A 62-item form of the sentence-completion technique requiring one-word responses was administered to 1718 undergraduates in teacher education. The data were punched on cards and lists of different responses were compiled. Responses indicating evasion, hostility, anxiety and depression were identified for each stem to form a scoring "dictionary." A…

In samples of 1,005 adolescents and adults in Hong Kong and 281 adolescents and adults in London (England), Moral Development Test patterns conform to that predicted by L. Kohlberg's stage theory of moral development (1969), but the degree of association between the stages differed between cultures. (SLD)

This study compared preparing science teachers' attitudes towards tests, evaluation and mathematics to those of preparing non-science teachers (N=76) in an upper division psychology course at a state college in eastern Massachusetts. These three attitudes were measured using semantic differentials that assessed both the cognitive and affective…

The reliability, validity, and dimensionality of the revised UCLA Loneliness Scale (ULS) were studied with a group of 199 California college students. Other personality tests were administered to measure social anxiety, alienation, health locus of control, drinking-related locus of control, life satisfaction, and personal values. Sociodemographic…

Maintains that the standard Social Readjustment Rating Scale (SRRS) does not include many common events that act as stressors for college students and includes many events that have little or no meaning for them. Introduces an instrument intended for classroom demonstrations: the College Undergraduate Stress Scale (CUSS). (MJP)

Examined cultural congruity, womanist identity attitudes, and life satisfaction among 165 African American women attending historically Black and predominantly White colleges and universities. Findings indicate that students at historically Black institutions reported higher levels of cultural congruity and life satisfaction. Womanist identity…

This study sought to develop a valid set of scales in the cognitive and affective domains for measuring the quality of life of university students. In addition the study attempted to illustrate the usefulness of Thomas Piazza's procedures for constructing valid scales in educational research. Piazza's method involves a multi-step construction of…

The Course Entry Inventory was developed to assess the affective characteristics of college students when they enter a course. The four dimensions measured were: affective characteristics upon entry, willingness to undertake course activities and accept instruction, perceived importance of the course, and self-reported level of apprehension about…