Teacher Education, Educational Leadership & Policy ETDs

Publication Date

7-20-1972

Abstract

The purpose of this study was to investigate dimensions of self-concept and values of Spanish-American male college students. The population consisted of male students with Spanish-American surnames enrolled in the College of Arts and Sciences, and in the Bachelor of University Studies Program, at the University of New Mexico. The instruments used to conduct the investigation were the Tennessee Self Concept Scale, the Allport-Vernon-Lindzey Study of Values, and a questionnaire prepared by the researcher. It was imperative to use volunteers in this study because or the use of the Tennessee Self Concept Scale and the Allport­Vernon-Lindzey Study of Values. Professional considerations do not allow the use of these instruments without the willingness of the subjects’ participation. This population consisted of 40 persons from the College of Arts and Sciences, and 23 persons enrolled in the Bachelor of University Studies Program at the University of New Mexico. In addition to College, subjects were divided into socioeconomic class (SES) and into rural and urban residence. The variables in the study revolved around these three foci. In the analysis of the data, the resulting protocols were compared with the national norms, in addition to comparing the subjects on the dimensions mentioned. The data was also examined in terms of developing a regression equation, which, when and if significant, could be useful for predictive purposes. The results or the regression procedure discovered that there was predictive value, to the .01 level of confidence, using all scores on the Allport and 19 scores on the Tennessee, to predict the grade point average of subjects. The .10 level of confidence was reached, with the use of 19 scores on the Tennessee alone, to predict grade point average. The results of testing the null hypotheses of the experiment were mixed. The major findings of the study were:

1. The Self Criticism and True False Ratio Scores on the Tennessee Self Concept Scale were significantly higher for the Urban than the Rural subjects.

2. The Self Criticism and Personality Integration Scores of the Tennessee Self Concept Scale were significantly higher for Bachelor of University Studies Urban subjects than for BUS Rural subjects.

3. The True False Ratio of the Tennessee Self Concept Scale was significantly greater for the Urban Arts and Sciences subjects than for the Rural A&S sample.

4. There was a significant difference found in the Social Value Scale of the Allport between Rural and Urban subjects.

5. Urban A&S subjects were significantly higher on the Theoretical Scale of the Allport than were Rural A&S subjects.

6. Significant differences between the norms of the Tennessee Self Concept Scale and all or part of this sample were found in the Self Criticism Net Conflict, Identity, Self Satisfaction, Personal Self, Total Variability, Column and Row Variability, 5, 4, Defensive Positive Psychosis, Personality Integration and Time Scale Scores.

7. Significant differences between the norms of the Allport and all or part of this sample were found on the Economic, Aesthetic, Social, Political and Religious Value Scale Scores.

8. Value orientation, according to socioeconomic class, and self-concept, according to socioeconomic class, did not appear to be significantly different.

9. This study should be replicated using a larger N, with more care taken to insure adequate representation for each variable under consideration.

10. Regression equations for the prediction of grade point average using the scores on the Tennessee and the Allport were generated.

Document Type

Dissertation

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Gordon Alvin Zick

Second Committee Member

David Lawrence Bachelor

Third Committee Member

Marion Jacob Heisey

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