This study compared the WISC-R and PPVT scorm for a grou of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. $earson product momenta (r) and correlated t values were em loyed in the analysis of data. The evidence from the present study indicatefthat for this sample of mildly retarded children and youth, the PPVT I& score is si ificantly higher than the Full Scale I& from the WISC-R. The current fintifngs indicate that the same general pattern exists for the WISC-R and PPVT as for the WISC and PPVT scores.
The Survey of Reading Attitudes was administered to 84 normal and 116 disabled readers from the intermediate grades, and a discriminate function analysis was performed on their scores for the eight dimensions of reading attitudes measured by the Survey. The findings indicate that Expressed Reading Difficulty, Reading as Enjoyment, and Reading Group are the three variables that discriminate between these two groups. In comparison with normal readers, disabled readers are more likely to feel negatively about their reading group, less likely to see themselves as pursuing reading for its intrinsic value, and more likely to perceive of themselves as having difficulty with reading. However, the extent to which these findings can be generalized beyond the present sample of white Appalachian students must be established through future research.
and Ware in 1974 provided data on college-age adults which suggested that Ratter's locus of control paradigm might be becter represented as a multidimensional construct. Using a varimax rotation, Reid and Ware reported a three-f-cror solution was parsimonious and tended to support a multidimensional model. The three factors were labeled Self-control. Social Systems Control, and Fatalism. In light of Super's 1983 view that the first stage of planning a career includes a component of autonomy or locus of control, Reid and Ware's multidimensional scale might prove useful for older adults undergoing transiiion in their careers. Since Reid and Ware's college undergraduates representcd those in early career development. the present smdy was conducted with older adult individuals contemplating changes in career to determine the efficacy of the three-factor solution. Only two items did not coincide with Reid and Ware's factor strucrure. lmplications for the application of a multidimensional 1o:us of control scale to career-planning were discussed.One of the far-reaching effects of advanced technology upon individuals is the increased likelihood of changing career-patterns. The rise and fall of entire industries in the xatter of a single decade (Naisbitt, 1982; Toffler, 1980) is likely to engender concomitant multiple occupational changes on the part of workers. Brown and Prichard (1983) stated that people will need to make multiple career-chanses in response to the transition from an industrial to an information-based economy. Such transitions suggesc an increasing need to delineate more fully the adult career maturity process.Recently Super (1983) has suggested a five-stage model for assessing career maturity (planfulness, exploration, information, decision making, and reality orientation). The r'irsc component of Stage 1 he labeled "autonomy". Super stated "planning cac take place only if people believe that they have some control over their carcers. Often called locus of control, it has been the subject of many studies of personality but has only recently been taken into account in career development theory and research" (p. 557).Following from his sccial learning constructs, Rotter (1966Rotter ( , 1971) developed a 29-item, forced-choice instrument to assess the extent to which individuals believe chey are in conrrol of their own reinforcers, termed "locus 'Requests for reprints should br sent to
This study investigated the reliability of the Quick Test Forms 1 and 3 for children and youth who exhibited learning problems; 40 subjects (28 males and 12 females) from rural mountain areas of North Carolina and Tennessee. Pearson's product-moment correlations were computed for raw scores and estimated IQs. Alternative-form reliability as determined by rs was .91 ( P < .01), with a correlation of .76 ( p < .01) between forms. Higher correlations were found for older children (.88) than for younger children (.68). Implications for testing rural children with the Quick Test are discussed.
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