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STRUCTURE AND RELATIONSHIPS OF STANDARD ENVIRONMENTAL, PERSONALITY AND ABILITY FACTORS IN
SECONDARY SCHOOL ADOLESCENTS
A thesis presented in partial ful fi lment of the requirements for the degree of
Doc tor of Philosophy in Education at Massey Universi ty
ALAN CHARLES WEBSTER 1 972
A BSTRACT
Over 2,000 pupils of two state coeducational secondary schools and five single-sex private secondary schools in the same New Zealand town co�pleted aptitude tests, and questionnaires on fami ly background, attitudes , interests , affective states, adjustment , personality , beliefs and occupati onal prefer
ences. Responses were sub j ected to descriptive analysis and were factor analy zed and regression analyses were carried out on dominant intellective and non-intellective variables. Hi gher socio-economic status was associated with more pre-school educatio n , more private school education, less mother employment , less father absence , greater continuance at school , less delin
quency , more parental pressure to succeed in school , more regular going out with parents, more positive family c limate, more positive attitudes to teachers and higher primary school reading and arithmetic levels . Lower c lass was
charac t erized by greater father absence , large fami lies , less parental concern about school success, less family outings, defi cient family climate, lower primary school reading and ari thmetic levels , more negative views of how teachers regarded them, lower expectation of opportuni ty , and lower se lf
rating of happiness. Factor analyses produced six fac tors of the structural vari ab l es of home environment , five factors of parental child-rearing prac
tices, eight factors of family relations , three inte llective fac tors, ten non-intellective factors.
Coefficients of multiple determination showed tha t home environment
predictors of language aptitude and average attainment were father's education, smaller family , parental attitudes against smoking , parental expectati on of household duties by adolescent , low parental anger-re j ection, high father
permissiveness. Personali ty predic tors of apti tude and attainment were general ability , adj ustment to reali ty , scientific preference , sociab i li ty , less practical preference , more perceived favourability with teachers, and greater sensitivity . Joint effects of intellec tive , home environment and personality predictors were almost as great as the independent effects of intellective predic tors. Joint effects of inte llective , home environment , and personality predict ors w ere half of the total multiple predi ction of conformi ty problems and about equal to those of personality predic tors.
High ability pupils were found to be more influenced than others i n apti tude by home environment factors. Males w ere more i nfluenced than females by mother support and by extrinsi c motives. Lower ability and lower soci o
e c onomic level pupils were more influenc ed by intellec tive factors than by home environment . It was concluded that the home environment factors could be examined as a possible focus of experimental programmes aimed at enhancing adol escent adjustment and attainment.
ii
ACKNOWLEDGEMENTS
A great deal of valuable help has been received in the course of this s tudy . I t would not have been possible to plan and to execute the projec t otherwis e . I n a sense, i t i s all said when I acknowledge the help of Massey University, which through i ts offi cers and scholarly resourc es makes i t possible for the individual t o cope wi th research . This help has been
I
ou ts tanding and I shall remain deeply grateful for the opportunity given.
Behind the university is the work of the University Grants Committee , and I wish to thank the Universi ty Research Committee of the U . G . C. for research grants whi ch made this study possible .
Professor C . G . N . Hil l has been a constant support and guide during the two years of operations involved in the study . Dr . D . H . Bray and Dr. R . S . Adams hav e given of their experi ence i n discussing aspec ts of the study .
Guidance with mathematical proc edures has been given most generous ly by Dr. John Darwin of the Applied Mathematics Division , Department of Sci en
tifi c and Indus trial Research . Ready advice on statistical problems has been given by Professor Brian Hayman , Dr. Richard Sass and Mi ss Nola Gordon .
Particular thanks for card-punc hing, programming and analys es are due to the team at the Massey Universi ty Computer Uni t . Dr . Colin 3oswell, Direc tor of the Computer Unit , was always very helpful and cooperative . To those who play ed the major role in programming and compu ter operation , Mr . Chris Freyberg and Mr. Ian Scarlet, I am deeply indebted .
Several people helped greatly in their capaci ty as assi s tants . In parti cular I mention Mrs . M . J . Jebson , M.A., whose careful work and cons tant encouragement were a mains tay to me in the onerous data-proc essing task .
Finally , my deepest appreciation is expressed to the school principals , who were so wonderfully cooperative i n the use of school time and staff for the large testing programme, and to the pupils who played their role wi th admirable care .
None of the people who have helped and guided me is res ponsible for the way I have carried out or wri tten the study . But I gladly acknowledge their part in what I hope wi ll prove to be a valuable contribution to the unders tanding of fac tors of the home background and of personality which influence young people in the schools .
Alan Webster 1 972
ACKNOWLEDGEMENTS • • • LIST OF TABLES IN TEXT
LIST OF TABLES IN APPENDICES LIST OF FIGURES
CHAPTER 1
CONTENTS
The Purpose of t he Study . . . . . . . . . . . . . . . . . . . . .
CHAPTER 2
A Review of Related Literature
CHAPTER 3
The General Family Environment Social Class Influences
Rural-Urban Differenc es Culture and Race Differenc es Parent-Chi ld Relations
. . . . . .
School Envi ronment Influenc es The Classroom Climate
Teacher Characteristi cs Pupil Characteristics
Inte lle c tive Charac teristics Non-Intellec tive Characteristi cs Special Cat egori es • • • •
. . . .
Fac tors and Predictors of Secondary School Outcomes
. .
Research Design , Theore tical Framework and Procedures
CHAPTER 4
The Need for Multivariate Research in Person-Environment Settings Gui delines to a Research Strategy • • • • • • • • Assumptions of this Study • • • • • • • • • •
An Exploratory Design for the Study of Adolescent Personality • Propositions for Exploration
Procedures of the Study
Operational Definitions of Variables The Sample
Data Collect ion
Analyses • • • • • • • Phase II Objectives •
. . . .
. . . . . .
. . . . . . .
. . .
Assessment of Parent-Child Relations . . . . . . . . . . . . . . .
Page ii iii iv
X
1
4 4 6 1 3 14 1 9 25 31 32 34 36 38 47 57
62 62 64 66 73 75 76 77 86 89 91 97
98
CHAPTER 5
Factors in the Family Environment Structural Factors
Family Relationship Factors Conclusion
CHAPTER 6
. .
Page
101 101 103 107
Factors in Adolescents' Perspectives on Future Human Society • . • 108
CHAPTER 7
Characteristics of Pupils in Special Groups
CHAPTER 8
Factors in Pupil Charact eristics • The Inte llective Factors The Non-Intellective Factors
CHA PTER 9
Correlates of Educational Outcomes
Environmental Effects on Performance Environmental Effects on Personality Personality Effects on Performance Summary and Discussion • • • • • • CHAPTER 10
. . . .
Independent and Joint Effects of Home Environment and Pupil
. . . .
111
133 134 142
151 151 153 157 160
Properties on S elected Outcomes • • • • • • • • • • • • • • 168 Effects of Home Background and Pupil Properties on Attainment 169
CHAPTER 11
Effects of Home Background and Pupil Properties on Conformity Problems • • • • • • • • • • • • •
Summary and Conclusions
Summary of the Study . . .
. .
Conclusions from the S tudy . . . . The Results Reviewed in the Light of the Literature
. . .
. . .
Some I nterpre tations and their Implications for Education • •
APPENDICES BIBLIOGRAPHY
. . . . . . . .
. . . .
. . . . . . . . .
. . . . . .
170
173 173 176 180 187 194 339
Table
B . I
C. II C. III
D. IV
E . V E. VI E. VII E. VIII E. IX
LIST OF TABLES IN APPENDICES
Appendix A Appendix B
RESEARCH FORM OF PARENTAL PRACTICES SCALES FACTORS OF THE GENERAL SOCIAL ENVIRONMENT Oblique Primary Factors of the General Social Environment:
All subjects • • • • • • • • • • • • • • • • Appendix C FACTORS OF FAMILY RELATIONSHIPS Oblique Primary Factors o f Family Relationship Variables: Males . . • • • • • • • • • • • • Oblique Primary Factors of Family Relationship Variables: Females • • • • • • • • • • • Appendix D FACTORS OF FUTURE WORLD ORIENTATION The Future World Orientation Questionnaire • Factor Analysis o f 30 Scales of FNO
Appendix E TABLES OF CHARACTERISTICS OF PUPILS IN SPECIAL GROUPS . . • • • • • • Numbers in Seven Sec ondary Schools
in Socio-economic Classes • • • • • Numbers in Seven Secondary Schools with Fathers Educa tion Level • • • • Numb ers in Seven Sec ondary Schools with Mothers Education Level • • • • Numbers in Seven Secondary Schools from Selected Life Categories
Numbers of Junior and Senior Pupils in Selected Life Categories • • • •
. . . .
. . .
. .
Page 1 96 1 98
1 99 200 201
202 203 204 21 1 2 1 2
2 1 3 214 2 1 4
2 1 5 2 1 6 E . X Numbers of Male and Female Pupils in Selected Life Categories 2 1 7 E. XI
E. XII E. XIII
E. XIV E. XV E. XVI E . XVII
E. XVIII
E . XIX
Numbers of Rural and Urban Pupils in Socio-economic
Classes and Parental Education Levels • • • • • • 2 18 Numbers of �Jral and Urban Pupils in Sel ected Life Categories 2 19 Numbers of Maoris and Non-Maoris in Socio-economic
C lasses and Parental Education Levels 220
Numbers of Maoris and Non-Maoris in Selected Life 6ategories 221 Numbers in Six Social Classes falling in Selected
Life Categories • • • • • • • • • • • . . • • • • Numbers of Delinquent and Non-Del inquent Pupils in Selected Life Categories • • • • • • • • • •
Number of Pupils in Total Sample, in Schools, in Social Classes, and in Selected Categories perceiving Parental Attitudes to Academic A ttainment • • • • • • • • • • • • Number of Pupils in Total Sample, in Schools, in Social Classes, and in Selected Categories perceiving Parental Attitudes to Pupil Job Level • • • • • • • • • • • • • • Numbers of Pupils in Total Sample, in Schools, in Social C lass es, and in Selec t ed Categories perceiving Parental A ttitudes to Pupil Smoking • • • • • • • • • • • • • •
222 223 224 225
226
Table E. XX
E . XXI E . XXII
E. XXIII
E . XXIV
E . XXV
E. XXVI E . XXVII E . XXVIII E. XXIX E. XXX E. XXXI
E. XXXII
E. XXXIII
E . XXXIV E . XXXV E . XXXVI
F . XLI F . XLII F . XLIII
F . XLIV F . XLV F . XLVI F . XLVII
Numbers of Pupils in Total Sample , Schools , Social Classes and Selec ted Social Categories perc eiving Parental Expec t-
Page
ation that Pupils do Household Chores • • • • • • • • • • • 227 Numbers o f Pupils in Total Sample , Schools , Social Classes
and Selec ted Social Categories who Go Out with their Parents 228 Numbers of Pupils in Total Sample , Schools , Social Classes
and Selected Social Categories perc eiving Higher and Lower
Family �.varmth • . • • • . • • • • • • • • . • . . . . 229 Numbers of Pupils in Total Sample , Schools , Social Classes
and Selected Categories perc eiving Positive Family Climate • 230 Numbers of Pupils in Seven Secondary Schools Recording
Negative , Neutral and Positive Attitudes to Teachers • • • • 231 Numbers o f Pupils in Selected Social Categories Recording
Negative , Neutral and Positive At titudes to Teachers • • • • 231 Numbers of Pupils in Selec ted Categories with Low , Average
and High Primary School Reading Levels . • • • • • • • • • • 232 Numb ers o f Pupils in Selected Categories with Low , Average
and High Primary School Arithmetic Levels • • • • 233 Numbers of Pupils in Selected Categories with Secondary
School Perseveranc e Ratings collapsed into three levels 234 Numbers of Pupils in Selected Categories Enj oying
English Classes • • • • • • • • • • • • • • • Numbers o f Pupils in Selected Categories Enj oying Mathematics Classes • • • • • • • • • • • • • • • Numb ers o f Pupils in Selected Categories Enj oying Social Studies Classes • • • • • • • • • • • • • • Numbers of Pupils in Selected Categories Enj oying S cienc e Classes • • • • • • • • • • • • • • • • •
Numbers o f Pupils making Negative , Neutral, and Positive Responses to the Sentence completion '�eachers in this school think o f me as • • " • • • • • •
Numbers o f Pupils perceiving Opportunity • • • •
235 236 237 238
239 240 Numbers o f Pupils Assenting to Conservative Christian Belie fs 241 Numbers o f Pupils Scoring at Four Levels o f Happiness 242 Appendix F FACTORS OF PUPIL CHARACTERISTICS • • 243 Oblique Primary Fac tors of Intellec tive Variables : Males 244 Oblique Primary Fac t ors o f Intellective Variables : Females . 245 Oblique Primary Fac tors o f Intellective Variables Without
Attainment Average : All Sub j ects • • • • • • • • • • • • • 246 Oblique Primary Factors of Intellective Variables : Juniors . 247 Oblique Primary Factors of Intellective Variables : Seniors . 248 Oblique Primary Factors of Non-Intellec tive Variables: Males 250 Oblique Primary Factors of Non-Intellective Variables :
Females • • • • • • • • . . • . . . . . . . . • . . . 2 52
Table F . XLVIII F. IL F. L
G . LI G . LII G. liii G . LIV G . LV G . LVI G. LVII G. IVIIJ G. LIX G . LX G . LXI G. LXII G . L XIII G . L XIV G . LXV G . LXVI G . LXVII G . L XVIII G . LXIX
Oblique Primary Factors of Non-Intellective Variables:
Juniors . . . . . . . . . . . . . . . . . . Oblique Primary Fac tors of Non-Intellec tive Variables:
Seniors . . . . . • . . . . . . . . . . . . . . . .
'
Orthogonal Fac tor Matrix (Varimax ) of the Non-Intellec tive Variables : All Sub j ects • • . • • • • • • • • •
Appendix G TABLES OF REGRESSION ANALYSES NITH HOME ENVIRONMENT VARIABLES AS PREDICTORS • • • The Relationships between Home Znvironment and Apti tude in Females . . . . . . . . . . . . . . . The Relationships between Home Environment and Apti tude in Males . . . • . . . • • . . • • . . . . . The Relationship between Home Environment and Apti tude in High Abili ty Students • • • • • • • • • • • The Relationship between Home Environment and Aptitude in Hiddle Abili ty Students • • • • • • • • • • • • The Relationship between Home Environment and Apti tude in Lower Ability Students • • • • • • • • • • • • The Relationship between Home Environment and Apti tude in Lower SES Students • • • • . • • • • • • • • • • The Relationship between Home Environment and Apti tude in Upper SES Students • • • • • • • • • . • • • • • The Relationshir between Home Environment and At tainment Average in ?emales
The Relationship be tween Home Environment and Attainment Average in Males • • • • • • • • • • • • • • • • • • The Relationship between Home Environment and Attainment Average in High Ability Students • • • • • • • • • • • The Relationship between Home Environment and Attainment Average in Middle Abili ty Students • • • • • • • The Relationship between Home Environment and Attainment Average in Lower Abili ty Students • • • • • • • The Relationship between Home Environment and At tainment Average in Upper SES Students • • • • • • • • • • • • • The Relationship between Home Environment and Attainment Average in Lower SES Students • • • • • • • • • • Relationships between Home Environment and Conformity Problems in Males • • • • • • • • • • • • • • • • • • Relationships between Home Environment and Conformi ty Problems in Females • • • • • • • • • • • • • • • • • Relationships between Home Environment and Family Relations Problems in Females • • • • • • • • • • Relationships between Home Environment and Family Relations Problems in Males • • • • • • • • • • • Relationships b e tween Home Environment and Problems of Adjustment to Reali ty in Females • • • • • • • •
. . . .
. . . .
Page 254 256 258
260 261 262
264
266
268
270 271 272 273 274 275 276 277 278 279
Table Page G . LXX Relationships between Home Environment and Problems of
Adjustment to Reality in Males . . . . . . . . . . 280 G . LXXI Relationships between Home Environment and Problems of
Social Relations in V.ales . . . . . . . . . . . . 281 G. LXXII Relationships between Home Environment and Problems of
Soc ial Relations in Females . . . . . . . . . 282 G. LXXIII Relationships betw een Home Environment and the Resourc eful
Trait in Females . . . . . . . . . . . . . . . . . 283 G . LXXIV Relationships b e tween Home Environment and the Resourceful
Trait in Hales . . . . . . . . . . 284 G . LXXV Relationships between Home Environment and the
Sensitive Trait in Males . . . . 285 G . LXXVI Relationships between Home Environment ano the
Sensitive Trait in Females . . . . . . . . . 286 G . LXXVII Relationships between Home Environment and th e
Sociable Trai t in Females . . . . . . . . . . 287 G . LXXVIII Relationships between Home Environmen t and the
Sociable Trait in Males . . . . . . . . . . . . . 288 G . LXXIX Relationships between Home Environment and the
Tense Trait in Females . . . . . . . . . . . . . 289 G . LXXX Relationships between Home Environment and the
Tense Trait in Males . . . . . . . . . 290 G . LXXXI Relationships between Home Environment and Perceived
Favourability to Teachers , in Females . . . . . 291 G. LXXXII Relationships b e tween Home Environment and Perceived
Favourability to Teachers, in Males . . . 292 G . LXXXIII Relationships between Home Environment and Positive
Perc eption of Teachers Attitudes to Self, in Males . 293 G . LXXXIV Relationships between Home Environment and Positive
Perc eption of Teachers Atti tudes to Self, in Females 294 G . LXXXV Relationships be tween Home Environment and the Atti tude
of General Commi tment to the School , in Males ' ' . . . . 295 G . LXXXVI Relationships between Home Environment and the Atti tude
of General Commi tment to the S chool , in Females . . . . . 296
"
LXXXVII Relationships between Home Environment and Soc ial
u.
Interest, in Males . . . . . . . . . . . . . 297 G. LXXXVIII Relationships be tween Home Environment and Social
Interest, in Females . • . . • • • . . . • . . . . . . 298 G . LXXXIX Relationships between Home Environment and Medical
Preferenc e , in Females . . . . . . . . 299 G . XC Relationships between Home Environment and Mechanical
Preferenc e , i n Males . . . • . . . . . . . . 300 G. XCI Relationships between Home Environment and Clerical
Preference , in Females . . . . . . • . . . 301 G. XCII Relationships between Home Environment and Clerical
Pre ference, in Males . . . . . . . . 302 G. XCIII Relationships between Home Environment and Science
Pre ferenc e , in Males . . . . . . . . . . . . . .. 303
Table G . XCIV
H. XCV H. XCVI H . XCVII H. XCVIII H . XCIX H . C H . er H. CII
H. CIII
H . CIV H . CV H . CVI H. CVII
I . CVIII
I. CIX r. ex I . CXI I . CXII I. CXIII
Relationships between Home Environment and Science Preference, in Females • • • • • • • • • • • •
Appendix H TABLES OF REGRESSION ANALYSES WITH PERSONALITY VARIABLES AS PREDICTORS Relationships betw een Personality Factors and Apti tude in Males • • • • • • • • • • • • • • Relationships between Personality Factors and Apti tude in Females • • • • • • • • • • • • • Relationships between Personality Factors and Apti tude in Lower Abili ty Students • • • • • • Relationships between Personali ty Factors and Aptitude in Middle Abi lity S tudents • • • • • Relationships between Personali ty Factors and Apti tude in High Abili ty Students • • • • • Relationships between Personal i ty Factors and Apti tude in Upper SES Students • • . • • • • • Relationships between Personali ty Factors and Apti tude in Lower SES S tudents • • • • • • • • Re lationships between Personali ty Factors and At tainment Average in Males . • • • • • • • • Relationships between Personality Factors and At tainment Average in Females • • • • • • • • Relationships between Personality Factors and At tainment Average i n Lower SES Students Relationships between Personali ty Factors and A t tainment Average in Upper SES Students Relationships between Personality Factors and At tainment Average in Low er Abi lity S tudent s • Relationships between Personali ty Factors and Attainment Average in High Abili ty Students
. . . .
. . . . . . . .
. . . .
Appendix I TABLES OF REGRESSION ANALYSES ON A SELECTED INTELLECTIVE OUTCOME USING ALL COMBINATIONS OF PREDICTOR SETS • • • • • • • • • • • Relationships between Home Environment Indicators and A ttainment Average • • • • • • • • • • • • • • • • • Relationships between Intellective Factors and
A ttainment Average • • • • • • • • • • • • • • • • • • • Relationships between Personali ty Factors and
Attainment Average • • • • • • • • • • • • • • • • • Relationships of Intellective and Home Environment
Factors wi th A ttainment Average • • • • • • • • • • • • • Relationships of Intellective and Personality
Factors with A ttainment Average • • • • • • • • • • • Relationships of Home Environment and Personality
Factors wi th Attainment Average • • • • • • • • • • • • •
Page 304
305 306 307 308 309 3 1 0 3 1 1 31 2 31 3 314 3 1 5 3 1 6 3 1 7 3 1 8
3 1 9 320 320 321
322
323 324
Table I. CXIV
J. cxv J. CXVI J. CXVII
J. CXVIII J. CXIX
J. cxx J. CXXI
Total Effects of Home Environment, Intellective and Personality Factors on Attainment Average • • •
Appendix J TABLES OF REGRESSION ANALYSES ON A SELECTED
NON-INTELLECTIVE OUTCOME USING ALL COMBIN•
ATIONS OF SETS OF PREDICTORS • • • . • •
Relationships between Home Environment Factors and Conformity Problems • • • • • • • • • • Relationships between Intellective Factors and Conformity Problems • • • • • • • • • • Relationships between Personality Factors and Conformity Problems • • • • • • • • •
Relationships of Intellective and Home Environment Factors with Conformity Problems • • • • • •
Relationships of Intellective and Personality
�actors with Conformity Problems • • • • Relationships of Home Environment and Personality Factors with Conformity Problems • • • • • • • • Relationships of Home Environment, Intellective and Personality Factors with Conformity Problems
Appendix K
Appendix L
SUPPRESSOR VARIABLES AND THE COEFFICIENT OF CONTRIBUTION •
BRIEF DESCRIPTION OF SCHOOLS INVOLVED IN THE STUDY •
Fold-out page listing the description of the schools
Page
325
326
327 328 328 329 330 331 332
333 337 338
Table
1 2
3 4 5 6 7 8 9 1 0 1 1 1 2
LIST OF TABLES IN TEXT
School Enrolments and Numbers of Useable Data Sets in Masterton S econdary Schools Study in 1 971
Public and Private Secondary School Enrolment for New Zealand and Masterton • • • • • • • • •
Sex Representation in Total Secondary School Enrolments and in Masterton Secondary School Data , , , ,
Socio-economic and Educational Levels of Homes of
�lasterton Secondary Schools Population • •
Summary of Factor Analy sis of Structural Variables of the Family Environment • • • • • • • • • • • •
Summary of Factor Analyses of Family Relationship Variables for Males and Females • • • • • •
Summary of the Factor Analy sis of the 30 Rational Scales of the Future World Orientation Questionnaire • • • • •
Summary of Oblique Primary Factors of Intellective Variables for Males • • • • • • • • • • • • • • • • • • • • • • • • • •
Summary of Oblique Primary Factors of Intellective Variables for Females . . . . . • . . . . . . . . • • • . . . . . . .
Summary of Oblique Primary Factors of Intellective Variables for Seniors • . . . . . . . . . . • . . . . . . . . . . . . .
Summary of Oblique Primary Factors of Non-Intellective Variables for Males • • • • • • • • • • • • • • • • • •
Summary of Factor Analyses of Non-Intellective Variables
for Four Sub-Groups • • • • • • • • • • • • • • • • • • • • •
Page
86
87 88 1 01 104 1 09 134 135 137 143 145
Figure 1
Figure 2
LIST OF FIGURES
Model of Theoretical Relationships Among Person-Environment Characteristics and
Personality Outcomes • • • • • • • • • •Between pp 73-74
Model Summarizing Effects of Home Background, Intellective Properties and Non-Intellective
Properties on Attainment Average • • • •Between pp 74-75
