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On the Theory and Methodology of Role:
A contribution towards an Interactive Paradigm
A dis sertat ion presented in partial ful f ilment of the r equirement s for the degree of Doc tor o f Philosophy at
Richard Jeremy Bates 197 6 .
Mas sey Univers ity
Ab s t r a c t
Thi s thesis ( i ) p resen t s a critique o f s t ruc tural and socialisation persp e c t ives in role the ory , ( ii ) a rgues for a philosophical and
theore tical posit ion of trans individual ism in the explanation of behaviour , ( i i i ) examines the compa t ib i l ity o f current psy cho logical and sociological theo ries with such a p o s i t ion , ( iv) rev iews dis cont inui ties between the o ry me thodo logy and interpretation in s t udies of role , (v) deve lops a
comprehens ive theoretical mo del for the analys is o f indivi dua l and s ocial sy s t em inte rac t ions via the me diating concep t of ro le ,
(vi) p resents a me thodology app rop riate to the examinat ion o f the general mode l in resp e c t to a sma l l scale social sys tem , (vii) reports the re sults o f the empirical inves t iga tion , and ( vi i i) summarises and dis cusses the relevance of these f indings to the p roposed theore t ical and me thodo logical i s s ues . I t is conc lude d that b o th theory and
me thodo logy , having been sup p o rted by the empirical inves t i gat ion of a sma l l s cale s o cial system, mi ght use fully be fur ther applied to l a rger an d more comp lex social sys t ems .
Pr�face and Acknowl edgemen ts
This the s i s is the re sult of a c omb ination of theore t i cal intere s t s in the contribut ions made by ph ilosophy , socio l ogy and p sy chology to the understanding of human behaviour . It is a lso an
outcome of the b e l i e f that e xplana t ions of behaviour mus t , of necessity, inc orpo ra te ins i gh t s from e ach o f these areas rather than re ly on the
myop ic and f requent ly de termini s t i c assump tion of the separate dis cip lines, H oweve r , at temp ts to integrate the perspe ctives o f various disciplines
inevitab ly invo lve the problem of oppos ing assumpt ions . This p rob lem is we l l i l lus trate d by the current deba t e ove r role theory , the e f ficacy
.
o f which is o ften the focal point o f mis g ivings concerning the naive (but grand iose) c laims o f all dis c ip l ines save the author ' s own . As a consequence , the maj or p urpose o f t hi s thesis is to provide a general theoret i ca l mo del whi ch offers a tentat ive integrat ion of the var ious perspe c t ives . The inten tion is to out l ine and evaluate an inte rac tive p aradigm for the analys is o f ind ividua l-social sys tem relat i ons .
This is in i t s e l f an abs t ra c t and rather grand pursui t . The p o tential grandeur of the activi ty of theory cons truction is however , l imi ted by ano ther o f the author ' s convi ctions : that the deve lopmen t o f the o ry should b e closely tied t o such tests of the prop os i t ions as a re ava i lab l e . Mo reove r , such tes t s should b e , in the final resort , conducted in naturalis t ic, rathe r t han experimen tal , set tings as exp l ana t ions confined to expe rimen tal conditions are un l ike ly to be ac cep tab le i f they fail to acco un t for phenomena in the real world o f s o c ial in terac t ion . Thus , theory i s seen to b e an abs t ra c t guide wh i ch can be use d to g ive f orm and meaning t o o therwise mis cel laneous data.
At t he s ame time , theory is seen to b e j us t ifiable only inasmu ch as it is ab le to g ive f o rm and meaning to emp irical observat ions.
I f a the o ry organises obs e rva t ions so as to produce con tradictions and obvious ab surdi t ies then the t heo ry i t self mus t b e que s t ioned . Th is thesis a rgues that role theory is c ur ren t ly at the p o in t o f reformulat ion because o f the con tradic tions and abs u rdi t i es currently p roposed in
a t temp t s to e xp lain the emp i rical data p rovided by inve s t i ga t o rs into role .
The s e cond purpose o f this thes is is there fore t o examine and clarify certain o f the me thodo log i c a l p rob lems associated with curren t inve s t i g a t i ons into rol e . These p rob l ems s t em from two main confus ions :
firs t ly , the theore t i cal con fus ion be tween leve ls o f analys is wh ich differ in the i r ass ump tions and in the kinds o f rela t i onships they p ropose , an d s e condly , the metho do l o g i cal confusion involve d in the emp loymen t o f s t atis t i ca l techniques based on as sump t ions at odds with the theoret ical p remisses . Th e methodologica l procedures emp l oye d in the curren t thesis are , t here f o re , j us t i f ied by app eal to the
requiremen t s o f the theory and by the l imita tions imposed by the resea rch case .
The theoret ical mo del i t s e l f canno t , howeve r , be t e s ted d i re c tly . The me tho dology is app lie d to a se t o f interme diary hypotheses which relate the theory in dire ct i onal f o rm to the dat a . Th is is n o t t o say tha t the theory can be sub s t an t i ated s imply through the ve r i f i ca t ion of the hyp o theses . Inde e d , many of the hypotheses fail to gain
conf irmat ion . Th e res ul ts'o f the ana lys is can however s t i l l be use fully and pars imoni o us ly interp re t ed according to the proposed mode l .
The re lations b e tween the the o re t i cal rndde l and the emp irical research a re in this case , as in any o the r , intricate . In the f i rs t p l ace the theore t i cal mode l b o th informs the formul ation o f hypo the ses re lated to a particular context and d e t e rmines the app rop riatenes s of particular me tho dologie s . H oweve r , t he re sults o f the analy s is prepared on the basis o f the theory may c on t rad ict the part icular hyp o theses an d ye t not contradict the t he o re t i c a l model . Such an apparen t paradox i s e xplained by the fact that t heore t i ca l mode ls are necess ari ly ab s t rac t , hyp o theses and metho dology necessari ly c oncre t e . Ye t this paradoxi cal ba lance b e tween the ab s tract and the c oncrete , the imagina t ive and the p rosai c , i s crucial to the p rogres s o f rese arch .
Any s uch progress as has been made in the current research owes a cons ide rab le deb t to the f o llowing f r iends :
Professors Raymond S . Adams and Graeme S . Fraser for the ir s upe rvision, expertise and s upport dur ing various cris e s ; Dr . Co lin Boswe l l for as s is tan c e with the wri t ing o f the p r o gr ammes ;
My c o l leagues in the departmen ts o f e ducation and s o c iology who debated issues wi th me at great length and showed so few s i gns o f impa t ience ;
The s t udents and s ta f f o f the tutorial s chool o f Palme rs ton
North Hosp ital who gave both their cooperation and encouragemen t ; Mrs . Jenny Cox and Mrs. Ma rion McAlp ine who o r ganised and typ ed early ve rsions of various chap te rs ;
Mrs . Kirsten Morgan for her immensely profess ional approach t o to the f inal p repara t i on o f the thesis;
Jul ia , Pe te r and Kathryn , to whom I intend t o return.
Chapter 1
Chap t er 2
Chapt er 3
Chap t er 4
Chap t er 5
Tab le o f Con t ents
Page
An Evaluation o f the Bas e s of Ro le Theory 1 P erspect ives in the Analys is o f Ro le 2 Fac tors Affec t ing Ro l e Acqui s i t ion and
Ro le Nego t i at ion 10
The Ho l i s t ic Foundat ion of Trad i t ional Ro le Theory 13 Ind ividual , Soc ial S y s t em and the Theory of Ro l e 1 5
Conc lus ion 19
Psychological and S o c io lo g ical Background Psychologi cal Theories
Soc iological Theo ries
Ind ividual , S o c i a l S y s t em and Ro le
Interpret ive and Met hodo l o gical Issues As sump t i ons o f Ro le Theory
Methodolog ical I s s ues
Prob l ems o f Theory and Int erpretat ion Levels and Interact ions
Towards a Theoret i cal Mod e l
Levels o f Analys is : Individual Levels o f Analy s is : Group Int eract ions : Cont extual Int erac t ions : S t ru c t ural Intera c t ions : Comp o s i t e Model and App l icat ion
S e t t ing , Methodo lo gy and Analysis Res earch S e t t in g
Var iab le Definit ion Ins trumentat ion Hypotheses Dat a Collect ion Data Analys i s
20 20 28 35
37 37 43 46 48
5 1 5 1 5 6 60 61 62 63
6 5 6 5 68 7 5 84 94 94
Chap ter 6
Chapt er 7
Append ix A B
c
D E F References
F ind ings
Ind ividual Leve l Group Level
Con textual Int erac t ions S truc tural Int erac t ions
Di scu s s ion and Conclus ions Salient Results
Discus s ion Conc lus ions
Personal Or ientat ion Inventory Que s t ionnaire
Massey Ro le Co_nc ept Inv entory I t em/Scale Correlat ions Massey Ro le Concept Inventory Ques t ionnaire
Mas sey Role Attachment Survey Quest ionna ire Personal Orientat ion Inventory Scoring Pro gramme Soc iomatrix Pro gramme
Page 96 100 1 3 3 1 6 2 1 7 8
1 8 1 184 189 1 91
194 202 204 207 211 226 231
List o f Figures
Page 5 . 1. Ma trix for Gen erat ion of MRC I Que s t ionna ire I t ems 7 8 5 . 2 . Re lationships be tween Pers ona lity and Po s i t ion Emphases
on Ro le De fin i t i on 8 8
5 . 3 . S ummary Ma trix o f Re lat ionships be tween Comp onents at
the Group Leve l of Analys is 89
6 . 1 . Personal Orienta t ion Inventory Profiles for New Zealand
and Uni ted S t ates Nurs es in Tra in ing 98
6 . 2 . Personal Orientation Inventory Profiles f o r New Zealand
Nurses and �ew Zealand Young Adul ts 99
6 . 3 . Per sonal Orientat ion Inventory Prof iles for three Groups
o f New Zealand Nurses in Training 101
6 .4 . 1 Compar isons o f MRC I S ervic e , Bureaucra t ic and Profess ional
Mean Role Scores by Pe rsonal ity Type : In i t ial Tutorial 107 S chool
6 . 4 . 2 Comparisons o f MRCI Serv ic e , Bureaucra t ic and Prof es s ional
Mean Ro le Scores by Personal ity Type : End of Ward Exper ienc e 108a 6 . 4 . 3 Compar isons o f MRC I Service , Bureaucra t ic and Prof ess iona l
Mean Ro le S co res by Peronal ity Type : F ina l Tutorial School 6 . 5. Compar isons o f MRCI S ervice , Bureaucra t i c and Profe s s ional
Mean Ro le S cores by Tutorial School and Ward Positions 6 . 6 . Comparisons o f MRC I Service , Bureaucratic and Profe s s ional
Mean Role S co res by Ward Po sit ions
6. 7 . Predicted Ro le De f init ions by Personali ty and Pos i t ional Emphases
6 . 8 . Actual Ro le Defini tions by Persona l i ty and Po sitional Emphas es
6.9. Ma trix of Ult imate Conne ctednes s for Group at Beginning o f In itial Tutor ial S chool
6 . 10 . Ma trix o f Ultimate Connec tedness for Group at End o f 1 0 Weeks ' Ward Exper ience
6 . 1 1 . Matrix o f Ul t imat e Connectedness for Group at End o f Final Tutorial S chool
108b
114 120 1 2 5 1 3 0 1 5 0 1 5 1 1 5 2 .
List o f Tables
5 . 1 . Int er-Scale Corre lat ion Mat rix
6. 1 . Mul t iple Regres s ion of MRC I Scores on POI Inner Direc tedne s s Scores
6 . 2 . 1 One Way Analys is of Var iance of MRCI Serv ice Score by Personal i t y Type : Init ia l Tu torial Schoo l
6 . 2 . 2 One Way Analys i s o f Va riance o f MRCI Bur eaucrat ic Score by Per sona l ity Type : In i t ial Tuto rial School
6 . 2 . 3 One Way Analysis of Variance of MRC I Pro fess ional Score by Per sonality Type : In it ial Tu tor ial Schoo l
6 . 2 . 4 Summary o f MRC I Servic e , Bureauc ra t ic and Profes siona l Role Scores by Personal ity Type : Init ial Tu torial School 6 . 3 . 1 One Way Analy s i s o f Variance of MRCI Service Score by
Personal ity Type : End of Ward Experience
6 . 3 . 2 One Way Analysis of Var ianc e of MRC I Bureaucra t ic Score by Per sona l i t y Type : End of Ward Exper ience
6 . 3 . 3 One Way Ana lysis of Varianc e of MRCI Profes s ional Score by Persona l ity Type : End of Ward Exper ienc e
6 . 3 . 4 Summary of MRC I Servic e , Bureaucra t ic and Profess ional Ro le Scores by Personality Type : End of Ward Expe r ience 6 . 4 . 1 One Way Analys i s of Variance of MRCI Service Score by
Perona l ity Type : F inal Tut orial School
6 . 4 . 2 One Way Analysis of Variance of MRCI Bureaucratic Score by Personal i ty Type : Final Tut oria l School
6 . 4 . 3 One Way Analysis of Variance of MRCI Pro fess ional Score by Personal ity Typ e : F inal Tu torial School
6 . 4 . 4 Summary o f MRC I Serv ic e , Bureaucra t ic and Profess ional Ro le Sco res by Personal ity Type : F ina l Tut orial School 6 . 6 . One Way Analysis o f Var iance o f MRC I Service Scores by
Tut or ial Schoo l. and Ward Po s i t ions
6 . 7 . One Way Analysis o f Variance of MRCI Bureaucratic Scores Tutorial School and Ward Po s i t ions
by
6 . 8 . One Way Analysis o f Variance of MRCI Pro fessiona l Scores b y Tutorial Sc hoo l and Ward Po s i t ions
6 . 9 . Summary o f MRC I Service , Bureaucrat ic and Profess ional Scores by Tutor ial School and Ward. Po s i t ions
6 . 10 . One Way Analys i s o f Var iance o f MRC I Serv ice Scores by Ward P o s i t ions :· End o f Ward Exp e r ience
6 . 1 1 . One Way Analys i s o f Varianc e of MRCI Bur eauc ra t ic Scores by Ward Posit ions : End of Ward Exper ience
6 . 1 2 . One Way Analy s i s of Var iance of MRCI Profess ional Sc ores by Ward Po s i t ions : End o f Ward Exper ience
6 . 1 3 . Summary o f MRC I Serv ic e , Bureau c ra t ic and Pro f e s s ional '
Scores by Ward Po s i t ions : End o f Ward Experience
Page 8 2 1 0 2 1 04 a
104b
1 0 4 c 104d 105a 105b lOSe 105d 106a 106b 106c
106d
110 111 1 1 2 1 1 3 1 1 6 1 1 7 1 18 1 1 9
6 . 14 . One Way Analysis o f Var ianc e of POI Inner Direc tedness by
Tutoria l School and Ward Po sit ions 1 2 2
6 . 15 . One Way Analysis of Var iance of POI Inner D irec tednes s by
Ward P o s itions : End of Ward Experience 124
6 . 1 6 . One Way Analys i s of Var iance of MRCI Se rv ice Scores by
Persona l ity and P o s it ion : End of Ward Exp er ience 1 2 6 6 . 1 7 . One Way Analys i s o f Variance of MRCI Bureaucrat ic Scores
by Persona l ity and Po sit ion : End of Ward Exper ienc e 1 2 7 6 . 1 8 . One Way Analys i s of Variance of MRC I P rofess ional Scores
by Per sonal ity and Posit ion : End of Ward Exper ienc e 128 6 . 1 9 . Summary o f MRC I Service , Bureaucra t ic and Pro f e s s ional
Sco res by Per sonal ity and Po s i t ion : End of Ward Exper ience 129 6 . 2 0 . Mean , Var iance and Range of MRCI Service , Bur eaucratic
and Pro f e s s ional Scores by Po sit ion in Tutorial Schoo l and Ward
6 . 21 . Homogen e i ty of Var iance for MRCI Servi ce , Bureaucra t ic and Professional Scores by Posit ions in Tutorial Schoo l
135
and Ward 1 3 6
6 . 22. Mean , Var ianc e and Range of MRCI Servi ce , Bureaucratic and Pro fes s ional Score s by Posit ions in Tutorial School
and Ward Adjus ted t o Exc lude Leavers 1 3 8
6 . 2 3 . Homo gene i ty o f Var iance f o r MRC I Service , Bureaucratic and P ro fe s s i onal Scores by Pos it ions in Tutorial Schoo l
and Ward Adjus ted to Exc lude Leavers 1 3 9
6 . 24 . Mean , Var iance and Range o f POI Inner Dire c t ed , Exis tent ial ity and Nature of Man Scores by Pos i t ions in Tutorial Schoo l
and Ward 1 4 0
6 . 25 . Homogeneity o f Var iance for POI Inn er Directed , Exi s t en t ia lity and Nature of Man Scores by Pos i t ions in Tutoria l School
and Ward 1 4 2
6 . 26 . Mean Variance and Range of P O I Inner Directed , Exis tentiality and Nature of Man Scores by Po s it ions in Tutorial School
and Ward Adjus t ed to Exc lude Leavers 1 4 3
6 . 27. Homogene i ty o f Variance f o r P O I Inner Directed , Exis tent iality and Nature of Man Score s by Posit ions in Tutorial Schoo l
and Ward Adjus t ed to Exc lude Leavers 144
6 . 2 8 . Mean , Var iance and Range for Job Satisfaction and Vocat ional Compari son Scores by Pos i t ions in Tutorial School and Ward 145 6 . 29. Homogene i ty of Variance for Job Sat is fac t ion and Vo cational
Comparison Sco res by Pos i tions in Tutorial Schoo l and Ward 146 6 . 30 . Mean , Variance and Range for Job Sat isfact ion and Vocat ional
Comparison Scores by Pos i t ion in Tutorial School and Ward
Adj us ted to Exc lude Leavers 148
6 . 3 1 . Homogen e i ty o f Variance for Job Sat isfact ion and Vo cat ional Compar i s on Scores by Posit�ons in Tutorial School and Ward
Adj us ted to Exclude Leavers 1 4 9
Page 6 . 3 2 . Actual Cho i ces , Possible Cho ices and Inter connectedness
Ratios for Group by Pos it ion in Tuto r ia l School and Ward 1 5 4 6 . 3 3 . Varianc e and Range o f MRC I Role Scor es, POI Value Scores
and Job Sa tis faction and Vocat ional Compari son Scores
by Pos i t ion in Tut orial School and Ward 1 5 6 6 . 34 . Variance and Range of MRCI Ro le Sc ores and Interconnec tedne s s
Ra t ios by Pos i t ions in Tuto rial Schoo l and Ward
6 . 35 . Variance and Range o f POI Value Sco res an d In terconnect edness Ra t ios by Pos i t ions in Tut orial School and Ward
6 . 36 . Variance and Range of Job Sa t is fa c t ion and Vocat ional
Comparis on Scores and In t erconnect edness Rat ios by Po s i t i on
1 5 8 1 5 9
i n Tutorial School and Ward 1 6 1
6 . 3 7 . Se rvice Role Sco res of Highes t and Lowes t Quartiles on
En try Compared with Scores at End o f F inal Tu tor ial Schoo l 1 6 3 6 . 38 . Bureaucrat ic Role Scores of Highes t and Lowest Quar t i les
on Entry Comp ared with Scores at End of F inal Tu torial
School 1 64
6 . 39. Profess iona l Ro le Scores of Highe s t and Lowes t Quartiles on En t ry Compared wi th,Scores at End o f Final Tutor ial
School. 165
6 . 40 . Ini t ia l Ro le Scores o f Nurses who Left During Firs t Year of Tra ining
6 . 41 . Inner Dir e c tednes s Scores of H i ghes t and Lowe s t Quar t i l e s o n En t ry Compared with Scores a t End o f Final Tut orial
168
Schoo l . 1 70
6 . 4 2 . Ob served and Expected Frequen c ies for Leavers in
Upper Quart i l e , be tween 25th and 7 5 th Percent iles and in
Low Quar t i le for Inner Dire c t e dness Scores 1 7 1 6 . 4 3 . Comp arison of Job Sat i s fact ion Score s for H i ghe s t and Lowe s t
Quar t i les and Overall Group at Ini t ial Entry and F inal
Tutorial School 1 7 3
6 . 44 . Comparison o f Vocat ional Comparison Scores for Highe s t and Lowe s t Quart iles and Overall Group at Init ial En try and
Final Tutorial School 1 7 4
6 . 45 . Ob served and Expected Freque n c ies for Leavers in Upper Quar t i l e , b e tween 2 5 th and 7 5 th Percen t i l es and i n t he Lower Quar t i le for Job Sat i s fa c t ion and Vo cat ional Compari son
6 . 4 6 . Comparis on of Role , Inner D i rectedness , Job Sat i s f a c tion and Voca t io nal Comparison Sco res f �r Cen t ral Individuals
1 7 6
wi th Ove r a l l Group at Entry and During F inal Tuto r i a l School 1 7 7 6 . 4 7 . Comparison of Rol e , Inner Directedness , Job Sat i s f a c t ion
and Vo cational Comparison Score s of Those Individual s Cen tral ·in Sociometric Stru c t ure a t Both Ent ry· and During
F inal Tutorial School with Overall Group Scores 180 .
