Minnesota Counseling Inventory Research Articles

Low-Achievement Syndrome Among Bright Junior High School Boys.

AbstractThis investigation was undertaken to determine whether academically bright junior high school male high and low achievers differed significantly on certain non-intellective variables chosen on the basis of related research as being especially promising as significant factors. The School Interest Inventory, the Minnesota Counseling Inventory, and the Edwards Personal Preference Schedule were administered to 284 academically bright junior high school high- and low-achieving boys to determine whether the two groups differed significantly on certain of the scales. It was found that the low achievers had described themselves as having weaker achievement motivation, as having less satisfactory family relationships, as being less aggressive, less persistent, and less conforming, and as having stronger heterosexual interests.

Differences between felons and students on the Minnesota Counseling Inventory.

The investigation of differences between criminals and non-criminals may be useful in the pursuit of knowledge about criminality and the determinants of deviant behavior. To find personality factors which reliably discriminate non-offenders from convicted felons, the Minnesota Counseling Inventory (Berdie & Layron, 1957) was administered to 40 incarcerated male felons and 60 male undergraduate smdents. As the inventory is designed for use in Grades 9 through 12, the language is easily understandable, and suited for use with a prison population. The college students were tested during regular classes; the felons completed the questionnaire while attending high school level classes conducted at the California Conservation Center, Jamestown, California. Multiple discriminant analysis (Veldman, 1967) was used to compare the profiles of the two groups. Factors affording maximum discrimination between groups are identified by this technique, and the significance of the over-all discrimination is tested. In this manner differences between groups or between individual scales can be determined. Table 1 shows mean raw scores for each group and discriminant function weights for each dimension of the test.

Stability of canonical relationships between the Strong Vocational Interest Blank and the Minnesota Counseling Inventory.

Stability of canonical relationships between the Strong Vocational Interest Blank and the Minnesota Counseling Inventory.

Relationships between Minnesota Counseling Inventory and Strong Vocational Interest Blank scores for engineering freshmen.

Relationships between Minnesota Counseling Inventory and Strong Vocational Interest Blank scores for engineering freshmen.

A Study of Personality Adjustment among Adolescent Children with Working and Nonworking Mothers

AbstractThis study sought to determine if there was a difference in personality adjustment as measured by the Minnesota Counseling Inventory (MCI) among 312 ninth-grade pupils who were categorized according to their mothers’ work history. The principal statistical model used for analyzing the differences in groups was analysis of variance-treatments by levels design. The findings revealed that (1) in all instances, the personality adjustment (as evidenced by MCI scores in eight areas of adjustment) of boys was better when the mother worked full-time than if she had worked part-time or not at all; (2) the personality adjustment of girls did not follow a consistent pattern regarding the employment history of their mothers; (3) on the majority of the MCI scales, girls with nonworking mothers had better adjustment scores than girls with mothers who had worked either full-time or part-time.

Faking and Faking Detection On the Minnesota Counseling Inventory

Faking and Faking Detection On the Minnesota Counseling Inventory

Importance of physical attractiveness in dating behavior.

It was proposed that an individual would most often expect to date, would try to date, and would like a partner of approximately his own social desirability. In brief, we attempted to apply level of aspiration theory to choice of social goals. A field study was conducted in which individuals were randomly paired with one another at a Computer Dance. Level of aspiration hypotheses were not confirmed. Regardless of S's own attractiveness, by far the largest determinant of how much his partner was liked, how much he wanted to date the partner again, and how often he actually asked the partner out was simply how attractive the partner was. Personality measures such as the MMPI, the Minnesota Counseling Inventory, and Berger's Scale of SelfAcceptance and intellectual measures such as the Minnesota Scholastic Aptitude Test, and high school percentile rank did not predict couple compatability. The only important determinant of S's liking for his date was the date's physical attractiveness.

Factors Related to Differential Achievement Among Boys in Ninth-Grade Algebra

A UNIVERSAL problem for secondary school counselors is the underachiever. The reason for the prevalence of this problem is that school per sonnel generally base their predictions of aca demic success solely on the results of intelligence tests. Some students enjoy a high degree of aca demic success which is explained on the basis of intelligence test results, while others of compara ble intellectual potential consistently achieve beI low their expected attainment. An analysis of j the literature and research pertaining to differi enees in achievement among students leads on to I a consideration of the non-intellective factors, i.e., those variables not measured by intelligence tests. One of these factors appears to be the student's self concept. Recently, a factor analysis (9) of tests measuring the self concept showed five inde pendent factors. Smith suggested that this helps to explain the poor correspondence between differ ent tests of the self concept and the low correla tion between tests of the self concept and external criteria of adjustment. The use of self concept as a construct is ques tionable because of the various meanings associ ated with it by different personality theorists. Hall and Lindsey (4: 545) describe two usages commonly given to the self concept: some per ceive the self concept as a group of psychological processes which serve as a determinant of be havior while others conceive it as a cluster of at titudes and feelings which the individual holds in regard to himself. Most measures of the self con cept gave scores which are treated as positive or negative points on a high to low value continum despite evidence which suggests that a meaning ful concept of the self comprises an aggregate of factors rather than an evaluation along one dimension (8). Much of the research in this area pertains to the personal correlates of achievement and under achievement. Morgan (7) in a study of high ability students at the college level found achieve ment related to a variety of personal and traits. Go wan (2), in an inquiry into the family backgrounds of high school achievers and under achievers with IQ 130 or higher, found differences in the ability to conduct themselves easily in situations and make easy adjustments. Hallock (5) studied the relationship between reading achievement and the attitudes which children hold about themselves and their achievement. His data indicate that feelings of personal worth contribute significantly to achievement in reading. Gowan (3) drew on related research to develop the con cept that achievement and underachievement in the gifted may be viewed as social and asocial responses of the individual to proper stimulation regarding developmental tasks either tendered or denied by the parental and educational environ ments. The purpose of this study was to ascertain if there are differences in self concept as measured by the eight scales of the Minnesota Counseling Inventory (MCI), (1), for those students who scored in the top quartile and those students who scored below the mean on the Seattle Algebra Achievement Test. It is assumed that Smith's (9) five factors comprising the self concept are meas ured by the MCI. This assumption is substanti ated by the nature of the findings of the other re searchers (7,2,3,5) and the descriptions of the eight scales of the MCI (1). Furthermore, Leton and Walter (6), in a factor analytic study of the MCI, found that this test in effect measures five separate factors. The major hypothesis for this study is that achievers will tend to demonstrate superiority on all scales of the Minnesota Counsel ing Inventory.

The Minnesota Counseling Inventory and persistence in an institute of technology.

The Minnesota Counseling Inventory and persistence in an institute of technology.

A Factor Analysis of the Minnesota Counseling Inventory for Adolescents

(1964). A Factor Analysis of the Minnesota Counseling Inventory for Adolescents. The Journal of Educational Research: Vol. 58, No. 4, pp. 186-187.

Identifying College Dropouts with the Minnesota Counseling Inventory

The Personnel and Guidance JournalVolume 39, Issue 4 p. 280-282 Identifying College Dropouts with the Minnesota Counseling Inventory FREDERICK G. BROWN, FREDERICK G. BROWN Frederick G. Brown is Assistant Director, University Testing and Counseling Service, University of Missouri, Columbia.Search for more papers by this author FREDERICK G. BROWN, FREDERICK G. BROWN Frederick G. Brown is Assistant Director, University Testing and Counseling Service, University of Missouri, Columbia.Search for more papers by this author First published: December 1960 https://doi.org/10.1002/j.2164-4918.1960.tb01878.xCitations: 13 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume39, Issue4December 1960Pages 280-282 RelatedInformation

The validity of the Minnesota Counseling Inventory in a college population.

The validity of the Minnesota Counseling Inventory in a college population.

Research on the Minnesota Counseling Inventory.

Research on the Minnesota Counseling Inventory.

Review of Minnesota Counseling Inventory.

Review of Minnesota Counseling Inventory.

Review of Minnesota Counseling Inventory.

Review of Minnesota Counseling Inventory.