The California Psychological Inventory and certain social and personal factors.

Liddle, Gordon P.

doi:10.1037/h0046982

Cited by 13 publications

(2 citation statements)

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“…Several studies have, in fact, provided encouraging evidence on the utility of the inventory in this kind of inquiry. One of the first was by Liddle (1958) who found correlations of .54 (130 males) and .48 (143 females) between total elevation of the CPI profile and ratings of leadership in a sample of tenth-grade students. With socioeconomic status partialed out, the coefficients were still significant: .43 for males and .45 for females.…”

Section: Studies With the California Psychological Inventorymentioning

confidence: 99%

A leadership index on the California Psychological Inventory.

Gough¹

1969

Journal of Counseling Psychology

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Identification of variables related to leadership in general may be distinguished from predicting leadership in defined situations. Variables of general relevance may be only modestly valid in specific contexts. An attempt was made to develop a generally valid leadership index on the California Psychological Inventory. 179 nominated high school leaders were contrasted with 2,411 other students; the resulting index included dominance, self-acceptance, well-being, and achievement via independence weighted positively and good impression weighted negatively. A correlation ratio of +34 was obtained in cross-validation on 164 college students, and norms were presented for 1,371 high school students. Conceptual analysis showed the index to be diagnostic of dominance, self-confidence, and aggressiveness at one pole, and of caution, patience, and submissiveness at the other.

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Section: Studies With the California Psychological Inventorymentioning

confidence: 99%

A leadership index on the California Psychological Inventory.

Gough¹

1969

Journal of Counseling Psychology

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“…In each of their short books, the authors stressed emotional problems that center around sex and the struggle to fulfill needs for status and recognition. Liddle (55) found that the self-reports of adolescents on the California Psychological Inventory agreed with ratings of their psychological adjustment by their peers and teachers.…”

Section: Social and Emotional Adjustmentmentioning

confidence: 85%

Chapter II: The Adolescent: His Characteristics and Development

Hunt¹

1960

Review of Educational Research

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An excellent digest and appraisal of growth studies appearing during the five-year period 1950-55 was made by Krogman (50). The data from the 222 references, almost all of which reflected the cross-sectional approach, were organized around the main topics of height-weight studies, general bodily growth, body build and composition, bone growth and ossification, circumpubertal growth, and the role of diet and other physiological factors.Utilizing data obtained from the measurement of 6535 boys and girls from four Texas cities, Whitacre and Grimes (93) reported that means of the 11 measures made at one time on each subject showed, for all ages combined, and for each year of age separately, that the children from the two southern cities were larger on every measurement than those from the two northern cities. Since several expected influences (for example, differences in food consumption and in socioeconomic level) were seemingly ruled out, the authors proposed that climatic variations between the two cities be considered as possible reasons for the growth differences.Data from the California Adolescent Growth Study revealed marked individual and intra-individual differences in gross physical growth (8, 88) and in physiological development and changes (24, 57). McKee and Eichorn (57) found that correlations between rate of growth in height and weight and various basal metabolism rates were not sufficiently high to suggest a "general growth rhythm." Zuk (97) reported stable and consistent somatotype ratings on 152 subjects evaluated at ages 12, 17, and 33, growth in individual com-13 REVIEW OF EDUCATIONAL RESEARCH Vol. XXX,No. 1 ponents being somewhat more stable in females than in males. A gradual change in physique toward mesomorphy was noted for males and toward endomorphy for females. In a comparison of 28 obese and 28 nonobese girls from the upper high-school grades, Johnson, Burke, and Mayer (46) discovered that the caloric intake of obese girls was significantly less than that for nonobese girls and concluded that inactivity was apparently more important than overeating in contributing to obesity.Greulich (31) compared the physical development of a large number of American-born and native Japanese children. The former were taller, heavier, more advanced skeletally, and, during the prepubertal period, distinctly longer-legged than children in Japan. Henton (38) reported no significant differences in mean ages of first menstruation between a sample of white and Negro girls in a southern city.

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Differences between over-achieving, normal achieving, and under-achieving high school students

Gawronski

Mathis²

1965

Psychol. Schs.

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The phenomenon of over-achievement and under-achievement among school populations and the probable correlates of these two achievement patterns has been the subject of a number of studies reported in the literature (Altus). The study reported here was designed to determine what differences, if any, exist between high school seniors classified as overachievers, normal achievers, and under-achievers on the basis of a relationship between I& scores and grade point average, and measures of their attitudes toward study, certain personality traits, and problems which they manifest. PROCEDUREA sample of 475 seniors in two urban Indiana high schools were used as subjects. For the total sample of 475 an IQ score was obtained from performance on the Otis Qriick Scoring Mental Abilities Test (Gamma Test, Form C). In addition, a grade point. :wer:tge representing grades earned in three years of high school study in the four course :ire:ts of Eiiglish, Srienre, hfathematirs, and Social Science was computed for each student. After the selection of the three su1)s:tmples (over-achievers, normal achievers, arid under-achievers), these three groups were given the 13rown-Holtzm:in Survey of Study Habits :tiid Attitudes, the C:tlifornia I'sy(:liological Iuventory, sncl the High Scliool Form of the Mooney Problem Check List.The three groups of under-:toliievers, over-:iehievcrs, and normal achievers were selected by first constructing a so:tttergr:im h u e d on the ()tis IQ and the collootive grade point :kver:iges for :dl 475 senior students. Grade point average was c:omprit,cd by :issigning :I weight of 100 to "A," 75 to "B," 50 to "C," 25 to "I)," and 0 to "F." The mc:m IQ for the tot:d s:iml)lc w:ts 99.2 with a standard deviation of 12.1. The mean grade point average for the tiiree year sequciiw of hhglish, Mathematirs, Science, and Socitil Science was 49.8 with a stantlard devi:tt,ioii of 17.4. On t,he h s i s of these means, the scattergram was divided into four sertioiis. Although, on inspection, the sc::it.tergr:tm indicated a positive correlation, patterns of atypical groupings were identified. Oiie group w:m 1:il)eled underachieving on the b:isis of grade point averages I d o w the mean for t,he t,ot:il s:tmplc with IQ scores above the total s:tmple mean for IQ. Another group w:is identified by inspection arid I:il)elcd overachieving on the basis of grade point averages above the mean and IQ below the mcaii. The iiormsl achieving group was made up of students whose I& and grade point aver:ige most nearly conformed to the regression line indicating high positive A ratio of mean grade point average to mean IQ was calciil:tted for each subject in the three groups. The differences betw-een all groups compared on the basis of these ratios were significant at the .01 level of confidence.From the method described :Lbove, 18 over-aohievers, 27 normal achievers, and 25 under-achievers were identified. Responses on the 13rowwHoltzman Survey of Study H:d)it.s, the C:ilifornia Psychological Invent,or,v, arid thc Mooney Problem Check L...

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The California Psychological Inventory and certain social and personal factors.

Cited by 13 publications

References 1 publication

A leadership index on the California Psychological Inventory.

A leadership index on the California Psychological Inventory.

Chapter II: The Adolescent: His Characteristics and Development

Differences between over-achieving, normal achieving, and under-achieving high school students

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