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The departure of large numbers of students from college before degree completion can have far reaching consequences for the institution, the students, and ultimately, for society. The retention rate of black and other minority students enrolled in predominantly white institutions is significantly lower than it is for majority race students. Further, many of the students who depart do so within the first year of attendance. Colleges have responded with a variety of measures designed to retain their students and to assist them towards degree completion. The purpose of this study was to get a better understanding of how students who transitioned into a predominantly white, suburban, community college perceived the transition process from high school; i.e., what and/or who facilitated or impeded their transition into college and in what ways. Five female minority students (four black and one Hispanic student) who had transitioned into the college via a Summer Transition Program (STP) and had persisted at the college participated in the study. A loosely structured interview format was used to gather data from the students regarding their transition experiences. The interviews were transcribed into the Ethnograph format, coded, and analyzed, using the basic premises of Glaser and Strauss' (1967) grounded theory approach. Additionally, five other informants were interviewed or observed for the study. They were either named directly by the students as having an impact on their transition experience, or the informants' positions in the educational system placed them in contact with transitioning students. The informants included a parent of one of the students, a professor who taught the students in the STP, two high school counselors, and a high school teacher. The analysis of their data added depth and knowledge to the investigation. Using data from the students and the informants, the findings: (a) indicated that the high school-to-college transition process is a highly individualized one involving many complex relationships and interactions; (b) helped the researcher to identify people, processes, and roles that affected the transition process; (c) assisted the researcher in seeing how a mechanism (STP) set up to aid in the students' transition was perceived by the students, and (d) affirmed that the students' desire and decision to enroll and stay in college were the major factors in their persistence. Ed. D.

This study addressed the prevention of reading problems by examining the predictive validity of the Developmental Indicators of Assessment and Learning-Revised (DIAL-R), the Gesell School Readiness Test, and the Preschool Screening Battery. The effects of entry-level developmental abilities on reading performance were also studied. Subjects were sixth grade students from five school systems in North Carolina. School system selection was based on the type of screening test used in 1988, and availability of data. Data were collected through student record reviews. Predictive discriminant analyses were computed to assess the accuracy of the screening batteries in predicting reading group membership at the third and fifth grade levels. Classification accuracy was determined by comparing hit ratios from the classification matrices with proportional chance criterion. Standard normal statistics and Press's Q statistics were computed to determine if the hit rates were better than those expected by chance. Early determinants were identified through interpretation of the discriminant functions. Significant differences between correctly and incorrectly classified students were identified through t-tests comparing means scores of both groups. Several implications were derived from the study. First, the magnitude of the discriminatory power of the DIALR and Preschool Screening Battery to predict reading group membership at the third and fifth grades was sufficient to recommend their continued use in preschool screening. The Gesell School Readiness Test was better than chance on only three out of twelve criteria, however, and is not recommended as a predictor of reading achievement. Discriminant analyses resulted in the identification of three early determinants, conceptual development, biological development (fine motor and perceptual skills), and language comprehension. Expressive language emerged as the most important language subskill studied and auditory memory was the most important perceptual skill. The multiple cause theory of reading acquisition was Supported by these results. Visual motor skills were more influential in the early stages of word analysis, and language and conceptual development were more influential in predicting comprehension skills. Intra-test variation in predictor variables appeared to be the most important contributor to inaccurate classification. Other factors were individual subject characteristics such as behavior problems or chronic illness. Ph. D.

The purpose of this study was to determine the long-term effect of participation in secondary vocational education and Co-operative Education for non-college attending high school graduates in general, and selected ethnic minorities and females specifically. Minority individuals represented in the study were African-American and Hispanic-American high school graduates from the 1980 sophomore cohort of the High School and Beyond, Fourth Follow-up. While previous research has purported to show that secondary vocational education has short-term economic benefit for non-college attending youth, these benefits have been mixed and/or nonexistent for minority youth. Few studies have examined the long-term benefit of participation in vocational education during high school. Path analysis was used to examine the long-term direct and indirect effects of secondary vocational education on the post secondary labor market experiences of non-college attending females and selected minorities. A causal model was devised to determine the influence of taking vocational education courses and participation in Co-op during high school on length of employment and annual income for young people entering the labor force with only a high school diploma. For non-college attending youth, these analyses found no long-term effect on their post graduation labor market experiences as a result of taking secondary vocational education courses and/or participating in Co-op during high school. Ed. D.

The purpose of this study was to compare the dimensions of personal development of black male high school student athletes with black male high school student nonathletes to determine the relationship between participation in interscholastic athletics and the degree of students’ personal development. The study drew upon the recent literature in the sociology of sports to ascertain the impact of sports participation on personal development. Specific questions directed toward the problem sought to uncover characteristics that discriminate between black male high school student athletes and black male high school student nonathletes in levels of confidence, sexual identity, and conceptions about body and appearance. The Erwin Identity Scale, a portion of the Iowa Student Development Inventories, and a demographic questionnaire were used to measure personal development. These instruments gathered information from both black male students who had been members of athletic teams as well as those who had never participated. Scores were tabulated on the three subscales of the EIS and the demographic variables. Results of the study indicated that there was a significant difference between black male athletes and black male nonathletes when considering the three subscales jointly, with athletes scoring significantly lower on two of the three subscales. More specifically, there was a significant difference between groups on the subscales confidence and sexual identity, with athletes showing lesser development. An analysis of the significance of the relationship between the groups and five demographic variables indicated that athlete status had a significant relationship with age only. Additional findings indicated that confidence can be explained by athlete status; that sexual identity can be explained by athlete status and GPA; and that conceptions about body and appearance can be explained by GPA. Student services personnel must recognize these differences and develop programs to meet the developmental and special needs of black male high school students, especially the black male high school athlete. Ed. D.

Seven years have elapsed since Kirk (1988) studied job satisfaction among elementary school counselors Virginia. During this time, the number of elementary school counselors has dramatically increased with the implementation of a state-mandated elementary school counseling program. Additionally, societal concerns, practice issues, personnel concerns and even attacks on the program itself have had the potential to change the working environment and activities of elementary school counselors in Virginia. This study was designed to survey the current level of job satisfaction among elementary school counselors in Virginia and compare this with the level of job satisfaction of elementary school counselors in Virginia in 1988. Data were collected through mailed surveys consisting of a demographic data form and a modified form of the Minnesota Satisfaction Questionnaire. Six hundred thirty-three elementary school counselors were mailed survey materials and 82.15% responded. Of those that responded, 488 elementary school counselors employed by the Commonwealth of Virginia were included in the data analysis. The survey results indicate that 96.3% of the current sample are either satisfied or very satisfied with their jobs. Only 3.7% fell within the dissatisfied or very dissatisfied range. Elementary school counselors in Virginia are satisfied with all but one aspect of their jobs as measured by the Modified Minnesota Satisfaction Questionnaire. They expressed dissatisfaction only with the compensation subscale. Three demographic variables combined to predict increased job satisfaction: the number of elementary school counselors in the school division, the intention to remain in the current position for 5 years, and having a Collegiate Professional/Postgraduate Professional certification. The level of overall satisfaction for the 1995 and 1988 groups is very similar. While the order varied somewhat, both groups are most satisfied with the same six factors and least satisfied with the same three factors. The present group of elementary school counselors is, however, less satisfied with the technical quality of their supervision, the relationship between counselors and their supervisors, the opportunities for advancement, their salary, the way they along with other faculty and staff of their schools, their being recognized for doing a good job, and their level of job security than the 1988 group. Several implications and recommendations were drawn from the study. These included investigating the possibility of developing increased opportunities for advancement within elementary school counseling that do not involve administrative or central office roles, increasing the opportunities for clinical supervision by qualified supervisors, and further study of job satisfaction to establish a consistent baseline of job satisfaction for elementary school counseling. Ph. D.

The purpose of this research was to explore the relationship of the use of service learning in teaching and selected dimensions of college student development. The research was guided by the question, "To what extent do three levels of experience in community service, including participation with and without reflection about the service and no participation, affect students' sense of civic or citizenship responsibilities, respect for diversity, development of skills, and knowledge of self?" A pretest/posttest design was employed to measure the four dimensions of growth associated with participation in community service learning experiences. The sample was 116 students enrolled at James Madison University and Radford University. Data from the pretest and posttest was analyzed by ANOVA procedures that allowed examination by gender, race, and previous volunteer experience. Additionally, qualitative data were collected from student journal entries that displayed reflections of the students about their service learning experiences. These entries were guided by predetermined questions about written scenarios concerning service and volunteerism. The results indicated the pretest/posttest instrument reliability was in the average to low range. The subsequent analysis found no significant differences in the scores of the students on the pretest/posttest. However, there was a significant difference between the scores of men and women on both the pretest and posttest. The students' reflections in the journal entries provided many examples of student development on the four dimensions of growth. It was concluded from this examination that service learning with reflection had contributed to student development. This was inferred from both the number and quality of the student statements. The students believed the service learning experience had facilitated an increasing appreciation for diversity, the development of additional skills, and a greater awareness of self. The fourth dimension, civic awareness, was displayed by many students before they began the service learning experience, and it was harder to evaluate change on this dimension as a result of the six week experience. Additional research was suggested to refine the pretest instrument and to focus on longer service learning experiences. Findings from this research should be useful to educators interested in service learning in their instruction and provide guidance on the important role of reflection in the experience. Ph. D.

This study was designed to examine the degree to which a small group counseling intervention resulted in attitudinal and behavioral change with adolescent boys identified by their school principals as having conduct problems. An eight-week cognitive-behavioral intervention was co-led by pairs of student services personnel made up of school psychologists, school social workers, and school counselors. The anger management program, called "Better Ways of Getting Mad," was designed from Morganett's Skills for Living: Group Counseling Activities for Young Adolescents (1990). Participants were 87 sixth- or seventh-grade boys at seven middle schools in Prince William County, Virginia, who were not in any special education program. A pretest-posttest, experimental/control group design was used. Variables studied were the extent of the conduct problems measured by the number of discipline referrals and scores on the Conduct Problem Scale of the Conners’ Teacher Rating Scale-39 (CTRS-39); the experience of anger measured by the State-Trait Anger Expression Inventory (STAXI); the expression of anger measured by STAXI; and the cognitive understanding of anger and anger expression measured by the Morganett inventory. Posttest differences between Experimental and Control groups were examined through analyses of covariance. The extent of conduct problems was found to be less for the experimental group than for the control group. A lower number of discipline referrals was also noted. However, neither of these differences were statistically significant. Students who participated in the counseling intervention did not show less intensity in state and trait anger. While students in the experimental group showed an anger expression index score lower than that of the control group score, this was not statistically significant. A significantly higher score in cognitive understanding was found in the experimental group. Ed. D.

This study focused on influential factors affecting the career maturity attitudes of rural high school students with learning disabilities. A variety of variables were studied in each of the following areas: personal demographics, learning disability characteristics, ability/achievement levels, vocational preparation, and family characteristics. Variables from each of the clusters were entered into a variables selection program designed to depict the best combination of variables for use in a multiple regression equation. Through this process the twenty seven original variables were refined into a final combined pool of the eight most powerful variables which impacted upon the student's career maturity attitudes. The eight top contributors were entered into a multiple regression equation to determine their relative contributions to career maturity attitudes. Family appeared to play an important role in the career maturity attitudes of this sample as variables from the family cluster accounted for four of the eight variables selected for the final equation. Two of the those family variables were the family systems constructs of adaptability and cohesion, as measured by the Family Adaptability and Cohesion Evaluation Scale (FACES II). To gain further insight regarding the impact of family dynamics on the functioning of students with learning disabilities, six stepwise multiple regression equations were also run, one for each scale of the Career Maturity Inventory-Attitude Scale. The results suggested a small but negative relationship exists between perceived family adaptability and career maturity attitudes. Students who perceived their families as less adaptable, or less flexible, tended to demonstrate higher career maturity attitudes. Cohesion, however, demonstrated a positive and stronger relationship, showing closer bonds among family members to be an important element supporting maturity in the student's career attitudes. Ph. D.

The purpose of this research was to identify parental involvement variables which are effective in improving the Reading and Math achievement of children with Attention Deficit Hyperactivity Disorder (ADHD). A conceptual model examining achievement as influenced by background variables and parental involvement variables was hypothesized. Background variables of socio-economic status, ethnicity, gender, child age, and ability were proposed to affect parental involvement variables which were represented by expectations, communication, structure, participation, homework procedures and time, TV time, medication, special education, and the outcome variable, achievement. Parental involvement variables were proposed to have direct affects on achievement. Data from a sample of 208 families with a child diagnosed as having ADHD and attending elementary school (grades Kindergarten through sixth) were subjected to path analytic analyses using multiple regression procedures. Findings were generally inconsistent with much of the previous research on parental involvement within the nonADHD population. Results did suggest some parental involvement variables which had differential, important effects on achievement depending on which criterion was used (Reading or Math grades). It was suggested that these findings were indicative of the behavioral and management problems seen in children with Attention Deficit Disorders, but that there do appear to be certain strategies parents can use to help their ADHD children achieve at a higher level in school. Ed. D.

This study was designed to examine the effectiveness of the following career guidance strategies: career information investigating, job information interviewing, shadowing, panel of positive female role models, parental involvement and group counseling on career maturity and locus of control of high-achieving twelfth-grade females. Participants in this study were thirty-two high-achieving twelfth-grade females currently enrolled in advanced placement English classes, who were currently taking advanced mathematics, advanced science, and advanced foreign language courses; or who had completed three years of advanced mathematics, advanced science, and advanced foreign language courses. The design of this experiment was a pretest-posttest, experimental/control group design. The participants in the treatment group participated in a ten-week career guidance program involving strategies to increase career maturity and improve internal locus of control utilizing the results of the Career Maturity Inventory, Counseling Form B-1 and the Different Situations Inventory. Ed. D.

The Occupational Stress Inventory (OSI) and a Data Form were used to describe levels of occupational stress, psychological strain, and coping resources of 500 randomly selected elementary school counselors across the United States. Stress, strain, and coping were examined at levels of demographic variables including age, gender, school size and setting, parental status, years in profession, schools served, marital status, students assigned, and hours worked. Data were collected by mail survey which had an 84% (n = 410) return rate. Of these, 310 were usable for data analysis. Respondents averaged 44.18 years old; 87.1% were female. Approximately three fourths had less than 10 years experience in their jobs, worked in education more than 8 years, were married, and were parents. Scores on the OSI for stress, psychological strain, and coping resources fell in the average ranges for all subscales. Examination of levels of demographic variables revealed Role Overload, Role Boundary, and Role Ambiguity subscales were higher for counselors serving three or more schools. Counselors serving schools in two or more kinds of geographic settings reported higher Role Overload and Responsibility stress. Elementary school counselors who were parents of one child had higher overall scores on Psychological, Interpersonal, and Physical strain scales compared to parents with two children. Counselors aged 56 & older showed better Self-care and Recreational coping scores than some younger counterparts. Parents scored significantly lower on the Recreational and Self-care scales compared to non-parents, as did counselors who were parents of one child compared to parents of two. It is recommended that counselor educators attempt to increase student awareness of the importance of developing coping skills to apply to their own occupational stress. This should be emphasized during practicum and internship activities. Legislative or administrative action may help provide support for counselors in the form of increased parental leave time, assignment to fewer than three schools, or assignment to schools located in similar geographic settings. Counselor education programs are urged to teach counselors organizational skills, systematic problem solving, and time management skills. Recommendations for further research are made. Ph. D.

This study was designed to gather information in regard to job satisfaction, up-date demographic information, and to measure the difference between actual and desired amounts of time spent in different role activities by Virginia school psychologists. The results were compared to Levinson's 1983 study of Virginia school psychologists and to the results of a national study (Brown, 1992). Data were collected through mailed surveys consisting of a demographic data form and a modified version of the Minnesota Satisfaction Questionnaire. A total of 351 randomly selected subjects were mailed survey materials, and 83.97% responded. The data analysis utilized the responses from 197 school psychologists employed full-time in the public schools. The current sample of Virginia school psychologists indicated that 81.2% are either satisfied or very satisfied with their jobs, while 18.8% reported that they are dissatisfied with their job. Virginia school psychologists are satisfied as shown by 17 of the 20 scales measured by the modified Minnesota Satisfaction Questionnaire. The three areas of job dissatisfaction were advancement opportunities, school system policies and practices, and compensation. The results of regression analysis revealed three factors as predictors of job satisfaction: control over the types of activities performed, decision to remain in the position for the next five years, and the desire to spend more time in research activities. Virginia school psychologists report spending more time in assessment activities and less time in counseling, consultation, and research than they desire. The level of overall job satisfaction for the current sample compared to their 1983 counterparts and to a 1992 national sample is virtually identical. Although some variations exist, the top seven and last seven factors are the same for all three studies. There are no differences in levels of satisfaction between the current sample and those in the 1983 study. Virginia school psychologists are, however, less satisfied than their national counterparts in the following eleven areas: ability utilization, advancement, authority, policies and practices, compensation, creativity, independence, recognition, responsibility, supervision-relations, and variety. Implications drawn from this study were discussed. Recommendations were made for school psychologists, university trainers, employers, and professional organi Ph. D.

This study utilized a Quasi-experimental Pretest-Posttest design to determine whether or not group counseling would improve the achievement (measured by grade point average), self-concept and locus of control (both measured by the SAM) of low-achieving and/or underachieving ninth grade students in an interdisciplinary alternative educational program. participants in this study were 66 students in an alternative educational program called IMAGESS who were computer-assigned to either a treatment group or a control group. Students who were in the treatment group participated in ten 45 minute group counseling sessions over a four month period of time. Concepts of reality therapy were utilized during the group sessions with an emphasis on goal setting, decision making and problem solving skills. Qualitative information was collected during the course of the study and utilized to formulate conclusions. Statistical analysis included descriptive statistics, analysis of covariance utilizing parent participation, sex, group membership and the corresponding pretest as covariates. Once suitable predictors were identified, multiple linear regression was used to identify suitable models for future prediction. Although no significant findings could be identified to support group counseling analysis of covariance produced significant results with the post self-concept and post grade point average variables for parent participation and with the post self-concept variable for the interaction of parent participation and post grade point average. Ed. D.

This study examined differences between Extenders (students who extended their continuous full-time enrollment beyond eight semesters) and Completers (students who completed their degree within eight semesters of continuous full-time enrollment). Student perceptions of the influences of faculty on the enrollment pattern of students were also investigated. Subjects included 81 Extenders and 211 Completers enrolled in a large research university in the southeastern United States. Demographic independent variables included student gender, ethnicity, verbal and math Scholastic Achievement scores, and college affiliation. Measures of student environmental press, characteristics of faculty, student-faculty interaction, and faculty concern for teaching and student development were independent perceptual variables. Other independent variables related to development of a major, average weekly out-of-class faculty contact and career orientation of students. The dependent variable was pattern of enrollment (Extender/Completer). Ed. D.

The lack of academic achievement at the high school level among some gifted students has long been a concern of educators. This research had two purposes: First, to determine if there was a relationship among learning style, academic self-concept and academic achievement with gifted high school students; and second, to understand an individual who was representative of these characteristics identified in part one and determine what life experiences have affected this student’s underachievement. A quasi-experimental design was selected for the quantitative portion of this study to accomplish the first purpose. The design began with the hypothesis that there was a relationship among these variables and employed the use of two self-report instruments, the Learning Style Inventory by Dunn, Dunn, and Price (1989) and the Student Attitude Measure by Wick (1991). Participants for this portion of the study were taken from a population of 93 gifted students at one suburban high school. A parent meeting was held to explain the purpose of the testing; then permission letters were sent to the parents. Seventy-four parents responded, establishing the sample size. The results were compiled using the SYSTAT statistical program. Academic achievement was high for gifted students who showed a preference for studying in a quiet, warm place, were persistent and parent/teacher motivated, and who preferred to learn in several ways but did not prefer to learn through auditory methods or to move around while studying. This finding was the same regardless of the academic self-concept. The selection of the qualitative portion of the study was based on the relationship among learning style, academic self-concept, and low academic achievement. The selected student had a low academic self-concept score, a learning style different from the one stated above, and low academic achievement based on the grades during the year in which the testing took place. This study identified a number of factors which had an impact upon this individual and highlighted the importance of professionals’ awareness of each individual’s unique perceptions and life situations that affect underachievement rather than looking for a panacea. Ed. D.

Kenya, as a developing nation, is undergoing dynamic political, economic and social cultural transitions. The educational system is experiencing curricular, administrative and cultural change as well. The guidance and counseling program was recently introduced in the secondary schools as a component of the curriculum to respond to changing needs of the population. The major purpose of this study was to describe the role and functions of the guidance and counseling program in selected Kenyan secondary schools. The study involved a survey of secondary school students, counselors and headteachers regarding their perception of aspects of the guidance and counseling program. The sample for this study consisted of 520 secondary school students, 108 counselors and 108 headteachers randomly selected from secondary schools in eight districts in the Rift Valley and Western Provinces of Kenya. Data were collected and analyzed by use of percentage tabulation, cross tabulation, analysis of variance and factor analysis. The results of the study indicated that students, counselors and headteachers perceived selected roles and functions of guidance personnel and counseling programs, as presented by AACD (American Association for Counseling and Development) as being fulfilled, with the exception of career development role. Career guidance services were perceived as inadequately provided by the program. Awareness and utilization of the guidance program in the schools were found to be at a high level. Ed. D.

The purpose of this study was to investigate the nature and extent of the influences on the school learning of at-risk high school students. Despite unprecedented compensatory education, minority and low SES high school students continue to achieve below their classmates. Secondary school interventions might be more effective, but because so little is known about what influences the achievement of at-risk students, it is difficult to justify the development of such programs. The research reported here used data from 8,100 students who participated in a national longitudinal study and who reported non-Asian minority race or ethnicity or low socioeconomic status {e.g., low SES white and Asia students}. Results indicate that ability, school quality, student motivation, and enrollment in academic coursework exert important effects on the overall and individual subject area achievement of at-risk students. It also appears that while these factors may have a stronger impact on at-risk students' achievement, their influence is very similar to that found for high school students in general. Ed. D.

The role of work in one's life, especially as it is represented by experienced workers, has been the focus of many studies; the role of education in relation to the traditional college age student's life has also been studied extensively. However, there is limited research concerning the role of education in relation to the career development of the more mature graduate student who is a member of both the educational and the work community. The primary purpose of this study was to determine if graduate students were mature in their career development and whether there was a difference in the career maturity stages of students who attended graduate school with the intention of changing their occupations as compared with those who intended to enhance them. A secondary purpose was to determine whether age, gender, major field of study, or years worked in current occupation had a relationship to the career maturity of these graduate students. A descriptive design was used in the study. Instruments used to collect data were demographic data sheets and the Adult Career Concerns Inventory of Super, Thompson, and Lindeman (1988). The subjects were 200 randomly selected graduate students from one private and one public university in the Washington metropolitan area. Data were collected by survey and analyzed by descriptive statistics, chi-square analysis, t tests, and regression. The results showed a statistically significant difference between Career Enhancers and Career Changers in the Exploration Stage of the ACCI. Age in relation to career maturity was found to be statistically significant. No statistically significant relationships were found between gender, major field of study, or years worked in current occupation and the career maturity of graduate students. Ed. D.

The job satisfaction of elementary school counselors in Virginia was examined in this study. The entire population of 324 elementary school counselors was surveyed with a modified Minnesota Satisfaction Questionnaire. The following research questions were addressed: 1.) What are the levels of overall job satisfaction in elementary school counselors in Virginia? 2.) What degree of satisfaction do Virginia elementary school counselors express with subfactors of job satisfaction? 3.) For elementary school counselors in Virginia, what is the relation between overall job satisfaction and selected demographic variables/work characteristics? Data were also collected through use of an individual information form. Survey materials were mailed to 324 elementary school counselors with a response rate of 88.89% obtained. Of this total 273 of the surveys were usable for data analysis. Ed. D.

Mental health research recognized that a subgroup of the general population at risk for emotional disturbance is that of single parent women. A volunteer sample of 248 women was accessed from women's support groups for this study. The purpose of this research was to assess the extent to which the single parent woman experiences distress, and the relationship between this distress level and the coping resources the single parent woman possesses. The level of social support, both in family and work environments, was also assessed in its relationship to distress. The cognitive, coping strengths of women were measured by the use of the three Cognitive Trait Scales (Pearlin and Schooler, (1978). Three Family Environment Scales and three Work Environment Scales (Moos, 1986) measured the degree of support the single parent woman maintains. All nine of these scales were used as independent measures. The Brief Symptom Inventory (Derogatis, 1975) was the dependent measure and assessed the degree of somatic distress phenomena experienced by the respondent. Research questions asked (1) whether there were differences in the degree of distress experienced by single parent women based on their demographic factors; (2) what was the relationship between cognitive strengths/coping resources and the level of distress in the single mother; (3) what was the relationship of family and work support systems to the experience of distress in the single parent woman? To answer the first question, ANOVA correlation comparisons were made by demographic distinctions; the latter two questions were analyzed by multiple regression techniques. The Cognitive Traits Scales yielded the most significant results in this study. The demographic factors of number of children under 18, number of adults in the household, income, and number of losses experienced by the parent yielded modest but significant contributions to the model. Ed. D.

The purpose of this study was to describe public, two-year college residence hall programs, and compare them to nearby public, four-year college and university residence hall programs. Program comparisons were made using criteria of stated purposes, educational programs and services offered, selected institutional characteristics, and estimated effects on student development. Univariate statistics, including frequencies, percentages, t-Tests, and chi-square procedures were used to analyze the data collected by a 53-item questionnaire. Two-hundred ten public, two-year colleges were found to operate residence hall programs and they were compared to 110 public, four-year college and university residence hall programs. A response rate of 77.5% was achieved. Significant differences were found between the two- and four-year samples on each criteria applied. Two-year college residence hall programs differed from four-year college or university residence hall programs in stated purpose, in the range and type of educational programs and services provided, in the institutional characteristics, and in the estimated effects of residence hall programs on overall student development. Differences in scope and in quality of programs generally favored four-year colleges and universities. Perceptions of two-year colleges as institutions that enroll only commuter students may need to be altered. Approximately 21% of public, two-year colleges operate a residence hall program of some type. Ed. D.

The purpose of this study was to explore the relationships between process aspects of adolescent career development and the dynamic, family dimensions of adaptability and cohesion. Drawing from Super’s career development model, Tiedeman and O’Hara’s vocational decision-making model, Haren’s career decision-making paradigm and Olson et al’s. Circumplex Model of Marriage and Family Systems, curvilinear relationships were predicted between career development process variables and family adaptability-family cohesion. Adolescents in the study sample were 262 volunteer, high school seniors enrolled in three high schools (a rural, an urban, and a suburban) located in Southwest Virginia. Three summary hypotheses were tested by applying multiple regression analysis procedures. In the regression models examined, the criterion career development variables included: career decision-making style, occupational commitment, career planning, career exploration, decision-making and world-of-work information. The predictor variables consisted of family adaptability, family cohesion and related subdimension variables. The Assessment of Career Decision-Making and The Career Development Inventory were used to measure the criterion variables while the predictor variables were measured by the Family Adaptability and Cohesion Evaluation Scales. Hypothesis testing produced the following essential outcomes: (1) Six significant regression coefficients, distributed through four regression models, indicated that higher family adaptability (change) tendencies were associated with higher intuitive decision-making style levels, lower decision-making knowledge attained, adn lower world-of-work information acquired; whereas higher family cohesion (closeness) was related to more favorable career planning attitudes and higher measured levels of decision-making and world-of-work knowledge; (2) For the total sample, only the decision-making and world-of-work knowledge scales of the CDI were found to be significantly related to both family adaptability and family cohesion collectively; (3) a basic tenet of the Circumplex Model was challenged as no regression models examined yielded significant curvilinear relationships between the criterion and predictor variables; (4) The major dimensions of the Circumplex Model, family adaptability and cohesion were found to be correlated measures, a finding which also contradicted the Circumplex Model; and (5) Supplementary results provided partial explanations for some of the essential findings as well as supporting previous findings reported in the literature. Ed. D.

This study was the investigation of the effects of five factors related to hiring handicapped individuals. The five factors were psychological disability, physical disability, no disability, and a good or poor work record. The purpose of the study was to determine whether a relationship existed between perceived employment decisions and (a) applicant disability; (b) applicant work record; and (c) personnel managers' demographic characteristics. The population from which the sample was drawn consisted of personnel managers in personnel associations and educational administrators in the piedmont and eastern sections of North Carolina in June and July of 1983. The sample for the study consisted of 133 persons, stratified by size of company or institution. The personnel managers were randomly assigned to one of six experimental conditions in a 2 x 3 (levels of disability x levels of work record) factorial design. Each subject reviewed staged information on the job applicant prior to listening to a taped job interview of the applicant. After hearing the interview, managers rated the quality of the interview, using the Job Interview Rating Scale and stated the probability that they would hire the applicant on the Probability Of Hire Score. Factors affecting personnel managers' decisions to hire the handicapped were identified through a personnel managers' questionnaire. Higher ratings of the job interview and higher probability of hiring occurred when a positive work record was present. Applicants were less likely to be hired if they had a psychological disability. Ratings of job interviews were not affected by disability levels. There were no interactions between work records and disability status. "Ability to perform job" and "productivity" were ranked by the managers as the most influential among the 26 factors considered by personnel managers when making decisions to hire the handicapped. None of the demographic variables of personnel managers of age, sex, education and experience were significant in their relationship to hiring. Sex of the interviewer appeared to be the best predictor of interview rating. Ed. D. Vita. Abstract. Bibliography: leaves 94-106. This dissertation may contain sensitive information and is therefore not available online.

Growth in the numbers of nontraditional students on campuses nationwide has increased significantly over the past two decades. Many nontraditional students return to the campus for work-related reasons. Furthermore, societal transformations, demographic trends, and the developmental growth of adults appear to be interrelated components underlying the changing composition of the student population. The purpose of this study was to describe the current state of support services for nontraditional students at private, four-year institutions in the Southeastern United States. Nontraditional students were defined in this study as undergraduate students who are 25 years old or older. The population for the study consisted of the 226 private, four-year institutions with undergraduate student populations that appeared on the 1986 Member List of the Southern Association of Schools and Colleges. The results of the study indicated that 78% of the responding institutions serve a nontraditional student population, and that 21% of the institutions not presently serving nontraditional students plan to recruit from the adult population in the academic year 1988-89. Additionally, a wide range of support services were reported by institutions with nontraditional students. Approximately 87% (N=119) of these institutions reported one or more policies designated for nontraditional students. Demographic data were provided by crosstabulation of each policy, program, and service with the following variables: institutional location, type (church-affiliated or independent), and size. A demographic profile of the nontraditional student indicated that the majority of nontraditional students are between 25 and 34 years old and attend church-affiliated institutions with an enrollment of over 2,000 students, located in cities of over 100,000 population. A follow-up study examined in detail innovative programs at 18 institutions. Counseling and Student Personnel. Ed. D. incomplete_metadata

Computer-assisted guidance and information systems have recently gained increased popularity among counselors and students. However, there has been little objective research performed on them. The result has been that counselors are often uncertain about the appropriate usage of these instruments. A popular computer-assisted information system which has received little study is the Virginia VIEW Career Search. The Career Search is an accessing strategy designed to lead the users to access occupational and/or educational information from the Virginia VIEW microfiche. The Career Search was adapted from the Michigan Structured Occupational Search, which was developed using the Department of Labor's (DOL) occupational classification system and the Ohio Vocational Interest Survey's weighting of the DOL's data-people-things classification. The purpose of this study was to clarify the appropriate usage of the Virginia VIEW Career Search. The study sought information concerning how the Career Search is being used in public schools in Virginia by assessing user satisfaction and determining whether the search does lead the users to access occupational and educational information. Finally, user satisfaction ratings and the results of the Career Search and the Ohio Vocational Interest Survey II (OVIS II) were compared. The sample consisted of 624 Virginia secondary school students whose school districts use both the Career Search and the OVIS II in their counseling programs. The students completed the Career Search, the OVIS II, and the Student Questionnaire. The Student Questionnaire includes a revision of Zener & Schnuelle's 1972 Feedback Sheet, which had been revised to include a questionnaire which assesses whether users seek occupational/educational information after taking the Career Search. A portion of the Feedback Sheet collected ratings so that satisfaction for the Career Search and OVIS II could be compared. Finally, the results of the Career Search and the OVIS II were compared. The results of the study indicated that users do access career information after taking the Career Search. One of the most utilized sources of career information is the Virginia VIEW microfiche occupational files. Users were generally satisfied with the Career Search, and felt that it helped them gain insight concerning appropriate careers for themselves, and was a good use of their time. Data was insufficient to make a comparison of the levels of user satisfaction for the Career Search and the OVIS II. The comparison of the results of the two instruments yielded limited data as well. However, approximately fifty percent of the subjects had matched results for the first OVIS II scale on their OVIS II Student Report and one or more occupational titles (viewscripts) generated from using the Career Search. Ed. D.

The present study was concerned with career education practices in higher education settings. The major purpose of this study was to determine if the recently published course, Career Planning and Decision- Making (979), which was developed by Appalachia Educational Laboratory, was effective in assisting freshman and sophomore students in choosing or examining their choice of a major and enhancing their career decision making behavior. A secondary purpose of the study was to obtain eva1uative data on this published course. The Harren Assessment of Career Decision-Making, the Rotter Internal-External Scale, and a personal interview, using a structured interview schedule, were used to gather data. The significance of the difference between the groups on the I-E Scale and pretest was determined by analysis of variance using the .05 level of significance. The difference between the groups following the treatment were determined by analysis of covariance with the I-E and pretest as covariates. Career Planning and Decision-Making was taught during the Winter Quarter, 1979, at a large comprehensive university in Virginia. The population consisted of freshman, sophomore, and transfer students who wer~ enrolled as pre-education majors. From the students who volunteered for the course a random assignment was made to either the control group (N = 21) or the experimental group (N = 21). An analysis of the data revealed: (1) no difference at the .05 level on the ACDM pretest or the Rotter I-E Scale scores; (2) no difference at the .05 level on either the career decision to attend college or the choice of a major; but (3) significant differences (p < .001) in decision-making styles and choice of occupation. The structured interview revealed that the students perceived themselves as being more effective decision makers and as having made progress in choosing a major and an occupation as a result of the course. All indicated they were very pleased with the course and all recommended that the course be incorporated as a permanent offering, preferably at the freshman or sophomore level. It was concluded that the course, Career Planning and DecisionMaking was effective for teaching career planning and decision-making skills to students in college settings. Ed. D.

While some sub-cultures oppose the traditional family arrangements as being irrelevant in contemporary society, it is the traditional family that still affords its individual member the best opportunity to learn attitudes and values that will prepare them to function effectively in a democratic society. There is a stated need to find ways to strengthen the family unit by assisting parents to improve their parenting skills and to become better support agents for their children. In recent years, auto-tutorial study (AT) and group process have been used to effect achievement and attitudinal growth among diverse individuals and groups. Most of the studies have compared auto-tutorial study with lecture recitation laboratory study. No study had been found that compared the application of AT instruction with the application of a group method to intervene in potential problem causing behaviors of children. It was the purpose of this study to compare the effectiveness of the auto-tutorial (ATPE) learning package with the effectiveness of the more traditional parent study group (APSG) on two dependent variables: (a) the mother's attitude toward child rearing and (b) the mother's perception of the behavior of a target child. It was expected that mothers, or grandmothers who were the primary caretakers of children age four through twelve years old, would change their attitudes toward child rearing from autocratic high control methods to democratic and more cooperative methods of child rearing. Also, it was expected that the mothers would increase their perception of the target child's misbehavior and to develop specific intervention strategies for coping effectively with the child's potential problem causing behaviors. Subjects in this study were sixty mothers or grandmothers who lived in a public housing project. They were identified through personal interviews, referral by social service workers, the Director of Community Relations, and the Department of Welfare. Each subject was assigned to the ATPE or APSG group for parent education. Pre-learning interaction before the first session included the completion of the Orchard Manor Tenant Survey Questionnaire in order to ascertain specific personal characteristics of the subjects; the Attitude Toward Child Rearing Scale (ATCRS); and the Children's Behavior Checklist (CBC). The ATCRS and the CBC were administered at posttest, immediately following the last session and at post-posttest four weeks after the last session. The ATPE mothers met once a week for eight weeks in a parent education session, Guiding Your Child's Behavior, that was presented through slides synchronized with an audio-tape. The APSG mothers met in small groups of eight to twelve mothers for eight weeks' group study. The textbook and assignments were the same for both groups. Initially there were no significant differences between the two groups for thirteen independent variables. At pretest, chi-square was used on the thirteen biographical variables and pretest scores. The only significant relationship was found to be the school grade of the target child [X² = 57.53, p < .03] and the mother's perception of the target child's behavior. At posttest, there was a statistically significant difference indicated by an analysis of variance [F (1, 33) = 4.712, p < .05] for attitude toward child rearing. Also, there was a significant difference between the APSG pretest scores and the APSG posttest scores (t = 5.78, p < .001) for attitudes of mother. There was a significant positive Pearson Product Moment correlation for the difference between the pre and posttest scores and the age of the target child (r = .46), and a negative correlation with mother's scores and the average number of hours per day a mother viewed television (r = -.33). There was no statistical significance between or within the ATPE or the APSG for the mother's perception of the target child's behavior at posttest. However, there was a negatively significant correlation at the .05 level for the difference between the pre and posttest scores and the source of the family income (r = -.29). Conclusions: (1) The parent study group mothers changed their attitudes toward child rearing to include family decision-making responsibilities that promoted the development of the target child; (2) those mothers who spent the most time viewing television changed the least from autocratic to democratic attitudes for child rearing; (3) those mothers, of older children in the study, experienced the greatest change in more cooperative attitudes for dealing with children; (4) the ability of the mothers in this study to change their perception of the target child's behaviors was negatively correlated with the source of the family incomes. Mothers in families where wages or salary were the source of the family income changed their perception of the target child's behavior and/or developed intervention strategies for coping with potential problem causing behaviors; and (6) although it was not statistically significant both the ATPE mothers and the APSG mothers reported fewer potential problem causing behaviors for the target child following this study. Ed. D.

This study brings vocational career group counseling with moderately mentally retarded adults in focus as a viable method of increasing vocational awareness and performance. Recently, much of the literature in the field of the handicapped has had as a theme the issue of deinstitutionalization. The purpose of deinstitutionalization of moderately mentally handicapped adults is to return them to a meaningful lifestyle complete with a range of career choices based on a thorough assessment of their vocational or prevocational skills. Despite the many studies generated in the field of public education for the school-aged handicapped individual, relatively few research studies have undertaken vocational counseling with an adult mentally retarded population residing in group homes. This investigation sought to determine whether group vocational counseling has a significant effect on vocational behavior of moderately mentally retarded adults residing in group homes. This research project demonstrated, through the use of videotaped group vocational counseling, that exposure of a specific population of mentally handicapped adults to work-appropriate behaviors can then be carried over as behaviors at their present work sites. The study also compares residential group home counselors' perceptions of change with the perceptions of each resident's work supervisor over time. The essence of the problem deals with the appropriateness and effectiveness of group vocational counseling for retarded adults attempting to integrate themselves back into communities. The research design has as its component a pretest/posttest model including double criterion instrumentation. The instrument chosen is the AAMD Adaptive Behavior Scale. Multiple analyses of covariance were used to test for significance between pretests and posttests. Each videotape was analyzed according to specific observable behaviors on interaction analysis forms for both clients and group leaders. The data from such research may be generalized nationally to other transitional deinstitutionalization projects experiencing difficulty in placing mentally handicapped individuals in sheltered or competitive employment. Ed. D.

Exploratory studies in the area of job satisfaction for school psychologists have pointed to a number of variables that predict job satisfaction, but research has not yet attempted to test a model of job satisfaction consistent with theory and previous research. The presented study developed and tested a theoretical model of the influences on job satisfaction for North Carolina school psychology practitioners. Effects of boundary role activities and role diversity, activities that extend beyond the traditional role of psychodiagnostician, were of particular interest. North Carolina school psychologists were surveyed by mail. Data collection addressed personal variables (e.g., age, current degree status, and years of experience), static system variables (e.g., urban vs. rural communities, student—to—psychologist ratio, salary per month, and characteristics of supervision), fluid system variables (e.g., opportunity to engage in boundary role activities and role diversity) and job satisfaction measured by the modified Minnesota Satisfaction Questionnaire (MMSQ). Two hundred and sixty-two of the 463 North Carolina school psychologists surveyed reported their primary role designation as practitioner and were included in the initial path analyses. Boundary role activities had a direct effect on job satisfaction, and characteristics of supervision had a smaller direct effect. Role diversity influenced boundary role activities which in turn affected job satisfaction. After reviewing demographic data, delivery models used in North Carolina, job titles, and job descriptions, the sample was redefined and Charlotte/Mecklenburg Student Services Specialists were excluded. Path analyses conducted on the redefined sample found direct effects for boundary role activities and salary per month with smaller direct effects for characteristics of supervision and role diversity. Indirect effects were also found for urban vs. rural communities and role diversity. Ed. D.

The purpose of this study was to determine the effects of different counseling strategies on the self acceptance, personal adjustment, and social adjustment of gifted adolescents. Subjects, age 13 to 16, were identified as gifted based upon a performance of 120 IQ or above on the Raven Advanced Progressive Matrices. The 89 subjects were assigned to one of four groups and the groups were randomly assigned to treatments: counseling only, consultation only, counseling-consultation, or control. Counseling included 25 gifted adolescents in a 12-week group counseling program focusing on communication skills. Consultation included the parents of 21 gifted adolescents in a six-week program focusing on communication skills. Counseling-consultation included 23 subjects in a 12-week group counseling program and their parents in a six-week consultation program, both focusing on communication skills. The control group included 20 subjects who received a standard developmental counseling program. The design of the study was a multi-group pretest-posttest control group design. Scales of the California Psychological Inventory, Adjective Check List, and writing sample were determined in an a priori manner as being appropriate measures of the dependent variables. Data was analyzed by an analysis of variance, Bartlett's-Box F test of homogeneity of variance, and Scheffe's post hoc comparison test. Further analysis was performed when necessary by an analysis of covariance. The results of the study indicated that there were significant differences among counseling strategies on self acceptance when measured by the writing sample and on personal adjustment when measured by the California Psychological Inventory and the writing sample. There were no significant differences among counseling strategies, however, on self acceptance when measured by the California Psychological Inventory and the Adjective Check List; on personal adjustment when measured by the Adjective Check List; and on social adjustment when measured by the California Psychological Inventory, Adjective Check List, and writing sample. Ed. D.

The purpose of this investigation was to determine the relationship of occupational stress and certain demographic variables to job satisfaction among licensed professional counselors in Virginia. The relationships of the factors comprising occupational stress to the components of job satisfaction were of interest as well as how overall occupational stress related to overall job satisfaction. The sample consisted of 400 licensed professional counselors selected randomly from a mailing list of the 1,038 licensees supplied by the Virginia Board of Professional Counselors. The response rate was 81.75%. While some LPC's remain in positions they have held for years, some are new at their jobs and some work part-time. Those surveyed include persons working in administration, coun~elor education, and other various occupations, as well as full-time practitioners. Survey instruments included the Minnesota Satisfaction Questionnaire as a measure of general job satisfaction and 20 subscales, The Occupational Environment Scales measuring occupational stress and six subscales, and a data form. The data form was developed to collect demographic information. By combining the demographic data generated in this study, a description can be developed of LPC's in Virginia. Of 281 counselors identifying their work setting, 40.2% specified they were employed in education. Practitioner was the selection chosen by 49.1% of the respondents to disclose their present role. Ninety-three percent of the counselors were white and 55.8% were female. Experience was indicated as over 10 years for 74.4% of those responding and 54.7% of the sample have been licensed from 5 to 10 years. Of 294 responding counselors all but one had a masters or postmasters degree. Of the counselors participating, 48.5% indicated they experienced some job stress, but 78.5% indicated they were satisfied with their present job. Although a negative relationship was found between overall occupational stress and job satisfaction, stress resulting from work responsibility impacted positively with job satisfaction. As the score on the stress subscale responsibility increases, the score on general job satisfaction increases. Older, more experienced counselors indicated higher levels of job satisfaction. Ph. D.

Historically, school psychologists have primarily performed the duties of tester and classifier of primary aged children. The 1970's, however, witnessed an increasing dissatisfaction with this traditional view of school psychology. Different functions, encompassing most aspects of the total school program, have been espoused for the profession. One such proposed function concerns school psychology's involvement with career development programs. Indeed the concept of the "vocational school psychologist" has gathered a discernible momentum since its inception in 1974. This study was undertaken to analyze proposed functions of practicing school psychologists in career development based on a survey of the membership of the National Association of School Psychologists. Specifically, the study sought answers to the following questions: l. What is the performance of school psychologists in the areas of vocational assessment, career counseling and development activities and career consultation, liaison and supervision? 2. What importance do school psychologists attach to the areas of vocational assessment, career counseling and development activities and career consultation, liaison and supervision? 3. What differences exist between the actual performance of school psychologists relative to vocational assessment, career counseling and development activities and career consultation, liaison and supervision and what school psychologists report should be practiced relative to vocational assessment, career counseling and development activities and career consultation, liaison and supervision? 4. What is the relationship of age, level of training, years of experience in school psychology, training and experience in career/vocational education to participant questionnaire responses? To gather the data needed for the study, a questionnaire was mailed to a national sample of school psychology practitioners. The questionnaire contained 58 proposed career development functions for school psychologists, cutting across three school psychology role areas. Personal data forms were also completed to gather demographic information regarding the participants. It was found that practicing school psychologists are only minimally involved in career development functions. Further, the importance practitioners attached to career development activities significantly exceeded their involvement in such functions. In all, participants favored and were more heavily involved in career development activities which indirectly related to responsibilities traditionally performed by school psychologists. This included testing students for placement in career/vocational education programs, interviewing students regarding their career development and interpreting vocational test findings. Greatest promise for school psychologists' future performance in functions related to career development involved the area of career counseling and development activities. Several demographic variables related significantly with questionnaire scale responses. The hours of graduate course work practicing school psychologists have in career/vocational education appears to influence positively their involvement in vocational pupil appraisal. The percent of job time practicing school psychologists devote to career development functions appears to influence positively the importance they attach to vocational pupil appraisal. Older aged practicing school psychologists are more likely to be involved in career development activities than are younger aged practitioners. Significantly, 90% of respondents felt inadequately prepared to participate in career development functions. It was concluded that school psychology needs to better prepare its membership for involvement in career development responsibilities. Particular attention should be paid toward establishing working relationships with other professionals who are involved in career education services. The relationship of the survey's findings to the literature was discussed and recommendations for future research and for the profession were offered. Ed. D.

With the advent of federal legislation in the area of public education for hardieapped students, there have been concerns expressed about the role of the counselor in meeting the needs of this group. This investigation focused on self-identified handicapped and non-handicapped high school seniors' perception of three areas of counseling: 1. continuing education; 2. finding employment; and 3. influencing post-high school plans. The research method utilized a secondary analysis of data contained in the data set High School and Beyond (1980). The sample consisted of 411 self-identified handicapped high school senior students from public secondary schools who had participated in a special program for physically or educationally handicapped high school students within the school. An equal number of non-handicapped high school senior students were randomly selected for the comparison group. Non-parametric statistical tests, Mann-Whitney U Test and Kruskall-Wallis 1-way ANOVA, were used to analyze six hypothesis. Of six null hypotheses, four were accepted and two were rejected. Rejection of the two null hypotheses led to the following conclusions. The handicapped group perceived counselors as influencing their post-high school plans more than the non-handicapped group. Also, the handicapped group perceived differences in counselor influences based on their primary handicapping condition. Ed. D.

Job satisfaction has been the subject of a great deal of research by a variety of professional disciplines. However, in school psychology, more speculation than empirical data exists on the topic. Although speculation in the profession has suggested a relatively high degree of job dissatisfaction among school psychologists, a 1982 nationwide study of members of The National Association of School Psychologists failed to substantiate the claims of such speculation. The population of school psychologists in Virginia was chosen for the present study. The study was designed to answer the following four research questions: 1. What are the overall levels of job satisfaction among school psychologists in Virginia? 2. What degree of satisfaction do Virginia school psychologists express with each of 20 subfactors of job satisfaction? 3. What is the relationship between overall levels of job satisfaction and selected demographic variables? 4. How does the job satisfaction of Virginia school psychologists compare with school psychologists nationally? Data were collected via mailed surveys using a demographic data form and a modified form of the Minnesota Satisfaction Questionnaire {MSQ). Four hundred and thirty-nine school psychologists were initially mailed survey materials, and a response rate of 87.36% was obtained. Of this total, two hundred and sixty-seven met the requirements necessary to be included in data analysis. Frequency counts of modified MSQ responses revealed that 84.27% of the school psychologists indicated that they were either satisfied or very satisfied with their jobs. Subscale means and 95% confidence intervals on the modified MSQ indicated that Virginia school psychologists were satisfied with 18 of the 20 subfactors of job satisfaction measured. Only the scales of school system policies and practices, and advancement had means and confidence intervals which fell completely within the dissatisfied range. Multiple regression procedures were used to determine the relationships between overall job satisfaction scores and demographic variables. Three significant predictors of job satisfaction emerged: membership in the Virginia Association of School Psychologists (positively related), membership in the National Education Association (negative related), and contract length (negatively related). This model explained 9.25% of the total variance and overall job satisfaction scores. Analysis of variance procedures were used to compare the job satisfaction of Virginia school psychologists with that of a national sample of school psychologists. Results indicated that Virginia school psychologists were more satisfied with their job security but less satisfied with their compensation, than were their national counterparts. Results of multi-group comparisons of covariance structures available in the computer program LISREL indicated that for the demographic variables studied with the exception of age, no differences existed between Virginia school psychologists and the national sample regarding the relationship of that variable with total job satisfaction scores. Several implications were drawn from the results of the study leading to recommendations for school psychologists, trainers and employers of school psychologists, and professional school psychology organizations. The recommendations focused on development of advancement opportunities for school psychologists, methods for reducing dissatisfaction associated with school system policies and practices, and topics for additional research. Ed. D.

The present study identified which counselor types (male professional, female professional, male peer, female peer) were preferred by male and female college students for various problems (Vocational Choice, College Routine, Adjustment to Self and Others, Drug-Related, and Sex-Related Concerns). It also determined the effect of information on those preferences by exposing the treatment group in the sample to an audio tape with information about counselors and their roles. Warman's (1960) Counseling Appropriateness Check List was revised in order to serve as the questionnaire which determined respondents' preferences for the counselor types. The sample consisted of 351 students, representative by sex and college enrollment of the freshman class at a middle-sized university. A cross tabulation approach was utilized to descriptively define the data and a multivariate analysis of variance design was utilized to determine the effect on respondents' preferences of their sex and their exposure to the information. The following is a summary of the major results established from this study: (1.) Sex of respondents was significant (at the .01 level) in preferences for all four counselor types. (2.) There was an evident pattern of respondents preferring same sex counselors. However, more females chose males than vice versa. Males preferred counselors of their own sex for all problem areas while females chose same sex counselors on all categories but Vocational Choice Concerns. (3.) Both male and female students expressed an overall preference for the professional counselors as compared to the peer counselors. Vocational Choice Concerns, College Routine Concerns and Sex-Related Concerns reflected definite preference for professionals. Drug-Related Concerns was the one category in which more preference existed for peer counselors. Adjustment to Self and Others Concerns reflected equal preference for both counselor types. (4.) Treatment was significant in increasing preference for the peer counselors (at the .05 level for the male peer counselor and at the .10 level for the female peer counselor). Treatment was significant (at the .05 level) in reducing preference for the female professional counselor. (5.) There was no significant interaction effect between treatment and the sex of the respondents, indicating that there was no difference in the way the two sexes responded on preferences when in the treatment group as opposed to the control group. There are implications from these findings for the employment and placement of counselors in terms of their sex and their status as peers or professionals. Matching clients to preferred counselors might be attempted. When preferred counselors are unavailable, information attempts might be made to alter those preferences. Ed. D.

The role and function of school psychologists and changes in such since Public Law 94-142 have been the subject of research by numerous authors. However, more speculation than empirical data exists on the topic. Although speculation in the profession has suggested about equally that the role and function of the school psychologist has changed and has not changed since Public Law 94-142, studies have failed to substantiate such speculation one way or the other. The population of school psychologists in Virginia was chosen for the present study because of existing research using this population conducted by Murray in 1975, before Public Law 94-142 came into full effect. The study was designed to answer the following eight research questions: (1) What expectations do school psychologists have for attributes? (2) What is the relative degree of importance that school psychologists attach to participations in various professional activities? (3) What is the relative degree of importance that school psychologists attach to the various functions of their present position? (4) What is the relative frequency with which school psychologists perform the various functions of their present position? (5) What is the relative degree of importance that school psychologists attach to the various functions of their present position compared to the relative frequency with which they actually perform those same functions? (6) What are school psychologists' expectations for their performances of specific functions? (7) What is the influence of selected demographic variables on school psychologists' expectations for their performances of specific functions? (8) What is the degree of consensus between the results obtained in this study and those obtained in Murray’s study relative to the areas outlined above? Data were collected via mailed surveys using a personal data form, to gain demographic information, and a modified form of the questionnaire used by Murray (1975). Three hundred nineteen members of the Virginia Association of School Psychologists were mailed survey materials, and a response rate of 80.5% was obtained. Of this total, one hundred seventy-six met the requirements necessary to be included in the data analysis. Demographic information was obtained and frequency counts of modified questionnaire responses revealed information relative to school psychologists’ expectations for attributes, participations in professional activities, and performances of functions, as well as importance attached to, and frequency of performance of, various functions. One-way ANOVA procedures were used to determine the relationship between overall expectations for performances of various functions scores and demographic variables. No significant differences were found among demographic variables. Chi-square procedures were used to compare the present expectations for role and function with those of Murray (1975). Results indicated that many specific aspects of the Virginia school psychologist's expectations for role and function have changed since 1975 and new roles have emerged. Changes were seen in expectations for attributes, participation in professional activities, and performance of various functions yet these specific changes in expectations have not led to changes in importance attached to, or actual frequency of performance of, functions. Several implications were drawn from the results of the present study leading to recommendations for school psychologists and trainers, and employers of school psychologists, as well as professional school psychology organizations. The recommendations focused on training for school psychologists and topics for further research. Ed. D. incomplete_metadata

This study was designed to examine the relationship of adolescent females' career choices to locus of control, perceptions of femininity, socioeconomic status, race, mother's occupation and developmental stage, The participants in this study were 230 eighth grade girls and 130 twelfth grade girls from a densely populated, urban-suburban area which was predominantly white middle class. Four instruments were used to collect data. These included the Career Choice Form, designed by the researcher to gather information about participants' career choices, and the Personal Data Questionnaire, developed for collecting information about socioeconomic status, race, mother's occupation and developmental stage. Rotter's Internal-External Scale and Spence and Helmreich's Attitudes toward Women Scale were used respectively to obtain measures of locus of control and perceptions of femininity. Data was collected in May, 1980, Students met with the researcher in large groups and completed all four instruments during one-hour periods. In this study career choices were described as traditional (30 percent or more of all employed workers in a particular occupation are female) or nontraditional (less than 30 percent of all employed workers in a particular occupation are female). The frequency and percentage of traditional and nontraditional career choices found among students in various subpopulations (i.e., 8th graders; 12th graders; whites; minorities; high, medium and low SES groups; respondents with mothers in traditional careers and respondents with mothers in nontraditional careers) were reported. Mean scores on the I-E Scale and the Attitudes toward Women Scale were also computed for traditional and nontraditional career choosers. Multiple regression procedures were used to analyze the data: respondents' career choice was the dependent variable and the independent variables included students' I-E score, AWS score, socioeconomic status classification (high, medium or low), race (white or minority), mother's occupation and grade level (measure for developmental stage). Multiple regression procedures were chosen for analyzing the data as this provided a method for studying the relationship of career choices to each of the independent variables while controlling for the effects of the other independent variables. The data collected in this study revealed that nontraditional career choices increased as socioeconomic status increased. Nontraditional career choices were also more prevalent among 12th graders than among 8th graders. Results of the multiple regression analysis indicated that a significant relationship existed between adolescent females' career choice and socioeconomic status and developmental stage. Locus of control, perceptions of femininity, race and mother's occupation were not found to be significantly related to adolescent females' career choices. Ed. D.

The present study pursued the effect of Rational Emotive Education on irrational beliefs, assertiveness, and/or locus of control in fifth grade students. A random sample of two hundred students were pre- and post-tested in accordance with the Solomon Four Group Design. The Children's Survey of Rational Concepts From C, Revised Rathus Assertiveness Schedule, and the Intellectual Achievement Questionnaire were selected as instruments to measure irrational beliefs, assertiveness, and locus of control respectively. A ten week guidance program was presented to the Experimental Groups by twelve elementary school counselors using lessons from Rational Emotive Education: A Manual for Elementary Teachers. Pre-test and post-test scores were subjected to statistical analyses using ANCOVA and ANOVA. The results of both the ANCOVA and ANOVA revealed that a significant difference at the .05 level was evident only on the Children’s Survey of Rational Concepts which tested the rational beliefs of the students. One week after post-testing, fifteen students and five teachers were randomly selected from the Experimental Groups to be interviewed using questions that focused on the three variables: irrational beliefs, assertiveness, and Iocus of control. Their anecdotal remarks were collected to provide additional information on subtle changes in students that may not have been evidenced by quantitative data. The following is a summary of the results concluded from the study: 1. There was a statistically significant difference between experimental and control groups in irrational beliefs after Rational Emotive Education as measured by the Children's Survey of Rational Concepts. Anecdotal remarks lent support to the statistical evidence. 2. There was no statistically significant difference between experimental and control groups in assertiveness as measured on the Revised Rathus Assertiveness Schedule after Rational Emotive Education. However, assertive behavioral changes were evidenced in anecdotal data as reported by teachers and students. 3. There was no statistically significant difference between experimental and control groups in locus of control as measured on the Intellectual Achievement Responsibility Questionnaire after Rational Emotive Education. However, students did demonstrate very subtle change in locus of control as evidenced in anecdotal data, with teachers more explicit in reporting internality changes in locus of control than students. There are implications from these findings in the area of elementary counselor education and elementary guidance program selections. Also, alternative measures of assessing assertiveness in young students might be attempted which are more qualitative than quantitative. Future studies may attempt to modify rational emotive education to include lessons and activities designed to increase knowledge of internality and externality which may influence locus of control in upper elementary school age students. Ed. D.

The purpose of this study was to investigate the effects of a ten week career education course on the concept of career maturity and the impact of decision-making style on outcomes. A pre-post-test design was used with career maturity being assessed by Super's Career Development Inventory (CDI), and decision-making style being determined by Harren's Assessment of Career Decision-Making - Styles (ACDM-S). A treatment and control group were used, and due to disproportionate sex and age characteristics across groups these two variables were used as covariates in concert with the pre-test in the ANCOVA analysis of the experimental effects. Discriminant analysis, reliability estimates (KR-20) and factor analysis provided validation evidence for the ACDM-S as a classification instrument. Significant (p ≤ 0.05) increases in career maturity as measured by the CDI were found in only Scale B (Resources for Exploration), however Scale A increases approached the assumed significance (p ≤ 0.05) level of probability. Significant (p ≤ 0.05) interaction effects between groups and styles were found on Scale A. Rational decision-makers in the treatment group increased, while for other styles control group means remained higher or equal to the treatment group means. Both Scale A and B are attitudinal in nature, while C, D, and E are cognitive. An informal post-experimental interview of one third (n=20) of the treatment group suggest generally positive reactions to the career education class, but substantive negative reactions to the CDI instrument. Ed. D.

Ed. D.

Similarity between counselor and client has been identified by research as a component of successful treatment outcome. The client's positive perception of the treatment mileau has also been found to have a positive relationship with post-treatment success. The present study focused on the dynamic relationship between counselor-client similarity and the client's perception of the treatment environment. The subjects were residents and the counseling staff at a state institution for delinquent female offenders. Counselor-client similarity was assessed by the California Psychological Inventory (C.P.I.). Similarity was based on the differences between counselor and client scores on the four classes of personality assessment of the C.P.I. The client's perception of the treatment environment was measured by the Correctional Institutions Environment Scale (C.I.E.S.). This instrument measures the client's perceptions of the treatment program, the degree of interpersonal relationships, and the emphasis on institutional order and control within the correctional environment. The institution had nine separate cottage living units. One counselor was assigned to each cottage. While the overall treatment philosophy was behavioral, there were two modes of treatment: individual counseling and group counseling. In addition to the major question regarding counselor-client similarity and the client's perception of the treatment environment, the study investigated the differences in the clients' consensual ratings of the treatment environments in the different cottage living units. The differences between the clients' consensual ratings in the two treatment modes were also analyzed. The control variables of the client's age, race, educational level, I.Q., length of time in counseling, and the counselor's age, race, and score on the C.P.I. were adjusted for with multiple regression analysis. Findings indicated no significant relationship between counselor-client similarity and the client's perception of the treatment environment. Significant differences were found between the cottage units regarding the clients' consensual perceptions of their treatment environments. Significant differences were also found between the consensual perceptions of clients involved in group counseling and those in individual counseling, with group counseling clients giving higher ratings of their treatment environment. Ed. D.

There is considerable agreement that additional training and research is needed in problem-solving, an advanced counselor skill. This study assessed the effect of systematic problem-solving training on paraprofessionals' competence in counseling interactions with coached "clients." Two groups of 36 students, enrolled in two counseling courses, formed the experimental and control groups. The experimental design consisted of pre- and two postassessments of problem-solving variables. Treatment included didactic presentations and directed practice in five 2-1/2 hour sessions using Robert Carkhuff's model. Data from the two groups was compared using an instrument developed specifically for this study. A pilot test was run to determine reliability of the instrument. Results from the experiment indicate a statistically significant difference between the two groups at the .01 level of significance. It was concluded that Carkhuff's systematic training does make a positive difference in trainees' problem-solving competence. The instrument was found to be reliable, however, continued research is suggested. Ed. D.

The thesis of this investigation was that a systematic program of career exploration for college freshmen can improve their career decidedness. A Career Exploration Program was designed by the writer to facilitate two principal objectives of the career exploration process: (a) the understanding of personal needs and values which affect career decisions; and (b) the acquisition of meaningful career information from individuals in the world of work. The program consisted of two components designed to achieve these objectives. In the first component, a standardized self-appraisal inventory, the Hall Occupational Orientation Inventory (HALL), was administered to students following a ninety-minute orientation to decision-making theory. In the second component, college alumni were recruited to meet with students at work locations. Meetings were scheduled with alumni in careers corresponding to the students' stated interests. Students were encouraged to correlate information about themselves derived from the HALL with information obtained in interviews. The investigation was conducted in 1977-78 at Roanoke College, a small private liberal arts college in Salem, Virginia. One hundred-sixty freshmen were selected randomly to participate and assigned to one of four equal size groups. Group 1 served as a control. Group 2 received the orientation and completed the HALL. Group 3 interviewed alumni. Group 4 participated in both of these components of the program. It was hypothesized that participation by Groups 2, 3, and 4 in the components of the program would result in students exhibiting greater career decidedness over the control group. The Assessment of Career Decision Making-Form B (ACDM-B), developed by Vincent A. Harren, was administered to members of each group at six week intervals in a pretest/ posttest/post-posttest format. The instrument measured change in career decidedness along a continuum of four decision-making stages identified by David V. Tiedeman: exploration, crystallization, choice, and clarification. A multivariate analysis of covariance was used to test for group, sex, and group-sex interaction. A multiple comparisons analysis was used to compare all possible pairs of groups. A two-factor analysis of variance with repeated measures was performed to identify interaction effects across time. In tests of the stated hypotheses, it was determined that: (a) students in Group 2 differed significantly (.05) from the control on the clarification stage; (b) students in Group 3 did not differ significantly from any of the groups; and (c) students in Group 4 differed significantly (.05) from the control on the choice stage and on the ACDM-B weighted score. It was concluded that the three groups receiving treatments exhibited movement in the hypothesized direction toward greater decidedness. Clearly Group 4, which participated in the combination of components, evidenced the greatest change in career decidedness. Sex was not found to influence career decidedness. The self-appraisal experience alone and the combination of self-appraisal and alumni interviews resulted in significant differences from the pretest to posttest. Significant interaction (.05) was found among group means on the tests. A slight decline was noted on the post-posttest for Groups 2 and 4, which exhibited significant change on the posttest. Conversely, Group 3, participating in only the alumni interviews, increased slightly on post-posttest scores--evidence of a delayed effect of treatment. The findings suggest that the integrated self-appraisal and alumni visitation program had a positive effect on the career decision-making behavior of college freshmen. Ed. D.

The purpose of this study was to obtain baseline data on the implementation of counseling for parents of handicapped children in selected school divisions in Virginia. The 135 school divisions in Virginia were ranked by size of special education population as of the child count of December 1982. Thirty of the school divisions were selected as the sample by systematic random sampling procedures. Two survey instruments were designed: one for school division superintendents and one for parents of handicapped students. Each of the 30 school division superintendents was sent one questionnaire. Eight, twelve, or sixteen parent questionnaires were sent to each of the 30 school divisions. The number depended on the size of the special education population in the school division. Half of the parent questionnaires were sent to the superintendent and half to the chairperson of the local Special Education Advisory Committee for distribution to parents of their choosing. There were 356 parent questionnaires in all. There was a 42% superintendent response and a 24% parent response. Interviews were conducted with five of the seven school divisions which had responded that parent counseling was an integral part of the regular school program for handicapped children. The U.S. Department of Education, Office of Special Education and Rehabilitative Services, validated both the definition of parent counseling used in the research and the reasonableness and importance of the study findings. Results of the research indicated that none of the school divisions which participated in the study provided parent counseling as an integral part of the regular school program for handicapped students; that provision of parent counseling depended upon individuals in the school system who perceived a need and made the effort to implement parent counseling; that during the course of this study there was a decrease in parent counseling services in some of the school divisions and no increase in parent counseling in any of the school divisions; and, that parent counseling has not appeared in state plans and has not been monitored by federal or state departments of education. Ed. D.

This research was concerned with the effects of a six week short term career education program on self appraisal, knowledge about occupation information, goal selections, career planning, and career decision making as measured by the Career Maturity Inventory (CMI). Only the Competence Scale of the CMI was utilized in conducting this study. This study was not a true experimental research design, instead it was a developmental study designed to establish baseline data for longitudinal studies. Although a true experimental design was not utilized in conducting the study, a treatment group of 53 students and a control group of 53 students were used. The short term career education program was developed specifically for rural Black youth taking into account economic, social, and geographical factors of the population. Non-commercial activities such as music adapted from the culture, multi-ethnic scrapbook, developed by the participants in the short term career education program, and career education activities related to the Black dialect spoken in the community were among some of the innovative and creative activities that attributed to the uniqueness of the short term career education program. The results indicated no significant difference in the treatment group and control group on pretest~pretest comparison on the total competence scale of the CMI. A dependent t-test was performed on each of the five CMI subtests on the competence scale. There was a statistically significant difference in the group mean scores on the five CMI subtests for the treatment group after exposure to the short term career education program. The treatment group mean score indicated an improved gain score on each of the five CMI subtests of the competence scale. The following research questions were developed for each of the five subtests on the Competence Scale of the CMI. 1. Does a short term career education program improve the self appraisal of rural senior high Blacks as measured by Career Maturity Inventory (CMI)? 2. Does a short term career education program improve knowledge of career information of rural senior high Blacks as measured by the CMI? 3. Does a short term career education program improve goal selection skills of senior high Blacks as measured by the CMI? 4. Does a short term career education program improve career planning of rural senior high Blacks as measured by the CMI? 5. Does a short term career education program improve the career decision making skills of senior high Blacks as measured by the CMI? For each of the five research questions the data revealed significant mean score difference gains for the treatment group at the .05 level. The control group experienced a decrease in posttest group mean score after the six week period. Two instruments, the Career Maturity Inventory (Crites, 1973) and a Career Education Program Survey designed by.the researcher were utilized to analyze the data. The findings in this study suggested that the short term career education program was successful with the predominately rural Black population in Port Gibson, Claiborne County, Mississippi. Ed. D.

No uniform plan has been developed to evaluate career information delivery systems or to collect data from the various systems. Out of this context, a theoretical evaluation model was developed by which internal or external evaluators of career information delivery systems may develop evaluation strategies. The proposed model offers a comprehensive approach to the study and evaluation of career information delivery systems. A symbolic representation and narrative description of the various aspects of the proposed model are presented. Three groups of data sources have been identified to make significant contributions for immediate and longitudinal studies and include: (1) users (students and clients); (2) user site personnel (staff/counselors); and (3) administrators. The coordinated and interrelated parts of career information delivery systems are identified as (1) the organization and management structure, (2) information development, (3) information delivery, (4) user services, (5) economic efficiency, and (6) user impact. The model is flexible enough to allow for a wide variety of evaluation strategies and can be divided, as appropriate, into several phases. Furthermore, a sample evaluation study on a major component of the evaluation model, information delivery, was implemented on the 1981 Virginia Career Information Delivery System microfiche. The data for this study was collected by three methods: (1) a questionnaire to obtain user reactions and demographic information, (2) a questionnaire to obtain site information and, (3) on site interviews with structured questions to gather information in a less formal method. The purpose of this phase of the study was to illustrate proper application of one phase of the model which addressed the seventeen performance evaluation criteria identified by NOICC and thirteen additional items specific to state data collection identified by this writer. It is believed that this model will serve as an overall framework for future and more comprehensive studies, and in the end will improve career information delivery systems. Ed. D.

The purpose of this study was to evaluate selected psychometric characteristics of the Ethical Judgment Scale (EJS). Specifically, to determine (a) content validity, (b) internal consistency reliability, (c) correlations of the Likert-type, stage 5, and panel scoring methods; and, assess (d) the relationship of certain demographic factors of community college counselors and EJS scores. A survey research design, employing the EJS with modified instructions, requested an actual and ideal response for each of 25 hypothetical incidents that represented various ethical dilemmas in the counseling field. Ninety-one community college counselors in the state of Virginia participated in the final study. A nonrespondent survey also was completed. The results suggested that content validity of the EJS was supported by expert ratings of the hypothetical incidents; however, an evaluation of the response choices indicated that 20 of the incidents had at least two inappropriate response options. An examination of internal consistency reliability of the EJS, using Cronbach’s alpha and KR-20 statistical procedures, indicated unsatisfactory to lower than desirable correlations for the three scoring methods employed in this study. Similarly poor correlations were obtained for the relationships of the scoring methods. Scale discrepancies and the unreliable scoring methods prevented firm conclusions regarding the association of EJS scores and selected demographic characteristics of the study sample. Findings of the study suggested that a lack of confidence with the measurement instrument may be justified. Suggestions for further research were offered and included the further evaluation and possible revision of the scale. Ed. D. incomplete_metadata

The purpose of this study was to determine if there is a pattern of preferred learning style characteristics for adult "Dependent" decision-makers. Then, use those identified characteristics and their associated instructional/learning strategies to suggest instructional interventions for "Dependent“ decision-makers. One hundred and forty-four adult Community College students were used as subjects for this study. All subjects were enrolled in a career/life planning course, where measurement of their decision-making styles and learning style characteristics were obtained. Three instruments were used: (a) the Assessment of Career Decision Making (ACDM), (b) Productivity Environmental Preference Survey (PEPS), and, (c) Kolb's Learning-Style Inventory (LSI). Each subject was identified as belonging to one of five decision-making style groups: (a) Rational, N=25; (b) Intuitive, N=30; (c) Dependent, N=31; (d) Combination, N-23; and, (e) Unclassified, N=35. The "Dependent" decision-making group had a mean age of 33.42 years and was predominantly white (87%). Even though this group had more females (61.3%), this group was less dominated by females than the total sample (74.3%). Using the raw scores from each of the twenty learning-style characteristic elements of the PEPS, a one-way analysis of the variance (ANOVA) was used in analyzing the data for the five decision-making groups. A significance level of .05 was selected for the ANOVA. The same procedure was used to analyze the raw scores for the four learning modes of Kolb's LSI. The Fisher's LSD multiple comparison test was run on all PEPS and LSI elements that were identified by the ANOVA as showing a significant difference between groups. The summary of the PEPS data analysis indicated that four of the PEPS elements (Sound, Motivation, Persistent, and Responsible) are significantly lower for the "Dependent" decision-making group. None of the four LSI learning modes were shown to be significantly higher or lower for the "Dependent" decision-making group. The results of the study suggest that any model of instructional/learning strategies designed for "Dependent" decision-makers should take into account the four PEPS elements of (a) Sound, (b) Motivation, (c) Persistent, and (d) Responsible. Instructional/learning strategies used to assist "Dependent" decision-makers should stress motivational factors such as a supportive learning environment. Special emphasis should be placed on ways to help "Dependent" decision-makers become more persistent and responsible about their own learning. Ed. D. incomplete_metadata

Community college counselors are continually confronted with the difficult task of assisting students to choose from one of the various curricula. Scholastic aptitude test data have been frequently used by counselors to provide students with information to assist them in their college planning. However, before the decision to assess the scholastic aptitude of students and to use the results for counseling purposes, the scholastic test's predictive validity should be determined. The Snort Test of Educational Ability (STEA) is a scholastic aptitude test score available to all Virginia Community Colleges. The STEA score is currently transmitted to the college via the student's high school transcript. Because the 1975 Virginia Community College System Policy Manual requires a validity study of potential curricular placement tools, it was the purpose of this study to determine the STE.A's validity for predicting a student's 1976 fall quarter grade point average. This investigation was conducted during the academic year 1976-1977 at three community colleges within the Virginia Community College System. The samples used in this study were drawn from 1976 Virginia high school graduates enrolled for the first time for the fall quarter, 1976, at a metropolitan, a suburban, and a rural institution. One hundred subjects were randomly selected at each institution. From the colleges' permanent files the following data were collected for each student: (1) total high school grade point average, (2) last high school grade in English, (3) last high school grade in math, (4) STEA score, (5) sex, (6) race, (7) curriculum, and (8) 1976 fall quarter grade point average. Using this data, Pearson product moment correlations and multiple regression coefficients were generated by the"Correlational Procedure" and"General Linear Model Procedure” of the Statistical Analysis System - 1976 The results of the study as they related to the hypotheses were as follows. At the three institutions significant (p< .05), but low, correlations were found between the students’ fall quarter g.p.a. 's and their STEA scores. Low to moderate three and four variable multiple correlations were significant (p < .05) between the fall quarter g.p.a. and combinations of the following independent variables: the total high school grade point average, the grades in high school English and math, and the STEA. For all three colleges the results were not significant for the prediction of the fall quarter g.p.a. using the STEA when subgrouped by students’ sex, race or curriculum. From the results of this study the following conclusions were made. For the three com.mur.i Doctor of Education

There are a great number of people whose suggestions and encouragement have contributed to the preparation and completion of this study. Special recognition is due to the committee of faculty evaluating this study through the various stages from inception. I appreciate the patience plus clear arid precise guidance of Tom Hohenshil, and Dennis Hinkle's counsel and completion of the computer analyses of the results of this study, I am grateful for the inspiration Dean Hummel provided especially during the early stages of this project. I wish also to express my thanks to Cherry Houck who’s door was always open and was also instrumental in the inception of this study, I also appreciate Harriett Cobb's perceptiveness and special efforts in dissipating my committee meeting jitters. Finally, I consider myself fortunate to have had exposure to these individual's expertise and vast experiences. I wish also to acknowledge the assistance and financial support, I received from Charlotte McNulty, SYEP Project Director, and from the Board of Directors of People Places Inc. in Staunton, Virginia. I am indebted to the patience and trust Ms. McNulty repeatedly afforded me throughout the various stages of carrying out this project. The generous offer of the use of equipment .and office space of People Places Inc. is also greatly appreciated. And finally, I consider myself fortunate to have a wife supportive of my efforts in achieving an advanced degree in education. Her genuine interest in the topic of this study and willingness to listen, proofread, type, and many other supportive actions deserve a special "thank you". Ed. D.