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This study compared gender trends for self‐reported work values of 384 nontraditional college students in 1982 and 335 different nontraditional college students in 1992. Results measured by D. Nevill and D. E. Super's (1989) Values Scale indicated that female values preferences moved toward Altruism and Variety and away from Autonomy and Advancement. Male values preferences remained relatively constant, except for a significant drop in Aesthetics. The most important finding was that there were many more similarities than differences in men's and women's values preferences for both 1982 and 1992. The top 3 rankings for both years were identical: Economic Security, Achievement, and Ability Utilization.

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This study investigated construct validity for a “nonverbal” measure of self-esteem, the Sliding Person Test (SPERT). Seven personality measures and an intelligence test were administered to 202 college students. A test-retest reliability coefficient of .82 was obtained ( N = 45). Correlations between scores on SPERT and social desirability, anxiety, and IQ indicated sufficiently low overlap with these variables. Minimal evidence of convergent and discriminant validity was established. Linear and curvilinear relationships between scores for SPERT and social and emotional adjustment, respectively, were contrary to expectations but similar to those of previous studies. Expected differences between students high and low in self-acceptance with large SPERT discrepancies support other literature which suggests that large self-ideal discrepancies are associated with better adjustment and lower anxiety for highly self-accepting people.

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The latter can be the case with a &dquo;you-message.&dquo; For example, &dquo;I can't help anyone when you are crowding around. You are being rude and inconsiderate. Now sit down, pleasel&dquo;Certainly a &dquo;you-message&dquo; may get immediate results, but the behavioral change often is temporary. Student reaction sometimes is resistance, resentful compliance, or defensive behavior.Generally, students will not choose to change behavior unless they know what effect it is having on the teacher. Before they can even begin to make that choice, they must know precisely what behavior is unacceptable. An &dquo;I-message&dquo; focuses on needs of the teacher rather than on the shortcomings of the students. It thus gives students an opportunity to decide to respond by changing their behavior. Appropriate use of &dquo;I-messages&dquo; helps to communicate that the teacher is a human being with legitimate needs and feelings. It encourages students to be responsible for their behavior. And, over time, it contributes to mutual trust and respect between student and teacher. Student ProblemsWhen students indicate, verbally or by their actions, that they have a problem, the teacher must listen attentively. Care must be taken not to ridicule, to moralize, judge, or start offering solutions.Active listening is a skill which takes concerted effort to develop and focused energy to apply. What children feel and what they say often are far different. The teacher must first listen for feelings and try to reflect back to the student that those feelings are really being heard.Notice how the teacher &dquo;actively listens&dquo; for real feelings in the following example:Pete: