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Testing of Hypotheses Content Analysis CHAPTER 4. RESULTS Reliability Testing of Hypotheses 81 Summary of Testing of Hypotheses Content Analysis 102 CHAPTER 5. DISCUSSION AND CONCLUSIONS Comparison of younger adolescents' (17-19 years old; n = 238) and older adolescents' (22-24 years old; n = 62) scores on the Fortune (1965) scale and the Johnson et al. (1981) police scale 96 Correlation coefficients between delinquent youths' scores on Rosenberg's (1965) scale, Fortune's (1965) scale, and Johnson et al.'s (1981) police scale; n = 56 97 Correlation coefficient between nondelinquent youths' scores on Rosenberg's (1965) scale. Fortune's (1965) scale, and Johnson et al.'s (1981) police scale; n = 48 98 Comparison of black youths' and Caucasian youths' scores on the Fortune (1965) scale and the Johnson et al. (1981) police scale 103 vii ACKNOWLEDGEMENTS The completion of this dissertation, seven years in the making, marks the end of a very long personal journey for me which began with the start of my doctoral studies in August of 1981. There were numerous times I did not believe I would ever accomplish this goal. The one person who never doubted for a moment that I would is my husband, Richard Weis. How he kept the faith and encouraged me along for all those years is something I will never fully understand or be able to explain. To him I owe special gratitude and love. I would also like to acknowledge my daughter, Kristin Weis, who at the tender age of five has taught me so much about what is really important in life. Many other individuals also played significant parts in my completing this dissertation: A very warm thank you goes to Dr. Martin G. Miller as my dissertation chairperson. He not only went beyond the call of duty when he collected data for me at Iowa State University, but he was also able to find that delicate balance between giving advice and forcing me to think and do on my own. It is no surprise to me that he has taken up coaching. Members of my committee also provided valuable comments and helpful suggestions. A hearty thanks to Drs. Ronald Simons, Willis Goudy, Brent Bruton, and Norman Scott. viii Several people at Grand Valley State University assisted me in this project. My thanks to Dr. John Gracki, Associate Vice President for Academic Affairs, for granting me the approval to collect data; Karen Burchard, Computing Education Consultant, for her statistical and computer assistance; and Drs. Frances McCrea and Jean Blanchard for allowing me to solicit volunteers from their classes. I would like to thank the Human Subjects Review Committee at Iowa State University for granting me approval to collect data. My thanks to Dorothy Barnes for her accuracy and speed in typing this dissertation. Finally, thanks go to all of the students at Iowa State University and Grand Valley State University who participated in this research.
Testing of Hypotheses Content Analysis CHAPTER 4. RESULTS Reliability Testing of Hypotheses 81 Summary of Testing of Hypotheses Content Analysis 102 CHAPTER 5. DISCUSSION AND CONCLUSIONS Comparison of younger adolescents' (17-19 years old; n = 238) and older adolescents' (22-24 years old; n = 62) scores on the Fortune (1965) scale and the Johnson et al. (1981) police scale 96 Correlation coefficients between delinquent youths' scores on Rosenberg's (1965) scale, Fortune's (1965) scale, and Johnson et al.'s (1981) police scale; n = 56 97 Correlation coefficient between nondelinquent youths' scores on Rosenberg's (1965) scale. Fortune's (1965) scale, and Johnson et al.'s (1981) police scale; n = 48 98 Comparison of black youths' and Caucasian youths' scores on the Fortune (1965) scale and the Johnson et al. (1981) police scale 103 vii ACKNOWLEDGEMENTS The completion of this dissertation, seven years in the making, marks the end of a very long personal journey for me which began with the start of my doctoral studies in August of 1981. There were numerous times I did not believe I would ever accomplish this goal. The one person who never doubted for a moment that I would is my husband, Richard Weis. How he kept the faith and encouraged me along for all those years is something I will never fully understand or be able to explain. To him I owe special gratitude and love. I would also like to acknowledge my daughter, Kristin Weis, who at the tender age of five has taught me so much about what is really important in life. Many other individuals also played significant parts in my completing this dissertation: A very warm thank you goes to Dr. Martin G. Miller as my dissertation chairperson. He not only went beyond the call of duty when he collected data for me at Iowa State University, but he was also able to find that delicate balance between giving advice and forcing me to think and do on my own. It is no surprise to me that he has taken up coaching. Members of my committee also provided valuable comments and helpful suggestions. A hearty thanks to Drs. Ronald Simons, Willis Goudy, Brent Bruton, and Norman Scott. viii Several people at Grand Valley State University assisted me in this project. My thanks to Dr. John Gracki, Associate Vice President for Academic Affairs, for granting me the approval to collect data; Karen Burchard, Computing Education Consultant, for her statistical and computer assistance; and Drs. Frances McCrea and Jean Blanchard for allowing me to solicit volunteers from their classes. I would like to thank the Human Subjects Review Committee at Iowa State University for granting me approval to collect data. My thanks to Dorothy Barnes for her accuracy and speed in typing this dissertation. Finally, thanks go to all of the students at Iowa State University and Grand Valley State University who participated in this research.
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