Personality and motivational factors in responses to an environmental description scale.

Marks, Edmond

doi:10.1037/h0020053

Cited by 10 publications

(3 citation statements)

References 11 publications

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“…In addition, Choo 12 has shown that student responses to the items in the HSCI appear to be in- fluenced by a number of item characteristics, especially the objectivity of these items. These conclusions are essentially the same as those reached by McFee 13 and Marks 14 . In research, the HSCI has generally been used more as a measure of the overall environment of a school than as a measure of the individual student's perception of the school environment.…”

Section: Discussionsupporting

confidence: 85%

Factors Related to Student Perceptions of the High School Environment

Fong

1976

Journal of Educational Administration

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The study investigates the relationship of intelligence, sex, and selected “home background” variables to student perceptions of the high school environment. In addition it also investigates the independence of the Activities Index (AI) and the High School Characteristics Index (HSCI) which are parallel instruments based on Murray's need press theory. There are two major conclusions arising from the findings of this study. Firstly, student perceptions of the school environment are influenced by a number of variables, namely, sex, intelligence, educational aspiration, mother's occupation, and personality. This influence, however, is not strong enough to affect seriously the normal use of the HSCI as a measure of the global or overall environment of the high school. But evidence points to the need for further investigation of individual differences in perceptions of the school environment. Secondly, the study shows that the parallel instruments are “factorially” independent of each other. This means that students' perceptions of the school environment are largely independent of their personality.

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Section: Discussionsupporting

confidence: 85%

Factors Related to Student Perceptions of the High School Environment

Fong

1976

Journal of Educational Administration

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“…Similarly, beginning with Fitt (1956), a number of the studies cited above revealed that girls' attitudes toward school 142 are more favorable than those of boys. Marks (1968) noted that perception is a function of personality and maintained that perceptions of classroom environments describe students rather than the environment. However, Walberg and Anderson (1972) showed that in eight subject-matter areas, perceptions of classroom environments obtained from a sample of class members predict achievement (adjusted for IQ) of students in the same classes who did not respond to the environment scales.…”

mentioning

confidence: 99%

Grade level, cognition, and affect: A cross-section of classroom perceptions.

Walberg¹,

House²,

Steele³

1973

Journal of Educational Psychology

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Students in Grades 6 through 12 rated the emphasis given to 23 cognitive and affective processes in 121 classrooms. Multivariate regression of mean class perceptions revealed significant linear and quadratic effects of grade level independent of class size, subject matter, giftedness designation, and their interactions. Moreover, grade level accounted for more unique variance than any of the other predictors. The pattern of significant criteria suggests a decreasing emphasis on higher level cognitive processes, involvement, and independence from Grades 6 through 10 and an increasing emphasis on a lower level cognitive processes such as memorization.

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“…Assuming that it is worthwhile to conceptualize the college environment in terms of a mediational process involving individual perceptions, it becomes relevant to ask whether separate perceptual spaces for individuals having different viewpoints about the same environmental input can be established. A study by Marks (1968) demonstrating substantial relationships between the perceptual responses of freshmen students to their college environment and selected personality measures taken on these students suggests that such consistent individual viewpoints may exist. The present study was designed to determine the varieties or types of consistent individual perceptions that naive subjects, that is, college freshmen, have of their college environment, as well as to characterize the structure of each of these perceptual-judgmental spaces.…”

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confidence: 99%

Individual differences in perceptions of the college environment.

Marks¹

1970

Journal of Educational Psychology

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To determine and examine the effects on environmental assessment techniques of different but consistent individual viewpoints about the stimulus structure of the college environment, the responses of two samples of college freshmen to 21 carefully selected and representative items were analyzed by means of the Tucker-Messick individual differences model. One sample's responses were given with respect to the "actual" college environment, while the other sample rated the "idealized" college. Results indicated that a sizeable portion of the variances and covariances of judgments on the actual environment could be accounted for by three interpretable perceptual spaces and one noninterpretable perceptual space. These spaces were sufficiently different from the two viewpoint structures for judgments on the "idealized" college to suggest that "cognitive mappings" for the actual environment are not functionally determined by generalized impressions. The results were discussed in terms of appropriate methods for analyzing variance-covariance structures for environmental perceptual responses, and the use of cue utilization and stimulus sampling models.

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Personality and motivational factors in responses to an environmental description scale.

Cited by 10 publications

References 11 publications

Factors Related to Student Perceptions of the High School Environment

Factors Related to Student Perceptions of the High School Environment

Grade level, cognition, and affect: A cross-section of classroom perceptions.

Individual differences in perceptions of the college environment.

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