This research investigated rural high school students' perceptions of two major secondary school role models' (teachers and popular peers) solutions to five ontological and axiological problem spheres. The Values Orientation Questionnaire (VOQ), an operationalization of F. Kluckhohn's theory of intracultural value variation, was completed each of three times during three months: initially for the self and then according to the way the respondent felt the models would respond. Achievement. an index of successfulschool encounters, was entered as the between-personsfactor in a multivariate-model repeatedmeasures ANCOVA. Generally, the students belieue that teachers and popular peers endorse that set of values that forms the foundation of progressive counseling and educational philosophies and practices and is, to a large extent, our middle-class system. Students perceive teachers as overendorsing (relative to self) those ontological choices that form the valuational basis of authoritarian counseling and educational theories. These seemingly contradictory teachers' attributions are discussed in terms of the teachers' roles and of institutional demands that often force teachers to model behauiors that neither they nor society deems desirable.
This study was undertaken to examine the independent influences of conative development (the Maslow needs hierarchy) upon behavioral aspects of prosocial orientations. It provides a behavioral demonstration of conative effects in a helping paradigm, among college-age men. A comparison of the conative data across the ages of 15-22 provided a cross-sectional view of conative development itself. Conative maturity was found to be predictive of greater helping among college-age men. Situational demands were demonstrated which tended to mask, but not override, these predispositional influences on helping. The cross-sectional data on conative development point to probable movement to early esteem concerns among high school men who have reached the conative level of love and belonging. On the other hand, the stability across the years of 15-22 of proportion of safety concerns suggests fixation of such concerns in those exhibiting them in high school. Results are discussed in terms of conative growth for development of prosocial orientations.
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