Robert G. Warehime

GENERALIZED EXPECTANCY FOR LOCUS OF CONTROL AND ACADEMIC PERFORMANCE

Research evidence supports a hypothesized relationship between internal locus of control and academic achievement behaviors, although studies, thus far, have centered on the relationship of measures of locus of control and performance in immediate cask situations (Lefcourt, 1966; Rotter, 1966). The present investigation was an attempt to assess the hypothesized relationship by correlating scores obtained on the Internal-External Control of Reinforcement (IE) scale (Rotter, 1966) at the beginning of the academic year, with an index of actual academic performance, grade point average (GPA), obtained at the end of the first academic year. Ss were entering University of Iowa freshmen. Since the prediction was directional, one-railed tests for significance were made on the obtained correlations. The IE-GPA correlation was -.04 (n.s.) for females ( N = 899) and -.09 ( p < .01) for males (N = 835) . The upper and lower 10% of the distribution of IE scores was selected for further analyses yielding IE-GPA correlations of -.I0 (n.s.) for females ( N = 180) and .I6 ( p < .05) for males ( N = 168). For both sexes, significant but low correlations were obtained between LE and measures of academic achievement obtained at college admission (high school rank, high school grade point average and ACT total scores). Multiple regression analyses showed, not surprisingly, that IE scores added nothing to these latter measures if they were used to predict academic performance at the years end. Thus, results tend to support the locus of control construct as measured by IE for males but not for females and indicate that the IE measure has no practical utility for the prediction of academic achievement. The obtained sex differences may be attributable to differential valuing of academic achievement by males and females in this setting. Academic performance may be a more central issue for these males entering more into their estimates of locus of control of reinforcement. Results are in line with Rotters (1966) contention that generalized internalexternal control measures may not permit more than small obtained relationships in specific cases such as academic achievement.

Marathon Group Changes in a Measure of Dogmatism

A number of recent research investigations have revealed positive personality changes as a result of participation in a 24-hour experiential-Gestalt marathon growth group. This form of marathon group has been found to foster increased levels of self-actualization (Foulds, Guinan, and Hannigan, 1973b, 1974b; Guinan and Foulds, 1970) and decreased levels of neuroticism (Hannigan, Foulds, and Guinan, 1974); to effect positive changes in ratings of self and others (Foulds, Girona, and Guinan, 1970; Foulds and Guinan, 1973); and in a measure of personal and social functioning (Foulds, Guinan, and Hannigan, 1973a, 1974a), to alter the locus of internal-external control of reinforcement expectancies in the direction of internality (Foulds, Guinan, and Warehime, 1974); and to be a valuable growth and learning experience for normal, growth-seeking college students (Foulds, Wright, and Guinan, 1970; Guinan, Foulds, and Wright, 1973). This paper is a report of our continuing efforts to study the effects of one form of marathon growth

Interactional Gestalt Therapy.

The practice of Gestalt therapy in groups is considered by many as synonymous with the Gestalt workshop format developed by Fritz Perls in his later years (Perls, 1969, 1973; Perls and Baumgardner, 1975). It was at this time in Perl’s career that Gestalt therapy became widely known and acknowledged as a viable school of psychotherapy. Many aspiring therapists who were exposed to Gestalt therapy during this period not only learned the theory and techniques of Gestalt therapy but also came to imitate the style of group leadership practiced by Perls and to think of this style as equivalent to the practice of Gestalt therapy. This is similar to what occurred in the psychoanalytic movement when faithful followers of Freud learned not only psychoanalytic theory and techniques but also the master’s particular style of working with people, including his use of the couch.

Measuring the ability to express sexual thoughts.

Summary Ratings were obtained from 30 male college students as to the sexual stimulus relevance of a number of pictures from magazines, each depicting a man and a woman. Then a different group of 72 male students were asked to tell stories about the situations depicted in pictures representing 4 levels of rated sexual stimulus relevance. Half were given ambiguous instructions, while the other half were instructed to tell sexy stories. In general, sexier pictures elicited sexier stories, the effect being more marked with ambiguous instructions. Sexy instructions led to sexier stories except at the highest level of stimulus relevance. The results were interpreted within the framework of an abilities conception of personality.