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The Use of the California Test of Personality inIdentifying Children’s Personality ProblemsGrace MontgomeryCentral Washington University

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Recommended CitationMontgomery, Grace, "The Use of the California Test of Personality in Identifying Children’s Personality Problems" (1959). ElectronicTheses. Paper 216.

THE U SE OF THE CALIFORNIA TEST OF PER SONALITY IN

IDENTIFYING CHILDREN'S PER SONALITY PROBLEM S

A Thesis

Presented to

the Graduate Faculty

Central Washington College of Education

In Partial Fulfillment

of the Requirements for the Degree

Master of Education

by

Grace Montgomery

August, 1959

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ACKNOWLEDGEMENT S

The author greatly appreciated the help and

guidance of the following people: Dr. E. E. Samuelson,

Committee Chairman, for the many hours of counseling

and numerous suggestions; Mrs. Rossetti, Mrs. Choyce,

and Mrs. Cappellette for their time and efforts in

helping collect the data; and the fifth and sixth grade

pupils of the Cle Elum school for their cooperation.

APPROVED FOR THE GRADUATE FACULTY _________________________________ E. E. Samuelson, COMMITTEE CHAIRMAN _________________________________ Loretta M. Miller _________________________________ Jeannette Ware

TABLE OF CONTENT S

CHAPTER PAGE

I. INTRODUC TION AND PURPOSE OF THE S TUDY • • • • • • • • • • • 1

Introduction • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 1

Definitions of Terms Used • • • • • • • • • . • • • • • • • • . • • 4

Maladjustment . • . . • . . . • . . . . . . • . . . . . . • . . . . . . . . 4

Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Personality . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . 4

Percentile rank • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 4

II. REVIEW OF LITERA TURE AND RELATED RE SEARCH • • • • • • • 5

Related Research • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 5

The California Test of Personality • • • • • • • • • • • • 8

III. THE RE SEARCH SET TING • • • • • • • • • • • • • • • • • • • • • • • • . • • • 12

Review of Test Materials • • • • • • • . • • • • • • • • • • • • • • 12

Teacher's Evaluation Test • • • • • • • • • • • • • • • • • • • • • 13

Comparison between California Test of

Personality and Other School Tests • • • • • • • • • • 14

Teacher Interviews • • • • • . • • • • • • • • • • • • • • • • • • • • • • 14

IV. THE RE SEAR CH DA TA • • . • • . • • • • • • . • • • • • • • • • • • • • . • • • • 15

Comparison of the California Test of Person­

ality in November, 1958 , and March, 1959 • • • • 15

Comparison of the California Test of Person­

ality in November, 1958 , and Teachers'

Ratings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Comparison of the California Test of Person­

ality and Pupil I.Q. Scores • • • • • • • • • • • • • • • • . 22

Comparison of the California Test of Person­

ality and Pupil Grade Placement Scores • • • • • • 24

Results of Teacher Interviews • • • . • • • • • • • • • • • • • 29

v

CHAPTER PAGE

V. SUMMARY AND CONCLU SIONS • • • • • • • • • • • • • . • • • • • • . • • • • • 33

BIBLIOG'RA.PHY... ....... • • . • • • • . • • • . . . • . . . • • • • . • • . . • • . . • . . 37

A PPENDIX. • • • • . • • • . • • • . • • . • • • • • • • • • • • • • • • • . • • . • • • • • • . • . • . 42

vi

LIST OF TABLES

TABLE PAGE

I . Comparison o f Pupils ' Scores on the California

Te s t of Personality in November , 195 8 , and in

Ma.rch , 1959 . . . . . . . • . . . . . . . . . • . . . . . . . . . . . . . . . . . . 16

I I . Comparison of Pupils ' Scores on the California

Test of Personalit y in November , 1958 , and the

Teachers ' Ratings of the Pupil s • • • • • • • • • • • • • • • • 20

I I I . Comparison o f Pupils ' Scores on the Cal ifornia

Test of Personalit y and Pupi l I . Q . from the

California Tes t of Mental Maturi ty • • • • • • • • • • • • •

IV. Compari son of Pupils I Scores on the California

Te st of Personality and Grade Placement Rat ing

f ro m the Stanford Achievement Te st • • • • • • • • • • • • •

V. The Ef f ect of Knowledge o f Di f f erence between

Pupil Personalit y Scores and Teacher Ra ting on

23

27

Teacher Judgment . . . • • • . . . • • . • • . . . . . . • . . . • . . . . . . 30

vi i

LIST OF CHARTS

CHART PAGE

I . Compari son of the Pupils ' Scores on the Cali for­

nia Test of Personali ty in November, 1958 , and

March, 1959 . . . • . . . . • • . . . . . . . . . . . . . • . . . . . . . . . . . . . 18

I I . Comparison o f the Pupils ' Scores on the Califor-

nia Te st of Personalit y in November, 1958, and

Teachers ' Evaluation of Pupils before Mid-term • • 21

I I I . Compari son o f Pupils ' Scores on the Calif ornia

Tes t of Personality and Pupils ' Scores on the

California Te s t of Mental Maturit y • • • • • • • • . • • • • • 25

IV . Comparisons of Pupils ' Scores on the California

Tes t of Personality and Pupils ' Score s on the

Stanford Achievement Te st • • • • • • • • • • • • • • • • • • • • • • • 28

CHAPTER I

INTRODUCTION AND PURPOSE OF

THE STUDY

I . INTRODUCTION

There is much talk about emotional problems and

maladjustment in our schools. To what do people refer

when they speak of emotional problems and maladjustment?

Let's look at some of the causes. Look at the youngsters

that have lost a parent or those whose homes have been

shattered by divorce or separation. Then consider the

boys or girls whose parents are in the family but too busy

to pay much attention to their children. Mother works,

father travels, and his business is his life. These chil­

dren have all been subjected to conditions which lead to

problems.

Ideally every child should come from a complete

family, one with happy parents, secure in each other, and

providing security for their children. A child may be

reared in poverty in a deteriorated neighborhood with severe

handicaps, but if there is love and affection between par­

ents, between the parents and the children, and Bmong the

children themselves, these children may escape emotional

problems. Such a home provides a sense of security and

companionship which is indispensable. Contrast this home

with one where quarreling, bickering, and even fighting

2

between parent s take s place . The latter home is a likely

place for emot ional problems to start . From the se environ­

ment s the chi ld i s develo ping personality; will it be a

well adjusted personality or a p ersonality with emo tional

problems?

Joe l Davit z s tates :

The relationship between a child ' s early experience s with key f igure s i n h i s environment and hi s subsequent personality development has been the f ocus of an impres­sive amount of research in child psychology • • • • Fear­ful re sponses acquired in the parent child relat ion­ship tend to generalize to t he school situat ion . The answer, therefore , to the quest ion o f why the malad­jus ted child ' s fear doesn ' t extinqui sh is simply that the f ear cont inues to be reinforced . • • • For instance if he become s severely withdrawn he t ends to elicit withdrawing or rejecting reactions in others . • • • Thus other persons continue to punish the maladjusted child and his fears of others pers i s t . • • • The child lives in an interpersonal world of cons tant threat . The con­sequence is unhapp ine s s and f ear (13:4).

No child grows up in a perf ect world because no

parent s , homes , or teachers are p erf ect. Almo s t all

youngsters have been subjected to problems . The larges t

number have managed to go through without any ill ef f ec t .

Then there are those that have become juvenile delinquents,

or tho se whose problems are not apparent t o o ther people

but who have built up f eeling s even more dif f i cult to

diagnose and help .

Lowe ll Carr states that a public school is the one

agency that deals with 90 per cent o f the children o f the

United States . He further states that a s chool program

unsuit ed t o a child ' s capacity or a teacher not qualif i ed

may contribute definitely to delinquency (9:360).

3

William Kvaraceus says:

Gleuck1s report on juveni le delinquents s tates that 85 per cent of 935 cases had repeated at least one year in the ir s chool his tory. In Fenton ' s report 47. 5 per cent of the delinquent boys in his group were retarded and only 2. 5 per cent had been accelerated. The New Jersey Juvenile Delinquency Commi s s i on f igures showed 55 per cent retarded one year or more and 33 per cent two or more years. • • • Habit s of failure and inferi ­ority charac t erize t he delinquent. Perhaps t ruancy is an escape f rom conf lict and failure (14: 138).

A child that feels s ecure has a feeling of belong­

ingness. Accepted by others, res pected by others, he has

a f eeling of self re s pect . He f eels secure in hi s home

and accepted by his parents and other members of his family.

He may be t imid when entering s chool, but has anticipations

of being welcomed. He will belong and can sati s f y his own

needs through his own efforts .

Teachers don ' t know all of the answers. There i s a

need f or discovering the inner feelings o f the pupils :

what method s are available to assist the t eacher? Thi s

research study deals with the u s e of the California Te s t of

Personality and its validity as an instrument for helping

the teacher discover children with severe personalit y pro­

blems. Equipped with thi s information, t he t eacher would

then be in a better pos i tion to help the child with his

problems.

The writer has taught f if th grade in the Cle Elum,

Washingt on, Element ary School for the pas t three years.

Problems aris ing in t he s chool room c reated intere s t in this

study : an over-aggre s s ive boy capable o f doing hi s s chool

work but not do ing it and always in trouble; a shy lit t le

4

girl behind in her s chool work, very polite , but a dreamer;

a boy with a phys ical def ec t , def iant and hard to reach,

doing very little school work and capable of doing much

more . These and other problems not so severe were pres ent

in the school room .

Could some means be found to help these children

make a better adjustment ? How can the classroom teacher

proceed to bet ter appraise the adequacy of adjus tment of

every child? Thi s was the central problem of the s tudy .

I I . DEFINITIONS OF TERMS USED

Maladjustment . Thi s t erm is used to denote failure

of an individual, through inherent weaknes s es or faulty

develo pment , to adapt hi s behavior to the demand s of the

environment .

Test s . Test s , a means of evaluating the scope of the

problem, are not an evaluative measure o f inte lligence .

Personalit y . This means the manner and ef fectivene s s

with which the whole individual mee ts his personal and social

problems, and indirectly the manner in which he impresses

his assoc iates .

Percentile Rank . Thi s term ref ers to the rank of

the individual in compari son to the comple te sampling on a

scale f rom 0 to 100 .

CHAPTER I I

REVIEW OF LITERATURE AND RELATED RESEARCH

I . RELATED RESEARCH

Many prof ess ional persons have known there was a

relationship between a child ' s personality adj us tment and

his attitude s and achievement . Res earch over the pas t

y ears has brought f orth much more unders tanding .

Erne st Ligon s tate s :

The modern public s chool teacher is rapidly out­growing the idea that all she needs to teach is arith­metic . She knows that character and personality are even more important . One of the mos t hopeful s ign·s of the t ime s is the great intere s t shown by s chool teachers in genuine e fforts at charact er education (24 : 12)

Perhaps in the back of her mind the t eacher ha s

always considered the personality needs of the pupils

along with academic need s . In this day o f growing urban

population and with it the complex society causing f rus­

trat ions in t he lives of parents as well as children, the

teacher ' s understanding of the emot ional problems in devel­

oping personali ty is even greater .

Katherine D ' Evelyn s tate s :

The teacher who meets the emot ional needs of his pupils is aware of the relationship between emo tions and learning, between emotions and mental health. Conscious of the s e f acts this t eacher tries to pre­serve an at titude toward the children corning to him that will enable tho se with good mental health to main­tain it and those with poor mental health to be bene­f ited (14 : 3-4 ) .

6

Many t imes the pupil does not realize he has per­

sonality problems . The child needs to f eel he be long s to

the school and is a part of it . He needs to be happy in

the things he is do ing and in what he is able to accomplish .

Daniel Pre scot t explains :

A person cannot be adj us t ed even rea sonably we l l unless he feels that h e has attained a worthy and eff ective selfhood . • • • The first s tep toward helping maladjusted children is the recognition of genuine maladjustment and the diagno sis of it s causes . The problem case is acutely apparent whose emotions lead him to aggres s iveness and rebe l lion . The problem child is much less apparent whose behav­ior is characterized by withdrawal and self condem­nat ion (29 :135).

The great concern to all professional workers is

the increased number of juvenile cases coming to court or

being s tudi ed and analyzed by social workers. The need to

know something about factors in the child ' s lif e that cause

this behavior is ever present .

Nora Cut ts state s :

The same force s tha t account for crime, divorce, and ment al illne s s are operating in the classroom . Indeed adult maladj ustment are foreshadowed in child­hood and their causes are of ten f ound .

The boy who pushes and f ight s , talks out of turn, i s rude to you and his classmates, and play s truant at every opportunity may beco me a deliquent and a hoodlum . The shy girl who never takes part in discussions may become ho spitalized in fif teen years . But if you can find out why the overaggres s ive child def ies your efforts to win hi s cooperat ion and why t he day dreamer escapes into fantasies you may be the means of saving him • • • • Your ef forts show the child that someone is int erest ed in him, and this alone may make him want to help you by behaving bet ter (11 : 56).

7

These article s and many others of s imilar nature

point out the classroom t eacher ' s need to realize how

important it is to unders tand the emotional problems of

children . Several studies can be cited which relate to the

use of test s and other measurements in the study of class­

room adjustment problems.

Alice Lund incorporated a program in the f i f th

grade to help children understand themselve s . She had an

experi mental group of twenty-s ix pupils . She us ed the Ot is

Int elligence Te st, The California Tes t of Personality, Forms

A & B, and f ree responses o f the children to que s tions such

as " What I Like About My self ? '' and "What I Don't Like About

My self?" The California Te s t o f Personality was given

before the study began and after the study wa s complete d .

The result s o f the s econd testing s howed a marked gain over

the first (31:373,375).

Glen Jacobsen s tudied juvenile delinquency in the

Seattle, Washington, Schools . He f ound tha t in 1948 there

were 1,550 referrals to the King County Juvenile Court ; in

1949, 1,656; and in 1950, 1,557 cases . The reasons for the

ref erral� lis ted in order of f requency, were runaways ,

s tealing, auto theft, burglary, carele s s mischief, and

many minor offenses . Ages ranged f rom seven to s event een,

with mo s t cases li sted as f i f t een and s ixteen .

In 1948, forty eight per cent of the cas e s were f rom

homes where the parent s were married and living together,

while twenty eight per cent were from home s broken by

divorce .

Jacobsen concluded that some children needed more

help in growing up than others, and that unles s they get

the help they need, they may become delinquents (20:62 ,

67, 103 ).

8

In her study ••Relationship between Reading Problems

and Emotional Problems," Ruth Woods came to this conclusion:

Of the 243 children's case studies analyzed in this study, 145 were reading below capacity. Of these 145 students 113 showed evidence of emotional problems. The other thirty-three children evidenced no emotional problems. The analysis showed sixty-eight were reading at capacity. Thirty students were reading above capacity. Even though ninety-eight students were reading at or above capacity, fifty per cent of these possessed emo­tional problems. These problems seem to be caused not by a lack of reading difficulties but by other sources. These children were undergoing tension and anxiety from pressure placed upon them by the classroom teacher and parents • • • • When emotional blockings are primary, the emotion may block success in reading and learning in general. when reading difficulties are primary, emo­tional problems may follow in parallel (37:72 ).

II. THE CAL IFvR.N IA TEST OF PERSONALITY

The California Test of Personality was used by

Frances Oechsner in 11A Study of Relationship Between Defects

of Articulation in Speech and Emotional Stability of Chil­

dren in the Primary Grade.''

Two groups were used, the experimentel--those having

defective speech--and the control--those with no speech

defects. There were twelve pupils from each of grades one,

two, and three for the control group and the same number

from each grade for the experimental group. She found a

significant difference in the test scores, those in the con­

trol group scoring considerably higher. Therefore, she con­

cluded that the experimental group, those havin� speech

9

defects, were not as emotionally stable as those not having

defects (3:57).

Teachers oftentimes have not had the background needed

to diagnose the emotional problems of children. They need

more specialization than that generally given in the teach­

ing profession in order to enable them to properly under­

stand emotional problems.

William Burton, in his review of the Wickman Study,

found that the teachers did not rate the pupils as they

were rated by the mental hygienists. The teacher rated

immoralities, dishonesties, and transgressions against

authority as the most serious and withdrawing recessive

personality, and behavior traits as the least serious. The

mental hygienist considered withdrawing recessive personality,

and behavior traits as the most serious and transgressions

against authority and violations of orderliness in class as

least serious.(7:570-571).

Since it was decided to try out the California Test

of Personality as a testing device to help the teacher

locate the children with personality problems, an evaluation

of the test is included.

The California Test Bureau Staff states:

Parents as well as teachers in large numbers are coming to realize the desirability as well as the neces­sity of striving to improve their ability to guide chil­dren to better personality development. Accumulating evidence reveals the fact that beneath the relatively calm exterior of children are problems, frustrations, and conflicts just as difficult for them to face as are the problems with which adults wrestle from day to day. We cannot continue the old fashioned waste of allowing large numbers to develop serious nervous and mental difficulties until none but highly trained psychologists and psychiatrists can help them.

10

It woul d be gratifying to al l concerned were it pos­s ible to certif y that in every research to be reported and in every use of the Califo rnia Tes t of Personality, a l l ne cessary information and sugge s tions f or treatment prove d to be entire ly adequate . However , such i s not the ca se; and the author of thi s te s t would be the firs t to disavow any such claim . • • •

The California Test o f Personality is much more than a mere test. It i s proving to be an exce l l ent pre­service as wel l as in-service training device for orien­ting potential as wel l as experienced teachers • • • •

It is providing them , not only with a frame of reference or base o f operation , but a l so a too l for e fficient guidance to better personality. Were we to forget entirely the technica l validation to which the Calif or­nia Te st of Personality has been subjected, it would sti l l be a most valuable instn.unent for aiding teachers in identif ying the causes of various forms of maladjus t­ment and in contributing to their e limination (8 : 3 ) .

One o f the f eatures o f the test i s the pro f i le

(Appendix , page 46 ) which makes it po s s ible to s ee wherein

the chil d deviate s from the majority of the pupi ls . The

manual contains suggestions by which the teacher can guide

the child' s personal and social deve lopment more e f f ective ly .

Many of the items touching sensiti ve personal and social

problems are di sgui sed to facilitate hone st pupil answers.

The fo llowing are examples f rom the tes t :

Are your te sts s o hard o r unfair that i t is a l l right to cheat?

Do your clas smates quarrel with you a great deal?

Do you s uf f er more than mo st peopl e when they are i l l (8 : 5 ) ?

The California Te s t Bureau Staff is conf ident that

. . • the total score, the self-adjustment score, and

the social adjustment s core are highly rel iable and should be used for research purposes and for indivi ­dual guidance where signif icant decis ions are to be made (8 : 5 ) .

11

The California Te st of Personality is divided into

two major divi sions, Personal Adjustment and Social Adjust­

ment. The subdivi sions of the Personal Adjustment are

Se l f Re liance, Sense o f Personal Worth, Sense o f Personal

Freedom, Feeling of Belonging, Withdrawing Tendencies, and

Nervous Symptoms . The subdivi sions in Social Adjustment

are Social Standards, Socia l Ski l l s, Anti-Social Tendencies,

Family Re lations, School Relations, and Community Re lations .

Each subdivision o f the te st has twe lve que s tions to

be answered " Yes" or " No11 by the pupils . A Total Adjustment

score is also provided for.

CHAPTER I I I

THE RESEARCH SETTING

I. REVIEW OF TEST MATERIALS

The problem, t o find i f the Cal ifornia Test of

Personality could be of any benefit to the teacher as a

test ing device to help discover personality adjustment

disorders, was talked over with the superintendent and the

principal . A great deal of interest was shown . It was

arranged, with the permission of the t eache rs, t o use the

two sixth grade rooms and the two fifth g rade rooms f or

the study. The t eache rs, al l interest ed, agreed t o he lp

in any way they could. It was a lso decide d to do the

testing in the morning as chi ldren coul d do a better job

of answering the test q uest i ons then .

The superintendent and principal felt that as l ong

as the tests were to be used for school purposes (i . e . , use d

by the teachers and kept on fil e at the school ) the school

should defray the expenses of t he test s. It was also

arranged with the principal to use the tests given by the

school . The California Test of Mental Mat urity is given

to the f i fth grade at the school every year. The Stan-

f ord Achievement Test is given to all of the students every

spring .

The f ol l owing t est batteries were reviewed and

rejected : The Detroit Adjustment Inventory, The Printer

Aspects of Personal it y, The Bell Adjustment Inventory,

The Amatora Chi ld Personality Scale, and the Brown

Personality Inventory for Children . There were s everal

reasons for rejecting tes ts : (1 ) the answer categories

13

agree or disagree, were hard for the chi ldren to unders tand;

(2 ) there were too few que s tions to give a good testing;

(3) the que stions were hard for the children to understand;

and (4) complicated gradations were required for the answers.

The California Tes t of Personality was reviewed and

cho sen . It was f elt that the children could understand the

ques tions and apply them to their own behavior . It covered

a wide range of adjustment situations, and al l o f the ques­

tions could be answered 1'Ye s" or ' 'No •11

I I . TEACHER' S EVALUATION TEST

Questions were taken f rom the California Test o f

Persona lity and reworded s o that the teacher could answer

the questions 11Ye s0 or "No11 in her eval uation o f each

pupil . Thi s made it pos si bl e to make a compari son between

the pupi l ' s responses on the Cal iforni a Tes t o f Persona lity

and the teacher' s evaluation of the pupi l. ( This te st can

be found in the Appendix . )

The California Test of Personal ity was given in

November, 1958 , and again in March, 1959 . All of the raw

scores were changed into percentile ranks , and tes t profi les

for each chi l d were drawn .

Teache rs ' evaluations were made at mid-term; a l l the

speci f ic re sponses on these evaluations were converte d to

percentil e ranks us ing the same key used in the California

Test of Personality. The percentile rank on the teachers '

evaluation were compared with the pupi l ' s percenti le rank on

his tes t taken in November .

I I I . COMPARISON BETWEEN CALIFORNIA TEST OF

PERSONALITY AND OTHER SCHOOL TESTS

14

The pupi l ' s I . Q . ' s , obtained from the California

Test of Mental Maturity, were on file at the school . These

were compared with the pupil ' s percenti le ranks on the

Cal ifornia Tes t o f Personality in November , 1958.

The Stanford Achievement Te s t sco re s , (i . e . , grade

placement ), on f ile at the s choo l were compared with the

pupi l ' s percentile ranks on the California Tes t o f Per­

sonal ity.

IV . TEACHER INTERVIEWS

In May an interview was arranged with each teacher

to dis cus s discrepancie s in the teacher' s eval uation of

the pupil ' s personality adjustment and the pupi l ' s responses

on the California Test of Persona lity. The teachers were

ques tioned only on tho se re sponses where the re was a dif­

ference of thirty percentile ranks or more in the teacher' s

evaluation of the pupil and the pupi l ' s tes t scores . Four

months had elaps ed s ince the first eval uation , and the

teacher found it necessary to re-evaluate the pupi l s . In

instances where her evaluation was unchanged , she told the

reason why she had evaluated the pupi ls as she did .

In many instances , however, the teacher indicated

that she had changed her mind , mo st of ten in the direction

indicated by the pupi l ' s te st score s .

CtlAPTER IV

THE RESEARCH DATA

I. COMPARISON OF THE CALIFORNIA TEST OF

PERSONALITY IN NOVEMBER, 1958, AND MARCH, 1959

As already s tated the California Test o f Persona lity

wa s given to the pupil s in the four rooms used for the s tudy

in November, 1958. Each s tudent ' s s cores were converted

into pe rcentile ranks, and all percentile ranks were

recorded on record shee ts for future use. In March, 1959,

the same test wa s given the second time. The s e scores were

also converted into percentil e rank in order to compare the

results with the re sul ts o f the tes t taken in November, 19 58.

For comparison the fol lowing divisions were used:

( 1 ) percentile rank from the same to f ive percentil e dif f er­

ence, (2) s core dif ferences of 6 to 10 percentile ranks,

( 3 ) s core dif f erences of 1 1 to 20 percentile ranks, and

(4 ) s core dif f erences o f 2 0 percent ile ranks or more. It

was thought that rank dif f erences o f twenty p ercentiles or

less were suf ficiently close to be no teworthy and fairly

reliable and valid. Rank dif ferences of more than twenty

percentile s were obvious ly dis similar and, there fore,

unreliable.

Table I on page 16 pre sent s a summary analys is of

the consis t ency of pupil s ' s cores on the two t e s t s of

November, 1 9 58, and March, 1959 . It wil l be no ted that 2 7. 5

per cent of the pupil s ' responses were within five percen­

tile ranks on bo th tests, while 18 per cent of the re sponses

TABLE I

COMPARISON OF PUP ILS ' SCORES ON THE CAL IFORNIA TEST OF PERSONALITY I N NOVEMBER, 1958, AND I N

MARCH, 1959

Scores dif f erences within 5 percentile rank

Scores dif ferences 6-10 percentil e rank

Scores dif ferences 11-20 percentile rank

Total dif f erence 20 per­centile or less

Scores dif f ered more than 20 percenti le rank

Percent of Pupi ls

2 7. 5

18. 0

24. 0

69 . 5

30. 5

16

17

showed score dif f erences from 6 to 10 percentile ranks , and

2 4 per cent showed score dif f erences from 11 to 2 0 percen­

tile ranks. It is apparent , therefore , that 69.5 per cent

of the re sponses , or about 7 out of 10, were within 20 per­

centile ranks on both of the tes t s . Tho se that varied more

than 2 0 percentile ranks on both tests compris ed 30. 5 per

cent of the responses. It would seem , therefore , that the

pupils were f airly consis tent in their answers to the que s ­

tions on both of the tests.

Chart I on the following page shows the comparison

of the pupil s ' s cores for each division of the test .

Degrees of cons ist ency are indicated by shadings f rom dark

to light , with dif ferences o f 2 0 percentile ranks or more

being unshaded . It wil l be no ted that on s everal sections

of the te st the degree of consis tency from one testing to

another was more than 70 per cent . In other word s , 70 per

cent or more of the re sponse s showed s core dif f erence s on

both tests of 20 percent ile ranks or l e s s in the fo l lowing :

Sense o f Personal Worth , Social Skil l s , School and Occupa­

tional Relations , and Community Re lations . Tho se test

divisions with a consis tency of over 60 per cent were :

Se lf Re liance , Sense of Personal Freedom , Fee ling of Be long­

ing , Withdrawing Tendencie s , Nervous Sympt oms , Persona l

Adjustment , Social Standards , Family Re lations , Social

Adj us tment , and Total Adjustment . On the o ther hand , the

te st section , Ant i-Social Tendencies , was lea s t consis t ent ,

having only 5 0 per cent of the responses with s core dif f er­

ences of 20 percentile rank or less on both test s .

CHART 1

COMPARI SON OF THE PUPILS ' SCORES ON THE CALIFORNIA TEST OF PERSONALITY IN NOVEMBER, 1958, AND MARCH , 1959

Per cent of pupils

Self-Reliance

Personal Worth

Freedom

Belonging

Withdrawing

Nervous Symptoms

Personal Adj. I

Social-Stdn.

Social Ski l l s

Anti-Soc. Tend.

Family Relations

School & Occ. Rel .

Community Rel.

Social Adj. I I

Total Adjus tment

18

Legend : Percentile di fference s on the California Test of Personality

- ' ..... ' ..... . . . same - 5 p 11 p - 20 p . "

6 p - 10 p UlJI 21 p - over CJ

I I . COMPARISON OF THE CALIFORNIA TZST OF

PERSONALITY IN NOVEMBER , 1958, AND TEACHERS' RATINGS

19

The pupil's percentile ranks on the California Test

of Personality were compared with the percentile rank of

teacher's ratings of the personality adjustment of the

pupil in the same manner as was done in the previous com­

pari.son. Table I I on page 20 shows the consistency of the

teachers' estimates of the pupils' personality adjustment,

and the pupil test scores on the November, 195 8, testing.

It was found that 15 per cent of the scores on both tests

(pupil test and teacher evaluation) were within five per­

centile ranks of each other, while 2 1. 1 per cent showed

score differences of from 6 to 10 percentile ranks, and 18

per cent showed score differences of from 11 to 20 percen­

tile ranks. Altogether 45. 1 per cent of the scores on both

tests (about four out of nine) were within 20 percentile

ranks of each other. Those that varied 20 percentile ranks

and more consisted of 54.9 per cent of the pupils. This

shows, therefore, that the pupil scores and the teacher

estimates were not very consistent with each other.

Chart I I on page 2 1 shows the comparisons of the

pupil scores and the teacher estimates for each division

of the test. The degree of consistency is again indicated

by shading from dark to light. A high degree of consistency

in the pupil scores versus teacher estimates (70 per cent

or more) is noted in the following divisions: School and

Occupational Relations and Social Adjustment. Those

TABLE I I

COMPARI SON OF PUP ILS' SCORES ON THE CALIFORNIA TEST OF PERSONALITY IN NOVEMBER, 1958,

AND THE TEACHERS ' RATINGS OF THE PUP ILS

Score s dif f erences within 5 percentil e rank

Score s dif f erence s 6-10 percentil e rank

Scores dif ference s 11-20 percenti le rank

Total dif ference s 20 per­centi le rank or less

Scores dif f ered more than 20 percenti le rank

Per Cent of Pupi l s

15 . 0

12 . 1

18. 0

45.1

5 4. 9

20

CHART 2

COMPARI SON OF THE PUPILS' SCORES ON THE CALIFORNIA TEST OF PERSONALI TY IN NOVEHBE.3., 1958 , AND

TEACHERS' EVALUATION OF PUP ILS BEFORE MID-TERM

Percentage of pup i l s

10 20 30 40 50 60 70 80 90 100 Sel f Re l iance

Personal Worth

Freedom

Belonging

Withdrawing

Nervous Symptoms

Personal Adj. I

Social-Stdn.

Social-Ski lls

Anti-Soc. Tend.

Family Relations

Schoo l & Occ. Rel

Community Re l .

Social Adj. I I

Total Adjus tment

Legend : Percentil e dif ference s on the California Tes t o f Personality

same

6 p - 10 p� 11 p - 20 p � 21 p - over c:::::J

21

sections showing a consis t ency of f rom 60 to 69 per cent

were: Withdrawing Tendencie s, Community Relations, and

2 2

Total Adj ustment. On the other hand, in s everal t e s t s ec­

tions a lack of consistency appeared. The fol lowing t e s t

sections a l l showed consis t ency leve l s o f 50 per cent o r

less : Self Re liance, Fee ling of Be longing, Nervous Symptoms,

Personal Adj ustment, Social Skill s , Family Re lations , and

Sense of Personal Worth.

I I I. COMPARISON OF THE CALIFORN IA TEST OF

PERSONALITY AND PUPIL I . Q. SCORES

The pupil percentile ranks on the Ca lif ornia Te s t

of Personality were compared with the I. Q. s cores f rom the

California Te st of Mental Maturity. For comparison purpo s e s

the I.Q. dist ribution was divided in the fol lowing cate­

gorie s : (1) low, 84 and below : (2) low average, 85 to 94;

(3) average, 95 to 109; (4) above average, 110 t o 119;

(5) high, 12 0 to 12 9; and (6) superior, 130 and above .

Table I I I on page 2 3 give s a summary analys is of the

scho lastic ability as compared with the per sonality adjus t­

ment s core s .

Thirty-three pupil s had an I. Q . o f 104 and be low;

of this number e l even, or 33.3 per cent, had an adj us tment

s core on the fif t ieth percentile rank or above, and twenty­

two, or 66. 6 per cent, had an adj us t ment score be low the

fif t ieth percentile rank. Fif ty-six pupil s had an I . Q . of

105 and above; of this number, 47, or 83. 9 per cent, had an

adj ustment score on the f if tieth percentile rank or above

while 9, or 16. 1 per cent, had score s below the fif t ieth

TABLE I I I

COMPARI SON OF PUPILS ' SCORES ON THE CALIFORNIA TEST OF PERSONALITY AND PUPIL I . Q.

FROM THE CALIFORNIA TEST OF MENTAL MATURITY

Adj us tment Percentile Rank

Total Number of Pupil s

Adj us tment Score of 50 or above

Adj us tment Score of be low 50

Scholastic Ability

I . Q. below 104 I. Q. above 105

33 56

11 (33. 3%) 47 (83. 9%)

22 (66. 6%) 9 (16. 1 %)

2 3

24

percentile rank. It can be seen, therefore, that of the

pupils with high I.Q. (i.e., 105 or above) about five out of

six were average or above in adjustment scores, but of those

whose I.r�. was low (i.e., below 105) only one out of three was

average (fiftieth percentile) or above in adjustment score.

Chart III, page 25, gives the comparison of the

pupil's percentile scores on the California Test of PerBon­

ality given in November, 1958, and pupil's I.�.

The degree of personality adjustment is indicated

by shading; the lowest grouping below the twenty-fifth per­

centile rank is indicated by dark shading, and as the adjust­

ment scores go up the shading is lighter, with the group

seventy-fifth percentile rank or higher unshaded. In the

low and low average I.Q. group almost all of the pupils'

personality adjustment scores are below the fiftieth per­

centile rank. In the higher I.Q. group the number of pupils

who have adjustment scores below the fiftieth percentile

rank are much fewer, with the exception of the I.�. group

110-119, in which 11 out of 26 pupils (42.2 per cent) have

individual scores that fall below the fiftieth percentile

rank. It would seem, therefore, that the personality adjust­

ment score is positively related to the pupil's I.Q. In

other words, in general, pupils with a high I. Q. have a

high personality adjustment score and pupils with a low I.Q. have a low personality adjustment score.

IV. COMPARISON OF THE CALIFORNIA TEST OF

P�RSONALITY AND PUP IL GRADE PLACEMENT SCORES

Table IV on page 27 gives the comparison of the

30

2 5

2 0

15

10

5

25

Legend : Percent il e s on C. T . P .

,,._.: ... .... . · .. . . . . . . . . . . . . . · ..... . ·:.:. ·. ·1: : ., I 4' •:

.. . · . . . ... . . . . .. . . ' . . . . - .. . . . . .. .. . . . : . .. . . · . ..

ABOVE AVE. (110) (119)

I . Q . LEVELS

CHART 3

0 - 2 4 -

2 5 - 49 � 5 0 - 74 r· . . . .. J ..... ! I n I I

75 - up CJ

•.•:I• . . . ' . . .

S PERIOR ( 130) (above)

COMPARISON OF PUPILS' SCORES ON THE CALIFORNIA TEST OF PERSONALI TY AND PUPILS '

SCORES ON THE CALIFORNIA TEST OF MENTAL MATURITY

pupi l s ' personality adjus tment scores on the November

testing of the Ca lifornia Te st of Persona lity with the

pupi l's grade placement scores .

26

Of the twenty-two pup i l s below grade leve l , only one ,

or 4.6 per cent of the children , had a personality adjust­

ment score above the f i f t ie t h p ercentile rank , whi l e 21, or

95. 4 per cent , had adjus tment scores below the f if t ie th per­

cent i l e rank . In tho s e instance s where the pup il i s at

grade l eve l or above , 69 pupils , 47 or 68. 1 per cent , had

adjus tment scores above the f i ftieth percent i l e rank . It

can be not ed that pup i l s at grade l e ve l or above , almo s t 7

out of 10, were average or above in personality adjus tment

scores; and o f tho s e below grade level only one out o f 22

had a personality adjus tment score o f average or above . To

a great extent t ho s e pupils with high achievement have high

personality adjustment scores , and tho s e wi th low achieve­

ment have low personality adjustment s core s .

Chart IV page 28 give s the results obtained in com­

paring the achievement score s ( i . e . , grade p lacement ) wi t h

the persona lity adjus tment score s of the pupi l s . The shad­

ing f rom dark to light is the same as in the previous com­

parisons . In t he low achievement group a l l o f the pupi l s

have low personality adjus tment s cores and almo st all o f

those i n the low average and average group s have low per­

sonal ity adjustment s core s . As the per sonality adjus tment

score s go up , the achi evement s cores go up also . Thi s sug­

ge sts that personal ity adjustment is po s it ively correlated

with achievement . Tho s e pup i l s who have achieved wel l are

relat ively wel l adjust ed persons , whi l e tho s e pup i l s who

27

TABLE IV

COMPARI S ON OF PUP ILS ' SCORES ON THE CALIFORNIA TEST OF PERSONALITY AND GRADE PLACEMENT RATING FROM THE

STANFORD ACHIEVEMENT TEST

Adjustment Percent ile Rank

Tota l Number of Pupil s

Adjus tment Score of 50 or more

Adjustment Score be low 50

Achievement Te st Score s

Be low Grade Grade Leve l Leve l or Above

22 69

1 (4.6'%) 47 (63.1%)

21 (95 . 4/o)

35

30

25

20

15

10

5 -

LOW ( -2.0)

Legend :

LOW AVE.

( -1. 0) ( -1.9)

Percentiles on

.. . . . . . . . .

· . .. . .. . . . . . . .. . . . . . . . . . . "'• . . . . . . . .. : · .. · ..

AVE. ( - . 9) ( + .9 )

.... . .. .. ·. :::· . .: . .. . .. . . . . . . . . . . :·:: :: . .

. ... · . .. . . -. . . . . . . .

ABOVE AVE.

( +l. O) ( +l . 9)

c. T. P.

0 - 24

25 - 49

50 - 74

75 - up

HIGH ( +2. 0) ( +2. 9 )

Cat egorie s of Grade Placement Scores

CHART 4

COMPARISON OF PUP ILS ' SCORES ON THE CALIFORNIA TEST OF PERSONALI TY AND PUP ILS '

SCORES ON THE STANFORD ACHIEVEMENT TEST

28

-

l?l2J (� ·"· 'ill :; : .. . , .

D

SUPERIOR ( +3. 0) ( above)

29

have low achievement are o f ten ra ther poorly adjusted .

V . RESULTS OF TEACHER INTERVIEWS

An interview was arranged with each t eacher to dis­

cus s the wide variation o f answers between the pupi l ' s per­

sonality adjus tment s core s and the t eacher ' s evaluation of

the pupi l ' s p ersonality adjus tment. Only tho s e dif f erences

o f 30 percent ile rank or more were discus s ed. It was indi­

cated to the teacher whether she had rat ed the pupil higher

or lower than the pup i l had been ranked on the test . The

teacher re-evaluated the pup il and s tated her judgment con­

cerning her f irst evaluat ion. Answers were then compi led

according to the t eacher ' s opinion .

Table V page 30 give s the eff ect o f knowledge o f

diff erence s between children ' s personal ity adjustment s core s

and teacher ' s rat ing , or teacher ' s judgment .

In 37 cas e s , or 44. 6 per cent , the t eacher had

either changed her mind about her judgment o f the pupi l ' s

persona lity or wa s not certain about her judgment whi le in

46 cas es, or 55.4 per c ent , she f elt that her judgment the

first t ime was correc t. In almo st hal f o f the cas e s , that

is , the t eacher had either changed her mind or was uncertain

about her judgment .

Following are s ome statements made by the teachers

because of react ions aft er s tudying t he pupi l ' s test papers

and individual prof iles .

30

TABLE V

THE EFFECT OF KNOWLEDGE OF D IFFERENCE BETWEEN PUPIL PERSONALITY SCORES AND TEACHER RATING ON TEACHER JUDGMENT

Teacher Opinion Judged Judged Total Pupil Percent Higher Lower Cas e s

Changed 18 18 21 . 7

Uncertain 7 11 19 22. 9

Unchanged 21 25 46 55.4

31

1. By s tudy ing the child ' s answers to the Cal ifor­nia Test of Personality , I wi l l be aided to bet ter unders tand the child .

2. Now I can see some reasons for hi s actions .

3. The Ca l ifornia Te st of Personality answers are fascinat ing to study .

4. I would hardly have believed the chi ld f el t that way .

5. It is interest ing to see how the chi ld rated himself .

6. The chi ld doesn ' t have conf idence in hims e lf , and it certainly s hows in his answers .

In reviewing the informa tion obtained from the

teachers ' int erviews , the fol lowing point s were brought

out :

1. Of ten the t eacher was uncertain about her judg­

ment; in 37 instances she had either changed her mind or

was uncertain about her judgment .

2. The teachers revealed their inadequacy in judging

the chi ldren; f or instance, one of the teachers said, ' 'Now

I can see some reasons for his actions. " Another teacher

said , ' ' I would hard ly have bel ieved that the chi ld f e l t that

way .''

3. The teacher we lcomed and wa s wi l l ing to use

informa tion to he lp detect persona l ity problems the chil­

dren might have . Thi s i s no ted by one teacher's remark :

"By studying the child ' s answers to the California Te s t of

Persona lity I wi l l be aided to bet ter underst and the chi ld . 1 1

32

4. The added help given by the responses on the

California Test of Personality wil l enable the teacher to

bet ter unders tand the personality problems o f the chi ldren .

Thi s is clearly pointed out by the teacher ' s remark (after

s tudying the pupi l ' s test responses ) that the pupil cer­

tainly shows he doesn ' t have conf idence in himsel f .

CHAPTER V

SUMMARY AND CONCLUSIONS

The purpose of this s tudy was to determine whe ther

the Cal ifornia Te st of Personali ty was o f any benef it t o

the teacher as a testing device to he lp detect personal ity

adj us t ment problems of the children.

The data for thi s the s i s were l imited because it was

given but one year to the f i fth and s ixth grades in t he Cle

Elum, Washington , Elementary School . Thi s const ituted only

a small sampling of 115 pupi l s .

The data were co l lected in the following way : The

Cal ifornia Te st o f Personali ty was given to the pupil s in

November , 1958, and again in March, 1959. A compari son was

made between the pupil s ' percent i le r anks on each t e st to

det ermine how consistent the pupil s were in answering the

test quest ions . The same que st ions were then given to the

teacher for her evaluat ion o f each pupi l; t hese test score s

and the pupil s ' percentile ranks on the November test were

compared . In order to de termine the relat ionshi p between

s cholast ic abi l ity and personal ity adjustment , the pupi l s '

percent ile ranks on the November t e s t were compared with the

I . Q. score s . In the same manner the pupi l s ' percenti le

ranks were compared wit h the pupi ls ' grade placement s cores .

Int erviews with each t eacher were arranged to reveal

reac tions to the discrepancy between her evaluat ion of the

pupi l s and the pupi l s ' answers to the test quest ions . The

following brief summary of the dat a invo lved :

1. Pupil s in the rooms used in this study show a

34

f air amount o f cons i s tency in t heir respons es to the que s­

t ions on the Cal ifornia Tes t o f Personality on two tes ting s .

Sixty-nine and f ive-tenths per cent of the respons e s on

both t e s t s (almo s t seven out of t en) were within 2 0 percen­

tile ranks of one anothe r.

2 . Teache r ' s e s t imat es o f pupil behavior in speci f ic

test items do not agree to a l arge ext ent with pupi l t e st

responses . Only forty-f ive and one-t enth per cent of the

items compared show t eacher e s t imat e s and pupil response s

within twenty percent i le ranks of one anot her.

3. Pupil adjustment s co re s are clo sely related to

pupi l I . Q.' s . Only one pupi l out of three with I.Q.' s

below 104 had above average adjustment scores, whi l e f ive

out of s ix pupils with I . Q . ' s above 105 had above average

adjustment scores.

4. The pupi l ' s adj us tment s cores are a l so clo sely

related t o the pupi l ' s grade p lacement s cores . Only one

pupil out of twenty-two below average in achi evement had

above average ajustment scores , whi l e 68.1 per cent (almo st

seven out o f ten) f rom average to high in achievement had

personality s core s above average.

5. The teachers are not always sure about their

judgment s ; in almo s t half of the instances showing large

discrepancies be tween pupil scores and teacher e s t ima tes

the teachers were e i ther uncertain about the ir judgment or

had changed t heir minds since they f irst rated the pupi l s .

6. The Ca lifornia Te s t of Personality proved to be

he lpful to the teachers in locat ing many pup il personality

problems . As the t eachers reviewed pupil respons es on the

test they indicated that they had gained in unders tanding

the pupil s.

35

This study was concerned wit h the va lue of the

Calif ornia Test of Personality as an aid to teachers in

he lping to detect personali ty adjustment problems in chi l­

dren . On the bas is o f the data contained in thi s s tudy it

can be concluded that the California Te st of Pe rsona l ity

has considerable va lue as an aid to the teacher. Pupi l s

in the f ifth and s ixth grade s tend t o give consistent

re sponses to the test items and the teachers indicate that

the Ca lifornia Te st of Personal ity ha s helped them to

unders tand individual pupi l behavior. Whi le t he test is

no t perf ect in every respect (and should not supplant teacher

judgment) it can serve as a valuable tool in the diagno s i s

of pupi l persona l ity problems.

Much work remains to be done in the f ield of re s earch

on personal ity problems. However, the t eachers in this

study indicate that they are in need of help . It is recom­

mended, therefore, that the use of the Cal ifornia Tes t of

Personality be cont inued in the Cle Elum Schoo l . It s use

in elementary schools e l s ewhere is a l so suggested.

B IBLIOGRAPHY

B IBLIOGRAPHY

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40

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34. Traxler , Arthur , ( et . a l . ) . Introduction to Tes t ing and the � o f � Result s in Public Schoo l s . New York : Harper and Brothers , 195 3. 9- 1 2 pp .

35. Wal ters , Annett e ( Si s t er ) . '' The Role of School in Personali ty Development , " Educat ion , 77 : 2 1 4- 2 1 9, December , 1 956.

36. Watson , Robert I . Psychology o f the Chi ld . New York ; John Wil ey and Sons , 1 959. 620 - 62 1 pp .

37. Woods , Ruth . "A Study of Re lationship between Reading Problems and Emot ional Problems . " Unpubli shed Mas ter ' s the s i s , Central Wa shington Col lege o f Educat ion , E l l ensburg , Wa shington , 1949.

38. Young , Kimball . Personality and Problems of Ad justmen t . New York : Appleton Century Crof t s , Inc . , 1 952 . 417, 502 , 614 pp .

39. Zachry , Carol ine . Personal ity Ad jus tment £f S choo l Chi ldren . New York : Charles Schri bners and Sons , Inc . , 1 92 9. 1 - 7 pp .

APPENDIX

42

TEACHER ' S TEST

Name Grade -------- -------

School -------

Date --------

Personal Adjustment

Self Rel iance

1 . Do you usually need to tell him to his work ?

2. Can you depend on him to do a j o b ? 3 . Is i t easy for him to recite in

clas s ? 4. Is he pat ient and good natured ?

Sense of Personal Worth

1. Do his friends think his ideas are good?

2 . Do h i s classmates want t o help him ? 3. Can he do mo st of the t hings he

trie s ? 4. Do hi s classmate s think he isn ' t

a good friend ?

Sense o f Personal Freedom

1. I s he peppy and ful l of l i f e ? 2 . Is he a llowed t o volunteer f or

things in s chool ? 3. Does he l ike it when s everely

corrected ? 4. Is he given spending money to use ?

do

Ye s No

Feeling of Belonging

1. I s he good about sharing with o thers ? 2 . Is he proud of hi s schoo l ? 3. Is he wel l liked by other boys and

girl s ? 4. I s he usually inc luded in act ivities

of his c las smat e s ?

Withdrawing Tendencie s

1. Do his friends often say things to hurt him ?

2 . Is he eas i ly discouraged about things ? 3. Would he rather dream than do his work ? 4. I s he usua l ly happy ?

Nervous Symptoms

1. Is he restless or nervous ? 2. I s he general ly quiet ? 3. Doe s he bit e his nail s or other

symptoms ? 4. Does he often seem tired before noon ?

Total Persona l Adjustment���

Social Ad justment

Social Standards

1. Is he friendly and sociable ? 2 . Does he feel its right to cheat if

the t eacher i sn ' t looking ? 3. If he f inds something does he f ee l

he should keep it ? 4. Doe s he thank those t hat help him or

show appreciat ion ?

Ye s No

Yes No

Social Skil l s

1. Do es he work wel l with o thers ? 2. Doe s he get angry when he los e s a

game ? 3. Doe s he help new children get

acquaint ed ? 4. Do other boy s and girls think he

is ni ce ?

Anti So cia l Tendencies

1. Is he usually a good sport ? 2 . Doe s he quarrel with his clas smate s ? 3. Does he make a fus s to get what he

want s ? 4. Does he l ike to push or s care

sma ll er children ?

Fami ly Re lations

1. Does he have an over anxious parent ? 2 . I s he po lite and wel l mannered? 3. Doe s he come to s choo l neat and c lean ? 4. Does he show respect f or hi s fami ly

and home ?

School and Occupat ional Relat ions

1. I s he bright and int e l l igent ? 2 . Does he show int ere s t in f ew thing s ? 3. ls hi s work so hard he i s a fraid he

wi ll fail ? 4. Does he think others aren ' t as fair

in games as he i s ?

Community Relations

1. Does he accept s chool re sponsibi li t i e s and do them ?

44

Ye s No

2. Doe s he seem to dis like other people ? 3 . Does h e take pride in the way t he room

looks ? 4 . Doe s he do and he lp others do what is

right at all t imes ?

To tal Soc ial Adj ustment

Total Personal Adj us tment

Overal l To tal

45

Ye s No

46

� G> c J-4 Cl> as 0 J-4 M 0 0 (I) 0 Cl>

(I) � Cl> .....

� ti) +> .c - c ..... � Q) Vl ..... 0 Cll A. M 0 ::3 Q> A. A A 1 2 5 10 20 30 40 50 60 70 80 90 95 9 8 99

A S rel 1 2 8 6 0

B Per Wth 12 6 30

c Per Fdm 12 3 l

D Belg 12 4 l

E WdTd 1 2 2 1 0

F Ne S 12 2 l

TOTAL (A- F ) 72 2 5 2

A Soc Sn 12 8 10

B Soc Sk 12 6 10

c As Td 12 6 5

D Fm Rel 12 3 1

E Sc Rel 12 6 20

F Com Rel 12 7 5

TOTAL (A- F ) 72 38 5

TOTAL ADJ . 144 6 3 5

Legend : + Fa l l of 1958

-J- Teacher' s Evaluation + March, 1959

SAMPLE PROFILE WITH I . Q . 81

47

� • c Jo. Cl> ct1 0 J-4 � 0 0 m () Q)

rn c-1 • ..-t

� (/) .µ � - c ..... c-1 Q) m ..-t () .. p. � 0 ::s Cl

1 2 5 10 20 30 99 p. p. J4

A s-rel 12 7 41,;

B Per Wth 1 2 1 2

c Per Fdrn 12

D Belg 12 12 90

E WdTd 12 12 9 5 ........

� .......... F Ne S 12 12 9 5 -- · ----

------ ------

TOTAL (A- F ) 7 2 6 6 9 0 I

A Soc Sn 1 2 1 0 40 / /

/ B Soc Sk 12 8 30 -T

As Td 12 10 50

-------�--

c

I D Fm Rel 1 2 12 80

Sc Rel 12 10 60 -----

E '

'

F Com Rel 12 1 0 40

\ TOTAL (A- F ) 72 6 0 50

TOTAL ADJ . 144 126 70

0 �Teacher ' s Evaluation

+ March, 1959

SAMPLE P�OFILE wITH I . Q . 103

4 8

.!Ir:: OJ � � Cl> � 0 � ,... () 0 ti) () Q,)

ti) ...... CD ..-i

..-4 '1) +> .0 - c '" ..-4 Q,) (I) ..-i () (I) p. S.. 0 :::1 <2> p. p. p.

l 2 5 10 20 JO 40 50 60 70 80 90 95 9 8 99 A S Rel 12 9 70

B Per Wt:h 12 10 80

c Per 1'"'dm 12 1 2 90

., u Belg 12 12 90

c., WdT<l 12 12 9 5

1'� Ne ti 12 12 9 5

lOTAL (A· F ) 7 2 6 9 9 8

A Soc Sn 12 10 40 -� -

n Soc Sk 12 1 0 70

c As Id 12 12 90

D Fm lel 12 12 80

---£ Sc Rel 1 2 12 9 5 �

F Gom Rel 1 2 1 0 40

rCiTAL (A·F )72 66 80

TGTAL ADJ . 144 134 90 Legend : .+ Fa l l 1958

� Teacher' s �valuation +March , 1959

SAMFLE PROF ILE: ;nrtt r . � . 149