A factor analysis of a questionnaire investigating alienation among ninth and tenth graders is presented. Three factors--Personal Incapacity, Cultural Estrangement, and Guidelessness--were identified and analyzed. Group differences according to community environment, socioeconomic status, ability, and sex were also investigated. (JKS)

A simple-structure factor analysis of test data from 149 sixth-grade children in Norway was conducted. Broad factors were interpreted to represent Visualization, Speediness, and Fluency, as well as Fluid and Crystallized Intelligence. The results are discussed in relation to the Cattell-Horn theory of intelligence. (Author/JAC)

A factor analysis was used to study the relationships among response time and accuracy scores for a verbal analogies test, as well as a number of experimental variables designed to measure a series of information processing stages of the analogies task. (CTM)

The higher education needs and interests of adults were examined and four major factors that could influence decisions to participate or not participate were identified in this study. They are designated self-development goal, affective barrier, career goal, and situation barrier. (Author/LBH)

A model designed to account for major factors on personality questionnaires is proposed and evaluated using the Differential Personality Inventory. Two respondent processes are postulated: sensitivity to the underlying desirability of items, and threshold for responding desirably. (Author/JKS)

The contributions of the Tennessee Self Concept Scale to the understanding of self concept components are discussed. Factor analysis and canonical correlation results indicate that the subscales of the instrument do not contribute much more information than the total score. (Author/JKS)

Factor analysis of an administration of the Raven Progressive Matrices Test to children in grades 1, 2, and 3 revealed three orthogonal factors interpreted as (1) concrete and abstract reasoning, (2) continuous and discrete pattern completion, and (3) pattern completion through disclosure. Results are discussed in several contexts. (RC)

Using a simple structure factor analysis of test data of 144 fourth grade children in Norway, second order factors interpreted to represent Broad Visualization, Speediness, Fluid, and Crystallized intelligence intercorrelated substantially, the correlation between Fluid and Crystallized intelligence being the highest. (Author/BW)

Attitudes toward the value of education, teachers, school committees, and school system concern for student welfare were measured in 564 high school students. Teacher strikes had affected some of their communities, but not others. Analysis of variance indicated significant differences between strike and no strike groups. (Author/MV)

Measures of attributes of leadership situations faced by department chairmen were theoretically and empirically related. Findings indicated that high task structure (faculty homogeneity and academic task structure) is associated with better member relations and greater cooperation on administrative matters. Implications for administrators are…

Major dimensions of consumer perceptions were identified using factor analysis of survey data as follows: accessibility, availability of family doctors, and of hospitals/specialists, completeness of facilities, continuity of care, and physician conduct. Conduct was clearly the most important factor in general satisfaction. (Author/LBH)

Teacher completed Behavior Problem Checklists on 730 behaviorally disordered pupils were subjected to first- and second-order factor analyses. Four narrow band factors and two broad band factors were identified suggesting two general patterns of psychopathology among children. (Author/DB)

Three instruments designed to tap the self-system in normal IQ children were administered to 126 retarded children in mainstreamed and self-contained classrooms. Factor structures differed significantly from normal IQ results. The need to revise instruments for use with the retarded and to obtain social comparison information is emphasized.…

Attitudes of 116 undergraduate students toward academic interests (mathematics, science, reading, writing, and oral communication) were compared. Findings showed substantial correlations among operationalizations for each academic area, but correlations between different subject attitudes were modest. Females had less positive attitudes toward…

The extent and function of the parent-child bond, conceptualized according to Ainsworth's model of attachment, was explored for 173 first-year college students. Students' description of their parental relationships resembled Ainsworth's secure attachment type. Most students viewed their parents as a secure, encouraging, and available source of…