Carrie Wherry Waters

Factor Analysis of Masculine and Feminine Sex-Typed Items from the Bem Sex-Role Inventory

Based on the responses of 252 (126 male, 126 female) college undergraduates, a factor analysis of the 40 sex-typed items from the Bern Sex-role Inventory and sex of respondent yielded four factors. One of the factors essentially represented the biological sex of the respondent. A second factor, representing an expressive, affective orientation, contained loadings of 14 of the 20 feminine sex-typed items. The other two factors (dominant, aggressive and independent, self-sufficient) were defined primarily by masculine sex-typed items. Biological sex of the respondent did not load on any of the three latter factors. The obtained factor structure was very similar to that reported by Gaudreau (1975) for non-college respondents. Taken together, these two analyses (a) support the use of the Masculinity and Femininity scales as independent constructs and (b) suggest several items that could be deleted from both scales to increase both homogeneity and interpretability.

Protestant Ethic Attitudes Among College Students

The six scales of the Survey of Work Values (Wollack, Goodale, Wijting, and Smith, 1971), the Blood (1969) pro-Protestant Ethic scale, and the Protestant Ethic scale of Mirels and Garrett (1971) were intercorrelated, and each scale was correlated with Rotters I/E scale, SAT total score, and cumulative grade point average for 170 college students. A factor analysis of the Protestant Ethic scales yielded two factors which were interpreted, on the basis of the loadings of the Survey of Work Values scales, as representing intrinsic (work-related) and extrinsic (reward-related) aspect of Protestant Ethic. The Blood and the Mirels and Garrett scales loaded substantially on both factors. Generally, the Protestant Ethic scales were negatively related to external orientation on the I/E scale, and were unrelated to SAT scores and academic performance.

An empirical test of five versions of the two-factor theory of job satisfaction

Abstract Predictions from five versions of the two-factor theory of job satisfaction identified by King (1970) were tested using correlational data for a sample of female office workers. No support was found for any of the versions of the theory. Two effects reported previously by Hulin and Waters (in press), intrinsic variables are generally more potent than extrinsic variables and overall satisfaction is more predictable than overall dissatisfaction, seemed to account for the data more sufficiently.

Multi-Dimensional Measures of Novelty Experiencing, Sensation Seeking, and Ability: Correlational Analysis for Male and Female College Samples

The four scales of the Novelty-experiencing Scale and the five scales of the Sensation-seeking Scale were administered to male and female college students. With the exception of the general scale of the Sensation-seeking Scale, which correlated substantially with its four remaining scales and one of the Novelty-experiencing scales, the sub-scales generally had only low to moderate rs within each of the scales and between all scales. Significant sex differences were found for five of the sub-scales. Although several of the sub-scales had low but significant correlations with SAT measures, both tests were relatively independent of the ability measures.

Relationships between Sex-Role Orientation and Attitudes toward Women as Managers

The relationship between attitudes toward women performing in managerial roles and sex-role orientation was examined by correlating scores on subscales of the Women as Managers Scale with scores derived from the Bern Sex-role Inventory within homogeneous biological sex samples of 117 males and 222 females. Within each sex sample there were modest, but significant, relationships between sex-role orientation and attitudes toward women as managers; the direction of the relationships was significantly different for males and females. Those males and females who were more sex-stereotyped toward their own biological sex were less favorable about women performing in managerial roles.

Factor Analysis of Sex-Typed Items from the Bem Sex-Role Inventory: A Replication

Based on the responses of 118 male and 79 female college students, a factor analysis of the 40 sex-typed items from the Bem Sex-role Inventory and sex of respondent yielded four factors which were almost identical to those reported by Waters, Waters, and Pincus (1977). One of the factors essentially represented the gender of the respondent. A second factor representing an expressive, affective orientation was defined by feminine sex-typed items. The other two factors were primarily defined by masculine sex-typed items. One stressed independence, self-sufficiency, and individuality while the other stressed leadership, aggressiveness, and forcefulness. These latter factors were interpreted in terms of an “agentic” orientation (Bakan, 1966) and an “instrumental” orientation (Parsons & Bales, 1955).

Novelty and Sensation Seeking in Two Academic Training Settings

Subscale scores on the Sensation Seeking Scale (SSS) and the Novelty Experiencing Scale (NES), scores on a social desirability scale and on two ability tests, and academic course grades were obtained for a sample of 275 pre-flight students. Data from 172 college males of the same age range (Waters, 1974) provided comparisons between college and pre-flight students. The preflight students, as compared to college males, scored higher on External Sensation, Thrill and Adventure Seeking, and External Cognition; but scored lower on Experience Seeking and Disinhibition. A factor analysis of the subscales of the SSS and NES yielded a general and three group factors in both the pre-flight and the college student samples. One group factor was defined by the External Sensation subscale of the NES and the Thrill and Adventure Seeking subscale of the SSS. This group factor was the only one that included subscales from both instruments. The other two group factors, which represented clusters of the remaining within instrument subscales, were interpreted as reflecting within scale method variance.

Two Measures of Resultant Achievement Motivation: Their Relationships To Each Other and To Academic Performance for Three Samples of College Males

The Mehrabian and Hermans scales of resultant achievement motivation were correlated with each other and with cumulative grade point average for three samples of lower division college males. In each sample, the two scales were significantly, but not highly, correlated (average r = .31). The Hermans scale was consistently related to grade point average across samples. Significantly more accurate predictions of academic performance were obtained for lower fear of failure students and for students who perceived their present course grades as more important to their future career plans than for students who perceived present grades as less important to their future career plans.

Sex of respondent, respondent's sex-role self-concept, and responses to the Sensation-seeking scale.

Sex of respondent and the respondents self-concept of sex-role, as measured by the Bem (1974) scale, were correlated with scores on subscales of the Sensation-seeking Scale for a sample of 96 female and 96 male college students. Also, sex-role self-concept was correlated with aspects of sensation-seeking within each sex. For the combined sample, sex-role self-concept was significantly more related to scores on the sensation-seeking scales than sex of respondent for four of the five subscales. Within both samples, sex-role self-concept was negatively and significantly correlated with sensation-seeking. Regardless of the sex of respondent, those individuals who endorsed a greater number of feminine than masculine personality characteristics as self-descriptive indicated lower levels of sensation-seeking.

Validity and Likability Ratings for Three Scoring Instructions for a Multiple-Choice Vocabulary Test

method of eliciting the desired test-taking behavior. They presented evidence of higher inter-form reliability, and an increase in the number of omitted items, for the &dquo;reward for omits&dquo; instructions as compared to the &dquo;penalty for wrongs&dquo; instructions. It also seems reasonable that more examinees would prefer the direct positive reinforcement of omissive behavior approach to the less direct negative reinforcement approach. The purpose of the present study was to compare these two approaches and a, third