Student Perceptions of the Environment in Guidance and Non‐Guidance Schools

Abstract

This study attempted to discern differences in student perceptions of the environment in North Dakota Schools with guidance programs and similar schools without guidance programs. The 30 scales of Stern's High School Characteristics Index describing attitudes and impressions of students was used to detect differences. Each scale was analyzed for statistical significance by analysis of variance. Students in guidance schools scored significantly higher on adaptability, aggression, change, counteraction, dominance, scientism, sexuality, and succorance scales. Non‐guidance school students scored significantly higher on affiliation, deference, and humanism scales. A description of the two groups using the scale definitions is included in this study.

Counseling Research, Theory and Practice--1965.

“…Collins (1965) differentiates the junior college and its population and their perceptions from the fouryear college setting and finds little utility for the traditional clinical role in the junior college setting, discerning, instead, the need for principal emphasis upon educational, vocational and value analysis. Kasper, Munger and Myers (1965) find significant differences in the students' perceptions of the environment in guidance and nonguidance schools with the students in guidance schools measuring significantly higher on adaptability, aggressiveness, change, counteraction, dominance, scientism, sexuality and succorance and the students of non-guidance scoring higher on affiliation, deference and humanism. Of course, the very presence of a guidance program reflects an enlightened school system.…”