Graduation from high school as predicted from the California psychological inventory

Abstract

1964) has recently published a textbook that could well serve as a tremendously practical handbook for the teacher, and help to make him much more efficient at his teaching task if he were to make daily use of the principles it enumerates. Yet, few teachers will probably ever read this little book because behavioristic psychology and humanistic education have little in common in the eyes of the teacher educator as well as the practicing teacher. It is hoped that the present discussion has helped to clarify the wastefulness and futility of perceiving such a cleavage, such a difference in purpose between behavioristic and humanistic philosophies. Such perceptions can prevail simply through a failure to distinguish between motivation and manipulation, and a failure to accept the reality of what is truly involved in the process of human interaction.Humanistic psychologies, such as phenomenology and self-theory, have defined for the teacher the nature of the organism's motivation, namely self-enhancement, and the conditions that are most likely to result in the greatest amount of learning: a warm, friendly, accepting atmosphere that gives each student an opportunity to invest himself into the learning situation. Behavioristic psychologies, such as operant conditioning, suggest many techniques whereby the teacher can control and manipulate the learner and the learning situation SO that the learner will perceive both the material being taught and the learning situation as being self-enhancing. Thus, humanism, behaviorism, the student, and the teacher can and should act as a well organized, cooperative, team that is playing the game for the common purpose of making the learning process as meaningful, useful, and successful as possible.REFERENCES BUGELSKI, B. R. The psychology of learning applied to teaching. New York:

Personality Psychology and Economics

“…However, GED recipients have noncognitive skills (personality traits) similar to high school dropouts. 183 Supporting the evidence from the GED program that personality plays an important role in explaining educational attainment in adolescence, several prospective studies have shown that facets of Conscientiousness (e.g., self-control, distractibility) and facets of Neuroticism (e.g., internal locus of control) predict successful graduation from high school (Bowman and Matthews [1960;Gough [1964;Hathaway, Reynolds and Monachesi [1969;Janosz, LeBlanc, Boulerice et al [1997;Kelly and Veldman [1964;Whisenton and Lorre [1970]). 184 Table 9 presents findings from three more recent studies examining the relationship between locus of control, a trait related to Emotional Stability, and high school graduation.…”

Personality Psychology and Economics

“…internal locus of control) predict successful graduation from high school (Bowman and Matthews [1960;Gough [1964;Hathaway, Reynolds and Monachesi [1969;Janosz, LeBlanc, Boulerice et al [1997;Kelly and Veldman [1964;Whisenton and Lorre [1970]). 181 Table 9 presents findings from three more recent studies examining the relationship between locus of control, a trait related to Emotional Stability, and high school graduation.…”

Longitudinal Evaluation of a Preparation Program for Mandatory Military Service

“…The 23 adjustment scale items in the CPI (Gough, 1966(Gough, , 1996(Gough, , 2000 assessed the extent to which the participant feels she is managing life well. Respondents indicated whether they agreed or disagreed with each item.…”