f" I 'HREE hundred fifty-nine students were classified into I three groups on the basis of their scores on the Thurstone psyehoneurotie inventory-a well-adjusted group (N = 90) with inventory scores from 0 to 29, an average adjustment group (N = 115) with scores from 30 to 59, and a poorly-adjusted group (N = 154) with scores of 60 and above. Each group was asked to check three personal history questionnaires dealing with (1) familial relationships (62 items); (2) school, play, and subjective experience during the grade school period (67 items); and (3) the same experiences during the highschool period (67 items). Attempts were made to avoid common errors found associated with the questionnaire technique, by acquainting the student with them. In order to separate the students' opinions of desirable factors from the factors actually influencing his life, he was asked to check both. Only the latter are presented here. The percentages of students checking each item present in their histories were calculated for eaeh group. Critical ratios were computed for the differences between the extreme groups for all items on the three questionnaires. The items which significantly differentiated the two extreme groups with respect to adjustment were classified. The most significant of these are presented in Tables I, II and III. The data in these tables and the less significant but persistent trends in the other items of the questionnaire point i This study is a part of a larger program of research on concomitants of adjustment and maladjustment in college students. See: McKinney,
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