Maintaining selfdiscipline with respect to socialbehavior in the absence of supervision by adultauthorities (10)

-.49

-.43

Writing original papers (4)

Engaging in sharp intellectual discussions anddebates (5)

.30 Being able to take time off and relax a bit whenacademic pressures are high (9)

.26 Adjusting to the change between living at home and .

living in a college dormitory (8)

-.27 Being able to take a large measure of responsibilityfor the direction of your academic work (e.g.,determining what and how much you should read inconnection with a course which gives few explicitassignments) (11)

ItemNumber

MeanRating

439Item Statistics, Teachers' Characteristics ItemsHaverford Freshmen, Class of 1968, Summer, 1964

StandardDeviation

Sum of Sum of .

Variance Ratings Sq. Ratings N

1 n.6721 1.3200 1.74496104 44R 1858 1222 3.4508 1.2810 1.64102392 421 1653 1223 4.1066 1.3232 1.75n94n61 501 2271 1224 2.4918 1.3321 1.77452298 304 974- 1225 2.4590 1..1559 1.8384842P 300 %52 122

2:9984 =On 1.84688256 1049 icc7 4.1066 1.2982 1.68.16684 901 2263 1228 2.1607 107061 1.7r1599301 288 888 1229 3.0082 1.5P'67 2.271142462 367 1381 12210 4.1689 1.1608 1.14759442 931 2491 12211 9.4508 .7024 493482(13 665 3685 12212 3.0738 1.2438 1.80603332 375 1373 12213 2.9590 1.3813 1.90815641 361 1301 12214 4.1967 1.3928 1.81015318 512 2372 12215 4.1889 1.210? 1.9136'281 911 2325 1221.1718

2.9820

3.7541

1.0.7An_

.24g0

2.046560^61.118194041.96248120

315r)r,

dSq

106322101910

122122122

19 4.6721 1.3697 1.87610897 570 2892 12220 4.2213 1.3520 1,82807n41 519 2397 12221 5.1475 .9203 .847084/2 6PR 3136 12222 3.0328 1.1786 1.9^056427 17n 1194 1222324 ..2.q9n2

1.2991

1:74:73

1.677506092.34023112

442438

18061858

122122

29 5.4016 69016124 Aqq 3639 12226 4.8441 1.1493 1.11181114 991 3023 122

APPENDIX IV G 2

Item Loadings, Centroid Analysis, Teachers'Characteristics 4ems, Haverford Freshmen, Class of 1968

VariableNumber 1

Factor

2 3 4 5 6 -ft2

1 .4878 .0318 .0556- .2312 .1961 - .462 02942 .0970 .1620- .0547- .1747- o1636 .163 .2362 .2489 .2739 6100 .2016- .2976 .114 .1651 e/g77.. 1821- 2116 .101=.- 4,-tet

9 .1750 .0610 2=-,4n 61716 209e- .11126 .1000 .1079 2821... .2666 .1762 91162 .9P7 .6633 .0606- .2066.. .2229- .1201

.3738 .2050.- .2212 .1367- .1721 .0716 .289 .4635 .44:18- .1741 .0509 .1119.- 1722- .40

10 .2584 .2729 .0902... .2254- .0698- 1041 22'11 .3619 .1743 .0917 .2683- .4446.- .4q12 .9280 0273P... .0692 .nopn .601314

.4164

.4201 .399n.1045.0883-

.2929

.1658er$419ort6gn

.0912 .14.42

15 .3576 .3021 00622 .4080 .1669 00931 .4316 A4909 .3027- .3099- .2676 .2160- .0410- .6117 .6429 6004 .1664 .1163.- .1621- .1=04- .691819

.4761

.1974.119640101-

.1389

.2313 .3037-.237q.2673-

.113R

.18ng.41oncl

20 .528174 .0811- .147- .1977- .1040 .268=i oaP21 .1832 .1107 .4217- 1 279- 0p-7,4 1^44 .4622 .6101 07t9-7- .1417 .0064-23 A5423 .1965.- .2545 .0436 .18'192425

.3673

.4282.1227-.2912

.194702061

.2016-

.1234.2('41....1819

1291.n4^r-1

.=;ell

26 .4651 .0899 .2281 .2102- .1083 62117-*27 905 .1177 .0122 .0105 0081 40,n77 in.67

* These values are the sums of the squared loadings of eachfactor and, in the case of the last column, the sum of thecommunalities. The proportion of the total variance which eachof these sums represents can be obtained by dividing the sum bythe number of items included in the analysis.

440

APPENDIX IV G 3.

Item Loadings, Centroid Analysis, Teachers'Characteristics Items. Haverford Freshmen_

7

Class Of 1968

FactorVariableNumber 1 2 3 4. 5 h2

1 .Sang 1068 1479.... 0067 .226m 19$1- itA2 .122'7 20(14 *2021 .1695 .10,7. .1460 .1A3 . 1457- .3656 .0616- 61897 1123 3936 "4 .4276 .11,0 40"4406- .M986- .Pf).71(1- .P1?, ell5 .1n12 614 1924.. .1062 0612 .127 40:"4

6 1220 .0494- .'104 .1969- 1045 2421 227 .5675 .3(54 1°6 .0851 .m502 15 ^7..- f.=8 .2971 14,e4 123- 1910 11R49 .434 .14;24 40(10- n947 0001

In 0012- .15n2 .2613 1c54 n147-11 .1443 .17113 .09 °6- .0963.... 1468-12 .7751 .0nnl- .0)nl .^n^1- .rInf'1-11 .4244 0971 1952- 0316- 1857

. 1627 .47A6 /4Iq14 "4771 09715 -.0755, ..1227 0964 2881 .25;1316 '1145.-- .209.17

.664M .M416 .ms9..21

1410 70Pq .0nr,IR 41rC)3 ioq.lril 41,mm-719 1101 .3599 1135-2e .4189 .21'21 .246621 2025 .317 .563422 .6214 .26 .2119-23 .4127 7493 1373-24 9r118 2997 15n7-2 094? .4999 .0715-.26 .1725 .1c77 .2271

^Fil. 2F4156 .49n.164- 2P.3=Ac- LL.nnm1- .4.6"2766 14,1414 A.1qn7 .4'.2989 .41n^n1

.mqpn,ont,0:41..

4,4-7 4,

^ n ^1-rif,ca..

4,4c;

.AQ.4699 .nnnn nnrn ?q.2781 .212 .A6/c4 4,4

nom' .n001- rin^i- .450598 ^296 4,1664 co"41e1012- 41-273 nmme% =4.1669 .,Nt6,1 ,m2,= .940014- 41,-70 .117A .1e)41(1794- qi0170- ?474.. irl

*27 0 .0357 4001C Y3 .0116 (109e1 .01r1 .ev198 1n4.6P1

* These values are the sums of the squared loadings of eachfactor and, in the case of the last column, the sum of thecommunalities. The proportion of the total variance whicheach of these sums represents can be obtained by dividing thesum by the number of items included in the analysis.

441

APPENDIX IV G 4

Teacher' CharacteristicsLists of Items Loadings Above Criterion on

Rotated Centroid Factors Used in Further Analyses

Factor 1FactorLoading Item

.78 Enjoys participating in student social events (12)

.66 Enthusiastically supports student athletic events (16)

.62 Invites students to his home several times duringthe school year (22)

.59 Establishes personal friendships with students (1)

.57 Gives emotional support to students when they arehaving personal troubles (7)

.54 Is very informal with students outside of class (9)

.43 Displays a benevolent, paternal attitude towardshis students (4)

.42 Is quite informal with the students during classes (13)

.42 Is concerned that students live up to non-academicas well as academic standards of the college (20)

.41 Allows students to direct their own classdiscussions (23)

.37 Keeps his office door open to students at alltimes (26)

Factor 2

.79 Works intensively with talented majors in hisdepartment so that they are able to do graduatelevel work as seniors (17)

.53 Leaves the student on his own with respect to muchof the course work (18)

.51 Is helpful to students who come to him withacademic problems (11)

FactorLoading

48

.46

.37a

442

APPENDIX IV C 4 (cont'd)

Factor 2 (cont'd)

T4Aftwol+I./GM

Gives highly organized, information-packed lectures (14

Stimulates interesting discussions in his courses (25)

Forces students to become aware of their incon-sistent values (3)

.36 Openly admits his lack of knowledge when studentsraise questions which stump him (19)

.36 Keeps his office door open to students at all times (26

.35 Sets demanding standards for the amount and qualityof work he expects from his students (10)

.32 Expects all students to participate in discussions (15)

.32 Gives the students a clear idea of what is expectedof them in his courses (21)

.29 Permits students to criticize his courses andteaching style (24)

.56

.31

.26

Factor 3

Gives the students a clear idea of what is expectedof them in his courses (21)

Maintains a friendly, but formal attitude towardstudents outside of class (6)

Sets demanding standards for the amount and qualityof work he expects from his students (10)

-.40 Is very informal with students outside of class (9)

r

Factortnnaing

4-1!).

APPENDIX IV G 4 (cont'd)

Factor 4

Item

.47 Openly admits his lack of knowledge when studentsraise questions which stump him (19)

.37 Permits students to criticize his courses andteaching style (24)

-38 Gives highly organized, information-packed lectures (14)

-.29 Expects all students to participate in discussions (15)

Factor 5

54 Allows students to direct their own classdiscussions (23)

.38 Stimulates interesting discussions in his courses (25)

.37 Leaves the student on his own with respect to muchof the course work (18)

.28 Expects all students to participate in discussions (15)

wr