Branca & Podolnick, 1961) have revealed the role of anxiety in relation to conditioning, performance under stress and in social learning situations. It is generally conceded that in mild anxiety, performance may be improved by increasing the alertness and motivation of the subject (Shaffer & Shoben, 1956, Patterson, 1958. Large amounts of anxiety simply lead to or strengthen egodefensive responses (Weiner, 1959;Sinha & Singh, 1959;Mandler & Sarason, 1952).The Manifest Anxiety Scale (MAS) developed by Taylor (1953) and the Anxiety Index (AI) developed by Welsh (1952) have been used to measure level of anxiety. Both have been developed from the MMPI. Welsh found that his Anxiety Index was useful in predicting improvement in therapy for several groups. Parker (1961) tentatively concluded that the AI might be of practical importance in determining which persons would be judged by the counselor as being highly motivated or less motivated for counseling.
A computer-based interpretation of the MMPI and the CPI which simulates decisionmaking by a psychologist is described. The program is operational and distinguishes between the recipient groups as well as the personalogical dimensions of the test taker.Outlines of two major routines are given.
Four groups of students were selected on the basis of EPPS need for achievement scores and their grade point averages (GPA). The group included these combinations: high need/high achievement; (b) high need/low achievement; (c) low need/high achievement; and (d) low need/low achievement. Each group was compared with every other group on the EPPS scales and on ACT scores by t‐test. Significant differences were found that form patterns differentiating among the various groups, especially between high‐ and low‐need groups and between high and low achievers within the low‐need group. These differences were on scales of abasement, affiliation, autonomy, deference, intraception, and nurturance.
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