Within-university transfer: Its relation to personality characteristics.

Elton, Charles F.; Rose, Harriett A.

doi:10.1037/h0024030

Cited by 10 publications

(8 citation statements)

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“…More important, though, they suggest a valuable method for an investigation of the di- mensions involved in change. The factor structure of freshman OPI scores (Elton & Rose, 1966) is markedly different from the data presented in Table 1. Furthermore, although it would have to be assumed from Plant's (1965) data that change occurs irrespective of the number of semesters completed, it does not have to be assumed that the dimensions of change are similar for each year or semester of college completed.…”

Section: Discussioncontrasting

confidence: 78%

The face of change.

Elton¹,

Rose²

1968

Journal of Counseling Psychology

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Base-free change scores were computed for a population of 40 males and 36 females who had completed the Omnibus Personality Inventory as freshmen and seniors. A factor analysis of these scores showed 6 dimensions of personality change in the direction of fulfillment of humanistic educational goals. No differences in change were found between engineers and nonengineers, suggesting that the effects of curricular differences may be minimal.

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Section: Discussioncontrasting

confidence: 78%

The face of change.

Elton¹,

Rose²

1968

Journal of Counseling Psychology

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“…These findings were interpreted to support the idea that different behaviors are rewarded in different curricula. Elton and Rose (1966) used discriminant function analysis to compare female freshman students who transfer from Arts and Science to other fields of study (Home Economics, Commerce, Education). The groups were compared on five personality scales of the Omnibus Personality Inventory (OPI) as well as a composite of the American College Test (ACT).…”

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confidence: 99%

Discriminant Analysis of Study Strategies Connected With College Grade Success in Different Major Fields

Goldman

Warren

1973

J Educational Measurement

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A study techniques questionnaire was administered to 538 students enrolled in upper division college classes. Multivariate analysis of variance was employed to compare the centroids of questionnaire responses of students in four major fields who had above and below average grades. There were significant differences in group centroids for the comparison between major fields and between grade levels. There was no significant interaction. The major differences between students with above and below average grades appeared to be reflected in “clerical diligence” and cognitive “activity.” Successful students were not only more diligent in their study habits, but also more likely to transform actively scholastic information. For the comparison of major field groups, two discriminant functions were significant. One function seemed to reflect mathematical‐logical thinking while the other reflected “applied‐subjective” thinking. The major field groups formed a science‐nonscience continuum on the first function but not on the second.

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“…May, 1967 911 PROCEDURE The Omnibus Personality Inventory (OPI) is routinely administered to all entering freshmen at the University of Kentucky. A factor analysis of the original 16 scales of the OPI, details of which are available in Elton and Rose (1966), produced the following five factors: (1) Tolerance and Autonomy, (2) Suppression-Repression, (3) Masculine Role, (4) Scholarly Orientation, and (5) Social Introversion.…”

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confidence: 99%