California Test Of Personality Research Articles

Personality correlates of children's self-esteem and parental identification.

The California Test of Personality (CTP) with 15 subscales, the Sears Self-concept Inventory which measures self-esteem, and an Identification Inventory were administered to 34 girls and 37 boys ranging in age from 9 to 15 yr. The subscores of the CTP were correlated with both self-esteem and level of identification for both males and females. The self-esteem of males but not females was related to the personality measures, and the level of identification of females but not males was related to the personality subscales.

Applicability of a Standardized Personality Test to a Hearing-Impaired Population

Scores made by deaf children aged 11 to 16 years on the California Test of Personality were poorer than the published norms established on hearing children. This test is an inventory devised to measure aspects of personal adjustment (eg. self reliance, feeling of belonging, nervous symptoms) and social adjustment (eg. social standards, family relations, social skills). For certain clusters of items, girls' scores were higher than boys', day pupils higher than residential pupils, and older children higher than younger. In this sample, hearing level and reading achievement were not related to personality test scores.When applicability of the test to the deaf population was examined, results showed that: some items contained words which were unfamiliar to some of the children; some sentence structures were misinterpreted by some children; and the content of a few questions was inappropriate for deaf children. However, these items were not sufficiently numerous to account for the poor test performance of the group as a whole.It was concluded that in its present standardized form this test would be useful for comparing a deaf child with the normally hearing population, but that in order to compare a deaf child with a deaf population, revision of certain items and restandardization of test norms would be appropriate.RésuméL'enfant sourd de 11 à 16 ans réalise des scores plus bas que l'enfant entendant au ←California Test→ de personnalité. Ce test comporte un questionnaire destiné à cerner les aspects de l'équilibre personnel et de l'adaptation sociale. Pour certaines questions, les scores des filles sont plus élevés que ceux des garçons, ceux des externes que ceux des internes et ceux des enfants plus aˇgés que ceux des enfants plus jeunes. Dans notre échantillon les scores obtenus étaient indépendants du seuil auditif et du niveau d'acquisition de la lecture.L'emploi de ce test pour l'enfant sourd permet de conclure que dans sa forme normalisée ce test pourrait ětre utilisé pour comparer l'enfant sourd avec l'enfant entendant.Si une comparaison devait ětre tentée entre les scores obtenus chez les enfants sourds, il serait nécessaire d'apporter une modification à certaines questions et de réaliser un nouvel étalonnage.

The Personal and Social Adjustment of the Never-Married Woman

Employing chiefly the California Test of Personality, this study compared the personal and social adjustment of 38 never-married women and 38 married mothers. Certain contemporary stereotypes picturing the never-married woman as deficient in personal and social adjustment and insisting that marriage and motherhood are essential to feminine fulfillment were not supported. The two groups in this study exhibited a comparable adjustment pattern, both scoring above the average on norms provided for the CTP. It is concluded that, through creative contribution to society, a never-married woman may achieve a satisfactory adjustment to life and that, though denied a husband and children, she may nonetheless experience adequate personality fulfillment.

Relationships between Scores on the Mooney Problem Check List and the California Test of Personality

Both the California Test of Personality (CTP) and the Mooney Problem Check List (MPCL) were administered to 301 undergraduate university students. The 360 correlations obtained between the various scores of the two tests produced 288 which were significant at the .01 level of confidence and 25 which were significant at the .05 level. The relationships were primarily negative, i.e., those who demonstrated a high degree of adjustment (high score on the CTP) checked fewer problems on the MPCL than those who demonstrated poor adjustment (low score on the CTP). On the basis of this study which is in agreement with similar work by an earlier researcher, the present writer asserts that the MPCL may permit an assessment of the person's adjustment status.

Effects of short-term group interaction on social adjustment in a group of mentally retarded clients.

To assess the effects of short-term group-interaction sessions on the social adjustment of mentally retarded persons, 1 2 mentally retarded clients from the Vocational Development Center for the Handicapped of Akron, Ohio, were randomly selected and assigned to two groups of six. The clients had a mean age of 20.25 yr. and a mean IQ (WAIS full scale) of 68.1. The treatment group participated in 10 group-interaction sessions of 1-hr. each for 5 wk., while the controls did not participate in such sessions. Before and after the 5-wk. program, both groups were given the Social Adjustment section of the California Test of Personality ( 8 ) . The mean gain in social adjustment for the treatment group was 2.83, ( p = .05), for controls a nonsignificant 1.17. Thus, group participation led to significant change in social adjustment, and no participation was associated with no significant change. These findings support other work (1, 2, 3, 4, 5, 6, 7, 9 ) showing that the group approach is effective with mentally retarded Ss. However, the net change, the difference between the mean changes in the groups, was not significant. This observation may not signify that no differences existed between groups after 5 wk. Future studies are needed to determine to what extent this latter finding may be spurious.

A study of certain psychological and sociological characteristics as related to arithmetic achievement

The purpose of this study was to discover whether there are statistically significant differences between the top-quarter arithmetic achievers and the bottom-quarter arithmetic achievers at sixth-grade level in certain psychological and sociological characteristics. These characteristics included the personality dimensions found on the California Test of Personality (1953 revision), Elementary Form AA—Grades 4–8, the Dutton Arithmetic Attitude Scale (adapted), sex, and two socioeconomic levels.

Social Need and Learning in Algebra with Programed Instruction

THE RELATIONSHIPS between student personal ity characteristics and learning in different instruc tional setting have become of increasing importance to those doing educational research. McKeachie (3), for example, has noted that failure to take into ac count the varying appropriateness of methods for dif ferent students may help to explain the m any nonsig nificant differences in experimental comparisons of teaching methods. McKeachie's point is illustrated by the work of Oliver and Shaver (4). They found that two markedly different patterns of class room behavior (6) did not result in significant differ ences in student achievement. However, in several instances significant interaction effects were found between personality variables and teacher style. The research activity in programed instruction has undoubtedly exceeded that related to any other new method of instruction (5), but few studies have been published that deal with the relationships of in dividual differences in personality to learning with programed instruction. Schramm (5), in his review of research in programed instruction since 1954, reported only one such study (2). Doty and Doty (1) were unable to find any such research reported. Programed instruction, particularly of the linear, Skinner-type, typically presents the student with a highly structured learning situation. He follows a prescribed sequence of frames, working in rela tive isolation from his fellow students or a teacher. The solitude of such a situation m ay well have an ef fect on learning for some students. Doty and Doty (1) found that when 100 sophomores in an introduc tory psychology course studied physiological psy chology outside of the classroom for two weeks us ing a linear program, social need, as measured by the GuiKord-Zimmerman Temperament Survey (G* ZTS) Sociability Scale, was negatively corre lated with achievement. On the other hand, Hough and Revsin (2) found that when 90 university students in education studied a linear program on Historical Foundations of the Secondary School over a three week period, high and low achievers did not differ significantly on any of the seven scales of the Thur stone Temperament Schedule (TTS). Included in the TTS is a sociable (S) Scale. According to the Ex aminer's Manual, among other characteristics, per sons who score high on this scale enjoy the company of others. A high score on the TTS Reflective (R) Scale also is supposed to indicate that the person likes to work alone. The two studies available that bear on the rela tionship of social need to learning in the programed instruction setting have, then, produced inconsistent results. The study reported here used The Califor nia Test of Personality (CTP) to investigate the re lationship of personality variables to achievement with programed instruction. The CTP is heavily loaded with social need, and findings with the meas ure should shed light on the effects of social need and adjustment on learning in the relatively solitary programed instruction setting.

Parents' and Adolescents' Perceptions of Each Other and the Adolescents' Self‐Perception

The study examines relationships between adolescents' self‐perception, their perception of parents, and parents' perception of them. 45 junior high school students took the Mooney Problem Check List and the California Test of Personality, first as they perceived themselves and again as they perceived their parents. They responded to “What sort of person is your mother (father)?” Parents completed the personality test as they perceived their adolescents. “Low,” “Medium,” and “High” problem groups were formed on the basis of number of problems indicated on the check list. “Low” and “High” groups perceived themselves to be better adjusted than their parents. Parents of the “Low” group perceived them to be poorly adjusted in such areas as self‐reliance, social skills and personal worth, while parents of the “High” group perceived them to have better adjustment in these areas. “Medium” and “High” groups indicated most problems concerning money, work, and the future.

The Relationship between Personality and Achievement Variables in the Elementary School

Scores on the following variables were obtained for 68 fifth-grade students: IQ (Otis Quick Scor ing Mental Abilities Test); school achievement (re port card grades); standardized test achievement (Stanford Achievement Test); personal and social adustment (California Test of Personality). Zero-order and partial correlations indicated, as predicted, that personality adjustment is more strongly related to teachers' grades than to stand ardized achievement scores. This suggests that personality factors may be related to scholastic achievement because teachers tend to assign grades on the basis of adjustment as well as accomplish ment, although other explanations are possible. The data also indicate that it is erroneous to as sume that personal adjustment and social adjust ment sections of the California Test of Personality are truly measuring different aspects of adjustment.

TEST TRANSPARENCY as Related to TEST RESPONSE

The California Test of Personality was given to two 10th grade groups. One group took the test under normal conditions; the other group took the test: first while pretending to be a “happy” frame of mind, and later while pretending to be in a “bad” frame of mind. It was hypothesized that there would be no differences in the scores of persons taking the test under normal conditions and while “faking happy.” This hypothesis grew out of the belief that the items are transparent and that students customarily try to put “their best foot forward.” The hypothesis was confirmed. In addition the split half reliabilities reported in the manual were compared to test‐retest reliabilities calculated in this study. The retest reliabilities were found to be lower in several instances. Admonitions for test users were included in the discussion section.

Student Failure and Social Maladjustment

The literature suggests that among the complex factors differentiating academically failing from succeeding university students are those of unsatisfactory social habits. The hypotheses that unsuccessful students show an inadequate personal‐social orientation and that the underlying dimensions may be identified by factor analysis were tested using 2 criterion groups, each of 64 full‐time Australian university students. The California Test of Personality, with additional biographical items, was administered. The hypotheses were confirmed. Empirical analysis of results showed that Failing students may be classified in overlapping sub‐groups demonstrating heterogeneous characteristics summarized as (a) extraverted over‐reactivity, (b) low study motivation, and (c) social maladjustment; i.e., inadequate social habits rather than neurotic symptoms. Factor analysis points to a “failing orientation” which may be attributed to a sub‐cultural clash between social skills, habits and attitudes learned in the home, and those appropriate in the academic environment.

Need Structure, Personal Adjustment, and Academic Self-Concept of Beginning Education Students

THIS STUDY reports the results of the admin istration of the Edwards Personal Preference Schedule, part of the California Test of Personal ity, and an Academic Self-Concept Questionnaire to 246 education majors at Michigan State Uni sity. It is an effort to assess how education majors view themselves academically and how their ad justment profiles and need structures compare when examined by sex and by major.

Achievement, Intelligence, Age and Pro Motion Characteristics of Students Scoring at or below the tenth Percentile on the California Test of Personality

Achievement, Intelligence, Age and Pro Motion Characteristics of Students Scoring at or below the tenth Percentile on the California Test of Personality

An Experimental Study of the Relationship of Legitimate and Illegitimate Birth Status to School and Personal and Social Adjustment of Negro Children

This study attempts to determine whether legitimate and illegitimate Negro children of similar economic status differed significantly in adjustment. For this study, was defined as consisting of the intelligence quotient, age-grade placement, school absences, teacher's ratings, cumulative grade scores, and scores on the California Test of Personality. Findings indicate that the legitimate children rated higher in every area except one, athough significance was reached only on teacher's ratings and I.Q.-age correlation; younger illegitimate children rated consistently higher than older group, when compared to legitimate children. The results suggest that birth status may affect the adjustment of Negro children.

The Identification of Items in the California Test of Personality That Differentiate between Subjects of High and Low Socioeconomic Status at the Fifth- and Seventh-Grade Levels

IN RECENT years there have been a number of studies which have investi gated certain status-linked variables that appear to have an important influ ence on the developmental processes and corresponding personality character istics of children who represent different socioeconomic strata within the com munity (2,3,4, 6). These studies have concentrated on the child-rearing prac tices which are typical for each of the status groups and have generally em ployed some variant of the questionnaire or interview technique to obtain data from parents that could then be subjected to analysis. The present study was designed to ferret out some of the specific problems of adjustment that are characteristically reported with greater frequency by children from one or the other status group and which consequently must be related to the different social climates which are operative for each group in the manner desc r ibed by previous studies.

A Comparison of two Techniques for the Improvement of Reading Skills at the College Level

Materials. ?American Council on Education Psychological Exami nation (1947-1948 Edition), Iowa Test of Silent Reading (Forms AM and BM, revised), and California Test of Personality. Subjects. ?The subjects selected were two groups of college fresh men, experimental and control, paired on the following bases: (1) school year?freshmen; (2) sex?8 males, control; 8 males, experi mental; 6 females, control; 6 females, experimental; (3) ethnic group (language variable); (4) American Council on Education Psychological Examination, 1947 (within 10 per?entiles); and (5) Iowa Silent Reading Test, Form AM, Revised. The single criterion which distinguished the experimental group from the control group was the completion of the requirements for

The development of a scale of cultural idealization based on the California Test of Personality.

The development of a scale of cultural idealization based on the California Test of Personality.

The Comparative Use of the California Test of Personality and the Burgess-Cottrell-Wallin Schedule in Predicting Marital Adjustment

The Comparative Use of the California Test of Personality and the Burgess-Cottrell-Wallin Schedule in Predicting Marital Adjustment

A Comparison between those Elementary School Children Who Attend Moving Pictures, Read Comic Books and Listen to Serial Radio Programs to an Excess, with those Who Indulge in these Activities Seldom or not at All

The children considered in this study included all the pupils in the Farmingdale, New York, Elementary and Junior High School except those in the first grade and those whose records were incomplete. (Grades seven and eight were included in the junior high school.) Six hundred of the six hundred and thirty-five enrolled were used in the study. It was necessary in selecting the tests to choose those that had com parable forms for the primary, intermediate and junor high school grades, as well as those tests that were highly reliable. To obtain a mental age level, the primary and intermediate forms of the California Short-Form Test of Mental Maturity were administered. The California Test of Personality was used to arrive at a numerical evaluation of personality. The primary and intermediate levels of the Stanford Achivement Test measured school progress. An inventory was constructed by the author to ascertain the number of moving pictures seen, serial radio programs heard and comic books read by each child. It contained the names of the pictures that had been shown at the local movie house during the ten weeks just preceding the study; 182

A Comparison of the Movie and Non-Movie Goers of the Elementary School

The children considered in this study included all the pupils in the Farmingdale, New York, Elementary and Junior High School except those in the first grade and those whose records were incomplete. (Grades seven and eight were included in the junior high school.) Six hundred of the six hundred and thirty-five children enrolled were used in the study. It was necessary in selecting the tests to choose those that had com parable forms for the primary, intermediate, and junior high school grades, as well as those tests that were highly reliable. To obtain a mental age level, the primary and intermediate forms of the California Short-Form Test of Mental Maturity were administered. The California Test of Personality was used to arrive at a numerical evaluation of personality. The primary and intermediate levels of the Stanford Achievement Test measured school