Authority Scores Research Articles

A Longitudinal Study of Adolescents' Attitudes About Assistance in the Development of Moral Values

A questionnaire-based study of 2,863 adolescents (ages 12 to 22 years), with data collected over 15 years, measured the extent to which informants believed that elementary, secondary, and college-age young people should receive guidance on moral issues from the family, school, clergy, peers, and/or the individual himself or herself. Averaging the ratings of all respondents over the first three categories yielded an overall authority score of 1.85, where a score of 2.00 represented a belief in moderate influence. Results showed a minimal difference in the ratings between genders, among different age groups, and across the different calendar years of questionnaire administration. Much more substantial differences existed among the actual influences investigated and across the ages of those to whom the influence was to be directed.

A Comparison of U.S. and European Project Manager Decision-Making Styles

ABSTRACTThis research effort was an exploratory assessment of the decision-making leadership styles of U.S. and European project managers. Data were obtained via the Jerrell/Slevin 20-question survey from 65 U.S. and 63 European project managers during 1993 and 1994. The data reflect a high degree of similarity between U.S. and European managers in both the overall Decision Authority score and the overall Group's Information Input To Decision score. Statistical differences of the variables within the Decision Authority component are evident in the U.S. project managers more-frequent tendency to let groups decide the vacation and work schedules. However, U.S. managers employ less participation in their attempts to obtain quicker results. Within the Group's Information Input To Decision component, statistical differences indicate that the Europeans feel it is easier to make decisions in groups, but the data suggest that U.S. managers are more inclined to use information from subordinates. Although experienc...

Preschoolers' cognitions of authority, and its relationship to sexual abuse education

This study investigated preschoolers' perceptions of authority in sexual and benign situations and how these might influence acquisition of concepts presented in a sexual abuse prevention program. Participants were 117 children, ages 36–84 months, at four day-care centers. Children were randomly assigned to either an experimental or delayed treatment control group. Measures of authority and prevention skills were administered prior to and following the first administration of the curriculum. Preschoolers reasoned at a higher level of authority in sexually abusive encounters as compared to benign ones. For experimental children, this capability increased after participating in the prevention program. At pretest, sexual abuse authority scores predicted scores on one of two prevention skills; pretest authority scores did not predict either posttest prevention skill. Results are discussed in relation to children's understanding of moral versus social-conventional rules, and future directions for research are indicated.

Patterns of Competence and Adjustment among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families

In order to test Maccoby and Martin's revision of Baumrind's conceptual framework, the families of approximately 4,100 14-18-year-olds were classified into 1 of 4 groups (authoritative, authoritarian, indulgent, or neglectful) on the basis of the adolescents' ratings of their parents on 2 dimensions: acceptance/involvement and strictness/supervision. The youngsters were then contrasted along 4 sets of outcomes: psychosocial development, school achievement, internalized distress, and problem behavior. Results indicate that adolescents who characterize their parents as authoritative score highest on measures of psychosocial competence and lowest on measures of psychological and behavioral dysfunction; the reverse is true for adolescents who describe their parents as neglectful. Adolescents whose parents are characterized as authoritarian score reasonably well on measures indexing obedience and conformity to the standards of adults but have relatively poorer self-conceptions than other youngsters. In contrast, adolescents from indulgent homes evidence a strong sense of self-confidence but report a higher frequency of substance abuse and school misconduct and are less engaged in school. The results provide support for Maccoby and Martin's framework and indicate the need to distinguish between two types of "permissive" families: those that are indulgent and those that are neglectful.

Parental Authority Questionnaire

A questionnaire was developed for the purpose of measuring Baumrind's (1971) permissive, authoritarian, and authoritative parental authority prototypes. It consists of 30 items per parent and yields permissive, authoritarian, and authoritative scores for both the mother and the father; each of these scores is derived from the phenomenological appraisals of the parents' authority by their son or daughter. The results of several studies have supported the Parental Authority Questionnaire as a psychometrically sound and valid measure of Baumrind's parental authority prototypes, and they have suggested that this questionnaire has considerable potential as a valuable tool in the investigation of correlates of parental permissiveness, authoritarianism, and authoritativeness.

A Theory of Human Performance Assessment

Selection of a measure of effectiveness (MOE) (a mathematical function) and using that measure to evaluate performance demonstrations (or exercises, or experimental trials) without first testing the measure, typically results in a disagreement between two ways of assigning effectiveness scores to each performance demonstration. The two ways of assigning effectiveness scores to each performance demonstration are: effectiveness scores assigned directly by the investigator and effectiveness scores assigned by the MOE selected by the investigator. The disagreement often exists even when comparing the rank ordering of the two sets of scored performance demonstrations. A disagreement between the two methods means that one method, possibly both, are not correct. The direct assignment of effectiveness scores to each performance demonstration constitutes a test of the MOE. In this paper, we argue that test is typically not conducted and if it were, the MOE (existing untested MOE's) would likely fail the test. We also argue that the investigator should not select an MOE but rather should have an authority (SME) score performance demonstrations and then synthesize an MOE that will pass the test. A method for synthesizing the MOE is presented.

Giovanni Pierluigi da Palestrina. Pope Marcellus Mass: An Authoritative Score, Backgrounds and Sources, History and Analysis, Views and Comments

Giovanni Pierluigi da Palestrina. Pope Marcellus Mass: An Authoritative Score, Backgrounds and Sources, History and Analysis, Views and Comments

Frederic Chopin: Preludes, Opus 28; An Authoritative Score: Historical Background, Analysis, Views, and Comments

Frederic Chopin: Preludes, Opus 28; An Authoritative Score: Historical Background, Analysis, Views, and Comments

Schubert Symphony in B Minor ("Unfinished"): An Authoritative Score; Schubert's Sketches, Commentary, Essays in History and Analysis

Music examples and charts illustrate the analyses, and each essay is fully annotated by the editor. In some cases, the results of the original research by the editor or by others working in the field are published here for the first time. Much of the material has never before appeared in English. A score embodying the best available musical text. Historical background-what is known of the circumstances surrounding the origin of the work, including (where relevant) original source material. A detailed analysis of the music, by the editor of the volume or another well-known scholar. Other significant analytic essays and critical comments, exposing the student to a variety of opinions about the music.

Comment on "The Study of Family Power Structure: A Review 1960-1969"

theory and her characterization of the experimentalists' view of survey research. My major criticism of Safilios-Rothschild's article is her rejection of the resource theory without appropriate justification. In her discussion of Theories About Family Power Structure she states that e-ducation and occupation cannot be considered as power resources, citing several studies which seem to support her statement (p.547). A close examination of the studies she cites reveals that her conclusion may not be warranted: 1. Michel (1967) data show just the opposite of what Safilios-Rothschild claims. Educated husbands have more decision-making power than uneducated husbands: The observed trend is the same in France and the United States: the higher is the level of husband's education, the higher his family (Michel, 1967:339). mean power scores reported by Michel for husbands with primary, technical, secondary, and college educations are 1.95, 1.96, 2.01, and 2.04, respectively. Similarly, high occupational status husbands were found by Michel to have more decision-making power than low occupational status husbands: The comparative data concerning husband's authority according to his occupation... . follow the same trend in France as in the United States (Michel, 1967:339). Michel reported 1.79, 2.00, 2.00, 2.05, 2.02, and 2.08 as the mean husband authority scores for semi-skilled, skilled, low white-collar, middle white-collar, high white-collar, and professional workers, respectively. 2. Safilios-Rothschild also uses Komarovsky's (1962) data to support her position that education and occupation are not power resources, as shown by the following statement by Safilios-Rothschild: .. . Komarovsky (1967) found that the uneducated and unskilled husbands who earned less money enjoyed more decision-making power than the more educated, skilled and higher wage earners (p. 547). However, a careful reading of Komarovsky reveals that the data may be consistent with the resource theory. data show that education is a power resource, as the following statement by Komarovsky shows:

Fear of Authority and Test Scores

Fear of Authority and Test Scores