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The purpose of this study was to determine the relationship between the congruence of self and ideal-self utilizing a Q-sort and occupational choices made by potential four-year college students and potential junior college terminal students. To determine if there was a significant difference between the means of Q-sort scores for the groups, es were calculated. The chi-square test of significance between the groups in their selection of realistic occupational goals indicated that a significantly greater number of the four-year college groups selected realistic occupational goals, .01 level A greater number of subjects selected occupational goals above their aptitude level and in inappropriate occupational areas than the number of subjects who chose occupations below their aptitude level. [ABSTRACT FROM AUTHOR]

2 groups of 25 subjects each were measured with the Gordon Survey of later- personal Values (S.I.V.), the Rosenzweig Picture-Frustration Study (P-F Study), and an Ideal Student Description Q-Sort (ISS). 7 variables of the P-F Study and the 6 scales of the S.I.V. were tested for significance by the t-test. Chisquare and product-moment correlation were used to analyze I.S.D. differences. Counselors and teachers showed significant differences beyond the .05 level of confidence on 5 of the 15 personality variables measured. Conclusions are: Counselors ave (a) less conforming in behavior than teachers, (b) less ego-defensive than teachers, (c) more benevolent than teachers, and (d) focus on sources of frustration more often than Teachers. [ABSTRACT FROM AUTHOR]

The article presents a study which offers further consideration on the interest of gifted students, particularly the collegiate freshmen with education majors in the U.S. A combination of two freshman classes in a Midwestern state teachers college is implemented to have a population of almost 2,000. The classes comprise of highly-talented and less-talented students. A chi-square value of 0.321 was used to test the results of the study. The results indicate that gifted students possess a greater range of interests than the less-gifted.